August 30th is the division-wide professional learning day. The purpose of this day is to provide particular groups an opportunity to meet and work together on topics aligned with the ACPS 2020 Strategic Plan. Workshops are available across content areas and grade levels. To register and get more details, times, locations, and contact person(s), click on the title link if live (or visit PLMS for more information).
Visit PLMS for up-to-date times and locations as well as to register. Updated 08/10/17
CTE
CTE Mission Possible: How do we best prepare our students to take their place in the economies of the 21st century? How can all students succeed in Career and Technical Education coursework and earn industry credentials? This session is for Career and Technical Education instructors and staff teaching CTE classes in grades 6-12+. Participants will receive current regional labor market data, CTE VDOE updates, and technology training. Time will be allotted for peer collaboration in content program areas to determine how to motivate students to be all they can be and most likely to succeed in 2018.
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Health & Family Life Education
Secondary Health/Physical Education Teachers Discussing Students’ Developmental Assets: How can you address the crucial positive experiences and qualities that impact students’ development and turn them into responsible and productive adults? This course offers an in-depth look at the developmental assets of young people with some of the city’s most plugged-in advocates. Participants will emerge from this session with a much better understanding of the supports students need to be successful both at school and in life.
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Elementary Health/Physical Education Teachers Year-Long Professional Development Planning: How can you chart a course that allows you to self-select your areas of inquiry and improvement for the school year? This session will give you the tools and supports necessary to improve your practice in the area(s) that interests you most. Participants will work as a group to explore possible PD topics and put into place the necessary support structures that allow for all to be successful throughout the 2017-18 school year. This session will also explore how HPE teachers can make use of the new Canvas Instructional Management platform.
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Successful Practices in a Diverse Setting for K-12 Health/Physical Educators: How can K-12 Health/Physical Educators (HPE) start the school year with the tools necessary to effectively reach all students? In addition to a general welcome session for all new and returning HPE teachers, this session will discuss best practices in terms of gender separation and inclusion during HPE instruction. It will allow teachers time to form better relationships with their professional colleagues. In addition, participants will receive an orientation to the new Canvas platform.
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K-2nd Grade Nutrition Education in the Classroom: How can you integrate health and nutrition into your daily teaching routine? Join Virginia Cooperative Extension in a workshop on nutrition education. In this session, Extension Agents will introduce resources that are available for teachers in the City of Alexandria. We will dive deep into OrganWise Guys (OWG), a literacy-based health education curriculum for grades K-2. Participants will come away having experienced all parts of the OWG curriculum and with ideas on how to integrate it within the school year.
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3rd-5th Grade Nutrition Education in the Classroom: How can you integrate health and nutrition into your daily teaching routine? Join Virginia Cooperative Extension in a workshop on nutrition education. In this session, Extension Agents will introduce resources that are available for teachers in the City of Alexandria. We will dive deep into Choose Health: Food, Fun, and Fitness (CHFFF), a nutrition education curriculum for grades 3-5. Participants will come away having experienced all parts of the CHFFF curriculum, including the 4-A’s, interactive nutrition activities, active games, food preparation, and goal setting. Learn how to take advantage of available education resources from Extension and how to implement it during the school year. This course will be taught by Van Do Extension Agent, FCS, SNAP-Ed Virginia Cooperative Extension, and Virginia Family Nutrition Program
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Implementing the Adapted FLE curriculum (AM & PM): In what ways has the Family Life Education (FLE) curriculum been adapted for students in division-wide Specialized Instruction programs? This course will review the units that have been adapted so that all students will have access to the FLE curriculum on the new Canvas Instructional Management platform.
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Kindergarten
For Kindergarten Teachers, By Kindergarten Teachers: How can educators promote, encourage and support the diverse literacy learners in ACPS kindergarten classrooms? Attendees are invited to join other kindergarten teachers to learn simple and joyful practices to elevate the learning in ACPS kindergarten classrooms. The focus of the session will be on reading, writing, speaking and listening across the entire kindergarten day. Strategies for all learners as well as strategies for ELs and students identified with disabilities will be presented. By the end of the session, participants will state two new strategies they will implement in their kindergarten classrooms. Kindergarten teachers, paraprofessionals and specialists who work with kindergarten students are encouraged to register. All partcipants are asked to bring their computers and two instructional practices or planning resources that they have found helpful in their kindergarten classrooms.
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Literacy
Using Culturally Relevant Children’s Literature to Broaden Students’ Understanding of the World: How can ACPS educators connect their students with culturally relevant books that broaden their understanding of the world? Join Dr. Eucabeth Odhiambo, Shippensburg teacher education professor, for a discussion about ‘Auma’s Long Run,’ a newly released book about a gifted young Kenyan runner whose village is struck by the AIDS crisis. The strong protagonist eventually shoulders the responsibility for keeping her family together, and potentially sacrificing her dream. The book is listed as a historical fiction novel for students age 10 and older. Participants will learn how the ACPS Curriculum on Canvas provides opportunities for teachers to incorporate culturally relevant texts into their instruction.
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Leveled Literacy Intervention Training: How can teachers use the Leveled Literacy Intervention (LLI) system to accelerate the reading growth of striving readers? This session is for the K-2 levels of the Leveled Literacy Intervention (LLI) system. LLIÂ turns struggling readers into successful readers with engaging leveled books and fast-paced, systematically designed lessons. Participants will learn how LLI supplements the core ACPS Curriculum on Canvas and appropriate LLI customizations that will still allow the intervention to be implementing ‘on model.’ Prior to attending, educators should check with their school administrator to see if they have access to LLI (it is a school-based purchase). This session is appropriate for anyone who plans to teach LLI, including reading specialists, teachers and paraprofessionals. It is geared to the K-2 LLI kits, but those using the 3-5 LLI kits are welcome to attend.
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Customizing K-5 Writing Workshop for Diverse Learners: How can teachers use a writing workshop structure to meet the needs of their diverse learners? Participants will review the basic parts of daily writing workshop: mini-lesson, writing and conferences and how to meet the needs of all learners within that structure. A chunk of time will be devoted to planning for an upcoming writing unit and sharing quick formative assessment routines. Participants will also visit where the Writing Workshop support materials are located in the ACPS Writing Curriculum on Canvas. By the end of the interactive session, participants will be able to explain how to plan and implement a writing workshop structure in their classrooms.
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Reading Workshop Session (3rd-5th Grade Focus): How can 3-5 teachers use a reading workshop approach to help their students reach high levels of literacy? During this session, participants will learn or revisit the essentials of Reading Workshop. They will also spend time learning how to access Reading Workshop resources on Canvas, plan an upcoming unit, and make-and-take one resource related to Reading Workshop. This session is for 3rd-5th grade teachers who already have the Reading Units of Study, or those who are interested in using them as a supplemental tool. By the end of the session, each participant will have a concrete strategy to customize their implementation of reading instruction. There will be a limited number of 3rd-5th Grade Reading Units of Study kits for teachers who choose to opt-in to using them as a supplemental resource during the 2017-2018 school year and do not already have a kit.
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K-2: Linking Literacy and Social Studies: How can we create structures to make social studies and literacy integration a more natural part of our students’ learning? Participants will explore strategies for linking literacy with social studies skills and themes to engage students in authentic learning. In this collaborative session, teachers will work together to use ACPS curriculum resources on Canvas to identify best practices in reading, writing, and social studies and apply them to design unit and lesson plans. Teachers will collaborate to create lesson resources to use in their instruction to support the needs of diverse learners.
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Pre-AP Strategies for English Beyond Acronyms: Inquiry-Based Close Reading (Grades 5-10): What are inquiry-based reading practices and how can they increase student engagement and comprehension? How does writing play a role in inquiry-based and close reading practices? In this workshop for middle and early high school teachers, participants will learn to facilitate inquiry-based practices through close reading in their classrooms. The strategies presented in this workshop will lay the groundwork necessary for students to begin to meet the demands of rigorous course work, including questioning strategies, analytical writing, and close reading of text. After attending this workshop, participants will be able to: (1) Define close reading, examine different modes of learning, and explore ideas for writing and holistic scoring; (2) Provide students with strategies for responding to and generating questions; and (3) Suggest specific strategies teachers can incorporate into daily lessons. College Board trainers will provide professional development on vertical alignment as well as preparing students for the rigor of writing in an AP classroom.
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Literacy and Historical Thinking in Virginia Studies: Strategies for Diverse Learners: What do literacy and historical thinking look and sound like in diverse social studies classes? Join this hands-on session to learn interactive strategies to help prepare students to engage in literacy and historical thinking practices in Virginia Studies. Cooperative strategies and structures will be demonstrated to support students’ acquisition of key social studies skills, including cause and effect, sequence, and analysis of primary and secondary sources. Discussion will include how to differentiate learning experiences for ELs, SWD, and TAG students.
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Using Primary Sources to Teach Pre-K-5 Social Studies and Literacy Skills to Diverse Learners: How can we help our students become critical thinkers who understand and can communicate about the past, the world around them, and their role in shaping the future? The revised 2015 SOLs in History and Social Science emphasize skills and application rather than just memorization of facts. In this workshop, teachers will explore the skills-based standards (available on the new Canvas platform) and how to use primary sources and other tools and strategies to develop students’ literacy and thinking skills. Teachers will collaborate to create lesson resources to use in their instruction to support the needs of diverse learners, including ELs, SWD, and TAG students.
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Revisiting the K-2 Reading Workshop: How can teachers refine their reading workshop implementation? This session is designed for K-2 teachers who previously opted-in to using the Reading Units of Study and would like to more fully implement them this year. Facilitators will provide strategies for setting up and customizing the workshop. Specific topics include K-2 independent reading practices for diverse learners, conferring tips, and how to situate the workshop within the ACPS Comprehensive Literacy Framework. Kindergarten teachers and paraprofessionals are encouraged to attend together. Participants will also visit where the Reading Workshop support materials are located in the ACPS Reading Curriculum on Canvas. By the end of the session, all participants will be able to state two specific goals for refining their Reading Workshop implementation. This session is for teachers who already attend a Reading Units of Study Orientation and have a grade-level kit.
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Using Mentor Texts to Support the Teaching of Writing in Different Genres Grades 6-12: How can teachers use mentor texts to support teaching writing in different genres? Teachers will select mentor texts based on genre to support students in the writing process. Teachers will construct writing samples in narrative, expository, and persuasive genres. By the end of the session, teachers will explain the purpose and benefit of using mentor texts for writing, create writing samples based on genre, and implement a genre-based writing lesson using mentor texts. The session will also include differentiation strategies for EL and SpEd as well as work within the Canvas platform.
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Close Reading Strategies Using Notice and Note-Fiction Grades 6-12: How can close reading strategies increase student engagement with text and student comprehension? Teachers will engage in close reading practices to increase student comprehension and text analysis. Notice and Note-Fiction provides a concrete way to support all students as they learn to analyze text. Participants will gain better understanding of inference, prediction, theme, and characterization. By the end of the session, teachers will identify a variety of close reading strategies as well as incorporate them into their lessons. This session will also include differentiation strategies for EL and SpEd learners as well as work within the Canvas Platform. All participants will receive a copy of ‘Notice and Note’ and will be offered a one-on-one follow up session.
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Math
Introduction to Imagine Math (Formerly Think Through Math) Grades 3-12: How can we utilize Imagine Math’s (Formerly known as Think Through Math) engaging adaptive instruction in a web-based learning system that is proven to help students learn—and love—math as part of our daily instruction? Educators will become familiar with effective models of implementation and will begin to plan their own launch strategy. As part of the session participants will be able to use the math curriculum in Canvas. Participants will: (1) Understand the student experience of Imagine Math; (2) Experience Imagine Math’s data-driven instructional model; (3) Understand how Imagine Math’s resources help teachers plan, teach, assess, reflect, and prescribe; and (4) Prepare for the student launch and the first three weeks. As part of the session participants will be able to use the math curriculum in Canvas. Participants will need a fully charged laptop or chrome book to participate in this course.
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Imagine Math (Formerly Think Through Math): Tools to Use with ALL Kids, Grades 3-12 How can teachers be empowered to use Imagine Math (IM) for blended learning? IM is a tool for personalized learning. Join a model lesson and learn about the power of journaling and math language in this conceptual learning framework. Leave with a solid lesson you can use to enhance your math class from day one. As part of the session participants will be able to use the math curriculum in Canvas. Participants will: (1) reinforce journaling with Imagine Math; (2) leverage the live teacher support while students are working online; (3) transform disengaged learners and shift their attitude and beliefs about math; (4) review actionable data and extensive data analysis in real-time to help monitor students’ ongoing progress; and (5) help educators improve their own understanding of specific skills and concepts by ‘impersonating’ a student in any lesson. Participants will need a fully charged laptop or chrome book to participate in this course.
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Number Sense From Number Lines in the K-3 Classroom: How can we build strong number sense with students who have gaps in their learning? Do you have students who have gaps in their number sense and mental math? Participants will look at how a basic number line can be used everyday to build all of our student’s number sense. Most of the activities and ideas can be used across the spectrum from K-5 and are quickly implemented into a daily routine. As part of the session participants will be able to investigate the math curriculum in Canvas. Participants will apply a variety of strategies to help students understand a basic number line and its applications to everyday life.
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Guided Math: An Instructional Framework to Build Conceptual Understanding in All Students (AM & PM): How can we strategically implement and utilize a guided math format to support small groups of students through targeted and differentiated instruction? Guided Math is a structure for teaching mathematics where the teacher supports each child’s instructional level within the context of a small group. This professional development session joins theory and practice by allowing teachers the space to explore how to create standards-based, differentiated, and engaging learning opportunities for small group math instruction. This professional development will be the first of a series with a focus on organizational set-up and creating a classroom of numeracy. Teachers will be participating in activities and creating materials that can be implemented in the classroom immediately. As part of the session participants will be able to access the curriculum in Canvas. Participants will create standards-based, differentiated, and engaging learning opportunities for small group Math instruction, establish a classroom of numeracy through creative organization of the Math classroom, develop materials that can be implemented in the classroom immediately, and use the Math curriculum in Canvas.
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Differentiation in Mathematics: Helping ALL Students Feel Successful Grades K-2: How can we support all of our learners to feel successful in mathematics while still experiencing productive struggle? Participants who attend this session will explore differentiation for students in the K-2 math classroom and how to differentiate to meet the needs of all learners. Participants will engage in collaboration about differentiation for whole group and small group math instruction along with strategies for setting up a differentiation system during independent math tasks. As part of the session participants will be able to use the math curriculum in Canvas. Participants will explore differentiation for students in the K-2 math classroom and how to differentiate to meet the needs of all learners, collaborate about differentiation for whole group and small group math instruction, and strategies for setting up a differentiation system during independent math tasks.
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Introduction to Gizmos for Math and Science: How can I incorporate and inquiry based learning model into my math classroom? How can I incorporate and inquiry based learning model into my math classroom? Gizmos is a math and science online resource available for grades 4-12. Gizmos use an inquiry-based approach to learning that has been validated by extensive research as a highly effective way to build conceptual understanding. When teachers effectively integrate Gizmos into math and science instruction, they can take learning to new levels. As part of the session participants will be able to use the math curriculum in Canvas. Participants will integrate Gizmos into math and science instruction and use the math curriculum in Canvas.
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Meaningful Mathematics: Unpacking and Planning with the 2016 Math Standards: How can manipulatives, models, and representations support deep understanding of mathematical concepts when working with students in grades K-5? How does the use of multiple representations help engage diverse student populations in the mathematical practices? Participants will explore the 2016 VDOE Math SOLs and the ACPS Curriculum. They will be able to identify and create examples of the problem types identified by the VDOE. They will support students in engaging in learning around computation through the problem types that is developmentally appropriate. Additionally, participants will begin planning instruction for the first quarter. As part of the session participants will be able to use the math curriculum in Canvas. Participants will explore the 2016 VDOE Math SOLs and the ACPS Curriculum, identify and create examples of the problem types identified by the VDOE. support students in engaging in learning around computation through the problem types that is developmentally appropriate and plan math instruction for quarter 1.
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Making Connections: Proportional Reasoning in Secondary Math (Grades 6-8): How can teachers help students make connections by understanding proportional reasoning? How can the use of multiple representations help engage diverse student populations and support deep understanding of foundational math concepts? Participants will explore the vertical progression of proportional reasoning in the new 2016 Mathematics Standards of Learning. They will engage in and develop lessons within the Canvas platform that use multiple representations to make connections between math concepts.
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TC Williams Math Collaborative Planning: How can collaborative planning help align instruction and provide support for teachers and students? Teachers will participate in an orientation to the Canvas curriculum platform and collaborate with colleagues to unpack curriculum, plan common assessments, align lessons and units with key math skills from the Standards of Learning, and customize lessons and resources to meet the needs of diverse learners. This course is for all TC Williams King Street, Minnie Howard, and International Academy math teachers.
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Think Fun: Using Math Dice to Promote Computational Fluency: How can math games support computational fluency for students? This hands on workshop will introduce the popular math game Math Dice and demonstrate how Alexandria 4th and 5th grade teachers can use Math Dice as an instructional tool to help students build math fluency. Math Dice was created in Alexandria, and local game company ThinkFun held the first Math Dice tournament at the Alexandria Barnes and Noble in 2004. The workshop will be led by ThinkFun co-founder Bill Ritchie. Participants will play through sample Math Dice challenges and play a few game rounds, Bill will describe how the program has run for 14 years in Arlington and how a successful MD tournament was held last Spring at Maury. We will play sample challenges from Math Dice Paper/Pencil games, we will discuss how the games map to Virginia math standards. Bill will then explain the nuts and bolts of how teachers can organize and hold Math Dice activities for your students in a way that is easy to manage and flexible for all kinds of situations, including how to organize a Team Performance Goal with Celebration Party to motivate your students and how to run a Math Dice Classroom Tournament which will become the highlight of the year. Participants will: *Explore sample Math Dice challenges *Experience rounds of Math Dice games *Understand Math Dice tournaments *Investigate the alignment between Math Dice and the 2016 Virginia SOLs *Understand how to utilize Math Dice as part of classroom instruction
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From Fexible Thinking to Computational Fluency: How can we develop students computational fluency? In this session participants will explore methods to support the development of computational fluency for addition and subtraction. These strategies will be targeted for students in grades K-3. Computational fluency refers to having flexible, efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate strategic thinking and flexibility in the computational methods they choose, understand and can explain, and produce accurate answers efficiently. Participants will: *Investigate reasoning strategies *Explore methods for promoting flexible thinking *Support students fluency skills through related facts strategies *Understand how to collect meaning data to support the development of computational fluency.
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Other
Canvas Build Sessions (Multiple Sessions): How can I utilize Canvas to support student learning, access ACPS Curriculum content, collaborate with teachers, and communication with parents? Canvas is the new ACPS learning management system (LMS). These sessions are designed for ACPS staff to support their use of Canvas within the division. Teachers and administrators attending the Canvas support session will spend time building out content within their Canvas courses with the support of Technology Integration Specialists and other members of Technology Services. These sessions will be self-paced and each learner should come with goals in mind for their Canvas course(s). All attendees must have attended a Canvas training or completed the online modules prior to August 30th.
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ACPS PLC Model- Forming Team Culture: How can ACPS utilize Professional Learning Communities to meet the needs of all students? These sessions will guide stakeholders in the creation of teams that focus on continuous learning and student achievement. Participants will gain strategies and skills to establish, maintain, and grow teams.
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RIGOR Intervention Program Training: How can we support SLIFE (Students with Limited or Interrupted Formal Education) students’ academic progress through targeted intervention? Participants will identify and analyze the objectives, components, and lesson design for the RIGOR (Reading Instructional Goals for Older Readers) intervention program, and begin planning for how to use this program with SLIFE students at their schools.
- 15007
Restorative Practices Community Circle Training: How can community circles be used to develop a positive school climate? Community Circles (which are an integral part of Restorative Practices) provide teachers a proactive approach to building a classroom community based on cooperation, mutual understanding, and respect. By fostering inclusion, support, understanding and cooperation, Community Circles restore connectedness in the classroom and facilitate the development of positive relationships.
- 15049
Paraprofessionals
Providing Targeted Adult Assistance to Students by Paraprofessionals (AM & PM): How does focusing on the removal of targeted adult assistance positively impact student performance? This workshop will provide paraprofessionals an ‘End-in-Mind’ framework when providing intense supports to students. This shared framework will focus on methods to fade supports and facilitate independence. This course is only for Para 1: Student Attendant staff. These staff are also known as TAA staff or Targeted Adult Assistance.
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Special Education Paraprofessionals: Providing Behavior Support in the General Education Setting (Multiple sessions): How can we effectively support behavior in students with disabilities in general education and special education settings? In this training, paraprofessionals will learn how to provide positive reinforcement, incorporate it often, take data on behavior goals, and teach students with disabilities to self-monitor and manage their own behavior more effectively. This session is intended for special education paraprofessionals only.
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Special Education Paraprofessionals: Providing Academic Support in the General Education Setting (AM & PM): How can we utilize Assistive Technology (AT) to ensure curriculum access for students with disabilities? How can Academic Support be implemented to best support students with disabilities in accessing Social Studies/Science curriculum? In this training, secondary special education teachers will learn the AT options and who they best work for as well as effective implementation of Academic Support services.
- 15001
Science
K-2 Science Lessons Using UpCycled Materials: How can K-2 teachers and paraprofessionals use materials from UpCycle in Alexandria to create engaging hands-on lessons aligned to the Virginia Science Standards? If you are a teacher looking for new ways to personalize lessons for your students, then this session is for you. UpCycle Creative Reuse Center co-founder, Kelley Organek, will teach you how to customize your curriculum to a diverse group of learners by incorporate upcycled and recycled materials into STEAM lessons where students will learn by doing. All teachers who attend a session AND schedule an in-class lesson with Kelley Organek from UpCycle will receive a free one-year membership to UpCycle located in the Durant Arts Center in Alexandria http://www.upcyclecrc.org/
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4-H STEM Professional Development: How can teachers in grades 3-8 promote positive youth development through experiential STEM learning using 4-H curriculum? Join Local 4-H Extension Agent, Reggie Morris, to show students can learn by doing using 4-H STEM lessons. 4-H believes that kids retain more information and have more fun when they are part of the learning process. During this session, participants will learn how to customize the lessons which are already aligned with the Virginia Science Standards to meet the needs of the students in their classrooms. All participants who will commit to using a 4-H lesson in their classroom will receive a free classroom kit after attending this session.
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Science Fair Tips for Secondary Science Teachers: How can teachers best support students through the science fair process? This session will provide training for science teachers in grade 6-12 on how to customize the science fair process for each student that will allow them to create a project with personal meaning for the student or their community. Science fair is the ultimate opportunity for students to learn by doing and with the right tools, teachers and students can enjoy this process. During this session, participants will engage in hands-on learning that will help them facilitate the science fair process in their own classrooms. At the end of the sessions, participants will receive a copy of the official ISEF paperwork, ACPS timeline and lesson plans on Canvas to use with their students. Participants should be science teachers in grades 6-12 who are teaching a course during the 2017-2018 school year where students are required to complete a science fair project such as Science Research or Honors Science.
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Secondary Science Safety Certification (AM & PM): How can teachers improve their safety awareness and increase their knowledge of relevant safety regulations, practices and procedures that directly impact high school science teachers? Safety is a vital concern in secondary science classrooms where students learn by doing. By updating their knowledge of current safety practices, teachers can safety personalize laboratories for their students without compromising safety. Teachers will complete the Flinn Scientific High School (7 hours) or Middle School (6 hours) Safety Course online using the links provided below by September 30. If you completed the course less than 3 years ago, you do NOT need to complete the course again if you can provide the dated certificate of completion. If you completed the course 3 ago and your certificate will expire this year, please use the re-certification link. High School: https://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=HS Middle School: https://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS Recertification: https://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=RCC All teachers need to email a copy of the certificate to show they have completed the course to jennifer.lay@acps.k12.va.us
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Creating Engaging Labs for Secondary Science Classrooms: What is the role of hands-on laboratories in the secondary science classroom? Participants will have the opportunity to experience a laboratory from the point of view of the teacher and the student. After a discussion of the experience, participants will learn how to customize the lab to differentiate it for a diverse population of learners. Teachers will leave with ideas and suggestions for creating or modifying a laboratory in their first quarter curriculum. Any teacher willing to commit to one or more fellow teachers visiting their classroom to observe the laboratory that they create and publishing it in the ACPS curriculum in Canvas will receive all the materials needed to implement that lesson.
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Best Practices in K-5 Science Instruction: How can elementary teachers maximize their limited time for science instruction? Participants will have the opportunity to experience differentiated, hands-on activities from the point of view of the teacher and the student. Teachers will leave with ideas and activities for the first quarter unit ‘Investigation, Force, Motion and Energy.’ Teachers will also have the opportunity to see additional curriculum resources in Canvas during this session and will receive materials and support for any activities teachers would like to implement this school year. This course is available for any K-5 teacher who teaches science for at least part of their day.
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Introduction to Gizmos for Math and Science: How can I incorporate and inquiry based learning model into my math classroom? How can I incorporate and inquiry based learning model into my math classroom? Gizmos is a math and science online resource available for grades 4-12. Gizmos use an inquiry-based approach to learning that has been validated by extensive research as a highly effective way to build conceptual understanding. When teachers effectively integrate Gizmos into math and science instruction, they can take learning to new levels. As part of the session participants will be able to use the math curriculum in Canvas. Participants will integrate Gizmos into math and science instruction and use the math curriculum in Canvas.
- 15052
Social Studies
National History Day: Developing Students’ Skills in Research and Historical Thinking: How do students develop historical research and interpretation skills and creatively express ideas through engaging in the NHD project process? Teachers will collaborate to plan instructional strategies to support National History Day projects, including technology integration, research strategies, and developing historical arguments. Participants will use the Canvas Instructional Management Platform to access materials and resources.
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Geography and Interdisciplinary Learning Using Maps 101: How can we help our students become critical thinkers who understand and can communicate about the world around them? Participants will explore cross-curricular connections using Maps101.com resources, including virtual field trips, map collections, informational texts, and other digital resources. Maps101 includes content for social studies, science, ELA, Spanish, EL, and much more. The session will include collaborative planning time to select resources aligned with curriculum. Please bring your laptop or Chromebook.
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Social Studies 6-12: The DBQ Project Online: Teaching All Students to Read, Write, and Think Clearly (AM & PM): How can we use online tools to engage all students in higher-level thinking, reading and writing using primary sources and thinking skills? This session will help teachers develop strategies for incorporating literacy skills and technology into the study of social studies content. Teachers will access the DBQ Project online resources and explore best practices for developing students’ skills in analytical thinking and writing with evidence. The session will include time for collaborative planning to incorporate DBQs into curriculum units. Please bring your laptop or Chromebook to this session. Please register for the appropriate section by grade level.
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Literacy and Historical Thinking in Virginia Studies: Strategies for Diverse Learners: What do literacy and historical thinking look and sound like in diverse social studies classes? Join this hands-on session to learn interactive strategies to help prepare students to engage in literacy and historical thinking practices in Virginia Studies. Cooperative strategies and structures will be demonstrated to support students’ acquisition of key social studies skills, including cause and effect, sequence, and analysis of primary and secondary sources. Discussion will include how to differentiate learning experiences for ELs, SWD, and TAG students.
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Using Primary Sources to Teach Pre-K-5 Social Studies and Literacy Skills to Diverse Learners: How can we help our students become critical thinkers who understand and can communicate about the past, the world around them, and their role in shaping the future? The revised 2015 SOLs in History and Social Science emphasize skills and application rather than just memorization of facts. In this workshop, teachers will explore the skills-based standards (available on the new Canvas platform) and how to use primary sources and other tools and strategies to develop students’ literacy and thinking skills. Teachers will collaborate to create lesson resources to use in their instruction to support the needs of diverse learners, including ELs, SWD, and TAG students.
- 14776
Social Studies Collaborative Planning (AM & PM): How can we help our students become critical thinkers who understand and can communicate about the past, the world around them, and their role in shaping the future? Teachers will participate in an orientation to the Canvas curriculum platform and collaborate with colleagues to unpack curriculum, plan common assessments, align lessons and units with key social studies skills from the Standards of Learning, and customize lessons and resources to meet the needs of diverse learners.
- 15056
Social Studies in Context: Using Alexandria Community Resources to Teach History: How can local history resources support students’ understanding of essential social studies concepts and skills? The community of Alexandria includes a wealth of resources for teaching history, geography, civics, and economics. Participants will learn about historic sites, possible field trips, and other resources that can help the study of social studies come alive for their students. During the session, they will have time to align possible resources to ACPS curriculum units including resources in the Canvas platform. Please note: this session will include some walking (up to several blocks) to historic sites in Old Town Alexandria.
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Specialized Instruction
Executive Functioning Supports for Students in City-wide Programs (Am & PM): How can I build stronger executive functioning skills for students in citywide classes? This course will provide teachers and paraprofessionals a stronger understanding of executive functioning skills and ways to support the development of these skills for students in Intellectual Disability, Multiple Disability and Autism classes.
- 15026
Specially Designed Instruction (SDI) Elementary Special Education Teachers (Multiple sessions): How is SDI different from typical instruction, and how can we use it to support curriculum access for our students with disabilities? In this training, special education teachers will delve into the definition of SDI, strategies for teaching SDI, and related literacy and math strategies. There are sections for new and veteran special education teachers.
- 15023 and 15024
Collecting and Analyzing Benchmark and Progressing Monitoring Data for Students with Disabilities (Multiple sessions): How can we effectively progress monitor our students with disabilities, and use data to meaningfully adjust instruction? In this training, special education teachers will learn how to analyze data from our current available programs to inform instruction. There is an elementary section and a secondary section.
- 15000
Self-Determination Embedded in City-Wide Classrooms: How can educators include opportunities for students in city-wide classes to be self-determined? This workshop will cover methods for increasing opportunities for students in Intellectual Disability, Multiple Disabilities, and Autism city-wide programs to become more self-determined and advocates for themselves.
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World Language
Best Practices in Developing World Language Assessments in Chinese, Latin, and Spanish: How can teachers develop common assessments in World Language courses in Chinese, Latin, and Spanish to effectively monitor students’ performance and advance their learning? In this workshop, teachers will learn about best practices in developing World Language assessments and discuss a variety of assessments for and of learning. Additionally, teachers will begin to develop common unit assessments and performance tasks. Participants will access the World Language curriculum on the new Canvas Instructional Management platform. This session is only for Chinese, Latin and Spanish teachers.
- 15058
French and German Teachers: Introduction to New Textbooks and Online Resources: How can we best incorporate the new textbooks and online resources to engage our learners and advance their language proficiency? This training is an orientation to ensure effective implementation of the online learning environment available through the recently adopted Passport as well as content training for ‘Deutsch Aktuell’ and ‘T’es branche,’ two newly adopted World Language text series for French and German. This session is required for all French I-III French and German Teachers ONLY.
- 15059
World Languages Vertical Articulation Workshop – All Languages: How can we develop effective instructional strategies, activities and common assessments to meet the needs of all learners? In this workshop participants will work together by language and level to discuss curriculum objectives, instructional strategies, and common assessments available in the new Canvas curriculum and instructional management system. They will also explore cross-level instructional implications.
- 15060
Visual Arts
Visual Arts Fall In-Service: How do we engage students and make learning relevant to their lives? How can we leverage ‘learning by doing’ in the visual arts to teach higher level thinking skills? Join Smithsonian and ACPS educators to explore how we can use the sketchbook as a tool to engage our students with hands on material and cultural investigation, encourage personalized inquiry, and provide meaningful customized assessment. Participants will also investigate the range of resources available to them in the new Canvas instructional management system.
- 15054
Performing Arts Fall In-Service: How do we engage students and make learning relevant to their lives? How can we leverage ‘learning by doing’ in the performing arts to teach higher level thinking skills? Join ACPS Curriculum and Communications educators, to investigate how performing arts teachers can utilize video and audio recording to engage students, provide customized assessment, and share performances with our community. Participants will learn how to create recordings of student performances. They will also investigate the new Canvas curriculum platform for the Fine Arts.
- 15055