Understanding the CCSS-NF Reading and Writing (blended) 3 This course focuses on blending the ELA Standards and building a workshop environment with the four modes of writing. 4-12 Secondary Literacy Specialist/Learning Strategist Workshops N/A These are quarterly learning strategist workshops focusing on school-wide change, research, and data collection, new teacher induction, SIP, and related initiatives. 6-12 Comprehension, Collaboration, and Communication (online) 1 This course focuses on developing the Speaking and Listening Strand of the NVACS. Educators will learn how to teach collaborative discussions, integrate multiple sources of information into presentations, design presentations that strategically use digital media, adapt presentations to a variety of contexts and tasks, and evaluate a speaker’s point of view. 4-12 Conventions and Usage of Standard English (online) 1 This course focuses on developing the Language Standards 6-12 and the corresponding CCR Anchor Standards for Language. Educators will gain a deeper understanding of strategies to teach conventions of standard English grammar and usage, capitalization, punctuation, spelling, and style analysis in reading, writing, speaking and listening 6-12 Secondary Curriculum Mapping (blended) 1 This course is intended for secondary English and reading teachers. Participants will on the NVACS grade level expectations and how the NVACS impact instruction. 6-12 Aligning Instructional Practices with the NEPF 1 This course is designed to assist secondary ELA teachers with designing and implementing instructional and professional practices that reflect the NEPF Instructional and Professional Standards. 6-12 wide
Science Integration for Elementary Teachers 2 This class is designed to focus on science content integration for elementary classrooms. Teachers gain an understanding of how to seamlessly integrate science with ELA and mathematics. K-5 Science Inquiry 2 This class is designed to focus on science curriculum through a variety of hands-on lessons and activities. K-5 FOSS for Rural Counties 1 This class is designed for the rural elementary school teachers who received FOSS kits and initial training. This class focuses on further supporting FOSS implementation in rural county classrooms. K-5 MSSCP Laboratory and Process Skills 1 Using scientific inquiry, prepare lab reports, using science equipment, observation vs. inference, safety in the lab, managing materials K-8 MSSCP Life Science for MS Teachers (Sem 1) 3 Foundations of science, living things, cell theory, ecology, animals, and taxonomy. K-8 MSSCP Life Science for MS Teachers (Sem 2) 3 Cells, genetics, classification, environment, and evolution. K-8 MSSCP Earth Science for Middle School Teachers (Sem 1) 3 Geology, hydrology, and natural resources. K-8 MSSCP Earth Science for MS Teachers (Sem 2) 3 Hydrology, atmosphere, meteorology, and astronomy. K-8 MSSCP Physical Science for MS Teachers (Sem 1) 3 Measurement, scientific inquiry, chemical and physical properties of matter, elements and compounds, periodic table and energy. K-8 MSSCP Physical Science for MS Teachers (Sem 2) 3 Atomic structure, matter, energy, waves – light and sound. K-8 Secondary Math and Science Workshops 1-4 Content area workshops that on key concepts in either mathematics or science on the middle or high school level. 6-12
HSSCP Earth Science for HS Teachers (Sem 1) 3 Matter and energy, chemistry, earth history, earth resources and environment, weathering and soil, and erosion and depositional systems. 7-12 Earth Science for HS Teachers (Sem 2) 3 Topography, structural forces, astronomy, meteorology, and oceanography. 7-12 HSSCP Physics I for HS Teachers (Sem 1) 3 Laboratory procedures, mathematics applications in physics, safety, kinematics, dynamics, and energy. 7-12 HSSCP Physics I for HS Teachers (Sem 2) 3 Thermodynamics, waves, electricity, and magnetism. 7-12 Literacy and Assessment 2 Integrate the literacy practices of reading and writing within the science content area. Both formative and summative assessments are explored to help guide instruction and measure student achievement. 7-12 HSSCP Laboratory Safety and Science Process 1 This course addresses the Nevada Science Scientific Inquiry 9‐12 Standards, as well as the skills, safety concerns, and processes for organizing and maintaining an effective and safe laboratory environment and for teaching students to collect, record, and evaluate data obtained in laboratory investigations. 7-12 Constructed Response Preparation for Criterion Reference This training is designed to prepare teachers to understand and incorporate constructed response and free response instruction and assessment techniques. 6-8 Test Taking Strategies for High Stakes Tests Training in test-taking strategies provides a model for teachers and students to learn to develop appropriate problem solving skills for grade-level specific objectives and constructed response items on the CRT. 6-8 Nevada High School Proficiency Many schools conduct on-site Math Proficiency Camps for non-proficient students prior to each NHSPE. These sessions provide training, materials, and organizational assistance for math teachers to prepare to conduct the math camps. 10-12
NEPF 5: Standard Study This school session will take an look at NEPF standard 5, providing pedagogy and strategies that help teachers plan instruction based on assessment. K-5 Elementary K-5 Curriculum Alignment Purpose: In order to address increasing student achievement teachers will: align the current mathematics program with the Nevada State Mathematics Standards to plan for effective instruction. Vertical alignment will also be examined in order to ensure best practices. K-5 Articulation Purpose: Mathematics Articulation K-5 will address increasing student achievement through vertical alignment, identifying common threads, maintaining consistent instruction, examining the standards, and planning for effective instruction. K-5 Linking Assessment and Instruction Purpose: Assessment is an integral part of instruction and is essential for improving the effectiveness of instruction. This ½ or full day session provides modeling of assessments and opportunities for teachers to practice with students. Teachers use the information to determine instructional of the students assessed. K-3 Math Misconceptions 1 What do we do when students have misconceptions about mathematics? This class will provide instructional strategies and activities teachers can use to undo these misconceptions. Time will be provided for participants to use class resources to develop instructional ideas and engaging activities in any classroom. K-2 3-5 Math Strands Exploration 1 During this class, teachers will examine the use of math workstations to provide meaningful practice for their students that meet the NVACS. They will work with stations that are intended to meet the needs of a range of learners. K-2
teachers. To determine statistical significance, we conducted an analysis of variance (ANOVA) for each of the metrics. As shown in Table 5.4, student growth and achievement in schools with a high number of teachers is greater for all both mathematics and reading in comparison to schools with a low number of SNRPDP-trained teachers and the CCSD district average. Furthermore, schools with a high number of SNRPDP-trained teachers are statistically greater in mathematics growth, mathematics achievement, reading growth, and reading achievement. In educational research, statistically significant differences are generally defined as those that have a 5% or fewer probability of being due to chance (p ≤ .05). Highly significant differences are those that have 1% or fewer probability of being due to chance (p ≤ .01). 5.4. Comparison of Student Growth and Achievement Scores for Schools with a High Number of SNRPDP-trained Teachers (N = 30 schools) to Those with a Low Number of SNRPDP-trained teachers (N = 30 schools) to the CCSD Average Mean Mathematics Median Growth Percentile High Number of SNRPDP-Trained Teachers 55** Low Number of SNRPDP-Trained Teachers 45 District Average 51 Reading Median Growth Percentile A High Number of SNRPDP-Trained Teachers 54** Low Number of SNRPDP-Trained Teachers 47 District Average 50 Mathematics Achievement (Percent Proficient) A High Number of SNRPDP-Trained Teachers 68%* Low Number of SNRPDP-Trained Teachers 56% District Average 56% Reading Achievement (Percent Proficient) A High Number of SNRPDP-Trained Teachers 71%** Low Number of SNRPDP-Trained Teachers 59% District Average 61% *Statistically greater, with p ≤ .05. **Statistically greater, with p ≤ .01. Note. These comparisons are based on date from 2012-2013, the latest year data are available on the Nevada Growth Model web site (). No growth data are available for Fall 2013 to Spring 2016 because of installation of new achievement tests by the Nevada. The remaining conclusions from this year’s analysis are summarized in the very beginning of this section and will not be repeated here. However, as an additional summary, 5.5 shows the evaluation matrix with the results. Table 5.5. Evaluation Matrix for the Quantitative Segment with 2015-2016 Results
Do Now Activity (10 Minutes) Weekly Vocabulary Review Classroom Poll Discussion (7 minutes) Students will explain and justify their stance. Brief Review Discussion of Chapter 2 (5 minutes) Whole Group Reading – Chapter 3 (pgs. 33-42) (20 Minutes) Class Discussion (10 Minutes) Independent Reading – Chapter 4 (43-48) and 5 Text Dependent Questions (partially adapted from Novel Units #NU5745) (45 minutes) Clean Up (5 Minutes) Day 5: Do Now Activity (5 Minutes) – Study for weekly vocabulary quiz Weekly Vocabulary Quiz (10 Minutes) Trade and Grade (8 minutes) Beowulf Animated Summary () (5 minutes) Stop and Jot – Why would the author include Beowulf in this novel? What symbolic significance does it hold? (10 minutes) Shoulder Partner Share (3 Minutes) Whole Group Discussion (7 Minutes) “Death Barged In” by Bonnano () Gradual Release – TWIST Analysis (30 Minutes) Constructed Response (20 Minutes) What is the tone of Barged In,” and how does the personification of death help create the tone of this poem? Justify your answer using several pieces of evidence from the text. Clean Up (5 Minutes) Day 6: Do Now Activity (10 Minutes) Creative Writing QuickDraw! (8 Minutes) Draw a picture that depicts the contents of the poem “Death Barged In” “Death Barged In” Shoulder Partner Response (22 Minutes): How does the personification of death create a mood of fear for the reader? What is Bioterrorism? (25 Minutes) CDC Information () Whole Group Discussion – Is this something we should be afraid of now? How does this relate to Mitty’s experience? What responsibility does the government have in regards to bioterrorism? The media? Whole Group Reading – Chapter 5 & 6 (pgs. 49-73) (30 Minutes) Ticket Out the Door (5 Minutes) How is fear affected perception of and interaction with smallpox? Clean Up (5 Minutes) Day 7: Do Now Activity (10 Minutes) – Political Cartoon – () Clip – Ebola Coverage US versus UK () (1 Minute)
Instructor: “Exactly, so when we are solving an equation with no solution a pattern that we have noticed is that both sides of the equal sign have the same exact variable and when we use the inverse operation to move it, the variable actually cancels out. Record that in your own words on your sort sheet.” Instructor: “I think there are some additional features that we can record regarding the no solution equations, what is another pattern that is evident after our variable cancels out?” Student 3: “We are left with a number value on each side but they are not equal.” Instructor: “So the only values that we have left are two numbers, such as 3 = 5 on problem B.” Student 3: “Yes” Instructor: “Well does 3 = 5?” Student 4: “No” Instructor: “So 3 equal 5, it is an untrue statement. How can we explain that pattern?” Student 5: “We could say that equations with no solutions always end in an untrue statement.” Instructor: “Very good. Let’s look at some more features and patterns for our two solution types.”