One of the highest impact strategies for aligning to 5030 and the ASCA National Model is partnering with administrators around CSCP staff’s use of time. Join us for expert tips, tools, and recommendations for time analysis and planning through an equity lens.

Georgeann HartyLow Incidence Disabilities SpecialistOregon Department of EducationOffice of Enhancing Student Opportunities | Debra FitzgibbonsCoordinator, Oregon Technology Access Programand Regional and Statewide Services for Students with Orthopedic ImpairmentDouglas ESD | Session Description: This introductory AEM session builds a foundation for understanding the meaning of Accessible Educational Materials and how they support inclusion of all learners, across the lifespan.Timely provision of AEM, Accessible Educational Materials ensures learners with disabilities can get the same information, engage in meaningful participation, and enjoy the same services as non-disabled students, with the same ease of use. This session will establish common vocabulary, discuss the POUR Principles and reference relevant state and national legislation that pertains to AEM.It is never too early to help learners explore and discover what works for them. They will grow to advocate for these tools that lead to independence. When we make these choices available to all learners, no one stands out. Intentional planning, conversations and collaborations ensure we ask ourselves “Who am I leaving out?”

A group of teachers learning a West African dance demonstrate how to choreograph a dance using four simple movements in this video from the Dance Arts Toolkit series.

Harlina Churn-Diallo and Mali native Yaya Diallo perform and teach the Mouwa in this video from the Dance Arts Toolkit series. The Mouwa is a dance that comes from the Bambara, Senufo, and Miniaka people of West Africa.

Dancer Harlina-Churn Diallo and musician Yaya Diallo teach a group of teachers four basic movements of West African dance in this video from the Dance Arts Toolkit series.

In this video, Jonathan travels to Holbox, Mexico in search of the massive whale shark‰ŰÓthe world‰ŰŞs largest fish. Reaching 50 feet long, these animals grow larger than a school bus, but they are completely harmless since they eat only plankton and small fish. Jonathan gets up close and personal to a mouth the size of a small car in his investigation to discover why so many whale sharks visit Holbox every summer. Please see the accompanying study guide for educational objectives and discussion points.

Contains What Comes to Mind Overview and 2 student examples (one stronger response and one weaker response)

Students will use a variety of materials to create a mural of a coral reef environment. Video and PDF links are also included. Users are encouraged to remix the lesson to fit own needs and to keep up to date.

What makes a good sentence? This lesson plan was created by Dawn Spurck as part of the 2020 NDE OER Project. The attached lesson plan is designed for Grade K English Language Arts students. Students will demonstrate their understanding that sentences are made up of words.  Students will also make a simple sentence that is grammatically correct. This lesson plan addresses the following NDE Standard: NE LA O1.1.b, NE LA 0.1.1.e, NE LA 0.1.1.f, NE LA 0.1.1 g, and NE LA 0.2.1.d.It is expected that this lesson will take students 60-90 minutes to complete.  This lesson should be broken into smaller more manageable chunks for kindergarten students.  It is suggested that teachers do modeled lesson for one sitting, Interactive another time in another sitting.  Teachers use your professional judgement on what works best for your students

This lesson explores the concept of fairness through questions such as: What is fair? Should all people be treated the same? What would you do if you saw someone treated unfairly? Students are encouraged to reflect upon fairness in their own lives and communities.

During this live chat we discussed the solstice and answered your questions about the Sun.

ACTIVITY OBJECTIVE: Helping the child to s-t-r-e-t-c-h their brain! This activity requires them to stop, focus, think, plan and remember. 

Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs.

Which comes first assessment or instruction? Have you ever wondered about the relationship between assessment and instruction?At the end of this module, participants will be able to decompose or deconstruct content standards, apply high-quality assessment designs to appreciate the differences of each learner,  and create sound reasoning to employ a wide range of information and communication technology to meet the needs of K-6 grade learners. 

This is a critically appraised topic discussing the importance of bound and free morphemes.

Students will learn to speak to a group and listen while others speak.
Students will learn about similarities and differences within the classroom and with our families. (Extension will be to make symbolic flag for families which leads into the US Symbols lesson).
Students will learn the meaning of strengths and struggles and begin to understand what their own strengths and struggles are.
Students will learn how they can help others in the class throughout the year, as well as others in their families.
Students will produce a class quilt of pictures of working collaborative to help each other.