Join our district Behavior Specialist to review stages of the escalation cycle and the best practices to support de=-escalation within any phase of the cycle.

Join our district Behavior Specialist to review stages of the escalation cycle and the best practices to support de=-escalation within any phase of the cycle.

This training provided by a Nat Geo facilitator will provide teachers with information on planning tools, assessments  and intervention curriculum resources including Reach into Phonics.

Join Zoom Meeting

https://cengage.zoom.us/j/99415615987?pwd=T3RHZno2SEVDeXFRR2xabCtzSzFiQT09 

A working meeting, in which teachers will plan instruction using the Nat. Geo. Materials with CORE Consultant support. Session will begin with a brief review of the information from the virtual NG trainings, followed by a model lesson and Q & A session. Time will be allotted for participants to create a lesson plan for upcoming instruction. 

Location: District Office - Room 4 (formerly 22)

This virtual training provided by a Nat Geo facilitator will familiarize teachers with the ELD resources accessible to them to support designated and integrated ELD instruction. 

Let’s group your students and make a plan for differentiated instruction. Participants will work from "How to Plan for Differentiated Instruction" and receive their own copy of the book. Teachers, if you already have the book from the 11/1 PD day, bring it!

After the training, participants can choose to partner with a county lead for classroom support in putting the practices into play. This can include modeling a lesson, co-planning a lesson, co-teaching a lesson, and analyzing student work. Follow Up Coaching dates (February 8 , February 15, and February 29).

Location: District Office - Room 3 (formerly 21)

At your own pace, take this on-line course to explore ways to use NewsELA to support student motivation, interaction, and choice with student-selected and teacher-directed tools, tasks, and texts. This course takes about 90 minutes to complete and does not have to be finished in one sitting, but must be completed by April 3 at the latest.

*** On April 5, NewsELA will share the list of teachers who completed this course and Extra Hours Approval Forms will be sent after that.***  

To take this asynchronous course, please complete the registration form AND email msalamanca@ouesd.k12.ca.us for the course link. 

A discussion of the three main approaches to teaching multisyllabic word reading: syllable types and division principals, affixes as syllables, and flexible syllabication. Session includes model lessons, guided practice, and ready-to-teach lesson plans for the following:

• Open/closed syllables and VCV syllables

• The Syllasearch Procedure

• Flexible Strategy for Reading Big Words (A.Archer)

• Multisyllabic Word Bingo

Location: District Office - Room 4 (formerly 22)

Connect to what's new on NewsELA for the 2023-24 school year in terms of content, instructional resources, and features that will support your planning and student engagement. This contains useful content for both novice and experienced NewsELA users.  

Location: Virtual (link will be sent out a few days prior)

Time: 3:45-5:15 pm

Review NewsELA content, features, and strategies for developing content knowledge and practicing key literacy skills across disciplines. 

Location: Virtual (link will be sent out a few days prior)

Time: 3:45-5:15 pm

In this session, we explore the links between academic achievement and vocabulary development, distinguish which words are the most valuable to teach, and identify resources for academic vocabulary support.  Participants will plan and practice with some instructional strategies for teaching academic vocabulary. 

Location: District Office - Room 3 (formerly 21)

We will examine the processes that good readers use to comprehend texts and multiple strategies instruction in this session. Factors affecting comprehension will be discussed, along with various types of text and how they may impact comprehension. Lesson models and opportunities to practice with strategies will be provided. Participants will leave with 1-2 prepared lessons/mini-lessons that are ready to teach 

Location: District Office - Room 4 (formerly 22)

We will discuss the unique needs of older learners and what foundational reading skills instruction entails at these grade levels. Includes:

• Brief overview of the theory and research, as well as the standards that address foundational skills

• Discuss and define explicit and systematic instruction.

• Explore supplemental resources  for use with the CORE 6-Step Explicit Phonics Sequence for upper elementary grades

• Where to find quality free materials (in addition to those available in Nat. Geo.)

Zoom Link: https://unbounded.zoom.us/j/93831511944?pwd=c1pENlcxRnAwdCtjVjlVcjV3NUtKdz09

Let’s group your students and make a plan for differentiated instruction. Participants will work from "How to Plan for Differentiated Instruction" and receive their own copy of the book. Teachers, if you already have the book from the 11/1 PD day, bring it!

After the training, participants can choose to partner with a county lead for classroom support in putting the practices into play. This can include modeling a lesson, co-planning a lesson, co-teaching a lesson, and analyzing student work. Follow Up Coaching dates (April 18, April 25, and May 9)

Location: District Office - Room 3 (formerly 21)

The Big Ideas covered include:

• Differentiation defined

• Allocating time

• Classroom management & room arrangement

• Putting assessment to use / instructional groupings and the multi-tier model

The 21-Day Small Group Transitional Planner will be shared and we will discuss how to utilize it effectively to smoothly move from whole group instruction to small groups.  We will look at how to extend the Word Work activities in the 6-Step Explicit Phonics Sequence as effective and efficient independent practice and teacher-led small group activities.  Resources and lesson plans will be shared.

Location: District Office - Room 3 (formerly 21)

Goals of the session are to learn effective instructional practices to support multilingual learners’ language development to help them succeed in classrooms where they need to communicate like mathematicians, historians, and scientists.  Participants will learn how to intentionally plan daily instruction that will support English Language Development.

• Understand the characteristics of each language proficiency level

• Learn to create language objectives that support both language learning and content learning

• Use a proven framework for planning lessons

• Learn evidence-based and research-based instructional practices

On Day 1, we explore the What and Why of ELD instruction, as well as the context. Equitable practices, scaffolds & supports, leveraging the home language and prior literacy experiences, and an intro to the three phases of planning. We will wrap up this session with a collaborative reflection and Q&A period. 

Location: District Office - Room 4 (formerly 22)

Goals of the session are to learn effective instructional practices to support multilingual learners’ language development to help them succeed in classrooms where they need to communicate like mathematicians, historians, and scientists.  Participants will learn how to intentionally plan daily instruction that will support English Language Development.

• Understand the characteristics of each language proficiency level

• Learn to create language objectives that support both language learning and content learning

• Use a proven framework for planning lessons

• Learn evidence-based and research-based instructional practices

Day 2 is a continuation of what was covered in Part 1, with the same goals as discussed above. In this session, we explore and begin working with:

• Linguistic supports

• Text complexity

• Vocabulary and word-level strategies

• Sentence-level strategies

• Instructional supports

We will work together to plan a mini unit using backwards design and the three-phase framework. The session concludes with a question & answer period.

Location: District Office - Room 4 (formerly 22)

PRESENTER: Sarah Cole, Apptegy (In-person)  

Room 3; ; 4:00pm-5:00pm

Rooms, by Apptegy, is a classroom communication tool for Teachers and Administrators. It is a two-way communication and messaging tool integrated directly with our school app. Rooms simplify the digital classroom while bringing all communications into one place. It enables teachers to communicate directly with parents and students (including translation), manage classroom assignments and materials, track student behavior, and more.

This introductory session will give users an overview of how to get started using Rooms, including setting up classes, messaging families and/or students, syncing with Google Classroom, and learning about the additional features.

PRESENTER: Abbey Nieman, Apptegy (In-person) 

Room 4; 4:00pm-5:00pm

Rooms, by Apptegy, is a classroom communication tool for Teachers and Administrators. It is a two-way communication and messaging tool integrated directly with our school app. Rooms simplify the digital classroom while bringing all communications into one place. It enables teachers to communicate directly with parents and students (including translation), manage classroom assignments and materials, track student behavior, and more.

This introductory session will give users an overview of how to get started using Rooms, including setting up classes, messaging families and/or students, syncing with Google Classroom, and learning about the additional features.