CULTURE

CULTURE

THAT EMPOWERS

INSTRUCTION

INSTRUCTION

THAT ENGAGES

TECHNOLOGY

TECHNOLOGY

THAT ENABLES

Literacy

Idaho Falls School District 91 will focus its professional development in the areas of:

  • Idaho Core Standards for English Language Arts & Literacy
  • Best practice literacy instructional strategies including building background knowledge.
  • Common practices and language that will help standardize the writing process, reading strategies and common note-taking strategies district wide.
  • Strategies for reducing disparities in language arts achievement.
  • Assessment literacy, especially in developing valid and reliable common formative assessments.

Numeracy

Idaho Falls School District 91 will focus its professional development in the areas of:

  • Idaho Core Standards for Mathematics Content and Practice
  • Best practice math instructional strategies
  • Common practices to help standardize district wide mathematics processes such as math instruction that moves from concrete to pictorial to abstract and problem-solving steps that include model drawing.
  • Strategies for reducing disparities in mathematics achievement
  • Developing valid and reliable common formative assessments
  • Training on effectively developing formative assessment lessons in 6th grade through Algebra II

College & Career Readiness

Idaho Falls School District 91 will focus its professional development in the areas of:

  • Increase capacity to implement the Learner Attributes Rubrics district wide by providing training for teachers and administrators.
  • Provide district and building level administrators with the tools needed to consistently model the rubrics at all levels across the district.

 Committed to supporting our teachers by providing them with the opportunity, time and resources to become exceptional teachers.

Newly Posted Professional Development

Courses in this category are the latest posting of PD offerings.

Online Coures

Courses in this category are completely asynchronous. Many can be earned for NNU credit

D91 University

Courses in this category are being offered as part of the D91 University catalog.

New Teacher Support

Courses in this category are designed to support teachers new to District 91 in implementing district curriculum and programs.

Newly Posted PD's

Gradual Release of Responsibility(Secondary)

 

 
Gradual Release of Responsibility
03/28/2019
 
05/23/2019
 
4:00
5:00
Eagle Rock Middle School Media Center
Lisa Armstrong

 

 

Class Meets on the following dates:  March 28, April 4, April 18, May 2, May 8, May 23

Maximum # of Participants- 30

Credit offered: Yes

How many credits offered: 1

Credits offered from:  NNU

Cost Per Credit: $60

Credit Requirements:

-Attend and participate in all course sessions.
-Prepare for face to face classes by reading assigned resources and completing any assigned tasks.
-Participate in class discussions, modeling, and reflections.
-Complete a lesson plan targeting each feature of the model.
-Apply knowledge and skills in the classroom. 
-Participate in a two-way observation with a fellow classmate.
-Write reflection in response to implementation of the model.
-Present one teaching strategy to the class.
-A total of 15 hours must be completed to earn a credit.

 

Participants will need to purchase the book "Better Learning Through Structured Teaching: A Framework for the Gradual Release or Responsibility, 2nd edition" by  Douglas Fisher and Nancy Frey  (On Amazon: used- $5.00 ;  new $18.70)

 

 

 

ASD: Neurology, Behavior, and Interventions

  • Session 1: “The Neurology of ASD” – This session will provide a user-friendly discussion of the
    neurological research on ASD. It will serve as a foundation for interventions discussed in Sessions 2 and
    3.
    Session 2: “The Cycle of Meltdowns for Individuals with ASD” – This session will focus on the cycle of
    meltdowns for learners with ASD including those with “high-functioning” ASD. Learners with ASD
    typically have self-regulation and sensory issues that can lead to meltdowns and follow three stages: (a)
    rumbling; (b) rage, and (c) recovery.
    Session 3: “Creating a Psychologically Safe Environment for Students with ASD” – This session will
    discuss evidence-based strategies that assist learners in gaining and generalizing social/communication,
    hidden curriculum, academic, and behavior skills

    Link to Syllabus and Registration: https://idahotc.com/lms
  •  
     
    ASD: Neurology, Behavior, and Interventions
    01/15/2019
     
    04/29/2019
     
    Online
    Online
    Online
    Dr. Robin Greenfield

 

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? Univeristy of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

1. Participation: Participants are required to log into/attend the full period (2 hours) of all webinars in
this series.
2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
https://idahotc.com/lms
*All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
to pass the course. Quizzes can be retaken until passed.
Quiz 1 (20 points)
Quiz 2 (20 points)
Quiz 3 (20 points)
3. Survey: Participants are required to complete a course satisfaction survey.
4. Final assignment: Complete a written assignment must be submitted through the Idaho Training
Clearinghouse LMS.
*Final Assignment (100 points)
1. Develop a 15 minute PowerPoint presentation to help general educators understand
how to better include their students with autism spectrum disorder, or
2. Develop a 15 minute PowerPoint presentation for paraprofessionals so that they can
better support learners with ASD.
3. Explain which audience you chose for your presentation and how you adapted the
PowerPoint to meet their needs

See link above to register.


Transition from School to Full Adult Life

      • Session 1: “Possibilities for Employment and Community Living for People with Significant Disabilities” 
        Session 2: “What is New in Terms of Laws and Federal Directives with Regards to Transition?"
        Session 3: “Connecting with Agencies in Your Community"

      Link to Syllabus and Registration: https://idahotc.com/lms

      •  
        Transition from School to Full Adult Life
        01/15/2019
         
        04/29/2019
         
        Online
        Online
        Online
        Robin Greenfield, Ph.D.

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? University of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

1. Participation: Participants are required to log into/attend the full period (2 hours) of all webinars in
this series.
2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
*All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
to pass the course. Quizzes can be retaken until passed.
Quiz 1 (20 points)
Quiz 2 (20 points)
Quiz 3 (20 points)
3. Survey: Participants are required to complete a course satisfaction survey.
4. Final assignment: Complete a written assignment and must be submitted through the Idaho Training
Clearinghouse LMS.
*Final Assignment (100 points)
Complete the following components:
1) After learning about Customized Employment, what three messages would
you share with parents of young children with significant disabilities about
their future?
2) Identify three inclusive activities in elementary or middle school where one
could promote the vision of employment for ALL YOUTH.
3) What skills and activities could families incorporate into a child’s home
routine to prepare them for work?
4) Choose one of the following: 1) Interview a Vocational Rehabilitation
counselor or a counselor from the Idaho Commission for the Blind and ask
them what pre-employment transition services are delivered to students
with a significant impact of disability; OR 2) Contact your local Vocational
Rehabilitation office and list the steps an individual must complete to apply
for services.

Link to Syllabus and Registration: https://idahotc.com/lms

 


Response to Intervention: Moving from Theory to Practice

    • The course consists of several online modules with descriptions of each below. Modules are self-paced
      and include handouts and quizzes to check for understanding.
       
       
      Module 1: Response to Intervention (RtI) Overview
      Module 2: Comprehensive Assessment System
      Module 3: Tiered Interventions
      Module 4: Intervention Design I– Elementary/Secondary
      Module 5: Intervention Design II – Elementary/Secondary
      Module 6: Family and Community Involvement
      Module 7: Progress Monitoring
      Module 8: Leadership
      Module 9: Implementation Cycles within RTI
       
      Link to Syllabus and Registration: https://idahotc.com/lms
      •  
        RTI: Moving from Theory to Practice
        01/15/2019
         
        04/29/2019
         
        Online
        Online
        Online
        Cari Murphy, Ph.D.

 

 

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? University of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

  • 1. Participation: Participants are required to complete all modules, including handouts and quizzes.
    2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
    *All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
    System on the date(s) specified on the course home page. Students must earn an 80% score on
    each quiz to pass the course. Quizzes can be retaken until passed.
    Quiz 1 (20 points)
    Quiz 2 (20 points)
    Quiz 3 (20 points)
    Quiz 4 (20 points)
    Quiz 5 (20 points)
    Quiz 6 (20 points)
    Quiz 7 (20 points)
    Quiz 8 (20 points)
    3. Surveys: Participants are required to complete a satisfaction survey after modules 1-9 and an overall
    course satisfaction survey after module 9.
    4. Final assignment: A written assignment must be submitted through the online course at the Idaho
    Training Clearinghouse LMS.
    *Final Assignment (100 points)
    Complete the “Developing a Cycle of Work Based on Data” worksheet. You will
    complete this worksheet based on the season in which you take this course. Only
    complete questions for one of the three cycles; fall, spring, or winter based upon the
    time of the school year when you complete this course.
    Step #1: Answer all questions within each cycle of work and RTI component in complete
    sentences. These questions will guide you through the cycle of work; fall, winter, and
    spring for each of the 5 RTI components: assessment system, core instruction, tier II &
    tier III, data analysis, and leadership teams.
    Step #2: Identify 1 question within each cycle and component and begin planning for
    improvement. In the box provided, identify the steps you might take to improve upon
    the weakness you identified through you answers to the questions. Describe, in detail,
    how you will make improvements in each of the 5 identified areas: assessment system,
    core instruction, tier II & tier III, data analysis, and leadership teams within each cycle of
    work.

 


Essential Components for Reading Instruction: Part 1

      • The course consists of 10 online modules with description of each below. Modules are self-paced and
        include quizzes to check for understanding.

        Modules:
        Phonological Awareness
        Phonics and Word Recognition
        Phonics--All About Syllables, Part 1
        Phonics--All About Syllables, Part 2
        Partner Talk
        Academic Discussion
        Academic Vocabulary
        Developing Word Consciousness
        Word Analysis
        Context Clues

        Link to Syllabus and Registration: https://idahotc.com/lms
      •  
        Essential Components for Reading Instruction Part 1
        01/15/2019
         
        04/29/2010
         
        Online
        Online
        Online
        Cari Murphy, Ph.D.

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? University of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

  • 1. Participation: Participants are required to complete all modules, including handouts and quizzes.
    2. Quizzes: All module quizzes must be submitted through the online course at the Idaho Training
    Clearinghouse LMS.
    *All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
    System on the date(s) specified in the course site. Student must earn an 80% score on each
    module quiz to pass the course. Quizzes can be retaken until passed. Each quiz is worth 10
    points.
    3. Surveys: Participants are required to complete a satisfaction survey after each module.
    4. Final Assignment: A written assignment must be submitted through the online course at the Idaho
    Training Clearinghouse LMS.
    *Final Assignment (100 points)
    This course requires that you submit a culminating final assignment form your work in
    each module. In step 4 of each module you will create 3 presentation slides (e.g.,
    PowerPoint) to summarize the content presented.
    • An additional 3 slides will be added for each module completed, for a total of 30
    slides.
    • The information on each slide should summarize learning from the module.
    • The final slide deck should include both text and graphics.
    • Information presented in the slide should have proper citation.
    • No more than 10% of the slides may have direct quotes from the module
    content

 


Creating Assistive Technology Solutions in Minutes

      • Session 1: “Making Assistive Technology Solutions Using Ordinary Items.” This session will
        discuss and demonstrate over 40 assistive technology solutions that can be made in minutes
        using everyday tools and materials.
        Session 2: “Making Assistive Technology Solutions Using Corrugated Plastic.“ This session will
        discuss and demonstrate 101 assistive technology solutions that can be created using
        corrugated plastics.
        Session 3: Making Assistive Technology Solutions Using Velcro Brand Fasteners and Lock Line”
        This session will demonstrate 101 assistive technology solutions that can be
        Created using Velcro Brand Fasteners and Loc Line.

      Link to Syllabus and Registration: https://idahotc.com/lms

      •  
        Creating Assistive Technology Solutions in Minutes
        01/15/2019
         
        04/29/2019
         
        Online
        Online
        Online
        Robin Greenfield, Ph.D.

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? University of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

  • 1. Participation: Participants are required to log into/attend the full period (2 hours) of all webinars in
    this series.
    2. Survey: Participants are required to complete a course satisfaction survey.
    3. Final Assignment: A written assignment must be submitted through the Idaho Training Clearinghouse
    LMS.
    *Final Assignment (100 Points)
    1) Describe a child you know. Include in your description a) child’s age; b) vision and
    hearing abilities and needs; c) receptive and expressive communication abilities and
    needs; and d) physical abilities and needs, if applicable.
    2) Write two goals for the child that uses two things that were described in the
    webinar series.
    3) Write a justification for why you chose those items to support the child

 


Essential Components for Reading Instruction: Part 2

    • The course consists of 10 online modules with description of each below. Modules are self-paced and
      include quizzes to check for understanding.

      Modules:
      Semantic Mapping
      Academic Language Part 1
      Academic Language Part 2
      Close Reading
      Identifying and Analyzing Theme
      Intro to Informational Text
      Text Dependent Questions
      Teaching Students to Use Evidence
      Importance of Text Structures
      Importance of Text Features

      Link to Syllabus and Registration: https://idahotc.com/lms
      •  
        Essential Components for Reading Instruction Part 2
        01/15/2019
         
        04/29/2019
         
        Online
        Online
        Online
        Cari Murphy, Ph.D.

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? Boise State University

What is the cost of each credit?  $60

What are the credit requirements?  

  • 1. Participation: Participants are required to complete all modules, including handouts and quizzes.
    2. Quizzes: All module quizzes must be submitted through the online course at the Idaho Training
    Clearinghouse LMS.
    *All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
    System on the date(s) specified in the course site. Student must earn an 80% score on each
    module quiz to pass the course. Quizzes can be retaken until passed. Each quiz is worth 10
    points.
    3. Surveys: Participants are required to complete a satisfaction survey after each module.
    4. Final Assignment: A written assignment must be submitted through the online course at the Idaho
    Training Clearinghouse LMS.
    *Final Assignment (100 points)
    This course requires that you submit a culminating final assignment form your work in
    each module. In step 4 of each module you will create 3 presentation slides (e.g.,
    PowerPoint) to summarize the content presented.
    • An additional 3 slides will be added for each module completed, for a total of 30
    slides.
    • The information on each slide should summarize learning from the module.
    • The final slide deck should include both text and graphics.
    • Information presented in the slide should have proper citation.
    • No more than 10% of the slides may have direct quotes from the module
    content.

 


What Does "Follow the Child" Mean?

      • This three-part webinar series will describe the process of using a child centered approach to assessment and how critical the interaction of a child's senses impacts their overall functioning and behavior. Register for individual sessions below.  Session 1: Availability for Learning: The Forgotten Senses
        Session 2: Looking at the World Through Rose-Colored Glasses: Approaches to Positive Assessment
        Session 3: Self-Regulation and Self-Stimulation: The Emotional Heart of the Child Link to Syllabus and Registration: https://idahotc.com/lms
      •  
         
        What Does Follow the Child Mean?
        01/15/2019
         
        04/29/2019
         
        Online
        Online
        Online
        Dr. Robin Greenfield

Maximum # of Participants- 100

Credit offered: Yes

How many credits offered: 1

Credits offered from: University of Idaho

Cost Per Credit: $60

  • 1. Participation: Participants are required to log into/attend the full period (2 hours) of all webinars in
    this series.
    2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
    *All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
    System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
    to pass the course. Quizzes can be retaken until passed.
    Quiz 1 (20 points)
    Quiz 2 (20 points)
    Quiz 3 (20 points)
    3. Survey: Participants are required to complete a course satisfaction survey.
    4. Final assignment: Complete a written assignment and must be submitted through the Idaho Training
    Clearinghouse LMS.
    *Final Assignment (100 points)
    1) Create a PowerPoint presentation based on the topics in the three webinar sessions.
    2) Identify the audience the presentation is written for (e.g., Teachers, Paraprofessionals,
    Additional Service Providers, or Parents).

 

 

 

 

Stress and Students with Significant Disabilities

    • Session 1: Stress: Overview, Physiology, and Implications
      Session 2: Stress: Research to Practice
      Session 3: Prevention of Toxic Stress Link to Syllabus and Registration: https://idahotc.com/lms



 
Stress and Students with Significant Disabilities
01/15/2019
 
04/29/2019
 
Online
Online
Online
Dr. Robin Greenfield

 

Is this event sponsored by the district? No 
What is the maximum enrollment for this class? 100
How many credits are offered? 1
Where is the credit offered from? University of Idaho
What is the cost of each credit? $ 60
What are the credit requirements? 

  • 1. Participation: Participants are required to view each recorded webinar.
    2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
    *All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
    System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
    to pass the course. Quizzes can be retaken until passed.
    Quiz 1 (20 points)
    Quiz 2 (20 points)
    Quiz 3 (20 points)
    3. Survey: Participants are required to complete a course satisfaction survey.
    4. Final assignment: Complete a written assignment and must be submitted through the Idaho Training
    Clearinghouse LMS.
    *Final Assignment (100 points)
    1. After participating in the webinar series, choose a child in your classroom or a family
    member/friend who you think is under “stress” on a continual basis or at certain times
    during the day. Write a description of why you chose this individual and what situations
    and behaviors make you think he or she is under some kind of stress.
    2. Write a description of the focus person including: 1) age; 2) male or female;
    3) labeled disability or not; 4) health status (e. g., seizure disorder, uses a wheelchair); 5)
    two known likes and dislikes (e.g., likes music/doesn’t like to have hands touched).
    3. Conduct an observation(minimum of 30 minutes) of the person and write a detailed
    description that includes the following components:
    a. Time of day (e.g., 10:00 – 10:30 am)
    b. Length of observation
    c. Setting (e.g. special education classroom)
    d. Number and type of people in the setting
    e. Demands (e.g., child is being asked to use scissors to cut a piece of paper)
    f. Type of support (e.g., classroom aide is guiding child’s hand)
    g. Individual’s response (e.g., child is crying)
    h. Length of activity (e.g., 15 minutes)
    i. Additional information that you think is important about the observation. This might
    include things like noise level, lighting, activity.
    4. Based on information from the webinar series and your own experience, describe three
    things you would do differently to lessen the individual’s stress level and why.]

 

 


Picturing Success: Improving Behavior and Enhancing Skill Development Through the Use of Visual Support Strategies

    • Session 1: “Overview of Visual Support Strategies”
      Session 2: “Visual Scheduling” 
      Session 3: “Visual Support Strategies for Academic Participation and Literacy Development”  Link to Syllabus and Registration: https://idahotc.com/lms



 
Picturing Success: Improving Behavior and Enhancing Skill Development Through the Use of Visual Support Strategies
01/15/2019
 
04/29/2019
 
Online
Online
Online
Dr. Robin Greenfield

 

Is this event sponsored by the district? No 
What is the maximum enrollment for this class? 100
How many credits are offered? 1
Where is the credit offered from? University of Idaho
What is the cost of each credit? $ 60
What are the credit requirements? 

1. Participation: Participants are required to log into/attend the full period (2 hours) of all
webinars in this series. 
2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
http://www.idahotc.com/lms
*All quizzes must be completed on the Idaho Training Clearinghouse Learning
Management System on the date(s) specified in the course site. Students must
earn an 80% score on each quiz to pass the course. Quizzes can be retaken until
passed.
Quiz 1 (20 points)
Quiz 2 (20 points)
Quiz 3 (20 points)
3. Survey: Participants are required to complete a course satisfaction survey.
4. Final assignment: Complete a written assignment (requirements listed below) must be
submitted through the Idaho Training Clearinghouse LMS.
*Final Assignment (10 points)
1) Identify and briefly describe a student you currently support or know.
2) Identify an academic activity or a book to adapt for the student. Use
graphic symbols (or other representations, as appropriate) to create an
adaptation that will increase the student’s participation in the academic
activity and/or support the student in engaging with a book.
3) Briefly describe why you chose the activity or book and the adaptation.

 

 


General Classroom Management

        • Let's work together to build strong classroom systems that lead to improved outcomes for students. Planning for special education can be a complex puzzle. We will look at systems for data collection and progress monitoring, classroom organization, scheduling, and working with paraprofessionals. 

          Link for Registration: https://idahotc.com/SESTA/Classroom-Systems

           
          Classroom Systems
          04/30/2019
           
          04/30/2019
           
          8:30 a.m.
          4:30 p.m.
          Residence Inn, Idaho Falls
          Idaho SESTA

Maximum # of Participants- 50

Credit offered: No

How many credits offered: N/A

Credits offered from: N/A

Cost Per Credit: N/A

 


 

 

 

The Problem with Behavior Problems

  • Session 1: Understanding Behavior and Understanding Students
    Session 2: Disability Related Struggles
    Session 3: Practical Strategies for the Classroom and Beyond

    Link to Syllabus and Registration: https://idahotc.com/lms


 
The Problem with Behavior Problems
01/15/2019
 
04/29/2019
 
Online
Online
Online
Dr. Robin Greenfield

 

Is this event sponsored by the district? No 
What is the maximum enrollment for this class? 100
How many credits are offered? 1
Where is the credit offered from? University of Idaho
What is the cost of each credit? $ 60
What are the credit requirements? 

1. Participation: Participants are required to log into/attend the full period (2 hours) of all
webinars in this series.
2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
* All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
to pass the course. Quizzes can be retaken until passed.
Quiz 1 (20 points)
Quiz 2 (20 points)
Quiz 3 (20 points)
3. Survey: Participants are required to complete a course satisfaction survey.
4. Final assignment: Complete a written assignment (requirements listed below) must be submitted
through the Idaho Training Clearinghouse LMS.]
*Final Assignment (100 points)

 

 


Video Case Analysis of Student Thinking-Functions (MS/HS)

    •  
    • Ever wondered why thinking about functions can be so difficult for middle and high school math students? Find some answers in this 6 week course!

      Each week you will:

      -complete an independent online module (60-90 minutes)
      -In the online module, you will view video clips of middle and high school students solving function problems to learn more about how to help    students think about functions.
      -attend a virtual discussion via video conference (60 minutes)
      -In the virtual discussion, you will explore together with other secondary math teachers the best ways to help students understand functions.

      Register Here

      Schedule:

      March 6, 4:30 - 5:30 pm
      March 13, 4:30 - 5:30 pm
      March 20, 4:30 - 5:30 pm
      March 27, 4:30 - 5:30 pm
      April 3, 4:30 - 5:30 pm
      April 10, 4:30 - 5:30 pm
      April 17, 4:30 - 5:30 pm
    •  
       
 
Video Case Analysis of Student Thinking-Functions (MS/HS)
03/06/2019
 
04/17/2019
 
4:30 p.m
5:30 p.m.
Online
ISU Regional Math Center

  • Max No. Participants: 100
    Credit Offered: Yes
    Credit Offered from: Idaho State University
    How Many Credits: 1
    Cost for Credit: $55
    Credit Requirements: Attend and participate in all class sessions.
    Complete each lesson task.


Virtual Book Study--Routines for Reasoning

Join Veronica Blackham, Idaho Regional Math Specialist, for a virtual book study of the book, Routines for Reasoning: Fostering Mathematical Practices in All Students. The book will be provided for FREE to participants by the Idaho Regional Math Center, for those from Regions 4,5,6 and that complete the course expectations.

Book Study dates:
Monday, January 28 4:00-5:00
Monday, February 4 4:00-5:00
Monday, February 11 4:00-5:00
Monday, February 25 4:00-5:00
Monday, March 4 4:00-5:00
Monday, March 11 4:00-5:00

Register Here

 

 
Virtual Book Study--Routines for Reasoning
01/28/2019
 
03/11/2019
 
4:00 p.m.
5:00 p.m.
Online
Veronica Blackham, ISU Regional Math Center

 

  • Max No. Participants: 100
    Credit Offered: Yes
    Credit Offered from: Idaho State University
    How Many Credits: 1
    Cost for Credit: $55
    Credit Requirements: 
  • Read all chapters
  • Attend all discussion sessions
    For each chapter (10), write a short reflection about something that you tried out in your classroom.
    If you don't want the credit, you're still welcome to participate.


Teaching Mathematical Thinking

    •  
    • This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and structures of algebraic thinking. Topics will include: meanings of operations and how they relate to one another, computation within the number system as a foundation for algebra, the use of mathematical models, and the understanding student thinking. Emphasis will be given to developing ideas about multiplicative thinking, proportional reasoning, and algebraic reasoning. Questions? This email address is being protected from spambots. You need JavaScript enabled to view it. .
      To Register: Click on https://www.isu.edu/education/professional-development/idaho-regional-math-center/teaching-mathematical-thinking/
       
      Pocatello dates:
      Saturday, February 9, 2019 8:00am-5:00pm
      Saturday, February 23, 2019 8:00am-5:00pm
      Thursday, February 28, 2019 4:00pm-8:00pm
      Saturday, March 9, 2019 8:00am-5:00pm
      Saturday, March 30, 2019 8:00am-5:00pm
      Thursday, April 4, 2019 4:00pm-8:00pm
      Registration for Rigby/Rexburg and Idaho Falls sessions opens April 1
    •  
       
 
Teaching Mathematical Thinking (K-5) Pocatello
02/09/2019
 
04/04/2019
 
8:00 a.m.
5:00 p.m.
ISU College of Education, Pocatello
Jason Libberton
 
Teaching Mathematical Thinking (K-5) Rigby/Rexburg
06/10/2019
 
06/14/2019
 
8:00 a.m.
5:00 p.m.
TBD
Jason Libberton
 
Teaching Mathematical Thinking (Gr.6-9) Idaho Falls
06/17/2019
 
06/21/2019
 
8:00 a.m.
5:00 p.m.
ISU-Idaho Falls Campus
TBD
 
Teaching Mathematical Thinking (K-5) Idaho Falls
08/05/2019
 
08/09/2019
 
8:00 a.m.
5:00 p.m.
ISU-Idaho Falls Campus
Angie Godfrey, Veronica Blackham, Jason Libberton

  • Max No. Participants: 30
    Credit Offered: Yes
    Credit Offered from: Idaho State University
    How Many Credits: 3
    Cost for Credit: $55
    Credit Requirements: Attend all class sessions


Creating a Plan for Successful Mathematics Discussions

Now that you have completed the District 91 staff development on Facilitating Meaningful Math Discourse, do you find yourself wanting to know more? In this class we will take a deeper dive into how to have successful discussions that support student learning. We will work with five concrete steps for planning and carrying out a math lesson rich with discussion (from the work of Stein and Smith in “5 Practices for Orchestrating Mathematical Discussions”). We will also apply strategies from the Facilitating Meaningful Math Discourse class to everyday routines and MIF lessons. There will also be time set aside to plan lessons with emphasis on discussion that support students’ understanding.

Saturday, February 9th (8:30 – 11:30)
Wednesdays, February 20, 27, March 6, March 13 (4 -6 pm each week)
Saturday, March 30 (8:30 – 11:30)

REGISTER HERE

 

 
Session 1
02/09/2019
 
 
8:30 am
11:30 am
Compass Academy Rm 208
Angela Lee
 
Session 2
02/20/2019
 
 
4:00 pm
6:00 pm
Compass Academy Rm 208
Angela Lee
 
Session 3
02/27/2019
 
 
4:00 pm
6:00 pm
Compass Academy Rm 208
Angela Lee
 
Session 4
03/06/2019
 
 
4:00 pm
6:00 pm
Comapss Academy Rm 208
Angela Lee
 
Session 5
03/13/2019
 
 
4:00 pm
6:00 pm
Compass Academy Rm 208
Angela Lee
 
Session 6
03/30/2019
 
 
8:30 am
11:30 am
Compass Academy Rm. 208
Angela Lee

 

  • Max No. Participants: 12
    Credit Offered: Yes
    Credit Offered from: NNU
    How Many Credits: 1
    Cost for Credit: $60
    Credit Requirements:. 

Participants must attend all sessions: February 9 (4 hours), February 20 & 27, March 6 & 13 (2 hours each), and March 30  (4 hrs)

Participants will take part in reading, speaking, listening and writing activities presented during class.

Participants will write lessons implementing the discussion strategies learned in the class using the current curriculum resource. Participants will implement learning activities in your classroom and share and reflect with the cohort. Participants will complete a learning reflection.


Champs- Winter 2019

CHAMPS: A proactive and positive approach to classroom management.  This course helps teachers design (or fine tune) a classroom management system by organizing classrooms for student success, specifying classroom behavioral expectations, and reducing misbehavior (disruptions, disrespect, non-compliance).  This approach to behavior has been shown to increase academic engagement resulting in improved test scores by empowering and motivating students.  CHAMPS provides teachers and students with a common language about behaviors, and teachers will be better prepared to design behavioral plans that fit their personal styles and the needs of their students.  Teachers will learn how to teach students to behave responsibly and how to instill a desire in their students to be productive and positive contributors.  Built on respect for the dignity and worth of every child, our strategies are effective because they are data-driven and grounded in the most current research. (Materials provided)

Champs
1/31/2019
1/31/2019
4:00 PM
6:00 PM
Compass Academy, Room 208
Jenn Petersen
Champs
2/7/2019
02/07/2019
4:00 PM
6:00 PM
Compass Academy, Room 208
Jenn Petersen
Champs
2/21/2019
02/21/2019
4:00 PM
6:00 PM
Compass Academy, Room 208
Jenn Petersen
Champs
02/28/2019
02/28/2019
4:00 PM
6:00 PM
Compass Academy, Room 208
Jenn Petersen
Champs 03/14/2019 03/14/2019 4:00 PM 6:00 PM Compass Academy, Room 208 Jenn Petersen

              Register here via Eventbrite

  • $
    60.00 via NNU

Step Up Your Tech Online PD

Earn your Technology PD when and where you want to. This is the PD and NNU offering of the PowerSchool Learning course titled “Step Up Your Tech” 30 points from this online course must be earned for completion. Note: Many of the activities that can be completed require classroom implementation but not all of them. Incentives and Badges can still be earned during this course.

All D91 teachers are already enrolled in the course.  To access your course go to Quick Links in the Unfied Classroom Dashboard and then choose PowerSchool Learning Portal.  Please check with your adminstor to see if this will satisfy your IPLP requirments.  NNU credit information can be found in the course.

All points must be submitted my May 10, 2018

New Teacher Academy

NTA- New Teacher Academy


NTA is an extension of NTI, or New Teacher Induction. It will be offered once a month for both elementary and secondary teachers. Topics that will be presented this year will be curriculum alignment with cognitive rigor, strategies for classroom management (CHAMPS OR CKH), strategies for lesson presentations, gradual release concepts, parent contact, what to expect at parent-teacher conferences, different types of assessments, differentiation, interventions, etc. To earn a credit, participants will participate in in both face-to-face meeting discussions plus applications outside of meeting times to reflect upon with the group at the following meetings.

 
New Teacher Academy
10/10/2018
 
11/13/2018
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Sarah Cherry
 
New Teacher Academy
11/14/2018
 
01/08/2019
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Jenn Petersen
 
New Teacher Academy
01/09/2019
 
02/12/2019
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Jenn Petersen
 
New Teacher Academy
02/13/2019
 
03/12/2019
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Jenn Petersen
 
New Teacher Academy
03/13/2019
 
04/09/2019
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Jenn Petersen
 
New Teacher Academy
04/10/2019
 
04/15/2019
 
4:15 PM
5:45 PM
Compass Academy, Room 208
Mindy Singer; Jenn Petersen
  • $
    60.00
  • Participants must participate in 16 hours of the course requirements and maintain a notebook for thoughts, questions, reflections, etc.

Mathematical Discourse

Please join us for our Saturday Series workshops October 13, 2018 and February 23, 2019 In Idaho Falls.FocusMathematical discourse is the norm among students and focuses on understanding mathematical ideas and concepts. We have highlighted four (2 each Saturday) strategies to help enrich the math discussions in your classrooms. How do you draw students out? How do you help develop their math thinking and be able to communicate it? These strategies will help any K-12 teacher,  whether you're a beginner at facilitating discussion or more experienced. 

Click here for more info

See you there!

Date Time Location IPresenter(s)
October 13, 2018 TBA Idaho Falls Angie Godfrey
February 23, 2019 TBA Idaho Falls Angie Godfrey

Max No. Participants: N/A
Credit Offered: N/A
Credit Offered from: N/A
How Many Credits: N/A
Cost for Class: 
Credit Requirements:N/A

 


Explicit Instruction

        • The content of the course is foundational and is divided into seven webinars. These include:
          Webinar I – Introduction to Explicit Instruction (EI)
          Webinar II – Designing Lessons: Skills & Strategies
          Webinar III – Designing Lessons: Vocabulary & Concepts
          Webinar IV – Designing Lessons: Rules for Content
          Webinar V – Organizing Structure for Instruction

          Link to Syllabus and Registration: https://idahotc.com/lms
        •  
          •  
            Explicit Instruction
            01/15/2019
             
            04/29/2019
             
            Online
            Online
            Online
            Cari Murphy, Ph.D.

Is this event sponsored by the district?  No

What is the maximum enrollment for this class? 100

How many credits are offered? 1

Where is the credit offered from? University of Idaho

What is the cost of each credit?  $60

What are the credit requirements?  

1. Participation: Participants are required to log into/view the full period of all webinars in this series.
2. Quizzes: All quizzes must be submitted through the Idaho Training Clearinghouse LMS.
https://www.idahotc.com/lms
*All quizzes must be completed on the Idaho Training Clearinghouse Learning Management
System on the date(s) specified in the course site. Students must earn an 80% score on each quiz
to pass the course. Quizzes can be retaken until passed.
Quiz 1 (20 points)
Quiz 2 (20 points)
Quiz 3 (20 points)
Quiz 4 (20 points)
Quiz 5 (20 points)
Quiz 6 (20 points)
Quiz 7 (20 points)
3. Survey: Participants are required to complete a course satisfaction survey.
4. Final assignment: A written assignment must be submitted through the Idaho Training Clearinghouse
LMS.
*Final Assignment (100 points)
After viewing the 7-part webinar series, write a reflective paper answering the following
questions. Submit the paper through the course website.
• What are your three big/main ideas learned from the series?
• What are two immediate actions you plan to take as a result of what
you have learned or discovered?
• What is one major insight that resulted from this learning experience?
• Include your name and title of the course on page 1.See link above to register.


Forms

Click on the links below to access the form you need:

Verification of Inservice Hours 

Verification of Completion of In-Service Hours

Credit Reimbursement Form 

 Certificated employees are eligible to apply for reimbursement of three (3) credit hours during each 5-year recertification period.

 

College Transcripts

BYU Transcripts
ISU Transcripts
UI Transcripts
NNU Transcripts

These links are provided for your convenience to request college transcripts.

 

P.I.E. Day Request 

The P.I.E. program provides teachers with the opportunity, time and resources to participate in their own and their colleagues’ professional growth.  P.I.E. allows teachers the opportunity to share and to learn from an experienced colleague, and will provide support and collegiality, by allowing them to observe other classrooms or education settings or to request assistance from a colleague. Participation is voluntary on the part of all participants and confidential between the parties involved.

 

Professional Development Initiation - Click here

Please use this form to submit a new professional development course or event.

OUR TEAM

District 91 delivers high quality professional development opportunities to teachers using evidence-based strategies and key research. We use a variety of strategies (direct instruction, coaching, professional learning communities, mentoring) as well as tailored approaches (face-to-face, online, blended) to enhance the ongoing learning of teachers, administrators, and para-professionals.

Todd BrownCurriculum Coordinator
  • Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Phone: x50692
Heather RasmussenLiteracy Coach
  • Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Janelle BennettLiteracy Coach

     

     

     

     

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