We look forward to having you at 2018 Summer Academy! Please note that signing up for a Sched Account or selecting classes DOES NOT guarantee your registration into a course. Classes will be filled on a first come, first served basis by signing up on the Greenville County PD portal. You can access the PD portal by clicking this linkOR by clicking on the "PD Portal URL" link. **If you register and are placed on a waiting list, you will be notified if a space opens.** Please be aware that sessions could be cancelled the week of July 15 if fewer than 5 participants have registered. You will be notified via email if a registered session has been cancelled.
Date: Monday, July 23, Tuesday, July 24, Wednesday, July 25 and Thursday, July 26 The SmartARTS Arts Integration Training Institute Year 1 is a four-day interactive and intensive training in the rationale for and principles of effective arts integration throughout the curriculum. The training is for GCS participants in all academic and related arts subjects from 4K - through high school. Participants learn dynamic strategies to find authentic connections between content standards and arts standards that lead to increased student engagement and learning. SmartARTS pairs teachers with a SmartARTS Roster teaching artist to co-plan an arts integrated unit of study that the pair will team-teach in the classroom. All SmartARTS Year 1 teachers must plan and implement a unit for the 2018 - 2019 school year. Unit supplies and artist fees are included for participating teachers. THE SMARTARTS YEAR 1 INSTITUTE IS HELD ON JULY 23 - 26, 2018 AT THE FINE ARTS CENTER. The $25 registration fee and all forms must be to the Metropolitan Arts Council no later then May 23, 2018. Spaces are limited. For more information contact Gayla Day at MAC at 864-467-3132.
Intensive professional development workshop for math 7, math 8, and Algebra 1 educators designed to expand teachers’ understanding of mathematical content and pedagogy aligned to NCTM’s Principles to Actions: Ensuring Mathematics Success for All (2014) addressing the function content strand.
Visual supports help students with Autism Spectrum Disorder and other specific needs understand their world better. These evidence-based practices are used effectively in classrooms to target academic engagement, adaptive skills and prosocial behaviors. Join us in exploring visual support tools and receive a step-by-step implementation guide.
This course provides the participant with some general information regarding IEPs, and provides instructions for what must be done prior to IEP meetings, during IEP meetings, and after IEP meetings. There are examples of what not-to-do as well as what should be done to comply with IEP development procedures.
This interactive course provides training and resources for special educators that teach students using Alternate Achievement Standards (AA-AAS). Information will be shared to address the instruction and assessment of students with significant cognitive disabilities who are assessed using state approved alternate assessments.
Special education service providers will learn how to locate and use resources available on the Special Education Services (SES) website as well as use the EasyIEP software system to aid in caseload management. Participants should bring a laptop or similar device.
Why do you go away? So you can come back with new eyes and appreciation of the world. This workshop will show teachers how to apply for the Fund for Teacher Travel and Educational Fellowship. It will provide insight into creating a concept driven fellowship to learn culture and content while also enhancing their instructional delivery and the educational needs of their students. **Participants needs to bring laptops.**
Participants will gain an understanding of data-based decision making processes. Topics covered will include robust present levels of performanceto include state and district assessment data down to individual targeted assessment data. Participants will gain an understanding of what data might support different service provision models (indirect, inclusion/coteach, resource). In addition, participants will receive guidance on documenting student's strengths, needs, and agreed upon services throughout the IEP process. Participants should also consider attending "The Special Educators' Toolbox" on Tuesday, July 24th for a more in-depth look at the provision of specially designed instruction.
Teachers want their students to learn. Students want their teachers to let them socialize. What’s the answer? Conver-STATIONS!! This session will introduce interactive strategies for getting your students talking, learning, and having fun! *Participant will need a device.*
This interactive course provides training and resources for special educators that teach students using Alternate Achievement Standards (AA-AAS). Information will be shared to address the instruction and assessment of students with significant cognitive disabilities who are assessed using state approved alternate assessments.
This workshop focuses on effective practices for transition planning of students with disabilities at 13 years of age or older. Special education teachers will identify components for designing a transition focused IEP. Teachers will leave this workshop with accessible transition tools and data collection methods to design and implement a student-centered transition program.
Teachers will learn to analyze the SC Writing Rubric, dig into the district progression of writing about reading, and understand the relationships between them within the GCS framework. Teachers will be able to implement writing about reading in each area of the literacy framework to support student growth. This session will provide teachers with a solid progression of how to support achievement with benchmarks and state testing.
**Participants must attend both days of this workshop.** Why is the English language so confusing? Would it surprise you to learn that only 4% of the all English words in print defy explanation and are truly irregular? This is a 2 day workshop that is designed to work within your current reading and spelling program. Day 1 will focus on developing a multi sensory strategy that includes learning a 3 part, 10-15 minute daily drill. Day 2 will go deep into the 6 types of syllables, decoding multi-syllabic words and teaching sight words. Teachers will practice these strategies and skills with partners. Come learn the tools you need to help struggling readers unlock the mystery of the English language.
This workshop is designed to equip 5th grade teachers with a better understanding of the unit Performing Operations with Decimals and provide opportunities to strengthen their skills with using models to perform all four operations.
Special Education Case Managers and other special education personnel will be trained to identify circumstances which require the provision of Prior Written Notice (PWN), and to identify the components of PWN. Additional focus and targeted practice will address each of the 5 questions presented within the Prior Written Notice.
This workshop focuses on effective practices for transition planning of students with disabilities at 13 years of age or older. Special education teachers will identify components for designing a transition focused IEP. Teachers will leave this workshop with accessible transition tools and data collection methods to design and implement a student-centered transition program.
In preparation for a new school year, special education service providers from all levels will learn how to: set-up their caseload; complete the Transfer IEP process, and identify skills essential to effective case management.
The SmartARTS Arts Integration Training Institute Year 2 is a three-day advanced training for GCS participants who have previously attended the Year 1 Institute. Participants will deepen their understanding of the use of effective arts integration throughout the curriculum to increase student engagement and learning. This training is for teachers in all academic and related arts subjects from 4K through high school. SmartARTS pairs Year 2 teachers with a SmartARTS Roster teaching artist to co-plan an arts integrated unit of study that the pair will team-teach in the classroom. All SmartARTS Year 2 teachers must plan and implement a unit for the 2018 - 2019 school year. Unit supplies and artist fees are included for participating teachers. THE SMARTARTS YEAR 2 INSTITUTE IS HELD ON JULY 24 - 26, 2018 AT THE FINE ARTS CENTER. The $25 registration fee and all forms must be to the Metropolitan Arts Council no later than May 23, 2018. Spaces are limited. For more information contact Gayla Day at MAC at 864-467-3132.
Participants will identify keys elements of effective classroom management and organization that will allow them to best support the needs of students with emotional disabilities in a special education classroom.
Teachers want their students to learn. Students want their teachers to let them socialize. What’s the answer? Conver-STATIONS!! This session will introduce interactive strategies for getting your students talking, learning, and having fun! *Participant will need a device.*
The participants will experience a diverse watercolor unit from the perspective of a student as they explore brush and watercolor techniques (wet & dry) individually and in small groups before listening, discussing, and visually expressing the effects that pre-selected music has on the five senses and on one's memory. Additionally, the participants will experience the effect that intra- and inter-departmental collaborations can have on the students and improve overall engagement. Objectives: After completing this course, the participants will be able to: 1) demonstrate wet and dry watercolor techniques; 2) create watercolor activities for individuals and groups; 3) integrate literature and music into watercolor lesson plans; 4) improve student engagement; and 6) create impactful intra- and inter-departmental collaborations.
Teachers will learn to analyze the SC Writing Rubric, dig into the district progression of writing about reading, and understand the relationships between them within the GCS framework. Teachers will be able to implement writing about reading in each area of the literacy framework to support student growth. This session will provide teachers with a solid progression of how to support achievement with benchmarks and state testing.
Today's students need to think critically to solve real -world problems. Teachers today are required to embed strategies into their instruction to ensure that students develop these skills. Throughout this Discovery Ed session participants will be introduced to five strategies that use digital tools and resources to engage students in deep thinking, reasoning, and problem solving. Participants will immerse themselves in these strategies to ensure effective implementation into both classroom instruction and the curriculum. **Teachers will need to bring district-issued devices. Laptops are preferred.**
Participants will gain an understanding of evidence-based practices related to the provision of specially designed instruction (SDI) for students with disabilities. Topics will include high leverage practices, an overview of tools available for service providers to use when providing SDI, using data on individual strengths and needs to select the appropriate strategies and tools to meet student needs, and documenting strengths, needs, and SDI decisions throughout the IEP process. Participants should also consider participation in Data-Based Decision Making for Students with Disabilities on Monday, July 23.
Participants will identify keys elements of effective classroom management and organization that will allow them to best support the needs of students with moderate intellectual disabilities.
Participants will be able to create a teacher website that can be a connection and communication tool for students, parents, and teachers to improve student achievement and understanding.
Teachers will look at data they are already using or can use to plan goals, skills, and strategies using Seravallo's Reading Strategies book and the Fountas and Pinnell Literacy Continuum. Teachers will analyze sample data and plan how to implement effective conferring with small groups and individual students through discussion.
We often hear the terms accommodation and modification spoken interchangeably, but they are very different in meaning and interpretation as it relates to students with disabilities. Participants will learn ways to easily document the use of accommodations or modifications and learn how present level data drives the need for specific accommodations or modifications.
Whether you are a new co-teacher or a veteran, you will learn new ways to become a more effective teaching partner. Be prepared to discover ways to plan when time is an issue (and it is always an issue). Develop an effective strategy for tracking the progress of students. Learn how to become comfortable with grade level curriculum.
Today's students need to think critically to solve real -world problems. Teachers today are required to embed strategies into their instruction to ensure that students develop these skills. Throughout this Discovery Ed session participants will be introduced to five strategies that use digital tools and resources to engage students in deep thinking, reasoning, and problem solving. Participants will immerse themselves in these strategies to ensure effective implementation into both classroom instruction and the curriculum. **Teachers will need to bring district-issued devices. Laptops are preferred.**
The SmartARTS Arts Integration Training Institute Years 3+ is a one-day advanced training for GCS participants who have previously attended the Year 1 & 2 Institutes. The training is for teachers in all academic and related arts subjects in grades 4K through high school. Participants will attend a morning session to deepen their study and practice of effective arts integration to increase student engagement and learning. In the afternoon SmartARTS pairs Years 3+ teachers with a SmartARTS Roster teaching artist to co-plan an arts integrated unit of study that the pair will team-teach in the classroom. All SmartARTS Years 3+ teachers must plan and implement a unit for the 2018-2019 school year. Unit supplies and artist fees are included for participating teachers. THE SMARTARTS YEARS 3+ INSTITUTE IS HELD ON JULY 25, 2018 AT THE FINE ARTS CENTER. The $25 registration fee and all forms must be to the Metropolitan Arts Council no later than May 23, 2018. Spaces are limited. For more information contact Gayla Day at MAC at 864-467-3132.
Number Talks is another student centered approach to math instruction.Teachers will have the opportunity to learn about the research and discuss the purpose behind Number Talks. K-5 teachers will learn and practice various strategies of Number Talks. Participants will view videos of Hollis teachers modeling Number Talks. By utilizing Number Talks in any math instruction teachers will support NCTM standards, Standards for Mathematical Practice (SMP's) and build fluency to develop students abilities to easily acquire concepts within the SC math standards.
This course provides the participant with some general information regarding IEPs, and provides instructions for what must be done prior to IEP meetings, during IEP meetings, and after IEP meetings. There are examples of what not-to-do as well as what should be done to comply with IEP development procedures.
Do you have a student who frequently misses deadlines, forgets to turn in his work, or is easily distracted when working? Students with organizational and executive functioning needs struggle to initiate, sustain and complete classroom work. Participants will explore tools to assist students in developing and independently applying strategies to support academic success.
Special education service providers will learn how to locate and use resources available on the Special Education Services (SES) website as well as use the EasyIEP software system to aid in caseload management. Participants should bring a laptop or similar device.
This session will help you move beyond getting students interested to helping them see the relevance of text to their own lives and communities. By connecting students with books that are mirrors of their own lives and windows to the outside world, we can shift their mindset from passive to active, responsive reading.
When dealing with unsafe or disruptive behavior, are you feeling like your only choice is to use a crisis management procedure to deal with the situation? Are you frustrated with the loss of instruction time? Do you feel helpless when needing to rely on others to maintain a safe-learning environment in your classroom? Learn new tools to support positive behavior while eliminating the need to rely on emergency procedures.
In this conference-style session, participants will learn how to combine Discovery Education digital assets with SOS Strategies to meet specific, standards-based curriculum objectives. This will be accomplished by participation in an activity which requires each participant to become an expert in one given SOS strategy, and then work together to determine how to best pair one or more of those strategies with given sets of objectives and digital assets. **Participants need to bring a district issued laptop.*
Participants will be able to create a teacher website that can be a connection and communication tool for students, parents, and teachers to improve student achievement and understanding.
In this conference-style session, participants will learn how to combine Discovery Education digital assets with SOS Strategies to meet specific, standards-based curriculum objectives. This will be accomplished by participation in an activity which requires each participant to become an expert in one given SOS strategy, and then work together to determine how to best pair one or more of those strategies with given sets of objectives and digital assets. **Participants need to bring a district issued laptop.*
Special Education Case Managers and other special education personnel will be trained to identify circumstances which require the provision of Prior Written Notice (PWN), and to identify the components of PWN. Additional focus and targeted practice will address each of the 5 questions presented within the Prior Written Notice.
Teachers will learn to analyze the SC Writing Rubric, dig into the district progression of writing about reading, and understand the relationships between them within the GCS framework. Teachers will be able to implement writing about reading in each area of the literacy framework to support student growth. This session will provide teachers with a solid progression of how to support achievement with benchmarks and state testing.
Teachers will look at data they are already using or can use to plan goals, skills, and strategies using Seravallo's Reading Strategies book and the Fountas and Pinnell Literacy Continuum. Teachers will analyze sample data and plan how to implement effective conferring with small groups and individual students through discussion.
This session will help you move beyond getting students interested to helping them see the relevance of text to their own lives and communities. By connecting students with books that are mirrors of their own lives and windows to the outside world, we can shift their mindset from passive to active, responsive reading.
