Professional Development Opportunities




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    *Summer Teacher Institute*

    2883 South Circle Drive, Colorado Springs, CO 80906
    Administration Wing (Back, SE Corner)

    THESE CLASSES ARE FREE OF CHARGE
    and
    Continuing Education Units (CEUs)
    will be provided for each training.
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    Monday July 26th
    8am to 11:30am


    (IN-PERSON) Half Day Workshop July 2021: Secondary Math Engagement Strategies

    Outcomes
    ○ Teachers will walk away from this workshop with tangible activities they can use over and over again in their secondary math classroom to increase engagement of all students, especially students on IEPs, students who have been historically underserved, and ELLs.

    Description
    ○ Designed for grade 6-12 special education math teachers and general education math teachers, you’ll walk away from this workshop with tangible activities you can use over and over again in your secondary math classroom to increase engagement of all students, especially students on IEPs, students who have been historically underserved, and ELLs.

    To register for this training, click here
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    Monday July 26th
    12:30pm to 4pm

    (IN-PERSON) 
    Half Day Workshop July 2021: Secondary Math Classroom Culture Building

    Outcomes
    ○ Teachers will walk away from this workshop with tangible activities they can use the first week of school to build a positive math classroom culture. One that increases students' sense of belonging, trust, respect, and promotes inclusion of all students, regardless of their past math performance.

    Description
    ○ Designed for grade 6-12 special education math teachers and general education math teachers, participants will walk away from this workshop with ready to implement activities they can use the first week of school to build a positive math classroom culture that increases students' sense of belonging, trust, respect, and promotes inclusion of all students, regardless of their past math performance. Intentionally building classroom culture with students who struggle with math is often overlooked, but it’s an essential piece of raising student achievement and motivation in secondary mathematics! You’ll learn why in our session!

    To register for this training: click here
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    Monday July 26th
    8am to Noon (VIRTUAL)


    The Impact of Stress and Trauma on Learning and Behavior Part 1

    This is a TWO PART training. Registrants will need to attend BOTH Monday from 8 to noon AND Tuesday from 8 to noon. 

    This training will begin by covering the basics of human neurodevelopment to give those who work in the educational setting a foundational lens for understanding the organ they interface with daily. The topic will then shift into learning about our stress response system, and how stress and trauma can impact us and those we support. Lastly, we will begin to explore applicable concepts that should drive universal supports, both academic and behavior. The goal is that participants will walk away with a new lens that helps them better conceptualize systems and students they serve and provide a framework they need to begin shifting how they create interventions.

    To register for this training: click here
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    Monday July 26th
    8:30am to 4pm (VIRTUAL)

    Building Comprehension and Collaborative Conversations (K-6 grades)

    This one-day seminar focuses on moving through questioning levels using a variety of text and discipline-based content. Participants will understand how Webb’s Depth of Knowledge (DOK) levels and the revised Bloom’s Taxonomy levels support expectations of rigorous standards and develop questions and instructional prompts to facilitate partner, small-group, and whole-class discussions. Discussion structures, such as look-lean-whisper, think-pair-share, buzz groups, snowball, sliding groups, save the last word for me, and fishbowl, will be explored, providing a variety of rich opportunities for student collaboration and conversation to deepen comprehension. A video lesson will provide a model of exemplary classroom conversations and teacher questioning. Participants will receive checklists for rigor (application of DOK and Bloom’s Taxonomy) and components of effective collaboration and academic conversations.

    Participant Outcomes

    • Recognize and create series of question prompts supporting understanding text at various levels.
    • Review and use checklists for examining questions and instruction related to rigor: Webb’s Depth of Knowledge (DOK) and Bloom’s Taxonomy.
    • Determine the components for structuring and/or guiding effective whole and small-group discussion.
    • Explore a variety of discussion structures designed to increase student collaboration and academic conversation.
    • Develop a series of questions and a lesson plan supporting collaboration and discussion for a participant selected sample text.

    To register for this training: click here
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    Tuesday July 27th
    8:30 to 4pm (VIRTUAL)

    Building Comprehension and Collaborative Conversations — Using Questions to Deepen Understanding (6-12 grades)

    This one-day seminar focuses on moving through questioning levels using a variety of text and discipline-based content. Participants will understand how Webb’s Depth of Knowledge (DOK) levels and the revised Bloom’s Taxonomy levels support the expectations of most states’ standards and will develop questions and instructional prompts to facilitate partner, small, and whole class discussions. Discussion structures, such as fishbowl, pinwheel, and Socratic seminar, will be explored providing a variety of rich opportunities for student collaboration and conversation to deepen comprehension. Video lessons will provide models of exemplary classroom conversations and teacher questioning. Participants will receive checklists for rigor (application of DOK and Bloom’s Taxonomy) and components of effective collaboration and academic conversations.

    Participant Outcomes

    • Recognize and create series of question prompts supporting understanding text at various levels.
    • Review and use checklists for examining questions and instruction related to rigor — Webb’s Depth of Knowledge (DOK) and Bloom’s Taxonomy.
    • Determine the components for structuring and/or guiding effective whole and small group discussion.
    • Explore a variety of discussion structures designed to increase student collaboration and academic conversation.
    • Develop a series of questions and a lesson plan supporting collaboration and discussion for a participant selected sample text. 
    To register for this training: click here
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    Tuesday July 27
    th
    8:30 to 4pm (VIRTUAL)

    Reading Assessment for Effective Instruction (K-4)

    The Reading Assessment for Effective Instruction workshop explains basic principles and terminology of assessments used to plan classroom instruction and provides participants with the knowledge they need to select, administer, score, and interpret the results of assessment measures in each of the main areas of reading instruction. Participants practice administering key assessments and using assessment results to plan instruction. The Teaching Reading Sourcebook and Assessing Reading: Multiple Measures provide the texts for this workshop. This workshop may be joined to the Reading Academy or taken separately.

    Participant Outcomes

    • Identify the four major types of assessments and their purposes.
    • Become familiar with the content and administration of various assessments in phonemic awareness, decoding and word attack, fluency, vocabulary, and comprehension.
    • Learn to use assessment as a basis for instructional decision making.
    • Identify the role of assessment within a multi-tier comprehensive literacy model.
    To register for this training: click here

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    Tuesday July 27
    th
    8am to Noon (VIRTUAL)

    The Impact of Stress and Trauma on Learning and Behavior Part 2

    This is a TWO PART training. Registrants will need to attend BOTH Monday from 8 to noon AND Tuesday from 8 to noon. 


    This training will begin by covering the basics of human neurodevelopment to give those who work in the educational setting a foundational lens for understanding the organ they interface with daily. The topic will then shift into learning about our stress response system, and how stress and trauma can impact us and those we support. Lastly, we will begin to explore applicable concepts that should drive universal supports, both academic and behavior. The goal is that participants will walk away with a new lens that helps them better conceptualize systems and students they serve and provide a framework they need to begin shifting how they create interventions.

    To register for this training: click here

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    Wednesday July 28th
    8:30 to 4pm (VIRTUAL)

    Reading Assessment for Effective Instruction (5-8)

    The Reading Assessment for Effective Instruction workshop explains basic principles and terminology of assessments used to plan classroom instruction and provides participants with the knowledge they need to select, administer, score, and interpret the results of assessment measures in each of the main areas of reading instruction. Participants practice administering key assessments and using assessment results to plan instruction. The Teaching Reading Sourcebook and Assessing Reading: Multiple Measures provide the texts for this workshop. This workshop may be joined to the Reading Academy or taken separately.

    Participant Outcomes

    • Identify the four major types of assessments and their purposes.
    • Become familiar with the content and administration of various assessments in phonemic awareness, decoding and word attack, fluency, vocabulary, and comprehension.
    • Learn to use assessment as a basis for instructional decision making.
    • Identify the role of assessment within a multi-tier comprehensive literacy model.

    To register for this training: click here
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    Wednesday July 28
    th
    8:30 to 4pm (IN-PERSON)

    MTSS/Differentiation

    Differentiation is taking place any time a teacher is responding to various learning styles and needs within their classroom.  Reaching out to individuals, small groups and even whole group teaching can be considered different ways teachers try to reach all their students to improve learning outcomes

    This training will provide teachers with a deeper understanding of Multi-Tiered System of Supports and how they relate to differentiation best practices.  It will also provide teachers with practical and easy to implement differentiation strategies to support the various learners they teach each and every day. 

    To register for this training
    : click here
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    Thursday July 29th  
    8:30 to 3:30pm (IN-PERSON)

    CPR and First Aid **Certification through the Red Cross. 

    Training available to member district staff and Pikes Peak BOCES staff only
    .  Member districts include: SOE, BOCES East, Big Sandy, Miami Yoder, Calhan, Edison, Peyton, Elbert, Ellicott, Hanover, and Fremont. 

    To register for this training: click here
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    ELL Training : Language Acquisition and Assessment for CLD Learners: July 26-30, 2021 (VIRTUAL)

    COURSE OPENS ON:July 26th 8am Schoolology English Language Learner Professional Development will open

    COURSE CLOSES ON: July 30th by midnight all work for course must be completed and the course will close 

    7.5 Hours, Interactive, all-online Courses

    The purpose of this course is to prepare you to gather and use language-based assessment results within a strengths-based framework to provide appropriate instruction for students who are culturally and linguistically diverse. Educators will understand the major concepts of first and second language acquisition and be able to use progress monitoring and assessment to support student learning.

    CLD ELL PD FOCUS STANDARD
    This course is designed to meet standard 5.10 Quality Standard II: Educators should be knowledgeable in first and second language acquisition, of the CDE English Learners PD Requirement Matrix.

    5.10(1) ELEMENT A: Educators are able to understand and implement strategies and select materials to aid in English language and content learning. 

    5.10(2) ELEMENT B: Educators are knowledgeable of, understand, and able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD student populations.


    TO REGISTER FOR THIS TRAINING CLICK HERE

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    ELL Training : Instructional Strategies for CLD Students: July 26-30, 2021 (VIRTUAL)

    COURSE OPENS ON:July 26th 8am Schoolology English Language Learner Professional Development will open

    COURSE CLOSES ON:July 30th by midnight all work for course must be completed and the course will close 

    7.5 Hours, Interactive, all-online Courses

    Teaching Multilingual Learners requires the use of rigorous, standards-based content instructional strategies and supports for language development. This course will give you powerful strategies to integrated Content and Language instruction to support your students’ learning.

    CLD ELL PD FOCUS STANDARD
    This course is designed to meet standard 5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessment for CLD students, of the CDE English Learners PD Requirement Matrix.

    5.12(1) ELEMENT A: Educators are knowledgeable in, understand and able to use the major theories, concepts and research related to language acquisition and language development for CLD students. 

    5.12(2) ELEMENT B: Educators are knowledgeable in, understand, and able to use progress monitoring in conjunction with formative and summative assessments to support student learning.
     

    TO REGISTER FOR THIS TRAINING CLICK HERE
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    ​ELL Training : Culturally and Linguistically Responsive Teaching: July 26-30, 2021 (VIRTUAL)


    COURSE OPENS ON: July 26th 8am Schoolology English Language Learner Professional Development will open

    COURSE CLOSES ON: July 30th by midnight all work for course must be completed and the course will close 

    7.5 Hours, Interactive, all-online Courses

    Teaching Multilingual Learners requires the use of rigorous, standards-based content instructional strategies and supports for language development. This course will give you powerful strategies to integrated Content and Language instruction to support your students’ learning.

    CLD ELL PD FOCUS STANDARD
    This course is designed to meet standard 5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessment for CLD students, of the CDE English Learners PD Requirement Matrix.

    5.12(1) ELEMENT A: Educators are knowledgeable in, understand and able to use the major theories, concepts and research related to language acquisition and language development for CLD students. 

    5.12(2) ELEMENT B: Educators are knowledgeable in, understand, and able to use progress monitoring in conjunction with formative and summative assessments to support student learning. 

    TO REGISTER FOR THIS TRAINING CLICK HERE

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    ELL Training : Literacy Development for Multilingual Learners: July 26-30, 2021 (VIRTUAL)

    COURSE OPENS ON: July 26th 8am Schoolology English Language Learner Professional Development will open

    COURSE CLOSES ON: July 30th by midnight all work for course must be completed and the course will close 

    7.5 Hours, Interactive, all-online Courses

    Teaching Multilingual Learners to read and write is challenging. This course presents research-based practices, aligned to the expectations of the CCSS that will support all teachers. Our goal is to provide a framework to use to think about your literacy instruction and strategies that can be readily implemented to support all Multilingual Learners to become fluent readers and writers. 

    As a result of your work in this course, you will be able to:
    o Use research-based strategies to strengthen your students’ literacy skills!
    o Support students’ literacy development in all content areas!

    This course is designed to meet standard 5.11 Quality Standard III: Educators should understand literacy development for CLD students, of the CDE English Learners PD Requirement Matrix.

    5.11(1) ELEMENT A: Educators are knowledgeable in, understand, and able to apply the major theories, concepts and research related to literacy development for CLD students 

    5.11(2) ELEMENT B: Educators understand and implement strategies and select materials to aid in English language and content learning.

    TO REGISTER FOR THIS TRAINING CLICK HERE
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    Teacher Effectiveness, Evaluation and Supervision within CDE's Framework

    TUESDAY July 27th AND Friday, August 27th 
    BOTH Dates: 8:30am to 4:00pm


    You must attend BOTH dates to get a certificate of completion.

    PIKES PEAK BOCES 2883 SOUTH CIRCLE DR. CSC 80906
    SE Corner (back of building): ADMINISTRATION WING

    *IN PERSON

    *FREE TRAINING

    *Full Day Workshops (TWO DATES): Teacher Effectiveness, Evaluation and Supervision

    This training is for teachers and/or administrators to become Approved Teacher Evaluators on CDE's current rubric. Principals can send any leader from their school to become an approved Teacher Evaluator in order to support the evaluation process in their school.

    Participants will review the Colorado teacher and service provider rubrics, review Colorado law for teacher evaluation, learn about the timelines for evaluation, get better acquainted with RANDA, understand key components of effective feedback and better understand best practices.

    The goal is to be an impactful evaluator with an understanding of the continuous improvement model concerning teacher’s on-going growth and supervision. Participants will earn a certificate allowing them to serve as a teacher evaluator in their school. 

    Register for this Class

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    How Sensory Experience Effects Self-Regulation in the Classroom

    *July 29th from 8:30am to Noon

    *IN-PERSON at: Pikes Peak BOCES 2883 S. Circle Dr. CSC 80906
    SE Corner (back of building): ADMINISTRATION WING

    *FREE TRAINING

    *3.5 contact hours


    Introductory level presentation about the nervous system from 2 points of view and how they overlap.  First, we take a look at the nervous system and how stressors effect our ability to be fully present and able to engage in the learning experience. Then we will explore the sensory systems and how information gained through those systems effects the nervous system.  Participants will explore their own sensory likes and dislikes as well as their own coping tools for stress. The presentation includes examples of tools and techniques that can be included to create a space that fosters regulation.


    Register for this Class