April 20, 2019

SAT Suite of Assessments : Score Data

The College Board, in partnership with the Illinois State Board of Education (ISBE), is excited to announce a new upcoming interactive workshop that will provide an overview of the SAT Suite of Assessments. .  This 2.5 hour workshop will enable educators to effectively understand the data from the PSAT 8/9, PSAT 10, and SAT School Day spring administration.  The workshops will also engage participants in accessing the Online Score Reporting Portal and how to use the features of the portal to effectively utilize the data and reports.  Workshop information will cover:

  • Ways to measure student progress towards college and career readiness
  • Tools and reports that are available to understand and interpret/analyze scores and reports
  • Strategies to connect reported information with classroom instruction, to monitor student progress, and to use data to review, evaluate, and adjust curriculum

Information presented in the February workshop will be expanded to include more depth, information about the new growth reports, how to utilize AP Potential reports, College Board Opportunity Scholarships, and more interactive activities.

In addition, a review of the coaching tools on Official SAT Practice on Khan Academy will be provided.

Lastly, the steps for accessing the AP Potential tool will be reviewed. Best practices for using the data from AP Potential will be shared.

Speakers are from The College Board.

Participants are encouraged to bring a fully charged laptop.

TWO to choose from, NO COST!

#11850 SAT: AM

Date: June 10, 2019    

Time: 9:00 – 11:30 AM

Location: ROE Moline

Audience: Teachers, Admin., Directors & Dept. Chairs

Registration Deadline: 6/3/2019

#11851 SAT: PM

Date: June 10, 2019    

Time: 1:00 – 3:30 PM

Location: ROE Moline

Audience: Teachers, Admin., Directors &  Dept. Chairs

Registration Deadline: 6/3/2019

 

#11849 K-6 Math Fluency through Classroom Routines

Fluency has become a hot topic in the world of math education as more and more math teachers get frustrated by students who do not know their basic math facts. But what exactly is “math fluency” and how do we help our students develop it? Join us as we go beyond traditional timed tests to explore math fluency in meaningful ways.

In this workshop, participants will investigate the definition of “fluency” in math education and learn about how students develop fluency in basic math facts as well as more complex mathematical concepts. Then, participants will discover how teachers can best support their students in developing fluency through simple, consistent classroom routines and intentionally supportive language.

Bring laptop or tablet to access math resources online during the presentation.
Date: 
December 12, 2019
Times:  9:00 AM – 3:30 PM
Cost:  $125.00
Hours:  5
Location:  ROE Moline
Audience:  K-6 Grade Teachers and Administrators
Presenter:  Janet Moore
Registration Deadline:  12/5/2019

 

Adverse Childhood Experiences (ACEs) Offerings

ACES Interface workshop or a past ACES Interface workshop by Anne McNelis is REQUIRED in order to attend any of the other ACES workshops.

It is strongly suggested to take ACEs Comes to School-Interventions second. Once you have taken ACEs Interface you may take the other offerings in any order. During the 2019-2020 school year the following ACEs workshops will be PRESENTED by Anne McNelis & Jen Best and will be HELD at the ROE in Moline. (see below)

  • MUST ATTEND BEFORE ANY OTHERS ACEs Interface Sept. 5, 2019
  • ACEs Comes to School Interventions Sept. 16, 2019
  • ACEs: Building Resiliency in Students and Adults Nov. 6, 2019
  • ACEs: Restorative Practices for Elementary Classrooms Dec. 4, 2019
  • ACEs: Sensory Integration & Mindfulness for Students Feb. 12, 2020

ACEs offerings are for all: teachers, administrators, school social workers, counselors, psychologists, paras, nurses, disciplinarians and teams

LOCATION FOR ALL ACEs: ROE MOLINE

TIME FOR EACH ACEs: 9:00 AM – 3:30 PM & 5 PD HOURS

PRESENTER FOR EACH ACEs: ANNE MCNELIS & JEN BEST

PRICE FOR EACH ACEs: $125 FOR EACH WORKSHOP

LUNCH WILL BE ON YOUR OWN FOR EACH WORKSHOP

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#11844 ACEs Interface: Understanding the impact of trauma on health, behavior and your role in building resiliency for positive students outcomes

The ACE (Adverse Childhood Experiences) study confirms with scientific evidence that adversity during development increases the risk of physical, mental and behavioral problems later in life. The ACE Study and other research using the Study’s framework have taught us that ACEs are the leading cause of health and social problems in our nation – the most powerful determinant of the public’s health. Toxic stress during childhood can impact brain development and brain interaction with body systems and can result in negative behaviors. You see these behaviors and maladaptive coping skills every day in classrooms, hallways, and on the sidewalk.  But childhood is a window of opportunity for building resilience – after all, the developing brain is sensitive to all kinds of experience. Learn about these patterns of brain development, the ACE study, our opportunities for ACE prevention, and how protective systems promote resilience in children, families and our community for more productive learning and safe, nurturing environments.

This training will include a viewing and discussion of the documentary “Paper Tigers”. “Paper

Tigers” follows a year in the life of an alternative high school that has radically changed its approach to disciplining its students, becoming a promising model for how to break the cycles of poverty, violence and disease that affect families. This is the training that you must attend before you can attend any of the other ACEs offerings!

Date: September 5, 2019

Registration Deadline: 8/30/2019

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#11845 ACEs Comes to School

When students have been exposed to traumatic events and situations, their neurodevelopment is altered in ways that impact their behavior, executive functioning and academic performance in school. These students often become our most challenging to serve and support. Building on the information in the ACE Interface training, this session will delve deeper into the neuro-psycho-social impact of trauma, and how these symptoms are exhibited in the classroom. Then, participants will explore a three-tiered approach for reducing symptoms and supporting healthy development. This approach will include practical tools for preventing traumatic symptoms through environmental and academic strategies, as well as evidence-based approaches to handling our own stress in order to make better connections with students who need it most.

Date: Sept. 16, 2019

Registration Deadline: 9/9/2019

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#11846 ACEs Building Resiliency in our Students and Staff

During the last couple of years, over 400 educators have attended our Adverse Childhood Trauma (ACEs) workshops with Jen Best and Anne McNelis. Jen and Anne are back! They will be moving us forward and teaching us how to build resiliency in students AND adults (reducing professional burnout!)

During the morning session, Jen will address building resiliency in our students.

Resilience is defined as the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress. When children are resilient, they are better able to make sense of difficult situations, build healthier relationships, regulate emotions more effectively, and experience control over their lives. Even in the face of adverse childhood experiences, individuals can learn the skills to become more resilient. Adults in a child’s life can develop environments that correlate to resilience, and engage children in experiences and activities that build resilience. This workshop will focus on what research tells us about how resilience develops, the role of protective factors in resilient individuals, and strategic ways to support children as they learn to become more resilient.

During the afternoon session Anne will concentrate on developing resiliency in adults and their specific needs. This portion of the workshop will cover the concepts of professional burnout vs. vicarious trauma, recognizing the signs and manifestations, how to prevent it/reduce/address it; and the importance of self-care on an individual level and how to build in self-care and resiliency within the school culture.

Date: Nov 6, 2019

Registration Deadline: 10/30/2019

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#11847 ACEs Restorative Practices for the Elementary Classroom

Restorative Practices to work with ALL students, especially those who may have experienced mild to severe trauma in their lives. As you may have guessed, this may include most of your students.

American society is organized around the concept of rewards and punishments. It is commonly believed that individuals intentionally choose their behavior. If behavior is unsafe or unhealthy, we punish the behavior, which will deter it. With increasing numbers of suspensions and expulsions, as well as justice-involved youth, this behaviorist-based approach has been heavily critiqued by modern-day criminology for missing the mark on the causality of problem behaviors in youth.

Research is very clear that punishment does not deter antisocial behavior. In fact, traumatized youth are thought to be caught in a trauma-violence cycle that traditional approaches make worse. This session will review what the research says about punishment-based approaches, and discuss how to use a trauma-informed approach to discipline called Restorative Practice. Teachers will learn how to organize their elementary-school classroom around use of restorative practices as part of an overall trauma-informed philosophy, including time to practice the use of these strategies to start implementing them with students. Each participant will receive the book, Better than Sticks or Carrots, by Dominique Smith and Douglas Fisher.

Date: Dec. 4, 2019

Registration Deadline: 11/27/2019

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ACEs Sensory Integration & Mindfulness for Students

This session is intended to provide school staff with an understanding of how children exposed to trauma often have unusual sensory needs. Due to the way trauma gets stored in the brains of young children as sensory experiences, children can be triggered by “too much” or “too little” sensory information from their environments.  These sensory problems are often exhibited by students in ways that look like agitation, avoidance, argumentativeness and non-compliance.  School staff will explain the role of the sensory system in emotional and physical regulation, and learn tools to make changes in the physical environment of the classroom to support sensory regulation strategies.  Then, school staff will be introduced to mindfulness as a technique to teach students to cope with sensory dysregulation and manage stress.

TWO DATES TO CHOOSE FROM

#11839

DATE: July 17, 2019

Registration Deadline: 7/10/2019

#11848

DATE: February 12, 2020

Registration Deadline: 2/5/2020

 

 

 

 

 

#11843 Hands-On Math for K-8: Most of your Classroom Resources

Hands-on experiences with concrete, physical objects can have a significant impact on student understanding of mathematic concepts. This workshop will demonstrate several ways that common classroom manipulatives and other household items can help mathematics come alive in your classroom. As we know, hands-on experiences can bring a deeper understanding to mathematics. Janet is very passionate about the Standards for Mathematic Practices and the long-term positive impacts that those “math practices” can have on student learning and personal growth.

Date:  September 19, 2019
Times:  9:00 AM – 3:30 PM
Cost:  $125.00
Hours:  5
Location:  ROE Moline
Audience:  K-8 Grade Teachers and Administrators
Presenter:  Janet Moore
Registration Deadline:  9/12/2019

#11842 Out of the Box: Differentiation Strategies for Gifted/Talented Students in Your Classroom

Interested in incorporating differentiation strategies with depth and complexity in your classroom? Learn to apply four strategies to expand experiences for your gifted students. You will work through implementing compacting, menu/choice boards, frames, and tiered assignments.  View examples and apply strategies to your literacy lesson plan to create material to use in your classroom. Differentiation strategies can be implemented in multiple content areas!

Materials to bring: Laptop & Literature lesson plan you currently utilize and want to expand with differentiation.

Date:  August 5, 2019
Time:  9:00 AM – 3:30 PM
Cost:  $125.00
Location:  ROE Moline
Hours:  5
Audience:  K-6 Regular and Special Ed Teachers
Presenter:  Sanchia Horst Sommer
Registration Deadline:  7/29/2019

#11840 Flocabulary

There is no better predictor for achievement across the curriculum than the size of a students’ vocabulary.” Since stumbling upon Flocabulary nine years ago, I’ve been amazed by its power to reach students from diverse backgrounds and transforms classroom culture.  In this training teachers will learn how to use Flocabulary by navigating video libraries, activities, assessments, and resources.  We will explore all of the content Flocabulary has to offer and teachers will leave feeling confident on how to use Flocabulary to meet the needs of all students!

Want something creative to build vocabulary, aligned to the standards, and that promotes the 21st century skills? This may be your answer.  It’s also a new opportunity to bring fun and purpose to your classroom instruction.

Light lunch included.
Date:  June 21, 2019
Time:  9:00 AM – 2:30 PM
Cost:  $125.00
Location:  ROE Moline
Hours:  5
Audience:  K-12 Teachers
Presenter:  Aubree Plant
Registration Deadline:  6/14/2019

#11839 Sensory Integration and Mindfulness for Students Exposed to Trauma

This session is intended to provide school staff with an understanding of how children exposed to trauma often have unusual sensory needs. Due to the way trauma gets stored in the brains of young children as sensory experiences, children can be triggered by “too much” or “too little” sensory information from their environments.  These sensory problems are often exhibited by students in ways that look like agitation, avoidance, argumentativeness and non-compliance.  School staff will explain the role of the sensory system in emotional and physical regulation, and learn tools to make changes in the physical environment of the classroom to support sensory regulation strategies.  Then, school staff will be introduced to mindfulness as a technique to teach students to cope with sensory dysregulation and manage stress.

Date:  July 17, 2019
Time:  9:00 AM – 3:30 PM
Cost:  $125.00
Location:  ROE Moline
Hours:  5
Presenters:  Jen Best and Anne McNelis
Audience:  All Participants must have taken ACEs Interface within the last 2 years
Registration Deadline:  7/10/2019

#11836 Learn How to Implement a High-Quality, NGSS-Designed Life Science Unit in Your High School Classroom

Teachers will be trained to teach the high-quality high school evolution unit Why Don’t Antibiotics Work Anymore? which helps students develop models to explain how bacteria change over time.

This high school unit on natural selection and evolution starts out with students exploring the case of a young girl with a life-threatening infection of pan-resistant bacteria. This case sparks questions that lead them to investigate the growing prevalence of such cases and discrepancies between antibiotic use in their communities and CDC recommendations. As they develop a model to explain how bacteria populations change over time, students expand their investigations to look at whether similar population changes are occurring in a population of birds. This unit addresses high school performance expectations HS-LS4-1 through HS-LS4-5.

Join us to learn from a local high school teacher who piloted the unit in his classroom. He will share valuable insights he gained while teaching this unit to his students. Teachers will conduct several of the investigations included in the unit and also gain valuable productive talk and modeling strategies to help students model and discuss phenomena and scientific concepts. Additional strategies, which are embedded in the unit, will also be highlighted including the use of a driving question board, building consensus discussions, a model tracker, and more. Participants will receive the entire unit which includes an extensive teacher guide for all of the lessons.

One graduate credit from University of St. Francis College of Education (Joliet, IL) is available for an additional $100 fee. 

Date: July 10 & 11, 2019

Time: 8:30 AM – 3:30 PM (both days)

Location: WIU Moline, Riverfront Room 104

Cost: $150.00

Hours: 13

Audience: 9th – 12th grade Teachers and Administrators

Presenter: Courtney Stone and Amy Sandgren

Registration Deadline: 7/3/2019

 

#11835 Experience an NGSS-Designed Unit on Forces and Learn how to Implement this Unit in your Middle School Classroom

Teachers will be trained to teach the middle school NGSS unit How Can A Magnet Move Another Object Without Touching It? which helps students develop models to explain phenomena related to magnetic forces. Students are presented with an anchoring phenomenon focusing on the vibration of a speaker membrane and asked to think about what causes this vibration. Students dissect a variety of speakers to explore the inner workings. Students investigate and manipulate the parts (e.g. changing the strength of the magnet, number of coils, battery size) to see how changing one part of the system affects the speaker’s sound quality.

Through a series of hand-on investigations, students:

  • refine a model about forces (pushes and pulls) that includes magnetic forces interacting at a distance via fields that extend through space,
  • revise a model for explaining magnetic forces to include electromagnets that act like permanent magnets in many ways, but can be manipulated by changing an electrical current, and
  • apply their model to explain speaker technology and extend this to related phenomena that use magnetic forces to push or pull objects at a distance.

As students revise their explanatory models over time, students apply what they have learned to construct and test a homemade speaker.

This unit builds toward the following middle school performance expectations:

MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between existing forces on each other even though the objects are not in contact.

Join us to learn from a local middle school teacher who piloted the unit in her classroom. She will share valuable insights she gained while teaching this unit to her students. Teachers will conduct several of the investigations included in the unit and also gain valuable productive talk and modeling strategies to help students model and discuss phenomena and scientific concepts. Participants will receive the entire unit which includes an extensive teacher guide for all 12 lessons. One graduate credit from University of St. Francis College of Education (Joliet, IL) is available for an additional $100 fee.

Date: July 10 & 11, 2019

Time: 8:30 AM – 3:30 PM (both days)

Location: WIU Moline, Riverfront Room 103

Cost: $150.00

Hours: 13

Audience: 6th – 8th grade Teachers and Administrators

Presenter: Sara Ryner and Amy Sandgren

Registration Deadline: 7/3/2019

 

#11834 Make Science Meaningful for all Students: Engaging NGSS Strategies for K-12 Classrooms

Create a science classroom that motivates students to figure out science concepts on their own, answering their own questions and explaining meaningful real world phenomena. Make your NGSS classroom come alive with student driven instructional strategies. This workshop will help you create a classroom culture where students engage in the three dimensions of NGSS, collaboratively work to understand phenomena utilizing productive science talk strategies, driving question boards, incremental model trackers and more! These strategies are based on current research about high-quality implementation of the new science standards which provide students with the motivation and tools to ask questions, investigate & analyze, and take part in science argumentation in order to construct scientific explanations of authentic science phenomena.

The following strategies will be addressed during the workshop through authentic science experiences with examples from each grade band (and are directly applicable for all science classrooms kindergarten through high school):

  • Coherent unit development with grade-appropriate, three-dimensional instruction
  • Productive science talk
  • Student modeling and model trackers
  • Student questions and the Driving Question Board
  • Phenomenon routines
  • Summary tables, science notebooks and more!

Date: June 18, 2019

Time: 8:30 AM – 3:30 PM

Location: WIU Moline, Riverfront Room 103/104

Cost: $75.00

Hours: 6.5

Audience: K-12 Teachers and Administrators

Presenter: Sara Ryner and Amy Sandgren

Registration Deadline: 6/11/2019