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1 | PD Wednesdays | |||||||||||||||||||||||||
2 | All registration is handled through TrueNorthLogic. | |||||||||||||||||||||||||
3 | Courses that occur during the contractual work day offer State Certification credits ONLY. | |||||||||||||||||||||||||
4 | Some PDs are subject to change | |||||||||||||||||||||||||
5 | Click here to go to the TrueNorthLogic system. | |||||||||||||||||||||||||
6 | T&L Department Office Hours | |||||||||||||||||||||||||
7 | Date | TNL Course Name | TNL Course Number | Description | Learning Outcomes | Time(s) offered | ||||||||||||||||||||
8 | 10/7/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 1: Taking care of yourself) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can reflect on how I am taking care of myself so I can take care of my students. | |||||||||||||||||||||
9 | 10/7/20 | SS_Inquiry in Elementary Social Studies (Part 1: What is inquiry learning?) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can identify what inquiry learning is. | |||||||||||||||||||||
10 | 10/7/20 | ELL_RCSD Language and Literacy Development Approach | 35633 | Highlight the essential elements of language & literacy development in the RCSD. | I can advocate for an inclusive language stance by leveraging elements of the RCSD Language & Literacy Development Approach, summarize key principles of instruction for ELLs and other culturally and linguistically diverse students, make connections between practical language acquisition strategies and NYSED tools for data collection. | |||||||||||||||||||||
11 | 10/7/20 | ELL_Co-Teaching & Collaboration for Teaching ELLs | 35640 | Emphasis will be on developing parity as teaching partners through an inquiry stance, utilizing co-teaching models effectively and identifying Targets of Measure from the NYSESLAT | I can develop norms and processes for co-teaching and collaboration with co-teaching teams virtually | |||||||||||||||||||||
12 | 10/7/20 | ELL_Creating Scaffolds for MLLs using New and Home Language Progressions | 35639 | Participants will unwrap content learning standards to identify academic language needed to support ELL/MLL students in meeting learning targets. | I can scaffold appropriately for various proficiency levels in the four modalities using the New and Home Language Progressions. | |||||||||||||||||||||
13 | 10/7/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
14 | 10/7/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
15 | 10/7/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
16 | 10/7/20 | ELL_CR Part 154: Interpretation & Translation Services | 35642 | This PD will look at NYS Commissioner Regulations Part #154 regarding required services for English Language Learners and Families. We will look at the current Interpretation and Translation system, how to access it, and suggestions for supporting multilingual families. | I can use district resources to communicate with families in their home language. I can name NYSED mandates in servicing English LAnguage Learners. | |||||||||||||||||||||
17 | 10/7/20 | UPK_Using Technology to Support Asynchronous Learning (Network 1) | 35628 | Asynchronous learning is a new experience for teachers, students and families. Often it can be difficult to design engaging, meaningful experiences that parents feel comfortable participating in with their children. In this workshop, we will discuss the components of a high quality asynchronous lesson. Participants will also learn strategies to use technology to enhance their asynchronous lessons. This presentation will provide ideas accessible for people with a beginning understanding of digital and web based resources as well as teachers that are well versed in using technology. | I can understand the components of a high quality of a high quality asynchronous lesson.I can use technology as a tool to enhance my asynchronous lessons. | |||||||||||||||||||||
18 | 10/7/20 | UPK_Arts Integration for Digital Engagement (Network 2) | 35605 | In this course, early childhood professionals will experience, explore, and engage in dialogue around how to incorporate music, movement, dramatic play, and visual art to engage young children in digital learning. | I will learn how to utilize visual art, music, movement, and dramatic play to increase student engagement in digital learning. I will apply strategies discussed to adapt lessons from the pacing guide to increase student engagement in digital learning. | |||||||||||||||||||||
19 | 10/7/20 | UPK_Supporting Virtual Instruction Without Technology: Network 3 | 35627 | In this course staff will explore ways to share educational activities with families that do not have technology available at this time. Staff will walk away with strategies they can implement within their teaching practice that will provide opportunities for all students to participate in learning activities at home that are similar to those being delivered on a virtual platform. This course will encourage all staff to continue to build relationships with students and families and meet each family where they are at. | I can find creative ways to reach students without technology. I can help families to provide educational opportunities for all students in EPK and UPK while learning remotely. I can continue to build relationships with families and share community resources that are available to support them while working remotely. | |||||||||||||||||||||
20 | 10/7/20 | UPK_Making Virtual Read Alouds Come Alive: Network 4 | 35626 | How can we make an early childhood book come alive during virtual learning? Join us to remember why reading during small group is so important. Brainstorm ways to ensure that the five ingredients of active learning are present during your read aloud. Discover additional low tech ideas for boosting your virtual read alouds. | I can explore strategies for introducing read alouds. I can increase my understanding and use of low tech strategies to use for read alouds. | |||||||||||||||||||||
21 | 10/7/20 | ELA_9-12 CFA Unit 1 | 35644 | In this session, teachers will take a deeper dive into the RCSD reopening guidance from the ELA department. They will work with the priority standards outlined in RCSD 9-12 curriculum unit one and analyze the common formative assessments associated with the first ten week unit. | I can understand the reopening guidance for ELA 9-12. I can locate important resources for ELA instruction. I can understand the connection between unit 1 and the unit 1 CFA in the curriculum. | |||||||||||||||||||||
22 | 10/7/20 | ELA_SuccessMaker Reading Part 1 | 35646 | Participants will review the components, instructional design, and structure of the program. Participants will apply specific features and design elements, including instructional philosophy, lesson structure, and content, to classroom practice. (5 time options) | I can use SuccessMaker Reading’s best practices to impact student achievement. I can run key reports in SuccessMaker Reading for data analysis. | |||||||||||||||||||||
23 | 10/7/20 | ELA_Implementing myView/miVision in RCSD’s Distance Learning Model: How to Prioritize Content | 35655 | In this one-hour session, we will focus on guidance for implementing myView/miVision in RCSD’s reopening guidance on ELA instruction in a virtual environment. National guidance, outlined in the RCSD Reopening Plan, will be reviewed and used to provide specific tips and suggestions, as well as examples, for planning. | ||||||||||||||||||||||
24 | 10/14/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 2: Teacher-student relationships at a distance) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can use best practices to continue building teacher-student relationships at a distance. | |||||||||||||||||||||
25 | 10/14/20 | SS_Inquiry in Elementary Social Studies (Part 2: Elements of the inquiry design model) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can identify the elements of the NYS Inquiry Design Model. | |||||||||||||||||||||
26 | 10/14/20 | ELL_RCSD Language and Literacy Development Approach | 35633 | Highlight the essential elements of language & literacy development in the RCSD. | I can advocate for an inclusive language stance by leveraging elements of the RCSD Language & Literacy Development Approach, summarize key principles of instruction for ELLs and other culturally and linguistically diverse students, make connections between practical language acquisition strategies and NYSED tools for data collection. | |||||||||||||||||||||
27 | 10/14/20 | MTH_K-6 Delivery of Math Instruction: With a Focus on Evidence of Learning and Feedback | 35630 | Facilitators will introduce various ways to deliver math instruction in synchronous and asynchronous learning models. | I can use a variety of tools to gather evidence of student learning. I can provide meaningful feedback that will inform students of their progress and support toward meeting the intended learning outcomes of the course level work. | |||||||||||||||||||||
28 | 10/14/20 | ELL_Co-Teaching & Collaboration for Teaching ELLs | 35640 | Emphasis will be on developing parity as teaching partners through an inquiry stance, utilizing co-teaching models effectively and identifying Targets of Measure from the NYSESLAT | I can develop norms and processes for co-teaching and collaboration with co-teaching teams virtually | |||||||||||||||||||||
29 | 10/14/20 | ELL_Creating Scaffolds for MLLs using New and Home Language Progressions | 35639 | Participants will unwrap content learning standards to identify academic language needed to support ELL/MLL students in meeting learning targets. | I can scaffold appropriately for various proficiency levels in the four modalities using the New and Home Language Progressions. | |||||||||||||||||||||
30 | 10/14/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
31 | 10/14/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
32 | 10/14/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
33 | 10/14/20 | ELL_CR Part 154: Interpretation & Translation Services | 35642 | This PD will look at NYS Commissioner Regulations Part #154 regarding required services for English Language Learners and Families. We will look at the current Interpretation and Translation system, how to access it, and suggestions for supporting multilingual families. | I can use district resources to communicate with families in their home language. I can name NYSED mandates in servicing English LAnguage Learners. | |||||||||||||||||||||
34 | 10/14/20 | UPK_Using Technology to Support Asynchronous Learning (Network 4) | 35628 | Asynchronous learning is a new experience for teachers, students and families. Often it can be difficult to design engaging, meaningful experiences that parents feel comfortable participating in with their children. In this workshop, we will discuss the components of a high quality asynchronous lesson. Participants will also learn strategies to use technology to enhance their asynchronous lessons. This presentation will provide ideas accessible for people with a beginning understanding of digital and web based resources as well as teachers that are well versed in using technology. | I can understand the components of a high quality of a high quality asynchronous lesson.I can use technology as a tool to enhance my asynchronous lessons. | |||||||||||||||||||||
35 | 10/14/20 | UPK_Arts Integration for Digital Engagement (Network 1) | 35605 | In this course, early childhood professionals will experience, explore, and engage in dialogue around how to incorporate music, movement, dramatic play, and visual art to engage young children in digital learning. | I will learn how to utilize visual art, music, movement, and dramatic play to increase student engagement in digital learning. I will apply strategies discussed to adapt lessons from the pacing guide to increase student engagement in digital learning. | |||||||||||||||||||||
36 | 10/14/20 | UPK_Supporting Virtual Instruction Without Technology: Network 2 | 35627 | In this course staff will explore ways to share educational activities with families that do not have technology available at this time. Staff will walk away with strategies they can implement within their teaching practice that will provide opportunities for all students to participate in learning activities at home that are similar to those being delivered on a virtual platform. This course will encourage all staff to continue to build relationships with students and families and meet each family where they are at. | I can find creative ways to reach students without technology. I can help families to provide educational opportunities for all students in EPK and UPK while learning remotely. I can continue to build relationships with families and share community resources that are available to support them while working remotely. | |||||||||||||||||||||
37 | 10/14/20 | UPK_Making Virtual Read Alouds Come Alive: Network 3 | 35626 | How can we make an early childhood book come alive during virtual learning? Join us to remember why reading during small group is so important. Brainstorm ways to ensure that the five ingredients of active learning are present during your read aloud. Discover additional low tech ideas for boosting your virtual read alouds. | I can explore strategies for introducing read alouds. I can increase my understanding and use of low tech strategies to use for read alouds. | |||||||||||||||||||||
38 | 10/14/20 | ELA_9-12 Overview: The Four Hallmarks of Advanced Literacy Part 1 | 35652 | This two part course gives an overview of the NYSED Next Generation ELA Standards Hallmarks of Advanced Literacies. This course (Part 1) will be offered multiple times. | I can describe components of advanced literacies. I can identify ways to support advanced literacies in my instruction using what was shared today. | |||||||||||||||||||||
39 | 10/14/20 | ELA_SuccessMaker Reading Part 2 | 35651 | Participants will review the components, instructional design, and structure of the program. Participants will apply specific features and design elements, including instructional philosophy, lesson structure, and content, to classroom practice. (5 time options) | I can use SuccessMaker Reading’s best practices to impact student achievement. I can run key reports in SuccessMaker Reading for data analysis. | |||||||||||||||||||||
40 | 10/21/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 3: Teacher clarity at a distance) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can maintain teacher clarity even when teaching at a distance. | |||||||||||||||||||||
41 | 10/21/20 | SS_Inquiry in Elementary Social Studies (Part 3: Overview and adaptations of inquiry arcs) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can adapt an inquiry from the NYS toolkit for my classroom | |||||||||||||||||||||
42 | 10/21/20 | ELL_RCSD Language and Literacy Development Approach | 35633 | Highlight the essential elements of language & literacy development in the RCSD. | I can advocate for an inclusive language stance by leveraging elements of the RCSD Language & Literacy Development Approach, summarize key principles of instruction for ELLs and other culturally and linguistically diverse students, make connections between practical language acquisition strategies and NYSED tools for data collection. | |||||||||||||||||||||
43 | 10/21/20 | MTH_Grades 7-8 Delivery of Math Instruction: With a Focus on Evidence of Learning and Feedback | 35631 | Facilitators will introduce various ways to deliver math instruction in synchronous and asynchronous learning models. | I can use a variety of tools to gather evidence of student learning. I can provide meaningful feedback that will inform students of their progress and support toward meeting the intended learning outcomes of the course level work. | |||||||||||||||||||||
44 | 10/21/20 | ELL_Co-Teaching & Collaboration for Teaching ELLs | 35640 | Emphasis will be on developing parity as teaching partners through an inquiry stance, utilizing co-teaching models effectively and identifying Targets of Measure from the NYSESLAT. | I can develop norms and processes for co-teaching and collaboration with co-teaching teams virtually | |||||||||||||||||||||
45 | 10/21/20 | ELL_Creating Scaffolds for MLLs using New and Home Language Progressions | 35639 | Participants will unwrap content learning standards to identify academic language needed to support ELL/MLL students in meeting learning targets. | I can scaffold appropriately for various proficiency levels in the four modalities using the New and Home Language Progressions. | |||||||||||||||||||||
46 | 10/21/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
47 | 10/21/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
48 | 10/21/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
49 | 10/21/20 | SS_Mikva Challenge Action Civics - Creating Democratic Classrooms 1 - Building Community and Developing Empathy (7-8 SS) | 35634 | Educators learn how to create a positive and inclusive learning environment where students feel empowered, safe, and challenged, and where leadership and community are practiced regularly. | I can use social-emotional strategies from the Action Civics pedagogy in a virtual setting to create an empowering and safe learning environment. | |||||||||||||||||||||
50 | 10/21/20 | ELL_CR Part 154: Interpretation & Translation Services | 35642 | This PD will look at NYS Commissioner Regulations Part #154 regarding required services for English Language Learners and Families. We will look at the current Interpretation and Translation system, how to access it, and suggestions for supporting multilingual families. | I can use district resources to communicate with families in their home language. I can name NYSED mandates in servicing English LAnguage Learners. | |||||||||||||||||||||
51 | 10/21/20 | UPK_Using Technology to Support Asynchronous Learning (Network 3) | 35628 | Asynchronous learning is a new experience for teachers, students and families. Often it can be difficult to design engaging, meaningful experiences that parents feel comfortable participating in with their children. In this workshop, we will discuss the components of a high quality asynchronous lesson. Participants will also learn strategies to use technology to enhance their asynchronous lessons. This presentation will provide ideas accessible for people with a beginning understanding of digital and web based resources as well as teachers that are well versed in using technology. | I can understand the components of a high quality of a high quality asynchronous lesson.I can use technology as a tool to enhance my asynchronous lessons. | |||||||||||||||||||||
52 | 10/21/20 | UPK_Arts Integration for Digital Engagement (Network 4) | 35605 | In this course, early childhood professionals will experience, explore, and engage in dialogue around how to incorporate music, movement, dramatic play, and visual art to engage young children in digital learning. | I will learn how to utilize visual art, music, movement, and dramatic play to increase student engagement in digital learning. I will apply strategies discussed to adapt lessons from the pacing guide to increase student engagement in digital learning. | |||||||||||||||||||||
53 | 10/21/20 | UPK_Supporting Virtual Instruction Without Technology: Network 1 | 35627 | In this course staff will explore ways to share educational activities with families that do not have technology available at this time. Staff will walk away with strategies they can implement within their teaching practice that will provide opportunities for all students to participate in learning activities at home that are similar to those being delivered on a virtual platform. This course will encourage all staff to continue to build relationships with students and families and meet each family where they are at. | I can find creative ways to reach students without technology. I can help families to provide educational opportunities for all students in EPK and UPK while learning remotely. I can continue to build relationships with families and share community resources that are available to support them while working remotely. | |||||||||||||||||||||
54 | 10/21/20 | UPK_Making Virtual Read Alouds Come Alive: Network 2 | 35626 | How can we make an early childhood book come alive during virtual learning? Join us to remember why reading during small group is so important. Brainstorm ways to ensure that the five ingredients of active learning are present during your read aloud. Discover additional low tech ideas for boosting your virtual read alouds. | I can explore strategies for introducing read alouds. I can increase my understanding and use of low tech strategies to use for read alouds. | |||||||||||||||||||||
55 | 10/21/20 | ELA_9-12 Overview: The Four Hallmarks of Advanced Literacy Part 1 | 35652 | This two part course gives an overview of the NYSED Next Generation ELA Standards Hallmarks of Advanced Literacies. This course (Part 1) will be offered multiple times. | I can describe components of advanced literacies. I can identify ways to support advanced literacies in my instruction using what was shared today. | |||||||||||||||||||||
56 | 10/28/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 4: Engaging remote tasks) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can continue to provide engaging lessons to students, even while teaching at a distance. | |||||||||||||||||||||
57 | 10/28/20 | SS_Inquiry in Elementary Social Studies (Part 4: Planning for implementation) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can plan to implement my adapted inquiry arc from the NYS toolkit. | |||||||||||||||||||||
58 | 10/28/20 | ELL_ELL Handbook | 35641 | RCSD's ELL handbook to support consistent instructional practices for the teachers and administrators working with the ELL population enrolled in all levels of programming. | I can use state and district resources related to CR Part 154 to enhance the instruction of English Language Learners. | |||||||||||||||||||||
59 | 10/28/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
60 | 10/28/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
61 | 10/28/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
62 | 10/28/20 | SS_Mikva Challenge Action Civics - Creating Democratic Classrooms 1 - Building Community and Developing Empathy (7-8 SS) | 35634 | Educators learn how to create a positive and inclusive learning environment where students feel empowered, safe, and challenged, and where leadership and community are practiced regularly. | I can use social-emotional strategies from the Action Civics pedagogy in a virtual setting to create an empowering and safe learning environment. | |||||||||||||||||||||
63 | 10/28/20 | ELL_Welcoming & Affirming Environments: Supporting ELLs | 35645 | This PD will consider the elements necessary to create schools that effectively welcome all students inclusive of ELLs. Effectively schools are safe, supportive school communities in which all young people are valued, where all students receive the skills to succeed in school and in life. When a school’s culture is based on students’ strengths, all students in the school community benefit. | I can use the Culturally Responsive and Sustaining Framework to ensure that RCSD English Language Learners feel welcomed and affirmed in my classroom | |||||||||||||||||||||
64 | 10/28/20 | UPK_Using Technology to Support Asynchronous Learning (Network 2) | 35628 | Asynchronous learning is a new experience for teachers, students and families. Often it can be difficult to design engaging, meaningful experiences that parents feel comfortable participating in with their children. In this workshop, we will discuss the components of a high quality asynchronous lesson. Participants will also learn strategies to use technology to enhance their asynchronous lessons. This presentation will provide ideas accessible for people with a beginning understanding of digital and web based resources as well as teachers that are well versed in using technology. | I can understand the components of a high quality of a high quality asynchronous lesson.I can use technology as a tool to enhance my asynchronous lessons. | |||||||||||||||||||||
65 | 10/28/20 | UPK_Arts Integration for Digital Engagement (Network 3) | 35605 | In this course, early childhood professionals will experience, explore, and engage in dialogue around how to incorporate music, movement, dramatic play, and visual art to engage young children in digital learning. | I will learn how to utilize visual art, music, movement, and dramatic play to increase student engagement in digital learning. I will apply strategies discussed to adapt lessons from the pacing guide to increase student engagement in digital learning. | |||||||||||||||||||||
66 | 10/28/20 | UPK_Supporting Virtual Instruction Without Technology: Network 4 | 35627 | In this course staff will explore ways to share educational activities with families that do not have technology available at this time. Staff will walk away with strategies they can implement within their teaching practice that will provide opportunities for all students to participate in learning activities at home that are similar to those being delivered on a virtual platform. This course will encourage all staff to continue to build relationships with students and families and meet each family where they are at. | I can find creative ways to reach students without technology. I can help families to provide educational opportunities for all students in EPK and UPK while learning remotely. I can continue to build relationships with families and share community resources that are available to support them while working remotely. | |||||||||||||||||||||
67 | 10/28/20 | UPK_Making Virtual Read Alouds Come Alive: Network 1 | 35626 | How can we make an early childhood book come alive during virtual learning? Join us to remember why reading during small group is so important. Brainstorm ways to ensure that the five ingredients of active learning are present during your read aloud. Discover additional low tech ideas for boosting your virtual read alouds. | I can explore strategies for introducing read alouds. I can increase my understanding and use of low tech strategies to use for read alouds. | |||||||||||||||||||||
68 | 10/28/20 | ELA_9-12 Overview: The Four Hallmarks of Advanced Literacy Part 2 | 35657 | This two part course gives an overview of the NYSED Next Generation ELA Standards Hallmarks of Advanced Literacies. This course (Part 2) will be offered multiple times. | I can understand the components of Hallmark 1 for advanced literacies. I can identify ways to support advanced literacies aligned with Hallmark 1 in my instruction using what was shared today. | |||||||||||||||||||||
69 | 10/28/20 | ELL_Students with Interrupted/Inconsistent Formal Education(SIFE) 101 | 35658 | Teachers participating in this workshop session will learn about the characteristics of Students with Inconsistent/Interrupted Formal Education (SIFE), and how to plan/adapt content lessons for Students with Interrupted or Inconsistent Formal Education, using the Mutually Adaptive Learning Paradigm (MALP). This will most benefit general education/content teachers. | I can identify who qualifies as a SIFE and misconceptions we may have about them. I can be informed about the placement process for SIFE is in our district. I can learn and implement strategies to provide engaging instruction for SIFE. | |||||||||||||||||||||
70 | 11/4/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 5: Planning instructional units for distance learning) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can adapt my instructional units for distance learning. | |||||||||||||||||||||
71 | 11/4/20 | SS_Inquiry in Elementary Social Studies (Part 5: Implementation feedback) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can reflect on the implementation of my inquiry. | |||||||||||||||||||||
72 | 11/4/20 | ELL_ELL Handbook | 35641 | RCSD's ELL handbook to support consistent instructional practices for the teachers and administrators working with the ELL population enrolled in all levels of programming. | I can use state and district resources related to CR Part 154 to enhance the instruction of English Language Learners. | |||||||||||||||||||||
73 | 11/4/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
74 | 11/4/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
75 | 11/4/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
76 | 11/4/20 | ELL_Welcoming & Affirming Environments: Supporting ELLs | 35645 | This PD will consider the elements necessary to create schools that effectively welcome all students inclusive of ELLs. Effectively schools are safe, supportive school communities in which all young people are valued, where all students receive the skills to succeed in school and in life. When a school’s culture is based on students’ strengths, all students in the school community benefit. | I can use the Culturally Responsive and Sustaining Framework to ensure that RCSD English Language Learners feel welcomed and affirmed in my classroom | |||||||||||||||||||||
77 | 11/4/20 | ELA_9-12 Overview: The Four Hallmarks of Advanced Literacy Part 2 | 35657 | This two part course gives an overview of the NYSED Next Generation ELA Standards Hallmarks of Advanced Literacies. This course (Part 2) will be offered multiple times. | I can understand the components of Hallmark 1 for advanced literacies. I can identify ways to support advanced literacies aligned with Hallmark 1 in my instruction using what was shared today. | |||||||||||||||||||||
78 | 11/4/20 | ELL_Students with Interrupted/Inconsistent Formal Education(SIFE) 101 | 35658 | Teachers participating in this workshop session will learn about the characteristics of Students with Inconsistent/Interrupted Formal Education (SIFE), and how to plan/adapt content lessons for Students with Interrupted or Inconsistent Formal Education, using the Mutually Adaptive Learning Paradigm (MALP). This will most benefit general education/content teachers. | I can identify who qualifies as a SIFE and misconceptions we may have about them. I can be informed about the placement process for SIFE is in our district. I can learn and implement strategies to provide engaging instruction for SIFE. | |||||||||||||||||||||
79 | 11/4/20 | UPK_RECAP: COR Advantage: New Teachers | 35649 | Learn components of the COR Advantage assessment, child observation techniques, and appropriate documentation and scoring procedures.Teachers use COR Advantage throughout the year to assess children's development. New teachers MUST participate in a training session before using this authentic child assessment tool developed by High/Scope Educational Research Foundation. | I can understand the components of the COR Advantage assessment, child observation techniques, and appropriate documentation and scoring procedures. | |||||||||||||||||||||
80 | 11/4/20 | UPK_Assessment: COR Advantage During Virtual Instruction Part 1: Network 1 | 35647 | Learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction. | |||||||||||||||||||||
81 | 11/4/20 | UPK_Assessment: COR Advantage During Virtual Instruction Part 1: Network 2 | 35647 | Learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction. | |||||||||||||||||||||
82 | 11/4/20 | UPK_Assessment: COR Advantage During Virtual Instruction Part 1: Network 3 | 35647 | Learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction. | |||||||||||||||||||||
83 | 11/4/20 | UPK_Assessment: COR Advantage During Virtual Instruction Part 1: Network 4 | 35647 | Learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction. | |||||||||||||||||||||
84 | 11/18/20 | SS_From Emergency to Planned Remote Learning in the Secondary Social Studies Classroom (Part 6: Feedback and assessment for distance learning) | 35600 | These sessions will examine best practices in "Distance Learning Playbook" through the lens of the Social Studies classroom. Must commit to all 6 sessions offered. | I can provide quality assessments and feedback at a distance. | |||||||||||||||||||||
85 | 11/18/20 | SS_Inquiry in Elementary Social Studies (Part 6: Feedback and assessment for distance learning) | 35602 | Examine and implement the Inquiries in the NYS social Studies Toolkit. Must commit to all 6 sessions and implement an inquiry within your classroom. | I can analyze student work from the inquiry I implemented. | |||||||||||||||||||||
86 | 11/18/20 | ELL_ELL Handbook | 35641 | RCSD's ELL handbook to support consistent instructional practices for the teachers and administrators working with the ELL population enrolled in all levels of programming. | I can use state and district resources related to CR Part 154 to enhance the instruction of English Language Learners. | |||||||||||||||||||||
87 | 11/18/20 | ARTS_K-6 Sharing Best Practices, Successes and Failures with Remote Instruction | 35632 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
88 | 11/18/20 | ARTS_7-8 Sharing Best Practices, Successes and Failures with Remote Instruction | 35635 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
89 | 11/18/20 | ARTS_9-12 Sharing Best Practices, Successes and Failures with Remote Instruction | 35637 | ARTS/Library/HPE Teachers will collaborate with their colleagues to share their successes and failures with remote instruction | I can collaborate with my colleagues to share effective remote instruction practices. | |||||||||||||||||||||
90 | 11/18/20 | ELL_Welcoming & Affirming Environments: Supporting ELLs | 35645 | This PD will consider the elements necessary to create schools that effectively welcome all students inclusive of ELLs. Effectively schools are safe, supportive school communities in which all young people are valued, where all students receive the skills to succeed in school and in life. When a school’s culture is based on students’ strengths, all students in the school community benefit. | I can use the Culturally Responsive and Sustaining Framework to ensure that RCSD English Language Learners feel welcomed and affirmed in my classroom | |||||||||||||||||||||
91 | 11/18/20 | ELL_Students with Interrupted/Inconsistent Formal Education(SIFE) 101 | 35658 | Teachers participating in this workshop session will learn about the characteristics of Students with Inconsistent/Interrupted Formal Education (SIFE), and how to plan/adapt content lessons for Students with Interrupted or Inconsistent Formal Education, using the Mutually Adaptive Learning Paradigm (MALP). This will most benefit general education/content teachers. | I can identify who qualifies as a SIFE and misconceptions we may have about them. I can be informed about the placement process for SIFE is in our district. I can learn and implement strategies to provide engaging instruction for SIFE. | |||||||||||||||||||||
92 | 11/18/20 | UPK_Assessment: COR Advantage Part 2: Anecdotal Notes for New Teachers | 35650 | Early Childhood Teachers will learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. This course will also explain the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the child observation techniques, and appropriate documentation and scoring procedures. | |||||||||||||||||||||
93 | 11/18/20 | UPK_Assessment: COR Advantage Part 2: Anecdotal Notes for Network 1 | 35650 | Early Childhood Teachers will learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. This course will also explain the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. | |||||||||||||||||||||
94 | 11/18/20 | UPK_Assessment: COR Advantage Part 2: Anecdotal Notes for Network 2 | 35650 | Early Childhood Teachers will learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. This course will also explain the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. | |||||||||||||||||||||
95 | 11/18/20 | UPK_Assessment: COR Advantage Part 2: Anecdotal Notes for Network 3 | 35650 | Early Childhood Teachers will learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. This course will also explain the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. | |||||||||||||||||||||
96 | 11/18/20 | UPK_Assessment: COR Advantage Part 2: Anecdotal Notes for Network 4 | 35650 | Early Childhood Teachers will learn and understand the components and marking periods of the COR Advantage assessment that will be used during virtual instruction including child observation techniques and appropriate documentation and scoring procedures. This course will also explain the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. Teachers use COR Advantage throughout the year to assess children's development in both virtual and in person instruction. This is an authentic child assessment tool developed by High/Scope Educational Research Foundation. | I understand the purpose of writing anecdotes, ways to improve documentation and collection methods for making scoring decisions during virtual instruction. | |||||||||||||||||||||
97 | 11/18/20 | IT_Gr 7-12: Student Engagement with Edpuzzle | Section # 49363 | (Gr 7-12 Staff only) I can modify edpuzzle videos to create engaging and interactive videos. | I can modify edpuzzle videos to create engaging and interactive videos. | |||||||||||||||||||||
98 | 11/18/20 | IT_Gr PreK-2: Utilizing Screencastify to Enhance Student Learning | Section # 49365 | (Gr PreK-2 staff only) I can create videos to support student learning. | I can create videos to support student learning. | |||||||||||||||||||||
99 | 11/18/20 | IT_Gr 3-12: Utilizing Screencastify to Enhance Student Learning | Section # 49366 | (Gr 3-12 staff only) I can create videos to support student learning. | I can create videos to support student learning. | |||||||||||||||||||||
100 | 11/18/20 | SCI_Student Sensemaking in Alignment with NYSSLS and Establishing Departmental Focus, grades pk-5 | Meet the new RCSD Science Director and promote instructional rigor using the lens of student sensemaking. | I can collaborate as a team to establish a focus and direction for the RCSD Science Department. I can use the lens of student sensemaking to increase instructional rigor and NYSSLS alignment. |