1. CRWP 2012 Open
Institute Info

2. Webinar Overview
• Grad Credit and SB-CEU Requirements
• The long and long of it all…
• Timeline for work
• Pre-institute online work, Now – June 24
• June 25-29: “The Week”
• Post-institute online work, June 30 – July 13
• The work itself
• A significant professionally-relevant text (50%)
• A writing belief statement composed as a digital text (40%)
• Participation, both online and F2F (10%)
• Q/A
• Questions for me? About the CCSS? Calkins et al?

3. Grad Credit and SB-
CEU Requirements

4. Enrolling for Grad Credit
• ENG 513AA
• CRN: 22220589
• 3 Credits
• Graduate and undergraduate credit is $300/semester hour.
• A $50 non-refundable admission fee will apply to educators
who are not currently admitted to CMU.
• If you have educators enrolled in this course who are working
toward advanced degrees, please remind them to first consult
with their academic advisor to find out if this course will apply
to their program.

5. SB-CEU Requirements
• Registrants must attend a minimum of 40 contact hours to earn 9.0 SB-
CEUs.
• Complete a SB-CEU registration form and pay the $25 registration fee
(check payable to CMU). An email address is required on the
registration form.
• Sign-in prior to the start of the course each day (no later than 9:00
a.m.).
• Sign-out after the end of the course each day (no earlier than 4:00
p.m.).
• Sign-in and out of lunch daily (registrants do not need to sign-in and out
of breaks).
• Keep a record of time during the online sessions.

6. SB-CEU Requirements
• The SB-CEUs are based on contact-hour attendance and are
earned on an all or nothing basis. Participants must attend all
sessions (including online) and sign-in and out accordingly. As
quality control, it is recommended to pick up the sign-in
sheets immediately each day when the course starts and do
not display the sign-out sheets until the end of each day.
• Upon verification of contact hour requirements, CMU will
upload those attendees who are eligible to be awarded the
SB-CEUs into the Michigan Department of Education’s (MDE)
Secure Central Registry (SCR). Eligible attendees will receive
an email from the SCR with instructions on how to access the
system and obtain their SB-CEUs. An email address is required
on the SB-CEU registration form.

7. SB-CEU Requirements
• When college conversion SB-CEUs are offered, MDE requires
that educators who wish to earn SB-CEUs complete all
requirements of the course (tests, papers, etc.) as if they were
receiving semester credit hours. The instructor must verify
that individuals who wish to earn college conversion SB-CEUs
have completed all requirements before SB-CEUs can be
awarded.
• Educators may not earn SB-CEUs and college credit for the
same course.
• If no one registers for academic credit, the college credit
option will be canceled and the SB-CEUs will convert back to
contact hours (3.6 SB-CEUs).

8. SB-CEU Reporting
• SB-CEUs are awarded to educators/administrators via the
Michigan Department of Education’s Secure Central Registry
(SCR).
• SB-CEU Program Sponsors (Central Michigan University) will
no longer provide participants with SB-CEU certificates of
completion.
• Upon verification of contact hour requirements, CMU will
upload those attendees who are eligible to be awarded the
SB-CEUs into the SCR.
• Eligible attendees will receive an email from the SCR with
instructions on how to access the system and obtain their SB-
CEUs. The email will be sent to the email address you provide
on the SB-CEU registration form.

9. Timeline

10. Timeline
• Pre-institute online work, Now – June 24
• Please participate in the wiki
• For those doing SB-CEUs, download and fill out the SB-CEU form
• June 25-29: “The Week”
• 9:00 to 4:00 each day
• Writing and working together all week
• Friday: Participant presentations
• Post-institute online work, June 30 – July 13
• NOTE: Troy will be offline through July 8th (help on another!)
• Final assignments (1. significant professionally-relevant text and
2. digital belief statement) due no later than 5:00 PM EST on
Friday, July 13.

11. The Work

12. A significant, professionally-
relevant text
• A unit plan, journal article, conference proposal/presentation
or annotated bibliography
• Apx 2000 words
• Identifies a key topic in writing instruction, includes adequate
research and references, and is composed in a professional
tone.
• Not 60%, only 50% of the final grade
• What are some of the ideas you are all thinking of so far?

13. A writing belief statement
composed as a digital text
• A written belief statement focusing on inquiry-based
instruction and the changes necessary to implement the
Common Core State Standards; text will be composed as
digital writing such as a blog, wiki, or digital story.
• Let’s look quickly at the NCTE Beliefs about Teaching Writing
• What are some of your beliefs? What technology do you want
to explore?

14. Participation
• Please, please – make our discussions on the wiki more than a
“call and response, teacher to student” conversation
• Engage others by citing what they say and offering other
examples or raising questions
• Each day during the institute – please find someone new to sit
next to.
• There will be two dozen of us who have the opportunity to learn
and collaborate. Move around and make new friends!
• On the final day of the institute, you will be leading a
professionally relevant presentation related to the CCSS
• After the institute, help each other out! Troy is offline for a
week, but you can rely on one another to keep moving
forward on your work.

15. Questions and
Answers

16. What questions do you have
for me?
• About the info in this webinar?
• About the institute itself?
• About CRWP? NWP?
• Other?

17. And, a few for you…
• As you read chapter 1 – “An INTRODUCTION to the COMMON
CORE STATE STANDARDS” – from Calkins et al. this weekend,
consider the following:
• In reading like a “curmudgeon,” which of these criticisms
resonates most for you in your teaching context?
• Likewise, reading them as “gold,” what are the
positives/possibilities evident in your teaching context?
• Given that we should “prioritize argument and informational
writing,” what implications does this have for your teaching
style? The scope and sequence of your school/district’s overall
writing curriculum?
• Heading into “The Week,” what is the burning question about the
CCSS that you want to answer for yourself?

18. Thanks and See You
on the Wiki!