SEPTEMBER

Is your classroom working for you? Learn how to get "double-duty" out of your space as you organize for guided reading and literacy workstations improving traffic flow, visual overload, arrange through the students' eyes, encourage active student engagement and independence, AND get rid of energy-draining clutter…Be brave! You can do this! Participants will receive a copy of Debbie Diller's latest book Spaces and Places and should bring in photos of their classroom and walls. Be ready to collaborate with a  buddy, dig in, and plan!

Learn how to: use communication as a tool, decide when an evaluation is needed, share information about your child's needs, understand eligibility for special education or accommodation plans, express parental concerns, understand the IEP process, and use techniques for resolving disagreements.

Grab a cup of coffee, relax, and see what's new in kids' literature K-6 and get some ideas for your own classroom. Participants will choose a book to keep and further develop ideas/activities with a partner that can be used the very next day. Share your wonderful ideas with the group.

PRIOR APPROVAL IS REQUIRED for this training.  Contact Lori Loving for more information.  This is a two day introduction to the SAC principles, which include aligning classroom learning targets to the ILS, identifying and using appropriate assessments, and student involvement.  This training is an introduction to the 1 year commitment of SAC teams.  SAC Learning Teams will continue to meet regularly throughout the year for at least 18 hours.

School districts & school buildings across the state are recognizing the importance of reading comprehension for ALL students.  Participants will develop a deeper understanding of reading comprehension, discuss how to develop a coordinated & consistent reading program, identify the components of a strong Tier 1 core reading program, understand the variety & levels of materials needed to teach & support reading, understand the use of specific assessments & interventions to improve student achievement, develop a protocol for collecting data on students' reading performance, develop a system for monitoring student progress for Tier 2 & Tier 3 students, and develop appropriate interventions for students struggling with comprehension.  **TO REGISTER CALL: 217-391-0848

This online course will bring the participants up to speed on all facets of Response to Intervention at the K-8 level.  

**TO REGISTER CALL: 217-391-0848 

This online course will bring the participants up to speed on all facets of Response to Intervention at the K-8 level.  

**TO REGISTER CALL: 217-391-0848 

OCTOBER

This module focuses on the importance of oral language and its crucial role in learning to read. Participants will explore the research and learn strategies to help student strengthen and develop oral language skills.

The focus of this training event will be to provide an overview of the three-tier problem-solving model and its design and implementation into elementary schools as an early intervening service. Among the topics to be defined, described and discussed are the problem-solving process, problem identification, problem analysis, response to intervention and use of scientifically-based interventions to meet educational needs of all students, including those with disabilities and at risk for academic difficulties. At the completion of this training event, school teams will be prepared to conduct a self-assessment of their schools and identify key components to be developed to implement the three-tier problem-solving model.

The focus of this training event will be to provide an overview of the three-tier problem-solving model and its design and implementation into elementary schools as an early intervening service. Among the topics to be defined, described and discussed are the problem-solving process, problem identification, problem analysis, response to intervention and use of scientifically-based interventions to meet educational needs of all students, including those with disabilities and at risk for academic difficulties. At the completion of this training event, school teams will be prepared to conduct a self-assessment of their schools and identify key components to be developed to implement the three-tier problem-solving model.

Study skills techniques can increase reading efficiency for all students which will save time on task & result in better grades.  These practices will increase concentration, comprehension & retention of difficult textbook or resource material.  These techniques can be adapted to students at all levels.  The Study Skills to be covered are: Time Management, Note-taking, and Textbook Pre-Reading Techniques.                                                (ALL PARTICIPANTS WILL NEED: 3-RING LOOSE-LEAF BINDER, WIDE-RULE NOTEBOOK PAPER & DIVIDERS)

This module focuses on the progressive scope and sequence of phonological to phonemic awareness. Research has shown that unless a reader can identify the smallest specific sounds in a word, reading will be very difficult. Phonemic awareness is the essential foundation to learning to read.

This module provides understanding and practice for teachers who are learning the routines and techniques of phonics instruction for beginning readers. All children benefit from explicit teaching of phonics; many are dependent on it to learn fluent word recognition and spelling. Good readers will learn much more easily than poorer readers who need a very structured approach. The most effective phonics instruction uses explicit, systematic, cumulative methods that progress from simple to complex language concepts.

The focus of this training event will be to provide an overview of the three-tier problem-solving model and its design and implementation into elementary schools as an early intervening service. Among the topics to be defined, described and discussed are the problem-solving process, problem identification, problem analysis, response to intervention and use of scientifically-based interventions to meet educational needs of all students, including those with disabilities and at risk for academic difficulties. At the completion of this training event, school teams will be prepared to conduct a self-assessment of their schools and identify key components to be developed to implement the three-tier problem-solving model.

This training will focus on the importance of developing reading fluency. We will learn that effective reading instruction enables students to read with comfort, concentration, and comprehension. A productive, satisfying reading experience, in turn is associated with reading fluency. Participants will learn that if students are taught the component skills of reading, including phonics, phonological processing, vocabulary meanings, and comprehension strategies, they will be successful readers only when their text reading is proficient enough to support comprehension.

Participants will learn how to differentiate and scaffold reading instruction and the environment to meet the needs of diverse learners.

NOVEMBER

What does it mean to know a word? This module begins an inquiry into this question. We consider that words are known in relation to one another, that word knowledge has many facets, and that vocabulary growth can be indirectly and directly influenced. Other modules have addressed the organization of language at the levels of sounds, symbols, meaningful word parts (morphemes), sentences, and discourse, but this one is all about words!

Participants will learn to help families support literacy, understand their child’s DIBELs scores, and learn where to find available and effective literacy resources for their children.

The focus of this training event will be to prepare school teams to administer, score, and interpret curriculum-based measures of reading performance to make instructional decisions. Training activities will include feasible strategies for organizing data collection and interpretation of the data for use at the Tier 1 level. At the completion of this training event, school teams will be prepared to conduct universal screening of students in all grades and to implement benchmark systems.

Are you tired of ISAT rumors? Do you want the TRUTH about the 2009 ISAT for Reading and Extended Response? This workshop is presented from the perspective of a former teacher and ISBE Assessment Consultant who has not only written and reviewed passages and multiple choice questions for the 2006, 2007, 2008 and 2009 Reading ISAT but also scored Extended Response items for the past four years.  Teachers and administrators will experience hands-on activities and teaching strategies that will help them embed ISAT test preparation into daily instruction. Workshop materials will include graphic organizers, story maps, worksheets, and sample ISAT reading passages.

This workshop is designed especially for teachers who have not been through the ISAT process for math at their current grade level.  We will discuss the what, when, why and how of selecting curriculum, review, and extended response questions.

Many factors contribute to comprehension; text, reader, task, and context all influence outcomes; academic language presents special challenges, selected teaching strategies are supported by research, techniques and strategies are tailored for use before, during, and after reading; prepare to teach any text. These are the "big ideas" of the module--the ones we hope participants will take away.

The focus of this training event will be to prepare school teams to administer, score, and interpret curriculum-based measures of reading performance to make instructional decisions. Training activities will include feasible strategies for organizing data collection and interpretation of the data for use at the Tier 1 level. At the completion of this training event, school teams will be prepared to conduct universal screening of students in all grades and to implement benchmark systems.

Participants will revisit the previously studied pillars of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension and learn how guided reading fits into the explicit model of teaching (I do, we do, you do) to check for understanding and application.

The focus of this training event will be to prepare school teams to administer, score, and interpret curriculum-based measures of reading performance to make instructional decisions. Training activities will include feasible strategies for organizing data collection and interpretation of the data for use at the Tier 1 level. At the completion of this training event, school teams will be prepared to conduct universal screening of students in all grades and to implement benchmark systems.

DECEMBER

JANUARY

The focus of this training event will be to prepare team members to function as a cohesive and effective problem-solving team, including strategies for overcoming obstacles to effective collaboration, and development of inclusive learning communities. The role of school leadership in establishing a unified service delivery system will be highlighted. At the completion of this training event, school teams and leaders will be prepared to develop a shared mission, and identify goals for their school learning community

The focus of this training event will be to prepare team members to function as a cohesive and effective problem-solving team, including strategies for overcoming obstacles to effective collaboration, and development of inclusive learning communities. The role of school leadership in establishing a unified service delivery system will be highlighted. At the completion of this training event, school teams and leaders will be prepared to develop a shared mission, and identify goals for their school learning community

The focus of this training event will be to prepare team members to function as a cohesive and effective problem-solving team, including strategies for overcoming obstacles to effective collaboration, and development of inclusive learning communities. The role of school leadership in establishing a unified service delivery system will be highlighted. At the completion of this training event, school teams and leaders will be prepared to develop a shared mission, and identify goals for their school learning community

FEBRUARY

The focus of this training event will be to prepare team members to identify academic and behavioral problems across the three tiers of the problem-solving process. Training activities will provide guidelines for identification of students at-risk for academic and behavioral problems. In addition, school teams will be prepared to analyze data to determine whether a discrepancy exists between individual student performance and identified benchmarks or standards. Participants will be guided through examples of analysis of the problem and determination of students’ educational needs. At the completion of this training event, school teams will be prepared to identify and analyze academic and behavioral problems at each of the three tiers of the problem-solving process.

The focus of this training event will be to prepare team members to identify academic and behavioral problems across the three tiers of the problem-solving process. Training activities will provide guidelines for identification of students at-risk for academic and behavioral problems. In addition, school teams will be prepared to analyze data to determine whether a discrepancy exists between individual student performance and identified benchmarks or standards. Participants will be guided through examples of analysis of the problem and determination of students’ educational needs. At the completion of this training event, school teams will be prepared to identify and analyze academic and behavioral problems at each of the three tiers of the problem-solving process.

The focus of this training event will be to prepare team members to identify academic and behavioral problems across the three tiers of the problem-solving process. Training activities will provide guidelines for identification of students at-risk for academic and behavioral problems. In addition, school teams will be prepared to analyze data to determine whether a discrepancy exists between individual student performance and identified benchmarks or standards. Participants will be guided through examples of analysis of the problem and determination of students’ educational needs. At the completion of this training event, school teams will be prepared to identify and analyze academic and behavioral problems at each of the three tiers of the problem-solving process.

MARCH

APRIL

The focus of this training event will be to prepare school teams to implement curriculum-based measures to monitor student progress and to make instructional decisions to enhance the performance of all students. At the completion of this training event, school teams will be prepared to implement a curriculum-based measurement system and utilize it to guide educational decision-making for all students.

MAY

The focus of this training event will be to prepare school teams to implement curriculum-based measures to monitor student progress and to make instructional decisions to enhance the performance of all students. At the completion of this training event, school teams will be prepared to implement a curriculum-based measurement system and utilize it to guide educational decision-making for all students.

The focus of this training event will be to prepare school teams to implement curriculum-based measures to monitor student progress and to make instructional decisions to enhance the performance of all students. At the completion of this training event, school teams will be prepared to implement a curriculum-based measurement system and utilize it to guide educational decision-making for all students.

Registration taken by phone (309-673-1040), mail or e-mail via our web page.