November/December 2010

Transcription

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A R E A E D U C AT I O N AG E N C Y
Working Together… Improving Teaching and Learning
comm u nicator
HERE WE GO WITH IOWA CORE!
The emphasis is on improving the work.
The atmosphere is one of “we’re in this together.”
Our single purpose is to “make a good thing even better.”
By Nicole Peterson, Quality Learning Consultant, Mississippi Bend AEA
Iowa Core Peer Review Process
Eighty-one teachers and forty-four administrators from across the
Mississippi Bend Area Education Agency’s (AEA) participated in the
Peer Review Process! This process was developed with input from the
Department of Education, AEAs and Local Education Agencys to ensure
that the Iowa Core Implementation Plan will be the driving force for
positive change in education across the state. The intent of the process
was to help districts give and receive constructive feedback and to
provide the opportunity to foster a “critical friend” relationship with
another district.
There were many positive comments about the process, specifically
noting that schools appreciated the chance to seek descriptive feedback,
while gaining insight on their implementation plan. Many schools found
it valuable in being able to create “next steps” for the Leadership Team in
moving forward with the content of their school’s implementation plan,
which will be available to the public in mid-October.
From the data that was collected, an overwhelming majority of the
schools (96%) that participated in the Iowa Core Peer Review Process
stated that Outcomes four (Alignment), five (Professional Development)
and six (Instruction) would be major district focuses this year. Mississippi
Bend AEA will continue to support these priorities by offering possible
“doors” in which districts can enter the Iowa Core. As communicated in
the previous Communicator article, Mississippi Bend AEA will be offering
Alignment Training using the State Developed ICAT system, Effective
Instruction and Iowa Core, and Transitioning School into the 21st
Century, along with many other professional development services that
meet individual schools’ needs.
If interested in any of the above professional development opportunities,
please refer to the Iowa Core website located at: http://www.aea9.k12.
ia.us/en/iowa_core/new_20102011_training/ or contact Amy Wichman
at (563)344-6484, [email protected] or Nicole Peterson at
(563)344-6583, [email protected].
Teams giving and receiving feedback on their IC Implementation Plans
Nov./Dec. 2010
Feature Articles ��1 School News ��19
Staff Development ��8 Job Openings ��19
Media Center Resources ��16 Learning Center Calendar ��20
Available online at www.aea9.k12.ia.us, under Publications/Communications
Features
Copyright…Did You Know????
By Julie Alfaro – Quality Learning Media Consultant, Mississippi Bend AEA
What is “Fair Use”?
It is common practice in school buildings
nationwide to claim that copying and video-use
practices all fall under fair use. Unfortunately,
there isn’t a clearly defined checklist of what
constitutes fair use of copyrighted material.
Every use isn’t “fair use” just because it
happens in a school setting.
A Definition
According to Carol Simpson, author of
Copyright for Schools (2005),
Fair use provisions of the copyright law grant
users conditional rights to use or reproduce
certain copyrighted materials as long as the
reproduction or use of those materials meets
defined guidelines….As defined in the law, fair
use balances the First Amendment free speech
right with the rights of the author to control
the use of his copyrighted work. (p.40)
Here the focus should be on “conditional
rights” and “defined guidelines”—those of
us working within educational settings must
acknowledge the conditions and guidelines in
our everyday practices.
Common Misconceptions (Simpson, 2005,
p.40)
• Schools are exempt from the law.
• Non-profit usage is okay.
• Using the work promotes the author.
• The needs of students override the needs of
the copyright holder.
A Checklist
Carrie Russell highlights the four factors that
should be considered when considering a case
of fair use in her book, Complete Copyright:
An Everyday Guide for Librarians (2004). She
provides her readers with a “Checklist for
Fair Use” developed by Professors Kenneth
D. Crews and Dwayne K. Buttler from Indiana
University –Purdue University in Indianapolis
showing various examples that fall into four
categories:
• Purpose
• Nature
• Amount
• Effect (p.21)
Effect: The bottom line here is this question:
Are you cheating someone out of a profit by
your actions? Remember that people write
books, textbooks and workbooks in order to
sell them and make a profit.
Passing the Test
Purpose: If your use is for nonprofit
educational use (meaning that your school or
course has to be free—private schools would
not pass this test, nor would any course that
amasses a profit) then you’ve made it through
the first test. Pay close attention here…if you
charge $5 for someone to attend a football
game or a concert and you’ve photocopied all
of the sheet music being played by the band,
you would fail this test.
Nature: Facts cannot be copyrighted, but
creative works can. For example, if someone
has collected a list of facts and organized them
in a creative manner (a database for example),
the facts are okay to use, but the creative
packaging or organization of those facts is not.
Nature: Believe it or not, unpublished works
are granted more protection by the law
because they have not been publically released.
Amount: You should attempt to use the
smallest amount of the work possible to serve
your purposes. A common guide to use is
10%, but this number isn’t written in stone. If
you’ve captured the “essence” of the work in
two lines, you wouldn’t pass the test.
©
What about that circled “c”? Read this
statement by Rebecca P. Butler, author of
Copyright for Teachers and Librarians (2004)
very carefully: “Under current copyright
law, almost anything a person creates is
automatically copyrighted, whether it is
officially registered or not. Thus, every e-mail
you send, every paper you write, every digital
picture you take is protected” (p.5). It isn’t
enough just to look for the copyright icon…
you must take it for granted that everything
is protected under copyright law and take
steps to be fair to the copyright owner
while protecting yourself as a user of the
information.
Resources Available for Checkout from
the Mississippi Bend AEA Media Center
• Butler, R.P. (2004). Copyright for teachers
and librarians. New York: Neal-Schuman
Publishers, Inc.
• Crews, K.D. (2006). Copyright law for
librarians and educators: Creative strategies and
practical solutions. Chicago: American Library
Association.
• Hoffman, G.M. (2005). Copyright in cyberspace
2: Questions and answers for librarians. New
York: Neal-Schuman Publishers, Inc.
• Russell, C. (2004). Complete copyright: An
everyday guide for librarians. Chicago: American
Library Association.
• Simpson, C. (2008). Copyright for administrators.
Columbus, OH: Linworth Books.
• Simpson, C. (2005). Copyright for schools: A
practical guide (4th ed.). Worthington, OH:
Linworth Books.
www.aea9.k12.ia.us
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Features
NEW TOP
TOP Professional
TEN MATERIALS TEN
By Cindy Blinkinsop, Head of Materials & Media Distribution Mississippi Bend Area Education Agency
21ST CENTURY ELEMENTARY
LIBRARY MEDIA PROGRAM
How do you accomplish a technology
transformation at a time when budgets
are extremely limited? What is the proper
location for Web-placed social networking
in the school library? What are the best
practices for working together with students,
parents, and educators? The 21st Century
Elementary Library Media Program is an
invaluable resource for answers to these and
many more questions, as it brings together in
one volume the advice and insights you need
to bring your library into the new century.
PROFESSIONAL BOOK ME99090
21ST CENTURY LEARNING IN
SCHOOL LIBRARIES
This book brings together the ideas and
methods of leading school librarians and
educators across the nation, all focused on
meeting the new standards. It offers a wide
range of articles - over 90 in all - in a series of
chapters on key themes, a vision for successful
school libraries, inquiry, collaboration,
assessment, reading, and pedagogical strategies.
Each chapter has an introduction, discussion
questions and promotional and advocacy
strategies.
PROFESSIONAL BOOK ME99071
21st CENTURY SKILLS
Subtitle: Rethinking How Students Learn,
Lead Edge 5. This fifth book in the series
examines instruction and learning in our
rapidly evolving global and technologies
world. The distinguished contributors to this
volume provides multiple perspectives and
a rich source of ideas and strategies K-12
practitioners can use to examine and enhance
their practice to promote innovation through
critical thinking, problem solving, collaboration,
and technology integration, while building
on mastery of core content and background
knowledge. The book brings the ideas and
recommendations of many renowned leaders
in education into one resource for educators
working to help student achievement at everhigher levels.
PROFESSIONAL BOOK AD99107
Four POWERFUL STRATEGIES
FOR STRUGGLING READERS
GRADES 3 - 8
Subtitle: Small Group Instruction That
Improves Comprehension. This book shows
teachers how to support students’ reading
comprehension by teaching the strategies
that highly effective readers use: summarizing,
creating meaningful connections, selfregulating, and inferring, the author examines
how, why, and when to use each strategy and
what each strategy looks like in practice.
PROFESSIONAL BOOK RE99048
40 READING INTERVENTION
STRATEGIES FOR K - 6 STUDENTS
Subtitle: Research - Based Support For RTI.
This well-rounded collection of researchbased reading intervention strategies will
support and inform your RTI efforts. The
book also includes teacher-friendly sample
lesson plans and mini-routines that are easy to
understand and adapt. Many of the strategies
motivate average and above- average students
as well as scaffold struggling readers. Maximize
the power of these interventions by using
them across grade-level teams or school-wide.
PROFESSIONAL BOOK RE99026
50 WAYS TO IMPROVE STUDENT
BEHAVIOR
Subtitle: Simple Solutions to Complex
Challenges. In this book the authors present
50 simple straightforward techniques for
improving student behavior. Each practical,
well-defined strategy can be applied in
classrooms of all grade levels and subject.
PROFESSIONAL BOOK EP99018
EDUCATING THE GIFTED AND
TALENTED
Subtitle: Resource Issues and Processes for
Teachers, 2nd Edition. This book suggests ways
in which teachers can extend their range of
skills and develop their thinking and practice
to offer the best learning environment for
high- achieving children. Building on the
central ideas of the first edition, the authors
highlight teachers as the ultimate classroom
resource. They consider how teachers might
3
take advantage of current initiatives to
facilitate their own professional development.
PROFESSIONAL BOOK EX99038
EMERGENT CURRICULUM IN EARLY
CHILDHOOD SETTING
Subtitle: From Theory to Practice. This
book explores, from both the teacher’s and
the student’s perspectives, how emergent
curriculum principles and practices can
improve early childhood program. Sections
on observation, documentation, assessment,
and relationships that support learning
provide a complete subject overview.
PROFESSIONAL BOOK CH99003
EMPOWER ENGLISH LANGUAGE
LEARNERS WITH TOOLS FROM THE
WEB
Discover how Web 2.0 tools can advance
English language learning! Today’s interactive
Web tools offer teachers of English language
learners a wealth of opportunities to inspire
and motivate their students. Aligned with
national TESOL standards, this user-friendly,
research-based guide shows how Web 2.0
tools can improve English language proficiency
and build 21st-century skills.
PROFESSIONAL BOOK CU99062
SIOP MODEL MAKING CONTENT
COMPREHENSIBLE FOR
ELEMENTARY ENGLISH LEARNERS
This book presents teachers with specific
lesson plans, strategies, and instructional
activities for implementing the SIOP Model
in their classrooms. The book opens with
an introductory chapter that provides an
overview of issues in the education of English
Learners. Each chapter that follows discusses
one of the eight components of the researchbased SIOP Model and offers specific guidance
on how to implement the components in
elementary classrooms.
PROFESSIONAL BOOK CU99047
Features
Learn360
Learn360 is one of the newest databases
added to the Iowa AEA Online collection
(www.iowaaeaonline.org). The site has
been given a new look for the new year and
additional content has been included.
While students can log into the site using
the basic online database login/password
combination, teachers can setup individual
teacher accounts that include numerous
planning and activity tools such as blogs,
quizzes, favorite links, student groups,
assignments, and calendars. The “Quick Start
Guide” found at http://www.learn360.com/
media/help_center/support/Quick_Start_
Guide.pdf gives an extensive overview of the
various features included in the teacher’s
version of Learn360.
Reading Rainbow
The entire Reading Rainbow collection is now
available via Learn360! You can still check out
the DVD copies from the Mississippi Bend AEA
Media Center via WebMax, but now you can
have instant access to this content for planning
and classroom use through the database link.
entire list of publishers during your next
visit. A&E, National Geographic, PBS, Slim
Goodbody, Standard Deviants, and Weston
Woods are all included!
Hollywood Film Clips for Character
Education
By going to the Advanced Search and choosing
the publisher “Film Clips Spirit of America,”
users can enjoy 124 film clips straight from
major Hollywood productions that can be
used for character education topics. Selections
are included in English and in Spanish for use
with all grade levels. Shrek, Frodo Baggins,
Forrest Gump, and Nemo are just some of the
names you will see in the list!
Information & Training
Please contact Julie Alfaro at [email protected].
ia.us or (563) 344-6526 if you would like more
information or training regarding Learn360 or
any of the other databases provided at www.
iowaaeaonline.
Advanced Search Features
By clicking on the Advanced Search function
within Learn360, users can search for specific
content related to grade level, subject area,
media format, content with teaching resources,
publishers, series, copyright year, and language
(English and Spanish titles are included)
preferences. Be sure to look through the
Mississippi Bend AEA and
Drake University present:
THE DIFFERENT LEARNERS
SERIES • Feb. 1 - May 6
Instructors
Frank Ogden and Candice Benjamin
1. The Myth of Laziness by Dr. Mel Levine
2. How to Differentiate Instruction in Mixed
Ability Classrooms 2nd Ed
by Carol Ann Tomlinson
3. Engaging Troubling Students: A
Constructivist Approach by Scot Danforth
and Terry Jo Smith
4. H
ow the Special Needs Brain Learns 2nd
Ed. by Dr. David A. Sousa
5. M
anaging Noncompliance and Defiance in
the Classroom: A Road Map for Teachers,
Specialists, and Behavior Support Teams by
Geoffery T. Colvin
Each series is made up of on line, self
paced classes that may be taken for credit
or for mm licensure/renewal. Classes are
3 credit hours each. Renewal cost $210.00
(does not include book); Drake credit cost
$420.00 (does not include book).
Register on line through the Mississippi
Bend Area Education Agency’s website.
Questions: Betsy Justis at
[email protected]; Frank Ogden
[email protected]; Candice Benjamin
[email protected]
Class size restricted to 20; minimum 8.
Early Childhood Book of the Month Club
Julie Alfaro – Quality Learning Media Consultant, Mississippi Bend AEA
In an effort to increase the support we offer
to Early Childhood programs that have been
Verified by the Department of Education
and are a part of the state-wide Voluntary
Preschool program, theMississippi Bend Area
Education Agency Media Center has begun a
Book of the Month Club specially designed just
for them. Pre-K teachers who are communitybased, verified, and partnering with a local
school district can sign up for the program
to begin receiving 20 randomly-selected
fiction and nonfiction titles to enjoy within
their classrooms. These books can also be
sent home with the students in an effort to
increase the literacy-related activities of the
home environment.
Setting up this service required thoughtful
planning since these facilities are not a part
of our normal van delivery schedule. It was
determined that utilizing the Early Childhood
Academy dates for a once-a-month pickup and
delivery system would be a great way to meet
the needs of the teachers and students and to
get this program started.
Thanks go out to Nancy McIntire, Denise
Zimmer, Terri Kokemuller, and Cindy Blinkinsop
for supporting the needs surrounding this
new program. Thanks are also extended to
Gayle Powell, Jennifer Jansen and Jill Yates for
sharing the program during the September
Early Childhood Academy meetings. Our
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media center staff members have done an
amazing job with the school-based Book of the
Month Club and they are looking forward to
extending this service to the youngest students
within our service area.
If you are a part of an Early Childhood
Program that is Verified by the Department
of Education and are partnering with a local
school district, and you have not received
information regarding our Early Childhood
Book of the Month Club, please contact Julie
Alfaro at [email protected] or
(563)344-6526 for more information.
Features
Authentic Intellectual Work in Iowa Pretty Good
Authentic intellectual work (AIW) focuses academic
instruction on student construction of knowledge,
conceptual understanding and elaborated
communication to answer questions resembling
the complex intellectual challenges of work, civic
participation, and managing personal affairs in
the contemporary world. In contrast, conventional
schoolwork is dominated by reproduction of
knowledge, covering vast amounts of information
with only superficial understanding, and students
answering questions they rarely face outside the
school. (http://centerforaiw.com/about/mission)
After serving as an Authentic Intellectual Work
(AIW) Liaison for Hempstead High School
in Dubuque and the Northeast Community
School District in Goose Lake during the
2008-2009 and 2009-2010 school years, I
have now advanced to the title of official AIW
Coach. The training I have received during
this time, as well as my time working with
the school-based teams and side-by-side with
Kathy Lemberger, Principal of the Year (2010)
and AIW participant for the past 12 years from
Manitowoc, Wisconsin has been invaluable to
me as an educator and as an AEA Learning
Consultant.
The AIW process demands rigorous learning
and teaching that leads to student success.
Rubrics are used during the AIW team
meetings that focus on the various AIW
elements within classroom tasks, student
work, and teacher instructional practices.
The language of the rubrics gives teachers
a common vocabulary and review protocol
to use during AIW meetings. While the AIW
process is demanding due to the critical review
process involved, teachers and students benefit
from the activities because much of the AIW
review puts a major focus on the two things
within the classroom that each teacher has
total control over—instruction and tasks.
If you would like more information about the
AIW process or the work being done within
Iowa schools, please feel free to contact me at
[email protected] or (563) 344-6526.You
can also obtain more information, as well as the
research that supports AIW practice, at http://
centerforaiw.com/ and http://centerforaiw.com/
resources/downloads/Authentic-InstructionAssessment-BlueBook.pdf.
Café
Latino
There’s a new group that meets
monthly at the Bettendorf AEA! Café
Latino provides an opportunity for Spanish
teachers in the area to come together
to share ideas, support each other, keep up
with the latest technology and standards and
collaborate in Spanish. It’s open to all Spanish
teachers. In August, we shared beginning of the
year ideas which included name and adjective
games, and strategies for using Spanish in class. In
September, we shared vocabulary activities including
scrabble and boggle how to incorporate more
visual aids with vocabulary, study strategies and
internet sites. In October, we shared ideas from
the IWLA state conference. Through this group
there is an opportunity for graduate or re-licensure
credit. Contact Lisa Kroll at Muscatine High School,
[email protected] for more information.
If you haven’t had the opportunity to
attend- make next month your first!
5
By Charles Osgood, CBS NEWS
From “The Osgood File“, ©1986, CBS Inc.
There once was a pretty good student.
Who sat in a pretty good class
And was taught by a pretty good teacher.
Who always let pretty good pass.
He wasn’t terrific at reading;
He wasn’t a whiz-bang at math;
But for him education was leading
Straight down a pretty good path.
He didn’t find school too exciting,
But he wanted to do pretty well.
And he did have some trouble with writing,
And nobody had taught him to spell.
When doing arithmetic problems,
Pretty good was regarded as fine;
Five and five needn’t always add up to be ten.
A pretty good answer was nine.
The pretty good student was happy
With the standards that were in effect.
And nobody thought it was sappy
If his answers were not quite correct.
The pretty good class that he sat in
Was part of a pretty good school.
And the student was not an exception;
On the contrary, he was the rule.
The pretty good school that he went to
Was right there in a pretty good town.
And nobody there ever noticed
He could not tell a verb from a noun.
The pretty good student, in fact, was
A part of a pretty good mob,
And the first time he knew what he lacked was
When he looked for a pretty good job.
It was then, when he sought a position,
He discovered that life can be tough,
And he soon had a sneaky suspicion
Pretty good might not be good enough.
The pretty good town in our story
Was part of a pretty good state
Which had pretty good aspirations
and prayed for a pretty good fate.
There was once a pretty good nation.
Pretty proud of the greatness it had.
But which learned much too late.
If you want to be great,
Pretty good is, in fact, pretty bad.
Features
A
wesome Web Sites
FOR
Games to Train:
http://www.games2train.com
Jam Studio: Online Music Creation Tool:
http://www.jamstudio.com/Studio/index.htm
Math Forum:
The leading online resource for improving
math learning, teaching, and communication
since 1992. They are teachers,
mathematicians, researchers, students, and
parents using the power of the Web to learn
math and improve math education. They offer
a wealth of problems and puzzles; online
mentoring; research; team problem solving;
collaborations; and professional development.
http://mathforum.org/
Microsoft Education: Lesson plans for all
grade levels and subject areas:
http://www.microsoft.com/education/
lessonplans.mspx
Microsoft Classroom Resources:
http://www.microsoft.com/education/teachers/
default.aspx
EDUCATORS
Microsoft Research: World Wide
Telescope:
http://www.worldwidetelescope.org/Home.
aspx
Random Name/Word Picker: Free
online tool:
http://classtools.net/main_area/template_
loader.php/?fruit_machine
Microsoft Learning Essentials: Education
Specific Tools for teachers and students:
http://www.microsoft.com/learningessentials/
ProductDetails.aspx?pid=001
Smithsonian Education: Resources for
educators, families and students:
http://www.smithsonianeducation.org/
educators/
Mouse Mischief: free tool for PowerPoint:
Mouse Mischief integrates into Microsoft
PowerPoint 2010 and Microsoft Office
PowerPoint 2007, letting you insert questions,
polls, and drawing activity slides into your
lessons. Students can actively participate in
these lessons by using their own mice to click,
circle, cross out, or draw answers on the
screen.
http://www.microsoft.com/multipoint/mousemischief/default.aspx
Webspiration:
Use Webspiration to map out ideas, organize
with outlines and collaborate online with
teams or colleagues. Webspiration unleashes
your creativity, strengthens organizational skills,
and transforms your ideas and information
into knowledge
http://www.mywebspiration.com/home
Online Stopwatch: this free tool allows you
to count up or count down the time allotted:
http://www.online-stopwatch.com
MISSISSIPPI BEND
IOWA CORE
g for
Learnin ing
and
t
s
Under
21st Century Skills
Mathematics
Reading
Sciences
Social Studies
Consiste
ncy
High
Expecta
tions
AREA EDUCATION AGENCY
CONTINUING TO SERvE
JACkSON COUNTY
On June 30, 2010 the Mississippi Bend Area
Education Agency (AEA) closed our office
building in Maquoketa and merged services
with our Clinton office located at
1908 North 3rd Street. The Mississippi
Bend AEA remains committed to serving
the school districts and families within
Jackson County. To support this
commitment the First Lutheran Church
is graciously providing the AEA with
space to serve our Jackson County
clients. Appointments will need to be
made through our Clinton office
(not First Lutheran Church) at
563-242-6454 or by calling
1-800-947-2329 and ask to be
connected to our Clinton office.
g
Extendin
s
d
r
a
Stand
Deep Co
nceptua
Learning l
Inquiry
Problem
Worksheetworks.com: Create and print
Graphic Organizers:
http://www.worksheetworks.com/miscellanea/
graphic-organizers.html
Solving
www.aea9.k12.ia.us
The Mississippi Bend Area Education Agency does not discriminate on the basis of race, color, creed,
gender identity, marital status, sex, sexual orientation, national origin, religion, age, socio economic
status, or disability in its educational programs, services or employment practices. Inquiries concerning
this statement should be addressed to Tom Wirtz, Equity Coordinator, at 563-344-6410.
6
Leading teachers is your passion.
Strengthening their skills is ours.
Online Program Offerings
• Ph.D. in Education
• Doctor of Education (Ed.D.)
• Education Specialist (Ed.S.)
• M.S. in Education
• M.S. in Instructional Design and
Technology
• B.S. in Child Development
• B.S. in Instructional Design
and Technology
• Endorsement Programs
• Teacher Preparation Programs
• Graduate Courses for Teachers
You have a vision for your success as an educator. The Richard
W. Riley College of Education and Leadership at Walden
University can help you realize it. Walden is an accredited
institution with nearly 40 years of experience in distance learning
and over 37,000 education students and alumni. For the third
year in a row, we have the largest online graduate program in
education by enrollment, according to U.S. News & World Report.
Ready to make an even bigger difference? Visit us at
www.WaldenU.edu/education.
To schedule an Information Session
at your school, please contact
Pat Ford at 1-478-998-2956 or
[email protected].
Walden University is accredited by The Higher Learning Commission
and a member of the North Central Association, www.ncahlc.org.
Walden University cannot guarantee that completion of coursework
or any degree-level program (bachelor’s, master’s, education specialist, or
Walden does offer some Minnesota state–approved programs. While
it remains the prospective student’s responsibility to comply with state
requirements, a Walden enrollment advisor can provide generalized
state–specific information. Call 1-866-492-5336 or visit www.WaldenU.edu
for details.While it remains the prospective student’s responsibility to
comply with state requirements, a Walden enrollment advisor can provide
state-specific information. Call 1-866-492-5336.
7
Staff Development
Staff Development Offerings
http://www.aea9.k12.ia.us/index.cfm?nodeID=11682
Staff Development Registration Instructions
Go to the website above. If you are familiar with the registration process you will be able to login. If you are new to the process, or simply
need a refresher, view the registration directions before you continue.
Refund Policy: Cancellations must be received two weeks prior to the start of the course to receive a full refund. Registrants canceling
after the registration close date will be charged a $10 cancellation fee. No refunds will be issued after the start date of the course.
Late Fee: Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
If you need assistance with registering for classes please contact Betsy Justis, Staff Development Specialist, at (563) 344-6481,
[email protected], or Cindy Swanson, Head of Staff Development at (563) 344-6487, [email protected].
Administration
administration
Evaluator Approval Level II Training
Session Number: 4380
Licensure Renewal Course: Iowa
Evaluator Approval Renewal Training II
Evaluation of Teachers
The Iowa Evaluator Approval Renewal Training
Program (Level II): Evaluation of Teachers is a
two-hour credit course provided to principals
and other educational leaders responsible for
the evaluation of teachers. The focus of this
professional development class is to enhance
skills of teacher evaluators.
Specific areas of study:
• Application of effective leadership practices
in evaluation (Iowa Leadership Standard 2).
• D
evelopment of knowledge and
understanding of best practice in writing an
individual career development plan
• D
evelopment of knowledge and
understanding of best practice in writing an
intensive assistance plan
• D
evelopment of skills in the use of effective
strategies for formative conferencing
• D
evelopment of skills in the use of coaching
strategies
This course is 30 contact hours with the
trainer. Each AEA will determine registration
procedures and schedules for this training.
It is highly recommended that educational
leaders whose primary responsibility is the
evaluation of teachers participate in this
course. All professionals needing renewal of
their evaluator approval licensure should take
this course. Evaluator Approval Course (Level
I) is a prerequisite to this course.
Note: The law currently requires that an
administrator complete either Iowa Evaluator
Approval Training Program II: Evaluation of
Administrators OR Iowa Evaluator Approval
Training Program II: Evaluation of Teachers
for renewal. Individuals, however, may choose
to take both to complete their required four
hours for renewal. Best practice would indicate
that an individual would take the course most
pertinent in his/her current job description.
Instructor: Kathleen Learn
2 credits
1/22/2011 Mississippi Bend AEA
2 credits
Assistiveassistive
Technology technology
Achieving Communicative Competence
in AAC - Focus on Social and Strategic
Competence
Do these scenarios sound familiar?
– Julia never initiates. What can I do to help
her?
– It is hard for me to tell if Jamie is paying
attention to me, trying to put together a
message, or just “playing” on her device. I
know she is really smart but it is hard to see
that sometimes when you talk with her.
– Sophie really likes her peers and they include
her in everything. She usually just sits and
smiles while her friends chat. I wish she
would share too.
– Every time George uses his communication
device it takes a long, long time. He doesn’t
seem to understand that he is taking so long
or that his listeners are impatient.
If so, this session is for you! We will discuss
a wide range of current research about the
effective use of AAC with individuals with
autism. Then, we will focus on the specific
ways AAC can be used to address expressive
and receptive language, social communication,
and behavior and emotional regulation. We
will discuss and demonstrate strategies and
techniques for both individuals with autism and
their communication partners.
Activities, discussion, and case studies will be
utilized to help participants personalize these
strategies and techniques. Planning tools will be
introduced to help participants prepare to use
the new ideas immediately!
Learner Objectives:
1. Define social and strategic competence skills
at all communication ability levels
2. Identify 1-2 goals to address social and
strategic competency with a specific AAC
user
3. D
escribe the two additional areas of
communicative competence according to
Light (1989) and how they are related to
social and strategic competence
Registration for this workshop closes Dec. 7,
2010.
Instructors: DynaVox/Mayer-Johnson
representative
Workshop – no charge; no credit
Augmentative & Alternative
Communication: Speech Generating
Devices and Access Method Overview
This 2-hour workshop is will be an interactive
hands-on demonstration and discussion of
the software and hardware features of several
speech generating devices as well as the unique
features and accessories to be considered
for the best possible fit to an individual’s
communication skills and needs.
Learning Outcomes:
1.) Participants will demonstrate basic use of
at least 2 different devices, (i.e. powerup
devices), load various vocabulary sets based
on patient speech and language needs, setup various access methods such as eye gaze
camera, switch/scanning, sensitivity settings
for direct selection
2.) Participants will identify 3 unique
characteristics of 2-3 devices i.e.
accessories, software features, access
method(s) available.
Presentation format: brief demonstration will
be given on use of the devices with hands-on
training to follow to allow participants to have
an introductory level of understanding on
use, support and available features of several
devices.
Statement of Need: The fact that many
individuals with neurological conditions
and significant speech/language deficits can
never recover enough from their disabilities
and/or disease progression to become
functional, competent communicators
continued
8
Staff Development
prompts professionals from across all settings,
and families to seek alternative forms of
communication. In this workshop, we will be
discussing and exploring a broad spectrum of
alternative forms of communication options
for individuals with significant communication
impairments. Hands-on learning will be a part
of this workshop.
ASHA CEU’s are available. Certificates of
attendance will be provided for individuals to
submit for other areas (e.. PT, OT, Nursing,
etc.).
Instructors: Cindy Cavanagh, Teresa Wyant
Workshop – no charge; no credit; CEUs
are available
Boardmaker v. 6 (not PLUS)
This workshop is intended for those
participants who would like to learn the basics
and more about the symbol finder (locating
pictures, adding pictures, etc.), board design,
printing, paint and draw, symbolate and more.
Boardmaker comes in two versions (with
and without PLUS features). This workshop
will not review PLUS features. Please refer
to the 12/6/10 workshop for PLUS features.
If you plan to take the PLUS workshop in
the afternoon and are not familiar with
Boardmaker, you should plan to attend this
workshop. Some time will be allocated in the
afternoon session for coached and guided
practice. Please bring a USB storage device if
available to save the boards you create.
Instructor: Cindy Cavanagh Teresa Wyant
11/1/2010 Mississippi Bend AEA Tech Lab
Boardmaker PLUS, v. 6
This workshop is intended for those
participants who are already familiar with the
symbol finder, draw, paint and board design
features of Boardmaker. [If you are not familiar
with these features and would like to attend
this workshop, you should also register for
the Boardmaker workshop held on 11/1/10.
Please note this is a separate registration.
This Boardmaker PLUS workshop will focus
on the use of the interactive features of PLUS
including movies (social stories via video,
reinforcement, instruction ,etc), changing
boards, talking boards, activity creation and
more.
Instructor: Cindy Cavanagh, Teresa Wyant
Dragon Naturally Speaking v. 10
This Dragon Naturally Speaking, (DNS) speech
recognition workshop will provide teachers,
parents, support staff and paraprofessionals
with beginning skills in the use of DNS.
Strategies for training the program, for
assisting students in program training and for
working with students will be provided. This
workshop includes three separate dates with
new information covered in each session.
When you register for this workshop, you will
be registered for three sessions from 1:003:00. Attendance at the first session is required
for the following sessions. A headset will be
provided for teachers to use between sessions
on the program as available in districts. For
use of the program between sessions, access
to the TechLab2 is available when the room is
not reserved. (Check with the Learning Center
staff for availability). It is not necessary, though
it is beneficial, to practice between sessions if
you have access to the program through your
school or the AEA TechLab2.Version 10 or 11
will be used during this workshop.
Instructor: Assistive Technology Team
IntelliTools Classroom Suite v. 4
Workshop - Basic features of IT Classroom
Suite, v. 4 will be reviewed. Participants will
learn to make activities from templates,
to view classroom and student record
management, make basic changes to overlays
and download pre-made activities. Time will
be set aside for exploration of the activity
exchange. Bring a CD or other storage device
to take your activities away with you.
Instructor: Cindy Cavanagh, Teresa Wyant
NIMAS/AIM Information Session
This 45-minute information session is available
by attendance in person at the Bettendorf AEA
or through video conferencing, AdobeConnect
Pro. The link to this session will be sent to all
participants and if you are planning to attend
this through this video conference link, please
complete the AdobeConnectPro “check”
(from the link provided) before the date to
be sure that you will be able to attend the
session via your computer. Information on
NIMAS, Accessible Instructional Material (AIM)
Bookshare, IDB and accessibility software
will be discussed. Additional resources will be
provided.
Instructors: Cindy Cavanagh and Teresa Wyant
PODD/ALS/AAC
This PODD/ALS/AAC course will be offered
twice. Each session is four classes (one full day
and three shorter sessions). To see the course
dates, click on the start date to the right.
This course will provide teams of teachers,
SLP’s and parents basic instruction in receptive
language learning. Guided selection of a
provided Pragmatic Organization of Dynamic
Communication Display book and aided
language stimulation boards will be made
by the team for use during this course for
a targeted student. Participants will learn to
navigate and use the PODD for receptive
language learning and will understand the
basics of dynamic assessment.
Topics in peer instruction and coaching will
be covered. District and AEA participants (not
parents) should bring their AEA Webmax logon
name and password to the first session.
In addition to meeting times, a 2-hour team
activity time will be scheduled between the
start and end date of each session.
Instructors: Cindy Cavanagh, Teresa Wyant
Writing Supports for Students with
Print Disabilities
During this two-hour demonstration,
participants will see a variety of current
accommodations for individuals with print
disabilities with the focus on providing writing
support. A variety of light to high technology
options will be demonstrated to provide
participants with tools to help who have
difficulty writing due to difficulties in the
areas of fine motor, spelling, organization and
attention. Most of these devices are available
for check out from the Assistive Technology
Loan Library for one month trials.
Instructors: Cindy Cavanagh Teresa Wyant,
Assistive Technology
Bus Drivers bus drivers
Annual Inservice for School Bus Drivers
(3 hours)
“The View To Preventing Danger” Two eyes
are very important in almost every aspect of
our lives. As a school bus driver, your eyes are
your most precious resource in helping to
prevent dangerous accidents from occurring.
Doing a good pre-trip on your school bus and
watching out for kids within the danger zone
are two of the most important things you´ll
do as a school bus driver in helping to prevent
accidents. By learning what to look for in these
continued
9
Staff Development
areas, you´ll also learn how to save lives.
Instructor: Dolores Bergert, Retired Director
of Transport.
11/3/2010 Andrew High School
11/8/2010 Muscatine Transportation
Center
11/17/2010 North Scott Administration
12/1/2010 Calamus-Wheatland High
1/12/2011 Camanche Admin. Office
1/26/2011 Clinton High School
2/9/2011
Bellevue High School
2/23/2011Louisa-Muscatine Jr./Sr.
High
3/9/2011
Northeast High School
3/14/2011Muscatine Transportation
Center
3/23/2011 Columbus Jr. High
4/6/2011
Durant Middle School
4/20/2011 Wilton High School
Science
science
Uncovering Student Thinking in MS
Science: Supporting the Iowa Core
This course is designed to assist middle level
science teachers in implementing effective
inquiry-based science instruction for all
learners, as defined by the statewide science
initiative ELI (Every Learner Inquires). Using
the Curriculum Topic Study (CTS) process,
teachers will focus on uncovering student
thinking through collaborative analysis
of student responses to research-based
formative assessments. CTS, a National Science
Foundation (NSF)-funded project, utilizes a
coordinated set of science materials to help
educators deepen their understanding of the
important science topics they teach. The CTS
process integrates the Iowa Core Curriculum,
National Standards, research on students’
ideas in science, and opportunities for students
to learn science through effective teacher
practice.
Instructor: Eldon Bird, Sandi Campie
12/4/2010 MBAEA
2 credits
Special Needs
special needs
Introduction to Gifted Education
This course will help educators to obtain
hours to fulfill the Psychology of the Gifted
strand for a Talented and Gifted teachercoordinator endorsement in the state of Iowa.
The educators will study the history of Gifted
Education in the United States. The course will
cover how gifted services can be delivered;
how students can be identified for services,
and what parents, administrators, and teachers
can do to help students; and what qualities to
look for in a strong gifted program.
Instructor: Sharon Dixon
2/2/2011Hoover Elementary,
Bettendorf
Bettendorf
1 credit
Every Child Reads
Every Child Reads for ages 3 - 5 (ECR 3-5)
training curriculum is designed to teach early
care and education providers, including staff in
preschools and child care facilities. The training
provides participants with a repertoire of
early literacy strategies. For many providers
the strategies are exciting and new, yet easy
to use with children. ECR outcomes include:
Increased and improved interactions related to
language, literacy, and writing, which enhances
these skill areas in young children.
Instructor: Denise Terry
2/24/2011 Muscatine AEA
1 credit
Substitute
Authorization
Substitute
Authorization
Substitute Authorization Class
This 20-hour course is designed to meet the
requirements for the Substitute Authorization
Program. A Substitute authorization allows
an individual to substitute in a middle school,
junior high school, or high school for no
more than five consecutive days in one
job assignment. An individual who holds a
paraeducator certificate and completes the
substitute authorization program is authorized
to substitute only in the special education
classroom in which the individual paraeducator
is employed. This special education classroom
may be on the elementary school level as well
as the middle school, junior high school or high
school level.
The four core components of the course
are Classroom Management, Strategies for
Learning, Diversity, and Ethics. Upon successful
completion of the program the participant may
apply to the Board of Educational Examiners
for the Substitute Authorization.
PLEASE NOTE: RECEIVING THIS
AUTHORIZATION IS NOT A GUARANTEE
OF EMPLOYMENT. INDIVIDUAL DISTRICTS
MAKE HIRING DECISIONS AND MAY NOT
CHOOSE TO HIRE SUBSTITUTES WITH THIS
AUTHORIZATION. PLEASE CHECK WITH
THE DISTRICT(S) IN WHICH YOU WISH
10
TO SUB TO DETERMINE THEIR HIRING
PRACTICES.
Instructor: Deb Stelk
1/6/2011
Mississippi Bend AEA
Technology
Integration
Technology
Integration
Differentiation through Technology
This course will help educators learn about
what differentiation is and how to incorporate
it into their classroom settings. The educators
will plan for differentiation in their classroom
and subject area that incorporates technology.
The educators will find specific websites that
will be used in a filamentality website that they
design to fit their individual student´s needs.
Bettendorf
Bettendorf
1 credit
Learning
Environment
Learning
Environment
Administration of Gifted Education
Programs
This course is designed to develop an
understanding of policy, advocacy, and
professional responsibilities related to
gifted education. The student will examine
administration from the point of view of a
sole practitioner or as a member of a staff of
gifted educators. Relevant research related to
goals, philosophy, and evaluation as a program
administrator will be discussed. Students will
learn about funding, budgets, and relevant
legislation in their state. Staff development
and program evaluation will be examined to
further the development of a school program.
Bettendorf
1 credit
Alignment Training:The ICAT Plus!
For those schools/district working on
Alignment as a focus of their Iowa Core
Implementation Plan; The Iowa Curriculum
Alignment Tool (ICAT) will be examined, along
with other important pieces.
Instructor: Amy Wichman
Workshop – no credit; no cost
continued
Staff Development
Transitioning Schools into the 21st
Century: Iowa Core
This course is open only to building and
district level administrators.
This learning opportunity is for administrators
and leaders to transform their district
into using 21st century technology for
the improvement of teaching and learning.
Participants will also learn about the Iowa
Core 21st Century technology literacy skills
students need to be successful in school, work,
and life. Participants will receive a wealth
of technology leadership resources they
can use to facilitate change in their school
organizations.
Professional development provided by Dr.
Scott McLeod, and others from the CASTLE
organization, will emphasize how effective
leadership is required if schools are to
realize the transformative potential of digital
technologies.
These workshops will be hands-on and
discussion-oriented. Lunch will be provided
(included in course fee).
Instructor: Scott McLeod, CASTLE Group
1 credit
Program-Wide Positive Behavior
Supports for Young Children: Promoting
Social and Emotional Competence
Program-Wide Positive Behaviorial
Interventions and Support (PBIS) is an
approach for changing a child´s behavior. It is
based on humanistic values and research. It is
an approach for developing an understanding
of why the child has challenging behavior and
teaching the child new skills to replace the
challenging behavior.
PBIS is a holistic approach that considers all of
the factors that impact a child, a family, and the
child´s behavior. Through emerging research,
it has been found that PBIS is a very powerful
intervention that is effective with all ages,
diverse groups, and people of various cultures
and abilities. It is the only comprehensive
approach that is evidence-based and addresses
challenging behaviors within a variety of natural
settings.
Instructors: Jill Yates, Kathy Bartling
2 credits
Workshops
WORKSHOPS
Note: Workshop participants do not receive
relicensure credit, but participation will be part
of your official transcript.
Alignment Technical Training
The Iowa Curriculum Alignment Tool (ICAT)
will be explored and participants will learn
how to enter and update data into the
software program. Only 1 or 2 representatives
from each district need to attend. Attendees
will be responsible for district clerical updates
in ICAT.
Instructor: Amy Wichman, Faith Koger
2/2/2011
I Have A Plan Iowa Training Workshop
This workshop will show you how to assist
your students in completing the 8th, 9th &
10th Grade Guideways. The Guideway provides
an easy step-by-step process for students to
complete the required components identified
by the Iowa Department of Education.You also
will participate in a hands on overview of the
site and learn how to utilize the Professional
Center to track your students’ progress in the
Guideway.
This course will be offered three times:
November 2 at 8:30-11:30 OR 12:30-3:30;
November 3 at 8:30-11:30. Register for a
IHaveAPlan Iowa workshop by visiting www.
Ihaveaplaniowa.gov and “For Educators” at the
bottom of the page. In the “Customer Care”
box you will click on the button that says
“Event Calendar and Registration.” On the
calendar find the workshop you would like to
attend, click on the event and then click on the
box to register.
CPI – Nonviolent Crisis Intervention
If someone in your care became disruptive or
assaultive—what would you do?
It’s difficult to predict exactly how you might
respond during a crisis.Yet, as a human service
provider, you face challenging behavior and
potentially dangerous situations every day.
How you respond greatly determines the
safety of everyone involved—and profoundly
impacts the relationships with those in your
care. Are you prepared?
The Nonviolent Crisis Intervention® program,
developed by the Crisis Prevention Institute
(CPI), not only teaches staff to respond
effectively to the warning signs that someone
is beginning to lose control, but also addresses
how staff can deal with their own stress,
anxieties, and emotions when confronted with
these challenging situations.
11/29/2010 Mississippi Bend AEA –
Restricted to Bettendorf Community
School District
12/6/2010 Mississippi Bend AEA –
Restricted to Bettendorf Community
School District
11
CPI - Nonviolent Crisis Intervention
Training - Refresher Course
anxieties, and emotions when confronted with
these challenging situations.
12/1/2010 MBAEA – Restricted to
Bettendorf Community School District
1/17/2011 (4 sessions) Clinton High
School – Restricted to Clinton
Community School District
CPI: Nonviolent Crisis Intervention - Deescalation Only
anxieties, and emotions when confronted
with these challenging situations. Please wear
comfortable clothing.
11/8/2010 Cardinal Elementary,
Maquoketa Restricted to Cardinal
Elementary School
Positive Solutions for Families
This workshop, designed by the Center on the
Social and Emotional Foundations for Early
Learning (CSEFEL), provides information for
families on how to promote children´s social
and emotional skills, understand their problem
behavior, and use positive approaches to
help children learn appropriate behavior. The
sessions are designed to give parents general
continued
Staff Development
information on key strategies that may be used
with all children. Sessions are not designed to
offer parents specific advice for their child´s
individual issues.
Instructor: Jennifer Jansen
Social Studies Network:Teaching for
Deep Understanding
This workshop will assist middle and high
school teachers design a unit of instruction
that engages students in deep understanding of
essential social studies concepts. Participants
will design or redesign a unit project that
meets the criteria for rigor and relevance. This
workshop supports implementation of the
Iowa Core Social Studies Essential Concepts
and Skills and the Five Characteristics of
Effective Instruction. Registrants are asked to
identify a unit they will teach second semester
and bring basic unit resources. Time will be
allotted for unit work.
11/23/2010 Mississippi Bend AEA,
Bettendorf
Social Studies Network: Designing
Assessments for Learning
This workshop supports middle and high
school teachers to design unit assessments
of and for learning. Participants will receive a
variety of formative and summative assessment
strategies that engage and motivate learners.
Time will be allocated for unit work. Please
identify a fourth quarter unit and bring basic
unit resources.You will be given time to embed
selected assessments into a unit you will teach
fourth quarter.
Instructors: Bruce Bufe, Amy Wichman
Technology Boot Camp for
Administrators
This course is for school administrators only.
Blogs. Wikis. Podcasts.YouTube. RSS. Social
Bookmarking and more. Do you know how to
use them? Do you know how to create and
share and collaborate and make these tools
yours? If you’re tired of not understanding the
new technologies, if you’d like to feel more
empowered in this digital world of ours, or if
you just want to upgrade some existing skill
sets, then we’ve got a workshop for you!
It’s 2½ days designed to ramp up your skills
with blogs, wikis, Twitter,YouTube, digital
photography, Google Reader and RSS, Google
Docs, Google Calendar, iGoogle, and more.
We’ll cover as much as we can, but we’ll take
our time rather than rush. The emphasis will
be on success and mastery.
This session is conducted by Dr. Scott McLeod,
Associate Professor and Director, CASTLE
(Center for the Advanced Study of Technology
Leadership in Education).
Here’s what your colleagues who have
attended said:
• I’m still amazed at what I learned, and how
much I really don’t know about technology.
• Just being able to try everything you’re
taught. The hands-on approach with this
content is great.
• Variety, pace, and practical application-my
brain is full.
•I learned more than I thought—you made it
so easy!
Please bring your own laptop with wireless
capabilities to practice your new skills.
Space is limited, sign up soon.
Instructors: Nancy McIntire and Dr. Scott
McLeod
12/3/10
Using 21st Century Technology Across
the Curriculum
In this workshop, you will learn to use various
technologies to engage and motivate your
students. Participants will use appropriate
technologies such as Google docs, Intel
Thinking Tools, Moodle, Wiggi, Twitter, and
Learn 360 and embed these technologies
into your instruction. Time will be allocated
for planning. This workshop supports
implementation of the Iowa Core.
Instructors: Robert Reppert, Amy Wichman,
Bruce Bufe
World Language: Developing and
Assessing Your Students’ Language
Proficiency
Standards identify what students should know
and be able to do as they progress in their
language learning from their first experience
through their professional applications of
their skills. Assessment makes the standards
real in the classroom, focusing instruction for
teachers and learning for students. Together
we will explore how to design performance
assessment tasks that motivate students and
provide effective feedback and examine how
to assess student performance in a standardsbased program. This workshop will focus on:
• Strategies to assess the three modes of
communication (interpersonal, interpretive,
and presentational)
• Differentiation of assessment from learning
checks, to formative assessments, to unitlevel summative tasks, and
• Processes for developing rubrics to
accompany these tasks Participants will
experience the development of authentic
assessments for a unit of instruction, adapt
assessments for different language levels,
and apply the lessons learned to a thematicfocused unit of their own design.
Instructor information:
Paul Sandrock is Assistant Director for the
Content and Learning Team at the Wisconsin
Department of Public Instruction, working
directly with the state consultants in all subject
areas. Prior to this position, he served as the
DPI consultant for world languages education
and taught Spanish for 16 years, grades 7-12.
Paul’s work in the area of assessment included
the standing committee for the Foreign
Language National Assessment of Educational
Progress (NAEP) and the American Council on
the Teaching of Foreign Languages’ Integrated
Performance Assessment project.
Paul is the chief author of Planning Curriculum
for Learning World Languages and coauthor of the Association for Supervision
and Curriculum Development’s publication
Essentials of World Languages, Grades K-12.
Paul received the Florence Steiner Award for
Leadership in Foreign Language Education,
K-12, presented by the American Council on
the Teaching of Foreign Languages (ACTFL)
and served ACTFL as a board member and
president.
Instructor: Dr. Paul Sandrock
Online
online
These courses run 1/11/11 – 3/7/11.
Registration closes 1/2/2011.
EDDL 255 – Teaching through Learning
Channels
Teaching Through Learning Channels Online
is a Performance Learning Systems® online
course that focuses on helping experienced
and beginning educators understand how to
increase student achievement by addressing
the brain’s natural learning channels using five
specific instructional approaches: responding
to the five basic needs of all learners (survival/
physiological and safety needs, belonging,
empowerment and esteem, freedom and
self-actualization, and fun); teaching to all
of the senses (kinesthetic, tactual, auditory,
visual, olfactory, and gustatory); reinforcing
five specific cognitive processes that help
the brain integrate information (comparing
and contrasting new information and old,
conceptualizing or formulating a name for
things, comprehending or practicing the
concept, and combining or incorporating the
concept into everyday life); teaching to the
perceptual- and organizational-learning styles
(global, sequential, abstract, and concrete);and
continued
12
Staff Development
addressing certain personality or temperament
styles (intuitive feelers, intuitive thinkers,
sensing judgers, and sensing perceivers).
Participants apply these processes in their own
classrooms, thus gaining expertise in helping
their students acquire, process, recall, and apply
the skills that lead to academic success.
EDDL 256 – Purposeful Learning
Through Multiple Intelligence
Purposeful Learning Through Multiple
Intelligences® is a Performance Learning
Systems® online course that focuses on
helping educators identify and apply the
multiple intelligences (MI) to meet the
needs of today’s diverse classrooms. Based
on Howard Gardner’s Theory of Multiple
IntelligenceTM, participants will demonstrate
the power of teaching and learning through
this unique instructional process. Participants
will explore other theories of intelligence, MI
subcapacities, and their own MI profiles.
EDDL 257 - Classroom Management:
Orchestrating a Community of Learners
Classroom Management: Orchestrating a
Community of Learners is a Performance
Learning Systems® online course that equips
experienced and beginning educators with
current, research-validated concepts and
strategies for orchestrating classroom life and
learning so that instruction flows smoothly,
student misbehavior is minimized, and learning
potential is maximized. Participants will learn
strategies associated with seven key areas
of expertise that collectively contribute
to a teacher’s classroom-management
effectiveness: creating an inviting classroom
climate, structuring a positive physical
environment, establishing rules and procedures,
maintaining momentum and flow, reinforcing
positive behavior, responding to misbehavior,
encouraging parental involvement, and
maintaining personal resilience.
EDDL 258 - Using Online Resources to
Bring Primary Sources to the Classroom
To understand how digital primary source
archives can enhance and improve student
learning, participants will use online resources
to access and analyze primary sources,
think critically about classroom applications,
and develop authentic, engaging learning
experiences for students. This course
introduces a selection of online resources that
provides access to primary sources, teaches
how to navigate the sites, and shows how to
locate appropriate resources. Practical and
thought-provoking evaluation techniques help
participants analyze primary sources which
enrich instructional practices and classroom
activities.
EDDL 259 - Geometry for Middle School
Educators Online
This course is for middle school teachers to
encourage ongoing professional development
that will build on and expand current
knowledge and understanding of geometry.
Throughout this course, students will link the
National Council of Teachers of Mathematics
(NCTM) Principles and Standards for teaching
Geometry to middle school students to
their individual state standards so that they
can delve more intentionally into geometric
content and processes. Investigating strategies
for developing mathematical literacy and
fostering logical thinking will set the stage for
future student learning. In addition, students
will explore, discuss and apply research-based
teaching strategies for teaching Geometry and
mathematics in all modules.
EDDL 260 - Action Research for the
Classroom Online
Action research is a process of inquiry and
reflection in which educators examine their
personal instructional practice systematically
using the techniques of research. Action
Research for the Classroom Online
addresses concepts associated with action
research, the processes and procedures for
conducting action research, culminating in the
development of an action research plan.
EDDL 261 - Differentiated Instruction
for Today´s Classroom
Differentiated Instruction for Today’s
Classroom is a Performance Learning
Systems® online course that equips
experienced and beginner educators with the
essential knowledge and skills to implement
differentiated instruction (DI) successfully in
their own classrooms. As a widely respected,
research-based instructional approach, DI
provides teachers with effective, manageable
strategies for meeting the needs of an
increasingly diverse student population within
the context of today’s challenging standardsbased curriculum. In a highly interactive
learning environment that models the DI
principles and processes, class members
will gain expertise in understanding and
implementing a broad range of strategies
associated with three essential, distinguishing
components of DI: first, the teacher’s role
as guide and facilitator in a classroom
environment specifically designed to
support self-directed student learning and
teacher-student collaboration; second, the
interdependent nature of assessment and
instruction in a DI classroom; and third, the
implementation of specific instructional
strategies to adapt the curriculum content,
processes (activities), and products to provide
students with entry points to learning that
match their readiness, interests, and/or learning
profiles.
EDDL 262 - Successful Teaching for
Acceptance of Responsibility
Successful Teaching for Acceptance of
Responsibility is a Performance Learning
Systems® online course that helps
experienced and beginning educators create a
classroom environment in which responsible
behavior is modeled, taught, and supported.
Participants will explore the underlying causes
of irresponsible behavior and learn specific
strategies associated with four instructional
approaches that empower students to be
self-directed, responsible learners: helping
students develop personal power, helping
students use effective mental models, teaching
students appropriate behaviors, and developing
skills for positive student confrontation. As
participants learn to mentor, model, coach, and
facilitate responsible actions in their students,
they likewise develop increasing responsibility
and personal power in their own professional
practice.
EDDL 263 - Instructional Design for
Online Educators
This course details the process of developing
instruction, beginning with an analysis of the
learner and learning needs. The Instructional
Design for Online Educators course focuses
on the development of skills and knowledge
related to the design of online instruction with
a real-world virtual classroom as the context.
Participants will begin by analyzing the learning
needs in an online classroom and progress
through the development of an instructional
plan set up to steer students to successful
online learning.
EDDL 264 - Blended and Synchronous
Learning Design
Given the growth of online teaching
and learning, educators explore ways to
incorporate best practices to meet the needs
of all learners. This online course focuses on
designing courses and activities for blended
(part online and part face-to-face) and
synchronous online learning environments.
Participants will progress from defining these
environments to designing course outlines
and learning activities, and will conclude with
considerations for implementation, assessment,
and evaluation of each.
EDDL 265 - Building Online
Collaborative Environments
How can classroom teachers harness the
power of online technologies like blogs,
podcasts, and wikis for student engagement
continued
13
Staff Development
and learning? Course participants will
experience the Web as more than a source
of information, instead using it as a means
of constructing new knowledge through
conversation, networking, and collaboration.
The focus is on tools currently available
and how to use them effectively for student
research, writing, and learning.
EDDL 267 - Teaching Algebra to Middle
School Students
This course provides an overview of and an
opportunity to review the major concepts
necessary to teach algebra to middle
school students. Among the several core
competencies that students need to develop
strong skills in algebra is algebraic number
sense. Teachers will have opportunities to
evaluate their own mastery of algebraic
number sense, develop a stronger number
sense, and explore ways to help students
enhance their own number sense. In addition,
participants will learn the importance of
scaffolding concepts for student understanding.
Algebraic topics in this course include
• Integers and properties of integers
• Order of operations
• Mathematical properties of numbers
• Expression of approximate relationships in
data
• Using coordinate graphs and tables to
develop equations
• Linear functions
• Properties of slope
• Ratios and proportions
• Introduction to quadratic
This course will both challenge teachers to
explain these concepts and to demonstrate
how they will teach and relate them to
their students. Participants will also explore
methods of teaching mathematical concepts
that employ the use of narrative and
storytelling to describe, analyze, and solve
contextual mathematical problems in real-life
applications.
EDDL 268 - Cultural Competence: A
Transformative Journey
Cultural Competence: A Transformative
Journey Online equips experienced and
beginner educators with the knowledge,
awareness, and skills to work in today’s diverse
classroom settings for the goal of student
success. Participants will have opportunities
to critically examine how privilege and
power impact educational outcomes and to
understand the role of educators as agents of
change for social justice. Learners will use the
framework “know yourself, your students, and
your practice” to better understand their roles
in student achievement. By exploring diversity
through multiple perspectives, participants will
gain insight into how their own cultural lenses
impact their relationships with students and
families.
EDDL 270 - Writing Across the
Curriculum™
Writing Across the Curriculum is a
Performance Learning Systems online course
that is designed to support teachers in grades
three through six with effective writing
instruction across content areas. Created
specifically for upper grade teachers, this
course begins by focusing on direct writing
instruction in a writing workshop. Participants
will learn and practice specific craft and
mechanics techniques that are tangible for
students, supporting visible progress towards
more general goals such as writing with detail,
sentence fluency and voice. These sessions
will also address how to support student
independence within personal narrative and
non-fiction units of study. The second half of
this course looks at writing in the content
areas, including math, science and social studies.
Participants will learn a broad range of writing
formats that can elevate the way students
process information and engage with material
learned. For each content area, participants
will learn: strategies for effective writing
instruction; ways to model writing formats;
ways to support below-grade level writers; and
how to balance the expectations of writing and
content in formal and informal assessments.
EDDL 272 - Developing 21st Century
Literacy Skills
This course introduces participants to existing
frameworks for 21st-century skills developed
by enGauge and the Partnership for 21st
Century Skills. In particular, the course focuses
on the importance of information literacy,
adaptability, and risk-taking skills. Participants
will also learn important multimedia skills and
how to share their creations through read/
write Web tools such as blogs, wikis, podcasts,
and social networks. The course covers new
metrics and means of evaluating student work
as well as the need for organizational change
in order to integrate these skills into existing
educational institutions. For the culminating
activity, each participant will plan a student
project that meets curricular goals and helps
to develop 21st-century skills.
EDDL 273 - Educating the NetGeneration
The Net-Generation uses learning styles
that differ from those used by their
Baby Boomer or Generation X teachers.
The Net-Generation values technology,
experiential learning, working in teams, and
social networking. This course examines the
learning styles, expectations, and technical
acumen of the Net-Generation and explains
their implications for classroom learning
environments. During the course participants
will learn the key differences between the
generations and discover how to bridge those
differences through sound instructional design
techniques. Participants will also learn how
to leverage the gadgets, games, and gizmos
of these students to create pedagogy that
meets Net-Generation needs and transfers
knowledge from teacher to student.
EDDL 274 - Simulations and Gaming
Technologies for the Classroom
This course will familiarize teachers with
contemporary gaming technologies, enable
them to understand the pedagogical models
behind games, and show how these gaming
models may be used for learning.Video
games provide today’s youth with new kinds
of learning experiences—like leading a
virtual civilization or running a virtual guild
with hundreds of other participants from
around the real world. Through gaming,
children engage in complex problem solving,
sophisticated collaboration, and creative
expression. However, there is some doubt
about the effectiveness of gaming as a
learning tool when restricted by old learning
models. Today’s youth must contend with
this dichotomy: life outside school—open
access to information, opportunities for deep
expertise, multiple pathways for learning—and
the learning inside school—traditional learning
models, limited access to technology. With
growing momentum, a new generation of
educators is embracing games for learning.
Some are already using learning games like
Civilization, a commercially produced game,
in the classroom. Promising research shows
that games can—and will—become powerful
learning environments for children (Barab et
al, 2007; Squire & Jenkins, 2003; Squire, 2003).
Combining the interactivity inherent in video
games with complex learning models, a new
generation of games is becoming readily
available. Will the education system be ready
for this new mode of learning?
EDDL 275 – Facilitating Online Learning
Communities
Facilitating Online Learning Communities
is a Performance Learning Systems® online
course that focuses on the principles and
best practices of successful online facilitation
on any learning platform. Participants will
practice specific online communication skills
with multiple tools, manage assessments
and feedback appropriately, analyze and
solve problems, and create a plan of action
for teaching their next online course. This
continued
14
Staff Development
course includes strategies to engage diverse
learners, support various learning styles, and
handle conflict constructively in the online
learning environment. Through class activities,
practice course simulations, collaboration
with colleagues, and dedicated coaching from
the course facilitator, participants will gain the
necessary tools to nurture a reflective online
learning community.
EDDL 276 – Thinking Mathematically:
Elementary Edition Online
This course is designed to deepen elementary
schoolteachers’ knowledge, appreciation,
and understanding of K–6 mathematics.
Participants will use the NCTM Content and
Process Strands as a vehicle for understanding
what students need to know and be able to
do in math. They will also investigate strategies
for developing mathematical literacy, fostering
logical thinking, and increasing student interest
in the subject of mathematics. All modules will
model research-based strategies for teaching
mathematics and engage participants in
discussion on the use of these strategies.
EDDL 277 – Merging Educational Goals
and Interactive Multimedia Projects
Online
Merging Educational Goals and Interactive
Multimedia Projects is a Performance
Learning Systems® online course that helps
experienced and beginning educators in
all subject areas build expertise in using
technology as an effective tool to support
and enhance classroom learning. This course
responds to the growth of educational
technology and the increasing expectation
that technology will be regularly implemented
in the classroom. The course also supports
teachers in creating learning environments
that integrate real-world problem solving
with interactive, engaging multimedia projects.
Educators will learn to create technologyinfused classrooms in which students work
collaboratively with teachers to meet
curriculum standards and make meaning
through problem solving, researching, designing,
testing, and communicating.
acquiring academic content to compete with
native speakers in a consistently competitive
global and information-driven society. Because
accessing information is vital for all learners,
teachers must be prepared to help secondlanguage learners in the classroom become
self-directed, enabling them to confidently
use English in listening, speaking, reading, and
writing for social and academic purposes.
Participants will become acquainted with the
English language learner as well as with the
most popular theories and best practices
based on a strong body of research that guides
second-language instruction. The foundation
of this course rests on the current Teachers
of English to Speakers of Other Languages
(TESOL) standards, which are included in the
National Council for Accreditation of Teacher
Education (NCATE) national standards for
teacher education. These standards target five
domains: language, culture, planning, assessment,
and professionalism. TESOL standards aid
teachers in constructing learning environments
that support second-language learning and
literacy development as well as content area
achievement. Other topics that are explored
focus on oral-language development, content
reading and writing in English, and classroom
and standardized assessment in ELL. Literacy
instruction and assessment are targeted, as
they serve to set the foundation for future
academic achievement across the curriculum.
Professional development and performance in
the field round out this course by examining
research in continuing education for ELL
instructors, the history of second-language
acquisition in the United States, the perusal
of grant opportunities for program support,
and the legal dimensions governing service for
second-language learners in today’s classroom.
EDDL 278 – Teaching the English
Language Learner Online
Teaching the English Language Learner
provides educators with the knowledge, skills,
attitudes, insights, and resources to service
English language learners (ELL) in their journey
to becoming linguistically proficient while
At Your
Service
Staff Development
Cindy Swanson
Head of Staff Development
563-344-6487
[email protected]
Anna Bell
Secretary
563-344-6332
[email protected]
Betsy Justis
Staff Development Specialist
563-344-6481
[email protected]
Faith Koger
Data Management Specialist
563-344-6318
[email protected]
gender identity, marital status, sex, sexual orientation, national origin, religion, age, socio economic status,
or disability in its educational programs, services or employment practices. Inquiries concerning
this statement should be addressed to Tom Wirtz, Equity Coordinator, at 563-344-6410.
15
Media Center Resources
Professional Library
The following are new materials available from the Professional Library. If you wish to check out any of the materials, please use Web/Max, our online
catalog, at http://webmax.aea9.k12.ia.us/webmax/wmlaunch.html, or call us toll free at1-800-947-2329 or dial direct 563-344-6451.
NUMBER
TITLES
AUTHOR
Administration
AD99117 Team to Teach Jolly, A
AD99119 Tools and Talk Murphy, M
AD99120 Becoming a Learning School Killion, J
AD99126 Switch Heath, C
AD99128 RTI for Diverse Learners Collier, C
AD99129 Balanced Assessment Burke, K
AD99130 Critical Thinking and Formative Assessment Moore, B
AD99131 It’s Not Us Against Them McNulty, R
AD99132 Standards, Assessment, and Accountability Douglas, R
AD99133 Data Teams, The Big Picture N/A
AD99134 Data Team Success Stories Volume 1 Anderson, K
AD99135 Student Engagement Teacher Handbook N/A
AD99137 Classroom Walkthroughs Katehur, D
AD99139 What Every School Leader Needs to
Know About RTI Searle, M
AD99140 Handbook of School Improvement Blasé,J
AD99144 Deep Change Peery, A
Child Development
CH99002 So This is Normal CH99003 Emergent Curriculum in Early
Childhood Setting CH99004 Speaking and Listening for Preschool
Through Third Grade Computers
CO90028 Collaboration Within Three Dimensional
Virtual Learning Environment CO90029 Learning and Teaching with Virtual
Learning Environment Hewitt,D
Stacey, S
Resrick, L
Burton, B
Gillespie, H
Curriculum
CU99072 Classroom Strategies Muchisky, B
CU99073 Culturally Proficient Education Linsey, R
CU99081 Teaching English Language Learners Haynes, J
CU99082 Building Parent Engagement in School Ferlazzo, L
CU99084 How to Assess Authentic
Learners, 5th Edition Burke, K
CU99085 Blueprints Draze, D
CU99086 National Educational Technology
Standards for Teachers N/A
CU99090 Attention Please Lundy, K
CU99091 Public Speaking A Students Guide Pebley, O
CU99092 Speakers Club Juskow, B
CU99093 Compare and Contrast Silver, H
CU99094 What Teachers Really Need to Know
About Formative Assessment Greenstein, L
CU99095 Inspiring the Best in Students Erwin, J
CU99096 Handbook of Technological Pedagogical
Content Knowledge for Education Colbert, J
CU99098 Connecting Teachers Students and Standards Voltz, D
CU99099 One Classroom, Many Learners Coppola, J
CU99100 Differentiation at Work, K-5 Narvaez, L
CU99104 Literacy, Technology, and Diversity Cummins, J
Educational Psychology
EP99019 What do you say When…? EP99020 Bodybrain Compatible Instruction
in Grade 7-12 EP99021 Bodybrain Compatible Instruction K-6 Holloman, H
Kovalik, S
Kovalik, S
NUMBER
EP99022 EP99023 EP99024 EP99025 EP99026 EP99031 TITLES
Assertive Discipline, 4th Edition Change is Gonna Come Motivating Black Males to Archive In
School and In Life Thinking, Feeling, Behavior Grades 1-6` Thinking, Feeling, Behavior Grades 7-12 Bright Beginning for Boys Exceptional Children
EX99027 T he Power of One EX99028 ADD/ADHD Checklist EX99029 Dyslexia Checklist EXPPO37 Super Parenting for ADD Guidance
GU90014 GU90015 GU90016 GU99018 GU99019 GU99020 Gold Seal Lessons for Integrating
Academic in CTE and Career Academics Creative Intervention for Children
of Divorce Check and Connect Inside the Classroom Sexual
Assault Prevention Program Empowering Bystanders in
Bullying Prevention Safe Dates AUTHOR
Canter’s , L
Edwards, P
Kafele, B
Vernon, A
Vernon, A
Zambo, D
Thompson, G
Rief, S
Rief, S
Hallowell, E
N/A
Lowenstein, L
N/A
N/A
Davis, S
Foshee,V
Language Arts
LA99014 Empowering Students to Write and Re-write Combs, W
LA99015 Teaching Grammar Benjamin, A
LA99016 Vowels with Vitality Callighan, C
LA99017 Primarily Problem Solving Draze, D
LA99018 Practice Problems for Creative
Problem Solving Treffinger, D
LA99019 CPS For Kids Eberle,B
LA99020 Beyond Picture Books Barstow, B
LA99021 Creative Problem Solving Treffinger, D
LA99022 Stepping on My Brother’s Head Perl, S
LA99023 iWrite Wilber, D
LA99024 Helping Children Becoming
Readers Through Writing Schulze, A
LA99026 Traits of Writing Culham, R
Literature
LI99005 LI99006 LI99007 Gateways to Westward Expansion Continuum of Literacy Learning,
Grades Prek-8 Literacy Coach’s Game Plan Claunch, A
Reading
RE99037 RE99038 RE99039 RE99041
Reader’s Theater and so Much More Teaching Reading in Small Group Standards for the Assessment of
Reading and Writing In a Reading State of Mind McGee, B
Serrarallo, J
Math
MA99019 MA99020 Making Math Accessible to Student with
Special Needs K-2 Making Math Accessible to Student with
Special Needs Grades 3-5 16
Fountas, I
Sadder, M
N/A
Fisher, D
N/A
N/A
continued
Media Center Resources
NUMBER
TITLES
MA99021 MA99022 MA99023
Making Math Accessible to Students with
Special Needs Grades 6-8 Mathematical Mystery Tour It’s Alive Media
ME99105 ME99106 ME99107 ME99108 ME99109 ME99110 ME99111 ME99112 ME99113 ME99114 ME99115 ME99116 ME99117 Technology for the School Librarian Copy Clarity Extreme Searcher’s Internet
Handbook, 2nd Edition Rethinking Education in the
Age of Technology Managing and Analyzing Your Collection Smarter Clicking Making the Match Multicultural Program for Tweens and Teens Newbery and Caldecott Awards Reading Ladders Information Literacy Best Books for Young Adults, 3rd Edition Solving the Research Puzzle AUTHOR
NUMBER
N/A
Wahl, M
Kleiman, A
Scheeren, W
Hobbs, R
Hock, R
Collins, A
Doll, C
Wells, C
Lesesne, T
Alexander, L
N/A
Lesesne, T
Ercegovac, Z
Koelling, H
Keiser, D
TITLES
AUTHOR
ME99118 ME99120 ME99121 ME99126 Technology Project Succession Planning in the Library Privacy in the 21st Century Teaching and Learning with Technology Ross Conover
Singer, P
Adam, H
Lever-Duffy,J
Reading
RE99040 RE99042 RE99043 RE99044 RE99045 Vocabulary Games for the Classroom Reading and Writing with Understanding Scaffolding with Storybooks Environmental Print in the Classroom Teaching Vocabulary to Improve
Reading Comprehension Carleton, L
Hampton, S
Justice, L
Prior, J
Science
SC99024 Explorium Science Snackbook Bartel, D
Social Studies
SS99019 Shaped by the Standards SS99020 Creating History Documentaries SS99021 Living History in the Classroom SS99022 Supreme Court Decisions Nagy,W
Roger, L
Escobar, D
Selwyn, D
Stocks, J
New Materials K-12
The following are new materials available from the Book Library. If you wish to check out any of the materials, please use Web/Max, our online catalog,
at http://webmax.aea9.k12.ia.us/webmax/wmlaunch.html, or call us toll free at1-800-947-2329 or dial direct 563-344-6574.
NUMBER
TITLE
LEVEL
PROFESSIONAL DVDS
43398 Celebrating Language and Literacy 43399 Article of the Week 43400 Managing Non-Compliance 43401 Establishing A New Vision Program 1 43402 Building Academic Literacies Program 2 43403 Evidence-Based Assessment Program 3 43404 The Eye Of The Storm 43405 Heart Of A Teacher 43406 Beginning Reading: A Strategic Start; Dr. Anita Archer 43407 The Best Way Out Is Always Through 43408 The 100/0 Principle 43409 Pulling Together
43410 he Best Of Success…A Treasury Of Inspiration A
A
A
A
A
A
A
A
A
A
A
A
A
SET BOOKS
45658 Tra-La-Laa-Mendous Captain Underpants Collection 45659 Paw Prints Leveled Readers Level A Set 1 45660 Paw Prints Leveled Readers Level A Set 2 45661 Paw Prints Leveled Readers Level B Set 1 45662 Paw Prints Leveled Readers Level B Set 2 45663 Paw Prints Leveled Readers Level C Set 1 45664 Paw Prints Leveled Readers Level C Set 2 45665 Paw Prints Leveled Readers Level C Set 3 45666 Paw Prints Leveled Readers Level D Set 1 45667 Paw Prints Leveled Readers Level D Set 2 45668 Paw Prints Leveled Readers Level E Set 1 45669 Paw Prints Leveled Readers Level E Set 2 45670 Paw Prints Leveled Readers Level F Set 1 45671 Paw Prints Leveled Readers Level F Set 2 45672 Paw Prints Leveled Readers Level G Set 1 45673 Paw Prints Leveled Readers Level G Set 2 45674 Paw Prints Leveled Readers Level H Set 1 45675 Paw Prints Leveled Readers Level H Set 2 45676 Paw Prints Leveled Readers Level I Set 1 45677 Paw Prints Leveled Readers Level I Set 2 PI
KP
KP
KP
KP
KP
KP
KP
KP
KP
P
P
P
P
P
P
P
P
P
P
NUMBER
TITLE
LEVEL
45678 Paw Prints Leveled Readers Level J Set 1 45679 Paw Prints Leveled Readers Level J Set 2 P
P
CD ROMS
82242 Songs and Stories PI
RECORDED BOOKS
42315 Solar Systems - Surprises In Space 42316 Civil War - States and Slavery 42317 Recycling - Cash In The Trash 42318 Life Cycles - Birth and Beyond 42319 Continents and Countries - Africa 42320 nsects - Necessity Or Nuisance? 42321 Life Skills - Fun and Functional 42322 Jobs - Work To Live and Learn 42323 Yearbook - Friends and Feelings 42324 The Week - Seven Days and Counting 42325 Families - Rights and Responsibilities 42326 Sports - Safety and Success 42327 Living In Schools 42328 Plants - Science and Surroundings 42329 Early Settlers - Changes and Challenges 42330 Mark Twain - Tall Tales and Trouble 42331 Deserts - Surviving in Sun and Sand 42332 Volcanoes - Force and Fury P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
DVDS
48481 48482 48483 48484 48485 48486 48487 48488 48489 JS
JS
JS
JS
JS
JS
JS
JS
JS
17
Peas In A Pod Microscopes and Mutants The DNA Obsession The Gene Machine Some New Tricks With DNA Reading The Book of Life Understanding The Book of Life The Seeds of A New Era The Seeds of A Controversy Media Center Resources
New K-12 Books
The following are new materials available from the K-12 Library. If you wish to check out any of the materials, please use Web/Max, our online catalog,
at http://webmax.aea9.k12.ia.us/webmax/wmlaunch.html, or call us toll free at1-800-947-2329 or dial direct 563-344-6451.
NUMBER
39789 39790 39791 39792 39793 39794 39795 39796 39797 39798 39799 39800 39801 39802 39803 39804 39805 39806 39807 39808 39809 39810 39811 39812 39813 39814 39815 39816 39817 39818 39819 39820 39821 39822 39823 39824 39825 39826 39827 39828 39829 39830 39831 39832 39833 39834 39835 39836 39837 39838 39839 TITLE
LEVEL
Louise The Big Cheese P
Scaredy Squirrel P
I Will Surprise My Friend! KP
Fancy Nancy, The Dazzling Book Report P
Benny and Penny In Just Pretend P
Bee-Wigged P
Jeremy Draws A Monster P
Ruthie And The Not So Teeny Tiny Lie P
Stone Age Boy P
I Feel A Foot! P
When Charlie McButton Lost Power P
Abe Lincoln Crosses A Creek: A Tall, Thin Tale P
Moon Over Star, The P
Frandidate, The PI
Truck, A Love Story JS
100-Year-Old Secret, The I
Deep And Dark And Dangerous I
Detective Camp I
Diamond Willow I
Hate That Cat I
Marley: A Dog Like No Other I
Satch And Me: A Baseball Card Adventure I
How To Steal A Dog I
Miss Spitfire: Reaching Helen Keller I
Name Of This Book Is Secret, The I
Swindle I
Trading Faces I
Yes, I know The Monkey Man I
True Meaning Of Smekday, The I
Paint The Wind I
Willoughbys, The I
Found I
Lost And Found I
Every Soul A Star I
Iron Thunder: The Battle Between The Monitor
And The Merrimac I
Two-Minute Drill I
Stolen Children I
Mysterious Benedict Society I
Alchemyst, The: Secrets Of The Immortal Nicholas Flanel J
Airman J
Elephant Run J
Boy Who Dared, The J
Compound, The J
Magic Thief, The J
Runaway J
Scat J
Football Genius J
Shooting The Moon J
Notes From The Midnight J
Waiting For Normal J
Disreputable History Of Frankie Landau-Banks, The J
NUMBER
39840 39841 39842 39843 39844 39845 39846 39847 39848 39849 39850 39851 39852 39853 39854 39855 39856 39857 39858 39859 39860 39861 39862 39863 39864 39865 39866 39867 39868 39869 39870 39871 39872 39873 39874 39875 39876 39877 39878 39879 39880 39881 39882 TITLE
Blind Side, The: Evolution Of A Game S
Wildwood Dancing S
Boot Camp S
Change Of Heart S
Game Of My Life, The: A True Story Challenge,
Triumph and Growing Up Autistic S
Hunger Games, The S
Lock And Key S
Living Dead Girl S
Graceling S
Year We Disappeared, The: A Father-Daughter Memoir S
Hacking Harvard S
Adoration Of Jenna Fox S
Wintergirls S
Captain Underpants And The Big Bad Battle
Of The Bionic Booger Boy P.1 PI
Captain Underpants And The Big Bad Battle
Of The Bionic Booger Boy P. 2 PI
Captain Underpants And The Invasion Of
The Incredibly Naughty Cafeteria Ladies PI
Captain Underpants And The Preposterous
Plight Of The Purple Potty People PI
Captain Underpants And The Attack Of The Talking Toilets PI
Captain Underpants Extra-Crunchy Book Of Fun PI
All New Captain Underpants Extra-Crunchy Book O’Fun 2 PI
Captain Underpants And The Perilous Plot Of
Professor Poopy Pants PI
Adventures Of Super Diaper Baby PI
Adventures Of Captain Underpants, The: An Epic Novel PI
Adventures Of Captain Underpants: The First Epic Novel PI
Captain Underpants And The Wrath Of
The Wicked Wedgie Woman PI
Diary Of A Wimpy Kid: Rodrick Rules I
Diary Of A Wimpy Kid: Dog Days I
Wimpy Kid Movie Diary, The: How Greg
Heffley Went Hollywood I
Diary Of A Wimpy Kid: Do-It-Yourself Book I
Diary Of A Wimpy Kid: The Last Straw I
Diary Of A Wimpy Kid: Greg Heffley’s Journal I
Table Where Rich People Sit,The P
See The Ocean P
One-O-Saur, Two-O-Saur KP
Story Of Jumping Mouse, The: A Native American Legend P
Tea With Milk P
In-O-Saur, Out-O-Saur KP
Ape Cape P
Dill Spill P
Chipper Flipper P
Loud Crowd P
Overdue Kangaroo P
Cooler Ruler P
webmax.aea9.k12.ia.us
18
LEVEL
School News
Davenport Community Schools Resource Center:
Meeting the Need
The mission of Davenport Community Schools is to enhance each
student’s abilities by providing a quality education enriched by our
diverse community. The Community Schools Resource Center is a
Davenport Community Schools’ initiative designed to collaborate with
families, students, volunteers and a variety of community partners
to empower families with a wealth of resources to support their
students’ academic success. To this end, the goal is simple: to meet the
educational needs of families and individuals by connecting them to the
many services and resources available throughout the school district
and community.
The Community Schools Resource Center was designed to serve as
a model that can be replicated at the building level. Additionally, the
Community Schools Resource Center aims to provide accurate and
appropriate referral information regarding community based resources
and Davenport Community Schools services, programs and projects.
The Community Schools Resource Center is open to families, staff,
volunteers and community members served by Davenport Community
Schools and is designed to provide resource and referral information
with an emphasis on empowerment and education.
The Community Schools Resource Center is located on the first floor
of the Davenport Community Schools Administration Service Center
and is open Monday-Friday from 8:00 a.m. to 4:30 p.m.. The Resource
Center offers a variety of accessible resource tools including:
• Brochures and program information from a variety
of community agencies
• Davenport Public Library sponsored “Book Nook”
• Mississippi Bend AEA Resource Library
• College Corner
• Computer Station
• Volunteer Center
The Goals
• To provide reference materials that focus on relevant issues, concerns
and needs of the population we seek to serve.
• To provide referral information for the many services, organizations
and agencies throughout our community.
• To provide ongoing community education that focuses on topics that
are relevant to the Davenport Community School District community.
• To provide a link to volunteerism and learning supports available within
the school district as well as in the Davenport community
The Community Schools Resource Center is made possible through
generous support of the Riverboat Development Authority.
Job Openings
sacred heart - maquoketa
trinity lutheran - davenport
Music Teacher: Creative, spirited, part-time
Music teacher.
If interested, send resume, credentials, and
references to:
Music Teacher: Part-Time Music Teacher
for K – 8. Applicant must have proper Iowa
licensure and will teach classroom music
and direct several choirs. Salary based on
experience and transcript hours. Music is a
huge part of our heritage! We are looking
for someone with passion for Christian music
and a love of children.
Sister Shirley Steines
Sacred Heart
806 Eddy Street
Maquoketa, Iowa 52060
Please call 563-322-5224 or stop by
1122 West Central Park, Davenport to pick
up an application. Please provide a copy of
your resume as well.
PE Teacher K-6: Sacred Heart, Maquoketa,
is seeking a part-time PE teacher (K-6).
HVAC and Controls Technician
Please continue to
check our website
for more jobs as they
become available.
Applications can be found online at
www.clinton.k12.is.us.
www.aea9.k12.ia.us
clinton community
school district
Hearing Impaired Teacher
19
Prince of peace - clinton
High School Social Studies Teacher
Endorsements in American Government, Am.
History, Econ, Geography, World History or
willingness to aquire endorsements.
K-12 Vocal Teacher
Contact person: N.L. Peart
312 South 4th Street
Clinton, IA 52732
[email protected]
Email [email protected] for an
application.
Coaching Positions: Prince of Peace is
looking fill the following coaching positions:
• HS Volleyball
• Assistant Boys Basketball
• Middle School Girls Basketball
Learning Center Calendar
Nov.
2010
1 . . . . . . . . . . . . World Language Teachers
1 . . . . . . . . . . . . . . . . Boardmaker and Lab
2 . . . . . . . . . . . . Transitioning Schools into
the 21st Century
2 . . . . . . . . . . Exploring Entrepreneurship
2 . . . . . . . . . . . . . . . . . . I Have a Plan Iowa
2 . . . . . . . Bettendorf CSD Board Meeting
3 . . . . . . . . . . . . . . . . . . I Have a Plan Iowa
3 . . . . . . . . Alignment Technology Session
3 . . . . . . . . . . . . . Introduction to Assistive
Technology – College Night
3 . . . . . . . . . Para Educator: Special Needs
4 . . . . Superintendents’ Network Meeting
4 . . . . . . . . . . . . . .Second Chance Reading
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CSIN
4 Achieve Quad Cities – Superintendents
4 . . . . . . . . . . . . . . . . . . . . . . AEA 9 Nurses
5 . . . . . . . . . . . . . . PODD Aided Language
Stimulation and AAC
5 . . . . . . . . . . . . Early Childhood Academy
6 . . . . . . . . . PLS Classroom Management
6 . . . Evaluator Approval Training – Level I
7 . . . . . . . . . PLS Classroom Management
8 . . . . . . . . . . . Dragon Naturally Speaking
9 . Principals’ Leadership Academy (PLA)
9 . . . . . . . . . . . . . . . .Davenport Mentoring
10 . . . . . . . . . . . . Better Learning through
Structured Teaching
10 . . . . . . . . . . . O & M Asbestos Refresher
10 . . . . . . . . . . . . . . . . . . Bettendorf DCLC
10 . . . . . . . . . . Drake Information Session
10 . . . . . . . . Para Educator: Special Needs
11 . . . . . . . . . . . . . . . . . . Low Vision Clinic
11 . . . . . . . . . . . . .Second Chance Reading
Refresher Workshop
11 . . . . . . ICC Network Contact Webinar
11 . . . . . . . . . . . . . . . Delta Kappa Gamma
11 . . . . . . . . . . MBRC Reading Instruction
13 . . . . . . . . . . . . NSTS First Aid and CPR
13 . . . . . . . . . . . . . . . E2T2 Math Academy
13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PITC
15 . . . . . . . . . . . . . . . . . . . Student Records
Introductory Workshop
15 . . . . . . . . . . . . Gifted & Talented CATN
15 . . . . . . . . . . Dragon Naturally Speaking
15 . . . . . . Bettendorf CSD Board Meeting
16 . . . . . . . . . . . ICC Alignment Workshop
16 . . . . . . . . . . . O & M Asbestos Refresher
17 . . . . . . . . . . . .Technology Coordinators
17 . . . . . . . . . . . Early Childhood Academy
18 . . . . . . . . . . SW PBIS Year One Training
18 . . . . . . . . . . . . . . Bettendorf CSD SIAC
18 . . . . . . . . . . . . . . . . . . . . . . . . . Ten Gifts
19 . . . . . . . . . . . . . PODD Aided Language
Stimulation & AAC
19 . . . . . . . . . . . . . . . . . . Education Forum
20 . . . . . . . . . . . . . YMCA Fall Training Day
20 . . . . . . . . PLS Classroom Management
20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PITC
21 . . . . . . . . PLS Classroom Management
22 . . Durham Safety Meeting – Davenport
23 . . . . . . . . . . . . . Social Studies Network
23 . . . . . . . . .Evaluator Approval – Level II
25-28 . . . . . . . . . . . . . . . . . . Agency Closed
29 Bettendorf District CPI Initial Training
29 . . . . . . . . . IntelliTools Classroom Suite
29 . . . . . . . . . . . . . . Bettendorf Mentoring
30 . . . . . . Effective Instruction in the Core
30 . . . . . . . . . . . . . . . .PLA Adobe Connect
Check the Mississippi Bend AEA website at www.aea9.k12.ia.us for Learning Center Calendar updates.
Dec.
2010
1 . . . . . .Bettendorf District CPI Refresher
Training
2 . . . . . . . . . . . . Drake Information Session
3 . . . . . . . . . . . . . . . . . . . . . . . Boot Camp I
3 . . PODD Aided Language Stimulation &
AAC
3 . . . . . . . . . . . . . . . . . . . . . .Clinical Review
4 . . . . . . . . . . . . . .NSTS First Aid and CPR
4 . . . . . . . . . . . . . . . . . . . . . . . Boot Camp I
4 . . . . . . . . . . . EISC – Uncovering Student
Thinking in MS Science
6 . . Bettendorf District CPI Initial Training
6 . . . . . . . . . . . . Boardmaker Plus and Lab
6 . . . . . . . .Bettendorf CSD Board Meeting
7 . . . . . . . . . . . . . . . . Davenport Mentoring
8 . . . . . . . . . . . . . . . . . Assistive Technology
8 . . . . . . . . . . . Emotional Development of
Infants and Toddlers
9 . . . . Superintendents’ Network Meeting
9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CSIN
9 . . . . . . . . . . . . MBRC Reading Instruction
that Makes a Difference
9 . . . . . . . . ICC Network Contact Webinar
13 . . . . NIMAS & AIM Information Session
13 . . . . . . . Writing Supports for Students
with Print Disabilities
14 . . . . . . . . . . . . . . . . Counselor Academy
14 . . . . . . . . . . . . . . . . . . . . . ICC 2010-2011
15 . . . . . . . . . . . . Technology Coordinators
15 . . . . . . . . . . . . . . . . . . Bettendorf DCLC
16 . . . . . . . . . . . . . . . . . . . . Media Academy
16 . . . . . . . . . . . . . Second Chance Reading
Refresher Workshop
17 . . Durham School Safety – Pleasant Valley
20 . . Durham Safety Meeting – Davenport
20 . . . . . . .Bettendorf CSD Board Meeting
23-31 . . . . . . . . . . . . . . . . . . Agency Closed
The “Communicator” is published by the Mississippi Bend Area Education Agency Communications Office, and is
distributed to all schools in Area Nine, administrators, board members, legislators, Area Education Agency Staff,
individual teachers, interested groups or other persons upon request.
Chief Administrator – Dr. Glenn M. Pelecky | Communications Facilitator – Whitney Smith | Print Services – Joe Coon
gender identity, marital status, sex, sexual orientation, national origin, religion, age, socio economic status,
or disability in its educational programs, services or employment practices. Inquiries concerning this
statement should be addressed to Tom Wirtz, Equity Coordinator, at 563-344-6410.
20

November/December 2010

Transcription

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