Workshops

Family Engagement Workshops

The Family Engagement Program focuses on building school, family and community partnerships by conducting educational, interactive workshops and supporting the idea that parents are their child’s first teacher. Family Engagement is one of the most statistically significant drivers of school improvement.

Workshops are 2 hours in length and can be facilitated in English and Spanish.

Homework Workshops

  • FE01 a-c Homework Without Headaches Parts 1-3

Math Workshops

  • FE04a-c Family Math Parts 1-3
  • FE05a-b Fun w/Math Parts 1 & 2
  • FE06a-b Math Games Parts 1 & 2

Science Workshops

  • FE07a-d Understanding Science Fair Projects Parts 1-4

Self-Esteem Workshops

  • FE09a-f Self Esteem Parts 1-6
  • FE10 Discover Your Self Worth

Workshops Connected to the Common Core State Standards

  • FE11 a-d Authors Purpose Parts 1-4
  • FE12 Cause & Effect
  • FE13 Inference
  • FE14 Sequencing
  • FE15 Interpreting Instructions
  • FE16 Story Elements
  • FE17 Drawing Conclusions
  • FE18 Main Idea
  • FE19 Summarization
  • FE20 Compare and Contrast
  • FE21a-b Reading Comprehension Parts 1 & 2
  • FE22 Strategies for Reading Aloud
  • FE23a-b Reading Games Parts 1-2

Non-fiction Workshops

  • FE26a-b History of the United States Parts 1 & 2
  • FE27 History of Illinois
  • FE28 African American History
  • FE29 Animal Classification
  • FE53 Family Treasures

Grades 6-8 Family Workshops

  • FE30 Preparing for High School
  • FE31 Adolescent Development
  • FE32 Peer Pressure
  • FE33 Study Skills

Adult Life Skills

  • FE34 Being Positive Role Models
  • FE35 Manage Your Money
  • FE36 Reduce Stress
  • FE37 Healthy Body – Prosperous Life
  • FE38 Putting First Things First
  • FE 39 Communication With Your Child
  • FE 40 Begin With The End In Mind

Social Emotional Learning

  • FE 41 The Power of Feelings
  • FE 42 Raising Strong, Caring Children
  • FE 43 Bounce Back and Move Forward
  • FE 44 From the Heart

Bullying

  • FE 45 What is Bullying? Part 1
  • FE 46 What is Bullying? Part 2

Strategic Learning Initiative’s skilled Professional Development team provides a variety of high quality workshops and on-site support services for teachers. All of SLI’s services are based on proven, high performance strategies that have been continually improved over many years.

Workshops are available in half-day or full-day or after-school formats. Some topics require multiple sessions with the option of coaching, modeling and co-design services offered in between.

All of our workshops include opportunities for designing an action plan or lesson to immediately implement one or more of the workshop strategies. For two- and three- day sessions, teachers are given interim assignments and are required to bring resulting student work to the next session. Student work is shared with colleagues using a defined protocol.

New Common Core Workshops:

PD07-0 Differentiating to the Core

What are the basics of differentiating and how can it be done in alignment to the Common Core State Standards?

This session is an introduction to differentiation based on the work of Carol Ann Tomlinson. Teachers will design a tiered lesson aligned to the Common Core.

PD20 Technology and the Common Core

Can technology be an effective tool for teaching Common Core skills and concepts? How do we integrate technology into our existing curriculum?

Create an environment geared towards experiential learning. Deepen the exploration of differentiated concepts and methodologies integrated with technology.

PD21 Preparing for PARCC

What must students know, understand and do to achieve success on the PARCC assessment? How can we prepare students for the types of questions on the PARCC?

Participants will experience a sample PARCC assessment and explore what they know, want to know and learned about the PARCC assessment.

PD22 Questioning and the Socratic Seminar

Which questioning strategies are most effective for optimal student learning? How can we utilize Socrates’ theories in our modern-day Common Core classrooms?

Explore research-based strategies around effective questioning. Strategies such as: Socratic Seminar and Synchronize to Synthesize are explored and practiced.

PD25 Bringing the Common Core Standards to Life

We’ve unpacked the standards and are teaching them. Now what?

This session takes the standards to the next level by introducing the role of text complexity, prepping for the PARCC and Webb’s Depth of Knowledge. This session includes design time for a Common Core aligned lesson.

PD31-0 Common Core Reading: Teaching Summarization and Main Idea

How important is it for students to be able to summarize?

Many successful summarizing and main idea strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues.

PD31-1 Common Core Reading: Drawing Conclusions and Making Inferences

What’s the difference?

Best Practice strategies are demonstrated as terms are clarified and methods discussed for teaching of simple & literal inference and drawing conclusions based on evidence.

PD31-2 Common Core Reading: Literature

How do we prepare our students for the literature section of the PARCC while still keeping it engaging?

Many effective literacy strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues. The role of 21st Century learning skills is aligned with the CCSS as well.

PD31-3 Common Core Reading: Informational Text

How do we make the transition to using more non-fiction across the curriculum?

Best Practice strategies are demonstrated and teachers practice using non-fiction across content areas. Strategies are engaging, interactive and aligned to the CCSS.

PD31-4 Common Core Reading: Foundational Skills (PreK-2nd grade)

How do we prepare our non-readers and beginning readers for the PARCC while enriching those who excel?

Primary literacy strategies for a balanced curriculum are shared and practiced. Teachers will design a lesson that they can easily implement the next day.

PD31-5 Common Core Reading: Literacy in Core Subjects (grades 6 – 12)

Can CCSS for literacy be supported by all teachers? How?

We will show you while providing practice and design time. Teachers will explore 21st Century learning skills and plan for implementation in the core subject areas.

PD32 Evidence Based Writing for the Common Core

How can we simplify the teaching of evidence based writing for the PARCC assessment?

Increase teacher capacity through discussion and practice in developing written and oral reading and math prompts, reviewing sample PARCC assessments and research.

PD34 Powerful Reading Strategies for the Common Core

How do we challenge good readers to become great readers?

Explore the benefits of explicitly teaching reading strategies such as: Compare & Contrast and Cause & Effect. Research-based techniques are introduced, modeled and practiced.

PD35 Powerful Vocabulary Strategies for the Common Core

Are we effectively teaching the Common Core Standards for vocabulary?

Opportunities to experience successful vocabulary acquisition strategies are provided in this hands-on session. The definitions and differences between Words in Isolation and Words in Context are explored.

PD38 Demystifying Text Complexity for the Common Core

Why should educators embrace the Common Core? How are the texts and the complexity of those texts more rigorous than in the past?

Examine the benefits and challenges of the Common Core revolution. Compare and contrast the new text complexity with our favorite literature. Discuss impact on instructional practices and draft an individual action plan.

PD39 Rigor and Coherence in Common Core Implementation

What is the Common Core really asking of educators? What changes need to be made individually and collectively in order to assure implementation?

Learn to unpack a standard; identify what students need to know, understand and be able to do; determine appropriate assessments; and make curriculum-mapping modifications. Align curriculum to the rigor and relevance framework. Create an implementation action plan.

PD40-0 Strategies for the 21st Century Student

Do you expect your students to survive, or thrive in the 21st century? What are the 4 C’s of the 21st Century learning skills?

Explore strategies that get at effective communication and collaboration. Practice critical and higher-order thinking strategies while understanding the difference between the two.

Best Practice Strategies and Higher Order Thinking:

PD01 Building a Community of Learners

What kind of learner are you? How do you teach?

Learn how to create an environment that is conducive to students using higher order thinking skills. Practice foundational strategies and explore methods for pivotal change in the classroom or learning community.

PD02-0 Windows into Assessment

What do teachers need to know about standardized tests?

Teachers explore formative to summative assessment, and participate in a collaborative analysis of state/national tests. Emphasis is placed on incorporating the same rigor and format into everyday instruction/ assessment.

PD02-1 Checking for Understanding

How do teachers know that kids are getting it?

Teachers explore meaningful assessment strategies and target appropriate application. Emphasis is placed on understanding the importance of and be able to apply the rigor and relevance framework.

PD02-2 Assessing for Learning

How do teachers know that kids are getting it and how do the students know that they are getting it?

Teachers explore the important roles of assessment. Teachers will develop an action plan for assessment implementation.

PD03 Revealing Knowledge through Performance

How can teachers expose student learning? What is experiential learning?

Key elements of a performance task and its curricular applications are investigated and practiced as teachers examine past practice and plan for professional change.

PD04 Questioning & Designing for Understanding

What is understanding? What are the implications of designing for understanding?

Using Backward Design and the Six Facets of Understanding (Wiggins and McTighe) teachers experience first-hand the critical role of planning in the development of lessons that focus more on understanding than simple recall.

PD05 Extending & Refining Knowledge

How can we take “knowledge” to a new level?

Research-based techniques that challenge students to go beyond the simple gathering and recalling of information are introduced and practiced. Specific focus is placed on categories of instructional strategies that most greatly affect student achievement.

PD06 Keys to Achievement

What do students in the 21st century need to know?

Inferential thinking is examined and methods for inductive and deductive reasoning shared as teachers discuss the challenge and necessity of teaching these critical thinking skills.

PD20 Technology and the Common Core

Can technology be an effective tool for teaching Common Core skills and concepts? How do we integrate technology into our existing curriculum?

Create an environment geared towards experiential learning. Deepen the exploration of differentiated concepts and methodologies integrated with technology.

PD22 Questioning and the Socratic Seminar

Which questioning strategies are most effective for optimal student learning? How can we utilize Socrates’ theories in our modern-day Common Core classrooms?

Explore research-based strategies around effective questioning. Strategies such as: Socratic Seminar and Synchronize to Synthesize are explored and practiced.

PD39 Rigor and Coherence in Common Core Implementation

What is the Common Core really asking of educators? What changes need to be made individually and collectively in order to assure implementation?

Learn to unpack a standard; identify what students need to know, understand and be able to do; determine appropriate assessments; and make curriculum-mapping modifications. Align curriculum to the rigor and relevance framework. Create an implementation action plan.

PD40-0 Strategies for the 21st Century Student

Do you expect your students to survive, or thrive in the 21st century? What are the 4 C’s of the 21st Century learning skills?

Explore strategies that get at effective communication and collaboration. Practice critical and higher-order thinking strategies while understanding the difference between the two.

PD40-1 21st Century Learning Skills (Part One)

How can we help our students to become savvier in the 21st century? What are the 4 C’s and what ever happened to the 3 R’s?

Equip 20th century educators with a framework for “next century” students. Understand the role of Information Media, Technology, Life and Career skills on student success. Align the Framework for 21st Century Skills with the Common Core Standards.

PD40-2 Rigor and Relevance in the 21st Century (Part Two)

How do we address the increase of rigor and relevance of the CCSS from what we used to know?

Set goals for becoming a more effective 21st century instructor. Understand Daggett’s rigor and relevance framework and how it aligns to 21st Century skills and CCSS.

PD40-3 Critical Thinking in the 21st Century (Part Three)

Can critical thinking be infused into all lessons?

Explore Bell’s 12 Powerful Words and the impact on our teaching. Experience critical thinking strategies that can be easily implemented into lessons across the curriculum.

PD40-4 Questioning and Inquiry in the 21st Century (Part Four)

Are teachers the only ones who can ask the questions? Can students learn to ask critical questions?

Evaluate many different questioning strategies and choose the ones that will work best in your setting. Practice critical questioning in a safe environment. Develop a plan to engage all learners through questioning.

Differentiated Instruction:

PD07-0 Differentiating to the Core

What are the basics of differentiating and how can it be done in alignment to the Common Core State Standards?

This session is an introduction to differentiation based on the work of Carol Ann Tomlinson. Teachers will design a tiered lesson aligned to the Common Core.

PD07-1 Differentiated Instruction (DI): Leveling the Learning Field: The Tiered Assignment

Why doesn’t teaching to the “middle” work? What materials are students ready to handle?

How to vary learning opportunities based on student readiness is introduced as the principles of Differentiated Instruction are explored. Special emphasis is placed on pre-assessment and flexible grouping.

PD07-2 DI: Letting the Mind and Heart Matter: Learning Profiles & Student Interests

Can we afford to have students fall between the cracks because their natural learning mode may differ from the teacher? What is the impact of interest on success?

Learn the critical whys and hows of getting to know each student and using this information to plan successful instruction. Teachers evaluate their own preferred learning styles and its influence on their teaching.

PD07-3 DI: Meeting the Needs of All Learners with the CCSS

Why doesn’t teaching to the “middle” work? How can I tier my lessons and still meet the rigor of the CCSS?

How to vary learning opportunities based on content, product and readiness is introduced as the principles of Differentiated Instruction are explored. Special emphasis is placed on pre-assessment and flexible grouping.

PD09 DI: Putting it All Together: Managing the DI Classroom

Is it necessary to plan three different activities for every lesson? How can “tiering” be invisible?

Learning Centers, Adjusting Questions and Anchor Activities are just a few of the techniques teachers will practice as they reflect on and design their own differentiated classroom.

PD10 DI: On the Road to Successful Differentiation

Didn’t we study Differentiated Instruction last year? Aren’t we there yet?

Research shows that a long-term commitment to the same initiative is essential for any systemic change to be successful. This workshop provides opportunities for deeper exploration of DI concepts and methodologies in an environment that promotes collegial dialogue and experiential learning.

PD11 DI: From Potholes to Professional Practice

Another “here today, gone tomorrow” or a real paradigm shift?

Make lasting, meaningful change for teachers and students. Implementation challenges are addressed and action plans developed collaboratively. Each participant shares a culminating project at a school or district wide “Living Museum of Differentiated Wonders.”

PD33-0 Making “Success Time” Successful in the Focused Instruction Process

What does it mean to be in the Bubble Group? How can you do tutorial and enrichment together?

Designing Success Time tiered activities can be an obstacle for teachers unfamiliar with utilizing assessment data to inform groupings. Come explore and practice leveled strategies that are both challenging and engaging.

PD33-1 Successful Response to Intervention (RTI) Time Using CCSS

How can you reach your emerging and accelerated students at the same time?

Designing tiered activities can be an obstacle for teachers unfamiliar with utilizing formative assessment data to inform groupings. Come explore and practice leveled strategies that are both challenging and engaging.

PD24 Advancing English Language Development

What are some of the challenges that ELL students and teachers face? How can we conquer these challenges with effective instructional strategies?

Participants interact with each other in fun and creative ways to explore strategies that are effective for English Language Learners as well as all learners. Understanding of how to scaffold learning for those who need it.

Reading and Literacy Strategies:

PD22 Questioning and the Socratic Seminar

Which questioning strategies are most effective for optimal student learning? How can we utilize Socrates’ theories in our modern-day Common Core classrooms?

Explore research-based strategies around effective questioning. Strategies such as: Socratic Seminar and Synchronize to Synthesize are explored and practiced.

PD23 Striking the Critical Balance in Literacy Instruction

How can we balance instruction of reading, writing and communication? What tools can help keep our literacy instruction effective?

Delve into topics such as literacy centers, guided, modeled and shared writing. Word study ideas are plentiful.

PD31-0 Common Core Reading: Teaching Summarization and Main Idea

How important is it for students to be able to summarize?

Many successful summarizing and main idea strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues.

PD31-1 Common Core Reading: Drawing Conclusions and Making Inferences

What’s the difference?

Best Practice strategies are demonstrated as terms are clarified and methods discussed for teaching of simple & literal inference and drawing conclusions based on evidence.

PD31-2 Common Core Reading: Literature

How do we prepare our students for the literature section of the PARCC while still keeping it engaging?

Many effective literacy strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues. The role of 21st Century learning skills is aligned with the CCSS as well.

PD31-3 Common Core Reading: Informational Text

How do we make the transition to using more non-fiction across the curriculum?

Best Practice strategies are demonstrated and teachers practice using non-fiction across content areas. Strategies are engaging, interactive and aligned to the CCSS.

PD31-4 Common Core Reading: Foundational Skills (PreK-2nd grade)

How do we prepare our non-readers and beginning readers for the PARCC while enriching those who excel?

Primary literacy strategies for a balanced curriculum are shared and practiced. Teachers will design a lesson that they can easily implement the next day.

PD31-5 Common Core Reading: Literacy in Core Subjects (grades 6 – 12)

Can CCSS for literacy be supported by all teachers? How?

We will show you while providing practice and design time. Teachers will explore 21st Century learning skills and plan for implementation in the core subject areas.

PD34 Powerful Reading Strategies for the Common Core

How do we challenge good readers to become great readers?

Explore the benefits of explicitly teaching reading strategies such as: Compare & Contrast and Cause & Effect. Research-based techniques are introduced, modeled and practiced.

PD36 Guided Reading

How do we incorporate rigorous before, during and after reading strategies into our Guided reading sessions?

Identify essential elements of a guided reading mini-lesson using research-based strategies that incorporate higher order thinking skills. Also included are effective management strategies and adaptations for all learners.

PD35 Powerful Vocabulary Strategies for the Common Core

Are we effectively teaching the Common Core Standards for vocabulary?

Opportunities to experience successful vocabulary acquisition strategies are provided in this hands-on session. The definitions and differences between Words in Isolation and Words in Context are explored.

PD38 Demystifying Text Complexity for the Common Core

Why should educators embrace the Common Core? How are the texts and the complexity of those texts more rigorous than in the past?

Examine the benefits and challenges of the Common Core revolution. Compare and contrast the new text complexity with our favorite literature. Discuss impact on instructional practices and draft an individual action plan.

Writing Strategies:

PD12 Demystifying Extended Response

How can we simplify the teaching of Extended Response?

Increase teacher capacity and student extended response scores through discussion and practice in developing written and oral reading and math prompts, reviewing research and rubrics for scoring student responses.

PD13 Scaffolding for Success: Common Core Writing

What will it take for students to become proficient at answering extended response prompts on the PARCC assessments?

Unpacking a question or prompt and writing a quality response is vital to advancing life-long learning. Examine and practice strategies that facilitate development of writing for the PARCC assessment.

PD32 Evidence Based Writing for the Common Core

How can we simplify the teaching of evidence based writing for the PARCC assessment?

Increase teacher capacity through discussion and practice in developing written and oral reading and math prompts, reviewing sample PARCC assessments and research.

Building Background Knowledge and Vocabulary Strategies:

PD14-0 Building Background Knowledge: An Overview

What vocabulary do students need to succeed? What is the research really saying?

This interactive workshop introduces the concepts of Direct Vocabulary Instruction and Wide Reading. Opportunity is provided for collaborating and discussing implementation of lessons learned.

PD14-1 Building Background Knowledge: Session One

What does the research say about academic vocabulary? How effective is direct vocabulary instruction?

Based on the work of Robert Marzano, this workshop focuses on the Six Steps of Effective Vocabulary instruction and how simple it can be to incorporate it across the curriculum.

PD14-2 Building Background Knowledge: Session Two

What vocabulary do students need at each grade level? How can I integrate them into my lessons?

This interactive workshop introduces academic notebooks and vocabulary lists aligned to the Common Core State Standards. Participants will be guided through a vocabulary lesson design.

PD14-3 Building Background Knowledge: Session Three

How do we know the students are understanding the vocabulary that is being taught?

Assessment of vocabulary and checking for understanding guide us in our final journey to understanding how to build background knowledge. Teachers will practice higher order thinking strategies geared towards vocabulary acquisition.

PD24 Advancing English Language Development

What are some of the challenges that ELL students and teachers face? How can we conquer these challenges with effective instructional strategies?

Participants interact with each other in fun and creative ways to explore strategies that are effective for English Language Learners as well as all learners. Understanding of how to scaffold learning for those who need it.

PD35 Powerful Vocabulary Strategies for the Common Core

Are we effectively teaching the Common Core Standards for vocabulary?

Opportunities to experience successful vocabulary acquisition strategies are provided in this hands-on session. The definitions and differences between Words in Isolation and Words in Context are explored.

Professional Learning Communities:

PD15-0 Professional Learning Communities: Looking at Student Work

Where’s the evidence of the teaching strategies that are working effectively?

A reflective and supportive look at how student work reveals the best (and the worst) of both teaching and learning practices. Use research-based protocols that employ collegial dialogue and focus on objective analysis of the student work.

PD15-1 Professional Learning Communities: Teacher Facilitator Training

Why encourage teacher leaders? Are there “hidden treasures” in our schools who could do professional development?

Provide interested/selected teachers with the opportunity to expand their professional capacity by attending workshops focusing on: facilitation skills and techniques, and planning and implementing high quality professional development.

PD15-2 Professional Learning Communities: Peer Coaching Training

Can a colleague be the best sounding board? What are the attributes of a good coach?

Join professional learning communities across the country who have experienced the “value added” in having a team of trained peer coaches. Participants will discuss and practice peer coaching techniques and data collection tools for observation throughout the three days.

PD15-3 Professional Learning Communities: School Leadership and CCSS

How can we monitor the effectiveness of our Common Core implementation? How can we encourage teachers to become instructional leaders?

Assessment of school-wide Common Core implementation is the focus of this session. Exploring the options for teachers to become school leaders in a secondary topic.

Curriculum Mapping and Quality Lesson Planning:

PD19-0 Curriculum Mapping to the Core

What do students need to know, understand and do in order to master the CCSS? How can we create a year-long curriculum map to align what we are currently teaching to the CCSS?

We begin with an examination of data to determine common goals and create a path for improved academic achievement. Follow that with continuous unpacking of the standards and creating an instructional timeline.

PD19-1 Selecting Curriculum Maps Aligned to the Common Core

How can we create a Common Core aligned curriculum without reinventing the wheel? Where do we begin?

Examination of top-ten highly rated states’ curriculum maps will be used along with Total Quality Management (TQM) tools for determining consensus.

Data and Assessment:

PD21 Preparing for PARCC

What must students know, understand and do to achieve success on the PARCC assessment? How can we prepare students for the types of questions on the PARCC?

Participants will experience a sample PARCC assessment and explore what they know, want to know and learned about the PARCC assessment.

PD25 Bringing the Common Core Standards to Life

We’ve unpacked the standards and are teaching them. Now what?

This session takes the standards to the next level by introducing the role of text complexity, prepping for the PARCC and Webb’s Depth of Knowledge. This session includes design time for a Common Core aligned lesson.

PD30 Using Data to Inform Instruction

Why is data dialogue important? How can we “breathe life” into this information?

Begin to utilize strategies for data analysis as your school explores the relationship between what’s being taught and standardized test results. Discuss how data can be used to inform instruction and write SMART goals.

PD33-0 Making “Success Time” Successful in the Focused Instruction Process

What does it mean to be in the Bubble Group? How can you do tutorial and enrichment together?

Designing Success Time tiered activities can be an obstacle for teachers unfamiliar with utilizing assessment data to inform groupings. Come explore and practice leveled strategies that are both challenging and engaging.

PD33-1 Successful Response to Intervention (RTI) Time Using CCSS

How can you reach your emerging and accelerated students at the same time?

Designing tiered activities can be an obstacle for teachers unfamiliar with utilizing formative assessment data to inform groupings. Come explore and practice leveled strategies that are both challenging and engaging.

PD02-0 Windows into Assessment

What do teachers need to know about standardized tests?

Teachers explore formative to summative assessment, and participate in a collaborative analysis of state/national tests. Emphasis is placed on incorporating the same rigor and format into everyday instruction/ assessment.

PD02-1 Checking for Understanding

How do teachers know that kids are getting it?

Teachers explore meaningful assessment strategies and target appropriate application. Emphasis is placed on understanding the importance of and be able to apply the rigor and relevance framework.

PD02-2 Assessing for Learning

How do teachers know that kids are getting it and how do the students know that they are getting it?

Teachers explore the important roles of assessment. Teachers will develop an action plan for assessment implementation.

PD03 Revealing Knowledge through Performance

How can teachers expose student learning? What is experiential learning?

Key elements of a performance task and its curricular applications are investigated and practiced as teachers examine past practice and plan for professional change.

PD04 Questioning & Designing for Understanding

What is understanding? What are the implications of designing for understanding?

Using Backward Design and the Six Facets of Understanding (Wiggins and McTighe) teachers experience first-hand the critical role of planning in the development of lessons that focus more on understanding than simple recall.

PD05 Extending & Refining Knowledge

How can we take “knowledge” to a new level?

Research-based techniques that challenge students to go beyond the simple gathering and recalling of information are introduced and practiced. Specific focus is placed on categories of instructional strategies that most greatly affect student achievement.

Strategies for English Language Learners:

PD23 Striking the Critical Balance in Literacy Instruction

How can we balance instruction of reading, writing and communication? What tools can help keep our literacy instruction effective?

Delve into topics such as literacy centers, guided, modeled and shared writing. Word study ideas are plentiful.

PD24 Advancing English Language Development

What are some of the challenges that ELL students and teachers face? How can we conquer these challenges with effective instructional strategies?

Participants interact with each other in fun and creative ways to explore strategies that are effective for English Language Learners as well as all learners. Understanding of how to scaffold learning for those who need it.

PD07-3 DI: Meeting the Needs of All Learners with the CCSS

Why doesn’t teaching to the “middle” work? How can I tier my lessons and still meet the rigor of the CCSS?

How to vary learning opportunities based on content, product and readiness is introduced as the principles of Differentiated Instruction are explored. Special emphasis is placed on pre-assessment and flexible grouping.

PD31-0 Common Core Reading: Teaching Summarization and Main Idea

How important is it for students to be able to summarize?

Many successful summarizing and main idea strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues.

PD31-1 Common Core Reading: Drawing Conclusions and Making Inferences

What’s the difference?

Best Practice strategies are demonstrated as terms are clarified and methods discussed for teaching of simple & literal inference and drawing conclusions based on evidence.

PD31-2 Common Core Reading: Literature

How do we prepare our students for the literature section of the PARCC while still keeping it engaging?

Many effective literacy strategies are offered during this session jammed with engaging activities and the chance to collaborate with colleagues. The role of 21st Century learning skills is aligned with the CCSS as well.

PD31-3 Common Core Reading: Informational Text

How do we make the transition to using more non-fiction across the curriculum?

Best Practice strategies are demonstrated and teachers practice using non-fiction across content areas. Strategies are engaging, interactive and aligned to the CCSS.

PD31-4 Common Core Reading: Foundational Skills (PreK-2nd grade)

How do we prepare our non-readers and beginning readers for the PARCC while enriching those who excel?

Primary literacy strategies for a balanced curriculum are shared and practiced. Teachers will design a lesson that they can easily implement the next day.

PD31-5 Common Core Reading: Literacy in Core Subjects (grades 6 – 12)

Can CCSS for literacy be supported by all teachers? How?

We will show you while providing practice and design time. Teachers will explore 21st Century learning skills and plan for implementation in the core subject areas.

Critical Thinking for Common Core Math:

PD37-0 Math Strategies that Stick (grades K-2)

How do primary learners and non-readers become better problem solvers?

Align your math instruction to the Common Core Standards for Kindergarten to 2nd grade students.  Help your students to improve their visualization, synthesizing and inference skills while making important cognitive connections.

PD37-1 Math Strategies that Stick (grades 3-5)

How do intermediate learners become better problem solvers?

Align your math instruction to the Common Core Standards. Focus on the 21st Century learning skills. Help your students to improve their visualization, synthesizing and inference skills while making important cognitive connections.

PD37-2 Math Strategies that Stick (grades 6-8)

How do scaffold for our struggling problem solvers? How do we enrich the rigor for our accelerated math students?

Align your math instruction to the Common Core Standards while focusing on the 21st Century learning skills.  Help your students to improve their visualization, synthesizing and inference skills while making important cognitive connections.

Rigor and Relevance:

PD39 Rigor and Coherence in Common Core Implementation

What is the Common Core really asking of educators? What changes need to be made individually and collectively in order to assure implementation?

Learn to unpack a standard; identify what students need to know, understand and be able to do; determine appropriate assessments; and make curriculum-mapping modifications. Align curriculum to the rigor and relevance framework. Create an implementation action plan.

PD40-0 Strategies for the 21st Century Student

Do you expect your students to survive, or thrive in the 21st century? What are the 4 C’s of the 21st Century learning skills?

Explore strategies that get at effective communication and collaboration. Practice critical and higher-order thinking strategies while understanding the difference between the two.

PD40-1 21st Century Learning Skills (Part One)

How can we help our students to become savvier in the 21st century? What are the 4 C’s and what ever happened to the 3 R’s?

Equip 20th century educators with a framework for “next century” students. Understand the role of Information Media, Technology, Life and Career skills on student success. Align the Framework for 21st Century Skills with the Common Core Standards.

PD40-2 Rigor and Relevance in the 21st Century (Part Two)

How do we address the increase of rigor and relevance of the CCSS from what we used to know?

Set goals for becoming a more effective 21st century instructor. Understand Daggett’s rigor and relevance framework and how it aligns to 21st Century skills and CCSS.

PD40-3 Critical Thinking in the 21st Century (Part Three)

Can critical thinking be infused into all lessons?

Explore Bell’s 12 Powerful Words and the impact on our teaching. Experience critical thinking strategies that can be easily implemented into lessons across the curriculum.

PD40-4 Questioning and Inquiry in the 21st Century (Part Four)

Are teachers the only ones who can ask the questions? Can students learn to ask critical questions?

Evaluate many different questioning strategies and choose the ones that will work best in your setting. Practice critical questioning in a safe environment. Develop a plan to engage all learners through questioning.

Social Emotional Learning:

Each of these modules listed below are from 40-90 minutes in duration and can be combined to create half or full day sessions

PD41-0 SEL: Enhancing Social Emotional Literacy

Are you emotionally literate? Why is it important?

Learn what the term emotional literacy means, observe your own feelings as well as your students, and teach others how to communicate those feelings.

PD41-1 SEL: The Importance of Success Symbols

Do you wonder how to increase intrinsic motivation in students?

Identify the feelings that increase the capacity to work hard and behave positively in yourself and others. Teach your students how to push themselves to succeed.

PD43 SEL: All for One

Did you know that trust is the highest indicator of success on achievement results?

Teach students to understand and apply the term “consequence,” and create consequences appropriate for breaking the rules.

PD44 SEL: Words Can Hurt

Do your students use words to make others feel better or worse?

Statements students make, both verbal and non-verbal, can hurt or criticize others. Learn how to define the term “respect for students,” give examples of respectful actions and communicate in a respectful way.

PD45 SEL: Wish for Others

What is your noble goal? Do you have a wish for the world?

Describe role models and identify their attributes. Determine and discuss the impact on your life and your student’s lives. Create a wish for the world based on the attributes that make you a role model.

PD46 Top20 Teachers Develop Student Potential & Live Above the Line

Are you aware when your thinking is working in your best interest? Why is that important?

Identify when you are thinking and acting above (effectively) and below (not effectively) the line. Discuss invitations, conditions and experiences that impact our actions. Learn about choice and tips for teaching these concepts to students.

PD47 Top 20 Teachers Keep Stupid in the Box

When was the last time you felt “stupid”? How do negative actions and feelings affect students?

Understand the causes of “stupid.” and identify strategies for minimizing the negative impact “stupid” has on students.

PD48 Top20 Teachers Create Safe Connections that Foster Student Engagement

Are you looking for more student engagement in your classroom?

Consider aspects of classroom processes that engage or disengage students and learn about two specific processes that increase student engagement and interest.

PD49 Top20 Teachers Know How to See Things Differently

Do you believe in what you see is what you get?

Demonstrate how the results we get are often connected to how we see things. Become more aware of how blame and being “right” minimize out effectiveness, and the importance of curiosity.

PD50 Top20 Teachers Help Students Learn from Mistakes

Do you try, try again? Do mistakes act as barriers to learning?

Realize the importance of responses to students when they make mistakes. Identify how we might respond to students’ mistakes that encourage them to move outside of their comfort zone.

PD51 Top20 Teachers Eliminate Negativity

Is negativity blocking student learning? Do you want to create a more positive culture?

Become more aware of the positive and negative energy currently in our culture. Identify and practice practical ways to reduce negativity.

PD52 Top20 Teachers Create a Culture of Safety

Do you have a classroom that enables student potential to grow?

Learn practical strategies that create a culture of safety that if they are present in a culture, create the conditions for human potential to develop and grow. The components create safety by bringing positive energy to the culture.

Additional On-site Support Services:

PD53 Cognitive Coaching

To develop the habits of reflection as a means of continually improving our craft as teaching professionals

PD54 Modeling/Demonstration Lesson

To see a workshop strategy presented in participants’ classrooms by a trained facilitator

PD55 Designing

To work cooperatively with a trained facilitator to integrate a workshop strategy into a teachers’ repertoire

PD56 Coach the Coach

To enhance trained peer coaches’ skills through continued coaching and support

PD57 Site Visits

To share best practices across networks of schools as a professional learning community

Numerical Workshop List:

PD01 Building a Community of Learners

PD02-0 Windows into Assessment

PD02-1 Checking for Understanding

PD02-2 Assessing for Learning

PD03 Revealing Knowledge through Performance

PD04 Questioning & Designing for Understanding

PD05 Extending & Refining Knowledge

PD06 Keys to Achievement

PD 07-0 Differentiating to the Core

PD 07-1 DI: Leveling the Learning Field: The Tiered Assignment

PD 07-2 DI: Letting the Mind and Heart Matter: Learning Profiles & Student Interests

PD 07-3 DI: Meeting the Needs of All Learners with the CCSS.

PD 09 DI: Putting it All Together: Managing the DI Classroom

PD10 DI: On the Road to Successful Differentiation

PD11 DI: From Potholes to Professional Practice

PD12 Demystifying Extended Response

PD13 Scaffolding for Success: Common Core Writing

PD14-0 Building Background Knowledge: An Overview

PD14-1 Building Background Knowledge: Session One

PD14-2 Building Background Knowledge: Session Two

PD14-3 Building Background Knowledge: Session Three

PD15-0 Professional Learning Communities: Looking at Student Work

PD15-1 Professional Learning Communities: Teacher Facilitator Training

PD15-3 Professional Learning Communities: Peer Coaching Training

PD15-3 Professional Learning Communities: School Leadership & CCSS

PD19-0 Curriculum Mapping to the Core

PD19-1 Selecting Curriculum Maps Aligned to the Core

PD20 Technology & the Common Core

PD21 Preparing for PARCC

PD22 Questioning and the Socratic Seminar

PD23 Striking the Critical Balance in Literacy Instruction

PD24 Advancing English Language Development

PD25 Bringing the Common Core Standards to Life

PD30 Using Data to Inform Instruction

PD31-0 Common Core Reading: Summarization and Main Idea

PD31-1 Common Core Reading: Drawing Conclusions & Making Inferences

PD31-2 Common Core Reading: Literature

PD31-3 Common Core Reading: Informational Text

PD31-4 Common Core Reading: Foundational Skills (PreK-2)

PD31-5 Common Core Reading: Literacy in Core Subjects (6-12)

PD32 Evidence Based Writing for the Common Core

PD33-0 Making Success Time Successful

PD33-1 Successful RTI Using CCSS

PD 34 Powerful Reading Strategies

PD 35 Powerful Vocabulary Strategies

PD 36 Guided Reading

PD 37-0 Math Strategies that Stick (K-2)

PD 37-1 Math Strategies that Stick (3-5)

PD 37-2 Math Strategies that Stick (6-8)

PD38 Demystifying Text Complexity for the Common Core

PD39 Rigor & Coherence in Common Core Implementation

PD40-0 Strategies for the 21st Century Student

PD40-1 21st Century Learning Skills (Part One)

PD40-2 Rigor & Relevance in the 21st Century (Part Two)

PD40-3 Critical Thinking in the 21st Century (Part Three)

PD40-4 Questioning & Inquiry in the 21st Century (Part Four)

PD41-0 Enhancing Social Emotional Literacy

PD41-1 SEL: The Importance of Success Symbols

PD43 SEL: All for One

PD44 SEL: Words Can Hurt

PD45 SEL: Wish for Others

PD46 Top20 Teachers Develop Student Potential and Live Above the Line

PD47 Top20 Teachers Keep Stupid in the Box

PD48 Top20 Teachers Create Connections to Foster Student Engagement

PD49 Top20 Teachers Know How to See Things Differently

PD50 Top20 Teachers Help Students Learn from Mistakes

PD51 Top20 Teachers Eliminate Negativity

PD52 Top20 Teachers Create a Culture of Safety

PD53 Cognitive Coaching

PD54 Modeling

PD55 Designing

PD56 Coach the Coach

PD57 Site Visits

Comprehensive School Improvement Models

Our comprehensive models include services provided by our expert, professional Shared Leadership teams.

FIP01    The Breakthrough School Improvement Model

The Breakthrough School Improvement Model is based on thirty years of research from education and business.  It draws upon the continuous quality improvement experience of high performance organizations.  Professional development in the Breakthrough School Improvement Model includes support for an eight step instructional process that can be applied to any subject area.

Key components to The Breakthrough School Improvement Model include:

  • Data-driven
  • Disaggregating state, district, or local assessment scores to improve student work.
  • Using classroom observations
  • Weekly teacher-selected student assessments correlated to the Common Core Standards
  • Evaluation by principals, teachers and parents

Students are motivated by better understanding what they need to learn.  Those who reach mastery are provided with enrichment activities and students who need additional instruction are provided small group tutorial for each weeks’ skill.

Teachers improve their skills through on-site professional development provided regularly both one-on-one and in groups by SLI and the in-school support facilitator.

Teachers increase collaboration, become less isolated and develop trust by attending regularly scheduled meetings with their grade level teams both inside the school and across the network of schools, sharing an instructional calendar and developing shared lessons and common assessment tools.

Parents are engaged in helping their children learn at home through a series of educational workshops connected to the Common Core Standards. 

Shared leadership coaches, former high-performing principals, assist school and area leaders in refining and implementing school improvement.

School leadership grade level teams meet frequently, as principal and teacher representatives from each school meet to share best practices, solve common concerns, review assessment results and continually improve the process at their school and across the network.

Five-to-ten schools form neighborhood networks, a cost-effective way to accelerate and support individual and school improvement through shared training, coaching, reflection, learning and planning that takes place within and across grade-level teams and schools.

SU02    Scaling-Up Best Practices Model

The Scaling-Up Model brings together teachers, parents and school administrators, in a Shared Leadership Team(s). Participants will learn how to use the strategies and tools that clearly engage the entire school community in building a culture of high expectations for student achievement. 

Shared Leadership Teams meet for an intensive two -day retreat and quarterly during the school year with Strategic Leaning Initiatives facilitators.  These meetings are designed to enhance the leadership strategies of the team members and share successes and problem-solve challenges in the school.  These unique teams, comprised of the principal, assistant principal, teacher and parent leaders, and SLI representatives work to identify and apply characteristics of effective schools; improve teaching by establishing new ways to analyze and use data; reflect on current shared leadership practices at the schools and strategize for improvement plans; share successful instructional practices, and share techniques to enhance student achievement on state, district or local assessments.   SLI’s Shared Leadership coaches, former high-performing principals themselves, also provide one-on-one coaching and modeling with the school principals.

DYO1    Design Your Own Model

Meet with our expert team to determine the best service model for your school or district.  Call our office to schedule an appointment: Director of Educational Programs, Karen Morris, at 312-738-0022, ext. 1120

6 hr. sessions or two - 3 hr. sessions
Designed for school leadership and/or leadership teams

SL01         Powerful School Vision/Urgent Change

Participants will identify their core beliefs of an effective high performing school.  They will review and discuss the Effective School Research of Ron Edmonds, Larry Lezotte, the Consortium for Chicago Research and others to enhance their knowledge of Effective Schools.  They will work to redefine their core beliefs of an effective high performing school based on the research and their experiences.  The SWOT analysis tool (strengths, weaknesses, opportunities, threats) will be used as a basis to begin determining goals, strategies, and action plans.  A work plan will be developed with the participating team(s) to continue the work with their school staff to articulate their core beliefs and complete the SWOT analysis.

SL02         Building, Leading and Maintaining Effective Teams

Participants will identify the foundations of effective teamwork; learn about various group facilitation techniques that increase team performance, methods for establishing team vision, roles and responsibilities of team members, and meeting management.  They will learn about group dynamics and the development stages of forming, storming, norming and performing.

SL03         Leading Change

Participants will become familiar with Kottner's 8 Step Change Model, Lewin's Change Management Model and Kouzes and Posner's Five Practices of Exemplary Leadership Model.  Working collaboratively, the participants will develop an understanding of how people react to change, furthering their knowledge of driving/resisting forces and the components of a successful change model.  Participants will brainstorm strategies for the introduction of a change effort in their schools and begin to design an action plan for implementation at their school.

SL04                Using Data to Facilitate Change

Participants will get a basic grounding in understanding data.  What are the different types of data?  How are the different types used alone or in combination?  What does the data tell us?  A focus will be placed on the thinking process that they and their staff must use to gather data from various sources: analyze, triangulate, and display data in order to make decisions based on the data.  Participants will work individually and in teams to describe their vision for data use at their school and the gap between that vision and the current state, and begin to develop strategies for change. 

SL05                  Effective Communication

Participants will explore communications practices that are associated with high-performing schools.  They will identify key messages that are important to improving student achievement.  Participants will learn what active listening is and how they can use it in their work.  They will work on the identification of methods of communication that are best for various messages and various people/groups.  Using several scenarios participants will evaluate the effectiveness of communication strategies.  Participants will then work through a series of reflective activities in order to identify strengths and weaknesses in their organizational communications and identify possible actions that can enhance communication at their site.  In small groups participants will begin to develop an effective communications programs that is built on the key practices introduced in the workshop.

SL06                      Best Teachers/Staff-The Best School

Participants will explore a variety of strategies for the recruitment, interviewing and hiring of high quality school staff.  Using Mary Clements" "Behavior Based Interview Model" as the framework, participants will practices interview techniques and develop an interview protocol that is aligned with their school's vision of high quality staff.  They will become familiar with techniques to motivate and retain staff using strategies developed by Whitaker, Rutherford and Connors.  They will work individually, and in teams, to create several protocols that they can use at their school to motivate and retain staff.  Strategies for dealing with difficult and non-performing staff will be introduced.  Participants will role-play dealing with difficult staff and strategies they can us to "re-tool or remove".