New for 2023:

This year we are requiring pre and post attendance, through zoom meetings, to become familiar with your course cohort as well as content. Please note: Certificates of Completion as well as training materials will not be available until all requirements have been met.               

ELL 101 is designed to support preK-12 mainstream educators and paraprofessionals who have not had formal preparation to work with English language learners.  Participants will connect research to practice throughout this course, with the goal that they will be able to apply new learning to their unique students and educational settings.

Participants will be able to:

1. Increase knowledge of state and federal laws that ensure services for ELLs.
2. Examine research-based instructional strategies to optimize academic learning for ELLs.
3. Develop an understanding of second-language acquisition to increase awareness of ELLs’ strengths and empathy for their needs.
4. Improve participants’ ability to meet the diverse needs of ELLs and increase their academic achievement.

This course is a blended-model professional learning opportunity designed to inspire and support educators in becoming reflective practitioners while meeting the highest expectations of the profession.

This newly revised course re-envisions the learning environment as a place where teacher and student identities are celebrated and affirmed; social emotional learning is intentionally planned for; and student agency is supported through equitable, responsive structures to help all students thrive.

Participants will explore foundational research through the lens of student-centered engagement and instruction as well as investigate practices that support autonomy and choice, activate critical thinking and deeper learning, along with ways to maximize learning time inside and outside the classroom.

Pre-Virtual Instructional Dates:

June 13, 20, 27 — 4:30 p.m. – 7:30 p.m. EDT 

Post-Virtual Follow-up

Sept 19, 20 —Times TBD

MBSC provides educators and other school personnel with effective strategies for managing unwanted behavior across a variety of learning environments. Unlike any other time in public education, examining and exploring root causes of challenging and disruptive behaviors requires different skill sets: pedagogy grounded in trauma-informed and restorative practices, navigating physical and virtual environments, while straddling your own personal and professional demands and their influence across learning communities.

Learning Objectives:

• Establish shared understanding of how to define, record and collect data on negative student behavior.
• Utilize research to establish the importance of trauma-informed practices as prevention and intervention tools.
• Facilitate understanding the role of bias, discipline disparities and race-neutral policies and their impact on diverse school communities.
• Examine the use of positive behavior interventions and supports (PBIS), restorative practices, and de-escalation to foster healthy school climates. 

Pre-Virtual Instructional Dates:

June 13 — 4 p.m. – 5:30 p.m. EDT 

Post-Virtual Follow-up

Oct. 12 and Oct. 19—5 p.m. – 6:30 p.m. EDT

In the school community, the health, well-being, empowerment and success of every stakeholder is of paramount importance to a liberating learning environment. In this trio of modules, participants will learn and apply intervention strategies to engage and support families, students with challenges and educators. Register today for the Strategies for Student Success trifecta:

• Students with Challenges
• Navigating the Bridge between Stress and SEL (for educators) 
• Engaging Families as Educational Partners (virtual session)

Dates:

Pre-Virtual Instructional Dates:

June 10, June 17, July 8—12 p.m. – 4 p.m. EDT 

Virtual Office Hours:

July 1— 9 a.m. – 1 p.m. EDT 

Post-Virtual Follow-up, Final Check-Outs and Community Checkpoint: 

July 31 and Sept. 30—Times TBD

Potential In-Person Post-SEA SSS Academy:

Oct. 6-7 (1.5 days)

The Thinking Mathematics (TM) K-2 course focuses on research about how children learn mathematics and implications of these findings for the classroom. TM K-2 is designed to help teachers gain a deeper understanding of today’s rigorous content standards, the mathematical practices and how attention to both is necessary for success. Participants will learn the Ten Principles of math instruction drawn from research, including tapping knowledge students already have, helping them visualize and model problems, stressing both concepts and procedure, and building the expectation and ability to reason mathematically. The course takes a broad look at the importance of recognizing and using patterns and relationships throughout math, addresses the kind of questioning that promotes thinking in math class, and provides a framework for implementing curriculum and lessons. This course focuses on research about how children learn mathematics and implications of these findings for the K-2 classroom. Participants will walk away with evidence-based strategies and resources to help students succeed with mathematics. 

Prerequisite:

TM 10 principles eLearning course. Course link to be provided by June 6.  

Pre-Virtual Instructional Dates:

June 6 and June 20 — 6:30 p.m. – 8 p.m. EDT 

Post-Virtual Follow-up

Oct. 24—6:30 p.m. – 8 p.m. EDT