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Note: Courses with [A] have available sessions.
Training Model Subcategory

      Adolescent RISE Plus [A]
Target group: All staff

In Adolescent RISE Plus, we will take a fun and in-depth look at the developmental period of adolescence. This will include debunking myths about adolescence, understanding the four qualities of adolescence (risk taking, individuation, social reorientation, and emotional intensity), and learning about neuroplasticity and the adolescent brain. With this foundation, we will discuss ways to work more effectively with adolescent students.

In the second part of the training, we will focus on adolescent wellness and how we can help students become aware of the choices they can make to live a more fulfilling and balanced life. The importance of physical wellness (sleep, exercise, nutrition, avoiding harmful habits) emotional wellness, and social wellness will be addressed. In addition, the benefits of mindfulness, gratitude, and service will be discussed.
      Advanced Restorative Justice Facilitator Training
Target group: Anyone who has completed Community Group Conference (CGC) Facilitator training and has participated in one or more processes as a facilitator or co-facilitator within the past year.

The goal of this training is to provide specific tools for restorative justice facilitators to deal with difficult situations that come up on a regular basis during restorative justice processes. The curriculum for the training is flexible and the scenarios and discussions are based on requests from current LCJP facilitators based on the challenges they regularly face while managing processes.

You must both register with the district and with LCJP. For more specific information on the topic for this session and/or to register with LCHP, call Jessica Goldberg at 303-776-1527.
      ASIST Version XI (Applied Suicide Intervention Skills Training)
Target Group: All school staff, licensed and classified, counselors, administrators

How do you know if someone you love or work with is suicidal? What should you do if you learn someone is having thoughts of suicide? The Applied Suicide Intervention Skills Training (A.S.I.S.T.) is a two-day intensive workshop designed to teach practical skills for identifying and responding to those who might be at risk of suicide. This interactive program includes teaching, discussion, videos, and practice of skills. Anyone who is an educator or parent will benefit from this important training. This is an intensive two-day training.

Addresses Colorado Teacher Quality Standards: 2A, 2E, 2F, 5C
      Conflict Resolution: Strategies for Before, During, and After Conflict Occurs
Target group: K-12 teachers, classified staff

Conflict happens, and when we have the right tools and skills, we can respond in a way that helps all parties gain perspective and learn from the situation. This course will provide strategies for addressing conflict in three stages: before, during, and after.

Course participants will learn to:

  • Facilitate a basic connection circle for building relationships and addressing classroom behavior
  • De-escalate a conflict with students as it is occurring, and address conflict after it has occurred, by using a restorative conversation and agreement.

Course content will address the importance of building clear expectations, respectful, trusting relationships, and how to create opportunities for repair after the conflict or its consequences have caused harm.We will use an experiential approach including role plays and personal case studies. All participants are required to submit a half page case study one week prior to attending the course. These case studies will be used to tailor the training to the needs of the participants.

Please note: much of the content in this course has also been taught in LCJP´s Restorative Tools for the Classroom Training. Participants who already attended Restorative Tools can benefit by taking this as a refresher course.
      Design a Relationship-Based Classroom [A]

Target group: PreK-12 teachers

Discover why creating positive, trusting relationships with students is the most effective classroom management strategy! Participants will learn how the child/teen brain works, understand how to recognize emotions, and practice using relationship-based strategies such as therapeutic limit setting, offering choices, and problem solving. Additionally, participants will understand the importance of consistent classroom rules, expectations, and routines. Lastly, participants will explore the power of apologies and imperfect teaching while learning how to model self-compassion, self-care, and self-regulation.
      Induction Academy
This class will serve as a catalyst for coaching cycles. Induction Coaches and mentors will support first-year teachers with strategies and feedback as teachers engage in and refine goals that are set during the class. Video will be an integral part of this process.

Topics covered during Induction Academy include the following:

  • Classroom management
  • Lesson design and delivery
  • Learning progressions
  • Assessment
  • Differentiation

In this seminar, first-year teachers will also be given the opportunity to reflect with other SVVSD first-year teachers who are in like grade-level and content areas.
      Life After High School: Community Supports for Individuals with Disabilities [A]
Target group: Special Education Teachers, especially secondary but open to all

This course will provide teachers first hand information on community supports for individuals with disabilities. Topics include: College/Disability services, Guardianship and Alternatives, Community Agencies (Envision, Imagine, Expand, Ramble on Pearl, NBRH, MHP, and others) as well as Employment-SWAP, DVR and Job Corps.   
      Mental Health Awareness and Intervention in Schools [A]
Target group: All staff

The goal of this class is to provide a basic introduction of common mental/emotional health problems that may present among students to enhance detection and early intervention. In addition, participants will gain a better understanding of how to respond in crisis/tense situations and access supports in the school setting.

Addresses Colorado Teacher Quality Standards: 2F, 3A, 4C
      Mindfulness for Busy Teachers
Target group: Sessions are targeted to specific schools. Do not register unless it´s been arranged through your school.

  • Interested in opening some Mindful Doorways, practicing Mindfulness and re-connecting with yourself?
  • Would you like to explore educational activities that nurture Mindfulness and SEL and use these tools in your personal and professional life?

Through a team effort, we will create educational, grade level activities and connect these with Mindfulness Techniques. Cultivating Mindfulness practices and social-emotional skills within yourself can help you to model these skills in your personal life as well as for students. When you are fully present, you teach better. When students are fully present, the quality of their learning is better. It’s a ‘win-win’ equation that can transform teaching and learning.

Together we will explore how Mindfulness and SEL can work together and create "teachable moments and learning."
      SVVSD Gender and Sexual Diversity Teacher Institutes [A]
Target group: Teachers, counselors, interventionists

Research continues to suggest that many educators feel unsupported in their efforts to create safe and affirming classrooms and schools for LGBTQ students. Our goal is to change this!

This session provides a foundational overview of gender, family and sexual diversity in PK-12 schools (e.g., terminology, current research and stats on LGBTQ youths’ experiences in schools) and engages participants in knowledge building, critical reflection, and dialogue. Session includes a screening and discussion of a locally produced, 21-minute documentary film Breaking the Silence, and touches on district policies and guidelines around supporting transgender and gender expansive youth. Session concludes with a series of “big” and “little” things that educators can do to become more affirming of gender and sexual diversity.

Here’s what these 2-hour institutes are all about:

  • Collaborating with educator colleagues in SVVSD
  • Grappling together about how to introduce, engage in, and navigate conversations
  • Learning practical strategies for creating safe, inclusive, and affirming classrooms through both the social and academic curriculum
  • Becoming a leader in your school and a resource for your staff around these important topics
      SVVSD Gender and Sexual Diversity Teacher Institutes Level 2 [A]
Prerequisite: Level 1 training

This session builds on what participants learned and experienced in Level 1 and focuses explicitly on the climate and culture of schools. Specifically, we will take a deeper dive into the ways that cis-heteronormativity functions in education systems, schools, and classrooms, and we will explore entry-points for disrupting harmful norms through the academic curriculum.

We know that when students see themselves reflected in the academic curriculum that they feel more safe and more connected to school. It’s also important that students see people in the curriculum who are different from them (e.g., along lines of race/ ethnicity, gender, sexuality, ability, etc.). Participants will be introduced to examples of what “queering” the curriculum looks like (i.e., affirming gender, sexual, and family diversity and questioning/ disrupting what counts as “normal”) and will receive guided support to develop their own curriculum and instructional plans.

Questions guiding our inquiry include:

  • What counts as normal in my curriculum? In the stories I read? In the examples I use?
  • In the lessons I teach, whose voices are privileged and whose are silenced and/or missing? What happens when new voices are added? How does that change the way the story gets told?
  • What assumptions are embedded in this lesson’s content? (Think about assumptions related to gender, sexuality, and families and also to race, ethnicity, social class, language, and ability.) What would it look like to get curious about those assumptions? To bring them to the surface?
  • What stereotypes might students walk away with after engaging in this lesson? What would it look like to challenge and disrupt those stereotypes?

Register for one session.

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