RETELL/SEI Teacher Endorsement Course
Sep
14
8:30 AM08:30

RETELL/SEI Teacher Endorsement Course

Dates: September 14, October 5, October 19, November 2, November 16 & December 7, 2019
Times: Saturdays 8:30am-5:00pm
Location: Massachusetts Museum of Contemporary Art, 1040 Mass MoCA Way, North Adams, MA 01247

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.

Attention Administrators:
Take this course and be administrator endorsed.

Here is how it works:
1) Apply for both the teacher and the administrator endorsement.
2) The teacher endorsement is granted upon completion of the teacher course.
3) The administrator endorsement is granted by holding the teacher endorsement.
Note: This does not work the other way around. Taking the admin course does not help someone earn a teacher endorsement.

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Orton Gillingham Associate Level Training
Oct
26
8:30 AM08:30

Orton Gillingham Associate Level Training

Coursework Dates:
October 26, 27, November 9, 10 (Veterans Weekend), December 14, 15, January 11, 2020 from 8:30 am – 4:30 pm (Snow date: January 12)

Practicum Seminar Sessions:
January 25, 2020 (Snow date January 25) Feb 29, (Snow date March 10), March 28, June 6 from 8:30 am – 12:30 pm

Location:
Bay Path University
Philip H. Ryan Health Science Center
1 Denslow Road
East Longmeadow, MA

The Orton-Gillingham (O-G) approach is biologically and linguistically sound, diagnostic and prescriptive, structured, yet flexible. It is designed for the teacher who will work to individualize instruction to meet the intensive needs of struggling language learners. All aspects of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) Associate Level Curriculum will be covered. This course is designed to prepare and provide ongoing support to teachers completing their Associate Level Practicum over the course of a school year. The combination of coursework and practicum experience will prepare students to apply at the Associate Level to the AOGPE. This two semester course will be taken in two 4 credit sections.

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Dyslexia, Reading Disorders, and Specific Learning Disabilities (Grades K-12 and adult)
May
10
8:30 AM08:30

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

Workshop Full—Registration Closed!

Date: May 10, 2019
Time: 8:30am-3:30pm (Workshop begins promptly at 8:30am)
Location: Bay Path University, 1 Denslow Road, East Longmeadow, 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 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

Who Should Attend?
Classroom teachers, Content Area Teachers, Reading Specialists, Title l Teachers, SPED Teachers, Curriculum Coordinators, Literacy Coaches, Psychologists, and Administrators who are interested in the diagnosis and remediation of dyslexia, a specific language-based learning disability.

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Dyslexia, Dyscalculia, Dysgraphia: Using Current Research to Develop Assessment Frameworks and Plan Evidence-Based Instruction that Improves Student Outcomes - East Longmeadow, MA
Apr
11
8:30 AM08:30

Dyslexia, Dyscalculia, Dysgraphia: Using Current Research to Develop Assessment Frameworks and Plan Evidence-Based Instruction that Improves Student Outcomes - East Longmeadow, MA

Workshop Full—Registration Closed!

Location: Bay Path University, 1 Denslow Road, East Longmeadow, MA
(also offered in Concord, MA with a start date of March 7—click for more information)

Dates:
Face to Face Sessions:
Thursday, April 11 from 8:30am-3:00pm
Friday, April 12 from 8:30am-3:00pm
Friday, May 10 from 8:30am-3:00pm

Asynchronous Online Sessions:
6 hours between March 25th and April 11th
15 hours between April 12th and May 10th
6 hours between May 10th and May 27th  

Reading, math, and writing are some of the most studied aspects of human learning, but the identification and targeted teaching of students with dyslexia, dysgraphia, and dyscalculia has been challenging.  This course will use an empirically-based framework derived from exciting emerging research in both behavioral sciences and cognitive neuroscience to understand dyslexia, dysgraphia and dyscalculia. By the end of the 45-hour course, consisting of 3 full day, face-to-face sessions and 27 hours of independently scheduled online work, participants will use knowledge from behavioral and cognitive neuroscience to identify and employ evidence-based solutions to remediate dyslexia, dyscalculia and dysgraphia, thereby improving outcomes for affected students and their families. In addition,  these three learning profiles will be characterized as manifestations of neuro-diversity and a student’s strengths will be highlighted as an essential consideration in developing effective interventions. (For grades PreK-5)

Collaborating Partnership:
Crafting Minds, The Reading Institute, Bay Path University

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Dyslexia, Reading Disorders, and Specific Learning Disabilities (Grades K-12 and adult)
Apr
5
8:30 AM08:30

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

Workshop Full—Registration Closed!

Date: April 5, 2019
Time: 8:30am-3:30pm (Workshop begins promptly at 8:30am)
Location: Bay Path University, 1 Denslow Road, East Longmeadow, 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 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

Who Should Attend?
Classroom teachers, Content Area Teachers, Reading Specialists, Title l Teachers, SPED Teachers, Curriculum Coordinators, Literacy Coaches, Psychologists, and Administrators who are interested in the diagnosis and remediation of dyslexia, a specific language-based learning disability.

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Reading Instruction in the Classroom: Engaging all Learners
Mar
22
8:30 AM08:30

Reading Instruction in the Classroom: Engaging all Learners

Date: March 22, 2019
Time: 8:30am-3:30pm
Location: Bay Path University, 521 Virginia Road, Concord, MA 

This workshop affords participants the opportunity to deepen their understanding of the five components of reading as identified by the National Reading Panel in 2000. The evidence supporting instruction in these five areas continues to accumulate and the case is even stronger today than it was in 2000. Continued studies of phonological awareness, phonics, vocabulary, oral reading fluency, and reading comprehension strategies completed since 2000 have confirmed the generalizability of the findings to an expanded range of students including younger kids, older kids and second language learners (Shanahan, 2017).  It has been found that difficulties in any of these components can make comprehension difficult for students. While this workshop is based on the research, the bulk of the day will focus on the practical aspect of teaching students to read and participants will learn games, activities and strategies for each component that teachers can take back to their classroom and use immediately.

Participants will:

  • Gain a deeper understanding of each of the components of literacy

  • Engage in a number of games, activities, and strategies for each of the components

  • Learn activities to support high engagement in the classroom

  • Explore various sites for additional resources to use with staff, families, and students

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RETELL/SEI Teacher Endorsement Course
Mar
9
8:30 AM08:30

RETELL/SEI Teacher Endorsement Course

Dates: March 9, March 30, April 6, May 4, May 18, and June 1, 2019
Times: Saturdays 8:30am-5:00pm
Location: Massachusetts Museum of Contemporary Art, 1040 Mass MoCA Way, North Adams, MA 01247

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.

Attention Administrators:
Take this course and be administrator endorsed.

Here is how it works:
1) Apply for both the teacher and the administrator endorsement.
2) The teacher endorsement is granted upon completion of the teacher course.
3) The administrator endorsement is granted by holding the teacher endorsement.
Note: This does not work the other way around. Taking the admin course does not help someone earn a teacher endorsement.

View Event →
Dyslexia, Dyscalculia, Dysgraphia: Using Current Research to Develop Assessment Frameworks and Plan Evidence-Based Instruction that Improves Student Outcomes - Concord, MA
Mar
7
8:30 AM08:30

Dyslexia, Dyscalculia, Dysgraphia: Using Current Research to Develop Assessment Frameworks and Plan Evidence-Based Instruction that Improves Student Outcomes - Concord, MA

Workshop Full—Registration Closed!

Location: Bay Path University, 521 Virginia Road, Concord, MA
(also offered in East Longmeadow, MA with a start date of April 11th — click for more information)

Dates:
Face to Face Sessions:
Thursday, March 7 from 8:30am-3:00pm
Friday, March 8 from 8:30am-3:00pm
Friday, March 29 from 8:30am-3:00pm

Asynchronous Online Sessions:
6 hours between February 18th and March 7th
15 hours between March 8th and March 29th
6 hours between March 29th and April 22nd  

Reading, math, and writing are some of the most studied aspects of human learning, but the identification and targeted teaching of students with dyslexia, dysgraphia, and dyscalculia has been challenging.  This course will use an empirically-based framework derived from exciting emerging research in both behavioral sciences and cognitive neuroscience to understand dyslexia, dysgraphia and dyscalculia. By the end of the 45-hour course, consisting of 3 full day, face-to-face sessions and 27 hours of independently scheduled online work, participants will use knowledge from behavioral and cognitive neuroscience to identify and employ evidence-based solutions to remediate dyslexia, dyscalculia and dysgraphia, thereby improving outcomes for affected students and their families. In addition,  these three learning profiles will be characterized as manifestations of neuro-diversity and a student’s strengths will be highlighted as an essential consideration in developing effective interventions. (For grades PreK-5)

Collaborating Partnership:
Crafting Minds, The Reading Institute, Bay Path University

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Structure of Language Part II: Meaning, Syntax and Semantics
Mar
2
8:30 AM08:30

Structure of Language Part II: Meaning, Syntax and Semantics

Dates: March 2, 3, 23, 24, April 6-7, 2019
Times: Saturdays/Sundays: 8:30am-4:30pm
Location: Bay Path University, Philip H. Ryan Health Science Center, 1 Denslow Road, East Longmeadow, MA  

The focus of this course is reading comprehension instruction. Participants 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. Participants will 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. The course will include a review current research on reading fluency, vocabulary, and reading comprehension instruction.

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Reading Research
Dec
8
8:30 AM08:30

Reading Research

Coursework Dates & Time:
December 8, 9, January 5, 6, 19 & 20, 2019 (snow dates: January 26 & 27)
8:30am-4:30pm

Location:
Bay Path University
Philip H. Ryan Health Science Center
1 Denslow Road
East Longmeadow, MA


This course will provide the 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 course will examine the differences between research and opinion in educational publications. The second section of the course will give a historical perspective, citing pivotal studies and referencing educational research together with special education law, from the early days of the field of literacy research and instruction to the present day.

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Beyond Benchmarking: Informal Assessments to Support Benchmark Measures K-6
Nov
7
8:30 AM08:30

Beyond Benchmarking: Informal Assessments to Support Benchmark Measures K-6

Date: November 7, 2018
Time: 8:30am-3:30pm
Location: Williamstown, MA

This workshop affords participants the opportunity to deepen their understanding and use of assessment in a coordinated school wide reading model. This workshop also focuses on supporting the Benchmark Model through informal assessment. Participants will examine the CURRV Model as a method of evaluating assessments in the domains of consequences, usefulness, roles and responsibilities, reliability, and validity.   Participants will explore a sampling of instruments, develop administration, scoring, and interpretive skills, and engage in cognitive task and miscue analysis.  The informal assessments presented may be used in the classroom to further measure the research-based constructs and targeted skills necessary in developing proficient literacy acquisition Phonology, Phonemic Awareness, Phonics, Spelling, Fluency, Vocabulary, Comprehension, Higher Order Thinking, 21st Century Skills and Writing.

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Reading Instruction in the Classroom: Engaging all Learners
Nov
2
8:30 AM08:30

Reading Instruction in the Classroom: Engaging all Learners

Date: November 2, 2018
Time: 8:30am-3:30pm
Location: Bay Path University, Ryan Health Science Center, 1 Denslow Road, East Longmeadow, MA
Current Bay Path University Education Students attend at No Charge (Limit 15)


This workshop affords participants the opportunity to deepen their understanding of the five components of reading as identified by the National Reading Panel in 2000. The evidence supporting instruction in these five areas continues to accumulate and the case is even stronger today than it was in 2000. Continued studies of phonological awareness, phonics, vocabulary, oral reading fluency, and reading comprehension strategies completed since 2000 have confirmed the generalizability of the findings to an expanded range of students including younger kids, older kids and second language learners (Shanahan, 2017).  It has been found that difficulties in any of these components can make comprehension difficult for students. While this workshop is based on the research, the bulk of the day will focus on the practical aspect of teaching students to read and participants will learn games, activities and strategies for each component that teachers can take back to their classroom and use immediately.

Participants will:

  • Gain a deeper understanding of each of the components of literacy

  • Engage in a number of games, activities, and strategies for each of the components

  • Learn activities to support high engagement in the classroom

  • Explore various sites for additional resources to use with staff, families, and students

View Event →
Orton Gillingham Associate Level Training
Oct
20
8:30 AM08:30

Orton Gillingham Associate Level Training

Coursework Dates:
October 20, 21, October 27, 28, November 10, 11, December 1, 2 Time: 8:30 am – 4:30 pm

Practicum Seminar Sessions:
January 12, 2019 (Snow date January 13) March 9 (Snow date March 10) April 6, June 1, Time: 8:30 am – 12:30 pm

Location:
Bay Path University
Philip H. Ryan Health Science Center
1 Denslow Road
East Longmeadow, MA

The Orton-Gillingham (O-G) approach is biologically and linguistically sound, diagnostic and prescriptive, structured, yet flexible. It is designed for the teacher who will work to individualize instruction to meet the intensive needs of struggling language learners. All aspects of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) Associate Level Curriculum will be covered. This course is designed to prepare and provide ongoing support to teachers completing their Associate Level Practicum over the course of a school year. The combination of coursework and practicum experience will prepare students to apply at the Associate Level to the AOGPE. This two semester course will be taken in two 4 credit sections.

View Event →
Liven Up Your Sentence Instruction: Embedded & Enjoyable Grammar Instruction that Works!
Oct
19
8:30 AM08:30

Liven Up Your Sentence Instruction: Embedded & Enjoyable Grammar Instruction that Works!

Date: October 19, 2018
Time: 8:30am-3:30pm
Location: Williamstown, MA

Use research-based methods to teach students the art of writing beautiful sentences and how the grammatical choices they make can impact their readers’ experience. Help students deeply understand what a sentence is (and is not), the major grammatical elements they can choose from when crafting sentences and how to add flair and complexity, while avoiding run ons and fragments. Hear the latest empirical research on how to teach sentence writing in authentic, embedded ways that will feel natural and most uplift overall writing quality. Learn strategies that students can use independently to enhance authentic word choice, as well as sentence expansion, variety and cohesion (within and across sentences). Also learn how to use sentence combining and artful sentence imitation to enhance depth, clarity and impact in writing. Simple manageable ways to assess and then differentiate sentence instruction in ways that support students who struggle and challenge students who excel will be shared.

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Writing Domain: Effective Strategies in Teaching Writing
Oct
1
8:30 AM08:30

Writing Domain: Effective Strategies in Teaching Writing

Online Start Date: October 1, 2018

(Meets MA recertification requirement for 15 PDP’s related to SEI, ESL, and Specific Learning Disabilities)

The Reading Institute is thrilled to offer this online professional development workshop. Having surveyed past participants in programs offered at The Reading Institute, the most frequently requested topic for on-going PD was developing confident and effective teaching of writing. Grounded in research based best practices, this online workshop, Writing Domain: Effective Strategies in Teaching Writing, affords participants opportunities for self-directed study, reader response, discussion, engaging activities, action planning and crafting of a lesson. The workshop serves teachers, administrators, special educators, and education specialists in meeting their professional development licensure requirements. Successful completion will result in being awarded 15 PDPs.

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RETELL/SEI Teacher Endorsement Course
Sep
8
8:30 AM08:30

RETELL/SEI Teacher Endorsement Course

Dates: September 8 & 22, October 13 & 27, November 17, December 1
Times: Saturdays 8:30am-5:00pm
Location: Williamstown, MA

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.

Attention Administrators:
Take this course and be administrator endorsed.

Here is how it works:
1) Apply for both the teacher and the administrator endorsement.
2) The teacher endorsement is granted upon completion of the teacher course.
3) The administrator endorsement is granted by holding the teacher endorsement.
Note: This does not work the other way around. Taking the admin course does not help someone earn a teacher endorsement.

View Event →
Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners - Location: Williamstown, MA
Jun
5
8:30 AM08:30

Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners - Location: Williamstown, MA

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 THREE face-to-face days and SIX 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; $40 of iPad apps; A suite of chrome extensions; Low Tech solutions

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Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners - Location: E. Walpole, MA
Jun
4
8:30 AM08:30

Spreading the Word about Assistive Technology and Universal Design Leaning: Tools and Strategies for ALL Learners - Location: E. Walpole, MA

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 THREE face-to-face days and SIX 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; $40 of iPad apps; A suite of chrome extensions; Low Tech solutions

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Mathematics Education Workshop Series with Professor Mahesh Sharma - Location: Framingham, MA
May
25
8:30 AM08:30

Mathematics Education Workshop Series with Professor Mahesh Sharma - Location: Framingham, MA

Framingham State University
Spring 2018 

Dates:
March 30, 2018
April 13, 2018
May 11, 2018
May 18, 2018
May 25, 2018
June 8, 2018

Time:
8:30am-3:00pm

 

PDP's are available through the Massachusetts Department of Elementary and Secondary Education for participants who complete a minimum of four workshops together with a two page reflection paper on cognitive development.

Several professional national groups, the National Mathematics Advisory Panel and the Institute for Educational Sciences, in particular, have concluded that all students can learn mathematics and most can succeed through Algebra 2. However, the abstractness and complexity of algebraic concepts and missing precursor skills and understandings-number conceptualization, arithmetic facts, place value, fractions, and integers may be overwhelming to many students and teachers.

Being proficient at arithmetic is certainly a great asset when we reach algebra; however, how we achieve that proficiency can also matter a great deal. The criteria for mastery, Common Core State Standards in Mathematics (CCSSM) - sets for arithmetic for early elementary grades are specific: students should have (a) understanding (efficient and effective strategies), (b) fluency, and (c) applicability and will ensure that students form strong, secure, and developmentally appropriate foundations for the algebra that students learn later. The development of those foundations is assured if we implement the Standards of Mathematics Practices (SMP) along with the CCSSM content standards.

In these workshops, we provide strategies; understanding and pedagogy that can help teachers achieve these goals.

 

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Open House! Reading and Literacy Instruction Degree Program (M.S.Ed or Ed.S) - Location: East Longmeadow, MA
May
1
3:00 PM15:00

Open House! Reading and Literacy Instruction Degree Program (M.S.Ed or Ed.S) - Location: East Longmeadow, MA

Linking Science to Practice

Open House Date: Tuesday, May 1, 2018
Time: 6:00pm - 7:30pm
Where: Bay Path University (Philip H. Ryan Health Science Center, 1 Denslow Road, East Longmeadow, MA 01028)

Meet our program directors and members of our admissions team and learn more about the admissions process, financial aid and the MSEd/EdS in Reading & Literacy Instruction Program. 

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RETELL/SEI Teacher Endorsement Course
Mar
10
8:30 AM08:30

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
Location: Williamstown, MA

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.

View Event →
Webinar! Executive Function Difficulties: What Do They Look Like in the Classroom and How Can We Help?
Jan
24
6:30 PM18:30

Webinar! Executive Function Difficulties: What Do They Look Like in the Classroom and How Can We Help?

Join us for a Webinar!
Date: January 24, 2018
Time: 6:30-8:30pm

Do you know these students?
They may have messy backpacks.
Their desks may be filled with crumpled papers.
They often forget and lose things. 
Their assignment notebooks may be empty or incomplete.
They seem disorganized.
They may appear disengaged or lazy.

Sally Grimes 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, resources will be provided, and several short videos will be used to clarify this area of intervention. Resources will be provided as well as exposure to currently available curriculum ideas. This workshop will focus on Pre K-Grade 5, but the concepts, resources and methodologies can be easily applied to students through Grade 12.

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Teaching of Writing
Jan
19
6:00 PM18:00

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
Location: Williamstown, MA

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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Letterland Program Overview: Grades PK-2
Dec
7
9:00 AM09:00

Letterland Program Overview: Grades PK-2

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

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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Project Read: Report Form, Story Form, Story Form Literature Connection
Nov
3
6:00 PM18:00

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
Location: Williamstown, MA

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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Dyslexia, Reading Disorders, and Specific Learning Disabilities (Grades K-12 & Adult)
Oct
19
8:30 AM08:30

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

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

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.

View Event →
The Language of Math: Innovative Math Instruction for Students with Dyslexia
Oct
13
8:00 AM08:00

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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RETELL/SEI Teacher Endorsement Course
Sep
16
8:30 AM08:30

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
6:00 PM18:00

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
8:30 AM08:30

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
8:30 AM08:30

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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