2016

August 3rd & 4th, 2016Syracuse High School

665 S 2000 W, Syracuse

SUMMER INSTITUTETeacher 2 Teacher

Conference P lanner

WelcomeDSD Summer Institute!

We are very excited to spend these two days with you! This document includes information you need to know, a planning worksheet, session descriptions, and a map of the school.

• Please park in the south-east parking lot (near the stadium). Refer to the map at the back of this planner. There will be road signs to guide you to the correct lot.

• Enter in the south or south-east doors. Look for the Summer Institute sign on the door.• There will be a check-in table in front of the auditorium on Wednesday that will have

your name badge, materials, and staff to answer questions you might have.• Sessions are on a “first-come” basis, so please choose an alternate just in case your first

session choice is full.• Suggested to bring: jacket/sweater, water, personal snacks, notebook/pencil, laptop/

device • Lunch is provided each day. If you have special dietary concerns, please plan for your

own snacks and lunch.• RELICENSURE POINTS: Each participant who attends the full day will receive 6 relicensure

points per day. Further instructions for receiving these points will be given on the first day of the institute.

After attending the institute, please take a very brief SURVEY to share your experience at the institute. Your participation is appreciated, as this information is very valuable to us. Only one survey needed per person, please.

1. You can go to this address on your computer:https://www.surveymonkey.com/r/dsdSI

OR2. You may scan this QR code with your device

to the

C onference P lanning WorksheetBrowse the following pages that describe the various sessions to be offered each day. There will be FOUR sections: Plan, Teach, Check and Environment. You may choose 2 sessions from EACH section and write your choices on the lines provided. Sessions are first-come and may fill, so include an alternate on your worksheet. NOTE: All sessions are repeated within each section time (Example: All “Plan” sessions run at 10:25 and then again at noon)

WEDNESDAY, AUG. 3, 2016

7:45-8:10 Arrival and Check-in (South or East doors)

8:15-10:15 Keynote Speaker (Auditorium) Dr. Suzy Cox, Utah Valley University “Learning and Development in the Digital Age”

10:25-11:25 Session 1 - PLAN (all PLAN sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

11:25-12:00 LUNCH (Cafeteria)

12:00-1:00 Session 2 - PLAN (all PLAN sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

1:05-2:05 Session 3 - TEACH (all TEACH sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

THURSDAY, AUG. 4, 2016

8:30-9:30 Session 4 - TEACH (all TEACH sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

9:35-10:35 Session 5 - CHECK (all CHECK sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

10:40-11:40 Session 6 - CHECK (all CHECK sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

11:40-12:15 LUNCH (Cafeteria)

12:15-1:15 Session 9 - ENVIRONMENT (all ENVIRONMENT sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

1:20-2:20 Session 8 - ENVIRONMENT (all ENVIRONMENT sessions running)

1st Choice __________________________________________________________

alternate __________________________________________________________

Opening KeynoteDr. Suzy Cox Learning and Development in the Digital Age

The modern age has introduced unique challenges for children. Technology, testing, parenting, and more have impacted their cognitive and social development, as well as their coping skills and mental health. In this keynote address, Dr. Cox will share insights into children’s brain development

and how the modern world is impacting development and function. She will also share strategies for supporting and engaging students in powerful and meaningful ways.

Dr. Cox is an Associate Professor in the School of Education at Utah Valley University, where she works to help prospective teachers better understand the psychological landscape of their students in order to improve classroom climates and instruction.

Classroom Educators Standards & Indicators Revised September 3, 2014

THE INDICATORS for Classroom Educators

PLAN

P.1 Analyzes and uses ongoing assessment data to guide instructional planning P.2 Designs instruction to meet or exceed DESK standards P.3 Constructs relevant, meaningful1 learning experiences which meet individual learning needs P.4 Sequences2 and scaffolds3 lessons which balance depth with breadth4

TEACH

T.1 Articulates5 learning goals, content, instructions, and expectations clearly T.2 Engages students through a variety of best practice instructional strategies to achieve learning goals6 T.3 Utilizes instructional time wisely and paces7 effectively T.4 Displays enthusiasm and clear interest in the subject while ensuring students learn

T.5 Uses instructional strategies to promote higher levels of thinking8

CHECK

C.1 Utilizes a variety of informative checks to guide immediate adjustments during instruction and/or to guide re-teaching or enrichment activities9

C.2 Provides opportunities for students with diverse learning needs10 to demonstrate understanding C.3 Provides specific, timely, and ongoing formative feedback11 to inform students of progress C.4 Provides opportunities for students to set personal academic goals and self-assess progress12

ENVIRONMENT

E.1 Fosters an environment where educators and students are positive and respectful E.2 Demonstrates caring and understanding within an environment of high expectations13 E.3 Creates an inviting and safe learning environment through effective classroom organization, procedures, and

behavior management14

PROFESSIONALISM

PRO.1 Engages in self-reflection15 and professional learning for continuous growth and expertise in content and pedagogy16

PRO.2 Collaborates and cultivates productive relationships with staff, students, parents, administrators, and community17 to improve learning

PRO.3 Approaches challenges and changes positively in a problem-solving manner PRO.4 Makes professional contributions to school, district, and school community18

**All employees must consistently adhere to school, district, and state policies and procedures

Effective educators plan instruction and assessments designed to support students in meeting rigorous learning goals as outlined in the Utah State Core standards. Through careful planning of relevant and meaningful learning experiences, effective educators address student strengths and challenges while balancing the best instructional strategies with an understanding of individual student needs.

STEM: IT’S ELEMENTARY! (P.2) Room # 2322 Grades K-6By: Dennise LeBaron, Orchard Elementary

STEM—or science, technology, engineering and math—has become a big buzzword in educational circles in the last few years. The skills developed through STEM learning —critical thinking, asking good questions, observation and exploration—are truly at the heart of every discipline. In this session, you will learn simple ways to tweak lessons, activities, homework and language just enough where STEM will become a natural and effective part of your curriculum.

Reference book: STEM - Infusing the Elementary Classroom by Miranda Talley Reagan

CREATING SHARED MATH ASSESSMENTS TO GUIDE INSTRUCTION (P.1) Room # 2321Grades 3-6By: Andrew Beck, STS Adelaide/Oak Hills/Valley View Elementary

Are you using the Davis Advantage Math program this year? Are you interested in frequent assessments to direct your teaching? In this session, you will learn how your team can create shared weekly quizzes on an iPad using the Davis Advantage Math teacher’s guide and the Explain Everything App (available in the App Store). Discussions will include selecting effective assessment questions and collaboratively analyzing the results to guide upcoming instruction. Attendees are encouraged to bring an iPad, but it is not required.

Reference book: Driven by Data: A Practical Guide to Improve Instruction by Paul Bambrick-Santoyo

PRODUCTIVE PLCS (P.1, P.2) Room # 2311Grades K-6By: Amber Webster, Wasatch Elementary

Learn a few tricks about how to make your PLCs more productive with team data collection, common assessments, and shared ideas.

SECT ION: PLAN

CREATING A GROWTH MINDSET CLASSROOM (P.4) Room # 2319Grades K-6By: Anjanette McNeely, Layton Elementary

Would you like to hear your students respond to a rigorous assignment with phrases like “This is hard. What fun!” and “That was a fantastic struggle.” Come and join in the discussion on the magic of a growth mindset classroom and teaching students to love a challenge. We will quickly define growth and fixed mindsets and then delve deeper into the importance of critical thinking and differentiation in creating a growth mindset.

Reference book: Mindsets in the Classroom by Mary Cay Ricci

DIFFERENTIATION IN THE CLASSROOM (P.4, P.3) Room # 2318Grades K-6By: Megan Hennessy, Electronic High School; Curriculum Department; BYUIS; USOE

Learn the in’s and out’s for differentiating in your classroom. Help students with correctives as well as extensions. The focus of this session will be on changing instruction to meet the needs of students.

Reference book: Differentiation: Growing Teachers Who Grow Kids by Carol Ann Tomlinson & Michael Murphy

STUDENTS MAY HAVE WON THE BATTLE BUT TEACHERS WILL WIN THE WAR! (P.3) Room # 2313Grades K-6By: Belinda Kuck, Curriculum Department

Plan for increased rigor and relevance using strategic moves and tactics to use high-level questioning, academic discussion, meaningful work, and formative assessment for deeper student learning and thinking.

Reference book: Moving Beyond Quadrant A: Developing Rigor, Relevance, and Learner Engagement in Your Classroom by Bernadette Lambert

GRANT WRITING 101: TIPS AND TRICKS FOR FINDING AND RECEIVING FUNDS FOR YOUR CLASSROOM (PRO. 3) Room # 2316Grades K-6By: Jodi Lunt, Executive Director, Education Foundation

Do you need funding for your classroom? Are you new to grant writing or want a quick refresher? If so, you don’t want to miss this session! This workshop will provide you with an overview of how to write a standard grant proposal to a foundation. It will include: • The basic elements of a proposal • The “do’s” and “don’ts” of writing and submitting a proposal • Hands-on exercise to develop a proposal outline that you can immediately use to obtain funding! • Links and resources to assist you in

grant writing. • How and where to look for funding. • Prizes and mini-grants will be awarded in each session.

SECT ION: TEACHEffective instructional practice requires educators to clearly communicate learning goals, content, instructions, and expectations of students. Effective educators use a variety of instructional strategies and learning activities, instructional time and appropriate pacing, and engage students in higher order questioning, thinking, and metacognitive skills. Educator enthusiasm and interest in the content being studied maximize student engagement and learning.

BUILDING HIGHER LEVEL THINKERS IN THE EARLY YEARS (T.5) Room # 2220Grades K-3By: Sandra Zakowski, Bountiful Elementary

Erin White, Bountiful Elementary

This course will focus on using Sandra Kaplan’s Icons of Depth & Complexity to enrich daily curriculum. Basic strategies presented will help ALL students build higher level thinking skills in subjects from art and mathematics to science and language arts.

Reference book: Making ALL Kids Smarter: Strategies that Help All Students Reach Their Highest Potential by John Delandtsheer

MAKE ‘EM THINK (T.5) Room # 2214Grades 4-6By: Carrie Benson, West Bountiful Elementary

Using Sandra Kaplan’s Icons of Depth and Complexity, learn engaging techniques and motivating strategies to “promote higher level thinking” about literature, non-fiction text, and other subject areas.

Resource: Q3 Cards -- Quick, Quality Questioning Cards Based on Kaplan’s icons by J Taylor

USE TECHNOLOGY TO MOTIVATE RELUCTANT LEARNERS (T.2) Room # 2209Grades K-6By: Liz Willard, Foxboro Elementary

Do you need help motivating reluctant learners? Learn how to use presentation apps to help students want to show what they know. Also learn how to have students send their presentation to a Padlet Wall for peer review and easy grading.

Reference book: Myths About Classroom Technology: How do we integrate digital tools to truly enhance learning? by Matt Renwick

EFFECTIVE TEACHING BELL 2 BELL (T.2, T.3) Room # 2216Grades K-6By: Carrie Hendricks, PdPro Facilitator

Time is an enemy for most teachers. There is never enough time in the day to ensure our students are learning all they need to. During this session, participants will learn strategies that will help them teach more effectively throughout the day. We will learn techniques to make our lessons more engaging, as well as identify times where we can incorporate quality learning activities to promote bell to bell learning.

Reference book: Qualities of Effective Teachers by James H Stonge

MAKERSPACES: DISCOVERY THROUGH HANDS-ON EXPERIENCE IN THE CLASSROOM (T.2) Room # 2217Grades K-6By: Emily Flygare, Kays Creek Elementary

Want more hands-on ideas to teach the standards in your classroom? Feel like you don’t know where to start with integrating technology into your lessons? Looking for new ideas to engage your students? Drawing on ideas from the growing Maker Movement, this session will explore a variety of low-tech and high-tech activities that provide creative ways to encourage students to design, experiment, and create as they deeply engage in science, engineering, and problem solving.

Reference book: Worlds of Making: Best Practices for Establishing a Makerspace for Your School by Laura Fleming

KEEP CALM AND PROCEDURE ON (T.1) Room # 2211Grades K-6By: Kim Yoho, Foxboro Elementary

Darci Shepherd, Eagle Bay Elementary

Feeling overwhelmed with all that is not curriculum? What do you do when your best laid plans go awry? Whether you’re a new or veteran teacher, come experience the calm that comes with procedures that are simple, purposeful, and meaningful.

Reference book: The Classroom Management Book by Harry Wong

IS IT MY “DESTINY” OR A BUNCH OF “CRAAP” (T.2) Room # 2213Grades K-6By: Mary Ann Hansen, Heritage Elementary

How to use our district library database and Utah’s online library to enhance your

classroom instruction to get kids excited about inquiry and helping them be smarter with the sources they find.

Reference book: Authentic Learning in the Digital Age: Engaging Students through Inquiry by Larissa Pahomov

ENGAGING STUDENTS IN 3-DIMENTIONAL SCIENCE LEARNING (T.2) Room # 2202Grades K-6By: Tyson Grover, Science Supervisor, Curriculum Department

In this session teachers will get to experience teaching strategies which allow the learning of content to be interwoven with practicing science while examining the world through large cross cutting concepts. Teachers will be introduced to the three dimensions of science instruction and given a couple strategies to use right away.

BLOGGING IN THE 21ST CENTURY CLASSROOM (C.1) Room # 2322Grades 3-6By: Christine Neid-Campos, Reading Elementary

Are you looking for new ways to communicate with your students? Blogging is a modern way for students to share their work and interact with their peers in an academic setting. It is a great way to assess your students knowledge and to give feedback.

Reference book: Classroom Blogging by David Warlick

BIGGEST BANG FOR YOUR BUCK! (C.4) Room # 2321Grades 2-6By: Heidi Short, Admin Intern at Knowlton & Morgan Elementary

Simple strategies to help students use self-assessment and data tracking to achievement.

Reference book: Visible Learning by John Hattie and Teaching Students to Self-Assess by Starr Sackstein

SECT ION: CHECKEffective educators use a variety of both formal and informal assessment methods to drive instructional adjustments while providing opportunities for all students to demonstrate understanding and mastery of knowledge and skills. The educator provides students with specific, timely, ongoing formative feedback to inform students of progress and provides opportunities for students to set personal goals and self-assess progress.

DEVELOPING KINDERGARTEN WRITERS THROUGH FORMATIVE ASSESSMENT (C.3, C.4) Room # 2319Grade KBy: Laura Brewer, Eagle Bay, Elementary

Laura Stanford, Kays Creek Elementary

Developing writers from day one and assessing the needs of all students can be challenging. Explore a developing writer’s progression that outlines where your students’ writing abilities travel throughout the year, as well as several formative writing assessment prompts. Be the first to view kindergarten writing rubrics and self-assessment tools developed by Davis teachers. Learn how to choose a focused-correction area to zero in on specific writing skills that will lead to mastery.

Reference book: We Can Do This! Student Mentor Texts That Teach & Inspire by Janiel Wagstaff

MY STUDENTS ARE WRITING - NOW WHAT DO I DO? (C.4, C.3) Room # 2311Grade 1By: Valerie Adams, ELA Coordinator

Amy Siegel, Assessment Department

Be the first to view 1st grade writing rubrics and self-assessment tools developed by Davis teachers. Explore a writer’s progression that outlines where your students’ writing abilities travel throughout the year, as well as several formative writing assessment prompts. Learn how to choose a focused-correction area to zero in on specific writing skills that will lead to mastery.

Reference book: We Can Do This! Student Mentor Texts That Teach & Inspire by Janiel Wagstaff

MY STUDENTS ARE WRITING - NOW WHAT DO I DO? (C.4, C.3) Room # 2318Grade 2By: Renee Gunnell, Bluffridge Elementary

Deborah Kroeger, Cook ElementaryAimee Perry, Curriculum DepartmentDana Pledger, Sunset Elementary

Be the first to view 2nd grade writing rubrics and self-assessment tools developed by Davis teachers. Explore a writer’s progression that outlines where your students’ writing abilities travel throughout the year, as well as several formative writing assessment prompts. Learn how to choose a focused-correction area to zero in on specific writing skills that will lead to mastery.

Reference book: We Can Do This! Student Mentor Texts That Teach & Inspire by Janiel Wagstaff

MOTIVATING STUDENTS THROUGH METACOGNITION AND FORMATIVE ASSESSMENT (C.1) Room # 2313Grades K-6By: Suzanne Cottrell, Assessment Department

What motivates students to learn? Through explicit instruction in metacognition, higher level thinking skills, and the use of formative assessment, students become expert learners-- mastering metacognitive skills and understanding their amazing potential!

Reference book: Teaching Students to Drive Their Brains by Donna Wilson and Marcus Conyers

FEEDBACK IN THE CLASSROOM: TEACHER TO STUDENT, STUDENT TO TEACHER, & STUDENT TO STUDENT (C.1, C.4) Room # 2316Grades K-6By: Leslie Thompson & Christine Nesheiwat, Woods Cross Elementary

Learn some effective ways to incorporate feedback in the classroom.

Reference book: Thanks For The Feedback, (I Think): My story about Accepting Criticism and Compliments the Right Way! by Julie Cook

MORE POWER: FORMATIVE ASSESSMENT THAT GUIDES INSTRUCTION (C.1) Room # 2315Grades K-6By: Belinda Kuck, Curriculum Department

Participants will leave this session with their teaching toolkits full of new tools for quick checks for understanding, deeper 15 minute formative assessments, and new ideas to use formative assessment to truly guide instruction.

Reference books: 1) Leveraging Formative Assessment to Improve Instruction by International Center for Leadership in Education 2) Effective Instructional Strategies: Quadrant D Moments by International Center for Leadership in Education and 3) Effective Instructional Strategies: Volume 1 by International Center for Leadership in Education

HOW TO CREATE CHAMPION WRITERS (C.1) Room # 2302Grades 1-6By: Lori Oliver, ELA Coordinator at Antelope & Canyon Creek

Do you want students who love writing? Are you afraid to model writing? Come join us as we make a plan to help you overcome your fears and learn how to create lessons/writing routines that will knock the socks off your administrators/students! We will be planning, but will also cover effective teaching and checking for understanding with writing.

Reference books: 1) Write Like This by Kelly Gallagher and 2) The Writing Thief by Ruth Culham

I KNOW I CAN (E.1, E.2) Room # 2220Grades K-6By: Megan Erickson, Curriculum Department

How can we create classroom and school environments that inspire our students to reach their potential? Discover ideas for creating the classroom culture of a growth mindset through literature connections, community building activities, and high expectations for every learner.

Reference book: Mathematical Mindsets by Jo Boaler

MOTIVATION...MORE THAN THE CARROT AND THE STICK? (E.2, E.3) Room # 2209Grades K-6By: Cynthia Bleicher, Parkside Elementary

The struggle to motivate students is one that all teachers face. You teach students from diverse backgrounds, with varying personalities, and a wide array of interests. How do you motivate them all? Come explore the neuroscience behind motivation and how it can be applied in your classroom.

Reference book: The Motivated Brain by Gayle Gregory and Martha Kaufeldt

WHOLE BRAIN TEACHING (E.3) Room # 2217Grades K-6By: Victoria Hinojosa, Wasatch Elementary

Are you looking for new, innovative ways to teach and manage your class? Whole Brain Teaching is one of the fastest growing education reform movements in the United States. This session will show you some basic principles and methods that will engage and motivate your students, and most importantly, make learning a blast. You will learn classroom rules, ways to grab your students’ attention, a variety of procedures to make your class run smoothly, and so much more!

Reference book: Whole Brain Teaching for Challenging Kids: (and the Rest of Your Class, Too!) by Chris Biffle

A safe and productive learning environment is created through consistent classroom organization, procedures, and behavior management. It is a place in which educators and students are positive and respectful of one another, and where educators create developmentally appropriate and challenging learning experiences, and demonstrate caring and understanding of individual learner strengths, interests, and needs while maintaining high expectations.

SECT ION: ENV IRONMENT

TEACHER HACKS TO SAVE YOU TIME (E.3) Room # 2216Grades K-6By: Jeanette Crossley, Orchard Elementary

This class is full of Ideas to save you time, help you organize your classroom and help you make teaching easier. You will learn tricks for putting things on your walls and getting it off easier, a calendar like no other, organizing your class and centers, grading, easy way to set up substitute plans, saving time and making supplies last longer and better.

Reference book: The Together Teacher: Plan Ahead, Get Organized, and Save Time! 1st Edition by Maia Heyck-Merlin

PUT THE DANDELIONS IN A VASE!...BUILDING A MUTUALLY RESPECTFUL CLASSROOM ENVIRONMENT (E.1) Room # 2211Grades K-6By: Lori Jackson, Orchard Elementary

This session will focus on ideas to get all students (and teachers!) on board to be respectful, courteous, and kind. The presenter will share ideas from her classroom, as well as allow ample time for teachers to share what has worked in their classroom!

Reference book: Ordinary Mary’s Extraordinary Deed by Emily Pearson

THE STUDENT-CENTERED CLASSROOM(E.3) Room # 2214Grades K-6By: Misti Beus, Knowlton Elementary

Is it time to move from a teacher centered classroom to a student centered classroom? Meeting the needs of 21st century students requires a new approach: student centered learning! This session will present various ways that this can be accomplished!

Reference book: The Highly Effective Teacher by Jeff Marshall

THE BULLY-FREE CLASSROOM (E.3, E.1) Room # 2213Grades K-6By: Marilyn Christensen, Whitesides Elementary

Bullying - what it is, what it isn’t, and how to handle both by giving kids the tools they need to handle social experiences.

Reference book: The Power of TED: The Empowerment Dynamic by David Emerald

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