Speaker: Jessica Champion
How do you close the achievement gap for students with special needs? That’s the million dollar question all districts and schools are facing today. This winter, our school was surprised to find out that we were nominated for the National Blue Ribbon Schools Award for closing the gap. We would like to invite you to join our roundtable session to hear our story. The discussion will include changing mind-sets, re-shaping classroom practices, creating a deeper sense of community, all of which we believe have been contributing factors in our work toward maximizing opportunities for all students to be able to reach their potential.
Speaker: Jill Koenitzer
A robust universal screening process at the high school level utilizes existing data, such as attendance, behavior, and course performance data, within an Early Warning System. High performing high schools analyze and disaggregate that data using risk metrics, including risk ratio, to clearly identify achievement gaps. When done over time, a school is able to notice areas of improvement and continuing opportunities to meet the needs of all students. This session describes high school use of an Early Warning System, and the use of Excel to calculate risk metrics. As a result, schools are able to identify achievement gaps for traditionally underserved groups of students, including students with disabilities, English Learners, economically disadvantaged students, and students of color.
Speaker: Colleen Timm
Research tells us what activities, accomplishments, and behaviors are true indicators of College and Career Readiness. Students are being asked to learn differently than they have in the past and need to demonstrate readiness in new ways. This session will focus on case studies from districts that are implementing the American Association of School Administrators (AASA) Redefining Ready! framework in a manner that reflects the needs of their constituents. We will explore the interdependencies between the Redefining Ready! movement and WI’s Education for Employment legislation (PI.26), academic and career planning, and the indicators that will be added to the state report cards per ACT59. We will also highlight the knowledge, skills and dispositions that are important but are not adequately captured in state funding and accountability models. Lastly, we will provide a summary of the results from the Wisconsin Redefining Ready! Cohort which launched prior to the 2018 Joint Education Convention. A link to cohort information can be found here: https://www.wasda.org/page/WIReady
Speaker: Jessica Nichols
Participants will learn how the social and emotional learning competencies can assist IEP teams in understanding current levels of functional performance for students with IEPs and how social and emotional skills and supports have a direct correlation with academic outcomes when thinking about services for students with IEPs. The presentation will assist in developing understanding of disability-related needs in the area of sensory, social and emotional, and self-regulation skills. We will demonstrate how universal social and emotional supports can be embedded in classrooms and schools to address specific needs of students with IEPs while also reducing stigmatization and isolation for students with disabilities and allow for additional benefit to students without IEPs.
Speaker: Jill Ries
In this session participants will learn strategies for developing and growing coaches and their coaching capacity. Participants will walk away with tools for planning and immediate implementation. Anyone looking to deepen their coaching program will benefit from this session. This based on the work of Results Coaching, The Art of Coaching (Aguilar) and Conversations that Matter (Knight).
Speaker: Bryce Bird
In this session you will learn how coaching can help a school district move the needle through reflective practice, creating a focus, setting priorities, identifying obstacles and monitoring plans of action.
Speaker: Ivy Meierotto and Rachel Pufall
Explore a variety of methods for teacher collaboration including PLC teams, co-teaching, mindfulness, and teacher coaching. Discuss the benefits of each approach as well as the most commonly faced challenges as you determine the best methods for supporting educator excellence in your own classroom, school, or district.
Speaker: Scott Carr
In this session, the strategies, supports, and critical attributes of successful alternative education will be highlighted. We will focus on alternative education as a service option rather than its being a consequence for a student’s poor choices. The key points in developing a program which supports a non-competitive environment where student progress is measured in terms of self-improvement rather than grades and credits, will be shared. Participants will have an understanding of the Six Pillars of Student Supports, which will include work relating to Academic and Career Planning (ACP), partnerships with higher education, service learning, and family engagement. This discussion will include the current growth and improvement steps of two of CESA 1’s alternative education programs.
Speaker: Kate Cronk
You’ve heard of Hattie and you’ve looked at his list of teaching strategies with high effect sizes, but you might have scratched your head about the number one: self-reported grading. What does it mean? What does it look like? Can it be done in a traditional grading system? Two teachers took on these questions. Through professional reading, discussions with colleagues, and careful planning, they were able to implement forms of self-reported grading in middle school language arts classrooms. This session aims to share their successes, failures, and provide a forum for all to better understand how to implement this incredibly effective teaching strategy. Specific information to be covered in this session includes the following: a definition of self-reported grading, a rationale for attempting to tackle this system, how it could work in a traditional grading system, and how to address student, parent, administration, and fellow colleague concerns. Though this session will provide specific examples for how self-reported grading can look in language arts classrooms, all content areas can gain insight and ideas to take and implement in the coming school year.
Speakers: Susan Kern, Jerim DesJarlais and Derrick Kunsman
Do you have students who are struggling with school engagement due to social emotional barriers created from traumatic experiences? If so, please join us to learn about trauma informed practices that our schools are implementing. Our district and school journey implementing individual supports, small group supports and the Wisconsin DPI’s Trauma Sensitive Schools Project will be shared.
Speakers: Judy Sargent and Mary Ann Hudziak
In this session, learn about about new and existing sources of state-collected data and appropriate uses that inform student achievement in mathematics. 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 Forward, Badger, WKCE, ACT, Aspire, WorkKeys, AP, MAP, STAR dashboards) pertinent to investigating achievement in mathematics for all students and for student groups to determine gaps. Bring your laptop and access passcodes to WISEdash for Districts.
Speaker: Laura Love
The facilitator will share what the Middleton-Cross Plains Area School District (MCPASD) is doing to work toward racial justice in our school system. This work can transfer to many other reasons for disparate outcomes based on the demographic student group, including gender, socio-economic class, and differing ability. A list of strategic actions and resources will be provided. Bring your ideas for collaborating with others who participate in this session.
Speakers: John Graf, Gerri Kretlow, and Michelle Manz
During this session teachers from Green Tree Elementary School will discuss their shift in practice as a result of utilizing a data action model to drive their professional learning communities. In addition, they will discuss their focus on student engagement and an RtI time to “Focus” student learning.
Speaker: Brian Seguin
Explore how focusing district-wide efforts in purposeful alignment provides improved supports for educators as well as students. This session will provide participants tangible examples as well as an opportunity to examine their own district process.