Professional Development & Training

NWEA-Delving into the Data

This day will consist of an overview and better understanding of the specific features included in the NWEA program and best how to use the RIT score to assist with instruction. In addition, we will review how to use Class Reports, the Learning Continuum, Student Goal Setting information and profiles for overall data analysis to assist with targeted, small group and whole class instruction. This session will be interactive for a Team of educators, preferably including the building administrator. There will be time allotted throughout the session for individual and/or group teamwork, including an afternoon team work session. You will need your charged computer, NWEA user ID and Password, and availability to the most recent NWEA results. Contact hours available.

Creating Trauma Sensitive School

Creating Trauma-Sensitive Schools: Using Relationships to Promote Growth & Learning

Schools across the country are adopting a �trauma-sensitive� approach in order to effectively educate students who have been exposed to adverse experiences. Neurodevelopmental impacts resulting from childhood adversity hinder a student�s ability to engage in the academic setting and manifest as disruptive, and often unsafe, behavior in the classroom. Creating �trauma competent� schools has become an imperative for educators who work to ensure safety and promote learning for ALL students. The field of �social neuroscience� draws from vast disciplines to explain how we have evolved in the context of interpersonal relationships through attachment and group cohesion, and how we have subsequently developed the capacity to shape the brains of those with whom interact and connect. This presentation will describe how educators can use our knowledge of interpersonal neurobiology to create classrooms and student relationships that maximize growth and learning. Participants will understand their role in creating trauma-competent systems and be able to employ trauma-sensitive principles, practices, and procedures to address the impact of trauma on learners and increase their students� ability to succeed in the school environment.

IEP Writing

This session will cover IEP writing.

IEP Writing

This session will cover IEP writing.

Creating Trauma_Sensitive Schools

Creating Trauma-Sensitive Schools: Using Relationships to Promote Growth & Learning

Schools across the country are adopting a �trauma-sensitive� approach in order to effectively educate students who have been exposed to adverse experiences. Neurodevelopmental impacts resulting from childhood adversity hinder a student�s ability to engage in the academic setting and manifest as disruptive, and often unsafe, behavior in the classroom. Creating �trauma competent� schools has become an imperative for educators who work to ensure safety and promote learning for ALL students. The field of �social neuroscience� draws from vast disciplines to explain how we have evolved in the context of interpersonal relationships through attachment and group cohesion, and how we have subsequently developed the capacity to shape the brains of those with whom interact and connect. This presentation will describe how educators can use our knowledge of interpersonal neurobiology to create classrooms and student relationships that maximize growth and learning. Participants will understand their role in creating trauma-competent systems and be able to employ trauma-sensitive principles, practices, and procedures to address the impact of trauma on learners and increase their students� ability to succeed in the school environment.

Chronic Absenteeism: Impact & Universal Strategies

Chronic absenteeism, missing 18 days or 10% of the school year, can be a critical warning sign that students are academically at-risk. This interactive session will focus on the impact of chronic absenteeism and universal strategies to address chronic absenteeism

Guided Reading Assessment for Guided Reading

This is the 2nd session of the Guided Reading group that started on 9/11/2018. Assessment for Guided Reading is the focus. Don't forget your laptop

B-13 Transition Planning

The session will cover B-13 Transition Planning

B-13 Transition Planning

This session will cover B-13 Transition Planning

Creating Trauma Sensitive School

Creating Trauma-Sensitive Schools: Using Relationships to Promote Growth & Learning

Schools across the country are adopting a �trauma-sensitive� approach in order to effectively educate students who have been exposed to adverse experiences. Neurodevelopmental impacts resulting from childhood adversity hinder a student�s ability to engage in the academic setting and manifest as disruptive, and often unsafe, behavior in the classroom. Creating �trauma competent� schools has become an imperative for educators who work to ensure safety and promote learning for ALL students. The field of �social neuroscience� draws from vast disciplines to explain how we have evolved in the context of interpersonal relationships through attachment and group cohesion, and how we have subsequently developed the capacity to shape the brains of those with whom interact and connect. This presentation will describe how educators can use our knowledge of interpersonal neurobiology to create classrooms and student relationships that maximize growth and learning. Participants will understand their role in creating trauma-competent systems and be able to employ trauma-sensitive principles, practices, and procedures to address the impact of trauma on learners and increase their students� ability to succeed in the school environment.

Guided Reading-Assessment for Guided Reading

The is the 2nd session of the group (Cohort 3) that started on Oct. 1, 2018, and this session will focus on Assessment for Guided Reading. Don't forget your laptop.

Growth Mindset_Train the Trainer

In this session trainers will learn, discuss, and practice presenting: Techniques and strategies to engage adult learners, help them to process content, and retain and apply information ; What mindsets are and how they impact daily life ; Why educators mindsets are a key factor for students How to identify fixed and growth mindsets Why mindsets play a critical role in student motivation, achievement, and success ; How the brain learns and why this is important ; How to help students adopt a growth mindset

Guided Reading

This is for the teachers who attended the Sept. 21 Review for GR Teachers. Observations of Guided Reading Techniques. Be in the library at Pembroke School by 8:15. Group will observe Beckery in 5/6 classroom. Debrief and discuss. lunch. then observe Rosie in 7/8 classroom. Debrief and discuss. Ending at 2:30. Lunch will be provided by school to ensure safety of student with an allergy. PLEASE REMEMBER THIS IS A PEANUT/TREE NUT FREE ZONE

Growth Mindset_Train the Trainer

This is day 2 of the training of the new group (Cohort 2) Description is:SESSION ONE (2 days) In this session trainers will learn, discuss, and practice presenting: Techniques and strategies to engage adult learners, help them to process content, and retain and apply information What mindsets are and how they impact daily life; Why educators mindsets are a key factor for students ; How to identify fixed and growth mindsets ; Why mindsets play a critical role in student motivation, achievement, and success ; How the brain learns and why this is important ; How to help students adopt a growth mindset

Growth Mindset_Train the Trainer

This is for the Cohort 1 that met in the summer of 2018. In this session trainers will learn, discuss, and practice presenting: ; Additional techniques and strategies to engage adult learners, help them to process content, and retain and apply information; Troubleshooting training challenges and celebrating successes; The connection between critical thinking and growth mindset; What parents and guardians should know about growth mindset

NWEA Delving into the Data

NWEA DELVING INTO THE DATA-PreK-5 This day will consist of an overview and better understanding of the specific features included in the NWEA program and best how to use the RIT score to assist with instruction. In addition, we will review how to use Class Reports, the Learning Continuum, Student Goal Setting information and profiles for overall data analysis to assist with targeted, small group and whole class instruction. This session will be interactive for a Team of educators, preferably including the building administrator. There will be time allotted throughout the session for individual and/or group teamwork. You will need your charged computer, NWEA user ID and Password, and availability to the most recent NWEA results. Contact hours available.

Transformational Leaders Network

Only Priority School Leaders are invited to attend.

NWEA Delving into the Data

NWEA DELVING INTO THE DATA For Grades 6-12 This day will consist of an overview and better understanding of the specific features included in the NWEA program and best how to use the RIT score to assist with instruction. In addition, we will review how to use Class Reports, the Learning Continuum, Student Goal Setting information and profiles for overall data analysis to assist with targeted, small group and whole class instruction. This session will be interactive for a Team of educators, preferably including the building administrator. There will be time allotted throughout the session for individual and/or group teamwork. You will need your charged computer, NWEA user ID and Password, and availability to the most recent NWEA results. Contact hours available.

Training Opportunity TransACT Parent Notifications Part of Your Parent and Family Engagement Planning

Research has shown that when parents and families engage in the education of their children, the children tend to perform better academically. TransACTs Parent Notices are an important tool to engage parents and families, especially those with limited proficiency in English. This presentation provides: Information about the TransACT Parent Notices purchased for you by the Maine Department of Education; Directions for how to access those Parent Notices in English and other languages; Highlights of the importance of communicating in a language that parents and family members can understand; Information on how to identify important notices that need to be sent, who to send them to, and when they need to be sent; and Information about other resources available from TransACT.

TransACT Parent Notifications Part of Your Parent and Family Engagement Planning

Research has shown that when parents and families engage in the education of their children, the children tend to perform better academically. TransACTs Parent Notices are an important tool to engage parents and families, especially those with limited proficiency in English. This presentation provides: Information about the TransACT Parent Notices purchased for you by the Maine Department of Education Directions for how to access those Parent Notices in English and other languages Highlights of the importance of communicating in a language that parents and family members can understand; Information on how to identify important notices that need to be sent, who to send them to, and when they need to be sent; and Information about other resources available from TransACT.

NWEA Delving into the Data

NWEA DELVING INTO THE DATA This day will consist of an overview and better understanding of the specific features included in the NWEA program and best how to use the RIT score to assist with instruction. In addition, we will review how to use Class Reports, the Learning Continuum, Student Goal Setting information and profiles for overall data analysis to assist with targeted, small group and whole class instruction. This session will be interactive for a Team of educators, preferably including the building administrator. There will be time allotted throughout the session for individual and/or group teamwork. You will need your charged computer, NWEA user ID and Password, and availability to the most recent NWEA results. Contact hours available.

TransACT Parent Notifications Part of Your Parent and Family Engagement Planning

Dr. David Holbrook earned his Ph.D. in linguistics at the University of the West Indies in the Republic of Trinidad and Tobago and has over 20 years experience working with speakers of other languages. He has lived in five countries and worked in more than 15. He taught ESL at Colorado State University for approximately two years. He spent nearly six years at the Wyoming Department of Education, where he held positions as Federal Programs Division Director, Title I Director, and Title III Director. He trained with the U.S. Department of Education and participated in federal monitoring of Title III in five states. He served nine years with the National Council of State Title III Directors, two years as President. He was designated as their first Honorary Member and now serves as their Executive Director. His current position is as Executive Director, Federal Compliance and State Relationships for TransACT Communications.

New School Nurse Orientation

Day 2 is a continuation of the New School Nurse Orientation that is a specialized program designed to help nurses transition into the educational setting. Some of the topics included in day two will be: Suicide prevention and awareness, Immunization requirements and reporting, and Concussion management. Registration Deadline: 11-12-2018

Growth Mindset_Train the Trainer

SESSION ONE (2 days) In this session trainers will learn, discuss, and practice presenting: ● Techniques and strategies to engage adult learners, help them to process content, and retain and apply information ● What mindsets are and how they impact daily life ● Why educators mindsets are a key factor for students ● How to identify fixed and growth mindsets ● Why mindsets play a critical role in student motivation, achievement, and success ● How the brain learns and why this is important ● How to help students adopt a growth mindset

Promoting Learning in the Midst of Crisis

Promoting Learning in the Midst of Crisis: The Primary Role of Educator Resilience and the Ethical Imperative of Self-Care

Educators are faced with the seemingly insurmountable job of maintaining academic excellence, protecting the welfare of students, and, now, healing traumatized brain with ever dwindling resources and supports. In the past several decades, we have witnessed an explosion of research about the fundamental interconnectedness of human beings and we have a deep understanding of the critical role that teachers and school systems play in not only the cognitive, but also the social and emotional development of children. Given the high incidence, as well as the known contagion effects of traumatic exposure, educators run the risk of developing secondary traumatic stress, compassion fatigue, and ultimately burnout if they are not equipped with the knowledge and tools of self-care. Participants will develop a sophisticated understanding of educator �self-care� and will explore the necessity of reflective practice for educators as the primary mechanism for caring for self. They will work collaboratively with other educators to create a plan for implementing self-care procedures in their own lives/schools.

Promoting Learning in the Midst of Crisis

Follow-up Session: Promoting Learning in the Midst of Crisis: The Primary Role of Educator Resilience and the Ethical Imperative of Self-Care

Educators are faced with the seemingly insurmountable job of maintaining academic excellence, protecting the welfare of students, and, now, healing traumatized brain with ever dwindling resources and supports. In the past several decades, we have witnessed an explosion of research about the fundamental interconnectedness of human beings and we have a deep understanding of the critical role that teachers and school systems play in not only the cognitive, but also the social and emotional development of children. Given the high incidence, as well as the known contagion effects of traumatic exposure, educators run the risk of developing secondary traumatic stress, compassion fatigue, and ultimately burnout if they are not equipped with the knowledge and tools of self-care. Participants will develop a sophisticated understanding of educator �self-care� and will explore the necessity of reflective practice for educators as the primary mechanism for caring for self. They will work collaboratively with other educators to create a plan for implementing self-care procedures in their own lives/schools

Promoting Learning in the Midst of Crisis

Follow-up Session #2: Promoting Learning in the Midst of Crisis: The Primary Role of Educator Resilience and the Ethical Imperative of Self-Care

Educators are faced with the seemingly insurmountable job of maintaining academic excellence, protecting the welfare of students, and, now, healing traumatized brain with ever dwindling resources and supports. In the past several decades, we have witnessed an explosion of research about the fundamental interconnectedness of human beings and we have a deep understanding of the critical role that teachers and school systems play in not only the cognitive, but also the social and emotional development of children. Given the high incidence, as well as the known contagion effects of traumatic exposure, educators run the risk of developing secondary traumatic stress, compassion fatigue, and ultimately burnout if they are not equipped with the knowledge and tools of self-care. Participants will develop a sophisticated understanding of educator �self-care� and will explore the necessity of reflective practice for educators as the primary mechanism for caring for self. They will work collaboratively with other educators to create a plan for implementing self-care procedures in their own lives/schools.

Promoting Learning in the Midst of Crisis

Follow-up Session: Promoting Learning in the Midst of Crisis: The Primary Role of Educator Resilience and the Ethical Imperative of Self-Care

Educators are faced with the seemingly insurmountable job of maintaining academic excellence, protecting the welfare of students, and, now, healing traumatized brain with ever dwindling resources and supports. In the past several decades, we have witnessed an explosion of research about the fundamental interconnectedness of human beings and we have a deep understanding of the critical role that teachers and school systems play in not only the cognitive, but also the social and emotional development of children. Given the high incidence, as well as the known contagion effects of traumatic exposure, educators run the risk of developing secondary traumatic stress, compassion fatigue, and ultimately burnout if they are not equipped with the knowledge and tools of self-care. Participants will develop a sophisticated understanding of educator �self-care� and will explore the necessity of reflective practice for educators as the primary mechanism for caring for self. They will work collaboratively with other educators to create a plan for implementing self-care procedures in their own lives/schools.

The Fundamentals of Trauma Sensitive School Implementation

The Fundamentals of Trauma-Sensitive School Implementation: Principles, Practices & Action Planning In this session, school teams will identify interventions that are priorities for implementation and plan for their role out. Teams will be introduced to a broad array of potential trauma-competent intervention domains (Relationship Building & Wellness, Classroom Approaches, Specialist Interventions, Family & Community Engagement, and District Leadership) and how they can be implemented at the whole-school, focused group, and individual support levels. Additionally, school teams will engage in prioritizing areas for intervention, and will be led through a process, informed by implementation science, to identify and adequately plan for intervention. Teams will have access to technical support, including tools and resources, for implementation of their selected interventions, and will identify metrics for trauma-competent fidelity and to measure progress moving forward

The Fundamentals of Trauma Sensitive School Implementation

The Fundamentals of Trauma-Sensitive School Implementation: Principles, Practices & Action Planning In this session, school teams will identify interventions that are priorities for implementation and plan for their role out. Teams will be introduced to a broad array of potential trauma-competent intervention domains (Relationship Building & Wellness, Classroom Approaches, Specialist Interventions, Family & Community Engagement, and District Leadership) and how they can be implemented at the whole-school, focused group, and individual support levels. Additionally, school teams will engage in prioritizing areas for intervention, and will be led through a process, informed by implementation science, to identify and adequately plan for intervention. Teams will have access to technical support, including tools and resources, for implementation of their selected interventions, and will identify metrics for trauma-competent fidelity and to measure progress moving forward

The Fundamentals of Trauma Sensitive School Implementation: Principles, Practices & Action Planning

The Fundamentals of Trauma-Sensitive School Implementation: Principles, Practices & Action Planning In this session, school teams will identify interventions that are priorities for implementation and plan for their role out. Teams will be introduced to a broad array of potential trauma-competent intervention domains (Relationship Building & Wellness, Classroom Approaches, Specialist Interventions, Family & Community Engagement, and District Leadership) and how they can be implemented at the whole-school, focused group, and individual support levels. Additionally, school teams will engage in prioritizing areas for intervention, and will be led through a process, informed by implementation science, to identify and adequately plan for intervention. Teams will have access to technical support, including tools and resources, for implementation of their selected interventions, and will identify metrics for trauma-competent fidelity and to measure progress moving forward