Come learn about Canvas for Elementary (C4E) and work on your 2022/2023 Canvas course. C4E is a feature that creates a digital classroom that reflects the physical classroom experience for elementary students. This allows teachers to set up a homeroom course and a course for each subject to organize and focus student course participation. Attendees will learn about this new(ish) Canvas feature and how it compares to the standard Canvas setup. After learning about Canvas for Elementary (C4E), teachers will be given the opportunity to set up their Canvas course for the 2022/2023 school year using either C4E or the standard Canvas setup. Bring your charged computer and any resources to walk away with a Canvas course ready for the first day of school.
Teachers will walk away with an understand of the C4E feature and will be given ample time to set-up and work on their 2022/2023 Canvas course. **Participants will need to bring a fully-charged iPad.
Bring joy to the classroom! Learn to teach general musical development and use the percussion instrument kits available to elementary schools in fall 2022. These music strategies will provide students with authentic opportunities to engage in the CASEL competencies and integrate common core standards such as mathematics, literature, and academic concepts. This session will include demonstrations, participation, and a chance to practice the teaching techniques presented. No prior experience with music is required.
Teachers will be provided with written lessons and will be able to order instructional posters with vocabulary terms. The music strategies presented will enhance learning, engagement, and mental wellness. The content of this session is aligned with culturally responsive teaching that strengthens students’ sense of identity, promotes equity and inclusivity, and engages and supports critical thinking.
This is an introduction to the Nurtured Heart approach (NHA). The NHA is more than a "catch them being good" approach to behavior intervention. The NHA uses intentional and purposeful language to build inner wealth in all students. It offers ways to show up for respect rather than disrespect, especially when dealing with our most intense students.
Staff will be asked to reflect on their interactions with students, especially the most challenging ones. The information will provide staff with some tools and strategies to build positive relationships and to help build self-esteem in all kids.
Attendees will leave with information regarding ways to engage with all students to help build inner wealth and to lead students toward realizing their greatness. They will receive a list of "nutritious" words to help provide recognition to students. They will be introduced to ways to recognize students and also the three strands of the NHA.
In this session, elementary teachers will learn the power of Design Thinking to create project/challenge-based learning experiences that build skill and literacy in students. Through collaboration, iteration, experimentation, and reflection students will build their capacity to solve real-world challenges. The benefit and goal of this session is for it to function as a workshop where teachers will produce a lesson plan that can be used with their students. It should also allow for co-creation and collaboration with other teachers in the district wanting to integrate challenge-based learning.
Attendees will have a deeper understanding of the Challenge Based Learning Framework on how it can be used across curriculum in the TK-6 Classroom. **Participants will need to bring a fully-charged iPad.
This session will cover best practices when delivering reading instruction. We will create manipulatives and tools that teachers can use in their classrooms. These resources will help teachers to more effectively teach reading instruction that is sequential and individualized for students.
Attendees will have a better idea of how to teach reading concepts in a sequential, multisensory way that meets the needs of all students. Attendees will also walk out the door with resources that they can use in their own classrooms! Teachers will benefit from attendance because they will have an effective approach to teaching reading that will meet the needs of all of their students. They will also walk away with resources that they will be able to utilize right away in their classroom instruction.
Gathering key ideas and details from a piece of complex text is a difficult task for many readers. This course will focus on identifying key text structures that authors use to organize their ideas and how to connect those structures to a variety of Thinking Maps. You will learn two important strategies for identifying text structure that you can teach your students so that they can become independent readers with the skills necessary for analyzing complex texts. **Participants must bring their Thinking Maps Teacher's Binders to this session.
Come join us for a Canvas Un-Conference with an agenda directed by your needs. This flexible session will allow you to reboot and re-energize your Canvas course in preparation for the new year. Bring digital and paper resources to make the most out of our time. Workshop may include mini-lessons on Canvas quizzes, discussion boards, calendars, and integrated resources depending on the needs of attendees.
A Canvas course that is ready for students on Day 1. You will receive support in setting up your course and learn more about Canvas resources. **Participants will need to bring a fully charged device.
If you are not dyslexic yourself, you may not realize the impact of the continual frustration of being dyslexic. Kids with dyslexia struggle incredibly with understanding the written word and therefore are often falling below the expectations of their teachers, whether they are schooled at home or not. If they are learning alongside other kids their age, comparison, leading to embarrassment, is added to the mix.
Attendees will learn how to make adjustments that can be made to promote students' learning needs and support students with strategies to promote learning.
This training empowers educators and school staff to stay calm in conflict and effectively diminish conflict on their school campuses and in their classrooms. Participants will be provided tactics to effectively prevent student escalation while minimizing opposition and/or defiance. They will also be provided strategies to react in ways that serve to de-escalate, maintain a strong relationship with and gain the compliance of, their students. Participants will learn specific skills to prevent challenging situations from escalating. They will learn strategies to use to de-escalate agitated students and get them to comply. This training supports the Claremont initiative of developing a strong PBIS program. It aligns with supports for Tier 3 students across our campuses. It is an empowering and encouraging training for all educators.
Staff will learn ways to gain compliance and keep the relationship with their students during a challenging situation.
Participants will gain an understanding of what stress and anxiety are and what causes an anxiety disorder, and the effects of stress and anxiety on school performance, as well as learn more about steps teachers can take to decrease stress and anxiety for students and build resiliency. Each participant will walk away with practical tools to use in their classrooms.
The section provides a review of the Thinking Maps Path to Proficiency program with a focus on how each map can be adapted and extended specifically for the English language learner. There are opportunities within this section for the participants to plan how they can use these adaptations with their students. This day we will address the frame, circle, and bubble maps and how they can be modified and adapted to provide substantial, moderate or light support. **Teachers must bring their Thinking Maps Path to Proficiency (P2P) Teacher's Binder to the training. Please contact Pamela Kling at pkling@cusd.claremont.edu if you have not yet been trained in P2P and need a binder.
In the US, the majority of educators are white, while the majority of students in the public school system are students of color. As educational leaders, we often hear about the achievement gap and search for ways to increase student achievement. We painstakingly try to do what we think is best for all students, but as educators, we have not been taught how to engage in conversations about race. In this session, we will shift our thinking from the achievement gap to the education debt (Ladson-Billings) and explore how educators can engage in anti-racist education. Educators will reflect on their own racial identity, their interactions with students and colleagues, and their involvement in the larger educational system.
Be ready to enjoy restorative exercises that are a combo of mindfulness, yoga, tai chi, and qigong that support physical and emotional wellness. Please bring a yoga mat and wear clothing you can move in.
Topics include restorative exercises to refresh the mind and body, exercises for feeling calm, relaxing meditation and breathing practice, laughter exercise, and appreciation practice.
Let's review the core concepts and foundations of UDL, practical applications of UDL to lesson design, and how to support flexible, inclusive instruction as a first step in the AT consideration process.
Learn how to work with all students and assist students with Assistive Technology that they may already have in their classroom. **Participants will need to bring a fully charged device.
**Full day session While the agenda for "Launching the MYP" is based upon school needs, the workshop is an introduction to the implementation of the IB Middle Years Programme, and as such must cover certain specific requirements in terms of content. Where appropriate, the content of the workshop will be tailored by the workshop leader to the school's needs, depending on the stage of MYP implementation an individual school may have reached. The agenda sessions below are indicative of the objectives that will be covered during the workshop, though the final agenda will be defined by the needs of each individual school. During the one day programme, the agenda is compressed with four sessions of one and a half hours each, being covered across the workshop.
Session 1: IB Philosophy • Explore what matters in education as it relates to the IB Mission and MYP philosophy; • Translate the IB mission statement into a set of learning outcomes called the IB learner profile;
Session 2: International mindedness: • Expand thinking around how multiple perspectives have the potential to create new understandings; • Understand how international mindedness has a central role in IB philosophy and should be evident in the teaching and learning of all IB programmes;
Session 3: Inquiry-based learning: • Raise awareness of the school-wide expectations for the MYP programme; • Begin to articulate how the Learner profile attributes intertwine with an inquiry-based approach to create an optimal learning environment for MYP student;
Session 4: Inquiry-based teaching: • Explore how the inquiry cycle can frame meaningful, relevant, and engaging classroom learning
Monday August 29, 2022 9:15am - 4:00pm PDT
Room 303/304
**Full day session While the agenda for "Launching the MYP" is based upon school needs, the workshop is an introduction to the implementation of the IB Middle Years Programme, and as such must cover certain specific requirements in terms of content. Where appropriate, the content of the workshop will be tailored by the workshop leader to the school's needs, depending on the stage of MYP implementation an individual school may have reached. The agenda sessions below are indicative of the objectives that will be covered during the workshop, though the final agenda will be defined by the needs of each individual school. During the one day programme, the agenda is compressed with four sessions of one and a half hours each, being covered across the workshop.
Session 1: IB Philosophy • Explore what matters in education as it relates to the IB Mission and MYP philosophy; • Translate the IB mission statement into a set of learning outcomes called the IB learner profile;
Session 2: International mindedness: • Expand thinking around how multiple perspectives have the potential to create new understandings; • Understand how international mindedness has a central role in IB philosophy and should be evident in the teaching and learning of all IB programmes;
Session 3: Inquiry-based learning: • Raise awareness of the school-wide expectations for the MYP programme; • Begin to articulate how the Learner profile attributes intertwine with an inquiry-based approach to create an optimal learning environment for MYP student;
Session 4: Inquiry-based teaching: • Explore how the inquiry cycle can frame meaningful, relevant, and engaging classroom learning
Monday August 29, 2022 9:15am - 4:00pm PDT
Room 600/601
Come learn about Canvas for Elementary (C4E) and work on your 2022/2023 Canvas course. C4E is a feature that creates a digital classroom that reflects the physical classroom experience for elementary students. This allows teachers to set up a homeroom course and a course for each subject to organize and focus student course participation. Attendees will learn about this new(ish) Canvas feature and how it compares to the standard Canvas setup. After learning about Canvas for Elementary (C4E), teachers will be given the opportunity to set up their Canvas course for the 2022/2023 school year using either C4E or the standard Canvas setup. Bring your charged computer and any resources to walk away with a Canvas course ready for the first day of school.
Teachers will walk away with an understand of the C4E feature and will be given ample time to set-up and work on their 2022/2023 Canvas course. **Participants will need to bring a fully-charged iPad.
Let's discuss defining differentiation and why and how it is implemented into an elementary classroom. Teachers will have opportunities to reflect on what they are already doing to differentiate in their classrooms, brainstorm new ideas of differentiation for their curriculum, and collaborate with other teachers in their grade level (or lower grades/upper grades) depending on who attends the session.
Attendees will take away a deeper understanding of what differentiation is and how to implement it into their daily lesson planning (and realize how much they are already doing). They will have some ideas generated about how this applies to their grade level and have some new tools for their teacher toolkit.
Staff will benefit from this because they will realize that they are already doing things that apply to a differentiated classroom and will be encouraged to be more inclusive in their future planning, considering ALL students with each lesson. Please bring a fully charged device.
Let's review fun and engaging Physical Education games and activities for K-3 Students. Activities are PE oriented but many can be cross curricular. Staff will benefit by having a new approach and mindset for elementary PE and will be presented with the necessary tools to help them be successful. Attendees will come away with new and innovative ideas to engage their students in PE. We will cover many games and activities as well as how to be creative and resourceful with equipment and space.
Experience engaging new features of Nearpod that will help primary students demonstrate their learning and understanding through pre-built, standards-based lessons that can be delivered as-is or modified to fit teachers' needs. Discover how to find reports to review student learning. Participants will navigate Nearpod's vast lesson library and learn to build their own lessons using activities appropriate for TK-2 such as manipulatives, drag & drop, matching pairs, draw-it, and more. Curate a personal library of Nearpod lessons that are engaging, hands-on, standards-based, and ready to use on day one.
Teachers will explore Nearpod's vast lesson library and compile their own bank of lessons that they can begin teaching as early as the first week of school. **Participants will need to bring a fully charged iPad.
Bring joy to the classroom! Learn to teach general musical development and use the percussion instrument kits available to elementary schools in fall 2022. These music strategies will provide students with authentic opportunities to engage in the CASEL competencies and integrate common core standards such as mathematics, literature, and academic concepts. This session will include demonstration, participation, and a chance to practice the teaching techniques presented. No prior experience with music is required.
Teachers will be provided with written lessons and will be able to order instructional posters with vocabulary terms. The music strategies presented will enhance learning, engagement, and mental wellness. The content of this session is aligned with culturally responsive teaching that strengthens students’ sense of identity, promotes equity and inclusivity, and engages and supports critical thinking.
If you are not dyslexic yourself, you may not realize the impact of the continual frustration of being dyslexic. Kids with dyslexia struggle incredibly with understanding the written word and therefore are often falling below the expectations of their teachers, whether they are schooled at home or not. If they are learning alongside other kids their age, comparison, leading to embarrassment, is added to the mix.
Attendees will learn how to make adjustments that can be made to promote students' learning needs and support students with strategies to promote learning.
Develop a unique daily schedule in Google Slides using a variety of tech options to add links, images, videos, and other media. Create folders within your Chrome browser to organize slides and links for one-touch access. Add visual interest by customizing graphics and declutter your browser. Add interest to your lessons throughout the day with everything you need to access in one place.
This session will enable you to have the layout and structure for your weekly schedule in a Google Slide presentation, including personalized graphics, practice with links to videos, camera options, virtual whiteboards, and more. **Participants will need to bring a fully charged device.
At the forefront of today’s leadership conversation is the topic of energy. Christy will give a conceptual introduction to the benefits of understanding how your energetic state influences you in your life and how this can be taught to students. Topics include: Conceptual Introduction to Energy, Understanding How Energy Influences our Life Experience, Tools for Increasing Your Energy for Physical and Emotional Well-Being, Understanding Your Thoughts, and Acupressure Points and Techniques to Help Students Reduce Stress and Improve Emotional Regulation.
In this session, we will wade into the waters of culturally responsive teaching as defined by Zaretta Hammond in her book Culturally Responsive Teaching and the Brain. We will learn the components of engagement and rigor for culturally and linguistically diverse students, reflect on our own awareness of culture and it’s impact on teaching and learning, and start the process of creating a community of learners and teachers focused on equity in CUSD. This session will provide an overview of a cohort approach to professional development in culturally responsive teaching in 2022-23.
During this presentation, Ms. Taylor will discuss the substantive and procedural components of FAPE, Child Find, appropriate assessments, IEP meeting participants and exceptions, necessary IEP components (including the IEP meeting agenda), assessment data/observations/input, identifying present levels of performance, goal writing, taking IEP meeting notes, accommodations, identifying services and placement, finalizing an offer, implementing the IEP, and measuring progress on IEP goals. Legal updates will be covered as well.
All members of your District’s special education team, including school psychologists, site administrators, speech language and occupational therapists, general education, and special education teachers will benefit from this presentation.
The section provides a review of the Thinking Maps Path to Proficiency program with a focus on how each map can be adapted and extended specifically for the English language learner. There are opportunities within this section for the participants to plan how they can use these adaptations with their students. This day we will address the double bubble, flow, multi-flow, and brace maps and how they can be modified and adapted to provide substantial, moderate or light support. **Teachers must bring their Thinking Maps Path to Proficiency (P2P) Teacher's Binder to the training. Please contact Pamela Kling at pkling@cusd.claremont.edu if you have not yet been trained in P2P and need a binder.
Join the Aequitas Q Customer Support Team for an introductory spin of the new Q reporting tool. Site administrators will receive an overview of new system releases and the team will answer any questions about Q and its features. **Participants should bring a fully charged laptop (this program IS NOT compatible with iPads).
In this training, participants will use the maps to understand math concepts and work their way through mathematical processes. In addition, they will learn and apply the frame of reference for problem solving, engage in the mathematical practices in context, and experience using map builder exercises independently and collaboratively to support a distance learning model. Participants will walk away with applicable strategies and tools to utilize with their students across a variety of instructional platforms. **Participants must bring their Thinking Maps Teacher's Binders.
In this session, secondary teachers will learn the power of Design Thinking to create project/challenge-based learning experiences that build skill and literacy in students. Through collaboration, iteration, experimentation, and reflection students will build their capacity to solve real-world challenges. The benefit and goal of this session is for it to function as a workshop where teachers will produce a lesson plan that can be used with their students. It should also allow for co-creation and collaboration with other teachers in the district wanting to integrate challenge-based learning.
Attendees will have a deeper understanding of the Challenge Based Learning Framework on how it can be used across curriculum in the secondary classroom. **Participants will need to bring a fully-charged iPad.
Canva is a wonderful tool for all staff to use as a means of creative output and for personal use. The app has many templates that can easily be manipulated to create projects from planners, classroom newsletters, and images that can be saved in many formats onto a desktop. Staff can utilize the app on their iPads and it can be easily transferred. Staff will be able to take skills from the presentation, which can help their students learn in the classroom.
Participants will learn how to utilize the app for use in their classroom to create flyers, infographics, planners, and newsletters among other varied uses. Participants will also learn how to utilize the classroom in Canva to create assignments that engage all learners. Students will be able to learn self management skills in creating their projects (CASEL).
Attendees will learn how to create an All About Me visual that they can use in back-to-school presentations and on their Canvas pages. Attendees will also learn about an infographic template that students can use to create student-created classroom rules/ norms. Canva can be used to design buttons for Canvas. Attendees will be able to create their own buttons to upload onto their Canvas page. Participants will be given independent time to explore Canva and ask questions. Participants will be urged to create an account using their CUSD email accounts to see the perks of an education account. Attendees will be able to ask questions and receive help by the presenters. **Participants will need to bring a fully-charged device.
Add science talks to any science curriculum to support social emotional and academic development (SEAD) and be more aligned with NGSS. Teachers will get a quick-start guide to create a discourse-rich classroom from the first day of school, as well as a series of strategies for science talk that fosters the development of language, collaboration, and science understanding in their classroom throughout the school year.
Science talk supports all students in expressing ideas, developing language, and acquiring new knowledge of scientific phenomena. Teachers will benefit by having a systematic timeline for implementing science talks in their classroom. **Participants will need to bring a fully-charged device.
Learn how to implement Osmo kits in the classroom. From coding, math, ELA, and more, teachers will learn the ins and outs of how to implement this resource in their classroom with ease.
Each participant will set up Osmo for their class and have hands-on time to learn how to navigate the apps so they are ready to use on day one in their class. Staff will be able to utilize the kits provided by learning how to set up and implement the Osmo program for grades TK-2. **Participants will need to download the free Ozobot Bit app from Self-service and bring a fully-charged iPad.
In this hands-on workshop, participants will learn some basics of line and block coding as it applies to various classroom projects. Our focus will be how to extend core instruction by integrating simple coding and robotics. While the experiences can apply to a variety of robot products, we will be using Ozobots in this workshop. **Participants will need to bring a fully-charged iPad.
In this session, elementary teachers will learn the power of Design Thinking to create project/challenge-based learning experiences that build skill and literacy in students. Through collaboration, iteration, experimentation, and reflection students will build their capacity to solve real-world challenges. The benefit and goal of this session is for it to function as a workshop where teachers will produce a lesson plan that can be used with their students. It should also allow for co-creation and collaboration with other teachers in the district wanting to integrate challenge-based learning.
Attendees will have a deeper understanding of the Challenge Based Learning Framework on how it can be used across curriculum in the TK-6 Classroom. **Participants will need to bring a fully-charged iPad.
Engage and motivate your students with multimedia apps to enhance student communication. This interactive session will help teachers create student-centered learning opportunities. You will learn about Project Zero’s Thinking Box Routine and discover ways to include authentic experiences with the Collaborative for Advancing Social-Emotional Learning (CASEL) core competencies. Participants will learn to use the strategy of See-Wonder-Think-Feel as they explore the apps Chatterpix, Green Screen, iMovie, and Explain Everything (Grades TK-2: Explain Everything is for teachers only.)
The teaching and learning practices and multimedia apps presented will encourage a positive culture and climate in the classroom by providing opportunities for students to express their unique point-of-view. **Participants will need to bring a fully-charged device.
This salsa class will give a foundation of movement for participants who have had little or no dance experience. In this class, participants will learn the basics in Salsa dance. Emphasis will be on the development of partnering skills, lead and follow, the basic principles of timing, as well as basic foot work and variations of simple turn patterns. You DO NOT need a partner to attend the class.
Fast beats, quick steps and a Latin flair are all characteristics of salsa dancing. While it is fun, it can also be a great way to get healthy and fit. And the best part of it is, the exercise doesn’t feel like exercise at all because you’re having a blast doing it!
Participants will take away that Salsa is a dance form that is a very sociable dance where you need not have a regular dance partner. This sociable nature of salsa dance form makes it fun and highly popular.
During this presentation, Ms. Taylor will discuss the substantive and procedural components of FAPE, Child Find, appropriate assessments, IEP meeting participants and exceptions, necessary IEP components (including the IEP meeting agenda), assessment data/observations/input, identifying present levels of performance, goal writing, taking IEP meeting notes, accommodations, identifying services and placement, finalizing an offer, implementing the IEP, and measuring progress on IEP goals. Legal updates will be covered as well.
All members of your District’s special education team, including school psychologists, site administrators, speech language and occupational therapists, general education, and special education teachers will benefit from this presentation.
The section provides a review of the Thinking Maps with a focus on how each Map can be adapted and extended specifically for the English language learner. There are opportunities within this section for the participants to plan how they can use these adaptations with their students. This session we will address the flow, multi-flow, brace, and bridge maps and how they can be modified and adapted to provide substantial, moderate or light support. **Teachers must bring their Thinking Maps Path to Proficiency (P2P) Teacher's Binder to the training. Please contact Pamela Kling at pkling@cusd.claremont.edu if you have not yet been trained in P2P and need a binder.
Challenging parents. Conflicts with co-workers. Aggressive advocates. Difficult behaviors and encounters can occur in many ways in the school setting. These situations can cause stress, burnout, absenteeism, and job dissatisfaction. It can also take its toll on productivity and can be extremely time consuming. This training will teach you specific strategies to successfully work with difficult people and hold potentially stressful but important conversations.
Attendees will learn helpful strategies when working with difficult people and when having difficult conversations.
Participants will review the core concepts and foundations of UDL, practical applications of UDL to lesson design, and how to support flexible, inclusive instruction as a first step in the AT consideration process.
Learn how to work with all students and assist students with Assistive Technology that they may already have in their classroom. Participants will need to bring a fully-charged device to this session.
Learn and engage with NewsELA's Social-Emotional Learning resources that meet studebts where they are in a constantly changing world. This evidence-based collection is organized by the five CASEL (Collaborative for Academic Social Emotional Learning) competencies: self-awareness, self-management, social awareness, relationship building, and responsible decision making. Up-to-date content helps explain and illustrate each SEL competency through timely, real-world stories that students can relate to. Learn how to weave SEL into lessons and use Canvas with NewsELA content selected for elementary, middle, and high school learners.
This session will empower you to integrate SEL into your core literacy instruction with content that is relevant to what students are experiencing. **Participants will need to bring a fully-charged device.
Gathering key ideas and details from a piece of complex text is a difficult task for many readers. This course will focus on identifying key text structures that authors use to organize their ideas and how to connect those structures to a variety of Thinking Maps. You will learn two important strategies for identifying text structure that you can teach your students so that they can become independent readers with the skills necessary for analyzing complex texts. **Participants must bring their Thinking Maps Teacher's Binder to this session.
