MONDAY MORNING KEYNOTE: 

The Three Ships: Relationships, Leadership, and Partnerships with Dr. Randy Russell

The 3 Ships: RelationShips, LeaderShip, and PartnerShips, will address several key questions, including:  

• • Do you want to build and develop meaningful relationships?  
• • Are you ready to improve your leadership capacity and skills?  
• • Do you want to increase and strengthen your partnerships?

This keynote will help answer these three questions and strengthen relationships, grow and develop leadership skills, and identify and promote partnerships. The order of the three ships is intentional. The book begins with relationships because of their importance in our everyday lives. After relationships, it moves into leadership, which cannot improve without building successful relationships with the team. The book concludes with partnerships because partnerships rely on strong relationships and leadership within the community to be effective. 

First 200 attendees to arrive at the keynote session will receive Randy Russell's Book: The Three Ships: Relationships, Leadership, and Partnerships.

TUESDAY MORNING KEYNOTE: 

Limitless Learning: Learn, Lead, and Live without Barriers with Stanford University Nominelli-Olivier Professor Dr. Jo Boaler

Recent years have seen an explosion of scientific evidence showing that there is a different way to learn, lead, and live, available to us all. When people take a limitless approach to learning – in learning and in life – different pathways open up, leading to higher, more equitable, and more enjoyable achievement. In this session we will consider what this different approach is, thinking about the ways we can teach students to increase equity, engagement, and achievement. 

The first 200 attendees to arrive at Tuesday's keynote will receive a copy of Dr. Boaler's book: Limitless Mind: Learn, Lead, and Live without Barriers. 

PM SESSION: Teaching and Learning Multidimensional Mathematics with special guest Cathy Williams, Stanford University

WEDNESDAY MORNING KEYNOTE:

Navigating the Future: Harnessing the Power of Montana’s Graduate Profile with Mary Anne Moran and John Clements

John Clements and Mary Anne Moran are Co-Principals of Nipmuc Regional High School in Upton, Massachusetts. As principals, they find inspiration in leading a school community to live an aspirational vision for learning and supporting students to thrive in the modern world.

The presentation will focus on introducing Montana’s educators to the graduate profile with the following intended outcomes:

• Develop an understanding of the graduate profile.
• Discover the relevance of the graduate profile across all grade levels.
• Explore how graduate profiles can be designed to align with each educator’s and each learning community’s mission, vision, and beliefs about learning.
• Review and practice practical strategies to help educators, schools, and districts move from idea to action with the graduate profile.
• Explore examples of how schools use the graduate profile as a focus of teaching and learning.
• Establish a sense of enthusiasm about the impact of the graduate profile on Montana’s students.

*New* Series on Dyslexia on the Teacher Learning Hub

Created by Middle Tennessee State University for the OPI 

Chapter 1: Defining the Science of Reading (2 PDUs) The science of reading is used to denote the knowledge we have acquired as a society through decades of research into what reading is, how it develops, and how best to teach it. 

Chapter 2: An Overview of Dyslexia (2 PDUs) Educating teachers about the nature and consequences of dyslexia, as well as some of the conditions that commonly co-occur with dyslexia, is an important first step in ensuring children with characteristics of dyslexia are identified early and provided with appropriate, intensive instruction and intervention. Chapter 2 takes participants through a brief history of dyslexia, what current research has to tell us about how the brains of individuals with dyslexia differ from those of individuals who do not have dyslexia, and the primary and secondary characteristics of dyslexia, particularly in the primary grades (kindergarten through second grade). The module concludes with a consideration of conditions that commonly co-occur with dyslexia and the implications of this co-occurrence for instructional practice and intervention.

Chapter 3: Screening for Dyslexia  (2 PDUs) This course covers using an MTSS/RTI framework to screen for and identify students at risk for dyslexia across grades K-2. It teaches the problem-solving model: identifying reading difficulties, analyzing underlying deficits, developing intervention plans, evaluating outcomes, focusing on using data and the Simple View of Reading.