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
Strands — Advanced Content Standards 15–20
Friday | March 30
A Sessions are from 9:00 - 10:15 A.M.
AB Sessions are from 9:00 - 11:45 A.M.
C Sessions are from 1:45 - 3:00 P.M.
A3
Inclusive Interactive Teaching Strategies
Andrew Stetkevich, Staff Development Specialist, Riverside Staff Development Center, Riverside USD
More and more students who learn differently will be placed in general education classes. This presentation will focus on best practices for meeting the needs of ALL students in order to bring up those underperforming subgroups. Strategies for slower learners, second language learners, special education students, children of poverty, and other children who learn differently will be demonstrated and shared along with interactive teaching techniques. Come prepared to participate and activate your power to learn new and exciting ways to engage ALL students in mastering the state standards.
Strands: New Session! | Advanced Content Standards 15–20 | Good for New Support Providers
AB4
Project GLAD: Language & Literacy
Michele Menton, Program Specialist, Project GLAD, Orange County Dept. of Ed.
This session will introduce participants to Project GLAD, a professional development project for teachers of English learners. It is designed to assist teachers with effective strategies that provide all students access to the core curriculum.
Strands: New Session! | Advanced Content Standards 15–20
C2
Active Teaching for California’s New Teachers
Dr. Ruth Yopp-Edwards, Ph.D., CSU Fullerton Professor and Director; Andrea Guillaume, Professor and Program Associate, CSUF Dept. of Elem. & Bilingual Ed., CSUF and N. Orange County BTSA; Hallie Yopp, Professor, CSUF Dept. of Elem. & Bilingual Ed.
This session is designed for support providers and program leaders, to help new teachers assess their classroom practices and build on their skills and abilities to actively engage students who represent a range of English language proficiency levels and special needs. A treasure trove of active teaching strategies that teachers can implement tomorrow will be modeled.
Strands: New Session! | Advanced Content Standards 15–20
C3
What Do New Special Educators Need?
Jan Barrett, Teacher Development Staff, Capistrano USD
What do new special education teachers need? In this differentiated training workshop for special education support providers, participants will examine the diverse needs of new special education teachers and explore effective strategies for supporting them. Also included is a review of the California state standards and competencies for level I and level II education specialists and ideas for assisting new teachers with credential requirements and coursework.
Strands: New Session! | Advanced Content Standards 15–20
C4
Advanced Content Standards 15–20
Jacqueline Anderson, Seminar Trainer for MCOE-BTSA, Monterey County Office of Education
Understanding and completing the Advanced Content Standards 15–20 can be challenging for both new teachers and support providers. Could you use some ideas and techniques to help that process along? Monterey County Office of Education BTSA Induction Program will show how they integrate these standards into the formative assessment process in a user-friendly and productive way. This session would be most productive for those who use the CFASST program.
Strands: New Session! | Advanced Content Standards 15–20 | Good for New Support Providers
DE3
Identifying Cultural Bias and Its Effect on Instruction
Marisol Rexach, Curriculum Specialist, BTSA Induction, Santa Ana District Office; Sylvia Immanuel, Program Specialist, Santa Ana BTSA Induction Office, Santa Ana USD
Adapted from the UCLA E Pluribus Unum Trainer of Trainers Project, this workshop addresses BTSA Induction Standard 17. The first portion of the workshop focuses on identifying the biases we each have. Through a series of activities, participants have the opportunity to take a deeper look at their individual values and beliefs through personal reflection and group activities. Group interaction provides participants with contrasting viewpoints that result in a deeper understanding of the diversity that exists and possibly challenges our own perspectives. Approaches to multicultural reform are presented and discussed.
The second portion of the workshop calls for participants to review current data related to educational achievement and its relationship to race and socioeconomic status. Participants analyze the information in order to recognize common trends. This allows participants to make the connection between personal bias and how our biases affect instruction, which, in turn, can affect student achievement. The three main paradigms of diversity and James Banks’ goals of multicultural education are discussed.
Strands: Advanced Content Standards 15–20
DE4
The WRITE Institute: Summary Writing for Academic Achievement
Lynn Franco-Chow, Project Specialist, WRITE, San Diego County Office of Education
The Writing Reform Institute for Teaching Excellence (WRITE) is offering a writing packet to scaffold summary writing in grades 4–12. Participants will experience interactive strategies to help English learners and struggling students. WRITE is a proven national model for the staff development of teachers of English learners at the San Diego County Office of Education.
Strands: New Session! | Advanced Content Standards 15–20
