through professional...

Touching the Future

Through Professional

Learning

Opportunities For the Spring January — May 2018 Mesquite Independent School District

Our vision for Professional Learning is that every day, in every school, everyone is learning. Our mission is to create a learning culture that supports innovation, experimentation, and collaboration; engages teachers in daily planning, critiquing and problem solving; and deepens teachers’ content knowledge while expanding and strengthening their instructional practice. We believe continuous learning and improvement, of this kind, will result in improved instruction and students will be the benefactors. In this effort, we work to increase the capacity of leaders to establish and sustain highly effective professional learning.

Pay For Knowledge. The Pay for Knowledge program was developed in 1992 with two main

purposes: 1.) an incentive for teachers/staff to participate in professional learning relevant to

their jobs and 2.) a monetary acknowledgement for the time teachers/staff spend outside the

contract day to further learn and to develop their skills. The classes offered fall into six general

topics.

Affective Needs Instruction Leadership Management and Organization Special Populations Technology

Offerings for each area are aligned to district curriculum, programming and initiatives. The

Curriculum and Instruction department works closely with the Professional Learning department

to provide professional learning that addresses teacher needs in regards to content and the

curriculum. The majority of district professional learning centers on helping teachers understand

their content to the depth needed and growing teacher instructional skills to include research

based best practices.

Leadership Development Continuum

Updated 5/2016

Teacher Leadership MISD Staff Development Mesquite Leadership Academy

Leadership Book Studies

Teacher Instructional Leadership

Training - TILT

Love and Logic

Behavior/Discipline Management

Classes

Instructional Technology classes

Curriculum/Instructional Staff

Development - MISD PFK classes

I Want to Be an AP staff

development

Excellence in Teaching Incentive

Program

Tips, Tools, & Techniques for Staff

Development

Assistant Principal MISD Staff Development New AP Staff Development

T-TESS/T-PESS

Advancing Instructional Leadership

AEL (Region 10)

Leadership Book Studies

Non-Violent Crisis Intervention

Tips, Tools and Techniques for

Staff Development

Data Analysis Training

Aspiring Assistant Principal

Academy Region 10

Language Acquisition for English

Language Learners

Elevate

ASCD, TEPSA, TASSP

Monthly AP ILT meetings

Coaching Training


Development

Principal

MISD Staff Development New Principal Staff Development

Documentation

ILT monthly meetings

District Initiatives

Region 10 Administrative

Leadership Training

Aspiring Principal Academy

through Region 10

MISD Aspiring Principal Academy

Elevate

Leadership book studies

Coaching Training


Development


Updated 5/2016

Teacher Leadership Job Embedded Staff Development

Campus Improvement Plan & Staff

Development planning

Mentoring New Teachers

Supervising New Teachers

Sponsoring a club/activity/event on

campus or district level

Attend/Support Student

Extracurricular Activities

Serving on District-wide

committees

Assistant Principal Job Embedded Staff Development



Skyward System – attendance;

discipline coding

Developing and Facilitating Staff

Development

Principal Observation on Other

Campuses

Campus Study Groups/Action

Research

New AP Coaching

Principal Job Embedded Staff Development



Collaboration with assigned mentor

and other principals

Developing and Facilitating Staff

Development

Principal Observation on Other

Campuses

Campus Study Groups/Action

Research

New Principals Coaching

Principal Book Studies


Updated 5/2016

Teacher Leadership Independent Study

Professional Reading

Active Membership in Local/State

Education Associations/

Professional Reading Suggestions

for All Leaders Topics Conflict Resolution Instruction Leadership Change Educational Reform School Culture Students in Poverty Brain Research Innovation Books Fierce Conversations by Susan Scott Engaging Teachers in Classroom Walkthroughs by Donald Kachur Brain Rules by John Medina A Whole New Mind by Daniel Pink

Assistant Principal Independent Study

Professional Reading (see

suggested books below)


Education Associations/

Organizations

Teach Like A Champion by Doug Lemov A Framework for Understanding Poverty by Ruby Payne Never Underestimate Your Teachers by Robyn Jackson Under-Resourcerd Learners Ruby by Payne and Dan Shenk High Impact Instruction by Jim Knight Quality Questioning by JackieWalsh and Beth Sattes What Great Principals Do Differently by Todd Whitaker Classroom Instruction That Works by Robert Marzano What Works in Schools by Robert Marzano

Principal Independent Study

Professional Reading (see

suggested books below)


Education Associations/Organizations

The Highly Engaged Classroom by Robert Marzano Rigor Is Not a Four Letter Word by Barbara Blackburn Teach Like Your Hair’s on Fire by Rafe Esquith Teacher LeadershipThat Strengthens Professional Practice by Charlotte Danielson The Five Temptations of a CEO by Patrick Lencioni Becoming a Learning School by Joellen Killion and Patricia Roy Learning in the Fast Lane bySuzy Pepper Rollins Blink: The Power of Thinking Without Thinking by Malcolm Gladwell

30 Hour Requirement Professional Learning is a critical component of the gifted program implementation. The Texas Education Agency has recognized this need and requires the following:

prior to assignment in the program, teachers who provide instruction and services that are a part of the program for gifted students have a minimum of 30 hours of Professional Learning that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students;

teachers without training who provide instruction and services that are part of the gifted/talented program must complete the 30-hour training requirement within one semester.

Mesquite ISD offers several workshops to assist teachers in meeting the gifted education requirement, and we are further meeting the TEA guidelines by offering a planned and comprehensive Professional Learning program. To meet the requirements of 30 hours and a comprehensive program, we require that any teacher seeking gifted credit use the outlined plan on the following page as a guide. It is necessary to receive a well-rounded education; therefore, teachers must include hours from each of the three different strands. We realize that many programs include content from more than one strand so each teacher will have an individualized plan.

Six (6) Hours Annual Training Requirement In addition to the 30 hours of required training, there is a requirement for six annual hours of training relating to gifted education. As stated in Chapter 89, subchapter A, Gifted and Talented Education:

“teachers who provide instruction and services that are part of the program for gifted students receive a minimum of six (6) hours annually of professional development in gifted education...”

Mesquite ISD also offers several workshops to assist teachers in meeting this gifted education requirement. Teachers are responsible for keeping documentation regarding their individual growth plans. After receiving the first thirty hours of training in compliance with Chapter 89.2 (1), teachers should pursue six (6) additional hours each year. This training allows teachers more flexibility and can fall in any of the previously mentioned strands. The Professional Learning sessions on the following page are available, in addition to the workshops listed under Professional Learning for Gifted Training - 30 Hour Requirement. Any of these may be used to obtain the required six annual hours of professional growth in gifted education. Teachers may choose from these areas or take advantage of Professional Learning in gifted education offered through TAGT. Some campuses may choose to meet the requirement through other preapproved methods.

Mesquite Independent School District Professional Learning for Gifted Training

Mesquite ISD Staff Development Options for 30 Hours of Required Gifted Training

Teachers in grades K – 6 needing to complete the 30 hours of gifted training should register for the following:

•Gifted Texas Style – 6 hrs. Identification/Assessment •Start Small: Just Don’t Stand Still – 18 hrs. Differentiated Curriculum/Instruction •Any 6 hour course offered in the staff development book marked as counting in the Nature and Needs strand

Teachers needing the 6 hour update may register for any of the courses listed below:

Strand DC: Differentiated Curriculum/Instruction for Gifted Students

Start Small: Just Don’t Stand Still (18 hrs) The Curious Classroom (6 hrs) Question Connection (6 hrs) The Differentiated Math Classroom (6 hrs) Critical and Creative Thinking Skills for G/T Students (6 hrs) Tiered Lessons (6 hrs) Principles of a Differentiated Curriculum (6 hrs) Breaking Mindsets (6 hrs)

Strand NN: Nature and Needs of Gifted Students Gifted Needs: More than Academic (6 hrs)

Nature and Needs of the Gifted Child (6 hrs) Social and Emotional Aspects of Gifted Learners (6 hrs)

Book Study: When Gifted Kids Don’t Have All the Answers (6 hrs) Affective Development for Gifted Students (6 hrs)

Strand I/A: Identification and Assessing Student Needs (minimum of 6 hours)

Gifted Texas Style (6 hrs)

Other Mesquite ISD Staff Development Options for 6 Annual Hours of Required Gifted Training

•Brain Research •Multiple Intelligences

•TEXTEAMS •Secrets of the Teenage Brain •Learning Styles •Inspiration •Communicating Mathematically •Learning Centers

•Book Study: The Element •Book Study: Perfectionism •Twice Exceptional •All Sessions under 30 Hour Options Several technology classes will meet the update training requirement. The technology courses that meet the requirement will be noted as: Counts as Gifted Update hours.

Gifted personnel will be happy to help plan your training. They can be reached at 882-7278 or 882-7279.

Registration Dates: December 21, 2017 – January 11, 2018

Requirements: 1. An Internet Service Provider (i.e.: Internet access) 2. Mesquite Independent School District ID = 52564 3. Your User ID = Your Employee ID Number 4. Your PIN (Personal Identification Number) = The last four

digits of your social security number. Getting to the Electronic Registrar Online

1. In the address field at the top of your Internet browser screen type: https://ero1.eschoolsolutions.com/user/Login.taf?_function=logout&orgId=52564 2. The following screen will appear:

3. To log into the system, enter your ID (employee ID number) and PIN (the last four digits of your social security number) and click Login.

The system options that the user can access are displayed on the menu bar.

The system options include the following:

Course Catalog

Displays available courses for registration, provides access to the schedule calendar and provides the option to request out of district transfer credits.

My Schedule Displays current registrations.

My Transcript Displays sessions that the registrant attended.

My Profile Displays current profile information and allows users to modify PINs.

My Programs Displays Programs that the user is registered for and provides information on certifications/endorsements and issued/expiration dates.

My Plan Displays the user’s Professional Growth Plans (PGPs).

My Evaluations

Displays evaluation forms for sessions and/or programs that the user has attended. Note: The “My Evaluations” option is visible only if your organization accepts online evaluation responses for some sessions.

Course Catalog (Registration) The Course Catalog option is used for registration. Only courses with sessions that are open to your registrant type for registration on the date you are logged in will be visible in the online course catalog. Search results will not display for a session if the Registration End Time has passed, and registrations will not be allowed. Also, only session reference numbers (SRN) for sessions that are open for registration can be entered as valid numbers when registering over the telephone (IVR).

You can search by the following criteria and choose the search results format (List by Course, Curriculum Category or Date).

Curriculum category Credit Type Course title or course code SRN (Session Reference Number)

When a specific SRN is entered as the search criteria, the system will only display course information for that specific session. No other sessions for the Course are displayed. To register for the Session, select the Register button. To search on a different SRN, click the Back to Search link to return to the Search screen.

Start date or date range The Advanced Search link, located to the right of the Search button offers additional search options including an option to show only Sessions with seats available. Search results can be listed by Course, Curriculum Category, or Date.

In the search results, select the desired course by clicking on either the course title or Select link. The course description and all sessions open for registration will appear. Also, prerequisite courses list on this screen. If no session budget codes have been defined by the district, this field will be blank.

The Credit Types and the corresponding Credits and Hours are listed together. The available Credit Types are viewable prior to registering for a Session.

For canceled sessions, the icon labeled “Course Cancelled” is shown below the SRN. The session will continue to display until the close of the registration period. Registrants will not be able to enroll in cancelled sessions. For sessions that require prerequisites, the icon labeled “Prerequisites Required” is shown below the SRN. For sessions that the user is already enrolled in, the icon labeled “Already Registered” is shown below the SRN. For sessions that the user is on a Wait List for, the icon labeled, “On Wait List” is shown below the SRN. For sessions that the user is already enrolled in, the icon labeled “Already Registered” is shown below the SRN. For sessions that the user is on a Wait List for, the icon labeled, “On Wait List” is shown below the SRN. For sessions that have restrictions, the icon labeled “Session Restrictions” is shown below the SRN. Two types of restrictions are possible: Location (registrants from a certain location only) and Classification (registrants who teach a certain subject or grade). When there are session restrictions that are not met by the user, information is provided that describes the restriction and describes why the restriction exists for the session. A “Date Limit” icon is shown below the SRN for sessions that the user is already enrolled in or attended another session of the selected course within the number of days entered as that course’s limit. The user will not be permitted to register for that session. For sessions for which the registration must be requested and self-enrollment is not permitted, the icon labeled “Request Enrollment” is shown below the SRN. Clicking on the message places the users name on the list of requests for this session. For sessions that are open for registration, an icon labeled “Register” is shown below the SRN. Note: Registration over the phone does not have a course catalog. Instead, use the SRN. When you press “1” to register for a course, you are prompted to enter the SRN. The district may require that additional information be entered to complete the registration.

If a seat is available, you will receive a message on the screen that you are “Enrolled.” Also, if your district is using email notifications and you have a valid email address on your profile, then you will receive an email notification of your successful enrollment as well. Note: Registration over the telephone also produces an email notification. If the session you are attempting to register for is full, you will have the option to add your name to the waitlist for that session. If your district is using email notifications and you have a valid email address on your profile, an email notification is sent to indicate that you have been added to a waitlist for this session.

Note: Choosing to be added to the waitlist reserves the date(s) and times of that session on your schedule and prevent enrolling in other sessions at that time. When a seat becomes available the first eligible person on the waitlist is enrolled and notified via email of that change in registration status. As a registrant, you should be aware to look for that email notification and to check your schedule online or via the telephone for changes in your registration status. (Cancelled sessions are also notified in this way – email, online schedule, and telephone schedule.) If you are enrolled in a session from the waitlist, it is your responsibility to drop that enrollment if you do not want to attend. Otherwise, you may prevent a registrant who wants to attend from doing so. If there is a schedule conflict with a session that you are enrolled in or on the waitlist for, you will be notified of the conflict and given the opportunity to drop your current enrollment or waitlist status in order to attempt to enroll in the selected session. (A seat may or may not be available for that session.)

Registration for Self-Paced Sessions When a self-paced session is accessed from the Course Catalog tab, the course details will display the “Self-Paced” and “Complete by” fields instead of Occurrence date/time information. The system displays Self-Paced in the Date/Time field and displays the Complete by date to the right of the Date/Time field.

Upon successful registration, the Registration confirmation page will display the Self-Paced sessions and Complete by date information instead of Occurrence date/time information. To Exit from the Electronic Registrar Online:

1. Click on EXIT or Close your Internet Browser completely. Otherwise, someone may be able to access your information using the browser’s back arrow.

2. You do not have to disconnect from your Internet access.

.

Initial Registration Period: December 21, 2017 – January 11, 2018 Access Hours: 24 Hours a day, Seven Days a Week

Staff Development Offerings: Posted at http://www.mesquiteisd.org/departments/staffdev/index.asp

GUIDELINES FOR USE OF THE ELECTRONIC REGISTRAR ONLINE VIA THE PHONE You Hear: You Do: Dial the new number Welcome greeting to the Electronic Registrar Online Enter your Organization ID followed by the pound sign 52564 #

Enter your ID followed by the pound sign Enter your employee ID number.

Enter your Personal Identification Number (PIN) followed by the pound sign

The last four digits of your social security number.

First time calling There is no voice greeting on file. Would you like to record one?

1 = Yes. Follow prompts to record your name to be heard when you log in. 2 = No. You will hear the question again until you record your name.

Second and future calls After hearing your name, you will hear the Main Menu.

1 = To Register for a Course. Follow the prompts to enter a number unique to the course offering for which you want to register. This number can be found on the course listing. 2 = To Drop a Course. Follow the prompts to cancel your registration for a course. 3 = To Review Your Course Schedule. This will give you a listing of the courses you are currently registered for. 4 = To Exit.

To Register for Classes, Dial Toll-Free 1-877-453-3443

Now you can register for courses, check your transcript, update contact information, and more via the telephone and the Internet.

A product of eSchool Solutions.

Table of Contents

Title Page # ADHD II ........................................................................................................ 4 Advanced Google for the Classroom ............................................................ 2 Beyond Charlotte’s Web: What’s New in Children’s Literature .................. 11 Beyond the Outsiders: What’s New in Young Adult Literature ................... 11 Boys in Crisis ................................................................................................ 22 Breaking the Behavior Code ......................................................................... 19 Bringing Out the Best in Boys ...................................................................... 21 Creating an Innovator’s Mindset ................................................................... 2-3 Creating Calm from Chaos ............................................................................ 6 Cure for Boredom: Curiosity (The) ............................................................... 1 Depression: Facts & Myths ........................................................................... 14 Discover Google Classroom .......................................................................... 1 Disrupting Thinking Book Study .................................................................. 10 Escape from the Norm 101 ............................................................................ 1 Escape from the Norm 201 ............................................................................ 2 Fake News: Don’t Be Fooled ........................................................................ 10 Forming Foundational Fraction Knowledge ................................................. 9 Gifted Texas Style ......................................................................................... 4 Heart of Teaching – Elementary (The).......................................................... 20 Heart of Teaching – Secondary (The) ........................................................... 20 It’s All Summative ........................................................................................ 10 Leading and Managing a Differentiated Classroom ..................................... 8 Love & Logic Refresher ................................................................................ 21 Mental Health First Aid for Educators .......................................................... 18 Nonviolent Crisis Intervention ...................................................................... 15-16 Nonviolent Crisis Intervention Refresher ..................................................... 16-17 Odd Girl Out ............................................................................................................. 22 Paraprofessional’s Handbook for Inclusion – Book Study ...................................... 4 Phonological Awareness and Letter Knowledge: Foundation Skills of Reading ..... 6 Problem Solving 2.0 ...................................................................................... 9 Purely Positive ............................................................................................... 14-15 Putting the Puzzle Together: Understanding ADHD ................................... 7 Queen Bees and Wannabes ........................................................................... 22 Questioning and Critical Thinking for the Mind of the Gifted ..................... 7 Relias Learning Autism Modules Part 1 ....................................................... 5 Relias Learning Autism Modules Part 2 ....................................................... 5 Restorative Practices: Implementing into Action .......................................... 18 Self-Injury: What is it? .................................................................................. 14 STAAR Writing Blitz the ABYDOS Way .................................................... 9 STEM: Assisting Difficult People ................................................................. 12 STEM: Profile for Success ............................................................................ 13 STEM: Time Management ............................................................................ 13

STEM: Phase I – Managing Change ............................................................. 12 STEM: Phase II – Interpersonal Communication ......................................... 12 STEM: Phase III – Stress Management ........................................................ 13 Strategies and Accommodations for the Proactive Paraprofessional ............ 5 Suicide: The Warning Signs .......................................................................... 18 Tiered Lessons ............................................................................................... 7 Tough Kid Book Study (The) ........................................................................ 19 Try and Make Me – Book Study ................................................................... 21 Twice Exceptional Gifted Students ............................................................... 8 When Gifted Kids Don’t Have All the Answers – A Book Study ................ 6

MesquiteISDTechnologyStaffDevelopment

MesquiteISD’stechnologystaffdevelopmentofferingsarenowalignedwiththeStateBoardforEducatorCertificationTechnologyApplicationStandardsforAllBeginningTeachers.OurtechnologycourseshavebeenclusteredaccordingtotherequiredskillslistedintheSBECstandards.

Thepurposeofthisrevisionistoaccomplishthefollowinggoals:

Toredevelopexistingcourses; Todevelopnewandrelevantcourses; ToalignallcourseswiththeSBECstandards;and Topursueandachievestateexpectationsfortechnologycompetencies.

Eachoftheseareascontainsseveralcoursesthat,whencompletedsuccessfully,willsatisfytheminimumtechnologyproficiencyrequirementsforteachers.Ateachlevel,thecourseswillbuildonpriorknowledgefromthepreviouslevel.CompletionofallfiveskillslevelswillprepareteachersfortakingtheTexasTechnologyCompetencyCertificationtest,iftheychooseto.

Therearefivelevelsofcompetencies:

BasicTechnologyLiteracy(SBECTechLevel1) InformationAcquisition(SBECTechLevel2) Productivity(SBECTechLevel3) Communication(SBECTechLevel4) Integration(SBECTechLevel5)

Eachtechnologycourselistedinthecataloghasbeenassignedoneofthefivelevels.Dependinguponitslevel,acoursemayhavenewprerequisiterequirementsforskillsorcoursestakenpreviously.

Aswemovethroughtheimplementationstagesofthisrevision,teachersandadministratorswillhaveopportunitiestodevelopandenhancetheirtechnologicalliteracythroughavarietyofcourses,bothface‐to‐faceandonline,sothattheymayachievealevelofcompetencyinaccordancewiththestate’sexpectations.

SBECTechnologyApplicationStandardsmaybeaccessedbygoinghere:http://www.sbec.state.tx.us/SBECOnline/standtest/standards/techapps_allbegtch.pdf.

MoreinformationandfullcoursedescriptionscanbefoundonMISD’sTechnologyResourcesWiki,athttp://sites.google.com/a/mesquiteisd.org/technology-resources/home.

Technology

1213Course:

Discover Google Classroom

TEC CenterSite:TEC LabRoom:

6PGH:

Discover the ins and out of successfully using Google Classroom. This class is for beginning users of Google Classroom andGoogle Suite. Basic features of Google Docs, Sheets, Slides, Forms and Drawings will be addressed.

Basic keyboarding & internet usage skillsPrerequisite:Valicia Bryant and Tammy RushingPresentor (s):

Teachers, K-12Target Audience:4:30 PM to 6:30 P MClass Time:

Minimum 15 Maximum 30

Participants must attend all sessions and complete assignments in order to receive credit.Note:

18121301Course Registration Number:

January 18, 25 and February 1, 2018Date (s): 6PFK:

1215Course:

Escape from the Norm 101

TEC CenterSite:InnovationRoom:

3PGH:

5, 4, 3, 2, 1, let’s escape! Help foster collaboration and problem solving in your classroom by learning how to create the basics ofbreakout escape games. During class you will experience digital and lock breakout scenarios. As the class progresses, you willhave an opportunity to explore how the escapes were created. You will leave the class with an understanding of what a breakoutgame looks like and the basics of how to create.

NonePrerequisite:Kristi Petty and LeAnn HooperPresentor (s):

Teachers, Administrators and LibrariansTarget Audience:4:30 PM to 7:45 P MClass Time:


Counts as Gifted Update Training. Participants must attend all sessions and complete assignments in order to receive credit.Note:


February 13, 2018Date (s): 3PFK:

1221Course:

The Cure for Boredom: Curiosity


4PGH:

Life long learners never stop questioning the world around them. Come explore how curiosity can eliminate boredom and createmeaningful learning experiences for all learners. Discover how educators can create opportunities for learners to be inquisitivedeep thinkers and inspire them to wonder. Participants will complete 1 hour online, then meet 2 hours face to face, thencomplete the final 1 hour online. Participants must bring a district device to class (laptop or Chromebook preferred).*February 27 meets from 4:45 - 5:45.

Participants must bring a district device to classPrerequisite:Nicole Payne and Lindi Farris-HillPresentor (s):





February 20 and 27*, 2019Date (s): 4PFK:

1

Technology

1231Course:

Escape from the Norm 201


5PGH:

You’ve experienced an escape game, now what? Let’s create! Discover ways to incorporate curricular content into engagingescape style activities in your classroom and collaborate with others to create your own. **Participants must have eithercompleted the course “ Escape from the Norm 101” or have experienced escape/breakout style lessons they have created orhelped create.*Class on November 15 will meet 5:45 - 6:45.

Escape From the Norm 101 (1215)Prerequisite:Nicole Payne and Emilee SimmonsPresentor (s):

TeachersTarget Audience:4:45 PM to 6:45 P MClass Time:




April 12 and 19, 2018Date (s): 5PFK:

1247Course:

Advanced Google for the Classroom

TEC CenterSite:TEC LabRoom:

3PGH:

This course was designed for those who have a working knowledge of google apps for education and the Chrome web browser.Come and learn how Chrome apps and extensions can extend and increase teacher productivity and student collaboration. Allthe materials presented have already been tested in the classroom! This session will focus on using extensions and “ appsmashing” to foster student collaboration and increase student engagement.

Working knowledge of Google Apps for Education and the Chrome webbrowser

Prerequisite:Patricia Oliver and Leah FeltyPresentor (s):

Secondary Teachers, Administrators, LibrariansTarget Audience:4:45 PM to 6:15 P MClass Time:


Participants must attend all sessions and complete assignments in order to receive credit.Note:


February 20 and 27, 2018Date (s):

3PFK:

1248Course:

Creating an Innovator’s Mindset - Revised


7PGH:

Join us for a collaborative exploration of George Couros' paradigm-shifting book, The Innovator's Mindset. Participants willdiscover how internalizing and applying innovative principles can change the culture and success of our classrooms and schools.Join a community of cutting-edge educators and network with others who want to empower students through innovation.*NOTE: The first session meets for 1 hour from 4:30-5:30, and participants will need to supply their own books.

NonePrerequisite:Katie Warnick, Shelbi McKenny and Michala PricePresentor (s):





February 6, 20, March 6 and 20, 2018Date (s):

7PFK:

2

Technology

1248Course:

Creating an Innovator’s Mindset - Revised


7PGH:

Join us for a collaborative exploration of George Couros' paradigm-shifting book, The Innovator's Mindset. Participants willdiscover how internalizing and applying innovative principles can change the culture and success of our classrooms and schools.Join a community of cutting-edge educators and network with others who want to empower students through innovation.*NOTE: The first session meets for 1 hour from 4:30-5:30, and participants will need to supply their own books.

NonePrerequisite:Kristy Morse, Danny Taylor and Michala PricePresentor (s):





February 7, 21, 28 and March 7, 2018Date (s):

7PFK:

3

2117Course:

Gifted Texas Style

Rugel Elem.Site:Multipurpose RoomRoom:

6PGH:

This workshop is designed to give an overview of gifted education in Texas. Participants will become familiar with thecharacteristics of gifted children, the state requirements for gifted programs, and the Mesquite Gifted Program. Participants willengage in activities designed to enhance the curriculum for gifted students.

NonePrerequisite:Russ Weeks and Debbie JohnsonPresenter(s):

Teachers, Grades K-12, and AdministratorsTarget Audience:4:30 PM to 7:45 PMClass Time:


Counts as Gifted Training: Strands IA. Participants must attend all sessions and complete outside assignment(s) in order to receive credit.Note:


March 21 and 28, 2018Date(s): 6PFK

2122Course:

ADHD II

PDCSite:Room 208Room:

3PGH:

This session will briefly review the basics of ADHD as outlined in the prerequisite class and then focus on actual behaviorstrategies and techniques for working with children with ADHD.

Putting the Puzzle Together: Understanding ADHDPrerequisite:Kelly SmithPresenter(s):

All District EmployeesTarget Audience:4:30 PM to 7:45 PMClass Time:


Participants must attend all sessions and complete outside assignment(s) in order to receive credit.Note:


February 27, 2018Date(s): 3PFK

2142Course:

Paraprofessional’s Handbook for Inclusion - Book Study

Student Support CenterSite:B-104Room:

6PGH:

Participants will read and discuss The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms by JulieCauston-Theoharis. They will learn different forms of collaboration between paraprofessionals and classroom teachers anddiscuss different ways paraprofessionals can provide support in academic, behavior, and self-help settings. Information will begive on resources that are available to paraprofessionals working in an inclusion model.

NonePrerequisite:Jeff Perkins and Sondra WarrenPresenter(s):

Paraprofessionals that Provide Support FacilitationTarget Audience:4:30 PM to 6:30 PMClass Time:




January 31, February 14 and 28, 2018Date(s): 6PFK

4

2161Course:

Strategies and Accommodations for the Proactive Paraprofessional


3PGH:

This session will provide strategies to help paraprofessionals to increase their effectiveness when working with students andpromote positive relationships with others. Strategies will include how to accommodate a lesson according to a specificstudent’s accommodations, monitoring student’s understanding, and getting and giving feedback during support facilitation.

NonePrerequisite:Sondra Warren and Jeff PerkinsPresenter(s):

Paraprofessionals that provide support facilitationTarget Audience:4:30 PM to 7:45 PMClass Time:




January 17, 2018Date(s): 3PFK

2179Course:

Relias Learning Autism Modules Part 1

Student Support CenterSite:C-109Room:

8PGH:

Teacher will complete online modules: Principles of Behavior Part 1: Reinforcement, Principles of Behavior Part 2: BehaviorReduction, Functions of Behavior: FBA. The teacher will participate in a face-to-face session to reinforce and practice skillslearned from the modules. The teacher will apply knowledge in their classrooms by developing a reinforcement schedule for thestudents and developing data sheets for a FBA.

NonePrerequisite:Adrienne PaytonPresenter(s):

Only TLC TeachersTarget Audience:4:30 PM to 7:45 PMClass Time:




April 24, 2018Date(s): 8PFK

2180Course:

Relias Learning Autism Modules Part 2

Student Support CenterSite:C-109Room:

7PGH:

Teachers will complete online modules: Antecedent Interventions, Consequence Interventions; teachers will participate in aface-to-face session to reinforce and practice skills learned from the modules; and teachers will apply knowledge in theirclassrooms by developing a plan for managing behavior by changing the antecedent and consequence response to behavior.

NonePrerequisite:Adrienne PaytonPresenter(s):

Only TLC TeachersTarget Audience:4:30 PM to 7:45 PMClass Time:




May 8, 2018Date(s): 7PFK

5

2183Course:

Phonological Awareness and Letter Knowledge: Foundation Skills of Reading


3PGH:

This course will provide an overview of how the brain processes print, emphasizing phonological awareness and letteridentification as vital contributors to the reading process. The presenter will explain why at risk students need direct, explicitinstruction in these foundation skills. Participants will learn and practice strategies and activities that teachers may use tostrengthen phonological awareness and letter knowledge in the classroom.

NonePrerequisite:Cindy SloanPresenter(s):

Kindergarten Teachers and MTA InstructorsTarget Audience:4:30 PM to 7:45 PMClass Time:





2228Course:

Creating Calm From Chaos


6PGH:

Refresh yourself with the “basics” of behavior techniques while learning techniques for the students in your classroom that arenot responding to traditional behavior intervention plans. Participants will learn how to collect and use baseline data, rely onestablished support systems, discover motivations behind behaviors, and discuss rapport building techniques. Participants willcreate and implement an individualized behavior intervention plan and will leave with practical strategies.

NonePrerequisite:Kelly SmithPresenter(s):

Teachers, Grades Pre K-12 and AdministratorsTarget Audience:4:30 PM to 7:45 PMClass Time:




January 29 and February 26, 2018Date(s): 6PFK

2244Course:

When Gifted Kids Don’t Have All the Answers - A Book Study

OnlineSite:OnlineRoom:

6PGH:

When people think of gifted kids, they usually focus on their intellectual needs. This book study will take a close-up look atgifted kids from the inside out - their social and emotional needs. Topics include self-image and self-esteem, perfectionism,depression, feelings of “differentness,” and stress. The authors suggest ways to help gifted underachievers and those who arebored in school and suggest ways to encourage healthy relationships with friends, family and other adults.

NonePrerequisite:Debbie JohnsonPresenter(s):

Teachers, Grades K-12Target Audience:OnlineClass Time:


Counts as Gifted Training: Strand NN. Course will be completed online.Note:


March 5-April 20, 2018Date(s): 6PFK

6

2265Course:

Putting the Puzzle Together: Understanding ADHD


3PGH:

Why do I need to learn more about ADHD? The average public classroom across the nation has 3-5 students who have beendiagnosed with ADHD. The traditional behavior management strategies are not effective with the ADHD students. This is alifelong diagnosis which will need long-term intervention. This course will explore the most recent and current researchregarding ADHD and provide simple but effective behavior strategies for both school and home.







2268Course:

Tiered Lessons


6PGH:

While we know that students are at different levels of readiness, we often teach all students the same way. Tiering lessons is aperfect way to appropriately challenge all students by assigning tasks that vary in the content level of information, the thinkingprocesses required, and the complexity of products students must create. Presenters will model tiered lessons for teachers andprovide them with planning time and resources to create their own tiered lessons.

NonePrerequisite:Michele Richards and Sue SniderPresenter(s):

Teachers, Grades K-8Target Audience:4:30 PM to 7:45 PMClass Time:


Counts as Gifted Training: Strand DC. Participants must attend all sessions and complete outside assignment(s) in order to receive credit.Note:


March 1 and 8, 2018Date(s): 6PFK

2323Course:

Questioning and Critical Thinking for the Mind of the Gifted


6PGH:

This workshop focuses on how to infuse higher-level questions into your daily curriculum. You will be provided strategies tohelp your gifted students to embrace critical thinking and generate their own questions that deepen their understanding of thecurriculum content. We will also provide research on the effectiveness of brain breaks and how to incorporate/facilitate theselearning tools into the daily agenda.

NonePrerequisite:Sheena Flores and Michele RichardsPresenter(s):



Counts as Gifted Training: Strand DC. Participants must attend all sessions and complete outside assignment(s) in order to receive credit.Note:



7

2344Course:

Twice Exceptional Gifted Students


6PGH:

Twice exceptional students are gifted students who also have a disability. These students often struggle socially and emotionallywith the unbalance of being highly able in one area and limited in another. In this staff development session, suggestions will beoffered on identifying these students and on serving them as whole students.

NonePrerequisite:Christy Campos and Michele RichardsPresenter(s):

TeachersTarget Audience:OnlineClass Time:


Counts as Gifted Training: Strand NN. Participants will be contacted a few days before class begins with course access and login information.Note:


February 5-16, 2018Date(s): 6PFK

2378Course:

Leading and Managing a Differentiated Classroom


6PGH:

Leading and Managing a Differentiated Classroom addresses student differences thoughtfully and proactively. It focuses onwhat it means for a teacher to effectively lead a differentiated classroom. Participants will learn how to be more confident andeffective leaders for and in student-focused and responsive classrooms. The book study focuses on the mechanics of managing adifferentiated classroom and the need for flexible classroom management.

NonePrerequisite:Debbie JohnsonPresenter(s):

Teachers and AdministratorsTarget Audience:OnlineClass Time:


Counts as Gifted Training: Strands DC. Participants must attend all sessions and complete outside assignment(s) in order to receive credit.Note:


March 5 - April 20, 2018Date(s): 6PFK

8

3513Course:

STAAR Writing Blitz the ABYDOS Way

PDCSite:Board RoomRoom:

6PGH:

Learn authentic, process-based writing strategies to help your students succeed on STAAR! We will discuss ExpositoryWriting, Persuasive Writing, and a reading comprehension strategy for short answer questions (SAQ). You do not have to havetaken the ABYDOS summer writing institute to take this course. Elementary, middle, and high school teachers are encouragedto attend.January 31 will meet in the Challenge Room.

NonePrerequisite:Russ Weeks and Amianne BaileyPresenter(s):

ELA TeachersTarget Audience:4:30 PM to 7:45 PMClass Time:


Counts as Gifted Update Training. Participants must attend all sessions and complete outside assignment(s) in order toreceive credit.

Note:


January 24 and 31, 2018Date(s): 6PFK

3521Course:

Problem Solving 2.0

PDCSite:Challenge RoomRoom:

3PGH:

Problem Solving is a part of the curriculum in Math that should be taught everyday. Participants in the class will have a betterunderstanding on how to plan and execute Problem Solving daily. They will implement Lead4ward strategies during UPSL.They will learn how to teach children to become better problem solvers raising their confidence levels in class and on testing.

Teachers should bring either a District Laptop or iPad to access Pearsonand Forethought

Prerequisite:Robert SurberPresenter(s):

Teachers, Grades 2-6Target Audience:4:30 PM to 7:45 PMClass Time:


Participants must attend all sessions and complete an outside application piece to receive credit.Note:


March 8, 2018Date(s): 3PFK

3523Course:

Forming Foundational Fraction Knowledge


6PGH:

This course is designed to expand teacher's knowledge of the vertical alignment and development of fractions in 1st-5th grade.There will be hands on activities to help students gain a deeper understanding of fractions. Teachers will be exposed to proveneffective strategies modeling addition and subtraction of fractions with different denominators.

NonePrerequisite:Nicole McBee and Brooke ThomasPresenter(s):

General and Sp Ed Teachers, Grades 1-5Target Audience:4:30 PM to 7:45 PMClass Time:





9

3545Course:

Disrupting Thinking Book Study


6PGH:

Educators know that reading is the foundational skill for learning, but many students remain reluctant and disengaged readers.In this book study, participants will learn new strategies to help teachers create engagement and relevance in reading, encourageresponsive and responsible reading, deepen comprehension, and develop lifelong reading habits. Through reading anddiscussion, this course will show you how to help students become the critical thinkers our nation needs them to be.

NonePrerequisite:Amianne BaileyPresenter(s):

TeachersTarget Audience:4:30 PM to 6:30 PMClass Time:




January 18, February 7 and March 7, 2018Date(s):

6PFK

3546Course:

It’s All Summative


5PGH:

Ever get tired of just giving paper tests and having to grade them one question at a time? In this class you will discuss and use avariety of summative assessment tools to increase student engagement and empowerment.

*March 27 and April 17 will only meet from 4:45 - 5:45.

NonePrerequisite:Bryce McDanielPresenter(s):

TeachersTarget Audience:4:45 PM to 8:00 PMClass Time:




February 13, March 27* and April 17*, 2018Date(s):

5PFK

3548Course:

Fake News: Don’t Be Fooled


3PGH:

A recent study found that a majority of students were not able to discriminate between ads, fabricated stories and authenticinformation online. The solution lies in teaching media literacy skills to help them interpret what they see and hear. Participantswill explore ways to help students become more discerning in their online interactions.

NonePrerequisite:Amianne Bailey and Vanessa OliverPresenter(s):

Teachers and LibrariansTarget Audience:4:30 PM to 7:45 PMClass Time:




February 8, 2018Date(s):

3PFK

10

3549Course:

Beyond Charlotte’s Web: What’s New in Children’s Literature


3PGH:

There are thousands of new books for children published each year. Find out the best new titles and learn easy strategies forusing them with your elementary students.

NonePrerequisite:Amy Milstead and Buffie MasseyPresenter(s):





January 23, 2018Date(s):

3PFK

3550Course:

Beyond The Outsiders: What’s New in Young Adult Literature


3PGH:

There are thousands of new books for young adults published each year. Find out the best new titles to read and recommend toyour secondary students.

NonePrerequisite:Colleen Duke and Tiffany YorkPresenter(s):

Teachers, SecondaryTarget Audience:4:30 PM to 7:45 PMClass Time:




February 22, 2018Date(s):

3PFK

11

4102Course:

STEM: Assisting Difficult People

Administration Bldg.Site:ConferenceRoom:

0PGH:

Participants learn different types of difficult personalities and problem solving techniques to help them assist people in difficultconflicts.

NonePrerequisite:Dianne LemonsPresenter(s):

ParaprofessionalsTarget Audience:8:30 AM to 3:00 PMClass Time:


MISD will pay the STEM fee in lieu of PFK credit. In order to have the class, we must have at least 25 participants.Note:



4122Course:

STEM: Phase I - Managing Change


0PGH:

Effective support staff personnel should know the language and background of policies and rules unique to education. Thissession covers educational terminology, process of change, school climate and team management.

NonePrerequisite:Diane HoggPresenter(s):






4140Course:

STEM: Phase II-Interpersonal Communication


0PGH:

Participants are taught an awareness of the listening process, as well as identification and utilization of appropriate levels ofresponse to the messages of others.







12

4164Course:

STEM: Phase III - Stress Management


0PGH:

Review of causes of stress in daily life and discussion of methods for adjusting attitudes and/or environment for a less stressfullife.

NonePrerequisite:Yvonne SmeltzerPresenter(s):

ParaprofessionalsTarget Audience:8:00 AM - 11:00 AMClass Time:





4190Course:

STEM: Time Management


0PGH:

Time saving techniques and a guide to better utilization of time.

NonePrerequisite:Yvonne SmeltzerPresenter(s):

ParaprofessionalsTarget Audience:12:00 PM - 3:00 PMClass Time:





4196Course:

STEM: Profile for Success


0PGH:

Communication styles are analyzed and skills are developed for better communication in the educational setting. Participantswill also complete a Personal Profile.







13

5101Course:

Self-Injury: What is it?


3PGH:

Participants will learn to recognize the basic signs and characteristics of self-injury. You will be able to teach and work withstudents that self-injure more effectively due to your increased awareness of what self-injury is and how it impacts the student'sinteractions with others and their ability to learn. This session will enhance your understanding of how to help a student thatself-injures.




Participants must attend all sessions to receive credit, and complete an outside application piece.Note:



5102Course:

Depression: Facts & Myths


3PGH:

Participants will explore depression through discussion and handouts. You will learn to recognize the basic signs to enhanceyour understanding of how to help students dealing with depression. Your heightened awareness and ability to offer support andresources will benefit students with characteristics of depression academically, socially and behaviorally.







5103Course:

Purely Positive


3PGH:

Come find out how to remove the drama, frustration, and attention often associated with giving negative classroomconsequences. The Purely Positive classroom management system is a plan that helps to build a positive classroomenvironment and assist in managing problematic behaviors. Participants will learn hands-on activities and techniques that havestudents and teachers feeling better about discipline which helps students be ready and eager to learn.

NonePrerequisite:Kricia Ponder and Janette CrossPresenter(s):

Teachers, Administrators and Paraprofessionals, K-6Target Audience:4:30 PM to 7:45 PMClass Time:





14

5103Course:

Purely Positive

PDCSite:Board RoomRoom:

3PGH:

Come find out how to remove the drama, frustration, and attention often associated with giving negative classroomconsequences. The Purely Positive classroom management system is a plan that helps to build a positive classroomenvironment and assist in managing problematic behaviors. Participants will learn hands-on activities and techniques that havestudents and teachers feeling better about discipline which helps students be ready and eager to learn.

NonePrerequisite:Kricia Ponder and Janette CrossPresenter(s):

Teachers, Administrators and Paraprofessionals, K-6Target Audience:4:30 PM to 7:45 PMClass Time:





5107Course:

Nonviolent Crisis Intervention - Flex Course

Student Support CenterSite:A-102Room:

3PGH:

This program focuses on prevention and management of disruptive, assaultive, or out-of-control behavior. Techniques you will learn will giveyou the confidence to handle crises with minimal anxiety and maximum security. The Flex program offers more flexibility in the learningexperience. Participants will be required to complete the online portion before attending the face-to-face sessions. Participants will registerfor the course and be assigned to the training with their district email address. After participants are enrolled in the training, an email will besent to the district email address with registration instructions.

If the online portion of the training is not completed before the face-to-face portion,participants will not be allowed to complete the course.

Prerequisite:Jim Ramey and Missy RhodesPresenter(s):



Participants must attend all sessions to receive credit.Note:



5107Course:



3PGH:



Prerequisite:Jim Ramey and Rick BenavidezPresenter(s):






15

5107Course:



3PGH:



Prerequisite:Kelly Smith and Jill HavardPresenter(s):






5107Course:



3PGH:



Prerequisite:Kelly Smith and Jill HavardPresenter(s):





May 3, 2018Date(s): 3PFK

5108Course:

Nonviolent Crisis Intervention Refresher Course


4PGH:

This is the required refresher course for Nonviolent Crisis Intervention.Please bring your blue completion card to the course. You will need to dress comfortably.

Nonviolent Crisis Intervention #5107 within the past year.Prerequisite:Jim Ramey and Missy RhodesPresenter(s):






16

5108Course:



4PGH:


Nonviolent Crisis Intervention #5107 within the past year.Prerequisite:Jim Ramey and Rick BenavidezPresenter(s):






5108Course:



4PGH:


Nonviolent Crisis Intervention #5107 within the past year.Prerequisite:Jill Havard and Kelly SmithPresenter(s):






5108Course:



4PGH:


Nonviolent Crisis Intervention #5107 within the past year.Prerequisite:Jill Havard and Kelly SmithPresenter(s):






17

5113Course:

Mental Health First Aid for Educators


8PGH:

Youth Mental Health First Aid is designed to teach those who regularly interact with youth how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. . The course introduces common mental healthchallenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people inboth crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosismay occur, disruptive behavior disorders (including ADHD), and eating disorders.

NonePrerequisite:Lisa HeagneyPresenter(s):

Teachers, Administrators and CounselorsTarget Audience:4:30 PM to 6:30 PMClass Time:




January 30, February 1, 6 and 8, 2018Date(s):

8PFK

5119Course:

Restorative Practices: Implementing into Action


4PGH:

Dive deeper into how to effectively implement Restorative Practices into action in this two-part professional developmentsession. The session will be engaging and interactive as we introduce the components to building proactive positiverelationships within the learning community. Upon completion of this two-part session you will be able to infuse a wide rangeof effective techniques such as Circles, Respect Agreements and Differentiated Discipline. This new approach to your everydaylearning environment will foster a positive and productive learning community that maximizes student growth and potential.

NonePrerequisite:Nikia Seay and Patrice WhittenPresenter(s):





January 9 and 16, 2018Date(s):

4PFK

5121Course:

Suicide: The Warning Signs

PDCSite:Challenge RoomRoom:

3PGH:

Anticipate discussing the major warning signs of suicide in this session. Additionally, participants will be given information onbasic suicide prevention and intervention.







18

5160Course:

Breaking the Behavior Code


3PGH:

Participants will learn tools to help their most challenging students make better choices. They will learn techniques to help thesestudents improve behaviorally, socially and academically.


Teachers, Administrators, Counselors, Behavior SpecialistsTarget Audience:4:30 PM to 7:45 PMClass Time:





5161Course:

The Tough Kid Book Study


10PGH:

Participants will learn strategies for managing students with extreme behavioral difficulties, in both general education andspecial education settings. Learn practical classroom management strategies, as well as positive and reductive techniques,designed for the “toughest” of students. Reading will take place outside of class. Participants may choose to borrow a copy ofthe book from the staff development office, or purchase a copy on your own.Book will need to be picked up prior to class starting from the staff development office.

NonePrerequisite:Robin CathcartPresenter(s):

Teachers, Counselors and AdministratorsTarget Audience:4:30 PM to 6:30 PMClass Time:




January 17, 31, February 14, 28 and March 21, 2018Date(s): 10PFK

19

6105Course:

The Heart of Teaching - Elementary

PDCSite:LeadershipRoom:

9PGH:

The Heart of Teaching is a researched based program specifically focused on relationship building. We will share ideas onbuilding relationships between students within the classroom as well as between teacher and individual students. The end goalbeing that better relationships within the classroom will decrease disciplinary actions and/or decrease repeat offenses.

NonePrerequisite:Janette Cross and Kricia PonderPresenter(s):

Teachers, Administrators, Counselors and ParaprofessionalsTarget Audience:4:30 PM to 7:45 PMClass Time:




January 22, 24 and 29, 2018Date(s): 9PFK

6105Course:

The Heart of Teaching - Elementary


9PGH:

The Heart of Teaching is a researched based program specifically focused on relationship building. We will share ideas onbuilding relationships between students within the classroom as well as between teacher and individual students. The end goalbeing that better relationships within the classroom will decrease disciplinary actions and/or decrease repeat offenses.

NonePrerequisite:Janette Cross and Kricia PonderPresenter(s):





February 19, 21 and 26, 2018Date(s): 9PFK

6107Course:

The Heart of Teaching - Secondary


9PGH:

Designed for the secondary teacher, this interactive course will assist teachers in building positive relationships with studentswhile equipping them with strategies for overcoming a variety of potentially disruptive behaviors in the classroom.

NonePrerequisite:Jennifer Mills-Phillips and Tami VanMeterPresenter(s):





March 6, 7 and 8, 2018Date(s): 9PFK

20

6132Course:

Bringing Out The Best in Boys


3PGH:

Are boys really different from girls? Do boys sometimes get the best of you? Are you bringing out the best in boys? Using Dr.Pollack’s bestseller, Real Boys, as a foundation, you will discuss the answers to these questions and many more. Come equipyourself with the knowledge of how to communicate more effectively with your boys and how to create a “boy-friendly”classroom. Results? Improved relationships, higher academic achievement, and reduced behavioral problems.

NonePrerequisite:Brenda Collins and Kelly SmithPresenter(s):






6136Course:

Try and Make Me--Book Study


10PGH:

If you have ever asked yourself any of these questions, this book study may be for you! Where did this defiance start? Whydoesn’t praise work with these kids? How can I avoid power struggles? Dr. Levy has written down all the answers in his book,“Try and Make Me!” Included with the discussion will be role-plays, “pullout” handouts, and application assignments toenhance your understanding and implementation of the strategies described in the book.


Administrators, Teachers, Counselors, DiagnosticiansTarget Audience:4:30 PM to 6:30 PMClass Time:




February 1, 8, 15, 22 and March 1, 2018Date(s): 10PFK

6145Course:

Love & Logic Refresher


3PGH:

Feel free to come and refresh yourself with some "splashes" of Love and Logic. Each section (elementary and secondary) willrefresh their knowledge of the basic techniques while "diving" into some new tips for old problems. Feel free to bring yourquestions and your stories to this class!

Love & LogicPrerequisite:Kelly SmithPresenter(s):



Participants must attend all sessions and complete outside work to receive credit.Note:



21

6146Course:

Odd Girl Out


8PGH:

This book study is based on Rachel Simmons book, Odd Girl Out. Participants will read the book, participate in groupdiscussion, and have practical application assignments between each session.

*February 17 will meet in Room 213.






January 17, 24, 31 and February 7*, 2018Date(s): 8PFK

6150Course:

Queen Bees and Wannabes


8PGH:

Participants will learn tools to help girls make better choices and techniques to help them feel empowered. You will developand/or enhance your understanding of the “girl brain”. Girls will benefit academically, socially, and behaviorally from yourheightened awareness and ability to offer support and resources. There will be small and large group discussions, “pull-out”handouts and practical application assignments between sessions.






March 19, 26, April 2 and 9, 2018Date(s): 8PFK

6159Course:

Boys in Crisis


3PGH:

Boys are different than Girls. BUT...do you know the answers to these questions: What is the "emotional abyss" for boys? Isthe boy brain different than the girl brain? Do we have to teach that brain differently? Do you know how to help the boys inyour classroom reach their academic, social and behavioral potential?This session will answer these questions and more through handouts, exploring scenarios and group discussions.

NonePrerequisite:Kelly Smith and Brenda CollinsPresenter(s):

Administrators, Counselors, and Teachers, K-12Target Audience:4:30 PM to 7:45 PMClass Time:





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