Online

Addressing the mental health needs of our students remains a top priority as we continue to unpack the effects of the pandemic. Many schools are looking to trauma-informed care to address the mental and social emotional needs of their students. This virtual series looks at trauma and healing through an anti-racist lens, providing your school team with the theory and tools to better meet the needs of today’s students. This four-part series* for school teams will center concepts including trauma-informed…

Coming back from break is a great time to reflect on leader priorities and make necessary adjustments for the rest of the spring semester. In this two hour virtual workshop, all levels of leaders will engage in the Back to the Future Protocol to remember, re-envision and reinvigorate their goals for the New Year. Participants will also have time to rewrite and recommit to their individual professional and leadership goals. Overall, this session will help leaders remember their aspirational commitments…

DEADLINE FEBRUARY 6, 5:00PM ABOUT P.I.P.E.L.I.N.E. (Preparing Impactful Programs for Exceptional Learners Intensive for “New-to-Special-Education” Educators) Charter schools have always exercised certification flexibility in hiring, but the pandemic has exacerbated special education staffing challenges, leading to more designated special education roles being filled by general educators. In response, the Collaborative is offering the ESSR-funding compliant PIPELINE program to train these “new-to-special-education” teachers (both newly-hired as well as veteran teachers who have been tapped internally for special education roles) and their…

DEADLINE FEBRUARY 6, 5:00PM Leaders are facing more challenges than ever in creating and staffing programs that ensure ALL learners get the supports they need. Our three-day intensive Principal Institute will provide essential training around special education mandates and charter flexibility and how they fit into a larger staffing and programmatic vision. Charter schools have always exercised certification flexibility in hiring, but the pandemic has exacerbated special education staffing challenges, leading to more designated special education roles being filled by…

This workshop is designed for upper elementary, middle and high school teachers or coaches who would like to differentiate whole class essay writing. We will discuss how to target individual students via data driven writing groups, conferences, metacognitive comments, and scaffolded materials. By attending this session, attendees will leave with... -Strategies to effectively differentiate a literature classroom in order to support struggling writers -Strategies for supporting writing development and metacognition Facilitator: Anna Reeve *Note: Collaborative members will use only ONE…

Data-driven practices are challenging to maintain because they can be time-consuming and mentally exhausting. This session aims to build the practice for teachers to assess, analyze and do something with student learning data with increased frequency and to learn how they can maximize small group instruction structures to ensure students don’t fall behind. Facilitator: Eun Mee Willm

Research has shown that (1) vague language (e.g., “disobedient” or “disruptive”) increases the possibility of using punitive and harsh punishments and (2) teachers’ expectations impact and predict student outcomes (Osher, Fisher, Amos et al., 2015; Steed, Martinez, Gabriel, & Harper, 2022). Against the backdrop of this data on school discipline, the work of Dr. Crystal Laura (2019) is particularly germane and reminds us that teachers are “either engaged in incarceration prevention or incarceration expansion. It’s just that real” (p. 136).…

A key action from collecting and analyzing data is implementing strategic instruction to target student learning. As leaders, we are coaching our teams to develop strategic data practices to support responses that targets the misunderstandings versus the errors to deepen learning to support effective small group instruction. In addition to effective data response planning, in delivery we want to maximize students doing the heavy lift to strengthen their learning. This session aims to support instructional coaches with the fully cycle…

In Part 2 of this three-part series* (“Culturally Sustaining Behavioral Support is Relational: Collecting Data + Talking to My Student(s)”), workshop participants will bring the data collected and analyzed to begin drafting a short-term intervention plan. Full series overview: Research has shown that (1) vague language (e.g., “disobedient” or “disruptive”) increases the possibility of using punitive and harsh punishments and (2) teachers’ expectations impact and predict student outcomes (Osher, Fisher, Amos et al., 2015; Steed, Martinez, Gabriel, & Harper, 2022).…

In Part 3 of this three-part series* (“Connecting with My Focus Student, Analyzing the Data, + Workshopping a Plan of Intervention“), participants will workshop their behavioral intervention plans for the purpose of refining them for implementation in their classrooms with their students. Full series overview: Research has shown that (1) vague language (e.g., “disobedient” or “disruptive”) increases the possibility of using punitive and harsh punishments and (2) teachers’ expectations impact and predict student outcomes (Osher, Fisher, Amos et al., 2015;…