Wilbur D. Mills Education Service Cooperative

Drones Boot Camp - Review for Part 107

This final PD session of the ARMQ journey will promote peer collaboration and reinforce learning from previous sessions with a focus on equity, access, identity, and agency in mathematics. Participants will collaborate over classroom artifacts from ARMQ job-embedded coaching and will identify connections among high quality instructional materials, EMTP, and SMP.

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.

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

The goal of Resiliency for All is to prepare adults to develop and support resilience skills in young people. In this course educators will identify how these four areas (wellness, healthy thinking, connection, meaning) play a role in resilience. This content will be applied to the educator first, and then to building these skills in students. Educators will be able to describe one way to help young people build more resilience from each area (wellness, healthy thinking, connection, meaning) by the end of this 2-hour training.

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.

The goal of Resiliency for All is to prepare adults to develop and support resilience skills in young people. In this course educators will identify how these four areas (wellness, healthy thinking, connection, meaning) play a role in resilience. This content will be applied to the educator first, and then to building these skills in students. Educators will be able to describe one way to help young people build more resilience from each area (wellness, healthy thinking, connection, meaning) by the end of this 2-hour training.

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 form 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

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.

This will be a continuation of our book study, Multisensory Teaching of Basic Language Skills, by Judith Birsh.

Day 6 will focus on comprehension instruction in the K-2 classroom.

This professional development focuses on a research-based, student-focused model of instruction. Participants will learn ways to increase students' efficiency in a manner that is consistent with their current levels of understanding. They will learn to recognize which student-generated strategies lay a foundation for work with more complex numbers or number systems and learn how to encourage these strategies. In addition, participants will be introduced to formal mathematical notation that students can use to represent their strategies. Participants will also see how to engage students during and after problem-solving in a manner that helps move students to more advanced mathematical understanding for computation and number facts. The remaining 3 hours will be given through work done in Google Classroom.

This professional development focuses on a research-based, student-focused model of instruction. Participants will learn ways to increase students' efficiency in a manner that is consistent with their current levels of understanding. They will learn to recognize which student-generated strategies lay a foundation for work with more complex numbers or number systems and learn how to encourage these strategies. In addition, participants will be introduced to formal mathematical notation that students can use to represent their strategies. Participants will also see how to engage students during and after problem-solving in a manner that helps move students to more advanced mathematical understanding for computation and number facts. The remaining 3 hours will be given through work done in Google Classroom.

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 professional development focuses on a research-based, student-focused model of instruction. Participants will learn ways to increase students' efficiency in a manner that is consistent with their current levels of understanding. They will learn to recognize which student-generated strategies lay a foundation for work with more complex numbers or number systems and learn how to encourage these strategies. In addition, participants will be introduced to formal mathematical notation that students can use to represent their strategies. Participants will also see how to engage students during and after problem-solving in a manner that helps move students to more advanced mathematical understanding for computation and number facts. The remaining 3 hours will be given through work done in Google Classroom.

This professional development focuses on a research-based, student-focused model of instruction. Participants will learn ways to increase students' efficiency in a manner that is consistent with their current levels of understanding. They will learn to recognize which student-generated strategies lay a foundation for work with more complex numbers or number systems and learn how to encourage these strategies. In addition, participants will be introduced to formal mathematical notation that students can use to represent their strategies. Participants will also see how to engage students during and after problem-solving in a manner that helps move students to more advanced mathematical understanding for computation and number facts. The remaining 3 hours will be given through work done in Google Classroom.

M Math is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines to guide learners to understand and make connections between concepts and procedures. These on-going sessions are designed to offer “just-in time” support for educators who are implementing IM. Each session will have a topic that will be discussed to help you as you continue your IM journey and will include a time of Q&A to address other topics that you want to discuss. Scheduled dates for the 2021-22 Academic Year: September 14, October 12, November 9, December 14, January 18, February 15, March 15, April 19, and May 17.