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

 

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

 

 

 

 

 

#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

#11814 On-Line Book Study: Everyday SEL: Integrating Social-Emotional Learning and Mindfulness into Your Classroom

Teachers, please join us for an Online Book Study. We will read and discuss the books: Everyday SEL for Elementary, Middle, and High School.

The initial kick‐off meeting is on July 16, 2019, from 9:00 – 10:00 AM at the RIROE Office.

This 8‐week book study will use an online forum. Participants will be responsible for reading required assignments, responding to bi‐weekly discussion postings, and responding to at least 3 other participants’ responses during each discussion. Further guidelines for this book study and how to effectively engage in the forum will be discussed during the initial meeting. Your commitment to complete all requirements is necessary to receive full credit.

In this new book from educational consultant Carla Tantillo Philibert, you’ll gain practical strategies for teaching social-emotional learning (SEL), mindfulness, and movement to help your elementary, middle school, and high school students maintain positive relationships, assume responsibility, become bodily aware, and grow into productive, contributing citizens. You’ll find out how to lead students through games, simple yoga poses, breathing techniques, and other activities that are easy to incorporate and help you manage your classroom. Topics include:

  • Empowering your students to understand their emotions, improve their focus, manage stress, and regulate their behavior through structured activities
  • Introducing your students to the concept of SEL and setting up your own SEL classroom
  • Engaging your students in activities to strengthen peer-to-peer communication, community-building, and leadership skills
  • Allowing your students to test their SEL skills through interactive stories and class discussions
  • Honing your own SEL competency through professional development sessions so your students can get the most out of their SEL experience

The book also offers a Professional Development Facilitator’s Guide to help you and your colleagues master the core concepts of SEL and implement them effectively in the classroom. The appendix provides additional strategies for overcoming common difficulties when first beginning your school’s SEL journey.

This Book Study is available for 1 grad credit through University of St Francis for an additional $100. If you would like to take this for grad credit more information will be available at the kick off meeting!

The book is included in the fee and fits so well with the current ESSA requirements.

***Please state your preference: Elementary, Middle, or High School. You will be able to grow and learn from all levels, K-12! Your book will be specific to your current grade level.

Date: July 16, 2019 face-to-face

Time: 9:00 – 10:00 AM

Location: ROE Moline and Online

Cost: $150.00

Hours: 15 PD Hours or 1 grad credit through University of St Francis at an additional $100

Audience: Teachers and Administrators

Presenter: Deb Taber and Lindsay Meeker

Registration Deadline: 7/9/2019

 

#11829 Socio Economic Differences: Teaching Students of Poverty

Do you connect with your students in poverty? Does your curriculum?  Learn research-sound, teacher-friendly techniques to work with this population.  Based on Dr. Ruby Payne and Dr. Donna Beagle’s work, the participants will be able to develop curriculum and programs based on students’ class values, hidden rules, communication styles, behavior and more.  For instance, after school tutoring opportunities can be off-putting to students from poverty.  Learn how to frame those sessions so they are more enticing.

Presenter, Susan Zelnio, was a certified Ruby Payne trainer and has given the session from Omaha to Chicago to educators K-16 as well as agencies and businesses.
Date:  July 25, 2019
Time:  9:00 AM – 3:00 PM
Cost:  $75.00
Location:  ROE Moline
Audience:  All school personnel
Presenter:  Susan Zelnio
Registration Deadline:  7/18/2019

 

#11823 ACES II Comes to School: Strategies to Reduce Challenging Symptoms in 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.

Taught by Jennifer Best, MS Ed., CFLE, CFCS-HDFS, BCC from Iowa State University Extension and Outreach, participants will walk away with materials and hands-on tools that they can start implementing the day after the training.

Training supported and endorsed by the Eastern Iowa – Western Illinois Trauma Informed Care Consortium.

REQUIREMENT: Participants MUST have attend the prerequisite, ACE I- Interface: Understanding the impact of trauma on health, behavior and your role in building resiliency for positive student outcomes prior to attending this session. It has been offered many times at the ROE over the last 3 years.

Date: May 1, 2019
Time: 9:00 AM – 3:30 PM
Cost: $125.00
Location: ROE Moline
PD Hours: 6
Audience: Teachers, Admin., Counselors, Nurses, Paras
Registration Deadline: 04/24/2019

 

#11776 The Rooted Classroom-Building Ridiculously Strong Relationship

People often say education is broken, but I don’t think that’s true. I believe education is evolving into something beautiful!
No longer are reading, writing, and arithmetic the foundation of learning. I believe it is now, relationships, relationships, relationships.
If we want to see the fruits of education, first we must build deeply rooted relationships with our students. So how do we do this? I got you!
The journey that you are about to embark on in The Rooted Classroom is a powerful one!

This workshop is full of stories, strategies, successes of what schools look like when we focus on getting those roots secure, and watching as our students flourish.

Get ready for an amazing day that will get you PUMPED to be build relationships with kids!

Each participant will leave with a copy of Monica’s newest book- The Rooted Classroom.

Date:  June 3, 2019
Time:  9:00 AM – 3:00 PM
Cost:  $200.00
Location:  ROE Moline
Audience:  Teachers and Administrators
Presenter:  Monica Genta
Registration Deadline:  5/27/2019

 

#11781 Social Emotional Learning Standards in Action: School-wide and/or District-wide Implementation

Social Emotional Learning Standards in Action will focus on implementation of the SEL Standards School and/or District-wide. School-based teams will explore research-based SEL strategies. Analysis of their school SEL needs will lead to the development of an action plan for implementation of the SEL standards for the 2018-19 school year.  Districts or Schools should send a team of participants to include administrator(s), teachers and/or counselors, social workers, etc.

Participants will need to bring a technology device such as an ipad or laptop as technology will be utilized during this session.

Individuals and teams may also be interested in attending the February 23rd half-day presentation introducing the Social Emotional Learning Standards, resources, and learn how they positively impact student learning.

Date:  April 25, 2019
Time:  8:30 AM – 3:30 PM
Cost:  $125.00
Location:  ROE Moline
Audience:  Administrators, K-12 School Teams, District Teams, All Prek-12 Teachers, Counselors, Social Workers
Presenter:  Carole Allert
Registration Deadline:  4/18/2019