Day 2

Kristen Souers

Fostering A Trauma Invested Learning Environment  

Day 2 (of 2)  UMW credit* (1).  Attendees can attend this 1 day  if they choose for OPI Renewal credit (6).

Grades k-12

This course will consist of two full days of training focused on the provision of a trauma invested learning environment. We know that trauma is real, and this is a topic that we can no longer ignore in education. Being a trauma-informed school is the current trend. This course will explore multiple approaches to ensure that both staff and students are given the opportunity to persevere in the midst of stress. 

Learning Outcomes:

·       Attendees will learn about the impact of stress on teaching and learning.

·       Attendees will be grounded in a common language.

·       Attendees will be invited to explore their own level of practice as it relates to trauma invested practices.

·       Attendees will be given the opportunity to engage in activities associated with trauma invested practices.

·       Attendees will be introduced to several strategies associated with trauma invested practices.

·       Attendees will be introduced to the latest research on how stress can impact both teaching and learning.

·       Attendees will learn the importance of providing a Culture of Safety

·       Attendees will examine their mindsets and how they can impact interactions.

·       Attendees will be introduced to opportunities to improve health and wellness. ·       

     Attendees will explore the main needs that drive behavior.

·       Attendees will have opportunities to engage and connect with one another about those reflections. 

·       Attendees will examine the role that intervention plays and identify proactive ways to support regulation.

Dr Eliza Sorte Thomas

Developing Agency and Playfulness in Young Learners and Those That Teach Them -  Part 2 (of 2)  UMW credit*(1). Attendees can attend this 1 day if they choose for OPI Renewal credits (6).

 Early Childhood

Participants will learn about and apply educator agency and child agency so they can apply the principles in a playful and engaging way to develop themselves as professionals and their children as learners.

Agency:

●   Reflect and define what agency means for themselves (as educators) and the young children they teach.

●   Compare and contrast agency and positive guidance and its role in agency 

●   Define and create classroom guidelines for success for educators and young children.

●   Apply agency principles to classroom settings.

Playfulness

●   Sort, categorize, define and apply various types of play.

●   Create invitations to play based on criteria (inclusive of agency and learning environment in particular).

●   Develop look for educator facilitation techniques.

●   Analyze play research and promising practices.

Reflection:  Reflect on teacher efficacy related to developing agency and playfulness in young learners and within themselves (as the educator). 

Dr Michele Douglas

Building Numbers Sense 3-5 

 Day 1 for UMW credit*(1) - 2nd day is Problem Solving on June 13th. Attendees can attend this 1 day if they choose for OPI renewal credits (6).

• Focused on 3-5 standards in 3 domains

• Objectives of this day includes:

  • Use models and various strategies to add and subtract multiple digit numbers including some decimal values.

  • Build the meaning of multiplication and division.

  • Understand strategies that support students to multiply and divide with multi-digit numbers. 

  • Be able to use strategies, tools, and instructional practices for building number relationships.

  • Understand how to build concepts of number combinations and build meaning of addition and subtraction. 

• Participants learn to help students develop and apply conceptual knowledge, incorporate high-level tasks, and become a better consumer of classroom instructional materials. 

Wayne Callender

Differentiated Instruction 

Grades 4-12  Attendees can attend this day if they choose for OPI Renewal credits (6).

Differentiated Instruction requires serving student according to their instructional needs.  A broad differentiated structure provides supports according to risk categories of Advance, Benchmark, Strategic and Intensive.   This advanced seminar will focus on developing clear protocols for differentiating instruction within the risk categories, i.e. differentiating instruction for strategic level students, included will specific information on how to (a) use assessments to identify the instructional focus (b) establish a structure/schedule for small group instruction (c) select research validated interventions that target specific skills (i.e., vocabulary, multisyllabic decoding, etc.), and (d) create differentiated progress monitoring plans.  Participants will be provided planning tools for establishing differentiated protocols at each grade level.  

Stephanie Lester

ELA Block Instruction for Student SUCCESS! 

Maximizing core whole group instruction with small group-workstations for differentiated instruction.

Grades 2-5  Attendees can attend this day if they choose for OPI Renewal credits (6).

This workshop will dive into the details of how to maximize your ELA instructional time and provide instruction that is the core for your grade level as well as provide the practice and reinforcement necessary to meet the individual needs of your students at their instructional levels. Implementation plans for the facilitation of workstations-small groups will be shared along with tips to “keep the work in workstations”. If you are looking for a way to keep all your students moving forward and making progress while still covering the core ELA grade level materials this is the workshop for you. Join this training and walk away with strategies that will transform your ELA Instruction into a positive, engaging experience in which EVERY child will experience success EVERYDAY