Assessments
| Illluminate - Using Forms in Illuminate |  |
| Participants will learn how to utilize Illuminate DnA features as a way to communicate data through forms. Pre-requirement: Helpful for participants to be familiar with custom reports. | |
| Illuminate - Navigating Formative Assessment in Distance Learning | |
| This professional learning session will help educators become more assessment literate when it comes to distance learning. The session will engage learners in the exploration of appropriate, timely, and meaningful formative assessments. | |
| Illuminate - Purposeful Action with Your Illuminate Data | |
| Participants will utilize pre-built Illuminate reports along with guiding questions to drive instructional action. Participants will select appropriate reports that best serve the needs of a Professional Learning Community and/or Collaborative Team. | |
| Illuminate - The Formative Assessment Process and Live Proctoring | |
| This professional learning will support participants in their understanding of the formative assessment process. Participants will become familiar with the connection of the formative assessment process and Illuminate DnA. | |
| Illuminate DnA for Beginners | |
| This professional learning session will familiarize new users to Illuminate DnA. The session will support the participant by learning how to access the system, create assessments, and utilize reports. Participants should bring a curriculum to help create an assessment. | |
| Illuminate DnA with your Curriculum | |
| This professional learning session will demonstrate how to use Illuminate DnA with your curriculum. Participants will create Flexible Assessments aligned to their current curriculum. Participants should bring a curriculum of their choice. | |
| Illuminate- Developing Appropriate Assessments | |
| Participants will learn to develop assessments based on five key characteristics of an assessment: clear purpose, clear targets, assessment design, effective communication, and student involvement. Participants will learn to match targets to different types of assessments, as well as, successfully develop a new assessment. | |
| Illuminate- DnA Key Contacts Meeting | |
| These regional meetings allow for district key contacts supporting Illuminate DnA to network, learn, and discuss the use of Illuminate DnA. | |
| Illuminate- Item Bank Assessments | |
| This professional learning session will support users of Illuminate DnA in their creation of Item Bank Assessments and creating items for the Item Bank Assessment. | |
| Illuminate- Today's Assessment Systems | |
| Participants will learn the higher order, complex thinking skills that today's students need to be successful, and its implications for assessment, teaching, and learning. Utilizing the Assessment Literacy Standards, participants will align their teaching, learning, and assessment practices that currently exist, along with developing revisions in order to strengthen their practices. | |
| Illuminate- Understanding the Formative Assessment Process | |
| Participants will understand the formative assessment process and how it relates to the instructional cycle. While learning the components of formative assessment, participants will understand how they can enhance the learning process.� | |
| Kindergarten Readiness Assessment Q & A's | |
| Upon completion of the KRA (Kindergarten Readiness Assessment) Refresher course, teachers are invited to participate in an online forum to discuss an implementation plan for KRA in their classroom. Time to ask and answer questions will be provided. | |
| Kindergarten Readiness Assessment Refresher Course | |
Behavioral Support and School Climate
| Building Literacy Through an SEL Lens | |
| This professional learning opportunity invites participants to integrate SEL topics within through literacy offerings. Addresses SEL competencies within the literacy block. | |
| CHAMPS K-12 | |
| 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 at for each new routine. They are also provided tools to address motivation issues and chronic misbehavior. | |
| Classroom Management & Engagement for Blended Learning | |
| We have entered the age when students are learning online and at home. Educators now need to understand how to effectively manage and engage students. Regardless of the setting, classroom management is an essential aspect of effective teaching. In addition, educators need strategies to facilitate meaningful engagement in learning. This workshop will provide support and practical strategies in both of these areas. | |
| PBIS & SEL: Aligning Initiatives | |
| What would it look like to have a unified approach to schoolwide support that creates clear expectations for all students and teaches students Social and Emotional Learning (SEL) skills? This workshop focuses on taking the systematic approaches of Positive Behavior Supports and integrating SEL elements. Participants will understand how to structure schoolwide supports that involve SEL skills such as self-awareness, self management, and responsible decision making as well as others.� | |
| Relationships Matter: Transforming School Climate 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 will be given clear and explicit strategies to build student relationships. From simple things like greeting students at the door to building opportunities for classwide celebrations, teachers will have concrete tools to implement. | |
| Restorative Classrooms | |
| Traditional approaches to discipline may be outdated or ineffective. Restorative Practices seeks to support teachers in finding new ways that to approach student behavior. All participants will learn to understand Basic Restorative Practices as well as Restorative Justice philosophy. In addition, they will learn to facilitate community building and classroom circles, and engage in informal restorative conversation with students. Designed for teachers and administrators alike, the facilitators wi | |
| SEL (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. Participants will understand that incorporating SEL s | |
| Teaching SEL When Students Aren't in School | |
| If Social Emotional Learning is a priority, we still have the opportunity to build skills with students when they are engaged in distance learning. In this time when students don�t have the same opportunities for structured learning, will learn fun and engaging ways to offer SEL learning activities for students to complete at home or with their families. | |
Educational Technology
| Illluminate - Using Forms in Illuminate | |
| Participants will learn how to utilize Illuminate DnA features as a way to communicate data through forms. Pre-requirement: Helpful for participants to be familiar with custom reports. | |
| Illuminate - Navigating Formative Assessment in Distance Learning | |
| This professional learning session will help educators become more assessment literate when it comes to distance learning. The session will engage learners in the exploration of appropriate, timely, and meaningful formative assessments. | |
| Illuminate - Purposeful Action with Your Illuminate Data | |
| Participants will utilize pre-built Illuminate reports along with guiding questions to drive instructional action. Participants will select appropriate reports that best serve the needs of a Professional Learning Community and/or Collaborative Team. | |
| Illuminate - The Formative Assessment Process and Live Proctoring | |
| This professional learning will support participants in their understanding of the formative assessment process. Participants will become familiar with the connection of the formative assessment process and Illuminate DnA. | |
| Illuminate DnA for Beginners | |
| This professional learning session will familiarize new users to Illuminate DnA. The session will support the participant by learning how to access the system, create assessments, and utilize reports. Participants should bring a curriculum to help create an assessment. | |
| Illuminate DnA with your Curriculum | |
| This professional learning session will demonstrate how to use Illuminate DnA with your curriculum. Participants will create Flexible Assessments aligned to their current curriculum. Participants should bring a curriculum of their choice. | |
| Illuminate- Developing Appropriate Assessments | |
| Participants will learn to develop assessments based on five key characteristics of an assessment: clear purpose, clear targets, assessment design, effective communication, and student involvement. Participants will learn to match targets to different types of assessments, as well as, successfully develop a new assessment. | |
| Illuminate- DnA Key Contacts Meeting | |
| These regional meetings allow for district key contacts supporting Illuminate DnA to network, learn, and discuss the use of Illuminate DnA. | |
| Illuminate- Item Bank Assessments | |
| This professional learning session will support users of Illuminate DnA in their creation of Item Bank Assessments and creating items for the Item Bank Assessment. | |
| Illuminate- Today's Assessment Systems | |
| Participants will learn the higher order, complex thinking skills that today's students need to be successful, and its implications for assessment, teaching, and learning. Utilizing the Assessment Literacy Standards, participants will align their teaching, learning, and assessment practices that currently exist, along with developing revisions in order to strengthen their practices. | |
| Illuminate- Understanding the Formative Assessment Process | |
| Participants will understand the formative assessment process and how it relates to the instructional cycle. While learning the components of formative assessment, participants will understand how they can enhance the learning process.� | |
English Language Arts
| Advanced Course: Digging Deeper into the Essential Instructional Practice #4 & #5 | |
| It is paramount for students to acquire the ability to decode and read words accurately. Teaching reading requires imperative student learning of foundational skills.This professional learning opportunity invites participants to dig deeper into Essential Instructional Practices #4 and #5 by engaging in the research behind phonological awareness and letter-sound relationships. Participants will walk away with specific instructional strategies to support teacher implementation. | |
| Advanced Course: Essential Practice #6 - How to Utilize Your District Writing Curriculum to Engage | |
| This professional learning opportunity invites participants to align their district curriculum with best practices in writing instruction. Teachers will learn strategies around the writing process as well as using models of writing to support instruction of writing for a variety of purposes and audiences. This professional learning opportunity will also provide teachers with strategies for instruction in letter formation, spelling strategies, capitalization, punctuation, sentence, construction a | |
| Advanced Course: Essential Practice #7 - Building Knowledge Through Vocabulary Instruction K-1 | |
| This professional learning opportunity provides participants tools to develop engaging vocabulary strategies. Educators will build content knowledge as well as how to provide vocabulary instructional through intentional read alouds. Learning will focus on words taught in topical networks. This exposes students to many more words than the typical 6-8 word-a-week approach. Vocabulary instruction builds background knowledge which is the critical foundation for comprehension. | |
| Advanced Course: Essential Practices #2, #3, #5 | |
| This professional learning opportunity invites participants to dig deeper into Essential Practices #2/#3 (Grades K-3) and #2/#5 (Grades 4-5) by learning strategies that support students' comprehension of text. | |
| Building Literacy Through an SEL Lens | |
| This professional learning opportunity invites participants to integrate SEL topics within through literacy offerings. Addresses SEL competencies within the literacy block. | |
| Essential Instructional Practices in Disciplinary Literacy for 6-12 Classrooms | |
| This professional learning opportunity invites participants to dig into the ten Essential Disciplinary Practices as they consider the research behind student motivation, 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. | |
| Essential Instructional Practices in Early Literacy: K-3 Essentials 2 & 7 | |
| Educators will build their knowledge with the Essential Instructional Practices in Early Literacy with a focus on Essential 2: Read alouds of age-appropriate books and other materials, print or digital, and Essential 7: Intentional and ambitious efforts to build vocabulary and content knowledge. Educators will complete the self-guided study on Michigan Virtual and then participate in a collaborative discussion to address and connect the learned strategies to their current curriculum and instruct | |
| Essential Instructional Practices in Early Literacy: K-3 Essentials 3 & 9 | |
| Educators will build their knowledge with the Essential Instructional Practice in Early Literacy Essential #9: Ongoing observation and assessment of children's language and literacy development informs their education. As well as using that data to inform Essential Instructional Practice # 3: Small group and individual instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children's observed and assessed needs in specific aspects | |
| Essential Instructional Practices in Early Literacy: K-3 Essentials 4 | |
| It is paramount for students to acquire the ability to decode and read words accurately. Teaching reading requires imperative student learning of foundational skills.This professional learning opportunity invites participants to dig deeper into Essential Instructional Practices #4 by engaging in the research behind phonological awareness through a blended learning format. Educators will complete the self-guided study on Michigan Virtual and then participate in a collaborative discuss to address | |
| Essential Instructional Practices in Early Literacy: K-3 Essentials 5 | |
| It is paramount for students to acquire the ability to decode and read words accurately. Teaching reading requires imperative student learning of foundational skills.This professional learning opportunity invites participants to dig deeper into Essential Instructional Practices #5 by engaging in the research behind phonological awareness through a blended learning format. Educators will complete the self-guided study on Michigan Virtual and then participate in a collaborative discuss to address | |
| How to Foster Literacy Motivation and Engagement (K-3) | |
| Educators will build their knowledge with the Essential Instructional Practice in Early Literacy Essential 1: Deliberate, research informed efforts to foster literacy motivation and engagement with and across lessons. Educators will complete the self-guided study on Michigan Virtual and then participate in a collaborative discuss to address and connect the learned strategies to their current curriculum and instructional setting. Educators will expand their knowledge of best practices to (1) Crea | |
| K-5 Literacy Instructional Coaching Collaborative | |
| Please join the KRESA coaches for a monthly collaborative to continue to build our collective efforts to support literacy practices across the county. This collaborative will be used to communicate state-level updates from GELN and support the implementation of the Essential Instructional Practices in grades kindergarten through fifth. Time will be dedicated to building our knowledge base, discussing evidence-based practices and interpreting multiple data points to ensure continuous improvement | |
| Kindergarten Readiness Assessment Q & A's | |
| Upon completion of the KRA (Kindergarten Readiness Assessment) Refresher course, teachers are invited to participate in an online forum to discuss an implementation plan for KRA in their classroom. Time to ask and answer questions will be provided. | |
| Kindergarten Readiness Assessment Refresher Course | |
| 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. | |
Instructional Strategies
| GKAIPN Teacher Track | |
| Monthly 2 hour meetings held virtually. This cross-county regional network was formed as an avenue for communication and collaboration among teachers who are working in alternative and innovative programs similar to yours. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topic | |
| Productive Talk: A Key to Engagement in the Classroom | |
| Talking is integral to human learning. How can we routinely support students in �sense-making� talk to help them work through their understanding. In this professional development course teachers in all content areas will develop a plan for creating a culture of productive talk in their classroom (virtual and traditional settings). They will learn about the four goals surrounding productive talk and plan for how they will facilitate productive talk and how to engage students in productive talk. | |
Leadership
| CSI Cohort MiExcel Support | |
| The four-part series will provide school and district leaders of schools identified with a TSI, ATS, or CSI status with training, supports, and technical assistance to align continuous improvement processes and structures with MDE requirements and guidelines for improvement. | |
| EL Consortium | |
| The four-part series will provide district English Learner Specialists with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements related to English Learner Supports | |
| GKAIPN Leadership Meetings | |
| This cross-county regional network was formed as an avenue for communication and collaboration among principals/directors/administrators of programs similar to yours. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topics that are relevant to the group. These are bi-monthly | |
| GKAIPN Teacher Track | |
| Monthly 2 hour meetings held virtually. This cross-county regional network was formed as an avenue for communication and collaboration among teachers who are working in alternative and innovative programs similar to yours. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topic | |
| Guided MICIP Implementation: Practical Planning for Effective Implementation | |
| The four-part series will provide participants with training and supports on the comprehensive needs process; opportunity to target strategies, tools, and resources, to meet identified needs; and technical assistance to strengthen your 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 he continuous improvement process. | |
| Illuminate- DnA Key Contacts Meeting | |
| These regional meetings allow for district key contacts supporting Illuminate DnA to network, learn, and discuss the use of Illuminate DnA. | |
| 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. | |
| MAISA Math Essentials Trainings for Leaders | |
| This session will focus on strengthening school leaders' knowledge of the new Math Essentials released by MAISA in Fall of 2019. "These Essentials seek to promote high-quality, equitable teaching and learning for young children in the discipline of mathematics. The long-term goal is that these�Essential Instructional Practices in Early Mathematics: Pre-Kindergarten to Grade 3�will prompt shifts in systems, learning, teaching, and assessment so that each and every child develops strong early math | |
| Principals of Southwest Michigan (SWMIPALS) | |
| Bi Monthly 3 hour meetings virtual meetings. This cross-county regional network was formed as an avenue for communication and collaboration among administrators in elementary and middle school programs. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topics that are relevant | |
| Regional Title I Meetings | |
| The three-part series will provide district leaders with updates, training and supports to align continuous improvement processes and structures with federal and state requirements. | |
| State and Federal Program Technical Assistance | |
| The three-part series will provide district leaders with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements; Technical assistance for the completion and alignment of: the Consolidated Application; Title One School Selection; Title One Comparability Report; Early Literacy Grants; 31(a) and (n) at-risk allocations; English Learner Supports, etc. | |
Mathematics
| Add+Vantage Math Recovery Fractions Course (MiSTEM Sponsored) | |
| In AVMR Fractions, teachers will learn to recognize students� level of fraction understanding in the following areas: Units Coordination, Fraction Concepts. Teachers learn to administer and analyze diagnostic assessments, and how to use those results to plan whole class, small group, or individualized instruction. Past participants have loved attending these courses, and often say that it has completely changed the way they teach math now. | |
| Getting Back on Track Without Going Backward 3-5 | |
| This session will focus on supporting teachers with filling the gaps from the end of the 2020 school year. The emphasis will be on how to blend concepts to avoid feeling the need to cover the previous grade level content at the beginning of the year. These 3rd-5th grade sessions will focus primarily on the broad concepts of multiplication, division and fractions and how those concepts are connected across all three grade levels. Participants will also learn how to use formative assessment to ide | |
| Getting Back on Track Without Going Backward K-2 | |
| This session will focus on supporting teachers with filling the gaps from the end of the 2020 school year. The emphasis will be on how to blend concepts to avoid feeling the need to cover the previous grade level content at the beginning of the year. These K-2nd grade sessions will focus primarily on the broad concepts of addition and subtraction and how those concepts are connected across all three grade levels. Participants will also learn how to use formative assessment to identify individual | |
| I Went to Math Recovery... Now What? | |
| These sessions focus on applying the research and resources from Math Recovery courses to classroom and school-wide settings. Whether you are a classroom teacher, an interventionist, or a coach, these sessions will give you an opportunity to to plan, collaborate, and create an instructional plan that works for you. | |
| MAISA Math Essentials Trainings for Leaders | |
| This session will focus on strengthening school leaders' knowledge of the new Math Essentials released by MAISA in Fall of 2019. "These Essentials seek to promote high-quality, equitable teaching and learning for young children in the discipline of mathematics. The long-term goal is that these�Essential Instructional Practices in Early Mathematics: Pre-Kindergarten to Grade 3�will prompt shifts in systems, learning, teaching, and assessment so that each and every child develops strong early math | |
Professional Collaboration
| CSI Cohort MiExcel Support | |
| The four-part series will provide school and district leaders of schools identified with a TSI, ATS, or CSI status with training, supports, and technical assistance to align continuous improvement processes and structures with MDE requirements and guidelines for improvement. | |
| EL Consortium | |
| The four-part series will provide district English Learner Specialists with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements related to English Learner Supports | |
| GKAIPN Leadership Meetings | |
| This cross-county regional network was formed as an avenue for communication and collaboration among principals/directors/administrators of programs similar to yours. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topics that are relevant to the group. These are bi-monthly | |
| GKAIPN Teacher Track | |
| Monthly 2 hour meetings held virtually. This cross-county regional network was formed as an avenue for communication and collaboration among teachers who are working in alternative and innovative programs similar to yours. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topic | |
| Guided MICIP Implementation: Practical Planning for Effective Implementation | |
| The four-part series will provide participants with training and supports on the comprehensive needs process; opportunity to target strategies, tools, and resources, to meet identified needs; and technical assistance to strengthen your 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 he continuous improvement process. | |
| Illuminate- DnA Key Contacts Meeting | |
| These regional meetings allow for district key contacts supporting Illuminate DnA to network, learn, and discuss the use of Illuminate DnA. | |
| K-5 Literacy Instructional Coaching Collaborative | |
| Please join the KRESA coaches for a monthly collaborative to continue to build our collective efforts to support literacy practices across the county. This collaborative will be used to communicate state-level updates from GELN and support the implementation of the Essential Instructional Practices in grades kindergarten through fifth. Time will be dedicated to building our knowledge base, discussing evidence-based practices and interpreting multiple data points to ensure continuous improvement | |
| Kindergarten Readiness Assessment Q & A's | |
| Upon completion of the KRA (Kindergarten Readiness Assessment) Refresher course, teachers are invited to participate in an online forum to discuss an implementation plan for KRA in their classroom. Time to ask and answer questions will be provided. | |
| 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. | |
| Principals of Southwest Michigan (SWMIPALS) | |
| Bi Monthly 3 hour meetings virtual meetings. This cross-county regional network was formed as an avenue for communication and collaboration among administrators in elementary and middle school programs. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topics that are relevant | |
| Regional Title I Meetings | |
| The three-part series will provide district leaders with updates, training and supports to align continuous improvement processes and structures with federal and state requirements. | |
| State and Federal Program Technical Assistance | |
| The three-part series will provide district leaders with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements; Technical assistance for the completion and alignment of: the Consolidated Application; Title One School Selection; Title One Comparability Report; Early Literacy Grants; 31(a) and (n) at-risk allocations; English Learner Supports, etc. | |
School Improvement
| CSI Cohort MiExcel Support | |
| The four-part series will provide school and district leaders of schools identified with a TSI, ATS, or CSI status with training, supports, and technical assistance to align continuous improvement processes and structures with MDE requirements and guidelines for improvement. | |
| EL Consortium | |
| The four-part series will provide district English Learner Specialists with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements related to English Learner Supports | |
| Guided MICIP Implementation: Practical Planning for Effective Implementation | |
| The four-part series will provide participants with training and supports on the comprehensive needs process; opportunity to target strategies, tools, and resources, to meet identified needs; and technical assistance to strengthen your 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 he continuous improvement process. | |
| Principals of Southwest Michigan (SWMIPALS) | |
| Bi Monthly 3 hour meetings virtual meetings. This cross-county regional network was formed as an avenue for communication and collaboration among administrators in elementary and middle school programs. It is very informal, free of charge, and the group defines the agenda and the focus for each meeting. Our goal is for each meeting to include some professional learning, some sharing of success stories or program overview, and time for networking and collaboration around topics that are relevant | |
| Regional Title I Meetings | |
| The three-part series will provide district leaders with updates, training and supports to align continuous improvement processes and structures with federal and state requirements. | |
| State and Federal Program Technical Assistance | |
| The three-part series will provide district leaders with training and supports and technical assistance to align continuous improvement processes and structures with federal and state requirements; Technical assistance for the completion and alignment of: the Consolidated Application; Title One School Selection; Title One Comparability Report; Early Literacy Grants; 31(a) and (n) at-risk allocations; English Learner Supports, etc. | |
Science
| Implementing the Science and Engineering Practices | |
| The Science and Engineering Practices are one dimension to the new three dimensional view of Science instruction. In this professional learning dig into the practices and tools that support their implementation into the classroom. | |
| Leading the Charge in Science Education (MiSTEM Sponsored) | |
| This series is designed for Science Leaders in their building/district. In this PD you will be digging into the skills it takes to lead change in your position. Analyzing what would be beneficial to supporting your school improvement goals and crafting an implementation and data analysis plan would be created. | |
| Leverage Phenomena to Increase Engagement | |
| Phenomena is the why of Science! This pd will have participants digging into the key features of anchoring and support phenomena. They will then create a plan for how to use phenomena with other best practice instructional strategies to increase student engagement and understanding in Science. | |
STEM
| Add+Vantage Math Recovery Fractions Course (MiSTEM Sponsored) | |
| In AVMR Fractions, teachers will learn to recognize students� level of fraction understanding in the following areas: Units Coordination, Fraction Concepts. Teachers learn to administer and analyze diagnostic assessments, and how to use those results to plan whole class, small group, or individualized instruction. Past participants have loved attending these courses, and often say that it has completely changed the way they teach math now. | |
| Leading the Charge in Science Education (MiSTEM Sponsored) | |
| This series is designed for Science Leaders in their building/district. In this PD you will be digging into the skills it takes to lead change in your position. Analyzing what would be beneficial to supporting your school improvement goals and crafting an implementation and data analysis plan would be created. | |
