Workshops

About the Instructor:

Author of Roadmap to Responsibility and Give ’em Five, Larry Thomson, M.Ed., gives keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students.

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.

About the Instructor:

Author of Roadmap to Responsibility and Give ’em Five, Larry Thomson, M.Ed., gives keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible 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.

About the Instructor:

Dr. Jennifer Curtis is the Founder and President of Emerald Education, former Pre-School - High School Math Teacher, School Administrator, and NCDPI Mathematics Section Chief

Description:

October 16 (Middle School Principals will also need to register/attend on February 5, 2019) -- Please bring a laptop, tablet, or similar device charged and ready for use

These two-day sessions are designed for Middle School Principals (Day 1) and Middle School Assistant Principals, Middle Level Instructional Facilitators/Support Staff (Day 2).
Grounded in Growth Mindset, Middle School Principals and Assistant Principals will collaborate while they learn about the NC Standard Course of Study with attention to the middle school mathematics practice and content standards.
Learning Outcomes include:
1. Connect the mathematics practice standards with the NCEES tool and provide a foundation upon which to build middle school administrators’ content and pedagogical knowledge.
2. Support middle school administrators as the lead learners in their schools by developing mindsets around research-based and research-informed practices, look-fors, and feedback for middle school mathematics teachers.
3. Digital competencies are embedded including utilization of digital resources for instruction and collaboration as well as using, analyzing, and sharing data for schoolwide improvement.

About the Instructor:

Dr. Jennifer Curtis is the Founder and President of Emerald Education, former Pre-School - High School Math Teacher, School Administrator, and NCDPI Mathematics Section Chief

Description:

October 17 (Middle School Assistant Principals, Middle Level Instructional Faciliatators/Support Staff will also need to register/attend on February 6, 2019) -- Please bring a laptop, tablet, or similar device charged and ready for use

These two-day sessions are designed for Middle School Principals (Day 1) and Middle School Assistant Principals, Middle Level Instructional Facilitators/Support Staff (Day 2).
Grounded in Growth Mindset, Middle School Principals and Assistant Principals will collaborate while they learn about the NC Standard Course of Study with attention to the middle school mathematics practice and content standards.
Learning Outcomes include:
1. Connect the mathematics practice standards with the NCEES tool and provide a foundation upon which to build middle school administrators’ content and pedagogical knowledge.
2. Support middle school administrators as the lead learners in their schools by developing mindsets around research-based and research-informed practices, look-fors, and feedback for middle school mathematics teachers.
3. Digital competencies are embedded including utilization of digital resources for instruction and collaboration as well as using, analyzing, and sharing data for schoolwide improvement.

About the Instructor:

Wendy L. Sellers is a national author, trainer, and the founder of Health4Hire, Inc. She co-authored the nationally-recognized, evidence-based Michigan Model for Health, and has trained hundreds of educators across the country in its use. Wendy has served as president of the Michigan School Health Coordinators’ Association and was their Legislative Committee Chair for 10 years. Wendy was named 2014 National Health Coordinator of the Year by the American School Health Association (ASHA). She recently began serving on the ASHA Board of Directors and co-chairs their Advocacy Committee. As the author of Puberty: The Wonder Years, Wendy advocates for skills-based, comprehensive, sexuality education that starts early, involves parents, and meets students’ needs. Among her favorite activities are answering students’ questions about sexuality and equipping others to be “ask-able” adults.

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.

About the Instructor:

Bradley Witzel, Ph.D., is an award winning teacher and researcher who works as a professor and program director of the MEd in Intervention at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher he worked in multiple settings teaching mainly math and science to high achieving students. In higher education, Dr. Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has authored over 50 publications including 9 books, developed over 20 multimedia resources and delivered nearly 500 presentations to local and international audiences. Dr. Witzel has also served as an author / panelist on the IES RtI Math Practice Guide and a selected reviewer of the final report from the National Math Advisory Panel.

Description:

December 6 (Elementary Level Group--Grades K-5 content) -- Please bring a laptop, tablet, or similar device charged and ready for use.

Effective elementary math teachers provide a continuum of instructional supports to help students learn essential mathematical concepts and master important skills. Additionally, math requires significant effort and instructional time to make sure students do not forget what they have previously learned. This intensive and interactive session will provide teachers specific strategies about how to facilitate learning, remembering, and applying critical mathematical concepts and skills in new situations.

Why students struggle learning mathematics--Chunking and Progressions Systematic Intervention Approaches--OPTIMIZE: Task Analysis, Formative Assessment Number Sense--Counting and counting strategies, Magnitude comparisons (place value) Whole Number Operations--Multisensory approaches (CRA), Fluency and automaticity Rational Numbers--Linear understanding, Multisensory approaches (CRA) Problem Solving Approaches--Language and Schema-based Problem Solving Future Planning

About the Instructor:

Bradley Witzel, Ph.D., is an award winning teacher and researcher who works as a professor and program director of the MEd in Intervention at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher he worked in multiple settings teaching mainly math and science to high achieving students. In higher education, Dr. Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has authored over 50 publications including 9 books, developed over 20 multimedia resources and delivered nearly 500 presentations to local and international audiences. Dr. Witzel has also served as an author / panelist on the IES RtI Math Practice Guide and a selected reviewer of the final report from the National Math Advisory Panel.

Description:

December 7 (Middle to High School Level Group--Grades 6-12 content)

Effective middle and high school math teachers provide a continuum of instructional supports to help students learn essential mathematical concepts and master important skills. Additionally, math requires significant effort and instructional time to make sure students do not forget what they have previously learned. This intensive and interactive session will provide teachers specific strategies about how to facilitate learning, remembering, and applying critical mathematical concepts and skills in new situations.

Why students struggle learning mathematics--Chunking, Progressions, Goal Setting towards Algebra 2 Systematic Intervention Approaches--OPTIMIZE: Task Analysis and Formative Assessment Arithmetic to Algebra Gap Content--Embedding Computation, Fractions and other, Foundational Skills with Core, Spaced Learning, Station Teaching Instructional Strategies--Linear Models, Multisensory approaches (CRA), Interleaved Work Samples Future Planning

About the Instructor:

Dr. Jennifer Curtis is the Founder and President of Emerald Education, former Pre-School - High School Math Teacher, School Administrator, and NCDPI Mathematics Section Chief

Description:

February 5, 2019 (Middle School Principals will also need to register/attend on October 16, 2018) -- Please bring a laptop, tablet, or similar device charged and ready for use.

These two-day sessions are designed for Middle School Principals (Day 1) and Middle School Assistant Principals, Middle Level Instructional Facilitators/Support Staff (Day 2).
Grounded in Growth Mindset, Middle School Principals and Assistant Principals will collaborate while they learn about the NC Standard Course of Study with attention to the middle school mathematics practice and content standards.
Learning Outcomes include:
1. Connect the mathematics practice standards with the NCEES tool and provide a foundation upon which to build middle school administrators’ content and pedagogical knowledge.
2. Support middle school administrators as the lead learners in their schools by developing mindsets around research-based and research-informed practices, look-fors, and feedback for middle school mathematics teachers.
3. Digital competencies are embedded including utilization of digital resources for instruction and collaboration as well as using, analyzing, and sharing data for school wide improvement.

About the Instructor:

Dr. Jennifer Curtis is the Founder and President of Emerald Education, former Pre-School - High School Math Teacher, School Administrator, and NCDPI Mathematics Section Chief

Description:

February 6, 2019 (Middle School Assistant Principals, Middle Level Instructional Facilitators/Support Staff will also need to register/attend on October 17, 2018) -- Please bring a laptop, tablet, or similar device charged and ready for use.

These two-day sessions are designed for Middle School Principals (Day 1) and Middle School Assistant Principals, Middle Level Instructional Facilitators/Support Staff (Day 2).
Grounded in Growth Mindset, Middle School Principals and Assistant Principals will collaborate while they learn about the NC Standard Course of Study with attention to the middle school mathematics practice and content standards.
Learning Outcomes include:
1. Connect the mathematics practice standards with the NCEES tool and provide a foundation upon which to build middle school administrators’ content and pedagogical knowledge.
2. Support middle school administrators as the lead learners in their schools by developing mindsets around research-based and research-informed practices, look-fors, and feedback for middle school mathematics teachers.
3. Digital competencies are embedded including utilization of digital resources for instruction and collaboration as well as using, analyzing, and sharing data for schoolwide improvement.