Professional Learning & Development Opportunities
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Developing a Language Enriched Environment
VIrtualDeveloping a Language Enriched Environment![]()
VIrtual
Developing a Language Enriched Environment
Date: November 13, 2023
Time: 12:00 pm - 3:00 pm
Time: 12:00 pm - 3:00 pm
VIRTUAL TRAINING AT NO COST!
Research has shown that individuals with complex communication needs have less opportunities to communicate. When developing a language enriched environment, the selection of functional and motivating vocabulary is critical for effective use of an augmentative alternative communication device. To build on communication opportunities, communication partners must have guiding beliefs: presume competence, Augmentative and Alternative Communication (AAC) is a right, a communication system is always available, and learning AAC language should be fun. AAC language should focus on core vocabulary and include individual fringe vocabulary as well. Communication opportunities should focus on multiple language functions (i.e., comment, greet, ask/answer, direct, argue, protest, share, social communication, express emotions, and gain attention).
It has been proven that students use their communication systems in the way they were first trained to use them. If the student is taught to use the system in a structured, stimulus-response format, they tend to use the system only when asked to do so. However, if the student is trained in a highly interactive format, he/she tends to use the system in a spontaneous and interactive manner. This technique can be used with individuals who demonstrate complex communication and intellectual need. Constant exposure to the symbols will encourage them to learn and use the symbols appropriately.
Participants will be able to
- Delineate and prioritize classroom environment and activities to develop language enriched environments.
- Analyze the environment to use core words to access multiple communication opportunities throughout the day.
- Create a list of activities conducive to interactive communication.
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Please note: There is a registration minimum requirement that must be met by Wednesday, October 30, 2024. If not met, training may be cancelled.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification,there will be a no-show fee charged to your LEA.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification,there will be a no-show fee charged to your LEA.
Building Communication Opportunities Throughout the Day for Students with Complex Communication Disorders
VIRTUALBuilding Communication Opportunities Throughout the Day for Students with Complex Communication Disorders![]()
VIRTUAL
Building Communication Opportunities Throughout the Day for Students with Complex Communication Disorders
Date: November 13, 2024
Time: 8:00 am - 11:00 am
Time: 8:00 am - 11:00 am
▪ ▪ ▪ VIRTUAL TRAINING AT NO COST ▪ ▪ ▪
This session will discuss building communication into everyday environments for students with limited verbal language or students who may utilize augmentative communication devices. A naturalistic language approach will help these students generalize specific communication strategies and build upon functional communication.
This session will discuss building communication into everyday environments for students with limited verbal language or students who may utilize augmentative communication devices. A naturalistic language approach will help these students generalize specific communication strategies and build upon functional communication.
Participants will be able to
- Understand naturalistic language approaches.
- Develop a communication script.
- Infuse language opportunities into everyday activities.
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Please note: There is a registration minimum requirement that must be met by Wednesday, October 30, 2024. If not met, training may becancelled.
Madera-Mariposa SELPA Member LEAs:
Please note if attendee is a no-show without prior cancellation notification,there will be ano-show fee charged to your LEA.
Please note: There is a registration minimum requirement that must be met by Wednesday, October 30, 2024. If not met, training may becancelled.
Madera-Mariposa SELPA Member LEAs:
Please note if attendee is a no-show without prior cancellation notification,there will be ano-show fee charged to your LEA.
Intentional Authentic Assessments /We’ve Assessed Now What?
Intentional Authentic Assessments /We’ve Assessed Now What?![]()
Intentional Authentic Assessments /We’ve Assessed Now What?
Date: November 05, 2024
Time: 8:30 am - 3:30 pm
Time: 8:30 am - 3:30 pm
Collecting anecdotal information through authentic observations can be confusing. In this session, we will break down what needs to be collected, various ways of collecting the information and what should be included in an anecdotal record. We will also discuss how to help children progress towards school readiness.
Outcomes: As a result of this workshop, participants will be able to:
• identify information that can be gathered during activities to use in documenting the progress of
children’s learning and development.
• utilize various ways of collecting information on children’s learning and development that are
objective.
Outcomes: As a result of this workshop, participants will be able to:
• identify information that can be gathered during activities to use in documenting the progress of
children’s learning and development.
• utilize various ways of collecting information on children’s learning and development that are
objective.
Diversity, Equity, and Inclusion in the Early Childhood Classroom/Effective Classroom Management-Part 2
Diversity, Equity, and Inclusion in the Early Childhood Classroom/Effective Classroom Management-Part 2![]()
Diversity, Equity, and Inclusion in the Early Childhood Classroom/Effective Classroom Management-Part 2
Date: October 28, 2024
Time: 8:30 am - 3:30 pm
Morning Session
Module 3
In this session, we will continue our dive into the recommendations set by NAEYC to advance equity in our classrooms by establishing reciprocal relationships with families. Open two-way communication between families and teachers is necessary for a child’s success. Research shows that the more families and teachers share relevant information with each other about a child, the better equipped both will be to help that child achieve academically. Therefore, it is imperative that we not only gain the trust of our families, but also learn about their language, customs, values, and beliefs, so that we can provide a culturally and linguistically responsive learning environment. It is also important to provide a variety of opportunities for family engagement, so that families understand their value in our partnership to best support their child’s learning and development.
Module 3
In this session, we will continue our dive into the recommendations set by NAEYC to advance equity in our classrooms by establishing reciprocal relationships with families. Open two-way communication between families and teachers is necessary for a child’s success. Research shows that the more families and teachers share relevant information with each other about a child, the better equipped both will be to help that child achieve academically. Therefore, it is imperative that we not only gain the trust of our families, but also learn about their language, customs, values, and beliefs, so that we can provide a culturally and linguistically responsive learning environment. It is also important to provide a variety of opportunities for family engagement, so that families understand their value in our partnership to best support their child’s learning and development.
Outcomes: As a result of this workshop, participants will be able to:
• build reciprocal relationships with families.
• provide a variety of opportunities for families to engage in their child’s learning.
Afternoon Session
• build reciprocal relationships with families.
• provide a variety of opportunities for families to engage in their child’s learning.
Afternoon Session
Join us as we explore ways to build a calm and engaging environment using effective classroom management strategies. Implementing a predictable daily schedule, with simple routines, and quick transitions with learning embedded creates consistency among children. In return, teachers can maximize learning time while children gain responsibility and autonomy. We will collaborate with our colleagues to develop a plan to implement clear and consistent expectations for effective routines and procedures.
Outcomes: As a result of this workshop, participants will be able to:
• develop a daily schedule with clear routines to create consistency and predictability.
• implement effective transitions that promote independence and the continuation of learning.
Outcomes: As a result of this workshop, participants will be able to:
• develop a daily schedule with clear routines to create consistency and predictability.
• implement effective transitions that promote independence and the continuation of learning.
Support, Integrate, and Align TK: Module 3
Support, Integrate, and Align TK: Module 3![]()
Support, Integrate, and Align TK: Module 3
Date: October 3 and 24, 2024
Time: 8:00 am - 3:30 pm
GUIDING QUESTION: How can principals and district leaders effectively support, integrate and align TK within school sites and systems?
California ELD Standards Institute
California ELD Standards Institute![]()
California ELD Standards Institute
Date: October 2, 9, and 10, 2024
Time: 8:30 am - 3:00 pm
Time: 8:30 am - 3:00 pm
A Deeper Look: Day 1
This interactive professional learning opportunity is designed to familiarize participants with the California English Language Development Standards and their alignment with the CCSS for ELA/Literacy. An initial demonstation ELD lesson facilitates the understanding of how these two sets of standars may be used in tandem. Participants will engage in activities designed to deepen their understanding of the language, concepts, and research supporting the ELD standards and, most importantly, how they may be applied. This professional learning models a variety of activities that can be readily applied to classroom instruction.
Integrated and Designated English Language Development: Day 2 & 3:
In the following two days, we will present a variety of selected activities designed to contextualize and refine the understanding of integrated and designated ELD as explained in the ELA/ELD Framework. Classroom activities will be modeled, exemplifying the Teaching and Learning Cycle using an actual unit of study. Grade span vignettes narrating this approach to instruction will support the professional learning. Participants will leave ready to begin planning instruction using the ELD standards in tandem with other content standards.
This interactive professional learning opportunity is designed to familiarize participants with the California English Language Development Standards and their alignment with the CCSS for ELA/Literacy. An initial demonstation ELD lesson facilitates the understanding of how these two sets of standars may be used in tandem. Participants will engage in activities designed to deepen their understanding of the language, concepts, and research supporting the ELD standards and, most importantly, how they may be applied. This professional learning models a variety of activities that can be readily applied to classroom instruction.
Integrated and Designated English Language Development: Day 2 & 3:
In the following two days, we will present a variety of selected activities designed to contextualize and refine the understanding of integrated and designated ELD as explained in the ELA/ELD Framework. Classroom activities will be modeled, exemplifying the Teaching and Learning Cycle using an actual unit of study. Grade span vignettes narrating this approach to instruction will support the professional learning. Participants will leave ready to begin planning instruction using the ELD standards in tandem with other content standards.
Relaunching professional learning communities
VIRTUALRelaunching professional learning communities![]()
VIRTUAL
Relaunching professional learning communities
Date: September 3 and 4, 2024
Time: 8:00 am - 3:30 pm
What is Relaunching PLCs?
The Professional Learning Communities at Work (PLC) process is increasingly recognized as the most powerful strategy for achieving sustained, substantive school improvement. Over two days, you will focus on the foundational knowledge and skills necessary to become a successful PLC and implement it with fidelity, with a key focus on fostering a positive, inclusive and nurturing schoold culture. The presenters, all experienced educators who have successfully led schools through the PLC process, will support you throughout the event, helping you gain specific, practical, and inspiring strategies for transforming your school into an environment where all students learn at high levels.
The Professional Learning Communities at Work (PLC) process is increasingly recognized as the most powerful strategy for achieving sustained, substantive school improvement. Over two days, you will focus on the foundational knowledge and skills necessary to become a successful PLC and implement it with fidelity, with a key focus on fostering a positive, inclusive and nurturing schoold culture. The presenters, all experienced educators who have successfully led schools through the PLC process, will support you throughout the event, helping you gain specific, practical, and inspiring strategies for transforming your school into an environment where all students learn at high levels.
PBIS training with golden valley unified school district
Virtual PBIS training with golden valley unified school district![]()
Virtual
PBIS training with golden valley unified school district
Date: 5 Days from September through February:
Event Dates: September 9, 2024; September 13, 2024; October 18, 2024; January 10, 2025; February 14, 2025
Time not specified:
Registration Opens August 14, 2024
Join us for a five-day experience exploring the schoolwide and classroom implementation of Positive Behavioral Interventions and Supports (PBIS) framework. Designed for leaders and practitioners who envision culturally relevant and equitable implementation and outcomes that create a school culture that supports the social, emotional, and behavioral (SEB) wellbeing for ALL - Staff, Students, Families.
Ethnic studies community of practice (cop)
Ethnic studies community of practice (cop) ![]()
Ethnic studies community of practice (cop)
Date: 6 Day Event from September through February:
Event Dates: September 25, 2024; October 23, 2024; November 20, 2024; January 15, 2025; February 12, 2025
Time: 8:00 am -- 3:30 pm
8:00 - 8:30 am Check-In & Continental Breakfast
Participants will be enrolled in six full-day sessions of Ethnic Studies Community of Practice (CoP) to:
- Develop Your Ethnic Studies District Definition
- Select Core Ethnic Studies Groups
- Explore Available Resources
- Develop Comprehensive Units with Provided Templates and Resources
- Select Grading Options
- Receive Additional Guidance
Participants should bring a fully charged device at all work sessions.
