Workshops

Description:

June 25-26, 2018: This is a 2-day session; Participants are expected to attend both days -- All participants must bring a laptop or tablet fully charged.

This workshop will effectively prepare participants for the Pearson Mathematics Subtest (NES or MTEL) through sound mathematics instruction and practice. Participants will be immersed in mathematics content and material, reliable study tips, and helpful test-taking strategies in preparation for the test. Participants will walk away with a plan of action and virtual follow up will be provided to participants via zoom in small groups according to their specific content needs after the in-person days.

Description:

Must register by Monday, June 11 so that materials can be ordered -- Please bring laptop, tablet, or similar device charged and ready for use

Mental Health First Aid (MHFA) introduces participants to the unique risk factors and warning signs of mental health problems in adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. MHFA helps build understanding of the importance of early intervention and teaches individuals how to help an adolescent in crisis or experiencing a mental health challenge. MHFA uses role-playing and simulations to demonstrate how to assess a mental health crisis; select interventions and provide initial help; and connect young people to professional, peer, social, and self-help care. Participants do not learn to diagnose, nor how to provide any therapy or counseling – rather, participants learn to support a youth developing signs and symptoms of a mental illness or in an emotional crisis by applying a core five-step action plan:
• Assess for risk of suicide or harm
• Listen nonjudgmentally
• Give reassurance and information
• Encourage appropriate professional help
• Encourage self-help and other support strategies

Description:

June 26-27: This is a 2-day session; Please bring laptop, tablet, or similar device charged and ready for use

Using the materials as our guide, we walk through the structure of IM lessons, discuss curricular coherence and balance within and across units, review our embedded practice problems and assessments, and share activities for extending student learning. This is a session for those using Illustrative Mathematics next year with the new NC Middle School Math Standards. It will provide an opportunity to ask questions as you explore hands-on the IM curriculum. The IM curriculum is free and a result of the research done by Dr. Bill McCallum.
https://www.illustrativemathematics.org/curriculum

Description:

DO NOT register on the NWRESA site! SREB is doing the registration; follow the link below-- July 16-18, 2018: This is a 3-day session; Participants are expected to attend all days. - Please bring laptop or tablet charged and ready for use.

Link to Register: file:///C:/Users/rectorl/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/LFAR3IKZ/NC%20Math%20Ready%20Registration%20Flyer%20(003).pdf
This course emphasizes the understanding of math concepts, as opposed to memorizing procedures. In Ready for High School Math, students come to understand why a certain formula or method is used to solve a problem. By engaging students in real-world applications, Ready for High School Math develops the critical-thinking skills that students need throughout their high school studies. The course has eight units, culminating in a capstone project that emphasizes the synthesis of concepts.
List of Units:
• The Number System
• Ratio and Proportional Relationships
• Probability and One-Variable Statistics
• Expression, Equation, and Inequalities
• Geometry
• Functions and Linear Relationships
• Systems of Equations
• Capstone Project

Description:

Registration Opens in August 2018 -- October 2 is a repeat of October 1. Pleaser register for either October 1 OR October 2. -- Please bring a laptop, tablet, or similar device charged and ready for use

As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained. Time-based consequences, such as detention or in-school suspension, can eliminate the opportunity for the student to address their problems. The Response-Ability Process in RCD enables students to take responsibility for their actions and to create solutions. Process is not a “consequence” or “punishment.” The objective is to teach students to recognize when they are too emotionally charged to make the best decisions and to get them to a point where they can handle situations in a positive manner.
Over the past decade, the Responsibility-Centered Discipline program has produced remarkable results as it has been implemented across North America. RCD schools have seen significant decreases in office referrals, detentions and suspensions. But RCD schools have also moved away from an obedience-based model to a model that is centered on students taking responsibility for their own behavior as well as their own academic success.
As schools drive toward improving academic results, educators have become far more purposeful in enhancing curriculum, refining assessment and enriching instruction. But without improving classroom management, all of these other efforts will ultimately fall short of expectations. Responsibility-Centered Discipline uses a “Give ‘em Five” guided conversation to train educators to incorporate five themes into their corrective conversations. The training is dynamic and participants will be actively engaged in discussing and exploring strategies as they are presented. After the groundwork is put into place, participants will begin using the skills they have learned. This hands-on learning is done in a fun and supportive manner and is essential to preparing participants to go back to their classrooms ready for the challenges they will face. The goal of the implementation process is not simply to impart knowledge but to help you to become masters of challenging moments with students.

Description:

Registration Opens in August 2018 -- October 2 is a repeat of October 1. Please register for either October 1 OR October 2. -- Please bring a laptop, tablet, or similar device charged and ready for use

As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained. Time-based consequences, such as detention or in-school suspension, can eliminate the opportunity for the student to address their problems. The Response-Ability Process in RCD enables students to take responsibility for their actions and to create solutions. Process is not a “consequence” or “punishment.” The objective is to teach students to recognize when they are too emotionally charged to make the best decisions and to get them to a point where they can handle situations in a positive manner.
Over the past decade, the Responsibility-Centered Discipline program has produced remarkable results as it has been implemented across North America. RCD schools have seen significant decreases in office referrals, detentions and suspensions. But RCD schools have also moved away from an obedience-based model to a model that is centered on students taking responsibility for their own behavior as well as their own academic success.
As schools drive toward improving academic results, educators have become far more purposeful in enhancing curriculum, refining assessment and enriching instruction. But without improving classroom management, all of these other efforts will ultimately fall short of expectations. Responsibility-Centered Discipline uses a “Give ‘em Five” guided conversation to train educators to incorporate five themes into their corrective conversations. The training is dynamic and participants will be actively engaged in discussing and exploring strategies as they are presented. After the groundwork is put into place, participants will begin using the skills they have learned. This hands-on learning is done in a fun and supportive manner and is essential to preparing participants to go back to their classrooms ready for the challenges they will face. The goal of the implementation process is not simply to impart knowledge but to help you to become masters of challenging moments with students.

Description:

Must register by Monday, October 15 so that materials can be ordered -- Please bring a laptop, tablet, and/or smartphone charged and ready for use

The Goals of this training are 1) to Promote Appreciation and Respect for the Amazing Changes Experienced by Self and Others and 2) to Equip you to Equip Young People to Postpone Sexual Intercourse. Girls begin puberty as young as eight or nine years of age, and boys begin puberty between ages 10 and 14. When we teach children about puberty, we Prevent them from being frightened by unexplained changes in their bodies and emotions and promote positive attitudes toward relationships and sexuality. Puberty education is most effective when families and educators form a partnership. Puberty: The Wonder Years helps develop a network of reliable information, protective skills, and supportive resources for our children in grades 4, 5, and 6. The curriculum engages educators and families as partners, provides children and their families with resources, and information and teaches children the skills they need to choose healthy behaviors and form positive relationships.

Substitute reimbursement is available for teachers attending this training from NWRESA member systems thru a Title V Grant.

Be sure to include the grade you teach on your registration so appropriate materials can be ordered for you to take back to your school.