Davis School District Special Education Department Functional Skills CAN training. This is a concentrated mandatory training for Davis School District SPED Functional Skills 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 Speci

Davis School District Special Education Department Functional Skills CAN training. This is a concentrated mandatory training for Davis School District SPED Functional Skills 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.

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 Utah Valley are being recruited to participate in a three-day two-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

The Utah Driver Education Mentor Program is designed to partner prospective new instructors with those who, ideally, have more than five (5) years of experience and are greatly respected in the Driver Education community. Their comments, as your mentor, may carry some weight regarding your initial licensing if they have any concerns about your performance, attitude, or behavior. By participating in classroom and in-car lessons, you will witness productive teacher-student interactions, activities

The Utah Driver Education Mentor Program is designed to partner prospective new instructors with those who, ideally, have more than five (5) years of experience and are greatly respected in the Driver Education community. Their comments, as your mentor, may carry some weight regarding your initial licensing if they have any concerns about your performance, attitude, or behavior. By participating in classroom and in-car lessons, you will witness productive teacher-student interactions, activities, organization, and program management. In addition, you get experience instructing both in the classroom and in-car with a student.

TITLE III LINK TO USBE CANVAS REGISTRATION -COMMUNITIES OF PRACTICE: www.schools.utah.gov/eseastateinitiatives/englishlearners?This interactive course provides a competency-based opportunity for each participant to set a goal for themselves on the rubric in each or any of the five required TESOL Domains, used to accredit University programs for preparing educators to teach English Learners in K-12 public education. USBE MIDAS credit from this course can be used for either foundational or culmi

TITLE III LINK TO USBE CANVAS REGISTRATION -COMMUNITIES OF PRACTICE: www.schools.utah.gov/eseastateinitiatives/englishlearners?This interactive course provides a competency-based opportunity for each participant to set a goal for themselves on the rubric in each or any of the five required TESOL Domains, used to accredit University programs for preparing educators to teach English Learners in K-12 public education. USBE MIDAS credit from this course can be used for either foundational or culminating course for any LEA that is designing a competency-based ESL Endorsement for its educators. The TESOL rubric is a self-assessment tool for each domain: TO DEVELOP 1) a personalized learning plan becoming more competent and self-reflective about one’s practices in the classroom for the purpose of increased professionalism within both the school and neighborhood communities to benefit English Learners and refugee students; 2) an electronic professional portfolio that includes evidence of increased competency in teaching English Learners and a reflective essay explaining the changes in teaching, using evidence from course content in the practicum.NO Prerequisites

This course is designed to help educators in Utah to understand and implement specific, research-based high-leverage classroom practices that will impact student learning and increase the effectiveness of instruction for all students. Each module in this course focuses on a specific practice and how it has been effectively implemented in real classrooms. Participants in this course are not only challenged to understand these practices, but to also find connections to their own students and how t

This course is designed to help educators in Utah to understand and implement specific, research-based high-leverage classroom practices that will impact student learning and increase the effectiveness of instruction for all students. Each module in this course focuses on a specific practice and how it has been effectively implemented in real classrooms. Participants in this course are not only challenged to understand these practices, but to also find connections to their own students and how they can implement these practices with intention in the context of any subject area or grade level.rn

Botvin LifeSkills Training (LST) online training workshops are delivered via Schoology, a learning management system (LMS). The workshop uses a variety of engaging activities which are presented in modules. You will find that your course is easy to navigate and participate. Throughout the training you will be engaging in asynchronous discussions, viewing content, completing activities and assignments. Throughout the workshop you will be guided by experience and certified LST Trainer. The trainer

Botvin LifeSkills Training (LST) online training workshops are delivered via Schoology, a learning management system (LMS). The workshop uses a variety of engaging activities which are presented in modules. You will find that your course is easy to navigate and participate. Throughout the training you will be engaging in asynchronous discussions, viewing content, completing activities and assignments. Throughout the workshop you will be guided by experience and certified LST Trainer. The trainer will be actively involved in your workshop by logging in daily, managing the discussions, and guiding the learning activities. The trainer is also available if you have any technical issues. Prior to the training start date you will have to create your Schoology account in order to access the training.

Please review your MIDAS account to make sure your email address is current so we can contact you with the online training access code.

Putting Essential Understandings of Expressions and Equations into Practice is an asynchronous and self-paced course that is housed through Canvas. A digital copy of the book will be provided as long as you commit to finishing the course by August 30th, 2021! If you register for this course, please send a quick email to lindsey.henderson@schools.utah.gov so that we can get you a copy of the book and access to the Canvas course. Completion of the Canvas course associated with the title your choos

Putting Essential Understandings of Expressions and Equations into Practice is an asynchronous and self-paced course that is housed through Canvas. A digital copy of the book will be provided as long as you commit to finishing the course by August 30th, 2021! If you register for this course, please send a quick email to lindsey.henderson@schools.utah.gov so that we can get you a copy of the book and access to the Canvas course. Completion of the Canvas course associated with the title your choosing earns 1.0 USBE Credit Hours and is structured so that after each chapter you offer the book study community an open reflection on the content you read followed by a personal reflection on the implications to your craft. The final project asks you to synthesize the entire book and show the personal connections you made to the content as well as submit an artifact that you were inspired to create based on what you learned during your study (this could be a video of a lesson, student work, notes from a content area collaboration, etc.). Register Here: https://forms.gle/fUAJrycKKm7jH1MYA

English Second Language endorsement courses.

1. Using strategies that build relationships with each student as a capable learner;

2. Creating communities of practice across the state to better learn from and with each other;

3. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;

4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to

English Second Language endorsement courses.

1. Using strategies that build relationships with each student as a capable learner;

2. Creating communities of practice across the state to better learn from and with each other;

3. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;

4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to create a future for Utah that we all love.