OnebyOne 2018 Registration Open Today!

OBO-2018

Engaging facilitators, good food, unabashed fun, and refreshing learning that matters for you and for kids! Take a look at the line-up for OnebyOne 2018 and register now!

Jaime Casap – Jaime Casap is the Education Evangelist at Google. Jaime evangelizes the power and potential of technology and the web as enabling and supporting tools in pursuit of promoting inquiry-driven project-based learning models. Working with the Google for Education Team, Jaime collaborates with school systems, educational organizations, and leaders focused on building innovation and iteration into our education policies and practices. He speaks on education, technology, innovation, and generation z, at events around the world. https://www.linkedin.com/in/jaimecasap

Allison Zmuda – Co-author of Learning Personalized and Students at the Center: Personalized Learning with Habits of Mind, Allison is dedicated to helping teachers “imagine learning experiences that are worthy of the pursuit of both students and teachers”.  Her mission is to “support transition from an outdated process to one that is relevant to the teacher and student.” Allison recognizes that the journey into personalized learning can initially be uncomfortable. She holds a deep respect for teachers in the work they do, and seeks to provide a living strategy to guide them and their students through this ever-changing world. http://allisonzmuda.com/about-allison-zmuda/

John Norlin – Co-founder of Character Strong, John teaches about the power of caring schools and communities, and ignites the fire of Servant Leadership for both adult and student learners. At a young age John began to learn first-hand that even a single person being intentional with their actions can create a tidal wave of positive change. In the past twenty years, John has worked with organizations, companies, teams, schools, and individuals on the topics of building influence, strengthening relationships, improving the climate and culture of organizations, and individual and group character development. http://www.johnnorlin.com/playvideo/

Kristin ZiemkeKristin lives and breathes the work everyday in her third grade classroom in Chicago.  She empowers teachers to combine best practice in teaching with technology to amplify student learning. Kristin is co-author of Amplify and Connecting Comprehension and Technology.

Cris Tovani Cris teaches high school full-time while working tirelessly to ensure that secondary teachers have the tools to engage their students in reading, writing and talking.  Cris is the author of I Read It, but I Don’t Get It and Do I Really Have to Teach Reading?

David JakesDavid uses design thinking to inspire educators as they re-imagine learning environments that are creative, comfortable, respectful and safe places for kids and teachers to stretch and take risks.

Page KeeleyScience Guru Page Keeley is an expert in the areas of leadership, standards-based curriculum and instruction, formative assessment, and instructional coaching.  She is adept at helping teachers understand how to use probes and formative assessment to increase the quality of learning in science classroom

Steve Gillcreator of “The ELL Critical Data Process”, Steve is an expert at distinguishing between disability and language acquisition. He works with both EL and SpEd educators on the evaluation process to ensure that students are receiving what they need without being mis-identified.

Gisela Ernst-Slavit – Gisela spreads the message that academic language is an equity imperative; and it’s so much more than just vocabulary! Dr. Ernst-Slavit is professor of education and ELL at WSU. She has co-authored several books has a passion to help teachers understand how to effectively plan instruction that benefits all students, especially your language learners.

Angelina Kreger – Angelina was an instructional coach and social studies educator in Novi, Michigan. She believes that when engaging social studies content is paired with masterful instruction that students are truly provided the building blocks that they need to be successful. She will help teachers engage students in BIG History that weaves evidence and insights from many scientific and historical disciplines across 13.7 billion years into a single, accessible story.

Abbey FutrellAbbey is a Digital Innovation Coach who is committed to redefining professional development to make it relevant and relatable to today’s educators. Her experience as a teacher, district tech facilitator, and instructional coach allow her to take a realistic and sometimes humorous look at the benefits and pitfalls of digital teaching and learning.

Lanny BallLanny is an expert on the Lucy Calkins Writing curriculum. His mission is to support teachers as they seek to reach all students in the literacy workshop.

Amy Lucenta & Grace Kelemanik – co-authors of Routines for Reasoning: Fostering the Mathematical Practices in All Students, Amy and Grace help teachers implement the Standards for Mathematical Practice with a focus on all kids, including special populations.

Mark Ellis – Mark’s work is focused on strategies for mathematics instruction that make meaningful learning accessible to diverse groups of students. Throughout his teaching career, Mark has been driven by a desire to create opportunities for all students to learn important mathematics concepts and skills, particularly those who are from historically underserved groups.

Kris Lindeblad – Kristine  has a passion for mathematics and kids that has led her to a lifelong career in mathematics education. She has taught middle school and high school, been a math instructional coach, and math coordinator for Spokane Public Schools.  She works and learns with teachers as they strive to ensure best practices and instructional excellence in mathematics.

Michele Dufresne – Michele is a classroom teacher and literacy specialist who has spent most of her life teaching children to read. She is the co-developer of Literacy Footprints. Michele is an expert in supporting teachers as they develop the skills they need to facilitate high quality small group and differentiated instruction in reading.

 

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EPS Academy Offers Real Learning that Translates Directly to the Classroom

Do you need time and support to plan units that your kids will engage in and care about?

Sign up for: Learning Design for the Workshop Classroom, or Supported Unit Planning in PBL / Inquiry

My students have Chromebooks, now what?

Beginners, click here! Past beginner, but need more? Click here

Struggling to reach your at-risk kids?

Develop your skills in supporting students with social-emotional and cognitive learning needs in this session: Structures, Systems, and Routines to Create a Calm Classroom out of Life’s Chaos

Join us on November 20 & 21st at the EPS Academy at Cascade Middle School to get exactly what you need; and earn up to fourteen clock hours doing it!

OnebyOne 2018!

 OBO-2018

August 14, 15 & 16

SAVE THE DATE!!

Dates have been set and the planning is beginning for OnebyOne 2018!

We want to hear from you! Tell us your hopes and dreams for OnebyOne 2018 here.

Mark your calendars and plan to join the excitement on August 14, 15 & 16th, 2018.

Clever Badges Now Recommend for Use with iPads

The following information was shared with Elementary Academic Coaches and Elementary Teacher Librarians…
 
Recently we shared with you Classlink QuickCards (QR Code based login) as a method for younger students to easily log into apps for use on our iPads. Unfortunately, we have discovered some inconsistencies with Classlink Cards not logging students out of apps, thus causing the possibility of a student not being logged out when another student logs into Classlink on the iPad.
 
Clever Badges Recommended
Because of this inconsistency, we are no longer recommending the use of Classlink QuickCards with our student iPads. We are now suggesting that students utilize Clever Badges as the preferred method for accessing curricular tools on the iPad.
 
When using Clever Badges, it is important to remind students to log out of any apps they have opened using the badges and to also log out of Clever when finished.
 
Printing Clever Badges
For information on printing Clever Badges, please follow the link below.
 
Teachers can access Clever for Evergreen here:
 
Classlink Quick Cards and Chromebooks Working Properly
For those using Chromebooks, Classlink Quickcards continue to work properly and should be used to log younger students into Chromebooks. 

What’s the Work During Modeling?

Having looked at conceptual modeling in science last spring, this might be a good time to consider some questions about instructional modeling in any content.

Instructional modeling of strong and weak work is a key practice for helping our students meet their learning targets. Sam Bennett emphasizes modeling during mini-lessons and catches in That Workshop Book as a way for students to develop as readers and writers.

So what are students expected to do during the time that teachers are modeling? Do students know what they are expected to do? How can we help them get the most out of these minutes? Perhaps we need to engage students in some meta-modeling: demonstrating the thinking and reflective practices that we want students using as they observe us modeling. Metacognition is critical to all phases of learning, including instructional modeling.

Modeling strong and weak work is included as the second strategy of Jan Chappuis’ Seven Strategies of Assessment for Learning. While it is a common practice to show students positive examples of work that is proficient or exemplary, sometimes we forget the value of modeling weak work. Not wanting to point fingers at struggling students, we might avoid sharing examples of student work that needs improvement. But in order to help students notice and be able to articulate the differences between strong and weak work, we need them to observe, discuss, and make comparisons for themselves. The act of comparing and identifying areas to improve becomes the student work during modeling. Two ideas for making modeling weak work a safer activity for students:

  1. Using the teacher’s “work” as a weak example. This provides a safer opportunity for students to examine work critically as they provide feedback to the teacher instead of one another.
  2. Looking at weak work or incorrect responses and asking “Why might an intelligent person have thought ____?” This creates an opportunity for students to be critical and identify misconceptions, while still honoring the thinking of students who might hold those same ideas.

What strategies do you use to help students get the most out of instructional modeling? Please share in the comments below!

 

Hapara and Google Classroom Sync

Over the summer our IT department has made some changes to Hapara and how classrooms are rostered in this tool. We now roster via Google Classroom. This new method helps us avoid  a few issues that we encountered with too many folders being created in a student’s Google Drive.

We have created a handout that walks you through the steps.

How to Access Your Classrooms in Hapara…

Dashboard_Manage_Classes

Brand New One by One Sessions Involve Kids!

Watch Kids in Action as they Interact and Learn with Sphero, Seesaw, BeeBot Coding and Scratch!

K-2 Seesaw Classroom Observation & 3-5 Seesaw Classroom Observation
Come and see what Seesaw looks like in action!  See how students are able to use Seesaw when given choice in demonstrating their understanding.  

K-2 BeeBot Coding Classroom Observation
Bee-Bot is an exciting new robot designed for use by young children. This colorful, easy-to-operate, and friendly little robot is a perfect tool for teaching sequencing, estimation, problem-solving, and just having fun!  During this session, participants will be able to observe students learning to code and problem solve.  

3 – 5 Sphero Robotics Classroom Observation
Sphero Edu uses app-enabled robots to foster creativity through discovery and play, all while laying the foundation for computer science. Sphero goes beyond code with collaborative STEAM activities, nurturing students’ imaginations in innovative and engaging ways. During this session, we will be able to see students being introduced to the Sphero, and engage in programming to solve a problem using the Sphero.

K-2 Sphero Robotics Classroom Observation 
Sphero Edu uses app-enabled robots to foster creativity through discovery and play, all while laying the foundation for computer science. Sphero goes beyond code with collaborative STEAM activities, nurturing students’ imaginations in innovative and engaging ways. During this session, we will be able to see students being introduced to the Sphero, and engage in programming to solve a problem using the Sphero.

3-5 Ozobot Coding Classroom Observation
Ozobots are miniature smart robots that can follow lines or roam around freely, detect colors, and can also be programmed. During this session, we will be able to see students engage in programming to solve a problem using the Ozobots.  

K-2 Scratch Jr. Coding Classroom Observation & 3-5 Scratch Coding Classroom Observation
Watch kids create their own interactive stories, games and animations using Scratch.

Listen to Students’ Honest Stories of Their School Experiences
Uncovering Hidden Bias
During this session, a panel of high school students will share their stories and experiences living and learning as an EL in Evergreen Public Schools.