Summary:
During this three-day conference, I began to understand the variety of ways in which I could teach literacy in my classroom.  I learned about a common-core-based writing program, Write Well, that helps students build stamina in their writing while encouraging them to make connections.  I was also introduced to many web-based reading and writing tools that engage students in literacy, and ensure that teachers are reaching all depths of knowledge in their lessons.  

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Implementation:
The MRA conference has changed the way I engage students in my language arts class.  I have used tools such as the R.A.C.E.S. response format for students to help them organize their writing.  Another strategy I now use in my literacy instruction is a “webquest” in which students search for background information about a topic we are covering, and each student must come up with a new, reliable, fact before another student finds this information.  This is an easy and exciting way to get students engaged in a new topic or book in language arts.

Summary:
The goals of this professional development series were to help teachers better understand the Citelighter tool, how to use it as a student, how to grade with rubrics, and finally, its ability to support students that are struggling with writing. I began considering attending this online training after trying a free trial version of Citelighter as a graduate student.  I enjoyed learning and understanding the tools and applications within the program, and I ended up creating a project for one of my courses that explains the benefits of using Citelighter for students with Attention Deficit Hyperactivity Disorder (ADHD).  
 

Implementation:
Not long after the professional development was done, I began planning for writing workshops using the Citelighter program.  After setting up my students with accounts, my class began organizing their encyclopedia research papers that they were starting for one of their final expository writings of the school year.  Students enjoyed how the Citelighter program organized their work and helped them with citations for references.

Summary:

This new teacher training series included monthly training on topics such as Multi-tiered System of Supports (MTSS), data analysis, and active engagement strategies.  When initially attending this series I knew that I would gain plenty of knowledge about testing and data because I was unfamiliar with my district’s testing program and analysis plan.  I learned how to look at individual student data, provide reading interventions, and how set goals with students throughout the year.  As a newer language arts teacher at the time, these were very important aspects of literacy instruction, and they helped me to better understand my students strengths and weaknesses in reading and writing.  

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Implementation:

After learning more about individualized literacy instruction, I set up reading groups with my students so that the readings, assignments, and projects within language arts were differentiated and fitting for each group.  I started to set personalized goals with students, tracking their progress, and providing suggestions for students and parents to work on reading fluency, accuracy, and comprehension at home.  This training series drastically changed how I worked with students as well as my thoughts on literacy instruction.

Summary:

To participate in the Mi-STAR curriculum writing program, it was necessary to take time to learn more about the Next Generation Science Standards (NGSS) and how to use a backward design approach.  This training explained how to break down each of the NGSS into their three parts; cross-cutting concepts, disciplinary core ideas, and scientific practices.  This breakdown was challenging, yet rewarding.  By understanding each of the subcategories within the NGSS, it was easier to develop units and break them down into lessons for each “big idea” we were hoping to focus on in our group.

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Implementation:

This training introduced me to the NGSS, which is very important for all science teachers.  Although my current science curriculum is not NGSS aligned, I have tried my best to use the subcategories within the standards to help enhance my lessons.  In my current practice, I also try to use the backward design approach when planning units.  Instead of focusing on the smaller lessons at first, I think about the big picture and main ideas that I want students to understand and begin planning backward from that point.  This has helped me to ensure that all of my lesson goals are accomplished during the unit.

Summary:

To participate in the Mi-STAR curriculum writing program, it was necessary to take time to learn more about the Next Generation Science Standards (NGSS) and how to use a backward design approach.  This training explained how to break down each of the NGSS into their three parts; cross-cutting concepts, disciplinary core ideas, and scientific practices.  This breakdown was challenging, yet rewarding.  By understanding each of the subcategories within the NGSS, it was easier to develop units and break them down into lessons for each “big idea” we were hoping to focus on in our group.

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Implementation:

This training introduced me to the NGSS, which is very important for all science teachers.  Although my current science curriculum is not NGSS aligned, I have tried my best to use the subcategories within the standards to help enhance my lessons.  In my current practice, I also try to use the backward design approach when planning units.  Instead of focusing on the smaller lessons at first, I think about the big picture and main ideas that I want students to understand and begin planning backward from that point.  This has helped me to ensure that all of my lesson goals are accomplished during the unit.