April 6th Professional Development

Times and Locations:

8:00 am – 3:00 pm at:

Four Rivers Cultural Center

676 SW 5th Ave

Ontario, OR

Registration Information:

Fees: Registration is free to all current Oregon Educators*

Lodging Information Ontario hotels can be found at the following website. ONTARIO HOTELS

Professional Development Units

Please complete a professional development unit form from your registration packet you receive at registration and return it to the

registration desk before leaving; you will receive a PDU certificate at that time.

College Credit ( Working on getting this with NNU. Will post more as it gets closer to April 6th) College credit will be offered through Northwest Nazarene University, cost is $60 per credit. Specifics will be available at

registration.

1 Credit Requirements: Attend the Professional Development day and complete one lesson plan

FRC

CC

Holiday

Inn

Express

April 6th, 2018 County Wide PD Day

Malheur

River Room

Snake & Owyhee River

Room

Harano Gallery

Collins Gallery

FRCC #2

Medical Arts Room

Payette Room

Museum Gallery

Foyer Theatre

8:00-8:25

Continental Breakfast in the Foyer

8:25-8:30

Welcome and Introductions in the Foyer

8:30-11:15

Getting Started

with

Imagine Learning

Amanda Jones *bring your own device chrome book or laptop

*Know your username and password for imagine learning.

Service Equity

Training

Hosted by Kelly Poe

Facilitated by Baker & Malheur

Equity Team Members

Post-Vention Training to communities to promote healing and reduce risk, after suicide - Susan Gregory

OEBB – Healthy U/Healthy Team

Jessica Hardin

Rachel Lamb

Other Early Childhood/Cradle to Career people. They

have sessions occurring tomorrow

as well.

Anita Archer – World Renowed

Educational Speaker – Engaging

all Students in Learning – Can be used at all Grade

Levels and Content Areas

11:15-12:15

LUNCH ON YOUR OWN

12:20- 3:00

Tawnya Lubbes – from EOU – ELL (Dottie)

Continuation of

Morning

Session

12:20-2:20

Repeat of morning session

Anita Archer Cont. -

Sessions

PlayWorks Information – Nyssa – Mac Hall 12:15-3:00

SEAS Computer Update Information – Leggit Room Malheur ESD 8:00-11:15

IVisions Buisness Training – Contact Matt Mejia

Four Rivers Cultural Center

All Day

8:30 am – 3:00 pm

Anita Archer – Theater Presenter: Anita Archer *I highly encourage all of you to go to Youtube and type in Anita Archer. There are videos showing a whole group training, Elementary, Middle and High School Level teaching strategies and information. She will be here and instructing on all areas. “Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.”

Anita L. Archer, PhD, is an educational consultant to school districts on explicit instruction, the design and delivery of instruction, behavior management, and literacy instruction. She has taught elementary and middle school students and is the

recipient of 10 awards honoring her excellence in teaching and contributions to the field of education.

To start the new year, here is something from Explicit Instruction: Effective and Efficient Teaching by Anita Archer regarding what

research tells us about how kids learn best. Dr. Archer’s book lays out what works for special-needs learners (and all learners for that

matter). In chapter one, Dr. Archer presents the foundational elements of Explicit Instruction. I chose to highlight 9 of the 16.

Elements of Explicit Instruction:

1. Focus instruction on critical content

2. Sequence skills logically

3. Break down complex skills and strategies into smaller instructional units

4. Begin lessons with a clear statement of the lesson’s goals and your expectations

5. Review prior skills and knowledge before beginning instruction

6. Provide step-by-step demonstrations

7. Monitor student performance closely

8. Provide immediate affirmative and corrective feedback

9. Help students organize knowledge

There are essential teaching elements whether you are a general education teacher, special education teacher, homeschooler, or

parent. One of Dr. Archer’s mantras is, “How well you teach = how well they learn.” This correlates perfectly with John Hattie’s

research, which concludes that far and away, quality of instruction is the number one predictor of student achievement. We are always

teaching kids based on a set of skills and beliefs about how we think kids learn. I highly recommend Dr. Archer’s book to help inform

the way you teach in order to maximize student growth.

Postvention Training – Medical Arts Room

POSTVENTION TRAINING* FOR COMMUNITIES TO PROMOTE HEALING & REDUCE RISK AFTER A SUICIDE

This training is designed to help prepare individual practitioners and organizations to assist families and communities through the grief process, as

well as the complex legal and ethical challenges faced after a client suicide. Using nationally designated best practice protocols, powerpoint

presentation, discussion and case scenarios, participants will learn important steps for reducing risk of contagion including encouraging

appropriate memorial services, safe messaging, and media response.

WHAT PARTICIPANTS WILL GET FROM THE TRAINING:

Knowledge of National Best Practices for behavioral health providers in responding to a suicide

Identification of the role of key service providers and ways to integrate an effective community response to the suicide death of a

client or community member

Information about emergency response should a death occur on agency property

Knowledge of the dynamics of suicide related phenomena (contagion, pacts, cluster, copycat suicides) and the strategies for reducing

this risk in the agency caseload and the greater community

The ability to recognize warning signs for suicide in clients or other community members after a suicide death

Exploration of the impact client suicides have on clinicians and direct care providers

An appreciation of the complexity of suicide related grief and cultural considerations regarding suicide

The ability to encourage help-seeking and reduce stigma, and knowledge of concepts and resources to promote healing for survivors

and communities

Recommendations regarding confidentiality, safe communication, language and media inquiries

Discussion of agency protocols and legal and ethical issues should a client die by suicide, including considerations from psychological

autopsies to involvement with survivors

AUDIENCE: Anyone that works with people, or anyone that may be affected if a suicide where to occur. Postvention is the best

Prevention.

*Questions or to schedule a training please contact Susan Gregory @ Susan.Gregory@malheurco.org or 541-473-5101 or Sandra Raven @

sandraven@cableone.net or 541-235-2734

Service Equity Training – Snake and Owyhee River Rooms

Service Equity Training: Examining the Effects of Personal

Values/Attitudes/Beliefs/Biases on Human Interactions

8am to 4:30pm Mountain Time RSVP required – Lunch included

Members of the Malheur and Baker Equity Teams will facilitate this session based on Values Based

Leadership and the book Sharing the Rock by Bill Grace. The session will be highly interactive using

communities of practice model as a way to practice while you learn. This session has been approved by the

ODE Early Learning Division for the 2018 required Service Equity Training as described below.

RSVP to Nancy Melendrez: Nancy.Melendrez@malesd.k12.or.us or call 541-473-4823 Training Objectives

Develop an understanding of the term “Service Equity” and its explicit connection with racial equity within the context of your organization.

Explore how intersectionality impacts the services that you provide in your service areas.

Examine our beliefs about race, power, advantage & justice, and how these issues impact your organization.

Examine ways that you can make more children and families furthest from opportunities, that are receiving your services, feel like assets to your organization.

Application of strategies to recognize and productively interrupt oppressive institutions within policies, practices and procedures.

Explore how to use culturally responsive practices to engage your community to collaboratively find action steps to support community learning and change.

Topics Covered

Community of Practice model

Core Values, Gracious Space, Third Circle Leadership

What is the Common Good, Equity, and Service Equity?

Map of the Margins

Moral Approach to Social Change Service Equity Definition

Organizational policy, practices and procedures necessary to: (a) eliminate service delivery disparities for parents, providers, and others whom the systems have placed at risk because of their race, ethnicity, income status, English proficiency, national origin, citizenship status, gender, sexual orientation, disability status, and geographic location; and (b) provide equitable access and opportunities to ensure that parents, providers, and others furthest from opportunity (historically underserved or underrepresented populations) meet the same rigorous standards for academic performance expected of all children and youth.

Service equity knowledge and practices in service delivery environments have evolved over time and require a comprehensive approach. Equity strategies are planned and systemic. Service equity activities promote the possibility of service outcomes that result in greater access and opportunities.

ORO Set II Hours Available

Training will be provided in English and Spanish

Morning Sessions

8:30 - 11:15 am

8:30-11:15 Imagine Learning Language and Literacy K-6 Presenter: Amanda Jones

Imagine Learning is a software program, not a textbook. We do have a large amount of “offline” material available, but the bulk of what

we are and what we do is the software. It is an adaptive program for students to use, typically for about 20 minutes a day. It provides them with great instruction for both language and literacy, while also producing data for your teachers to use to drive their direct instruction. Our program is fun and engaging for kids, but still quite challenging. We think bridging the engagement gap helps us bridge achievement gaps. We do not want to take the place of a teacher or for the program to become a “babysitter”. Using Imagine Learning can be a way to facilitate small group rotations in a blending learning environment.

Afternoon Sessions 12:20 - 2:55 pm

1:00-3:30 Teach for Success: Preparing Instruction across the Content Areas with ELD students in mind – Malheur River Room Presenter: Dr. Tawnya Lubbes Key Points · How to identify the learning needs of ELD students

· Building on students’ prior knowledge and real world experiences · Determining the level of receptive & productive language skills needed · Never underestimate the power of the “V”: Prior vocabulary – content Vocabulary – Instructional Vocabulary

OFF SITE

Playworks - www.playworks.org - Nyssa School District – Mac Hall – 12:15-3:00 pm

Playworks is a program that can help create play environments that help kids be their best. Studies show that recess matters: a

thoughtful approach to recess improves children’s physical health and social and emotional learning. Playworks programs address

issues such as Safety, Engagement, and Empowerment.

Why Play Matters in Schools

Playtime helps kids discover joy of being active. Research shows that active kids are stronger learners. By playing together, children practice how to get along. Kindergarteners with stronger social and emotional skills have

better life outcomes as adults. Research suggests that when we play, our brains develop creativity and flexibility.

Play is especially important in schools. The American Academy of Pediatrics notes,

“Recess serves as a necessary break from the rigors of concentrated, academic challenges in the classroom. But equally important is the fact that safe and well-supervised recess offers cognitive, social, emotional, and physical benefits that may not be fully appreciated when a decision is made to diminish it. Recess is unique from, and a complement to, physical education—not a substitute for it.”At Playworks, we believe that every child deserves the opportunity to play, every day.

What Gets In the Way of Play

When you think of recess, do you remember laughing, playing, and having fun? Or do you remember sitting on the sidelines, getting in fights, and waiting for the bell?

For many students, playtime is anything but playful.

Children who feel excluded or who do not know the rules play less with their peers. They have fewer opportunities for physical activity and social development.

Playground lessons are priceless, but kids need strategies for success. When play is too unsafe or when conflicts escalate, kids miss out on fun—and learning opportunities.

Children play together outside school less than they once did. By learning games and having time to play at school, kids are able to explore creativity and leadership.

The Role of Educators

Thankfully, educators have the power to shape play environments that bring out the best in kids.

Playworks helps schools and youth organizations create a place on the playground for every child to feel included, be active, and build valuable social and emotional skills. Learn about what we do and our impact over the past two decades.