The Adaptive Schools Foundation presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society. The training not only explores what makes teams effective, but how to develop skills as fa

The Adaptive Schools Foundation presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society. The training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation, describing specific ways to weave the collaborative fabric of a faculty, develop group member skills, and acquire the principles and understandings to engage in a continuous cycle of team and individual improvement. Adaptive Schools is the “how” of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

• An increased capacity to initiate, develop and sustain high functioning groups.
• New lenses for diagnosing the stages and phases of group development.
• An expanded repertoire of practical facilitation tools.
• Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each.
• Skills to move groups beyond consensus to common focus.
• Ways to value and use dissension, argument and conflict.
• Strategies for keeping group members on track, on topic, energized and resourceful.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend all four days of the seminar, there is a prerequisite to attend Day 1 of the seminar.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruct

The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive CoachingSM is a research-based model that capitalizes upon and enhances teachers’ cognitive processes.

• Develop trust and rapport.
• Develop an identity as a mediator of thinking.
• Utilize conversation structures for planning, reflecting and problem resolving.
• Develop teachers' autonomy and sense of community.
• Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence.
• Apply four support functions: coaching, evaluating, consulting, collaborating.
• Utilize the coaching tools of pausing, paraphrasing, and posing questions.
• Distinguish among the five forms of feedback.
• Use data to mediate thinking.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend all four days of the seminar, there is a prerequisite to attend Day 1 of the seminar.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

CHAMPS, a framework developed by Safe and Civil Schools, offers a comprehensive classroom management plan that includes proactive, positive, and instructional strategies to address student behavior. Research has demonstrated that manipulating the following five key variables within a classroom management plan will improve student behavior in the classroom: Structure, Teach Behavior Expectations, Observe and Supervise, Interact Positively, and Correct Fluently (STOIC). When implemented, staff ar

CHAMPS, a framework developed by Safe and Civil Schools, offers a comprehensive classroom management plan that includes proactive, positive, and instructional strategies to address student behavior. Research has demonstrated that manipulating the following five key variables within a classroom management plan will improve student behavior in the classroom: Structure, Teach Behavior Expectations, Observe and Supervise, Interact Positively, and Correct Fluently (STOIC). When implemented, staff are more prepared to teach and effectively respond to student behavior. Within this training, participants will have opportunities to reflect on current practices, develop STOIC strategies for their setting, and collaborate with other participants. In addition, sessions include group discussion, videos, and work time to meet the learning objectives below.

• Understand that time devoted to teaching behavior proactively is important for future student engagement.
• Identify structures for the classroom that maximize learning and minimize disruptions.
• Develop rules, expectations and procedures for student behavior.
• Learn specific strategies for increasing positive to corrective ratio of interactions with students.
• Identify strategies for effective corrections.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend all sessions in their entirety to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

*Member Districts include:

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

In this class we will discuss the different stages of emotional escalation of students, and ways to identify each stage, as well as de-escalation strategies for various stages of emotional escalation. This training will focus on prevention while providing participants with techniques to help diffuse student crisis. We will also discuss how staff responses can affect student behavior, and in the moment strategies.

• Understand and iden

In this class we will discuss the different stages of emotional escalation of students, and ways to identify each stage, as well as de-escalation strategies for various stages of emotional escalation. This training will focus on prevention while providing participants with techniques to help diffuse student crisis. We will also discuss how staff responses can affect student behavior, and in the moment strategies.

• Understand and identify the various stages of emotional escalation.
• Be able to identify and implement strategies for the various stages of emotional escalation.
• Learn effective communication strategies for heightened individuals.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Participants will be introduced to the foundations of understanding and responding to student behavior. Through this course, participants will learn proactive behavior support strategies and discover low-tech and iPad app behavioral interventions. Participants will then apply strategies to student specific cases via a collaborative group problem solving model in order to decrease student behavior. This course is appropriate for classroom staff members (teachers, teaching assistants, related serv

Participants will be introduced to the foundations of understanding and responding to student behavior. Through this course, participants will learn proactive behavior support strategies and discover low-tech and iPad app behavioral interventions. Participants will then apply strategies to student specific cases via a collaborative group problem solving model in order to decrease student behavior. This course is appropriate for classroom staff members (teachers, teaching assistants, related service staff, etc.) who support students in kindergarten through transition with complex learning, communication, and/or social emotional needs that require more intensive intervention.

• Learn foundations of understanding student behavior
• Apply proactive strategies to decrease problem behavior

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

This course is offered for .2 ASHA CEUs (Intermediate Level, Professional Area). ASHA CEUs are only awarded to those persons who are valid members of the ASHA Registry.
Within the first 12 to 18 months of a child’s life, he or she is bombarded with speech and language from their communication partners (e.g., parents, siblings, caregivers). It has been reported that by the time a typically developing child reaches 18 months of age, they have been exposed to 4,380 hours of oral language at t

This course is offered for .2 ASHA CEUs (Intermediate Level, Professional Area). ASHA CEUs are only awarded to those persons who are valid members of the ASHA Registry.
Within the first 12 to 18 months of a child’s life, he or she is bombarded with speech and language from their communication partners (e.g., parents, siblings, caregivers). It has been reported that by the time a typically developing child reaches 18 months of age, they have been exposed to 4,380 hours of oral language at the rate of 8 hours/day. Unfortunately, a child who uses augmentative and alternative communication (AAC) does not have the same experience and receives limited examples of how to communicate using their specific methods (e.g., voice output device, communication board/book, etc). In fact, if a child using a communication device only receives models of how to use their tool to communicate during twice weekly, 20-30 minute isolated speech therapy sessions, it would take the student 84 YEARS to experience the same level of input their typically developing peer receives within the first 18 months of their life (Jane Korsten, 2011 QIAT Listserv 4th April)! Therefore, communication partners of students with Complex Communication Needs (CCN) who use AAC have a critical role in successful device implementation. During this training, we will discuss common barriers communication partners face when working with students who use AAC. We will also identify strategies to overcome these barriers and discuss how to use and implement communication supports throughout the day to have a positive impact on student device use and language learning.

• State reasons why communication partners are vital for successful device use.
• State possible barriers that would interfere with a communication partner’s ability to successfully implement a device
• Identify 7 strategies to improve a student’s use of their device
• Identify at least 3 strategies you can use with your student to improve their device use

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants are required to complete a pre and post test. Credit is given for completion of pre and post test, regardless of score.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

This course is offered for .2 ASHA CEUs (Intermediate Level, Professional Area). ASHA CEUs are only awarded to those persons who are valid members of the ASHA Registry.
Do you have a student who has received a brand new AAC device and are not sure how he/she is going to use the system throughout the day? Do you have a student that has a device that he/she doesn’t use as much as they could? Or maybe you have a student who benefits from classroom-based communication supports for specific ac

This course is offered for .2 ASHA CEUs (Intermediate Level, Professional Area). ASHA CEUs are only awarded to those persons who are valid members of the ASHA Registry.
Do you have a student who has received a brand new AAC device and are not sure how he/she is going to use the system throughout the day? Do you have a student that has a device that he/she doesn’t use as much as they could? Or maybe you have a student who benefits from classroom-based communication supports for specific activities, but you're looking for more? Supporting students using AAC can be an overwhelming task, but with careful consideration and planning, implementation of communication supports doesn’t have to be so daunting. This workshop will review the primary goals of AAC and will provide participants with the helpful tools and strategies to successfully integrate AAC throughout a student’s day.

• State three considerations that encourage effective communication for individuals with Complex Communication Needs (CCN).
• Identify a communication implementation plan that may work for the individual with CCN whom you support.
• Describe six communication partner strategies that may be included in an implementation plan.
• Describe the steps of the Dynamic Problem Solving Process.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants are required to complete a pre and post test. Credit is given for completion of pre and post test, regardless of score.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

This training series provides participants with a systematic approach to understand behavior and explore classroom-based interventions for students exhibiting mild to moderate misbehaviors. Facilitators will introduce selected Tier 1 interventions from the book Early-Stage Interventions: Behavior Strategies for Every Teacher (Sprick et al, 2020). Presenters will also introduce the Teacher’s Encyclopedia of Behavior Management and how to use a variety of interventions through an efficient probl

This training series provides participants with a systematic approach to understand behavior and explore classroom-based interventions for students exhibiting mild to moderate misbehaviors. Facilitators will introduce selected Tier 1 interventions from the book Early-Stage Interventions: Behavior Strategies for Every Teacher (Sprick et al, 2020). Presenters will also introduce the Teacher’s Encyclopedia of Behavior Management and how to use a variety of interventions through an efficient problem-solving meeting process. Facilitators will provide numerous examples and modeling of critical skills and interventions. Participants will have opportunities to collaborate with each other in order to practice skills. In addition, time will be given for each participant to reflect and plan for implementation of the interventions within their own settings.

• Identify and implement selected classroom-based behavior interventions for mild to moderate misbehavior from the book, Early-Stage Interventions: Behavior Strategies for Every Teacher.
• Consider implementation of the interventions with their student(s).
• Increase understanding about functions of student chronic misbehavior.
• Learn to develop a brief intervention plan that addresses function and manipulates STOIC variables.
• Explore and practice using the Teacher’s Encyclopedia of Behavior Management.
• Practice the 25-Minute Meeting Plan for teams in order to engage in efficient problem solving.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Beyond Foundations is a professional learning program for schools with a strong school-wide PBIS model in place and looking to expand supports for students with more intensive needs. It is a partnership with the Safe and Civil Schools (SCS) organization, NSSED, and participating member districts. This program is for those who have a high level of implementation of Foundations or another PBIS system. Participation in this program will strengthen implementation of the school’s existing proactiv

Beyond Foundations is a professional learning program for schools with a strong school-wide PBIS model in place and looking to expand supports for students with more intensive needs. It is a partnership with the Safe and Civil Schools (SCS) organization, NSSED, and participating member districts. This program is for those who have a high level of implementation of Foundations or another PBIS system. Participation in this program will strengthen implementation of the school’s existing proactive and positive schoolwide discipline plan. Beyond Foundations provides a common language, data-based decision making process, and strategies for building level teams to use with students who might require more support beyond those found at the school/classroom level.

Who Should Attend: The format is designed for Student Support Teams. Team membership should include a building administrator (Principal and/or Assistant Principal). The team may also include School Psychologist, Counselor, and/or Social Worker. In addition, General Education and Special Education Teacher representation is strongly recommended.
How:

• Beyond Foundations is a two year professional learning program that targets school improvement. (Length of program may be dependent on scheduling.)
• Teams of educators from across schools form a professional network that benefits them and their students.
• Student Support Team attends 3 to 4 SCS Beyond Foundations trainings each year.
• Student Support Team will need opportunities to share training information and decision-making with relevant stakeholders.
• An NSSED District Coach, assigned to your district, will collaborate on the individualized professional learning plan for your district/school to support with implementation and sustainability. (This option will incur an additional cost.)

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Our mission as coaches is to collaborate with educators to enhance student outcomes through a partnership approach. In order to accomplish this mission, the Coaching Cohort professional learning program provides a developmental approach to supporting both novice and experienced coaches interested in building and refining their craft and coaching identity. This multi-year program consists of two types of learning experiences: coaching skill-focused workshops and coaching cohort meetings. The work

Our mission as coaches is to collaborate with educators to enhance student outcomes through a partnership approach. In order to accomplish this mission, the Coaching Cohort professional learning program provides a developmental approach to supporting both novice and experienced coaches interested in building and refining their craft and coaching identity. This multi-year program consists of two types of learning experiences: coaching skill-focused workshops and coaching cohort meetings. The workshops focus on communication and coaching processes: Thinking Collaborative’s Cognitive Coaching, Thinking Collaborative’s Adaptive Schools, and Diane Sweeney’s Student Centered Coaching. (These workshops are described elsewhere in the professional learning catalogue.)

The Coaching Cohort meetings are facilitated by coaches from TrueNorth with the goal of creating a professional network of coaches who share a common set of knowledge, skills, and processes across coaching “content.” Within these meetings, participants will have opportunities to practice new skills, reflect on current practices and plan for application within their own settings, while collaborating with other participants.

• Create or refine their role and purpose as a coach, which can be shared with others in their school community
• Understand the student-centered coaching process and develop related skills that will improve student learning outcomes
• Strengthen communication skills in order to honor coachees’ goals, knowledge and skills
• Develop facilitation skills that will maximize team effectiveness
• Develop presentation skills that will enhance adult learning outcomes

• Attendance is based on your signature in and out of the sessions. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

*Member Districts include:

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.
Have a question? Check out the Professional Learning FAQs or contact professionallearning@truenorth804.org.

Through participation in the CPI Nonviolent Crisis Intervention program, you will learn to identify different behavior levels that an agitated individual may experience from anxiety to a physically aggressive crisis situation. Through the CPI framework, you will learn proactive strategies for prevention, de-escalation strategies for low-level behaviors, safety intervention techniques for aggressive behavior, and steps to facilitate restorative conversations and team debrief sessions. <span sty

Through participation in the CPI Nonviolent Crisis Intervention program, you will learn to identify different behavior levels that an agitated individual may experience from anxiety to a physically aggressive crisis situation. Through the CPI framework, you will learn proactive strategies for prevention, de-escalation strategies for low-level behaviors, safety intervention techniques for aggressive behavior, and steps to facilitate restorative conversations and team debrief sessions. This course contains a section that requires physical training, casual clothing & gym shoes are recommended.
Due to this being a certification training we are unable to accommodate anyone who is 20 minutes late or anyone who requests to leave early. If you are unable to be present for the entire session, please consider looking at a date that best suits your schedule.

• Identify and know how to respond to various levels of crisis behaviors.
• Recognize how to manage your own consistent, calm behavior in order to influence a positive outcome in a crisis situation. Learn strategies to strengthen nonverbal communication.
• Develop limit-setting strategies when verbally intervening to de-escalate defensive behaviors.
• Learn safety intervention strategies to maximize safety and minimize harm.
• Explore the Decision-Making MatrixSM when assessing Risk Behavior. As well as explore a framework to help guide staff and the individuals in distress through a process of re-establishing the relationship.
• Explore the Physical Skills Review Framework and key legal and professional considerations when using restrictive interventions.
• Demonstrate and practice nonrestrictive and restrictive interventions that are consistent with a set of physiological principles.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit.
• Participants are expected to attend the entire session to earn credit.
• Participants are required to complete and turn in a test at the end of the session.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Have a question? Check out the Professional Learning FAQs or contact professionallearning@truenorth804.org.

Through participation in the CPI Nonviolent Crisis Intervention program, you will learn to identify different behavior levels that an agitated individual may experience from anxiety to a physically aggressive crisis situation. Through the CPI framework, you will learn proactive strategies for prevention, de-escalation strategies for low-level behaviors, safety intervention techniques for aggressive behavior, and steps to facilitate restorative conversations and team debrief sessions. <span sty

Through participation in the CPI Nonviolent Crisis Intervention program, you will learn to identify different behavior levels that an agitated individual may experience from anxiety to a physically aggressive crisis situation. Through the CPI framework, you will learn proactive strategies for prevention, de-escalation strategies for low-level behaviors, safety intervention techniques for aggressive behavior, and steps to facilitate restorative conversations and team debrief sessions. This course contains a section that requires physical training, casual clothing & gym shoes are recommended.
Due to this being a certification training we are unable to accommodate anyone who is 20 minutes late or anyone who requests to leave early. If you are unable to be present for the entire session, please consider looking at a date that best suits your schedule.

• Identify and know how to respond to various levels of crisis behaviors.
• Recognize how to manage your own consistent, calm behavior in order to influence a positive outcome in a crisis situation. Learn strategies to strengthen nonverbal communication.
• Develop limit-setting strategies when verbally intervening to de-escalate defensive behaviors.
• Learn safety intervention strategies to maximize safety and minimize harm.
• Explore the Decision-Making MatrixSM when assessing Risk Behavior. As well as explore a framework to help guide staff and the individuals in distress through a process of re-establishing the relationship.
• Explore the Physical Skills Review Framework and key legal and professional considerations when using restrictive interventions.
• Demonstrate and practice nonrestrictive and restrictive interventions that are consistent with a set of physiological principles.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit.
• Participants are expected to attend the entire session to earn credit.
• Participants are required to complete and turn in a test at the end of the session.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Have a question? Check out the Professional Learning FAQs or contact professionallearning@truenorth804.org.

Student-Centered Coaching is an instructional coaching model that focuses on using student evidence to increase the efficacy of teachers, coaches, and most importantly our students. This virtual series will include three, 90 minute webinars that will be led by Diane Sweeney, author of The Essential Guide for Student-Centered Coaching (Corwin, 2020), Student-Centered Coaching: The Moves (Corwin, 2017), and Leading Student-Centered Coaching (Corwin, 2018). Participating coaches, principals, and di

Student-Centered Coaching is an instructional coaching model that focuses on using student evidence to increase the efficacy of teachers, coaches, and most importantly our students. This virtual series will include three, 90 minute webinars that will be led by Diane Sweeney, author of The Essential Guide for Student-Centered Coaching (Corwin, 2020), Student-Centered Coaching: The Moves (Corwin, 2017), and Leading Student-Centered Coaching (Corwin, 2018). Participating coaches, principals, and district leaders will be guided through the implementation of Student-Centered Coaching in today’s era of virtual and in person schooling. Participants are encouraged to purchase their own copy of The Essential Guide for Student-Centered Coaching (Corwin, 2020) as it will be used throughout the sessions. https://www.dianesweeney.com/our-publications

Diane Sweeney Consulting supports the implementation of Student-Centered Coaching in K-12 schools. Student-Centered Coaching introduces a new way of delivering instructional coaching that puts the needs of students' front-and-center. By focusing coaching on goals for student learning, rather than on fixing teachers, an instructional coach can directly impact instructional practice and student achievement.

• Understand the philosophy and core practices for Student-Centered Coaching.
• Learn how to launch and schedule coaching cycles.
• Practice strategies for effective questioning and listening.
• Build principal and coach partnerships that ensure that coaching is making the desired impact

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.
Have a question? Check out the Professional Learning FAQs or contact professionallearning@truenorth804.org.

This practical, hands-on seminar presents strategies and concepts for structuring and conducting powerful learning experiences for adults. Based on tested principles of learning and teaching, you will combine the best that is known from theory and practice to ensure your audiences connect with you and your content. Appropriate for anyone who presents, runs workshops, makes public reports, runs meetings or trains others in these activities. Learning strategies include presentation, modeling, disc

This practical, hands-on seminar presents strategies and concepts for structuring and conducting powerful learning experiences for adults. Based on tested principles of learning and teaching, you will combine the best that is known from theory and practice to ensure your audiences connect with you and your content. Appropriate for anyone who presents, runs workshops, makes public reports, runs meetings or trains others in these activities. Learning strategies include presentation, modeling, discussion, simulation, practice and feedback. The seminar is text-based, drawing on the work of Robert Garmston’s The Presenter’s Fieldbook: A Practical Guide (3rd Edition, 2018).

• Use proven strategies for warming up your audience
• Overcome nervousness and increase confidence
• Give audiences ownership for their learning
• Improve presentation punch through visuals, stage space and non-verbal skills
• Design presentations for greater success
• Read and respond to audience cues
• Tailor your presentation to four learning styles
• Convert resistance, hostility and negative energy
• Engage audience members in interactive learning
• Increase the transformational quality of each presentation

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend both sessions in their entirety to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

If you are co-teaching, you need co-teaching professional development. Come and learn about co-teaching structures, team meeting tools/process, and ways to “shake up” instruction as a team in this two-day training. This session is intended to prompt discussion and encourage partners to talk and think about teaching beliefs, teaching roles, and collaborative behaviors. Dr. Kluth will discuss a variety of co-teaching structures (e.g., duet teaching, station teaching, parallel teaching, one te

If you are co-teaching, you need co-teaching professional development. Come and learn about co-teaching structures, team meeting tools/process, and ways to “shake up” instruction as a team in this two-day training. This session is intended to prompt discussion and encourage partners to talk and think about teaching beliefs, teaching roles, and collaborative behaviors. Dr. Kluth will discuss a variety of co-teaching structures (e.g., duet teaching, station teaching, parallel teaching, one teach/one make multi-sensory) and explore other ways educators can collaborate during daily lessons (e.g., spotlighting, anchoring). She will also share ideas for developing a shared vision, setting team goals, differentiating as a team, learning from your partner, and celebrating your successes!

• Will explore co-teaching and collaboration research.
• Will understand the role that co-teaching plays in the inclusive classroom.
• Will be introduced to five co-teaching structures that help educators support diverse learners.
• Will learn 5+ collaborative exercises.
• Will examine 3+ strategies (eg: goal setting) for strengthening collaborative relationships in the classroom and beyond.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend both sessions to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

TrueNorth Educational Cooperative 804 offers this professional learning program for general and special educators to collaboratively learn, reflect, and plan for building inclusive practices and culture in classrooms and buildings. In this year-long program, participants will develop a strong foundation in philosophy, knowledge, and skills to support all learners in an inclusive general education environment. This program empowers participants to align to evidence-based practices for educating a

TrueNorth Educational Cooperative 804 offers this professional learning program for general and special educators to collaboratively learn, reflect, and plan for building inclusive practices and culture in classrooms and buildings. In this year-long program, participants will develop a strong foundation in philosophy, knowledge, and skills to support all learners in an inclusive general education environment. This program empowers participants to align to evidence-based practices for educating all learners. Research shows that there are academic and social benefits for all students educated in inclusive environments in which all are welcomed as valued members of the school community. This program will focus on knowledge and skills to support educators in the core elements of inclusive education. The format is a learning community: educators from across the TrueNorth region learn collaboratively, forming an active professional network that benefits the educators and their students.

Who Should Attend: The program is designed for a partnership of a Special Education Provider with a General Educator. This could expand to a Grade Level or Content/Department Team. Through professional learning workshop sessions and multi-district cohort communities influenced by Carol Quirk (MCIE), Paula Kluth, Cheryl Jorgensen and TrueNorth coaches. More information about the work of MCIE can be found on their website, https://www.mcie.org/.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Learn how to build collaborative professional cultures that improve student achievement. This practical leadership institute immerses you in a supportive and stimulating seminar environment to explore the latest findings in developing strong professional learning communities that share collective responsibility for student learning. You will acquire new conceptual maps, increased confidence, and expanded strategies for strengthening adult working groups. Join us to extend your skills in promotin

Learn how to build collaborative professional cultures that improve student achievement. This practical leadership institute immerses you in a supportive and stimulating seminar environment to explore the latest findings in developing strong professional learning communities that share collective responsibility for student learning. You will acquire new conceptual maps, increased confidence, and expanded strategies for strengthening adult working groups. Join us to extend your skills in promoting a spirit of collective inquiry within groups, resolving conflict, developing consensus and harnessing collaborative energies toward sustained improvement.

• An increased capacity to initiate, develop and sustain high functioning learning communities.
• An expanded repertoire of practical facilitation tools.
• New lenses and tools for working with conflict.
• Skills for modeling and teaching patterns of professional inquiry.
• Templates and tools for teaching collaborative group skills to others.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants are expected to attend all six sessions in their entirety to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.

Virtual Courageous Conversation: The Experience™ provides organizations with a set of tools to talk about race, intentionally and effectively. The Protocol, as it is referred to, includes three components -- The Compass, Four Agreements, and Six Conditions™ -- designed specifically to help engage, sustain and deepen intra- and interracial dialogues. Together, these tools help to create a space that is authentic, safe, and generative for conversations that are insightful and compassionate. Th

Virtual Courageous Conversation: The Experience™ provides organizations with a set of tools to talk about race, intentionally and effectively. The Protocol, as it is referred to, includes three components -- The Compass, Four Agreements, and Six Conditions™ -- designed specifically to help engage, sustain and deepen intra- and interracial dialogues. Together, these tools help to create a space that is authentic, safe, and generative for conversations that are insightful and compassionate. This customized, three-block, eight hour seminar guides an examination of the impact of race in our lives and fosters the development of an essential literacy and competence through which to experience our personal, professional, and organizational ways of being. Courageous Conversation: The Experience™ delivers a foundation for the pursuit of systemic change through a lens of racial equity.

• Engage in a thoughtful, compassionate exploration of race and racism and grapple with how they influence the cultures and climates of our workplaces and our communities.
• Practice strategies for identifying and addressing the policies, programs, and procedures that negatively impact people of color’s achievement and serve as barriers to ALL people’s fullest potential.
• Develop the knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on our lives.

• Attendance is based on your signature in and out of the session. Failure to provide a signature in and out will result in no credit. Virtual attendance is taken via the Zoom Chat.
• Participants are expected to attend the entire session to earn credit.
• Participants must complete an electronic course evaluation within two weeks of the session date to be sent a certificate.
• Accommodations, questions and complaints can be directed to: professionallearning@truenorth804.org

Northbrook 27, Northbrook 28, Sunset Ridge 29, Glenview/Northbrook 30, West Northfield 31, Glenview 34, Glencoe 35, Winnetka 36, Kenilworth 38, Lake Bluff 65, Lake Forest 67, Bannockburn 106, Deerfield 109, North Shore 112, Township HS 113, Lake Forest 115, New Trier 203, Glenbrook 225.