In our current reality with necessary changes to how we provide instruction to our students in the midst of COVID-19, North GLRS stands ready to support you. Whether you are a leader at the central office or building level, teacher, para, or parent, North GLRS has re-designed our professional learning infrastructure to provide significantly more virtual professional learning opportunities AND virtual individual technical assistance. Simply stated, we have proactively designed a PL delivery model that prevents staff from meeting in large groups for 6 hours at a time. We will have opportunities to communicate within our group but these will be much shorter and spread out to accommodate the schedules of our participants.
We still offer many PL opportunities using the “cohort” model which allows participants to join a community of fellow practitioners with common job responsibilities. The difference is we will now be operating primarily in a virtual platform asynchronously helping educators address their current problem of practice. We recognize that each participant has unique variables to perform their job successfully. Therefore, we will offer highly individualized supports. You may join as many groups as you like 🙂
Here is what we are excited to offer this school year:
Would you benefit from having access to someone with whom you can consult about a problem of practice, question, or research resources? The North GLRS Director and Continuous Improvement Specialist have designated specific days this year for individual consultation with leaders and teachers who participate in one or more of our PL offerings. Please take advantage of this opportunity by signing up for a date & time where the GLRS team can help you address an immediate problem of practice specific to you and help you implement effective practices.
Are you a district or school leader responsible for coordinating access to and implementation of assistive technology for students with disabilities? This community of learners addresses the implementation of AT practices from a systems perspective emphasizing procedures, professional learning, supervising & monitoring of AT device access for students. Evidence-based practices and IDEA compliance will be addressed.
Are you a school leader responsible for the special education program at your site? Do you hire, supervise, and evaluate special education staff at the school level? The target audience for this cohort will address equitable practices for special education staff and students. The goal is to effectively manage and monitor a school-based special education program to ensure equitable access to resources by staff and students, highly satisfied and engaged teachers & staff, successful outcomes for students, and IDEA compliance.
Are you a district or school leader responsible for the implementation of MTSS or Response to Intervention? This community of learners addresses the supervision of MTSS procedures from a systems perspective emphasizing universal screening, evidence-based interventions, progress-monitoring, data-based decision-making, and other important processes for school-wide and district-wide implementation. Specific emphasis is placed on TIER II (Secondary) practices. In addition, topics such as dyslexia will be discussed to inform district policy and procedures as a result of national/state statutes.
Are you a leader responsible for the supervision of preschool special education programs for students ages 3-6? This collaborative addresses the supervision of preschool special education programs through the lens of evidence-based practices for students and IDEA compliance.
Are you an aspiring or new leader of a district special education program? Are you a school leader responsible for the special education program at your site? Do you have duties assigned that support your special education director with monitoring IDEA compliance and/or ensuring students with disabilities receive highly effective instruction? This collaborative is designed to build your capacity to effectively and efficiently supervise and monitor district/school processes, meet all IDEA indicators, and ensure academic success for students with disabilities.
Are you a district or school leader responsible for supervising transition activities for students with disabilities in grades PK-12? This collaborative is designed to build leadership capacity and processes for transition activities of students in all grades to build vertical alignment across the system. Evidence-based transition practices and IDEA compliance monitoring will be addressed.