This is an on-line law and policy course for driver education which will provide potential driver education teachers with the understanding of laws related to student eligibility, teacher practices, state laws, and Board of Education rules to guide new instructors through professional practices. This is a required two-credit course which comprises several modules.

Law and policy are important and relevant in many domains of education, but especially in driver education due to the

This is an on-line law and policy course for driver education which will provide potential driver education teachers with the understanding of laws related to student eligibility, teacher practices, state laws, and Board of Education rules to guide new instructors through professional practices. This is a required two-credit course which comprises several modules.

Law and policy are important and relevant in many domains of education, but especially in driver education due to the high-risk nature of novice drivers.

Required Materials: Not So Fast: Parenting your teen Through the Dangers of Driving, Tim Hollister, Chicago Review Press, 2013 ISBN 978-61374-872-5

Expected Learning Outcomes At the conclusion of this course participants should be able to:

1. Demonstrate an understanding of Utah driver education laws and policies by successfully completing all assignments and passing all quizzes at a minimum of 80%.
2. Evaluate and reflect on current research and professional practice by using the Utah Law and Policy to create quality and rigorous instruction, which supports student learning in an integrated reading/writing argument instructional unit plan.
3. Differentiate Law and Policy to meet the needs of school, student, parents and individual teachers to meet the needs of all stakeholders.
4. Evaluate and reflect on Utah Law and Policy and implement classroom instruction for building instructional plans.

The Law and Policy course you are registering for is worth 2 credits. You may receive either USBE credits ($0.00 fee) or Southern University of Utah (SUU Higher Education) credits for a fee of $42.00. If you choose to receive credit from SUU you must register for and pay SUU prior to the course start date. Your higher education course credits will be shown on a SUU transcript. Please request SUU registration information from your instructor or the USBE Driver Education Specialist.

The DSCA Officers meet once a month to discuss, plan, and decide upon topics and presenters of upcoming All Counselors Meetings and Secondary Counselors Meetings. Secondary Comprehensive Guidance topics are also discussed and this information is announced to Secondary and Elementary counselors at all of the various counselors’ meetings throughout the year. DSCA Officers also take care of individual counselor celebrations, bereavement, retirements, the DATC Holiday Luncheon meeting, and the C

The DSCA Officers meet once a month to discuss, plan, and decide upon topics and presenters of upcoming All Counselors Meetings and Secondary Counselors Meetings. Secondary Comprehensive Guidance topics are also discussed and this information is announced to Secondary and Elementary counselors at all of the various counselors’ meetings throughout the year. DSCA Officers also take care of individual counselor celebrations, bereavement, retirements, the DATC Holiday Luncheon meeting, and the Closing Counselor meeting at the end of the school year.

The topics presented in the Information Systems/Counselors’ Committee meetings cover all of Davis School District’s four purposes of education: Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Counselors can use the technology information gained by helping students, parents, teachers, and administrators. Technology information gained is shared with the counselors in their school counseling departments, and use of the technology information is

The topics presented in the Information Systems/Counselors’ Committee meetings cover all of Davis School District’s four purposes of education: Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Counselors can use the technology information gained by helping students, parents, teachers, and administrators. Technology information gained is shared with the counselors in their school counseling departments, and use of the technology information is used in student CCRPs, student registration, course changes, scholarships, CCR 4-Year Plan, and other counselor technology screens information.

The District Crisis/Response Team is a specialized team which responds to District crisis/response incidents which affect all students and faculty in their school: suicide and suicide prevention, grief counseling, Responsive Services, school shooter, and terrorism. These meetings train members of the Crisis/Response Team in protocol and procedures when helping students and faculty deal with and recover from these post crisis situations. Attendance at the Suicide Prevention Conference in Provo

The District Crisis/Response Team is a specialized team which responds to District crisis/response incidents which affect all students and faculty in their school: suicide and suicide prevention, grief counseling, Responsive Services, school shooter, and terrorism. These meetings train members of the Crisis/Response Team in protocol and procedures when helping students and faculty deal with and recover from these post crisis situations. Attendance at the Suicide Prevention Conference in Provo, Utah by Crisis/Response Team members is also a part of the team members’ annual training.

The Provisional Counselors meetings are planned to help provisional counselors transition through the Entry Years Enhancements (EYE), which moves DSD Provisional Counselors to DSD Career Counselors and Utah Level 1 to Utah Level 2 School Counselor. Covered topics will include Enhancing Relationships within the school, Ethnics, Community Resources, and Moving from DSD Provisional to DSD Career and State Level 1 to State Level 2. In addition, there will be a question and answer time.

P1 Couns

The Provisional Counselors meetings are planned to help provisional counselors transition through the Entry Years Enhancements (EYE), which moves DSD Provisional Counselors to DSD Career Counselors and Utah Level 1 to Utah Level 2 School Counselor. Covered topics will include Enhancing Relationships within the school, Ethnics, Community Resources, and Moving from DSD Provisional to DSD Career and State Level 1 to State Level 2. In addition, there will be a question and answer time.

P1 Counselors will have one training each quarter (4 times) and P2 Counselors will have one training each semester (2 times).

The topics presented in the High School Department Chairs Meetings cover all of Davis School District’s four purposes of education….Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Department Chairs can use the information presented and tie it to their School Improvement Plan, share information gained with the counselors in their school counseling departments, and use the information to help students with scholarships, Curriculum, Responsive Ser

The topics presented in the High School Department Chairs Meetings cover all of Davis School District’s four purposes of education….Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Department Chairs can use the information presented and tie it to their School Improvement Plan, share information gained with the counselors in their school counseling departments, and use the information to help students with scholarships, Curriculum, Responsive Services, Individual Counseling, and System Support.

The topics presented in the Junior High School Department Chairs Meetings cover all of Davis School District’s four purposes of education…Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Department Chairs can use the information presented and tie it to their School Improvement Plan, share information gained with the counselors in their school counseling departments, and use the information to help students with scholarships, Curriculum, Responsi

The topics presented in the Junior High School Department Chairs Meetings cover all of Davis School District’s four purposes of education…Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. Department Chairs can use the information presented and tie it to their School Improvement Plan, share information gained with the counselors in their school counseling departments, and use the information to help students with scholarships, Curriculum, Responsive Services, Individual Counseling, and System Support.

The topics presented in the Scholarship Committee Meeting cover all of Davis School District’s four purposes of education: Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. High School Counselors can use the scholarship information which is presented and shared by helping students and parents prepare for finding and applying for post high school scholarships for all students. The Davis School District Scholarship webpage is updated quarterly and

The topics presented in the Scholarship Committee Meeting cover all of Davis School District’s four purposes of education: Essential Learning Skills, Civic Responsibility, Career Preparation, and Personal Development. High School Counselors can use the scholarship information which is presented and shared by helping students and parents prepare for finding and applying for post high school scholarships for all students. The Davis School District Scholarship webpage is updated quarterly and scholarships for all students are discussed at the meetings and then posted on the webpage.

This professional development will give secondary teachers skills and training to teach courses in the Health Science program area. Teachers attending will gain an understanding of the content area and how to teach the courses throughout the school year. To register for this course go to https://schools.utah.gov/cte/health/calendar. Please do not register in MIDAS. The material presented reinforces concepts taught in Utah Math, Science, and Language Arts Core. Skills such as problem-solving,

This professional development will give secondary teachers skills and training to teach courses in the Health Science program area. Teachers attending will gain an understanding of the content area and how to teach the courses throughout the school year. To register for this course go to https://schools.utah.gov/cte/health/calendar. Please do not register in MIDAS. The material presented reinforces concepts taught in Utah Math, Science, and Language Arts Core. Skills such as problem-solving, computational thinking, creativity, collaboration, communication, and 21st century soft skills are taught.

Completion of this professional development is a requirement for endorsement.

Davis School District Special Education Department Early Intervention training is a concentrated mandatory training for Davis School District Early Intervention Certified Teachers. These trainings will cover Early Intervention topics (IFSPs, Medicaid, Data, Autism, Child and Family Engagement, Multi-Generational Collaboration, etc). All absences must have prior approval from the Coordinator and/or Supervisor.

The Early Intervention training participants will focus on the following: evidence b

Davis School District Special Education Department Early Intervention training is a concentrated mandatory training for Davis School District Early Intervention Certified Teachers. These trainings will cover Early Intervention topics (IFSPs, Medicaid, Data, Autism, Child and Family Engagement, Multi-Generational Collaboration, etc). All absences must have prior approval from the Coordinator and/or Supervisor.

The Early Intervention training participants will focus on the following: evidence based services, policies and procedures, community collaboration, compliance with Baby Watch Early Intervention Program requirements, and teach standards from Evaluate Davis.

LC -Davis School District Special Education Department Learning Center CAN training. This is a concentrated mandatory training for Davis School District SPED Learning Center Certified Teachers. CAN stands for Celebrate, Aim, Network. These trainings will cover SPED topics (IEPs, Medicaid, Data, FuBA/BIP, SLD, DD, MD, OHI, ED, ID, SLI, Autism, Student Engagement, RDR, Multi-Generational Collaboration, etc). All absences must have prior approval from the Coordinator and/or Supervisor.

The

LC -Davis School District Special Education Department Learning Center CAN training. This is a concentrated mandatory training for Davis School District SPED Learning Center Certified Teachers. CAN stands for Celebrate, Aim, Network. These trainings will cover SPED topics (IEPs, Medicaid, Data, FuBA/BIP, SLD, DD, MD, OHI, ED, ID, SLI, Autism, Student Engagement, RDR, Multi-Generational Collaboration, etc). All absences must have prior approval from the Coordinator and/or Supervisor.

The Special Education CAN training participants will focus on the following: compliance with individual student paperwork, class curriculum, teach standards from Evaluate Davis, and behavior techniques.

New FCS teachers training's. Support of New FCS Teachers as they enter the field to help develop FCS educator networks, be part of professional organizations, integrate FCCLA into their classrooms, classroom management, teaching strategies state skills testing and technology assistance. Nikki Sue Larkin, the chair of the FCS New Teacher Cohort oversees the cohort committee and contact with the new teachers in our FCS programs. Three trainings will take place with the teachers in the 2017-18 scho

New FCS teachers training's. Support of New FCS Teachers as they enter the field to help develop FCS educator networks, be part of professional organizations, integrate FCCLA into their classrooms, classroom management, teaching strategies state skills testing and technology assistance. Nikki Sue Larkin, the chair of the FCS New Teacher Cohort oversees the cohort committee and contact with the new teachers in our FCS programs. Three trainings will take place with the teachers in the 2017-18 school year.

Faculty training focused on highly reliable schools and professional learning communities. We will be learning from student data, research proven teaching strategies, and focused on the four PLC questions: (1) What do we want students to know and be able to do? (2) How will we know when they have learned it? (3) What do we do if they do not learn it? (4) What do we do once they have learned it? Knowlton plans to refine our PLC meetings and processes to ensure we give all students a highly reliab

Faculty training focused on highly reliable schools and professional learning communities. We will be learning from student data, research proven teaching strategies, and focused on the four PLC questions: (1) What do we want students to know and be able to do? (2) How will we know when they have learned it? (3) What do we do if they do not learn it? (4) What do we do once they have learned it? Knowlton plans to refine our PLC meetings and processes to ensure we give all students a highly reliable education.

Nature to the Classroom (NTTC) is a project conceived by Utah Valley University students and faculty to reach out to local K-12 schools and collaboratively create opportunities to incorporate nature into the classroom. Recent research on school children has reported disturbing trends in childhood obesity, social isolation, behavioral and attention deficit issues, and what author Richard Louv (2012) calls “Nature Deficit Disorder”. There is a growing body of evidence suggesting that exposure

Nature to the Classroom (NTTC) is a project conceived by Utah Valley University students and faculty to reach out to local K-12 schools and collaboratively create opportunities to incorporate nature into the classroom. Recent research on school children has reported disturbing trends in childhood obesity, social isolation, behavioral and attention deficit issues, and what author Richard Louv (2012) calls “Nature Deficit Disorder”. There is a growing body of evidence suggesting that exposure to a natural environment can be a potent tool for teachers: Boosting learning retention, reducing stress, and improving focus. What NTTC is attempting to achieve is a dedicated and growing body of educators who recognize the importance of getting youth outside, engaging with their environment in active learning and active play, and using nature as a tool to enhance the existing curriculum in schools.

This project brings teachers together to learn about the benefits of nature education and teach practical steps to help them make it happen. Educators from schools in and around Utah Valley are being recruited to participate in a four-day three-night conference at the UVU Field Station at Capitol Reef National Park. Through presentations, discussion, group initiatives and collaboration, teachers will return to the classroom with lesson plans designed toward incorporating nature into their curriculum.

To receive credit, there is a required assignment that must be turned in no later than three months following the conference. This assignment will be an original lesson plan incorporating nature into any subject, meeting core standards. A detailed breakdown of the assignment will be provided at the conference. To find out more and to APPLY, please visit www.nttcconference.com