Mental illness among children and adolescents is on the rise. Educators are seeing the effects of this rise every day. We see more students who are depressed, engaging in self-injury, getting in trouble, and even considering suicide. As a result, many schools are trying to address the risks of mental illness and prevent detrimental impact on students. Missouri legislation now requires two hours of training annually for every staff member. This session will share best practices in prevention and intervention related to school mental health. Examples will be provided for how these best practices can be translated into classroom, school, and district plans for comprehensively addressing mental illness while promoting resiliency. In addition, participants will leave the workshop with resources to support teacher training for all staff in their school.
Participants will learn about the emergent and early stages of reading through the framework of Jan Richardson’s “The Next Step Forward in Guided Reading.” Learn how to make an abstract process like guided reading more concrete and easier to teach.
Participants will learn about the transitional and fluent stages of reading through the framework of Jan Richardson’s “The Next Step Forward in Guided Reading.” Learn how to make an abstract process like guided reading more concrete and easier to teach.
This presentation allows teachers to effectively lesson plan for the new Science Standards in eight easy steps. Although the standards were written a couple of years ago, Science teachers have yet to be given a clear roadmap to follow to guide their instruction. This professional development strips away the details and allows each teacher to focus on what can be done on a day-to-day basis to effectively instruct students in this new environment. This is not intended to be an all-encompassing strategy, rather, it is a strong foundation to create a learning environment captured in the Missouri Learning Standards (and NGSS). Lesson planning in this way removes the rhetoric and allows teachers to understand the next steps involved in teaching Science.
What is inquiry, and what does it look like in the social studies classroom? This 2-day workshop will explore and uncover that question! Classroom teachers will learn how to plan an inquiry unit, with the time and support to do so during this workshop. Participants will collaboratively work through developing Essential Questions, Guiding Questions, Long-Term and Supporting Learning Targets based on expectations, text sets, and instructional planning that builds on the assumption of curiosity in each student. This time is for the social studies teacher who wants to implement student-centered instruction in the classroom, where students are doing the work of the discipline through reading, writing, and discussing each day.
Target Audience: K-12 Social Studies teachers are encouraged (but not required) to attend in collaborative teams of 2 or more (e.g., PLT, grade-level, etc.).
Date: Wednesday, September 26 and Thursday, September 27, 2018 - This is a 2-day workshop.Registering for the September 26 workshop will automatically register you for the September 27 workshop.
Understands and Implements Student-Centered Coaching
Module One - Student learning directly and consistently informs coaching conversations. The coach seamlessly guides the conversation from student learning to other factors such as the implementation of a program or curriculum, and classroom routines.
Communicate my coaching role to the principal and staff
Enroll teachers to participate in coaching cycles
Partner with teachers to set standards-based goals for coaching cycles
Work with teachers to unpack the standards-based goal into a set of learning targets
Design my coaching cycles so that I am in classrooms 1-3 times per week
Co-plan with teachers on a weekly basis
Use student evidence when co-planning
Help teachers understand the connections between coaching cycles and other district initiatives
Description developed by Diane Sweeney, author of Student-Centered Coaching (Scoring added by LPS ILC Team)
This session is intended for building and district leaders and members of MTSS teams. This session will provide an overview of North Kansas City School District’s approach to Multi-Tiered Systems of Supports (MTSS), also known as Response to Intervention (RtI) as well as Positive Behavior Supports. Presenters will share Tier 1, 2 and 3 approaches and systems for academic and behavior supports. Specific ideas for screening, interventions and progress monitoring tools will be provided. Participants will understand the principles of MTSS, review methods for screening and progress monitoring and identify appropriate interventions for common problems.