PreK-6

Melissa Larkin-Mankato

This session will focus on creating a classroom culture of inclusion and affirmation through the use of diverse children's literature. It is important to create a classroom culture that values the lived experiences of our students. Having a diverse collection of books that can be used in daily read alouds and lesson plans, is a simple, yet impactful way to affirm student identities. In this session participants will learn about the importance of creating a classroom library that not only represents their students and the communities that they teach in, but the wider world around them. Participants will leave with a guide on selecting and evaluating texts, resources for classroom lessons, and a list of inclusive books that cover many topics, including race, gender, and disability.

PreK-6

Shane Baier & Amanda Sonnenfeld- Mankato

We will explore one elementary school’s journey of defining beliefs and developing systems to support access and equity for students, staff, and families through culture, leadership, and academics.

Our team, made up of classroom teachers, support staff and administration, will share our story, and provide a collection of artifacts that supports the work we've done to develop access and equity for students, staff and families in the areas of culture, leadership and academics. Attendees will leave with practical ideas on how to evaluate your current school and classroom systems, through an equity lens. We will explore the importance of developing strategies to intentionally build the community you desire every day.

7-12

Steve Miller- Centennial

The goal of argument-driven inquiry (ADI) is to provide students the opportunity to learn science topics in a highly experiential manner.  ADI methods have been developed to align and support the NGSS and coming MN science standards, and has been shown to be highly effective for a broad constituency of students when used consistently and properly. Normally, a single ADI experiment is completed over the course of 1-2 weeks, with resources available in a typical science classroom. While some aspects of normal ADI have been shown to be advantageous to students who otherwise struggle, such as the typical clientele of a juvenile detention center-related school, implementing ADI in a JDC setting poses several practical challenges. This session aims to provide insight into how ADI normally works, compared to what aspects of it can (or cannot) be effectively deployed in a JDC classroom.

PreK-12

Brittany Ward & Ann Haggerty- Mankato

Anti-racist practice and thinking is a journey that can begin at a very young age and last a lifetime.  The goal of this session is to help school administrators, leadership teams, and school faculty begin the journey towards talking about their own personal bias and experiences, as well as begin to create a school and classroom culture of anti-racism. 

Participants will:

• Learn about the Courageous Conversations protocol and how it can be used to engage in conversations about race.
• Explore approaches and resources to engage all staff members in ongoing anti-racist learning.
• Learn one approach to implement these ideas into a primary classroom.  This will include looking at a sample of a five-day unit.

PreK-12

Martina Wagner- Owatonna

Implementing a transformative racial equity commitment is difficult, especially if we face significant resistance. Of course, it's not more difficult than navigating racism, which many students, families, and educators of color endure. The question for those of us who find the detours alluring is whether we have the will to align our actions with our philosophies. By considering the detours and principles discussed in this session, we can find ways to strengthen our equity efforts and create schools that deliver on the basic ideals of equity and justice.

7-12

Sherri Blasing-Mankato

How do you catch high school students who are falling through the cracks? You steal an idea from elementary schools.

At West High School, we implemented an "invisible mentor" program to be intentional in targeting students who are failing multiple classes. It requires all teachers to have specific students that they "champion." In the words of Rita Pierson, "every child deserves a champion: an adult who will never give up on them, who understands the power of connection, and insists they become the best they possibly can be." Using this program, we have decreased the number of classes students were failing, keeping more students on track for graduation.

4-12

Julie Larkin-Spies- Mankato

Learn about, and discuss, research-based approaches to building a culture of inclusion for LGBTQ+ students, their peers, and their families.

It is important for all students to feel safe, affirmed in their identities, and represented in their school culture and community. Yet, according to GLSEN's most recent student culture survey, this is not the reality for many LGBTQ+ students. As educators continue to work towards centering equity and social justice, it is crucial that we take an intersectional approach and include gender and sexuality in our work as well. This session will provide a basic overview of definitions, current research, and action steps educators can take now to create the inclusive schools that our students deserve.

7-12

Laura Gehlhar & Phillip Dennison- Faribault

This session will provide an opportunity for teachers to better support the English learners in their classrooms. The presenters are EL teachers and ELM coaches (English Learners in the Mainstream) from the secondary setting. The ELM program structure at Faribault Public Schools will be shared. Examples of modified assignments and assessments will be displayed. Practical strategies for language learner support will be shared, as well.

4-12

Monde Schwartz & Beth Beschorner- Mankato

COMMON GROUND is a voluntary program at Prairie Winds Middle School that provides a chance for students to explore how race has impacted their journey. During this session, we will share the steps we took to get Common Ground up and running, the benefits we have seen, and the impact on participants. Our hope is that, after attending, educators will have increased motivation to provide opportunities for students to have a healthy racial dialogue.

PreK-12

Molly Fox & Lindsey Northenscold- Mankato

Most professionals in the helping field do not realize they are dealing with Compassion Fatigue. It is the accumulation of caring and responding to the needs of our students and families who may be experiencing trauma or our current experience with the Pandemic and working in schools.The goal for our time together will be: Define Compassion Fatigue, Identify the Warning Signs and Highlight Strategies for Self Care and Resilience.

PreK-12

Katie Coudron & Joanne Harmsen- Owatonna

In this session we will investigate the core tenets of culturally responsive instruction - what it is and what it is not. We will explore how our own identities and beliefs impact instructional decisions in our classroom environment. By expanding our own cultural awareness, we can more effectively implement responsive strategies and protocols with students

PreK-12

Matthew Flugum- Tri-City United

Supporting all learners to achieve requires a high level of learner engagement. This session focuses on classroom elements necessary for developing intrinsic motivation and engagement of students. Educators will focus on creating authentic experiences that connect student interest to the learning targets and objectives required for success. Bring a standard, lesson, or activity to focus on ways to support students in engaging with concepts and take an active role in learning.

PreK-12

Tabatha Miller- Mankato

Educators will leave with actionable steps that they can use at becoming a more equitable educator and continue their journey on ensuring all kids can and will learn through culturally relevant teaching practices.

PreK-12

Matthew Flugum- Tri-City United

Often we assume that everyone experiences what we do. Diving back to the root of a concept can help to develop our own perceptions and understand how others approach life. Tri-City United has focused our "back to basics" with CASEL's five areas of SEL and an approach to open new pathways for educators and students to grow to health through an SEL focus. This session will focus on these five areas, uncover the power of guided inquiry, and allow for reflection. 

PreK-6

Jason Hartmann- Centennial

Grade levels leverage "What I Need" (W.I.N.) time to intentionally support social-emotional and academic gaps. Classroom, special education, ELL and Intervention staff provide instructional support to small groups of students.

PreK-12

Rachel Moeller- Mankato

Effective with the 2020-21 school year, Minnesota’s “Reading Proficiently No Later Than the End of Third Grade” statute requires districts to report efforts to screen and identify students who demonstrate characteristics of dyslexia. Additionally, students identified with characteristics of dyslexia must be provided with multisensory, systematic, sequential, cumulative, and explicit alternate instruction. Mankato Area Public Schools developed an action plan that has provided a roadmap for a comprehensive, coordinated Preschool-12th grade response to these recent state statute updates. This session will provide background on dyslexia advocacy, explain changes to Minnesota’s state statutes related to reading instruction and dyslexia, and detail Mankato’s comprehensive action plan to meet state statute. Participants will learn about the components of the action plan, including adoption of a universal screener, use of a Teacher Checklist for Characteristics of Dyslexia, alignment with Response to Intervention, development of multi-sensory resource kits, and ongoing professional development efforts.

4-12

Emily Kracht- St. Peter

The goal of this presentation is to provide mainstream teachers with a small “toolbox” of resources that they can integrate and integrate into their teaching to support the individual needs of English Language Learners.

7-12

Dawn Skinner-Waseca

EFD Background covers an introduction to Executive Function Dysfunction, including naming and defining each of the eleven Executive Function Skills, and a discussion that everyone has both strengths and weaknesses in these areas. EFD Diagnostic Tools and Interventions teach how to use a basic diagnostic tool to diagnose both the student's strengths and weaknesses and then how to bolster the lagging skills while encouraging the use of the strengths of the student.

MAKE SURE YOU REGISTER FOR PART 1 AND PART 2 OF THIS TRAINING!

PreK-12

Danielle Theis- Owatonna

2 SESSIONS

Danielle Theis has been serving children impacted by trauma since 1990.  While this work has always been important, it will be imperative that schools are prepared to support staff and students in managing the impact of the pandemic.  This global traumatic event has, and will continue to, impact our children and the adults who serve them.  Join Danielle in a discussion regarding what to expect, and how to prepare, as we collectively move forward.

MAKE SURE YOU REGISTER FOR PART 1 AND PART 2 OF THIS TRAINING!

PreK-12

Danielle Theis- Owatonna

2 SESSIONS

Danielle Theis has been serving children impacted by trauma since 1990.  While this work has always been important, it will be imperative that schools are prepared to support staff and students in managing the impact of the pandemic.  This global traumatic event has, and will continue to, impact our children and the adults who serve them.  Join Danielle in a discussion regarding what to expect, and how to prepare, as we collectively move forward.

7-12

Shawn Peck & Zach Roble- Faribault

Disrupting inequalities in school-wide systems and policies must include an examination of how we assess and grade. Faribault High School just completed our first semester under the new policy and we have already learned a lot. We would love to share our journey and what we learned with you. You will hear from the school administrator who led this effort and a teacher who implemented the changes in his classroom and experienced tremendous success with students. Whether you are advocating for school-wide change or looking for more equitable grading practices in your classroom, we can help.

PreK-12

Tom Meagher & Joanne Harmsen- Owatonna

STEM is more than a sum of its parts, it is a mindset and pedagogy. This session will engage participants in a STEM learning experience to explore the impact of low-floor/high ceiling tasks, the value of questioning, and instructional strategies that promote equity among students. Participants will have the opportunity to discuss and brainstorm application of STEM principles in their own context. STEM is not "one more thing," but a way to connect all learning.

PreK-12

Tania Lyon- Mankato

This session will overview tools and techniques that can be used to review curricular resources for equity, access, stereotypes, and biases. In this interactive session, participants will look at specific tools and concepts that can be used to review curriculum for biases. These biases include but are not limited to the following: race, culture, socio-economic status, gender/sex, disabilities, and family. Participants will leave with resources to evaluate print and online curricular resources, books, and classroom libraries.

K-6

Hartley Team- Waseca

In order to shift toward a more personalized, learner-centered approach, the need for developing traits in students to learn this way became apparent. In conjunction with the building PBIS, teachers developed a curriculum that included social-emotional learning, executive functioning, and character education. This building will share how they developed a comprehensive plan using the Habits of Mind to establish a common language to integrate the Habits throughout the day.

PreK-12

Liliana Cartagena- Mankato

Have you ever wanted to hear from community members and staff who come from different backgrounds than yours? Have you wondered what another's lived experience is and how that impacts their daily life? Attend this session to hear about these things from different populations within our community. Participants will be invited to learn from, understand parts of the histories of, and ask questions.

PreK-12

Joseph Cham- Mankato

Sudanese  Perspectives: Have you ever wanted to hear from community members and staff who come from different backgrounds than yours? Have you wondered what another's lived experience is and how that impacts their daily life? Attend this session to hear about these things from different populations within our community. 

Participants will be invited to learn from, understand parts of the histories of, and ask questions of representatives from each of the communities mentioned above.

3-12

WIS Team-Waseca

In preparation for distance and hybrid learning, the teachers from this building worked collaboratively to develop learning modules capable of functioning in any learning model.  The flexibility provided with these competency-based learning modules has solved the riddle of offering true differentiation by  allowing students to progress independently at their own pace. The module development has accelerated the shift to standards-based learning and grading, as well as providing learners a personalized journey to learn and demonstrate mastery.

PreK-12

Luis Versailles- Courageous Conversations

Through deepened practice with Courageous Conversation (TM) protocol, in this breakout session participants will engage with one another around the significance of the racial autobiography “bookends” introduced during the keynote session. Journaling and discussion prompts will lead to examining connections of both earliest and recent racial experiences to the central scholarship in the field of cultural relevance. Leaders will be challenged to identify opportunities to lead for racial equity in their personal, professional and organizational spheres of influence.

PreK-12

Clint Link- Waseca

Many of us think about modifications and accommodations when thinking about accessibility in education.  Through Universal Design for Learning (UDL) as our catalyst, we will not only better serve our disabled population, but make a meaningful impact on ALL of our learners.

PreK-6

Michelle Bratager & Chris Gerst- Centennial

Golden Lake Elementary established its outdoor classroom initiative in the fall of 2015. In addition to the construction of an outdoor classroom, the teaching staff has also undergone staff development training focusing on the effective use of outdoor classrooms and spaces. Grade levels have aligned activities to the state science standards. Golden Lake Elementary’s Outdoor Classroom represents what collaboration and partnership can build.

PreK-3

Katie Bartyzal- Tri City United

In this session, we will discuss how to shift your mindset from traditional methods of instruction to those that promote inquiry based learning. We will review how to create multi-disciplinary units based on state standards. Throughout the session, we will discuss ideas and resources that pertain directly to primary students and review Project Based Learning Units that have been implemented within primary classrooms. The main goal for this session is to provide participants with the motivation and confidence to try Project Based Learning within their own primary classrooms.

7-12

Nick Christensen & Mike Macken- Centennial

Restorative mindset and conversations are a way of life in our schools. It is imperative we are choosing to de-escalate, associate, conversate, and relate to others when there is a crisis or conflict.  During this presentation, we will talk about what it means to be restorative in nature, how to talk to students and each other, and how to run a mediated conference.

PreK-12

Melissa Brueske & Julie Larkin- Spies- Mankato

"The Restorative Approach focuses on relationship building as a catalyst for learning, growth, and healthy school climate for students and adults.

In this session, we will focus on how Restorative Practices can displace a traditionally exclusionary approach to discipline, as well as how their inclusion helps to create a school culture founded on relationships and harm reduction. We will share how we have been utilizing these practices to reduce suspensions and racial disparities in discipline while simultaneously raising student achievement levels. Additionally, we will discuss a building-wide approach to these practices by utilizing daily community circles within our advisory program." 

PreK-6

Melissa Nielsen- Tri-City United

Make your specialist classroom a laboratory for life with your content as the catalyst for growth.

Specialists see almost every student in the school, every week, and it can be overwhelming to address all of our content, incorporate assessments and focus on social-emotional learning. Incorporating SEL as a specialist takes a mindset shift as we look at using our content area as a laboratory to concurrently teach SEL and our discipline, allowing the two to complement and build on each other. For specialists, SEL is not just another thing, it is THE thing. Be prepared to share some of your own practical tips on using SEL as well as gain some new ideas from others.

PreK-12

Nasra Ibrahim- Mankato

An open, in-depth presentation of Somali culture. Get a glimpse of what it's like to be new in a foreign country. This is a great opportunity to learn about the lives of your students and their families. Questions are strongly encouraged and will be openly received and honestly answered.

PreK-12

Meghan Eberhart- Mankato

"When used effectively, technology can greatly contribute to creating equity in schools. It removes barriers to learning materials, supports students where they are across varied learning contexts and needs, and gives educators more insight into the learning environments they’re creating." ~ Digital Promise

Come to:

1. Find practical ways to use technology to support all student learners.

2. How to review digital tools with an equity lens.

3. Improve digital equity in your classroom.

4-12

Sarah Tupy- Tri City United

Ever wondered what exactly happens in the ESL room?  Have questions about why some students qualify for ESL services, and some don't?  Ever wondered how you can manage the diverse needs of the multilingual learners in your district, while still doing all your other job requirements?  Then this session is for you.  We will cover all the basics of ESL, such as entrance and exit criteria, ACCESS testing information, Can-Do descriptors, common program models, and WIDA.  We will also learn a strategy called Talk-Read-Talk-Write that can be easily applied to almost any lesson AND will boost participation and achievement.

PreK-12

Christina Mattson- Mankato

Learn how trauma changes the developing brain and impacts social/emotional and academic learning.

Participants will learn how trauma during formative years alters specific structures in the brain and leads to significant impairments in cognition and social/emotional processing. Participants will gain an understanding of how specific trauma interrupts learning and how teachers, administration, and support staff can provide protective factors to increase successful life outcomes for students impacted by trauma.

PreK-12

Sambath Ouk- Faribault

Participants will get a first-hand experience of the refugee journey by participating in a simulation where you'll be forced to make tough decisions to ensure your family's survival.

PreK-12

Jake Hager- Waseca

Participants will receive an overview of what ACEs are, learn what signs and symptoms a student might show that is going through traumatic experiences, learn about resiliency and how our students can overcome trauma, and look at strategies that can be used in the classroom to help our students experiencing trauma.

PreK-12

Jenni Haug-Mankato

This session will review how trauma affects the student's learning process in the school setting. We will focus on what you can do to support the student's learning through trauma sensitive teaching practices. We also will discuss how to support an emotionally triggered student.

There has been a lot of information regarding trauma and how that impacts student learning. We know that schools are often a student's one safe place. This places a huge demand on educators to work with students who have been impacted by systems that just don't work. There are three main goals to this session: 1) To give the educator tools that they can use in the classroom to support students learning, 2) To give the educator tools to help the triggered student learn to regulate, and 3) Finally to encourage educators to disrupt the system that they are in so that they become true advocates for students.

7-12

Jennifer Maldonado & Paulette Topel- St. Peter

Engage and motivate students while fulfilling course standards by allowing them to choose a platform and share their learning.

Explore alternative ways to allow students to be creative and showcase their learning via authentic assessment. Learn about the process these two teachers took to support student-centered planning, processing, and presentation of a creative project in multiple modalities with the same standards-based expectations. The entire class, teachers included, learned more than they ever thought possible.

PreK-6

Jody Rittmiller & Jordan Elias- Mankato

Our session will ensure you leave knowing how to begin an online academy for grades K-5. We will discuss from ground zero: schedules, live lessons, grading, asynchronous independent learning, formative and summative assessments all while maintaining high quality instruction. We will also capture means of communication as a staff, with families, and with our elementary buildings our students are a part of. Our time will navigate how we continue to engage our students and meet their needs individually, in small groups and during whole group instruction and for social emotional learning.

PreK-12

Martina Wagner- Owatonna

Join this session to go deeper in examining stereotype threat in the classroom and how to interrupt implicit bias to ensure wise feedback is used as an effective way to validate and affirm the student and increase student achievement.