WASCD Available Programs

We are cur­rently work­ing on sched­ul­ing WASCD pro­grams for the 20122013 school year, so if you would like us to hold a pro­gram in your area or in your school dis­trict, let us know ASAP. We are will­ing to hold pro­grams in your school dis­trict, as we have done in the past in Wausau, Elm­brook, Antigo, South Mil­wau­kee, Mer­rill and other places like CESAs 6, 9 and 10. In a school dis­trict or com­mu­nity, we need a meet­ing room for about 35 peo­ple. Not all par­tic­i­pants need to come from your dis­trict. Con­tact Exec­u­tive Direc­tor Denise Pheifer via This email address is being pro­tected from spam­bots. You need JavaScript enabled to view it. or at 262.242.3771 for details.

Mak­ing the Con­nec­tion: For­ma­tive Assess­ment & RtI

Eileen 000Pre­sented by: Eileen Depka

Descrip­tion:

Is your tar­get align­ing cur­ricu­lum, instruc­tion and assess­ment to stan­dards? Send a team to learn from the expe­ri­ence of WASCD lead­ers! Teach­ers get ideas and tools that can be eas­ily imple­mented and shared in schools and class­rooms. Admin­is­tra­tors gain insight into strate­gies that can be com­mu­ni­cated to staff and imple­mented through the cur­ricu­lum. Spend two pro­fes­sional days together to learn how to get reli­able feed­back on stu­dent progress.

Response to inter­ven­tion is a reg­u­lar edu­ca­tion ini­tia­tive that pro­vides a struc­tured approach used to respond to stu­dent needs. The model is reliant on the use of qual­ity assess­ments and accu­rate data. This work­shop will help par­tic­i­pants bet­ter under­stand the RtI frame­work espe­cially as it relates to for­ma­tive assess­ment prac­tices and data. Par­tic­i­pants will learn about tools and prac­tices that have the poten­tial of mak­ing a dif­fer­ence in the classroom.

Read­ing Strate­gies for the Con­tent Areas
Denise05Pre­sented by: Denise Pheifer

Descrip­tion:

Learn to incor­po­rate strate­gic read­ing strate­gies into your con­tent area instruc­tion. This pro­gram, which meets four times over the course of the school year, is appro­pri­ate for teach­ers of grades 4 and up. The pur­pose of the four-​days, over the course of the school year, is to sup­port Wis­con­sin schools and dis­tricts more effec­tively in the improve­ment of teach­ing and learn­ing by pro­vid­ing enhanced pro­fes­sional devel­op­ment that is research-​based, engag­ing, endur­ing and most effec­tive for change as we move for­ward in the 21st Century.

Tech­nol­ogy for Learning

Pre­sented by: Kris­tine Diener

Descrip­tion:

Many Wis­con­sin dis­tricts are imple­ment­ing the research-​based strate­gies from Class­room Instruc­tion That Works: Research-​Based Strate­gies for Increas­ing Stu­dent Achieve­ment (Marzano, Pick­er­ing, & Pol­lock, 2001).

Dis­tricts are also strug­gling to find ways to incor­po­rate 21st Cen­tury skills in the class­room and to sup­port these instruc­tional strate­gies through the use of appro­pri­ate technologies.

This work­shop is appro­pri­ate for cur­ricu­lum direc­tors, staff devel­op­ers, prin­ci­pals and teacher lead­ers of all grade lev­els seek­ing ways to use tech­nol­ogy more effec­tively in the class­room. Those who have par­tic­i­pated in the WASCD Read­ing Strate­gies for the Con­tent Areas pro­gram can enhance their use of class­room strate­gies to fur­ther improve their instruc­tion and meet the needs of 21st Cen­tury learners.

Visual Math Con­ver­sa­tions to Deepen Con­cep­tual Under­stand­ing
RosKiefer2Pre­sented by: Dr. Ros­alynn Kiefer

Descrip­tion:

Spend two pro­fes­sional days with col­leagues learn­ing how to cre­ate robust math under­stand­ing in your class­room. You will get ideas and tools that can strengthen your exist­ing pro­gram while upgrad­ing to the increased empha­sis on writ­ten and men­tal problem-​solving found in the new Com­mon Core State Stan­dards for Math­e­mat­ics. Teach­ers will learn and apply a visual problem-​solving method designed to develop deep under­stand­ing of equal­ity, place value, frac­tions and math­e­mat­i­cal problem/​solution using whole num­bers, dec­i­mals and fractions.

Vocab­u­lary Strate­gies for the Con­tent Areas
Denise05Pre­sented by: Denise Pheifer

Descrip­tion:

Research has shown that a vital path to increas­ing stu­dents’ achieve­ment is devel­op­ing their aca­d­e­mic vocab­u­lary (Marzano, 2004). In this pro­gram, par­tic­i­pants will learn the char­ac­ter­is­tics of effec­tive vocab­u­lary instruc­tion, as well as a plan for teach­ing vocab­u­lary. This pro­gram “walks the talk” of effec­tive pro­fes­sional devel­op­ment and is sup­ported by cur­rent research. It is designed for inter­me­di­ate (grades 45), mid­dle school and high school teach­ers, ELL teach­ers other instruc­tional lead­ers, and admin­is­tra­tors. Dis­tricts and schools will max­i­mize their local resources to improve learn­ing by send­ing a team of teacher lead­ers or depart­ment chairs and an admin­is­tra­tor. This team can then take back the knowl­edge gained to share with col­leagues and ensure imple­men­ta­tion across the cur­ricu­lum and through­out a school or district.

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