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Engaging Students with Poverty in Mind

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The maximum of 48 registrations has been reached.
Registration Closed.
Last Date to Register: 12/24/2015 12:01 AM
Last Date to Cancel: 2/20/2016 12:01 AM
Agency: CESA 10
Agency Contact: Leah Ahneman
Agency Assistant: Ginny Shoemaker 715-720-2026
Location: Online Book Study
Facility: Online Book Study
Date/Time:
2/22/2016 04:00 PM - 05:00 PM
2/29/2016 04:00 PM - 05:00 PM
3/7/2016 04:00 PM - 05:00 PM
3/14/2016 04:00 PM - 05:00 PM
3/21/2016 04:00 PM - 05:00 PM
Attachments:

The full-cost, non-consortium rate for this event is $350.

Your district may be a member of the sponsoring consortium.  See discount rates and codes below. These must be entered when prompted during the registration process.

Eric Jensen states "Until we make school the best part of every students' day, we will struggle with attendance, achievement and graduation rates.  This timely resource will help you take immediate action to revitalize and enrich your practice so all student may thrive and school and beyond." Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.  In this book you will read and be able to discuss engagement strategies that all teachers can use to increase motivation and effort that could help build deep understanding of content, as well as how engagement can help teachers use instructional time more effectively.                

Details on the Google Community and Hangout will be e-mailed to participants prior to February 22, 2016.

One graduate credit is available through St. Mary's University for $140.  

Title I is the sponsoring consortium for this event.  The following districts should enter discount code Title I when prompted during registration:  Abbotsford, Altoona, Augusta, Bloomer, Bruce, Cadott, Colby, Cornell, Eleva-Strum, Gilman, Gilmanton, Greenwood, Lake Holcombe, Loyal, Mondovi, Neillsville, New Auburn, Osseo-Fairchild, Owen-Withee, Spencer, Stanley-Boyd, and Thorp.

The Title I consortium discounted rate to attend this event is $0.

 

 

 

 

 

 

Teacher Standards
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Administrator Standards
WAS1The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
Pupil Services
WPS1The pupil services professional understands the teacher standards under s. PI 34.02.
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.