education connection | spring/summer 2014

Education Connection, Summer 2014 |

spring/summer 2014

360-299-4000www.nwesd.org

Professional

Inside

Development

| Education Connection, Summer 2014

Jo VogelerDistrict 7Edmonds, Mukilteo

Gordon W. GriggsDistrict 8Edmonds, Mukilteo

Merle KirkleyDistrict 9Lake Stevens, Monroe, Snohomish

Leann SwansonDistrict 1Bellingham, Meridian

Dr. Jack ThompsonDistrict 2Blaine, Ferndale, Lopez Island, Lynden,Mount Baker, Nooksack Valley, OrcasIsland, San Juan Island, Shaw Island

District 3Anacortes, Burlington-Edison, Concrete,Conway, Darrington, La Conner, Mount Vernon, Sedro-Woolley

Claudia TalmadgeDistrict 4Coupeville, Lakewood, Mukilteo, Oak Harbor, South Whidbey, Stanwood-Camano

Dr. Alan EricksonDistrict 5Everett

Richard PostDistrict 6Arlington, Granite Falls, Index,Marysville, Sultan

board of directors

2

Mark Venn

Educational Service Districts have served Washington State for more than forty years, providing vital services and functioning as advocates for local districts. Northwest Educational Service District 189 (NWESD) serves Whatcom, Skagit, Snohomish, Island, and San Juan counties.

NWESD’s more than fifty programs are organized into seven departments to serve you: Administration, Fiscal Services, Migrant Education, Prevention Center, Special Programs and Services, Teaching and Learning, and Technology Services. Visit us online at www.nwesd.org for more information on each of these departments.

NWESD Mission Together We Can… provide leadership and cooperative services to our educational communities to support their efforts to increase the number of students meeting state and local standards.

Clock Hours For assistance with clock hours, please contact Kristine Juhl at [email protected] or 360-299-4057.

Fingerprinting Fingerprinting is available by appointment, Monday through Friday, between the hours of 8:30 a.m. and 3:00 p.m. You must bring photo ID and payment in the form of cash, cashier’s check, money order payable to NWESD, debit or credit card (Visa or Mastercard). Call 360-299-4043 for an appointment.

Vacant

Education Connection, Summer 2014 | 3

Date Title Instructor Event PageJune 19-20, 2014 HiCap Students: Proven Strategies to Meet Their Needs Nancy Smith 30687 15 & Linda Varner

June 25-26, 2014 Using NW ALPS Tools in Your Classroom Joanne Johnson 30658 16 & Adrienne Somera

July 14-15, 2014 Making Sense of the Writing CCSS Megan Sloan 30695 14 & Barry Hoonan

July 14-18, 2014 The Best You Through Best Practices Mary Ann Johnson 30657 15

July 22-24, 2014 Incorporating Art into the Core Curriculum Christine 30679 16 Wardenburg-Skinner

July 23-24, 2014 Enhancing Instructional Practices with Technology Brian MacNevin 30721 15

July 29-31, 2014 Intersection of Disciplines: Infusing Visual Arts with CCSS Christine 30680 16 Wardenburg-Skinner

July 8-10, 2014 First Steps in Mathematics: Number Teacher Course Jeanette Grisham 30701 16

August 4-5, 2014 Making Content Accessible for All Learners Katie Brown 30706 15 & Sarah Southard

August 4-8, 2014 Essential Strategies to Reach Under-Resourced Learners Mary Ann Johnson 30659 15

August 12, 2014 Next Generation Integrated Math-Science Tasks Brian MacNevin 30660 16

August 13, 2014 Finding the Writing Path: Navigate from Ideas to Final Draft Holly Stein 30708 14

August 14, 2014 Making the Point: Writing Arguments with Evidence & Flair Holly Stein 30707 14

August 18-19, 2014 Engaging Readers in the Reader’s Workshop Megan Sloan 30696 14

August 21-22, 2014 Introduction to CEL Instructional Framework Sarah Southard 30717 17

August 26, 2014 UW-CEL 5D+ Instructional Framework for Teachers Sarah Southard 30723 17

Oct 1, Nov 5, Dec 3 WA Teacher Evaluation & CEL Instructional Framework Sarah Southard 30718 17 Feb 4, 2014

October 16, 2014 UW-CEL 5D+ Instructional Framework for Teachers Sarah Southard 30724 17

professional development


Last spring, more than 1,000 educators from around the NWESD region participated in an online Professional Development Survey designed to help the NWESD Teaching and Learning division better understand the professional development needs of teachers, staff, and school administrators in the region. The results have been analyzed, providing us with valuable insight to guide future practice. I would like to extend my gratitude to those who participated in this survey. Because we know how valuable staff time is, we have taken the results seriously.

Right away, several key points emerged as high priorities for educators in our region:

• 45.3% of all respondents identified English/Language Arts as a need.• 41.0% of all respondents identified Science as a need.• Many respondents wrote in the need for additional support to teach elective courses such as music and art.

new actions defined by the Professional Development Survey

The majority of survey participants identified themselves as teachers. Aggregating the two categories of “special education teachers” with “teachers” accounts for 83.8% of all respondents.


An overwhelming majority of participants in this survey voiced a preference to participate in professional development in their districts, during the school day.

The NWESD Leadership is now using the data to guide our practice as we develop professional development opportunities in the future. We operate as a Continuous Improvement System, with our actions being data-driven, research-based, and results-oriented. These responses now serve as a litmus test, ensuring that we are offering the most efficient and target specific opportunities possible.

If you have any questions about the results from the Professional Development Survey, or how the NWESD leadership is implementing the data, please feel free to contact me at [email protected]. You can also contact the Assistant Superintendent of Teaching and Learning, Kathy Shoop, at [email protected]. Together we can… improve our systems and address the highest priorities in student learning.

Respondents were asked to identify targeted professional development needs across three domains: performance standards, content knowledge, and instructional practices.

• The need for professional development around performance standards was most evident in the following subject areas: English/Language Arts, social studies, and mathematics.• The need for professional development around content knowledge was most evident in the following subject areas: foreign language, CTE, and the arts.• The need for professional development around instructional practices was most evident in the following subject areas: special education, Mathematics, English/ Language Arts.

Participants were also asked to rank a list of 10 learning topics. The top three responses were:

• Accommodating all learners• Using technology to enhance instruction• Interpreting and using student data

We also asked respondents to name the student groups which most need professional development in targeted instructional strategies. The three leading responses were:

• Economically disadvantaged• ELL (English Language Learners)• Special education students

Participants were asked “In which grade do you work the majority of the time?”

With a few exceptions, survey respondents represented positions in the K-12 system.

| Education Connection, Summer 2014 6

Making Content Accessible for ALL LearnersWhen the results from the NWESD Teaching and Learning survey of over 1,000 regional educators indicated the ‘accommodation of all learners’ and ‘working with English Language Learners (ELL)’ as areas of high need for professional learning, folks from Teaching and Learning took action. During the 13-14 school year, Migrant Program Director, Mary Kernel led several focus group meetings to help us better understand the needs: data from those who attended led to the creation of an on-going five-session series Understanding and Supporting Instruction for ALL beginning August here in Anacortes.

Additionally, Sarah Southard, School and Student Success Coordinator (with an English Language Learner focus) worked with Bellingham School District’s Katie Brown to create the two-day summer course Making Content Accessible for ALL Learners. This course, scheduled for August 4 and 5, will help participants understand the language demands of their particular content and the language proficiency of their students in order to create classroom experiences to engage all. Brown’s rich experience as an AVID teacher, instructional coach, and ELL specialist at Shuksan Middle School led to her being named Washington State Teacher of the Year for 2014 (full story on the next page) and Seattle Pacific University’s Graduate Alumni of the Year for 2014. Her experience, coupled with Southard’s deep understanding of the system needs of schools to ‘turn around’ student achievement promise to make this course of value.

Brown and Southard will explain and model a variety of engaging research-based practices in the two-day course. Their focus will be helping participants consider how to help students develop academic vocabulary, improve the quantity and quality of student talk, and provide students with strategies to read complex text.

Full course listing on page 15.

Katie Brown

Sarah Southard

workshop spotlightworkshop spotlight


Katie Brown didn’t think she’d find her passion in education. “That I became a teacher was not intentional, not planned, not the fulfillment of a childhood dream,” said Brown. “It came as a bit of a surprise!” But passion is what she found, and ten years later she is recognized as Washington State’s Teacher of the Year.

Brown’s journey toward teaching began on an Anthropology study in the jungles of Costa Rica, as a student at Western Washington University. She was there to study animal behavior, but would walk down the road to a local village in the evenings to play barefoot soccer with the local children. “Despite the language barrier, I was amazed at the deep connections we forged so quickly through play and laughter,” Brown said. She returned to WWU and majored in Cultural Anthropology.

After college, Brown joined AmeriCorps Vista and moved to Juneau, Alaska. There she worked with the Tlingit and Haida Native American tribes, building a physical education program that promoted health and cultural development. The program was transforming for the community and the individuals, and she secured grant funding to expand that work for two additional years.

By this time, Brown had realized her love for education and returned to WWU to earn her teaching certification. She was hired by Shuksan Middle School in Bellingham and remains there today, ten years later, building and reinforcing the systems around English Language Learners (ELL).

One of many transformations at Shuksan Middle School is related to engagement and school connection for ELL families.

Historically, an Open House or Back to School Night at Shuksan was only moderately attended and participants were predominately white. Two years ago, Brown helped create a bi-monthly ELL family meeting to change that. “My vision was to ensure that all families felt welcome at Shuksan and informed about their child’s education.” Brown asked families what they wanted to learn, and tailored presentations around their requests. She immediately presented on topics like standards-based grading and understanding student progress reports. Brown created a team of interpreters and translators to make documents, and even the meetings themselves, accessible to all families. Today, these events are standing room only, with families of various cultures wearing headphones for translated presentations. Interpreters attend these meetings with signs that greet families in six languages.

Once Brown had established an open line of communication with ELL families, she began getting requests from parents wanting opportunities to enroll in English classes and computer workshops. She partnered with the local library and Good Will to connect families with the available resources in language, computers, and job training programs.

Brown has also been integral in building successful systems for teachers within the Bellingham District. “One of my greatest accomplishments has been facilitating professional development for the teachers at Shuksan, as well as throughout the district,” said Brown. She serves as a facilitator and a coach for the Sheltered Instructional Observation Protocol (SIOP), pivotal to building a framework for teacher collaboration,

discussion, and sharing. “I firmly believe that an outstanding teacher is someone who can consistently evaluate the effectiveness of their teaching by looking candidly and honestly at the impact their instruction is having on student learning.”

And there is no doubt that an impact has been made. In 2010-2011, 9.3% of students in grades 6-8 at Shuksan Middle School passed their reading MSP. In 2011-2012, in Brown’s first year as an ELL Specialist and using the SIOP implementation, 29.5% of ELL students in the same grade passed their MSP in reading.

In 2010-2011, 12.5% of 7th grade ELL students met reading standards, but 27.3% of these same students met standard the following year. Similar trends were seen in the 6th grade students over the same period, with 8.3% meeting standard in 2010-2011 and 23.1% meeting standard the following year.

With the new SIOP implementation, and the scaffolding Brown creates at Shuksan Middle School, it is no mystery why engagement and ownership has improved for teachers, students, and families. After a recent staff development day, a teacher remarked, “I feel like I am finally on a winning team, about to win the state championship.” And in this championship game, everybody wins.

2014 teacher of the yearKatie Brown from Shuksan Middle School


West View Elementary School Principal Chris Pearson was named this year’s Washington State Elementary School Principal of the Year by a panel of principals representing the Elementary School Principals Association of Washington (ESPAW), a component of the Association of Washington School Principals (AWSP). Pearson was one of three finalists chosen from a field of 18 statewide nominees. He learned of the news at a surprise school assembly the morning of March 3rd.

Pearson became principal at West View Elementary in 2011. West View is a Title I school that serves predominantly low-income Hispanic students. Over 79 percent of the school’s 364 students qualify for free or reduced-price school lunches. West View is also a “turnaround school;” in 2010 it was identified as persistently low-performing and was on the “priority” federal list. Today, it has a waiting list to enroll. In 2013, West View was honored by the Washington Education Association (WEA) as a “High-Performing Priority School” and featured in the Seattle Times for

its reading proficiency scores, which climbed from 40.1 percent to 62.5 percent in the two years under Pearson’s leadership. The school was one of only 34 in Washington state to make double-digit growth in both math and reading scores.

For Pearson, it’s all about community. He believes that the partnership between school and community is essential for supporting the achievement of all students. Pearson has sought to cultivate this relationship in a variety of ways, including the establishment of an evening Family Center. The Family Center brings the school together with community agencies to embrace families and their needs. Parents can access technology, GED classes, and ELL services while students get tutoring support from teachers.

“The Family Center has opened doors for parents to not only learn strategies to support their child’s learning, but in many cases learning English,” explains Laurel Browning, Burlington-Edison Public Schools superintendent. “[Pearson] has promoted a climate of, ‘we can do it, no excuses.’”

“In addition to inspiring parents to become advocates for their children, Mr. Pearson is also an advocate for parents,” writes parent Joey Wasson.

School safety is also of utmost importance to Pearson. It’s his goal each day to make sure his students and staff feel safe by implementing regular safety drills, being an active presence in the school building, and greeting all students by name. He champions the phrase “Cada Niño,” or “Each Child” as the school motto.

“I have found that the most impactful way to make students feel safe is by making them feel known and loved,” says Pearson.

Pearson began his principal career at Allen Elementary (Burlington-Edison SD) in 2007. Before that, he served for a year as Dean of Students at Burlington Edison High School. Pearson graduated in 1999 from American University in Washington, D.C., with a master’s degree in Education. He earned his administrative certification from Western Washington University in 2009 and is currently working on his doctorate from the University of Washington.

In the spring of 2013, in partnership with Western Washington University, Pearson founded the Northwest Principal Leadership Collaborative, which provides collaboration and mentorship opportunities for principals through a summer institute and monthly site visits during the school year.

Association of Washington School Principals. Chris Pearson Named Washington State 201 4 Elementary Principal of the Year. Association of Washington School Principals. N.p., 12 Mar. 2014. Web. 21 Apr. 2014.

principal of the yearChris Pearson, West View Elementary


We are excited to recognize the 2014 Regional Classified Employee of the Year, Theo Mills from Shuksan Middle School in the Bellingham School District. Mills was awarded the title in a ceremony at her school in March, and will go on to compete for the Washington State Classified Employee of the Year.

By all accounts, Mills is making a difference for high risk girls at Shuksan Middle School. The data is clear that certain trends are indicators that a student is likely to drop out of school in the future; students who have missed ten or more days of school, failed one or more class, or has been suspended out of school one or more times. This year, Mills formed a small Girls’ Group with five young women that exhibited all three indicators last year. The results have been incredible, and the program has inspired the formation of similar groups at Shuksan.

The Girls’ Group started with just one mentoring relationship. Mills volunteered to participate in the “Check and Connect” mentoring program at Shuksan, and was linked with an at-risk student (based on discipline data). Mills recognized that the student she was paired with needed an advocate and a support person, not a disciplinarian. “Once the relationship is built, everything else can fall into place,” said Mills. So she decided to begin their partnership with a fun and relaxed activity, decorating cookies in the library. Another at-risk student saw the activity and they invited her to join. Quickly, the group grew to five girls, who meet twice a month for activities ranging from playing Twister to learning to make lasagna.

In just a few months, the members of the Girls’ Group have shown an absence decrease between 27 and 58 percent within the group. Tardies have decreased between 20 and 36 percent, and In School Suspensions or “Think Times” have decreased by 69 to 84 percent. “These are students who need to be in class,” says Mills. “Every class period missed only puts them further behind academically.”

Bellingham School District has a Positive Behavior Intervention Support (PBIS) team that is monitoring the statistics for the students in the Girls’ Group. The data shows that, in addition to attendance improvements, group participants have shown an increase in academic scores and a decrease in discipline reports. Members of the Girls’ Group are actually reversing their Early Warning Indicator trends; an incredible result after only a few months with Mills’ influence. “It has been enlightening for me to see these girls growing into strong, capable, caring young women,” said Mills.

While Mills is doing amazing things for at-risk youth at Shuksan, she remains extremely humble and focuses the accolades on her teammates. “A school is an organization with multiple parts,” she says. “To say that I should be singled out seems inaccurate. My school is doing incredible work around student engagement; I feel honored to be part of this work.”

Left to right: Buck Evans (NWESD), Theo Mills, Jay Jordan, and Janae Hodge from Shuksan MS.

regional classified employee of the yearTheo Mills from Shuksan Middle School


washington achievement awards57 schools in the NWESD region recognized

washington achievement awards57 schools in the NWESD region recognized

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A total of 413 schools are 2013 Washington Achievement Award winners. Winners were notified in April via email from State Superintendent Randy Dorn and State Board of Education Chair Dr. Kristina Mayer.

The Washington Achievement Award is sponsored by the Office of Superintendent of Public Instruction and the State Board of Education. Award winners are selected using the state’s Accountability Index and the Elementary and Secondary Education Act (ESEA) Flexibility Waiver.

“It is important that we use the revised Achievement Index to not only provide feedback to schools and districts on their progress, but also to identify schools with exemplary student performance,” said Mayer. “These awards shine the light on what is working well in schools across Washington.”

Schools are recognized as top performers in one of six categories:

• Overall Excellence • High Progress • Reading Growth • Math Growth • Extended Graduation Rate (awarded to high and comprehensive schools only) • English Language Acquisition

Dorn supports this collaboration. “So many schools in our state are doing good work to make a difference for kids,” he said. “These awards represent some of the best. It’s an honor to recognize them and celebrate their success.”

The award-winning schools were honored at a ceremony on April 24 at Timberline High School in Lacey.

About the AwardThe Washington Achievement Award is based on statewide assessment data for the three previous years. This data is analyzed using the Accountability Index and criteria from the Elementary and Secondary Education Act (ESEA) Flexibility Waiver.

The Washington State Achievement Index is designed as a unified state and federal system intended to meaningfully differentiate among schools. It is a snapshot of a school’s performance based on statewide assessments. We can compare how a school performs in reading, writing, math, science, and graduation rates. The achievement index is a joint project between the State Board of Education and the Office of the Superintendent of Public Instruction.

In July 2012, SBE and OSPI began to revise the Achievement Index to include student growth data and college and career readiness indicators. This data will provide a better way to view school performance, measuring not only how many students meet state proficiency standards, but also how much and how quickly students are learning.

For more information about the Washington Achievement Awards, visit the OSPI website.

Olson, Nathan. “Press Releases - OSPI.” OSPI. OSPI Communications Office, 16 Apr. 2014. Web. 16 Apr. 2014.


Overall ExcellenceElementary

Alderwood (Bellingham)Big Lake (Sedro-Woolley)

Cedar Wood (Everett)Challenge (Edmonds)

Kent Prairie (Arlington)Lowell (Bellingham)

Lyman (Sedro-Woolley)Madison (Everett)

Maplewood Parent Cooperative (Edmonds)Nooksack (Nooksack Valley)

Odyssey (Mukilteo)Silver Lake (Everett)Woodside (Everett)

High SchoolAnacortes (Anacortes)

Glacier Peak (Snohomish)Kamiak (Mukilteo)

Orcas Island (Orcas)South Whidbey (South Whidbey)

High ProgressElementary

Broadview (Oak Harbor)Cedar Valley (Edmonds)

English Crossing (Lakewood)Highland (Lake Stevens)Island View (Anacortes)

Mt. Pilchuck (Lake Stevens)Silver Lake (Everett)

Stanwood (Stanwood-Camano)Sultan (Sultan)Middle School

Explorer (Mukilteo)High School

Academy of Construction & Engineering (Marysville)

Bio Med Academy (Marysville)Blaine (Blaine)

Edmonds Woodway (Edmonds)Lakewood (Lakewood)

Lopez (Lopez)Marysville Arts & Technology (Marysville)

Meridian (Meridian)Monroe (Monroe)

Mount Baker (Mount Baker)Mountlake Terrace (Edmonds)

Orcas Island (Orcas)Sedro Woolley (Sedro-Woolley)Stanwood (Stanwood-Camano)

award recipients in the regionReading GrowthElementaryCedarhome (Stanwood-Camano)Fidalgo (Anacortes)Glenwood (Lake Stevens)Happy Valley (Bellingham)Hillcrest (Oak Harbor)Kent Prairie (Arlington)Lowell (Bellingham)Nooksack (Nooksack Valley)Odyssey (Mukilteo)Saratoga School (Stanwood-Camano)Silver Beach (Bellingham)Sultan (Sultan)Middle SchoolGateway (Everett)High SchoolWindward (Ferndale)

Math GrowthElementaryAlderwood (Bellingham)Cedar Wood (Everett)English Crossing (Lakewood)Hillcrest (Oak Harbor)Kendall (Mount Baker)Kent Prairie (Arlington)Lowell (Bellingham)Lyman (Sedro-Woolley)Maltby (Monroe)Odyssey (Mukilteo)Presidents (Arlington)Sherwood (Edmonds)Sultan (Sultan)High SchoolMariner (Mukilteo)

English Language AcquisitionElementaryCascadia (Ferndale)Pinewood (Marysville)Middle SchoolHarbour Pointe (Mukilteo)High SchoolFerndale (Ferndale)

5 year Graduation RateHigh SchoolGlacier Peak (Snohomish)South Whidbey (South Whidbey)


Written by Eric Chambers

“Quality,” according to Phillip Crosby, “is free. What costs money are the unquality things—all the actions that involve not doing jobs right the first time.” With this concept in mind, the NWESD formalized a comprehensive approach to quality management in collaboration with the school districts participating in one of the Department of Behavioral Health and Prevention Services mental health or substance abuse treatment programs.

As educators, we often think about “quality” in terms of those activities that lead to improved student achievement. Indeed, the Behavioral Health Program was developed because School Districts asked for NWESD help to support children and youth with complex behavioral health needs so that students could come to school (or return to school) more able to learn. The primary driver of quality in behavioral health—both mental health and substance abuse treatment—however, is patient safety. Many of these youth require intensive outpatient support to ensure that they are neither a threat to themselves or others—thus, patient safety provides the

foundation for all quality management activities in the NWESD’s Behavioral Health and Prevention Services programs.

Responsibility for this quality management at the NWESD does not fall to one department or individual. Rather, quality is the responsibility of all NWESD employees from support staff to the Superintendent and Board of Directors. “Our understanding is Behavioral Health and Prevention Services program quality can only be attained when the culture throughout the NWESD and our partner school districts recognizes its importance and is committed to provide it,” noted NWESD Superintendent Dr. Jerry Jenkins.

Most of the quality activities of the Behavioral Health and Prevention Services programs are coordinated by Eric Chambers, Director of Evaluation, Planning, and Development, who finds one of the biggest challenges is tweaking the existing structure. While the principles of quality are the same whether the business is manufacturing cars, improving student achievement, or behavioral health, “the laws, funding,

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focus on qualityBehavioral Health & Prevention

and day-to-day activities of Behavioral Health and Prevention Services are functionally and structurally different than those that apply to other industries,” noted Chambers.

The NWESD’s Behavioral Health Quality Management program focuses on eight key activities: (1) program evaluation; (2) identification and development of practice guidelines; (3) encounter validations and utilization reviews; (4) complaint and grievance mitigation; (5) critical incident response; (6) crisis planning and monitoring; (6) policy development; (7) HIPAA compliance, and (8) training.

In future articles we will share each of these key activities in greater depth—in order to foster and develop a truly share quality management culture across the NWESD and each member school district. If you would like additional information, or to share your reactions/ideas prior to then please feel free to contact Eric Chambers at 360-299-4075 or [email protected].



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Making Sense of the Writing CCSS with Engaging Strategies and Powerful Planning TipsEvent ID: 30695

Writing has always been a challenging subject to teach. Enter the Common Core State Standards (CCSS), and writing instruction can seem to be an unsurmountable feat. In this class, the instructors will distill these fears. They will review the ELA CCSS in writing for grades K-8 and share practical ideas for teaching to these standards using research-based strategies. Participants will learn about setting up an environment which encourages a range of writing across the content areas. The instructors will share ways to build writing skills as students learn to write narrative, opinion/argumentative, and informative pieces. Participants will engage in short- and long-term planning for teaching writing.

A $10 materials fee is required to be paid to the instructor at the first class session.

Presenter(s): Megan Sloan and Barry HoonanFacilitator: Anita Garcia-HolzemerClock Hours: 10Registration Fee: $140Location: Everett Community College - Gray Wolf HallDate/Time(s): July 14-15, 20149:00 AM - 3:00 PM

Making the Point: Writing Arguments with Evidence and FlairEvent ID: 30707

In the world of news tweets and 24-hour news channels, we hear a great deal of opinion and not much true argument with solid evidence. The Common Core asks us to be better citizens and learn to write logical arguments with evidence from credible texts. In this class we will explore how to teach students to make a claim or thesis, find and weigh relevant evidence, and fold it gracefully into an argumentative piece of writing. We will use strategies to build thinking skills necessary for making and organizing an effective argument. Teachers will leave the session with ready-to-use materials for the classroom.

Intended Audience: Teachers in Grades 4-12.

Presenter(s): Holly Stein Facilitator: Anita Garcia-HolzemerClock Hours: 6.5Registration Fee: $120Location: NWESD - Mount Baker RoomDate/Time(s): August 14, 20148:30 AM - 4:00 PM

EnglishLanguage

Arts

Engaging Readers in the Reader’s WorkshopEvent ID: 30696

In this class, participants will learn ways to teach the Common Core State Standards (CCSS) in a reader’s workshop environment. Ideas for implementing a reader’s workshop in your classroom will be shared. Specific examples and lessons for setting up an environment that encourages real reading and writing will be demonstrated. A sample schedule and ideas for organizing time will be shown, as well as lessons for teaching the Foundational Skills and the Standards for Literature and Informational Text as listed in the CCSS. Specific examples for assessing readers and setting goals for each student will be a focus, as will the importance of student choice.

A $7 materials fee is required to be paid to the instructor at the first class session.

Presenter(s): Megan Sloan Facilitator: Anita Garcia-HolzemerClock Hours: 10Registration Fee: $140Location: Everett Community College - Gray Wolf HallDate/Time(s): August 18-19, 20149:00 AM - 3:00 PM

Finding the Writing Path: Navigate from Ideas to Final DraftEvent ID: 30708

We often know what the destination should look like, but are unclear about how to take students down the path of learning to write. Writing about specific content adds more complexity to the mix. In this class we will engage in the strategies necessary for all types of writing instruction – the writing process, useful both inside and outside language arts class. Focus topics will include: using background knowledge, gathering ideas, sorting, drafting, using writing groups for revision and formative assessment, revising without pain, sensible approaches to teaching grammar and editing, and sharing final drafts. Teachers will leave with ready-to-use, Common Core State Standards-aligned classroom materials.


Presenter(s): Holly Stein Facilitator: Anita Garcia-HolzemerClock Hours: 6.5Registration Fee: $120Location: NWESD - Mount Baker RoomDate/Time(s): August 13, 20148:30 AM - 4:00 PM


Enhancing Instructional Practices with TechnologyEvent ID: 30721

Author John Hattie (Visible Learning for Teachers) identifies instructional practices which have a high impact on student learning. But are our instructional practices engaging to students who live, eat, and breathe technology? From social media to online collaboration and productivity tools, participants will explore technological tools to support instructional practices.

Pre-requisite Background: This class assumes knowledge of basic computer and internet use. To participate most fully and effectively, participants should have the knowledge or experience to easily navigate websites, perform online searches, copy and paste URLs (web addresses), and use email.

Please bring your own device and use our wireless network for internet access. Because of the current limitations of touch-based devices, a device that functions equally to a laptop with a keyboard would be the best kind of device to bring. We have iMac desktops available for you if you would like to use one. A Google (gmail) username will be needed. You can register yours (they are free) ahead of time or during the class.

Presenter(s): Brian MacNevin Facilitator: Nancy MenardClock Hours: 12Registration Fee: $50Location: NWESD - Garrison BayDate/Time(s): July 23-24, 20148:30 AM - 3:30 PM

Making Content Accessible for All LearnersEvent ID: 30706

In order to engage all of our students in learning, we need to understand the language demands of our content and the language proficiency of our students. In this course, we will model strategies for engaging students of various language levels in demanding academic content with the help of scaffolding and differentiation techniques. We will give specific emphasis to developing academic vocabulary, improving the quality of student talk, and using strategies to support students reading complex text.


Presenter(s): Katie Brown and Sarah SouthardFacilitator: Anita Garcia-HolzemerClock Hours: 12Registration Fee: $150Location: NWESD - Mount Baker RoomDate/Time(s): August 4-5, 20148:30 AM - 3:30 PM

The Best You Through Best PracticesEvent ID: 30657

In this course we will examine what teacher factors directly affect student performance. Using research and media examples, the course will explore the major categories of teacher decision-making. Included are fresh focuses on the ways a really effective teacher develops student self-motivation and resilience; manages the balance between academics and personal development; achieves clarity and ethics in assessment; encourages student engagement and thinking; and encourages healthy humor and authenticity.

A $15 materials fee is payable to the instructor at the first class session.

Presenter(s): Mary Ann Johnson Facilitator: Anita Garcia-HolzemerClock Hours: 30College Credits: 3 (SPU)Registration Fee: $355Location: North Middle School, EverettDate/Time(s): July 14-18, 20148:30 AM - 3:30 PM

Essential Strategies to Reach Under-Resourced LearnersEvent ID: 30659

You will survey nine ways students can be under-resourced and learn how to work with students who come without some of their essential needs being met. Using information largely from the work of Ruby Payne and Eric Jensen, you will discover strategies to boost student achievement, improve their school experience, reduce their stress, and build a more successful and enriched environment for yourself, your students and their families.

A $5.50 materials fee is payable to the instructor at the first class session.

Presenter(s): Mary Ann Johnson Facilitator: Anita Garcia-HolzemerClock Hours: 30College Credits: 3 (SPU)Registration Fee: $355Location: North Middle School, EverettDate/Time(s): August 4-8, 20148:30 AM - 3:30 PM

HiCap Students: Proven Strategies to Meet Their NeedsEvent ID: 30687

This two-day series will cover Nature and Needs, Best Practices for Highly Capable Learners, and Metacognition: Critical and Creative Thinking Skills. The teaching strategies covered in this series will support highly capable students in the general education classroom as well as in an enrichment model. It aligns with new teacher evaluation Criterion #3: Recognizing individual learning needs and developing strategies to address those needs.

Presenter(s): Nancy Smith and Linda VarnerFacilitator: Anita Garcia-HolzemerClock Hours: 12Registration Fee: $140Location: NWESD - Mount Baker RoomDate/Time(s): June 19-20, 20148:30 AM - 3:30 PM

Instructional Strategies


Math & Science

ArtIncorporating Art into the Core CurriculumEvent ID: 30679

Explore how the art elements and principles are pertinent to the Common Core State Standards. Through hands-on projects incorporating a variety of art materials and practice in Visual Thinking Strategies, participants will discover how the arts can enliven and enrich learning for the benefit of students. This class is geared to teachers of grades K-4. Please wear comfortable clothes. We will be taking a walking field trip to a local gallery.


Presenter(s): Christine Wardenburg-Skinner Facilitator: Anita Garcia-HolzemerClock Hours: 15Registration Fee: $185Location: North Fork Studio, EdisonDate/Time(s): July 22-24, 20149:00 AM - 3:00 PM

Intersection of Disciplines: Infusing Visual Arts with CCSSEvent ID: 30680

This three-day workshop will help teachers plan instructional activities which blend visual art-making skills, Visual Thinking Strategies, and the English/Language Arts Common Core State Standards. Participants will learn and apply the essential elements/principles of art and design in the working studio of an Edison artist and educator. This class is geared towards middle school teachers (gr. 5-8). Please wear comfortable clothes. We will be taking a walking field trip to a local gallery.


Presenter(s): Christine Wardenburg-Skinner Facilitator: Anita Garcia-HolzemerClock Hours: 15Registration Fee: $185Location: North Fork Studio, EdisonDate/Time(s): July 29-31, 20149:00 AM - 3:00 PM

First Steps in Mathematics: Number Teacher CourseEvent ID: 30701

Learn to make effective use of the First Steps in Mathematics: Number materials in your classroom with this hands-on, three-day course. Teachers will have time to discuss and explore crucial aspects of the Key Mathematical Understandings outlined in each resource book and explore the Diagnostic Map and Diagnostic Tasks used to identify students’ misconceptions about mathematics.

Course material (Number books volume 1 & 2, overview & course book) included in registration fee.

Intended Audience: Teachers in Grades Pre-K – 8.

Presenter(s): Jeanette GrishamFacilitator: Nancy MenardClock Hours: 18Registration Fee: $25Location: NWESD - Garrison BayDate/Time(s): July 8-10, 20148:30 AM - 3:30 PM

Next Generation Integrated Math-Science TasksEvent ID: 30660

The Next Generation Science Standards represent a shift in the focus of education to career and college readiness and a deeper integration of students’ learning across subjects. To help build a vision for this transition, Achieve Inc. has created a suite of rich math-science performance tasks that engage students in standards of mathematical practice as well as scientific and engineering practices and crosscutting concepts. This class is an opportunity for teachers to examine these tasks and their associated standards and to plan for supporting student success in these performance tasks through their existing instructional materials.

Presenter(s): Brian MacNevin Facilitator: Nancy MenardClock Hours: 6Registration Fee: $25Location: NWESD - Garrison BayDate/Time(s): August 12, 20148:30 AM - 3:30 PM

Using NW ALPS Tools in Your ClassroomEvent ID: 30658

Do you teach elementary science with FOSS materials? Come to NWESD for two days and learn about tools that will help your students be more successful in science! These materials will help you strengthen your ability to understand and formatively assess your students’ learning as we transition to the Next Generation Science Standards. Funded with a math/science partnership grant, Assessing with Learning Progressions and Science (ALPS) tools and processes were developed and used by 4th through 6th grade teachers across the NWESD region and have been shown to positively impact student learning in science.

Required Prerequisite: Teaching science using one or more of the following FOSS kits in your classroom next year:

• FOSS Matter and Energy• FOSS Mixtures and Solutions• FOSS Models and Designs• FOSS Landforms• FOSS Environments

A stipend (to be determined June 1) will be provided.

Presenter(s): Joanne Johnson and Adrienne SomeraFacilitator: Nancy MenardClock Hours: 12Registration Fee: FreeLocation: NWESD - Reid HarborDate/Time(s): June 25-26, 20148:30 AM - 3:30 PM


TPEP Workshops

UW-CEL 5D+ Stage 1 for PrincipalsEvent ID: 30717

This two-day overview of the UW/CEL Instructional Framework and how it aligns with the state’s teacher evaluation system is targeted to principals who are new to the process and have only limited experience with CEL 5D+.

Participants will understand:• the state context and expectations. • connections between the teacher evaluation criteria and the principal evaluation criteria. • how the structure and vocabulary of the instructional framework supports the Washington criteria for teacher evaluation. • the role of multiple sources of evidence in observation, feedback and goal- setting.

Presenter(s): Sarah Southard Facilitator: Jennifer LongchampsClock Hours: 12Registration Fee: FreeLocation: NWESD, Garrison BayDate/Time(s): August 21-22, 20148:30 AM - 3:30 PM

UW-CEL 5D+ Instructional Framework Overview for TeachersEvent ID: 30723 or 30724

This course will develop teachers’ understanding of how CEL foundational ideas inform the 5D instructional framework, the 5D+ rubric and the connections between them. During this workshop, participants will review how the new teacher evaluation model differs from the old model. Upon completion, participants will be able to describe key ideas that connect the dimensions to indicators within the 5D and 5D+ rubrics, and they will be able to provide evidence from video scripting for 5D+ rubric indicators.

Presenter(s): Sarah Southard Facilitator: Jennifer LongchampsClock Hours: 6Registration Fee: FreeLocation: NWESD, Mount Baker

Event ID 30723: August 26, 2014 8:30 AM - 3:30 PM orEvent ID 30724: October 16, 20148:30 AM - 3:30 PM

UW-CEL 5D+ Stage 2 for PrincipalsEvent ID: 30718

Stage 2 CEL framework training is for principals and assistant principals who have completed Stage 1 training. Evaluators will apply the framework and rubric in a formative process. This includes the capacity to give feedback, provide immediate support for implementing the feedback, and provide long-term professional development.

Presenter(s): Sarah Southard Facilitator: Jennifer LongchampsClock Hours: 30Registration Fee: FreeLocation: NWESD, Garrison BayDate/Time(s): October 1, 2014, November 5, 2014, December 3, 2014, February 4, 2015, and March 4, 20158:30 AM - 3:30 PM

Visit our website nwesd.orgfor resources, links, and updates.


Northwest Educational Service District (NWESD)

Course Registration Form

Online: Register online at www.nwesd.org with a purchase order or credit card.

Mail-in: Mail registration form with check (payable to NWESD), purchase order, or credit card information to NWESD, 1601 R Avenue, Anacortes, WA 98221.

Fax: Fax registration form with purchase order or credit card information to 360-299-4070.

Register early - class sizes are limited. Classes not meeting minimum enrollment may be canceled.

Cancellations must be received in writing no later than two working days prior to the course to receive refund. A $20 administrative fee will be assessed.

Clock hours and college credit are available if indicated under individual course descriptions. Payment and application for clock hours and college credit will occur at the end of the course session. Please do not send payment for clock hours or college credit with registration.

For registration information/assistance call 360-299-4016 or email [email protected].

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1601 R Avenue Anacortes, WA 98221Ph. 360-299-4000 Fx. 360-299-4070www.NWESD.org

education connection | spring/summer 2014

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