Professional Development Resources

MPE is pleased to provide the following professional development resources to support its members’ professional growth for the benefit of themselves and their students, as research has proven that superior professional development is vital to elevated school performance. MPE is not endorsing any provider or opportunity listed here; rather, the information is provided as a tool for MPE members in their endeavors. 

Each provider’s website is listed so that MPE members may contact individual providers for additional information or to register for these opportunities. These professional development resources will be updated monthly, so please check back for the most recent information.

 

Resources for Teachers and Administrators

 

2018-2019 MPE Regional Training


MPE is pleased to offer the following regional training sessions.  Participants will receive .6 CEU credits for each full–day course.  MPE will also offer 5 SEMIs for the Improving Student Achievement Through Counselor Effectiveness full–day course.   Each session’s content is timely for educators during the 2018-2019 school year.

INTEGRATING CODING IN THE K-8 CLASSROOM:
A hands-on coding training that is limited to the first 20 participants. The training will examine the CS4MS (Computer Science for Mississippi) Initiative, in which coding is a major component. This workshop trains teachers on how to teach computer science fundamentals through mediums such as Code.org's curriculum and Google's CS First program. Participants will get hands-on experience building programs that control robots such as Sphero's SPRK+, Wonder Workshop's Dash and Dot robots, and Ozobot. No prior experience necessary to attend this training. All participants must bring a fully charged laptop to the training.  No cost for MPE and MS NBCT Network members to attend and receive CEUs.  Non-members must pay $25 to attend, which includes CEUs.

▪ November 14           Hilton Garden Inn, Starkville
▪ February 7               USM Gulf Park Campus, Long Beach

INTEGRATING CODING K-8: THE NEXT LEVEL:  This next–level training session is for instructors who have already started implementing basic coding concepts into their content areas and want to increase their own level of expertise. The training will be limited to the first 20 participants.  All participants must bring a fully charged laptop to the training. No cost for MPE and MS NBCT Network members to attend and receive CEUs.
Non-members must pay $25 to attend, which includes CEUs.

▪ October 19                Holmes Community College, Grenada
▪ January 17                Hinds Community College, Muse Center, Pearl

IMPROVING STUDENT ACHIEVEMENT THROUGH COUNSELOR EFFECTIVENESS:
This training is designed for counselors and their principal, assistant principal or district-level administrator.  Each school team should bring their 2018-2019 school year improvement goals.  Participants will be able to set priorities for the counseling programs that affect the school improvement goals and student achievement. They will determine data to examine in developing a strategic plan for the school-counseling program that supports school improvement and include accountability in their school counseling programs as they collaborate with one another sharing resources. The training will be limited to 30 participants. No cost for MPE and MS NBCT Network members to attend and receive CEUs or SEMIs. Non-members must pay $25 to attend, which includes CEUs or SEMIs.

▪ October 11                Hinds Community College, Muse Center, Pearl
▪ October 22                Oxford Convention Center, Oxford




IMPLEMENTING MISSISSIPPI’S COLLEGE AND CAREER READINESS STANDARDS – SCIENCE:
 This session will explore the components of the 2018 MCCRS for Science using hands-on activities and group discussions. Teachers will deepen their own content and pedagogical expertise by working with peer teachers to outline and plan instruction while sharing ideas about activities and resources. MPE and MS NBCT Network members receive CEUs free of charge and non-members may receive CEUs for $15.

K-2 SCIENCE TRAINING
▪ November 8                    Hinds Community College, Muse Center, Pearl
▪ January 14                     Northwest Community College, Oxford

3-5 SCIENCE TRAINING
▪ November 6                   Holmes Community College, Attala Center, Kosciusko
▪ January 31                     Marion County BusinessPlex, Columbia

6-8 SCIENCE TRAINING
▪ November 1                   Greenville HIgher Education Center, Greenville
▪ February 13                   Lake Terrace Convention Center, Hattiesburg

9-12 BIOLOGY TRAINING
▪ October 10                   Hampton Inn, Hernando
▪ December 4                 William Carey Tradition Campus, Gulfport
▪ January 23                   The Mill Conference Center, Starkville
▪ February 19                 Hinds Community College, Muse Center, Pearl


IMPLEMENTING MISSISSIPPI’S COLLEGE AND CAREER READINESS STANDARDS – SOCIAL STUDIES:
 This session will share techniques and strategies that will support student learning across the full spectrum of courses under the 2018 MCCRS for Social Studies Standards.  Session participants will grasp strategies and activities that will increase engagement and deliver content aligned with the 2018 social studies content standards. MPE and MS NBCT Network members receive CEUs free of charge and non-members may receive CEUs for $15.

K-5 SOCIAL STUDIES TRAINING
▪ December 6                    Hancock Leadership Center, Tupelo
▪ February 11                    Life Church, Laurel

6-12  SOCIAL STUDIES TRAINING
▪ October 25                     The Natchez Grand Hotel, Natchez
▪ January 29                     The Capps Center, Indianola


Academic Workshops



DIGGING DEEPER INTO THE MS CCRS FOR SCIENCE (BIOLOGY TEACHERS)
This session will include an introduction of the 2018 Mississippi College- and Career-Readiness Standards for Science.  An overview of the organization of the standards with an explanation of the new components used in the writing of the document will be included as teachers compare the previous framework with the new state standards. In addition, an in-depth approach to interpreting the MS CCRS for Science will allow teachers to explore new performance objectives along with the science and engineering practices.  Teachers will view a model lesson to gain knowledge of how to develop other lessons using the 5 E lesson plan model while incorporating the new standards. CEUs: .6 Targeted Participants: Biology Teachers


Dates

Locations

Times

Links to Register

9/12/2018

Oxford

8:00 a.m.-3:00 p.m.

Register Here



EFFECTIVE CLASSROOM MANAGEMENT: PLAN, ENGAGE & CULTIVATE RESPONSIBILITY  Cost: $50
Positive proactive strategies will be emphasized throughout the workshop. Participants will gain knowledge in devising a strong classroom management plan. The use of nonverbal communication techniques will be stressed as well as a challenge to find the “why” of the discipline problems. Participants will be given strategies to not only implement a positive approach to classroom management, but to become more assertive and consistent in their role of the classroom manager.
CEUs: .6


Dates

Locations

Times

Links to Register

9/17/2018

Oxford

8:30a.m.-4:00 p.m.

Register Here

 

PROGRAMMING FUNDAMENTALS WITH PROCESSING (BEGINNERS) COST $50
This course introduces core computing concepts such as variables, conditions, loops, functions, and arrays by creating digital animation using the Processing programming language. Processing is a fun and easy to learn language that allows students to quickly generate images with only a few lines of code. The concepts learned in this course can be applied to any programming language. CEUs: .6 SEMIs: 5
Lunch will not be provided.

Important Note: If you do not cancel your registration and are a "No Show" to the event, you will still be responsible for $50 course fee.

Dates

Locations

Times

Links to Register

10/15/2018

Oxford

8:30 a.m.-4:30 p.m.

Register Here




 

 

MDE Workshops



A BLUEPRINT FOR LITERACY: READING TO LEARN (3-5)
During this interactive session, participants will engage in activities to show them strategies for supporting literacy in grades 3-5.Targeted participants: 3-5 Classroom Teachers, SPED teachers, Principals, District Literacy Coaches CEU’s: .6 SEMIs: 5


Dates

Locations

Times

Links to Register

9/25/2018

Hattiesburg

8:30 a.m.-3:30 p.m.

Register Here

9/26/2018

Jackson

8:30 a.m.-3:30 p.m.

Register Here

9/27/2018

Oxford

8:30 a.m.-3:30 p.m.

Register Here



 

 

 

 

ABCS OF COACHING FOR CURRICULUM COORDINATORS
This training provides district curriculum coordinators, literacy coaches, and instructional staff with detailed information on how to best support literacy instruction in their districts.  It outlines best practices for instruction, best practices for coaching, and provides additional information on IRPs  Targeted Participants: Curriculum Coordinators, Principals, District Literacy Coaches, District Administrators CEUs: 1.2 SEMIs: 10

You will be provided approximately an hour to have lunch with your training colleagues on your own.  Information on convenient local eateries will be provided at the training.


Dates

Locations

Times

Links to Register

8/23/18-8/24/2018

Meridian

8:30 a.m.-3:30 p.m.

Register Here

 


ALTERNATE DIPLOMA COURSE ROLLOUT
The MDE, Office of Special Education, Division of Instructional Support is offering an engaging, hands-on regional training that will focus on the course rollout for the Alternate Diploma for students in grades 9-12 with significant cognitive disabilities. This training will provide participants with the necessary tools for developing course content based on the Alternate Academic Achievement Standards. Participants will be introduced to the Teacher Resource Guides for the high school alternate element courses and introduced to structured teaching and a classroom management system utilizing individual student schedules in a center-based designed classroom.
There are no limitations on the number of participants per district and districts are not assigned to a Regional Educational Service Agency (RESA).  Registration will be on a first-come-first-served basis.
Contact Sharon Coon at scoon@mdek12.org in the Office of Special Education if there are questions for the MDE.
This event is being funded with state and/or federal funds and is being provided for employees of school districts, employees of the Mississippi Department of Education and Department contractors.  Mississippi Constitution Article 4, Section 66 prohibits governing authorities from making donations.  According to the Mississippi Attorney General, once the federal funds are turned over to the state, the rules for the expenditure of state funds apply.  Based on the Mississippi law, this event is not being provided for third party vendors or external providers. CEUs: .6 SEMIs 5


Dates

Locations

Times

Links to Register

8/21/2018

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

9/12/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here

 


DEEP DIVING INTO THE MISSISSIPPI PROFESSIONAL GROWTH SYSTEM: OBSERVATION RUBRICS AND FEEDBACK-- PRINCIPAL OBSERVERS
The deep dive training sessions for the Mississippi Professional Growth System will provide teachers and administrators with a more in-depth discussion and training on the Professional Growth standards, domains, and collected evidence.  In particular teachers, principals observers, and teacher observers will be trained separately.  CEUs: .6 SEMIs: 5
For questions regarding workshop content, please call Vernesia Wilson, MDE Office of Teaching and Leading, 601-359-3631

THIS TRAINING IS FOR THOSE WHO WILL BE OBSERVING AND EVALUATING PRINCIPALS .  


Dates

Locations

Times

Links to Register

8/24/2018

Biloxi

8:30 a.m.-3:45 p.m.

Register Here

9/20/2018

Oxford

8:30 a.m.-3:45 p.m.

Register Here

 

DEEP DIVING INTO THE MISSISSIPPI PROFESSIONAL GROWTH SYSTEM: OBSERVATION RUBRICS AND FEEDBACK—TEACHERS
The deep dive training sessions for the Mississippi Professional Growth System will provide teachers and administrators with a more in-depth discussion and training on the Professional Growth standards, domains, and collected evidence.  In particular teachers, principals observers, and teacher observers will be trained separately. CEUs: .5
THIS TRAINING IS FOR TEACHERS WHO WISH TO LEARN HOW THEY WILL BE OBSERVED AND EVALUATED.  
For questions regarding workshop content, please call Vernesia Wilson, MDE Office of Teaching and Leading, 601-359-3631


Dates

Locations

Times

Links to Register

9/15/2018

Pearl

9:00 a.m.-3:00 p.m.

Register Here

9/22/2018

Starkville

9:00 a.m.-3:00 p.m.

Register Here




KINDERGARTEN ACADEMY
The kindergarten guidelines developed by the Mississippi Department of  Education that define the type of instructional strategies teachers are to use in teaching kindergarten will be examined in a new light. Since the guidelines will be followed in the school accreditation audits across the state, teachers and administrators are offered a review. The two-day training is being conducted by Dr. Cathy Grace, Co-Director of the Graduate Center for the Study of Early Learning in partnership with the Mississippi Department of Education and Mrs. Cheryl Swoopes with the Tallahatchie River Foundation and certified CLASS trainer. The first day of training is focusing on evidence-based instructional strategies identified by Teachstone and compiled in the K-3 Classroom Assessment Scoring System. This observational tool is designed for administrators to use in creating needs based professional development for teachers and clearly describes the expectations of the guidelines. The second day, conducted by Dr. Grace will be interactive. Information and activities that are kindergarten guidelines specific and practical will be introduced. CEU’s 1.2 SEMIs: 10

Targeted Participants: Principals of Schools with Kindergarten Classrooms and Kindergarten Teachers


Dates

Locations

Times

Links to Register

10/22/2018-10/23/2018

Jackson

8:30 a.m.-4:00 p.m.

Register Here

10/24/2018-10/25/2018

Gulfport

8:30 a.m.-4:00 p.m.

Register Here

 


LEVEL II ORTON-GILLINGHAM (GROUP L2)
This rigorous Orton-Gillingham training course emphasizes instruction of struggling readers at all grade levels and is critical for teachers working with student with dyslexia and learning disabilities. See below for REQUIRED prerequisite. CEUs: 2.4
Course content is designed for: K-12 grade general education, special education, interventionists who have taken EITHER the Phonics First® course for K-5th grade or 6th-12th grade. 
Teachers must commit to attend all four days.Attendees must wait at least three months after taking either Phonics First course before taking this course.

Dates

Locations

Times

Links to Register

9/17/2018
9/18/2018
9/19/2018
9/20/2018

Belden

8:30 a.m.-4:30 p.m.

Register Here



LEVEL II ORTON-GILLINGHAM (GROUP L3)


This rigorous Orton-Gillingham training course emphasizes instruction of struggling readers at all grade levels and is critical for teachers working with student with dyslexia and learning disabilities. See below for REQUIRED prerequisite. 
Course content is designed for: K-12 grade general education, special education, interventionists who have taken EITHER the Phonics First® course for K-5th grade or 6th-12th grade. CEUs: 2.4Teachers must commit to attend all four days. 
Attendees must wait at least three months after taking either Phonics First course before taking this course.

Dates

Locations

Times

Links to Register

10/8/2018
10/9/2018
10/10/2018
10/11/2018

Jackson

8:30 a.m.-4:30 p.m.

Register Here



LEVEL II ORTON-GILLINGHAM (GROUP L4)
This rigorous Orton-Gillingham training course emphasizes instruction of struggling readers at all grade levels and is critical for teachers working with student with dyslexia and learning disabilities. See below for REQUIRED prerequisite. 
Course content is designed for: K-12 grade general education, special education, interventionists who have taken EITHER the Phonics First® course for K-5th grade or 6th-12th grade. CEUs: 2.4Teachers must commit to attend all four days. 
Attendees must wait at least three months after taking either Phonics First course before taking this course.

Dates

Locations

Times

Links to Register

11/12/2018
11/13/2018
11/14/2018
11/15/2018

Hattiesburg

8:30 a.m.-4:30 p.m.

Register Here



LEVEL II ORTON-GILLINGHAM (GROUP L5)
This rigorous Orton-Gillingham training course emphasizes instruction of struggling readers at all grade levels and is critical for teachers working with student with dyslexia and learning disabilities. See below for REQUIRED prerequisite. 
Course content is designed for: K-12 grade general education, special education, interventionists who have taken EITHER the Phonics First® course for K-5th grade or 6th-12th grade. CEUs: 2.4Teachers must commit to attend all four days. 
Attendees must wait at least three months after taking either Phonics First course before taking this course.

Dates

Locations

Times

Links to Register

12/10/2018
12/11/2018
12/12/2018
12/13/2018

Oxford

8:30 a.m.-4:30 p.m.

Register Here



LEVEL II ORTON-GILLINGHAM (GROUP L6)
This rigorous Orton-Gillingham training course emphasizes instruction of struggling readers at all grade levels and is critical for teachers working with student with dyslexia and learning disabilities. See below for REQUIRED prerequisite. 
Course content is designed for: K-12 grade general education, special education, interventionists who have taken EITHER the Phonics First® course for K-5th grade or 6th-12th grade. CEUs: 2.4Teachers must commit to attend all four days. 
Attendees must wait at least three months after taking either Phonics First course before taking this course.

Dates

Locations

Times

Links to Register

11/27/2018
11/28/2018
11/29/2018
11/30/2018

Cleveland

8:30 a.m.-4:30 p.m.

Register Here



PHONICS FIRST® (6TH-12TH) ORTON-GILLINGHAM (GROUP S4)

This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms. Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, intense, multisensory approach to reading and spelling. Content not only covers decoding and encoding essentials, but also weaves Greek and Latin root morphology throughout instruction. This course is appropriate for students in grades 6-12 with dyslexia and learning disabilities whose reading skills range from grades 1st and up.  CEUs: 3.0
Course content is designed for: 6-12th grade interventionists and special education teachers
Teachers must commit to attend all 5 days. Materials will be shipped in advance; therefore, NO walk-ins will be allowed to attend.
PLEASE PRINT AND COMPLETE THE FORM AT THE FOLLOWING LINK


Dates

Locations

Times

Links to Register

9/13/2018
9/14/2018
10/8/2018
10/9/2018
10/10/2018

Jackson

8:30 a.m.-4:30 p.m.

Register Here



PHONICS FIRST® (6TH-12TH) ORTON-GILLINGHAM (GROUP S5)

This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms. Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, intense, multisensory approach to reading and spelling. Content not only covers decoding and encoding essentials, but also weaves Greek and Latin root morphology throughout instruction. This course is appropriate for students in grades 6-12 with dyslexia and learning disabilities whose reading skills range from grades 1st and up.  CEUs: 3.0
Course content is designed for: 6-12th grade interventionists and special education teachers

Teachers must commit to attend all 5 days. Materials will be shipped in advance; therefore, NO walk-ins will be allowed to attend.


Dates

Locations

Times

Links to Register

11/5/2018
11/6/2018
11/7/2018
12/6/2018
12/7/2018

Greenville

8:30 a.m.-4:30 p.m.

Register Here




PHONICS FIRST® (K-5TH) ORTON-GILLINGHAM (GROUP 33)
This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms. Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, fun, multisensory approach to reading and spelling. CEUs: 3.0
Course content is designed for: K-3rd grade general education teachers, K-5th grade special education teachers, literacy coaches, interventionists
Teachers must commit to attend all 5 days. Materials will be shipped in advance; therefore, NO walk-ins will be allowed to attend.


Dates

Locations

Times

Links to Register

9/24/2018
9/25/2018
9/26/2018
10/25/2018
10/26/2018

Cleveland

8:30 a.m.-4:30 p.m.

Register Here



PHONICS FIRST® (K-5TH) ORTON-GILLINGHAM (GROUP 34)
This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms. Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, fun, multisensory approach to reading and spelling. CEUs: 3.0
Course content is designed for: K-3rd grade general education teachers, K-5th grade special education teachers, literacy coaches, interventionists
Teachers must commit to attend all 5 days. Materials will be shipped in advance; therefore, NO walk-ins will be allowed to attend.


Dates

Locations

Times

Links to Register

9/27/2018
9/28/2018
10/22/2018
10/23/2018
10/24/2018

Cleveland

8:30 a.m.-4:30 p.m.

Register Here




PHONICS FIRST® (K-5TH) ORTON-GILLINGHAM (GROUP 39)
This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms. Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, fun, multisensory approach to reading and spelling. CEUs: 3.0
Course content is designed for: K-3rd grade general education teachers, K-5th grade special education teachers, literacy coaches, interventionists
Teachers must commit to attend all 5 days. Materials will be shipped in advance; therefore, NO walk-ins will be allowed to attend.


Dates

Locations

Times

Links to Register

11/8/2018
11/9/2018
12/3/2018
12/4/2018
12/5/2018

Greenville

8:30 a.m.-4:30 p.m.

Register Here




REGIONAL LITERACY TRAINING FOR K-3 TEACHERS (LETRS) - PHASE 2
MDE has contracted with Cambium Education to deliver the Language Essentials for Teachers of Reading and Spelling (LETRS) training to teachers who serve Kindergarten through 3rd grade students.  This training focuses on instructional approaches that address core components of reading instruction.  Additionally, this training addresses reasons why many students have reading difficulties and offer case studies to model effective instruction.  The training will be offered in two phases.  Each phase will consist of a hybrid model of online and face-to-face sessions that allows for self-paced learning of content.  For each phase teachers must complete an online component prior to attending face-to-face training. CEUs: 3.2 OSLs: 2 SEMIS: 25
To attend Phase 2 of the LETRS training, you must first complete Phase 1. All participants are to complete the 15-20 hour online coursework PRIOR to the training.  EVERY attendee, whether receiving credit or not,  is to present a copy of their Certificate of Completion for Modules 4-6 when they sign in on Day 1.
You will be provided approximately an hour to have lunch with your training colleagues on your own.  Information on convenient local eateries will be provided at the training.


Dates

Locations

Times

Links to Register

8/27/2018
8/28/2018

Oxford

8:30 a.m.-4:30 p.m.

Register Here

8/27/2018
8/28/2018

Meridian

8:30 a.m.-4:30 p.m.

Register Here

8/29/2018
8/30/2018

Hattiesburg

8:30 a.m.-4:30 p.m.

Register Here

8/29/2018
8/30/2018

Jackson

8:30 a.m.-4:30 p.m.

Register Here

9/10/2018
9/11/2018

Cleveland

8:30 a.m.-4:30 p.m.

Register Here

9/12/2018
9/13/2018

Long Beach

8:30 a.m.-4:30 p.m.

Register Here

9/17/2018
9/18/2018

Jackson

8:30 a.m.-4:30 p.m.

Register Here

10/1/2018
10/2/2018

Oxford

8:30 a.m.-4:30 p.m.

Register Here

10/3/2018
10/4/2018

Biloxi

8:30 a.m.-4:30 p.m.

Register Here















 

 

 

 

 

 

 

 

 

TOOLS FOR LITERACY: BUILDING A STRONG FOUNDATION (K-2)
During this interactive session, participants will engage in activities to show them strategies for supporting literacy in the primary grades. CEUs: .6 SEMIs:5
Targeted participants: K-2 Classroom Teachers, SPED teachers, Principals, District Literacy Coaches


Dates

Locations

Times

Links to Register

9/11/201

Oxford

8:30 a.m.-3:30 p.m.

Register Here

9/12/2018

Jackson

8:30 a.m.-3:30 p.m.

Register Here

9/18/2018

Hattiesburg

8:30 a.m.-3:30 p.m.

Register Here



 

 

 

 

NISL Trainings

 

ESSENTIAL SAFETY NETS TO INCREASE GRADUATION RATES
This one-day NISL institute is intended for District level administrators; elementary, middle and high school principals and assistant principals; counselors/ dropout prevention coaches; and athletic directors.
The good news about Mississippi (as well as the USA) graduation rates is that the graduation rate is at the highest level since 1974; however, many students still are not completing high school.  In this NISL institute participants will strategically plan to increase the graduation rates in their district as well as each individual school.
Often schools within a district have their own Dropout Prevention Plan instead of one that unifies a school district and includes feeder middle and elementary schools.  The institute and follow-up will guide leaders to work together to gain a higher graduation rate (which leads to higher accountability rating) as a district, as well as in each school. The institute guides leaders through strategic collaboration focusing on improved graduation rates that builds unity.
Learning Objectives:  By the end of this training module, participants should be able to:
Assess their current data and key indicators to identify students most at-risk of dropping out or most in danger of failing to achieve acceptable levels of academic achievement (whether educationally and/or economically indicators)
Assess present plans and fidelity to those plans to increase the graduation rate including objectives, strategies, and activities
Examine process of identification of students at-risk of dropping out, opportunities for all students to be engaged in school at all grade levels, reduce risk factors associated with dropping out of school, strengthen the Home-School-Community Partnership
Enhance the present plan by including a comprehensive safety net program that outlines the opportunities of all school and community team members to support all students’ achievement.
Begin revision and development of a district strategic initiative to support on-time graduation beginning in the elementary school and continuing through middle and high school. CEU’s .6 SEMI’s 5

This session is reserved only for teachers and administrations from:
(Hinds County) Carver Middle School
(Hinds County) Utica Middle School
(Jackson Public) Lanier High School
(Jackson Public) Wingfield High School
Hinds Community College
If you are not in one of those five institutes, you are not permitted to attend.


Date

Location

Time

Links to Register

August 28, 2018

Pearl, MS

8:30 a.m.-4:00 p.m.

Register Here

 

IMPROVING STUDENT ACHIEVEMENT THROUGH COUNSELOR EFFECTIVENESS
This one-day of professional development is focused on the effectiveness of counselor programs.  Along with the one-day of professional development, NISL will provide each school counselor from the four schools one day of follow-up/coaching.
The PD session will include not only each counselor, but also their school principal/ assistant principal (who is responsible for the counselor evaluation), and any district leaders working with student support. The NISL Improving Student Achievement thru Counselor Effectiveness Institute one-day institute is intended for Principals or Assistant Principals alongside their building Counselors.
Improving counseling program’s quality, which will ultimately improve student achievement, is the goal of a school counselor’s evaluation. Mississippi revised the evaluation system (MS Counselor Professional Growth System) to increase rigor and align counselor standards with the American School Counselor Association (ASCA) Standards.  This creates the need for principals and evaluators to develop a better understanding of what counselors should know and be able to do within their schools if they are providing support to increase student achievement.
Counselor observations can tell us a lot about the quality of counseling programs, however, they can’t measure all that encompasses effective counseling. When designing the observation process, the inclusion of opportunities for meaningful feedback is the best way to engage counselors in appropriate conversations about their practice.  Targeted conversations will allow principals to gain a deeper understanding of what a counselor knows and is able to do. This allows the principal and counselor the opportunity to build a better foundation for professional development that will improve counseling program quality.
The following objectives will be covered but will not be limited to in the one day of professional development and day of follow up on-site coaching. Participants Will:

  • Be able to apply strategies gained from this session to focus on advanced counseling practices that affect student achievement

  • Be able to differentiate what counselors need to know and be able to do to demonstrate effectiveness for each of the MS Counseling Standards

  • Be able to set priorities for the counseling program that affect the school improvement goals and student achievement

  • Be able to utilize strategies to develop a deeper understanding of domains and standards to improve counseling programs that are aligned with the school improvement goals

  • Be able to create and measure their SMART goals using data they have examined along with their timeline.

  • Be able to share implications and receive recommendations for working with other district counselors, principals, and district leadership. CEU’s .6 SEMI’s 5

This session is reserved only for teachers and administrations from:
(Hinds County) Carver Middle School
(Hinds County) Utica Middle School
(Jackson Public) Lanier High School
(Jackson Public) Wingfield High School
Hinds Community College
If you are not in one of those five institutes, you are not permitted to attend.


Date

Location

Time

Links to Register

August 29, 2018

Pearl, MS

8:00 a.m.-3:00 p.m.

Register Here

 


COUNSELOR INSTITUTE
Improving counseling programs' quality, which will ultimately improve student achievement, is the goal of school counselor evaluation systems. Many states are revising these systems to increase rigor and align counselor standards with the American School Counselor Association (ASCA) Standards.  This creates the need for principals and evaluators to develop a better understanding of what counselors should know and be able to do within their schools. COST $100 CEUs: .6 SEMIs: 5


Dates

Locations

Times

Links to Register

9/27/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here


 

 

ENGLISH LANGUAGE LEARNERS (3 DAYS)
The makeup of Mississippi’s population continues to change at a rapid pace.  As a result, public schools have to make urgent and important decisions on how to improve education for a diverse student population.  School leaders are concerned, as they want to ensure that all of Mississippi’s children receive an equitable education.  No single solution or short-term effort can address this challenge.  NISL is pinpointing the issues at hand and are addressing the complex challenges encountered every day in their schools insuring ESSA and MDE requirements are met in working with EL students. Cost $1,000 CEUs 1.8 OSLs: 1 SEMIs: 15


Dates

Locations

Times

Links to Register

9/4/2018
9/5/2018
10/9/2018

Oxford

8:30 a.m.-3:30 p.m.

Register Here








ESSENTIAL SAFETY NETS TO INCREASE GRADUATION RATES
This one-day NISL institute is intended for District level administrators; elementary, middle and high school principals and assistant principals; counselors/ dropout prevention coaches; and athletic directors.
The good news about Mississippi (as well as the USA) graduation rates is that the graduation rate is at the highest level since 1974; however, many students still are not completing high school.  In this NISL institute participants will strategically plan to increase the graduation rates in their district as well as each individual school.
Often schools within a district have their own Dropout Prevention Plan instead of one that unifies a school district and includes feeder middle and elementary schools.  The institute and follow-up will guide leaders to work together to gain a higher graduation rate (which leads to higher accountability rating) as a district, as well as in each school. The institute guides leaders through strategic collaboration focusing on improved graduation rates that builds unity. CEUS: .6 SEMIs: 5This session is reserved for only teachers and administrations from:
(Hinds County) Carver Middle School
(Hinds County) Utica Middle Schoo
(Jackson Public) Lanier High School
(Jackson Public) Wingfield High School
Hinds Community CollegeIf you are not in one of those five institutes, you are not permitted to attend.

Dates

Locations

Times

Links to Register

10/23/2018

Pearl

8:30 a.m.-4:00 p.m.

Register Here


 

 

INSTRUCTIONAL COACHING INSTITUTE (ICI)
The Instructional Coaching Institute (ICI) 3-day professional development institute will provide principals and lead instructional staff with the skills needed to coach other educators within their schools to achieve higher levels of effectiveness. The skills are not limited to coaching an educator in one circumstance, but may include coaching in the following situations: Cost 1,000 CEUs: 1.8 OSLs: 1 SEMIs: 15

  •   Teachers as they seek to improve instructional effectiveness

  •   Other coaches as they develop more effective coaching skills

  •   Teacher teams as they improve collaboration skills

  •   Leadership teams as they design better environments for teachers and students

Dates

Locations

Times

Links to Register

10/9/2018
10/10/2018
11/1/2018

Oxford

8:30 a.m.-3:30 p.m.

Register Here








IMPROVING STUDENT ACHIEVEMENT THROUGH COUNSELOR EFFECTIVENESS
This one-day of professional development is focused on the effectiveness of counselor programs.  Along with the one-day of professional development, NISL will provide each school counselor from the four schools one day of follow-up/coaching.
The PD session will include not only each counselor, but also their school principal/ assistant principal (who is responsible for the counselor evaluation), and any district leaders working with student support. The NISL Improving Student Achievement thru Counselor Effectiveness Institute one-day institute is intended for Principals or Assistant Principals alongside their building Counselors.
Improving counseling program’s quality, which will ultimately improve student achievement, is the goal of a school counselor’s evaluation. Mississippi revised the evaluation system (MS Counselor Professional Growth System) to increase rigor and align counselor standards with the American School Counselor Association (ASCA) Standards.  This creates the need for principals and evaluators to develop a better understanding of what counselors should know and be able to do within their schools if they are providing support to increase student achievement.
Counselor observations can tell us a lot about the quality of counseling programs, however, they can’t measure all that encompasses effective counseling. When designing the observation process, the inclusion of opportunities for meaningful feedback is the best way to engage counselors in appropriate conversations about their practice.  Targeted conversations will allow principals to gain a deeper understanding of what a counselor knows and is able to do. This allows the principal and counselor the opportunity to build a better foundation for professional development that will improve counseling program quality. CEUs: .6 SEMIs: 5


Dates

Locations

Times

Links to Register

8/30/2018

Pearl

8:00 a.m.-3:30 p.m.

Register Here







LEADERSHIP FOR PARENT, FAMILY, AND COMMUNITY ENGAGEMENT
The 2-day NISL leadership training empowers school leaders to engage parents, families, and communities in students’ success.  Middle and high schools include more than classroom teachers and staff members.  Parents, families, and communities are critical components of the school structure and have a vital role in student achievement (Epstein 2012).  School leaders are ultimately responsible to lead efforts that engage parents, families and communities in the education of students.  NISL’s Parent, Family, and Community Engagement Institute strengthen school leaders’ capacity to engage and leverage these stakeholders to support student success.  CEUs: 1.3 OSLs: 1 SEMIs: 10

The 2-day training addresses:

  • Best practices in parent, family, community engagement

  • Critical supports for increasing student achievement and participation

  • Tactics to overcome obstacles to improvement efforts

  • Cultural competence and its importance to parent, family, and community engagement in schools

  • Strategic plans that engage parents, families, and communities

NISL’s two-day Institute provides school leaders with a strong foundational understanding of the field, research-based strategies for success and a tailored plan for implementing changes when they return to their schools.

This session is reserved for only teachers and administrations from:
(Hinds County) Carver Middle School
(Hinds County) Utica Middle School
(Jackson Public) Lanier High School
(Jackson Public) Wingfield High School
Hinds Community College
If you are not in one of those five institutes, you are not permitted to attend.


Dates

Locations

Times

Links to Register

9/12/2018
9/13/2018

Pearl

8:00 a.m.-4:00 p.m.

Register Here









LEADERSHIP FOR PARENT, FAMILY, AND COMMUNITY ENGAGEMENT
The 2-day NISL leadership training empowers school leaders to engage parents, families, and communities in students’ success.  Middle and high schools include more than classroom teachers and staff members.  Parents, families, and communities are critical components of the school structure and have a vital role in student achievement (Epstein 2012).  School leaders are ultimately responsible to lead efforts that engage parents, families and communities in the education of students.  NISL’s Parent, Family, and Community Engagement Institute strengthen school leaders’ capacity to engage and leverage these stakeholders to support student success. Cost $600 
CEUs: 1.3 OSLs: 1 SEMIs: 10

The 2-day training addresses:

  • Best practices in parent, family, community engagement

  • Critical supports for increasing student achievement and participation

  • Tactics to overcome obstacles to improvement efforts

  • Cultural competence and its importance to parent, family, and community engagement in schools

  • Strategic plans that engage parents, families, and communities.

Dates

Locations

Times

Links to Register

10/16/2018
10/17/2018

Oxford

8:00 a.m.-4:00 p.m.

Register Here


 

 

 

NATIONAL INSTITUTE FOR SCHOOL LEADERSHIP EARLY CHILDHOOD EXECUTIVE LEADERSHIP INSTITUTE
The Mississippi Department of Education is working with the North Mississippi Education Consortium (NMEC) and The Graduate Center for the Study of Early Learning (GCSEL) at the University of MS to support pre-kindergarten teachers and principals of pre-k through third grade schools. As a result of funds awarded from the WK Kellogg Foundation, NMEC is providing FREE to school principals and their leadership team the newly revised National Institute for School Leadership Early Childhood Executive Leadership Institute. The Institute will be facilitated by national experts including Dr. Cathy Grace from the GCSEL.  Districts will be responsible for paying for travel and lodging.
MDE program regulations for pre-kindergarten programs require school administrators who supervise a pre-kindergarten class receive 15 hours a year of staff development in early childhood education. This training will meet that requirement.  Each principal from the school should serve as the leader for the school/ community leadership team from their school or collaborative.  As a part of this work the team will develop an action plan to implement in their community to support early childhood education. You must attend all five days to receive CEUs, SEMIs, or OSLs; no partial credit will be given. CEUs: 3.1 OSLs: 2 SEMIs: 25 Only 3-4 representatives per districts are allotted to attend.

Dates

Locations

Times

Links to Register

10/4/2018
10/5/2018

Meridian

8:30 a.m.-3:30 p.m.

Register Here

 

 

 

 

NISL LEADERSHIP FOR STUDENTS WITH DISABILITIES The Students with Disabilities Institute is designed to increase the capacity of school leaders to improve instructional practices that will lead to higher performance by all students.  The work focuses on what school leaders need to know and be able to do in order to provide the guidance and direction of sustained instructional improvement.

This three-day program is designed to prepare principals for exercising leadership in mobilizing staff to address the learning needs of students with disabilities.  The program enables participants to design and manage continuous professional development systems for all staff in the school around supporting all students, including students with disabilities.  

Because of the structure and compact instruction of the program, participants will be provided with resources for further investigation associated with each topic.  Each principal will have the opportunity to conference with program facilitators to inquire about specific resources or strategies for their contexts.  Participants with formal training in NISL will recognize several broader themes from that program, such as instructional leadership, formative assessment, standards-based instructional systems, and professional development.

Although it acknowledges the importance and impact of legislation such as the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and Section 504 of the Rehabilitation Act of 1973, the program is not a course on Special Education law and regulations (links to these and other resources are provided to participants for further study). You must attend all three days to receive CEUs, SEMIs, or OSLs; no partial credit will be given. CEUs: 1.9 OSLs: 1 SEMIs: 15 The program is divided into five main topics:

  • Designing Assessments for Progress Monitoring

  • Developing Sound Instructional Goals

  • Schoolwide Behavioral Interventions

  • Instructional and Assessment Accommodations

  • Organizing the School to Support and Sustain High-Quality Learning Experiences for Students with Disabilities

Dates

Locations

Times

Links to Register

9/18/2018
9/19/2018
10/10/2018

Oxford

8:00 a.m.-3:30 p.m.

Register Here




 

 

Reach MS Trainings


EARLY CHILDHOOD PBIS TIER 2: SOCIAL EMOTIONAL TEACHING
This one day training provides participants with information on positive behavioral interventions and supports (PBIS) for pre-k classrooms and programs using the Pyramid Model as the foundation for the training.   The session begins with the importance of teaching social emotional skills and then details the stages of learning in efforts to help participants understand that just like any other skill, social emotional skills must be intentionally taught.  Those social emotional skills that should be taught and where the majority of the session content is spent are friendship skills, emotions, and problem-solving skills.  Information will also be provided on individualizing these skills for children who need extra assistance.  The session ends with information on collaborating with families.  Attendees will review case studies and participate in hands-on activities to "practice" learned content.  Opportunities will be provided to reflect on one's own practices. CEUs: .6 SEMIs: 5
It is recommended that participants attend Early Childhood Tier 1 before attending this training. 


Dates

Locations

Times

Links to Register

9/18/218

Flowood

8:30 a.m.-4:00 p.m.

Register Here

2/21/2019

Oxford

8:30 a.m.-4:00 p.m.

Register Here


REACH MS: MULTI-TIERED SYSTEM OF SUPPORTS - PBIS TIER 1
This two-day training will provide the participants the opportunity to begin to build systems necessary to provide Tier 1 Positive Behavioral Interventions ans Supports.  These systems will include, but are not limited to, data collection and analysis, developing prevention strategies, teaching appropriate behavior, and evaluating Tier 1 systems.  In addition, the critical elements/systems of PBIS will aligned to Mississippi's Multi-Tiered Systems of Supports (MTSS) essential components.  It is highly recommended that a school-based team attend the training.  The team should include, but not limited to, school administrators, general education teachers, special education teachers, behavioral specialists, and family members. CEUs: 1.0  SEMIs: 5


Dates

Locations

Times

Links to Register

9/11/2018
9/12/2018

Oxford

8:30 a.m.-3:30 p.m.

Register Here

9/25/2018
9/26/2018

Biloxi

8:30 a.m.-3:30 p.m.

Register Here


REACH MS: UTILIZING PBIS TO INCLUDE STUDENTS WITH SCD IN GENERAL EDUCATION
This one day training provides participants with information on how positive behavioral interventions and supports (PBIS) can be used as a foundation for inclusive opportunities for students with significant disabilities.  Strategies will be presented that can help provide access to content and activities for all students as well as allow students with challenging behavior to participate inclusive opportunities.  Scheduling and programming ideas for inclusion will also be shared.  As this content is geared toward providing supports in the inclusive setting, general education staff are strongly encouraged to attend.  No prerequisites are required for this training.  CEUs: .6 SEMIs: 5


Dates

Locations

Times

Links to Register

9/19/2018

Flowood

8:30 a.m.-4:15 p.m.

Register Here



 

REACH MS: TEAM LEADER #12
This one-day training will provide the Administrators and MTSS PBIS Team Leaders the opportunity to strengthen their skills regarding the development and implementation behavioral interventions and supports. CEUs: .6 SEMIs: 5


Dates

Locations

Times

Links to Register

10/17/2018

Flowood

8:30 a.m.-4:00 p.m.

Register Here

 

 

 

Barksdale Reading Institute Workshops


MODULE 1: INTRODUCTION TO THE SCIENCE OF READING
Apply the Simple View of Reading in your classroom and evidenced based strategies for each component. CEUs: .6 SEMIs: 5

Target Audience: 
K-12 teachers and administrators. 

From this module, participants will be able to… 
Describe how the brain processes language 

  • Apply the Simple View of Reading to student data 
  • Examine the recommendations from the National Reading Panel related to each component of reading 
  • Recognize the 5 instructional practices for teaching the 5 components of reading 

Dates

Locations

Times

Links to Register

9/21/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here

9/24/2018

Jackson

8:30 a.m.-4:00 p.m.

Register Here

2/14/2019

Hattiesburg

8:30 a.m.-4:00 p.m.

Register Here


 

 

 

 

 

MODULE 2: FOUNDATIONS OF A STRUCTURED LITERACY BLOCK
Create a structured whole group, small group, and center rotation that includes all the components of reading. CEUs: 1.2 SEMIs: 10
Target Audience: 
K-3 teachers and administrators. 
From this module, participants will be able to…

  • Evaluate your current approach to literacy instruction and adjust where needed 
  • Distinguish between the roles of whole group instruction vs. small group Instruction 
  • Explain the Instructional Cycle and the 90 Minute Literacy Model 
  • Describe the 5 instructional practices for teaching the 5 components of reading 

Dates

Locations

Times

Links to Register

9/13/018
9/14/2018

Cleveland

8:30 a.m.-4:00 p.m.

Register Here

11/13/2018
11/14/2018

Hattiesburg

8:30 a.m.-4:00 p.m.

Register Here

1/15/2019
1/16/2019

Jackson

8:30 a.m.-4:00 p.m.

Register Here





 

 

 

 

 

MODULE 3: STRUCTURED LITERACY: PHONOLOGICAL AWARENESS
Avoid a major obstacle to reading acquisition! Discover how to explicitly teach phonological awareness. CEUs: 1.2 SEMIs: 10
Target Audience: 
K-3 teachers, instructional coaches, and administrators. 
From this module, participants will be able to… 

  • Explain the importance of phonological awareness in research-based reading models. 
  • Identify the sequential skills of phonological awareness. 
  • Correctly articulate the 44 phonemes in the English language and identify their defining characteristics. 
  • Demonstrate how to teach each of the phonological awareness skills. 
  • Apply 5 for 5 structured literacy strategies for Phonological Awareness.

Dates

Locations

Times

Links to Register

11/1/2018
11/2/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here

1/8/2019
1/9/2019

Meridian

8:30 a.m.-4:00 p.m.

Register Here

1/31/2019
2/1/2019

Hattiesburg

8:30 a.m.-4:00 p.m.

Register Here


 

 

 

 

 

 

MODULE 4: STRUCTURED LITERACY: PHONICS
Learn how to teach phonics explicitly in the lower grades and leave with practice strategies to help students become fluent decoders!  CEUS: 1.2 SEMIs: 10
Target Audience: 
K-3 teachers and administrators. 
From this module, participants will be able to… 

Explain what research says about how phonics is processed in the brain and how it should be taught.

  • Describe the importance of the elements of an explicit phonics instruction. 
  • Accurately order the sequence of the phonics continuum. 
  • Demonstrate teaching strategies for each of the generalizations of the phonics continuum. 
  • Score a diagnostic decoding assessment and identify the lowest deficit skill. 
  • Create a lesson plan that demonstrates explicit phonics instruction. 

Dates

Locations

Times

Links to Register

10/11/2018
10/12/2018

Cleveland

8:30 a.m.-4:00 p.m.

Register Here

11/8/2018
11/9/2018

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

2/19/2019
2/20/2019

Meridian

8:30 a.m.-4:00 p.m.

Register Here

 

 

 

 

 

 

 

MODULE 5: STRUCTURED LITERACY: FLUENCY
Fluency is more than the rate of reading! Learn how to teach fluency and its vital role in making instructional decisions for students. CEUs: 1.2 SEMIs: 10
Target Audience: 
K-6 teachers and Administrators, Interventionists, and Special Education teachers. 
From this module, participants will be able to…

  • Define what fluency and accuracy are and identify key characteristics. 
  • Explain where fluency falls within the integrated process of reading (Simple View of Reading and Scarborough’s Rope Model) and how it serves as a gateway to identifying reading gaps. 
  • Demonstrate how to administer and score a fluency screener and apply national norms. 
  • Demonstrate strategies for teaching the subskills of fluency. 
  • Apply the SVR to identify who and what types of intervention are needed. 
  • Follow the Assessment Cycle to determine next steps in identifying the lowest deficit skill. 
  • Teach self-monitoring skills to boost accuracy.
  • Administer and score decoding surveys and phonics/spelling screener. 
  • Explain and demonstrate the steps in an evidence-based intervention and how it differs from Tier 1 instruction and tutoring.  

Dates

Locations

Times

Links to Register

9/18/2018
9/19/2018

Meridian

8:30 a.m.-4:00 p.m.

Register Here

1/22/2019
1/23/2019

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

2/21/2019
2/22/2019

Cleveland

8:30 a.m.-4:00 p.m.

Register Here










 



MODULE 6: STRUCTURED LITERACY: VOCABULARY
Learn how to teach vocabulary past the definition level and how to create a language-rich environment.   CEUs: 1.2 SEMIs: 10
Target Audience: 
K-6 teachers and Administrators, Interventionists, and Special Education teachers. 
From this module, participants will be able to… 
Understand the challenges of vocabulary development as described in the Hart and Risley study and the implications for instruction. 

  • Examine the role and relationship of vocabulary to reading comprehension in the Simple View of Reading and Scarborough’s Rope. 
  • Identify the National Reading Panel’s 8 recommendations for vocabulary and the 3 instructional implications. 
  • Demonstrate an understanding of the multiple dimensions of language. 
  • Align the MS-CCRS to the degrees of “knowing” a word. 
  • Investigate the various types of assessments to measure vocabulary knowledge. 
  • Engage in effective strategies used to increase the opportunities for incidental vocabulary acquisition in the classroom. 

Dates

Locations

Times

Links to Register

10/16/2018
10/17/2018

Meridian

8:30 a.m.-4:00 p.m.

Register Here

1/10/2019
1/11/2019

Cleveland

8:30 a.m.-4:00 p.m.

Register Here

3/21/2019
3/22/2019

Hattiesburg

8:30 a.m.-4:00 p.m.

Register Here










 

 



MODULE 7: STRUCTURED LITERACY: COMPREHENSION
Join us to learn what it takes to comprehend any text and take away evidenced based strategies to use in your classroom! CEUs: 1.2 SEMIs: 10
Target Audience: 
K-6 teachers and Administrators, Interventionists, and Special Education teachers. 
From this module, participants will be able to… 

  • Recount recommendations from national research that informs comprehension instruction (NRP, 2000; IES, 2010;  RAND, 2002). 
  • Name and describe how three factors in the reading process each contribute and influence comprehension. 
  • Explain how comprehension is built through the construction of progressive mental models and the role of work memory in this process. 
  • Apply the Simple View of Reading to understand the domains which are necessary for Reading Comprehension. 
  • Describe the five strands of Language Comprehension within Scarborough’s Rope Model, tell why each is critical for Reading Comprehension, and demonstrate how they are addressed in instruction. 
  • Develop purposeful, measurable objectives for literacy skills and background knowledge. 
  • Apply evidence-based instructional strategies within a well-developed lesson plan.

Dates

Locations

Times

Links to Register

10/23/2018
10/24/2018

Jackson

8:30 a.m.-4:00 p.m.

Register Here

1/17/2019
1/18/2019

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

3/21/2019
3/22/2019

Cleveland

8:30 a.m.-4:00 p.m.

Register Here


 

 

 

 

 

 

MODULE 8: STRUCTURED LITERACY: READ ALOUD
Learn how to maximize the read aloud by incorporating all the components of reading while also building general knowledge! CEUs: 1.2 SEMIs: 10
Target Audience: 
K-6 teachers and Administrators, Interventionists, and Special Education teachers. 
From this module, participants will be able to…

  • Recall benefits and limitations of a read aloud. 
  • Demonstrate use of the of the 6 steps of a well planned read aloud. 
  • Demonstrate how to write objectives that follow the SMART mnemonic. 
  • Analyze the steps of a read aloud exemplar. 
  • Name some criteria for choosing texts and selecting vocabulary. 
  • xplain the difference between a purpose and an objective. 
  • Apply before reading activities to the book being used for purpose of the session. 
  • Analyze the steps of a read aloud exemplar. 
  • Write questions that follow the CROWD mnemonic on the literal, inferential and situation level. 
  • Demonstrate how to use various elements of the print as a way to better understand a book. 
  • Construct during and after reading exercises that align with the skills and strategies. 
  • Demonstrate an outline of a read aloud to the group. 

Dates

Locations

Times

Links to Register

9/6/2018
9/7/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here

3/5/2019
3/6/2019

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

3/5/2019
3/6/2019

Jackson

8:30 a.m.-4:00 p.m.

Register Here












MODULE 9: STRUCTURED LITERACY: THE TRANSCRIPTION & LANGUAGE SKILLS OF EARLY WRITING
Develop effective lessons plans for teaching the language layers that build strong writers. CEUs: 1.2 SEMIs: 10

Target Audience: 

K-3 teachers and Special Education teachers. 
From this module, participants will be able to…

  • Identify and provide explicit and systematic instruction for the writing skills related to transcription (spelling, phoneme awareness, grapheme-knowledge, phonics, letter formation, letter-naming, sentence-construction, capitalization, and punctuation). 
  • Identify and provide explicit and systematic instruction for the writing skills related to language (background knowledge, vocabulary, oral language, concept-formation, verbal reasoning, syntax, pragmatics). 
  • Explain the role of working memory in concept development and writing. 
  • Support students' development of a mental model for writing. 
  • Assemble a portfolio of activities to promote daily writing in the classroom

Dates

Locations

Times

Links to Register

10/25/2018
10/26/2018

Oxford

8:30 a.m.-4:00 p.m.

Register Here

11/15/2018
11/16/2018

Cleveland

8:30 a.m.-4:00 p.m.

Register Here

2/12/2019
2/13/2019

Jackson

8:30 a.m.-4:00 p.m.

Register Here

3/19/2019
3/20/2019

Biloxi

8:30 a.m.-4:00 p.m.

Register Here



 

 

 

 

 

 

MODULE 10: STRUCTURED LITERACY FOR LEADERS
Design a schoolwide literacy plan and utilize the coaching cycle to support literacy instruction! 

Target Audience: 
Elementary Administrators, Curriculum Coordinators, Instructional Coaches, or Lead Teachers. 
From this module, participants will be able to…

  • Explain the contributions the NRP (2000) and the IES Report (2016) made to improving literacy instruction.
  • Explain how the brain processes language for reading. 
  • Recognize explicit instruction of the 5 Components of Reading + 3.
  • Support teachers in managing time, structure and content during a Structured Literacy Block.
  • Calculate catch-up growth to close the achievement gap.
  • Apply the Simple View of Reading to group students for differentiated instruction.
  • Apply an Assessment Cycle and the Simple View of Reading to identify deficits and group students for differentiated instruction.
  • Use the coaching cycle to support teachers in setting goals and changing practice.
  • Identify the right starting point in working with teachers to improve practice. Draft preliminary goals for a school-wide plan that incorporates Structured Literacy; identify the immediate next steps.

Dates

Locations

Times

Links to Register

9/11/2018
9/12/2018

Meridian

8:30 a.m.-4:00 p.m.

Register Here

11/1/2018
11/2/2018

Cleveland

8:30 a.m.-4:00 p.m.

Register Here

1/15/2019
1/16/2019

Biloxi

8:30 a.m.-4:00 p.m.

Register Here




 

 

 

 

 

MODULE 11: ADDRESSING THE READING DEFICIT BEYOND THE PRIMARY GRADES
Teach students in the upper grades how to decode and learn ways to teach vocabulary in more meaningful ways! 

Target Audience: 

3rd grade teachers and up, administrators, interventionist, instructional coaches, and special education teachers. 
From this module, participants will be able to…

  • Demonstrate syllable awareness and how to use it to decode words.
  • Apply structural analysis skills to determine meaning of words.
  • Explain and practice teaching strategies for each of the generalizations of the advanced phonics continuum.
  • Administer and score a decoding survey to identify the lowest deficit skill.
  • Create a lesson plan that demonstrates explicit phonics instruction.
  • Deliver an explicit vocabulary lesson that stretches beyond the definition level of understanding.

Dates

Locations

Times

Links to Register

10/2/2018
10/3/2018

Biloxi

8:30 a.m.-4:00 p.m.

Register Here

11/6/2018
11/7/2018

Jackson

8:30 a.m.-4:00 p.m.

Register Here

1/31/2019
2/1/2019

Oxford

8:30 a.m.-4:00 p.m.

Register Here

2/26/2019
2/27/2019

Meridian

8:30 a.m.-4:00 p.m.

Register Here

3/7/2019
3/8/2019

Cleveland

8:30 a.m.-4:00 p.m.

Register Here














 

 

 

 

Online Professional Development


ACCESS 2007
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 Semis:5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



ACCESS 2010
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs: 1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



EXCEL 2007
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs: 1.5 SEMIs: 10
For additional information or questions regarding registration for this online course, contact Mary Ross (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.  

$110.00

Register Here



EXCEL 2010

This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.
Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs: 1.5 SEMIs: 10
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$110.00

Register Here



POWERPOINT 2007
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



POWERPOINT 2010
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



PUBLISHER 2007
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



PUBLISHER 2010
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here


WORD 2007
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here



WORD 2010
This is an ONLINE WORKSHOP!
This self-paced, online workshop will consist of a series of mini video clips, reading assignments, application exercises and formative and summative assessments.Once your payment has been received, Ty Meador will send you a confirmation e-mail with log-in instructions. If paying by check, you will not receive the log in information until the office has received the check for the online course.   Please include your registration number if paying by check. CEUs:1.0 SEMIs: 5
For additional information or questions regarding registration for this online course, contact Mary Ross  (mary.ross@s-resa.org) or Ty Meador (tymeador@s-resa.org) at 601-266.6777.

$100.00

Register Here