PD Courses

Click on the course name to access the sign-up form.
Course NameDescriptionInstructorLocation
Apps in the Classroom

COURSE FULL

Limit 50
If participated in course last year, please choose another course for this year. 
The purpose of this course is to help educators incorporate technology into their lessons while adhering to the rigors of the Idaho Core standards. Participants will learn how to use various apps and tools that can be used on a variety of devices. Participants will have content area examples so they are able to use the tools with students. This course will include Google follow-ups, iPads in the classroom, Mimio basics, etc. Janae Graff, Scott HoganOnline
Autism in the General Education Classroom

Limit 30
This course is for general education teachers focusing on helping them to better understand and serve students with autism spectrum disorders (ASD) in their classrooms. This course would be offered during the 2017-2018 school year including two sessions, one focusing on the elementary level and one on the secondary level. Teachers in attendance will be expected to critically evaluate the environment, non-verbal cues and linguistic structure of their classrooms and make appropriate adjustments throughout the year to better support their students with autism spectrum disorder.  






Loris Friesen; Nichole Lakey; Daniella Wilson; Kendra Snow
 
AVID Academic Language and Literacy: A Schoolwide Approach

Limit 30
This strand is designed for schoolwide content teachers to support academic language and literacy in elementary through higher education classroom settings. Utilizing WICOR with intentional language development practices, participants will engage in fostering culture and language development while increasing listening, speaking, reading, and writing literacy for Academic Language Learners. All students are Academic Language Learners; therefore, AVID Schoolwide team members will experience opportunities to gain insight and align philosophies, resulting in ALL truly meaning ALL on the road to college and career success.Lacy McLane;
Gaylene Simones
VMS 8th Gr Bldg Room 7
AVID Career and Technical Education (CTE)

Limit 30
This strand is recommended for Career Technical Education (CTE) instructors and leaders new to AVID. Upon completion of this strand, participants will be able to incorporate AVID strategies into CTE classes, programs, and academies. AVID’s WICOR (Writing to Learn, Inquiry, Collaboration, Organization, and Reading to Learn) support the workplace expectations that employers indicate are needed in the 21st century. Participants will explore and experience how AVID’s teaching strategies can be utilized as “tools” to create a teaching and learning environment that supports all CTE students for college and career readiness and success in a global society. This is a first-year participant strand.Janae Graff; Holly HammonsVHS Room 117
AVID English Language Arts: Informing Ourselves and Others Through Writing and Speaking

Limit 30
This strand is designed for English Language Arts teachers (grades 6–12) who are experienced in AVID concepts and methodologies. Participants will learn about strategies from AVID’s The Write Path English Language Arts: Informing Ourselves and Others Through Writing and Speaking Teacher Guide (provided to participants), with the primary focus on writing and oral language. Additionally, participants will explore writing processes and writing-to-learn strategies, as well as techniques for supporting students’ discussion and public speaking skills. Inquiry, collaboration, organization, and reading are included as tools for developing writing and speaking skills, from foundational to advanced levels. Participants will examine strategies for scaffolding students through rigorous curriculum in the English Language Arts class, with an emphasis on college readiness. Please note that basic AVID concepts and methodologies that are covered in The Write Path English Language Arts: Exploring Texts with Strategic Reading Teacher Guide will not be covered in depth in this strand.Chelsi Lee; Cherise JacksonSage Valley Room 306
AVID Foundations Implementation 2-5

Limit 30
This strand is designed for grades 2–5 educators who are new to AVID Elementary. Participants will practice and discuss strategies, activities, and lessons focused on WICOR methodologies in order to facilitate students’ access to rigorous academics across all content areas. As a result of this strand, participants will develop a clear understanding of WICOR and their role in an AVID Schoolwide system that provides differentiated instruction to students to help develop a culture of student success, academic achievement, and college and career awareness.Dave Armitage
AVID His/Soc. Sc Through High Engagement (Grades 4-12)

Limit 30
This strand is designed for History/Social Science teachers (grades 4–12) who are interested in applying highly engaging strategies to increase critical thinking and rigor in the classroom. Participants will focus on Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) strategies to scaffold activities in the History/Social Science classroom. High-engagement strategies examined in this strand include Cornell note-taking, primary source analysis, interacting with text, vocabulary building, and performance activities. This strand reinforces AVID Schoolwide, and each participant will receive AVID’s The Write Path History/Social Science: Interactive Teaching and Learning Teacher Guide.Sara Reynolds
AVID-Student Success with Collaborative Study Groups included. (Grades 4-12)

Limit 30
This strand is designed for teachers of subject-area elective courses, such as business, computer applications, visual and performing arts, and physical education. Participants will gain an understanding of how college readiness can be supported in all subject areas. Additionally, participants will learn about AVID methodologies and WICOR strategies, such as goal-setting, focused note-taking, organization, and time management. This strand will focus on incorporating these college-readiness skills into all classes, from physical education to visual arts, in both middle school and high school.Gen Hubler; Jon Zubizarreta
Building STEM Unit Activities for K-5 Teachers

COURSE FULL

Limit 30
Teachers will use the newly adopted state science standards to build cross curricular STEM units and activities. The units will align with current ELA and Math Instructional Frameworks when possible. Additional units will be planned for standards not taught in the frameworks. Special attention will be made to assure units are highly engaging for students and include WICOR instructional strategies.Heidi Maimer; Hailey Bull
Campus Safety and Security for Safe Aides (Course limited to Safe School Aides ONLY)

Limit 30
Participants will learn techniques and strategies concerning school building safety in dealing with staff, students and visitors. Implementation of the District Safety plan including focus on individual school building evacuation will be covered with assistance from law enforcement. Participants will also get training on de-escalation, intruder awareness, and hostile situations. It is the job of the safe aide to build positive professional relationships with students and colleagues to ensure a safe learning environment co existing with a culture that fosters high levels of integrity and character. It is the specific objective to use data in areas of tardy concern with the intent to teach prompt professional behavior. Data is used to set specific goals those goals are drafted quarterly with the intent to encourage students to be on time to class (much like that of the work place). Safe aides specifically target building positive professional relationships with students as it is often peers that update the staff on events happening in and outside of the school structure. The fostering of these relationships produce trust between the student and safe aide again ensuring and cultivating a safe learning environment.Bob GwynRHS Library/Media Center
Culture of Poverty/AVID Strategies

Limit 30
The course will focus on positive teacher and student interactions and to establish a positive learning environment in the classroom and to emphasize the importance of student engagement. Data on IRI, district benchmarks, quarterly assessments, and ISAT scores will be used to measure student achievement. Discipline data will also be used to measure effectiveness of the strategies learned in the class.Rick WieseDesert Springs Room 41
Developing ELA Lessons with AVID Strategies (K-5)

Limit 30
This PD will guide teachers in how to build CCSS aligned lessons using the ELA Frameworks. I will guide teachers, step-by-step, on how to design lessons that align with the ELA Framework while adhering to the rigor which Common Core Standards require, along with strategies that ensure high student engagement and transfer of knowledge. Lori StritzkeCentral Canyon Portable Room 520
Developing Quality FBA and BIP for Teachers

Limit 30
Using the model outlined by the Center on Disabilities and Human Development (University of Idaho), participants will learn how to improve student behavior through the process of assessment, goal setting, determining appropriate evidence-based practices, and progress monitoring.Andrew Milley;
Lindsey Folkner
District Music Collaboration and Materials Library Development (Course Limited to Music Teachers ONLY)

Limit 30
The course will be a continuation of what was started in 2015-16 with the Elementary Scope and Sequence Development. Music educators from all levels within the district will collaborate to align goals for the entire department. Collaboration will include developing curriculum libraries organized by both level and ensemble.Julie Yamamoto
DMTI Math Extension Class (K-5)
COURSE FULL

Limit 30
Best practices will be taught for implementing the Developing Mathematical Thinking Institute’s resources. This will include focus on the grade level unit overviews, instructional modules, and common assessments. Topics to be addressed are; lesson planning, warm up activities, skills practice, visual models, academic vocabulary, formative assessment, student engagement, differentiation, etc. Student work will be reviewed and discussed to assure maximum growth is being seen in classrooms.Sam Strother; Duane Peck
ELA Strategies for Paraprofessionals (K-5)

Limit 30
Paraprofessionals will be trained in key areas of reading that include phonemic awareness, phonics and the blending board, fluency and running record, reinforcing vocabulary practice along multi-syllabic words, and comprehension strategies. Participants will also receive instruction in reteaching writing skills and will connect both reading and writing skills to the Idaho Core Standards.Sara Ward;
Sarah Christensen
Frameworks (K-5)

Limit 30
The Framework for Teaching is a set of descriptions and rubrics focusing on strong instruction and self assessment. The complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility: 1 ) Planning and Preparation 2) Classroom Environment, 3) Instruction and 4) Professional Responsibilities. The district now has only one Frameworks class. This one-credit class will focus on teacher growth and the evaluation process. Each participant will receive two books for the class by Charlotte Danielson:Lisa BoydDesert Springs Library
Frameworks (6-12)

Limit 30
The Framework for Teaching is a set of descriptions and rubrics focusing on strong instruction and self assessment. The complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility: 1 ) Planning and Preparation 2) Classroom Environment, 3) Instruction and 4) Professional Responsibilities. The district now has only one Frameworks class. This one-credit class will focus on teacher growth and the evaluation process. Each participant will receive two books for the class by Charlotte Danielson:Charles McPherson
Inclusive Strategies UDL

Limit 30
Diverse Sped learners(504/IEP/LEP), strategies, what parts of an IEP do I have to pay attention to; what do those accommodations look like in my setting; what are strategies that I can use with those diverse types of learners; how to I incorporate UDL to make my instruction more accessible.Abby Ungefug; Andrea TabbSage Valley Room 303
Inquiry and AVID Strategies

Limit 30
By the end of this course, you will be able to revise or create CCSS-based units that are complete and logical, regardless of your discipline. We work on starting units of study with engaging situations, accessing background knowledge, then posing essential questions that work, teaching the unit using AVID strategies, and ending with an assessment that provides you with meaningful data. Emphasis is put on practical and useful instruction.Nic Darlinton
Making Learning Visible (Marzano Research and AVID Strategies)

Limit 30
In this course, participants will examine group learning through the Making Learning Visible (MLV) framework and will explore documentation as a tool for improving teaching and learning. Documentation is a way to “make visible” both what and how students learn. Through careful observation, collecting evidence, interpretation, and sharing information, participants will learn to produce a record that both students and teachers can look back on to build self-awareness and guide future teaching practice. ​A goal for the ​
course will provide opportunities to apply the principles of Visible Learning to any classroom."
Katrina McGee;
Julie Yamamoto;
LaDonn Robbins
VHS Room 124
Managing of Classroom Behaviors for General Education/SPED Classrooms

Limit 30
This course will focus on supporting teachers and school staff in understanding and using the model outlined by the Idaho SESTA (Special Education Support & Technical Assistance) team through statewide Behavior Trainings. Participants will learn how to improve student behavior through the process of assessment & data collection, goal setting, determining appropriate evidence-based practices, and progress monitoring. This model is appropriate for elementary, middle, and high school levels. Teachers will also learn a variety of evidence-based practices and then work to implement one with a student or group of students he/she works with on a daily basis.Mick Saxton
Math/AVID Strategies for Paraprofessionals (K-5)

Limit 30
This course is a continuation of knowledge from previous courses and not a repetition.  If you have taken this class before, you will learn many new things.  We will also create a manipulative toolkit to use with students. K-5 educational assistants will investigate the standards of mathematical practices, instructional and AVID strategies that will be implemented in the classroom to help students master those standards.Erin BasshamSkyway Room 312
Maximizing Student Achievement in 6-12 Math Classrooms

Limit 30
Teachers in 6th-8th grade will work to build a solid foundation for Algebra in students by using a combination of DMTI modules and Ready Math Curriculum. 9th-12th grade teachers will use their new curricular materials to assure access and equity of math concepts for all students as they move toward college and career ready skills. Consideration will be made to assure 10th grade students have a balanced exposure to Algebra and Geometry concepts. Student achievement data will be used to differentiate instruction and monitor student growth and progress throughout the year.Jonathan Brendefur;
Lindsey Yundt
Mindset Part 1
COURSE FULL

Limit 30
This course is based on the work of Stanford University psychologist Carol Dweck. “Dweck explains why it’s not just our abilities and talent that bring us success—but whether we approach our goals with a fixed or growth mindset. With the right mindset, we can motivate our kids and help them improve in school, as well as reach our own goals, personal and professional.” Explore how mindset affects parenting, business, schools, and relationships.Joey PalmerDistrict Office Board Room
Mindset Part 2 
COURSE FULL

Limit 30
Growth mindset is not a new concept in general, but it is new in the world of academics. This class will build on the work of Carol Dweck for teachers in their classroom and as lifelong learners. The focus will be on the application of growth mindset principles drawing on experience, science, research, and other resources. Participants need not have taken the Mindset class, but will need to have read the book.Connie Benke RHS Lecture Hall
SLP ASHA Advances in Speech Therapy Practice

Limit 30
New Advances in Speech/Language Therapy Practices for SLP Staff. Learn up to date best practices in delivering speech and language therapy services to students.Letha Blick
Special Education Paraprofessional Bootcamp (Course Limited to Special Education staff ONLY)
COURSE FULL

Limit 30
Designed for Special Education Paraprofessionals and staff who work with students with disabilities and unique learning styles. Class will provide instruction in a variety of topics including: disability features/characteristics, evidence based practices (EBP)/instructional methods (direct instruction, discrete trial, and peer mediated instruction/social skills instruction), accommodations, promoting independence, data collection, behavioral supports, etc.Rachelle Nielson;
Deb Dorsey
Strategies for Teaching the Writing Standards Part 1 (K-5)

Limit 30
Each research-based instructional strategy is tied directly to the new writing standards. In addition, teachers learn how to scaffold each strategy to meet the needs of diverse writing abilities.Pesky Center
Tribes/AVID Strategies (K-12)


Limit 30
**2 Credit class
The course will focus on positive teacher and student interactions and to establish a positive learning environment in the classroom and to emphasize the importance of student engagement. Data on IRI, district benchmarks, quarterly assessments, and ISAT scores will be used to measure student achievement. Discipline data will also be used to measure effectiveness of the strategies learned in the class.Chris McCurleySage Valley Library
Turning Data into Action

Limit 30
Making data work for you is key to collecting, analyzing and making informed lesson design changes. This class is for staff to use actual data from their schools to put into action plans. We encourage PLC's to work together collaboratively in this class. We will be actively using milepost and Edify to manage data. We will answer the following essential question: What can data show me that will guide my instruction this school year?
Mary Ann Vande Brake; Debbie Watkins
VHS Library