Wilbur D. Mills Education Service Cooperative

While prevention is the best method, human error will occur. The main goal of this training is to emphasize available resources to identify, troubleshoot and correct cycles 2-7 reporting errors.

The Arkansas Leader Excellence & Development System is designed for documentation and performance rating of Arkansas P-12 School and District/Charter Leaders. It is recommended that those who will be documenting and rating the professional performance of building level administrators, as well as building level administrators, should attend. During the session, participants will become familiar with the format and content of the LEADS 2.0 rubric through this interactive time of review and learning.

This training is best described as a three-session boot camp for teachers, instructional support staff and leadership who wish to develop or build on their ESOL knowledge base and improve their instructional practices to better meet the needs of English Learners. It was developed in response to districts concerned about supporting and developing effective instructional practices with teachers facing challenges when instructing English Learners in content areas. -Day 1 of 3: ESOL Programming 101 & Key Elements of Instructing English Learners -Day 2 of 3: Key Principles & Essential elements of Instruction with ELs: Effective Methods & Strategies for Making Learning More Accessible for English Learners -Day 3 of 3: Second Language Acquisition, Social Language vs. Academic & Using the ELP Standards The overall aim of the comprehensive training is to build capacity in teachers to provide meaningful access and learning experiences for all learners and the instructional leaders supporting those teachers. While the training was designed with improving outcomes for English Learners in mind, a significant portion of the content taught and techniques demonstrated will benefit all students in our classrooms. Participants will learn about: • Designing lessons to be more comprehensible for English Learners despite the language barrier • Methods for delivering content that help students access and participate in the learning • Connecting ELPA data, ELP Standards, and Achievement Level Descriptors to inform decisions about grouping, learning targets and design differentiation. • Anticipating linguistic demands to plan effective sc

In this session we will cover many topics related to counseling including: social emotional learning, self-care, bullying prevention, careers, PLC roles, and counseling techniques.

The purpose of this 30 hour training, which will be held over 4 Saturdays, is to prepare Arkansas educators planning to teach high school computer science and needing assistance passing the Computer Science (CS) Praxis Exam 5652. Participants will review Arkansas 9-12 Computer Science course codes, CS Standards, CS Fact Sheet, Curriculum Resources, and Prep Material to be used for passing the Computer Science Praxis. Participants may need to spend additional time outside of the training prior to taking the Praxis Exam. Note: If you are interested in a deeper understanding of Java, Python, Networking, or Cybersecurity we strongly encourage you to consider joining us for one or more of Advanced PDs.

AR MathQuEST, Quantitative Essentials for Students and Teachers, is a state initiative focused on research-based mathematics practices for both students and teachers. Together these practices promote a student-centered pedagogy that fosters reasoning and problem solving, meaningful mathematical discourse, and building procedural fluency from conceptual understanding. With established goals for learning, ongoing formative assessment is used to elicit student thinking and inform instruction. Students use and connect mathematical representations and engage in rich tasks that increase classroom rigor and cognitive demand. STEM-related applications support the relevance of mathematics in our world and student learning of those disciplines. Tess: 1a, 1b, 1c, le, 1f, 2a, 2b, 3a, 3b, 3c, 3d, 3e, 4a, 4e

The principals in the Wilbur Mills Cooperative region will meet monthly to pursue learning regarding leading teaching and learning in our buildings. During the meetings, experts will be invited to present on developing an effective teaching and learning model, addressing the learning loss, and planning for effective instruction.

The math coaches and leaders meetings provide time for collaborating with other mathematics leaders and for sharing information. Each year there is a focus study and then additional topics, which may include guest speakers. Time is provided for discussion with leaders from other schools. Meeting times and number of credit hours may be adjusted depending on needs at the time. An agenda is sent out to the Math Coaches and Leaders email list a week or two before each meeting. If you would like more information or to be added to the email list, contact Tim Brister at tbrister@wilbur.k12.ar.us

GT Coordinators collaborate and discuss current issues, policies, and programs in this regularly scheduled meeting. In addition, topics influencing K-12 gifted education will be addressed.

This training is best described as a three-session boot camp for teachers, instructional support staff and leadership who wish to develop or build on their ESOL knowledge base and improve their instructional practices to better meet the needs of English Learners. It was developed in response to districts concerned about supporting and developing effective instructional practices with teachers facing challenges when instructing English Learners in content areas. -Day 1 of 3: ESOL Programming 101 & Key Elements of Instructing English Learners -Day 2 of 3: Key Principles & Essential elements of Instruction with ELs: Effective Methods & Strategies for Making Learning More Accessible for English Learners -Day 3 of 3: Second Language Acquisition, Social Language vs. Academic & Using the ELP Standards The overall aim of the comprehensive training is to build capacity in teachers to provide meaningful access and learning experiences for all learners and the instructional leaders supporting those teachers. While the training was designed with improving outcomes for English Learners in mind, a significant portion of the content taught and techniques demonstrated will benefit all students in our classrooms. Participants will learn about: • Designing lessons to be more comprehensible for English Learners despite the language barrier • Methods for delivering content that help students access and participate in the learning • Connecting ELPA data, ELP Standards, and Achievement Level Descriptors to inform decisions about grouping, learning targets and design differentiation. • Anticipating linguistic demands to plan effective sc

Federal Coordinators will meet to share best practice, discuss upcoming timelines, and work together to solve issues.

This will be a continuation of our book study, Igniting a Passion for Reading, by Dr. Steven Layne. Updates and other information will be presented. Zoom links for this virtual session will be shared with those who register.

CPI Training is a nonviolent crisis prevention certification. This certification meets the requirements of Act 1084 in the area of restraining students. This is 6 hours face to face and a 2 hour online course. PARTICIPANTS MUST COMPLETE THE 2 HOUR ONLINE COURSE PRIOR TO THE TRAINING. You will not be allowed to attend face to face without completing the online course. Once you register, an email will be sent to the email you use as your Username on escWorks. This email will come from CPI. It will have instructions for your online course. The day of the face to face event, you will be provided with CPI Workbook. Please wear comfortable clothes, closed toe shoes, and masks on Oct 19th. We will be practicing physical restraints. A minimum of 2 participants per district are required to register. (Each participant must register.) Districts will be billed $40 per participant to cover the cost of materials.

Students’ academic needs are at an all time high due to the loss of instructional time and other factors related to the Covid pandemic. Teachers and school leaders feel overwhelmed with the daunting task of effectively addressing the reality of unfinished learning for many students. Istation is here to help! When implemented with fidelity, Istation’s assessment tools and data reports enable educators to easily identify unfinished learning, while Istation’s instructional resources enable educators to provide targeted instruction in identified areas of need. This two-part professional learning series has been designed for teams of school leaders and teachers who are ready to fully harness the power of Istation’s award winning technology to accelerate student growth in Math and Reading. In part I, teams will learn how to: interpret student data and efficiently generate useful data reports. easily identify which students have unfinished learning in what skill. locate teacher led resources to target unfinished learning. create a 90 day school-wide plan to target unfinished learning.

Assistant Superintendents and Curriculum Directors will meet to discuss current issues involving curriculum, standards, and pedagogy. Topics of concern raised by participants in the group will be addressed by the experts in the room. Resources will be provided as requested. Join your colleagues for this opportunity to share and learn best practices from each other.

Day 4 will focus on fluency instruction in the K-2 classroom.

This session is offered to Instructional Coaches who work with adult learners in their respective buildings. The purpose of these meetings is to collaborate in order to address and problem solve current issues. The foundation of our learning consists of the guidance from: (1) Jim Knight, Unmistakable Impact; (2) Diane Sweeney, Student-Centered Coaching: The Moves; and (3) Jim Knight, The Impact Cycle. Zoom links will be sent to those who register.