The Language of Math: Innovative Math Instruction for Students with Dyslexia
Oct
13
8:00am 8:00am

The Language of Math: Innovative Math Instruction for Students with Dyslexia

Date: October 13, 2017
Time: 8:00am-3:30pm

While unexpected difficulties with reading and writing remain the hallmark of dyslexia, nearly half of all students with language-based learning disabilities present with co-occurring and often overlooked math difficulties. This day-long conference for K-12 educators and advocates features keynote addresses and hands-on seminars from learning and mathematics experts across the fields of education, neuropsychology, and clinical research. Participants will gain a comprehensive understanding of the specific learning disabilities that impact student success in mathematics, as well as practical and evidence-based strategies for supporting struggling learners.

This day-long conference for K-12 educators and advocates features keynote addresses and hands-on seminars from learning and mathematics experts across the fields of education, neuropsychology, and clinical research.

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Dyslexia, Reading Disorders, and Specific Learning Disabilities (Grades K-12 & Adult)
Oct
19
8:30am 8:30am

Dyslexia, Reading Disorders, and Specific Learning Disabilities (Grades K-12 & Adult)

Date: October 19, 2017
Time: 8:30am-3:30pm

Workshop location change to:
The Williams Inn, 1090 Main Street, Williamstown, MA

This training will provide:
• the definition, symptoms, and prevalence of dyslexia, a specific language-based learning disability, and reading disorders;
• the federal special education law, IDEIA 2004, and its criteria for identification and remediation of diagnosed specific learning disabilities including dyslexia;
• an opportunity to research state special education regulations concerning specific learning disabilities and dyslexia;
• a discussion of the new DSM-5 with information about specific learning disorders;
• the role of phonemic awareness, phonological memory, rapid automatic naming, phonics mastery, decoding, fluency, comprehension, spelling, writing, and language development in literacy development;
• the importance of providing both remediation, specially designed instruction, and accommodations for students with specific learning disabilities including dyslexia;
• information about how to use of a component model for assessment of dyslexia and reading disorders;
• a discussion of how to write clear, measurable goals and objectives for remediation—linking assessment and instruction;
• review of case studies including elementary, middle school, high school, and college-age students and adults with diagnosed dyslexia or specific learning disabilities;
• professional and ethical guidelines governing the use of standardized assessment measures.

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Executive Function Difficulties: What Do They Look Like in the PreK - 5 Classroom?
Oct
20
8:30am 8:30am

Executive Function Difficulties: What Do They Look Like in the PreK - 5 Classroom?

Date: October 20, 2017
Time: 8:30am-3:00pm

This workshop will address the main characteristics of Executive Function difficulties based on some of the best practices being used and what neuroscience is finding out. How do these difficulties affect schoolwork, homework, social-emotional development and how can they be specifically addressed? The presenter will provide the “nuts and bolts” of recognizing and assisting EF issues such as planning, organizing, prioritizing, attention and cognitive functions. The presenter’s decades of experience in the fields of Learning Disabilities, Literacy and Language, and Social-Emotional Development provide the backdrop to this workshop. Practical strategies and current issues will be addressed. 

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Project Read: Report Form, Story Form, Story Form Literature Connection
Nov
3
6:00pm 6:00pm

Project Read: Report Form, Story Form, Story Form Literature Connection

Dates: Nov. 3, 4, 5, Dec. 1, 2, 3, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-2:30pm

This course presents the reading comprehension strand of the Project Read program. The Report Form curriculum teaches students how to collect, organize, and analyze information from expository text. Beginning in the primary grades, it provides children with comprehension strategies so they can recall information, respond to questions at both the literal and interpretive levels, and study for tests. The curriculum materials include reading selections, graphic organizers, student practice sheets, and questioning strategies based on Bloom’s Taxonomy. The Story Form Literature Connection curriculum presents the underlying structure and format of narrative text. Beginning in Kindergarten the curriculum teaches a process of analyzing a story by identifying the elements of plot. The curriculum introduces eight story genres and authors’ literary techniques such as simile, metaphor, puns, symbolism, and methods of characterization. The Story Form curriculum, designed for intermediate and secondary students, teaches the parts of a story and methods of characterization to students in grades five through high school. The concepts and skills embodied in both curricula are taught directly in their dependent order using multisensory strategies, materials, and activities. Students learn a set of study skills that assist higher level thinking and test taking.

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Letterland Program Overview: Grades PK-2
Dec
7
9:00am 9:00am

Letterland Program Overview: Grades PK-2

Date: December 7, 2017
Time: 9:00am - Noon

This workshop will provide an overview of research‐based instructional practices for teaching phonemic awareness and phonics to young children that incorporates activities and materials from the Letterland program.

The session will provide background knowledge about these foundational skills, as well as an introduction to how Letterland can be used as a core program for all students, and an intervention for struggling learners. Part of the registration fee includes $20 credit towards future purchase of Letterland materials.

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Teaching of Writing
Jan
19
6:00pm 6:00pm

Teaching of Writing

Dates: Jan. 19, 20, Feb. 9, 10, March 2, 3, 2018
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will present an overview of research and theories that relate to the teaching of writing. This course is designed to provide educators with the information necessary to teach all students, Grades K-adult, a process for organizing and expressing thoughts, feelings, and ideas in written language. They will learn that handwriting, spelling, knowledge of sentence structure, and executive functioning skills all play an important role in the ability to write effectively. Educators will understand the benefit of direct teaching of concepts and skills, presented in dependent order and delivered through multisensory strategies, materials and activities. Time will be spent exploring a variety of writing methods and programs available at the various grade levels. They will learn about the assistive technology available to support struggling writers. Educators will view a number of assessments, both formal and informal, authentic and standardized, that can be used to assess writing.

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RETELL/SEI Teacher Endorsement Course
Mar
10
8:30am 8:30am

RETELL/SEI Teacher Endorsement Course

Dates: March 10, 31, April 7, 28, May 5, 19
Snow Dates: Sunday, March 11 & Saturday, March 24
Times: Saturdays 8:30am-5:00pm

The RETELL Sheltered English Immersion (SEI) Teacher Endorsement Course offered atThe Reading Institute will provide Massachusetts teachers with research- based teaching strategies for teaching vocabulary, comprehension, reading, and writing to English Language Learners.

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RETELL/SEI Teacher Endorsement Course
Sep
16
8:30am 8:30am

RETELL/SEI Teacher Endorsement Course

Dates:  September 16, 23, October 14, 28, November 11, December 9, 2017
Times: Saturdays 8:30am-5:00pm

The RETELL Sheltered English Immersion (SEI) Teacher Endorsement Course offered atThe Reading Institute will provide Massachusetts teachers with research- based teaching strategies for teaching vocabulary, comprehension, reading, and writing to English Language Learners.

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Reading, Writing and Spelling Assessment
Sep
8
6:00pm 6:00pm

Reading, Writing and Spelling Assessment

Dates: Sept. 8, 9, 29, 30, Oct. 20, 21, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments. These skills will provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

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Language Development & Disorders
Aug
14
8:30am 8:30am

Language Development & Disorders

Dates: August 14, 15, 16, 17, 18, 2017
Time: 8:30am-4:30pm

This course explores the components of typical and atypical language development. We focus on different aspects of language: phonology, morphology, semantics, syntax, and pragmatics. The behavioral manifestations associated with language disorders and their influence on academic performance, including written language skills and its relationship to reading/writing instruction will be carefully reviewed.

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Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners
Aug
1
8:30am 8:30am

Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners

Dates & Times: August 1, 2017 (8:30am-4:30pm); November 14, 2017 (Noon-4:00pm); May 30, 2018 (8:30am-4:30pm)

The Education Cooperative (TEC) and The Reading Institute (TRI) will provide two blended 30-hour professional development courses in Eastern and Western, MA to help educators explore their own use of technology and more effectively use technology in the classroom. The course will provide Educators with a thorough understanding of best practices in the fields of Assistive Technology (AT) and Universal Design for Learning (UDL), as well as practical knowledge of the provision of Accessible Instructional Materials (AIM/AEM). Working collaboratively through hands-on activities, participants will leverage the power of available technologies and resources to enable all students, especially those with disabilities, to access the curriculum and improve their learning. The institute will include 2.5 face-to-face days and monthly online sessions (synchronous and/or asynchronous). The course is designed to provide ongoing online PLN support throughout the school year to facilitate real classroom application of skills learned.

PARTICIPANTS WILL RECEIVE A TECHNOLOGY TOOLKIT THAT INCLUDES: 
Chromebook and case; iPad and case; $50 of iPad apps; A suite of chrome extensions; Low Tech solutions

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SEI MTEL Prep Training
Jul
18
9:00am 9:00am

SEI MTEL Prep Training

Dates: July 18, 19, 20, 2017
Times: 9:00AM – 1:00PM (no lunch break)

This training does not provide SEI endorsement. Information is presented over three mornings in sessions (four hours each) delivered through lecture and experiential learning. The scope and sequence of this training affords the participants an overview of the SEI/RETELL objectives as designated in the Massachusetts Test for Educator Licensure (MTEL). This overview affords participants an introduction to the sub areas assessed including the following:

I. The World of English Language Learners and Their Teachers
II. Teaching Language and Sheltering Content in the Classroom
III. Literacy and Standards-Based Content Teaching for English Language Learners  
IV. Integration of Knowledge and Understanding

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Engagement in the Secondary Classroom (grades 6-12)
Jun
9
8:30am 8:30am

Engagement in the Secondary Classroom (grades 6-12)

Date: June 9, 2017
Time: 8:30am-3:30pm

Do you have students who are not attending or participating during your lessons? In this session, Dr. Archer will address evidence-based factors that effect student engagement including the following variables:

• Active Participation: Student actively participates during the class.
• Self-Efficacy: Student is confident that he/she will be successful on a task.
• Growth Mindset: Student believes that achievement is a product of learning and effort.
• Teacher-Student Relationship Quality: The quality of the relationship between teacher and student is high.
• Teacher Expectations: The teacher conveys an expectation that the student can learn and achieve.

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The Magic is in the Instruction: Application of Explicit Instruction (K-5)
Jun
8
8:30am 8:30am

The Magic is in the Instruction: Application of Explicit Instruction (K-5)

Date: June 8, 2017
Times: 8:30am-3:30pm

The magic is in the quality of instruction...not in the newest fad. Powerful teaching including the use of bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and closing, embedded formative assessment, active participation, effective feedback, and judicious practice is what makes a difference in the classroom. When these elements are consistently and effectively used, learning results.

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Technology to Support Literacy
May
19
6:00pm 6:00pm

Technology to Support Literacy

Dates: May 19, 20, 21, July 6, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-3:30pm; Weekdays 8:30am-4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning. The content for this course is based on the research of the National Reading Panel Report. General principles of Universal Design are a common theme. Designing multiple ways of receiving information is balanced by considerations for multiple means of expression.

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Arithmetic to Algebra (Grades 4-9)
Mar
29
8:30am 8:30am

Arithmetic to Algebra (Grades 4-9)

Date: March 29, 2017
Time: 8:30am-3:30pm

This workshop will focus on a teaching approach called Vertical Acceleration. Learn how to effectively teach an early mathematical concept and develop it through to its most complex algebraic expression. For example, learn how to introduce the concept of multiplication with a model that can be taken vertically through all levels: one digit by one digit, two digits by two digits, multiplication of fractions, decimals and then multiplication of binomial expressions.

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How to Teach Arithmetic Facts Effectively (Grades K-4)
Mar
28
8:30am 8:30am

How to Teach Arithmetic Facts Effectively (Grades K-4)

Date: March 28, 2017
Time: 8:30am-3:30pm

As we expect every child to read fluently with comprehension by the end of third grade, we should expect and work for every child to have mastery of numeracy with understanding by the end of fourth grade so that they can learn mathematics easily, effectively, and efficiently. To achieve this children should have the mastery of numeracy. The fundamental skills for higher achievement in mathematics are built on children having mastered the concept of number sense, have understanding, fluency, and applicability. The focus of this workshop is on number concept, number sense, and numeracy.

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Structure of Language Part ll Meaning, Syntax and Semantics
Feb
3
6:00pm 6:00pm

Structure of Language Part ll Meaning, Syntax and Semantics

Dates: Feb 3, 4, 24, 25, March 10, 11, 2017 (snow dates March 17, 18)
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

The focus of this course is reading comprehension instruction. We will study factors that influence reading comprehension including reading fluency, word meaning (semantics), sentence structure (syntax), text organization, discourse structure and meta-cognitive processes to help us understand underlying components of reading comprehension. We construct a model to link reading comprehension processes, and use it both to recognize and interpret language and reading comprehension difficulties, and to develop a larger toolbox of strategies for explicitly teaching reading comprehension to diverse learners. We will review current research on reading fluency, vocabulary,and reading comprehension instruction.

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District/School Action Planning for Literacy (preK-12)
Jan
20
6:00pm 6:00pm

District/School Action Planning for Literacy (preK-12)

Dates: January 20, 21, March 10, 11, 31, April 1, 2017
Snow Dates: January 22, March 12, April 2
Times: Fridays 6:00pm-9:30pm; Saturdays 8:30am-4:30pm

The focus of this course is on facilitating a needs assessment and developing a literacy action plan for a district or school. Strategic planning determines where the district or school is going over an extended period of time. A strategic plan includes determining the current state of literacy as well as determining the gaps and redundancies in literacy initiative. There is emerging research about the common characteristics of districts and schools that successfully mobilize to improve student achievement. A district/school action plan provides a roadmap that articulates literacy improvement goals and describes steps to achieve them.

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Teaching of Writing
Jan
20
6:00pm 6:00pm

Teaching of Writing

Dates: Jan. 20, 21, Feb. 10, 11, March 3, 4, 2017
Time: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will present an overview of research and theories that relate to the teaching of writing. This course is designed to provide educators with the information necessary to teach all students, Grades K-adult, a process for organizing and expressing thoughts, feelings, and ideas in written language. They will learn that handwriting, spelling, knowledge of sentence structure, and executive functioning skills all play an important role in the ability to write effectively. Educators will understand the benefit of direct teaching of concepts and skills, presented in dependent order and delivered through multisensory strategies, materials and activities. Time will be spent exploring a variety of writing methods and programs available at the various grade levels. They will learn about the assistive technology available to support struggling writers. Educators will view a number of assessments, both formal and informal, authentic and standardized, that can be used to assess writing.

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Proven Reading Success: Learn the "Blueprint"
Nov
18
8:30am 8:30am

Proven Reading Success: Learn the "Blueprint"

Building Literacy Leadership & Implementing Multi-tiered Reading-Supports

Date: November 18, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

The purpose of this session is to share components of the Connecticut K-3 Literacy Initiative that has led to sustainable changes in the delivery of quality instruction and resulted in improvements in students reading skills in high priority schools throughout the state.

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Mathematics at Work: Engaging in Standards Based Problem Solving (Grades 3-8)
Nov
17
8:30am 8:30am

Mathematics at Work: Engaging in Standards Based Problem Solving (Grades 3-8)

Date: November 17, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

Have you noticed how word problems have evolved? Strategies for teaching problem solving have evolved, too. This workshop will guide educators in problem solving as pedagogy, while providing multiple examples of rigorous non-routine problems.

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Number Concept, Number Sense, and Numeracy (PreK-4)
Nov
16
8:30am 8:30am

Number Concept, Number Sense, and Numeracy (PreK-4)

Date: November 16, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

Many children have difficulty learning and automatizing arithmetic facts (addition, subtraction, multiplication and division). In this workshop, we will learn the strategies and process of automatizing arithmetic facts. We believe almost all children can automatize arithmetic facts with strategies that use appropriate materials that match students’ mathematics learning personalities. It is true whether the student is just learning the facts or had struggled with them for several years. We will also discuss how specific learning disability children need specific strategies.  

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Project Read: Report Form, Story Form, Story Form Literature Connection
Nov
4
6:00pm 6:00pm

Project Read: Report Form, Story Form, Story Form Literature Connection

Dates: Nov. 4, 5, 18, 19, Dec. 2, 3, 2016
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course presents the reading comprehension strand of the Project Read program. The Report Form curriculum teaches students how to collect, organize, and analyze information from expository text. Beginning in the primary grades, it provides children with comprehension strategies so they can recall information, respond to questions at both the literal and interpretive levels, and study for tests.The curriculum materials include reading selections, graphic organizers, student practice sheets, and questioning strategies based on Bloom’s Taxonomy. The Story Form Literature Connection curriculum presents the underlying structure and format of narrative text. Beginning in Kindergarten the curriculum teaches a process of analyzing a story by identifying the elements of plot. The curriculum introduces eight story genres and authors’ literary techniques such as simile, metaphor, puns, symbolism, and methods of characterization. The Story Form curriculum, designed for intermediate and secondary students, teaches the parts of a story and methods of characterization to students in grades five through high school. The concepts and skills embodied in both curricula are taught directly in their dependent order using multisensory strategies, materials, and activities. Students learn a set of study skills that assist higher level thinking and test taking.

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A Process for Narrative Development (grades 2-5)
Oct
26
8:30am 8:30am

A Process for Narrative Development (grades 2-5)

Workshop with materials - $375
Workshop without materials - $155 (must bring required 'kit')

Date: October 26, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

How to Make a “Cold” Re-Telling “Hot!”—This highly interactive workshop will focus on narrative development, utilizing research-based methodology with Story Grammar Marker®. The methodology is rooted at the discourse level of language. Through modeling, small & large group activities, videos, lecture and demonstration, the presenter will share a researched-based methodology and patented multi-sensory materials that target the language, thinking and social skills for the classroom as well as in therapy. This methodology explicitly delineates 7 stages of narrative development in iconic form and includes the literate language features (“story sparkle”) that accompany these stages that serve to advance narrative thought and expression. Educators can use this methodology to teach narrative macrostructure & microstructure and to effectively collaborate with other professionals; both of which infl uence oral language, writing, comprehension, critical thinking and social emotional development of students.

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A Process for Oral Language Development (PRE K-1)
Oct
25
8:30am 8:30am

A Process for Oral Language Development (PRE K-1)

Workshop with materials - $375
Workshop without materials - $155 (must bring required 'kit')

Date: October 25, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

“Help Me Tell My Story!”—This highly interactive professional development involves a hands-on approach for fostering the oral language development necessary for young children’s progress and achievement in talk, listening comprehension, writing/drawing, play, critical thinking and social-emotional growth using Braidy the Story Braid® for Oral Language Development. The main focus will be how Narrative Development helps young children use language to think, communicate and learn. Through modeling, small & large group activities, videos, lecture and demonstration, the presenter will share a researched-based methodology and patented mutlisensory materials that target the language, thinking and social skills for the classroom as well as in therapy. It is appropriate for use with ALL young children in the Pre-Kindergarten setting including those children who may have social, developmental or learning challenges as well as English Language Learners.

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Syntax: The Bridge From Fluent Word Reading to Text Comprehension (K-5)
Oct
18
8:30am 8:30am

Syntax: The Bridge From Fluent Word Reading to Text Comprehension (K-5)

Date: October 18, 2016
Time: 8:30am-3:30pm

Reading text fluently requires the student to read words accurately, automatically and with prosody—that is, with intonation and phrasing. As students learn to break sentences into meaningful units (i.e., phrases and clauses), they will read with greater fluency and improve their reading comprehension. Workshop participants will learn why syntax matters and will gain insight into how to explicitly teach their students about the role and function of words in phrases, clauses, and sentences. Participants will understand how this syntactic knowledge will lead to improvement in reading comprehension by learning how to support students’ understanding of and ability to create a variety of sentence structures.

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Reading Research
Oct
14
6:00pm 6:00pm

Reading Research

Dates: Oct. 14, 15, Nov. 4, 5, 18, 19, 2016
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide a definition of scientific research and a review of reading research. The focus will be on the importance of using research to guide evidence-based instructional practice in literacy. The first section of the coursework will discuss and define scientific research, examine three types of research studies (longitudinal research, meta-analysis, and clinical trials) and present guidelines for evaluating the quality of particular research studies. The second section of the course will give a historical perspective, citing pivotal studies, from the early days of the field of literacy research and instruction to the present.

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Reading, Writing and Spelling Assessment
Sep
9
6:00pm 6:00pm

Reading, Writing and Spelling Assessment

Dates: Sept. 9, 10, 30, Oct. 1, 21, 22, 2016
Time: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments. These skills will provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

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Orton Gillingham Associate Level Training
Aug
9
8:30am 8:30am

Orton Gillingham Associate Level Training

Dates: August 9, 10, 11, 12, 16, 17, 18, 2016
Time: 8:30am-4:30pm

The Orton-Gillingham Approach is a scientifically-based multisensory instruction approach to teaching reading, writing, and spelling to individuals with dyslexia and other learning disabilities. The approach was named for a neurologist and pathologist, Samuel Torrey Orton and a psychologist and educator Anna Gillingham. They brought together neuroscience with the best education and remedial practices.

The Orton Gillingham Associate Level course will cover the rationale for using the Orton-Gillingham Approach, principles of instruction, knowledge of the English language and activities and teaching materials to develop evidence based instruction. The practicum requires participants to work with a student that has been diagnosed with dyslexia or at a high risk of a reading disability.

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Language Development & Disorders
Aug
8
8:30am 8:30am

Language Development & Disorders

Dates: August 8, 9, 10, 11, 12, 2016
Time: 8:30am–4:30pm

This course explores the components of typical and atypical language development. We focus on different aspects of language: phonology, morphology, semantics, syntax,and pragmatics. The behavioral manifestations associated with language disorders and their influence on academic performance, including written language skills and its relationship to reading/writing instruction will be carefully reviewed.

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Basic Facts about Assessment of Dyslexia: Testing for Teaching (K-12 and Adult)
Aug
4
8:30am 8:30am

Basic Facts about Assessment of Dyslexia: Testing for Teaching (K-12 and Adult)

Dates: August 4, 5, 2016
Times: 8:30am-4:30pm (workshops begins promptly at 8:30am)

This training will provide:
• the definition of dyslexia, a language-based learning disability, and reading disorders;
• information about the prevalence of dyslexia and reading disorders;
• a review of the federal special education law, IDEIA 2004, and its criteria for identification and remediation of diagnosed specific learning disabilities including dyslexia;
• a discussion of the new DSM-5 with information about assessment of specific learning disorders;
• a discussion of different types of assessment including universal screening, progress monitoring, outcomes testing, and in-depth diagnostic or clinical assessment;
(click 'view event' to read more)

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Project Read: Written Expression (Framing Your Thoughts)
Aug
2
8:30am 8:30am

Project Read: Written Expression (Framing Your Thoughts)

Dates: August 2, 3, 2016
Time: 8:30am-3:30pm

The Written Expression curriculum by Language Circle Enterprises focuses on the art of sentence and paragraph development, using multisensory activities and sequential instruction to develop the basic skills of writing. Activities center on 8 graphic symbols that explain sentence structure in a concrete manner. These activities evolve sequentially from simple to complex sentence-building, and ultimately to paragraph composition. The Framing Your Thoughts Sentence Structure program is a sequential and systematic method, designed to help students construct and design thoughtful and creative sentences.The Framing Your Thoughts Applied Writing program transfers sentence structure to paragraph development. This program can be used at any grade level in a Tier 1, 2 or 3 setting. The Written Expression curriculum is for grades K-6 and for older students who struggle with writing.

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Structure of Language for Teachers, Part I: Sounds, Syllables, Spelling and Word Structure
Aug
2
8:30am 8:30am

Structure of Language for Teachers, Part I: Sounds, Syllables, Spelling and Word Structure

Dates: August 2, 3, 4, 9, 10, 2016
Time: 8:30am–4:30pm

This course is designed to give participants working knowledge of phonetics, phonology, orthography, and morphology, which are the building blocks for effective teaching of word recognition, vocabulary, and spelling and insight into the difficulties of children with decoding and encoding problems.

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Diagnosis and Remediation of Learning Problems in Mathematics
Jun
27
8:30am 8:30am

Diagnosis and Remediation of Learning Problems in Mathematics

Dates: June 27, 28, 29, 30, & July 1, 2016
Time: 8:30am-4:30pm

This hands-on clinical course will cover teaching strategies for: Factors Effecting Mathematics Learning; Key Concepts, Skills and Procedures in Mathematics; as well as Instructional/Remedial Models. Teachers will have the unique opportunity to work with students on-site in order to immediately implement these strategies.

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Technology to Support Literacy (Group 2)
Jun
17
6:00pm 6:00pm

Technology to Support Literacy (Group 2)

Dates: June 17, 18, 19, July 7, 2016
Times: Fridays 6:00pm–10:00pm; Saturdays 8:30am–4:30pm; Sundays 8:30am–3:30pm; Weekdays 8:30am–4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning.

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Technology to Support Literacy (Group 1)
Jun
10
6:00pm 6:00pm

Technology to Support Literacy (Group 1)

Dates: June 10, 11, 12, July 6, 2016
Times: Fridays 6:00pm–10:00pm; Saturdays 8:30am–4:30pm; Sundays 8:30am–3:30pm; Weekdays 8:30am–4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning.

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