The following are in-district opportunities that can be designed by CESA 9 consultants to meet your district’s needs. Contact the consultant listed for details, custom design, availability and cost.
A Framework for Understanding Poverty
People in poverty face challenges virtually unknown to those in middle class and wealth. This two day workshop, based on the research of Dr. Ruby Payne, provides an in-depth study of information and issues that will increase participants’ knowledge and understanding of the culture of poverty and how schools can effectively work with them. Participants will have an opportunity to relate the material to their own situations and experiences.
Day 1 Objectives and Outcomes: A Framework for Understanding Poverty covers how economic class affects behaviors and mindsets; the impact of generational poverty; the hidden rules among economic classes; interventions, strategies and techniques for effective interactions; and the eight resources that make a difference in success
Day 2 Learning Structures and Interventions for Supporting Students covers how to use visual/mental models effectively to develop cognitive capacity; strategies for teaching content related vocabulary; strategies that enable students to complete academic tasks and sort important information; and how to design lessons that are effective in meeting the needs of students in poverty. Contact: Becky Collins or Lynn Verage
Action Team for Partnerships
A one day in-district workshop is available to work with Action Teams to create a one year action plan with measurable outcomes to evaluate success and next steps. The cost for an in-district workshop is $650. For an additional fee, coaching/mentoring is available to provide support for Action Teams as they implement their action plans.
Contact Judy Conlin, Education Consultant
Assistive Technology - Contact: Marcia Obukowicz, Assistive Technology Consultant
Bullying Prevention Curriculum (Expanded from Sticks N Stones)
The DPI Bullying Prevention Curriculum is a resource for elementary (grades 3-5) and middle school (grades 6-8) teachers. This training focuses on decreasing bullying behavior and building strong bonds between youth and their school community. These two curricular units explore the key knowledge, skills and disposition needed to develop a school that is free of bullying behavior. Students will explore such issues as: the friend who bullies, ways to use comebacks that work, skills necessary to build a bully-free school and practice lessons on being a bystander who can make a difference.
Contact: Lynn Verage, Comprehensive School Health and Title I
Creating a Quality PDP
This interactive workshop promotes the creation of meaningful Professional Development Plans which include ongoing assessment of growth and impact on student learning. The QEI online system serves to manage the process and documentation requirements for licensure. Contact: Al Betry, Director of School Improvement Services
Elementary/Middle and High School Teachers 101 – Differentiation (for multiple classes of students for middle and high school teachers) will be introduced and taught through discussion and modeling. Participants will understand the value of differentiation, how to create a culture of differentiation in their classroom, be exposed to several introductory strategies, use the knowledge to create several differentiated lessons and introduced to simple assignments and grading strategies.
Elementary/Middle and High School Teachers 102 – focuses on classroom implementation and incorporation of differentiation strategies; understand the Multiple Intelligences and Learning Styles; be exposed to learning contracts and study guides; and exposed to more complex assessment strategies, rubrics and grading systems.
These workshops can be scheduled for Elementary Teachers, Middle/High School Teachers or a combined K-12 by contacting Judy Conlin, Education Consultant
Mentor Programs: Design and Refine
Build on your local mentor/mentee activities to increase the instructional perspective of your mentor program. For district mentoring steering committees or teacher groups that want to improve the benefits of mentoring.
Contact: Al Betry, Director of School Improvement Services
Nonviolent Crisis Intervention (Crisis Prevention Institute)
The Nonviolent Crisis Intervention program is a safe, non-harmful behavior management system designed to help human service professionals provide the best care, welfare, safety, and security of verbally and physically acting out individuals. Participants will learn safe and non-threatening ways such as personal safety techniques, verbal strategies, and team interventions to intervene with potentially violent individuals in the school setting.
Contact: Scott Wallace, Behavior Strategist
School Safety: Crisis Management Team Training
This training will address the issues of: evacuation, lock down, bomb threats and working with the media. It will also cover the roles and responsibilities of crisis team members and the loss and grief process. Districts will have a chance to review their local plan and procedures. They will also be given scenarios to discuss and work through.
Contact: Lynn Verage, Comprehensive School Health and Title I
Reading Strategies for Paraprofessionals
Participants will learn instructional strategies to use with students before, during and after reading. These strategies will help learning take place, versus just helping students get assignments completed for a grade. The need to differentiate based on student needs will be discussed. Additional strategies participants will learn include cues that students can use when encountering a word they don’t know, the use of graphic organizers and think alouds.
Contact Judy Conlin, Educational Consultant
Second Step-Violence Prevention Curriculum Training
Second Step is a research based program that helps reduce impulsive behavior in children, teaches social and emotional skills and builds self-esteem. This program, for preschool through grade 9 students, is designed to help children learn how to identify problems and feelings, reduce anger, solve problems and get along with others. During this training, participants will have hands-on experience and practice with the curriculum, learn how to effectively teach the curriculum and have an opportunity to discuss implementation. Contact Lynn Verage, Comprehensive School Health and Title I
Six Traits of Writing
6 + 1 Traits of Writing is a model for teaching and assessing writing at all grade levels.
Strengthening Family Involvement Series – Co-sponsored by Title 1 Network and REACh Center
Purpose: How Family Friendly Are We? The research is clear that when families are involved, students do better academically and behaviorally. Workshop content will provide background and strategies to overcome the challenges and plan for flexible and meaningful family involvement.
Purpose: Keys to Successful School/Family Partnerships. This workshop will explore how to establish the groundwork for positive communication, the obstacles that may inhibit communication and positive strategies and practices to promote school/family partnerships.
Purpose: Families and Teachers in Problem Solving. Participants will explore the environment that promotes positive problem solving, review the philosophy and specific practices of collaboration and will have opportunities to practice the strategies.
Purpose: Parent Representative/Networking. Participants will learn the role of the parent on the school Leadership Team, how this can support families with their children’s learning and how this can help to encourage family representation.
All four can be done in one day or individual sessions by topic. Contact Judy Conlin, Educational Consultant
Teacher & Paraprofessional Working Together to Maximize Student Learning and Meet the Legal Requirements Regarding Role and Responsibilities
This workshop consists of (2) 3-hr. sessions.
Session I – focuses on the teacher-paraprofessional roles and responsibilities and legal requirements of each role; communication and problem solving with paraprofessionals, classroom and general education teachers and how to find time; and determining the level and type of support based on the IEP and grade level standards and benchmarks.
Session II – focuses on using data (collecting, recording and sharing); strategies for instructional support and reinforcing lessons; and supporting positive behaviors. Contact Judy Conlin, Educational Consultant
The A, B, C’s of Behavior Management
Participants will learn a framework for understanding the causes of behavior and possible strategies to prevent, intervene or correct challenging behavior. Case studies will be used to problem-solve behavioral issues and as a basis to gather input from the instructor as well as from colleagues. Educators will be able to create an intervention and support plan that encourages positive social interaction, active engagement in learning, and self-motivation. This training is for regular and special educators as well as administrators and pupil service staff who support students with challenging behaviors.
Contact: Scott Wallace, Behavior Strategist,
Title 1 Network Book Studies:
The CAFÉ Book: Engaging All Students in Daily Literacy Assessment & Instruction - "The CAFÉ Book", written by “the Sisters”, focuses on how to integrate assessment into daily reading and classroom discussion. The book provides practical suggestions for the system which includes goal-setting with students, posting of goals, developing small-group instruction based on students with similar goals, and focusing whole class instruction on emerging student needs.
The Daily 5: Fostering Literacy Independence in the Elementary Grades - "The Daily 5" was written by teachers Gail Boushey and Joan Moser, who designed a structure for their classroom that would teach students to be independently engaged in reading and take responsibility for their learning and behavior, allowing teachers to work with small groups of students and confer with individuals. As teachers work to implement RtI, it is important to continue to develop their skills and ability to differentiate instruction at Tier 1.
Schools can arrange for 3 two-hour facilitated discussion groups of up to 12 people for each book. The sessions will take place at your school and can be held during the school day or after school. The sessions will be spread out, allowing teachers to implement components and share questions and progress at the next session.
Contact: Lynn Verage
Wisconsin Google Apps for Education
CESA 9 can coordinate professional development to meet your district needs related to utilization and leveraging of the collaborative and web based nature of the Google Apps for Education suite of tools. We look forward to your request to obtain the professional development details to customize an in-district offering and provide you with associated costs and staff availability to meet this need. Contact Michel Nickels, CESA 9 GAFE Contact and WVS Director.