March/April 2011 - Mississippi Bend AEA

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
c o mm u nica t o r
School Social Workers Focus on Improving
Services to Students with Challenging Behavior
By Mollie Conrad, Head Social Worker, Mississippi Bend Area Education Agency
The school social work department at the Mississippi Bend Area Education functional behavioral assessments and behavior intervention plans. Data at
Agency (AEA) has identified the need to focus their professional
the end of the school year indicated that 81% of the staff who responded
development on designing supports for students with challenging
to the department survey said they utilized the tool kit.
behaviors. Researchers have determined that students with behavior and/
or mental health issues are underserved. They tend to have high rates of
Two other collaboration groups worked to develop rubrics that would
underachievement and poor post-secondary outcomes. Students with
assist them in determining the quality of FBAs and BIPs. These checklists
challenging behavior also have high rates of exclusion from school through
are being used as FBAs and BIPs are written so that all the key areas of
suspension, expulsion, and high drop out rates. The combination of these
the FBA and BIP are developed. Last year pre-data was collected on FBAs
often deprives students with challenging behavior from exposure to
using the rubrics. This fall pre-data was collected on BIPs using the rubrics.
the academic environment. (Vannest, Temple-Harvey, and Mason) Given
The rubrics will be used this year to assist in monitoring progress.
these data, the social workers began their study of functional behavioral
assessments and behavior intervention plans. The hypothesis is that when
A fourth group studied the book “Educating the Oppositional and Defiant
supported with effective Behavior Intervention Plans that are implemented
Children” by Phillip S. and Nancy D. Hall. This group presented the various
with fidelity by the adults in the system, students with challenging behavior
issues to consider when developing plans and working with students
will become more engaged in school, their academic achievement will
and their families. Concepts from this book are continuing to be used
increase and they will experience more post-secondary successes.
this year through more intensive study of the concepts, strategies and
interventions in the collaborative groups. A particular focus from the book
Several activities have supported the development of this skill set. In spring
such as “engineering the environment” is part of each month’s discussion
2009, school social workers were trained by Dr. Laura Riffel on the use of
of BIPs. Each collaborative group will develop a list of interventions and
data based decisions to change behavior, specifically the use of data found
strategies that addresses the specific area from that month and they will
in the functional behavioral analysis. They studied the concept of using data
be combined to form a list of possible strategies and interventions that will
to identify the function of behavior. All behavior serves a purpose and it is
be included in the social work tool kit.
related to the context in which it occurs. As they looked closer at ways
to identify the antecedents (what precedes a behavior) and consequences
In the 2010-2011 school year, the group has continued to focus on data
(what follows and reinforces a behavior), they found problem behavior to
collection, but expanded the knowledge of behavior plan development by
be more predictable. The challenge was to identify replacement behaviors
having Dr. Rose Iovannone present on the Prevent-Teach-Reinforce Model
that would serve both the student’s needs and be more socially acceptable. (PTR) of behavioral support that was developed based on the principles
As social workers began using Dr. Riffel’s ABC format to collect 10
and procedures of applied behavior analysis and positive behavior supports.
days of data on a student’s behavior, this data was then used to develop
Many similarities exist between Dr. Riffel and Dr. Iovannone. They both
more effective functional behavioral assessments (FBA) and behavior
emphasize the importance of identifying an operational definition of the
intervention plans (BIP). (Riffel)
behavior of concern. They both stress the importance of understanding
the function of behavior through the FBA process in order to identify the
Additionally, several collaboration groups were formed to support this
most appropriate interventions and strategies for the BIP. Both focus on
work. One group of social workers compiled a list of resources that was
the antecedents and consequences as significant to addressing the behavior
placed into an electronic tool kit. A variety of materials were collected that and determining the most effective interventions. By emphasizing the
supported the areas of assessment, interventions and strategies, working
importance of the data collection process in the FBAs, intervention plans
with parents, websites, and resources for the development of effective
continued on page 2
March/April 2011
Feature Articles ��1 Staff Development ��11
School News ��8 Media Center Resources ��17
Conferences & Workshops ��8 Learning Center Calendar ��20
Available online at www.aea9.k12.ia.us, under Publications/Communications
Features
continued from page 1
that follow are more effective in resolving problem behaviors and allow
the student to be more focused on their academic pursuits.
better fidelity in the implementation of the plan. Tara Hoyle, a special
education teacher in Louisa-Muscatine Community School District, is
working with Mary Pat Cavanaugh, AEA School Social Worker, on the
PTR process. Tara gave the following comment when asked about her
experience with PTR: “We have been using the PTR process with a little
girl who has challenging behaviors. It is a lengthy process to get started,
but we have found it to be very beneficial! My student has shown
a dramatic decrease in challenging behaviors. Our results have been
amazing! It really encourages you to look at your data in order to find
ways to prevent the challenging behavior, while teaching replacement
behaviors, and reinforcing the positives. It was a lot of work, but as a
group, we were able to set up a very specific behavior intervention plan.
I’m so glad we were able to use the PTR process with this student!”
The structure for the social work professional development this year
has involved all the social workers receiving training by Dr. Iovannone
on the PTR Model. In addition, three social workers are being coach by
Dr. Iovannone as they implement the model with their school teams.
The PTR Model includes evidence based components from each of
the three focus areas in the name Prevent-Teach-Reinforce (PTR)
Model. These areas are prevention which involves the manipulation
of the antecedents to decrease the likelihood of the behavior from
occurring. Teaching strategies and missing skills that are necessary for
the student to be successful. And consequence manipulation as a means
of reinforcement of desired behaviors.
Some of the issues that lead the school social workers to search for this
model included the previous practices of writing the FBA and BIP at the
end of a long IEP meeting. This often led to a rush to fill in the boxes
on the forms. The plans tended to be rote, and not based on data. The
robust discussions and the use of data specific to the child were not
present. As the collaboration group members developed the checklists
and social workers dug deeper into the meaning of the various “blanks”
on the forms, deeper understandings of what is being sought and time is
taken to develop more effective supports that address the needs of the
students. The plans that are developed are more uniquely suited to the
needs of the particular student and are more likely to have the desired
results. Students are able to then focus on their education because their
behavioral and emotional needs are being met.
Adaptions have been made to support time constraints and the local
systems. The coaching has provided for a system that is working well.
Next year, as additional social workers experiment with this model, our
lead social workers will coach them. Jill Andresen, one of the lead social
workers who is being coached by Dr. Iovannone, provided the following
response when asked about her experiences so far with the PTR model:
“I like the PTR method because it’s a concise and scripted process
which keeps team members on track and focused. In addition, I am
witnessing the positive results toward improved behavior and increased
student achievement.”
PTR is a five step process developed for school teams to use when
working with students with more serious behavior challenges. This
process can be utilized in both general and special education settings.
The process is intensive and requires several sessions for the team to
have gathered the necessary data to develop and implement the plan.
Initial steps include setting up a team and determining how the team
will function. This is critical to the success of implementation. This is
followed by the identication of goals and behaviors of focus, functional
assessment of the behavior, setting the plan based on this data, and
training and coaching the team on the implementation of the plan. The
final phase is evaluation of the success of the plan and adjustments as
needed.
Dunlap, Glen, Rose Iovannone, Kelly J. Wilson, Donald K. Kincaid, and
Phillip Strain, “Prevent-Teach-Reinforce: A Standardized Model of
School-Based Behavioral Intervention,” Journal of Positive Behavior
Interventions, 12:1, Sage Publications, January 2010.
Riffel, Larua A., “Writing Behavioral Intervention Plans (BIP) Based
on Functional Behavior Assessments (FBA) to Change Behavior,
downloaded from www.behaviordoctor.org, 2007
Vannest, Kimberly J., Kimberly K. Temple-Harvey, and Benjamin A. Mason,
“Adequate Yearly Progress for Students with Emotional and Behavioral
Disorders through Research Based Practices”, Preventing School Failure,
Vol. 53, No. 2, Heldref Publications, Texas, 2008.
The social workers who are facilitating this process are finding the
extra time and focus has led to support plans that are working well
for the students and the inclusion of the team members has led to
Connecting AIM and Universal
Design for Learning
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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.
Features
NEW TOP
TOP Professional
TEN MATERIALS TEN
By Cindy Blinkinsop, Head of Materials & Media Distribution, Mississippi Bend Area Education Agency
21ST CENTURY ASSESSMENT
PRINCIPLES AND PRACTICES
What does effective assessment look like
when it promotes true 21st century learning
for all students? This second DVD investigates
21st century assessment principles and
practices. It looks at how schools use digital
portfolios to track and assess student
progress toward learning goals. It observes
elementary, middle, and high school educators
working with their students to model
and reinforce 21st century best practices.
Educators also need to consider how they
will manage assessment data when it involves
complex reasoning and problem- solving
skills necessary for 21st century success.
In particular, what are the implications for
grading and student evaluation? Author Jay
McTighe explains the “Three P’s” of authentic
21st century assessment: performance,
process, and progress. Assessment For 21st
Century Learning.
PROFESSIONAL DVD 43377
4 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
ADVANCING FORMATIVE
ASSESSMENT IN EVERY CLASSROOM
Subtitle: A Guide For Instructional Leaders.
In this practical guide for school leaders, the
author’s define formative assessment as an
active, continual process in which teachers
and students work together every day, every
minute - to gather evidence of learning
the chapters focus on the six elements of
formative assessment; sharing learning targets
and criteria for success, feedback that feeds
forward, student goal setting, student selfassessment, strategic teacher questioning and
engaging students in asking effective questions.
PROFESSIONAL BOOK AD99082
CREATIVE CURRICULUM FOR
PRESCHOOL LITERACY VOLUME 3
This 5th Edition Volume 3 helps teachers give
every child a solid foundation in language and
literacy and inspire children to want to read
and write in order to learn. It summarizes the
latest research findings about early literacy
learning and encourages early childhood
educators to be intentional in teaching
children critical skills and incorporating oral
language and literacy learning in everyday
classroom experiences.
PROFESSIONAL BOOK CH99007
EDUCATION UNBOUND
Subtitle: Education Unbound: The Promise
and Practice of Greenfield Schooling. In
this resource the author advocates for
an entrepreneurial approach focused on
supporting outstanding teaching and learning.
Sharing the example of organizations whose
bold alternative strategies represent promising
shifts in K - 12 education.
EFFECTIVE LITERACY COACHING
Subtitle: Building Expertise and a Culture
of Literacy and ASCD Action Tools. In this
resource the authors provide more than
3
50 practical activities designed to help K-12
literacy professional; assess the current
literacy program, plan changes that will foster
a culture of literacy, collaborate for excellence
in literacy instruction and direct professional
development.
PROFESSIONAL BOOK LI99002
EMPOWERING STUDENTS TO WRITE
AND RE-WRITE
Subtitle: Standards-Based Strategies for
Middle and High School Teachers. This book
provides teachers with everything they need
to empower their students to revise and
continuously improve their writing. It Includes
detailed strategies, examples of real student
writing, and scripts for conversations between
teachers and students. Six sessions guides are
included for professional learning teams or
individual development.
PROFESSIONAL BOOK LA99014
LEADERSHIP STRATEGIES FOR SAFE
SCHOOLS, 2ND EDITION
Understanding that students learn best in safe
supportive environments, the author guides
school leaders through the process of creating
a proactive, student-centered school safety
program. This updated edition offers new case
studies, vignettes, and detailed information
on implementing programs for character
education, conflict resolution, peer mediation,
and diversity education.
SCHOOL IMPROVEMENT FOR THE
NEXT GENERATION
Learn best practices from successful school
that use next generation school improvement
methods. Focused chapters guide you through
the modified planning, implementation,
monitoring, and evaluation cycle at the core of
this school-improvement model.
Features
On Display: Lourdes Catholic
School Student Artwork
By Cindy Blinkinsop, Head of Materials & Media Distribution and
Julie Alfaro, Media-Technology Quality Learning Consultant
For the past three years, we have worked
collaboratively with Camanche Elementary
School, Camanche Middle School and Preston
High School to select and display art work
created by talented students.
who excel in Art class have a direct sensory
awareness that allows them to creatively draw
or paint. Their art work should be displayed in
the halls of the school and on the walls of the
library for all to admire and appreciate.
To see art work created by local area students,
all you need to do is stop by the Mississippi
Bend Area Education Agency’s media center.
Lourdes’ Art teacher, Tara Taube, has collected
art pieces from her PK-8 students to be
showcased in our media center beginning late
January 2011.
Below is a link to research on Arts Education
and Graduation Rates:
http://tinyurl.com/yk9ea7l
Art education is an essential part of every
child’s learning experience from preschool
through high school. Often Art class is a
refuge where students with special creative
abilities can freely express themselves in a
less-structured learning environment. Students
The link below is a valuable resource compiling
a large bank of research done on the Arts in
Education:
http://tinyurl.com/ybpnph6
If you are interested in providing student art
work for the Mississippi Bend Area Education
Agency’s Media Center for the 2011-2012,
please contact Cindy Blinkinsop at
(563) 344-6439 or [email protected].
Financial
Literacy
By Cindy Blinkinsop,
Head of Materials & Media Distribution,
Mississippi Bend Area Education Agency
EverFi provides public high schools access to
their financial literacy platform at no cost to
the schools. By teaming with national and
local organizations, they are able to empower
teachers and reach students in any part of the
country through their innovative program.
If students complete the EverFi course work,
they are then certified with a solid financial
knowledge base that they can continue to build
upon. Post-secondary schools like to see that
students have taken the EverFi courses and
passed.
The curriculum is web based requiring
students to have a login for the course portal
as well as a personal login in order to stop
and start, review materials, revisit past classes
and measure their progress at any time. Topics
include the following:
• Savings and budgeting
• Understanding a credit score and its
implications
• Understanding credit cards and managing
debt
• How a bank works and federal reserve
overview
• Taxes and insurance
• Renting -vs- owning
• Managing loans to finance higher education
• Investing overview: an in depth review of
trading and how the stock exchange works
•Consumer fraud and protection
Contact and program information is listed on
their website at:
http://www.everfi.com/index.php
Pictured from Left to Right: Hunter Grenier, Noah Shrader, MaryGrace Carroll (front),
Caro Lamarque, Anna Vonderhaar, Lilly Smith (front), Ellie Molyneaux, Mia Alfaro,
Dylan Alfaro (front), Katie Quinn (front), Jackie Blaum, Nathan Evers, Ethan Welker.
Not Pictured: Josh Dipple, Isaac Smith, & Audrey Smith
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.
4
Features
A
wesome Web Sites
FOR
EDUCATORS
Web 2.0 Tools for the Classroom
21 Classes: Blogging site for students that is
safe and secure.
http://www.21classes.com/
Cacoo: This site allows you to create online
charts and graphs with a built in chat feature
for collaboration.
http://cacoo.com/
Kizoa: Create animated slide shows
with a variety of content to utilize in your
presentation.
http://www.kizoa.com/
JayCut: Very similar to iMovie and it allows
you to create and edit a video.
http://jaycut.com/
Cloud Canvas: This site allows for photo
editing, drawing or painting. Similar to
SplashUp.
http://www.cloud-canvas.com/
Magic Studio: A multi-media site where you
can upload documents, photos, and videos
then edit them.
http://www.magicstudio.com/
Comic Master: This site allows you to do
digital storytelling and has a drag-and-drop
feature. Students can create their own, short
graphic novel!
http://www.comicmaster.org.uk/
MeMoov: A digital storytelling site that
allows you to record your voice. Easy to use!
www.memoov.com/
Googlios: Students and teachers can create
digital portfolios online using Google Tools.
http://sites.google.com/site/googlioproject/
Kidblog: This is a great way for your school/
district to have students’ blog. Everything is
monitored before being posted and there is no
student email required.
http://kidblog.org/home.php
Middlespot: Social bookmarking website
that allows you to collect and organize sites in
a visual way.
http://middlespot.com/index.php#
PreZentit: Similar to Shwup, this tool
allows you to make collaborative slide show
presentations.
http://prezentit.com/
SplashUp: Similar to PhotoShop and is a
great way to edit photos, manipulate layers,
and add effects to the pictures.
http://www.splashup.com/
Story Jumper: Nice site for digital
storytelling, with a number of educational
resources for teachers.
http://www.storyjumper.com/
Sweet Search: Great search engine for
students to utilize because all search results
have been reviewed by educators.
http://www.sweetsearch.com/
Thinklinkr: Free, online, real-time,
collaborative outliner web site.
http://thinklinkr.com/
We Are Teachers: Social networking for
teachers where ideas and lessons are shared.
http://www.weareteachers.com/
Zooburst: Great site for digital storytelling.
Users can make an online 3-D pop-up book.
http://www.zooburst.com/
Shwup: This site allows students to create
collaborative slide shows.
http://www.shwup.com/
Expanding Technology for use by Hearing Impaired Students
The Mississippi Bend Area Education Agency (AEA) received a grant
from Riverboat Development Authority (RDA) to expand the assistive
device loaner library used by hearing impaired students. The objective
of this library is to help provide access to devices that help hearing
impaired students become independent learners and increase their
access to learning in a regular classroom. A larger inventory allows
the AEA to provide services to a greater number of hearing impaired
children and their families.
The library supports the Mississippi Bend AEA’s mission to improve
teaching and learning. Children with hearing loss have the unique
challenges of having limited access to sound in everyday environments;
often times having speech and language delays as a result. Given these
limitations, children with hearing loss fall behind their normal hearing
peers, academically and socially, affecting their ability to achieve success
and become active members of our community.
The loaner library provides families the opportunity to find the device
that meets their child’s needs before they purchase a supportive device
or schools provide an appropriate device. The national economic crisis
is impacting area families and schools and; expanding the AEA’s loaner
library ensures more families and schools will have quicker access to
pilot assistive devices before making costly purchases. The loaner library
is made available to hearing impaired students throughout the AEA’s
boundaries – approximately 200 students in Scott County alone.
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The Mississippi Bend AEA has staff dedicated to ensuring students,
parents, and teachers fully understand the devices by providing
orientation and professional development as needed; ensuring students
receive the full educational benefits of the new devices. If you have any
questions about the assistive technology loaner library please contact
Stephanie Childers, Audiologist at (563) 344-6279 or
[email protected] or Brian Foy, Assistant Coordinator for Low
Incidence Disabilities at (563) 344-6275 or [email protected]
Features
Promoting the Need for Innovation
A new reality is beginning to sweep across Iowa and
the nation.
past and try new things to provide a 21st Century
education Iowa students need.
There’s a growing understanding that big changes are
going to be needed in education for Iowa students to
be successful learners, earners and citizens in the 21st
Century.
The site is a forum for sharing ideas from across the
state and nation, and highlighting work underway to
prepare students for the future — the Iowa Future.
The website will provide videos, discussion guides,
presentation templates, testimonials, links to great
resources and more. In addition visitors can offer fresh
ideas of their own.
“It’s not just the rest of the nation that Iowa’s kids
have to compete with now. It’s the rest of the world,”
said Iowa’s incoming director of education, Jason Glass,
when Governor Terry Branstad introduced him to the
state recently.
To keep Iowa’s education stakeholders up to date with
this new reality a new website is here to help. It’s Iowa
Future at http://iowafuture.org.
Five state education groups are collaborators on the
site. They are Iowa Area Education Agencies, Iowa
Association of School Boards, Iowa Department
of Education, Iowa State Education Association and
School Administrators of Iowa. The work is supported
by a grant from The Wallace Foundation.
Iowa Future is promoting the need for innovation
— a willingness to abandon some of the ways of the
Coming Soon...
By Cindy Blinkinsop,
Head of Materials & Media Distribution,
Mississippi Bend Area Education Agency
SNAP will be replacing WebMax.
SNAP is an online card catalog that
performs a federated search for locating items
within our collection as well as from preselected websites.
SNAP produces clear, immediate results
in relevancy-ranked order. It is able to query
multiple collections simultaneously, while being
fast and user-friendly.
SNAP can search multiple databases
whether local or off-site, simultaneously. For
example, Learn 360 and Discovery Education
Streaming.
SNAP uses SmartSearch which reduces
steps and increases efficiency while searching.
SNAP is multi-lingual and will work with
html, RSS Feeds, CVS, Tab Delimited, Text Files,
MARC Records, Word files, RTF or PDF.
SNAP WILL BE COMING SOON
TO THE Mississippi Bend AEA
MEDIA CENTER.
Mississippi Bend AEA Receives Grant for
Octoacoustic Emissions Equipment
Each year approximately 12,000 babies are
born in the United States with permanent
hearing loss. In addition, another 2 or 3 per
1,000 children will acquire a loss after birth.
The majority of these children are born to
families with no history of hearing loss. Early
hearing loss detection and identification are
critical to avoiding language and learning
deficits.
The Mississippi bend Area Education Agency
(AEA) received a grant from Scott County
Regional Authority to assist in the purchase of
an Octoacoustic Emissions (OAE) equipment.
Approximately 250 babies/children are
identified through the screening process each
year using OAE equipment, then benefitting
from follow-up audiology services provided by
the AEA.
Iowa law mandates that all infants born in the
state be screened for hearing loss. The goal is
to have every child screened by one month.
Those who do not pass the screening have a
comprehensive evaluation by three months,
and infants begining intervention services
by six months of age. The role of the AEA
is to provide outpatient audiology services
for infants who do not pass initial hearing
screenings in the hospital or are at risk for
developing a hearing loss and to provide the
link to Early Access (birth-3) services.
The Mississippi Bend AEA provides
approximately 250 outpatient follow-up tests
for newborn hearing screenings annually.
Of these, approximately 30 children require
additional testing or follow-up. Ultimately,
about four babies per year, within the
Mississippi Bend AEA service area, are
identified as having a significant hearing loss
and receive early intervention services. OEA
testing equipment is often used as one part
of a test battery for roughly 1,000 hearing
tests done in the Mississippi Bend AEA Early
Childhood Center. The equipment is also used
when testing 1,333 children who attend public
preschools in Scott County.
If you have any questions about this equipment
or AEA audiology services please contact
Margaret McDoniel, audiologist for early
childhood at (563) 344-6284 or
[email protected] or Brian Foy,
assistant coordinator for Low Incidence
Disabilities at (563) 344-6275 or
[email protected].
www.aea9.k12.ia.us
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Publication date: 4/05/10
7
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School News
Marquette High School Student Selected as
Delegate to the U.S. Senate Youth Program
Riley Kilburg, Marquette High School in Bellevue, is one of two Iowa
students selected as delegates to the 49th annual United States Senate
Youth Program (USSYP). The program includes a week-long educational
trip to Washington, D.C. and a $5,000 undergraduate college scholarship.
The goal of the program is to increase young Americans’ understanding
of the interrelationship of the three branches of government.
an intensive week-long study of the federal government and the people
who lead it. The overall mission of the program is to help instill within
each class of USSYP student delegates more profound knowledge of the
American political process and a lifelong commitment to public service.
Riley Kilburg is Student Body president at Marquette Catholic. He
has been actively involved in his community by volunteering over
150 hours of community service including work in a local homeless
shelter. A National Honor Society member, Riley also represented
Iowa as a National Rural Electric Cooperative Association Youth Tour
Representative and remains active in sports, speech and Students
Against Destructive Decisions.
Riley was chosen from applicants across the state, nominated by
teachers and principals, to be part of the group of 104 student delegates
who will attend the program’s 49th annual Washington Week. The
program will be held March 5 – 12, 2011 in Washington, D.C. Each year
this extremely competitive merit-based program brings 104 of the most
outstanding high school students — two from each state, the District
of Columbia and the Department of Defense Education Activity — for
Conferences & Workshops
Summer Die Cut Workshops
In the Production Area of the Media Center within the
Bettendorf Office of the Mississippi Bend AEA
Dates & Times:
• Monday, June 20, 2011 9:00am - 11:30am
• Tuesday, June 21, 2011 9:00am - 11:30am
• Wednesday, June 22, 2011 1:30pm - 4:00pm
• Wednesday, July 13, 2011 1:30pm - 4:00pm
• Thursday, July 21, 2011 9:00am - 11:30am
• 27” Width Laminator – $.45/foot
• 38” Width Laminator – $.75/foot
Contact Information for Workshop:
Nancy Hawley, (563) 344-6457 or [email protected]
To Register online for this class, go to the link below:
Audience:
PreK – 6 Grade Teachers and aides and those who have not previously
taken a die cut workshop.
Die Cut Workshop:
http://www.solutionwhere.com/mbaea/cw/showcourse.asp?2095
Description:
Die cuts are so much more than just bulletin board items. In these
workshops participants will discover hands-on engaging activities,
powerful visuals that reinforce learning objectives, and proven sensory
learning methods for better retention.
For registration assistance, contact Betsy Justis, Professional
Development Specialist at: (563) 344-6481 or at [email protected]
Costs:
Class fees are $7.00 includes all the materials used in the class (many
hand outs and items to take with you). Use of our die cut machines is
free. Participants may wish to bring materials they want to work with,
such as: construction paper, cardstock, felt, foam, wall paper fabric, sand
paper, cardboard, fluorescent paper, and so on to create items after class.
We will have supplies available for purchase:
• Crack & Peel Felt – $.45 each
• Construction Paper – $.05 per sheet
• Card stock – $.10 per sheet
• Poster Board – $.65 each
8
Conferences & Workshops
MARK YOUR
CALENDARS NOW!
Mississippi Bend AEA and
Drake University present:
21st Century Technology Skills
in the Common Core:
THE DIFFERENT LEARNERS
SERIES • May 25 - July 25
A Technology Conference for Teachers & Tech Directors
Instructors
Frank Ogden and Candice Benjamin
Where: Mississippi Bend AEA9
When: June 16 and 17, 2011
Contacts: Robert Reppert
[email protected] or
(563) 344.6350
Julie Alfaro
(563) 344.6526
Cindy Blinkinsop
(563) 344.6439
date. Updates will be sent to you via your
Teacher-Librarian and/or Technology Director.
A few topics to be offered include:
• Moodle Courseware
• Google Apps/Docs
• Advanced Microsoft applications
• Digital Storytelling
• Podcasting
• Smart Board training
• Promethean Board training
• Presentation Tools beyond PowerPoint
• Blogs & Wiki’s
• Iowa AEA Online
A more detailed list of conference offerings
will be provided via SolutionWhere at a later
Are your students ready?
Global competition won’t wait!
Learn from National Model Schools, while seeing promising practices in action.
TransformED: An Education Summit designed to Transform
Sessions will feature K-12 initiatives:
• Elementary: The Leader in Me™
Learn and see how students become
leaders of their own lives. Hear first-hand
how students have developed personal
responsibiity and leadership capacity.
• Secondary: G2—Global Generation
Learn how students in middle and high
school are the center of the learning process
in a personalized and engaging environment.
Discover how students are involved in
complex, real-world applications where they
apply their knowledge through an inquirybased approach.
Onsite interactions with Muscatine students
and teachers. Reflect on your district’s
transformation.
May 16, 2011 — Secondary Focus
7:00 amBreakfast Keynote Rob Riordan &
Laura McBain
8:30 am Inquiry-Based Essential Workshop
11:30 amLunch with Keynote Rob Riordan &
Laura McBain
1:00 pm Classroom visits
2:45 pmKeynote—Rob Riordan and
Laura McBain
6:00 -
Exhibition Night
8:00 pm
May 17, 2011—Elementary Focus
7:00 am Breakfast Keynote Muriel Summers
8:30 am Workshop with Muriel Summers
11:30 am Lunch Keynote Muriel Summers
1:00 pmLeadership Day visits to
elementary classrooms. Participants
transportated to one of eight
elementary schools
3:00 pm Shuttle back to Holiday Inn
6:00 pm Evening event with Sean Covey
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
6. H
elping Students Overcome Anxiety and
Depression, 2nd Ed by Kenneth Merrell
* * * * * * NEW CLASS * * * * * *
Bringing Words to Life: Robust Vocabulary
Instruction by Isabel Beck, Margaret
McKeown, Linda Kucan
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 [email protected];
Frank Ogden [email protected];
Candice Benjamin [email protected]
Class size restricted to 20; minimum 8.
All morning events on May 16th and 17th will
be held at Holiday Inn.
Muscatine Holiday Inn
2915 North Highway 61
Muscatine, IA 52761
(563) 264-5550
For more information or to register to to:
www.g-squared.info
9
Working together...
improving teaching
and learning.
GET
R IG H T
T O
T H E
C OR E
IN
THE IOWA TEACHER'S
A GRI C ULT URAL
EDUCATION
ACADEMIES
2011
Dates, Locations, Registration:
June 7 & 8
Agricultural Safety Center,
Peosta
Keystone AEA:
www.aea1.k12.ia.us/
June 14 & 15
Northwest AEA, 1382 4th Ave. NE,
Sioux City
Northwest AEA:
www.nwaea.k12.ia.us/
Course Objective:
Through a series of hands-on activities, participants will make
connections between Iowa’s environmental and agricultural core and
the Iowa Core Curriculum.
On a 2009-2010 survey, 227 educators reported that 12,814 youth
benefited from the resources, teaching strategies, and curricula that the
educators acquired at one of these academies or similar workshops.
Here are more exciting findings:

The educational resources were used in Science (190), Reading and
Language Arts (101), Health (60), Social Studies (53), Math (45),
Iowa History (32).

More than 84% of the students had a new understanding of the food
they eat, made a new connection with nature, made comments
reflecting new knowledge, participated in a new activity.

There were 296 examples of changes in students’ knowledge, 178
examples of changes in attitudes, and 140 examples of changes in
behaviors.
Describe your location by land28mark
& 29
or area of town.
June
AEA 909 S. 12th St.,
Marshalltown
AEA 267:
www.aea267.k12.ia.us/
If you wish to attend with no credit
call 608-318-0337.
Teacher licensure credit has been
applied for. CPA’s for child care
providers with school-age children
will be available.
For more information call Mary
TeWinkel at
608-318-0337 or email:
[email protected]
I OW A :

The most popular general comment was that students were more engaged/excited/attentive when they participated in the lessons and activities from sessions such as the Iowa Teacher’s Agricultural
Academies.
Iowa Agriculture in the Classroom Partnerships
Iowa Farm Bureau Federation
ISU Extension 4-H Connecting Learning & Living
ISU College of Ag Education & Studies
Iowa 4-H Foundation
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political
beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To
file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202720-5964.
10
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].
Arts
ART
Orchestra Triage
Session Number: 4706
Students will learn about a philosophical
construct called “The Fluffy Continuum” and
learn how to apply its concepts to their own
classroom situation. Students will participate in
a variety of activity-based learning modules for
strings and will practice and execute teaching
strategies which can be used in the beginning
or mid and upper level string classrooms.
Strategies will address most areas of the
National Standards including singing alone
and with others, performing on an instrument
alone and with others, improvising, composing,
reading and notating, listening and analyzing,
and evaluating music performances. Students
will have the opportunity to observe and
participate in the first five days of instruction
of a small group (8-10) violin class.
Registrants can earn three credits by
participating in round-table discussion of
strategies for improvement, along with small
ensemble playing of music favorites for the
classroom.
Instructor: Jerry Henry
6/27/2011 Mississippi Bend AEA
1, 2, or 3 credit options; see course listing on
AEA website for complete details
assistive
Assistive
Technology technology
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 4/27/11 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.
Instructors: Cindy Cavanagh, Teresa Wyant
workshop – no credit; no cost
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 4/20/11.
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.
Dragon Naturally Speaking (Staff Use)
This is the last staff-centered DNS workshop
for the 2010-11 school year. Dragon Naturally
Speaking, (DNS) speech recognition workshop
will provide staff with beginning skills in
the use of DNS. Strategies for training the
program, writing reports, working in various
programs and using commands will be
included. This workshop will be completed in
a half-day morning session with an optional lab
in the afternoon.
Instructor: Cindy Cavanagh
3/2/2011
Mississippi Bend AEA
program that provides text to speech, study
tools, organization supports, writing supports
and more. This workshop will provide
participants with hands-on exploration of the
program features. Follow-up sessions will be
scheduled during this session for interested
participants.
Read and Write Gold
Session: 4773
Read and Write Gold is an integrated reading
support program that provides text to speech,
study tools, organization supports, writing
supports and more. This workshop will provide
participants with hands-on exploration of the
program features. Follow-up sessions will be
scheduled during this session for interested
participants.
Instructors: Cindy Cavanagh or Teresa Wyant
3/9/2011
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.
Kurzweil 3000
Kurzweil is an integrated reading support
continued
11
Staff Development
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
areas, you´ll also learn how to save lives.
Instructor: Dolores Bergert, Retired Director
of Transportation
3/14/2011Muscatine Transportation
Center
3/16/2011 Northeast HS
3/23/2011 Columbus Jr. High
4/6/2011
Durant Middle School
4/20/2011 Wilton High School
New Driver STOP
This course will help prepare new school
bus drivers for their role in helping to
keep the children safe while riding on a
school bus. Objectives include learning
rules and regulations, safe driving practices,
passenger control, emergency first aid,
accident and emergency procedures, route
hazard identification, loading and unloading
procedures, and dealing with danger zones,
route hazards, and pre/post trip inspections.
Prerequisite: Drivers must have successfully
completed the online portion of the New
Driver STOP and provide a copy of the
certificate of completion before they will
be permitted to register for this class. For
additional information or to register for the
online portion, contact Denise Zimmer, Head
of Environmental & Facility Services at 563344-6320.
Instructor: Delores Bergert, Retired Director
of Transportation
Early Childhood
early childhood
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.
Instructors: Gayle Powell, Claire Anthony
6/7/2011
1 credit
Learning Environment
Alignment Training: The ICAT Plus!
For 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
Behavioral, Academic, and Social
Interventions for the Classroom (BASIC)
Session: 4659
Session: 4661
Behavioral, Academic, and Social Interventions
for the Classroom is a Performance Learning
Systems® course that provides educators with
research-based interventions in the behavioral,
academic, and social areas of student
performance. Through a multi-tiered response
to intervention model, educators implement
a solution-seeking cycle for gathering
information, identifying issues, and planning and
assessing early and effective interventions.
The course focuses on the teacher as the
primary interventionist and includes universal
and targeted classroom interventions that
promote student resiliency and encourage
students to reach for success. The course
emphasizes creating a learning alliance
with students to demystify the learning
experience, focus on strengths-based learning,
collaboratively set goals, and monitor the
progress of behavioral, academic, and social
interventions.
Participants are responsible for acquiring the
required text prior to the first day of class.
Required Text:You Can Handle Them All.
DeBruyn, R. L. & Larson, J. L. (2009). Manhattan,
KS: The MASTER Teacher.
Instructor: Barbara Warren
3/3/2011Eisenhower Elem.,
Davenport
3 credits
Mathematics mathematics
Assessing Math Concepts
Participants will learn to use nine assessments
developed by Kathy Richardson entitled,
12
“Assessing Math Concepts.” The class will
prepare teachers to present the assessments
in their classroom and use the data gathered
to make instructional decisions. These
assessments focus on the mathematics strand
of number and operation. Materials fees
include assessment forms.
Instructor: Sandie Campie
3/2/2011
1 credit
Paraeducation
paraeducation
Paraeducator Area of Concentration
School Library Media
This course class is specifically for
Paraeducators who have successfully
completed the Paraeducator Generalist
Certificate program. It is appropriate
for relicensure credit for Paraeducators
media aides, computer lab aides, clerks and
some secretaries who desire further skill
development with working with school
libraries, literacy initiatives and technology
in support of curriculum. The class will be
a combination of lecture, discussion, group
activities, conducting exercises, practicing
techniques and presentations and will be a
combination of face-to-face meetings and
Moodle online content (with support for those
that have not completed course work online).
The course covers an in-depth understanding
of how libraries serve as resources and
how teachers make productive use of them,
following research based best practices.
The gathering, maintenance and use of data
will be taught. Participants will work handson with equipment and software so as to
be able to actually incorporate technology
into a student´s education plan. The course
strives to bring about alternative and updated
approaches to appropriate instructional
procedures including the latest in assistive
software and approaches to learning. The
course reinforces that the 21st Century
School Library/Media Center does not
function as it has in the past and that the
Paraeducator’s role is often a driving force
in a successful School Library/Media Center
program.
Instructor: Julie Alfaro
4/2/2011
3 credits
Special Needsspecial needs
Introduction to Gifted Education
This course will help educators to obtain
continued
Staff Development
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
5/4/2011Hoover Elementary,
Bettendorf
1 credit
Alignment Step Four Results
Iowa Core Leadership Teams return for this
day of planning to look at data results. Morning
work will consist of the review of data (ICAT
and additional district data including ITBS/
ITEDS). Teams will have the opportunity to
reflect on curriculum practice and content.
Afternoon time will be spent working as
LEA teams to create a plan-of-action for
inclusion in the Iowa Core Implementation
Plan. Additional repeat workshops will be held
11/28/2011 and 6/7/2011.
6/6/2011
Teachingteaching
Strategies
strategies
Alignment Training:The ICAT Plus!
For 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.
3/31/2011 MBAEA
Workshop – no credit; no cost
The Brain and Learning III
Session: 4760
The Brain & Learning III is the third part
of a series. (The first and second part are
NOT prerequisites to take this course.) The
course is designed for all educators who
are interested in how they learn and how
to assimilate scientific research into their
curriculum. Research is providing educators
with other neural pathways for better
learning and teaching. Part III will emphasize
the role how our senses are used to obtain
information; early childhood and childhood
development; intelligence; and assessment and
their role on student achievement.
Instructor: Rocky Casini
6/13/2011Muscatine Community
College
3 credits
Technology
Integration Integration
Technology
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.
Instructor: Sharon Dixon
4/6/2011Hoover Elementary,
Bettendorf
1 credit
Workshops
WORKSHOPS
Note: Workshop participants do not receive
relicensure credit, but participation will be part
of your official transcript.
Die Cut Workshop
Sessions: 4755, 4756, 4757
This course is for PreK /Grade 6 teachers
and aides and those who have not previously
taken a die cut workshop. Die cuts are so
much more than just bulletin board items. In
these workshops participants will discover
hands-on engaging activities, powerful visuals
that reinforce learning objectives, and proven
sensory learning methods for better retention.
We will discuss the many uses and subject
areas that dies can be used for. Come and
share your ideas!
Instructors: Nancy Hawley and Cheryl Porter
Location: Mississippi Bend AEA
6/20/2011
6/21/2011
6/22/2011
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
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
3/31/2011 MBAEA
Teaching Strategies GOLD™
Assessment Training
Session: 4698
This session offers an opportunity for teachers
to explore Teaching Strategies GOLD™,
a research-based assessment system used
to assess the learning and development of
children from birth through kindergarten.
Teachers will learn how to use Teaching
Strategies GOLD™ to assess all children in
their classrooms, including English-language
learners and children with disabilities.
Participants need to bring their Teaching
Strategies GOLD™ Objectives for
Development & Learning book to the training.
Instructors: Jennifer Jansen, Terri Kokemiller,
Gayle Powell, Lorry Wilson
Online
online
These courses run 3/8/2011 – 5/2/2011.
Registration closes 2/24/2011.
All the courses below are 3 Drake credits.
http://www.solutionwhere.com/mbaea/cw/
coursebylocation.asp
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
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.
continued
13
Staff Development
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
14
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
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
continued
Staff Development
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
Find What You’re
L
king For
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,
continued
on the
Mississippi Bend
AEA Website
www.aea9.k12.ia.us
15
Staff Development
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
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.
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
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
EDMA202 – Reading Across the
Curriculum Online – new for spring
This course provides research-based active
reading comprehension strategies that
participants can apply to their grade level or
content area. By learning how to implement
these metacognitive reading strategies,
participants will be able to plan lessons more
effectively. Participants will also discover how
to engage students, deepen their understanding
of content, and prepare them for success
beyond the classroom. Emphasis is on learning
styles, types of text, notation systems, contentarea reading, assessments, fluency, motivation,
and grade-level vocabulary.
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]
16
Faith Koger
Data Management Specialist
563-344-6318
[email protected]
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.
NUMBERTITLES
Administrator
AD99165 Creating a Couching Culture AD99166 Collaborative Action Research for
Professional Learning AD99168 Using the Healthy School Report Card AD99169 Coaching Toolkit AD99170 Classroom Assessment AD99171 Response to Intervention AD99172 Everyone Communicates Few Connect AUTHOR
Kise, J
Sagoe, R
N/A
Allison, S
Popham, J
Fuchs, D
Maxwell, J
Computers
CO90030 Google Tools for Teaching and
Learning , 2nd Edition Worcester, T
Childhood Development
CH99028 1,000 Fingerplays and Action Rhymes CH99030 January Idea Book CH99031 February Idea Book CH99032 March Idea Book CH99033 April Ideal Book CH99034 May Idea Book CH99035 June Idea Book CH99036 July and August Idea Book CH99037 September Ideal Book CH99038 October Ideal Book CH99039 November Ideal Book CH99040 December Ideal Book CH99041 Food Chaining Scott, B
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Sevaly, K
Fraker, C
Curriculum
CU99120 Supporting the Literacy Development
of English Learners CU99121 Supporting Differentiated Instruction CU99122 Guide Instruction CU99123 Leading and Managing a Differentiated
Classroom CU99124 Spotlight on Saturday Engagement,
Motivation and Achievement CU99127 Teaching Digital Natives CU99128 Preventing Long-Term ELS Espeno CU99129 Elements Grading CU99130 Motivating Students CU99139 Rigorous Curriculum Design CU99180 Brain Matters Young, T
Fogarty, R
Fisher, D
Tomlinson, C
Chauncey, C
Prensky, M
Calderson, M
Reeves, D
Chapman, C
Ainsworth, L
Wolfe, P
Exceptional Children
EX99040 RTI for Gifted Students Coleman, M
Guidance
GU90024 Child, Family, School, Community Berns, R
Language Arts
LA99029 Teddy Bear Storytimes LA99030 Teaching Real-life Writing to Young
Learners, Grades K-2 LA99031 Step-by-Step Writing Lessons for K-1 NUMBERTITLES
AUTHOR
Media
ME99142 Smart Copyright Compliance for Schools ME99143 Connecting Young Adults and Libraries ME99144 FIORE’S Summer Library Reading
Program Handbook ME99145 Graphic Novels and Comics in
Libraries and Archives ME99146 Information Literacy Assessment
in K-12 Setting ME99147 Totally Wired Farmer, L
Goodstein, A
Parent
PA90021 PA90022 Money Doesn’t Grow on Trees Everything Kids Money Book Godfrey, N
McWhorter , B
Reading
RE99053 RE99054 RE99055 RE99056 RE99057 RE99058 RE99063 RE99064 Discovering Their Voices Sprague, M
100 Sight Word Mini Books Cestnik, J
Literacy-Building Booklets Famous
Americans Grades, K-1 Henry, L
Turn-to-Learn Wheels in Color
Alphabets Grade K-1 Dooley,V
Turn-to-Learn Wheels in Color Phonics N/A
Learning For Keeps Keening, R
Phonemic Awareness Primary Curriculum Heggerty ,M
Phonemic Awareness English
Kindergarten Curriculum Heggerty ,M
Butler, R
Garman, M
Fiore, C
Weiner, R
Science
SC99029 Five East Steps to a Balanced Science Program
for Primary Grades Howard, L
SC99030 Five East Steps to a Balanced Science Program
for Secondary Grades Howard, L
SC99031 Five Easy Steps to a Balanced Science Program for
Upper Elementary and Middle Grades Howard, L
Social Studies
SS99023 Best of History Web Sites Daccord, T
Math
MA99027 Making Math Accessible to Student
with Special Needs N/A
Media
ME99139 Stop Plagiarism ME99140 Jewish Values Finders ME99148 New Learning Commons Bowman,V
Silver, L
Loertsher, D
Reading
RE99052 Opitz, M
Literacy Instruction for Culturally and
linguistically Diverse Student Yousha, L
Jensvold, P
Davidson, W
webmax.aea9.k12.ia.us
17
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.
NUMBERTITLE
LEVEL
PROFESSIONAL DVDS
43420 Problem-Based Learning For the 21st Century Classroom;
Elementary School A
43421 Problem-Based Learning For the 21st Century Classroom;
Secondary School A
43422 I Have Tourette’s But Tourette’s Doesn’t Have Me A
43423 Concrete Strategies For Teaching and Parenting
Outside The Lines A
43424 What The Silenced Say A
43425 Flatland: A Journey of Many Dimensions A
43426 Managing The Defiant Child A
43427 Teaching With Poverty In Mind - Elementary School A
43428 Teaching With Poverty In Mind - Secondary School A
EQUIPMENT
44952 Portable Speakers and Wireless Microphone System A
IOWA PUBLIC TELEVISION DVDS
49050 Animate Everything PI
49051 Arctic Mission: Programs 1 & 2 IJ
Program 1 - Climate on the Edge
Program 2 - The Great Adventure
49052 Arctic Mission: Prgrams 3 & 4 IJ
Program 3 - Lords of the Arctic
Program 4 - People of the Ice
49053 Arctic Mission : Program 5 IJ
Program 5 - Washed Away
49054 Earth in the Universe: Programs 1 - 6 IJ
Program 1 - Plants and Life on Earth
Program 2 - Water and Life on Earth
Program 3 - Tornadoes: How They Form
Program 4 - Severe Weather: Temperature, Motion, Moisture
Program 5 - Solar Systems: Inner Rock Planets
Program 6 - Solar Systems: Outer Gas Planets
49055 Earth in the Universe: Programs 7 - 11 IJ
Program 7 - Stars, Light Years & The Milky Way
Program 8 - Galaxies & The Expanding Universe
Program 9 - Volcanoes & The Ring of Fire
Program 10 - Plate Tectonics & Earthquakes
Program 11 - Floods Fronts & The Water Cycle
49056 Green Matters: What in The World is Going On?
Programs 1 - 4 JS
Program 1 - Endangered Species
Program 2 - Biofuels
Program 3 - Global Warming
Program 4 - Recycling
Programs 5 - 8 JS
Program 5 - Pollution
Program 6 - Alternative Energy
NUMBERTITLE
LEVEL
Program 7 - Organic Living
Program 8 - Conservation
Programs 9 - 12 JS
Program 9 - Volcanoes & The Ring of Fire
Program 10 - Carbon (Less) Footprint
Program 11 - Green Good News
Program 12 - Heroes
Programs 13 - 15 JS
Program 13 - Habitat Loss
Program 14 - Climate Change
Program 15 - Ecotourism
49060 A History of American Indian Achievement; Programs 1 - 4 JS
Program 1 - American Indians Populate the
North American Continent
Program 2 - The Golden Age of Ancient American Indians
Program 3 - The Great Transition
Program 4 - Resistance and Acceptance
49061 A History of American Indian Achievement;
Programs 5 - 8 JS
Program 5 - The New Indian Leaders
Program 6 - Plains Indian War
Program 7 - The Emergence of the American Indian Hero
Program 8 - American Indian Renaissance
49062 Life After Oil: The New Energy Alternatives JS
49063 Renaissance Series Programs 1 - 3 JS
Program 1 - A World Reborn
Program 2 - The Dissenter
Program 3 - The Artist
49064 Renaissance Series Programs 4 - 6 JS
Program 4 - The Prince
Program 5 - The Scientist
Program 6 - The Warrior
49065 ShowPeace: Programs 1 - 6 IJS
Program 1 - Tete A Tete A Tete
Program 2 - Bully Dance
Program 3 - When the Dust Settles
Program 4 - Dinner for Two
Program 5 - Dominoes
Program 6 - Elbow Room
49066 Talespinners: Programs 1 - 8 PI
Program 1 - The Chinese Violin
Program 2 - The Friends of Kwan Ming
Program 3 - From Far Away
Program 4 - Lights for Gita
Program 5 - Roses Sing on New Snow
Program 6 - Christopher - Changes His Name
Program 7 - Christopher, Please Clean Up Your Room!
Program 8 - The Magic of Anansi
The mission of the Mississippi Bend Area
Education Agency is to improve teaching and learning
for all students through active partnerships and
assertive leadership in a climate of mutual respect.
18
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.
NUMBERTITLE
10119 10120 10122 10123 10184 10246 10293 10465 10466 10472 10475 11067 11144 11335 11407 11408 11410 11549 11563 11575 11606 11660 11764 12162 12419 12520 13117 13464 13465 13466 13467 13468 13469 13470 13471 13472 13473 13474 13475 13476 13477 13478 13479 13480 13481 13482 13483 13484 13485 LEVEL
Joha Makes A Wish PI
Dave The Potter: Artist, Poet, Slave KP
Ballet For Martha: Making Appalachian Spring PI
Henry Aaron’s Dream PI
Mama Miti: Wangari Maathai And The Trees Of Kenya P
One Crazy Summer I
Blockhead: The Life Of Fibonacci I
Hallelujah Flight KP
Seeds Of Change: Planting A Path To Peace PI
Kindergarten Day USA And China, A Flip Me Over Book KP
Our Grandparents: A Global Album KP
Frederick Douglass: A Noble Life I
Chiru Of High Tibet, The: A True Story P
Twelve Days Of Springtime, The: A School Counting Book KP
Manners In Public KP
My First Prayers P
Tweedle - Dee - Dee KP
Who Made This Cake? P
One KP
Surprise Soup KP
To Be Like The Sun KP
Miranda’s Beach Day KP
This Is The Firefighter KP
Ten Tiny Tickles KP
Maybe A Bear Ate It! KP
This Land Is Your Land P
Red-Eyed Tree Frog P
Say Hello KP
A Verry Curious Bear KP
Tillie Lays An Egg KP
Senses In The City KP
Martha In The Middle P
Roadwork KP
Sally And The Purple Socks KP
Mortimer’s First Garden P
Six-Dinner Sid KP
A Gift From Childhood: Memories Of An African Childhood PI
Wonder Of Charlie Anne,The I
Maggie’s Monkeys KP
Jaime Escalante: Inspirational Math Teacher J
El Ciclo Del Agua: Water Cycle I
Mario Molina I
Ellen Ochoa: First Latina Astronaut PI
Las Eslaciones Del Ano/Seasons Of The Year KP
Los Leones/Lions PI
Los Lobos/Wolves PI
Un Habitat De Sabana P
Un Habitat De Desierto P
Mi Primer Larousse De Las Ciencias De La Vida Y La Tierra P
NUMBERTITLE
LEVEL
13486 El Bioma Marino PI
13487 Los Astronautas/Astronauts P
13488 Neptuno/Neptune P
13489 Urano/Uranus P
13490 La Luna/The Moon P
13491 Saturno/Saturn P
13492 Las Fases De La Luna/Phases Of The Moon KP
13494 Hibernar/Hibernation KP
13495 La Tierra/Earth P
13496 El Sol/The Sun P
13497 Mario Molina PI
13498 El Dia Y La Noche/Day And Night KP
13499 Ellen Ochoa: First Hispanic Women In Space I
13500 Space Rocks: Story Of Planetary Geologist Adriana Ocampo J
13501 Luis Alvarez: Wild Idea Man PI
13502 Ellen Ochoa I
13503 Mirando A Las Plantas Con Un Cientifico: Looking
At Plants With A Scientist P
13504 Visitando Volcanes Con Una Cientifica:
Visiting Volcanoes With A Scientist P
13505 Adriana Ocampo I
13506 Francisco Dallneier I
13507 Young Women Of A chievement: A Resource For
Girls In Science, Math, And Technology IJS
13508 Comets, Asteroids, And Meteorids PI
39978 Secret Cave, The: Discovering Las Caux P
39979 Beautiful Yetta:Yiddish Chicken KP
39980 Muu, Moo! Rimas De Animals/Animal Nursery Rhymes KP
39981 Saving The Baghdad Zoo: A True Story Of Hope And Heroes I
39982 Black Elk’s Vision: A Lakota Story I
39983 For The Love Of Soccer! P
39984 Cowgirl Way, The: Hats Off To America’s Women
Of The West I
39985 Sources Of Light J
39986 Sassy: The Silver Secret I
39987 Little Red Hen And The Passover Matzah, The P
39988 Red Zone:Tiki Barber And Ronde Barber With Paul Mantell I
39989 Ling And Ting: Not Exactly The Same P
39990 Roberto And Me: A Baseball Card Adventure I
39991 Oprah: The Little Speaker KP
39992 First Family P
39993 Moon Bear KP
39994 Stand Straight, Ella Kate: The True Story Of A Real Giant P
39995 Lives Of The Pirates: Swashbucklers, Scoundrels I
39996 War To End All Wars: World War 1 J
39997 Happy Birthday, Sophie Hartley I
39998 Clemente! P
39999 Kubla Khan: The Emperor Of Everything I
Browse our online catalog at
webmax.aea9.k12.ia.us
19
Learning Center Calendar
March
2011
1 . . . . . . . . . . .Bettendorf Every Day Math
1 . . . Early Childhood District Networking
1 . . . . . IMS, Web IEP, & IFSP ICN Session
1 . . . . . . . . . . . . . . . . 20 Things 2.0 Course
1 . . . . . . . . . . . . . . . .Davenport Mentoring
1 . . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
1 . . . . Library Resources for Young Adults
2 . . . . . . . . . . . . .Assessing Math Concepts
2 . . . . . . . . . . . . . IASBO Regional Meeting
2 . . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
2 . . . . . . . . . . . Dragon Naturally Speaking
3 . . . . Superintendents’ Network Meeting
3 . . . . . . . . . . . . . . . . . . . . . . . ICC Planning
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CSIN
3 . . . . . . . ICC Network Contact Webinar
3 . . . . . . . . . . . . . Including Young Children
with Special Needs
5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PITC
5 . . . . . . . . . . . . .Assessing Math Concepts
7 . . . . . . . . . . PLA Adobe Connect Session
7 . . . . . . . Bettendorf CSD Board Meeting
8 . . . . . . . . . . . . . . . . . . . . . . . . . . Math Bee
8 . . . . . .Differentiated Instruction Cohort
8 . . . . . . . . . . . . . . . .Davenport Mentoring
8 . . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
8 . . . . . . . Early Childhood Environmental
Rating Scale
9 . . . . . . . . . . . . . . . . . . Read & Write Gold
9 . . . . . . . . .Delta Kappa Gamma Meeting
10 . . . . . . . . . . . . .Second Chance Reading
10 . . . . . MBRC – Reading Instruction that
Makes a Difference
12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PITC
14 . . . . . . . . . . . . Action Research Project
15 . . . . . . . . . . .Alignment Workshop: ICC
15 . . . . . . . . .Evaluator Approval – Level II
15 . . . . . . Early Childhood Environmental
Rating Scale
15 . . . . . . . . . . . . . . . 20 Things 2.0 Course
16 . . . . . . . . . . . . . . . . . . . . . Kurzweil 3000
16 . . .Bettendorf Preschool Collaboration
16 . . . . . . . . . . . Early Childhood Academy
17 . . . .Creative Curriculum for Preschool
19 . . . . . . . . . . . . . . . . NSTS First Aid/CPR
21 . . . . . . . . . . . . . . Homeless Symposium
21 . . . . . . Bettendorf CSD Board Meeting
22 . . . . . . . . . . . . . . . . .Battle of the Books
22 . . . . . . . Writing Supports for Students
with Print Disabilities
22 . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
22 . . . . . . . . . . . . . . . 20 Things 2.0 Course
Rating Scale
23 . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
23 . . . . . . . . . Tech Coordinators’ Meeting
23 . . . . . . . . . . . . . . . . . . Bettendorf DCLC
23 . . . . . . . Class for St. Ambrose Students
(Hearing)
24 . . . . . . . . . . . . . . . . . . .Low Vision Clinic
24 . . . . . . . . . . . . . . . . . Struggling Readers
25 . . . . . . . . . . . . . . . . . . . . .STEM Careers
25 . . . . . . . . . . . . . . . . . Struggling Readers
29 . . . . . . . . . . . . . . . . . . . . . . . . . PW-PBIS
Rating Scale
30 . . . . . . . . . . GOLD Assessment Training
31 . . . . . . . . . . . . .Second Chance Reading
31 . . . . . . . . . . .Alignment Workshop: ICC
31 . . . . . . . . . . . . . . . . . . SINA Data Teams
31 . . . . . . . .Positive Solutions for Families
Check the Mississippi Bend AEA website at www.aea9.k12.ia.us for Learning Center Calendar updates.
April
2011
1 . . . . . . . . . . . . Early Childhood Academy
2 . . . . . . . . . . . . . . . . . E2T2 Math Academy
2 . . . . . . . . . . . . . . . . . . . . . . Visual Phonics
2 . . . . . . . . . . . . . . . . . Para Educator Class
4 . . . . . . . .Bettendorf CSD Board Meeting
4 . . . . . . . . . Welcome to School Age Care
5 . . . . . . . . . . . . . . . . Home School Testing
5 . . . . . . . . . . . . . . . . . 20 Things 2.0 Course
6 . . . . . . . . . . . . . . . . .Home School Testing
7 . . . . Superintendents’ Network Meeting
7 . . . . . . . . . . . . . . . . .Home School Testing
7 . . . . . . . . . . . . . SCR Refresher Workshop
7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CSIN
7 . . . . . . . . ICC Network Contact Webinar
7 . . . . . . . . . Positive Solutions for Families
8 . . Non-Public School Services Consultation
8 . . . . . . . . . . . . . . . . . . . . . .Clinical Review
9 . . . . . . . . . . . . . Assessing Math Concepts
9 . . . . . . . . . . . . . . . . . NSTS First Aid/CPR
11 . . . . . . . . . . . . . . Iowa Core Curriculum
11 . . . . . . . . Welcome to School Age Care
12 . . . . . . . . . . . . . Alternative Assessment
12 . . . . . . . . . . . . . . Struggling Readers K-2
12 . . . . . . . . . . . . . SW-PBIS Year 2 Cohort
12 . . . . . . . . . PLA Adobe Connect Session
12 . . . . . . . . . . . . . . . IEP Training – Parents
13 . . . . . . . . . . . . . . Struggling Readers K-2
13 . . . . . . . . . . . . . Second Chance Reading
13 . . . Introduction to Assistive Technology
13 . . . . . . . . . . . . . . . . . . Bettendorf DCLC
14 . . . . . . . . . . SW-PBIS Year One Training
14 . . . . . . . . . . . Transitioning Schools into
the 21st Century: ICC
14 . . . . . . . . . . . . . . . . . . . First Day Project
14SINA Watch List Informational Meeting
14 . . . . . MBRC – Reading Instruction that
Makes a Difference
14 . . . . . . . . Positive Solutions for Families
15 . . . . . Differentiated Instruction Cohort
15 . . . . . . . . . . . . Gifted & Talented Cohort
15 . . . . . . . . . . . . . . . . . . .CV West Meeting
16 . . . . . . . . . . . . WQPT – Ready to Learn
16 . . . . . . . . . . EISC – Uncovering Student
Thinking in MS Science
18 . . . . . . . . . . . . . . . . HSAP Learning Fair
18 . . . . . . .Bettendorf CSD Board Meeting
18 . . . . . . . . . . . . . Action Research Project
18 . . . . . . . . Welcome to School Age Care
19 . . . . . . . . . . . . Assessing Math Concepts
19 . . . . . . . . . . . . . . . . 20 Things 2.0 Course
20 . . . . . . . . . . . Early Childhood Academy
20 . . . Bettendorf Preschool Collaboration
20 . . . . . . . . . . . . . . . . . . . . . . . BoardMaker
21 . . . . . . . . . . . . . . . . . . . . Media Academy
22-25 . . . . . . . . . . . . . . . . . . Agency Closed
26 . . . . . . . . . Early Childhood Conference
26 . Reading Recovery End of Year Session
26 . . . . . . . . . . . . . . . . 20 Things 2.0 Course
27 . . . . . . . . . . . . . . . . . . . . . . . . . .PW-PBIS
27 . . . . . . . . . . . . . . . . . . . . . . . . . .SW-PBIS
27 . . . . . . . . . .Tech Coordinators’ Meeting
27 . . . . . . . . . . . . IASBO Regional Meeting
27 . . . . . . . . . . . . . . . . . BoardMaker PLUS
27 . . . . . . . . . . . . . . . Bettendorf Mentoring
28 . . . . . . Effective Instruction in the Core
28 . . . . . . . . Positive Solutions for Families
29 . . . . . . . . . . . . . . . . . . . Low Vision Clinic
30 . . . . . . . . . . . . Assessing Math Concepts
30 . . . . . . . . . . . . . . . . Para Educator Class
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
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.
20

March/April 2011 - Mississippi Bend AEA

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