Friday, March 10 is Professional Development Day at ACPS and there will be a wide array of learning opportunities available for employees to enhance their knowledge and grow professionally.<\/p>\n
Form now through March 10 we will be focusing on programs that are offered on Professional Development Day. Take a look at this week\u2019s highlights and sign up for a program today on the PLMS website<\/a>.<\/p>\n Note:<\/strong> Sections are added to courses on a regular basis, so be sure to check for new sections even if you have enrolled in the course before. Sections may include follow up, updates, or even brand new information.<\/p>\n Using Nearpod to Differentiate Instruction in World Language Classes<\/strong> The Ethics of Gender, Sex and Sexuality in Schools<\/strong> FBAs, BIPs and Data Collection for Special Ed Paraprofessionals<\/strong> Collaborating and Creating Resources to Support the ACPS Math Curriculum (Grades K-8)<\/strong> Gizmos: Mathematical Practices and Gizmos (Grades 4-12)<\/strong> Guided Math in the K-5 Classroom<\/strong> Implementing Do the Math: Introduction to Do the Math<\/strong> Math Professional Development Series: Supporting All Students in Mathematics Fractions: Make Up with Breaking Up (Grades 3-6)<\/strong> Number Sense From Number Lines in the K-3 Classroom<\/strong> Think Through Math: Data to Action: Think Through Math (Grades 3-12)<\/strong> Follow the Professional Development team on Twitter: @TeachACPS <\/a><\/strong> ACPS offers hundreds of courses for staff. This week, ACPS focuses on the selection offered for Professional Development Day on March 10. This week’s edition includes a host of math course options.<\/p>\n","protected":false},"author":10,"featured_media":1852,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-2509","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professional-development"],"publishpress_future_action":{"enabled":false,"date":"2026-04-21 18:05:38","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/posts\/2509","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/comments?post=2509"}],"version-history":[{"count":7,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/posts\/2509\/revisions"}],"predecessor-version":[{"id":2522,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/posts\/2509\/revisions\/2522"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/media\/1852"}],"wp:attachment":[{"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/media?parent=2509"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/categories?post=2509"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.acpsk12.org\/staff\/wp-json\/wp\/v2\/tags?post=2509"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/span>How can we effectively use Nearpod to support and challenge all learners in our World Language classes? In this workshop participants will learn how to use Nearpod, an interactive technology tool that allows teachers to create quick, effective and engaging lessons for all learners. More specifically, teachers will explore strategies to use the various functionalities of Nearpod to differentiate their instruction to meet the needs of all learners. Course<\/strong>\u00a0#14785\u00a0<\/strong><\/span><\/p>\n
\n<\/span>How does ethics guide the practice of school psychologists? This three hour high interactive session will review a series of ethical issues surrounding gender, sex and sexuality. We will begin by defining important terms regarding gender along with relevant ethical concepts. We will then discuss specific case studies involving topics such as placement issues, truthfulness issues, autonomy issues, staff member’s personal values and comfort and new challenges presented by recent legal changes regarding same sex couples and pending legislation regarding matters such as bathroom access.\u00a0Course #14789\u00a0<\/strong><\/span><\/p>\n
\n<\/span>How can special education paraprofessionals support the implementation of Functional Behavioral Assessments and Behavior Intervention Plans? Participants will review and practice behavioral data collection techniques and learn strategies for effectively monitoring progress. The focus of the session is on preparing special education paraprofessionals to contribute to data collection and monitoring progress towards IEP goals, FBAs, and BIPs. Course\u00a0#14792\u00a0<\/strong><\/span><\/p>\n
\nHow can we provide meaningful learning experience to address the learning of all students that are aligned to the content and cognitive level of the SOL? Participants will collaborate and discuss best practices and strategies for teaching meaningful math for all students creating lesson resources for instruction. Course #14768 \/ Section #16472<\/strong><\/p>\n
\nHow 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 instruction, they can take learning to new levels. Course #14389 \/ Section #16456<\/strong><\/p>\n
\nHow 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\u2019s instructional level within the context of a small group. \u00a0This 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 instruction. Teachers will gain an understanding of how to organize and implement math stations into the daily math block by participating in hands-on activities, strategies and reflections. This session will be led by Lisa Burnham and Giselle Gilpin, ACPS Math Instructional Coaches. Course #14852 \/ Section #16590<\/strong><\/p>\n
\nHow can we strategically utilize the Do the Math modules as an intervention to support students who are struggling with math concepts? The focus of this session is to provide professional development in the use of \u00a0an intervention resource that can be used as an intervention to supports student achievement in math in grades 1- 5. Course #14851 \/ Section #16589<\/strong><\/p>\n
\nWhat are the “big ideas” in fraction sense and computation? How do we build student understanding of “part” and “whole?” How can teachers facilitate productive struggle as students make sense of fractions? Teachers will engage in hands-on, problem based learning. We will explore fractions to develop conceptual understanding to then apply for use in instruction when helping students make sense of fractions and fraction computation. Participants will explore real-world situations, models, and situations surrounding fractions; analyze a variety of problem-solving strategies for fraction computation; and evaluate student strategies and ways of facilitating fraction understanding. Course #14436 \/ Section #16467<\/strong><\/p>\n
\nDo you have students who have gaps in their number sense? Are some of your students struggling with number relationships and how numbers work together? Do you have students that struggle with working with numbers mentally? Is there a group of students who can’t understand how numbers can be taken apart and put back together in different ways? Then, this is the PD for you! We 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. \u00a0Course #14853 \/ Section #16592)<\/strong><\/p>\n
\nHow can I implement Think Through Math effectively in my classroom?\u00a0Educators will become familiar with effective models of implementation and will begin to plan their own launch strategy. Onsite training covers the essential concepts of the Think Through Math classroom and includes the following learning outcomes: Understand the student experience of Think through Math. Experience Think Through Math\u2019s data-driven instructional model. Understand how Think Through Math\u2019s resources help teachers plan, teach, assess, reflect, and prescribe. Prepare for the student launch and the first three weeks.\u00a0Course #14210 \/ Section #16462 or 16463<\/strong><\/p>\n
\nFollow and contribute to the conversation with hashtag #TeachACPS<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"