2017-2018 Course Catalog For Middle School … Course Catalog . For Middle School Educators ......

2017-2018 Course Catalog

For Middle School Educators

July 2017

July 2017

Chelsea Professional Learning Academy

Vision Statement

Since 2015, the Chelsea Professional Learning Academy has provided a

district-wide cohesive professional development curriculum to support

the professional growth of educators.

Courses are offered at the ELC, the MCB Elementary Complex, the

Clark Avenue and Williams Middle School building, and Chelsea High

School each month. Offerings span grade-levels and content areas.

CPLA Workshops take place on the second Wednesday of each month.

Times vary by location and grade span.

Courses are offered at two levels each month:

101 Induction Series for New Teachers

201 Series for non-first-year teachers

July 2017CPLA Middle School 1


Registering for PD Courses

In order to sign up for a Professional Learning Academy Course, and to receive PDPs, you must

register for the course on the Chelsea Professional Development website. This website can

be accessed from the Staff Resources page on the Chelsea Public Schools website, from the X2

homepage, or directly at: https://app.smartedu.net/chelsea/pd/

To log in, you will enter your username and password. Your username is your Chelsea email id (last

name, first initial). New users should use the temporary password: Chelseapd. This is a one-time use

password; you will be prompted to change your password.

To search for a course go to Offerings in the left-hand menu. You then have the option to view a

calendar of offerings, view the offerings by category in the drop-down menu (under Chelsea

Professional Learning Academy 2017-2018), or search for a course title. Once you select your

course, click on the Register for this Course button. You will receive email confirmation that you

have been enrolled. Please make sure that the courses you register for are the correct grade-span

and level.

Note: Please register as early as possible each month in order to ensure that courses will run

and presenters have time to prepare enough materials.


https://app.smartedu.net/chelsea/pd/


2017-2018 Middle School Offerings




September 13th, 2017

ELA

Vision and Purpose—

Starting the Year off

Right

Teachers will explore the YLPs in terms of roadmapping with the end of

the year in mind. Teachers will unpack the Massachusetts Frameworks,

the 5DP Yearlong Plans, and UbD Units to inform instructional planning

for their classrooms.

History

What Does An

Effective History Class

Look Like?

Teachers will explore instructional frameworks with routines and

procedures that set the stage for learning. Teachers will unpack the

Massachusetts Frameworks, the 5DP Yearlong Plans, and UbD Units to

inform instructional planning for their classrooms.

Math Unit Design Phase 1—

Setup

Introduction of unit progression of lessons. Teachers will focus on the

setup of a unit to formatively assess students’ prior knowledge relevant

to the content of the upcoming unit.

Science Planning From

Standards

Teachers will work with the MA Frameworks, the 5DP Yearlong Plans,

unpacking documents, UbD units, STEMscopes and Gizmos to inform

instructional planning for their classrooms.

October 11th, 2017

ELA

Thinking Ahead—

Long-Term Planning

for Success

Teachers will bring Stages 1 & 2 of a quarter two UbD unit for vetting and

will begin Stage 3, focusing on writing strong lesson objectives.

History

Using Mini DBQs in

History Classes/

DBQ Session 1

Teachers will learn the nuts and bolts of Mini-Qs and how to use these

resources with students. Reading primary and secondary documents are

tools for historians; teachers will explore effective ways of using these

documents with students.


Introduction

Teachers will learn how to use anchor problems to build conceptual

understanding.

Science Performance

Assessments

Teachers will explore the Chelsea Middle School Performance Assessment

templates and rubric to gain an understanding of implementation and

expectations.

Course Descriptions: 101 Induction Series for New Teachers

This is a year-long required course for new teachers. (15 PDPs)

All sessions meet on the second Wednesday of the month from 2:45-4:15 p.m.

Locations will be posted on PD site.




November 8th, 2017

Social Emotional Learning: Creating a Trauma Sensitive Classroom Providing a safe and supportive environment is essential for learning to take place.

Teachers will understand the impact of trauma on learning and gain insight into the importance

of developing positive relationships with students as well as providing them

with a classroom environment where they feel safe to take academic risks.

December 13th, 2017

ELA

How Can I Engage My

Students? Balanced

Literacy Lessons

Teachers will tune lessons with the WriteBoston before reading,

during reading, and after reading strategies.

History

Planning the “In

Between” to Prepare

Students for Assessment

Teachers will explore skills and find materials to support

student growth around DBQs.


Introduction cont.

Teachers will explore various ways to explicitly bridge

conceptual understanding to procedural fluency.

Science Formative Assessments Teachers will investigate how formative assessment can be

used to inform instruction using MasteryConnect.

January 10th, 2018

ELA

Stage Two: Rigorous,

Engaging and Clearly

Communicated Tasks

Teachers will learn how to create mini tasks aligned to the

performance assessment that will prepare students for success.

History DBQ Session 2 Analysis and Writing like a Historian

Math

Unit Design Phase 3—

Teach/Practice with

Feedback &

Differentiation Stage 1

Teachers will learn strategies that support students’ productive

struggle when making connections between conceptual

understanding and procedural understanding.

Science Technology in the

Science Classroom

Teachers will learn strategies for effectively implementing the

various technology resources available to them in their classrooms

(ie: Gizmos, Discovery Ed., Brainpop, Socrative, & STEMScopes).




February 14th, 2018

ELA

The Proof is in the

Pudding: Looking at

Student Work

Teachers will review student work that resulted from the tasks

prepared in the January session. What are students able to

do? What were they not able to do yet? Plan instruction based

on student needs.

History

Formative

Assessment/ Looking

at Student Work

Teachers will learn effective strategies for looking at student

work against the standards and planning instruction accordingly.

Math

Unit Design Phase 3—

Teach/Practice with

Feedback &


Teachers will build formative assessments that check for

conceptual understanding into lesson plans.

Science

Embedding the

Science & Engineering

Practices

Teachers will learn what these practices are and how they play

out in an effective classroom.

March 14th, 2018

ELA

Thinking Ahead:

Long-Term Planning

for Success 2.0

Teachers will tune a Quarter 4 UbD unit for a rigorous and

engaging performance assessment and aligned tasks, strong

lesson objectives and before, during and after reading strategies.

History Conferring with

Historians

Teachers will learn the essentials of conferring and feedback that

help move students along the continuum of learning.

Math

Unit Design Phase 4:

Teach/Practice with

Feedback &


Teachers will work on providing access points to all students

as they move toward procedural fluency.

Science

Inquiry Part 1—

Strategies for

Hands-On Work

Teachers will learn strategies to make hands-on work effective

in their classrooms.




April 11th, 2018

ELA

Evaluation, Artifacts, & All

the Other Burning

Questions

Teachers will be guided in preparing to submit artifacts, end-of-

year assessments, and data collection.

History Assessing Student Growth

Over a School Year

Teachers will assess the growth of their students and, based on

that assessment, will refine their expectations for next year.

Math Unit Design Phase 5:

Fluency and Synthesis

Teachers will explore different ways to formatively assess students’

abilities to synthesize multiple understandings to

novel situations.

Science Inquiry Part 2—

Mini-Labs

Teachers will learn how to use mini-labs more effectively

in their instruction for various purposes.

May 9th, 2018

ELA

Stage Two—Rigorous,

Engaging, & Clearly-

Communicated Tasks

Teachers will reflect on performance tasks for all four anchor texts

and will vet them.

History

What Does An Effective

History Class Look Like at

the End of the Year?

Teachers will reevaluate instructional frameworks with routines and

procedures that set the stage for learning.

Math Unit Design Phase 6:

Conclusion

Teachers will plan a performance assessment that summatively

assesses both students’ conceptual understanding and procedural

fluency.

Science Discussing Science in

the Classroom

Teachers will gain experience in planning and implementing

effective discussion techniques in the classroom.

June 13th, 2018

ELA

Am I the Teacher I Want

to Be: Metacognition in

the Classroom

I think, therefore I teach.

Teachers will reflect and celebrate on the year!

History/

Science Reflection All teachers will reflect on the year and celebrate.

Math Reflection &

Showcase All teachers will reflect on the year and showcase one full unit.




September 13th, 2017

IEP Meetings: Process & Eligibility Determination

This training will focus on the process of an IEP meeting, as well as, interpreting evaluation data for the

purpose of determining if a child is a child with a disability and in need of special education.

October 11th, 2017 IEP Writing

This training will help you learn more about IEPs—what the law requires,

what information a typical IEP contains, how IEPs are developed, etc.

November 8th, 2017 Social Emotional Learning: Creating a Trauma Sensitive Classroom

Providing a safe and supportive environment is essential for learning to take place.

Teachers will understand the impact of trauma on learning and gain insight into the importance

of developing positive relationships with students as well as providing them with a

classroom environment where they feel safe to take academic risks.

December 13th, 2017

Disability Types

This training will focus on the Federal and Massachusetts special education disability types definitions

for each of the disability categories, and resources for each disability.

Course Descriptions: 101 Induction Series for

New Special Education Service Providers This is a year-long required course for new service providers. (15 PDPs)

All sessions meet on the second Wednesday of the month from 3:00-4:30 p.m. at PIC.




January 10th, 2018 Assessments

This training will focus on the evaluation process, which is guided by requirements in our nation’s

special education law, the Individuals with Disabilities Education Act (IDEA).

February 14th, 2018 SPED Law/History of SPED

This training will focus on a review of the History of Special Education

and the Massachusetts Special Education Regulations.

March 14th, 2018

Parent Communication

This training will focus on how to assist the parent in understanding the special education process,

and the rights of the parents when their child has been referred for, or is receiving,

special education services, as well as ongoing communication and efficient progress reports.

April 11th, 2018 Service Delivery Models/Related Service Providers/Programming

All considerations for services are made along a continuum of placement options ensuring that students

with disabilities are, to the reasonable extent appropriate, educated with non-disabled peers.

May 9th, 2018 Supporting Classroom Teachers

Related Service Providers and/or Special Education Teacher Support Services may be all direct,

or a combination of direct and indirect.

June 13th, 2018 Reflection on the Year

How will you describe this school year? What will you try and what will you do differently next year?




September 13th, October 11th, & November 8th

Classroom Culture

A classroom with opportunities for students to positively connect with content, peers,

and teachers is key in empowering students. Participants will dive deep into what makes

a positive classroom culture and how to effectively establish the practices and routines needed.

Participants will have opportunities to share successes and challenges in order to learn

from each other and receive feedback in order to adapt their practices.

September 13th & October 11th, & November 8th

Literacy Across All Content Areas

What does it mean to read and write in ELA? Like a Historian? Like a Scientist? Like a

Mathematician? Although there are some specific characteristics in each content area, there are more

foundational similarities across all contents. This course will build horizontal and vertical alignment of

reading and writing strategies that will help our students be successful readers and writers in life.

This course will be supported by Literacy and Math coaches and a History Lead.

December 13th, January 10th, & February 14th

Social Emotional Learning/ Trauma Informed Schools Participants will explore ways to integrate skill building around the five CASEL SEL competencies

through explicit skill instruction, instructional practices, classroom and school climate,

and incorporation of social emotional learning into the content.

Course Descriptions: 201 Series

Open to all non-first-year teachers.

Register for one or more workshop series, each of which meets 3 times.

All sessions meet on the second Wednesday of the month from 2:45-4:15 p.m. Check PD website for locations.





Differentiation in the Classroom Do you have any students who struggle? How do you reach all of your students?

Participants will be introduced to at least three different models to provide differentiated

instruction in the classroom. Participants will learn how to use data to create strategic groups,

including strategies for grouping students in the moment. Participants will also learn

how to help students assess their proficiencies to determine individual needs and

make choices to support their own growth. Time will also be allotted for group members

to share successes and obstacles from the implementation of the differentiation models

in order to learn from each other and get feedback to adapt practices.

This course will be supported by the Literacy and Math coaches.

March 14th, April 11th & May 9th

Teach in the Classroom of the Future: Integrating Technology Take advantage of all the cutting edge technology that we have access to in the district,

but never have time learn about. Apply the knowledge that you gain to prepare

your students to succeed in the 21st century. Add new, modern tools to your teaching toolbox

that will transform learning in your classroom. This series is beneficial for all content areas.

March 14th, April 11th & May 9th

Improving Your Professional Practice

Do you enjoy engaging in professional conversations? Then this is the workshop for you!

Participants will share learning from their professional practice goal and the progress

made toward that goal. They will examine the impact of their professional practice goal

on student learning and identify tracks of their teaching on student learning.

Teachers will join in reading and supporting each other in a deep study of teaching practices.




September 13th, October 11th, & November 8th

Supporting ELLs: Vocabulary


Supporting ELLs: Reading

March 14th, April 11th, May 9th, & June 13th

Supporting ELLs: Writing

Course Descriptions: 201 Supporting ELLs Series

Open to all non-first-year teachers.

The goal of this series is to provide teachers with the knowledge and skills to effectively shelter their

content instruction to support English Language Learners. Teachers will understand the social and

cultural issues that contribute to and impact the schooling of ELLs, how language functions within

academic content teaching, and how students acquire a second language.

Teachers will leave the course with practical, research-based protocols, methods and strategies to

integrate subject-area content, language, and literacy development. This course will be supported by

an ELL specialist in conjunction with Literacy and Math coaches, and content will be differentiated

based on participants.

Three sections are offered: vocabulary, reading and writing.

Sign up for one section (3-4 meetings each) or for the year-long course for 15 ELL PDPs.

All sessions meet on the second Wednesday of the month from 3:00-4:30 p.m. at the Williams.



Frequently Asked Questions

Who plans and presents the CPLA workshops?

The district curriculum coordinators work with the instructional coaches, lead

teachers, and other teacher leaders throughout the district to plan the

workshops. Most workshops are presented by coaches and lead teachers.

I am new to the district but not a first-year teacher/not a classroom

teacher; do I need to attend the 101 workshops?

All new teachers must attend a CPLA workshop each month. However, if the

101 session does not represent new learning for you, you may speak with your

building administrator and attend a different CPLA workshop that month.

How can I find out if a specific 201 workshop is right for me?

Speak with your instructional coaches and/or lead teachers, or contact a

curriculum coordinator to find out more about any workshop. In most cases,

workshops will be planned and differentiated with the participants in mind.

How do I get PDPs for my participation?

In order to sign up for a Professional Learning Academy course, and to receive

PDPs, you must register for the course on the Chelsea Professional

Development website (see Registering for PD Courses at the beginning of this

booklet). 101 course participants register once for the year-long course; 201

course participants must register for each course separately.




2017-2018 Course Catalog For Middle School … Course Catalog . For Middle School Educators ......

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