ArkansasIDEAS Course Catalog

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606 course(s) found.

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SSB14005: CCSS Institute #9: PARCC Content Model Frameworks (2-15-13)
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 5

The Arkansas Department of Education hosted this five-hour institute on February 15, 2013 to help teachers and curriculum directors understand and use the Partnership for Assessment of Readiness for College and Careers (PARCC) Model Content Frameworks for English Language Arts (ELA)/Literacy (Grades 3-11) and the PARCC Model Content Frameworks for Mathematics (Grades 3-11). 

Both documents were developed by PARCC to support the implementation of the Common Core State Standards and to inform the development of item specification and blueprints for the PARCC assessments. As such, the PARCC Model Content Frameworks serve as useful tools for classroom teachers and curriculum developers by providing insight into key areas of focus of the CCSS and PARCC assessments as well as the instructional shifts needed for successful implementation in the classroom.

SSB14006: CCSS Institute #10: Special Education Standards-Based IEPs (7-9-13)
Subject Area: {"a04963d9d7d0cd64c48f0bea14881ac6":{"option":"Section 504 & Special Education","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"b99aeb1f6ed83efbe5042fb3a4318cb3":{"option":"4b","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

This Common Core State Standards (CCSS) Institute was recorded on July 9, 2013 at the AETN studios in Conway, Arkansas. It focuses on the process for developing Individualized Education Programs (IEPs) for students with disabilities based on the CCSS. 

Activities included will enable educators to practice using a variety of data sources to write clear and objective present levels of academic and functional performance, and develop quality annual goals designed to provide meaningful access to the general education curriculum.

Topics covered:
- the importance of using the standards as the basis for IEP development
- present level of academic and functional performance
- writing quality goals and objectives

SSB14007: CCSS Leadership Series: Stephen Barkley - Instructional Coaching: Professional Learning Communities - School Improvement: All With the End in Mind (1-27-12)
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0},"18166798f271eb9ffdde96c22222d72b":{"option":"Library Media Specialist","icon":"","default":1,"delete":0}}
TESS Domain: {"033ebfb9d4175dfd8a5f2b5219a13a9d":{"option":"4d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 5

In this energetic and humorous presentation, Stephen Barkley, best-selling author and Executive Vice President of Performance Learning Systems, Inc., addresses how focusing on student learning rather than teaching opens the doors for instructional coaching, facilitating, collaborating, and differentiated instruction. Instructional leaders will gain insight into: Professional Learning Communities (PLCs), structures needed for learning cultures centered on student behaviors, sustaining learning systems that support coaching, and teacher practices that generate change in students. Mr. Barkley also addresses the principal’s critical role in supporting a learning system using backwards planning to increase student achievement.

SSB14008: CCSS Leadership Series: Diane Sweeney - Student-Centered Coaching and Capacity Building for Instructional Leaders (2-2-12)
Subject Area: {"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4.5

In this course, author and national coaching consultant Diane Sweeney will address how focusing instructional coaching on specific goals for student learning can make a positive impact on student achievement and build capacity in districts and schools. Instructional facilitators will gain insight into: specific coaching goals focusing on student learning, the critical role of the principal in supporting a student-centered coaching model, a coaching model designed to increase student learning, implementation of student-centered coaching cycles, and the impact of the student-centered coaching cycles.

SSB14009: CCSS Leadership Series: Diane Sweeney - Student-Centered Coaching (11-7-12)
Subject Area: {"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"033ebfb9d4175dfd8a5f2b5219a13a9d":{"option":"4d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3.5

In this course, author and consultant, Diane Sweeney revisits the core practices of student-centered coaching. She provides support for school districts who are already implementing the model and encourages those who are not to get on board. The Common Core State Standards are featured as an essential tool to drive coaching conversations forward. 

The session includes videos of coaching conversations, scenarios to help coaches trouble-shoot challenges they are facing, and new materials from Ms. Sweeney's most recent publication, Student-Centered Coaching at the Secondary Level (April 2013, Corwin Press).

SSB14014: CCSS - English Language Arts & Literacy Training: Text Complexity Grades 2-5 (05-07-12)
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4

Reading complex texts closely is at the heart of the Common Core State Standards (CCSS). This module focuses on exposing students to grade-level texts of appropriate complexity. In addition, it focuses on instruction that reflects a balance of 50 percent informational text and 50 percent literature that students are expected to read in ELA, science, social studies and the arts. 

A Three-Part Model for measuring text complexity will be used to help participants determine how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. 

SSB14015: CCSS - English Language Arts & Literacy Training: Text Complexity 6-12 (03-29-12)
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

Reading complex texts closely is at the heart of the Common Core State Standards (CCSS). This course focuses on exposing students to grade-level texts of appropriate complexity. In addition, it focuses on instruction that moves from a balance of fifty percent informational text and fifty percent literature in elementary to a higher emphasis in informational text in secondary (up to seventy percent informational in twelfth grade) that students are expected to read in English Language Arts (ELA), science, social studies and the arts. 

A Three-Part Model for measuring text complexity will be used to help participants determine how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling.

SSB14016: CCSS - English Language Arts & Literacy Training: Close Reading 3-5 (04-12-12)
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"5bd15ca24cee57242a9b28b79481da6d":{"option":"3a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

The Common Core State Standards (CCSS) document states that students must acquire the habits of reading independently and closely, which are essential to their future success. Close reading is fundamental for interpreting text. "Reading closely" means developing a deep understanding and a precise interpretation of a text that is based first and foremost on the words themselves. But close reading does not stop there; rather, it embraces larger themes and ideas evoked and/or implied by the passage itself.

This module provides strategies that will enable participants to design instruction that promotes close reading behaviors such as: understanding your purpose in reading, understanding the author's purpose in writing, seeing ideas in a text as being interconnected, looking for and understanding systems of meaning, engaging a text while reading, getting beyond impressionist reading, formulating questions and seeking answers to those questions while reading.

R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

NOTE:  This course does NOT count toward the 45 hours used for Disciplinary Literacy Endorsement. For credit, ALL courses MUST be taken as part of Disciplinary Literacy Program of Study.  To enroll in the Program of Study, please see the Programs of Study box on the left side of the home tab.

SSB14018: CCSS English Language Arts #1: Disciplinary Literacy Overview (02-15-12)
Subject Area: {"45f63990510586981e1114f6cbdf3bb6":{"option":"Career & Technical Education","icon":"","default":1,"delete":0},"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0},"35bf1210e6727959a7a88a00462db959":{"option":"Science","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

Carol Massey and other Arkansas colleagues present Disciplinary Literacy Overview. The session will provide an overview of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Topics covered:

-Overview of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

-Role of content teacher in literacy practices

-Examining classroom practices

It is recommended that participants have a copy of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects to use while taking this course.

SSB14019: CCSS English Language Arts #2: Close Reading of Complex Text (4-30-12)
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"6dd9492e661a752a49bcb32a7857b360":{"option":"3b","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4.5

This course features Carol Massey and other Arkansas Department of Education colleagues. Participants will examine close reading of complex texts and the overarching role close reading plays in the Common Core State Standards. Topics covered include: defining text complexity according to the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; close reading and the demands of complex text on the reader; and high yield questioning strategies for student use in comprehending complex text. 

Additional materials may be found on the Common Core Arkansas website. http://arkansasideas.org/commoncore

It is recommended that participants have a copy of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects to use while taking this course.

NOTE:  This course does NOT count toward the 45 hours used for Disciplinary Literacy Endorsement. For credit, ALL courses MUST be taken as part of Disciplinary Literacy Program of Study.  To enroll in the Program of Study, please see the Programs of Study box on the left side of the home tab.

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