Sign up now to attend Transitional Life Skills training that will be held April 7, 2011 in the Heartland AEA Johnston Regional Education Center (6500 Corporate Drive). During this session teachers and staff will focus on functional programming in the area of transition planning for students with disabilities. This learning opportunity will provide Level II and Level III teachers information about resources, curriculum and units of study to help successfully incorporate transition activities to enhance post-secondary living, learning and working. Learn more by clicking here.
NOTE: Heartland AEA will reimburse schools the substitution pay for teachers to attend.
Friday, January 14, 2011
Attention: ESL Teachers and Administrators
I-ELDA Training
If you not have already taken advantage of available I-ELDA trainings, go to the link below to register for the I-ELDA training in Marshalltown, Iowa on January 18, 2011.
Go to http://eventactions.com/ea.aspx?ea=Rsvphttp://eventactions.com/ea.aspx?ea=Rsvp
Title III-Funded Workshops for ELL Teachers
Title III funds are providing two workshop opportunities that will benefit classroom teachers who have ESL students. We encourage you to send teams of classroom teachers or ESL and classroom teams to these workshops. For a complete description, go to the Heartland AEA Professional Development Catalog.
Introduction to Sheltered Instruction for Teachers of ELLs
Dates: January 29 & February 19, 2011
Instructors: Stephaney Jones-Vo & Shelley Fairbairn
Activity Number: ES004292111101
This workshop is not for teachers who have previously attended unless they come with a team of at least four other classroom teachers. A $200 stipend will be given for full attendance and completion of the assignment. Graduate credit is available.
Empowering ELLs in the Mathematics Classroom
Dates: February 5 & 26, 2011
Instructor: Judy Kinley
Activity Number: ES006192111101
Participants will receive the book Supporting English Language Learners in Math Class and a $200 stipend upon completing the attendance and assignment requirements. Graduate credit is available.
If you not have already taken advantage of available I-ELDA trainings, go to the link below to register for the I-ELDA training in Marshalltown, Iowa on January 18, 2011.
Go to http://eventactions.com/ea.aspx?ea=Rsvphttp://eventactions.com/ea.aspx?ea=Rsvp
Title III-Funded Workshops for ELL Teachers
Title III funds are providing two workshop opportunities that will benefit classroom teachers who have ESL students. We encourage you to send teams of classroom teachers or ESL and classroom teams to these workshops. For a complete description, go to the Heartland AEA Professional Development Catalog.
Introduction to Sheltered Instruction for Teachers of ELLs
Dates: January 29 & February 19, 2011
Instructors: Stephaney Jones-Vo & Shelley Fairbairn
Activity Number: ES004292111101
This workshop is not for teachers who have previously attended unless they come with a team of at least four other classroom teachers. A $200 stipend will be given for full attendance and completion of the assignment. Graduate credit is available.
Empowering ELLs in the Mathematics Classroom
Dates: February 5 & 26, 2011
Instructor: Judy Kinley
Activity Number: ES006192111101
Participants will receive the book Supporting English Language Learners in Math Class and a $200 stipend upon completing the attendance and assignment requirements. Graduate credit is available.
Heartland AEA setting the Agency’s Direction
We have had the opportunity this fall to establish our goals based on current achievement outcomes. It is our hope to work in partnership with families and local districts to accomplish these goals. The goals are as follows:
Goal 1: By 2015, Heartland AEA will enhance student learning.
Indicators:
Based on these goals, the plan for our regional structure is to reflect better focus our efforts on student achievement. Click here to download the Agency’s new regional structure. We have established regional meeting dates where leaders in Heartland AEA will share these changes and gather input from District Leadership.
Goal 1: By 2015, Heartland AEA will enhance student learning.
Indicators:
- Increase learning growth as measured by the number of districts/schools demonstrating growth in student performance
- Increase in core preparation rate of high school graduates by minimum of 5 percent per year until all students meet criteria for post-secondary education/career success
- Decrease the gap in achievement for students with disabilities, English Language Learners, students living in poverty and all racial/ethnic groups to proficiency within three years using standardized measures
- Indicators (development in progress)
- Indicators (development in progress)
Based on these goals, the plan for our regional structure is to reflect better focus our efforts on student achievement. Click here to download the Agency’s new regional structure. We have established regional meeting dates where leaders in Heartland AEA will share these changes and gather input from District Leadership.
January World of Media
The newest World of Media issue is online at http://wom.aea11.k12.ia.us. The blog outlines interesting resources that can be used in classrooms. You can also receive it as an RSS feed.
From the Desk of Kevin Jennings--Bullying: Setting a Clear Policy
The following message comes from the desk of Kevin Jennings, Assistant Deputy Secretary of the U.S. Dept. of Education
This fall, a rash of student suicides linked with bullying has startled the nation and galvanized action. On December 15, in response to requests for assistance from state and local officials across the country to deal with bullying-related suicides, Secretary Duncan distributed a memo to state leaders outlining key components of strong state bullying laws and policies. The technical assistance memo is intended to serve as a reference for state and local officials developing or revising anti-bullying legislation or policies. You can access the memo at : http://www.ed.gov/news/press-releases/us-education-secretary-highlights-best-practices-bullying-policies
Some might say “a policy is not going to solve this problem.” And they’re right -- by itself, a policy won’t end bullying. But there can be no solution to this problem without a clear policy. When we put in place clear policies, we set expectations for student conduct and empower educators to uphold standards for good behavior. Without policies, that work becomes all that much harder if not impossible.
We know that a policy alone can’t solve the bullying problem, but it’s the foundation on which a solution can be built. We hope you will find this memo useful as you craft state and local policies to help reduce the number of tragedies we have experienced in the past year.
This fall, a rash of student suicides linked with bullying has startled the nation and galvanized action. On December 15, in response to requests for assistance from state and local officials across the country to deal with bullying-related suicides, Secretary Duncan distributed a memo to state leaders outlining key components of strong state bullying laws and policies. The technical assistance memo is intended to serve as a reference for state and local officials developing or revising anti-bullying legislation or policies. You can access the memo at : http://www.ed.gov/news/press-releases/us-education-secretary-highlights-best-practices-bullying-policies
Some might say “a policy is not going to solve this problem.” And they’re right -- by itself, a policy won’t end bullying. But there can be no solution to this problem without a clear policy. When we put in place clear policies, we set expectations for student conduct and empower educators to uphold standards for good behavior. Without policies, that work becomes all that much harder if not impossible.
We know that a policy alone can’t solve the bullying problem, but it’s the foundation on which a solution can be built. We hope you will find this memo useful as you craft state and local policies to help reduce the number of tragedies we have experienced in the past year.
OJJDP Bulletin Provides Overview Of Gang Prevention Research
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) has published Gang Prevention: An Overview of Research and Programs. The bulletin presents an overview of gang research and programs in the United States and examines how gangs form and why youth join them. It also describes how community members can start assessing their gang problems and enhance prevention and intervention activities to help prevent delinquency and gang violence. The author identifies promising and effective programs for gang prevention.
Resources: Gang Prevention: An Overview of Research and Programs (NCJ 231116) is available at www.ojjdp.gov/publications/PubAbstract.asp?pubi=253165
Print copies can be ordered online from the National Criminal Justice Reference Service.
Resources: Gang Prevention: An Overview of Research and Programs (NCJ 231116) is available at www.ojjdp.gov/publications/PubAbstract.asp?pubi=253165
Print copies can be ordered online from the National Criminal Justice Reference Service.
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