reIgniteJoCo 2019 CvHS

Learning Objectives & Rationale: 
AP teachers and administrators will leave the session with an understanding of why College Board created new resources, what they are, how they are intended to be used, and what next steps are for teachers and AP coordinators.

Description: 
Advanced Placement Courses should not be for the anointed student; they should be for all students and our job as AP teachers is to prepare all students for the AP exam. AP instruction is intended to go beyond content explanation; AP students should demonstrate specific, higher-level thinking skills on the AP exams for college credit, so it is critical that AP classroom instruction prepare students.  In the 2019-2020 school year, the College Board is introducing a suite of free resources, designed and tested in collaboration with AP educators, to strengthen a teacher’s instructional practice leading to optimal learning for students.  AP teachers can use these tools through the year to help students learn college-level content and skills.  Changes will happen as well as to when and how AP exams are ordered.  AP teachers and administrators will leave the session with an understanding of why College Board created these new resources, how they are intended to be used, and what next steps are for teachers and AP coordinators.  

Modalities/Implementation Practices: 
Participants will listen/view explanation slides, discuss material with both the group and with individuals, and view/listen/reflect upon several explanation videos.

Target Audience (Elementary, Secondary, Other): Middle-Grade Teachers, High School Teachers, Any Grade, Coaches/Leaders
Learning Objectives & Rationale: 
Participants will explore strategies for analyzing standards and learning targets for their curriculum and leave with a framework of ideas and documents for implementing SBTL for their individual content areas. 

Description: 
Participants will build their own SBTL portfolio for a unit based on presenter-led activities. These activities will increase student engagement and learning by spurring interest using techniques and resources students like, as well as moving the students towards ownership of their own learning. As students move towards self-ownership, teachers move into a facilitation role forcing students to learn how to conduct research and find answers. NOTE: Sample Learning targets/Standards will be provided; however, this course will be most meaningful if you can have access to a digital copy of the Standards/Learning targets for a course you teach. Participants will also need a device to work with digital artifacts.

Modalities/Implementation Practices: 
Participants will engage in instructional practices which correlate to several modalities, digital, audio, visual, kinesthetic, etc. 

Description:
Let's power up your classroom assessments by using smart design principles for assessments aligned to the North Carolina Standard Course of Study. This session is best suited for Math, Science, and ELA teachers in grades 3-12.

Presentation Link

NOTE: Participants are recommended to have attended Part 1 of this session.

Learning Objectives & Rationale: 
AP teachers will leave the session having analyzed their specific course resources and the impact these resources can have on modifying and adjusting instruction.

Description: 
In this session, teachers will dive deeper into the new resource content and how these resources will help teachers create instruction that moves students through critical thinking levels during class time. Participants need to bring charged laptops in order to view their individual course resources online. AP teachers will leave the session having analyzed their specific course resources and the impact these resources can have on modifying and adjusting instruction.

Modalities/Implementation Practices: 
Participants will listen/view/discuss explanation slides, discuss material with both the group and with individuals, and analyze specific course content to determine possible gap and strength areas in current classroom instruction.

Description:
Let's power up your classroom assessments by using smart design principles for assessments aligned to the North Carolina Standard Course of Study. This session is best suited for Math, Science, and ELA teachers in grades 3-12.


Presentation Link

Learning Objectives & Rationale:
Participants will:
- Engage in group work and experience the PEARL framework as learners. 
- Be equipped to use the framework in their classes to maximize student engagement in group work.

Description:
We will share how the PEARL Framework can be used with any math task to enhance student group work. We will model through a task found in the unpacking document.

Modalities/Implementation Practices:
We will share the PEARL framework through Google Slides and have teachers work through a task as students to experience the PEARL objectives.

Learning Objectives & Rationale:
Participants will:
- Gain a strategy to help students read and analyze primary source documents.
- Be provided the necessary steps/resources to enact the literacy circle strategy.
- Have an opportunity participate in a demonstration of literacy circles in action.
- Develop a plan for using this literacy circle strategy in their classroom.

Description: 
Literacy circles are not just for English/Language Arts classrooms! In this session, participants will have the chance to discover, through collaboration and simulation, an interactive way for students to read primary source documents. Participants will also leave this session with a plan for how to make this strategy work for their classroom! Using a blend of student choice, purposeful reading, and cooperative classroom discussion, literacy circles provide students the opportunity to experience and take ownership of history for themselves.

Modalities/Implementation Practices:
Google slides will contain provided resources and definitions of basic ideas. But the majority of the session will allow participants to work together to experience the literacy circle protocol as learners. Participants will then be given time to plan how to use literacy circles in their classrooms - offering the chance to discuss their plans with each other and the presenter.Session description to come.

Description:
Learn about the many types of data available in Schoolnet and make a plan for how to use data in Schoolnet to personalize instruction. This session is designed to benefit all teachers. 

Learning Objectives & Rationale: 
Participants will analyze what ELs can do at various language levels based on the four domains of listening, speaking, reading, and writing. They will then explore what instructional strategies and language supports are needed for each EL to access and master content. 

Description: 
This session will provide an overview of collaborative methods and models for planning, instruction, and assessment of English Learners using the WIDA Standards. We will dig deeper into best practices for applying the WIDA Standards in content classes with a focus on academic vocabulary and North Carolina's "Can Do Philosophy" for ELs. 

Modalities/Implementation Practices: 
We will use a Google presentation with links, WIDA Can Do puzzles & Gallery Walk (hands on and partner work), as well as Instructional Strategies & Support chart (individual work & reflection). Micheline & I model explicitly what we expect participants to do. Participants will need a device and room to move around and work in pairs. 

Target Audience:
Middle and high school English teachers

Learning Objectives & Rationale:
Participants will:
— take a fresh look at analyzing theme and character development in a text using scientific inquiry and data visualization.
— review best practices for facilitating this instructional strategy.
— consider how to apply this strategy in their own classrooms.

Description:
Construct a hypothesis. Track data. Create graphs. Draw conclusions. Interpret evidence. Communicate results. 

What sounds like a science experiment is actually a technique that makes literary analysis a concrete process leading to deeper understanding of complex texts. Participants will learn how to use scientific inquiry and data visualization to help students analyze the development of characters and themes within texts, write arguments to support claims with textual evidence, and present those claims and findings (RL.1, RL.2, RL.3, W.1, SL.4) while strengthening skills for life success such as critical thinking, collaboration, and communication.

When we can make data from the text visual, we facilitate deeper analysis and engagement.

Modalities/Implementation Practices:
Participants will experience the process as learners, review how this method was used with English II students, and consider how they might use this strategy with their own students. 

Description:
Learn about the many types of data available in Schoolnet and make a plan for how to use data in Schoolnet to personalize instruction. This session is designed to benefit all teachers. 

Target Audience:
Secondary (6th-8th grades, Math I, Math III)

Rationale, Learning Objectives, & Description:
Let's explore the new EOG/EOC Achievement Level Descriptors from NCDPI. We will discuss what summative data (from grades 3-8 Math EOG and Math I and Math III EOC) tells us about a student's content knowledge and the levels of support needed to be successful in the next grade/course.

Learning Objectives & Rationale: 
Participants will analyze what ELs can do at various language levels based on the four domains of listening, speaking, reading, and writing. They will then explore what instructional strategies and language supports are needed for each EL to access and master content. 

Description: 
This session will provide an overview of collaborative methods and models for planning, instruction, and assessment of English Learners using the WIDA Standards. We will dig deeper into best practices for applying the WIDA Standards in content classes with a focus on academic vocabulary and North Carolina's "Can Do Philosophy" for ELs. 

Modalities/Implementation Practices: 
We will use a Google presentation with links, WIDA Can Do puzzles & Gallery Walk (hands on and partner work), as well as Instructional Strategies & Support chart (individual work & reflection). Micheline & I model explicitly what we expect participants to do. Participants will need a device and room to move around and work in pairs. 

Learning Objectives & Rationale: 
I would like participants to feel like they have practical practices/ideas to take back and use on their own curriculum and students.  

Description: 
It will go over science standards teaching, learning, and grading in standard grouping along with student self pacing and student choice. PBL will also be mentioned briefly. 

Modalities/Implementation Practices: 
I will be using google platform, rezzly, edpuzzle, and class craft to deliver the information. 

Learning Objectives & Rationale: 
Participants will leave having a better understanding of what it means to personalize learning for any type of classroom: inclusion to higher-level learners!
Description: 
Participants will be exposed to an example pathway I use in my class as well as different playlists I use within students' overall pathways.  Participants will leave with a better understanding of what it means to personalize learning for each student without feeling like they need to make individual plans for every student.  Participants will also get a glimpse of how I implement Standards-Based grading within my pathways.
Modalities/Implementation Practices: 
I will use Google Forms for a pre-assessment and Google Docs to show them how I present my information to my students.

Description:
Learn about the many types of data available in Schoolnet and make a plan for how to use data in Schoolnet to personalize instruction. This session is designed to benefit all teachers.