The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Learn how to use Exact Path to support blended learning instruction! Participants will explore the Content Search and Assignments options and learn how to easily use the Groups tool to assist with weekly RTI strategies. We will also discuss how to set up Challenges and other incentive programs to drive student motivation forward! Bring your questions, your computer and your Exact Path login information! Please contact Kariana Wolfe (kwolfe@mccsc.edu) for help with accessing your login information prior to attending.
This training will provide teachers three modules which will help them give students tools and techniques to combat high stressors which exacerbate anxiety and despair. The goal is to provide HOPE where there is little or none, de-stigmatize failure and teach techniques to navigate what a student may perceive as their own personal crisis (academic, social, athletic etc..) Visualization/Vision Board Vision Boards provide hope and direction. They are “boards” or pieces of paper that include pictures, phrases or words of things you want to become or achieve. They help to motivate, energize and excite you. Vision Boards can be used as an easier form of goal setting. Failure Failure is a necessary and important piece of future success. Unfortunately, many parents are attempting to eliminate failure from their kid’s lives. These same kids then get jobs or go to college and are unprepared to handle setbacks. This UCARE module destigmatizes failure and helps provide positive takeaways. Fly The Plane As an airplane pilot, Sherwood uses some piloting techniques to take teachers through helping themselves and their students navigate a setback or personal crisis.
Stop the Bleed empowers the general public to make a difference in a life-threatening emergency by teaching them the basic techniques of bleeding control. All MCCSC Schools will soon be equipped with bleeding control kits and this session will teach those in attendance the basic skills needed to use those materials in an emergency.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
The purpose of this training is to identify how implicit biases (unconscious bias) has the potential to, or has, erected barriers in our actions which impact the way students, perceive, learn, and receive support within their respective school environments; and identification of tools and interventions to remove and eliminate those barriers.
The training sessions will involve group activities that use the Social-Ecological Model (SEM). Participants will apply their knowledge of implicit bias with the SEM in the contextual analysis of themselves, their students, and school system, in discussions about power as it relates to access and how it is exercised in making decisions using reason and judgment. A member of the Implicit Bias Community of Practice from Building a Thriving and Compassionate Community will facilitate the training sessions.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
Question, Persuade, Refer (QPR) – 3 simple steps that anyone can learn to help save a life from suicide. This training will review statistics, facts, and myths about suicide. Participants will learn about warning signs and how to respond to concerns about a young person’s mental health and safety.
Session Outline: • Defining the problem • Review of facts and statistics • Suicide myths and facts • Suicide clues and warning signs • Responding to students at-risk of suicide: Question, Persuade, Refer • Practice and role play • MCCSC procedures • Questions
Participants in this session will leave with increased knowledge on recognizing someone at risk of suicide, demonstrate increased knowledge and skills when responding to students at risk of suicide, and have increased knowledge of referral sources and how to refer someone for help.
***ONLY Open to and Required Attendance for All Building Principals and Special Education Department Chairs*** The session will discuss the legal considerations/procedures for removal of students with disabilities. It will also include specific discussion/tips on conducting manifestation determination conferences. The session participants will talk through actual removal/manifestation scenarios along with time for addressing administrators' questions/concerns. A concise resource document for administrators and all special education teachers will be provided.
This training will provide teachers three modules which will help them give students tools and techniques to combat high stressors which exacerbate anxiety and despair. The goal is to provide HOPE where there is little or none, de-stigmatize failure and teach techniques to navigate what a student may perceive as their own personal crisis (academic, social, athletic etc..) Visualization/Vision Board Vision Boards provide hope and direction. They are “boards” or pieces of paper that include pictures, phrases or words of things you want to become or achieve. They help to motivate, energize and excite you. Vision Boards can be used as an easier form of goal setting. Failure Failure is a necessary and important piece of future success. Unfortunately, many parents are attempting to eliminate failure from their kid’s lives. These same kids then get jobs or go to college and are unprepared to handle setbacks. This UCARE module destigmatizes failure and helps provide positive takeaways. Fly The Plane As an airplane pilot, Sherwood uses some piloting techniques to take teachers through helping themselves and their students navigate a setback or personal crisis.
Stop the Bleed empowers the general public to make a difference in a life-threatening emergency by teaching them the basic techniques of bleeding control. All MCCSC Schools will soon be equipped with bleeding control kits and this session will teach those in attendance the basic skills needed to use those materials in an emergency.
Participants will learn how to create classes and assignments, as well as access instructional resources for classroom instruction. In addition, we will practice using the new gaming feature in Group Session to motivate and engage your students. Bring your questions, your computer and your Study Island login information! Please contact Kariana Wolfe (kwolfe@mccsc.edu) for help with accessing your login information prior to attending. ·
