Fill out the online registration form on this Web site. Be sure to click the SUBMIT button after selecting your courses.
Your registration will be confirmed by Carol Iversen via email. If you don't receive a confirmation email, please call Carol Iversen at 583-5062. A minimum of ten participants is required to run each workshop.
In the event that you must cancel your registration, three days advance notice is required. Registrants who fail to provide three days advance notice forfeit the opportunity to claim pay for the same number of hours for future workshop attendance within the current school year. Please email Carol Iversen directly to cancel your registration. This will allow participation by teachers who are waitlisted.
Beginning February 2012, Teacher Academy clock hours will be issued free of charge by the CPSD to teachers who register for and attend workshops. Upon submission of a reflection form at the end of each workshop session, registered participant will be issued a hardcopy Documentation of Clock Hours Earned. Note: teachers who attend a workshop without registering prior will not be able to claim clock hours at that time, but instead must see Carol Iversen on a walk-in basis in room 09 of SSC to request clock hours after-the-fact.
A Credit Approval Form signed by a building principal is no longer required as all clock hours earned by each teacher will automatically be reported to the Human Resources office for salary schedule purposes. Each teacher is responsible for tracking and verifying to OSPI all clock hours earned for certification purposes. No annual transcript of clock hours earned will be issued to teachers or to OSPI. Please keep a personal folder of all Receipt of Clock Hours Earned.
Certificated staff (classroom teachers, resource teachers, special education teachers, reading coaches, consulting teachers, ELL teachers, and ESAs) may be paid at the rate of $25.00 per hour. It is imperative that you follow district sign-in procedures in order to receive pay.
Certificated staff may claim up to six hours of pay for attending workshops that are held on or before July 30 of each school year. Pay for workshops held after July 30 will be counted as part of the following year's annual allotment of six paid hours.
Please note: Some workshop descriptions indicate available pay beyond the annual allotment of six hours.
Teachers may attend the same course twice, provided that space is available, but may not receive pay or additional clock hours for attending the second time.
In order to be paid for attending a workshop, your assignment for the upcoming school year must match the job listed under the "audience" in each course description that you select.
Classroom teachers, resource teachers, reading coaches, consulting teachers, and ELL teachers are all included under the term "teacher" in audience listings.
Educational staff associates include counselors, nurses, psychologists, occupational therapists, physical therapists, as well as speech and language pathologists. ESA staff (excluding counselors) must receive approval from Ann Almlie, Director of Special Education, in order to be paid for attendance.
Counselors must receive prior approval from Holly Shaffer, Director of Student Services.
Librarians must receive prior approval from Brian Laubach, Director of Teaching and Learning.
Substitute and pre-service teachers are welcome to attend teacher academy workshops on an unpaid basis and as
Paraeducators are welcome to attend workshops on an unpaid basis, as space allows. In order to receive pay for attendance, prior approval is required from Ann Almlie, the Director of Special Education.
School principals are welcome to attend all workshops on an unpaid basis, even when not specifically identified in the targeted audience.
Carol Iversen, X5062, Teaching and Learning Department, e-mail: email@example.com.
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NOTE: ALL fields are REQUIRED* or your registration will not be submitted. Once your form is submitted successfully, you will see a message that says "Thank you for your submission..." and you will receive an email confirming that your registration was sent. Check your junk mail folder if you don't see this email. If you don't see the confirmation message or receive the email, please call Carol Iversen at 583-5062.
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Career Cruising has been designed with one goal in mind: to help your students plan their future. Learn how to use Career Cruising's assessments tools, detailed occupation profiles & comprehensive post-secondary education information to help your students move seamlessly through the career exploration & planning process. Understand how the Career Cruising portfolio system helps students make concrete, long-term plans, & gives you access to the real-time information & statistics you need to track your students' progress & achievement.
*This technology training will also feature a 30-minute overview of Data Dashboard, a student data management system that is now part of the district load.
The e-DBRC system is a free online daily behavior tracking system that allows teachers & schools to progress monitor pro-social behavior, communicate with parents, implement interventions & make data-based decisions. Using a feedback system that can be modified for specific grade levels, the eDBRC is an effective & efficient method of reporting behavior data. This system dovetails well with the PBIS approach to school-wide management.
Teachers should bring a current list of their students and goals (both behavioral and within their IEPs) that they want track daily.
Are you an ENVoY enthusiast, but feel that your execution has become rusty? Or, have you heard all the hype around this classroom management program & would like a general overview of the strategies? This refresher workshop is designed both for teachers who have—& have not—had ENVoY training.& will focus on the "unspoken" aspects of classroom communications that enable teachers to engage a class' attention, foster appropriate student behavior, and maximize time on task as students transition from one learning activity to the next. Learn how to build relationships with students while managing with influence.
Everyone is talking about GLAD! Come & see what the excitement is around this model. For many children school success equates to increasing oral & academic language competence. Guided Language Acquisition Design (GLAD) is a series of differentiation strategies that have been designed for classroom teacher's use with students to increase oral language competence & reading comprehension. Although the strategies originated with ELL students, teachers find these strategies useful with all levels of students in a truly differentiated classroom. Come learn GLAD strategies that will be useful with all levels of students & leave excited & ready to try some GLAD strategies in your classroom the very next day!
As a K-2 reading teacher, are you struggling trying to find time to fit in all the assessment pieces of Read Well & DIBELS progress monitoring? Are you wondering how the data points connect to instruction? Come let us help you put it all together & make it meaningful!
Are you spending hours making reading plans as you sift through the multitude of activities in the Journeys' teacher edition & resources? Let us share a template that will help you focus & plan for your Walk-to-Read small groups. After modeling the template you will have time to plan your next week's worth of reading groups, so be sure to bring your Journey's teachers edition!
Teachers will have the opportunity to make reading centers for their classroom using the Read Well Activity Centers Kit & additional supplementary resources. Participants will work collaboratively to share ideas of currently used centers & develop new centers for the Walk to Read classes.
Think Central is the Journeys' technology component that supports teachers in grades 03-05 with the district's new reading materials. Teachers will learn about the materials & resources through tutorials, how to view all the teacher materials from home, & how students & parents can access Journeys' materials online. Teachers will learn how to set up & manage classroom rosters & how to devise & assign whole class & individual assignments.
VPORT is an online data management system that accompanies the Read Well core instructional materials. Participants will learn how to use VPORT to manage Read Well Unit Assessment data & track student progress. Ticket to Read & Fluency Works are VPORT components that teachers will examine to enhance independent reading & increase practice opportunities at home & school.
VPORT is the online data management system that accompanies the Read Well core instructional materials. In this advanced VPORT workshop, participants will learn how to extend their usage of VPORT to manage Read Well Unit Assessment data & track student progress. Teachers will use the data available in Ticket to Read & Fluency Works to determine the effectiveness of these programs for each individual student.
How do you motivate & engage your students during math instruction? Learn some strategies that will get your students excited, focused, & most importantly learn math. Strategies from Robert Marzano's The Highly Engaged Classroom text will be highlighted.
Note: Teacher pay is available beyond the six-hour annual allotment for attendance at this training.
Do you have a student who seems to push your buttons OR go fishing for a reaction from you or other staff members? This course is designed both for teachers & paras who need to update their CPI credentials, as well as those interested in learning new strategies. Learn how to set limits using various techniques, how to evaluate your environment for potential changes to reduce the behavior, as well as how to use a debriefing (COPING) model to gather information & give responsibility for being a responsible learner back to your student. Personal safety techniques will be reviewed with participants. Participants who have completed the Initial CPI certification course will have the opportunity to be recertified through attending this course. Participants who have not attended the course will learn strategies to add to their tool box for working with students with challenging behaviors.
Note: Teacher pay is available beyond the six-hour annual allotment for attendance at this training
This is a second part of a two-part workshop in using GLAD strategies while working with the special education population. Participants should come with their unit in mind & will continue developing the unit. Markers & chart paper will be provided. Bring a flash drive to save information.
Data collection tools are designed to inform us about the many educational decisions we make across multiple domains including academic, social & behavior. In this training, multiple tools will be explored according to their purpose (e.g., to inform a functional behavior assessment, plan instruction, etc.). Participants will gain information about current data collection tools & techniques, their purpose (or purposes) for informing instructional decisions, & how to use them effectively to progress monitor & make changes over time. Participants are encouraged to bring a portfolio to this training that includes a) A recent copy of an IEP; b) A recent copy of an FBA and/or BIP; c) Recent copies or samples of data collected on students in the classroom. This information will be used as a point of reference & planning for each participant.
This workshop focuses on varied strategies & interventions used to teach social skills to special education students in the public school setting. How is it part of a bigger behavioral approach? What does it look like in the real world when using scripts, visual systems, role playing, social stories, video, & other approaches? Who is responsible for these activities? Who are successful candidates? Get answers to these & similar questions during this practical application seminar.
The purpose of this training is to provide teachers with visual strategies to support the needs of students on the Autism Spectrum & any other students who may benefit from a visually structured environment. Visual schedules are an easy way to provide students with consistent cues about daily activities. They provide students with a vision of their day & promote calmness between transitions.