Ensure the Success of Your Students and Teachers

The Pre-K Institute Plus is a two-day professional development seminar that focuses on the instructional techniques necessary to meet children’s key learning goals as defined by Early Reading First. These include phonological awareness, alphabet knowledge, oral language and vocabulary skills, and print awareness.

The Pre-K Institute also allows teachers to explore connections to math, science, and social studies, to understand the value of assessments. Participants will engage in small-group discussions, role-playing, simulations, and teaching practice using Houghton Mifflin Pre-K materials.

Length:
One day

Participants must have Houghton Mifflin Pre-K materials.

Objectives:

• Understand and successfully implement Houghton Mifflin Pre-K
• Understand how to build phonological awareness, alphabet knowledge, oral language and vocabulary skills, print awareness, and number sense in students
• Understand the program’s comprehensive curriculum, which includes social and emotional development, science, social studies, and math
• Be able to adapt instruction through formal and informal assessment

College Credit Pending

The Pre-K Institute Plus is a two-day professional development seminar that focuses on the instructional techniques necessary to meet children’s key learning goals as defined by Early Reading First. These include phonological awareness, alphabet knowledge, oral language and vocabulary skills, and print awareness.

This expanded institute offers participants further opportunities to work on a plan for family involvement and management issues such as developing routines, creating a print-rich environment, and balancing children’s social and academic needs through Houghton Mifflin Pre-K.

Length:
Two days

Participants must have Houghton Mifflin Pre-K materials.

Objectives:

• Understand and successfully implement Houghton Mifflin Pre-K
• Understand and be able to implement instructional strategies necessary to build phonological awareness, alphabet knowledge, concepts of print, writing skills, and number sense
• Develop a plan for family involvement
• Be able to adapt instruction through formal and informal assessment
• Create an effective management plan, incorporating instruction, independent explorations, and classroom routines

College Credit Pending

During this one-day training, teachers will explore the current research from such education leaders as Shane Templeton on Effective Vocabulary Instruction and how it is reflected in the Journeys program. In this interactive, hands-on workshop, teachers will explore the practical, research-based instructional strategies found in Journeys by participating in simulations, lesson examination and more.

Length:
One day

Participants must have the Journeys program.

Objectives:

• Understand the vocabulary development in Journeys
• Utilize best instructional practices for vocabulary instruction based on the latest research
• Integrate this vocabulary training into classroom lesson plans
• Identify and plan for students needing extra support

College Credit Pending

Based on the research of Irene Fountas, this one-day training on Journeys Comprehensive Language and Literacy Guide gives teachers the tools to meet the needs of various learners through the use of leveled books. Teachers will begin by exploring the lessons designed to complement the instruction in the Journeys core program and extend to the formation and management of various groups.

Length:
One day

Participants must have the Journeys program.

Objectives:

• Understand and effectively use the instructional plans found within the Journeys Comprehensive Language and Literacy Guide materials
• Integrate leveled book instruction with Journeys core program instruction
• Utilize a variety of assessments to drive decision making
• Understand and be able to effectively organize and manage multiple groups based on student needs

College Credit Pending

During this one-day training on Differentiating Instruction, teachers will explore how to meet the needs of various learners through a three-tiered instructional approach. Teachers will begin by exploring the myriad of options within the Journeys core program that are designed to facilitate differentiation and move on to resources for more intensive support such as the Write-In Readers and the Reading ToolKit to achieve student success. Teachers will explore ways to group students to meet their instructional needs.

Length:
One day

Participants must have the Journeys program.

Objectives:

• Understand the various tiers of instructional support within Journeys
• Utilize a variety of assessments to drive decision making
• Understand and be able to effectively use a variety of resources from the Journeys program to meet students’ needs

College Credit Pending

Best Practices: Building Vocabulary is a one-day professional development course that combines theory and practice to build a greater awareness of the role vocabulary plays in successful reading development. Through an interactive approach, participants learn to utilize the best practices for vocabulary instruction found in the StoryTown program. These best practices include Isabel Beck’s three tiers of vocabulary. To ensure the transfer of learning to the classroom, these practical, research-based instructional strategies found in StoryTown are modeled and practiced during the seminar.

Length:
One day

Participants must have the StoryTown program.

Objectives:

• Understand what vocabulary is and why it needs to be taught
• Determine which words need to be taught, directly and explicitly — words include academic vocabulary and Tier I, II, and III words
• Utilize best instructional practices for vocabulary instruction based on the latest research
• Integrate this vocabulary training into classroom lesson plans
• Implement activities and strategies that students can use to improve their vocabulary
• Identify and plan for students needing extra support
• Understand the vocabulary development in StoryTown

College Credit Pending

Best Practices: Developing Phonemic Awareness is a one-day professional development course designed to help educators develop an understanding of the relationship between phonemic awareness, phonological processing, and phonics. In this highly interactive seminar, participants engage in activities that help them understand the progression of phonological awareness, phoneme awareness, the speech sounds of English, and dialect differences. Practical, research-based instructional strategies are modeled and practiced during the seminar. StoryTown materials are used throughout the training.

Length:
One day

Participants must have the StoryTown program.

Objectives:

• Define, identify, and segment important linguistic units
• Accurately pronounce vowel and consonant phonemes
• Achieve accuracy with matching, producing, counting, blending, segmenting, and manipulating phonemes
• Implement sound phonemic awareness instruction
• Identify and plan for students needing extra support
• Understand the development of phonemic awareness in StoryTown

College Credit Pending

Best Practices: Developing Comprehension is a one-day professional development course focusing on the practical application of current research about reading comprehension. From sentence comprehension to expository and narrative text structures, this interactive seminar offers many opportunities for teachers to practice strategies that can be immediately implemented in their classrooms. Practical, research-based instructional strategies are modeled and practiced during the seminar. StoryTown materials will be used throughout the training.

Length:
One day

Participants must have the StoryTown program.

Objectives:

• Demonstrate an understanding of the major factors that influence comprehension
• Recognize the challenges of comprehending academic text
• Utilize comprehension skills and strategies in daily instruction
• Integrate various graphic organizers into instruction
• Identify and plan for students needing extra support
• Understand the organizational structure of comprehension instruction in StoryTown

College Credit Pending

Best Practices: Phonics Instruction is a one-day professional development course focusing on the importance of sound phonics instruction in any reading curriculum. Participants learn how much phonics instruction is needed at various grade-levels, the progression and routines of phonics instruction, how to teach sound blending, the importance of word building activities, and much more. Practical, research-based instructional strategies are modeled and practiced during the seminar. StoryTown materials are used throughout the training.

Length:
One day

Participants must have the StoryTown program.

Objectives:

• Understand the importance of phonics skill development
• Implement the progression and routines of sound phonics instruction
• Utilize phonics best practices in daily instruction
• Identify and plan for students needing extra support
• Understand the phonics instruction in StoryTown
• Understand the organizational structure of comprehension instruction in StoryTown

College Credit Pending

Best Practices: Building Fluency is a one-day course that demonstrates why fluency is critical for developing strong reading comprehension. In this interactive, hands-on workshop, teachers learn the principles of fluency instruction, experience strategies that improve fluency and practice measuring student reading fluency. Practical, research-based instructional strategies are modeled and practiced during the seminar. StoryTown materials are used throughout the training.

Length:
One day

Participants must have the StoryTown program.

Objectives:

• Understand what fluency is and why it is necessary for comprehension
• Implement instruction that will improve reading fluency for all students
• Utilize best practices for fluency instruction based on the latest research
• Integrate fluency instruction into daily classroom lesson plans
• Implement activities and strategies that students can use as practice in the classroom
• Identify and plan for students needing extra support
• Understand the fluency development in StoryTown

College Credit Pending

During this one-day course, teachers will explore the features of Holt McDougal Elements of Literature that support language acquisition. Through hands-on activities teachers will learn effective strategies to support second language learners. Participants will focus on lesson preparation, building background, and implementing strategies that encourage interaction and offer opportunities for practice and application. This course will move teachers beyond basic program implementation and go deeper into research-based best instructional practices necessary to accelerate English language learners. Program resources will be used as examples when appropriate.

Length:
One day

Participants must have the Elements of Literature program.

Objectives:

• Demonstrate an understanding of the major factors influencing language acquisition
• Identify and plan for students needing extra support
• Recognize and be able to use the instructional strategies included in Holt McDougal Literature to support second language learners

College Credit Pending

Bridging Instruction for Adolescent Readers is designed to support teachers working with struggling readers. Through hands-on, interactive activities using the materials in Bridges to Literature, teachers will learn effective strategies to support these students in building fluency and comprehension before, during and after reading.

Length:
One day

Participants must have the Bridges to Literature program.

Objectives:

• Know the needs of struggling adolescent readers
• Apply research-based instructional strategies to daily lessons
• Understand the instruction in Bridges to Literature

College Credit Pending

During the two-day Soar to Success Institute, teachers will learn how to help struggling K–8 readers achieve grade-level success using the research-based materials in Soar to Success. Developed by reading authorities Dr. J. David Cooper and Dr. David Chard, this intervention institute uses role playing, discussions, simulations, and coaching to support teachers in internalizing the instructional plan, conducting ongoing assessments, and developing a plan for managing the curriculum in their buildings and classrooms.

Length:
Two days

Participants must have the Soar to Success program.

Objectives:

• Apply reciprocal teaching strategies to help struggling readers make more than adequate yearly progress
• Systematically teach phonemic awareness, phonics, and fluency
• Support comprehension with graphic organizers
• Conduct ongoing assessments and use benchmark assessments to monitor student progress
• Select and release students for Soar to Success based on specific program criteria
• Organize and manage the program in classroom and school settings

College Credit Pending

The Reading Advantage Course is designed for middle school and high school teachers who work with struggling readers. The workshop combines research with proven strategies to deliver instruction designed to motivate and engage at-risk readers, while helping them to achieve adequate yearly progress.

During the workshop the Reading Advantage kits are explored in detail. Teachers see the trainer model the strategies in the lessons and have many opportunities for hands-on practice with their new resources. The workshop guides teachers through the carefully designed systematic approach that helps struggling students become successful, strategic readers.

Length:
One or two days

Participants must have the Reading Advantage program.

Objectives:

• Motivate struggling readers through the carefully designed instructional support in the Reading Advantage program
• Apply specific instructional strategies for students who are reading below grade-level
• Utilize the placement test and ongoing assessment to support instruction
• Group students for differentiated instruction and tailor instruction so every student experiences success

College Credit Pending

This one-day course focuses on the educational research and classroom instruction that defines the Math Expressions curriculum. It reviews the organization of the program, while describing and modeling its instructional elements, strategies and program components. Additionally, participants will have opportunities to interact with manipulatives and instructional approaches that are unique to the program, including math talk, proof pictures, math drawings and accessible algorithms.

Length:
One day

Participants must have the Math Expressions program.

Objectives:

• Recognize five core classroom structures designed to ensure student success
• Demonstrate an understanding of the instructional elements, strategies and program components found in Math Expressions
• Recognize a variety of accessible algorithms and know how to support students using their math drawings and proof pictures
• Understand the educational research that defines Math Expressions

College Credit Pending

This interactive course develops teacher understanding of Math in Focus™. During this one-day course, participants spend time learning how the instructional strategies will add depth to their teaching and developing a greater understanding of mathematics. Educators experience the carefully planned and executed instruction that develops student understanding and intellectual growth. Special attention is paid to how students learn and the role of the teacher in Math in Focus. Time is also spent understanding why the carefully sequenced and paced instruction, covering fewer topics in-depth, will enhance students’ math achievement. Emphasis is on the vertical alignment of content across the grade-levels.

Length:
One day

Participants must have the Math In Focus program.

Objectives:

• Understand the Singapore philosophy of a focused coherent curriculum
• Experience the pedagogy of concrete — pictorial — abstract
• Learn and practice key instructional strategies including number bonds, mental calculations, and model-drawing
• Investigate the instructional pathway of Math in Focus
• Understand, observe, and apply the lesson structure and extensive teacher support
• Understand how the instruction is developed from the principals of the Singapore math curriculum
• Recognize how instruction moves from concrete to pictorial to abstract
• Utilize the appropriate instructional strategies in daily lessons

College Credit Pending

Singapore Math, Math in Focus grade-level Courses provide educators with in-depth, hands-on experience with Math in Focus, and introduce the philosophy, content, and pedagogy of Singapore Math. During this course, participants work with the fundamentals of Math in Focus, learning the essential math concepts at their grade-level. Special emphasis is placed on the structure of the lesson and anticipating the obstacles that might occur when teaching the Singapore Math pedagogy. During the grade-level trainings, educators will:

• Recap the progress of the implementation for Math in Focus
• Highlight good results and consider challenges and solutions
• Take an in-depth look at how Math in Focus develops mathematical understanding
• Understand, observe, and apply the lesson structure for Math in Focus
• Learn and practice grade-level instructional strategies

It is recommended that trainers conduct a minimum of two days of grade-level training during the first school year. Typically one day is scheduled in the fall and a second day later in the year. The second day has a special emphasis on lesson study, the structure of the lesson, transitioning, and understanding the upcoming mathematics.

Length:
Two non-consecutive days over the school year per grade-level

Participants must have the Math In Focus program.

Objectives:

• Understand the Singapore philosophy of a focused coherent curriculum
• Experience the pedagogy of concrete — pictorial — abstract
• Learn and practice key instructional strategies including number bonds, mental calculations, and model-drawing
• Investigate the instructional pathway of Math in Focus
• Understand, observe, and apply the lesson structure and extensive teacher support
• Understand how the instruction is developed from the principals of the Singapore math curriculum
• Recognize how instruction moves from concrete to pictorial to abstract
• Utilize the appropriate instructional strategies in daily lessons

College Credit Pending

Research on effective professional development indicates that training has the greatest impact on classroom practice when it is paired with demonstration lessons and instructional coaching. When educators can see new instructional strategies and techniques modeled, and are supported as they plan lessons and implement new teaching techniques, students benefit.

During demonstration lessons, teachers meet to set the stage for the instructional strategy they will observe and prepare to be active observers. After the lesson is taught, a debriefing session allows for clarification, reflection, and integration of new learning.

Coaching sessions allow the professional development trainer to support the teacher by providing feedback on instruction, teaching ideas, and classroom management suggestions right in the classroom.

Length:
One or two days

Participants must have the Math In Focus program.

Learning Outcomes:
After participating in Demonstration Lessons and/or Instructional Coaching Days, participants will:

• Utilize supports provided and strategies observed during demonstration lessons and coaching sessions
• Understand factors to consider when planning and teaching
• Implement new teaching techniques with confidence
• Reflect on lesson delivery and student learning and decide instructional next steps
• Use colleagues as a professional support network

College Credit Pending

This one- or two- day course provides teachers with hands-on experience with Every Day in Pre-K. Highlights include modeling of selected program elements, a discussion of ways to get young children talking about math, ideas for introducing number bear, calendars, patterns, counting, and suggestions for fostering vocabulary development. Participants will develop a greater understanding of the possibilities for teaching math to young children by learning how to engage early learners in a variety of math activities found in Every Day in Pre-K. Teachers will organize their kit for immediate use.

Length:
One or two days

Participants must have the Every Day Counts in Pre-K program.

Objectives:

• Be familiar with Every Day in Pre-K and what it offers the pre-K child
• Apply their knowledge of teaching patterns, number and number sense, geometry, measurement, and algebraic thinking
• Recognize the importance of daily discussion in fostering the development of mathematical language and knowledge
• Utilize the elements and understand the math taught in each
• Understand the structure of the program and its two distinct parts
• Apply proven strategies that increase young children’s understanding of math concepts
• Broaden their math knowledge and expectations for young children
• Utilize an organized grade-level kit

College Credit Pending

This course provides teachers with in-depth, hands-on experiences with Every Day Counts Calendar Math. Participants work with the elements of the program, learning the math concepts, as well as how to use daily discussions to enhance student learning. In addition to examining effective questioning strategies, teachers will work with patterns, algebraic thinking, geometry, number, operations, measurement, and data —all in the context of problem solving, communication, reasoning and representations. Time is also devoted to organizing and preparing the elements in the kit for classroom use.

Each one or two-day Every Day Counts Calendar Math course is organized by grade-level. Each group is led by a trainer who has expertise with the program at that grade-level. Participants are fully prepared to immediately begin using Every Day Counts Calendar Math with their students.

Length:
One or two days

Participants must have the Every Day Counts Calendar Math program.

Price:
One-day course: $20,000 for up to 130 participants (6 trainers)
Two-day course: $36,500 for up to 130 participants (6 trainers)

Objectives:

• Be familiar with Every Day Counts Calendar Math
• Utilize their knowledge in teaching patterns, algebraic thinking, geometry, and number sense
• Understand the importance of daily discussion in fostering math knowledge and language
• Implement the elements and understand the math in each
• Realize the power of visual models in helping improve student achievement
• Understand the continuity of the program after exploring other grade-levels
• Incorporate proven strategies that increase student math achievement and test scores
• Apply new content knowledge in math
• Utilize an organized grade-level kit

College Credit Pending

This grade-specific Every Day Counts Partner Games course helps teachers develop meaningful strategies for using games to practice math. Participants play all 20 games, examining the math in each game, the prior knowledge needed to play, the language to accompany the game, and the dialogue to get started. In addition to building three copies of each game, teachers will also explore ideas for differentiating instruction using Partner Games.

Each one or two-day Every Day Counts Partner Games course is organized by grade-level. Each group is led by a trainer who has expertise with the program at that grade-level. Participants have hands-on experiences with the instructional materials at their grade-level and are fully prepared to immediately begin using Every Day Counts Partner Games with their students.

Length:
One or two days

Participants must have the Every Day Counts Partner Games program.

Objectives:

• Know the power of using Every Day Counts Partner Games for math practice, building number sense, computational fluency, and mental math
• Recognize the integration of mathematical operations, computation, reasoning and communications within the games
• Teach the language of math in the context of the games
• Utilize manipulative and visual models to enhance instruction
• Use of the program for differentiation of instruction for all children
• Apply math content knowledge with new methods that teach number sense, operations, and place value
• Incorporate strategies for helping students achieve computational fluency

College Credit Pending

The interactive Every Day Counts Algebra Readiness course provides in-depth, hands-on experiences, including modeling of the elements, discussion of effective questioning strategies, practice in using the materials, and suggestions for assessing student understanding. Teachers develop a deeper understanding of the critical topics such as rational numbers, integers, exponents, the use of variables, solving equations, multiple representations, and problem solving. Teachers will also organize the kit for immediate use.

Length:
One or two days

Participants must have the Every Day Algebra Readiness program.

Objectives:

• Use Algebra Readiness to stimulate classroom discussion and to improve the ability to ask good questions that lead to student understanding of critical middle school concepts
• Use the visual models to increase student understanding and achievement
• Use the program elements to address district standards
• Differentiate instruction to address different student needs
• Apply their knowledge of math content and deepen an understanding of math as a sense making activity

College Credit Pending

This one- or two- day course configuration allows schools or districts to adapt their training for Every Day Counts Calendar Math to meet specific needs. Schools or districts may choose to organize the training by single grade or by multi-grade groupings, enabling a more gradual implementation of the program. This approach also allows schools or districts to put the program into practice at critical grade-levels.

Participants work through the elements of the program, learning to enhance math instruction and daily discussion. The course is interactive and hands-on, giving educators multiple experiences using the materials in their grade-level kit. Courses are led by trainers with teaching expertise in the grade-level. In addition, participants will have the opportunity to practice many of the elements in the course to prepare for classroom implementation. Participants will be ready to immediately begin using Every Day Counts Calendar Math.

Participants:
Pre-K–8 Teachers
Mathematics Specialists
Administrators/Curriculum Directors

Length:
One or two days

Participants must have the Every Day Counts Calendar Math program.

Pricing:
One day: $3,500 for up to 30 participants

Two Days: $6,300 for up to 30 participants
Additional fees apply for non-consecutive days

Learning Outcomes:
After completing Every Day Counts Multi-Grade and Single Grade courses participants will:

• Understand the Every Day Counts Calendar Math program
• Utilize new content knowledge about patterns, algebraic thinking, geometry, and number sense
• Understand the importance of Daily Discussion and include in instruction
• Understand the math involved in the program elements
• Use program elements during instruction
• Understand the power of visual models in helping improve student achievement
• Have the kit ready for use

College Credit Pending

This customized, one-day, grade-level specific course is designed to meet a school or district’s unique needs. The Every Day Counts Keep it Going course can be topic specific to enhance learning in a particular strand of mathematics, such as number sense, computational fluency, geometry, or measurement. Courses can focus on enhancing teacher’s questioning strategies or effectively using the elements.

Length:
One day

Participants must have the Every Day Counts Calendar Math program.

Objectives:

• Use Every Day Counts Calendar Math to effectively teach math strands, focusing on specific strands such as computational fluency and geometry
• Have a more complete understanding of the power of daily discussion in math
• Use Every Day Counts Calendar Math to teach math language
• Generate lesson plans to make daily usage more effective and time efficient

College Credit Pending

This hands-on highly interactive course is designed specifically for teachers who are implementing iSucceed Math. In the course, participants experience each component of the program, learning how to differentiate instruction for students who need math intervention. Time is spent with the diagnostic assessment tools, the computer-based individual instruction, teacher-facilitated small-group instruction, and options for extra practice and reteaching. Educators leave the course prepared to implement iSucceed MATH and help students reach grade-level math standards.

Length:
One day

Participants must have the iSucceed Math program.

Objectives:

• Apply best practices for math intervention in grades 3–8
• Understand the components of iSucceed MATH
• Effectively use the Diagnostic Placement Test
• Use the instructional options to meet students’ intervention goals
• Understand how to monitor progress

College Credit Pending

What is problem solving? In this one-day interactive course, participants explore ways to create an appropriate math environment and understand their role as a problem-solving facilitator. Teachers will solve routine and non-routine problems, focus on asking good questions, and discuss strategies used in Saxon Math. This new, research-based professional development course will enhance K–8 teachers’ mathematics content knowledge, skills, and instructional strategies, while supporting Saxon Math.

Length:
One day

Participants must have the Saxon Math program.

Objectives:

• Know the differences between content standards and process standards
• Understand the difference between routine and non-routine word problems
• Apply problem solving strategies along with the four-step problem solving process
• Create an environment that encourages students to solve problems
• Be familiar with the routine problem types
• Practice instructional strategies that increase student achievement in problem solving

College Credit Pending

How can English Language Learners be supported while developing their math skills? This hands-on course details the challenges ELL students face when learning math and provides a wealth of specific strategies teachers can use to help them succeed. Teachers focus on ways to develop students’ proficiency in English, while also developing their mathematical understanding. In addition, teachers learn how to modify existing Saxon Math lessons to support students with varying degrees of English language proficiency. This new, research-based professional development course will enhance K–5 teachers’ mathematics content knowledge, skills, and instructional strategies, while supporting Saxon Math.

Length:
One day

Participants must have the Saxon Math program.

Objectives:

• Understand how to incorporate students’ native language, English, and academic language in math instruction
• Incorporate instructional strategies for engaging ELL students
• Apply hands-on activities to help students visualize concepts
• Utilize Saxon Math lessons to boost the achievement of ELL students

College Credit Pending

The Summer Success Math course is designed for educators implementing the Summer Success Math materials in the classroom. During the hands-on course, teachers will learn the research-based best practices for teaching math in a summer school program and how to use the components of the Summer Success Math kit to teach and provide practice for students in math skills and strategies. Participants explore every component of the kit and practice using the materials under the guidance of a professional development trainer.

Length:
One day

Participants must have the Summer Success Math Program.

Objectives:

• Know the characteristics of students who need summer school intervention
• Utilize the lesson format for a Summer Success Math lesson
• Establish management procedures
• Apply a schedule for instruction
• Utilize the Teacher’s Edition to plan lessons

College Credit Pending

The Summer Success Reading course is designed for educators implementing the Summer Success Reading materials in the classroom. During the hands-on course, teachers will learn the research based best practices for teaching reading in a summer school program and how to use the components of the Summer Success Reading kit to teach and provide practice for students in reading skills and strategies. Participants explore every component of the kit and practice using the materials under the guidance of a professional development trainer.

Length:
One day

Participants must have the Summer Success Reading Program.

Objectives:

• Know the characteristics of students who need summer school intervention
• Use the lesson format for Summer Success Reading lessons
• Establish management procedures
• Develop a schedule for effective instruction
• Utilize the Teacher’s Edition to plan lessons

College Credit Pending

The On Our Way to English course is designed for elementary school teachers who work with second language learners. The course is designed to support teachers using the Rigby On Our Way to English program. The course combines research with proven best practices to deliver instruction designed to help students build language proficiency in English.

During this interactive course, teachers explore each component of their kit, see the trainer model the strategies in the lessons, and have many opportunities for hands-on practice with their new resources. The course guides teachers through the carefully designed systematic approach to helping second language learners through the integration of language, literacy, and content instruction.

Length:
One day

Participants must have the On Our Way to English Program.

Objectives:

• Use the On Our Way to English components to deliver effective instruction
• Apply Marzano’s six steps of vocabulary instruction to lesson design
• Implement lesson components to build reading and writing skills
• Use On Our Way to English assessments to identify instructional needs and appropriately differentiate instruction
• Use the program components to develop oral language skills

College Credit Pending

This interactive and engaging professional development course is designed for educators who use Gateways. This series of training opportunities combines the latest scientific research with best instructional practices to prepare teachers to accelerate the reading/writing achievement of struggling readers and English language learners in grades 4–12.

This professional development course is created and delivered by Action Learning Systems, the lead author of Gateways.

Get the expert Gateways coaching from the Gateways experts!

Length:
One day

Participants must have Steck-Vaughn Gateways.

Objectives:

• Utilize the assessment tools to place students and monitor progress
• Learn the essential elements of effective intervention instruction
• Practice routines and patterns built into Gateways instruction
• Discover how to accelerate student performance using best practices
• Plan faithful implementation of Gateways in the classroom from day one

College Credit Pending

Assessment is the heart of an educational program because sound instruction rests on knowledge. The English Language Learners: Assessment for Learning and Teaching course prepares teachers to use the Rigby ELL Assessment Kit to quickly and accurately assess English learners in all four domains of language: listening, speaking, reading, and writing. During this hands-on course teachers learn how to use each component of the kit to accurately administer the benchmark and formative assessments. Teachers practice using the assessments and interpreting the data in order to support second language learners and give them the scaffolded instruction needed to access the academic content of the curriculum.

Length:
One day

Participants must have a Rigby ELL Assessment Kit.

Objectives:

• Use proven strategies for assessing language and literacy skills
• Assess the use of oral academic language
• Assess reading and writing skills to inform instruction
• Use assessment to plan for small- group instruction
• Use data to improve student performance

College Credit Pending

This course takes participants through an exploration of project-based learning, a key component of any STEM curriculum. Participants will gain an understanding of applying real-world problems and challenges through the characteristics of project-based learning. Components of ScienceFusion will be integrated into project-based learning activities, and meaningful assessment and ideas for classroom management will be investigated. Available for grades K–5 and 6–8.

Length:
One day

Participants must have the ScienceFusion Program.

Objectives:

• Understand the characteristics of project-based learning
• Understand how project-based learning is supported through ScienceFusion
• Design and develop a project-based learning project
• Learn about the assessment strategies that support project-based learning
• Explore instructional strategies and suggestions for classroom management

College Credit Pending

Participants will explore the Body of Knowledge: The Nature of Science in this course, focusing on the open-inquiry approach to teaching. Educators will learn how to create an open-inquiry environment that supports science instruction and provides authentic experiences for students. Specific references will be made to the ScienceFusion program. Separate courses for K–5 and 6–8 teachers, specific to their needs, are available.

Length:
One day

Participants must have the ScienceFusion Program.

Objectives:

• Understand the open-inquiry approach to teaching science
• Understand specific instructional strategies for implementing the open-inquiry approach
• Understand how an open-inquiry approach will provide students with the skills to understand science content across the grades
• Use assessment effectively in the open-inquiry science classroom environment
• Make connections to HMH ScienceFusion K–8

College Credit Pending

In this course, participants will discuss NCSS Standards, 21st Century Skills, and the implications for the use of multimedia technology in the Social Studies classroom. Participants will develop an understanding of the importance and impact of multimedia technology, an understanding of how teaching and learning will change with the use of multimedia technology. Participants will have an opportunity to explore the HISTORY^® multimedia resources which can be used in the Social Studies classroom. This course supports educators using the Houghton Mifflin Harcourt and HISTORY^® American History Multimedia Classroom or the Global History Multimedia Classroom.

Length:
One day

Participants must have access to a computer and the Internet and must have one of the Multimedia Classroom packages.

Objectives:

• Understand the educational value of integrating multimedia content in the classroom
• Develop effective instructional strategies for incorporating multimedia into instruction
• Explore resources available within HISTORY^® Channel Multimedia Program
• Create multimedia projects that incorporate content area knowledge gained from HISTORY^® Channel Multimedia Program and supplementary resources
• Create lesson plans that infuse technology into instruction and into student activities

College Credit Pending

This course will introduce teachers to the HMH Fuse^®iPad^® app and its interactive, individualized features that enhance Algebra 1 instruction. Participants will learn about the unique instructional strategies, the assessment features, and the remediation activities that are part of the HMH Fuse app. Educators will have hands-on experiences using these features to develop interactive lessons that will provide an increased application of problem solving strategies and differentiated instructional practices, resulting in greater student achievement.

Length:
One day

Participants must have iPad and FUSE app.

Objectives:

• Understand and use the iPad and components of the HMH Fuse electronic textbook
• Explore, and use effectively, the resources available within HMH Fuse
• Explore, and use effectively the functions of the iPad
• Develop effective instructional strategies for incorporating HMH Fuse into instruction
• Differentiate lesson segments while utilizing the instructional tools within the HMH Fuse app

College Credit Pending

This course will introduce participants to the online tools and resources that are integral to Write Source 2012. Information gathering, pooling and sharing of writing, collaboration, and interpersonal exchanges are some of the online projects that will be presented. This digitally supported writing process approach allows the student to do collaborative peer editing, solve problems, learn and work in teams, exercise high-level thinking skills, and increase information literacy. Through the use of multimedia and online resources that expand learning opportunities in the writing process, participants will learn to improve student writing through a digital environment.

Length:
One day

Participants must have access to a computer loaded with ReCHARGE and access to the Internet.

Objectives:

• Construct a technology-integrated writing classroom
• Design appropriate curriculum/technology integration projects for literacy learners at all grades
• Understand the components of peer revision online
• Learn strategies for incorporating online student learning communities
• Integrate print and digital tools into the writing classroom
• Locate and use online tools used in assessment and record keeping
• Organize their classrooms to accommodate a more student-centered online learning environment
• Manage the online/digital writing process in the classroom

College Credit Pending

The Best Practices Using Intervention by Design course is designed to prepare teachers to deliver effective intervention instruction utilizing Rigby’s Intervention by Design program. The two-day course combines the latest scientific research in the field with best practices to prepare teachers to accelerate the reading achievement of K–5 students reading two or more years below their on-level peers.

During this hands-on course teachers learn proven tools and strategies for working with students in need of intervention. Teachers see the trainer model the carefully designed instruction for what works best with struggling readers. Time is devoted to hands-on application of best practices through the instruction in the program as well as the use of the technology components. Teachers leave the training with a plan for using Intervention By Design to accelerate students’ achievement in reading.

Length:
Two days

Participants must have the Intervention by Design program.

Objectives:

• Understand intervention and Response to Intervention
• Know the Intervention by Design components
• Understand the needs of the struggling reader and the reading process
• Know the research and best practices supporting Intervention by Design
• Effectively teach using Intervention by Design lessons
• Use technology components to assess and monitor student progress

College Credit Pending

Strategic Teaching Essentials for English Learners (STEEL™) is a two-day professional development course that focuses on the research-based integration of language, literacy, and content instruction as proven most effective for English Learners. It offers an easy-to-implement instructional approach for educators working with K–8 English Language Learners. During the optional third day teachers will participate in classroom demonstration lessons to see the newly learned strategies in action with an opportunity to reflect and refine their understanding of the seminar content. Strategies learned can support implementation of Rigby’s On Our Way to English program and other ELL instructional resources.

Length:
Two days
Optional third day of in-class coaching

Participants must have the On Our Way to English program.

Objectives:

• Know the differing characteristics of English Language Learners
• Assess for language, literacy, and content knowledge in all language domains
• Use assessments to appropriately differentiate instruction
• Plan instruction to address language, literacy, and content objectives incorporating best instructional strategies for English Language Learners
• Foster use of academic language and vocabulary
• Use students’ primary language(s) and culture(s) as an asset
• Apply new learning to a case study and to their own students

College Credit Available