Looking for ways to meet the diverse needs of all learners—without creating a different lesson for every student? In this engaging professional learning session, we'll explore tiered instructional strategies that help you  support your educators to differentiate content, process, and product based on student readiness, interest, and learning profile.

Through a blend of expert-led discussions, hands-on activities, and collaborative problem-solving experiences, administrators will both share and expand their expertise, learning to identify key leverage points within their school systems and use data-driven insights to inform decisions. By the end of this session, participants will have the tools and strategies needed to lead their schools towards comprehensive success, ensuring that every person within their school contributes to the overall mission of student achievement and well-being.

This virtual leadership series is designed specifically for secondary instructional leaders who are ready to grow their capacity, sharpen their focus, and lead with greater impact. Led by nationally recognized educators, the evening sessions will explore key topics such as collaborative leadership, improving instruction, and building effective school cultures. Participants will engage in reflective dialogue, learn practical strategies, and leave each session with tools they can immediately apply to support teachers and improve student outcomes.

Available per Request : Discover the power of a Trauma-Informed Approach in education with our comprehensive overview workshop. Gain valuable insights into understanding and supporting students who have experienced trauma. Learn evidence-based strategies for creating a safe and nurturing learning environment, fostering resilience, and promoting positive mental health outcomes.

Leadership labs are an opportunity to engage in school-embedded professional development as a team of principals. Leadership labs are structured around an observation of a principal leading the coaching effort, accompanied with a debrief to unpack implications and points of learning that relate to leading a successful coaching effort. A prebrief also provides time for the principal to set the focus and share tools and strategies that are being used at the school.
Note: This course is only available to K-3 principals, but assistant principals can attend the virtual sessions. 

Diane Sweeney, author of Leading Student-Centered Coaching, is leading a three-part webinar series. All K-3 Administrators are invited to attend. Participants must register in Webex and PowerSchool in order to attend and receive credit for the session(s). Each session is 1.5 APLDS credit hours. 

**This session is open to all K-12 administrators.
This session will introduce leaders to the difference between a technical school-wide schedule and a data-driven, strategically designed schedule. Participants will explore how to move from a technical schoolwide schedule that “fits everything in” to a strategic schedule driven by student and classroom implementation data. Participants will consider ways to maximize time, money, and people to achieve student results in literacy. The session will review sample instructional day schedules and give participants time to collaborate with colleagues and make adjustments to their instructional day schedules.

**This course is open to all K-3 Administrators. 
Participants must register in Webex AND PowerSchool to attend the session and receive credit.

The LETRS course of study has provided administrators with a deeper understanding of the science of reading and structures for effective implementation by covering all layers of language organization (phonology, orthography, morphology, syntax, semantics) and their relevance for teaching reading, spelling, and oral language. This is a 2 year course. However, the clock hours reflect the number of hours that will be awarded each year. Note: This course is only available to K-3 administrators.

LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in reading and beyond. Dr. Louisa Moats and Dr. Lucy Hart Paulson designed this course of study for early childhood educators because research shows the foundation of literacy begins at a young age. Early childhood educators need the same level of professional learning as K–3 educators to effectively teach the foundation of literacy. Studies show that pre-K and kindergarten prepare children to thrive in school and accelerate their learning. Even at this early stage of learning, independent experts agree that "a well-implemented, evidence-based curriculum" and an emphasis on the quality and continuous training of early childhood educators leads to success in the classroom.