Professional Development


Summer Teacher Institute

2883 South Circle Drive, Colorado Springs, CO 80906
July 29th – August 1st, 2019
Full Day 8:30 to 3:30 pm
Half Day either 8:30 to 11:30 or 12:30 to 3:30
Lunch provided on-site each day
There is no cost to attend and Continuing Education Units (CEUs) will be provided for each training.
Registration information is below.
Space is limited; register as soon as possible!


Monday, July 29th
8:30 to 11:30 am
Classroom Strategies for English Learners – Integrated Content and Language Development: Integrated Content and Language Development (ICLD) is a powerful instructional model that targets both language and content learning. This instructional approach was created to support teachers in meeting the academic needs of English learners. The assumption underlying ICLD is that if teachers adapt their traditional ways of teaching, English learners will be given access to the content area curriculum and ultimately be able to participate in the academic discourse without falling behind in subject matter knowledge.  In this session, participants will explore the 5 components of ICLD that encompass effective content learning instructional practices for English learners. 

  • Student Talk
  • Explicit Academic Language Instruction
  • Access to Rigorous Grade-Level Content
  • Extensive Use of Visuals
  • Learning Environment

Monday, July 29th
12:30 to 3:30 pm
Academic Language Instruction for English Learners: Academic Language is much more than academic vocabulary. Vocabulary is important, but it falls short of the academic language development our students need. Our students need to master the language and syntactic features that will allow them full participation in academics by enabling them to put ideas together in a wide range of ways. The intentional teaching of language structures enables students to internalize the patterns needed to express concepts, ideas, and thinking. In this session, participants will learn powerful classroom strategies progressing students from "turn and talk" structures to scaffolded academic conversations about classroom content, regardless of students' age or language proficiency level. 

Tuesday, July 30th
8:30 to 3:30pm
Youth Mental Health First Aid: A class for educators

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders. 

Tuesday, July 30th

8:30 to 3:30 pm
Engagement Strategies to Use with ALL Learners: Engagement is the gateway to learning. This training focuses on how to teach boring or difficult content in a fun and engaging way to any student in your classroom. Educators will learn engaging strategies for use in the general education classroom, small group instruction, or 1:1 sessions with students.  It will also focus on proven curriculum and strategies for reading, writing, math, and social skills. The afternoon portion will focus on executive functioning strategies. It will include teaching students to be organized, turn in their work, break down a task or multi-step project, and implement simple behavior plans. This will be a hands-on session full of movement and fun.

Wednesday, July 31st
8:30 to 3:30 pm
Technology in the Classroom: This workshop will explore the foundations, strategies, and tools for integrating technology into K-12 classroom settings. A focus will be placed upon universal design for learning (UDL) as a framework for selecting, evaluating, and implementing educational technology hardware and software. Specific sub-topics will include:

• The “Big Picture” on Technology in Education

• Today’s Educational Technology Skills: Standards and Assessments

• Today’s Educational Technology Resources: Systems and Applications

• Today’s Educational Technology Issues: Conditions That Shape Practice

• Overview of Factors in Successful Technology Integration

• Assistive Technology and Universal Design for Learning

• Technology Integration in Action (i.e., instructional software, simulation teaching functions, tutorial teaching functions, problem-solving teaching functions, integrated learning systems, virtual and augmented reality, etc.)

Thursday, August 1st
8:30 to 11:30 am
Co-Teaching: Research vs. Reality (Strategies that Work): The goal of co-teaching is to provide a diverse environment for all students to grow both academically and personally, while nurturing the variety of needs within the classroom environment. Successful co-teaching demands collaboration, solid curriculum, and an open mind. The benefits of co-teaching for both students and teachers, far out weigh the commitment required. We will discuss and pursue developing a collaborative school environment, co-teaching planning and scheduling, implementing effective co-teaching, and resources for instruction.

Thursday, August 1st
12:30 to 3:30 pm
Shifting Our Approach: Helping Students Navigate Mental Health in the Dynamic Classroom:Educators get into teaching to teach the subject of their passion. Being a therapist is not expected to be part of that equation. However, understanding mental health, and how a student’s state of mind can impact their receptive knowledge and understanding, can greatly improve an educator’s effectiveness and efficiency as a teacher. Students who struggle with significant mental/emotional needs act out behaviorally which can then manifest as disruptive and distracting behaviors. As educators, we lack the luxury of time to allow such issues to go unresolved or not addressed by other professionals. It is our job to know how to navigate the issues that arise in our classrooms including the mental health needs of our students. 

In this training you will learn the signs of a student with mental health needs; terminology/phrases to use when speaking to and working with students with significant mental/emotional concerns; strategies to best support support students academically and socially in your classroom; how to create a safe, welcoming classroom atmosphere for ALL students; when to access the available mental health professionals in your building.

Thursday, August 1st
8:30 to 3:30 pm
CPR and First Aid **Certification through the Red Cross.  Training available to member district staff and Pikes Peak BOCES staff only.  Member districts include: Big Sandy, Miami Yoder, Calhan, Edison, Peyton, Elbert, Ellicott, Hanover, and Fremont.  

Classes are full; registration has been closed.

Questions or concerns? 
Caryl Reinhardt
Special Education Coordinator

Meet Our Trainers

Classroom Strategies for English Learners – Integrated Content and Language Development 
and Academic Language Instruction for English Learners

Sarah Grimm is the Senior Program Manager of ELA Teacher Qualification for Denver Public Schools.  She has an extensive background in developing and implementing professional development for teachers of multilingual learners.  Sarah is also a graduate adjunct instructor for CU Denver, specializing in the linguistic analysis of English and its implications for teaching as well as assessment and advocacy for multilingual learners. 

Sarah Grant is currently an English Language Development (ELD) Lead for DPS Charter Schools and is also a member of the Denver Public Schools ELA Teacher Qualification Team.  Her work as a teacher coach and professional learning facilitator focuses on cultural and linguistic diversity and best practices for multilingual learners.  Sarah also has a background in Special Education and supports teachers with implementing best practices that support dually identified students succeed in school. 

Youth Mental Health First Aid: A class for educators

Kati Saul is a Licensed Clinical Social Worker, School Social Worker, and Certified Trauma Specialist.  She works within Special Education as a School Social Worker supporting students on Individualized Education Plans and has her own private practice supporting youth and young adults in processing and healing from childhood trauma and loss.  Kati believes in the importance of equipping adults to recognize the signs and symptoms of mental health concerns for youth in order to improve the overall climate of mental health in our country.

Margot L. Bean, MSW LCSW received her Bachelor degree in Social Work from the State University of New York at Brockport 1985.  Master degree in Social Work from Virginia Commonwealth University in Richmond Virginia in 1997.  Margot has worked in various social services arenas since receiving her degree in social work. The experiences range from child protection, foster care, adoption, battered woman’s shelter, rehabilitation hospitals and the last seven years in school social work.  Margot has lived in Colorado Springs since 2006. She is currently working at Lewis Palmer school district as a school social worker, and part-time work at Palmer Lake Recovery Center as a drug/alcohol counselor. She has three, yes three, cats and two dogs and lives in Black Forest with her 21-year-old daughter.  Lives by the moto….everyone is on the journey of life, our job is to meet them where they are at with patience, love and tolerance.

Engagement Strategies to Use with ALL Learners

Angie Ubben has an undergraduate degree from the Grand Valley State University in Special Education and a Master of Arts in Educational Leadership and Policy Studies from the University of Denver. Over the past 16 years, Angie has taught special education at the elementary and middle school levels. She has worked with students who have learning disabilities, autism spectrum disorders, cognitive impairments, hearing impaired, visually impaired, behavioral challenges, and twice exceptional students. She also works closely with general education teachers to support all student in their classroom. She believes all students can learn despite their challenges and learning should be fun!

Technology in the Classroom

Dr. Scott Kupferman is an Assistant Professor in the College of Education and Coordinator of the Special Education Program at the University of Colorado Colorado Springs. He is also the Director of the National Collaborative for Disability and Technology (NCDT), which is a federally funded network of 200+ assistive technology researchers and developers. Scott has taught within K-12 classroom settings, as well as coordinated district-wide assistive technology services. His research products include journal articles, book chapters, conference presentations, and educational and assistive technology software and hardware. Scott has been principal investigator, co-principal investigator, or grant writer for approximately 4.2 million dollars in grant funding with several grants focused on educational technology. His teaching and research efforts have led to several honors and awards, including selection as a National Council on Disability delegate, recipient of the U.S. Department of Education's Commissioner's Award for Excellence, and an invited United Nations expert in South Korea, United Arab Emirates, Japan, and other countries.

Co-Teaching: Research vs. Reality (Strategies that Work) 

Julene Powell Zizza was born and raised in Anchorage, Alaska. Ms. Zizza received a Bachelor’s degree from Willamette University, in Salem, Oregon, and then a Master’s Degree in Special Education and Rehabilitation from the University of Arizona. Ms. Zizza is a certified special education teacher and has been using a co-teaching model in the classroom for the past 16 years in both Arizona and Colorado. 

Shifting Our Approach: Helping Students Navigate Mental Health in the Dynamic Classroom

Amanda Brace is a School Counselor for Cheyenne Mountain School District #12 in Colorado Springs and a Licensed Professional Counselor. Over the past 12 years, Amanda has worked in both elementary and secondary school settings supporting students, teachers, administrators, parents and the community, as well as counseled a handful of individual youth in the community. Her passion lies in teaching youth to know themselves as people. She believes in the importance of self-advocacy, resilience and coping skills to handle stressful, unexpected events and situations. Amanda works closely with parents and teachers with the goal of building a team of adults to guide and support the individual child or adolescent with whom she works. She believes that through collaboration among significant adults in a youth’s life, as well as modeling healthy behaviors, positive and lasting results occur.