post-Summit workshops

Oct
26

SATURDAY

Post-Summit Workshops are designed to provide participants with a full-day to extend your learning in a relevant topic of choice.

Designing for Implementation Challenges

Dr. Kristen MacConnell

Schools face a variety of challenges when it comes to implementing RtI. Challenges include everything from selecting and implementing high quality curriculum to understanding how use data to inform decision making in service of student learning.  In this session participants will frame a problem or challenge they currently face in their school when it comes to implementing RtI. We will use a variety of tools to dig into the problem. Once participants have dialed into the root causes of their problem they will learn about and use the design thinking process to develop solutions. Design thinking can offer a radical new approach to explore methods for designing equitable outcomes for students, teachers and school communities.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Response to Intervention using Spring Math

Dr. Amanda VanDerHeyden &
Dr. Rob Richardson

Response to Intervention (RtI) is a systematic method of aligning instruction with student need to promote academic achievement. When done well, RtI supplements core instruction to produce measurable gains for all students and help most students attain academic mastery. RtI helps teachers use student learning data to differentiate their instruction to better meet the learning needs of all students in their classes. For students who may be lagging behind, RtI data can be used to deliver intensive intervention that can close learning gaps. The key to effective RtI is to build a system that reliably gets the right intervention together with the right student, at the right time. Spring Math is designed to do just that.

Rigorous assessments aligned to the common core math standards, find students who are behind grade level standards and drill down to identify missing foundational skills. Unlike most assessments, Spring Math assessments produce intervention materials designed to build underdeveloped math skills from conceptual understanding, to procedural accuracy, to fluent application. Spring Math includes screening, progress monitoring, classwide intervention, small group and individual intervention, and teacher and coach dashboards to summarize progress and specify weekly goals.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Support for Students with Significant Behavioral Needs

Dr. Chris Borgmeier

Students with complex behavioral needs are a challenge for all schools. Research has demonstrated that Functional Behavior Assessment (FBA) is most effective in leading to the identification of effective behavioral interventions for challenging students. This session will provide an overview of the process and skills required to complete FBA and lead a team through the development, implementation, and evaluation of a positive Behavior Support Plan (BSP). Participants will also be introduced to training resources you will be able to use following the training.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Getting Started with USteps Reading Intervention

Dr. Kelly Patrick

Introduction to research based University of Utah (U of U) Next and Higher Steps reading intervention models for 1-on-1 or small group, that include academic vocabulary word reading fluency, assisted reading, developmentally sequenced word study using explicit scaffolded instructional routines, and contextual reading fluency. Both intervention models have proven successful in improving reading skills of struggling readers, EAL students, and special education students.

The workshop will include hands-on practice of efficient assessment and effective instructional practices and routines that boost student reading skills.

Word study kit and program binder are included in training cost.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Reimagine the Math Classroom

Megan Holmstrom

Mathematics teaching and learning is in need of reimagining. We need to design our instruction and lessons to reach and teach to the edges where learning focuses on rich tasks, and where solutions pathways are not always clear.  All students deserve to engage in math learning that is exciting and relevant - math is not just a tool to be used, but a worthy discipline of study in itself. Instructional & lesson design approaches teach students how to be better problem solvers, which in turn develops retention and stronger understanding of foundational skills. By opening the learning to all students and inviting every student into the learning, the teaching & learning environment creates wonder and joy. This workshop will provide grounding experiences for teachers, school leaders, coaches, and curriculum directors in learning how to design systems at K-12 schools to support the development of such a mathematics culture.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Beyond Co-teaching: Building on Student & Teacher Assets

Jon Nordmeyer

Co-teaching is often the main focus for professional collaboration, in both EAL and Learning Support. While having two teachers work in the same classroom can be both a high-risk and high-reward activity, instruction is only one piece of the puzzle. Twenty-first century international schools need to develop collaborative cultures, programs and practices to truly serve multilingual learners. When EAL or Learning Support specialists and classroom teachers intentionally co-plan, co-teach, co-assess and co-reflect, they can build on student assets to universally design meaningful learning opportunities for all learners. And when schools inquire together about what each individual brings to the community, professional collaboration can both ignite student learning and fuel teacher growth. In this interactive session, participants will learn about practical tools for initiating or deepening collaborative practices in international schools.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village

Developing Industry Standards for RtI/MTSS within International Schools

Facilitators: Dr. Joan Schumann, Colleen Drisner, Kim Bane, Kristel Solomon-Saleem, Dr. Darin Farhney, Dr. Matthew Burns & Dr. John Hosp

Facilitated by International School Leaders for Educational Support (ISLES), RtI scholars and colleagues, this workshop session will focus on drafting common terminology, recommended guidelines, and research-based practices to share within the international school community. Joined by Dr. Matt Burns and Dr. John Hosp, we will use a collaborative approach to maximize participant feedback and reach consensus as a group. Following this session, these guidelines will be circulated among our partnering organizations (i.e., SENIA, NFI, ELLSA) for further suggestions and may ultimately, lead to a published document (which will acknowledge all participants’ contribution during this session).

Please join us for this unique opportunity to collaborate across schools and document our collective understanding from our summit experience.

Intended Audience: Directors of Support and other school leaders who have direct (or indirect) oversight on the development and implementation of a service delivery model. Please sign-up if you currently hold this position and/or a leadership position affiliated with a supporting organization.

 

Time

8:30am-4:30pm

Location

Stamford American International School -
Early Learning Village