Standards of Effective Instruction (SOEI Observer ... · Web viewPlan and use these and...

Professional Learning Opportunities – NOT ProPay

Summer PD courses from Talent Development and Advanced Academics are available for registration in eCompass. See the Professional Development-Academic website for course details and registration information.

Standards of Effective Instruction (SOEI Observer Certification Training) – This is NOT a ProPay CourseThis course is a deep dive into the SOEI rubric and an evidence based observation process. The 4 day training includes an initial certification assessment which is required to be a part of the SOEI observation model. It should be noted that after 4:00 pm on Day 4

-there is a 24 hour limit for the submission of all materials. Completion of this course will allow participants to be a part of the SOEI model for SY18.19. All IS, PAR mentors, other Secondary Observers, and Primary Observers must complete this training before doing observations. Additional opportunities to participate will be scheduled in August and September.

-Intended Audience: Licensed staff identified as primary or secondary observers eCompass Course: 80255 Section # 112242Facilitators: Nick Hooper, Inter-Rater Reliability Observer - Teacher Development

DepartmentTime and Location:June 18, 19, 20, & 21

Davis Center – N1-052Each day – 8:00 am to 4:00 pm

This is an unpaid opportunityLearning Targets: 1. I can explain the 'Nature of Learning' - the priorities of the SOEI Rubric.

2. I can use a common language and explain how it supports professionalism and a culture for learning.3. I can collaboratively plan with colleagues.4.I can become more familiar with the SOEI Rubric.5.I can improve my skills at observing teacher practice in the following SOEI related ways: evidence collection, alignment of evidence with the standards, and score level based on evidence.6.I can move towards reaching agreement with my colleagues: observer interpretations and judgments of teaching practice.7. I can explain the observation processes and the process for

certification as an observer.8.I can collaborate with colleagues.9.I can provide rationale for teacher evaluation and explain how it fits within the larger district context.

ProPay 1-2-3 OverviewFor more information please visit the Q Comp Website

ProPay 1-2-3 CoursesProPay is an opportunity for teachers and related service professionals (individuals on the MFT contract) to receive professional compensation for participating in advanced professional development. Participants will reflect on current teaching practice, apply learning, and track students' outcomes. Upon successful completion of a ProPay course, participants have an opportunity to implement an action research project. Participants compile their reflection and data into an Action Research Paper. Successful completion of the project and paper can earn MPS Credits and lane movement on the salary schedule.

The Components of ProPay 1-2-31. Participants engage in an unpaid learning opportunity for a minimum of 24 face-to-face

hours. Most courses are in the 24 to 30 hour range. These courses are offered outside of the duty day: during summer, after school, or Saturday. The days and hours are included in the descriptions of courses in this catalog. Most courses have some outside reading or assignments. If you have questions about this, please email the instructors before the course begins. Part 1 of ProPay 1-2-3 ends with the instructor submitting to the Q comp office, participants who have met the requirements for attendance, assignments, and learning. Successful completion of Part 1 – is required for moving to Parts 2 and 3.

2. Part 2 of ProPay 1-2-3 is the action research project. An implementation of strategies from the course and collection and use of data to monitor and adjust implementation. The strategies in all ProPay courses are research based, and this implementation is about the ‘actions’ of the researcher as they become more effective at implementing the strategies with a group of their own students. (or adults that they work with)

3. Part 3 is the collation of the data collected over at least a 3 month interval, the learnings and reflections that the researcher completed assembled into an Action Research Paper. This paper is read and scored using the Scoring Guide available on the Q Comp Website. Passing papers are worth 15 MPS credits which can be applied for lane movement on the teacher salary schedule.

eCompass Registration is RequiredCourse offerings and dates are subject to change. Please note the following information about the courses/registration process for summer and fall ProPay courses:

1. Courses with fewer than 15 participants 5 days before the professional learning will take place will be canceled; registrants will be notified by the Q Comp Office if courses are canceled.

2. If you are unable to attend a course for which you have registered, please log into eCompass and click on the Learning Opportunity button under My Upcoming Professional Development on the Homepage. You will be able to withdraw from a course by clicking on the “X” next to the opportunity

Professional Learning Opportunities – ProPay 1-2-3

Click on the course to read the details – Return here by Clicking on: Back to Contents Page

ProPay 1-2-3: Arts-Based Strategies and UDL with Upstream Arts -- The Art of Instruction

Propay 1-2-3: Augmentative and Alternative Communication to Support Students of ALL Abilities

ProPay 1-2-3: Balancing Act: Implementing Comprehensive and Responsive Balanced Literacy in your Classroom

ProPay 1-2-3: Basic Restorative Practices, Circles, and Conferencing

ProPay 1-2-3: Be Your Dream! Leadership and Academic Coaching

ProPay 1-2-3: Beginning Reading Instruction

ProPay 1-2-3: Building Bridges - Intentional Work with Students and Families who are Homeless

Propay 1-2-3: Contemporary World Language Instruction

Propay 1-2-3: Educational Model for Mental Health

ProPay 1-2-3: Empowering MPS Students Through Universal Design for Learning

ProPay 1-2-3: Literacy and Critical Thinking with Engineering

ProPay 1-2-3: Project Based Learning: PBL Done Well

ProPay 1-2-3: Positive School-wide Climate and Culture, Tier 2 Supports

ProPay 1-2-3: Self Management: Increase Student Independence for Success in Life

Propay 1-2-3: MILI (Metronet Information Literacy Initiative)

ProPay 1-2-3: Thinking Math 3-5

ProPay 1-2-3: Want to Teach Reading and Math? Try Singing!

ProPay 1-2-3: Working with Somali Students and their Families

Course Title: ProPay 1-2-3: Arts-Based Strategies and UDL with Upstream Arts -- The Art of

Instruction

Course Description: Through a collaborative classroom structure, The Art of Instruction creates an interactive learning environment to explore interdisciplinary artful instruction strategies for differentiation, classroom engagement, management, and learning. Upstream Arts and MPS Special Education will guide you through best practices in the field of the Teaching Artist, the tenets of Universal Design for Learning (UDL), and the world of Assistive Technology. Because artistic practices inherently offer multiple ways to express ideas, Upstream Arts has found that pairing teaching artist practices with UDL principles creates a rich community of learners in the classroom and promotes a dynamic, truly accessible learning environment. The Art of Instruction offers an academic, experiential, and practical immersion into the art of engaging students of all abilities, including students with disabilities, and an exploration of infusing interdisciplinary arts-based concepts to enhance your classroom and individual student instruction.

Course Learning Objectives (general for entire course): 1. I can explore artful instruction strategies for classroom engagement, management and learning.2. I can engage students of all abilities, including students with disabilities.3. I can infuse arts-based concepts to enhance my classroom and individual student instruction.

Course Format (check one): Face-to-Face

Section #: 112403 Number of Course Hours: 25 Maximum Number of Participants: 30

Recommended Audience (Demographics): Regular Education and Special Education teachers, Speech Language Pathologists, Occupational Therapists, and other educational support staff that work directly with students.

Instructor(s) - Name(s), position(s), and department: Julie Guidry, Upstream Arts Executive Director; Matt Guidry, Upstream Arts Artistic Director; Rochelle Cox, Executive Director of Special Education; Joelle Bender, Speech Language Pathologist

Class Dates and Times:

Session 1 August 8, 2018 • 9-3.30pm • Davis Center N1-052Session 2 August 9, 2018 • 9-3.30pm • Davis Center L3-319Session 3 August 15, 2018 • 9-3.30pm • Davis Center N1-052Session 4 August 16, 2018 • 9-3.30pm • Davis Center N1-052Session 7 September 2018 (date TBD) • 5-8pm • Upstream ArtsSession 8 October 2018 (date TBD) • 5-8pm • Upstream ArtsSession 9 November 2018 (date TBD) • 5-8pm • Upstream Arts

Back to Contents Page

Course Title: Propay 1-2-3: Augmentative and Alternative Communication to Support Students of ALL Abilities

Course Description: This course is designed to support special education teachers and related service professionals in meeting the Augmentative and Alternative Communication (AAC) needs of their students. Background knowledge and experience in AAC is not required to enroll in this course. Teachers will learn what AAC is as well as how we assess and intervene with students with complex communication needs. Vocabulary selection and ideas for IEP goals

will be discussed. The course will talk about moving beyond requesting and thinking about an AAC system as a way to communicate with peers. Guest speaker Leslie Benson, an ASD teacher in the district, will address literacy intervention. Participants will have the opportunity to learn how to use BOARDMAKER ONLINE to create visuals and have hands on time with a variety of AAC systems from no-tech to high-tech. Special Education teachers in the DCD, ASD, and ECSE programs will have priority for registration. General education teachers are also welcome to enroll, but should email the instructor to see if they are appropriate for this class. General education teachers should have an inclusive classroom and be interested in teaching students with complex communication needs. The instructor will review course enrollment on June 1st and open up available spots to other related service professionals at that time. Course Learning Objectives (general for entire course):

● Describe what AAC is and how it relates to Assistive Technology

● Identify populations of students who may benefit from AAC

● Understand the modes of communication and how it affects students’ communication

● Use research to debunk misconceptions around the topic of readiness for alternative modes of communication

● Describe the features of an AAC system

● Explain how to match AAC system features to student needs via assessment – specifically the AAC SETT

● Review evidence based practices to select vocabulary for students’ AAC systems and consider how access to language affects progress in the general and special education curriculum

● Review evidence based interventions for students with complex communication needs (CCN)

● Design visuals to support receptive language for students with CCN

● Write IEP goals to measure progress

Prerequisites: General education teachers are also welcome to enroll, but should email the instructor to see if they are appropriate for this class. Teachers should have an inclusive classroom and be interested in teaching students with complex communication needs.

Section #: 112426 Course Format (check one):Face-to-Face Number of Course Hours: 25 Max: 20Recommended Audience (Demographics): Special Education Teachers in the ECSE, DCD, and ASD programs and Related Service professionalsInstructor(s) -: Amy Marquez, Speech/Language Pathologist, Special EducationClass Dates and Times:August 13: 8:00 am -2:00 pm, Davis Center, N5-083August 14: 8:00 am -2:00 pm, Davis Center, N5-083August 15: 8:00 am -2:00 pm, Davis Center, N1-051September 18: 4:30-6:30 pm, Davis Center, N1-051October 23: 4:30 -7:30 pm, Davis Center, N1-051November 13: 4:30-6:30, Davis Center, N1-051 Back to Contents PageCourse Title: ProPay 1-2-3: Balancing Act: Implementing Comprehensive and Responsive Balanced Literacy in your Classroom

Course Description: This class will walk you through each of the components necessary to help insure success for students in your classroom: Rituals and Routines, Assessment, Independent Reading/Writing and Conferring, Reading/Writing Mini Lessons, Backwards Planning and Scaffolding the Core, Small Group instruction, and Word Work/Vocabulary. You will have the opportunity to learn about best practices

for each component, and then put them into practice in your classroom. This course will also give opportunities to integrate literacy across the content areas, incorporate Social Emotional Learning, create culturally relevant instruction, and to differentiate and scaffold for your students. Notes: Please bring a three ring binder for course materials. This course will utilize best practices from research around comprehensive and responsive, balanced literacy and resources from Benchmark Advance/Adelante. Course Learning Objectives:

● Teachers will gain a better understanding of the core components of balanced literacy.● Teachers will implement the core components and give and receive feedback and support. ● Teachers will learn about the following structures that support the balanced literacy block:

1. Rituals and Routines 2. Assessment3. Integrating literacy across content areas 4. Incorporating Social Emotional Learning 5. Creating Culturally Relevant Instruction6. Differentiation and Scaffolding 7. Academic Conversations

Section #: 112427 Course Format: Face-to-Face Number of Course Hours: 27 Max: 30

Recommended Audience (Demographics): K-5 teachers

Instructor(s) - Name(s), position(s), and department: Alice Kos Elementary Literacy District Program Facilitator Kristi Bostad Elementary Literacy District Program FacilitatorClass Dates and Times: Thursday, August 16 (6 hours) 9:00-3:00 – Davis L3-319Thursday, August 30 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, September 13 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, September 27 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, October 11 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, October 25 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, November 8 (3 hours) 4:30-7:30pm – Davis N1-052Thursday, November 29 (3 hours) 4:30-7:30pm – Davis N1-052


Course Title: ProPay 1-2-3: Basic Restorative Practices, Circles, and Conferencing

Course Description: Positive proactive restorative practices will help participants learn how to engage with students and adults in ways that keep students in class, and separate questionable deeds from the doer. Supported by extensive research, Restorative Practices has demonstrated positive outcomes in a wide variety of settings. We’ve consistently seen proactive circles improve behavior and decrease bullying and violence in schools, fair practice improves workplace morale and restorative conferences provide emotional healing for victims. This is a way to provide more voice and more choice, in our classrooms, buildings, and personal spaces.

Course Learning Objectives (general for entire course): Participants will be able to describe the key concepts of restorative practices, including:

Fundamental hypothesis/Social Discipline WindowFair ProcessPsychology of AffectRestorative Practices ContinuumRestorative Conferencing


Notes: Productive group interaction is an expectation. Participants will receive three books, The Restorative Practices Handbook, Restorative Circles, and Restorative Justice Conferencing, which will be used during the course. Positive participation in group discussions and the circle process is expected.

Recommended Audience (Demographics): Building Staff, preference for classroom teachers and behavior specialists

Instructor(s) - Name(s), position(s), and department: Kirk Smith and Vince Jackson, District Program Facilitators for Positive School-Wide Engagement, Student Support Services

Class Dates and Times:Monday, July 30, 2018 : 8:00 AM – 3:30 PM - MFTTuesday, July 31, 2018 : 8:00 AM – 3:30 PM - MFTWednesday, August 1, 2018 : 8:00 AM – 3:30 PM - MFTThursday, August 2, 2018 : 8:00 AM – 3:30 PM - MFT2 Coaching Days: Monday, October 15, 2018 : 6:00 – 8:00 PM – Davis N1-052Monday, January 7, 2019 : 6:00 – 8:00 PM – Davis N1-052


Course Title: ProPay 1-2-3: Be Your Dream! Leadership and Academic Coaching

Course Description: Be Your Dream! Transformational Leadership and Academic Coaching Skills is a course for all teachers, related service professionals, administrators, directors and others. Coaching is partnering with students, colleagues, and families in a thought-provoking and creative process that inspires them to maximize their personal and academic potential. This model of coaching develops a Growth mindset (Dr. Carol Dweck), Shame Resiliency (Dr. Brene Brown) and is based on the International Coach Federation’s Core Coaching Competencies. This strengths-based approach to coaching is culturally and linguistically responsive and based on the belief that the coachee is naturally creative, resourceful and whole. Coaching amplifies student, teacher and family voice by acknowledging the coachee as the expert on themselves. It also provides a language for educators to learn how to empower students, colleagues or families as opposed to continuing to tell them what to do. In this course, participants will hone their coaching skills which will lead to increased academic and social emotional outcomes in school and in life. Transformational Leadership and Academic Coaching can be used by all, in any way and at any time. It is highly flexible and fits into any situation, as a formal intervention, through RtI, through Laser Coaching Sessions, or in everyday classroom management.

Course Learning Objectives: 1. I can use core coaching competencies and research based practices to empower students to maximize their potential2. I can implement coaching with targeted students based on a sustainability plan written after the third day of class3. I can collect quantitative and qualitative data and reflect on the impact of coaching on student success4. I can collaborate with participants in their cohort to share successes, challenges and ideas for integration in their professional practice.

Section #: 112428 Course Format: Face-to-Face Number of Course Hours: 29 Max: 25Recommended Audience (Demographics): Teachers, instructional coaches, counselors, social workers, school psychologists, behavior specialists, school nurses, academic deans, and other licensed staff who want to improve their coaching skills with students, colleagues, or families

Instructor(s) - Name(s), position(s), and department: Nancy Hellander Pung supported by Abbie FingerClass Dates and Times:September 11, 2018 – 5:00 pm – 8:30 pm – Davis N1-052September 13, 2018 – 5:00 pm – 8:30 pm – Davis N1-051September 18, 2018 – 5:00 pm – 8:30 pm – Davis N1-052September 20, 2018 – 5:00 pm – 8:30 pm - Davis N1-052September 25, 2018 – 5:00 pm – 8:30 pm - Davis N1-052September 27, 2018 – 5:00 pm – 8:30 pm - Davis N1-051December 4, 2018 – 5:00 pm – 8:00 pm - Davis N1-052February 5, 2018 – 5:00 pm – 8:00 pm - Davis N1-052May 7, 2018 – 5:00 pm – 8:00 pm - Davis N1-052


Course Title: ProPay 1-2-3: Beginning Reading Instruction

Course Description: Are you teaching kindergarten through third grade and/or are you working with struggling learners who are not making adequate reading progress? If so, this course on Beginning Reading strategies is for you! The major goal and purpose of the course is to bring the abundant scientific knowledge about beginning reading instruction and understanding of the Common Core State Standards for Language Arts to teachers in ways that can help them implement that knowledge – drawing on the strength of evidence about the effectiveness of a myriad instructional strategies and the standards – to increase student achievement in reading.

Course Learning Objectives:1. I can understand and implement the various research-based reading strategies outlined and explained in reading research studies.2. I can plan and use research-based reading strategies in ways that meet the diverse literacy needs of students.3. I can reflect upon implementation of research-based strategies in my classroom.4. I can describe research-based strategies, and how it impacted students’ learning.


Recommended Audience (Demographics): Kindergarten to primary grade teachers, EL teachers, and teachers from all grades who work with older children for whom decoding is inhibiting reading progress

Instructor(s) - Name(s), position(s), and department: Elizabeth Frisby, Instructional Specialist at Dowling Elementary and Shari Couch, Instructional Specialist at Hiawatha and Howe Elementary Schools

Class Dates and Times:Tuesday, August 14, 2018 - 8:00 am to 4:00 pm – Davis N1-051Saturday, September 15, 2018 – 8:00 am to 4:00 pm – Davis N1-051

Tuesday, September 25, 2018 – 4:15 pm to 8:15 pm – Davis N1-051Thursday, November 1, 2018 – 4:15 pm to 8:15 pm - Davis L3-319


Course Title: ProPay 1-2-3: Building Bridges - Intentional Work with Students and Families who are Homeless

Course Description: This course is designed to support School Social Workers (SSWs) as they intervene more intentionally and effectively with students and families who are homeless. The course focuses on changing the professional practice of the SSWs, and implementing structural changes in the schools. Individual coaching will be provided as a component of the course to work with individual SSWs to adapt the intervention strategies to their specific building.

Course Learning Objectives:1. I can understand the emotional, psychological, physical, and social impact of homelessness on students.2. I can understand the dynamics of students who are homeless.3. I can increase school engagement of students who are homeless. 4. I can increase my skills in working with students who are homeless.5. Icanidentifyparticularneedsofstudentswhoarehomelesstoaidteachersinthe development of instructional strategies.6. IcaneducatestaffontheMcKinney-VentoActanditsimplicationforpracticein Minneapolis Public Schools.


Recommended Audience (Demographics): Kindergarten to primary grade teachers, EL teachers, and teachers from all grades who work with older children for whom decoding is inhibiting reading progress

Instructor(s) - Name(s), position(s), and department: Brenda Beyer Class Dates and Times:

Thursday, August 30th – 4:30pm – 7:30pm, Davis S1-433 (3 hours)

Monday, September 10th – 4:30pm – 6:30pm, Davis S1-433Monday, September 17th – 4:30pm – 6:30pm, Davis S1-433

Monday, September 24th – 4:30pm – 6:30pm, Davis S1-433

Monday, October 1st – 4:30pm – 6:30pm, Davis S1-433

Monday, October 15th – 4:30pm – 6:30pm, Shelter Tours Friday, November 2nd – 8:30am – 10:30am, Shelter Tours ***Monday, November 19th– 4:30pm – 6:30pm, Davis S1-433

Monday, December 10th – 4:30pm – 6:30pm, Davis S1-433 Monday, January 14th– 4:30pm – 6:30pm, Davis S1-433

Monday, February 11th – 4:30pm – 6:30pm, Davis S1-433

Monday, March 11th – 4:30pm – 6:30pm, Davis S1-433

Monday, April 15th – 4:30pm – 6:30pm, Davis S1-433 Monday, May 13th – 4:30pm – 6:30pm, Davis S1-433


Course Title: Propay 1-2-3: Contemporary World Language Instruction

Course Description Are your students ready to produce more in the Target Language? Not sure how to make your speaking tasks meaningful and authentic? This new ProPay 1-2-3 course delves into what is

authentic communication and creating tasks that lead to higher levels of compressible output.

This is a new ProPay 1-2-3 and expands upon our original ProPay 1-2-3- course entitled Effective World Language Instruction: Teaching with Comprehensible Input. Participants in this cohort will advance their skills in comprehensible input-based instruction while learning about and creating communicative tasks that lead to enhanced oral proficiency skills for students.

Course Learning Objectives:

● Participants will gain a renewed perspective of communicative teaching through a lens of what

VanPatten calls contemporary language instruction.

● Participants will incorporate tasks defined by VanPatten into lessons and units which will lead to

increased communication in the target language by students. Enforced Prerequisites, if applicable: If you are interested in taking this course – email Ayumi Stockman


Recommended Audience (Demographics): World Languages, ESL, bilingual, immersion teachers

Instructor(s) - Name(s), position(s), and department: Ayumi Stockman, World Languages Content Specialist, Nancy Ledesma, World Languages Teacher Coach

Class Dates and Times:

Time: 8:30-3:00 p.m.*

Saturday, September 29, 2018 - TBDSaturday, November 10, 2018 - TBDSaturday, February 2, 2018 - TBDSaturday, March 2, 2018 - TBD


Course Title: Propay 1-2-3: Educational Model for Mental Health

Course Description This course will introduce the Educational Model of Mental Health created by Anne Gearity. While there are accepted medical models of mental health, there is still little agreement and acceptance on how to support mental health WITHIN schools BY the school staff. Using the proposed model, the course will look at the presence and prevalence of childhood and adolescent mental health in students, and ways in which school staff can be most effective in supporting positive engagement and improved educational outcomes for those students. Strategies on how to best meet student needs, support teacher effort, and the creation of school procedures will be discussed.


● Participants will understand the role of mental health in schools and Anne Gearity’s, PhD, Educational Model for Mental Health.

● Participants will understand how social workers and school psychologists and teacher peers can support the development and implementation of a continuum of mental health services in the educational setting.

● Participants will increase their knowledge of effective consultation and collaboration in order to help guide and work with school staff when interpreting, responding to, understanding behavior in order to help students get back to learning.


Recommended Audience (Demographics): School Social Workers, School Psychologists, Special Education Teachers, Other Educational Professionals in a Consulting Role

Instructor(s) - Name(s), position(s), and department: Jessica Anderson, PsyS, NCSP; Kelly Arrington, MSW, LICSWClass Dates and Times: Time: 4:30-7:00 p.m.*

Tuesday, October 30 – Davis N1-051Tuesday, November 13 – Davis N1-052Tuesday, November 27 – Davis N1-051Tuesday, December 11 – Davis N1-051Tuesday, January 15 – Davis N1-051Tuesday, January 29 - Davis N1-051Tuesday, February 12 – Davis N1-052Tuesday, February 26 – Davis N1-052Tuesday, March 12 – Davis N1-052Tuesday, March 26 – Davis N1-052


Course Title: ProPay 1-2-3: Empowering MPS Students Through Universal Design for Learning

Course Description: Want to empower and motivate your students to become expert learners? This course is grounded in the philosophy of inclusion for all students and utilizes the Universal Design for Learning (UDL) framework. The course will encourage critical conversations, problem-solving, and hands-on exploration, and educators will consider student empowerment through a UDL lens. The course has six sessions that provide concrete examples of ways to leverage UDL in teaching strategies, lesson planning, assessment and technology integration to engage students of all abilities.

Course Learning Objectives: I

● Implement Inclusive Practices using Universal Design for Learning (UDL) as a strategy.● Establish inclusive classroom practices and environments to serve a diverse group of students.● Design and implement an action research project on inclusive practices and UDL.


Recommended Audience (Demographics): General, Special Educators

Instructor(s) - Name(s), position(s), and department: Janet Peters, M.ED Learning Technologies, CAST Faculty / MDE UDL Mentor & Lindsay Tsakistos, Special Education Teacher (Physical/Health Disabilities)

Class Dates and Times: Time: 4:00 - 8:00p.m., unless noted

August 20, 2018 *9:00am – 4:00pm - Davis – N1-052September 12, 2018 - Davis – N1-052October 10, 2018 – Davis – N1-052November 14, 2018 – Davis – N1-052December 3 – 7, 2018 – Inclusive Schools Week Optional ActivitiesJanuary 9, 2019 – Davis – N1-052February 13, 2019 – Davis – N1-052


Course Title: ProPay 1-2-3: Literacy and Critical Thinking with Engineering

Course Description: Literacy and Critical Thinking with will focus on the use of research based literacy and critical thinking strategies during engineering instruction. Participants will assess how engineering can be integrated into their curriculum and how literacy and critical thinking skills are crucial to success for students working on an engineering design challenge. Participants will leave the course with an understanding of research-based strategies to incorporate literacy and critical thinking into engineering curriculum. These strategies can be used to construct relevant lessons that help students build 21st century skills in authentic contexts. The work is designed so that participants will learn the strategies in a collaborative atmosphere, have time to work with colleagues, and then continue to implement these strategies in the future at their respective work sites.

Course Learning Objectives: 1. Adult learners will use the engineering design process and literacy strategies the classroom (close reading,

claim evidence reasoning, and scientific writing). 2. Participants will assess and modify curriculum to incorporate engineering and literacy and critical thinking

strategies. 3. Collaboration with other participants and teacher leads will allow for sustained planning, implementation, and

evaluation of strategies. 4. Students will collaboratively solve an engineering challenge while utilizing science reading and writing skills.


Recommended Audience (Demographics): K-12 teachers

Participants will:● Complete engineering design challenges using effective reading, writing, and critical thinking strategies from a learner

lens.

● Complete verbal and written reflections on learning experiences to assess how strategies can be brought to their own classrooms.

● Use protocols to evaluate student work.

● Read and respond to relevant articles.

● Assess existing curriculum to create cross-curricular engineering and literacy opportunities for students.

● Attend each session and participate with colleagues to learn new skills, design integrated engineering and literacy lessons, and plan an action research project.

Instructor(s) - Name(s), position(s), and department: Erin Clarke (Marcy Open School) and Kate Gant (Lyndale Elementary)

Class Dates and Times: (The 6 hour days will have a 1 hour lunch)Monday 8/6 9:00-3:00 – Davis – N1-052Tuesday 8/7 9:00-3:00 – Davis – N1-052Wednesday 8/8 9:00-3:00 – Davis – L3-319Thursday 8/9 9:00-3:00 – Davis – S1-435 (may change)Friday 8/10 9:00-11:00 – Davis – L3-319Two 2 hour sessions in the fall TBD


Course Title: ProPay 1-2-3: Project Based Learning: PBL Done Well

Course Description: Want to empower and motivate your students to become expert learners? This course is

grounded in the philosophy of inclusion for all students and utilizes the Universal Design for Learning (UDL) framework. The course will encourage critical conversations, problem-solving, and hands-on exploration, and educators will consider student empowerment through a UDL lens. The course has six sessions that provide concrete examples of ways to leverage UDL in teaching strategies, lesson planning, assessment and technology integration to engage students of all abilities.


● Implement Inclusive Practices using Universal Design for Learning (UDL) as a strategy.● Establish inclusive classroom practices and environments to serve a diverse group of students.● Design and implement an action research project on inclusive practices and UDL.

Section #: 112408 Course Format: Face-to-Face Number of Course Hours: 31.5 Max: 30

Recommended Audience (Demographics): All secondary teachers, including Special Ed and EL teachers

Instructor(s) - Name(s), position(s), and department: Aaron Gerhardt and Opal Ehalt

Class Dates and Times: Time:

Tue- June 19, 2018 - 2-6pm (4 hours) – Davis Cafeteria (2 to 3) and Davis N1-051 from 3 to 6)Thur- June 21, 2018 - 2-6pm (4 hours) – Davis – N1-052Tue- June 26, 2018 - online (2hours) – Thur- June 28, 2018 - 2-6pm (4 hours) Davis – L3-319Tue- July 10, 2018 - online (2 hours)Thur- July 17, 2018 - 2-6pm (4 hours) – Davis – N1-052August- online (2 hours)September 13, 2018 - 4-6:30pm (2.5 hours) Davis – L3-319October – online (2 hours)November 15, 2018 - 4-6:30pm (2.5 hours) – Davis – N1-052December 14, 2018 - 4-6:30pm (2.5 hours) – Davis – N1-051


Course Title: ProPay 1-2-3: Positive School-wide Climate and Culture, Tier 2 Supports

Course Description: The course will provide a broad umbrella/framework for current multifaceted MPS Tier 2 interventions already used. To add at least 24 additional Tier 2 supports for use at each MPS site. To help educators identify early and effective Tier-2 interventions to students who need more support than what’s offered at Tier 1. To approach challenging situations beyond reach of Tier 1 supports systematically and collaboratively. To provide clearly defined staff roles for Tier 2 interventions so everyone—administrators, teachers, paraprofessionals, behavior room (Turnaround Room) staff, etc—knows their role and can offer constructive input

Course Learning Objectives: (The first 4 of more – see eCompas for complete listing)1. Participants will understand who a Tier 2 intervention is, and how/where Tier 2 supports fit within MTSS. 2. Participants will understand that Tier 2 effectiveness is nearly impossible without achieving a significant

level of comprehensive Tier 1 effectiveness3. Participants will understand that Tier 2 success hinges on relationships. Participants will know how to

leverage relationships to benefit all students and other stakeholders (For this course, the relationships covered are: Teacher-self, Teacher-student, Teacher-administrator, Teacher-parent/guardian)

4. Participants will know several global keys to effectively intervening at the Tier 2 level (regardless of the intervention selected)


Recommended Audience (Demographics): MPS Educators – K-12

Instructor(s) - Name(s), position(s), and department: Chris Hagedorn

Class Dates and Times: Time: Friday, Aug 10 – 8:30 am - 3:30 pm – Davis S1-433Monday, Sept 10 - 4:45 pm - 8:30 pm – Davis N1-052Monday, Sept 24 - 4:45 pm - 8:30 pm – Davis N1-052Monday, Oct 8 - 4:45 pm - 8:30 pm – Davis N1-052Monday, Oct 22 - 4:45 pm - 8:30 pm – Davis N1-052Monday, Nov 5 - 4:45 pm - 8:30 pm – Davis N1-052Monday, Nov 19 - 4:45 pm - 8:30 pm – Davis N1-051Dec 10 - One hour followup Action research check-in 4:45--5:45 – Davis N1-052Jan 21 - One hour followup action research check-in 4:45--5:45


Course Title: ProPay 1-2-3: Self Management: Increase Student Independence for Success in Life

Course Description Self Management: Increase Student Independence for Success in Life. Self-management interventions help students learn to independently regulate their behaviors and act appropriately in a variety of home, school, and community situations. Self-management interventions can

be used to target skills in all domains including language, communication, social, behavioral, and adaptive. Self-management is not only an evidenced-based intervention, but also a foundational skill that can make it easier to teach learners a variety of other skills, therefore increasing independence and over reliance on adults. This course will utilize online tools to collaborate and provide video and reflection sharing. This course is a blended learning opportunity that incorporates online as well as in-person course work.

Course Learning Objectives (general for entire course): I● Identify key resources for implementing self-management interventions.● Determine whether self-management systems are appropriate interventions to help individual learners with acquire specific target skills across academic, social, and functional domains.● Make decisions about self-management materials based on the characteristics of individual learners, target skills, and the contexts in which the intervention will occur.● Develop an individualized self-management intervention based on the steps for implementation, yet tailored to the needs and characteristics of the target students.● Implement action research using the Self-Management Implementation Checklist to fidelity.● Take regular ongoing data of student performance/progress. Analyze and alter interventions as needed to increase student progress.● Extend intervention to generalization opportunities to increase student performance across school environments.● Analyze through coaching and data analysis and refine procedures as needed. This would include reflection and next-steps.

Section #: 112409 Course Format: Blended Number of Course Hours: 32 Max: 30

Recommended Audience: Special education teachers, social workers, counsellors, related service providers, transition aged teachers (18-21), general education teachers. Not recommended for ECSE/ECFE teachers.

Instructor(s) - Name(s), position(s), and department: Kathy Healy, DPF Special Education and Michele Glynn, ASD Itinerant Teacher

Start Date: September 17, 2018 – 5:00 pm to 8:00 pm – Davis N1-052October 15, 2018 – 5:00 pm to 8:00 pm (optional – Come at 4:30 for action research coaching) – N1-051November 19th, 2018 – 5:00 pm to 8:00 pm (optional – Come at 4:30 for action research coaching) N1-052January 14, 2019 – 5:00 pm to 8:00 pm (optional – Come at 4:30 for action research coaching) N1-05220 additional on-line/interactive hours throughout the course.One additional session will be offered for coaching, date TBD.


Course Title: Propay 1-2-3: MILI (Metronet Information Literacy Initiative)

Course Description: The primary goal of the Metronet Information Literacy Initiative (MILI) is to advance the teaching of information literacy skills in the classroom. Metronet created a teacher/librarian course that focuses on the research process and incorporating the Three Rs – Research, Reliable Resources and Responsible use – into the classroom instruction. Chromebooks, Google suite, web 2.0 tools, extensions, apps and more will be used to enhance student learning and teaching practice.

Course Learning Objectives: Supplement existing knowledge and practices with fresh new

tools, supported by information literacy concepts. Participants completing the course will have a strong foundation of ideas for the research process and be familiar with the Three Rs (research, reliable resources and responsible use). Participants will finish with best practices for incorporating these concepts into classroom instruction.

Requirements for Course Completion: Attendance at all sessions, completion of course assignments and final presentation are required.

Section #: 112440 Course Format: Face-to-Face Number of Course Hours: 34.5 Max: 30

Recommended Audience: All k-12 teachers and librarians

Instructor(s) - Name(s), position(s), and department: Olivia Moris, MILI Program Manager, Metronet & Ann Walker Smalley, Director, Metronet and Kristi Main, Jill Laven Spencer, & Ashley Krohn Class Dates and Times: All session except the full day Saturday are 4:30-6:30 p.m.

Full day for course: SATURDAY, September 15, 2018 ?? 9:00 am to 4:00 pm??September 10, 2018 – Davis N1-051October 8, 2018 - Davis N1-051November 5, 2018 – Davis N1-051December 10, 2018 – Davis N1-051January 14, 2019 – Davis N1-051February 11, 2019 – Davis N1-051March 11, 2019 – Davis N1-051April 15, 2019 – Davis N1-051May 13, 2019 – Davis N1-051


Course Title: ProPay 1-2-3: Thinking Math 3-5

Course Description: The course opens with a brief introduction to the research-based Ten Principles. Participants consider patterns and relationships in mathematics, including those in the multiplication tables, and focus on the Minnesota State Standards (and references to the Common Core Mathematical Practices). Decomposition is established as an important concept in understanding addition and subtraction and in creating the path to proficiency with multiplication. They examine the differences between multiplicative and additive structures, including the new role numbers have as they begin to represent not only single objects but composite units. They review the variety of problem types in the multiplicative structures. Representations to help students understand include diagrams, charts, and t-tables as well as arrays and area models. Use of the distributive property and the beginnings of proportional reasoning are stressed as well as the various treatments that may be required for division remainders in contextualized problems. Stress is placed on the importance of matching language to situations. Participants will examine the fundamental differences between whole numbers, fractions, and decimals. They will explore how to develop fraction sense and become proficient with fraction operations in a conceptual way.

Course Learning Objectives (general for entire course): I● Develop an understanding of the four categories of problems, practice classifying mathematic problems, and examine

math curriculum for the full range of problems.

● Plan and use these and additional Thinking Math course strategies (i.e., word problems and situational stories) in a manner complimentary to the structure and learning expectations for particular lessons or learning activities.

● Examine TIMSS research related to math education content in United States schools. Use this information to develop creative lessons that include the use of manipulatives and critical thinking in daily lessons.

● Demonstrate an ongoing instructional practice of guiding students in using creative and critical thinking to explore and discuss multiple ways of approaching mathematical problems using individual and collaborative learning strategies.

● Focus on reflective questioning strategies in relation to lesson development. Use these processes to invite and engage students in thinking that encourages multiple approaches to problems.

Section #: 112434 Course Format: Face-to-face Number of Course Hours: 27 Max: 25

Recommended Audience: Grade 3-5 Elementary Teachers, Special Education Resource Elementary and Secondary Teachers, ELL Elementary and Secondary TeachersInstructor(s) - Name(s), position(s), and department: Marium Touré and Mary Ellen Knapmiller

Start Date: ALL sessions are 4:30 pm to 7:30 pmThursday, September 27, 2018 – Davis L3-319Thursday, October 4, 2018 – Davis N1-052Thursday, October 11, 2018 – Davis N1-051Thursday, October 25, 2018 – Davis N1-051Thursday, November 8, 2018 – Davis N1-051Thursday, November 15, 2018 – Davis N1-051Thursday, November 29, 2018 – Davis N1-051Thursday, December 6, 2018 – Davis N1-052Thursday, December 13, 2018 – Davis N1-052 Back to Contents Page

Course Title: ProPay 1-2-3: Want to Teach Reading and Math? Try Singing!

Course Description:

In this course, teachers have fun learning highly interactive strategies to cross-train the brain and dramatically raise achievement by practicing reading and math skills through singing, playing games, and applying research-based Affirming Parallel Concepts (APC). The strategies work with existing curricula and help to create a classroom climate that engages students and keeps them open to learning while raising achievement. Participants receive individual and group vocal coaching so they become confident singing and playing singing games. They create and teach lessons to each other, and share videotapes of their own students engaged in APC lessons, while receiving and providing peer coaching. Participants create an action research project using the question, “What effect does daily singing and Affirming Parallel Concepts have on ______________?” (a skill of their choice, such as letter sound acquisition, fluency, sight word identification, or multiplication retention). In addition, each participant receives coaching calls from an instructor as they develop research methods for their project. Teachers administer a pre-test to their students, use APC strategies for at least three months, mid- and post-test, analyze the data, and write an Action Research Report.Course Learning Objectives:

● learn alternative strategies to cross-train the brain by practicing math and reading skills through singing and playing singing games.

● apply strategies with own students.

● create lessons using Affirming Parallel Concepts among reading, math and music.

● experience how singing and singing games help create a highly interactive, joyful and cooperative learning environment.

● gain confidence in singing and playing singing games.

● develop an action research project and implement it with students.

● videotape students and provide peer coaching.

Requirements for Course Completion: Attend every class. Create four 10-minute APC lessons, and share two of them in class. Videotape students. Peer coach. Complete an action research project and implement it with students. Write a report that meets ProPay guidelines.


Recommended Audience: All licensed staff pre K–5th grade (site teams are encouraged to enroll together)

Instructors: Ann Kay and Elizabeth OlsonClass Dates and Times: Room TBD - 8 TuesdaysSeptember 11—4:45-7:45 pm – Davis L3-319September 25—4:45-7:45 pm – Davis L3-319October 9—4:45-7:45 pm – Davis L3-319October 23—4:45-7:45 pm – Davis L3-319November 6—4:45-7:45 pm– Davis L3-319November 20—4:45-7:45 pm – Davis L3-319December 4—4:45-7:45 pm – Davis L3-319December 11—4:45-7:45 pm – Davis L3-319 Back to Contents Page

Course Title: ProPay 1-2-3: Working with Somali Students and their Families

Course Description: This course will address Somalia’s modern history, migration patterns, and the beliefs and values of Somali families. Participants will learn the ways in which immigration has impacted Somali families and their children. Through storytelling, readings, and community field trips, teachers will expand their knowledge of how to engage with Somali children and families. We’ll pay special attention to

classroom community and culture, oral language, and literacy development. Educators with students from other East African countries and cultures (such as Ethiopian, Oromo, Kenyan) will benefit, although this course will focus on the Somali culture. Participants will be required to purchase a text resource (the title will be determined and communicated to participants closer to the start date).


● I can develop a knowledge base that allows them to demonstrate increased level of cultural competency when working with Somali students and families.

● I can understand Somali history, educational philosophies; religious values as well as explore the intersection of culture and language with social and emotional learning.


Recommended Audience: Teachers, especially ones working with PK-5 learners and their families; other grades are welcome as well.

Instructors: Mariam Adam, Anne Sullivan

Class Dates and Times: MFT 59 67 Eighth Avenue N.E. Minneapolis, MN 55413

Saturday, June 23, 2018 – 9:00 am to 3:00 pm – MFTSaturday, June 30, 2018 – 9:00 am to 3:00 pm – MFTSaturday, July 7, 2018 – 9:00 am to 3:00 pm – MFTSaturday, August 4, 2018 – 9:00 am to 12:00 pm – MFTSaturday, August 11, 2018 – 9:00 am to 12:00 pm – MFT


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