Historical overview of legal, ethical, and social issues related to Special Education in the United States. Includes the study of various disabilities and provisions for educating children through 22 years of age in public schools. Elements include: IDEA Law, inclusion, IEPs and RTI.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

Knowledge and skills to assist in the identification of and instruction

Historical overview of legal, ethical, and social issues related to Special Education in the United States. Includes the study of various disabilities and provisions for educating children through 22 years of age in public schools. Elements include: IDEA Law, inclusion, IEPs and RTI.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

Knowledge and skills to assist in the identification of and instruction for students with disabilities in the general classroom, including:

1. Knowledge of the IDEA and Section 504 of the Rehabilitation Act
2. Knowledge of the role of non-special-education teachers in the education of students with disabilities
3. Knowledge and skills in implementing least restrictive behavior interventions
4. Skills in implementing and assessing the results of interventions
5. Skills in the implementation of an educational program with accommodations, modifications, services, and supports established by an IEP or a 504 plan for students with disabilities in the general education classroom

Teacher candidates will focus on how children learn, develop and gain knowledge to provide learning opportunities that support students’ intellectual, social and personal development. Teacher candidates will gain an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. The modules in this course will help prepare you to meet the following Utah Effective Tea

Teacher candidates will focus on how children learn, develop and gain knowledge to provide learning opportunities that support students’ intellectual, social and personal development. Teacher candidates will gain an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

1. Providing positive and constructive feedback to guide students’ learning and behavior
2. Establishing a consistent, organized, and respectful learning environment, including: a. Positive behavior interventions and supports within a multi-tiered system of support b. Classroom procedures and routines c. Trauma-informed practices d. Restorative practices

This course addresses the rationale, concepts, theory and practice of teaching diverse populations in pluralistic schools and societies via assessment, delivery, classroom management, motivation, language acquisition, and community and family involvement.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

1. Knowledge and skills designed to meet the needs of diverse student populations in the general ed

This course addresses the rationale, concepts, theory and practice of teaching diverse populations in pluralistic schools and societies via assessment, delivery, classroom management, motivation, language acquisition, and community and family involvement.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

1. Knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including: a. Allowing students alternative ways to demonstrate learning that are sensitive to student diversity b. Creating an environment that is sensitive to multiple experiences and diversity c. Designing, adapting and delivering instruction to address each student’s diverse learning strengths and needs d. Incorporating language development into planning, instruction and intervention for students learning English, using their first language as an asset while supporting the development of English proficiency
2. Effectively communicating and collaborating with parents, colleagues and administration.

Literacy Strategies teaches the foundations of student reading comprehension, speaking, listening and writing. The course focuses on the instructional decisions teachers make concerning methods, materials, and procedures when integrating literacy skills within their respective content areas.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

1. Including literacy and quantitative learning objectives in c

Literacy Strategies teaches the foundations of student reading comprehension, speaking, listening and writing. The course focuses on the instructional decisions teachers make concerning methods, materials, and procedures when integrating literacy skills within their respective content areas.

The modules in this course will help prepare you to meet the following Utah Effective Teaching Standards required by Utah Rule R277-530:

1. Including literacy and quantitative learning objectives in content-specific classes in alignment with the Utah Core Standards
2. Planning instruction and assessment in content-specific teams and in cross- curricular teams
3. Integrating cross-disciplinary skills, such as literacy and numeracy, into instruction

Teachers can attend a pre-concert lecture and a Utah Symphony masterworks concert to earn 3 re-licensure credits. Tickets to the symphony are sold separately; when ordering tickets, teachers can get a 10% discount. Call the Ticket Office at 801-533-6683.

Teachers must sign in before the lecture at the Coat Check in the lobby. Typically the lecture begins at 6:45 in the First Tier Room, and most nights the concert starts at 7:30 pm. (Some Saturday performances begin at 5:30 pm, with the lectur

Teachers can attend a pre-concert lecture and a Utah Symphony masterworks concert to earn 3 re-licensure credits. Tickets to the symphony are sold separately; when ordering tickets, teachers can get a 10% discount. Call the Ticket Office at 801-533-6683.

Teachers must sign in before the lecture at the Coat Check in the lobby. Typically the lecture begins at 6:45 in the First Tier Room, and most nights the concert starts at 7:30 pm. (Some Saturday performances begin at 5:30 pm, with the lecture at 4:45 pm).

Multilingual learners (MLs) developing social and academic English proficiency have incredible strengths and potential that are assets to a classroom environment. Educators can take a number of steps to maximize language and content learning opportunities for multilingual learners to best support their success. Ellevation Professional Learning Modules are intended to introduce teachers to multilingual learners, understanding the as

Multilingual learners (MLs) developing social and academic English proficiency have incredible strengths and potential that are assets to a classroom environment. Educators can take a number of steps to maximize language and content learning opportunities for multilingual learners to best support their success. Ellevation Professional Learning Modules are intended to introduce teachers to multilingual learners, understanding the assets they bring, as well as their specific linguistic and academic needs. By analyzing their own students’ data to measure learning and instructional goals, educators will be better prepared to focus on addressing the varied linguistic backgrounds of their students and increase student learning. Ellevation modules are available for educators across the district and can be completed asynchronously or in collaborative groups, and/or educators who completed the same modules can collaborate upon completion of the module. Post-teaching reflections can be discussed in groups to share successes and areas to continue to develop. When modules are completed in cohorts/groups of educators, there are multiple opportunities for collaborative discussions around new learning and classroom instruction. Each module follows the Learn-Teach-Reflect cycle with multiple reflection and response questions. Learn more about the effectiveness of Ellevation Professional Learning Modules here.

Wondering how students develop a deep understanding of our number system? Do you encounter students who understand some concepts in math, but struggle with other mathematical ideas? This course, we examine how students build a deep internalized understanding of number sense through the text, How Children Learn Number Concepts by Kathy Richardson. Explore how children internalize number concepts through critical learning phases and numeracy progressions. Learn number routines, tasks, and activiti

Wondering how students develop a deep understanding of our number system? Do you encounter students who understand some concepts in math, but struggle with other mathematical ideas? This course, we examine how students build a deep internalized understanding of number sense through the text, How Children Learn Number Concepts by Kathy Richardson. Explore how children internalize number concepts through critical learning phases and numeracy progressions. Learn number routines, tasks, and activities to meet students where they are and leverage the assets each student brings to our classrooms.

This full-day learning opportunity is presented by the Jordan School District’s Virtual Learning Academy and the Utah Virtual Learning Collaborative. Participants will learn new skills and strategies to enhance their virtual teaching practice. Content will be best suited to teachers who work in online schools, so registration is open to all teachers in Utah who teach in virtual environments. Throughout the day, educators will have the opportunity to engage in interactive sessions, collabo

This full-day learning opportunity is presented by the Jordan School District’s Virtual Learning Academy and the Utah Virtual Learning Collaborative. Participants will learn new skills and strategies to enhance their virtual teaching practice. Content will be best suited to teachers who work in online schools, so registration is open to all teachers in Utah who teach in virtual environments. Throughout the day, educators will have the opportunity to engage in interactive sessions, collaborate with fellow virtual teachers, and gain valuable insights from experienced professionals across the state. Participants will share their contact information with their peers to create an enduring professional learning community of virtual educators.

Conference strands include equity, special education, student-centered learning, teacher leadership, collaboration, wellness, and technology. Asynchronously, participants will submit a lesson or unit plan developed individually or collaboratively as a PLC. The lesson/unit plan must incorporate at least two instructional strategies, tools, or concepts learned during the conference. Minimally the lesson/unit plan must include target instructional standards, learning intentions and success criteria

Conference strands include equity, special education, student-centered learning, teacher leadership, collaboration, wellness, and technology. Asynchronously, participants will submit a lesson or unit plan developed individually or collaboratively as a PLC. The lesson/unit plan must incorporate at least two instructional strategies, tools, or concepts learned during the conference. Minimally the lesson/unit plan must include target instructional standards, learning intentions and success criteria, materials, instructional activities, assessment tools, reteaching and extension strategies.

This twelve-week course investigates how course participants can work collaboratively with school staff and community to create a learning environment that supports and advocates for English Learners (ELs)* and their families.

As the course progresses, participants will (1) know the court cases and civil rights of ELs, (2) check for implementation of the 10 EL obligations from the Dear Colleague Letter, (3) compare new requirements in the Every Student Succeeds Act (ESSA) with the 10 obligat

This twelve-week course investigates how course participants can work collaboratively with school staff and community to create a learning environment that supports and advocates for English Learners (ELs)* and their families.

As the course progresses, participants will (1) know the court cases and civil rights of ELs, (2) check for implementation of the 10 EL obligations from the Dear Colleague Letter, (3) compare new requirements in the Every Student Succeeds Act (ESSA) with the 10 obligations, (4) review the Utah Title III plan as well as the SLIFE Guidance (Students with Interrupted/Limited Formal Education (5) create an action plan for increasing EL educational opportunities and family communication, (6) design a personal philosophy for EL access to educational opportunities, and (7) write a case study of one EL student and family's experiences with education. (3 USBE)

This interactive course can be used as a competency-based approach to the ESL Endorsement and focuses on the effective research-based practices for second language acquisition (SLA): that is, how a second language is learned and factors that contribute to the rate of growth toward proficiency in a second language. Topics addressed during the course will include the following: 1) the TESOL explanations and Performance Indicator rubric for the standards for language acquisition; 2) the foundationa

This interactive course can be used as a competency-based approach to the ESL Endorsement and focuses on the effective research-based practices for second language acquisition (SLA): that is, how a second language is learned and factors that contribute to the rate of growth toward proficiency in a second language. Topics addressed during the course will include the following: 1) the TESOL explanations and Performance Indicator rubric for the standards for language acquisition; 2) the foundational research on language acquisition and the implications of this research for teaching and lesson design; 3) the role of the heritage language in the development of literacy in the second language; 4) the role of vocabulary in second language acquisition; 5) teaching academic conversation; 6) the role of dual immersion programs for language acquisition; and 7) the socio-cultural implications of language acquisition for English learners. Videos and Case Studies will also be used for concrete examples of effective practices for a wide range of learners at various levels of proficiency.

The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. The focus of The Mandt System® is on building healthy relationships between all the stakeholders in human service settings in order to facilitate the development of an organizational culture that provides the emotional, psychological, and physical safety needed in order to teach new behaviors

The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. The focus of The Mandt System® is on building healthy relationships between all the stakeholders in human service settings in order to facilitate the development of an organizational culture that provides the emotional, psychological, and physical safety needed in order to teach new behaviors to replace the behaviors that are labeled “challenging”.

The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. The focus of The Mandt System® is on building healthy relationships between all the stakeholders in human service settings in order to facilitate the development of an organizational culture that provides the emotional, psychological, and physical safety needed in order to teach new behaviors

The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. The focus of The Mandt System® is on building healthy relationships between all the stakeholders in human service settings in order to facilitate the development of an organizational culture that provides the emotional, psychological, and physical safety needed in order to teach new behaviors to replace the behaviors that are labeled “challenging”. ***See the special notes in your course section for further information

A professional learning self-paced Canvas course designed for educators to take proactive steps to improve practices in postsecondary transition. See attached flyer for details.

Dates: August 28-October 13; October 16-December 8; January 8-February 23; February 26-April 12; June 3-August 2

Registration will open August 1, 2023 Registration will close one week before the end of each section.

As each section date approaches, registrants will be enrolled in the Canvas course (does not hap

A professional learning self-paced Canvas course designed for educators to take proactive steps to improve practices in postsecondary transition. See attached flyer for details.

Dates: August 28-October 13; October 16-December 8; January 8-February 23; February 26-April 12; June 3-August 2

Registration will open August 1, 2023 Registration will close one week before the end of each section.

As each section date approaches, registrants will be enrolled in the Canvas course (does not happen automatically). Watch for an invitation from USBE Instructure (make sure to check junk mail!), which you will have to accept, close to the start of the course.

Please contact Deanna Taylor, deanna.taylor@schools.utah.gov or Alyssa Sampaio, alyssa.sampaio@usu.edu with any questions.

For LEA specific sections, contact Deanna Taylor, deanna.taylor@schools.utah.gov