Professional Learning, Ready When You Are.

 By the end of this course, learners will be able to:

• Recognize how visual supports improve routines, transitions, and student regulation.

• Create and implement visual supports that address classroom and behavioral needs.

• Adapt and refine visual supports to strengthen student independence and engagement. 

 By the end of this course, learners will be able to:

• Apply high-leverage instructional routines that strengthen letter-sound correspondence.

• Use screening data to inform responsive letter learning instruction.

• Develop a structured implementation plan for purposeful, data-informed letter learning. 

By the end of this course, learners will be able to:

• Navigate the structure of the ACT and use Pre-ACT score reports to identify areas of focus for students.

• Incorporate Desmos and time-management strategies to help students approach ACT math efficiently and confidently.

• Facilitate collaborative problem-solving that builds students' confidence and independence with unfamiliar problems.

• Analyze student strategies and integrate ACT-style problems and common distractors into day-to-day instruction. 

By the end of this course, learners will be able to:

• Differentiate between various assessment types and their intended purposes.

• Select appropriate assessment strategies to gather meaningful evidence of student learning.

• Apply best practices that balance effective instruction with high-quality assessment and engage students in the assessment process.
   

By the end of this course, learners will be able to:

• Explain the 2025 ACT enhancements and their implications for schools, educators, and students.

• Use ACT information and student data to identify priorities for instruction and school improvement.

• Develop a coordinated approach to ACT readiness that addresses planning, testing logistics, and communication.

• Support staff, students, and families with resources and strategies that build confidence and readiness. 

By the end of this course, learners will be able to:

• Configure a Canva for Education account for district-wide implementation.

• Organize users, permissions, and shared resources to support collaboration.

• Develop district branding standards using templates and the Canva Brand Kit

• Prepare a successful rollout plan that promotes consistent communication across schools. 

By the end of this course, learners will be able to:

• Build organized Canva systems that support efficient workflows, clear communication, and consistent branding.

• Apply Canva features and strategies to streamline common school and district office tasks.

• Use Magic Studio and other Canva tools to create content more efficiently.

• Apply practical strategies to strengthen everyday Canva use with confidence. 

By the end of this course, learners will be able to:

• Create visually clear and organized classroom materials that strengthen communication.

• Design engaging resources that enhance student learning and participation.

• Develop consistent, professional classroom documents and instructional materials using Canva. 

By the end of this course, learners will be able to:

• Explain how energy influences personal effectiveness, leadership, and relationships.

• Recognize common triggers and patterns that impact energy and decision-making.

• Apply strategies to intentionally choose higher levels of energy and lead with greater authenticity and impact. 

By the end of this course, learners will be able to:

• Conduct Functional Behavioral Assessments (FBAs) using meaningful data to identify the function of student behavior.

• Develop proactive, evidence-based Behavior Intervention Plans (BIPs) that address identified needs and teach replacement skills.

• Apply legal, culturally responsive, and student-centered practices when developing and implementing behavior supports.

• Collaborate with school teams and stakeholders to implement, monitor, and strengthen behavioral interventions. 

By the end of this course, learners will be able to:

• Explain how contingency maps help students connect behaviors, choices, and outcomes.

• Identify ways to use contingency maps across student needs, ages, and learning environments.

• Create customized contingency maps that address specific student needs and situations.

• Implement and refine contingency maps as part of everyday practice. 

By the end of this course, learners will be able to:

• Identify the essential characteristics of an effective learning environment.

• Explain how a positive learning environment supports student engagement, well-being, and achievement.

• Apply strategies to establish and sustain a respectful, safe, and student-centered classroom culture. 

By the end of this course, learners will be able to:

• Identify the core responsibilities and expectations of effective curriculum and instruction leadership.

• Align curriculum, instruction, and assessment practices with state standards and district priorities.

• Apply leadership strategies and practical tools to support educator growth, collaboration, and data-informed decision-making. 

By the end of this course, learners will be able to:

• Explain the purpose and importance of digital accessibility.

• Describe the four WCAG principles (POUR) and their role in accessible design.

• Recognize common accessibility barriers and tools used to evaluate digital content.

• Apply foundational strategies to improve website and digital content accessibility. 

By the end of this course, learners will be able to:

• Apply WCAG principles to digital communications beyond websites.

• Create accessible social media content, multimedia, and digital communications.

• Evaluate third-party tools and external resources for accessibility.

• Design accessible emails and e-newsletters.

• Build accessibility monitoring into ongoing communication workflows. 

By the end of this course, learners will be able to:

• Establish and communicate clear, observable behavior and learning expectations.

• Develop consistent routines and proactive systems that prevent common classroom challenges and support learning.

• Build trusting teacher–student relationships that strengthen engagement, respect, and accountability.

• Respond to challenging behavior with consistency and care while reflecting on and adjusting classroom practices. 

By the end of this course, learners will be able to:

• Recognize the key elements of effective instructional delivery.

• Explain how instructional delivery influences student learning and achievement.

• Apply strategies to plan and deliver instruction that promotes academic growth for all learners. 

By the end of this course, learners will be able to:

• Describe the key responsibilities and legal expectations of K-12 aides and paraprofessionals.

• Apply strategies that support student learning, independence, and positive behavior.

• Strengthen communication and relationship-building skills with students, educators, and families.

• Recognize practices that promote personal well-being and long-term effectiveness in the role. 

By the end of this course, learners will be able to:

• Apply WCAG 2.1 AA principles within learning management systems and instructional platforms.

• Evaluate when HTML is a more accessible option than PDF.

• Prepare, tag, and remediate PDF documents to meet accessibility standards.

• Build sustainable workflows that support long-term digital accessibility. 

By the end of this course, learners will be able to:

• Model multiplication of binomials using algebra tiles.

• Use algebra tiles to divide trinomial expressions by a given binomial expression.

• Apply algebra tiles to visually model the process of factoring trinomials.

• Identify opportunities to incorporate algebra tiles into instruction. 

By the end of this course, learners will be able to:

• Model two-step equations using algebra tiles.

• Use algebra tiles and zero pairs to solve multi-step equations.

• Identify opportunities to incorporate algebra tiles into instruction. 

By the end of this course, learners will be able to:

• Model binomial multiplication using algebra tiles and area models.

• Use algebra tiles to multiply binomial expressions.

• Apply zero pairs to simplify quadratic expressions.

• Identify opportunities to incorporate algebra tiles into instruction. 

By the end of this course, learners will be able to:

• Explain how algebra tiles can be used to model one-step equations.

• Apply zero pairs to isolate variables.

• Use algebra tiles to solve one-step equations.

• Identify opportunities to incorporate algebra tiles into instruction. 

By the end of this course, learners will be able to:

• Apply algebra tiles to factor trinomials as a foundation for solving quadratic equations.

• Use algebra tiles to model completing the square.

• Solve quadratic equations using algebra tiles and compare multiple solution approaches.

• Identify opportunities to incorporate visual models for quadratics into instruction. 

By the end of this course, learners will be able to:

• Build from one-step equation strategies using algebra tiles.

• Use algebra tiles and zero pairs to solve two-step equations.

• Identify opportunities to incorporate algebra tiles into instruction. 

By the end of this course, learners will be able to:

• Explain how base-ten blocks provide a proportional model of the base-ten number system.

• Model whole numbers and decimal values to represent place value and regrouping.

• Use base-ten blocks to model addition, subtraction, multiplication, and division. 

By the end of this course, learners will be able to:

• Explain how Cuisenaire rods support conceptual understanding through proportional, visual models.

• Use Cuisenaire rods to represent number relationships, equivalence, patterns, and operations.

• Guide students in using Cuisenaire rods to strengthen mathematical reasoning and flexible problem-solving. 

By the end of this course, learners will be able to:

• Use geoboards to model and explore shapes, symmetry, area, perimeter, and coordinate relationships.

• Apply hands-on geoboard strategies to make abstract geometry and measurement concepts visible and concrete.

• Identify opportunities to use geoboards to strengthen student reasoning, problem-solving, and engagement. 

By the end of this course, learners will be able to:

• Use alternative hundred chart layouts to strengthen number sense and flexible thinking.

• Facilitate pattern-finding discussions that explore number relationships and chart direction.

• Apply purposeful questioning to extend student reasoning and mathematical thinking.

• Help students visualize movement and relationships among numbers from 1 to 100. 

By the end of this course, learners will be able to:

• Use a number rack to visually model addition and subtraction.

• Apply number rack strategies that strengthen number relationships, fluency, and flexible thinking.

• Extend the use of number racks beyond addition and subtraction to support broader mathematical reasoning. 

By the end of this course, learners will be able to:

• Use a number rope to model magnitude, ordering, and equivalence.

• Facilitate number rope routines that strengthen estimation and number placement reasoning.

• Guide student discussion to make mathematical thinking visible and encourage collaborative reasoning. 

By the end of this course, learners will be able to:

• Use open number lines to visually model mathematical operations and number relationships.

• Apply estimation and strategic jumping to support efficient problem-solving.

• Guide students in developing and communicating flexible mental math strategies. 

By the end of this course, learners will be able to:

• Explain the value of creating and using paper fraction strips with students.

• Use fraction strips to compare fractions and identify equivalent fractions.

• Apply fraction strips to model addition, subtraction, multiplication, and division with fractions. 

By the end of this course, learners will be able to:

• Explain how subitizing supports early number sense and mathematical development.

• Facilitate subitizing routines that build flexible number thinking and fluency.

• Apply effective questioning strategies to extend student reasoning and strengthen part-whole understanding. 

By the end of this course, learners will be able to:

• Explain how tape diagrams and bar models represent mathematical relationships in word problems.

• Construct visual models that identify known and unknown quantities and part-to-whole relationships.

• Apply tape diagrams to support problem-solving with concepts such as fractions, ratios, and percentages.

• Guide students in connecting visual models to appropriate mathematical operations and reasoning. 

By the end of this course, learners will be able to:

• Model ratios, rates, and proportional relationships using double number lines.

• Apply double number lines to solve real-world problems involving proportional reasoning.

• Guide students in visualizing proportional relationships and explaining their mathematical reasoning. 

By the end of this course, learners will be able to:

• Model addition and subtraction of positive and negative numbers using integer chips.

• Demonstrate multiplication of integers using visual models that build conceptual understanding.

• Guide students from concrete integer-chip models to symbolic reasoning. 

By the end of this course, learners will be able to:

• Explain how ten-frames support place value understanding and flexible computation.

• Model addition and subtraction with larger quantities using extended ten-frames.

• Connect ten-frame models to equations, number sentences, and written computation strategies. 

By the end of this course, learners will be able to:

• Explain the legal foundations of IEPs and 504 Plans.

• Describe eligibility requirements, evaluation processes, and the key components of IEPs and 504 Plans.

• Distinguish between accommodations and modifications and apply them appropriately.

• Identify the roles and responsibilities of team members in supporting students with disabilities.

• Apply best practices for collaboration, compliance, and student support. 

By the end of this course, learners will be able to:

• Explain the legal protections and parental rights that guide IEPs and 504 Plans.

• Apply best practices for maintaining confidentiality and supporting compliance.

• Build collaborative partnerships with families throughout the special education process.

• Identify effective strategies for supporting students during key educational transitions. 

By the end of this course, learners will be able to:

• Distinguish the responsibilities of the LEA representative and facilitate effective, collaborative IEP meetings.

• Prepare for CCR-IEP meetings by gathering essential information, engaging families, and incorporating student voice.

• Apply the five-step CCR-IEP framework to lead compliant, inclusive, and student-centered conversations.

• Use practical tools and templates to support consistent, high-quality preparation, facilitation, and follow-through. 

By the end of this course, learners will be able to:

• Apply credible authority when addressing staff performance concerns.

• Establish and communicate clear expectations for performance and improvement.

• Implement consistent systems and protocols that support accountability.

• Balance accountability with a supportive, growth-oriented approach to staff development. 

By the end of this learning series, learners will be able to:

• Apply science-aligned literacy practices that strengthen reading and writing instruction for students in grades 4K–5.

• Integrate research-based instructional routines that support key literacy components, including phonics, morphology, fluency, vocabulary, syntax, and writing.

• Implement practical strategies and tools that enhance classroom instruction and improve student literacy outcomes. 

By the end of this webinar series, learners will be able to:

• Apply research-based literacy practices aligned to the Science of Reading.

• Strengthen instructional decision-making related to background knowledge, vocabulary, and syntax.

• Implement evidence-based strategies that improve literacy outcomes for students in grades 6–12. 

By the end of this course, learners will be able to:

• Apply a coaching mindset and communication strategies to build trust, accountability, and collaboration.

• Use open-ended questions and active listening to guide individuals toward meaningful solutions and ownership.

• Distinguish between coaching, training, mentoring, and feedback to select the most effective leadership approach. 

By the end of this course, learners will be able to:

• Summarize key H.R.1 OBBBA and Tax Cuts and Jobs Act (TCJA) provisions that impact payroll.

• Identify implications of legislative changes for employers, employees, and payroll processes.

• Determine necessary payroll software and process adjustments to support compliance.

• Apply strategies and resources that support accurate, timely payroll administration and ongoing implementation. 

By the end of this course, learners will be able to:

• Explain how checklists improve accuracy, compliance, and efficiency in payroll operations.

• Differentiate between checklist types and identify their appropriate use in payroll processes.

• Create a customized payroll checklist that supports consistent and reliable payroll practices. 

By the end of this course, learners will be able to:

• Analyze the instructional planning cycle before, during, and after instruction.

• Apply strategies to design, deliver, assess, and refine effective instruction.

• Evaluate current planning practices and identify opportunities to strengthen future lessons, including the responsible use of AI tools. 

By the end of this course, learners will be able to:

• Identify behaviors and mindsets that demonstrate professionalism in the workplace.

• Examine how communication, boundaries, and professional habits impact themselves and others.

• Apply practical strategies to strengthen professionalism, relationships, and workplace culture.

• Develop actionable steps for continued professional growth. 

By the end of this course, learners will be able to:

• Recognize student refusal as a form of communication and identify factors that contribute to refusal behaviors.

• Apply practical intervention strategies grounded in Functional Communication Training (FCT).

• Develop a proactive response plan that promotes student dignity, independence, and positive engagement. 

By the end of this course, learners will be able to:

• Explain the purpose and legal foundations of Section 504 and distinguish it from the Individuals with Disabilities Education Act (IDEA).

• Apply appropriate practices for Section 504 referral, evaluation, eligibility, and collaborative team decision-making.

• Develop individualized Section 504 plans that connect meaningful accommodations to identified student barriers.

• Support consistent implementation, monitoring, and ongoing review of Section 504 plans to promote equitable student access. 

By the end of this course, learners will be able to:

• Identify common barriers that impact secondary students' reading comprehension and literacy development.

• Apply evidence-based strategies to strengthen word knowledge, vocabulary, and comprehension.

• Implement practical instructional routines that increase student engagement and support independent reading. 

By the end of this course, learners will be able to:

• Explain how structured teaching supports neurodiverse learners and promotes independence.

• Design predictable routines and structured environments using schedules, task lists, visual supports, and clear expectations.

• Implement structured work systems that increase student autonomy across learning environments.

• Use fidelity tools to reflect on implementation and identify opportunities for improvement. 

By the end of this course, learners will be able to:

• Describe legal responsibilities and requirements for serving multilingual learners.

• Explain key concepts of language acquisition and proficiency development, including the distinction between social language (BICS) and academic language (CALP).

• Apply instructional strategies, accommodations, and WIDA tools to strengthen multilingual learners’ access to grade-level instruction.

• Integrate technology and intentional planning practices that support language development and content learning. 

By the end of this course, learners will be able to:

• Apply ESSA and Wisconsin DPI requirements to implement equitable Title services for private schools.

• Conduct meaningful consultation and manage funding, documentation, and service delivery in compliance with federal requirements.

• Develop collaborative partnerships that support students, educators, families, and private school stakeholders through effective Title program implementation. 

By the end of this course, learners will be able to:

• Recognize and define key vocabulary and acronyms commonly used in K-12 education and Career and Technical Education.

• Differentiate terminology related to curriculum, assessment, student support, and career development.

• Apply CTE-specific terminology in classroom practice and professional conversations.

• Communicate confidently using consistent language that supports collaboration and student success. 

By the end of this course, learners will be able to:

• Navigate key features of the WISEgrants portal and locate support when needed.

• Manage user access, permissions, and required grant documentation.

• Apply enrollment and eligibility information to determine Title I eligibility.

• Build and review grant budgets aligned with ESEA requirements.