Speaker: Pat Deklotz
Learn how one district is personalizing learning for staff in a way that empowers educators and aligns resources to school and district goals. In our fourth year, Kettle Moraine has redefined our compensation system to accomplish good for individuals, schools, and the district as a whole.
Speaker: Tammy Gibbons
More than ever, school/building leaders need support to fulfill a very complex role of serving the growing needs of school communities. If you support school/building level leaders, how do you develop your capacity to help them reflect on their leadership impact? This session will explore the standards for principal supervisors and illuminate how to develop the effectiveness of principals through coaching rather than overseeing their compliance through regulation and policy. The standards explore how to support school leaders so they can improve teaching and learning and ultimately boost student learning and staff engagement.
Speaker: Joe Schroeder
In Educator Effectiveness (EE), Wisconsin administrators received extensive instruction about basing evaluative feedback on claims that are supported by observational evidence. Wisconsin EE training also emphasized that data and questions are generally the two most helpful and impactful forms of feedback. These are concepts shared through the work of Jon Saphier and others at Research for Better Teaching, Inc. with one important addition: ensuring that each feedback opportunity connects claims and evidence to an impact statement, which is “a comment of what the teaching behavior accomplished or intended to accomplish, what was significant about it, and — most importantly — its effect on students.” In this session, learn how to identify and use impact statements so that you more frequently take a “coaching stance” in your feedback efforts and deepen your impact on improving instruction.
Speakers: Sara Summ, Emilie O’Connor, and Heidi Erstad
Creating a system that supports all students equitably is a priority for educators. In this session, participants will explore how risk ratios can help identify areas of disproportionality. Participants will also learn how to dig deeper and analyze the root causes of disparities so that informed action can be taken. Additional tools and strategies will be provided for further self-reflection and practice.
Speakers: David Muñoz and Tyler Miller
Educators will gain an understanding of how to navigate popular data warehouse tools to inform and drive their RTI and PLC practices. Practical examples will be shared using data that has driven system level change, improved classroom instruction and continued best practices for individual learners.
Speaker: Mia Chmiel
This workshop offers educators the tools to transform assessment practices into a collaborative learning opportunity with students. Learn how to use learning targets as an anchor to your lessons and the language of your students. We will discover how student‐engaged assessment practices support the development of reflective learners who can advocate for their learning needs.
Speakers: Jim Lee and Lisa Arneson
In this session, learn about existing sources of state-collected data that inform college and career readiness and how to use them appropriately. Watch, learn and then practice through demonstrations and hands-on activities with your own access to WISEdash for Districts. Demonstrations will include selected dashboards (from among ACT, WorkKeys, AP, Aspire, DEWS, WKCE, Postsecondary Enrollment, Attendance, High School Completion dashboards) pertinent to investigating College and Career Ready student data. Bring your laptop and access passcodes to WISEdash for Districts.
Speaker: Tammy Gibbons
Using an inquiry cycle, focused on a problem of practice, is one way to support school leaders in analyzing their own leadership impact. This session will utilize a case study of one principal to demonstrate how a coaching cycle may look, where it may fall apart, and how it might look when coaching is being optimized at the leadership level.
Speakers: Kyle Moore, Annie DiPietro, Kelly Cavaiani, Kate Garman, Andrea Rice, and Holly Heard
The Swallow School District has always placed a strong emphasis on creating a caring learning environment that benefits all students. An analysis of increasing significant social and emotional learning needs in our student population led to the creation of the Swallow Strong Committee. Utilizing school data, professional research and community engagement, staff members identified targeted growth areas and developed a school-wide approach to address our community’s needs. Join us as we share our journey and discuss the increasing role of student social and emotional learning in the classroom.
Speakers: Eric Larsen and Don Smith
John Hattie’s research has given educators a multitude of impactful strategies to help increase the achievement of all students. After explaining the basis of Hattie’s research, we will look at Hattie’s 250+ Influences on Student Achievement, break apart what it means to be impactful and highlight the 24 top strategies that teachers and principals must learn about to implement into the best practice of their buildings.
Speakers: Jennifer Navarro and Keri Heusdens
Explore a model of instructional coaching that focuses on student- results as a means of professional learning. Learn how a school district has implemented a framework of supporting instructional coaches. Take away strategies and resources to support ongoing, differentiated, and job- embedded professional learning at the school or district level.
Speakers: Dr. Brenda Turner, Dr. Greg Kabara, John Reiels, and Anne Ignatowski
This session will provide an overview of a high school’s journey of utilizing the PLC model as an operating system to increase teacher capacity through Universal Design for Learning and co-planning to co-serve. Participants will learn how the school increased equity and access to mitigate the the academic achievement gap by providing high quality teaching and learning for all students. Participants will leave with concrete examples and strategies focused on continuous improvement.
Speaker: Courtney Reed Jenkins
This is a session for folks with beginning or intermediate understanding of how implicit bias, colorblindness, and micromessages create barriers to justice. In this interactive session, we’ll apply the latest research regarding these three topics to our personal and professional lives with the goal of “strengthening our equity muscles.” Leave with a greater fluency in equity and with resources, tools, and next steps in our commitment to ending disparities based on race, gender (including gender identity), ability, class, and sexual orientation.
Speakers: Blake Peuse, Casey Blochowiak, Anna Young, and Laurie Pogorzelski
Learn how the St. Francis School District developed and implemented a Theory of Action to implement the Gradual Release of Responsibility (GRR) Model. The session will include specifics on building 100 Day Plans, sharing of our Adult Learning Framework (ALF), and our ongoing Classroom Walkthrough Protocol to assess and provide feedback to our staff about how we can increase ownership of learning from the teacher to the student.
Speakers: Kathy Andreasen and Teresa Lien
Learn how the Baraboo School District is maximizing feedback and professional growth through the Wisconsin Educator Effectiveness System. District leaders will share how the district has aligned strategies to meet goals of the district strategic plan and strengthen instructional practice through teacher collaboration. The impact of having reliable observation data informs instructional priorities so that principals provide specific feedback to teachers for student growth. Also, hear how the district has increased its evaluator reliability and decreased time demands through ongoing calibrations and the creation of a multi-rater system.
Speakers: Charles Urness and Kathy Murray
Join us to learn about the implementation of Instructional Rounds at Franklin Middle School in Janesville, Wisconsin. We will share our experiences (i.e., why we started, things that worked well / things that did not) and the practice in its current iteration. Franklin Middle School uses Instructional Rounds as a school improvement strategy; it is a way for teams of teachers to observe and learn from each other. Following the Instructional Round, educators reflect and discuss effective strategies, with focus on key takeaways to improve student engagement and academic achievement. We will describe the four steps of Instructional Rounds (Teitel, 2013) and how we employ that process at Franklin Middle School. We will also share the forms we developed for this process.
Speakers: Amy Karsten, Margee Tackes and Nancy Athanasiou
In this session, participants will examine the lessons that matter most – for all students at all levels. How simple techniques can enhance character development and promote a positive school climate and culture. Participants will also consider the connection between classroom environment and attendance/achievement data. Participants will examine simple techniques that can be used to enhance character development and promote a positive classroom environment. Participants will recognize that social emotional skills are learned, and therefore need to be taught, practiced, and reinforced on a consistent basis.
Speaker: James Reif
Kids are not always easy to talk to, students in a crisis situation are often very difficult to talk to. Similarly, drawing out a quiet child’s behavioral issues requires patience and solid questioning techniques. Participants will learn and have an opportunity to practice 6 specific techniques to engage students who are in a difficult emotional state. Six practical experience based techniques including: listening, wait time, using the students point of view, using the appropriate adult, determining what happened, and building relationships will be explored. Participants will engage in a several specific practice techniques during the presentation, thus audience participation will be required. The goal is to practice real life situations in a safe and supportive environment; however, real life situations including student language (PG-13) will be discussed.