Webinars

Building Your Vision

Time: 90 minutes
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Participants will be guided through a step-by-step process on how to create a mission/vision statement for their school by working in groups as members of an imaginary school creating a mission statement.

OBJECTIVES:   

• Experience the step-by-step process for creating mission/vision statement.
• Work with others to create a model mission statement.

The Seven Correlates of Effective Schools

Time: 90 minutes
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This session will present basic information on the Seven Correlates of Effective Education, define the Effective School and familiarize participants with identifying evidence of effectiveness.

OBJECTIVES:

• Learn the Seven Correlates of Effective Education.
• Discover the meaning of an Effective School.
• Understand where and how to find evidence of effectiveness.

The Responsive Team

Time: 90 minutes
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This session addresses the issue and stages of team building. Participants will explore their own perceptions of teams and compare it to the information presented, learn about the role of the principal in creating a team and learn a strategy for identifying potential leadership team members.

OBJECTIVES:

• Learn the difference between an individual’s current concept of “team” vs. the concept of The Responsive Team.
• Define the principal’s role in team development.
• Learn how to identify and recruit the best possible leadership team members.

The Responsive Learning Climate

Time: 90 minutes
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This session explores the impact of a supportive and positive environment on the performance of staff.  Participants will review and discuss basic behavioral techniques to support staff, how and why to celebrate successes, hear ideas from successful schools and design an action plan to implement similar ideas at their own schools.

OBJECTIVES:

• Discover the significance of an encouraging atmosphere on staff performance.
• Learn basic strategies for supporting and encouraging staff.
• Discover the importance of celebrating achievements.
• Hear what consistently high-achieving schools are doing and learn how to design a similar model for success.

Supportive Supervision

Time: 90 minutes
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Participants will examine data from studies that illustrate where and how the average administrator’s time is used and how this compares to their own use of time.  Information will be then be shared describing different types of classroom visits and their purposes, particularly the “walk-through” strategy.  Participants will then be guided through the process of creating an action plan and schedule for conducting classroom visits to ensure that the strategies learned can be realistically,  effectively and immediately applied.

OBJECTIVES:

• Discover data describing how administrators use their time and compare it with each participant’s current situation.
• Learn different models of classroom visitation.
• Discover the purpose and steps of the focused walk-through.
• Generate a realistic plan and schedule featuring appropriate classroom visitation models that can easily be incorporated into daily schedules for the coming school year.

The Meeting – An Effective Leadership Strategy

Time: 90 minutes
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Meetings are often perceived ineffective wastes of valuable and limited time.  Participants will learn why and how meetings should be used and how they can be conducted so staff walk away feeling energized and informed. The “nuts and bolts” behind a successful meeting will be presented and discussed.

OBJECTIVES:

• Discover the importance of effectively leading a meeting in a positive, energizing, informative manner.
• Learn the fundamentals of leading an inspired and inspirational meeting.

Problem-Solving and Leadership

Time: 90 minutes
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Implementing organizational change is often accompanied by conflicts, problems, and unforeseen obstacles, particularly school-wide reform and current turnaround models. Based on the work of Lawrence Lezotte, this session presents information on effective brainstorming, how to identify the root causes of a problem and how to use the Affinity Program (a solution generating strategy) to solve the problems that can and will arise.

OBJECTIVES:

• Discover a strategy to uncover the source of a given problem and generate a solution using the Affinity Program.

The Principal’s Practical Guide to Parental Involvement

Time: 90 minutes
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Attracting and involving parents is one of the most challenging issues facing schools. This workshop describes an effective marketing approach developed in the field by a principal. Participants will be provided with a step-by-step approach for planning a well-attended parent event.

OBJECTIVES:

• Learn how to develop and implement a step-by-step marketing strategy to involve parents in the school using a proven method developed and implemented by a school principal.

Data 101

Time: 90 minutes
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Statistics are an important component of understanding student performance patterns and their implications for planning.  A thorough understanding of the “basics” of the data we use to make our instructional decisions is important to ensure we’re making the RIGHT decisions for the RIGHT reasons.
This session is designed as a “refresher” course covering basic descriptive statistics and a discussion about the use of inferential statistics.  Participants will work basic statistical operations on sample data sets, so a calculator is recommended.

OBJECTIVES:

• Refresh understanding of basic statistics and discuss the operation of inferential statistics.
• Use a calculator to practice working with sample data sets in basic and frequently used statistical operations.

Bringing it Home – Redelivering In-services

4 part series
Time: 90 minutes each / 360 minutes total
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As the role of the school-based staff developer/coach (i.e., consultant, facilitator, etc.) has become more firmly ingrained in the educational landscape, the need for specific training in general staff development knowledge and skills has become significantly more important.

This session is designed to provide school-based staff developers with a process for designing a concrete action plan and the associated skills to effectively redeliver knowledge and content acquired at off-site conferences and other trainings.

The content of the session includes critical factors for effective professional development, an analysis of factors influencing adult learning, effective follow-up strategies, and effective strategies for securing administrative support. 

Participants will develop an action plan ready to put into place in their school or district.

OBJECTIVES:

• Develop an action plan for the effective redelivery of critical knowledge and content learned at off-site conferences and trainings.
• Discover the critical factors of effective professional development including the best follow-up strategies, strategies for gaining administrative support and the most common characteristics of adult learners.

Show Me the Money – Grant Writing

4 part series
Time: 90 minutes each / 360 minutes total
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Recent years have seen a focus on school reform and evidence-based programs and strategies. This interactive, four part series is designed to accomplish two objectives: provide the basics of successful grant writing and apply those basic skills to produce a working document that participants can take back to their schools.

Strategies will be provided for locating grant sources, creating funding networks, determining if grant monies are applicable to your school, establishing a grant writing team, and successfully applying for funds to support ongoing efforts.

Participants are encouraged to review and reference their current or past grant applications prior to registering for these sessions.

OBJECTIVES:

• Learn grant writing basics and apply them to produce a real working document to be used for the application of a specific grant.
• Discover the best strategies for locating grant sources.
• Learn how to create a grant-writing network. Determine whether or not grant monies are appropriate for a certain school.
• Understand the elements of establishing a grant writing/school funding team.
• Find and successfully apply for funds to support the implementation of effective instructional programs and procedures in your school.
• Work on current or past grant applications for hands-on experience.

Responsive Coaching™: Introduction

Time: 90 minutes
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The goal of JP’s Responsive Coaching Model™ is to enhance teacher performance and increase student achievement. Coaches, mentors, and administrators will be introduced to the Fidelity Essentials for effectively utilizing instructional programs so they can provide support for all teachers and a basic communication framework for guiding teachers through these Essentials.

OBJECTIVES:

• Be introduced to Fidelity Essentials in order to provide effective support to teachers.
• Become familiar with the Responsive Coaching Model’s™ communication framework.

Delivering Professional Development in the Classroom

2 part series
Time: 90 minutes each / 180 minutes total
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Building on the Responsive Coaching™: Introduction session, this webinar will provide participants with an understanding of this powerful site-based, embedded professional development component. Participants in this session will view scenarios of The Responsive Coaching Model™ discuss the application of Responsive Coaching™ strategies to each.

OBJECTIVES:

• Build on skills from the Responsive Coaching™: Introduction webinar to better understand the Powerful Site-based Embedded Professional Development Model.
• View and discuss scenarios for applying elements of the Responsive Coaching Model™.

Building Capacity in the School House

2 part series
Time: 90 minutes each / 180 minutes total
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This advanced session in the Responsive Coaching™ Webinar Series provides participants with opportunities to develop a deeper understanding of the background knowledge necessary for providing support to teachers in the classroom. A framework for effective feedback and follow up in the context of a unique problem-solving model will also be shared.

OBJECTIVES:

• Gain a deeper understanding of how to effectively deliver instruction and provide supportive and constructive written feedback.
• Learn and practice a problem-solving model for Responsive Coaching™.

I’ve Collected the Data, Now What׀

2 part series
Time: 90 minutes each / 180 minutes total
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Over the course of this two-part series, coaches and instructional leaders will take an in-depth look at data collected from classroom observations, use the data to determine the sources of student performance issues, and develop an intervention plan.. Participants will review problems and develop solutions using a Responsive Problem Solving Plan, analyze classroom observations, formulate teams to respond to data, and learn how to implement structures for consistent and sustained student success.

OBJECTIVES:

• Take a detailed look at data collected from classroom observations.
• Determine why certain students or groups are struggling.
• Learn to develop an efficient intervention plan.
• Learn how to develop and use a Responsive Problem Solving Plan and implement it with team support.

The Coach’s Classroom Visit / Walk-Through

Time: 90 minutes
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The classroom walk-through model is designed to be used frequently to increase dialogue on instructional practice.  Regular use of this strategy will lead to improvement in instruction and a corresponding increase student achievement. In this session, participants will identify the steps necessary to focus their classroom visits for a brief period of time followed by reflection with the teacher and learn a way to effectively communicate with teachers about making improvements in their instructional delivery.

OBJECTIVES:

• Learn to improve teacher instruction and student achievement through focused classroom walk-throughs.
• Learn to effectively communicate observations and feedback generated during classroom walk-throughs.

Effective Teaching Practices Across the Curriculum: The Literacy Coach’s Role

2 part series
Time: 90 minutes each / 180 minutes total
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This session focuses on effective teaching practices to enhance instructional delivery, meet the needs of diverse learners, provide feedback to teachers, and increase student achievement. Through theory, discussion, and practice participants will learn to apply fifteen effective practices in the classroom to increase student achievement.

OBJECTIVES:

• Learn fifteen critical teaching practices to improve teaching and learning.
• Discuss ways to incorporate these strategies into teachers’ current repertoires.

Positive School Culture and School-wide Positive Behavior Support

2 part series
Time: 90 minutes each / 180 minutes total
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The Positive School Culture Domain is an integral component of the Responsive Professional Development Model™.  School-wide Positive Behavior Support (PBIS) is a proven method to help schools successfully educate all students and especially those with challenging behaviors.

Research shows that when a school environment is positive and predictable, students feel safer, have better academic performance, higher test results and make better behavior choices. Schools also show a gain in instructional time, reduction in out-of-school suspensions and discipline referrals and show a decrease in referrals to Special Education.

PBIS is not a curriculum, but a process of planning and problem solving that includes direct teaching of social behaviors in much the same way academics are taught. The basic PBIS approach is to use proactive, research-based strategies to teach clearly defined behavioral expectations. Most importantly, it establishes ongoing behavior supports that can be used by ALL students, staff, volunteers, parents and community members.

Participants in this series will be introduced to the Positive School Culture Domain™ and School-wide Positive Behavior Support as well as be guided through a self-evaluation process to determine their readiness to implement these approaches in their schools.

OBJECTIVES:

• Discover the importance of the Positive School Culture Domain™ as it relates to overall student performance.
• Learn the importance of establishing ongoing behavior support for both students and staff.
• Engage in a self-evaluation process to determine the level of support that currently exists for a genuine Positive School Culture.

Enhancing Student Achievement through Classroom Management

Time: 90 minutes
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Effective classroom management is the foundation upon which all student achievement is built.  As Harry Wong stated, “…without classroom management, you’ll never be able to do what you want to do.” Participants in this session will be introduced to the core principles of classroom and behavior management and use those principles to develop a usable action plan for developing superior classroom management in their schools resulting in superior student achievement.

OBJECTIVES:

• Learn the most important principles of managing a classroom and student behavior.
• Use knowledge of these core principles to build an action plan that will drive student achievement and contribute to an overall Positive School Culture.

Strengthening Parent Involvement

Time: 90 minutes
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Our own experience as educators and the voices of national organizations, parents, administrators and teachers collectively indicate that parent involvement is critical for educational growth.  Parent involvement is not a sufficient condition in and of itself to produce school-based academic success (Hoover-Dempsey & Sandler, 1995); however, parent involvement does have the capacity to increase the likelihood of student success. Coupled with effective instructional tools and skilled educators in the classroom, parental involvement can assist school in increasing positive academic and social outcomes for students.

OBJECTIVES:

• Understand the true importance of parent involvement and how to use parental involvement as an effective tool to create a dramatic impact on student performance.

The Mindset of an Effective Educator

2 part series
Time: 90 minutes each / 180 minutes total
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Many educators recognize that student knowledge is more than a score on a test. Do  educators with this understanding cause their schools to differ measurably from other schools because of their fundamental values and beliefs׀ 
In this two-part series, we will examine the principles that serve as the foundation for our profession as studied primarily by Robert Brooks, Ph.D. and Dr. Martin Haberman, Distinguished Professor, UWM.  This session is for new or experienced educators who are seeking to refine their skills in order to increase student academic and social achievement.

OBJECTIVES:

• Study the core principles that establish the groundwork of the teaching profession according to Dr. Robert Brooks and Dr. Martin Haberman in order to refine teaching skills and optimize student performance.

Making the Grade: 8 Factors That Impact AYP

4 part series
Time: 90 minutes each / 360 minutes total
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This multi-part session explores eight discrete factors that directly impact whether or not students make adequate academic progress.  These eight factors include: Instruction, Curriculum, Classroom Management, Organization, Stability School Climate, Organization, and Family.

Through a unique combination of discussion and structured activities, participants will engage in an analysis of research in each area and will apply their new knowledge to "real life" situations. 
Participants will develop the tools necessary to create a rubric for assessing those students and subgroups not making adequate yearly progress and develop an action plan for ensuring that struggling students receive the instruction they so desperately need..

OBJECTIVES:

• Explore the eight discrete factors that directly impact student performance and adequate yearly progress.
• Explore research for each element and apply that knowledge to real situations through simulated coaching role plays, small group discussions, the development of rules and procedures and the exploration of curriculum structure.
• Use tools gained through this session to develop the ability to accurately assess students and subgroups not meeting AYP.
• Identify research that supports the necessary changes to guarantee every student receives exceptional instruction.

Establishing Benchmark Performance and Monitoring Progress.

2 part series
Time: 90 minutes each / 180 minutes total
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Over these two sessions, participants will have the opportunity to review various examples of student data and determine those students in need of intervention support.
Assessment tools will be examined in order to confidently pinpoint students and content areas in need of immediate attention and intervention.

Participants will use a local team-based approach to identify strategies that successfully monitor student progress in intervention groups and provide support for teachers through the intervention process.

OBJECTIVES:

• Study a range of student data to learn the appropriate placement for intervention support.
• Examine assessment tools for the purpose of correctly diagnosing weak student skills.
• Identify strategies to monitor student progress successfully within interventions through proper use of the team approach.
• Learn to successfully support teachers throughout the intervention procedure.

Data Driven Instruction

2 part series
Time: 90 minutes each / 180 minutes total
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In order to adjust our instruction, we must first analyze the data that reflect our students' level of mastery of previously taught skills.

These sessions provide experienced teachers with an overview of how allocated time can impact instruction and how to analyze the various of data from current programs.  Participants will review examples of Pacing Guides and Data Analysis Feedback Reports and determine how to provide support to staff members to increase their students' achievement.

OBJECTIVES:

• Experienced teachers will increase their knowledge of the impact of allocated time on instruction and learn how to analyze available data.
• Learn how to use data to provide support to staff members with the goal of increasing student achievement.

Using Trend lines to Predict and Verify Student Performance

Time: 90 minutes
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Participants in this session will learn how to set learning goals and use available data to create trend lines to project student progress towards academic goals.  The process of creating trend lines using commonly available software tools will be demonstrated.  Participants will have the opportunity to practice this skill and receive immediate feedback and guidance from the presenter via a unique webinar interface that allows for shared viewing of computer screens.

Following the webinar, participants will be provided with written instructions so that they can create usable trend lines for their classrooms.  All participants will need to have access to the following software:

• Microsoft Excel for PC 98-2003
• Microsoft Excel for PC 2007
• Microsoft Excel for Mac 2004
• Microsoft Excel for Mac 2007

OBJECTIVES:

• Discover how to best set learning goals and to use data for the creation of trend lines to project whether or not students will meet learning goals within the academic term.
• Observe the development of a trend line based on actual student data.
• Practice creating trend lines using sample student data sets.

Identifying and Creating High Quality Educational Tools: A How-To Guide

2 part series
Time: 90 minutes each / 180 minutes total
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Your district has just delivered a complete set of new social studies textbooks for the year to your classroom. Is the curriculum any good׀  If not, what can you do to make it better׀ This webinar series will teach participants how to answer these key questions and how to restructure curricula to effectively and efficiently meet the needs of students.

Participants will be taught the key features of well designed curricular materials and how to recognize those features in their existing programs. Participants will analyze portions of a widely used content-area curriculum and assess whether they meet the criteria for being parts of a high quality instructional tool.

Participants will then learn how to improve the programs with which they work and develop adaptations that will allow their existing tools to meet the criteria of a high quality educational tool.

Participants will learn the effective practices that can be generalized to other curricular areas at all grade levels. The process will be modeled with examples and participants will have the opportunity to prepare a lesson using their knowledge of Explicit Instructional practices.

Participants will be provided with an outline for using the process with currently adopted curricula in their own schools.

OBJECTIVES:

• Discover the key to answering questions surrounding the use and implementation of new textbooks and curricula.
• Learn how to analyze well-designed curricular programs and identify the key design features that make them effective.
• View a hands-on analysis of a commonly used program to assess whether or not it meets the criteria of a “high quality instructional tool”.
• Learn how to improve typical instructional programs by adapting them to meet the criteria of a “high quality instructional tool”.

Building Effective Instructional/Lesson Plans

2 part series
Time: 90 minutes each / 180 minutes total
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In order for instruction to be delivered effectively and for student progress to be monitored, a plan must be in place.  Building Effective Instructional/Lesson Plans is an introductory session that focuses on the following items:

• The why of planning for instruction
• Examples of effective plans.
• A framework to guide planning and monitoring.

Regardless of the experience level of the participant, teachers, literacy coaches and principals will find this session informative and immediately applicable.

OBJECTIVES:

• Become familiar with the importance of developing and monitoring an effective and measurable plan for instruction.
• Discover why planning instruction and measurement is so important.
• Review examples of sample plans.

Restructuring Curriculum for Student Success

3 part series
Time: 90 minutes each / 270 minutes total
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This session will identify the effective practices used in highly effective instructional programs that can be generalized to other curricular areas at all grade levels.
The process will be modeled using concrete examples and participants will then  have the opportunity to prepare their own lessons, using their knowledge of effective practices.
Participants will leave with an outline for using the process with the adopted curricula in their own school.

OBJECTIVES:

• Discover the most effective instructional practices for optimizing teaching effectiveness and student success.
• Learn how to prepare a lesson that incorporates effective practices..
• Take home an outline for use of the process with any curricula.

Restructuring Curriculum for Student Success

The Five Big Ideas of Effective Reading Instruction Webinar Series:
Moving From Theory To Practice

The Five Big Ideas of Effective Reading Instruction Series is comprised of five 90 minute webinars - The Challenge of Learning to Read, Phonemic Awareness and Phonics, Fluency, Vocabulary, and Comprehension and Academic English. The introductory webinar is a prerequisite for attending all other webinars in the series.

The Challenge of Learning to Read: Introduction to the Five Big Ideas of Effective Reading Instruction

Time: 90 minutes
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This session is a prerequisite for attending all other webinars in the series.  Participants will be provided with research citations and background information supporting the inclusion of phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction in your reading program.  Participants will gain a deep understanding of the “Challenge of Learning to Read.” 

OBJECTIVES:

• Learn the research and background behind supporting the teaching of phonemic awareness, phonics, fluency, vocabulary and comprehension in basal reading programs.
• Gain a comprehensive understanding of the “Challenge to Learning to Read.”

Phonemic Awareness and Phonics

2 part series
Time: 90 minutes each / 180 minutes total
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Participants will apply increased knowledge and understanding of the processing systems of the brain, dyslexia and other reading disabilities, the speech sounds of English, and phoneme/phonological awareness to provide effective interventions for increasing student achievement.

OBJECTIVES:

• Use advanced knowledge of brain processing, dyslexia and other reading disabilities, the speech sounds of English and phoneme/phonological awareness to produce effective interventions for increased student success.

Fluency

2 part series
Time: 90 minutes each / 180 minutes total
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This session provides an overview of the reading fluency research base to increase understanding of the importance and nature of truly fluent reading.  Participants will use this knowledge to identify the characteristics of fluent vs. dysfluent readers.  Upon completion, literacy coaches and teachers alike will have the tools to successfully implement research-based strategies to improve fluency.

OBJECTIVES:

• Increase understanding of the nature and importance of fluent reading.
• Identify the unique characteristics of fluent vs. dysfluent readers.
• Develop the tools to use research-based strategies for increasing reading fluency in struggling student populations.   

Vocabulary

2 part series
Time: 90 minutes each / 180 minutes total
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The goal of this session is to examine the features of explicit instruction of vocabulary/word knowledge.  Investigate the prerequisite components essential for proficient comprehension skills.  AND…explore differentiated, interactive resources and activities that meet the needs of all learners!

OBJECTIVES:

• Observe examples of explicit instruction for vocabulary/word knowledge.
• Discover essential prerequisite elements for proficient comprehension of text.
• Learn differentiated and interactive resources used to structure activities that include every learner, regardless of skill level.

Comprehension

2 part series
Time: 90 minutes each / 180 minutes total
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This session begins by reviewing the essential comprehension skills students need to succeed in academic environments. 
Participants will explore the critical features of comprehension instruction and work in local, site-based teams to develop plans for effectively sequencing the delivery of instruction in comprehension strategies. 

OBJECTIVES:

• Review crucial elements of comprehension skills and strategies students need to learn and succeed in academic environments.
• Explore essential features of comprehension instruction in site-based teams and create action plans for teaching these crucial skills and strategies.