This FREE professional development opportunity is offered through an ISBE grant.
Topics:
- Cohort of Math Leaders 09-26-24
- Introduction to Pragmatic Organization Dynamic Display Communication Books 10-09-24
- Models and Manipulatives with A Long Shelf Life 10-21-24
- Virtual Augmentative and Alternative Communication Assessment Series 11-07-24
- Math Content for Special Educators 12-10-24
Cohort of Math Leaders
September 26, 2024, 8:30-3:30 at Marquardt Administration Center in Glendale Heights
October 28, 2024, 12:00-3:00 Zoom Meeting
November 25, 2024, 12:00-3:00 Zoom Meeting
January 23, 2025, 12:00-3:00 Zoom Meeting
February 20, 2025, 12:00-3:00 Zoom Meeting
May 8, 2025, 8:30-3:30 at Marquardt Administration Center in Glendale Heights
REGISTER AT: https://bit.ly/3XnUWt7 Click to download flyer
The purpose of building an ALN Cohort is to bring together math leaders from across the region. Educators who become members in an ALN Cohort participate in professional learning opportunities under the guidance of ALN facilitators with the purpose of working together on
- becoming a collaborative network of math educators who promote math equity and inclusion for all
students - sharing problems of practice (and developing a rapid cycle of inquiry to find solutions)
- reviewing assessment results (and making plans as a result),
- collaborating on approaches for helping teachers improve pedagogy,
- addressing systems issues (like teacher resistance, ways to support professional development, etc),
- developing new coaching tools
- creating systems for more effective Tier 1, Tier 2, and Tier 3 instruction using ALN High Leverage Concepts (HLCs), HLC Learning Progressions, and formative assessment tools.
Cohort members build their own pedagogical content knowledge through activities including engaging in math tasks, looking at student work and math tasks, and sharing and developing resources to use in district math classrooms.
OUTCOMES
- Create a network of math teacher leaders focused on creating equitable opportunities for all
students to learn important mathematics - Provide a venue for math teacher leaders to name problems of practice and collaboratively problem
solve ways to address them - Provide resources and materials which illuminate high leverage concepts and provide road maps for
teaching them - Build and share relevant research and resources to promote more students engaging with more
important mathematics - Engage with mathematical tasks
- Build pedagogical-content knowledge focused on teaching mathematics
ABOUT THE PRESENTERS
Sandi Stanhope, Chief Learning Officer at ALN
Sandi Stanhope worked in Franklin County for over 25 years as a primary classroom teacher, teacher leader, math interventionist and math coach. She has spent more than 20 years digging into the research around the ways in which young children develop early numeracy, additive reasoning, and their overall developing understanding of mathematics. She was a lead facilitator in the development and implementation of and training for the Primary Number and Operations Assessment (PNOA), a tool used throughout VT and elsewhere to identify what young students know and can apply around concepts in early numeracy.
In addition, in the role of a primary mathematics consultant, she is a frequent course instructor and workshop presenter supporting teaching and learning of essential content, knowledge, and pedagogy for teachers and students in the area of mathematics.
Sandi is a graduate of Vermont Mathematics Initiative (VMI) and a national trainer for OGAP Additive Reasoning. When she is not immersed in researching the mathematics of young children, Sandi enjoys time off with her family and traveling.
Financial Disclosure: Sandi is employed with All Learners Network.
Non-Financial Disclosure: Sandi has no relevant non-financial disclosures.
John Tapper, CEO and Founder of ALN
John was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences range from the two-room elementary school in Vermont where he began his career to his work at the Neighborhood School on the Lower East side of Manhattan. In the 1990s, he co-founded the nationally recognized Westminster Primary Program, an innovative non-graded public school in southern Vermont where children ages 6-10 learned together.
John completed his PhD in Teaching and Learning at New York University focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. John has provided professional development on mathematics learning throughout the U.S., Eastern Europe, and Japan. He is currently a professor of elementary education at St. Michael’s College where he prepares future teachers to teach mathematics. He is the author of Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Mathematics, K-8. He was one of the founders of the All Learners Project, an effort to make math accessible to students regardless of background or circumstance.
Financial Disclosure: John is employed with All Learners Network.
Non-Financial Disclosure: John has no relevant non-financial disclosures.
This program qualifies for ISBE PD clock hours and CE for SLPs, OTs, PTs, SWs, Nurses through IDFPR.
REGISTER AT:https://bit.ly/3XnUWt7
Questions? Email Samantha Conklin at sconklin@ucpnet.org
Registration fee: No Cost as this training is sponsored through a grant from the Illinois State Board of Education.
Introduction to Pragmatic Organization Dynamic Display
Communication Books – Two Day Introductory Course
October 9 and 10, 2024, 8:30 AM – 4:30 PM
Facilitated by: Jamie Bodden Austin, M.S. CCC-SLP/L
Location: Infinitec, 7550 W. 183rd Street, Tinley Park, IL
REGISTER AT: https://bit.ly/4cfJHar Click to download flyer
Children who have complex communication needs (little or no speech), often benefit from augmentative
and alternative communication to support interaction. This may include children who have physical
disabilities, multiple disabilities, sensory processing challenges, autism, and a range of other
developmental challenges. This two-day course will demonstrate the use of a Pragmatic Organization
Dynamic Display (PODD) approach developed by Gayle Porter (Melbourne, Australia). PODD is a language
organization system used in communication books and AAC devices. The PODD system focuses on
providing language to support genuine communication for a variety of functions throughout the day.
Generic templates are available for a range of language levels and access methods.
Come learn strategies for selecting and customizing PODD generic templates and creating multi-modal
language learning environments. Learn strategies for teaching and using PODD with children and their
communication partners. Videos and case examples will be shared. Participants will have an opportunity
for hands-on practice with PODD Communication books.
Participants will be able to:
- Describe the challenges faced by professionals creating communication systems in terms of
vocabulary organization, layout, design, range of access strategies and customizing for individual
requirements. - Identify the key desirable outcomes for AAC intervention that guided development of and
strategies selected to implement the PODD system - Discuss the importance of receptive language input and creating a language learning
environment - Discuss the features of a PODD communication system in terms of vocabulary organization,
layout, design, range of access strategies and customizing for individual requirements. - Use PODD generic template resources to produce customized communication books.
- Identify and use strategies to build fluency using the PODD language organization to
communicate. - Discuss the teaching and learning strategies for implementing PODD communication systems
with students and team members.
ABOUT THE PRESENTER
Jamie Bodden Austin (M.S. CCC-SLP/L) is a Speech Language Pathologist with over25 years-experience working in the U.S., Ireland, and Scotland. Jamie supportsindividuals with complex communication needs and families from early childhoodto adults. Jamie has conducted research expanding play skills in autistic childrenand presented locally, state, and nationally. She has dedicated her work to coach,inspire communication partners, and find ways to socially connect with othersusing AAC systems. Jamie currently works with a dynamic Assistive TechnologyTeam at CUSD308 Oswego, IL.
Financial Disclosure: Jamie is being paid a consulting/speaking fee from Infinitec for this presentation. She is an employee of SD308 Oswego.
Non-Financial Disclosure: Jamie has no relevant non-financial relationships.
This program qualifies for ISBE PD clock hours and CE for SLPs, OTs, PTs, SWs, Nurses through IDFPR and ASHA CEUs.
NOTE: ASHA CE Registry does not apply to those who independently track their credit hours. CEUs are only awarded to those persons who are valid members of the Registry who attend all hours of the training.
REGISTER AT: https://bit.ly/4cfJHar
Questions? Email Samantha Conklin at sconklin@ucpnet.org
Registration fee: No Cost as this training is sponsored through a grant from the Illinois State Board of Education.
Models and Manipulatives with A Long Shelf Life
October 21, 2024 8:30 AM-3:30 PM
Facilitated by: Sandi Stanhope and Ashley Marlow, All Learners Network
Training Location: NIU – Naperville Campus 1120 E. Diehl Road, Naperville
REGISTER AT: https://bit.ly/47cWkCc Click to download flyer
All students need tools to think with–they first need concrete materials they can manipulate as they think about concepts, especially when they are introduced to new concepts. These tools help students build understanding and strategies for solving problems. Models are tools you think with. They stand in for complex ideas. We encourage all students to explore critical mathematical concepts through three types of models: concrete, representational, and abstract. We also recognize that some models have a longer shelf life than others and will have a bigger impact on mathematical progress. Although we know that students’ progress through these multiple models is not linear, in our instruction, we believe that students deserve more time with concrete models while they build understanding of big mathematical ideas. They can work with representations and symbols alongside the concrete models. We can
make intentional connections between each type to help students along the way.
During this workshop, teachers will
- Investigate the benefits of embedding the use of models with learners in grades K-8 to support
access, equity, and sense making - Explore ways to use models within the context of high leverage concepts
- Engage with instructional strategies for connecting multiple models
- Share/Brainstorm ideas for model management
- Understand the long term impact of mathematical models on conceptual understanding
ABOUT THE PRESENTERS
Sandi Stanhope, Chief Learning Officer at ALN
Sandi Stanhope worked in Franklin County for over 25 years as a primary classroom teacher, teacher leader, math interventionist and math coach. She has spent more than 20 years digging into the research around the ways in which young children develop early numeracy, additive reasoning, and their overall developing understanding of mathematics. She was a lead facilitator in the development and implementation of and training for the Primary Number and Operations Assessment (PNOA), a tool used throughout VT and elsewhere to identify what young students know and can apply around concepts in early numeracy. In addition, in the role of a primary mathematics consultant, she is a frequent course instructor and workshop presenter supporting teaching and learning of essential content, knowledge, and pedagogy for teachers and students in the area of mathematics. Sandi is a graduate of Vermont Mathematics Initiative (VMI) and a national trainer for OGAP Additive Reasoning.
When she is not immersed in researching the mathematics of young children, Sandi enjoys time off with her family and traveling.
Financial Disclosure: Sandi is employed with All Learners Network.
Non-Financial Disclosure: Sandi has no relevant non-financial disclosures.
Ashley Marlow, Director of Operations at ALN
Ashley Marlow, MS. Ed., is an elementary math coach and consultant, and the director of All Learners Network. She is a former third-grade classroom teacher with a passion for supporting teachers in creating equitable learning opportunities in math. Ashley plans professional learning opportunities focusing on instructional routines in mathematics that support belonging, engagement, and access to rigorous grade-level content for all.
Financial Disclosure: Ashley is employed with All Learners Network.
Non-Financial Disclosure: Ashley has no relevant non-financial disclosures.
This program qualifies for ISBE PD clock hours and CE for SLPs, OTs, PTs, SWs, Nurses through IDFPR.
REGISTER AT: https://bit.ly/47cWkCc
Questions? Email Samantha Conklin at sconklin@ucpnet.org
Registration fee: No cost as the training is sponsored through All Learners Network, and venue is sponsored through a grant from the Illinois State Board of Education.
Virtual Augmentative and Alternative Communication Assessment Series
Beginning November 7, 2024 (additional webinar dates listed below)
Facilitated by: Heather Miller Schwarz – MS, CCC-SLP and Amanda Khan, MSS, CCC-SLP
ONLINE – Zoom Links will be sent after registration complete
Must attend all training sessions in their entirety to earn ASHA Continuuing Education.
REGISTER AT: https://bit.ly/4dESZy8 Click to download flyer
This assessment series is designed for teams with prior knowledge and experience using augmentative and alternative communication (AAC) in the classroom. Teams are to be comprised of at least 1 SLP and educational team members (teacher, OT, PT, para-educator, administrator, SW). Each Team member MUST APPLY individually but should list each team member where noted. This will allow for each participant to receive their registration information and certificates. If you have any questions on team member eligibility please contact Heather Miller hmiller@ucpnet.org for further information.
This presentation will discuss the AAC assessment process within the education environment. Participants will compare features of AAC tools including current mobile technology apps and dedicated speech generating devices and examine the benefits of matching the tool to the student rather than matching the student to the tool. The steps of an AAC assessment will be outlined & discussion will focus on evaluation models, tools, and recommendations. Teams will work collaboratively to complete a guided AAC assessment with one chosen student during the months of the training. Participants will walk away with the knowledge necessary to make decisions that best support a student’s communication needs within the classroom.
FULL DAY AAC WEBINARS:
- November 7, 2024 – AAC Overview (8:30 AM – 11:30 AM, 1:00-3:30 PM)
- November 14, 2024 – AAC Assessment (8:30 AM – 11:30 AM, 1:00-2:30 PM)
FOLLOW UP WEBINARS:
- December 5, 2024 – Customizing for Trials (8:00-9:30 AM)
- January 16, 2025 – Data collection in Trials (8:00-9:30 AM)
- February 13, 2025 – Funding and report writing (8:00-9:30 AM)
Follow-up Face-to-Face: 1-hour mobile lab scheduled at a location near each team
Participants will be able to:
- identify the components of a feature match assessment and list three tools to support this process.
- compare and contrast the features of a variety of AAC tools including apps and speech generating devices for communication.
- identify three strategies to promote AAC usage during and after the AAC trial and teach others.
PLEASE SUBMIT the TEAM APPLICATION NO LATER THAN October 31, 2024
ABOUT THE PRESENTERS
Heather Miller Schwarz, MS, CCC-SLP is a Speech-Language Pathologist with over 20 years of experience working with individuals with complex communication needs. She has had experiences in public school, private practice and non-profit settings and has participated as a member of IEP and assistive technology teams. Currently, she is an Assistive Technology Lead for Collaborations and Trainings at UCP Seguin- Infinitec where she collaborates with IEP teams to provide augmentative and alternative communication support through student assessment and communication partner training and coaching. Heather has presented at local conferences in Illinois in addition to Closing the Gap, SWAAC and the Illinois Speech Hearing and Language Association Conferences. Her areas of interest continue to include pediatric speech-language disorders and assistive technology for individuals of all ages and abilities.
Financial Disclosure: Heather Miller Schwarz is a contracted employee of UCP Seguin Infinitec and Technology and Language Center. She receives compensation for providing this training.
Non-Financial Disclosure: Heather MillerSchwarz has no relevant nonfinancial relationships.
Amanda Wydeveld-Khan, MSS, CCC-SLP is a Speech-Language Pathologist with over 14 years of experience working with individuals who have complex communication needs. She first fell in love with Augmentative and Alternative Communication while working as a paraprofessional with a student who utilized a high-tech AAC device. She went on to receive her master’s degree in Communication Sciences and Disorders at Emerson College in Boston, Massachusetts. Amanda trained under John Costello, MA, CCC-SLP in the Augmentative Communication Program at Boston Children’s Hospital at Waltham. Since receiving her degree, she has worked in both public schools and clinical settings, providing direct, collaborative, and training-based services. Amanda has worked with individuals across the lifespan and in a variety of settings, including out in the community and in schools, clinics, homes, and residential facilities. Currently, she is an independent contractor for Infinitec.
Financial Disclosure: Amanda Wydeveld-Khan is a contracted employee of UCP Seguin Infinitec and receives compensation for this training.
Non-Financial Disclosure: Amanda Wydeveld-Khan has no relevant nonfinancial relationships.
This program qualifies for ISBE PD clock hours and CE for SLPs, OTs, PTs, SWs, Nurses through IDFPR and ASHA CEUs.
NOTE: ASHA CE Registry does not apply to those who independently track their credit hours. CEUs are only awarded to those persons who are valid members of the Registry who attend all hours of the training.
REGISTER AT: https://bit.ly/4dESZy8
Questions? Email Samantha Conklin at sconklin@ucpnet.org
Registration fee: No Cost as this training is sponsored through a grant from the Illinois State Board of Education.
Math Content for Special Educators
December 10, 2024 8:30 AM-3:30 PM
Facilitated by: John Tapper, All Learners Network
Location: Joliet Junior College 1215 Houbolt Avenue, Joliet
REGISTER AT: https://bit.ly/4eaNKGl Click to download flyer
Children who receive support through intervention or an Individualized Educational Plan require specialized instruction. It requires interventionists and special educators to use instructional techniques and targeted assessments that are different from the classroom. Math interventionists and special educators have multiple resources to pull for teaching reading, however, they have far fewer to support math intervention.
During this workshop, teachers will:
- ALN High Leverage Concepts and Progressions to plan instruction and write IEP goals
- Critical strategies and models across additive, multiplicative, fractional reasonings that are essential for students to understand which will improve math achievement
- Analyzing student work to uncover student understanding to inform instruction, targeted goals, and writing IEPs.
ABOUT THE PRESENTER
John Tapper, CEO and Founder of ALN
John was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences range from the two-room elementary school in Vermont where he began his career to his work at the Neighborhood School on the Lower East side of Manhattan. In the 1990s, he co-founded the nationally recognized Westminster Primary Program, an innovative non-graded public school in southern Vermont where children ages 6-10 learned together.
John completed his PhD in Teaching and Learning at New York University focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. John has provided professional development on mathematics learning throughout the U.S., Eastern Europe, and Japan. He is currently a professor of elementary education at St. Michael’s College where he prepares future teachers to teach mathematics. He is the author of Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Mathematics, K-8. He was one of the founders of the All Learners Project, an effort to make math accessible to students regardless of background or circumstance.
Financial Disclosure: John is employed with All Learners Network.
Non-Financial Disclosure: John has no relevant non-financial disclosures.
This program qualifies for ISBE PD clock hours and CE for SLPs, OTs, PTs, SWs, Nurses through IDFPR.
REGISTER AT: https://bit.ly/4eaNKGl
Questions? Email Samantha Conklin at sconklin@ucpnet.org
Registration fee: No cost as the training is sponsored through All Learners Network, and venue is sponsored through a grant from the Illinois State Board of Education.