Modules will be added as they are completed with the full series available by Fall 2024. This series of 10, 60 minute courses provide an overview of the knowledge and skills required of early reading teachers and all early education professionals. This course can be used to partially meet the K-3 Reading Assessment and Intervention (Chapter 56) professional learning competencies. *Please access the course materials through the linked Canvas course (course is offered online click here* below).

Modules will be added as they are completed with the full series available by Fall 2024. This series of 10, 60 minute courses provide an overview of the knowledge and skills required of early reading teachers and all early education professionals. This course can be used to partially meet the K-3 Reading Assessment and Intervention (Chapter 56) professional learning competencies. Please access the course materials through the linked Canvas course (course is offered online click here below). No need to register here.

The Formative Assessment and Feedback in Learner-centered Systems professional development module, or Drop, is part of the broader RIDE initiative to create an ecosystem of synchronous and asynchronous experiences focusing on student-centered learning. The overarching goal of these Drops is to develop and enhance eight broad competencies captured in the Wyoming Portrait of an Educator. In this Drop learners will gain an understanding of the what and why of formative assessment. The role of form

The Formative Assessment and Feedback in Learner-centered Systems professional development module, or Drop, is part of the broader RIDE initiative to create an ecosystem of synchronous and asynchronous experiences focusing on student-centered learning. The overarching goal of these Drops is to develop and enhance eight broad competencies captured in the Wyoming Portrait of an Educator. In this Drop learners will gain an understanding of the what and why of formative assessment. The role of formative assessment to support learner-centered systems and deeper personalization will be explored and applied in the demonstration of learning. More specifically, participants will create rigorous and relevant/authentic assessment experiences, and plan, collect, and analyze a range of data to evaluate progress towards meeting expected learning outcomes and identify additional learning needs.

Note - Students will pay for the UW Credit and complete the course through the WyoLearn platform.

Welcome to the Early Reading Webinars for K-3 Educators! These high quality learning sessions are recorded from past WYBILT Embracing Literacy and Embrace Literacy All Year Long webinars. Webinars have been crosswalked with the Competency Areas of required professional learning in reading for all K-3 educators. The competency areas each session meets is indicated with the description so districts and educators may use and combine the webinars to meet their needs.

Continue to the Canvas Cou

Welcome to the Early Reading Webinars for K-3 Educators! These high quality learning sessions are recorded from past WYBILT Embracing Literacy and Embrace Literacy All Year Long webinars. Webinars have been crosswalked with the Competency Areas of required professional learning in reading for all K-3 educators. The competency areas each session meets is indicated with the description so districts and educators may use and combine the webinars to meet their needs.

Continue to the Canvas Course link for more information and to access the material.

Wyoming PLC State Series on Response to Intervention Presented by Brig Leane A Focus on Learning and Results - PLC Critical Question 3 and 4: RTI—also known as a multitiered system of support (MTSS)—is a systematic process that helps ensure all students receive the time and support needed to learn at high levels. Each session builds upon the previous ones and will conclude with an understanding of the importance of understanding of a coherent and viable core curriculum that embeds ongoing

Wyoming PLC State Series on Response to Intervention Presented by Brig Leane A Focus on Learning and Results - PLC Critical Question 3 and 4: RTI—also known as a multitiered system of support (MTSS)—is a systematic process that helps ensure all students receive the time and support needed to learn at high levels. Each session builds upon the previous ones and will conclude with an understanding of the importance of understanding of a coherent and viable core curriculum that embeds ongoing monitoring for all students, immediate and targeted intervention systematically applied and monitoring for any students not achieving and intensive intervention focused on closing gaps. Participants will increase their knowledge of providing timely, targeted, systematic interventions to every student who demonstrates the need. ***In order to earn the 0.5 PTSB credit, you must participate in all three sessions of this series.

Wyoming PLC State Series on Common Formative Assessment Presented by Michael Maffoni A Focus on Learning and Results - PLC Critical Question 1 & 2: This series of sessions delves deep into the PLC process and monitoring a guaranteed and viable curriculum. Participants will connect with research that supports the need for schools and teams to create aligned common formative assessments for a guaranteed and viable curriculum. Additionally, participants will explore how to deconstruct essential st

Wyoming PLC State Series on Common Formative Assessment Presented by Michael Maffoni A Focus on Learning and Results - PLC Critical Question 1 & 2: This series of sessions delves deep into the PLC process and monitoring a guaranteed and viable curriculum. Participants will connect with research that supports the need for schools and teams to create aligned common formative assessments for a guaranteed and viable curriculum. Additionally, participants will explore how to deconstruct essential standards into specific learning targets and determine corresponding proficiency levels. We will dedicate time to connecting with the principles of a balanced and coherent system of assessments. Schools will also gain a clear understanding of how to develop formative assessments that align with essential standards and learning targets. Each session builds upon the previous ones and will conclude with an understanding of the importance of engaging in data conversations aligned with team-generated common formative and summative assessments. Participants will gain clarity on the three rules for presenting data, enabling collaborative teams to transition from analysis to collective action. Participants will identify the key characteristics of effective data protocols that enhance best instructional practices and allow them to determine which students have and have not mastered essential standards and learning targets. The final session will end with creation of a plan to implement the learning acquired over the 4-session series. ***In order to earn the 0.5 PTSB credit, you must participate in all four sessions of this Common Formative Assessment series.

In this drop you will explore cognitive science principles that enhance classroom learning, focusing on attention and comprehension strategies. Specifically, you will examine evidence-based strategies to help students focus, learn, and remember key concepts. To demonstrate competency, learners will apply one specific classroom strategy to a lesson plan in their context.

This asynchronous professional develop opportunity was developed by as part of the RIDE initiative. Note: Participants will

In this drop you will explore cognitive science principles that enhance classroom learning, focusing on attention and comprehension strategies. Specifically, you will examine evidence-based strategies to help students focus, learn, and remember key concepts. To demonstrate competency, learners will apply one specific classroom strategy to a lesson plan in their context.

This asynchronous professional develop opportunity was developed by as part of the RIDE initiative. Note: Participants will pay for the UW credit ($60) and complete the course through the WyoLearn platform.

In these workshops, participants will consider how the responsibilities of principals have expanded to include not only managerial tasks but also the responsibilities of instructional leaders. This transformation demands visionary building leaders who must be able to accept different pedagogies and education structures in order to focus on every student’s individual learning needs. To succeed, school leaders must understand why the current paradigm is inadequate and embrace personalized compet

In these workshops, participants will consider how the responsibilities of principals have expanded to include not only managerial tasks but also the responsibilities of instructional leaders. This transformation demands visionary building leaders who must be able to accept different pedagogies and education structures in order to focus on every student’s individual learning needs. To succeed, school leaders must understand why the current paradigm is inadequate and embrace personalized competency-based education (PCBE), which marries the ideas of personalized learning opportunities and individualized pacing of the academic content students are expected to master, as the solution. To implement PCBE, the authors offer the evolutionary triad, a framework consisting of three main elements: (1) the transformational instructional leader, (2) the optimistic teacher, and (3) the engaged student.

Learning outcomes may include: • Understand the benefits of competency-based education • Discover how to shift from traditional practices to a high reliability, competency-based system • Review sixteen school-level indicators that Marzano Academies schools implement • Learn how school leaders can collectively monitor and respond to lagging indicators • Receive and adapt research-based strategies and tools to address schools’ specific needs *** You must attend all three sessions in order to earn the half PTSB credit.

Schools do amazing things every day to support learners in developing the mindsets and skill sets of agency. But while no school is perfect, our learners deserve better than “good enough.” So, how do we support teachers in building the capacity to design learning opportunities that develop agency in all? In this session, participants will discuss the four lenses of leadership aspects necessary for all successful changes: communication, teamwork, and action planning. Participants can expect

Schools do amazing things every day to support learners in developing the mindsets and skill sets of agency. But while no school is perfect, our learners deserve better than “good enough.” So, how do we support teachers in building the capacity to design learning opportunities that develop agency in all? In this session, participants will discuss the four lenses of leadership aspects necessary for all successful changes: communication, teamwork, and action planning. Participants can expect to:

• Learn that the role of a change leader is to set a vision and communicate, communicate, communicate.
• Recognize the need for different structures for meetings depending on their purpose.
• Identify the seven reasons people resist change and understand those reasons as a form of lack of clarity or exhaustion.
• Develop action plans for moving the work forward within their school or district. ***You must attend all sessions in order to earn the half PTSB credit.