Strands
View a list of sessions for each Stand.
- New Session!
- Coaching and Mentoring
- Advanced Content Standards 15–20
- Best Practices
- BTSA/PAR Basics
- Leadership (Program Leaders & Administrators)
- Good for New Support Providers
Best Practices
Friday | March 30
AB Sessions are from 9:00 - 11:45 A.M.
B Sessions are from 10:30 - 11:45 A.M.
C Sessions are from 1:45 - 3:00 P.M.
AB5
Powerful Scaffolding Strategies for Reluctant Writers and Readers
Toby Larson, Adjunct Professor, Consultant, CSU Fullerton
Participants will receive direct, explicit organizational strategies to improve the quality of all writing and augment reading comprehension. The approach is both cross-curricular and sequential. This step-by-step method will assist teachers in aligning these frames to state standards K–8. Color-coded outlines and sentences will supplement other visual, kinesthetic, and auditory activities to stimulate learning interactively. Outcomes focus on the ability of instructors to easily implement writing across the curriculum and connect directly with reading. Methods are research-based, with the intent to improve competency on district and at six language arts exams.
This lively interactive session introduces educators to a wide variety of multidimensional graphic organizers to help all students outline, take notes, develop sentences, write paragraphs, and transition to essay. Frames and templates provide students with ways to order and sequence information in both expository and narrative domains. Time in the workshop for actively practicing these scaffolds will help to ensure proper implementation. These valuable tools are research-based, classroom-tested, and aligned with state standards. ELL, special education, at-risk, and Title 1 students will benefit greatly regardless of grade level and ability.
Strands: New Session! | Best Practices
AB6
Engage All Learners: Integrating Brain, Body, and Heart Intelligences
Tim Burns, Educator, Author, Educare
Looking for a workshop that pulls together recent and relevant findings about the learning brain, while integrating exciting discoveries about the “second brain” (the enteric or “gut” brain) and the intelligence of the heart? A workshop that will practically guarantee the active engagement of all students? If so, this is the workshop for you. Presented to thousands of educators across the U.S. as well as in Canada, Australia, and New Zealand, this informative, enjoyable, and fast-paced workshop blends research and practical application within a framework of brain-based childhood development. The aim of the workshop is to provide you with knowledge and tools you can use immediately for the benefit of all students. Handouts will be provided and resource materials will be made available.
Strands: New Session! | Best Practices
C5
Rigor & Differentiation: What’s the Connection?
Daniel Moirao, Senior Consultant, Silver, Strong & Associates
This workshop will focus on linking rigor and challenging work with differentiation and state standards. Three major components will be addressed in this workshop: First, participants will examine rigor and rigorous work and identify the skills and attitudes that support them. Next, participants will experience research-based strategies to increase rigor and thought. The session will conclude with a discussion of differentiation and rigor for all.
Strands: New Session! | Best Practices
C6
English Language Development for Structured English Immersion Classrooms through Hands-on Science, Literature, and Poetry
Jazmine Tucker, Reading Instructor, Montebello USD/Cerritos College
Participants will perform hands-on science activities using different modalities of learning to motivate students to read, write, and think critically. They will integrate science lessons in various disciplines to motivate students to develop oral language using thinking maps, literature, and poetry. Participants will make a display board on the metamorphosis of coal.
Strands: New Session! | Best Practices
C7
The Power of Impulse Control
Pamela Golden, Owner, Can-Do Kids
This 75-minute workshop will provide participants with methods for teaching elementary school children one of the most valuable skills they will ever have—impulse control. Children who have self-control have been proven to get better grades, have fewer conflicts in life, be more socially competent, and have dramatically higher SAT scores.
The course will provide background information and the key elements of impulse control. Participants will do a hands-on exercise where they get the personal experience of the power of impulse control. In small groups they will have an opportunity to teach a segment of a course on impulse control. And in paired sharing they will discover the benefits that teaching impulse control will produce in their classroom. In addition, there will be networking time for participants to plan how they can bring this valuable skill to their schools.
Strands: New Session! | Best Practices
Saturday | March 31
D Sessions are from 8:30 - 9:45 A.M.
DE Sessions are from 8:30 - 11:15 A.M.
E Sessions are from 10:00 - 11:15 A.M.
D6
“P.T.Q.” (Practiced Teaching Quick Tips!)
Imetra Joiner, Classroom Teacher/Mentor; Barbara Carlson, Classroom Teacher/Former Support Provider, Oakmont Elementary School, Claremont USD
“P.T.Q.” or Practiced Teaching Quick Tips is a lively refresher session of great teaching practices that support providers can share with their PTs quickly for classroom zest. These ageless practices require little preparation but are lifesavers for PTs who are in survival mode, or who are simply wishing to add a “new school” twist to “old school” methods.
Strands: New Session! | Best Practices | Good for New Support Providers
DE5
What Teachers Need More Of: Time to Teach!
Debbie Burkle, BTSA Induction Coordinator, Center for Teacher Effectiveness, Livermore Valley Joint USD
Every teacher and student has known the frustration of losing valuable instruction time to matters of discipline. Never again rely on gimmicks and tricks to promote positive behavior in your classroom. Learn how to teach all of your students the skills they need to be successful learners—before instruction starts—and then let the learning begin.
Strands: New Session! | Best Practices
DE7
Instructional Conversation: Differentiating Instruction for Diverse Learners
Jonnie Shawkey, Professor; Noelle Won, Assistant Professor; CSU, Stanislaus; Soleste Hilberg, Education Research Analyst; JiMei Chang, Ph.D., Principal Researcher, UC Berkeley, Center for Research on Education, Diversity & Excellence.
In this engaging workshop, presenters will share research findings on the effectiveness of CREDE Instructional Model, for which IC is a key teaching strategy. Participants will then engage participants in a variety of ICs in small group activity.
Strands: Best Practices
E6
TLC: Much More Than Just Tender Loving Care!
Chala Salisbury, Associate, Center for Teacher Effectiveness
TLC is much more than you think. Although tender loving care is an essential part of every child’s life, more is needed to run a highly effective and fun classroom. In the Time to Teach program, TLC provides a way for teachers to: Teach expectations, Look for performance (monitor), and expect Consequent behavior. The most unchallenged assumption in American schools today is that most students arrive knowing how to behave. We assert that many do not. Let us show you how to teach all your students the skills they need to be successful learners—before instruction starts—then let the learning begin.
Strands: New Session! | Best Practices
