DACL training provides teachers with an effective teaching/learning practice with a very high effect size for student growth. This training shows teachers how becoming an Assessment Capable learner can benefit students. Teachers will learn to identify what an assessment capable learner is, and how to use current practices as a base point for next steps. In addition, teachers will:
* Reflect and discuss strategies they currently use for developing assessment capable learners.
* Identify the benefits of developing assessment capable learners.
* Learn about the importance of the following questions:
What does it mean to develop assessment capable learners?
How do I already implement pieces of assessment capable learners?
Where do I go from here?

Lunch on your own.

Optional 1 hour graduate credit available if you complete additional course work.

Ahoy mateys, as a classroom teacher do you struggle to find helpful resources to use in your instruction? Look no further than the DESE website! Use the DESE website as your map to explore a plethora of resources to fill your teacher treasure chest. Come explore the gems DESE has to make navigating the "seas of instruction,” your bountiful prize. During this session, participants will learn:
* Where to locate and use various resources such as, MOLEAP Blocks, Item Specifications, Literacy Strategies
* Plan a lesson using resources from one of the websites explored
* Align lessons to MLS

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

Has behavior in your classroom taken a tumble? Developing a system to create an age appropriate positive classroom environment can be as easy as A-B-C! Chicka Chicka Boom Boom: Behaviors in the Classroom will teach participants:
* Developmentally appropriate considerations for the 3-7 year old brain
* Research and evidenced based components to create a positive classroom culture and environment
* System for addressing classroom managed behavior starting day one of their school year

Lunch on your own.

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

This training is only for teachers who have successfully completed LETRS Volume 1, Units 1-4.

Each participant must purchase Volume 2 LETRS modules for implementation. You must have the materials prior to session 1. Please contact Jane, jjackso@nwmissouri.edu, for further information.

This in-depth training looks into the science of reading research for teaching vocabulary, reading comprehension, and writing. Participants will link oral language to vocabulary, writing phases of development and spelling. Instructional practices will be reviewed for understanding writing phases across genre, and how explicit lesson planning can change comprehension, vocabulary retention and spelling. Participants will also walk away with the ability to distinguish between comprehension products and processes while using and viewing multiple lessons/resources for deepening the foundations of reading. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Are the daily demands of behavior management in your classroom getting you down? Join us to learn proven strategies that will assist in this dilemma. Participants in this session will learn how to implement the 8 Effective Teaching and Learning Practices that are research and evidence based. These practices will then lead into a discussion of function-based thinking that will help classroom teachers identify the purpose of student behavior. Use of these practices will increase the engagement of your students while increasing the likelihood of the appropriate behavior occurring in your classroom. Participants will:
* Gain a working knowledge of the 8 Effective Teaching and Learning Practices
* Become familiar with function-based thinking to manage behavior in the classroom
* Be able to implement the 8 Effective Teaching and Learning Practices in their classroom
* Identify a student's function of behavior

Lunch on your own.

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

Join Northwest area supervisor, Nancy Greeley, as she walks through all essential components of the MSIP 6 accountability system. Nancy will give an overview of the performance and continuous improvement standards. The presentation will include information on key components including CSIP, response to standards, survey and scoring guides. She will outline what a district can expect as well as some helpful tips to ensure district clarity of all expectations and processes.

A key component within MSIP 6 is that every district has a high-quality Comprehensive School Improvement Plan (CSIP). Nancy Greeley, Northwest area supervisor, will walk participants through the essential look-fors of a quality CSIP, as well as be sharing helpful guidance documents to support school districts through the process. This meeting is highly relevant to all districts, those in-progress or starting the process from scratch.

Young children's work of play should be celebrated and viewed as rigorous learning. Participants in this workshop will learn how to connect the Missouri Early Learning Goals in a professional way to curriculum. We will develop and name the learning targets and success criteria found in the work of play. "Every child deserves the chance to play. It's not a privilege. It's their right.” -Eric Byrnes. Learn how to define children's work according to the state of Missouri and as professionally as the K-12 teachers in your school.
* Discover how to create classroom invitations and centers that provoke children to learn intentionally from their play
* Explore varying ways to implement the Missouri Early Learning Goals into a child's work of play
* Create common formative assessments to assess student learning during the work of play

Lunch on your own.

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

How do we respond when the students aren't learning? Let's take a look at students who drop or fall below the 40 percentile on district assessments. Some students continue to fall below the benchmark, but there are answers! Student scores can soar when effective practices are put into play. These steps to empower your instructional time will be addressed through:
* How to identify or confirm the correct skills are addressed
* Matching student needs to data and instruction
* Determining priority and focus of instruction within: whole group, small group, intervention

Lunch on your own.

Optional 1 hour graduate credit available if you complete additional course work.

Participants must purchase LETRS Early Childhood Educator manual and online course from Lexia Learning (1-800-547-6747, ext. 5136), prior to the first session.

This four-day series is designed to deepen your understanding of the what, why, and how of early literacy and language development, including assessment and instruction strategies. LETRS (Language Essentials for Teachers of Reading and Spelling) provides the "science of reading” application of research into the classroom no matter the curriculum or program used. The blended learning format of this series includes four days of face-to-face training and self-paced online tutorials/videos of effective early childhood classroom instruction.

Have you ever wondered: Am I assessing to the level of the standard? Do I need to give a written test at the end of every chapter? Is the test in the book the right test to give? This session will assist you in developing assessments that will determine students' understanding of the standard; how to analyze and keep records; and provide next steps for instruction. During this session, participants will learn:
* Use of learning targets to make assessments
* Multiple ways to assess student learning without students feeling like they are being tested
* More than one way to keep data records
* How to decide what's next in student learning

Lunch on your own.

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

Clarity in teaching and learning is the one thing that makes a significant impact on the growth in learning for students in any classroom. In this session, teachers gain clarity through constructing learning intentions and success criteria aligned to the standards that allow students to identify where they are going, how they are progressing and where they will go next and focuses on answering two critical questions:
1) How can clarity improve teaching and learning?
2) How does clarity serve as the foundation for other powerful, evidence-based practices?

During this session, participants will:
* Reflect on why they need to gain clarity
* Craft learning intentions and success criteria


Two hour virtual micro-learning session
Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

The IEP is key to providing services for special education students. This training will review the process of developing and writing an IEP. Learn how to:
* Recognize and apply best practices in preparing for an IEP meeting
* Write a present level of academic achievement and functional performance
* Write SMART goals and relate to the student's needs
* Know and understand all components of the IEP

Lunch on your own

Optional 1 hour graduate credit available if you take an additional learning training and complete additional course work for both.

What is the purpose of a proficiency scale? A clear learning target provides students with what they should know, but it does not provide guidance regarding the building blocks necessary to attain the goal. Proficiency scales articulate learning progressions for each prioritized standard. Well-articulated sequence of knowledge and skills makes it much easier to provide students with feedback. Once proficiency scales have been created, how do you use them to assess student's level of proficiency? We will explore different assessment methods, look at sample assessment questions that align to scales, and have the opportunity to generate summative scores. During this session, participants will:
* Learn how to develop proficiency scales
* Identify the different levels of a proficiency scale
* Create a proficiency scale
* Learn different assessment methods
* Learn ways to figure meaningful grades

Lunch on your own.

Optional 1 hour graduate credit available if you complete additional course work.

This training is only for teachers who have successfully completed LETRS Volume 1, Units 1-4.

Each participant must purchase Volume 2 LETRS modules for implementation. You must have the materials prior to session 1. Please contact Jane, jjackso@nwmissouri.edu, for further information.

This in-depth training looks into the science of reading research for teaching vocabulary, reading comprehension, and writing. Participants will link oral language to vocabulary, writing phases of development and spelling. Instructional practices will be reviewed for understanding writing phases across genre, and how explicit lesson planning can change comprehension, vocabulary retention and spelling. Participants will also walk away with the ability to distinguish between comprehension products and processes while using and viewing multiple lessons/resources for deepening the foundations of reading. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Create full student engagement with Kagan Structures-simple yet powerful cooperative learning instructional strategies. Supported by a large body of scientific research, and proven effective in countless classrooms, schools, and districts, this revolutionary way to teach is transforming teaching and learning. See how easy it is use teamwork and pairs to create a greater level of engagement than you imagined possible, even for your reluctant learners. We're not talking about group work. We're talking the real deal, and knowing the difference is the difference between engaging some and engaging all students. When we engage all students, they all learn more. And because the structures are so cooperative and interactive, they work wonders for students' social skill development.
Topics include:
* Classbuilding
* Teambuilding
* Multi-Structural Lesson
* PIES
* Social Skills
* Interpersonal Functions
* Lesson Planning
* Cooperative Projects

If there are 3 teachers from a district attending, the principal from that district may attend free.

Lunch is on your own; optional two hours graduate credit available.

Hotel/Housing information in Maryville, MO:

Bearcat Inn & Suites- 660-562-2002
Holiday Inn Express - 660-562-9949
Cobblestone Inn & Suites - 660-224-2222

Optional Special Discount Package of Kagan materials available! Additional $149. Contact the RPDC at 800-663-3348 for more information or to order.

Create full student engagement with Kagan Structures-simple yet powerful cooperative learning instructional strategies. Supported by a large body of scientific research, and proven effective in countless classrooms, schools, and districts, this revolutionary way to teach is transforming teaching and learning. See how easy it is use teamwork and pairs to create a greater level of engagement than you imagined possible, even for your reluctant learners. We're not talking about group work. We're talking the real deal, and knowing the difference is the difference between engaging some and engaging all students. When we engage all students, they all learn more. And because the structures are so cooperative and interactive, they work wonders for students' social skill development.
Topics include:
* Classbuilding
* Teambuilding
* Multi-Structural Lesson
* PIES
* Social Skills
* Interpersonal Functions
* Lesson Planning
* Cooperative Projects

If there are 3 teachers from a district attending, the principal from that district may attend free.

Lunch is on your own; optional two hours graduate credit available.

Hotel/Housing information in Maryville, MO:

Bearcat Inn & Suites- 660-562-2002
Holiday Inn Express - 660-562-9949
Cobblestone Inn & Suites - 660-224-2222

Optional Special Discount Package of Kagan materials available! Additional $149. Contact the RPDC at 800-663-3348 for more information or to order.

New to the profession, need a refresher? Join us as we look at "Special Education”. This session is designed to help answer the Who, What, Where, When, Why and How's, we have and assist educators as they navigate working in this role. Participants will receive information to support them in the following areas:
* Understanding the process of determination
* How to read and write evaluation reports
* Writing present levels and goals
* Working with parents, teachers, and students
* Writing behavior plans, accommodations, and modifications

Lunch on your own

Optional 1 hour graduate credit available if you complete additional course work.

This two-day training will also be offered on June 13 & 14

Developing A is part of the Missouri Teacher Development System and is open to any teacher who has:

-completed a Beginning Teacher Assistance Program in MO

-completed at least 3 years of successful teaching

-a strong desire for professional improvement

This opportunity provides:

-State Kick-off event with national expert, John Antonetti

-a copy John's book: 17,000 Classroom Visits Can't Be Wrong

-access to on-demand learning modules to enrich teacher learning anywhere and anytime

-consultant support

-networking with other teachers

-competency-based programming

Developing A emphasizes these MTDS Competencies:

Community Builder: Works in a Community of Practice (Shares innovative practices and revisions to instruction obtained from conducting action research and the use of emerging research within a community of practice)

Reflective Learner: Engages in Ongoing Reflective Practice (Reflects on, in, and for practice, focusing on: (a)directing future instruction by reflecting; and (b)monitoring progress, evaluating results, and adjusting instruction based on the use of action research and student growth data)

Instructional Designer: Uses Data to Make Decisions (Designs and adjusts lessons &/or learning goals in response to ongoing analysis of student needs based on multiple sources of data to meet individual learning needs and promote student progress)

Facilitator of Student Thinking & Learning: Engages Students in Content (Facilitates learning experiences that combine engaging qualities of work, high level thinking, and high-yield instructional strategies to engage students intellectually, academically, &/or emotionally in content and in advancing their own learning.

This program offers learning and support for mentor teachers. 

Mastering: Mentoring is part of the Missouri Teacher Development System.

This opportunity provides:

-coaching, observation, and feedback training and support.

-consultant support

-regional networking with other mentor teachers

-opportunities to apply newly acquired skills with beginning teachers

-competency-based programming

 

Mastering: Mentoring emphasizes the following MTDS Competencies:

Managing a Classroom: Manages Behavior, Creates & Manages a Learning Environment, Communicates Progress Toward Learning Goals

Being a Professional: Supports School District Vision, Mission, & Goals

Designing Instruction: Develops Research-Based Instruction

Reflecting on Practice: Sets Growth Goals

This program offers learning and support for mentor teachers. 

Mastering: Mentoring is part of the Missouri Teacher Development System.

This opportunity provides:

-coaching, observation, and feedback training and support.

-consultant support

-regional networking with other mentor teachers

-opportunities to apply newly acquired skills with beginning teachers

-competency-based programming

 

Mastering: Mentoring emphasizes the following MTDS Competencies:

Managing a Classroom: Manages Behavior, Creates & Manages a Learning Environment, Communicates Progress Toward Learning Goals

Being a Professional: Supports School District Vision, Mission, & Goals

Designing Instruction: Develops Research-Based Instruction

Reflecting on Practice: Sets Growth Goals

This program offers learning and support for mentor teachers. 

Mastering: Mentoring is part of the Missouri Teacher Development System.

This opportunity provides:

-coaching, observation, and feedback training and support.

-consultant support

-regional networking with other mentor teachers

-opportunities to apply newly acquired skills with beginning teachers

-competency-based programming

 

Mastering: Mentoring emphasizes the following MTDS Competencies:

Managing a Classroom: Manages Behavior, Creates & Manages a Learning Environment, Communicates Progress Toward Learning Goals

Being a Professional: Supports School District Vision, Mission, & Goals

Designing Instruction: Develops Research-Based Instruction

Reflecting on Practice: Sets Growth Goals

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

Leadership Academy is part of the Missouri Leadership Development System (MLDS). This year-long experience develops effective leaders who:
*Engage with school and community
*Serve as catalysts for meaningful and productive change
*Recognize and develop excellent instruction
*Create and sustain a culture of continuous learning

Leadership Academy is designed for building leaders in Year 3 and beyond.

The program includes includes:
* 3 state meetings: Kickoff (June), Winter Meeting (January) and Graduation (June)
* Outdoor Leadership Experience (October) is held at YMCS Trout Lodge, Potosi
* 5 regional cohort meetings
* Legislative visit

You must register here for Regional Meetings AND on the Leadership Academy Site for the State Meetings.


Fee includes program registration regional meetings. Transportation and lodging to state meetings is not included. An additional $300 fee will be paid to YMCA of the Ozarks for OLE.

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

Did you know that collective teacher efficacy is the most powerful influence leading to impact in schools? Looking to build capacity in a school-wide leadership team that focuses on elevating the teaching and learning experiences of all students? Let us help you by providing leadership learning experiences for your team members. Come learn with and from other school teams in the same room!

Training highlights:
* Empowering teachers through shared leadership
* Developing a collaborative culture
* Goal setting: Where are we? Where are we going? Best path to get there?
* Exploring new ways to tackle challenges
* Aligning practices
* Designing professional learning that leads to impact

Leadership Teams include the principal and designated faculty members. It is important that Leadership Teams include adequate representation from grade levels and disciplines to positively influence change and growth, generally a minimum of 4 staff plus the administrator.

Fee is $200 per team per session ($1,000 total per team); $50 per session for each additional person. Lunch included.

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

LETRS provides teachers with the tools and understanding to teach the essential skills needed for literacy. LETRS is NOT a program. Teachers learn the "science of reading" so they are able to apply research into classroom application no matter the curriculum or program used. Instruction is a mixture of 4 face to face learning sessions through structured modules PLUS 4 units of online videos including examples of effective classroom instruction. Teachers will be asked to apply the information on chosen students

All training facilitated by a LETRS certified trainer. Training includes 5 sessions and 4 on-line modules/videos of effective instruction, with classroom observations.

Each participant must purchase materials for implementation. You must have the materials prior to session 1. Please contact RPDC at 660-562-1995 for further information.

Join us as we address key factors and information needed to be successful in the role of a paraprofessional. This session will include interactive engagement activities and focus on strategies to use while working with students in the school setting. Participants will:
* Explore Disability Categories
* Develop an Understanding of Behavior
* Examine the paras various roles and responsibilities
* Understand the importance of collaboration
* Identify personal needs and how to provide self-care

This training will also be offered on August 11

Beginning teachers are one of our greatest assets. Yet, 17% of teachers leave the career within the first five years (Gray et al., 2015). Effective professional development is a key factor of teacher retention (Podolsky et al., 2018). This program is part of the Missouri Teacher Development System

This opportunity provides:

-networking with other new teachers and educational consultants

-just-in-time learning (critical firsts)

-awareness of the phases of a new teacher

-relationship-building skills

-on-demand learning, including videos by Mike Rutherford

Emerging A meets Missouri's BTAP certification requirements and emphasizes the following MTDS Competencies:

• Builds Relationships & Culture: Creating culturally responsive relationships built on trust and mutual respect for all
• Creates & Manages a Learning Environment: Implementing classroom layouts and organizational strategies to:

-promote student interaction

-meet student needs and well-being

-minimize disruption

-allow teacher movement for monitoring student progress

-increase & manage student productivity

-encourage self-directed student learning

-lesson targets

-activities, tasks, and/or experiences

-research-based and/or evidence-based strategies

-methods for monitoring/communicating student progress towards meeting lesson target