Education Connection by NWESD 189

workshops & classes inside!

fall/winter 2014

360-299-4000 www.nwesd.org Education Connection, Fall/Winter 2014 |

board of directors Leann Swanson District 1 Bellingham, Meridian Dr. Jack Thompson District 2 Blaine, Ferndale, Lopez Island, Lynden, Mount Baker, Nooksack Valley, Orcas Island, San Juan Island, Shaw Island Mark Venn District 3 Anacortes, Burlington-Edison, Concrete, Conway, Darrington, La Conner, Mount Vernon, Sedro-Woolley Claudia Talmadge District 4 Coupeville, Lakewood, Mukilteo, Oak Harbor, South Whidbey, Stanwood-Camano Dr. Alan Erickson District 5 Everett

Richard Post District 6 Arlington, Granite Falls, Index, Marysville, Sultan Claudia Buxton Jo Vogeler District 7 Edmonds, Mukilteo

Gordon W. Griggs District 8 Edmonds, Mukilteo

Merle Kirkley District 9 Lake Stevens, Monroe, Snohomish 2 | Education Connection, Fall/Winter 2014

Educational Service Districts have served Washington State for more than forty years, providing vital services and functioning as advocates for local districts. Northwest Educational Service District 189 (NWESD) serves Whatcom, Skagit, Snohomish, Island, and San Juan counties. NWESD’s more than fifty programs are organized into seven departments to serve you: Administration, Fiscal Services, Migrant Education, Prevention Center, Special Programs and Services, Teaching and Learning, and Technology Services. Visit us online at www.nwesd.org for more information on each of these departments.

NWESD Mission

Together We Can… provide leadership and cooperative services to our educational communities to support their efforts to increase the number of students meeting state and local standards.

Clock Hours For assistance with clock hours, please contact Kristine Juhl at kjuhl@nwesd.org or 360-299-4057.

Fingerprinting Fingerprinting is available by appointment, Monday through Friday, between the hours of 8:30 a.m. and 3:00 p.m. You must bring photo ID and payment in the form of cash, cashier’s check, money order payable to NWESD, debit or credit card (Visa or Mastercard). Call 360-299-4043 for an appointment.

professional development Date

Title

Instructor

Event Page

Oct 1, Nov 5, Dec 3, 2014, Feb 4, Mar 4, 2015

WA Teacher Evaluation & CEL Instructional Framework

Sarah Southard

30718

Oct 2, Oct 9, Oct 16, Oct 23, 2014

HiCap Students: Proven Strategies to Meet Their Needs

Nancy Smith & Linda Varner

30847

October 10, 2014

Teacher/Paraeducator Teaming for Students with Autism

Patrick Mulick

30767

Oct 14, Nov 12, Dec 9, 2014, Jan 13, Feb 10, Mar 17, May 19, 2015

Literacy Leadership Network

Angela Schoenbeck

30820

October 16, 2014

Foundations of Autism Spectrum Disorder

Crystal Gray

30780

October 16, 2014

UW-CEL 5D+ Instructional Framework Overview for Teachers

Sarah Southard

30724

Oct 16, Nov 10, Dec 11, 2014

Writer's Workshop in the Primary Grades

Angela Schoenbeck

30845

October 21, 2014

Classroom Conversations: Increasing Engagement & Advocacy

Angela Schoenbeck

30819

October 23, 2014

Meaningful IEPs for Students with Autism

Julie George

30784

October 29, 2014

Structured Teaching for Students with Autism

Vanessa Tucker

30788

November 3, 2014

Behavioral Strategies for Autism in Gen Ed

Gretchen SchmidtMertes

30766

November 7, 2014

ABA & Discrete Trial Training in Autism

Nancy Rosenberg

30777

Nov 13, 2014, Feb 4, Mar 26, 2015

Shifting to NGSS: Conclusion Writing to Evidentiary Argument

Brian MacNevin

30853

Nov 18, 2014, Jan 13, 2015

Making Content Accessible for All Learners

Katie Brown

30828

November 20, 2014

Emotion Regulation and Anxiety Management in Autism

Crystal Gray

30781

December 3, 2014

Paraprofessionals Supporting Students with Autism

Vanessa Tucker

30789

Dec 3, 2014, Jan 14, Feb 25, 2015

Supporting Student Success in Engineering and Technological Design

Brian MacNevin

30850

December 8, 2014

Challenging Behaviors in Students with Autism (Beg.)

Nancy Rosenberg

30768

December 12, 2014

Teaching Social Communication to Children with Autism

Jim Mancini

30763

January 7, 2015

Gen Ed Curriculum and Students with Autism

Vanessa Tucker

30790

January 15, 2015

Early Childhood and Autism: Birth to Three

Crystal Gray

30782

Education Connection, Fall/Winter 2014 | 3

New Year - Refined Focus on the NWESD Action Plan

Fall is an exciting time in the world of education. In addition to weekend BBQs and family vacations, many of us spent time this summer sharpening our skills and planning for the new school year. These first few weeks of fall provide us the opportunity to put those new ideas, learning, and commitments into action for a successful school year. At the NWESD, these last few months have permitted refinement of Strategic Targets and the development of the annual Action Plan around two pivotal focal points: • Early Learning – model systems thinking in connection of early childhood and teaching & learning, and • School Safety/Health – promoting healthy school environments which embrace safe school practices and improved health services for children & youth. Early Learning was identified as a continued priority focal point in large part because of the significant Washington State legislative and Department of Early Learning initiatives that impact children living and learning in so many school districts. For example, the movement toward full-day Kindergarten has driven a significant rethinking of the way that first year of school is approached, which in turn has substantially changed the way early learning educators prepare and plan for their

You can view the complete list of Strategic Targets online at nwesd.org | Education Connection, Fall/Winter 2014

classrooms. The NWESD hosted the first annual Growing Kindergarten conference last summer, which was well attended by regional Kindergarten teachers. Keynote speaker Dr. Kathy Shoop’s kick-off focused on ways to provide deeper content in their full-day Kindergarten classrooms. We recognize the challenges and opportunities that Kindergarten teachers face transitioning from half to full day classrooms, and making Early Learning a focal point will better allow us to find ways to provide critical supports.

and timeliness. By emphasizing these identified dual priority foci, the NWESD plans to expand P-3rd grade content supports and the transition to full-day Kindergarten. In addition, School Safety/Health needs will be explored with member districts, permitting cooperative expansion of targeted supports. In addition, a comprehensive timeline, with measureable benchmarks, has been created to ensure an efficient and effective infrastructure to encourage similar work in member districts.

School Safety/Health is an important priority for everyone in all of the region’s classrooms, schools, districts, and communities. What is more “basic” to education than being able to learn in a safe place? All too often a tragedy in some school appears on the national news, reaffirming our vulnerability. Unfortunately, over the past decade many mental health supports for students and families have been severely impacted through budget reductions, collapsing what was once a safety net and making provision of safe environments even more challenging for schools/districts. The struggles school districts face, and asked about, related to these challenges led to identification of this second priority focus.

NWESD staff understand the system-building work that is taking place in member districts, and I want to assure you that the NWESD is prepared and focused to support those efforts. I invite you to send me an email if you would like a more in-depth look at the NWESD Action Plan or have questions about its implementation. The NWESD is here to serve you, our districts, and Together we can…. strengthen our systems and expand our knowledge around these foundational changes in education - toward the improvement of student learning.

This internal work has been undertaken in support of providing research-based, expanded, and refined services to member districts with the highest level of quality

Dr. Jerry Jenkins jjenkins@nwesd.org www.nwesd.org

Education Connection, Fall/Winter 2014 |

Early Learning

school readiness for positive outcomes

Regional Kindergarten Readiness Children meeting or exceeding standards when entering Kindergarten

mee t soc ial

& em

otion

mee t lite rac

al st a

y st a ndar

51%

mee t p hy si c a l sta

61%

mee tm

ndar ds

ath s tand a

rds

55%

32%

Early learning encompasses a large span of human development. It is widely recognized as beginning at gestation and continuing through age eight. Despite this, educational approaches have traditionally separated early learning years from public school K-12 systems. Expanding and aligning early learning across our educational communities has become a national and state priority. Because of this, we have identified it as one of the focus areas of our Strategic Plan here at NWESD. Like most of the school districts in our region, NWESD has situated early learning within our Special Programs department, where it has been primarily focused on early childhood special education. While this makes sense and is very important work, compelling research connecting school readiness and high school graduation has caused us to think more deeply about the quality of early experiences for all young children. Within the span of early learning, kindergarten has become an important focal point for concentrating efforts to strengthen early learning outcomes. It is a key transitional year for students just beginning their public educational journey. Many things happen during the kindergarten year that make it special, including welcoming families into the K-12 system and forging “school readiness” partnerships with the early learning community. Like other states, Washington has not historically had a common definition of school readiness. Every kindergarten teacher has had to develop his or her own idea of what it is. Few policymakers or district administrators could define what school readiness actually means, even though they may recognize its importance in laying a foundation for success in school.

Over the last several years, in an effort to define school readiness and focus on this important stage of the educational continuum, Washington has “There is compelling evidence that strong investments in the been rolling out full-day kindergarten (FDK) early years, prenatally through 3rd grade, have significant and the Washington Kindergarten Inventory implications for long-term healthy outcomes throughout the life of Developing Skills (WaKIDS). Both of these span. This includes more positive social adjustment, higher initiatives are intended to improve student academic attainment, greater economic returns, improved heath, outcomes and address the achievement gap early and reduced crime.” State of Children & Families Report, 2014 on. ds

FDK and WaKIDS require us to reevaluate how we define school readiness and early learning. They are also causing us to rethink where the work of early learning resides. Research may show the connection between school readiness and high school graduation, but it is up to all of us to understand how early learning fits within our broader vision of college and career readiness. 6 | Education Connection, Fall/Winter 2014

State of Children &Families

Data from the Annual Report Children Under Age 5

Children under age 5 spend an average of

Island County 5,026 Skagit County 7,331

Snohomish Washington County 437,149 45,922

35 hours

per week in licensed child care

Whatcom County 11,193 San Juan County 459

Most will enter public school Kindergarten 32% will meet math standards

72%

children who will graduate from high school on time, regionally

61% will meet literacy standards

Children entering Kindergarten

Number of Districts

Participating in WaKIDS in the NWEL Region

24 out of 35 districts

76%

69%

of children in the region

read at grade level by the time they reach

Third Grade

Education Connection, Fall/Winter 2014 | 7

Promoting Health and Safety in schools across the region

As educators we realize many of our students come to class everyday feeling anxious, depressed, or alone. All too often this is due to a multitude of factors. Whether our children are dealing with the effects of being homeless, facing mental health challenges or the impact of substance abuse in their lives, their ability to think and learn in the classroom will be compromised. Our youth spend a great deal of time in school, and faculty and staff are in a unique position to recognize when a student may be dealing with trauma. Having the training and tools to assist these young people in finding help is imperative if we wish to see them thrive academically and reach their full potential. The goal of Behavioral Health and Prevention Service (BHPS) at NWESD is to provide support to our districts in reducing barriers that keep our students from being successful in school. Furthermore, our focus is “promoting healthy school environments which embrace safe school practices and improved health services for children and youth.” One such program which has proven to be helpful to many of our districts is our Children’s Mental Health services. This is a school-connected, community-based program designed to meet the need for comprehensive support for students and their families. Our staff of fully licensed therapists and a clinical supervisor has experience conducting therapy and case management with children and adolescents of all ages. Aimed specifically at elementary and middle school students and their families, this program focuses on children with social, behavioral, and emotional concerns who are presenting at Tier II and Tier III levels. Services include individual, group, and family therapy, 8 | Education Connection, Fall/Winter 2014

and are well coordinated with school staff to provide seamless support to students and ensure high levels of collaboration and coordination. Over the course of the two years this program has existed, requests for services to support children’s mental health have more than doubled. In an effort to respond to district requests and proactively provide additional support, we are currently working to develop and promote systems support specific to school safety and student health for the 2015-16 school year. Working with our districts, we plan to investigate topics such as regional crisis response, threat assessment, and coordinated health. Concurrently we will be considering a membershipbased cooperative service that promotes multi-tiered systems of support. Our affiliation with Children’s Policy Executive Team (CPET) is another way in which we promote health and safety at NWESD. For nearly two decades, a collaborative group representing children services across the five counties consistent with the geographical boundaries of NWESD has been meeting. Membership in the Children’s Policy Executive Team (CPET) reflects the commitment of North Sound Regional Support Network, North Sound Mental Health Administration, tribal and schools superintendent leadership, Northwest Educational Service District, numerous Department of Social Health Services (DSHS) administrative offices (e.g., Children’s Administration, Behavioral Health & Recovery, Juvenile Rehabilitation), parents and youth, County Human Services/Mental Health coordinators, and several contract providers representing community-based mental health services. With the purpose to “sustain and

Youth Suicide: the facts improve a comprehensive system of care which includes collaboration and leveraging resources to meet the needs of children, youth, and families”, past and recent efforts supported through CPET have included a region-wide survey to establish current practices and identify needs; and the initiation and support of Wrap-Around services as well as System of Care initiatives across our region.

An average of 2 youth between the ages of 10 and 24 die by suicide each week in Washington State. 15% of WA 6th graders, 17% of 8th graders, 19% of 10th graders, and 17% of seniors reported seriously considering suicide in the last year. Youth suicides outnumber youth homicides. Suicide is the second leading cause of death for WA adults.

Additionally, the CPET membership has supported two recent System of Care Institute Suicide risk is reduced by increasing protective (SOCI) conferences, focused on developing communication, coordination and collaboration factors and working to change risk factors. of child/youth-centered services. Strand themes have focused on broad areas such as cultural Peers and adults outside the family play a key competency; specific supports identified for role in prevention. children, youth & families; System of Care Networks for LIFE, Youth Suicide and Prevention Program training manual. development, coordination and integration; YSPP.org effective, evidence-based professional practices across multiple disciplines; and system-wide service supports such as those found within child welfare, schools, juvenile justice, developmental disabilities, and mental health agencies. Planning is currently in the works for a third SOCI conference, spring 2015. Breakout sessions related to school practices, including behavioral health services, school safety and student health topics, are being developed among the many proposed topics. available, teachers, bus drivers, custodians and lunch staff can offer immediate assistance and transition a child in trauma. The Behavioral Health and Prevention Services (BHPS) department at NWESD provides training on a variety of Training on Youth Suicide Prevention, Mental Health First subjects to support schools. For example, in an effort to Aid, and Adverse Childhood Experiences (ACE) is available support the April, 2013 House Bill 1336, which requires through the NWESD Behavioral Health and Prevention each Washington school district to have a plan for how it will Services department. Interested districts may contact Wendi handle emotional and behavioral distress, including suicidal Thomas (wthomas@nwesd.org, 360-299-4038) or Jane thinking, behavioral, and threats of violence, BHPS offers a Morgan (jmorgan@nwesd.org, 360-299-4066) to schedule Youth Suicide Prevention training entitled Networks for Life. trainings. Trainings range from 3 – 8 hours and clock hours This program is about the role of the school in Prevention, are available. Intervention and Postvention as related to suicide. The For further information about NWESD’s Children’s Mental information presented is helpful for all school employees. Health program, please contact Jodie DesBiens (jdesbiens@ Another training opportunity we offer is Mental Health First nwesd.org – 360 -299-4010) Aid. This program teaches participants to recognize and assist Information about the anticipated 3rd SOCI conference will a person facing a mental health challenge, or crisis. Similar be posted in the NWESD website as well as future issues of to medical first aid, the purpose is to provide emergency care EDUCATION CONNECTION. We hope many of you to a person in distress before standard mental health aid can will be able to join us for this exciting event. be obtained. As professional help is not always immediately Education Connection, Fall/Winter 2014 | 9

Student Programs Knowledge Bowl Knowledge Bowl is an interdisciplinary academic contest for high school teams. Comprised of six students, teams compete against one another, racing against time to accurately answer academically challenging questions. Knowledge Bowl players are strategically grouped so that the sum of the knowledge represented on a team is vast and varied across the academic areas of math, science, social studies, literature, and history. Regional Knowledge Bowl competitors are held in the nine ESDs across the state, with winners of the regional competitors competing at a State tournament each spring. At press time, a Knowledge Bowl Coaches’ meeting is scheduled for Wednesday, October 8, 2014. At that time, the 2014-2015 schedule will be established. Please check the NWESD website at www.nwesd.org for the 2014-2015 schedule. Contact Nancy Menard at nmenard@nwesd.org or 360-299-4020 for additional information and to field a high school team.

Student Leadership Training Student Leadership Training days are sponsored by the Washington State Principals’ Association and the NWESD. These workshop days are designed for middle school and high school students, providing a strong educational experience for student leaders, student government, ASB officers, and club leaders. The cost is $25.00 per student, for one day of training. High school and middle school students meet on different days, the first week of November. This program will be facilitated by staff members from Washington Student Leadership Camps held each summer at CISPUS Learning Center. For more information, visit our website at: nwesd.org/student-leadership-program or contact Nancy Menard, nmenard@nwesd.org, 360-299-4020.

Young Authors NWESD, in partnership with Skagit Valley College, will hold its 28th annual Young Authors’ Conference, March 23-27, 2015. Registration will open in late November. Each year, in preparation for the Young Authors Conference, students create their own manuscripts, often illustrating and binding them into books. An opportunity to share those creations with other students starts the Conference each day. The day is completed with each student joining peers to spend one hour with a local author, and one hour with a local illustrator. For more information and to be placed on a mailing list for early registration, please contact Anita Garcia-Holzemer at agarcia@nwesd.org or 360-299-4044. 10 | Education Connection, Fall/Winter 2014

Welcome

Claudia Buxton joined the NWESD Board this fall to represent District 7, which includes portions of the Edmonds and Mukilteo school districts. Claudia brings a broad experience of educational work in Snohomish County and will add a strong perspective to the NWESD Board of Directors. Claudia has an extensive history working in education. She has held positions in the Lake Stevens, Edmonds, Mukilteo, and Arlington School Districts. These positions included teaching, counseling, and serving at the CTE Administrator and Director. She also served as the Director of the Sno-Isle Skills Center for nine years, where she worked with the 14 school districts in Island and Snohomish Counties that form the consortium for the Skills Center.

Claudia Buxton

Post-retirement, Claudia has remained involved with schools in Snohomish County. She has spent time working on small projects for Granite Falls, Monroe, and Everett School Districts; as well as serving as a K-12 mentor for the Arlington School District. For the past three years, Claudia has been a CTE Practicum Observer for high school teachers pursuing CTE certification through South Seattle Community College. Claudiaâ&#x20AC;&#x2122;s passion for public education and vast experience will be a valuable asset for the NWESD Board of Directors. We welcome her and look forward to seeing her perspective enhance the existing board leadership.

Education Connection, Fall/Winter 2014 | 11

the new facesof

Teaching & Learning at the NWESD

For anyone working in the wonderful world of education, the real ‘new year’ begins in September. It’s the time of year we sharpen our pencils, look over our calendars to consider endless possibilities, and eagerly anticipate the learning opportunities to come. At NWESD, our 2014-15 ‘school’ year has started with the Teaching and Learning Coordinators working as a high-functioning collaborative team preparing to offer coherent support to teachers and administrators throughout our region. We are pleased to introduce them to you!

12 | Education Connection, Fall/Winter 2014

Patricia Bennett, NWESD Regional Migrant Coordinator, was recently the English Language Learner (ELL)Specialist/Dual Language teacher in the Mt. Vernon School District. Her expertise in literacy, dual-language program management, and coordination of ELL services will be put to good use as she’ll now be serving each of the Migrant Education Program Districts on the west side of the Cascades—NWESD’s Migrant region. Patricia is deeply interested in working with her District partners to analyze student achievement gaps to help Districts increase their understanding of migrant student needs and help them find the resources to meet those needs. You can reach Patricia by email at pbennett@nwesd.org or by calling 360-299-4048. Mary Ellen Huggins, NWESD Regional Math Coordinator, joins us from Mukilteo School District where for the past eight years she served as a math ‘Teacher on Special Assignment’. Mary Ellen is committed to providing an equitable mathematical experience for all learners in order to create life-long problem-solvers. She is excited for the opportunity to collaborate with our 35 member districts, teachers, and leaders around common pedagogical strategies to engage students in their own mathematical learning. She views her role as to both support and empower teachers to realize the immense impact they have on their students. You can reach Mary Ellen by email at mhuggins@nwesd.org or by calling 360-299-4083. Brian MacNevin, NWESD Regional Science Coordinator, is excited to return this year after his first year at NWESD as the Regional Math and Science Coordinator. Brian is anxious to focus his attention on science this year to increase our region’s capacity for transition to the NGSS. To do this, he’ll be increasing outreach of the Science Leadership Network and supporting development of a common instructional vision aligned to the NGSS. Brian welcomes the opportunity to connect science educators within the region so that together they can learn the pedagogical shifts needed to increase students’ sense of agency in learning and doing science. You can reach Brian by email at bmacnevin@nwesd.org or by calling 360-299-4716. Angie Schoenbeck, NWESD Regional English/Language Arts Coordinator, is a transplant all the way from Indiana where she worked within the Frankfort School District and at Purdue University. Her love of reading, writing and learning is contagious. Angie was the recipient of the PDK Emerging Leader award in 2013 for her work developing initiatives to create change in methods of professional learning, pedagogy, climate, and classroom practice . One of her core beliefs is that we as educators should strive to fully understand our students and respond to them to help build their identities as citizens, since preparing students for their best futures is our most important job. You can reach Angie by email at aschoenbeck@nwesd.org or by calling 360-299-4717. Sarah Southard, NWESD Student and School Success Coordinator, has been with the ESD since the fall of 2009 when she worked in the Migrant Program. In addition to her work as a coordinator, she is our local UW-CEL Instructional Framework Specialist. Sarah’s 14-15 Student and School Success work will ensure that identified Priority and Focus schools have access to individualized support and professional development She is excited for the opportunity to work within a system that focuses on improving outcomes for students through services and support for educators. You can reach Sarah by email at ssouthard@nwesd.org or by calling 360-299-4082.

Education Connection, Fall/Winter 2014 | 13

professional development

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Autism Outreach Project ABA & Discrete Trial Training in Autism

Behavioral Strategies for Autism in Gen Ed

Challenging Behaviors in Students with Autism (Beg.)

Event ID: 30777

Event ID: 30766

Event ID: 30768

Discrete trial training is an instructional approach from the field of Applied Behavior Analysis (ABA) that teaches skills in a planned, controlled, systematic manner using small repeated steps. Discrete trial training is very well-established as a research-based method for teaching children with autism spectrum disorder. It can be used with children of all ages and ability levels. This course will cover the basics of discrete trail training through video clips, modeling, and hands-on practice to help participants feel comfortable with the technique.

Recent data indicates that approximately 1 in 68 children have been identified with autism spectrum disorder (ASD), increasing likelihood that each educator will know and teach students with ASD during the course of their professional career. Many students with autism are bright, eager to learn, and have unique special interests, yet these students often shut down, refuse to work, and lose every assignment they start. This course will discuss ways to support these students, focusing on their strengths to promote successful learning and reduce challenging behavior. Participants will explore the function of behavior and learn proactive intervention strategies to address behavior in the classroom setting.

Problem behaviors in children with autism can present significant challenges to educators and parents. This course will provide a wealth of strategies to use when addressing challenging behavior. A Positive Behavior Support approach will be taught, emphasizing proactive prevention strategies, the teaching of replacement behaviors, and the use of positive reinforcement.

Participants will: Identify the components of a discrete trial. Implement a series of discrete trials to teach a variety of skills. Presenter(s): Nancy Rosenberg Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): November 7, 2014 8:30 AM - 3:30 PM

Participants will: Identify characteristics and learning styles of students with ASD. Describe the process of determining the function of behavior. Identify proactive strategies to reduce challenging behavior. Presenter(s): Gretchen Schmidt-Mertes Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): November 3, 2014 8:30 AM - 3:30 PM

Participants will: Identify a variety of strategies that may be used to address and/or prevent challenging behavior. Discuss the importance of identifying the function of behavior. Describe how to teach a replacement behavior and how to alter consequence to increase desired behavior. Presenter(s): Nancy Rosenberg Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): December 8, 2014 8:30 AM - 3:30 PM

Education Connection, Fall/Winter 2014 | 15

Autism Outreach Project Early Childhood and Autism: Birth to Three

Emotion Regulation and Anxiety Management in Autism

Foundations of Autism Spectrum Disorder

Event ID: 30782

Event ID: 30781

Event ID: 30780

As the prevalence of autism spectrum disorder (ASD) rapidly increases, so does our understanding of how to identify and intervene with these children at a young age. This course will discuss red flags and early identification of ASD as well as specific intervention strategies. State guidelines for birth to three services for children with autism will be discussed.

Individuals on the autism spectrum are at increased risk for anxiety symptoms and challenges with emotion regulation, which can interfere with their ability to actively participate in school and home activities. This course will focus on strategies for identifying and better understanding the underlying causes of these challenges, paired with practical tools and tips for interventions.

Participants will:

With more students than ever before being identified with autism spectrum disorder (ASD), it is essential that educators and related service providers have the knowledge to support these students in the learning environment. What exactly is ASD? In this engaging and interactive course, participants will learn the what, why and how of ASD (with a detailed review of characteristics and learning styles) and the difference between diagnostic criteria and educational eligibility. A fascinating exploration of current etiology and brain research will also be provided.

Identify early indicators of ASD in young children. Identify effective intervention strategies for characteristics presented in young children with ASD. Discuss state guidelines for early intervention in ASD. Presenter(s): Crystal Gray Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): January 15, 2015 8:30 AM - 3:30 PM

Identify the characteristics of autism spectrum disorder and the related challenges with anxiety and emotion regulation. Identify and implement strategies for coping with anxiety and stress-response behavior in order to enhance a studentâ&#x20AC;&#x2122;s emotion regulation abilities. Presenter(s): Crystal Gray Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): November 20, 2014 8:30 AM - 3:30 PM

Participants will: Identify the major characteristics of students with ASD and how these characteristics impact learning. Explain the difference between diagnostic criteria and educational eligibility for these students. Recognize the relationship between the characteristics of ASD and current brain research. Presenter(s): Crystal Gray Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): October 16, 2014 8:30 AM - 3:30 PM

Training & Services Catalog The Autism Outreach Project (AOP) Training and Services catalog is published annually, packed full of great resources and learning opportunities related to educating students on the autism spectrum. The AOP Catalog is a free resource for anyone teaching and supporting students with autism spectrum disorder in Washington State. Order yours today! Email autism@nwesd.org or call 888-704-9633. Get more AOP information online at www.nwesd.org/autism. 16 | Education Connection, Fall/Winter 2014

Continued... Gen Ed Curriculum and Students with Autism

Meaningful IEPs for Students with Autism

Paraprofessionals Supporting Students with Autism

Event ID: 30790

Event ID: 30784

Event ID: 30789

Children and young adults with autism spectrum disorder (ASD) should have access to the general education curriculum, but how do we successfully provide access and maintain instructional integrity? This course will explore the unique learning needs of students with ASD, legal requirements and expectations for accessing general education curriculum, and evidence-based practices that can help students with ASD meet state learning standards. Participants will learn strategies for increasing instructional access for subject areas including reading, math, and written language, and will discuss accommodations and modifications that can be implemented. Supportive software and educational curricula will be reviewed.

To meet the educational needs of students with autism spectrum disorder (ASD), teams must create quality IEPs which address unique strengths and challenges. This course will provide participants with a deeper understanding of how to develop meaningful IEPs for students with ASD. Participants will explore the levels of learning hierarchy, what levels mean, and how to use them; data collection and using data for decisionmaking; and accommodations/modifications to support students while teaching skills. Creating observable, measurable IEP goals and linking services with goals will be covered, addressing the needs of students across the autism spectrum.

Paraprofessionals play an integral role in the success of students with autism spectrum disorder (ASD) in the school setting. In this course, participants will explore the role of paraprofessionals in supporting instruction. The partnership between the paraprofessional and certificated staff member, and expectations for supervision, monitoring, teamwork, and support will be discussed. Strategies for paraprofessionals who support students with ASD will be provided across academic, behavioral, social, and adaptive skill instruction.

Participants will: Describe the importance of creating access to the general education curriculum for students with ASD. Describe instructional strategies and identify accommodations and modifications which can reduce barriers. Identify educational software and curricula designed to create access to the general education curriculum. Presenter(s): Vanessa Tucker Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): January 7, 2015 8:30 AM - 3:30 PM

Participants will: Identify the components of a quality IEP for students with ASD. Describe services and accommodations/ modifications appropriate for students with ASD. Describe the process for making datadriven decisions. Presenter(s): Julie George Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): October 23, 2014 8:30 AM - 3:30 PM

Participants will: Describe the various roles assigned to paraprofessionals in supporting students with ASD, including limitations and scope of work. Discuss the aspects of partnership and teamwork, define the nature of delegation and supervision, and discuss ethical requirements. Identify strategies for behavioral, academic, social and adaptive skill supports that can be used in a variety of academic contexts. Presenter(s): Vanessa Tucker Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): December 3, 2014 8:30 AM - 3:30 PM

Education Connection, Fall/Winter 2014 | 17

AOP Continued... Structured Teaching for Students with Autism

Teacher/Paraeducator Teaming for Students with Autism

Teaching Social Communication to Children with Autism

Event ID: 30788

Event ID: 30767

Event ID: 30763

Students with autism spectrum disorder (ASD) demonstrate a deep need for structure and require much more intentional programming than their typically developing peers. This course will explore the unique learning needs of students with ASD across the spectrum. Specific strategies and techniques for creating and maintaining structure will be provided, as well as assessments which can be used for instructional planning. Participants will learn how the TEACCH system, an instructional approach providing visual and physical structure to help organize children with ASD, aligns with the learning needs of these students.

The implementation of specific teaching strategies and use of interventions for students with autism spectrum disorder (ASD) is a continuous and essential need, yet there is often little focus on how classroom staff can effectively work together so that these interventions lead to student success. This course will provide an opportunity for teachers and paraeducators to look inward on their own practices and interactions with each other. From simple problem-solving techniques to effective communication skills, this ASD-themed day will be spent finetuning these working relationships. Come set the stage for student growth!

Social communication difficulties are a core characteristic in children with autism spectrum disorder. In this course, social communication will be defined and described in children from birth to six years of age. Specific social communication challenges will be discussed and strategies will be presented to support social communication across contexts.

Participants will:

Describe the unique learning needs of students with ASD as related to interpreting and interacting with their environments. Identify assessment strategies for determining where structural supports are required and how to imbed them within instructional activities. Identify visual systems designed to increase structure. Describe the basic aspects of the TEACCH system and provide examples of how a system could be used in their own classroom. Presenter(s): Vanessa Tucker Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): October 29, 2014 8:30 AM - 3:30 PMâ&#x20AC;&#x192; 18 | Education Connection, Fall/Winter 2014

Identify necessary foundational skills in working as a team to effectively teach children with ASD. Describe the need for consistency in prompting and reinforcement, and identify ways to fade each. Identify the most effective use of one-onone paraeducator supports. This course will be presented at the WEA building in Federal Way and is not available for video conference. Presenter(s): Patrick Mulick Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: Free Location: WEA building, Federal Way Date/Time(s): October 10, 2014 8:30 AM - 3:30 PM

Participants will: Define social communication and describe how social communication challenges manifest through behavior in young children. Identify areas of development which influence social communication development. Identify specific strategies which can be utilized to support children with social communication challenges. Presenter(s): Jim Mancini Facilitator: Dorothy Moller Clock Hours: 6 Registration Fee: $90 Location: NWESD and Interactive Video Locations Date/Time(s): December 12, 2014 8:30 AM - 3:30 PM

Classroom Conversations: Increasing Engagement & Advocacy Event ID: 30819

Teaching Learning

Many students understand â&#x20AC;&#x153;school talkâ&#x20AC;? as simply raising hands and stating correct answers. In this course we will explore ways to teach students to converse, ask academic questions, respectfully agree and disagree, explain thinking, and demonstrate selfadvocacy for learning in whole-class and smallgroup settings. We will develop lessons aligned with Common Core Speaking and Listening standards and demonstrate conversational techniques. Respectful listening techniques will be taught as well as speaking techniques. We will create classroom anchor charts designed to facilitate conversation and selfadvocacy. Target audience: K-4 classroom teachers. Presenter(s): Angela Schoenbeck Facilitator: Anita Garcia-Holzemer Clock Hours: 6 Registration Fee: $25 Location: NWESD, Garrison Bay Date/Time(s): October 21, 2014 8:30 AM - 3:30 PM

Literacy Leadership Network Event ID: 30820 The Literacy Leadership Network is a professional learning community of literacy leaders from participating districts in NWESD. Our goal is to provide meaningful professional development to meet the needs of participants and their districts as we continue the work of the State Literacy Cadre in our region, retain our literacy gains, address the pressing needs of struggling readers and English language learners, create a network of literacy professionals, and continue to build the capacity of staff with district-based trainers, so that we can truly close the achievement gap in our region and honestly say that no child has been left behind. Target audience: Literacy Coaches, Literacy Teachers, TOSAs. Presenter(s): Angela Schoenbeck Facilitator: Anita Garcia-Holzemer Clock Hours: 42 Registration Fee: $100 Location: NWESD Date/Time(s): October 14, 2014; November 12, 2014; December 9, 2014; January 13, 2015; February 10, 2015; March 17, 2015; May 19, 2015 8:30 AM - 3:30 PM

HiCap Students: Proven Strategies to Meet Their Needs Event ID: 30847 This series will cover Nature and Needs, Best Practices for Highly Capable Learners, and Metacognition: Critical and Creative Thinking Skills. The teaching strategies covered in this series will support highly capable students in the general education, enrichment, and cluster model classrooms. This class aligns with the new teacher evaluation, TPEP, Criterion #3: Recognizing individual learning needs and developing strategies to address those needs. Presenter(s): Nancy Smith & Linda Varner Facilitator: Anita Garcia-Holzemer Clock Hours: 12 Registration Fee: $140 Location: Evergreen Middle School, Everett Date/Time(s): October 2, 2014; October 9, 2014; October 16, 2014; October 23, 2014 4:00 PM - 7:00 PM Education Connection, Fall/Winter 2014 | 19

Teaching & Learning Making Content Accessible for All Learners

Shifting to NGSS: Conclusion Writing to Evidentiary Argument

Event ID: 30828

Event ID: 30853

In order to engage all of our students in learning, we need to understand the language demands of our content and the language proficiency of our students. In this course, we will model strategies for engaging students of various language levels in demanding academic content with the help of scaffolding and differentiation techniques. Day 2 of the course will be tailored to the specific needs and interests of the participants. Topics may include developing academic vocabulary, improving the quality of student talk, strategies to support students reading complex text, or other topics of interest. Bring your questions! Intended Audience: Classroom teachers providing Tier 1 instruction.

Designed to support teachers K-12, this 3-session series will focus on strategies for improving student performance on Conclusion Writing in science as measured on the MSP and End of Course. In addition, the series will lay the foundation for moving from conclusion writing to the NGSS Science & Engineering Practice of Arguing from Evidence. Participants will develop and administer Washington State science assessment-like items and analyze their studentsâ&#x20AC;&#x2122; performance.

Presenter(s): Sarah Southard & Katie Brown Facilitator: Anita Garcia-Holzemer Clock Hours: 12 Registration Fee: $150 Location: NWESD, Mount Erie Room Date/Time(s): November 18, 2014; January 13, 2015 8:30 AM - 3:30 PM

Presenter(s): Brian MacNevin Facilitator: Nancy Menard Clock Hours: 18 Registration Fee: Free Location: NWESD, Mount Erie Room Date/Time(s): November 13, 2014; February 4, 2015; March 26, 2015 8:30 AM - 3:30 PM

Supporting Student Success in Engineering and Technological Design Event ID: 30850 Teachers will deepen their understanding of the standards for engineering design (application) and learn how to increase their studentsâ&#x20AC;&#x2122; ability to succeed in engineering design challenges in the classroom and on state assessments. Teachers will also engage in a collection and study of MSP-like student growth measures to build their capacity to assess student understanding of the application standards. Presenter(s): Brian MacNevin Facilitator: Nancy Menard Clock Hours: 18 Registration Fee: Free Location: NWESD Date/Time(s): December 3, 2014; January 14, 2015; February 25, 2015 8:30 AM - 3:30 PM

Teaching & Learning Coordinators in a planning session at the NWESD 20 | Education Connection, Fall/Winter 2014

UW-CEL 5D+ Instructional Framework Overview for Teachers

WA Teacher Evaluation & CEL Instructional Framework

Writer’s Workshop in the Primary Grades

Event ID: 30724

Event ID: 30718

Event ID: 30845

This course will develop teachers’ understanding of how CEL foundational ideas inform the 5D instructional framework, the 5D+ rubric and the connections between them. During this workshop participants will review how the new teacher evaluation model differs from the old model. Upon completion, participants will be able to describe key ideas that connect the dimensions to indicators within the 5D and 5D+ rubrics, and they will be able to provide evidence from video scripting for 5D+ rubric indicators.

Stage 2, CEL framework training is for principals and assistant principals who have completed Stage 1 training. Evaluators will apply the framework and rubric in a formative process. This includes the capacity to give feedback, provide immediate support for implementing the feedback, and provide long-term professional development.

In this workshop series, teachers of kindergarten through fourth grade will learn to engage students in all aspects of the writing process. We will group texts for primary author and genre study, teach students to plan and draft texts, increase student stamina for small group and independent work, use formative assessments and Common Core State Standards to plan mini-lessons, and find creative ways to publish and celebrate student work.

Presenter(s): Sarah Southard Facilitator: Jennifer Longchamps Clock Hours: 6 Registration Fee: Free Location: NWESD Date/Time(s): October 16, 2014 8:30 AM - 3:30 PM

Presenter(s): Sarah Southard Facilitator: Jennifer Longchamps Clock Hours: 30 Registration Fee: Free Location: NWESD, Garrison Bay Date/Time(s): October 1, 2014; November 5, 2014; December 3, 2014; February 4, 2015; March 4, 2015 8:30 AM - 3:30 PM

Presenter(s): Angela Schoenbeck Facilitator: Anita Garcia-Holzemer Clock Hours: 18 Registration Fee: $75 Location: NWESD, Garrison Bay Date/Time(s): October 16, 2014; November 10, 2014; December 11, 2014 8:30 AM - 3:30 PM

Learning Conversations with Barbara Lawson As teachers and principals meet to learn together about the required processes in our new evaluation system, they may need tools and proven processes to keep those conversations focused on learning. After over 30 years of teaching and 15 years of helping educators learn to work together toward a common goal, Barbara Lawson joins us again this year to help us learn how to have the conversations we need to have in service of student learning. For more information contact Jennifer Longchamps at jlongchamps@nwesd.org or (360) 299-4095. In Introduction to Learning-Focused Supervision In our new era of professional learning and evaluation, teachers and their supervisors are engaging in frequent conversations with the goal of increasing learning for both students and adults. The skillful Barbara Lawson knows how to help conversation participants use appropriate tools to create time-efficient conversations about teaching and learning. Target Audience: Anyone who participates in the WA evaluation process Date: January 14, 2015; 8:30a.m. – 3:30 p.m. Improving Conversations Centered on Student Learning This 3-day series focuses on the following topics: • Day 1 will guide principal and teacher teams on how to have learning focused conversations to examine data, set goals and make plans for the school year. • Day 2 will focus on how to have learning focused conversations to offer feedback Teach about observations and plans to adjust instruction. er & Principal Teams • Day 3 participants will use conversations to analyze the work for the year, conduct summative evaluation learning conversations, and make some initial plans for future learning. Dates: October 14, 2014, January 15, 2015 and March 12, 2015, Time: 8:30 am – 3:30 pm Education Connection, Fall/Winter 2014 | 21

Northwest Educational Service District (NWESD) Course Registration Form Online: Register online at www.nwesd.org with a purchase order or credit card. Mail-in: Mail registration form with check (payable to NWESD), purchase order, or credit card information to NWESD, 1601 R Avenue, Anacortes, WA 98221. Fax: Fax registration form with purchase order or credit card information to 360-299-4070. Register early - class sizes are limited. Classes not meeting minimum enrollment may be canceled. Cancellations must be received in writing no later than two working days prior to the course to receive refund. A $20 administrative fee will be assessed. Clock hours and college credit are available if indicated under individual course descriptions. Payment and application for clock hours and college credit will occur at the end of the course session. Please do not send payment for clock hours or college credit with registration. For registration information/assistance call 360-299-4016 or email registrar@nwesd.org.

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Intellectual Need in the Math Classroom with Dan Meyer March 20, 2015 at the NWESD in Anacortes

The Association of ESDs (AESD) is pleased to bring Dan Myer to Washington state. Dan, a motivational instructor and national presenter, will model the instruction needed to bring the CCSS to life in the math classroom. After attending this workshop participants will better understand the research-based methods for instilling in students a need for new mathematical learning and understanding. They will be able to connect the CCSS modeling practice to student engagement and student achievement in mathematics. Target Audience: Teachers grades 5-12. Space is limited, register early online at www.nwesd.org.

Education Connection, Fall/Winter 2014 | 23

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1601 R Avenue Anacortes, WA 98221 Ph. 360-299-4000 Fx. 360-299-4070 www.NWESD.org | Education Connection, Fall/Winter 2014