Students must have the opportunity to learn what is required for high school graduation regardless of the size and setting of their high school experience, whether it is an opportunity class, a juvenile court school, a special education setting, or small rural school. The subject matter verification process in English-Language Arts is designed to support teachers in these settings to teach California Academic Content Standards with confidence and competence.   Linguistics, Language, and Literacy Literature and Textual Analysis Rhetoric, Composition, and Conventions Multicultural, American, and British literature and authors will guide the Level II focus on This professional development will teach skills and concepts through hands-on, group activities and much more. The objective is for each teacher to leave with the belief that they have been given content and pedagogy they can deliver to their students. This training will help students pass the California High School Exit Examination (CAHSEE) and graduate from California high schools with the content knowledge and skills to compete in the global economy. Attendance at all five sessions is required. Please note payment requirements below A MINIMUM OF TEN PARTICIPANTS IS REQUIRED

Join as we continue to develp the cadre of Historical Content Leaders for the  2011-2012 TAH SAH cohort. This session is required tor TAH SAH Content Leads. Bring your laptop computer. See you Saturday morning!

AVID is a proven grades 4-16 college-readiness and success system that targets underrepresented students - often low income and first in family to go to college.  AVID incorporates academic and social skills to promote student success.  AVID students are ethnically diverse and often on Free and Reduced-Price Lunch.  Students enroll in rigorous coursed taught within the school day by trained AVID educators.  AVID is about opportunity, preparation and academic success!

An in-depth examination of CCSS, Instructional Planning and Gap Analysis

 This workshop series is designed to assist districts as they prepare for the implementation of the Common Core State Standards by understanding how the standards are constructed, how they might be taught and what materials or resources will be needed to teach them. Districts will also be prepared to make informed decisions regarding the Supplemental Instructional Materials that will be released from CDE in September 2012.  All workshops are from 4:00 until 7:00 PM. During these evening workshops you will: Learn how to unpack the CCSS  Plan for the instructional demands  of the CCS Examine existing materials for relevant resources Perform a gap analysis Network and collaborate with other teachers within the county using the same math and language arts programs. Please choose either the Desert Mountain location beginning on March 6, 2012, or the West End location beginning on March 23, 2012, when you register.  If circumstances necessitate a change, please contact Marie Painter at (909) 386-2624.   ***PAYMENT OR PURCHASE ORDER INFORMATION REQUIRED BY MARCH 6***

No matter who you are or what you do, whether at work or in the community, you are involved in meetings. Meetings can be costly. To ensure meetings are productive and worth the expense involved, three ingredients are necessary: an assurance of closure, a strong chair or leader, and accurate minutes. It has been said that if the minutes of a meeting are not accurate, then the meeting may just as well not have taken place. This one-day workshop helps minute-takers understand their role and the best technique for producing minutes that include all essential information needed.

Families, educators, and community members come together through the 10 sessions in which participants will learn and discuss topics such as: Personal Leadership Techniques Part I & II Family-School-Community Researched best practices Action Team for Partnerships Title I & Title III Programs Parent Involvement Policies Single Plan for Student Achievement Development of an Action Team (3 sessions) The outcomes for these classes is to engage participants in family engagement discussions that connect with supporting all students academically by providing families an opportunity to engage in their students learning at home, school, and in the community through an Action Team for Partnerships.

The Employee Leave Tracking System is a re-write of the Per-Pay Leave Tracking program housed in the HP Legacy System.  This application was designed to provide a more automated method of collecting employee attendance information for negative based attendance and is designed to be either Site Based or District Based in its approach.  This training is catered to the Local Leave Attendance clerks and will include instruction on the pages required for initiating Leave and generating Affidavits from the perspective of the intended audience.

Journal Entry Implementation training for Inyo County Office and their districts.  The agenda includes understanding the Electronic Workflow, JE Add, JE Edit, Reports, Workflow, History and the ability to Import using a system defined template.

  The REWARDS program is designed to: · Help struggling readers move from an early elementary reading level to one of increased decoding fluency and accuracy. · Help build skills in content areas by extension of the strategies in REWARDS. · Increase sentence refinement teaching critical writing skills; including word choice, sentence fluency, and sentence revising strategies as well as providing valuable writing practice. · Be used with any language arts or writing program to strengthen writing    instruction.   Download Flyer

Planning for the TAH ROF showcase and Project Celebration.We will update on the work done and continue in the planning process. Your input and participation is important so please attend.  

Come learn about: what Youth Development really is, what it looks like, and what your leadership role is; the difference between youth participation, involvement, and engagement; and know what youth want and are looking for.  Learn how to intentionally plan for and assess the quality of engagement you have with youth. Develop an Action Plan and get started today.

Come learn about: what Youth Development really is, what it looks like, and what your leadership role is; the difference between youth participation, involvement, and engagement; and know what youth want and are looking for.  Learn how to intentionally plan for and assess the quality of engagement you have with youth. Develop an Action Plan and get started today.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

Join as we continue to develop the cadre of Historical Content Leaders for the 2011-2012 TAH SAH cohort.  This session is required for TAH SAH Content Leads.  Bring your laptop computer.  See you Thursday morning.

Monthly Categorical Directors' Meeting Categorical directors from within San Bernardino County Superintendent of School Districts meet on a monthly basis to review and share items pertaining to state and federal programs and sanctions for California schools and districts.

Weekly Action Team Meetings

A Professional Learning Community (PLC) is an effective, research-based approach to systemic reform.  In education, the goal of a PLC is to enhance teacher effectiveness to benefit students.  SBCSS is pleased to offer PLC training and customized, local coaching to San Bernardino County school site teams in 2011-2012. Dr. Austin Buffum will work with Secondary Leadership Teams from each of the participating schools to embed the practices and culture of Professional Learning Communities at Worktm, and to connect these practices to the implementation of Response to Intervention.   All Participants must attend all five (5) sessions, and participate in three (3) half-day coaching sessions. Only teams whose administrator attended the Guiding Coalition Training on September 19, 2011, may register.

No matter who you are or what you do, whether at work or in the community, you are involved in meetings. Meetings can be costly. To ensure meetings are productive and worth the expense involved, three ingredients are necessary: an assurance of closure, a strong chair or leader, and accurate minutes. It has been said that if the minutes of a meeting are not accurate, then the meeting may just as well not have taken place. This one-day workshop helps minute-takers understand their role and the best technique for producing minutes that include all essential information needed.

Your students may be able to correctly work math problems, but can they explain how they arrived at the solution? Step Up to Writing in Math has stand alone chapters addressing vocabulary, reading,note taking, summarizing, asking and answering questions, writing for asessments, writing for general assignments and creative and personal writing. INTERMEDIATE LEVEL (3-6) Practical strategies for: Learning and using new math terms, reading actively to improve comprehension. Using note taking to learn content and explain how word problems are solved. Flexible lessions feature easy-to-use and easy-to-teach methods.

Early Assessment Program (EAP) is a nationally recognized collaboration involving the California Department of Education (CDE), the State Board of Education (SBE) and the California State University (CSU)

Early Assessment Program (EAP) is a nationally recognized collaboration involving the California Department of Education (CDE), the State Board of Education (SBE) and the California State University (CSU)

CTC will provide updates on policies & procedures. Morning Schedule: 8:00 a.m.                      Refreshments and Networking 8:30 a.m.                      Overview of CTC Handout - Jenny Teresi, SBCSS Credentials Manager 9:00-12:00 noon         CTC Webcast presented - CTC Staff 12:00-12:30p.m.         Wrap-up Q & A by Jenny Teresi

CTC will provide updates on policies & procedures. Morning Schedule: 8:00 a.m.                      Refreshments and Networking 8:30 a.m.                      Overview of CTC Handout - Jenny Teresi, SBCSS Credentials Manager 9:00-12:00 noon         CTC Webcast presented - CTC Staff 12:00-12:30 p.m.         Wrap-up Q & A by Jenny Teresi

A Professional Learning Community (PLC) is an effective, research-based approach to systemic reform.  In education, the goal of a PLC is to enhance teacher effectiveness to benefit students.  SBCSS is pleased to offer PLC training and customized, local coaching to San Bernardino County school site teams in 2011-2012. Dr. Austin Buffum will work with Leadership Teams from each of the participating schools to embed the practices and culture of Professional Learning Communities at Worktm, and to connect these practices to the implementation of Response to Intervention.   All Participants must attend all five (5) sessions, and participate in three (3) half-day coaching sessions. Only teams whose administrator attended the Guiding Coalition Training on September 19, 2011, may register.

A Professional Learning Community (PLC) is an effective, research-based approach to systemic reform.  In education, the goal of a PLC is to enhance teacher effectiveness to benefit students.  SBCSS is pleased to offer PLC training and customized, local coaching to school site teams in 2011-2012. Dr. Austin Buffum will work with Leadership Teams from each of the participating schools to embed the practices and culture of Professional Learning Communities at Worktm, and to connect these practices to the implementation of Response to Intervention.   Trainings free to 50 participants (10 teams of 5) of SETPD Districts.  All Participants must attend all five (5) sessions, and participate in three (3) half-day coaching sessions. Only teams whose administrator attended the Guiding Coalition Training on September 19, 2011, may register.  Only teams that submit a letter of commitment signed by the Assistant Superintendent and submitted to SBCSS SETPD office prior to due date may attend.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

These engaging and interactive four days of workshops are geared to support you as a leader in our middle and high school setting. The goal is two-fold: to share strategies and resources as well as collaboration and development time for you and your leadership team. Sign up for one or all four of the sessions.  Bring your leadership team to: Gain hands-on, practical applications from the latest in research-based strategies Learn time saving and zero-cost ideas Engage in conversation with your leadership team and other school sites to share in best practices Discover how other administrators in our county are implementing successful programs.  

Secondary School Leadership for English Learner Success (SSLELS) is a five-day series for secondary level site leadership teams to examine and improve services for English Learners. Developed by California Tomorrow and the Los Angeles County Office of Education, this practical and comprehensive training will provide school leaders with effective practices for English Learners that are grounded in theory and research. Recognizing the unique complexities of secondary schools, teams will examine their programs from a systemic standpoint, and develop an action plan for improvement that addresses the multiple systemic pieces that must be in place at the middle and high school level. This includes the core—teaching and learning—as well the support services and climate that are necessary for the full participation and high achievement of English Learners.  The five-day series will focus on:  • Knowing Our English Learner Students  • Supporting Effective Instruction for English Learners  • Designing an Effective and Comprehensive Program for English Learners  • Understanding and Using English Learner Data  • Leadership and Infrastructure for English Learner Success

Your students may be able to correctly work math problems, but can they explain how they arrived at the solution? Step Up to Writing in Math has stand alone chapters addressing vocabulary, reading,note taking, summarizing, asking and answering questions, writing for asessments, writing for general assignments and creative and personal writing. PRIMARY LEVEL (k-3) Practical strategies for: Learning and using new math terms, reading actively to improve comprehension. Using note taking to learn content and explain how word problems are solved. Flexible lessions feature easy-to-use and easy-to-teach methods.

Interactive workshop where participants will be presented with an overview of student discipline, suspension, expulsion and appeal process, including recent enacted legislative changes.

Participate in a 2-Day Write Path training for your specific subject area. Learn how to infuse writing, inquiry, collaboration, and reading strategies into your curriculum, thereby providing all students with strategies to succeed in rigorous curriculum. Eng/LA 2 - is available for those who have already attended Eng/LA 1.

Participate in a 1-Day Write Path training for your specific subject area. Learn how to infuse writing, inquiry, collaboration, and reading strategies into your curriculum, thereby providing all students with strategies to succeed in rigorous curriculum. Math 2 - is available for those who have already attended Math 1.

AVID elective teachers/coordinators will learn how to create rigorous, collaborative and academic tutorials in their classrooms.

Students must have the opportunity to learn what is required for high school graduation regardless of the size and setting of their high school experience ,whether it is an opportunity class, a juvenile court school, a special education setting, or a small rural school. The subject matter verification process in social science is designed to support teachers in these settings to teach California Academic Content Standards with confidence and competence.       VPSS Social Science Level II training builds upon the foundation established during the Level 1 training series.  It is designed for instructors in need of the second level of Social Science in order to become highly qualified in their districts as determined by their credential analysts. Technology integration, building academic vocabulary, and literacy-building strategies will be the pedagogical tools participants will practice and implement in their classrooms as a result of this series. Attendance at all three sessions is mandatory.  Online training (equivalent to 30 hours) is required between the first and last meetings. 

This two-day training program for site administrators covers the following topics: Technology Planning and Effective Use of Instructional Technology Accessing Educational Resources and Principal Networking Online EdTechProfile Technology Assessment and Reporting Features Integrating Technology Tools into Instructional Practice Internet Safety Digital Natives, Digital Immigrants Participants are encouraged to bring their own laptop or other device to access the Internet during this workshop.

The Alliance for Education and it's collaborating partners are looking for volunteers to help facilitate science and math activities, and work with and supervise middle school mathematics and science students throughout the Auto Club Speedway Mathematics and Science Day event, March 23, 2012.

An in-depth examination of CCSS, Instructional Planning and Gap Analysis

 This workshop series is designed to assist districts as they prepare for the implementation of the Common Core State Standards by understanding how the standards are constructed, how they might be taught and what materials or resources will be needed to teach them. Districts will also be prepared to make informed decisions regarding the Supplemental Instructional Materials that will be released from CDE in September 2012.  All workshops are from 4:00 until 7:00 PM. During these evening workshops you will: Learn how to unpack the CCSS  Plan for the instructional demands  of the CCS Examine existing materials for relevant resources Perform a gap analysis Network and collaborate with other teachers within the county using the same math and language arts programs. Please choose either the Desert Mountain location beginning on March 6, 2012, or the West End location beginning on March 23, 2012, when you register.  If circumstances necessitate a change, please contact Marie Painter at (909) 386-2624.   ***PAYMENT OR PURCHASE ORDER INFORMATION REQUIRED BY MARCH 23***

  Course Description:   In this session, participants will learn about a variety of mobile device applications that will enhance learning for the full spectrum of disabilities; including intellectual disabilities, autism, learning disabilities, visual and hearing disabilities, and emotionally disturbed disabilities. A spectrum of instructional strategies that leverage the interactive advantage of mobile devices will be shared and discussed as well as legal and policy issues. Course Objectives:   Participants will: vlearn about a variety of mobile device applications for Special Education, specifically related to language. vlearn about a variety of instructional strategies using mobile devices. vlearn about possible legal issues related to mobile devices and possible solutions. vdevelop an implementation plan for mobile devices. Download Flyer

This two-day training program for site administrators covers the following topics: Technology Planning and Effective Use of Instructional Technology Accessing Educational Resources and Principal Networking Online EdTechProfile Technology Assessment and Reporting Features Integrating Technology Tools into Instructional Practice Internet Safety Digital Natives, Digital Immigrants Participants are encouraged to bring their own laptop or other device to access the Internet during this workshop.

The San Bernardino County Superintendent of Schools offers countywide participants the opportunity to come together and network as they expand their knowledge of parent engagement best practices, federal and state mandates for parental engagement, as well as opportunities to share and highlight district and school family engagement work. During this year's scheduled sessions, we will discuss the following topics: Six Types of Parental Engagement Transitional Kindergarten California Common Core Standards Title I and Title III Mandates Family Engagement Work in the state and community Forming Action Teams for Partnerships to increase student academic success. Family-School-Community Partnerships Health and Nutrition information and resources for parents Homeless Programs for students and their families

Teaching American History: 21st Century Scholars of American History Literacy & Technology Workshop Day   We welcome K-12 teachers to participate in the 2011-2012 Teaching American History (TAH-SAH) Grant program.  The training is being offered throughout the 2011-2012 school year in the Rancho Cucamonga area.  The program will be a yearlong, intensive experience designed to deepen content knowledge and pedagogical skills with an emphasis on 5th, 8th, and 11th grade History/SS content standards.  As part of this, all teachers will participate in literacy and technology sessions in order to learn new strategies for increasing access to rigorous coursework and encorporating 21st Century sklils in the classroom.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

Intermediate users will learn new types of templates and additional trapping techniques; more complex filters and functions; and joining two reports using Monarch and Microsoft Access.

No matter who you are or what you do, whether at work or in the community, you are involved in meetings. Meetings can be costly. To ensure meetings are productive and worth the expense involved, three ingredients are necessary: an assurance of closure, a strong chair or leader, and accurate minutes. It has been said that if the minutes of a meeting are not accurate, then the meeting may just as well not have taken place. This one-day workshop helps minute-takers understand their role and the best technique for producing minutes that include all essential information needed.

CAPA is a performance-based assessment for special education students unable to take other state-wide and district-wide assessments. The CAPA is the only approved alternate assessment to CST as required by California Department of Education STAR testing program.  CAPA is based on a subset of California’s standards and must be administered by trained certificated staff. In order to administer the CAPA in the spring, individuals must attend a training session. For more information Download Flyer

CAPA is a performance-based assessment for special education students unable to take other state-wide and district-wide assessments. The CAPA is the only approved alternate assessment to CST as required by California Department of Education STAR testing program.  CAPA is based on a subset of California’s standards and must be administered by trained certificated staff. In order to administer the CAPA in the spring, individuals must attend a training session. For more information Download Flyer

Weekly Action Team Meetings

This conference call will provide information regarding legislative and California Department of Education updates, technical assistance, trainings, and leadership development. Conference Call Number (712) 432-0180  Access Number 391217#

• Do you have difficulty managing your child’s behavior? • Do you sometimes feel out of control, desperate, or helpless in regard to your child? • Are you constantly battling with your child using negative exchanges that leave you both feeling guilty, angry, or hurt? • Does your child have trouble following rules, inhibiting impulses, or controlling anger? There is help. . . . This popular, highly effective research-based program is taught by top educational and mental health professionals to help parents experiencing some of the above listed difficulties. It is designed to carefully teach powerful, yet simple-to-use strategies and communication skills that lead to significant decreases in habitually non-compliant behaviors. It also helps build self-esteem and positive parent-child relationships. For many families, this may be a critical step in the prevention of later, more serious behaviors.

The Employee Leave Tracking System is a re-write of the Per-Pay Leave Tracking program housed in the HP Legacy System.  This application was designed to provide a more automated method of collecting employee attendance information for negative based attendance and is designed to be either Site Based or District Based in its approach.  This training is catered to the District Leave Attendance clerks and will include instruction on all pages of the application from the perspective of the intended audience.

This inservice will teach you how to:  • prepare your adolescent for a successful school experience in middle or high school.  • create a discipline structure that works at home.  • improve school attendance and performance.  • prevent alcohol, drug, and gang involvement.

Teaching American History: 21st Century Scholars of American History Literacy & Technology Workshop Day   We welcome K-12 teachers to participate in the 2011-2012 Teaching American History (TAH-SAH) Grant program.  The training is being offered throughout the 2011-2012 school year in the Rancho Cucamonga area.  The program will be a yearlong, intensive experience designed to deepen content knowledge and pedagogical skills with an emphasis on 5th, 8th, and 11th grade History/SS content standards.  As part of this, all teachers will participate in literacy and technology sessions in order to learn new strategies for increasing access to rigorous coursework and encorporating 21st Century sklils in the classroom.

This two-day workshop will offer the participants an opportunity to consider the realities of what it means to live in poverty. Through the research of Dr. Ruby Payne, Ph D, this compelling and interactive workshop provides a foundation to understand the variables that sometimes interfere with achievement and success for the community of poverty. Drawing upon personal experiences, participants will leave with strategies for effectively engaging with the community of poverty. Participants will analyze the eight resources for success: explain language registers, discourse patterns, and story structure, give examples of hidden rules among classes, identify discipline interventions that are effective, explain mediation and cognitive structures, explain how economic realities affect patterns of living. Participants will have a chance to develop these resources into strategies and best practices during a workshop setting as well.

FEHA (California Fair Employment and Housing Act) and ADA (American with Disabilities Act) are State and Federal requirements that can put employers in rapid legal predicaments on short notice. This workshop provides insight into what is expected of school employers related to the rights of their work force.

The Employee Leave Tracking System is a re-write of the Per-Pay Leave Tracking program housed in the HP Legacy System.  This application was designed to provide a more automated method of collecting employee attendance information for negative based attendance and is designed to be either Site Based or District Based in its approach.  This training includes review of the Worksheets, training and data entry for the setup pages.

Initial Parent Leadership Development Workshops (Level 2-Selected Treatment Sites): Participants will learn to develop individual action plans to support their child's learning.  The leadership development workshops also include training, coaching, and mentoring.  Parents, teachers, and school administrators work together as partners to increase school-family and community partnerships.  Program staff is skilled in providing workshops in English and/or Spanish. Module 1: Parent Involvement: Helping Your Child Achieve Academic Success Importance of Family Involvement Levels of Parent/Guardian Involvement Home Learning Opportunities Module 2: Building Bridges: Family and School Connections Importance of Home/School Collaboration Effective School/Family Communication Information Access Rights Module 3:    Using Technology and On-Line Resources Use of Technology to Enhance Education Key on-line Education Resources Internet Safety Module 4:        Understanding the U.S. System of Education Structure of U.S. School System School Governance School Legislation & Sources of School Funding Module 5:        Basic Components of Elementary and Secondary Education Act (ESEA) Basic Components of ESEA ESEA Parent/Guardian Rights & Responsibilities Educational Advocacy Module 6:        California Academic Content and Performance Standards and Standardized Assessments Academic Content & Performance Standards Grade Level Concepts and Skills Standardized Assessments Module 7:        System of Accountability State and Federal Accountability Systems Student Academic Achievement Measures Educational Choices and Services Module 8:    Academic Programs Equitable Education Concepts Academic Program Opportunities Access to Academic Programs Module 9:        Role of Parent Committees Single Plan Development State Mandated Parent Committees Effective Parent Committees Module 10:        Beyond High School Importance of a College Education Educational Options Beyond High School Preparing for College Module 11:        Early Childhood Education Benefits of Early childhood Education Early Childhood Education Programs School Readiness Activities Module 12:        Setting Personal and Academic Goals Importance of Goal Setting SMART Goals Student Academic Planning

Initial Parent Leadership Development Workshops (Level 2-Selected Treatment Sites): Participants will learn to develop individual action plans to support their child's learning.  The leadership development workshops also include training, coaching, and mentoring.  Parents, teachers, and school administrators work together as partners to increase school-family and community partnerships.  Program staff is skilled in providing workshops in English and/or Spanish. Module 1: Parent Involvement: Helping Your Child Achieve Academic Success Importance of Family Involvement Levels of Parent/Guardian Involvement Home Learning Opportunities Module 2: Building Bridges: Family and School Connections Importance of Home/School Collaboration Effective School/Family Communication Information Access Rights Module 3:    Using Technology and On-Line Resources Use of Technology to Enhance Education Key on-line Education Resources Internet Safety Module 4:        Understanding the U.S. System of Education Structure of U.S. School System School Governance School Legislation & Sources of School Funding Module 5:        Basic Components of Elementary and Secondary Education Act (ESEA) Basic Components of ESEA ESEA Parent/Guardian Rights & Responsibilities Educational Advocacy Module 6:        California Academic Content and Performance Standards and Standardized Assessments Academic Content & Performance Standards Grade Level Concepts and Skills Standardized Assessments Module 7:        System of Accountability State and Federal Accountability Systems Student Academic Achievement Measures Educational Choices and Services Module 8:    Academic Programs Equitable Education Concepts Academic Program Opportunities Access to Academic Programs Module 9:        Role of Parent Committees Single Plan Development State Mandated Parent Committees Effective Parent Committees Module 10:        Beyond High School Importance of a College Education Educational Options Beyond High School Preparing for College Module 11:        Early Childhood Education Benefits of Early childhood Education Early Childhood Education Programs School Readiness Activities Module 12:        Setting Personal and Academic Goals Importance of Goal Setting SMART Goals Student Academic Planning

SALSA San Bernardino Association of Leaders for School Administration Luncheon, Fundraiser and Meeting

Discuss upcoming events, professional development, grant monitoring and technical assistance in Region 10.

Discuss upcoming events, professional development, grant monitoring and technical assistance in Region 10.

This two-day workshop will offer the participants an opportunity to consider the realities of what it means to live in poverty. Through the research of Dr. Ruby Payne, Ph D, this compelling and interactive workshop provides a foundation to understand the variables that sometimes interfere with achievement and success for the community of poverty. Drawing upon personal experiences, participants will leave with strategies for effectively engaging with the community of poverty. Participants will analyze the eight resources for success: explain language registers, discourse patterns, and story structure, give examples of hidden rules among classes, identify discipline interventions that are effective, explain mediation and cognitive structures, explain how economic realities affect patterns of living. Participants will have a chance to develop these resources into strategies and best practices during a workshop setting as well.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

Science Review/Screening Committee will meet to screen all Science Fair entries to determine eligibility and facilitate all necessary category changes.

Students must have the opportunity to learn what is required for high school graduation regardless of the size and setting of their high school experience whether it is an opportunity class, a juvenile court school, a special education setting, or small rural school. The subject matter verification process in mathematics is designed to support teachers in these settings to teach California Academic Content Standards with confidence and competence.   Level I will focus on the fundamental themes in Algebra, Number Theory, Geometry, and Probability & Statistics. This professional development will teach skills and concepts through hands-on, group activities, and directed instruction. The objective is for each teacher to leave with the belief that they have been given content and pedagogy that could be delivered to their students. This will help students pass the California High School Exit Examination (CAHSEE) and graduate from California high schools with the content knowledge and skills to compete in the global economy. Attendance at all five (5) sessions is required.

CHAMPS Preschool Teacher. Part II

The purpose of the meeting is to discuss a wide variety of issues related to county support of districts on the CECC Financial system.  Agenda items should be submitted to Leane_Morales@sbcss.k12.ca.us as soon as possible so a draft agenda can be sent out to the attendees.

Class objectives After completing this training session, you will have the basic knowledge to place an order and will be able to do the following:     Load the SurePDF driver     Upload a file to create an order and set the print options     Use Print Preview to see how the order will look     Track your order through the system and know where it is at all times     Setup your profile and contacts so that they are personalized for you     Print reports based on what you personally ordered     Reorder an item you ordered in the past     Place an order if you do not have an electronic version of your document     Place an order for catalog items from the Workgroups you belong to

PARENT COMMUNICATION Presented by:  Jack Clarke, Best Best & Krieger, LLP. More topic information to follow.

This training will provide foundational information on Autism Spectrum Disorders (ASD), and discusses the environmental supports, evidence‐based instructional strategies, and effective interventions to use with students with ASD. The content covered will be most applicable for school personnel working with moderate‐severe students on the spectrum. Participants will: Understand the core deficits related to the disorder. Use a developmental perspective to identify student’s learning profiles. Become aware of the recommended environmental supports and evidence‐based strategies for students with ASD. Become aware of the various ABA interventions and state resources for students with ASD.

You must have an access code to register for this workshop series. Please contact your Sp. Ed. Dept. for approval and code. Jan. 10, 2012     Reinforcements   Trainers will discuss various concepts regarding reinforcement, including: 1) the differences between reinforcer and rewards, 2) how reinforcers impact behavior, 3) why is reinforcement important, 4) how do you find out what is reinforcing, and 5) how and when do you reinforce effectively and appropriately.   Jan. 26, 2012     Autism Strategies for Academics and Behavior   This workshop provides interventions and strategies to effectively work with students with autism.  Academic strategies to be discussed include: delivery of instruction, providing predictability and structure, and using visual supports.  Behavior strategies to be discussed includes: positive reinforcement, token economy, how to present choices, consistency and follow through, pacing of instructional activities and expectations.     Feb. 22, 2012     Curriculum Strategies   How can you help the student you work with become a better learner? Learn how to assist the discovery of learning through effective instructional strategies!  In this session you will build your skills as we will discuss ways to set up a lesson for success and utilize accommodations, modifications, assistive technology, and supplemental supports, which will help you really “get through” to your student!   Council Meeting:   Data Collection              Mar. 8, 2012     Understanding Social Learning Deficits   Appropriate social skills are often critical for a successful school experience and for post-school life.  The inability to interact appropriately with peers and adults can severely impact a student’s academic performance and general school experience.  This workshop will provide participants with techniques and strategies for effectively teaching social skills to students with “social learning deficits” and how to generalize these across environments.      Mar. 15, 2012     Data Collection   This workshop will define the purpose of data collection and how to use it. Several methods and techniques of data collection will be reviewed. In addition, participants will practice various forms of data collection and how to share the information with the classroom teacher. Council Meeting:   Planning and Evaluation     

participants will gain extra support in complex areas of module seminar 1 prior to assignment deadline.

participants will gain extra support in complex areas of module seminar 1 prior to assignment deadline.

Families, educators, and community members come together through the 10 sessions in which participants will learn and discuss topics such as: Personal Leadership Techniques Part I & II Family-School-Community Researched best practices Action Team for Partnerships Title I & Title III Programs Parent Involvement Policies Single Plan for Student Achievement Development of an Action Team (3 sessions) The outcomes for these classes is to engage participants in family engagement discussions that connect with supporting all students academically by providing families an opportunity to engage in their students learning at home, school, and in the community through an Action Team for Partnerships.

The Employee Leave Tracking System is a re-write of the Per-Pay Leave Tracking program housed in the HP Legacy System.  This application was designed to provide a more automated method of collecting employee attendance information for negative based attendance and is designed to be either Site Based or District Based in its approach.  The training is designed to give an overview of the system and provide instruction for translating the Bargaining Unit contracts for ELTS purposes to complete the necessary worksheets for implementation.

The FRISK training lays out framework for successfully remediating performance problems and developing legally defensible documentation when discipline is necessary.

This three-day training is the second course in a series of foundational trainings in applied behavior analysis. Participants will be introduced to functional assessment methods. Elements of the behavior plan will be reviewed. Certificated participants will meet theoretical requirements to be considered for certification for BICM (in addition to having to present an FAA packet and obtaining a passing score on the positive behavior intervention plan section.)   COMPLETION OF ONE DAY BEHAVIOR SUPPORT PLAN TRAINING AND APPROVAL FROM DISTRICT DIRECTOR OF SPECIAL EDUCATION.   For more information: Event Flyer  

IASTA is a local network of teachers, administrators and professional science providers who work together to promote science education and share resources. Dinner is provided, attendance is free. Please register on time so that we can be fiscally responsible with our food purchase.  Special guest speaker: Dr. Robert DeGroot, USC-Southern California Earthquake Center (SCEC)

Long-term English Learners make up the majority of the EL population in many districts, and have unique needs that must be addressed in order to close the achievement gap. The participants in this PLC will explore this issue together by reading relevant research, conducting school/district inquiries, researching model programs and sharing resources and ideas.  Each day will focus on a particular aspect: Engage in reading to deepen our knowledge base of LTELs Identifying our Long-term English Learners  Placement and scheduling challenges and solutions Identify appropriate curiculum and instruction Identify successful programs 

Topics to be addressed: #1 - Social Skills -  #2 - Data collection -  #3 - Planning and Evaluation

You must have an access code to register for this workshop series. Please contact your Sp. Ed. Dept. for approval and code. Jan. 10, 2012     Reinforcements   Trainers will discuss various concepts regarding reinforcement, including: 1) the differences between reinforcer and rewards, 2) how reinforcers impact behavior, 3) why is reinforcement important, 4) how do you find out what is reinforcing, and 5) how and when do you reinforce effectively and appropriately.   Jan. 26, 2012     Autism Strategies for Academics and Behavior   This workshop provides interventions and strategies to effectively work with students with autism.  Academic strategies to be discussed include: delivery of instruction, providing predictability and structure, and using visual supports.  Behavior strategies to be discussed includes: positive reinforcement, token economy, how to present choices, consistency and follow through, pacing of instructional activities and expectations.     Feb. 22, 2012     Curriculum Strategies   How can you help the student you work with become a better learner? Learn how to assist the discovery of learning through effective instructional strategies!  In this session you will build your skills as we will discuss ways to set up a lesson for success and utilize accommodations, modifications, assistive technology, and supplemental supports, which will help you really “get through” to your student!   Council Meeting:   Data Collection              Mar. 8, 2012     Understanding Social Learning Deficits   Appropriate social skills are often critical for a successful school experience and for post-school life.  The inability to interact appropriately with peers and adults can severely impact a student’s academic performance and general school experience.  This workshop will provide participants with techniques and strategies for effectively teaching social skills to students with “social learning deficits” and how to generalize these across environments.      Mar. 15, 2012     Data Collection   This workshop will define the purpose of data collection and how to use it. Several methods and techniques of data collection will be reviewed. In addition, participants will practice various forms of data collection and how to share the information with the classroom teacher. Council Meeting:   Planning and Evaluation     

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

CAPA is a performance-based assessment for special education students unable to take other state-wide and district-wide assessments. The CAPA is the only approved alternate assessment to CST as required by California Department of Education STAR testing program.  CAPA is based on a subset of California’s standards and must be administered by trained certificated staff. In order to administer the CAPA in the spring, individuals must attend a training session. For more information Download Flyer

Weekly Action Team Meetings

• Do you have difficulty managing your child’s behavior? • Do you sometimes feel out of control, desperate, or helpless in regard to your child? • Are you constantly battling with your child using negative exchanges that leave you both feeling guilty, angry, or hurt? • Does your child have trouble following rules, inhibiting impulses, or controlling anger? There is help. . . . This popular, highly effective research-based program is taught by top educational and mental health professionals to help parents experiencing some of the above listed difficulties. It is designed to carefully teach powerful, yet simple-to-use strategies and communication skills that lead to significant decreases in habitually non-compliant behaviors. It also helps build self-esteem and positive parent-child relationships. For many families, this may be a critical step in the prevention of later, more serious behaviors.

This three-day training is the second course in a series of foundational trainings in applied behavior analysis. Participants will be introduced to functional assessment methods. Elements of the behavior plan will be reviewed. Certificated participants will meet theoretical requirements to be considered for certification for BICM (in addition to having to present an FAA packet and obtaining a passing score on the positive behavior intervention plan section.)   COMPLETION OF ONE DAY BEHAVIOR SUPPORT PLAN TRAINING AND APPROVAL FROM DISTRICT DIRECTOR OF SPECIAL EDUCATION.   For more information: Event Flyer  

This inservice will teach you how to:  • prepare your adolescent for a successful school experience in middle or high school.  • create a discipline structure that works at home.  • improve school attendance and performance.  • prevent alcohol, drug, and gang involvement.

Parent Involvement Awareness Workshops (Level 1): A series of 12 stand alone workshops designed to help connect home to school.  Program staff is skilled in providing workshops in English and/or Spanish. Module 1: Parent Involvement: Helping Your Child Achieve Academic Success Importance of Family Involvement Levels of Parent/Guardian Involvement Home Learning Opportunities Module 2: Building Bridges: Family and School Connections    Importance of Home /School Collaboration Effective School/Family Communication Information Access Rights Module 3:    Using Technology and On-Line Resources    Use of Technology to Enhance Education Key on-line Education Resources Internet Safety Module 4:        Understanding the U.S. System of Education Structure of U.S. School System School Governance School Legislation & Sources of School Funding   Module 5:        Basic Components of Elementary and Secondary Education Act (ESEA) Basic Components of ESEA ESEA Parent/Guardian Rights & Responsibilities Educational Advocacy Module 6:        California Academic Content and Performance Standards and Standardized Assessments Academic Content & Performance Standards Grade Level Concepts and Skills Standardized Assessments Module 7:        System of Accountability State & Federal Accountability System Student Academic Achievement Measures Educational Choices and Services Module 8:    Academic Programs Equitable Education Concepts Academic Program Opportunities Access to Academic Programs Module 9:        Role of Parent Committees Single Plan Development State Mandated Parent Committees Effective Parent Committees Module 10:        Beyond High School Importance of a College Education Educational Options Beyond High School Preparing for College Module 11:        Early Childhood Education Benefits of Early Childhood Education Early Childhood Education Programs School Readiness Activities Module 12:        Setting Personal and  Academic Goals Importance of Goal Setting SMART Goals Student Academic Planning

Participate in a 1-Day Write Path training for your specific subject area. Learn how to infuse writing, inquiry, collaboration, and reading strategies into your curriculum, thereby providing all students with strategies to succeed in rigorous curriculum. Math 2 - is available for those who have already attended Math 1.

Come learn about: what Youth Development really is, what it looks like, and what your leadership role is; the difference between youth participation, involvement, and engagement; and know what youth want and are looking for.  Learn how to intentionally plan for and assess the quality of engagement you have with youth. Develop an Action Plan and get started today.

Come learn about: what Youth Development really is, what it looks like, and what your leadership role is; the difference between youth participation, involvement, and engagement; and know what youth want and are looking for.  Learn how to intentionally plan for and assess the quality of engagement you have with youth. Develop an Action Plan and get started today.

BEST NET / CECC Fin2000 Purchasing/Stores User Mtg provides an opportunity for users to address any questions, concerns, issues or to share valuable information with each other in regards to daily processing or trainings.

BEST NET / CECC Fin2000 Purchasing/Stores User Mtg provides an opportunity for users to address any questions, concerns, issues or to share valuable information with each other in regards to daily processing or trainings.

BEST NET / CECC Fin2000 Purchasing/Stores User Mtg provides an opportunity for users to address any questions, concerns, issues or to share valuable information with each other in regards to daily processing or trainings.

BEST NET / CECC Fin2000 Purchasing/Stores User Mtg provides an opportunity for users to address any questions, concerns, issues or to share valuable information with each other in regards to daily processing or trainings.

Edward Deming, the father of quality management, has said that people can face almost any problem except the problem of people. They can work long hours, face declining business, even the loss of a job, but they cannot deal with the difficult people in their lives. This workshop will help you identify some of the ways you may be contributing to these problems and give you some strategies you can adopt, at work and in your personal life.

This three-day training is the second course in a series of foundational trainings in applied behavior analysis. Participants will be introduced to functional assessment methods. Elements of the behavior plan will be reviewed. Certificated participants will meet theoretical requirements to be considered for certification for BICM (in addition to having to present an FAA packet and obtaining a passing score on the positive behavior intervention plan section.)   COMPLETION OF ONE DAY BEHAVIOR SUPPORT PLAN TRAINING AND APPROVAL FROM DISTRICT DIRECTOR OF SPECIAL EDUCATION.   For more information: Event Flyer  

 The Patient Protection and Affordable Care Act, AKA Health Care Reform has ongoing changes and important steps that must be complied with to stay current.  Brent Crane and Michael Muhiesen from AON Hewitt will give you an update of what is happening right now with H.C.R and what to expect in the next few years.  

This training will also provide techniques for dealing with violent episodes/individuals, incorporating the unique challenges presented by individuals with ASD or other comunication disabilities. A team of at least two from each site recommended. Participants will: 1. apply and practice strategies as they relate to Nonviolent Crisis Intervention® training concepts. 2. gain a deeper understanding about why behaviors occur, how to prevent behaviors from occurring, how to appropriately intervene, and how to structure the postvention process. 3. explore appropriate adaptations and interventions to specifically address the needs of and learning styles of people. 4. develop skills to see crisis through the eyes of individuals with Autism Spectrum Disorder. 5. problem solve a variety of scenarios that staff may encounter during a crisis situation when supporting individuals with Autism Spectrum Disorder. 6. review and be tested on physical competencies for CPI Personal Safety TechniquesSM and Nonviolent Physical Crisis InterventionSM. (Note: upon completion of a one-day refresher training, participants must re-take a 2-day training after the 2 year expiration date) 

Learn proven practices to increase the nutrition and physical activity of your students to develop healthy lifestyle habits and choices.

Learn proven practices to increase the nutrition and physical activity of your students to develop healthy lifestyle habits and choices.

A Professional Learning Community (PLC) is an effective, research-based approach to systemic reform. In education, the goal of a PLC is to enhance teacher effectiveness to benefit students.  PLC's are strengthened when educators collaborate and share solutions.  Dr. Austin Buffum has been working with 67 teams across San Bernardio County in 2010-11 and 2011-12 to build a PLC culture at their schools.  He would like to share the successes of these schools with other educators.  Participants at this conference will have an opportunity to hear the success stories and share in the journey that many of these schools have taken to embed PLC practices, including how they built shared knowledge, increased teacher effectiveness, and improved student success.

This workshop will increase participant's knowledge of Safe School/Crisis Response Plan Development. This training will assist you to develop a plan aligned to EC 32280-32289 requirements. Information about the Standard Emergency Management System (SEMS) and Incident Command System (ICS) will enable you to create a safe school environment.

These short and concise trainings are designed to accelerate the administrator's knowledge of special education. Administrators may attend any or all workshops offered. Topics to be addressed are: (topics are subject to change as necessary, due to availability of presenters) Sept. 20 - Special Education Basics and Eligibility Oct. 11  -  Discipline for Special Education/504 Students Nov. 15  - Behavior Plans Dec. 13  - Administrative Designee at IEP and 504 Jan. 10  -  Collaborative IEP Basics Feb. 14  -  Least Restrictive Environment and Service Delivery Options Mar. 13   - Accommodations and Modifications

We welcome k-12 teachers to participate in the 2011-2012 Teaching American History (TAH-ROF) Grant program.  It is strongly encouraged that school sites and districts send teams of teachers to foster long-term sustainability as well as collaborative team planning.  The training is being offered throughout the 2011-2012 school year in the Rancho Cucamonga area.  Following the institute, teachers will attend professional development release days, evening sessions, some Saturday trainings and one required weekend field study trip.  The program will be a yearlong intensive experience designed to deepen congtent knowledge and pedagogical skills.  Reimbursement for substitute teacher costs will be provided.  Teachers from San Bernardino County are able to be involved as participating teachers or deepen their knowledge as a Historical Content Leader.  Historical Content Leaders must be approved by site or district administration. All teachers involved will have the opportunity to: Deepen their historical knowledge of the development of a New Nation through the American Revolution based on the California State Standards for History-Social Science by working with local and nationally known scholars Learn and practice effective history-social studies and literacy strategies Gain advanced skills in technology integration to enhance teaching practices Share and learn best practices by participating in a community of pracdtice around historical thinking Receive and read historical monographs, Gilder Lehrman curriculum and access to California Streaming

The California Alternate Performance Assessment is an on-demand performance assessment for students with significant disabilities.  The CAPA became operational as a new component of the STAR program in 2003 and is essential for ensuring participation of all students in the state testing and accountability program.  Participants in this training will receive the skills necessary to determine student eligibility and levels, prepare the test setting, adapt the testing environment for unique needs, and manage administration details.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

Secondary School Leadership for English Learner Success (SSLELS) is a five-day series for secondary level site leadership teams to examine and improve services for English Learners. Developed by California Tomorrow and the Los Angeles County Office of Education, this practical and comprehensive training will provide school leaders with effective practices for English Learners that are grounded in theory and research. Recognizing the unique complexities of secondary schools, teams will examine their programs from a systemic standpoint, and develop an action plan for improvement that addresses the multiple systemic pieces that must be in place at the middle and high school level. This includes the core—teaching and learning—as well the support services and climate that are necessary for the full participation and high achievement of English Learners.  The five-day series will focus on:  • Knowing Our English Learner Students  • Supporting Effective Instruction for English Learners  • Designing an Effective and Comprehensive Program for English Learners  • Understanding and Using English Learner Data  • Leadership and Infrastructure for English Learner Success

BICM Certification involves: a formal training on functional analysis assessment and the development, and implementation of positive behavioral intervention plans. a formal training on Nonviolent Crisis Prevention Intervention Program (CPI).  Please note:  must register for CPI training separately, (additional fee applies) must be completed prior to certification. supervised development and implementation of Positive Behavior Intervention Plan. submission of one Positive Behavior Intervention Plan for review.  The formal training includes a review of the regulations pertaining to behavioral interventions and their implementation, conducting all aspects of functional analysis assessment, and developing positive behavior intervention plans based on the functional relationship between the problem behavior, its maintaining variables, and alternative replacement behaviors.  All registrations must meet qualifications to attend, and be approved by WESELPA, School Psychologist/Behavior Specialists    If participants meet and pass *all training requirements listed, they will be certified as a Behavior Case Manager (BICM) within the Region 10 participating districts, including WESELPA. (see complete district list within registration section) Participants not located within the participating districts and agencies, upon approval, are allowed to attend the training, but cannot be BICM certified by WESELPA.  *Additional trainings will required separate registration and fee's.  

This conference call will provide information regarding legislative and California Department of Education updates, technical assistance, trainings, and leadership development. Conference Call Number (712) 432-0180  Access Number 391217#

This conference call will provide information regarding legislative and California Department of Education updates, technical assistance, trainings, and leadership development. Conference Call Number (712) 432-0180  Access Number 391217#

Class of 2010 Effective Boardsmanship Keeping Kids First: When Governance and Budgets Collide In such dire times, how do we stay true to the mission of educating the children who come to school everyday with expectations, hopes, and dreams? Our top-tier presenters will share insights very few could offer. New and veteran School Board members, along with Superintendents, are invited to attend the culminating workshop in the series of Effective Boardsmanship.

This comprehensive hands-on workshop will equip users with useful and time saving techniques in the processing and monitoring of their Purchasing and Stores requisitions as well as learn about Purchasing/Contracts.  Attendees need to have a Financial 2000 Logon to particiapte in the hands-on workshop. SBCSS Staff only.

In 2004 California enacted AB1825 mandating two (2) hours of sexual harassment awareness training and education for all supervisors.  Newly appointed supervisors must receive sexual harassment training within six (6) months of appointment; thereafter, supervisors are required to complete sexual harassment awareness training every two (2) years.

Parent Involvement Awareness Workshops (Level 1): A series of 12 stand alone workshops designed to help connect home to school.  Program staff is skilled in providing workshops in English and/or Spanish. Module 1: Parent Involvement: Helping Your Child Achieve Academic Success Importance of Family Involvement Levels of Parent/Guardian Involvement Home Learning Opportunities Module 2: Building Bridges: Family and School Connections    Importance of Home /School Collaboration Effective School/Family Communication Information Access Rights Module 3:    Using Technology and On-Line Resources    Use of Technology to Enhance Education Key on-line Education Resources Internet Safety Module 4:        Understanding the U.S. System of Education Structure of U.S. School System School Governance School Legislation & Sources of School Funding   Module 5:        Basic Components of Elementary and Secondary Education Act (ESEA) Basic Components of ESEA ESEA Parent/Guardian Rights & Responsibilities Educational Advocacy Module 6:        California Academic Content and Performance Standards and Standardized Assessments Academic Content & Performance Standards Grade Level Concepts and Skills Standardized Assessments Module 7:        System of Accountability State & Federal Accountability System Student Academic Achievement Measures Educational Choices and Services Module 8:    Academic Programs Equitable Education Concepts Academic Program Opportunities Access to Academic Programs Module 9:        Role of Parent Committees Single Plan Development State Mandated Parent Committees Effective Parent Committees Module 10:        Beyond High School Importance of a College Education Educational Options Beyond High School Preparing for College Module 11:        Early Childhood Education Benefits of Early Childhood Education Early Childhood Education Programs School Readiness Activities Module 12:        Setting Personal and  Academic Goals Importance of Goal Setting SMART Goals Student Academic Planning

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This training is designed to advance the skills of tutors by modeling and practicing effective tutorial group strategies, developing higher order questioning techniques, reviewing methods for working with students’ writing and math problems, and providing an opportunity for tutors to discuss and solve problems. Support materials for completing the remaining 8 hours at the school site will be provided to each coordinator.

VPSS Social Science Level 1 is designed to assist teachers in becoming highly qualified under NCLB if they teach in a special setting. The course is based on the VPSS document released by the CDE and integrates the California HIstory-Social Science standards with the VPSS content requirements for Social Science. Three in-person training dates are required and in between the dates, the training takes place via an online course. A computer at home is required for this workshop. If a laptop computer is not available for you to bring to in-person sessions please indicate that you need to borrow one during the online registration process.  Online training (equivalent to 30 hours) is required between the first and last meetings.

The new Common Core State Standards will require schools to comprehensively support student learning so students meet these enhanced expectations and reap the results of preparation for competition in a global economy. Beyond the classroom, this requires a system-wide integration. Our district/site leaders must be poised to become the central figures with the comprehension and vision surrounding implementation. They must gain a deep understanding of all that is involved and be able to guide their staff. With Common Core implementation, an administrator also must be prepared to observe how well a teacher integrates Common Core concepts and skills into their lesson plans. In order to do this, an administrator not only needs understanding as to what Common Core lessons involve, but what effective instruction and student mastery look like. DATES January 13, 2012 We will dig deeply into the English Language Arts Standards, the Appendices and support documents that will be necessary for transition to these standards. February 10, 2012 We will dig deeply into the Mathematic Standards, Appendix A, Standards for Mathematical Practice, and support documents that will be necessary for transition to these standards.   March 9, 2012 Understand the implications of the Rigor and Relevance Framework along with the Framework for 21st Century Learning   April 13, 2012 Examine Equity and the Common Core Standards. Learn about Universal Design for Learning along with protocols for walkthrough designed to observe the intentional instruction for English language learners.   May 10, 2012     DATE CHANGED Plan for the Next Generation Assessments   June 27, 2012 Create a plan for Common Core Implementation at your district/site level.   All meetings will be at ETIWANDA GARDENS 7576 Etiwanda Avenue Etiwanda CA ***PAYMENT OR PURCHASE ORDER INFORMATION REQUIRED BY JANUARY 13***

To provide an understanding of the unemployment process for school districts and ways to keep unemployment costs down.

A collaboration of the American Federation of Labor Congress of Industrial Organizations (AFL-CIO) Central Labor Council of Riverside and San Bernardino Counties and the San Bernardino County Superintendent of Schools, Alliance for Education, Higher Education and Workforce Development Department hosts it's 10th Annual Union Apprenticeship and Training Forum. All participants have the opportunity to interact with exhibitors in various trades to learn about union apprenticeship programs and how to "earn as you learn."  This forum is designed to allow you to talk directly with labor representatives in various unions who would provide you with the information and understanding of the skills necessary to qualify for apprenticeship programs, as well as to learn the application process involved along with providing demonstations.  Discussion of how academics relate to the job skills and the consideration of enrollment into academic core courses that can be taken at schools sites which would be applicable to trades of your interests. 

20 hours of leadership and management training for administrators, principals and vice principals; School Finance and Human Resources; and 20 hours of practicum hours (documented).  Participants are asked to bring their site budgets and school plans on the first day of training March 7, 2012.

You must have an access code to register for this workshop series. Please contact your Sp. Ed. Dept. for approval and code. Jan. 10, 2012     Reinforcements   Trainers will discuss various concepts regarding reinforcement, including: 1) the differences between reinforcer and rewards, 2) how reinforcers impact behavior, 3) why is reinforcement important, 4) how do you find out what is reinforcing, and 5) how and when do you reinforce effectively and appropriately.   Jan. 26, 2012     Autism Strategies for Academics and Behavior   This workshop provides interventions and strategies to effectively work with students with autism.  Academic strategies to be discussed include: delivery of instruction, providing predictability and structure, and using visual supports.  Behavior strategies to be discussed includes: positive reinforcement, token economy, how to present choices, consistency and follow through, pacing of instructional activities and expectations.     Feb. 22, 2012     Curriculum Strategies   How can you help the student you work with become a better learner? Learn how to assist the discovery of learning through effective instructional strategies!  In this session you will build your skills as we will discuss ways to set up a lesson for success and utilize accommodations, modifications, assistive technology, and supplemental supports, which will help you really “get through” to your student!   Council Meeting:   Data Collection              Mar. 8, 2012     Understanding Social Learning Deficits   Appropriate social skills are often critical for a successful school experience and for post-school life.  The inability to interact appropriately with peers and adults can severely impact a student’s academic performance and general school experience.  This workshop will provide participants with techniques and strategies for effectively teaching social skills to students with “social learning deficits” and how to generalize these across environments.      Mar. 15, 2012     Data Collection   This workshop will define the purpose of data collection and how to use it. Several methods and techniques of data collection will be reviewed. In addition, participants will practice various forms of data collection and how to share the information with the classroom teacher. Council Meeting:   Planning and Evaluation     

Edward Deming, the father of quality management, has said that people can face almost any problem except the problem of people. They can work long hours, face declining business, even the loss of a job, but they cannot deal with the difficult people in their lives. This workshop will help you identify some of the ways you may be contributing to these problems and give you some strategies you can adopt, at work and in your personal life.

The Journal Entry Implementation planning session will provide each CECC member with a checklist for district implementations, security setup that will be required as well as a high level overview of the application. Discussion will also include a brief summary of support issues encountered during the BESTNET implementions.

Region, CDE and legislative updates, as well as advisory input on technical assistance and calendared trainings; leadership development, networking, and  highlights of upcoming training workshops.

Region, CDE and legislative updates, as well as advisory input on technical assistance and calendared trainings; leadership development, networking, and  highlights of upcoming training workshops.

ROP consortium governance meeting at district Coordinator level.

We welcome k-12 teachers to participate in the 2011-2012 Teaching American History (TAH-SAH) Grant program.  It is strongly encouraged that school sites and districts send teams of teachers to foster long-term sustainability as well as collaborative team planning.  The training is being offered throughout the 2011-2012 school year in the Rancho Cucamonga area.  Following the institute, teachers will attend professional development release days, evening sessions, some Saturday trainings and one required weekend field study trip.  The program will be a yearlong intensive experience designed to deepen congtent knowledge and pedagogical skills.  Reimbursement for substitute teacher costs will be provided.  Teachers from San Bernardino County are able to be involved as participating teachers or deepen their knowledge as a Historical Content Leader.  Historical Content Leaders must be approved by site or district administration. All teachers involved will have the opportunity to: Deepen their historical knowledge of the development of a New Nation through the American Revolution based on the California State Standards for History-Social Science by working with local and nationally known scholars Learn and practice effective history-social studies and literacy strategies Gain advanced skills in technology integration to enhance teaching practices Share and learn best practices by participating in a community of pracdtice around historical thinking Receive and read historical monographs, Gilder Lehrman curriculum and access to California Streaming

To collaborate and discuss organization of up coming STEM Service-Learning events and how to implement STEM in the After School Programs.

To collaborate and discuss organization of up coming STEM Service-Learning events and how to implement STEM in the After School Programs.

This engaging and interactive four-day seminar series will detail key core elements working successfully with freshmen in any content area. The goal is two-fold: learning how to prepare incoming students to be successful in high school and to integrate relevance, inquiry, and collaboration. Participants will:   Gain hands-on, practical strategies from the trenches in building quality relationships.  Discover powerful teacher tools, including effective classroom management, and organizational structures.  Engage in planning lessons that are brain-compatible for teenagers and higher order level of thinking.  Learn about highly successful student tools, time management, study skills, and questioning strategies.  Receive Ruby K. Payne, Ph.D. new book: Under-Resourced Learners as a workbook!

You must have an access code to register for this workshop series. Please contact your Sp. Ed. Dept. for approval and code. Jan. 10, 2012     Reinforcements   Trainers will discuss various concepts regarding reinforcement, including: 1) the differences between reinforcer and rewards, 2) how reinforcers impact behavior, 3) why is reinforcement important, 4) how do you find out what is reinforcing, and 5) how and when do you reinforce effectively and appropriately.   Jan. 26, 2012     Autism Strategies for Academics and Behavior   This workshop provides interventions and strategies to effectively work with students with autism.  Academic strategies to be discussed include: delivery of instruction, providing predictability and structure, and using visual supports.  Behavior strategies to be discussed includes: positive reinforcement, token economy, how to present choices, consistency and follow through, pacing of instructional activities and expectations.     Feb. 22, 2012     Curriculum Strategies   How can you help the student you work with become a better learner? Learn how to assist the discovery of learning through effective instructional strategies!  In this session you will build your skills as we will discuss ways to set up a lesson for success and utilize accommodations, modifications, assistive technology, and supplemental supports, which will help you really “get through” to your student!   Council Meeting:   Data Collection              Mar. 8, 2012     Understanding Social Learning Deficits   Appropriate social skills are often critical for a successful school experience and for post-school life.  The inability to interact appropriately with peers and adults can severely impact a student’s academic performance and general school experience.  This workshop will provide participants with techniques and strategies for effectively teaching social skills to students with “social learning deficits” and how to generalize these across environments.      Mar. 15, 2012     Data Collection   This workshop will define the purpose of data collection and how to use it. Several methods and techniques of data collection will be reviewed. In addition, participants will practice various forms of data collection and how to share the information with the classroom teacher. Council Meeting:   Planning and Evaluation     

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

This engaging and interactive four-day seminar series will detail key core elements working successfully with freshmen in any content area. The goal is two-fold: learning how to prepare incoming students to be successful in high school and to integrate relevance, inquiry, and collaboration. Participants will: Gain hands-on, practical strategies from the trenches in building quality relationships. Discover powerful teacher tools, including effective classroom management, and organizational structures. Engage in planning student activities such as Project Based Learning (PBL), careers, and post-secondary opportunities. Learn about highly successful student tools including Cornell note-taking, time management, study skills, critical thinking, and questioning strategies. 

20 hours of leadership and management training for administrators, principals and vice principals; School Finance and Human Resources; and 20 hours of practicum hours (documented).  Participants are asked to bring their site budgets and school plans on the first day of training March 7, 2012.

Weekly Action Team Meetings

This workshop will provide: a basic overview of the Verizon Thinkfinity program and Verizon Foundation’s partnership with premier education and literacy organizations to provide free, standards-based, high quality, online resources; navigation to resources from each of the Partner sites and the Verizon Thinkfinity Literacy Network; navigation to resources by way of the Verizon Thinkfinity homepage and Search Engine; integration of Verizon Thinkfinity resources within the context of a lesson to support student learning. At thinkfinity.org, you'll discover a breadth and depth of reliable, top-quality content and proven lesson plans created by their Consortium Partners - the most respected organizations in each academic subject and literacy. The easy to navigate K-12 resources are grade-specific and lesson plans are always aligned with state standards.   The consortium partners include: Read Write Think, Illuminations, ARTSEDGE, Xpeditions, Science NetLinks, EDSITEment, and Smithsonian’s History Explorer.

• Do you have difficulty managing your child’s behavior? • Do you sometimes feel out of control, desperate, or helpless in regard to your child? • Are you constantly battling with your child using negative exchanges that leave you both feeling guilty, angry, or hurt? • Does your child have trouble following rules, inhibiting impulses, or controlling anger? There is help. . . . This popular, highly effective research-based program is taught by top educational and mental health professionals to help parents experiencing some of the above listed difficulties. It is designed to carefully teach powerful, yet simple-to-use strategies and communication skills that lead to significant decreases in habitually non-compliant behaviors. It also helps build self-esteem and positive parent-child relationships. For many families, this may be a critical step in the prevention of later, more serious behaviors.

EPICS and Payroll Implementation for Baker

This inservice will teach you how to:  • prepare your adolescent for a successful school experience in middle or high school.  • create a discipline structure that works at home.  • improve school attendance and performance.  • prevent alcohol, drug, and gang involvement.

Participate in a 2-Day Write Path training for your specific subject area. Learn how to infuse writing, inquiry, collaboration, and reading strategies into your curriculum, thereby providing all students with strategies to succeed in rigorous curriculum. Eng/LA 2 - is available for those who have already attended Eng/LA 1.

These engaging and interactive four days of workshops are geared to support you as a leader in our middle and high school setting. The goal is two-fold: to share strategies and resources as well as collaboration and development time for you and your leadership team. Sign up for one or all four of the sessions. Bring your leadership team to: Gain hands-on, practical applications from the latest in research-based strategies Learn time saving and zero-cost ideas Engage in conversation with your leadership team and other school sites to share in best practices Discover how other administrators in our county are implementing successful programs.  

The SLP Council members keep abreast of current inservices, policies, and networks with district SLPs concerning district services and needs.  Contact your district’s special education director if you are interested in the activities of this council.

AVID elective teachers/coordinators will learn how to create rigorous, collaborative and academic tutorials in their classrooms.

Participants attending must have had prior training/knowledge of the Picture Exchange Communication System and an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills. Staff will be available to answer questions regarding ways to create icons, picture schedules, and other visual supports.

An in-depth examination of CCSS, Instructional Planning and Gap Analysis

 This workshop series is designed to assist districts as they prepare for the implementation of the Common Core State Standards by understanding how the standards are constructed, how they might be taught and what materials or resources will be needed to teach them. Districts will also be prepared to make informed decisions regarding the Supplemental Instructional Materials that will be released from CDE in September 2012.  All workshops are from 4:00 until 7:00 PM. During these evening workshops you will: Learn how to unpack the CCSS  Plan for the instructional demands  of the CCS Examine existing materials for relevant resources Perform a gap analysis Network and collaborate with other teachers within the county using the same math and language arts programs. Please choose either the Desert Mountain location beginning on March 6, 2012, or the West End location beginning on March 23, 2012, when you register.  If circumstances necessitate a change, please contact Marie Painter at (909) 386-2624.   ***PAYMENT OR PURCHASE ORDER INFORMATION REQUIRED BY MARCH 6***

Interactive workshop related to student records. Participants will be presented with an overview of the student records process including recently enacted legislative changes.

Modules 1, 2, and 3 are a 60-hour course to provide teachers with information on language structure, first- and second-language development, bilingual instruction, English Language Development (ELD) and content instruction, Specially Designed Academic Instruction in English, culture and cultural diversity. Cooperative learning, as well as modeling specific methodology, will be used. This course course assists teachers in preparing for the CTEL Examination--Tests 1, 2, and 3. When taken separately, CTEL 1 is 15 hours; CTEL 2 is 30 hours; and CTEL 3 is 15 hours. Module 3: March 6, 8, 13, 15, 2012 Module 1: March 20, 22, 27, 29, 2012 Module 2: April 3, 5, 10, 12, 17, 19, 24, 2012

The CaCCSS expects mathematically proficient students to be able to apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. In order for teachers to produce students capable of applying mathematics in the ways described above, they will need to engage students in tasks that require critical thinking and problem solving, Critical thinking and problem solving are skills that can be taught; however, in our current era of accountability, many teachers abandon the teaching of these skills in favor of test preparation. This workshop series is intended to provide teachers support in making the needed enhancements and changes in instruction.

Students with emotional and behavioral disorders are under-diagnosed or misdiagnosed and are thus, under-served in California. State budgets have severely limited the services available to these students, and the impact on schools has increased. This training helps educators to differentiate between the various kinds of mental health conditions, as well as the best practices for screening, assessment, support and intervention.  Participants will: 1.       learn strategies for differentiating emotional disturbance from conduct problems, and from developmental disabilities. 2.       learn research based best practices for screening, assessment and designing quality educational interventions and programs for students with emotional disturbances. 3. become familiar with DSM-IV TR criteria for related mental health disorders.

Parent Involvement Awareness Workshops (Level 1): A series of 12 stand alone workshops designed to help connect home to school.  Program staff is skilled in providing workshops in English and/or Spanish. Module 1: Parent Involvement: Helping Your Child Achieve Academic Success Importance of Family Involvement Levels of Parent/Guardian Involvement Home Learning Opportunities Module 2: Building Bridges: Family and School Connections    Importance of Home /School Collaboration Effective School/Family Communication Information Access Rights Module 3:    Using Technology and On-Line Resources    Use of Technology to Enhance Education Key on-line Education Resources Internet Safety Module 4:        Understanding the U.S. System of Education Structure of U.S. School System School Governance School Legislation & Sources of School Funding   Module 5:        Basic Components of Elementary and Secondary Education Act (ESEA) Basic Components of ESEA ESEA Parent/Guardian Rights & Responsibilities Educational Advocacy Module 6:        California Academic Content and Performance Standards and Standardized Assessments Academic Content & Performance Standards Grade Level Concepts and Skills Standardized Assessments Module 7:        System of Accountability State & Federal Accountability System Student Academic Achievement Measures Educational Choices and Services Module 8:    Academic Programs Equitable Education Concepts Academic Program Opportunities Access to Academic Programs Module 9:        Role of Parent Committees Single Plan Development State Mandated Parent Committees Effective Parent Committees Module 10:        Beyond High School Importance of a College Education Educational Options Beyond High School Preparing for College Module 11:        Early Childhood Education Benefits of Early Childhood Education Early Childhood Education Programs School Readiness Activities Module 12:        Setting Personal and  Academic Goals Importance of Goal Setting SMART Goals Student Academic Planning

Planning for the TAH ROF showcase and Project Celebration. Craig Crick our evaluator will be here to help facilitate this work session. Your input and participation is important so please attend.

VBMAPP Overview Training

This is an open studio model, no instruction provided  Bring your own drawing materials, paper and snacks  Model provided 

Students must have the opportunity to learn what is required for high school graduation regardless of the size and setting of their high school experience whether it is an opportunity class, a juvenile court school, a special education setting, or small rural school. The subject matter verification process in mathematics is designed to support teachers in these settings to teach California Academic Content Standards with confidence and competence.   Level I will focus on the fundamental themes in Algebra, Number Theory, Geometry, and Probability & Statistics. This professional development will teach skills and concepts through hands-on, group activities, and directed instruction. The objective is for each teacher to leave with the belief that they have been given content and pedagogy that could be delivered to their students. This will help students pass the California High School Exit Examination (CAHSEE) and graduate from California high schools with the content knowledge and skills to compete in the global economy. Attendance at all five (5) sessions is required.

Leadership and support of student instruction programs based upon Houghton Mifflin. Instructional materials from Reading Lions. 40 hours of training and 40 hours of practicum (documented).

EPICS and Payroll Implementation for Baker

Positive Prevention PLUS:  Sexual Health Education for Alternative Settings  is a research-based curriculum which emphasizes student linkages to health and social services, reproductive health care, and job training programs. Topics include: healthy relationships, all FDA-approved contraceptive methods, the California Safe Surrender Law, decision-making, sexually transmitted diseases, and goal-setting/life planning.     NOTE: It is recommended that attendees be previously trained in Positive Prevention HIV/STD Prevention Education for California Youth. This training does not meet the state mandate for HIV/AIDS teacher training.

Hands-On Strategies for Writing, Thinking, and Content Learning. Create proficient writers with proven writing strategies!   Step Up to Writing features research-based, validated strategies and activities that help students proficiently write narrative, personal narrative and expository pieces; actively engage in reading materials for improved comprehension; and demonstrate competent study skills. This workshop is sponsored for Private Schools ONLY that are serviced by the West End SELPA.

Leadership and support of student instruction programs based upon Houghton Mifflin. Instructional materials from Reading Lions. 40 hours of training and 40 hours of practicum (documented).

participants will gain extra support in complex areas of module seminar 1 prior to assignment deadline.

participants will gain extra support in complex areas of module seminar 1 prior to assignment deadline.

EPICS and Payroll Implementation for Baker

Today, challenging behaviors are an ever increasing concern to classroom teachers. Participants will learn innovative and proactive methods that create classrooms of students who are focused on their learning and interact well with their peers.

Hands-On Strategies for Writing, Thinking, and Content Learning. Create proficient writers with proven writing strategies!   Step Up to Writing features research-based, validated strategies and activities that help students proficiently write narrative, personal narrative and expository pieces; actively engage in reading materials for improved comprehension; and demonstrate competent study skills. This workshop is sponsored for Private Schools ONLY that are serviced by the West End SELPA.

Co-teaching can be described as a teaching partnership involving two licensed professionals delivering effective instruction to students with and without disabilities in a single classroom. In this training, participants will explore co-teaching as an effective resource in the context of Response to Intervention. Co-teaching involves sharing expertise in understanding how to structure and pace the curriculum and how to identify each student’s unique learning needs. Participants will also learn how to differentiate and adapt curriculum and instruction, manage behavior, and monitor student achievement by working with others. Participants will learn how to maximize their instruction with co-teaching. Download Flyer

Purpose: This workshop will increase the knowledge, sensitivity and skills to deliver the new Positive Prevention PLUS Sexual Health Education (teen pregnancy prevention) curriculum, which is a companion to the original Positive Prevention HIV/STD curriculum published by the Orange County Chapter of the American Red Cross.  Positive Prevention PLUS specifically meets the Education Code requirements for sexual health and teen pregnancy prevention education with fully scripted, teacher friendly lessons created for middle school (Level A) and high school (Level B) students. Some topics that will be discussed are: Curriculum Overview of the new Positive Prevention PLUS. Curriculum alignment wth California Health Education Content Standards. Clarification of California Education Coes 51930-51939 which require HIV/AIDS education, and allow districts the option to offer sexual health/teen pregnancy prevention education, including guidelines for parent notification procedures. Critical Components of Effective Teen Pregnancy Preventon Programs. Creating an Atmosphere for Responsive Instruction on the following topics: Committted Relationships, Abstinence, FDA Approved Contraception Methods The California Safe Surrender Law, Decision Making, STI Overview, Goal Setting.  Strategies for Parental Involvement.