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Note: Courses with [A] have available sessions.
Curriculum, Instruction, Assessment Category

           Beginning Reading Instruction-CLASSIFIED + CERTIFIED Skill Block
Classified Skills Block = 18 Hours
Certified Skills Block = 18 Hours
CDE Re-Licensure Credit = 1 Credit
Knowledge Level Advancement = N/A
Skills Block Stipend TBD
TARGET AUDIENCE:
  • K-3 Teachers; Intermediate teachers with struggling readers; Educational Assistants (EAs) who work directly with students.
  • Recommended for Teacher/EA teams.
DESCRIPTION:
Beginning Reading Instruction focuses on the five components of essential reading instruction:
  1. Phonemic awareness
  2. Phonics
  3. Vocabulary
  4. Fluency
  5. Comprehension

LEARNER OBJECTIVES:
Participants will develop an understanding of current research in beginning reading and increase their knowledge of the five essential components as well as gain instructional strategies that can be immediately integrated into the classroom.

SKILLS BLOCK NOTE:

*Skills Block Pay will be pending DCFT negotations.*

  • Self-funded departments, Charter Schools and grant-funded program employees should check with their supervisor regarding eligibility for Skill Block payment.


    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.
    • If you have questions about registration or transcripts, please contact the Staff Development office.
           Classroom Strategies for ELL´s
Classified Skills Block = 18 Hours
Certified Skills Block = 18 Hours
CDE Re-Licensure Credit = 1 Credit
Knowledge Level Advancement = N/A
Skills Block Stipend $300
TARGET AUDIENCE:
Certified teachers and Classified employees who work directly with students in an instructional role.

Description

This course will provide valuable classroom strategies to ensure that ELLs are gaining access to grade level content in the mainstream classroom. Classroom teachers will learn and practice lesson planning to include the 9 components recommended by Bob Marzano that are shown to provide the best results in class.These 9 components will be reviewed and revised to work well with ELLs, k-12.Strategies will target how to make these components work for all ELLs at any grade or language level.Teachers will be ready to use these components and strategies to make content comprehensible.

This class is based on the training from McRel which is aligned to Bob Marzano´s book, "Classroom Instruction that Works". Participants should be familiar with his book."Classroom Strategies that Work for ELLs" by Jane Hill and Cynthia Bjork is one of the class resources that will be provided.
Participants will learn how to make grade level content comprehensible using stategies that compliment the 9 components from Marzano. These strategies are research based and proven to work for ELLs.

Objective

This course will provide valuable classroom strategies to ensure that ELLs are gaining access to grade level content in the mainstream classroom. Classroom teachers will learn and practice strategies to include the 9 components recommended by Bob Marzano that are shown to provide the best results in class.These 9 components will be reviewed and revised to work well with ELLs, k-12. Strategies will target how to make these components work for all ELLs at any grade or language level.Teachers will be ready to use these components and strategies to make content comprehensible.

SKILLS BLOCK NOTE:

  • Charter School employees should check with their supervisor regarding eligibility for Skill Block payment.
  • Substitutes and Non-employees may register for skill blocks for a small registration fee.

  • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

    Parke Covarrubias (303-386-6422), parke.covarrubias@dcsdk12.org

  • If you have questions about registration or transcripts, please contact Staff Development office.

           Cooperative Learning Structures [A]
Untitled Document
Certified Instructional Hours = 15 Hours
CDE Re-Licensure Credit = 1 Credit
Knowledge Level Advancement = 1 Credit
TARGET AUDIENCE:
  • Certified Teachers

DESCRIPTION:

In their recent book, Classroom Instruction That Works, Bob Marzano, Debra Pickering and Jane
Pollock, identify cooperative learning as a strategy to increase student learning. This class, on
Cooperative Learning Structures, is for K-12 classroom teachers who want to engage students more actively in their learning, increase student accountability, save preparation and instruction time, and have fun while teaching! Participants will learn a wide variety of cooperative learning structures to use in all content areas. This course is equally beneficial for staff developers in working with adult learners.
 
LEARNER OBJECTIVES :
  • Increased individual accountability for teachers and students
  • Equal participation for all learners, regardless of ability
  • Positive interdependence among learners
  • Simultaneous interaction rather than one student at a time
  • Improved social skills and classroom management
  • Awareness of the 4 principles of Kagan Cooperative Learning Structures
  • Knowledge of the different domains of the Learning Structures
  • Understanding of various Learning Structures: when and how to use them

PLEASE NOTE:

    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed
    • If you have questions about registration or transcripts, please contact the Staff Development office.
           Cultures of Thinking Cont´d [A]
Untitled Document
Certified Instructional Hours= 15 Hours
CDE Re-Licensure Credit = 1.0 Credit
Knowledge Level Advancement = KLA

 

Target Audience: Participants who completed the 2-4 days of the "Cultures of Thinking Summer Academy".

Within a culture of thinking, students experience school as a place where thinking is valued and given time, rich opportunities for thinking abound in their day-to-day classroom experience, models of thinking are present in the form of seeing teachers and peers as fellow thinkers, and the environment is full with the documentation of thinking. Such environments not only provide for the practice of students’ thinking skills but also help them to foster an inclination toward thinking and to develop a greater awareness of thinking occasions.

 

This session is a continuation of the Cultures of Thinking Academy held last June. To participate in this session, you had to have completed more than just the first day oververview in June.

 

           Differentiation of Instruction 1 * Not A Skills Block*
Certified Instructional Hours= 15 Hours
CDE Re-Licensure Credit = 15 Hours
Knowledge Level Advancement = N/A

TARGET AUDIENCE:
  • DCSD K-12 Classroom teachers.
DESCRIPTION:
Differentiation of Instruction 1: is for classroom teachers only and provides practical guidance in addressing the diverse needs of K-12 students in mixed-ability classrooms through multiple approaches to content, process, product and by using a blend of whole-class, group and individual instruction.

Differentiation of Instruction is provided in support of Douglas County School District goal to "Provide a staff skilled in differentiated instruction".
    LEARNER OBJECTIVES:
    Participants will learn how to use assessment data to drive planning, management and instructional strategies in a differentiated classroom.

    Strategies and Activities :Learning Assessment : Follow-up Resources:

    Participants will create practical learning activities to support their instruction.

    Observation during participant discussions and sharing times.    		 Instructor feedback via email.
    Opportunity to reflect on learning through discussion and written work.Assessments for each instructional component.
    Each activity and assessment lesson will have a link to classroom practices.Review of assigned skill activities.

PLEASE NOTE:

  • This is Not A Skills Block

  • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.
Course Contact:
Angela Legg (BRTOSA) 303-519-5177
Angela.Legg@dcsdk12.org
  • If you have questions about registration or transcripts, please contact the Staff Development office.

           Foundations of Effective Teaching 1: CERTIFIED & CLASSIFIED Skills Block [A]

Classified Skills Block = TBD
Certified Skills Block = TBD
CDE Re-Licensure Credit = 1 Credit
Knowledge Level Advancement = N/A
Skills Block Stipend $350.00

TARGET AUDIENCE:
Certified teachers and Classified employees who work directly with students in an instructional role.
Foundations of Effective Teaching 1: Organizing the Classroom Environment for Teaching and Learning is designed to help Classified & Certified participants improve their instructional practice based on research findings that help the day-to-day process of teaching and learning. Participants will learn strategies for effective group management and cooperative small group instruction, beginning-of-the-year classroom management, interactive direct instruction, time-on-task and teacher praise.

SKILLS BLOCK NOTE:

  • Self-funded departments, charter schools and grant-funded program employees should check with their supervisor regarding eligibility for Skills Block payment.
  • Non-employees may not register for skill blocks which is a performance pay District benefit.
  • Participants who have completed Foundations of Effective Teaching 1: CERTIFIED (Non-Admin) Skills Block may repeat the class; however, no additional credit or Skills Block stipend may be received.
  • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

  • If you have questions about registration or transcripts, please contact Staff Development .
           Foundations of Effective Teaching 2: CERTIFIED Skill Block
Instructional Hours = 18 Hours
CDE Re-Licensure Credit = 1 Credit
Knowledge Level Advancement = N/A
Skills Block Stipend $350.00

Foundations of Effective Teaching 2: Building Academic Success builds on the pre-requisite course, Foundations of Effective Teaching 1.

This course addresses the challenges teachers are facing today to raise the performance levels of all students while also closing the achievement gap. It addresses both environmental and instructional conditions that foster student achievement by: 1) examining the effects that teacher expectations and the social context of the classroom have on student learning, and 2) providing an in-depth study of two instructional models – cognitive apprenticeship and cooperative small groups – that actively engage students and address the diversity of their learning needs.

This advanced course is targeted to more seasoned educators who are prepared to engage in in-depth study and reflective practice. It also may be used to support school improvement teams or schoolwide initiatives to raise achievement.
.

Learner Objectives:

This course builds on the prerequisite course, Foundations of Effective Teaching I: Organizing the Classroom Environment for Teaching and Learning. Foundations of Effective Teaching II extends the subject of classroom management to a broader context that can be described as the sociology of the classroom. As the learning needs of today’s students become increasingly diverse, this course explores ways to equalize student status, both cognitively and socially, in order to raise student achievement. The course explores the seminal research on ways to create a classroom environment that maximizes students’ growth academically and socially.

PRE-REQUISITE:

  • Successful completion of Foundations of Effective Teaching 1: CERTIFIED (Non-Admin) Skill Block

SKILL BLOCK NOTE:

  • Self-funded departments, Charter Schools and grant-funded program employees should check with their supervisor regarding eligibility for Skill Block payment.

  • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

  • If you have questions about registration, please contact Staff Development office.

    •            Instructional Planning: Strategy Integration for Effective Teaching CERTIFIED Skill Block
    Certified Instructional Hours= 18 Hours
    CDE Re-Licensure Credit = 1 Credit
    Knowledge Level Advancement = N/A
    Skills Block Stipend Pending Approval *

    This course is designed for DCSD classroom teachers (K-12).

    This course provides practical application of instructional design and strategy integration outlined in the research base on effective instruction. Focal points will include strategies fostering critical thinking and the transferability of acquired skills.
      Course participants will learn how to:
      • organize their instruction
      • help students access background knowledge
      • integrate instructional strategies
      • scaffold learning
      • and plan for review that cements new knowledge

    Teachers may select from a multitude of instructional strategies on any given day. In this class, teachers will learn and apply strategies for effective instruction. These strategies are researched based and have been found to increase student achievement.

    *A performance pay of $350 is awarded to qualifying registrants upon successful completion of this skill block.

    SKILL BLOCK NOTE:

    • Self-funded departments, Charter Schools and grant-funded program employees should check with their supervisor regarding eligibility for Skill Block payment.
    • Substitutes and non-employees mayregister for a small fee.

    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

    • If you have questions about registration or transcripts, please contact Staff Development office.

               Nuts and Bolts - Getting Started in the Special Education Process
    Instructional Contact Hours = 18 Hours
    CDE Re-Licensure Credit = 1 Credit
    Knowledge Level Advancement = 1 Credit

    This course is specifically designed for DCSD CERTIFIED staff.

    DESCRIPTION:

    This class is designed to introduce new special education staff to the procedures for designing and implementing an IEP in Douglas County Schools. Legal and practical aspects of IEP writing will be covered as will communication with teams and parents to ensure the most effective services for students.
    Participants will also learn about the resources available in Douglas County to support them in their work.

    • This course will provide an opportunity for participants to practice their skills on the computerized IEP throughout the class.
    • An overview of the district will be covered as well as Douglas County initiatives to implement the reauthorization of IDEA.

    Learner Objectives:

    1. Provides new special educators with specific induction information necessary for their specific job performance.
    2. Provides a consistent foundation for accurate development of an IEP throughout the district.
    3. Provides participants with both the legal and practical knowledge necessary to collaborate with their building teams to develop strong IEPs.
    4. Supports increased student learning through accurate IEPs.
    5. Supports increased communication with parents through the IEP process.

       

      PLEASE NOTE:

      • This course includes 6 hours of online training (completed on your own), in addition to the 12 hours of face to face instruction.

    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

    • If you have questions about registration or transcripts, please contact Staff Development office.

               Reading Comprehension for Elementary Classrooms - Class & Cert Skills Block

    Certified Skills Block = 18 Hours
    CDE Relicensure Credit = 1 Credit
    Knowledge Level Advancement = N/A

    TARGET AUDIENCE:
    Elementary Classroom Teachers
    DESCRIPTION:

    The focus of the Reading Comprehension for the Elementary Classroom course is based upon research and exemplary practices that help students acquire strong comprehension skills. Participants are provided with a synthesis of current research on reading comprehension and strategies for implementing effective comprehension instruction. The course assessments require participants to apply the strategies with students and reflect on their success and/or challenges.

    LEARNER OBJECTIVES:

    • This course will address improved instruction in reading comprehension of narrative and expository texts.
      • Develop their understandings of current research in reading comprehension
      • Increase their knowledge of the characteristics of narrative and expository text
      • Learn and implement methods of strategic instruction in comprehension of narrative and expository text, including content area textbooks

      Strategies and Activities : Learning Assessment : Follow-up Resources:
      Read and discuss current research on reading comprehension Evaluation of weekly "Reflection Sheets" Instructor feedback on weekly "Reflection Sheets"
      Examine, discuss and evaluate strategic instruction in reading comprehension Observation during participant discussions and sharing times Resource articles and titles for future reading
      Implement and reflect on instructional strategies for increasing reading comprehension
      Complete and discuss weekly "Reflection Sheets"

    This course meets the criteria for "Content Rich/Highly Qualified" credit.

    SKILL BLOCK NOTE:

    • Self-funded departments, Charter Schools and grant-funded program employees should check with their supervisor regarding eligibility for Skill Block payment.
    • Substitutes and non-employees may not register for skill blocks which is a performance pay District benefit.
    PRE-REQUISITES:

      • Participants must have access to children/students to assess the reading comprehension strategies, in order to complete the assignments.
    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

      Mary Ann Gabriel

    • If you have questions about registration or transcripts, please contact Staff Development office.
               Thinking Math Middle School: Journey to Algebra Part ´B´ - Skills Block
    Classified Skills Block = 18 Hours
    Certified Skills Block = 18 Hours
    CDE Re-Licensure Credit = 1 Credit
    Knowledge Level Advancement = N/A
    Skills Block Stipend Pending
    TARGET AUDIENCE:
    Certified teachers and Classified employees who work directly with students in an instructional role.

    Thinking Mathematics in Middle School is built on the premise that all students can be successful in algebra. It builds on the concepts taught in Thinking Math I, II, and III as well as Thinking Math Middle School: Algebra Part "A". Teachers see how concepts can be developed visually to help students understand algebra. You must have taken Thinking Math I, II, and III Thinking Math Middle School: Algebra Part "A" before signing up for this course

    This course will give strategies to intermediate and Middle School teacher to help students visually see algebraic concepts (linear and quadratic functions).

    This course meets the criteria for "Content Rich/Highly Qualified Teachers" Credit.

    SKILLS BLOCK NOTE:

    • Charter School employees should check with their supervisor regarding eligibility for Skill Block payment.
    • Non-employees may register for skill blocks for a small registration fee.

    • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.

      Jody Papini (303-688-3381), jody.papini@dcsdk12.org

    • If you have questions about registration or transcripts, please contact Staff Development office.

               Thinking Mathematics 1 - Skills Block
    Classified Skills Block = 18 Hours
    Certified Skills Block = 18 Hours
    CDE Re-Licensure Credit = 1 Credit
    Knowledge Level Advancement = N/A
    Skills Block Stipend $325.00 (Pending negotations)
    TARGET AUDIENCE:
    Certified teachers and Classified employees who work directly with students in an instructional role

    Thinking Mathematics 1 focuses on the development of Early Foundations tracing the journey of children from their first experiences with counting to their initial understanding of addition and subtraction. Among the major pieces in this development are the composition and decomposition of numbers, place value, and learning one-digit combinations and differences in a thinking curriculum. Participants will delve into many different ways students can think about and solve problems while building conceptual understanding, solving problems, and acquiring fluency with procedures. They will also focus on the important role of language, justification, and conversation in the mathematics classroom. It pays particular attention to the importance of explicitly linking work with representations and models to mathematical symbols and making sure students understand the linkage. Drawing from the work of TIMSS and other researchers, this course builds awareness of what makes mathematics tasks high or low level and how to maintain high level tasks as challenging opportunities for students to learn.

    • Ten principles capture practices that lead to a better understanding of math for all students and are applicable at eleven levels.
    • This course addresses the kind of questioning that promotes thinking in math class and provides a framework for thinking about curriculum and lessons.

     

    This course meets the criteria for "Content Rich/Highly Qualified Teachers" Credit.

    SKILLS BLOCK NOTE:

    • Charter School employees should check with their supervisor regarding eligibility for Skills Block payment.

  • If you have questions about this course content or prerequisites, please contact the instructor(s) or "Contact" person listed.

    Jodi Papini 303-688-3381, jodi.papini@dcsdk12.org

  • If you have questions about registration or transcripts, please contact the Staff Development office.
    		•

               Toolbox for Teaching English Language Learners - CERTIFIED SB
    Untitled Document
    Face to Face Instructional Hours = 10
    Online Instructional Hours = 8
    CDE Re-Licensure Credit = 1 Credit
    Skills Block Stipend $300 *
    TARGET AUDIENCE:

    Certified Teachers

    DESCRIPTION:

    This is an introduction class that empowers teachers to meet the challenge of teaching literacy skills and academic content to the growing numbers of English Language Learners in DCSD. The course uses the website, Colorin´Colorado, as a research based resource. The website is designed for elementary education, but the information is easily adapted for middle and high School.
     
    Participants will:
    • Seek to discover answers to frequently asked quetions about teaching ELLs
    • Build background information for a foundation of learning
    • Discover how to build an engaging and welcoming classroom for ELLs
    • Develop an understanding of ESL program placement and student assessment to inform instruction
    • Determine vocabulary and reading strategies that are critical for ELLs

    PLEASE NOTE:

    This class was carefully designed to meet the needs and learning styles of participants who want a combination of an online class and a traditional class setting. Included in this course are 10 hours of class time as well as at least 8 hours of online research using the Colorin´ Colorado research based website.

    In addition, the participants are required to complete graphic organizers to record their learning from the online research and a portfolio project that synthesizes their learning.

    SKILLS BLOCK NOTE:

    * Skills Block Stipends ad pending DCFT Contract negotations.

      • If you have questions about this course content or pre-requisites, please contact the instructor(s) or "Contact" person listed.
      • If you have questions about registration or transcripts, please contact the Staff Development office.

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    The Mission of DCSD Staff Development is to assure professional growth opportunities that increase employee job skills and knowledge, promote organizational development, and contribute to increased student learning and achievement.



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