Objectives:

• Learn and apply research-based strategy for learner intervention.
• Select, design and plan using strategy specific for classroom implementation.
• Facilitate and remediate comprehension and understanding through reading and writing in all content areas.

Hours: 10

Objectives:

• Collect and organize data from smart assessment tools.
• Analyze assessment data to identify trends, gaps, and areas for improvement.
• Use data to inform instructional decisions and differentiate instruction.
• Implement data-driven interventions for individual students and groups.
• Communicate assessment data to students, parents, and stakeholders effectively.

Hours: 10

Course Objectives:

• Examine and discuss the science of reading pedagogy in grades 7 through 12.
• Analyze applicable evidence-based classroom practices aligned to the science of reading.
• Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
• Align assessment practices to SOR initiatives.

Hours: 10

Objectives:

• Examine and discuss cognitive science and principles behind educational pedagogies and cognition.
• Analyze evidence-based cognitive classroom practices.
• Adopt and adapt a multi-sensory curriculum that integrates cognitive-friendly teaching practices.
• Adapt new practices through classroom implementation.

Hours: 10

Objectives:

• Analyze the research behind resiliency-building and its connection to academic and life success.
• Review and discuss exemplar strategies that facilitate the building of strength and stamina.
• Incorporate strategies into lessons that build academic rigor and student capacity for resilience.

Hours: 10

Objectives:

• Unpack the logistics of, and criteria for, setting up a school professional learning community.
• Analyze a range of PLCs utilized in schools. 
• Discuss and practice with evidence-based PLC protocols.

Hours: 10

Objectives:

• Analyze and discuss differentiated literacy lesson exemplars.
• Plan and practice with Total Physical Response techniques to embed into lessons.
• Research and plan with resources that differentiate instruction for students learning a second language.
• Adopt and adapt by differentiating and scaffolding existing curricula.

Hours: 10 

Course Objectives:

• Leverage the use of AI tools with Science of Reading pedagogy in grades PK through 6.
• Examine and discuss evidence-based classroom practices that utilize AI to achieve SOR objectives.
• Adopt and adapt a multi-sensory curriculum with the help of AI tools to integrate evidence-based teaching and learning practices.

Hours: 10

Course Objectives:

• Design diagnostic assessments.
• Analyze the role and relevance of prior knowledge and scaffolding in the diagnostic assessment process.
• Use diagnostic tools to inform instructional strategy for improved student performance.
• Work diagnostic assessment tools into a differentiated curriculum.

Hours: 10

Course Objectives:

• Define formative assessment and distinguish it from summative assessments.
• Apply formative assessment strategies to guide instructional decisions and provide real-time feedback.
• Create formative assessment tasks that align with learning objectives and standards.
• Explore digital tools and platforms to enhance formative assessment practices.
• Interpret formative assessment data to modify instruction and improve student learning outcomes.

Hours: 10

Objectives:

• Analyze a range of student data, both formative and summative.
• Make Instructional decisions based on data and gap analysis. 
• Plan and take action steps needed to design curriculum specific to student needs.  

Hours: 10

Objectives:

• Implement RTI processes effectively within their classrooms or schools.
• Utilize data-driven decision-making to support students in need of interventions.
• Collaborate effectively with colleagues, parents, and other stakeholders in the RTI process.
• Differentiate instruction and interventions based on student needs.

Hours: 10

Course Objectives:

• Examine and discuss the science behind reading fluency.
• Analyze the influence that reading fluency has on comprehension.
• Design lessons and plan instruction for the intentional teaching of reading fluency.
• Apply best evidence-based practices to lesson design for immediate classroom implementation.

Hours: 10

Objectives:

• Learn about, and practice with, the FUNdamentals of reading instruction from kindergarten to grade 12.
• Analyze and discuss effective reading comprehension and phonics practices.
• Examine how vocabulary is supported in all content areas.
• Understand how to use assessment data to plan for reading instruction.

Hours: 10

Objectives:

• Participants will unpack a variety of examine evidence-based close reading strategies to aid students in reading complex text.
• Appropriate strategies to the needs of students and embed them into lessons that align with student needs and district curriculum goals.
• Differentiate close reading strategies to meet the needs of all students.

Hours: 10

Objectives:

• Analyze research-based strategies for teaching and facilitating content-focused writing sessions in support of non-fiction text.
• Apply reading and writing genre strategies to specific science and technical disciplines.
• Facilitate comprehension and understanding through reading strategy and responsive writing.

Hours: 10

Objectives:

• Analyze a range of best practices found in lessons, strategy guides, and open source e-resources. 
• Apply the cycle of practice and reflection for adoption and adaptation. 
• Align best practices to the needs of their students with plans for on-going assessment and modification.

Hours: 10

Objectives:

• Learn and apply research-based strategy for teaching and facilitating literacy growth.
• Select, design and plan using strategy specific for classroom implementation.
• Facilitate comprehension and understanding through reading and writing

Hours: 10

Objectives:

• Learn and apply research-based strategy for teaching and facilitating literacy growth.
• Select, design and plan using strategy specific for inter-content area classroom implementation.
• Facilitate subject-matter comprehension and understanding through reading and writing.

Hours: 10

Objectives:

• Understand the needs of ESOL students and the outcomes needed for language development.
• Analyze and plan with a variety of classroom methods and materials.
• Discuss and incorporate evidence-based strategies into classrooms.

Hours: 10

Course Objectives:

• Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
• Develop an understanding of triggering events and how to remove them from the classroom environment.
• Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
• Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

Hours: 10

Course Objectives:

• Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
• Develop an understanding of triggering events and how to remove them from the classroom environment.
• Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
• Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

Hours: 10

Course Objectives:

• Leverage the use of AI tools with Science of Reading pedagogy in grades PK through 6.
• Examine and discuss evidence-based classroom practices that utilize AI to achieve SOR objectives.
• Adopt and adapt a multi-sensory curriculum with the help of AI tools to integrate evidence-based teaching and learning practices.

Hours: 10

Course Objectives:

• Examine and discuss print knowledge skills and the development of phonological awareness
• Analyze and understand the connection between phonemes and graphemes as they guide children from phonics instruction to upper grade level reading proficiency.
• Apply best evidence-based practices for teaching decoding skills as they support fluency and reading comprehension.

Hours: 10

Course Objectives:

• Examine the Six Literacy Strands, or "The Big 6".
• Analyze evidence-based practices for planning instruction around The Big 6.
• Design curricula around The Big 6.
• Apply best evidence-based practices for immediate classroom implementation.

Hours: 10

Course Objectives:

• Discuss and confirm importance of family involvement in a child’s academic success as rooted in the Science of Reading. 
• Analyze and apply evidence-based parent engagement and participation activities both inside and outside of the classroom as they align to the Science of Reading. 
• Design and plan activities and programs that engage families in the literacy success of their children.

Hours: 10

Course Objectives:

• Examine and discuss the science of reading pedagogy in grades PK through 6.
• Analyze applicable evidence-based classroom practices aligned to the science of reading.
• Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
• Align assessment practices to SOR initiatives.

Hours: 10

Course Objectives:

• Review various scenarios in which plagiarism is violated, both knowingly and unknowingly.
• Examine what plagiarism is and what it is not.
• Define various types of intellectual property and their protection within copyright and fair use.
• Apply web research strategies that circumvent plagiarism.

Hours: 5

Course Objectives:

• Practice with the utility of a variety of digital media types and purposes.
• Analyze the role of distractors on comprehension in digital print.
• Turnkey understanding of Fair Use, Public domain, Creative Commons, attribution, and proper citation.
• Utilize digital literacy strategies as tools for academic growth.

Hours: 5

Course Objectives:

• Apply independent decision-making to develop a sense for timing when searching multiple applications on the World Wide Web.
• Analyze the role of effective scanning for successful research results.
• Investigate and practice with strategies that result in credible vs. non-credible information.

Hours: 5

Course Objectives:

• Improve comprehension of various text types (narrative, informational, etc.)
• Develop strategies for identifying main ideas and supporting details
• Enhance skills in making inferences and drawing conclusions
• Expand vocabulary and understanding of context clues
• Practice summarizing and paraphrasing texts

Hours: 5

Course Objectives:

• Acquire the skills to read with fluent speed and accuracy.
• Increase the ability to comprehend information with immediate recall.
• Scan for keywords and understand paragraph structure to read with fluency and accuracy.

Hours: 5

Course Objectives:

• Understand the basic principles of copyright law.
• Identify what can and cannot be copyrighted.
• Understand the rights of copyright holders.
• Recognize the limitations and exceptions to copyright, including Fair Use, Public Domain, and Creative Commons.
• Apply knowledge of copyright to create and use content legally in various contexts.

Hours: 5

Lesson Targets:

• Students will design their own story using a storyboard and images.

• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Skills Focus: Oral Language, Listening, Speaking

Lesson Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea of a story.
• Students will identify story elements to include character, setting, problem, solution.

Skills Focus: Story Main Idea, Reading Comprehension, Listening

Lesson Targets:

• Students will recognize and pronounce short and long vowel sounds.
• Students will recognize new words with short and long vowel sounds.
• Students will successfully sound out words with long and short vowel sounds.
• Students will recognize and pronounce words with silent “e”.

Skills Focus: Phonics, Oral Language

Lesson Targets:

• Students will recognize r-controlled vowels in words.
• Students will sound out r-controlled vowels in words.

Skills Focus: Phonics, Oral Language

Lesson Targets:

• Students will recognize irregular vowel teams in sight words.
• Students will sound out and effectively pronounce words with irregular vowel teams in them.
• Students will manipulate word families to understand and recognize words with irregular vowels.

Skills Focus: Phonics, Oral Language

Lesson Targets:

• Students will apply independent fix-it strategies to new/unknown words.
• Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.

Skills Focus: Vocabulary Development

Lesson Targets:

• Students will read with accuracy, expression, and rate.
• Students will engage in shared reading with “Ellie” the rabot.
• Students will apply reading endurance when reading independently.

Skills Focus: Fluency

Lesson Targets:

• Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
• Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
• Students will recognize and process small and abstract units of sound.

Skills Focus: Phonics

Lesson Targets:

• Students will recognize unusual (rule-breaker) patterns in sight words.
• Students will sound out and effectively pronounce words with digraphs and trigraphs.
• Students will manipulate word families to understand and recognize digraphs and trigraphs.

Skills Focus: Phonics, Oral Language

Lesson Targets:

• Students will recognize unusual (rule-breaker) patterns in sight words.
• Students will sound out and effectively pronounce words with digraphs and trigraphs.
• Students will manipulate word families to understand and recognize digraphs and trigraphs.

Skills Focus: Phonics, Oral Language

Lesson Targets:

• Students will develop capacity for understanding complex concepts through mapping.
• Students will connect words and phrases with ideas and concepts.
• Students will identify and recall the meaning of words read in context.

Skills Focus: Vocabulary, Concept Development

Lesson Targets:

• Students will apply language structure to words and sentences.
• Students will build vocabulary through oral language practice and word categorization.
• Students will engage in shared and interactive reading and writing.

Skills Focus: Sentence Structure, Syntax, Comprehension

Lesson Targets:

• Students will design their own story using a storyboard and images.
• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Skills Focus: Oral Language, Listening, Speaking

Lesson Targets:

• Students will apply fix-it strategies to new words.
• Students will apply metacognitive strategies to what they already know about new words.
• Students will rate themselves as new word learners.

Skills Focus: Vocabulary, Reading Comprehension

Lesson Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea of a story.
• Students will identify story elements to include character, setting, problem, solution.

Skills Focus: Story Main Idea, Reading Comprehension, Listening

Lesson Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea of a story.
• Students will identify story elements to include character, setting, problem, motive, solution.

Skills Focus: Story Main Idea, Reading Comprehension, Listening

Lesson Targets:

• Students will independently time themselves when reading online print to be able to make effective decisions when researching.
• Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.

Skills Focus: Self-timing, Metacognition and Self-Monitoring

Lesson Targets:

• Students will know how to identify distractors when surfing on the Internet.
• Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
• Students will increase digital reading comprehension and memory by identifying and avoiding distractors.

Skills Focus: Digital Literacy, Avoiding Distractors

Lesson Targets:

• Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
• Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

Focus Skills: Digital Literacy, Critical Thinking, Organization

Lesson Targets:

• Students will develop capacity for understanding complex concepts through mapping.
• Students will connect words and phrases with ideas and concepts.
• Students will identify and recall the meaning of words read in context.

Skills Focus: Vocabulary, Concept Development

Lesson Targets:

• Students will apply fix-it strategies to new words.
• Students will apply metacognitive strategies to what they already know about new words.
• Students will rate themselves as new word learners.

Skills Focus: Vocabulary, Reading Comprehension

Lesson Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea of a story.
• Students will identify story elements to include character, setting, problem, motive, solution.

Skills Focus: Story Main Idea, Reading Comprehension, Listening

Lesson Targets:

• Students will independently time themselves when reading online print to be able to make effective decisions when researching.
• Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.

Skills Focus: Timing, Metacognition and Self-Monitoring

Lesson Targets:

• Students will know how to identify distractors when surfing on the Internet.
• Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
• Students will increase digital reading comprehension and memory by identifying and avoiding distractors.

Skills Focus: Digital Literacy, Avoiding Distractors

Lesson Targets:

• Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
• Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

Focus Skills: Critical Thinking, Digital Literacy, Comprehension

Lesson Targets:

• Students will develop capacity for understanding complex concepts through mapping.
• Students will connect words and phrases with ideas and concepts.
• Students will identify and recall the meaning of words read in context.

Skills Focus: Vocabulary, Comprehension, Concept Development

Lesson Targets:

• Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
• Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

Skills Focus: Web Navigation, Digital Literacy, Critical Thinking

Lesson Targets:

• Students will apply language structure to words and sentences.
• Students will build vocabulary through oral language practice and word categorization.
• Students will engage in shared and interactive reading and writing.

Skills Focus: Oral/Aural Language, Writing, Vocabulary

Lesson Targets:

• Students will design their own story using a storyboard and images.
• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Skills Focus: Oral Language, Listening, Speaking

Lesson Targets:

• Students will develop fix-up strategies to apply to new/unknown words.
• Students will use context clues to understand new/unknown words.
• Students will apply knowledge of roots, prefixes and suffixes to determine the meaning of new/unknown words.

Skills Focus: Reading Comprehension, Context Clues

Lesson Targets:

• Students will read increasingly complex words using letter/sound knowledge.
• Students will blend initial consonants with common vowel patterns and word families.
• Students will use knowledge of letter clusters and vowel digraphs to spell unfamiliar words.

Skills Focus: Phonology, Phonological Processing, Phonics

Lesson Targets:

• Students will design their own story using a storyboard and images.
• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Skills Focus: Oral Language, Listening, Speaking

Lesson Targets:

• Students will apply fix-it strategies to new words.
• Students will apply metacognitive strategies to what they already know about new words.
• Students will rate themselves as new word learners.

Skills Focus: Vocabulary, Reading Comprehension

Course Objectives:

• Practice writing language objectives appropriate for advanced language learners.
• Discuss various approaches to team teaching and how to ensure they are effective.
• Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
• Review and practice with strategies for vocabulary teaching learners in the advanced stage of language acquisition.

Hours: 10

Course Objectives:

• Practice writing language objectives appropriate for beginner language learners.
• Discuss various approaches to team teaching and how to ensure they are effective.
• Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
• Review and practice with strategies for vocabulary teaching learners in the beginning stage of language acquisition.

Hours: 10

Course Objectives:

• Practice writing language objectives appropriate for intermediate language learners.
• Discuss various approaches to team teaching and how to ensure they are effective.
• Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
• Review and practice with strategies for vocabulary teaching learners in the intermediate stage of language acquisition.

Hours: 10

Objectives:

• Understand the needs of ESOL students and the outcomes that are needed for adequate language development aligned to ESEA indicators applicable to ESOLs.
• Become familiar with, and analyze, a variety of classroom methods and materials appropriate for ESOL students.
• Develop and plan with evidence-based strategies for immediate classroom implementation.

Hours: 10

Course Objectives:

• Review and discuss models of effective leadership for ESOL programs.
• Review and discuss program requirements for ESOL programs at the state and federal levels.
• Adapt elements of leadership in program design applicable to districts and schools.

Hours: 10

Objectives:

• Support effective ESOL programs that align with the requirements of Title III of the ESEA.
• Analyze and allocate funding from federal and state resources.
• Support cultural pedagogies in program and curriculum design.
• Discuss parental involvement and necessity of their involvement in ESOL programs.

Hours: 10

• Apply practices and strategies that support the diverse language needs of second language learners.
• Plan lessons that represent diversity, cultural awareness, and cross-cultural understanding among students.
• Reflect upon lessons and implementation using peer feedback protocols.

Hours: 10

Objectives:

• Discuss aptitude testing within state and federal ESOL program requirements.
• Support teachers and other stakeholders in curriculum selection and design.
• Design a LEP family and community outreach plan.
• Leverage state and federal resources to provide effective program guidance.

Hours: 10

Objectives:

• Plan and practice with various assessment types, tools, and resources.
• Match grade-level formative assessment criteria to curriculum and instruction.
• Progress monitor students and make adjustments that support language growth.
• Use formative assessment data to plan for effective instruction.

Hours: 10

Course Objectives:

• Analyze formative and assessment data.
• Analyze student work products as data.
• Use discussion protocols to engage feedback about student work products.
• Use formative and summative data to design individualized student learning plans.

Hours: 10

Course Objectives:

• Develop and respond to an understanding of current theory on culturally responsive pedagogies.
• Observe and respond to examples culturally responsive learning environments.
• Design lesson plans using new understanding of cultural pedagogies.
• Adopt new lesson design through field testing and adopting through the giving and receiving of peer feedback.

Hours: 10

Course Objectives:

• Observe and discuss a variety of blended learning models.
• Discuss current research on digital and media literacy and its impact on student achievement.
• Understand and employ the practices of Fair Use, identification of public domain and Creative Commons, along with attribution and citation.
• Design an innovative and effective blended learning classroom curriculum.

Hours: 10

Course Objectives:

• Observe and discuss a variety of digital media types and purposes.
• Discuss current research on digital and media literacy and its impact on student achievement.
• Turnkey understanding of Fair Use, Public domain, Creative Commons, attribution, and proper citation.
• Analyze and teach digital literacy as a tool for academic growth.

Hours: 10

Course Objectives:

• Examine and discuss the science of reading pedagogy in grades PK through 6.
• Analyze applicable evidence-based classroom practices aligned to the science of reading.
• Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
• Align assessment practices to SOR initiatives.

Hours: 10

Course Objectives:

• Discuss and confirm importance of family involvement in a child’s academic success as rooted in the Science of Reading. 
• Analyze and apply evidence-based parent engagement and participation activities both inside and outside of the classroom as they align to the Science of Reading. 
• Design and plan activities and programs that engage families in the literacy success of their children.

Hours: 10

Course Objectives:

• Examine and discuss the science behind reading fluency.
• Analyze the influence that reading fluency has on comprehension.
• Design lessons and plan instruction for the intentional teaching of reading fluency.
• Apply best evidence-based practices to lesson design for immediate classroom implementation.

Hours: 10

Course Objectives:

• Examine the Six Literacy Strands, or "The Big 6".
• Analyze evidence-based practices for planning instruction around The Big 6.
• Design curricula around The Big 6.
• Apply best evidence-based practices for immediate classroom implementation.

Hours: 10

Course Objectives:

• Examine and discuss print knowledge skills and the development of phonological awareness
• Analyze and understand the connection between phonemes and graphemes as they guide children from phonics instruction to upper grade level reading proficiency.
• Apply best evidence-based practices for teaching decoding skills as they support fluency and reading comprehension.

Hours: 10

Course Objectives:

• Examine and discuss the science of reading pedagogy in grades 7 through 12.
• Analyze applicable evidence-based classroom practices aligned to the science of reading.
• Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
• Align assessment practices to SOR initiatives.

Hours: 10

Course Objectives:

• Read and discuss the latest research on literacy and cognition, for print and digital literacy.
• Examine footage and lesson exemplars of classrooms that teach for optimal cognition.
• Adopt and adapt strategies that use reading as a vehicle for "teaching to the brain" and optimal cognition.

Hours: 10

Course Objectives:

• Review, examine, analyze and discuss the theory behind reinforcing literacy into all content areas.
• Analyze exemplars in print and multi-media of teaching literacy in multiple content areas.
• Select specific strategies to incorporate into existing lesson and unit plans.
• Select specific strategies to implement in live classrooms to adopt and adapt with plenty of reflection in between.

Hours: 10

Course Objectives:

• Examine and discuss multi-media exemplars of engaging reading and writing protocols.
• Read and discuss why and how reading and writing engages students at various stages of reading, writing, and language development.
• Design lessons with embedded student engagement strategies.
• Implement lessons, receive feedback and reflect to adapt as needed.

Hours: 10

Course Objectives:

• Review and discuss the objectives of the writing process in deepening student skills in reading and writing.
• Examine multiple strategies and the step-by-step process for utilizing the writing process routinely.
• Plan and design lessons that incorporate the writing process, and/or repurpose lessons to incorporate the writing process.

Hours: 10

Course Objectives:

• Use data to identify student reading levels, literacy gaps and needs.
• Appropriate Lexile levels and high interest reading to students' reading. 
• Design, scaffold, and differentiate lessons to close literacy gaps among students and bring up achievement.

Course Objectives:

• Analyze classroom summative and formative data to identify student deficits and deficit trends in reading, writing, speaking, and listening.
• Examine and discuss a range of strategies that incorporate all components and use them in lesson planning. 
• Design, scaffold, and differentiate lessons to incorporate evidence-based reading, writing, speaking, and listening strategies.

Hours: 10

Course Objectives:

• Use data to identify student reading comprehension gaps and needs.
• Discuss a range of theory on reading comprehension.
• Examine gaps and trends in student data to identify and address specific comprehension deficits.
• Identify evidence-based reading comprehension strategies to embed in lesson plans for classroom implementation.

Hours: 10

Course Objectives:

• Review and discuss the nature of reading comprehension and cognition in adolescents.
• Analyze evidence-based strategies that work to increase reading comprehension in secondary students reading at or below grade-level.
• Conduct assessments and analyze assessment data to align, scaffold, and differentiate strategies to deficits.
• Research and select from a range of evidence-based strategies those to embed in planning and implement in the classroom.

Hours: 10

Course Objectives:

• Review and discuss the nature of reading comprehension and cognition in adolescents with a focus on struggling readers.
• Analyze evidence-based strategies that work to close reading gaps among students reading below grade-level.
• Analyze assessment data to identify gaps and trends.
• Select from a range of evidence-based strategies those most appropriate in closing achievement gaps and meeting the varied needs of struggling readers.

Hours: 10

Course Objectives:

• Examine and discuss the larger picture behind the best practices of teaching beginning readers.
• Analyze evidence-based practices for beginning readers, and select those most appropriate for teachers' own classrooms.
• Analyze and discuss curricula for its appropriateness within teachers' own classrooms.
• Apply best practices to lesson design for immediate implementation.

Hours: 10

Course Objectives:

• Adopt and adapt an understanding of teaming, professional collaboration, and professional learning communities.
• Practice with evidence-based strategies for examining student work and making collaborative decisions about learning plans.
• Design and repurpose lessons and units to include teaming strategies for collaboration on work products.

Hours: 10

Course Objectives:

• Understand and discuss the basic components of effective teacher coaching.
• Examine and discuss best practices of teacher coaching in classrooms with a focus on student behaviors.
• Examine, discuss, and practice with effective mentor-coaching leadership skills that support and motivate teachers.

Hours: 10

Course Objectives:

• Understand and discuss the fundamentals of professional learning communities.
• Examine and discuss a variety of PLC prototypes and select one appropriate for a specific school or district.
• Analyze the selected PLC prototype and unpack it for individual application.

Hours: 10

Course Objectives:

• Adopt an understanding of what it means to teach character, and how to reinforce it in the classroom.
• Examine  and discuss a range of classroom strategies.
• Design a Character Traits Report card and adopt it for specific classrooms.
• Embed new strategies into existing lessons and units to turnkey new understanding of teaching character traits.

Hours: 10

Course Objectives:

• Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
• Examine and discuss the CASEL 5.
• Examine and analyze embedded social-emotional curricula.
• Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

Hours: 10

Course Objectives:

• Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
• Examine and discuss the CASEL 5.
• Examine and analyze embedded social-emotional curricula.
• Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

Hours: 10

Course Objectives:

• Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
• Examine and discuss the CASEL 5.
• Examine and analyze embedded social-emotional curricula.
• Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

Hours: 10

Course Objectives:

• Analyze and discuss the underpinnings of grit as applied to academic performance.
• Examine and discuss examples of grit strategies applied in classrooms.
• Design lessons with embedded grit strategies for immediate classroom application.

Hours: 10

Course Objectives:

• Develop a shared vision for school climate and classroom environment.
• Build positive relationships with students, teachers, and other school personnel.
• Integrate SEL into academic instruction through evidence-based intervention.

Hours: 10

Course Objectives:

• Examine and discuss evidence-based, documented classroom trauma response practices.
• Adopt and adapt practices geared for specific classroom environments and and students.
• Integrate SEL intervention practices into academic instruction and day-to-day classroom routines.

Hours: 10

Course Objectives:

• Examine and discuss evidence-based SEL practices.
• Align SEL strategies to specific classroom dynamics and student expectations.
• Prepare presentations of SEL presentations to turnkey in districts and schools.

Hours: 10

Course Objectives:

• Understand and apply the theory behind differentiation, and how it helps to meet the needs of students in diverse classrooms.
• Examine and discuss evidence-based strategies for differentiation applied in, and appropriate for, multiple content areas.
• Select, practice, and apply strategies for differentiation to multiple content areas in individual classrooms.

Hours: 10

Course Objectives:

• Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
• Develop an understanding of triggering events and how to remove them from the classroom environment.
• Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
• Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

Hours: 10

Course Objectives:

• Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
• Develop an understanding of triggering events and how to remove them from the classroom environment.
• Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
• Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

Hours: 10

Course Objectives:

• Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
• Develop an understanding of triggering events and how to remove them from the classroom environment.
• Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
• Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

Hours: 10

Course Objectives:

• Develop an understanding of the traits and characteristics of classroom bullying and cyberbullying.
• Examine and discuss the application of evidence-based prevention measures.
• Discuss and develop an individual repertoire of practical strategies for bullying prevention.

Hours: 10

Course Objectives:

• Examine and discuss classrooms that use successful classroom management strategies.
• Discuss the elements of design in classroom management through the lens of learning environment.
• Understand and apply elements of design for successful classroom management through the establishment of an engaging and motivating learning environment.

Hours: 10

Course Objectives:

• Observe and discuss video of inclusive classroom environments.
• Design and practice with standards for behavior and their enforcement.
• Scaffold learning to be consistent and sensitive for all children while personalizing instruction to meet their individual academic needs.
• Examine the strategies and planning adopted to maintain an inclusive classroom.

Hours: 10

Course Objectives:

• Analyze a range of diverse and integrated learning environment models.
• Review and practice with lessons that leverage a diverse and integrated learning environment.
• Apply strategies that support effective and diverse classroom environments and promote positive behavior.
• Design and adopt an evidence-based classroom environment.

Hours: 10

Course Objectives:

• Gain understanding of the Adobe logistics from beginner to advanced.
• Observe a range of Adobe Suite products and their uses for business, academic, and personal.
• Practice with features of a specific Adobe product.
• Adopt and customize Adobe product for personal, business, or academic use.

Hours: 10

Course Objectives:

• Gain understanding of the technical elements of machines and machine learning.
• Leverage machine technology with strategic thinking.
• Observe and discuss machine learning tactics of experts.
• Examine various career options in machines.
• Develop a career plan and begin the tracking process for onboarding a career in machines.

Hours:

Course Objectives:

• Gain understanding of the Excel logistics from beginner to advanced.
• Observe a range of Excel uses for business, academic, and personal.
• Practice with common features of Microsoft Excel
• Practice with the pivot tables and reports.
• Customize an Excel feature for personal, business, or academic use.

Hours:

Learning Targets:

• Students will apply independent fix-it strategies to new/unknown words.
• Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.

Learning Targets:

• Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
• Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
• Students will recognize and process small and abstract units of sound.

Learning Targets:

• Students will read with accuracy, expression, and rate.
• Students will engage in a choral, audio-assisted reading with partner “Ellie.”
• Students will apply accountable independent reading with appropriate speed, accuracy, and comprehension.

Learning Targets:

• Students will analyze the concepts of digital print.
• Students will apply knowledge of the concepts of digital print to their reading effort.

Learning Targets:

• Students will recognize unusual (rule-breaker) patterns in sight words.
• Students will sound out and effectively pronounce words with digraphs and trigraphs.
• Students will manipulate word families to understand and recognize digraphs and trigraphs.

Learning Targets:

• Students will apply expression and rate for reading endurance
• Students will read alongside “Ellie” with expression and rate.
• Students will apply fluency strategies to independent reading.
• Students will summarize information.
• Students will self-evaluate their work.

Learning Targets:

• Students will recognize irregular vowel teams in sight words.
• Students will sound out and effectively pronounce words with irregular vowel teams in them.
• Students will manipulate word families to understand and recognize words with irregular vowels.

Learning Targets:

• Students will listen to and say the soft “c” and “g” sounds, or "digraph.
• Students will listen to, and say, unusual blends in words, or "trigraphs".
• Students will recognize digraphs and trigraphs in new words.

Learning Targets:

• Students will recognize unusual (rule-breaker) patterns in sight words.
• Students will sound out and effectively pronounce words with digraphs and trigraphs.
• Students will manipulate word families to understand and recognize digraphs and trigraphs.

Learning Targets:

• Students will pronounce, spell, and read new words together.
• Students will discuss unusual features about the words.
• Students will practice orthography by writing new words in sentences.

Learning Targets:

• Students will organize words and sentences using knowledge of phonics.
• Students will apply appropriate oral and aural language to tell about their experiences as they relate to a story.
• Students will use context clues to reconstruct a story using words and sentence strips.

Learning Targets:

• Students will organize information from a guided reading into a literature web.
• Students will make predictions about an upcoming reading.
• Students will identify main idea.
• Students will identify chronological order of events.

Learning Targets:

• Students will recognize and pronounce short and long vowel sounds.
• Students will recognize new words with short and long vowel sounds.
• Students will successfully sound out words with long and short vowel sounds.
• Students will recognize and pronounce words with silent “e”.

Learning Targets:

• Students will make predictions before reading a chunk of non-fiction text.
• Students will determine whether their predictions and anticipations were true or false.
• Students will use an Anticipation Guide to record predictions and anticipations.

Learning Targets:

• Students will listen and respond to instructions.
• Students will place and organize pictures, letters, and words onto a word wall.
• Students will identify sound-symbol associations.

Learning Targets:

• Students will read with accuracy, expression, and rate.
• Students will engage in shared reading with “Ellie” the rabbit robot, or "rabot".
• Students will apply reading endurance when reading independently.

Learning Targets:

• Students will apply effective navigation strategies to pre-read for prediction and comprehension.
• Students will apply knowledge of the concepts of digital print to be able to navigate on a digital device more effectively.

Learning Targets:

• Students will recognize r-controlled vowels in words.
• Students will sound out r-controlled vowels in words.
• Students will engage in activities to apply knowledge of r-controlled vowels.

Learning Targets:

• Students will read scripts aloud with expression and intonation.
• Students will demonstrate reading fluency.
• Students will evaluate their own reading fluency with a read aloud rubric.

Learning Targets:

• Students will apply effective navigation strategies to read digital print for deep comprehension.
• Students will select and apply a variety of comprehension strategies specific to digital print to read and comprehend.

Learning Targets:

• Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
• Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
• Students will recognize units of sound.

Learning Targets:

• Students will recite a nursery rhyme.
• Students will record themselves reciting a nursery rhyme.
• Students will clap out sounds to a nursery rhyme.

Learning Targets:

• Students will develop capacity for understanding complex concepts through mapping.
• Students will connect words and phrases with ideas and concepts.
• Students will identify and recall the meaning of words read in context.

Learning Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea of a story.
• Students will identify story elements to include character, setting, problem, solution.

Learning Targets:

• Students will design their own story using a storyboard and images.
• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Learning Targets:

• Students will pull together sources to draw a conclusion.
• Students will apply a switching strategy to comprehend the author’s intention.
• Students will increase comprehension by relating their own lives to a reading.

Learning Targets:

• Students will identify syllables in words by clapping to them.
• Students will produce initial word sounds.
• Students will distinguish beginning word sounds from middle and end sounds.

Learning Targets:

• Students will apply independent fix-it strategies to new/unknown words.
• Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.

Learning Targets:

• Students will acquire active listening skills.
• Students will apply active listening skills to a text or interest story read-aloud.
• Students will apply active listening skills to a discussion about the text or interest story.
• Students will rate their own listening skills using the Good Listening Rubric.

Learning Targets:

• Students will apply blended learning strategies to paper and digital print to increase reading comprehension.
• Students will apply blended learning strategies to paper and digital print to improve their reading, writing, and vocabulary.

Learning Targets:

• Students will apply independent decision-making to develop time and attention to surfing on the internet.
• Students will develop a sense of timing when using multiple applications and searching multiple sites on the World Wide Web.

Learning Targets:

• Students will develop fix-up strategies to apply to new/unknown words.
• Students will use context clues to understand new/unknown words.
• Students will apply knowledge of roots, prefixes, and suffixes to determine new/unknown words.

Learning Targets:

• Students will apply dual language strategies to remember critical information when reading digital print.
• Students will apply dual language strategies to comprehend and synthesize printed and digital information.

Learning Targets:

• Students will drive an informational quest to synthesize information.
• Students will pull combine to form a conclusion.
• Students will think broadly about text and apply an alternative text approach using character substitution.

Learning Targets:

• Students will use appropriate decisions to know what distractors are, and how to avoid then when reading digital print.
• Students will make decisions about distractors when reading and researching with digital print.

Learning Targets:

• Students will identify distractors when surfing on the Internet.
• Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
• Students will increase digital reading comprehension and memory by identifying and avoiding distractors.

Learning Targets:

• Students will apply knowledge of conventions and concepts of digital print.
• Students will deepen their reading comprehension with effective reading of digital print.

Learning Targets:

• Students will summarize information after an independent read of text.
• Students will apply new information to their own lives and articulate its relevancy to the text.
• Students will identify the main idea of a chunk of text and articulate its meaning to their own lives.

Learning Targets:

• Students will highlight and annotate information pertinent to the main idea of the text.
• Students will articulate the main idea of a text by analyzing and synthesizing highlighted and annotated sections.

Learning Targets:

• Students will carry on dialogue with the by responding to objects around the room.
• Students will listen and follow single-step directions from peers.
• Students will write and solve one problem based on peer dialogue.

Learning Targets:

• Students will infer information from a text.
• Students will gather and evaluate evidence from a text.
• Students will apply logic and questioning to make evidence-based conclusions.

Learning Targets:

• Students will understand how to complete a KWL form after reading a short selection of text.
• Students will apply a KWL strategy to a reading selection.

Learning Targets:

• Students will organize information from a guided reading into a literature web.
• Students will make predictions about an upcoming reading.
• Students will identify main idea.
• Students will identify chronological order of events.

Learning Targets:

• Students will organize information from a guided reading into a literature web.
• Students will make predictions.
• Students will identify main idea and write about it using the literature web.
• Students will identify chronological order of events.

Learning Targets:

• Students will independently time themselves when reading online print to be able to make effective decisions when researching.
• Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.
• Students will set goals and purposes for reading.

Learning Targets:

• Students will make effective decisions when reading and researching online.
• Students will apply self-timing strategies when reading digital print and multi-media.

Learning Targets:

• Students will investigate terms related to new vocabulary words.
• Students will describe and explain new vocabulary.
• Students will restate sentences in their own words using new terms.

Learning Targets:

• Students will apply fix-it strategies to new words.
• Students will apply metacognitive strategies to what they already know about new words.
• Students will rate themselves as new word learners.

Learning Targets:

• Students will make predictions before reading, or “anticipate”, what they think will happen in a chunk of non-fiction text.
• After reading students will determine whether their predictions and anticipations were true or false.
• Students will use an Anticipation Guide to record predictions and anticipations.

Learning Targets:

• Students will highlight and annotate main idea information in text.
• Students will analyze and synthesize highlighted and annotated sections.

Learning Targets:

• Students will articulate their need for assistance with their writing.
• Students will act on feedback received about their writing to revise and edit their work into a final product.

Learning Targets:

• Students will analyze their projects with peers.
• Students will seek assistance from their peers.
• Students will act on feedback received to revise and edit.

Learning Targets:

• Students will establish their own stopping points while reading and use these stopping points as catalysts for questions to the author to determine author’s purpose.
• Students will determine author’s purpose
• Students will uncover connections, and bridge understanding with prior knowledge.
• Students will examine author argument, evidence, and reasoning.
  

Learning Targets:

• Students read relevant pieces of text to aid in the prediction and comprehension process.
• Students will summarize, address predictions, and write questions.
• Students will read to answer and ask questions, summarize, and make new predictions.

Learning Targets:

• Students will know and understand how to navigate digital print to make predictions.
• Students will know and understand how to monitor their own reading by using metacognition.
• Students will use metacognition and predictions to improve their reading.

Learning Targets:

• Students will take on the role of “teacher” and share responsibilities as summarizer, questioner, clarifier, and predictor
• Students make and confirm predictions.
• Students ask questions during reading.

Learning Targets:

• Students will summarize information after an independent read of text.
• Students will apply new information to their own lives.
• Students will identify the main idea of a chunk of text and articulate its meaning to their own lives.

Learning Targets:

• Students will identify and research Latin and Greek roots in words.
• Students will determine word meaning.
• Students will write analogies.
• Students will use e-tools to identify roots and analogies in words.

Learning Targets:

• Students will generate questions across multiple content areas.
• Students will write focus questions for a text.
• Students will write questions to increase comprehension.

Learning Targets:

• Students will analyze semantic features of words to determine their meaning.
• Students will write about and discuss relationships among words.

Learning Targets:

• Students will map complex concepts.
• Students will connect words and phrases with ideas and concepts.
• Students will recall meaning in text.

Learning Targets:

• Students will apply language structure to words and sentences.
• Students will build vocabulary through oral language practice and word categorization.
• Students will engage in shared and interactive reading and writing.

Learning Targets:

• Students will apply good listening skills to a story reading.
• Students will grasp the main idea in their reading.
• Students will identify story elements to articulate main ideas.

Learning Targets:

• Students will apply listening skills to a story reading.
• Students will grasp the main idea.
• Students will identify story elements to include character, setting, problem, solution.

Learning Targets:

• Students will design their own story using a storyboard and images.
• Students will apply “good speaking” skills to the retelling of their own story.
• Students will rate their own oral reading using the Good Speaking Rubric.

Learning Targets:

• Students will pull together sources to draw a conclusion.
• Students will apply a switching strategy to comprehend the author’s intention.
• Students will increase comprehension by relating their own lives to a reading.

Learning Targets:

• Students will make decisions about relationships among concepts, supported with examples from the text.
• Students will identify and apply (where feasible) solutions to problems.
• Students will write explanations about causes and effects.
• Students will and identify the importance of information.
• Students will leverage text with relevance to their own lives.

Learning Targets:

• Students will make predictions about a chunk of text.
• Students will read a chunk of text independently.
• Students will note the main ideas
• Students will write details about the main ideas.

Learning Targets:

• Students will organize information into write an essay of their own.
• Students will analyze published essays to develop familiarity genre.
• Students will compile organized information into an essay.

Learning Targets:

• Students will apply independent fix-it strategies to new/unknown words.
• Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.

Learning Targets:

• Students will acquire active listening skills.
• Students will use active listening.
• Students will apply active listening skills to a discussion about the text.
• Students will rate their own listening skills using the Good Listening Rubric.

Learning Targets:

• Students will know how to identify distractors when surfing on the Internet.
• Students will apply knowledge of distractors to timing when reading digital print.
• Students will increase digital reading comprehension and memory by avoiding distractors.

Learning Targets:

• Students will make predictions about a chunk of text.
• Students will read a chunk of text independently and annotate the main ideas onto a main idea chart.
• Students will note and combine the main ideas of a text.
• Students will write details about the main ideas using evidence from the text and place into a comprehensive writing piece.

Learning Targets:

• Students will apply independent decision-making to develop time and attention for the internet.
• Students will effectively use multiple applications on the World Wide Web.

Learning Targets:

• Students will develop fix-up strategies to apply to new/unknown words.
• Students will use context clues to understand new/unknown words.
• Students will apply knowledge of roots, prefixes, and suffixes to determine the meaning of new/unknown words.

Learning Targets:

• Students will apply dual language strategies when reading digital print.
• Students will comprehend and synthesize printed and digital information.

Learning Targets:

• Students will navigate the World Wide Web successfully and efficiently.
• Students will apply knowledge of the conventions and concepts of digital print.

Learning Targets:

• Students will independently drive an informational quest to synthesize information read independently.
• Students will form a conclusion of their own.
• Students will think broadly about the text and apply alternative text approaches using character substitution or character perspective.

Learning Targets:

• Students will summarize information after an independent read of text.
• Students will apply new information to their own lives and articulate its relevancy to the text.

Learning Targets:

• Students will highlight and annotate information pertinent to the main idea of the text.
• Students will articulate the main idea of a text by analyzing and synthesizing highlighted and annotated sections.

Learning Targets:

• Students will infer information from a text.
• Students will gather and evaluate evidence from a text.
• Students will draw logical conclusions using evidence gathered.
• Students will apply a questioning process to make evidence-based conclusions.