Customized & Personalized

Professional development

We work with some of the most innovative teachers who are interested in pushing the frontiers of practice for unparalleled results and who have high expectations and aspirations for their impact on the learners they guide. 

Our highly trained team of instructors, presenters and national experts will customize services to meet your specific needs, timelines and budget.

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General Professional Development Catalog

Coaching

Classroom Coaching (TITLE I/II/IV)


WEI provides coaching at all grade levels, subject areas and topics ranging from effective instructional practices to classroom management. WEI has expertly trained, talented educators available to work with individual teachers or entire schools providing support and intervention strategies. Coaching is provided on an hourly basis, and coaches are determined by need and expertise.




Coaching Seminar (Title II)


Are you passionate about growing leadership? Do you have a desire to affect others? The Seminar is an investigative filled avenue that brings together the various coaching frameworks and tools in the latest educational play books. Get to know yourself as an educational coach, and how you can begin transformational coaching for systematic change. The Coaching Seminar will help you develop as a coach, synthesize the various coaching tools and strands, and help you put together a best practice toolkit. This toolkit will be the start of your personalized kit to use in your coaching sphere.




Skyrocket Educator Training (TITLE II)


WEI partners with Skyrocket! Skyrocket Educator Training specializes in leader and teacher training in urban districts. The Skyrocket approach is rooted in the belief that regardless of what’s being used in a school, it’s success ultimately depends on the leader’s effectiveness, ability to inspire people to make change, and ability to hold them accountable for that change. Participants will learn to think and act differently. They’ll feel comfortable acting as instructional experts, providing feedback to their teams, and prioritizing the most important levers to increase student outcomes and positive school culture. Through goal and data sharing, school leaders will take accountability for the results their students achieve – both culturally and academically. Topics include: School Vision, Goals and Values, Adult Expectations, Balanced School Culture, Crucial Conversations, Effective Leadership Team Meetings, Organization, Coaching Leaders, Designing and Delivering Impactful PD, Teacher Coaching, Real-Time Feedback.





Workshops and Courses

Overview and Foundation Building of the Common Core State Standards (Title II)


In this workshop teachers will work collaboratively to develop an understanding of and foundation in the Common Core State Standards to better meet requirements, expectations & the increased focus on deeper student understanding of content & higher levels of thinking & application. The standards provide a consistent & clear foundation of what students are expected to know and be able to do. Teachers will explore instructional and intervention strategies to best meet the needs of the students struggling to better understand the standards at their grade level. Focus Areas: Reading/ELA, Math, Writers Craft, Next Gen Science




Aligning the Common Core State Standards (Title II)


In this workshop teachers will work collaboratively to develop a strong foundation in Common Core State Standards, which provide a consistent & clear understanding of what students are expected to know & be able to do. Teachers in this session will learn strategies to support students in their classrooms while differentiating instruction. This work will identify gaps in the knowledge & skills students must master at each grade level and also help them to identify what key areas to focus on to maximize their intervention strategies and extend instructional practices. Focus Areas: Reading/ELA, Math, Writers Craft, Next Gen Science




Math CCSS (Title II)


The Common Core State Standards (CCSS) for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. The first of these is to Make Sense of Problems and Persevere in Solving Them. Perseverance in problem solving may be the number one area where students in the United States differ from students internationally and may be the most important practice, we can teach our students. Teachers will explore instructional and intervention strategies for problems that lend themselves to multiple solution strategies and build students’ ability and desire to persevere.




Designing Mathematics Student Learning Objectives (SLOs) in a Common Core State Standards Math Framework to Maximize Student Success (Title II)


The CCSS in Mathematics call for new ways of setting goals for students, designing activities and assessing understanding. In this workshop teachers, will explore facets of Common Core State Standards based mathematics instruction with a goal of designing and understanding how best to service students in their classroom. They will discuss how to build goals from the CCSSM content and practices and discuss how they would look on an SLO or a standards-based report card. Teachers will review standard math lessons and objectives and enhance them to better differentiate instruction for learners. Finally, they will collaboratively build assessments that require deeper thinking and student performance. Underlying the whole day’s work will be connections between these instructional pieces and the SLO process and understanding how to make that process work effectively in their mathematics instruction.




Language Arts CCSS: Text Complexity (Title II)


It is critical to prepare our students for Wisconsin’s state summative assessment. Now is the time to align and select resources to support changes in instruction to implement the Common Core State Standards (CCSS). This workshop will better prepare teachers to properly address the issue of text complexity by answering the following questions: why does text complexity matter, what factors influence text complexity, how is text complexity measured, how can we differentiate our instruction to better serve the struggling learner, what intervention strategies can I use to help struggling learners and what resources exist to support educators’ understanding, evaluation, and selection of increasingly complex texts? Specific grade level examples will be explored. This is a practical, hands on opportunity for teachers to explore intervention strategies for the struggling learner.




Language Arts CCSS: Understanding the Impact on Teaching & Curriculum (Title II)


As the Common Core State Standards are put into practice, it is more effective to focus on a few strategic shifts that have the most significant effect on student learning and performance. Teachers will learn about critical shifts in language arts education; linking topics across the grades; examining shifts in literacy through building content-rich nonfiction & reading/writing grounded in evidence; developing scaffolded teaching lessons using the “Optimal Learning Model” to accelerate learning and previewing assessment exemplars from the Wisconsin Summative (Forward Exam, which will measure the CCSS.




Language Arts CCSS: Effective Vocabulary Instruction for Struggling Learners (Title II)


As we analyze the English/Language Arts Common Core State Standards (E/LA CCSS) and develop instructional lesson plans that are aligned with the learning goals in the standards, it is obvious that effective vocabulary instruction is the common ground across all standards. Teachers will examine the research & instruction that is the foundation of a comprehensive vocabulary program in any classroom as it pertains to the struggling TI student. Components of comprehensive vocabulary programs which include developing word consciousness for content learning, teaching high-utility words, modeling intervention strategies for independent word learning, and, increasing volume & diversity of students’ reading will be shared. Instructional differentiation strategies will be modeled. Teachers will explore effective intervention strategies for helping struggling students learn the “insider” vocabulary needed for effective reading, writing and communication.




Standards, Learning Priorities, and Performance Indicators for Social Studies (Title II)


The Wisconsin Standards for Social Studies outline what students should know and be able to do upon graduation from a Wisconsin public high school to prepare for college, career, and community life. The standards are divided into six strands: Inquiry, Behavioral Sciences, Economics, Geography, History, and Political Science. Each strand has four or five standard statements which are divided into learning priorities and performance indicators which progress across the grade bands.




Assessment for Learning (Title II)


This offering will give teachers the opportunity to explore all the aspects of assessment and transition to assessment for learning for the struggling student. In this format, assessment is continuous, shows progress and is encouraging vs. punitive in nature. These assessments for learning are formative and are based on the learning targets and standards. Teachers will begin to turn a learning target into measurable benchmarks. Benchmarks will allow teachers to identify where students need reinforcement in the process of learning a skill or making appropriate progress. Intervention strategies will then be development. These formative assessments for learning are full of rich data about individual student’s learning process and the foundation to designing strategic instruction.




Grading and Assessment for Learning (Title II)


This workshop is based on the work of internationally renowned educational researchers, such as Tom Guskey, Ken O’Conner, and Rick Wormeli. Teachers will take a critical look at the purpose of grading and its relationship to student learning. Traditional grading practices, such as homework, zeros, averaging, and summative assessments will be discussed and analyzed. The concepts of grading to standards and proficiency-based grading will be presented. The role of grading for learning will also be discussed in regard to having classrooms that differentiate instruction. Teachers will be challenged to reflect and adjust grading practices to best promote student learning.




Forward Exam (Title II)


Forward Exam assessments are assessments aligned to the Common Core State Standards (CCSS) that accurately measure student progress. The assessments are consensus-driven to help students thrive in a knowledge-driven global economy. Forward Exam assessments are a key part of implementing standards-based instruction like the Common Core State Standards and preparing students for success in college and careers. Administered online, these new assessments provide an academic check-up and are designed to give teachers and parents better information to help students succeed. Teachers will be given strategies to help the struggling learner successfully complete the exam.




Data Chats: Increasing Student Ownership in the Learning Process to Intensify Student Achievement (Title II)


National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas and focuses on key aspects of proficiency in reading and mathematics. Student Data Chats help students understand the scoring of assessments such as the Measurement of Academic Progress (MAP®), Forward Exam and other assessment data sources. Ultimately data chats will assist the teachers in creating intervention strategies to help struggling student take




Data Chats: Increasing Student Confidence Using Study Skills (Title II)


The “Handbook for Conducting Student Data Chats” explains how teachers and administrators can plan ongoing dialogue about student mid-term assessment progress or lack of progress to improve academic performance for the struggling student. The “Study Strategies Made Easy: A Practical Plan for School Success” is a guide for struggling students to learn to take responsibility for their own learning. With direct assistance from teachers to students, intervention strategies can be applied to content areas to help students practice social skills, good study habits/strategies at home with parents, in the classroom with teachers, and in group work with peers and/or siblings.




Focused Reading Interventions Based on Running Records and/or Progress Monitoring (Title I)


In this offering, teachers will explore the use of the data from running records and or progress monitoring and how this information can be used for the establishment of reading interventions. The success of those interventions is measured by future performance of learners on their assessments.




Understanding and Using Data from MAP Testing and/or Other Sources (Title I)


This offering will give teachers the opportunity to understand what types of data exist in a school and how to use that data to develop intervention strategies for struggling students in Reading, ELA and Math. Access to this data in its entirety provides teachers with instructional data and allows them to chart individual student growth toward proficiency. This information allows educators to develop a data driven learning classroom. This workshop will take teachers through the process of determining individual and classroom instructional needs for the struggling learner. This will encourage teachers to use materials, tasks, activities and technology tools to differentiate instruction.




Using Student Data to Drive Instruction (Title II)


Participants engage in forming a new vision of assessment and in expanding their assessment literacy skills. As a review for teachers familiar with data driven instruction and as an introduction to the need for data analysis, teachers participate in the analysis and discussion of a balanced assessment program and engage in activities that lay a strong foundation in the concepts and skills of all assessments used in the classroom from locally designed, commercial and state assessments, student-involved record keeping and student-involved communication. In this workshop, teachers will analyze their actual school/classroom data. This “data dig” will provide the direction for focused interventions and may be repeated each quarter to help teachers stay on top of their data and instruction.




Depth of Knowledge Framework (Title II)


The Common Core State Standards (CCSS) were developed to facilitate critical learning experiences which move teachers away from traditional instructional practices often dominated by recall and reproduction tasks. The foundation for critical thinking strategies is the Depth of Knowledge framework that includes a study of recall and reproduction, basic skills and concepts, short term strategic thinking and extended thinking. This framework allows teachers to increase instructional rigor in their classroom so that students are able to meet the cognitive demands of the Common Core standards. In this workshop, teachers will be introduced to complex tasks for use in both instruction and assessment. Teachers will then create ways to differentiate their instruction for students.




Student Learning Objectives (SLOs) Process Based on Student Data Analysis (Title II)


How am I going to be held accountable for student achievement? This session focuses on understanding and developing Student Learning Objectives (SLOs), including a review of the basics of data analysis. In this workshop, the benefits, challenges, and documentation of SLOs will be presented. DPI guidelines and criteria for SLO development will be addressed, and participants will practice using the guidelines to determine quality in SLOs. Time will be provided in a collegial setting for participants to develop or improve Student Learning Objectives for their personal Effective Educator Plans.




Balanced Assessment Model: Using Results to Improve Teaching and Learning (Title II)


Assessments are at the heart of strong instructional practice. Teachers will explore statewide summative assessments (and specific questions/items from these assessments). Teachers will also use backward design to look at the common core state standards that drive the statewide summative assessments and how to adjust their instructional practice and formative assessment development to best prepare their students for 21st century learning.




Assessment: Implementation and Results (Title II)


This workshop is designed to prepare teachers, schools and districts to address the question: how can we best prepare our teachers and our students for common core state standard aligned tests? Participants will explore and practice how to align curriculum, instruction and assessments with the Common Core State Standards to address increased level of rigor, new item types, format and administration to name a few. Be prepared to meet the challenges and opportunities presented with confidence and support.




Differentiation in Reading and Mathematics (Title I)


In these sessions, participants will focus on the stages of differentiation, a process teachers use to enhance student learning by matching each student’s needs/characteristics to strategically designed instruction and assessment. Teachers can differentiate content, process, and/or product for students. Differentiated instruction allows all students to access the same classroom curriculum by providing personalized entry points, individual learning tasks, and targeted outcomes that are tailored to each student’s needs. Differentiated instruction is never a single strategy. Instead it is an approach to instruction that incorporates a variety of strategies. Teachers will learn small group teaching techniques to customize differentiation for students. Teachers will also use and design assessments effectively differentiate in all areas of the curriculum.




Flexible Grouping (TITLE II)


Flexible grouping is a range of temporary methods of grouping students so that instruction can be delivered to best meet student needs. Differentiated grouping may include the use of data, student interest, student needs, randomness, etc. This workshop is focused on the purpose, technique, structures, and outcomes of using flexible grouping in the classroom.




Effective Strategies for Engaging ELL (TITLE II/III)


To be successful, educators need to be able to build language bridges and design English Language Development lessons for active student participation. Participants will identify strategies to create a welcoming environment for English Learners and develop regular content area lessons that provide language clarification and acquisition support.




What ELLs CAN DO: Focused Differentiation for Linguistically Diverse Students (TITLE I/II/III)


Educators need to provide instruction that is differentiated to meet the needs of learners who are developing a second language while learning grade appropriate content. Using an asset-based approach, participants will probe the idea of differentiation of language recognizing who language learners are and realizing that language learners bring many contributions to the school environment. After reflecting on the ELL student and language proficiency levels, participants will personalize lesson planning for ELLs utilizing tools such as the WIDA Performance Definitions and Can-Do Descriptors. While planning, participants will have opportunity to reflect on maintaining appropriate rigor while addressing the specific demands of language in an era of standards-based instruction and assessment.




Strategies & Interventions to Help ELL Learners Achieve Success in Reading Literacy (TITLE I/II/III)


In this offering teachers will be provided with intervention tools so that their students can become successful in developing English and reading literacy skills. Teachers will learn how to respect their students’ native language and culture and build on the informal language that some of their recent immigrant students have acquired since arriving in the United States.




Moving the Needle with ELL’s (TITLE I/II/III)


This session was developed with the goal of building teacher understanding of, and strategies for the four literacy domains of listening, speaking, reading and writing so that EL learners see an increase in their holistic student achievements.




Vocabulary Development for English Learners (TITLE I/II/III)


How do we move English Learners’ language proficiency by promoting academic language acquisition in the general education setting? Participants will examine the similarities and differences between tiered vocabulary models. Participants will practice identifying and classifying vocabulary words to teach English Learners in their classroom. Participants will also plan a vocabulary mini lesson that incorporated instructional strategies they have encountered through the session and set some SMART goals for teaching vocabulary to English Learners in their classroom.




ACCESS for ELLs - Data Analysis & Instruction Strategies (TITLE II/III)


In this session, teachers will review ACCESS test data and:

  • Review language domains and standards’ scores for strengths and areas in need of improvement
  • Develop instructional strategies to address areas in need of improvement
  • Work cooperatively with content area teachers to provide instruction to address areas in need of improvement.




Including Students with Disabilities in the General Education Classroom (TITLE II)


This session will give teachers an understanding of the importance of including all students in the general education setting. It will provide background knowledge on modifications and/or accommodations often found in the Individualized Educational Plan (IEP) of Students with Disabilities. Learning will include IEP goal setting, planning, clarifying expectations for child performance, communication with the special education partner, and the design and delivery of IEP goals designed to be inclusive.




Culturally Responsive Instruction (TITLE II)


Today’s students are increasingly more diverse in their cultures, languages, abilities, interests and learning styles. Culturally responsive (or relevant) teaching has been described as "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings, 1994, p. 382). This workshop is designed to help educators become unbiased in their instruction by becoming knowledgeable about their own culture and the culture of their students. Educators will learn about culturally responsive resources and instructional strategies that will promote access to learning for all.




Classroom Management through a Culturally Responsive Lens (TITLE II)


Classroom behaviors can have a disrupting influence on learning. This session will focus on classroom management strategies that create conditions for learning. Through the session participants will engage in activities to create a framework to support appropriate behavior, including:

  • Designing a classroom matrix that represents your class expectations during key times in the day when misbehavior is most likely to occur
  • Looking at the use of specific positive feedback to build cultural capitol among students and increase on task behavior
  • Using these building blocks, examine classroom consequence systems and how to correct for implicit bias
  • Practicing how to defuse volatile behavior situations
  • Creating culturally responsive protocols




Closing the Achievement Gap Using Culturally Responsive Literature (TITLE II)


In this course, teachers will be exposed to culturally responsive literature that they can incorporate into their daily lesson plans. By having multicultural literature infused into the core content areas, students gain a richer knowledge base, and they understand the importance of celebrating cultural diversity. Students taught in this way gain an improved sense of self-esteem and self-worth as their heritage is being publicly acknowledged within the classroom setting. Within this session teachers will be exposed to a wide variety of multicultural trade books and together will discuss ways to differentiate their instruction to infuse the literature into their daily lesson plans for struggling students.




Equity-driven Teaching (TITLE II)


Equitable education involves everyone having access to fair and equal treatment under the law, regardless of race, social class or gender. This workshop introduces attendees to the terminology often associated with equity and equity-driven teaching (race and ethnicity, white privilege, racial identity, equal v. equitable, human and social capital, etc.) Research, case studies, and hands-on practices will help attendees experience and learn how to conceptualize working and teaching their unique populations of students.




Equity & Social Justice (TITLE II)


Equity has to do with everyone having access to fair and equal treatment under the law, regardless of race, social class or gender. Social justice refers to how wealth, opportunities, and privilege are distributed in society and/or organizations. As schools today serve an increasing diverse population of students, school leaders need to have a deep understanding of equity and social justice so that their schools are responsive to the educational needs of all students. This workshop is intended to introduce educators to terminology often associated with equity and social justice, such as, white privilege, race and ethnicity, racial identity, equal v. equitable, human and social capital. In addition, educators will understand the research based concept of stereotype threat and its implications for student achievement. educators will envision culturally responsive school environments and practices.




Bridging the Gap: Activities that Help Ease the Transition from Arithmetic to Algebraic Thinking (TITLE I)


This offering will give teachers exposure to many different interactive activities which are designed to teach algebra topics to those students who are struggling with math. Teachers will explore ways to draw out the essential math concepts during the class discussion which follows each activity. Teachers will be encouraged to examine their own teaching styles and to become more student-centered in their instruction. Teachers will work collaboratively to create differentiated lessons which they will then use as springboards into new ways of looking at the teaching/learning cycle in their own classroom. Teachers will explore a variety of source materials from which good problems can be drawn and interventions created. Teachers will also be engaged in tasks which use current technology, if available, and authentic assessment to best meet the learning needs of their struggling students.




Children’s Math: Cognitively Guided Instruction K-5 (TITLE II)


In this offering, teachers will use the research in Cognitively Guided Instruction (CGI) developed by Carpenter and Fennema to investigate children’s thinking about mathematics. This research-based model of children’s thinking is designed to help teachers construct conceptual maps of the development of children’s mathematical thinking in addition, subtraction, multiplication, and division. Teachers will work collaboratively to examine their beliefs about math instruction and to explore how to better listen to, understand, differentiate instruction for and assess their struggling students’ mathematical thinking using the CGI model.




Creating a Math Rich Learning Environment Using a Math Workshop Model (TITLE I)


In this course, teachers will learn to differentiate mathematics instruction in a classroom using a Math Workshop Model. Implementing a Math Workshop benefits both teachers and students. It provides the structure to differentiate and individualize to meet the needs of struggling students. Through whole group instruction, small guided groups, collaboration and a menu of workstations, participants will build a math-rich learning environment with lessons and activities aligned to Common Core Standards that will engage struggling students.




Data Driven Math: Targeting Instructional Interventions (TITLE I)


In this offering teacher teams will use the data collected from MAPS, AimsWeb, Forward Exam and other electronic systems or standards tests, and teacher made or textbook tests. The teacher teams will collaboratively analyze the math outcome trends, strengths, and deficiencies. Teachers will study a variety of data sources for triangulation, formal verses informal assessments, and the importance of continuous progress monitoring. Teacher teams will collaboratively practice selecting and demonstrating the most developmentally appropriate standards-based mathematics interventions to meet the gaps or deficiencies apparent in the data analysis phase. Disaggregation of data will be addressed as will the need and methods for differentiation. As in all math effective instruction, interactive or hands on approaches, real world application and inquiry learning will be practiced and applied.




Developing Number Sense: Strategies for Intervention and Classroom Talk (TITLE I)


In this offering teachers will learn and analyze a child’s development of the concepts of quantity, counting, number relationships and operations. Teachers will learn to conduct informal assessments to uncover what students know and understand about numbers. Why do some children make the expected progress and others do not? Often times, the difference is number sense. Some children lack the mathematical experiences that other children bring to school and some children just do not seem to make the connections. Through intervention strategies and classroom talk teachers will develop sequenced activities and tools to help children develop number sense for incremental growth.




Early Intervention in Mathematics (TITLE I)


In this offering, teachers will work collaboratively to study, develop and share lesson plans and intervention techniques for small and large group mathematics instruction in their classroom. Research has shown the earlier students receive interventions the more effective in closing the learning gap. These early interventions help the struggling learner through the early identification and remediation of the skills needed to be successful in becoming proficient math students. Teachers will present a math game as well as lead the group through a post-game “math talk” which includes an intervention technique to use with their students. Working in collegial teams, participants will evaluate their understanding of improving students’ mathematical comprehension.




Effective Ways to Differentiate Math Instruction (TITLE I)


Students who experience significant challenges learning and applying mathematics manifest their math learning challenges in a variety of ways. Instructional approaches then, need to be varied and differentiated. In this offering, using the schools existing math program, teachers will produce new hands-on activities, lessons and assessments aligned with their current math materials but reflecting differentiation; including correctives, re-teaching, enrichment and feedback. These strategies and more are designed to reach every learner in mathematics.




Effective Ways to Differentiate Math Instruction for Secondary Level Learners (TITLE I)


Students who experience significant challenges learning and applying mathematics manifest their math learning challenges in a variety of ways. Instructional approaches then, need to be varied and differentiated. In this offering, using the schools existing math program, algebra, geometry, advanced or general math, teachers will produce hands-on activities, lessons and assessments aligned with their current math materials but reflecting differentiation. Teachers will be shown methods of modifying their instruction to meet students’ varying readiness levels, learning preferences, and interests. Math content will address real world applications, logic, reasoning, problem solving and inquiry. Technology will be applied when appropriate.




Student-Centered Math: Learning Strategies That Really Count (TITLE II)


In this interactive, hands-on offering, teachers will learn to develop a “math best practices” environment for student learning in their classrooms by integrating literacy-based learning strategies into their math instruction. Best practices in mathematics instruction call for classrooms that are student-centered, constructivist, experiential, and collaborative. Students should have opportunities to experiment and develop their own understanding, to take ownership in the learning process, and to be active learners. Teachers will collaboratively create differentiated lessons that address struggling students. Intervention strategies will be discussed as students are required to analyze, integrate, evaluate, and assess their learning. Teachers will participate in activities and create differentiated lessons centered on active engagement, higher-order thinking, student responsibility, cooperative and collaborative learning, and problem solving. The strategies lend themselves effectively for formative and summative assessment.




Delving into Math in the Primary Grades (TITLE I)


In this offering, teachers will have many opportunities to explore and DO the math that they are teaching with an emphasis on better reaching all the learners in their classrooms. They will be given the tools and opportunities to dig into ideas and concepts that they may have only scraped the surface of in the past. Topics in these explorations will include but not be limited to algebraic thinking, data and probability, strategies that develop fluency, numeracy and geometry. Teachers will collaboratively select or design the most appropriate hands-on activities and interventions to improve numeracy, computation, creative thinking and problem-solving. Teachers will also analyze data that will help them look for patterns of learning leading to a need for differentiation and intervention. This class will enhance ANY math program teachers are using.




What Works for Students in Secondary Mathematics (Title II)


In this offering, teachers will collaboratively develop an understanding of the philosophy and purpose of an integrated math curriculum as well as how it is structured and taught. What and how students learn will be addressed. Common Core State Standards in math for grades 9-12 expand the strands of mathematical knowledge beyond algebra and geometry to include a broad range of mathematical concepts and recognize the need for high expectations for all students. One approach to making this possible is through an integrated sequence which addresses increasing levels of complexity of math in each strand over time. To accomplish this, it must also be recognized that how we learn math is inherently intertwined with the math we learn. This class is appropriate for those considering changes in the way mathematics is taught to address needs of struggling students, particularly those who find math challenging.




Test Taking Strategies for Math (TITLE II)


In this offering, teachers will collaboratively learn to support struggling students in the acquisition of test taking skills for local and state math tests and weave these skills into everyday lessons and student practice. Teaching students how to take tests is a critical skill, not teaching the content but teaching them the format of questions and what types of answers are logical. This process is taking the New Bloom’s Taxonomy and applying it for students, cueing on the critical words and skills used in assessing knowledge. This type of preparation will develop life-long skills for struggling learners in how to assess what is being asked of them.




Mathematical Mindsets and Best Practice (TITLE I)


In this offering, teachers will collaboratively learn, practice and demonstrate instructional strategies to develop good number sense, build strong computation skills, encourage creative thinking and stimulate problem-solving. Teachers will explore hands on activities and effective interventions that address number sense, computation, creative thinking and problem solving. The term “best practice” refers to the classroom tested strategies based on recent research that specifically address the needs of students.




Activating Your Math Curriculum: Data, Direction and Customization (TITLE II)


In this offering teachers will collaboratively learn, practice, demonstrate and refine their math instructional skills and review 21st century outcomes. After establishing this common knowledge base teachers will select and analyze math assessment data in order to design differentiated learning and targeted intervention strategies for struggling students. Today’s math classrooms depend on the instructor integrating content, pedagogy, technology, and thinking skills into a mindful classroom where learners are engaged and where customized learning is the focus. Intervention strategies will be discussed.




Unwrapping the Mathematics Curriculum (TITLE II)


In this offering, teachers will work collaboratively to identify the concepts, skills, context and assessments that will support learning in a standard-driven mathematics learning environment in order to address the learning challenges of struggling students. Upon completion of this session teachers will practice and share how to design standards-based mathematics instructional units, intervention strategies and differentiated lessons for struggling students




Classroom Intervention with Learners (TITLE I)


Workshop content will be focused on ways to impact instruction for learners through strategies to differentiate the curriculum for better student engagement:

Workshop Content:

  • Defining differentiated instruction

  • Classroom interventions for students

  • Best practices that work to engage students and increase student achievement in reading




Fingertip Math Manipulatives for the Elementary Struggling Learner (TITLE I)


A multitude of math manipulatives are FREE and online, ready to use in your classroom! In this offering, teachers will explore, analyze and construct an online or CD based collection of math applications that will correspond to objectives for the grade level they are teaching. These manipulatives will offer a way to differentiate instruction for the student struggling with math. Teachers will create and share a document containing differentiated activities that enhance student learning experiences through the use of math online manipulatives or applications. These engaging activities will make understanding of mathematics and inquiry in mathematics meaningful to students who struggling to grasp math facts. Teachers will connect virtual manipulatives with current elementary math curriculum.




Nurtured Heart Approach (TITLE II)


The Nurtured Heart Approach® is a set of core methodologies originally developed for working with the most difficult children. It has a proven impact on every child, including those who are challenged behaviorally, socially and academically. It has been shown to create transformative changes in children diagnosed with ADHD, Oppositional Defiant Disorder, Reactive Attachment Disorder, and other behavioral, emotional and anxiety-related symptoms-almost always without the need for long-term mental health treatment. NHA also holds promise for reducing disproportionate disciplinary data. In this one-day workshop, we will introduce you to the Three Stands® of NHA, teach you specific NHA techniques that provide minute-by-minute guidance on how to inspire great behaviors, and add NHA rules and consequences tools to your toolbox.




Restorative Practices Foundation (TITLE II)


This workshop introduces Restorative Practice (RP) as a sustainable and effective approach to improving school and classroom environment and student misbehavior. RP is based on the premise that people change their behavior when we do things WITH them as opposed to them or FOR them. In a Restorative Practices community, every learner knows that they are seen, heard, and valued, facilitating better behaviors for all kids, especially those with a history of negative ones. It has been noted that RP is a promising practice for improving disproportionate behavior and discipline data. Research shows that classrooms with a high level of restorative practices implementation had fewer disciplinary referrals for defiance and misconduct compared to classrooms with a low level of implementation. Restorative Practices can make a difference in transforming teacher/student relationships and in addressing equity issues in schools and classrooms.




Mindfulness in Schools: An Introduction to the Theory and Practices for Everyday Use (TITLE II/IV)


Educators will learn many simple, yet powerful techniques designed to enhance focusing skills, management of emotions and conflict resolution. When the mindful awareness strategies are practiced often in low stress environments, they can become a more intentional way of being in higher stress situations. Research has shown these practices help students in schools calm down when upset, avoid fights and arguments, fall asleep better at night, feel happier at school and home, and even improve grades.




Traumatic Stress Responses in Students (TITLE II/IV)


Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child's reactions to trauma can interfere considerably with learning and/or behavior at school. However, schools also serve as a critical system of support for children who have experienced trauma. By attending this interactive session, you will better understand the different types of trauma, how trauma can affect a student cognitively, emotionally, socially, physically, and spiritually, how trauma effects learning, strategize what you can do in your classroom and school and the importance of self-care. Please join us to explore the impact of trauma on children so that we can better understand and learn how to create a more trauma sensitive classroom and school.




Collaborative Approaches for Teaching Children Impacted by Trauma (TITLE II/IV)


Schools play a critical role in the lives of children who have experienced child abuse and/or neglect. Schools offer students a safe place among trusted adults to learn and grow, yet many teachers continue to voice frustration over lacking knowledge and resources to support these students in the classroom. When children feel emotionally safe and secure, they are better able to focus on the academic content being taught. This session will provide participants with an opportunity to discuss how Adverse Childhood Experiences (ACEs) impact brain development, gain strategies for implementing trauma-sensitive practices in the classroom, explore social-emotional screening/evaluation measures, and tools for building partnerships with child welfare, biological parents, and foster parents to promote student success.




Nurturing the Hearts of Children Exposed to Trauma (TITLE II/IV)


Childhood trauma impacts brain development, behavior, social relationships, sensory processing, self-regulation and learning. In this session, teachers will explore key ideas related to the impact of trauma, including:

  • What is trauma?
  • What are the impacts of trauma on the development of children?
  • What are key implications for the physical environment, organization of time and space, and approaches to learning in a trauma-sensitive classroom?
  • How can the Nurtured Heart Approach and other Positive Behavior Supports help heal the impacts of trauma?

Participants will use clarity and connection to show their learners the safety and love that school can provide, and help learners build an inner wealth portfolio of self-worth, self-advocacy and resilience.




Social Media in the School Setting (TITLE II/IV)


Social media use in schools has evolved with apps such as Vine, Instagram, Snapchat, and Facebook, becoming more and more a permanent part of student life. Rather than rejecting social networking, many schools are seeking to become "digital friendly" with social networking applications relating to community outreach, professional development, parental communication, course assignments, networking with colleagues, and more. The opportunities seem almost endless, but with opportunity also come risks and concerns. Many schools are adopting policies and guidelines which they hope will help to address some of these issues.

  • What risks do schools run for allowing social networking?
  • How can educators take back control and not run afoul of both privacy and certain free speech protections afforded students and staff?
  • What responsibilities do schools have to monitor activities, including the use of "ghost apps" and other "private" exchanges?
  • What rights do schools have to ban such technologies when they become a hindrance in the classroom? What does the Fourth Amendment say about staff's right to search or even confiscate student electronic devices?




Building Authentic Relationships with At-Risk Students (TITLE II/IV)


In this session, participants will be introduced to the following topics:

  • What is an authentic relationship?
  • What is deep listening and how it they help to build rapport with the youth I serve?
  • What are INCRAS and how can they help to build rapport with the youth I serve?
  • What is skillful self-disclosure and how it helps to build rapport with the youth I serve?
  • What are basic counseling skills such as Motivational Interviewing, and how can they help to build rapport with the youth I serve?
  • What is resistance, and how can learning why youth are resistant help me build rapport with the youth I serve?
  • Why is self-care so critical when working with At-Risk youth, and how can it help me when working with At-Risk youth?




Mindfulness and Self-Compassion (TITLE II/IV)


This session will teach participants ways to comfort themselves in difficult moments and to minimize “caregiver fatigue.” This retreat is designed specifically for educators and works toward an understanding of ways to deal skillfully with the effects of:

  • Burn-out
  • Secondary Traumatic Stress
  • Compassion Stress
  • Compassion Fatigue
  • Vicarious Traumatization




Reset Curriculum Training (TITLE II/IV)


Participants will receive the Reset Curriculum which includes 10 Trauma Informed, Mindfulness based SEL lessons to use for in-classroom instruction.

The Curriculum Includes:

  • 10 Written Scripts: Lower Elementary, Upper Elementary & Adolescent
  • Color Posters
  • Practice Scripts
  • Lanyard cards
  • Available for purchase - Classroom Materials (Chime and Mind Jar)




Mindful Movement Teacher Training (TITLE II/IV)


In this session classroom teachers will learn to integrate mindful movement/yoga into the academic day. The mindful movement/yoga protocol taught is from the Niroga Institute’s Trauma Informed Transformative Life Skills (TLS) Protocol Curriculum. The TLS program is the only CASEL endorsed trauma informed yoga program. This session allows teachers to become comfortable and skilled in using gentle mindful movement techniques within the confines of their classroom. Session includes:

  • Sample classroom movement practices modeled by the certified yoga instructor
  • Images and resources for teachers which include visual representations of the movements, a list of songs, books, and on-line sources to supplement movement.




Teaching with Love & Logic (TITLE II/IV)


In this workshop teachers will discover why Love and Logic, a time-tested, research-based process for setting student expectations and responding appropriately to their behavior, works in the school environment. Teachers who have participated in this training have said that Love and Logic empowers them to effectively manage classroom behavior and dynamics while bringing the joy back to their teaching. Love and Logic puts teachers in control of classroom expectations and discipline, discourages inappropriate classroom behavior and improves student engagement and attendance.




Social Emotional Learning (TITLE II/IV)


Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Participants will fill their teaching toolbox with strategies and lessons to enhance SEL growth in their classrooms. While focusing on flexible mindsets, self-regulation, and resiliency for themselves and their students, educators will learn how to open themselves up to greater empathy while helping students develop positive coping strategies when in conflict.




Bullying/Cyberbullying (TITLE II/IV)


Bullying takes on a many form: verbal and physical intimidation, gossiping, teasing, and exclusion. The introduction of the internet and social media has only intensified these destructive behaviors. Teachers often find themselves struggling to know how to intervene. In this workshop, teachers will develop effective and realistic strategies to address bullying while building respectful, inclusive classrooms. Participants will examine the culture of bullying and cyberbullying to understand why students behave this way. Using the techniques from this session, teachers will be able to confidently address incidents of bullying at their school and move students toward a culture of confidence and kindness.

This session provides the following:

  • Techniques for recognizing the behaviors of bullying and the reasons behind them
  • Strategies for addressing incidents of bullying when they occur at school
  • Ways to determine how administrators, teachers, and students can address bullying
  • Ways to build a classroom and school culture that helps prevent bullying




Professional Learning Communities at Work (TITLE II)


The core components of an effective Professional Learning Community will be discussed and practiced. Topics will be driven by the Four Essential PLC questions of: What do we want our students to learn? How will we know if students have mastered the learning? What will we do if students do not reach mastery? What will we do if students have mastered the learning?




Educational Research Study (TITLE II)


This workshop is an intense study of high leverage educational research that impacts student learning. The works of educational researchers, such as, Marzano, DuFour, Guskey, O’Connor, Hattie, Brookhart, Boaler, and other notable researchers are studied. Participants will be required to read excerpts of research, participate in group discussion and sharing, and consider practical application of the research to their classrooms or schools. Each workshop will be customized based on the needs assessment of the school. For example, if they are focused on closing the achievement gap, research studied will be focused in this area.




Active Literacy Instruction with High Engagement and Motivation (TITLE I)


Do your students pass their eyes over the page without understanding what they’ve read? Are you looking for ways to actively engage your students in reading, writing, thinking and purposeful talk? These essential components of literacy instruction make your interactive read aloud, shared independent and small group strategy instruction more meaningful. In this offering teachers will learn to use books, strategies and instructional practices that create a joyful learning environment that teaches, touches the heart and tickles the funny bone. These reading strategies and activities engage the most reluctant learners. Teachers will learn ways to differentiate their instruction to meet the needs of the struggling learner.




Creating a Classroom Where Readers Flourish (TITLE I)


Imagine a classroom where students read 40 books a year, ace standardized tests, and develop a love for books and reading that lasts long after the school year ends. The presenter will use resources from Donalyn Miller, author of The Book Whisperer: Awakening the Inner Reader in Every Child, and other authors, to address classroom conditions and instructional practices that inspire and motivate struggling students to read and the traditional practices that may inhibit students’ reading. The presenter will also discuss popular books for elementary, middle and high school students and how these can be used most effectively differentiate reading instruction.




Passionate Readers: The Art of Reaching and Engaging Every Child (TITLE II)


In this session educators will re-discover the keys of creating a community of readers, no matter the reading ability of their students. Focusing on teacher reading identity, classroom environment and library, as well as student reading identity. From re-thinking major literacy decisions to all of the small decisions we make daily; this is meant to be a practical session that will offer up ideas to differentiate your reading for struggling students.




Data Driven Reading: Targeting Instructional Interventions (TITLE I)


In this offering, teacher teams will use the data collected from MAPS, AimsWeb, Forward Exam, other electronic systems or standards tests and quality reading instruments such as Marie Clay, Fountas and Pinnell and others to collaboratively analyze the reading outcome trends, strengths, and deficiencies of their students. Teachers will study a variety of data sources for triangulation, formal verses informal assessments, and the importance of continuous progress monitoring. Teacher teams will collaboratively practice selecting and demonstrating the most developmentally appropriate standards-based reading interventions to meet the gaps or deficiencies apparent in the data analysis phase. Disaggregation of data will be addressed as will the need and methods for differentiation. The research-based practices of a gradual release delivery model, self-directed reading across the curriculum and diagnostic-prescriptive assessment of reading will be used to determine the teacher/school professional development needs and subsequent plan.




Developing Reading Fluency (TITLE I)


In this offering teachers collaboratively learn and practice methods to increase reading fluency in struggling students. They will develop engaging activities to better activate fluency in the reading classroom. Fluency is the ability to read quickly, accurately and with expression. In a recent American Association of Curriculum Development, Timothy Rasinksi stated that there is a growing body of evidence that fluency is an important factor in student reading success. Research indicates fluency is co-mingling decoding, automatic processing, and the use of meta-cognition (or Prosody) for meaning making and building comprehension.




Early Interventions in Reading (TITLE I)


In this offering, teachers will develop an understanding of emergent literacy and develop shared lesson plans and demonstrations. Research has shown the earlier young learners receive interventions the reading gap will be lessened. These early interventions help the all learners through the early identification and remediation of the skills needed to be successful in becoming proficient readers. The developmental stages of cognitive and linguistic skills of the young learners are addressed.




Early Literacy Acquisition (TITLE I)


In this offering teachers will explore the instructional implications of literacy acquisition, the ways in which learners acquire literacy. The speed of early literacy acquisition is variable and is highly impacted by instruction and experience. Teachers will collaboratively explore creating a language and literacy rich classroom by crafting differentiated lessons that expand children’s vocabulary and comprehension, develop their concepts about print and letter recognition and enhance phonemic awareness. Teachers will also begin the process of developing assessment instruments to drive their literacy instruction and intervene with students when data indicates this is appropriate.




Reading & Writing Connection (TITLE I)


In this session participants will focus on the stages of reading and the importance of using writing to reinforce reading for struggling students. These stages are based on the students' experience and not their age or grade level. Knowing these stages is helpful when developing materials and intervention strategies for specific types of readers/writers. Participants will explore the process of reading using writing strategies, tools, and techniques they can immediately use in their classrooms.




Effective Phonics Instruction and Assessments (TITLE I)


In this offering teachers will identify and explore the components of successful phonics instruction. Phonics instruction is beneficial for all children particularly those at risk for learning difficulties — those children who come to school with limited exposure to books and who have had few opportunities to develop their oral language. Phonics instruction is an essential ingredient in reading instruction. The University of Oregon has identified five components to effective phonics instruction: phonemic awareness, alphabetic principles, accuracy & fluency with text, vocabulary and comprehension.




Effective Literacy Using the Daily Five, The Gradual Release Model and Other Effective Practices (TITLE I)


Students need to use multiple modalities in order to become proficient readers. Research based practices including the work of Marie Clay, Fountas and Pinnell and Stephanie Harvey offer a variety of reading approaches to improve the skills of reading, writing, talking, speaking and listening in struggling students. All are interdependent and essential to helping students succeed. In this offering, teachers will learn and practice authentic opportunities for reading and writing based on a framework that uses the Gradual Release Model of instruction and elements of The Daily Five management structure (a tool or format providing teachers with a set of literacy tasks students complete daily). The Gradual Release Process allows for developing readers to be more self-directed and responsible.




Frameworks for Vocabulary Development to Improve Assessment Results and Cross Discipline Development (TITLE II)


Teachers will work with the state assessment or other assessment power words as well as Marzano’s research in the development of academic vocabulary that will improve the success of students as critical thinkers in their response to Reading/ELA instructional directions and comprehensive focus questions. Along with review of 21st Century learning, teachers will develop mini lessons for their classroom instruction, as well as develop intervention strategies to increase vocabulary development of struggling learners.




Growing Learners as Readers (TITLE II)


In this offering, teachers will explore the gradual release literacy methodology as an instructional practice to help struggling students become engaged in literacy instruction. Teachers will construct an understanding of how to empower struggling readers to be writers, listeners, thinkers, and researchers through the use of literacy strategies. Through the exploration of a variety of 21st century instructional practices and strategies teachers will review the CCSS that will help to nurture and develop students’ affective connections to reading, writing, listening, thinking, and researching.




Guided Reading (TITLE I)


In this workshop teachers will collaboratively learn, practice, demonstrate and refine their reading instructional skills to best meet the needs of the struggling learner. The emphasis will be on comprehension strategies that make reading more meaningful for students in shared, guided and independent reading. Participants will learn how to help students make connections between what they are reading and their own lives, with other books, with the world and 21st century outcomes. Today’s classrooms depend on the instructors integrating content, pedagogy, technology and thinking skills into a mindful classroom where learners are engaged and where customized learning is the focus. Participants will practice instructional intervention strategies that help struggling students expand their competence across a variety of increasingly challenging texts.




Instructional Strategies for Disciplinary Literacy (TITLE I)


This session is designed to develop your struggling students into purposeful thinkers and proficient readers, regardless of your content grade or content area. Teachers will be introduced to skill-building intervention strategies that scaffold reading comprehension for students that then allows for a gradual release of responsibility, metacognition, and what happens, before, during, and after reading in your discipline. The strategies introduced are supported by the book, Classroom Strategies for Interactive Learning by Doug Buehl.




Instructional Strategies for Increasing Vocabulary (TITLE I)


Vocabulary is one of the early literacy skills that researchers say is important for children to have in order to learn to read. The more vocabulary children have the easier it will be for them to understand what they are reading. Vocabulary is knowing the names of things, feelings, concepts, and ideas. Teachers will examine the research & instruction that is at the foundation of a comprehensive vocabulary program. The core strategies and components to quality vocabulary instruction will be emphasized and intervention strategies for struggling learners will be discussed.




Literacy Intervention Strategies (TITLE I)


In this workshop teachers will examine the complexities of the academic & affective challenges that students face in a world where expectations are increasing & performance is decreasing. Participants will identify components of an intervention system, use assessments to identify strengths & weaknesses of individuals and groups, learn how to modify current reading instruction to intensify support to students, examine the power of feedback prompts to accelerate affective & academic learning and link writing instruction to word solving and comprehension.




Leveled Literacy Intervention (TITLE I)


The Fountas & Pinnell Leveled Literacy Intervention System is a small-group, supplementary literacy intervention for students performing below grade-level in reading and writing. The goal of LLI is to lift the literacy achievement of these students.

In this session teachers will:

  • Learn the purpose of LLI
  • Explore LLI kit contents
  • Discuss management of LLI groups
  • Delve into different types of lesson plans
  • Identify strategies to keep intervention fast paced and rigorous
  • Practice reading records
  • Evaluate multiple record keeping documents




Literacy Institute (TITLE I)


This offering will give teachers the opportunity to explore literacy through the discussion of the five key ingredients of optimal literacy instruction: phonemic awareness, alphabetic principles, accuracy & fluency, vocabulary and comprehension. These are critical skills needed at all grade levels to be a successful reader. Teachers will assess current practice and determine the greatest needs for future professional development based on the needs of their struggling students. Intervention strategies will be addressed.




Literacy - What They Should Have Taught Me in College (TITLE I)


In this workshop teachers will explore ideas for an exciting, energetic and effective primary classroom where they can reach students struggling to read at grade level. Teachers will learn about and create differentiated lessons through fun and engaging hands-on and developmentally appropriate activities tied to essential learning targets in literacy and aligned to CCSS. Intervention strategies will be addressed.




Planning for Reading Instruction (TITLE I)


Our goal in reading instruction is to meet the needs of all readers in powerful ways that will accelerate their learning. In this offering, teachers will explore the specifics behind planning for effective reading instruction with focus on small group and one-on-one instruction for struggling readers. Understanding the need for these flexible groupings, attention will also be given to classroom organization – what will the rest of the class be engaged in doing so you can effectively work with small groups and individual readers who struggle to read at grade level?




Reading in the Content Areas (TITLE II)


Common Core State Standards raise reading and writing expectations for students at every grade level and call for integrating literacy skills into every content area. In this workshop, participants will focus on:

  • Understanding the literacy skills defined by the CCSS and how they will affect teaching and learning in reading
  • Learn eight major reading strategies that build comprehension for content area reading
  • How reading and writing skills can be developed in struggling learners
  • Connecting reading and writing in planning instruction
  • Tips for assessing student writing
  • Tools for helping students process content area text
  • Planning instruction that integrates reading and writing intervention activities in order to increase understanding of the content being taught




Readers’ Workshop Institute (TITLE I)


This institute will provide educators with the information necessary to implement a Readers’ Workshop in grades K5-8. The topics listed below will be covered. Time will be provided for participants to engage in the writing of mini lessons to differentiate instruction for struggling readers. Topics: Overview and Balanced Literacy, Mini-Lessons, Conferring, Units of Study, Intro to Text Complexity, Mentor Texts, Creating Readers’ Toolkit, Anchor Charts, Anecdotal Notes, Strategy Groups




Responsive Teaching: What Happens Throughout & After Assessment (TITLE II)


Learn more about what students need to know for READING, WRITING & THINKING in the implementation of explicit instruction, content that students want to read, content that integrates English/Language Arts and inquiry-based learning. Teachers will gain knowledge on how to use a learning matrix, the arc of inquiry, explore expert questions and reading & synthesizing literary and informational texts. Intervention strategies for struggling students will be shared.




The Role of Close Reading in Strengthening Reading Fluency and Comprehension for Struggling Readers (TITLE I)


Participants in this session will focus on the role of close reading and repeated reading in tier one and tier two reading instruction to develop and strengthen struggling readers' oral reading fluency, silent reading comprehension and written summary/synthesis of learning. The writing connection and the use of the progress monitoring tool AIMSweb RCBM and MAZE will be addressed as key to balanced learning, formative assessment and individual student goal setting. Intervention strategies will be addressed.




Teaching Adolescent Struggling Readers Reading Skills through Word Study (TITLE I)


This offering will provide an opportunity for teachers to explore Word Study as a method for introducing struggling learners to vocabulary development, decoding of words, comprehension through affix translation and letter/sound relationships. Etymology is an evidence-based process that gives adolescents the tools they need to improve their reading skills in a developmentally appropriate format.




Teaching for Phonemic Awareness (TITLE I)


Student mastery of reading is a complex process that requires teachers to be experts in teaching the five foundational reading skills of Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension. This workshop is an introduction to these foundational skills with a special emphasis on improving the phonemic awareness in struggling readers. Many examples and experiences for teachers will be provided to deepen their understanding of this core skill and its connection to student literacy. Follow up workshops that focus on each skill are also available and highly encouraged to build a strong reading program.




Translating Recent Research on Activating the Adolescent Struggling Reader in the Classroom (TITLE I)


In this offering, teachers will review and apply recent research focused on activating the adolescent reader that struggles to read at grade level. These learners need to develop skills and proficiencies in reading to be successful. The University of Oregon identified the following competencies that must be addressed in strong instructional practice: direct, explicit comprehension instruction; effective instructional strategies around the reading principles embedded throughout content areas; motivation and self-directed reading; text-based collaborative reading; peer reading; diverse texts; intensive writing; a technology component; ongoing formative assessment of students; extended time for literacy; ongoing summative assessment of students and programs; and a comprehensive and coordinated literacy program. Intervention strategies to address the struggling reader will be addressed.




Understanding and Achieving the Speaking & Listening Standards (TITLE II)


Speaking and listening are critical skills that build the foundation for college and career readiness, so students must have ample opportunities to engage in a variety of rich, collaborative conversations - as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute, responding to what others have said, making comparisons and contrasts, and analyzing and synthesizing a multitude of ideas in various domains. Students struggling to meet these standards need intervention strategies to best meet their needs. Differentiated instruction plans will be shared.




Wisconsin Standardized Assessment/Test Taking Strategies for Reading/LA (TITLE II)


In this offering, teachers will collaboratively learn to support struggling students in the acquisition of test taking skills and weave these skills into everyday reading lessons and student practice. Teaching students how to take tests is a critical skill, the format of questions and what types of answers are logical. This process is taking the New Bloom’s Taxonomy and applying it for students, cueing on the critical words used in assessing knowledge. This type of preparation will develop life-long skills in struggling learners in how to assess what is being asked of them. Students will learn to apply both concrete and abstract critical thinking skills in their classroom reading instruction.




Words Their Way in the Balanced Literacy Model (TITLE II)


In this offering teachers review key components of research for struggling readers indicating how they can increase spelling and reading abilities through implementation of Words Their Way. Teachers collaboratively create and practice vocabulary rich activities and lessons that address their students’ developmental spelling level to increase word identification skills and comprehension skills in readers. This offering will provide participants with successful research, assessment procedures, differentiated lesson plans using word sorts, word study notebooks, and games. Words Their Way is a hands-on word study program in phonics, vocabulary and spelling instruction for learners.




Activating Your Reading Curriculum: Data, Direction and Customization (TITLE I)


In this offering teachers will collaboratively learn, practice, demonstrate and refine their reading instructional skills and review 21st century outcomes. After establishing this common knowledge base teachers will select and analyze reading assessment data in order to design customized learning and targeted intervention strategies for students. Today’s reading classrooms depend on the instructor integrating content, pedagogy, technology, and thinking skills into a mindful classroom where all learners are engaged, and customized learning is the focus.




Unwrapping the Reading Curriculum to Best Meet the Needs of Struggling Readers (TITLE I)


In this offering teachers work collaboratively to identify the concepts, skills, context and assessments that will support learning in a standard driven reading learning environment in order to address the learning challenges of struggling students. Upon completion of this session teachers will practice and share how to design and effectively differentiate a standards-based reading curriculum, unit and lesson in order to best meet the needs of struggling readers.




Appropriate Assessment Practices with Learners (TITLE II)


Workshop content will be focused on reviewing best practices in classroom reading assessments that lead to a focused and effective instructional program for struggling readers.




Balanced Literacy for Readers (TITLE I)


In this offering teachers will collaboratively learn, practice and apply in the classroom the five key components of a Balanced Literacy program; phonics, phonemic awareness, fluency, vocabulary and comprehension. Learners may be deficient in one particular area, but learners need to be strengthened in all areas. These five areas are interdependent and therefore teachers must be able to design and differentiate their lessons and craft assessments that address struggling students. A balanced reading program includes language arts. Therefore writing, speaking, listening, spelling and grammar must be incorporated to strengthen reading instruction. Teachers will work collaboratively to design intervention strategies that use all 5 components.




Journeys Houghton Mifflin Harcourt Reading: Successful Implementation and Support (TITLE II)


Journeys is a core reading program designed to meet diverse student needs. It has been proven effective with the complexities and challenges of the urban student. Key proven instructional elements include guided reading supported by Irene Fountas, rich vocabulary, Write–In readers, motivational adventure units, and reading toolkits that provide targeted skill-based intervention. Teachers will be provided an overview refresher since adoption emphasizes the need for curriculum fidelity. Teachers will create, practice and share lessons based on key program elements including focus walls, small group/large group instruction, ongoing support, with digital assistance if needed, which will assure program implementation fidelity.




Lead 21 Macmillan McGraw Hill Reading: Successful Implementation and Support (TITLE II)


Wright Group LEAD 21 is a researched based reading program designed to be particularly effective for meeting the diverse needs of learners including the delayed reader. Urban schools around the country have adopted LEAD 21. This progressive literacy program teaches literacy though common expectations of guided reading and encompasses teaching methods to address both differentiation and acceleration. In this offering teachers will be provided an overview refresher, and practical tips and strategies to mindfully implement the program. Ongoing support for curriculum fidelity, between and among teachers, and a more effective use of the program are the goals of this session(s).




Literacy Assessments Using Fountas & Pinnell (TITLE II)


This offering will give the opportunity for educators to explore this reading assessment system which will seamlessly link assessments to instruction along the continuum of literacy learning. This workshop will be offered to enhance student engagement and achievement in reading. This workshop is based on teacher needs and student achievement scores that reflect the school’s goals and initiatives.




Identifying Traits of Diverse Readers in the Classroom (TITLE II)


The teachers will be trained on intervention strategies and techniques to identify common traits shared by reading students that can challenge their success in the classroom. The following traits are common for these students: lack confidence; poor reading skill development; attention issues; lack of prior knowledge related to subject content; poor visual tracking; possible special education needs; and possible lack of support at home. Strategically addressing these issues can create a successful and dynamic classroom. Intervention strategies will be addressed.




Integrating Reading Comprehension Strategies into Classroom Instruction for Learners (TITLE II)


In this offering teachers will work collaboratively to explore intervention strategies that support comprehension in classroom instruction. These proven strategies will then be analyzed, practiced and integrated into existing lessons or infused into newly developed differentiated lessons. The intervention strategies focus on activating prior knowledge, determining most important ideas, asking questions, creating visual and sensory images, drawing inferences, synthesizing, and using strategies when meaning is confusing or a challenge to determine.




Reading Curriculum Articulation for Struggling Learners (TITLE I)


Using school standardized tests and other school data to differentiate reading instruction to better engage and differentiate for struggling students. This professional development will be focused on training that gives teachers classroom strategies such as, student grouping based on data, designing focused learning centers, building phonemic awareness, developing word walls, and interactive comprehension to engage the struggling student.




The Struggling Adolescent Reader: Making the Pieces Fit with Reading Strategies (TITLE I)


In this offering teachers will explore and practice several interactive learning strategies that result in students who are more effective readers and learners. Teachers will create differentiated lesson plans that integrate effective learning strategies for their struggling learners. Teachers will model interactive strategies that help students organize information and make meaningful connections to new learning using materials. Literacy at the secondary level and even at the middle level is a shared responsibility.




Using Choice to Motivate and Engage Readers in Reading and Language Arts (TITLE II)


In this interactive workshop, the presenter will share research-based strategies demonstrating how choice reading can motivate and engage the struggling reader. For many students, reading has been a mysterious concept that they have never quite mastered. Usually readings are assigned beyond their Lexile level. As a result, students become frustrated, sometimes affecting their classroom behavior. Let’s offer them choices for reading and opportunities for Accountable Talk to help motivate and engage them toward success!




Strategic School Planning: Reviewing Where You’ve Been, Where You Are Now and Where You Want to Go to Maximize Student Success (TITLE II)


The purpose of this training is to assist school leadership teams in the comprehensive planning process necessary to identify and address student learning needs in core curriculum areas. Leadership teams are introduced to a comprehensive planning tool and are coached to develop a focused strategic plan based on school and district data to address and plan for identified student learning needs in all core areas. The strategic plan developed will include clear goal(s), strategies, procedures and resources needed to reach the goal(s), timelines, evidence indicators, evaluation criteria and a schedule to monitor progress. Included in the writing of the strategic plan will be identification of key steps to effective professional development based on and inclusive of the latest research. Participants will leave with clear guidance on how to complete their professional development plan for the school year.




Impact Planning (TITLE II/IV)


Starting from the ground up, a team of professionals will spend three days meeting with school directors/administrators. The time will be spent looking at classroom management strategies, tightening up curriculum, aligning the technology plan with school curriculum, identifying impact points, interviewing students and teachers, and developing a long-term implementation plan ensuring the school is fully equipped and supported today and tomorrow. This intense three days is preceded by a call for supporting documentation and artifacts, so that the team can ready themselves to be the most poignant and efficacious during the consultative period. After consultation, an Education Integration Plan will be developed and delivered.




Addressing 21st Century Skills through Technology and Humor (TITLE II)


The background, character and learning styles of our students are drastically changing. Consequently, teaching techniques need to address these changes. In addition, technology has taken on its own life in education as schools try to address the new knowledge, skills and dispositions necessary for the 21st century. This session will explain the research & practice of using technology in the form of short videos as a main component of the learning process. The new style is called videagogy = video + pedagogy. The use of short, humorous videos has proven to be a positive teaching tool for struggling students. This Interactive, engaging session will provide an overview of the research behind using videos as instructional tools. In addition, practical (and humorous) examples will be utilized. Videagogy is a brain-friendly connection to learning and can be effective in differentiating, engaging & maintaining the interest of struggling learners in the areas of R/LA & math.




Exploring Best Practices: 21st Century Teaching & Learning with 1:1 Programs (TITLE II)


With all of the challenges in education today, it is important to address how we create a 21st century student-centered classroom by incorporating best practices. Teachers will discover how integrating these applications & practices into classroom instruction will help build relationships with struggling students, differentiate instruction to meet the needs of those struggling student and help struggling students achieve academic goals. One-to-one options, such as Chromebooks, Netbooks and iPads will be reviewed and the advantages of 1:1 will be identified. Teachers will also focus on Internet based programs, such as Google Docs, Google Presentations, and Google Apps, as well as many other online resources. Student tested activities, projects and assessments that can be used immediately in your classroom will be shared. Finally, teachers will explore Personal Learning Networks (PLN’s) and discuss how you can create your own network of educators interested in technology and best practices in education today.




Digital Wellness (TITLE II/IV)


Screen time, social media pressure, fake news, restorative practices, and digital productivity are some of the topics we will cover in this workshop designed to help teachers and schools live, teach, and learn in this world’s rapid and changing environments. The workshop will help teachers identify terminology, understand pitfalls and proper practice, and develop lessons and teaching styles that fit and help the modern-day learners cope, learn, and thrive.




Computational Thinking for all Teachers (TITLE II/IV)


Learn what computational thinking is and how if differs from computer programming and coding. See how CT (computational thinking) builds deep understanding and higher order thinking in any subject and at any grade level. Discover how to employ strategies and create interactive, meaningful assessments that draw on the tenets of computational design practices. Engage in hands-on and collaborative activities that inspire creative thought and independent learning styles.




0 to Coding for Every Educator (TITLE II/IV)


This session is designed as a perspectives and foundation class. Teachers will learn all about types of computer science and coding. They will have time to explore various types of platforms and activities for teaching CS (Computer Science), no matter what level or subject they are engaged with. Key terms and concepts are introduced through inquiry-based projects.




Teaching Computer Science (TITLE II/IV)


This session aligns with both the Praxis Computer Science certification and the Code.org CS Discoveries curriculum. The focus is on actual coding & scripting with a continued emphasis on classroom and student projects. At the completion of this session, teachers will have a deeper knowledge of computer science terminology, application, and activity design.




CyberCertification (TITLE II/IV)


Cyber safety, security, and values are critical components in education, future employment, and life. The increasing importance of these digital components has reached a critical juncture for our schools and students. To ensure the safety of students and schools, we have developed a program to help guarantee teachers, schools, and districts are equipped with the best possible instructional tools for digital safety and security and understanding. This course/workshop focuses on certifying teachers (and schools) by helping all educators reach a level of mastery in key areas of cyber security, safety and values.




Google Apps in a Collaborative Classroom (TITLE II/IV)


This session will prepare teachers to use the core suite of Google Apps for Education, which includes Google Drive (Docs, Sheets, Forms, and Slides), Sites, Groups, Calendar, Mail, and Chrome Apps in reading, language arts and math classrooms. These tools will allow teachers to differentiate their reading, language arts and math lessons and classroom activities to increase collaboration and student engagement among their struggling learners. The course will encompass instructor led demonstrations of how the tools work, participant practice on the use of the tools for basic understanding, use of the tools to modify reading, language arts and math lessons and classroom practices, and the creation of an online portfolio of work created during the course. Some small group and online collaboration will also be included.




iPad Apps for the Professional Educator (TITLE II/IV)


The purpose of this workshop is to help reading, language arts and math teachers avoid information overload on iPad apps that can increase their lesson planning effectiveness and differentiation of instruction to best meet the needs of struggling students. Ever feel overwhelmed by new trends in education? Not sure where or how to focus your time and attention? This class will teach you to use tools such as Google News, Feedly, Zite, Flipboard, Evernote, etc. to stay organized and up-to-date on current trends in education and other topics to more strategically address the needs of struggling students in your reading, language arts and math classroom.




Using iPads in the Classroom (TITLE II/IV)


Increase confidence in using iPads to enhance your reading/language arts/math classroom and improve student learning particularly those most challenged and in need of differentiation. This session will focus on the basics of using an iPad, including using the basic features of the iPad, customizing the iPad, adjusting accessibility to meet the needs of struggling learners, setting restrictions, iPad tips and tricks, downloading free iBooks, finding and installing apps, etc. Participants will also learn about some great apps (mostly free) to use in the classroom for literacy, math, note taking, etc. You will find that you leave this class with more tools for differentiating your instruction to meet the needs of your struggling learners.




Using MimioMobile App for iPads in the Reading/ELA/Math Classroom (TITLE II/IV)


This offering will give teachers the opportunity to explore the use of the MimioMobile app in the Reading/ELA/ Math classroom. MimioMobile gives schools the ability to incorporate iPads they already have with the interactive whiteboards in the classroom. Learn how the app allows teachers to control the computer and interactive whiteboards from anywhere in the room. Create a student-centric environment by giving students the ability to take control to demonstrate their knowledge. Support and enrich student learning with small group work that fosters class discussions. Review content and assess student knowledge by turning iPads into student response systems that will give teachers instant feedback and records data. One of the key parts of the template for 21st century learning is the inclusion of technology as a natural part of the learning process. Today’s learners are digital natives and respond to technology as a positive way to explore any topic and this includes Reading/ELA/Math. Teachers will explore ways to use MimioMobile to enhance their Reading/ELA/Math lessons and classroom activities to increase collaboration and student engagement among the struggling learners.




Using the 1:1 Learning Format in the Classroom (TITLE II/IV)


Teachers will learn about different content management systems such as Curriculum Loft, My Big Campus, Moodle etc. while exploring different 1:1 mobile learning solution. Such solutions include iPads, laptops and many more. Teachers will learn how to use the 1:1 teaching/learning format to differentiate learning in the areas of Language Arts and Math and will investigate free online resources. The session will incorporate work time where teachers will apply what they’ve learned to create lessons and interventions strategies using the resources demonstrated. Examples of skills taught might include teachers using audio recording software to read tests aloud for students to listen to as well as using online sites to create individual textbooks based on student needs.




Using Interactive Whiteboards in the Classroom (TITLE II/IV)


In this offering teachers will learn how to design differentiated lesson activities on an interactive Whiteboard. Interactive Whiteboards are an appropriate way of bringing technology into your classroom. Course content will focus on adding depth and engagement to the visual format, incorporating interactive content and applying 21st century learning for students who are struggling to learn.




Using Technology in the Classroom (TITLE II/IV)


This offering will give teachers the opportunity to explore the use of technology in the Math classroom. Today’s teachers have access to many technologies that can support and enrich learning for the struggling student. One of the key parts of the template for 21st century learning is the inclusion of technology as a natural part of the learning process. Today’s learners are digital natives and respond to technology as a positive way to explore any topic in math instruction. Teachers will have the chance to explore emerging technologies within their school such as interactive whiteboards, hand-held devices, netbooks, tablets and the Internet as tools for developing their instruction and for differentiating their lessons to better meet the needs of the struggling student.




Using Web 2.0 Resources (TITLE II/IV)


Teachers will learn about a variety of websites that are safe and appropriate to use with students in the math and reading/language arts classroom. Teachers will explore free or nearly free Web 2.0 resources that will allow students to gather information, create projects and demonstrate knowledge in a safe environment. Teachers participating in this session will walk away with intervention strategies they will be able to implement with their struggling students to better prepare them to use technology. Participants will explore an assortment of sites that can be used individually by students or in group work as well as interactive sites for teachers to use when working with struggling learners.




i-Ready (TITLE II/IV)


Educators will learn how to use i-Ready to read and use student performance diagnostics, progress reporting, and standards to inform and personalize their teaching. In this workshop, participants will learn how to practice and employ differentiated instruction and assessment with the i-Ready tools and frameworks. Teachers will also create strategies for aligning learning with each student's equitable path.




IXL Technology Program Training (TITLE II/IV)


IXL training allows teachers to make full use of the IXL program which empowers teachers to individualize goals and use data to drive instruction and facilitate individualized learning plans resulting in learning gap closure. In this session, teachers will get the strategies they need to effectively personalize learning for their students, with how-to on features and best practices for implementing IXL in their unique classrooms. IXL offers personalized skill recommendations based on what each student has been practicing, so they can grow from where they are. Teachers will learn to maximize their impact on student learning by exploring strategies and best practices for using the Continuous Diagnostic, the IXL Curriculum, and IXL Analytics.




Extending the Classroom Using Online Learning Tools (TITLE II/IV)


Are you interested in learning about ways to post things online for your students and their parents? This course will give you the opportunity to explore the options available (i.e. Moodle, Google Sites/Drive, Edmodo etc...), define your needs, and start building or refining your online presence so you are ready for the start of the school year and throughout the year. Online learning tools can support you in effectively meeting student individual learning needs, improving communication between you and your students and their parents and by engaging even the most challenging students.




Gaming & Coding in the Classroom Setting (TITLE II/IV)


Games and Coding/Programming offer educators another tool to add to their belts: design and game-based learning. Digital games and leveled coding designed, for classroom use, help teachers make use of technology to extend student learning and to do things in class that would not normally be possible because of expense, risk, time, or abstraction. In this session, teachers will learn best practices for incorporating digital games into classroom instruction by experiencing some sample lessons and playing some high-quality learning games and scaffolded coding experiences.




Educational Robotics (TITLE II/IV)


Educational Robotics is for teachers who want an expanded awareness for the application of educational robotics, computer structures, curriculum development, and hardware applications. Teachers will participate in activities that can be used in the classroom for any curricular area. Participants could also build, design, and program simple robots, using Lego Contraptions, Lego Mindstorm kits, if the school has purchased the kits. Robotics is an excellent exposure to the new technologies of the future and curriculum development for educational objectives that prepares students for the 21st Century.




Designing Science Student Learning Objectives (SLOs) to Maximize Student Success (TITLE II)


The underlying goal of this workshop is to aid you in writing a good Student Learning Objective that links to the Next Generation Science Standards. The NGSS require new ways of setting goals for students, designing activities and assessing understanding. In this K-12 workshop we will build goals from the NGSS performance expectations and discuss how they would look on an SLO or a standards-based report card. We will discuss the elements of a quality SLO, reviewing examples across grade levels. We’ll collaboratively build assessments that require deeper thinking and student performance; these assessments will be connected to evaluation of student learning within SLOs. Each teacher will have an SLO written by the end and ideas for better connecting instructional processes to the NGSS.




Infusing Science Content with Technology (TITLE II/IV)


This is for teachers who are looking for additional ways to incorporate online science resources and other technology to enhance student engagement, instruction and streamline teacher workload. Teachers will delve into STEM, the SAMR model and Next Generation Science Standards (NGSS) with the goal of incorporating technology in instruction in order to move to utilizing transformational applications with students. Participants should bring a unit or lesson plan that they want to infuse with technology and their own Chromebook and/or laptop with the Chrome browser installed and the necessary charging cables.




Strategies for Implementing FOSS Kits in the Classroom (TITLE II)





Makerspace in Every Classroom (TITLE II/IV)


In this era of testing and test prep, as teachers we must remember education means the whole child grows. Too often we omit the creative and innovative side of a child, the side that may be most important. Makerspaces make it possible for students to take control of their own learning. The process starts with teachers creating the space but students, with guidance from their teacher(s), take ownership for projects they define and design. A Makerspace is a laboratory classroom where students explore, experiment and create – inquiry based, technology rich, 21st Century learning at its dynamic best. This course will provide you with a template to create an innovation zone in your classroom or building.




Next Generation Science Standards (TITLE II)


The Next Generation Science Standards represent a significant step forward in thinking about science curriculum and instruction. This workshop will provide an overview of the structure and intent of the standards. We will connect a sample science lesson with each section of the standards to illustrate what they could look like in practice. We will also review some of the support materials developed by the NGSS writers and the Wisconsin NGSS leadership team to help educators chart a path forward.




Project Lead the Way (TITLE II)


Project Lead the Way provides a comprehensive approach to STEM Education. Through activity-, project-, and problem-based curriculum, PLTW gives students in kindergarten through high school a chance to apply what they know, identify problems, find unique solutions, and lead their own learning. For educators, our engaging, rigorous teacher professional development model provides tools to empower students and transform the classroom into a collaboration space where content comes to life.




Science, Technology & Literacy (TITLE II)


What tools and skills do students need to become scientifically literate? We live in a data-driven world, and the ability to collect, analyze and describe trends is an incredibly valuable skill. This session is geared towards teachers who want to improve their science instruction by integrating it with language arts and math. Participants will learn to create electronic surveys, tables, and graphs using Google tools and think about how these skills integrate into all areas of instruction. Write simple formulas and have the computer do the work for you. These tools will not only help students but will help address classroom climate/management skills!




UDL: Designing Learning Environments (TITLE II)


Learners vary in the way they engage, in how they perceive information, and, in the strategies, they use to make sense of what they know. The Universal Design for Learning (UDL) framework is designed to help educators recognize patterns in this variability in order to plan flexible learning environments. In this session, participants will be prompted to consider their current conception of classroom management and compare what they presently do to the responsiveness and flexibility of the UDL framework. The underlying theme of the session is to encourage educators to look for patterns in learner variability in order to design classroom environments that are not based on control, but on engagement and individual student learning needs.




Universal Design for Assessment (TITLE II)


Universal Design for Learning (UDL) is a brain based, neuroscience-driven educational framework that ensures both equitable and flexible environments for learning across the board. This workshop builds on the three core principles of UDL by actively addressing varied and specific assessment options in each area. Attendees will discover, practice, and create assessment materials specifically leveraged by UDL frameworks.




Digital Tools for UDL (TITLE II)


Universal Design for Learning (UDL) is a brain based, neuroscience-driven educational framework that ensures both equitable and flexible environments for learning across the board. This workshop builds on the three core principles of UDL by actively involving digital and technological tools (e.g document cameras and apps) in the design strategies. Participants will strengthen their understanding of UDL practices while engaging in practical and hand-on examples and planning of technology integration.




Beyond Six Traits: The Writing Process (TITLE I)


This course is designed to refine teaching knowledge and strategies that successfully integrate the language and assessment of writing into the classroom. Participants will gain a deeper understanding of the writing process by practicing and modeling each of the steps within the framework of a writing workshop. Revision and editing strategies, the use of intervention strategies, and differentiated instruction will also be explored. (The Six Trait introductory course is a prerequisite.)




Digital Writers' Workshop (TITLE I)


This offering provides teachers with the knowledge of how to enhance their use of the Writer’s Workshop for struggling learners. The program focus is on how to use genre studies, mentor-texts, and authentic writing from memoirs, to practical how-to-write, short stories of realistic fiction to slice-of-life or writing reviews and how authors decide on titles. Participants will explore the structure of Writer’s Workshop, discover best practices for integrating technology into each component, create intervention strategies to use with struggling learners, and differentiate lesson plans. Tools and internet-based programs will be shared as well as student-tested activities, projects and assessments that can be used immediately in the classroom.




Improving Reading with Language Arts and Key 6+1 Writing Traits (TITLE I)


Teachers will create lessons that weave Six Traits into reading and language arts interventions. Use of the 6+1 Traits of Writing Framework has evolved over the last 20 years. Far more than a tool to assess writing, teaching the writing process and selecting key traits such as word choice, organization, voice, fluency and conventions improves language arts and reading proficiency in struggling learners. Understanding all of the 6+1 Traits and focusing on key traits gives struggling students content clarity, thinking skills and small incremental successes in reading and producing quality work. One of the key common core state standards and part of the 21st Century Standards is the ability to communicate. This happens when reading, language arts and the writing process are interwoven.




Literacy Learning: The Role of Language Arts & Writing for Comprehension (TITLE I)


This offering will give teachers the opportunity to review traits of strong reading instruction and content to meet the needs of and differentiate for struggling learners. With attention to the common core state standards, consideration of assessment data, phonics, phonemic awareness, fluency and vocabulary the emphasis of this workshop will be on all phases of language arts including the writing process. Research indicates (Reeves, 2012) that reading comprehension is greatly enhanced through the writing process. The application of language arts in everyday life will generate thinking skills and creativity and add to the struggling student’s engagement and opportunities for success.




Teaching the Craft of Writing to Struggling Students (TITLE I)


The Craft of Writing is what turns ordinary drafts into extraordinary work. In this offering, teachers will learn how to teach the craft of writing to struggling students through modeling, mini-lessons, celebrations and conferences. Specific attention will be given to word choice, focus, elaboration, details, organization, show/don’t tell and voice. Intervention strategies for those struggling with writing will be shared.




Writer’s Craft for the Struggling Student (TITLE I)


This offering weaves together the practice and theory of writer’s craft, while offering suggestions on how to use books by popular children’s authors to help teach writing. Teachers learn, practice and share intervention strategies for teaching the craft of writing that includes; modeling, mini-lessons, celebrations and conferences. Specific attention will be given to word choice, details, organization, and voice. Envisioning, reading aloud, listening and organization skills are introduced and practiced. The intervention strategies teacher teams will develop, practice and share will use the craft of writing to enhance vocabulary, fluency, phonics, comprehension in reading as well as enhance higher order thinking skills, creativity and student engagement with the feeling of success for the struggling learner.




Writers’ Workshop (TITLE I)


This session will provide teachers with the information necessary to begin implementation of a Writer's Workshop. Several topics will be touched on over the course of the session including workshop overview, the architecture of a mini lesson, conferring, strategy groups, anecdotal notes, mentor texts, anchor charts, assessment and much more. Participants will leave with a beginning list of the tools, procedures, classroom management tips and differentiated lessons to get their struggling learners up and writing.




Writing Across the Curriculum (TITLE II)


Learning to write well is a crucial life skill that extends beyond English Language Arts. While the Writing Across the Curriculum is a movement that began in the 1970s, it is making a resurgence in schools as content area teachers are challenged by the common core to activate reading and writing strategies in their struggling students. Writing across the curriculum encompasses the research that demonstrates writing improves student achievement. This workshop will focus on how to differentiate writing strategies across disciplines so that students are able to increase their depth of knowledge and develop critical and independent thinking skills.




Writing in the Reading/Language Arts Classroom (TITLE I)


Have you ever had students who knew “what” they wanted to write about, but didn’t know “how” to write it? This workshop will focus teachers on the process of how to help their struggling learners write with detail and elaborate and develop an understanding of “voice”. Teachers will develop an understanding of the process of a writing workshop. This workshop will focus on specific areas of need such as vocabulary, word choice and organization. Differentiated lesson plans will be aligned to current curriculum and Common Core State Standards.




Tough Kid Tool Box (TITLE I)


The Tough Kid Toolbox is a resource for teachers to use in dealing with students who present difficulties learning in traditional ways in traditional classrooms. This professional development will provide great tools for teachers who want effective and positively focused classrooms and engaging learning environments. The objective is to give teachers practical techniques that can be implemented without great cost in materials, time, or money.




Student Engagement (TITLE II)


In this course participants will explore the social/emotional/behavioral causes for and effects of failure. Strategies will be identified for motivating the unmotivated and engaging the unengaged in standards-based learning, assessment and grading using the personalized learning plan and balanced instruction.




Doing What Works: Visible Learning Concepts (TITLE II)


This session introduces the attributes of teaching and learning that are supported by research as being effective in schooling. It will introduce the 10 mind frames needed to create a positive learning experience for students. In addition, it will look at high leverage teacher behaviors that produce student results. Critical components to lesson planning, classroom climate, understanding how students learn, giving meaningful feedback, and reflection. This is based on the book, Visible Learning for Teachers by John Hattie.This session introduces the attributes of teaching and learning that are supported by research as being effective in schooling. It will introduce the 10 mind frames needed to create a positive learning experience for students. In addition, it will look at high leverage teacher behaviors that produce student results. Critical components to lesson planning, classroom climate, understanding how students learn, giving meaningful feedback, and reflection. This is based on the book, Visible Learning for Teachers by John Hattie.




Meaningful Feedback (TITLE II)


Educational research strongly confirms that giving students meaningful feedback and allowing students to self-reflect engages students in their learning and improves student achievement. This workshop will help educators understand the different types of feedback, the characteristics of effective feedback, and what it looks like applied in the classroom. educators will be challenged to evaluate feedback instruments and analyze videos of classrooms to help establish clarity on effective feedback. The concepts of peer to peer feedback and student self-reflection will also be explored as strategies for improvement.




Student Motivation and Engagement (TITLE II)


In safe and responsive classrooms, teachers respond to adolescents' needs for choice and flexibility and offer clear expectations and support for higher achievement. In this workshop educators will learn how to structure classroom environments to promote engagement and how to facilitate discussion, create authentic learning experiences for students, choose engaging literature, structure assignments, and assessments to motivate students. educators will explore the social/emotional/behavioral causes for and effects of failure. Research on intrinsic motivation will be reviewed and discussed in regard to classroom application.




Empowering & Engaging Students (TITLE II)


Take a journey through your current learning environment to find places to incorporate change in your classroom that will promote higher levels of student engagement. This session is focused on the practical implementation of student engagement strategies in key areas such as classroom setup, classroom management and community creation, homework policies, assessment practices, as well as personalization of curriculum. This session is intended to empower attendees in their current practices while inspiring them to create meaningful change opportunities that will increase student engagement in the classroom.




Project Based Learning (TITLE II)


Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This workshop introduces teachers to the essential elements needed to design and differentiate a high-quality experience for their students that is meaningful and relevant. Using the templates and elements of project-based learning from the Buck Institute teachers will leave this workshop with the necessary tools to design, differentiate and implement this type of learning. Teachers will learn to identify and align standards to projects, help students write driving questions, how to facilitate and encourage student voice and choice, how to promote collaboration and teamwork amongst students, how to give meaningful feedback and revisions, and how to design projects that are authentic and result in public presentation.




Ready, Set, Go! New Teachers Start Your Engines and Prepare to Engage Your Students (TITLE II)


It takes a lot to win the race. Planning and preparation are key elements as well as having the right support team to keep you on the track. This workshop is designed for the beginning or returning to service teacher. Start the race and stay out of the pits at the beginning of the school year. Created to help make sure you have a successful beginning when the green flag goes down, this workshop is chock full of ideas to make your transition a successful one for your students. In concise mini workshop formats, you will be exposed to the best strategies and ideas for new beginnings. Expert veteran teachers will share their secrets and best ideas for classroom management and student motivation with you. You will have a chance to interact with others who have like concerns and have your questions answered by teachers who are proven to build your capacity.




Teacher Evaluation Process (TITLE II)


How am I going to be held accountable for improving my professional practice? In this session about the Wisconsin Educator Effectiveness (EE) System, the focus is on the evaluation of teacher professional practice. Participants learn the critical attributes of the system’s domains and components, and practice identifying these attributes at different levels of performance. The role of Teachscape© resources in training teachers and for certifying evaluators will be discussed. (THIS IS NOT A TEACHSCAPE© TRAINING.) Time will be provided in a collegial setting for participants to develop or improve Professional Practice Goals for their personal Effective Educator Plans.




Creating Curricula in a Backward Design Environment for Maximizing Student Learning (TITLE II)


Teachers will engage in using backward design to develop engaging lessons that focus on literacy/thinking skills for the struggling learner. Implementing a literacy-based curriculum enables teachers and students to structure lessons that focus on a reading/thinking strategy. Through teacher modeled instruction, guided instruction, collaborative, flexible and guided groups, teachers will build a literacy-based environment that engages struggling learners actively with lessons/activities aligned to the Common Core Standards.




Flipped Learning in the Reading/Language Arts & Math Classroom (TITLE II)


In this session participants will learn the theory behind flipping their classroom instruction in the areas of reading/language arts & math. The facilitator will focus on the reasons for flipping, the challenges faced by struggling students, the many pedagogical benefits to flipping, intervention strategies to help struggling students and numerous free online resources to help them get started. In the flipped classroom instruction/class time shifts so that in class time is used to explore topics in greater depth through a more personalized, differentiated and active process. Flipped classrooms also explore new formats for in-class activities from more traditional homework to activity-based learning for the struggling learner. Research has shown that students in a flipped classroom are more actively involved in acquiring and constructing knowledge and evaluating their learning.




Developing a Growth Mindset in Reading & Math (TITLE II)


Participants in this session will learn how to promote the development of a growth mindset in self and others. When students and educators have a growth mindset, they understand that achievement in struggling students can be developed with a focus on improvement instead of how smart they are. Based on research we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores. Research has also shown that promoting a growth mindset narrows both the gender and racial achievement gaps.

Participants will learn procedures that will help their struggling students develop a belief in effort, a love for challenge, and resilience in the face of adversity. The focus of this workshop will be on providing strategies to:

  • Change students’ thinking about performance and success
  • Build a growth mindset for academic success within the struggling learner
  • Develop students’ understanding of learning and the elasticity of the brain
  • Create intervention strategies to help the struggling learner develop a growth mindset




Improving Reading/Language Arts & Math Proficiency through Teaming (TITLE II)


In this workshop teachers collaboratively learn and practice methods to increase their effectiveness in teaming with struggling students, teachers, administrators and parents to better support students. Teachers will develop engaging activities to better collaborate with those involved in differentiating & supporting learning. Research indicates that student success, particularly those who are challenged in the core areas of reading/language arts & math, show more significant gains when supported by a well-coordinated team.




Lesson Study (TITLE II)


The achievement level of learners is a direct result of the quality of instruction implemented in the classroom. In order to ensure that quality Reading and Math instruction is occurring research has shown that quality professional development is critical. In order to ensure that the topics covered in PD are implemented, the T-I classroom teachers will do lesson studies. These teams will present their lesson plans and activities to their grade level or content area teams. The format will allow them to critique the lessons and the formative and summative assessments that are done to assess the effectiveness. As a team they will explore the process of quality results driven instruction. In this workshop teachers will be trained on how to participate in these lesson study groups, how to create intervention strategies to help the struggling learner succeed and how to report the results to their administrators. The process will expand to observing each other’s teaching and also assessing the results.




S.M.A.R.T. Goals: Goals that Work for Struggling Learners (TITLE II)


Schools have always set goals for their teachers and students but have had problems getting them instituted. S.M.A.R.T: Specific goals which have a greater chance of being accomplished. Measurable, sets specific criteria for measuring progress. Attainable to help the teacher to develop attitudes, skills, and capacity to reach the goals. Realistic, goals are based on objectives which can show substantial progress. Timely provides the goal with a rigorous time frame for holding everyone to the same expectations. Through this workshop and follow-up sessions, teachers and administrators will make sure Reading and Math goals are S.M.A.R.T. and that they are given instructional and management strategies to ensure the struggling student is meeting the goals set. Intervention strategies will be discussed to meet the needs of struggling learners.




Rigorous Learning Through Content and Relationships (TITLE II)


See how to raise educational expectations for all students; regardless of their socio-economic status, race, or gender. This workshop will use neural-based evidence and proven practices to showcase how to structure learning content and form informed relationships that lead to academic rigor.




21st Century Skills and Pedagogy (TITLE II)


This offering will give the opportunity to educators to do an initial exploration of Twenty-First Century Skills and the pedagogy that will support skills. To make the adoption of this format of learning more meaningful, educators will look at outcomes of this type of learning and they can differentiate their instruction to meet the needs of struggling students. Intervention strategies will be developed for the students struggling to keep up.




Understanding by Design, UbD (TITLE II)


Understanding by Design from the research of Wiggins and McTighe is a planning tool to improve student achievement by helping the teacher clarify learning targets, devise enhanced assessments and develop engaging and authentic learning activities for students. UbD can be particularly effective by using this three-stage design process, sometimes called backward design. In this offering, collaborative teacher teams will set clear classroom goals and design assessments prior to instruction. This approach will avoid mere curriculum coverage or marching through activities without focus. Student performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction to differentiate for struggling learners. Teacher teams will create and apply lessons based on Understanding by Design processes which they will share for peer review and then re-teach using suggested feedback for improved lessons using intervention strategies for true student understanding.




Communicating with All Kinds of Minds (TITLE II)


This workshop will focus on instructional communication with students. Communication in this particular context includes the following:

  • Communication styles that students bring to school
  • Communication styles that teachers bring to school
  • Communication patterns between teachers and students
  • Finding “voice” in classrooms
  • Connecting our developmental understanding to language and communication to increase student engagement and achievement in the classroom.




Creating Positive Classroom Culture (TITLE II/IV)


Positive classroom culture is critical to the success of students and the effectiveness of the teacher. Participants will explore how classroom culture impacts student engagement and performance. Participants will explore changes that can be made to lessons, environment and expectations in order to increase student engagement and achievement.




Financial Literacy (TITIE II/IV)


Financial literacy is the ability to use knowledge and skills to make effective and informed money management decisions. The intention of the workshop is to provide the average classroom teacher what we hope to be just enough background information and just enough confidence in it to begin at least an occasional dialogue with students, a dialogue that will concern itself with this much needed and most relevant of information.




Effective Instructional Strategies for Urban Classrooms (TITLE I)


This intensive academic training is designed to help both new and seasoned teachers learn and implement focused instructional strategies to differentiate reading/ELA and math instruction and effectively engage all learners in the classroom to increase overall student achievement. This professional development will be designed to train T-I teachers in differentiated instructional strategies in Reading/Language Arts and/or Math best practices to raise academic achievement scores and on-task behaviors in the classroom. The presenter can use a variety of models to address the urban classroom including the Boys Town Model - “Well -Managed Classroom and Administrative Intervention Procedures”: Strategies to Create Productive and Cooperative Social Climate to Increase Student Learning, Ruby Payne practices and others.




Current Topics in Education Academy (TITLE II)


This offering will give the teachers the opportunity to collaboratively explore critical topics in Reading, Language Arts, Math and English as part of a professional learning community (PLC) to enhance and refine their instructional practice to better meet the needs of the struggling learner. Teachers will meet at predetermined times in their PLC’s and will take that learning to the next level by applying what they learn to differentiate their lesson planning and their classrooms to meet the needs of struggling learners.




Project Based & Real World Learning is Differentiated Learning (TITLE I)


Having students connect their learning to their world and supporting student led project making is the ultimate version of differentiation. Learn the research around project based and real world learning and find a number of strategies to begin this work at your school.




Digital Tools for Differentiation (TITLE I/IV)


Differentiation is one of the critical components to everything from universal design for learning to equitable classrooms, and teachers intending to differentiate need an arsenal of tools to accomplish the tall task of pulling it off. The digital world offers a wide range of opportunities for teachers to be creative and provides inclined educators with tool-belts of differentiating options. This workshop/session focuses on the digital tools and digital pedagogy for offering unbounded opportunity for students and their varying abilities and interests. We will explore and put to use dozens of tools for helping readers, writers, speakers, and listeners; from hands-on to introvert, we will explore tools that will open the realms of the classroom and the students' opportunities.




Strong Home-School Connections for ELLs (TITLE III)


This is course one of five facilitated, 15-hour professional development courses for teachers of English language learners offered by Confianza. These online courses for teachers are a complete learning experience. Participants receive:

  • In-depth content and knowledge in key areas of equity, language, and literacy
  • A wide-range of articles, videos, and fieldwork tools for immediate application
  • Guidance on implementing Confianze content to supplement your professional learning communities
  • Access to additional content on Teaching Channel Plus, a dynamic online video-based platform
  • The option to go deeper with customized remote workshops and virtual coaching support

All educators can tap into English learners' rich and diverse assets to improve student and family engagement and classroom performance. In this course, the presenter shares evidence-based strategies for uncovering students' and families' "funds of knowledge" for culturally and linguistically responsive schooling.




Differentiation and Academic Language Instruction (TITLE III)


This is course two of five facilitated, 15-hour professional development courses for teachers of English language learners offered by Confianza. These online courses for teachers are a complete learning experience. Participants receive:

  • In-depth content and knowledge in key areas of equity, language, and literacy
  • A wide-range of articles, videos, and fieldwork tools for immediate application
  • Guidance on implementing Confianza content to supplement your professional learning communities
  • Access to additional content on Teaching Channel Plus, a dynamic online video-based platform
  • The option to go deeper with customized remote workshops and virtual coaching support

In order to plan and deliver effective, meaningful instruction for ELs, educators need to understand deep features of academic language and provide targeted scaffolds for a language-rich classroom. In this course, the presenter promotes evidence-based strategies for intentionally planning instruction with a “language lens”.




Analyzing ELL Data and Assessments (TITLE III)


This is course three of five facilitated, 15-hour professional development courses for teachers of English language learners offered by Confianza. These online courses for teachers are a complete learning experience. Participants receive:

  • In-depth content and knowledge in key areas of equity, language, and literacy
  • A wide-range of articles, videos, and fieldwork tools for immediate application
  • Guidance on implementing Confianza content to supplement your professional learning communities
  • Access to additional content on Teaching Channel Plus, a dynamic online video-based platform
  • The option to go deeper with customized remote workshops and virtual coaching support

Educators must have a deep understanding of multiple data sources and how to use this data to improve language and content instruction and assessment. In this course, the presenter shares practices and strategies to help educators analyze ELL data and design valid and reliable assessments that minimize cultural and linguistic bias.




ELL Teacher Leadership and Collaboration Strategies (TITLE III)


This is course four of five facilitated, 15-hour professional development courses for teachers of English language learners offered by Confianza. These online courses for teachers are a complete learning experience. Participants receive:

  • In-depth content and knowledge in key areas of equity, language, and literacy
  • A wide-range of articles, videos, and fieldwork tools for immediate application
  • Guidance on implementing content to supplement your professional learning communities
  • Access to additional Confianza content on Teaching Channel Plus, a dynamic online video-based platform
  • The option to go deeper with customized remote workshops and virtual coaching support

Strong partnerships between EL specialists and content area educators are essential for high quality instruction and collaborative school cultures. In this course, the presenter shares strategies to deepen professional learning communities and support EL specialists in modeling effective collaboration built on mutual respect.




Evaluation and Leadership for ELL Equity (TITLE III)


This is course five of five facilitated, 15-hour professional development courses for teachers of English language learners offered by Confianza. These online courses for teachers are a complete learning experience. Participants receive:

  • In-depth content and knowledge in key areas of equity, language, and literacy
  • A wide-range of articles, videos, and fieldwork tools for immediate application
  • Guidance on implementing content to supplement your professional learning communities
  • Access to additional Confianza content on Teaching Channel Plus, a dynamic online video-based platform
  • The option to go deeper with customized remote workshops and virtual coaching support

Leaders need to understand the competencies and skills that content and language teachers must have to effectively support English Learners. In this course, the presenter teaches evidence-based strategies for strengthening school culture, programming, and professional learning to benefit linguistically diverse students and families.




Research Findings around Students’ Non-Cognitive Factors (TITLE II/IV)


Many educators are talking about soft skills, grit and growth mindset these days. While it all seems important, at the same time it can feel like it is more for a teacher to include along with standards and everything else.

Learn what the research says about Non-cognitive factors in the classroom and identify the important levers that teachers and students can use to improve learning and teaching.




Wellness and Nutrition (TITLE II/IV)


In our high tech world, students are subject to decreases in overall energy which can result in their reduced ability to focus and perform. With limited tech time, encouragement to play outside regularly, and balanced nutrition plans, students can win their focus back. Participants will engage in discussions around increasing servings of fruits and vegetables, the differences between whole and processed foods, and dig more deeply into the five food groups.




Critical Friends Group® (TITLE II)


Critical Friends Group work originated 1994 at the National School Reform Faculty in Bloomington, IN. The key differences between CFG communities and other professional learning communities (PLCs) are (1) an intentional cultivation of safety and trust between the members, and (2) a focus on solving problems and accomplishing goals brought by its participants. These distinctions are key to educators helping each other improve their practices with honesty and integrity, resulting in a more positive school culture. Led by a certified CFG coach who is trained to use NSRF collaboration protocols, this offering will begin conversations with stakeholders about strengths and challenges of a school. These conversations will allow all voices to be heard and honored as they give non-judgmental, but open and honest feedback to one another, resulting in accomplishing great things in short periods of time. These conversations always have data or student artifacts as the center.




Moving to Online Instruction (TITLE I/II/IV)


What could online look like in your organization? Learn from a Virtual Learning School about the practices and set up of our school. Additionally, we can help you set up your online mission, vision, values, and introductory steps to transitioning staff and students to online learning.




Teaching with Google Classroom (TITLE I/II/IV)


From launching Google Classroom to perfecting class flow, participants will discover multiple aspects to effectively implement the use of Google Classroom. On top of walking through the basics of adding students and organizing files, educators will dig more deeply into communication through Classroom, lesson creation, and content delivery best practice.




Integrating All Language Domains (TITLE II/III)


In partnership with Confianza: When we use a “language lens” in any classroom, we are being intentional about providing opportunities for students to read and write, (the domains of literacy), and listen and speak (the domains of oracy) in any and all lessons including in remote teaching. In this interactive workshop, we will self-reflect on our current practice in being intentional about the domains of language as modeled by the facilitator. Then, we will review cross-content strategies for ensuring oracy and literacy across lessons, both for in-person and remote teaching (many of these strategies are reminders of the SEI strategies!) In order to apply these strategies, participants will work in breakout rooms to annotate participant-chosen lessons for integrating all domains and improving the lesson with a language lens. At the end of our time together, each group will share our lesson take-aways and each participant will plan next steps for applying this professional learning into practice as potential team goals or individual goals. Topics include: exploring strategies for reading, writing (literacy), listening and speaking (oracy); increasing engagement through authentic oral language activities and protocols; tiered vocabulary




Developing Empathy for your ELLs (TITLE II/III)


In partnership with Confianza: Participants will discover ways to learn about and integrate ELL students’ funds of knowledge to embed social-emotional aspects and cultural responsiveness into instruction. First, we will connect on successes participants have previously had with ELL students to build and activate our background knowledge. Then, we will unpack research-based tips for analyzing factors impacting language learning and proven ways teachers can honor student identity into learning as empathy-builders and perspective-takers. After that, participants will work in breakout rooms through a protocol for integrating linguistic and cultural aspects into any content classroom including remote teaching. Lastly, each group will report out on what insights or takeaways they uncovered during their work time. Additionally, each person will share next steps for applying this professional learning into practice as potential team goals or individual goals. Topics include: exploring culture and the role of English; creating a class portrait and/or individualized language plan; discussing a framework for cultural responsiveness (mirrors and windows for diverse texts/including students’ backgrounds in instructional materials/curricula)




Implementing Language Supports (TITLE II/III)


In partnership with Confianza: All teachers are teachers of language and can explicitly support the language of their content area by providing language supports that benefit ELL students and ALL students. First, we will assess what current supports we use to make the language of our content areas more clear, no matter what we teach. Then, we will discover research-based supports that can be layered into lessons to make academic language more accessible for students along the continuum of language development. Participants will apply these supports in breakout rooms by planning a lesson with different levels of language development support in mind for an online lesson. Lastly, each group will share out reflections and take-aways with next steps for applying this professional learning into practice to support team goals or individual goals. Topics include: analyzing language supports; supporting different levels of English language proficiency; creating scaffolds based on a content-based lesson/unit; doing a “makeover” for a current assignment/assessment to reduce cultural/linguistic bias and barriers




Partnering for ELL Success (TITLE II/III)


In partnership with Confianza: The blended professional learning series we have embarked on will be celebrated by having participants share their big takeaways and commitments going forward. First, we will explore an example plan-teach-assess cycle between a language specialist and a content specialist. Then, we will reflect on what specific collaborative norms could be successful for our own partnerships. After that, we will analyze components of effective teaming for multilingual learners and how that can occur online. Finally, in this culminating session, we will share our next steps as articulated in each participant’s action plan, discuss potential challenges that could arise, and plan benchmarks for success as mindfully as we can for next steps with our ELL students’ needs in mind. Topics include: implementing collaborative norms for supporting ELs in teams; exploring co-teaching models; using different models for language objectives that make content objectives more accessible




Culturally Responsive Text Analysis (TITLE II)


In partnership with Confianza: Review the importance of providing mirrors and windows that connect to the student diversity in your school district. Discover and apply a process and set of field-tested tools for analyzing texts and accompanying instructional materials. Two 1.5 hour online workshops for up to 30 participants Follow-up coaching sessions available to support implementation




The Social Justice Standards (TITLE II)


In partnership with Confianza: Learn about a robust and helpful framework for integrating social justice practices into the heart of curriculum, leadership, and professional development. The Social Justice Standards from Teaching Tolerance include K-12 focus areas on Identity, Diversity, Justice and Action. Two 1.5 hour online workshops for up to 30 participants Semester and year-long plan available with 5 workshop series Follow-up coaching sessions available to support implementation Our online Social Justice course can be added on for additional support




Critical Conversations to Respond to Everyday Prejudice, Bias and Stereotypes (TITLE II)


In partnership with Confianza: Unpack common beliefs that lead to stereotypes, prejudice and implicit bias. Practice a protocol for interrupting harmful words and actions when working with students, staff, families and the community. One 1.5 hour online workshop for up to 30 participants Follow-up coaching sessions available to support implementation




Social Justice Curriculum Development (TITLE II)


In partnership with Confianza: Improve your own curriculum framework to integrate the Social Justice Standards and teaching materials from Teaching Tolerance. Through hands-on support, refine your curriculum maps and assessments to empower students through authentic, real-world learning experiences. Three 1.5 hour online workshops for up to 30 participants Plus a minimum of two 1 hour coaching sessions for each content team Our online Social Justice course can be added on for additional support




Assessment Makeovers to Reduce Bias (TITLE II)


In partnership with Confianza: Review your existing assessments and assignments with an eye for equity. Implement a protocol for analyzing and addressing issues that impact assessments measuring what they intend to measure by reducing cultural and linguistic bias so that all students can succeed. One 1.5 hour online workshop for up to 30 participants Follow-up coaching sessions available to support implementation Our online assessment course can be added on for additional support




Literacy Starts with the Learner (TITLE II/III)


In partnership with Confianza:
Ensure that learning is co-constructed between the instructor and the students, as well as between students across all content areas and grades. Practice research-based, equity-minded techniques for ELs and ALL students to activate and build on background knowledge when interacting with any text because no learner is a “blank slate”. One 1.5 hour online workshop for up to 30 participants Follow-up coaching sessions available to support implementation





Family Engagement

Basic Computer Skills for Parents/Guardians


This class has been created for parents/guardians with little experience in the use of computers/technology and/or those who want to refresh their skills. The parents/guardians will set the pace for learning and leave with a sense of accomplishment! (Note: We will adjust the topics addressed based on the needs and interests of the parents/guardians attending. No previous experience with computers is required to attend this class.)

During this course parents will learn:

  • Basic computer skills
  • The use of the internet (parents/guardians will learn how to focus their internet searches so they can effectively and safely access websites with downloadable and free reading and math materials to use at home with their children)
  • The use of free materials they find on the internet to support their child’s learning
  • Installation of antivirus software




Breaking the Bridge


Students and families will explore what engineers do when they take on the challenge of making the sturdiest bridge. When engineers design a bridge, they must consider how the bridge will be used, how long and wide it should be, and how much weight it has to hold.

There are four main types of bridges:

  • Beam bridges are made of horizontal beams supported by piers at each end.
  • Truss bridges are a combination of triangles made of steel.
  • Arch bridges are made up of arches supporting the bridge and are naturally strong.
  • Suspension bridges are long bridges, such as the Golden Gate Bridge.

Families will work together to build truss bridges and then have fun competing against each other to construct a truss bridge and measure how much weight it can hold before collapsing. After the collapse participants will reevaluate, redesign, and rebuild something even stronger! Using math has never been so much fun.




Celebration of Learning


This workshop promotes the involvement of parents/guardians and students through visiting, on a rotating basis, a series of centers featuring hands-on learning strategies to engage and reinforce reading and mathematics/problem solving at home. User-friendly and cost-effective learning materials will be created and shared. Learning Exchange parent/guardian instructors will promote early elementary, upper elementary and secondary level learning. Interactive instructional strategies, as well as math/problem solving and reading content study skills with graphic organizers, will be introduced and be developmentally appropriate. All interactive centers are designed with easy activities for families to duplicate with the resources they have at home. The center activities are also focused on enhancing communication opportunities between parent/guardian and child(ren).




Common Sense Parenting Strategies


The Common-Sense Parenting model is highly interactive and allows parents/guardians to build and practice skills that: foster strong family relationships, prevent and correct misbehavior, use consequences to improve behavior, teach self-control, stay calm, and create predictable family routines. The class also covers how parents/guardians can deal with school problems, teaching parents/guardians strategies to help their kids be more successful at school in their reading and math/problem solving classes, computer use/misuse, and other safety issues that older students face.




Creating Learning Opportunities at Home


Discover how to create fun learning opportunities every day in your home. This session will provide parents/guardians with ideas for engaging children in a variety of subject areas at any level. Because parents/guardians are the most influential people in a child’s life, they can make the most difference when it comes to helping a child reach his/her potential in reading, writing and math. Make-and-take activities will be provided along with a variety of cost and time effective methods that are easy to incorporate at home. Whether parents/guardians are looking to help their child during the school year or summer, parents/guardians will come away with new tools and resources that will turn learning into fun family experiences!




Culturally Responsive Literature:  Who We Be


Parents and students will be practicing reading strategies using selected readings that are culturally responsive. The topics for literature selection will be racial identity, breaking down stereotypes, and empowerment. Parents and students will be part of the literature selection process.




Developing Minds & Academic Achievement


What should my child be doing at what age? This workshop will address that crucial question asked by all parents, focusing on how physical/emotional development affects learning. Parents/guardians will better understand how to communicate with their child at different stages of growth and will understand how to work with their child on developmentally appropriate activities to enhance their child’s physical, social and academic growth.




Do the Math


Math is one of the most critical skills our children develop and can be a tough one for parents/guardians to support at home. Come join us to learn about the latest information on how teachers are preparing our children with the best instructional methods and how we can support our children to develop confidence in their math ability. This fun filled mathematics evening will allow parents/guardians to experience the mathematics that their children are engaging in at school. This conversation about math also leads to opportunities to foster a child(ren)’s problem solving skills. Come to meet with other parents/guardians that want to overcome the "I hate math" culture with a “math is fun” attitude!




Dry Ice Capades


Most people know dry ice is used for fog at parties or in movie scenes but what really is dry ice? Is it really dry? It is really ice? Did you know that dry ice is frozen carbon dioxide - the same gas we exhale out when breathing? In this fun family activity, students and parents/guardians will observe and interact with the many interesting properties of dry ice. Participants will measure temperatures and volumes during the experiments. Each participant will also create their own dry ice - ice cream recipe to enjoy! What could be more fun than using math skills to create a tasty treat?




Edu-tainment


This workshop will help parents/guardians focus on and gain strategies in whole family engagement/interactive involvement of students and parents/guardians. The Edu-tainer will present reading (for grade school students) and literature (for intermediate students) in an entertaining manner. Using the method of storytelling, parents/guardians will learn about and gain strategies in the importance of reading (to your child) for success in school and in all aspects of life.




Effectively Communicating with Teachers


Bridge the gap between home and school! Parents/Guardians have the most influence in their child’s life and are more effective when they feel comfortable talking with teachers and administrators about their child’s strengths and challenges in the critical areas of reading and math. This session will empower parents/guardians with tips on how to be involved with school learning and what to share with teachers. They will learn what questions to ask and what information about their child’s growth should be coming home. Discover how your child’s academic achievement can be strengthened through effective teacher-parent partnerships!




Electrify My Greeting Card


In this hands on activity, families will create light up greeting cards using LED lights. Participants will then decorate their card using a color by number format. Families will work together to solve math problems to determine which colors go where. Participants can choose to focus on addition and subtraction problems or multiplication by mental math.

Get ready to work on different math strategies together! Leave with a newfound pride in your creation, an understanding of how circuits work, and more confidence in math.




Experiencing Math: Creating Unique 3D Paper Sculptures


In this hands-on workshop, families will create three-dimensional paper sculptures using only one continuous paper cut out. Families will be using problem solving and reasoning skills to complete the tasks, as well as teamwork and communication skills. Families will be challenged to design and fold shapes such as cubes, pyramids, and rectangular prisms. This course combines the use of geometric features such as perimeter, area and volume, but also improves general visual literacy and problem-solving skills.




Family Literacy


The focus of this event will be to better equip parents/guardians to help their children reach higher levels of academic achievement by learning strategies to help child(ren) read in and out of the classroom. Reading is a lifelong skill that is crucial to success in every aspect of life. Helping parents/guardians to feel more comfortable reading to and with their children provides them with an opportunity to foster success and strengthen and increase opportunities for crucial conversations.




Homework Without Tears


This workshop will focus on how parents/guardians can effectively help their child(ren) with homework! Every parent/guardian feels challenged at times to help their child with homework. Are you looking for ways to help your child study math facts and/or getting your child to read? Is getting homework finished a regular battle?

During this fun and informative session, we will discuss...

  • Specific study skill strategies parents/guardians can use at home to help their child learn and retain vocabulary, concepts, and facts
  • How to identify your child’s learning styles and ways to support their learning styles
  • Tips and tricks for motivating a child to persist at and complete homework with ease and without arguments!

Be inspired and energized with strategies for making homework time hassle free in your home!




How Families Can Help Build a Stronger Reader and Writer


This workshop is for parents/guardians curious about how schools are changing their reading and writing programs with the new Common Core State Standards. This parent/guardian session will focus on what those changes are and how parents/guardians can help their children rise to meet those challenges. Practical ideas will be shared along with kid friendly resources. Seeing how to approach learning in fun and natural ways is the goal of this session.




How Well Do I Communicate with Others?


This workshop teaches parents and students the core components of effective communication. They will also learn about the barriers to effective communication and have an opportunity to practice communication skills. Assertiveness training will be included in the workshop so that participants can choose words carefully, give clear directions, speak up for themselves, and refuse what they don’t want. Body language will also be discussed as a component of communication. This workshop will be interactive and engaging.




The Magic Book Bag: Fun Ways to Help Your Child with Reading


Motivate your child to read through a variety of fun activities and strategies! Parents/guardians will learn easy-to-implement activities, increasing vocabulary and word attack skills. Learn tips to motivate a reluctant reader and understand how to help your child select appropriate books. Parents/guardians will have a new “toolbox” of strategies to increase children’s critical thinking and persistence, their ability to retell a story they’ve read and capacity to problem solve. All families will leave with a bag filled with ideas to encourage and support reading at any level!




Math and Hydroponic Horticulture: Growing Plants in Water


This hands-on authentic activity has students planting a small hydroponic garden. Students measure water and harmless chemicals using the metric system. They then balance the system by measuring and adjusting the pH. The best part is that students get to take their garden home! While having fun parents/guardians will learn to reinforce that math standards include metric and English measurement, volume, multiplication and division by 10, 100 and 1000, and logarithmic scales.




Math Detectives


Do you want to practice being a MATH detective? Together we will learn multiple ways to help solve a variety of math problems. We will also search for math word clues that will help us break the number story code. Our study will help make number stories seem like less of a mystery! It can sound complicated but in a fun and easy way parents will learn multiple addition/subtraction algorithms including partial sum and “boxing in” strategies.




Math in a Bag


Learn many ways to help your child better understand math! Using common household items, you will be able to help your child soar in math by practicing simple math skills in a very hands-on way. You will learn many new strategies in helping your child understand that math and problem solving are a part of almost everything we do! Each family gets to make and take the games home!




Math Mania!


Learn how fun math can be! Hands-on math stations for a variety of abilities and interest levels. Parents/guardians and children will rotate from station to station, participating in engaging math activities and games that help reinforce basic math facts and concepts, as well as provide enrichment. Parents/guardians and children will come away with ideas for math practice they can do at home too!




Math Party—Using Music to Build Math Reasoning Skills


Join our interactive math party! Through the use of games and music we will highlight many mathematical concepts including number recognition, telling time, counting, skip counting, addition, subtraction, shapes, and money!

We are going to party- in a mathematical way,

We’ll sing songs and have lots of math games to play!

What’s that number? Name that shape.

Let’s count money and celebrate!




Mental Math


To become experts at mental math, children need considerable practice because mental computation is not done in the same way as pencil-and-paper procedures. There are many ways to add, subtract, multiply, and divide using mental math. Mental math takes practice and the more parents can do with their child at home, the better prepared their child(ren) will be for the math they'll encounter in class, on tests and in everyday life. Practicing every day is definitely the key and the more you as a parent know about mental math the more comfortable you will be and the more fun you will have with your child(ren). We will show you simple and fun ways to practice mental math. Enjoy learning how to find anyone’s age with math, how to easily square a number ending in 5, and how to quickly multiply a two-digit number by another two-digit number. While playing challenging mind games and learning magic tricks, families will build their mental math stamina together. Participants will realize just how often they can use mental math to succeed!




Mighty Math, Recipe Reading and Silly Science Go Together


Science can be fun. And did you know that math, reading and science go together?! Parents and children will use math to measure, reading to read recipes and science to experiment, discover, observe and think like scientists as they rotate through hands­ on stations connecting reading and math to science. Using simple ingredients, families will read recipes and create fun molecular specialties and tasty oddities. Children will be encouraged to think of the math, science, and chemistry behind what makes the experiments work. At each station, families will read recipes and directions, record what they think will happen, record what actually happened and hypothesize/make a really good guess about the math and science behind each experiment.




Munchable Math


Let’s have a fun and tasty time while reviewing math concepts. Math facts are important because they form the building blocks for higher-level math concepts. For example, adding and subtracting larger numbers, telling time, counting money, measurement, and long multiplication and division are all concepts that are significantly easier for a child to learn once they have mastered their math facts and have developed a keen number sense. Parents and children will count, estimate, measure, compare, classify, and create in this edible math facts workshop. Math related stories will be shared. Laughter and learning to think mathematically while munching is guaranteed!




Parent ESL Class


This is a class designed to help parents/guardians build their English language and literacy skills. Parents/guardians have said these classes help them at home, school and work.

Parents/guardians will be placed in a class based on their current English skills, either at a beginning or intermediate level. The class will run once or twice a week for 1.5-2 hours per session depending on the school’s allocation. The classes will run 8-12 weeks in a semester, usually after school or early evening.




Playground Planetarium


With all of the changes in the understanding of the solar system being made lately, it is becoming more important to help introduce students to the solar system as early as possible. Students and parents can begin their exploration together at this event.

The solar system is huge! Did you know….

  • the solar system includes the Sun and all the objects that orbit around it due to its gravity (such as planets, comets, asteroids, meteoroids and moons)
  • the solar system formed around 4.6 billion years ago
  • here are eight planets in the solar system

During this activity, families will work together to create an actual scale model of the solar system by reducing its size mathematically. Participants will use all sorts of unconventional tools for measuring distances between planets. Come ready to move around while building this masterpiece.




Poetry Slam


A poetry slam is the competitive art of performance poetry. It puts a dual emphasis on writing and performance, encouraging poets to focus on what they’re saying and how they’re saying it. This workshop will introduce what a poetry slam is, help students and parents write a performance poetry piece, and deliver the poetry. This is a fun activity that challenges all participants to dig deeply into issues and emotions that are of importance in our society.




Principles of Math and Financial Literacy


This workshop is based on the application of the basic principles of number sense, ratios and proportions, and problem solving. Students and parents will engage in using these principles in a financial planning context connected to their daily lives. Topics such as earning, spending, saving, budgeting, interest, and future planning are covered.




Readers to the Rescue


Humpty’s cracked, Rapunzel’s trapped, 3 Pigs nearly get blown away!
Story characters in a jam? No problem! Readers to the rescue! Students will dig deeper into fairytales and folktales and have the opportunity to be readers, detectives and problem solvers. They will analyze the situation, then brainstorm as they develop solutions and create structures using everyday household items to help the Gingerbread Man engineer an escape from the Fox, get the Little Red Hen some much needed help, put Humpty together again and much more. Activities are designed to encourage critical thinking as well as practical problem solving and teamwork.




Readers’ Theater: Read, Reread, React!


Students will bring stories, legends, fairytales, folktales, tall tales, mysteries and poems to life through re-reading scripts and performing for parents. Whole group and small group selections will be offered to students so that readers of all reading levels can become actively involved in bringing stories to life. Practicing reading with a purpose is a powerful tool that gives students a real reason to read, reread, react, and enjoy literature of various genres.




The Right Way to Help Your Writer!


Does your child struggle with writing? Are you looking for tips to help your child with writing at home? This session will teach parents/guardians about simple tools they can use to help their children when it comes to structuring and organizing their writing. Parents/guardians will learn how reading and writing go hand-in-hand and use that information to help their child write sentences, paragraphs and essays with ease.

Take advantage of this opportunity to help your child develop life-long effective writing skills!




Rock, Scissors, PAPER!


Families will be engaged with this interesting hands-on activity where they actually make paper! This activity develops literacy in the actions that students must take in following a sequential set of instructions in creating their own unique sheet of paper and reading about the history and process of paper making. Students will also develop math literacy skills in gaining knowledge about volume and measurement.




Rocket Math


During this hands-on, authentic activity, families will build and launch foam rockets while reinforcing metric measurement, geometry (shapes and angles), graphing and data recording. In a fun and comfortable way parents/guardians will learn how these activities address national math standards including numbers and operations, geometry, measurement, data analysis and probability.




Scale Model Mania


Developing scale models (modeling) is an important step in the engineering process. Before beginning work on a new project, engineers develop models of what they want the product to look like. Models serve as examples both for those involved in development as well as customers. Parents/guardians will explore questions like how big was the Titanic and is the Washington Monument really that tall? In this activity, families will investigate the math behind scale models. While constructing a giant wall mural of the Titanic and a 3-D replica of the Washington Monument, families will use their skills of measurement, geometry, and proportional relationships. Enjoy this math, engineering and building experience with the whole family!




Spelling Solutions!


Is your child struggling with spelling in everyday writing? Does your child often forget spelling words soon after the test? Looking for creative ways to help your child practice spelling in the kitchen, the car, outdoors or at bedtime?

Participants will learn easy and fun strategies for helping a child with spelling. They will also learn the most important words that should be memorized for each grade level and when it’s okay to let a word go misspelled. Take the stress out of spelling and find simple solutions to make learning fun!




Standardized Testing and Data Driven Instruction—Why Do We Do It?


This workshop is designed to strengthen parent/guardian literacy in the area of data collection and standardized testing, allowing them to confidently assist their child(ren) with setting and achieving literacy goals in the areas of reading and math.




Strategic Study Skills for Greater Success in the Classroom


Parents/guardians will be exposed to proven reading and math study skill strategies that effectively promote student success. Hands on, pre-tests and post-tests are given to query parents/guardians on study style habits and then how to incorporate effective study strategies. Parents/guardians will take workbooks home.




Summer Activities at Home


Parents/guardians will learn fun and effective ways to help their children at home with reading and math.


Parents/guardians will get ideas that will help them...

  • learn motivational tips and make learning fun in their home
  • assist their children with reading and math over the summer and other school breaks
  • gain strategies for helping their children with reading and math
  • learn how to help their children select appropriate books
  • understand the gains their children will make from literacy and math activities at home
  • create an environment for learning
  • understand what resources are available in their community

Families will also get to participate in "Make-and-Take It" activities. These activities are easy to make and easy to do at home with their child(ren) to increase reading, math, and writing skills.




Taste of Reading


Join us for this fun reading event where kids get to dress up like a chef, make selections from a menu of stories, then move from table to table where they will read the book of their choice and become completely immersed in a variety of hands on activities that expand upon each story. Families will get a taste of stories from different genres that are offered at varying reading levels. Snacks that correlate to many of the stories will be provided; doggie bags will be available so that readers can recall the fun they had gobbling their way through good quality books! Each book has a snack or craft as an extension to the story. The bags will be to hold their supplies/creations as they rotate through stories. Examples of activities done throughout the event include: decorating masks, building beaded worms, creating geometric animals, designing slime, making edible bugs.




Tech Tips & Tools: Using Technology to Increase Achievement


There are so many resources available now that sometimes it can be overwhelming to know what websites and apps are best for your learner! This workshop will show parents/guardians how to find the best resources for their child’s ability and learning style!

The instructor will help parents/guardians to explore…

  • Finding quality FREE educational websites and how to avoid the junk!
  • Math websites/apps that focus on practicing basic math facts.
  • Instructional websites that explain step by step how to solve specific types of math problems.
  • Reading websites/apps that allow the child to practice specific skills for his/her reading level.
  • Accessing books online and finding reading material appropriate for your child’s level.
  • Using a computer to improve spelling and writing.
  • Incorporating technology resources in a variety of ways to improve achievement in all subject areas.

The instructor will determine the group’s needs and will modify the workshop to meet the needs of the participants. No experience is required to attend class.




Testing Takes Two—Your Child and You


Teachers know the “tricks of the trade” and do everything they can to help prepare your child for standardized tests. What can parents/guardians do to help prepare their child and calm their jitters? It may be your child taking the tests but you’re the one who needs to help your child through it. Parents/guardians and their child(ren) are encouraged to come and participate in this workshop. They will be better equipped to help their children reach higher levels of academic achievement by learning strategies to help their children read, think and problem solve, both in and out of the classroom.




Tips and Tricks for Student Study Skills


Does your child struggle in knowing how and what to study when preparing for a test? Is memorizing math facts an endless battle? Whatever your child’s academic level, you can be sure there will be a test!

Test taking strategies are key for students when it comes to demonstrating their knowledge. This workshop will help parents/guardians and students understand how to read for information, how to memorize, and most importantly, how to make studying FUN! Participants will gain hands-on, practical study tips to match learning styles.




Understanding Your Child’s Learning Style


Does your child memorize a song on the radio quicker than memorizing math facts? We all learn differently! This workshop will help you identify your child’s learning style in both reading and math. Whether your child learns best by listening, seeing or moving, we will explore easy to implement activities to help increase your child’s achievement in math and reading. Take-home samples of activities will be provided!




Using Computers to Increase Reading and Math Skils


In this workshop, parents/guardians will explore which websites are most helpful in increasing their child’s math and reading skills. Parents/guardians will also gain knowledge in how to use word processing and other basic computer programs with their child to assist with writing. Finding the right tools on the computer can motivate your child to new levels! (Parents/guardians without computers at home are encouraged to use a computer at their local library.)




Vocabulary Builders!


Building vocabulary increases reading speed and reading fluency increases comprehension! This hands-on “make-and-take” workshop will provide parents/guardians with easy-to-use activities that will enrich their child’s vocabulary at home. Whether your child is learning sight words or complex words found in a science text, this session is for readers of all levels!




What Are My Goals?


This workshop will focus on assisting the Title I high school student in goal setting and planning. Participants will write school, career, and life goals and then develop an action plan that supports their goals. The importance of completing high school and participating in post-secondary planning will also be discussed. College planning activities such as ACT tests, college applications, and financial aid planning will also be introduced.




Yummy Graphing


CEOs use them. City planners rely on them. And entire board room walls are devoted to their presence. So how can you help your child get a leg up and dive into the sophisticated world of graphs? Graphing is an important math tool. It can be a simple way to introduce broader concepts of greater than/less than, or most and least. It can also be a great way to engage your child(ren) and create some enthusiasm for math. Indeed, being introduced to graphs at an early age can help children to understand huge mathematical concepts such as sorting, organizing, counting, comparing, and analyzing. Families will be given a bag of yummy treats and then document the frequency of colors found in their bag of goodies! Working together with the instructor, families will create fun bar, line and pictographs. Families will also spend time converting their findings into fractions, decimals, and percentages. Come experience math in a fun and delicious way!





 

Please note that we cannot guarantee title funds listed with each workshop will be approved as such under each fund.

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