Assessments
| Functional Behavior Assessment--Going Deeper |  |
| This training will expound upon the DAY 1: Introduction to Functional Behavior Assessment Training and emphasize the principles of behavior analysis, along with evidence-based strategies for managing student behavior. This training will provide a brief overview for looking at behavior from a functional perspective and identifying variables that are hypothesized to control student behavior. | |
| Kindergarten Readiness Assessment Training (KRA) | |
| The Kindergarten Readiness Assessment (KRA) is a developmentally appropriate assessment tool designed to measure the readiness of incoming kindergarteners across four domains: Language and Literacy, Mathematics, Social Foundations and Physical Well-Being and Motor Development. It is a research-based, valid and reliable assessment. The goal of the assessment is to provide the teachers with relevant data to help them differentiate instruction and address learning gaps. | |
| Writing Quality NGSS Assessments | |
| New standards, new instruction, now what about assessment? Participants in this series will examine assessment items that are Michigan Science Standards aligned. They will learn how to write assessments that are aligned with the 3-Dimensional vision of the Michigan Science Standards. | |
Behavioral Support and School Climate
| Active Engagement: Elementary | |
| One of the most fundamental and powerfully effective strategies a teacher can use to increase student achievement is the eliciting of frequent student responses. This workshop will show you how to elicit frequent responses and how to use different strategies that will maximize student engagement. Learn how to engage all students in your classroom, from star performers to struggling students. Dr. Anita Archer’s Active Participation Series will serve as the basis for workshop content. | |
| Active Engagement: Secondary |  |
| One of the most fundamental and powerfully effective strategies a teacher can use to increase student achievement is the eliciting of frequent student responses. This workshop will show you how to elicit frequent responses and how to use different strategies that will maximize student engagement. Learn how to engage all students in your classroom, from star performers to struggling students. Dr. Anita Archer’s Active Participation Series will serve as the basis for workshop content. | |
| CHAMPS Elementary | |
| Do you have students talking at the wrong times about the wrong things? Wandering around your classroom? Are you wondering why some students just don’t know how to get attention the right way? CHAMPS is a positive and proactive classroom management approach that provides teachers with tools to clearly structure each part of their day. Participants will learn how to define clear expectations for students, and teach those for each new routine. | |
| CHAMPS Secondary | |
| Do you have students talking at the wrong times about the wrong things? Wandering around your classroom? Are you wondering why some students just don’t know how to get attention the right way? CHAMPS is a positive and proactive classroom management approach that provides teachers with tools to clearly structure each part of their day. Participants will learn how to define clear expectations for students, and teach those for each new routine. | |
| Classroom Systems for Learning K-12 | |
| If you want to have students that achieve at high levels and a classroom that runs smoothly, you have to pay attention to structure and systems. What are those things?? These systems are the small details that an effective classroom teacher needs to have in place in order to allow classroom management to be something that runs efficiently on a daily basis so that daily instruction can happen effectively. | |
| Coaching Classroom Management K-12 | |
| This workshop will help those who support or lead teachers to close the gap between the ideal of research-based practices and the actual implementation of positive classroom management. Administrators will learn guidelines for setting expectations and assisting teachers in meeting them, and consultants will learn how they can use the skills they already have to assist teachers in a non-evaluative context. In order to develop great teachers, coaching is an essential element. | |
| Functional Behavior Assessment--Going Deeper | |
| This training will expound upon the DAY 1: Introduction to Functional Behavior Assessment Training and emphasize the principles of behavior analysis, along with evidence-based strategies for managing student behavior. This training will provide a brief overview for looking at behavior from a functional perspective and identifying variables that are hypothesized to control student behavior. | |
| Introduction to Practical FBA: K-12 | |
| Students who exhibit consistent minor problem behaviors (10-15% of the school population) benefit from basic and less intrusive Functional Behavior Assessment procedures that may be conducted by someone other than an individual well-versed in behavioral principles. Practical FBA presents and applies the FBA technology for use by school personnel in a proactive manner. | |
| Relationships Matter: Transform Classrooms One Student at a Time | |
| Student relationships are a critical element of success. As teachers develop their strategies for managing student behavior, developing tools to build student relationships is an important aspect to consider. In this workshop, teachers are given clear and explicit strategies to build student relationships. From simple things like greeting students at the door to building opportunities for class wide celebrations, teachers will have concrete tools to implement. | |
| Restorative Practices in the Classroom | |
| This session has been developed to be practical and powerful. All participants will learn to understand restorative justice philosophy, facilitate community building and classroom circles, and engage in informal restorative conversation with students. Designed for teachers and administrators alike, the facilitators will give educators the tools they need to begin to incorporate restorative justice philosophy into their work. | |
| Social & Emotional Learning in the Classroom | |
| Social and emotional learning (SEL) is an initiative that helps support a well-rounded education that teaches to the whole child. Teachers are working to help develop student skills such as self-awareness, self-management, and decision making. This workshop will help participants understand what it means to create classrooms and schools that focus on the development of the whole child using evidence-based programs and supportive environments. | |
| The Behavior Code: Challenges at Top of the Triangle | |
| This workshop will provide the conceptual background for breaking the code of what many consider the four most challenging students in the classroom: students with anxiety-related, oppositional, withdrawn, and sexualized behaviors. The focus will be on students in grades K-6 due to the fact that elementary teachers are working in more inclusive environments and early intervention is essential. | |
| The Tough Kid Workshop | |
| Constant and intense aggression, arguing, tantrums, noncompliance and poor academic progress--these are characteristics of the Tough Kid. Tough Kids are a challenge, but you can use proactive, positive techniques to manage and motivate them. Effective management helps Tough Kids succeed in school, and makes life in the classroom easier for the other students. | |
| Trauma Informed Instruction | |
| In our classrooms today, we have a unprecedented challenge in working with the impacts of trauma. This workshop is designed to not only address the question of How does trauma impact the brain, but also help educators understand What Now? Participants will understand what the characteristics of a Trauma Informed School are and how they can effectively bring practices into the classroom. | |
| Working with Under-Resourced Learners K-12 | |
| This workshop will help you to better understand the culture of poverty and how it influences values and behavior, as well as ways to connect with students and their families in a meaningful and effective way. You’ll learn about strategies and interventions that work best given available resources, increase support systems for all students and their families and strategies for managing behavior. | |
| Mindfulness in the Classroom | |
| Toxic stress is something that many students face on a daily basis. The effects of this stress on their behavior and learning can be profound. Mindfulness is a practice that has been used in classrooms across the world to allow students to learn the skill of managing stress, calming their thoughts, and focusing their brains. This workshop is designed to give participants an introduction to mindfulness and how it can be used in the classroom. | |
| Powerful Practices for New Teacher Success | |
| This professional development course is designed to support new teachers as they begin their career in education. Topics will include; designing a classroom management system where students and teachers have a critical role, creating a culture for learning, engaging students in the learning process, teaching diverse learners and implementing best practice instructional strategies. | |
| Paraprofessional Power: Making the Most of Your Role as a Para-Educator | |
| This series provides essential tools for management and instruction for paraprofessionals in all grades. The two sessions will focus on strategies for diverse learners, as well as student engagement techniques. On day one, paras will learn how to support all students, and ensure alignment with classroom teachers. The second day includes specific areas of mathematics and language arts. Participants are provided with discussion time, as well as time to learn specific strategies. | |
Early Childhood
| Career Readiness Roundtable Meeting | |
| The purpose of this meeting is to discuss the most appropriate approaches for all classrooms and students. This meeting will introduce participants to an array of career-readiness options that start with simple approaches in academic classrooms and extend to differentiated instructional practices. | |
Educational Technology
| P.L.A.Y.D.A.T.E. of MI | |
| Every connected educator knows there are more tools than anyone has time to explore. Come play with digital tools around smart friends and colleagues! | |
English Language Arts
| Coaches Collaborative Network | |
| The collaborative will focus on connections between School-Wide and Center-Wide Practice #3 (The learning environment reflects a strong commitment to literacy), the work of the Literacy Action Network and Elementary Collaborative, and Coaching Practices for Elementary Literacy. Coaches will explore tools to support successful coaching to impact student achievement. | |
| Elementary Collaborative Meetings | |
| The elementary collaborative will allow participants an opportunity to network, make connections between the Essential Practices and their daily instruction, and deepen their understanding of high leverage strategies. | |
| Getting to Know the PSAT | |
| As of Spring 2018, the PSAT will replace the M-STEP spring assessment in Math and ELA for Michigan's 8th grade students. Come to this one-day session to learn about the aim, structure, and focus of the PSAT to guide your instruction throughout this school year. | |
| How to Engage Students in Text-Dependent Questions 3-5 Grades | |
| Participants will learn higher level questioning strategies that will increase student engagement with complex text. The outcome will be for teachers to confidently lead their students through the process of Text-Dependent Analysis Writing successfully. | |
| Kindergarten Readiness Assessment Training (KRA) | |
| The Kindergarten Readiness Assessment (KRA) is a developmentally appropriate assessment tool designed to measure the readiness of incoming kindergarteners across four domains: Language and Literacy, Mathematics, Social Foundations and Physical Well-Being and Motor Development. It is a research-based, valid and reliable assessment. The goal of the assessment is to provide the teachers with relevant data to help them differentiate instruction and address learning gaps. | |
| Literacy Action Network | |
| The Literacy Action Network will support the implementation of county-wide process reviews. This network will lead the work around creating Implementation Rubrics to establish look-fors and creating implementation plans for the School-Wide Practices collaboratively with district leadership to impact student achievement across the county. | |
| So, You Want Your Students to Write? (K-2nd Grade) | |
| The purpose of this interactive workshop is for educators to implement instructional routines and strategies aligned with scientific evidence to successfully impact student writing achievement within the foundational writing skills. Teachers will be actively engaged in lesson planning using the writing process to get students to write about what they have read. | |
| Strengthening Reading Instruction with the Essential Instructional Practices 2-3 Grade | |
| This professional learning opportunity invites participants to dig into the ten Essential Literacy Practices as they consider the research behind student motivation and engagement and small group instruction. In addition, participants will learn explicit instructional routines to support the implementation of the essential practices needed to impact student outcomes. | |
| Strengthening Reading Instruction with the Essential Instructional Practices 4-5 Grade | |
| This professional learning opportunity invites participants to dig into the ten Essential Literacy Practices as they consider the research behind student motivation and engagement and small group instruction. In addition, participants will learn explicit instructional routines to support the implementation of the essential practices needed to impact student outcomes. | |
| Strengthening Reading Instruction with the Essential Instructional Practices K-1 Grade | |
| This professional learning opportunity invites participants to dig into the ten Essential Literacy Practices as they consider the research behind student motivation and engagement and small group instruction. In addition, participants will learn explicit instructional routines to support the implementation of the essential practices needed to impact student outcomes. | |
| So, You Want Your Students to Write? (3-5th Grade) | |
| The purpose of this interactive workshop is for educators to implement instructional routines and strategies aligned with scientific evidence to successfully impact student writing achievement within the foundational writing skills. Teachers will be actively engaged in lesson planning using the writing process to get students to write about what they have read. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
English Language Learners
| Building a Strong Foundation for Reading Instruction (Grades K-3) | |
| The purpose of this workshop is for educators to deepen their understanding of the critical foundational reading skills. Educators will learn effective instructional routines and strategies to teach these critical skills, and how to differentiate the implementation of these routines within whole group and small group instruction. Data will be utilized to help identify individual student and core instructional needs. | |
Instructional Strategies
| Building a Strong Foundation for Reading Instruction (Grades K-3) | |
| The purpose of this workshop is for educators to deepen their understanding of the critical foundational reading skills. Educators will learn effective instructional routines and strategies to teach these critical skills and how to differentiate the implementation of these routines within whole group and small group instruction. Data will be utilized to help identify individual student and core instructional needs. | |
| Essential Practices Within Assessment and Observation (Grades K-3) | |
| This workshop will engage educators in the essential practices of assessment and observation. Educators will gain greater knowledge of the purpose of assessment, using assessment to inform instruction and why we prioritize observation during reading and writing. | |
| Literacy Leaders - Coaching Meetings | |
| Coaches and literacy leaders will establish a learning continuum of the Essential Instructional Practices, coaching systems and data collection tools in this monthly meeting. Participants will celebrate and problem solve around strengths and challenges within their school community, and develop an action plan and next steps within the next learning cycle. | |
| PBL 101 | |
| PBL 101 is Buck Institute of Education’s foundational workshop based on their model of Gold Standard PBL. Participants will come away with the knowledge and skills needed to design, assess, and manage a rigorous, standards-based project. The workshop models the project process. Facilitated by one of BIE’s expert National Faculty, PBL 101 is a balanced blend of direct instruction, video analysis, hands-on work, resource sharing, and peer collaboration and feedback. | |
| Powerful Practices for New Teacher Success | |
| This professional development course is designed to support new teachers as they begin their career in education. Topics will include; designing a classroom management system where students and teachers have a critical role, creating a culture for learning, engaging students in the learning process, teaching diverse learners and implementing best practice instructional strategies. | |
| Paraprofessional Power: Making the Most of Your Role as a Para-Educator | |
| This series provides essential tools for management and instruction for paraprofessionals in all grades. The two sessions will focus on strategies for diverse learners, as well as student engagement techniques. On day one, paras will learn how to support all students, and ensure alignment with classroom teachers. The second day includes specific areas of mathematics and language arts. Participants are provided with discussion time, as well as time to learn specific strategies. | |
| Maximize Impact: Coaching Strategies to Support Teachers | |
| Calling all coaches! Unite for a new perspective on coaching led by the Kalamazoo RESA coaching staff, Deborah Boersma(Literacy) and Mary Burke(Science). This training will be a book study around Jill Jackson's text~ How to Coach Teachers to Teach Almost Anything Participants will build their capacity and maximize their impact by developing a structure for their coaching process. They will have the opportunity to create an instructional staircase to drive the coaching process. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
Leadership
| Guided School Improvement: Practical Planning for Effective Implementation | |
| This three-part series will provide participants the opportunity to develop and review strategies, tools and resources to enhance their school improvement processes. Sessions will provide updates on federal and state guidance and requirements; and engage school teams in data analysis, research investigation and collaborative action planning to support the continuous improvement process (These are 1/2 day sessions). | |
| Elementary Principals of Southwest Michigan | |
| We invite you to connect with over 40 elementary principals in the KRESA area as we create a network that will enhance the experience our students and teachers receive in our region’s schools. A light breakfast is included. | |
| District and School-Level Administrator Illuminate Training | |
| Join Kalamazoo RESA consultants in a quick, three-hour training session that provides district and school-level administrators with an Illuminate overview followed by time for discussion. | |
| Lead Teacher Illuminate Training | |
| Join Kalamazoo RESA consultants in a quick, three-hour training session that provides school-level lead teachers with an Illuminate overview followed by time for discussion. | |
| The Administrators' Role in Science Education I | |
| Administrators attending this workshop will take away an understanding of the NGSS 3-Dimensional Design and how it is connected to the Michigan Science Standards, as well as process a plan for assisting and supporting their educators as they implement this new vision for Science education through their actions, policies and resources. | |
| The Administrators' Role in Science Education II | |
| Administrators attending this one-day series will develop a comprehensive multi year plan for implementing the NGSS/MSS that will include timelines and tools to support progress monitoring. | |
| Mindfulness in the Classroom | |
| Toxic stress is something that many students face on a daily basis. The effects of this stress on their behavior and learning can be profound. Mindfulness is a practice that has been used in classrooms across the world to allow students to learn the skill of managing stress, calming their thoughts, and focusing their brains. This workshop is designed to give participants an introduction to mindfulness and how it can be used in the classroom. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
| Illuminate DnA Training Series | |
| KRESA will be hosting a series of year 1 implementation trainings for Illuminate DnA. These trainings will allow staff to: create and import assessments for pre/post use both in Illuminate or in other forms administer pre/post assessments in Illuminate OR bring data in for assessments that were not administered in Illuminate develop plans in line with district data needs to support all content areas **Please note: There are multiple sessions available. Sessions are sorted by date. | |
Mathematics
| Add+Vantage Math Recovery Course 1 | |
| Course 1 of Add+Vantage Math Recovery includes dynamic, diagnostic, individual assessments in number words and numerals, structuring numbers, and addition and subtraction strategies. | |
| Add+Vantage Math Recovery Course 2 | |
| What Do My Students Really Know? Part 2! Add+VantageMR® (AVMR) Course 2 is a four-day course that includes dynamic, diagnostic, individual assessments in place value, multi-digit addition and subtraction, and multiplication and division strategies. | |
| Building a Culture of Learning in Math and Science from Day One | |
| Teachers looking to build powerful math and sciences classrooms that are reasoning-centered and discourse-rich should attend this two-day series. Come learn about how classroom culture and climate guide student engagement and success in math and science. Learn how to use STEM activities the first 5 days of school to develop a powerful culture of learning while at the same time building your year-long classroom expectations and norms. | |
| Connecting Math and Science Content Through Reasoning Centered Discourse | |
| Educators attending this workshop will learn how to connect the Michigan Mathematics Standards with the Michigan Science Standards for efficient and effective instruction. Participants will leave ready to implement strategies to integrate Math and Science to provide deeper learning for their students. | |
| Eureka Math- New User Training | |
| This two-day session focuses on supporting new users of the Eureka Math program. Day one will include on a general overview of the curricular materials and a guided walkthrough of a module. Day two focuses on solving Application Problems and develop a better understanding of Fluency Practice. You will extensively practice solving application problems with math drawings and tape diagrams completing problems specific to each grade level. | |
| Getting to Know the PSAT | |
| As of Spring 2018, the PSAT will replace the M-STEP spring assessment in Math and ELA for Michigan's 8th grade students. Come to this one-day session to learn about the aim, structure, and focus of the PSAT to guide your instruction throughout this school year. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
School Improvement
| Guided School Improvement: Practical Planning for Effective Implementation | |
| This three-part series will provide participants the opportunity to develop and review strategies, tools and resources to enhance their school improvement processes. Sessions will provide updates on federal and state guidance and requirements; and engage school teams in data analysis, research investigation and collaborative action planning to support the continuous improvement process (These are 1/2 day sessions). | |
| Literacy Leaders - Coaching Meetings | |
| Coaches and literacy leaders will establish a learning continuum of the Essential Instructional Practices, coaching systems and data collection tools in this monthly meeting. Participants will celebrate and problem solve around strengths and challenges within their school community, and develop an action plan and next steps within the next learning cycle. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
Science
| Connecting Math and Science Content Through Reasoning Centered Discourse | |
| Educators attending this workshop will learn how to connect the Michigan Mathematics Standards with the Michigan Science Standards for efficient and effective instruction. Participants will leave ready to implement strategies to integrate Math and Science to provide deeper learning for their students. | |
| Digging Deep- Understanding the 3-Dimensional Vision of the NGSS Framework Tier 1 | |
| During this workshop, teachers will develop an understanding of the vision of the Framework for K-12 Science Education, upon which the Next Generation Science Standards and the Michigan Science Standards are based. | |
| Implementing NGSX Into The Science Classroom | |
| What are the next steps in connecting key components of NGSX to your curriculum and instruction? This two day professional development series will provide teachers the opportunity to integrate the 3-Dimensional Learning into their curriculum and instruction. They will have the opportunity to professionally collaborate with peers at their grade span as well as K-12 content areas as they incorporate modeling, phenomena, productive talk, and storyboarding into their classrooms. | |
| The Administrators' Role in Science Education I | |
| Administrators attending this workshop will take away an understanding of the NGSS 3-Dimensional Design and how it is connected to the Michigan Science Standards, as well as process a plan for assisting and supporting their educators as they implement this new vision for Science education through their actions, policies and resources. | |
| The Administrators' Role in Science Education II | |
| Administrators attending this one-day series will develop a comprehensive multi year plan for implementing the NGSS/MSS that will include timelines and tools to support progress monitoring. | |
| NGSX: The Next Generation Science Exemplar- A Learning System for Science Instruction | |
| What will Science instruction look like for teachers and students under the new Michigan Science Standards (which are based upon the NGSS)? Teachers will learn about and develop models, and engage in evidence based argumentation and explanation, and explore classroom video cases, all designed to help students build their understanding and explanations of natural phenomena. | |
| Writing Three-Dimensional Science Assessments | |
| New standards, new instruction, now what about assessment? Participants in this series will examine assessment items that are Michigan Science Standards aligned. They will learn how to write assessments that are aligned with the 3-Dimensional vision of the Michigan Science Standards. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
Social Studies
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
Special Education
| Assistive Technology Seminar | |
| Multiple assisted technology presentations to improve accessibility for all students in general education and special education classrooms/settings. | |
| Mindfulness in the Classroom | |
| Toxic stress is something that many students face on a daily basis. The effects of this stress on their behavior and learning can be profound. Mindfulness is a practice that has been used in classrooms across the world to allow students to learn the skill of managing stress, calming their thoughts, and focusing their brains. This workshop is designed to give participants an introduction to mindfulness and how it can be used in the classroom. | |
| Powerful Practices for New Teacher Success | |
| This professional development course is designed to support new teachers as they begin their career in education. Topics will include; designing a classroom management system where students and teachers have a critical role, creating a culture for learning, engaging students in the learning process, teaching diverse learners and implementing best practice instructional strategies. | |
| Paraprofessional Power: Making the Most of Your Role as a Para-Educator | |
| This series provides essential tools for management and instruction for paraprofessionals in all grades. The two sessions will focus on strategies for diverse learners, as well as student engagement techniques. On day one, paras will learn how to support all students, and ensure alignment with classroom teachers. The second day includes specific areas of mathematics and language arts. Participants are provided with discussion time, as well as time to learn specific strategies. | |
| Career and Educational Options After High School | |
| How do we talk with students about educational options during and after high school? What options are available and how do core academics play a part in the selection process? Participants will be introduced to the terminology we need to use with students and will broaden their scope of knowledge on adding more educational options to their discussions with students. | |
| Differentiating and Personalizing Instruction in Classrooms | |
| Participants will be introduced to the research and value of personalizing instruction, to strengthen student engagement in core academic topics. We will explore methods for differentiating instruction according to personal interests and career ideas of students. Participants will be able to modify an existing classroom lesson or unit to develop their own ideas. Methods for pre and post testing will be discussed as an evaluation of new practices. | |
