Available courses

Content Area Literacy Intervention Strategies Grades K-5

Content Area Literacy Intervention Strategies Grades K-5

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

Using Smart Classroom Assessment Data

Using Smart Classroom Assessment Data

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

The Science of Reading in Grades 6-12 OD

The Science of Reading in Grades 6-12 OD

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

or use this link: Pay here

Once payment has been made, within 24 hours you'll receive an email with registration information and access.

Understanding by Design in Practice

Understanding by Design in Practice

Objectives:
  • Understand the core principles of UDL and their importance in creating inclusive learning environments.
  • Identify and apply practical strategies for engaging diverse learners.
  • Design lessons that incorporate multiple means of representation to cater to various learning preferences.
  • Implement multiple means of action and expression to provide students with various ways to demonstrate their understanding.

Hours: 10

Cognitive-Friendly Classrooms Grades K-5

Cognitive-Friendly Classrooms Grades K-5

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

Building and Supporting Student Resilience

Building and Supporting Student Resilience

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

Starting a Professional Learning Community

Starting a Professional Learning Community

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

Effective Literacy Instruction for Second Language Learners

Effective Literacy Instruction for Second Language Learners

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 

Generative AI and The Science of Reading in Grades PK-5 OD

Generative AI and The Science of Reading in Grades PK-5 OD

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

or use this link: Pay here

Once payment has been made, within 24 hours you'll receive an email with registration information and access.

How to Conduct Diagnostic Assessments

How to Conduct Diagnostic Assessments

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

Formative Assessment Practices

Formative Assessment Practices

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

    Student Data: What, How, and Next Steps

    Student Data: What, How, and Next Steps

    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

    Response to Intervention (RtI) Best Practices

    Response to Intervention (RtI) Best Practices

    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

    Early Literacy: Teaching Reading Fluency OD

    Early Literacy: Teaching Reading Fluency OD

    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

    or use this link: Pay here

    Once payment has been made, within 24 hours you'll receive an email with registration information and access.

    Science-based FUNdamentals of Reading Instruction

    Science-based FUNdamentals of Reading Instruction

    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

    Close Reading Strategies: Grades 3-8

    Close Reading Strategies: Grades 3-8

    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

      Literacy Learning Across Content Areas Grades 6-12

      Literacy Learning Across Content Areas Grades 6-12

      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

      Evidence-Based Literacy Practices for Struggling Learners Grades 6-8

      Evidence-Based Literacy Practices for Struggling Learners Grades 6-8

      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

      UDL Principles for Reading Comprehension

      UDL Principles for Reading Comprehension

      Outcomes:
      • Use new questioning approaches to move students deeper into text.
      • Compare and discuss the differences a variety of question types.
      • Design essential questions that leverage with text.
      • Apply questioning approaches to facilitate high-level responses from students.

      Hours: 10

      Content Area Literacy Learning Strategies Grades K-2

      Content Area Literacy Learning Strategies Grades K-2

      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

      Evidence-Based Content Area Literacy Learning Strategies Grades 2-12

      Evidence-Based Content Area Literacy Learning Strategies Grades 2-12

      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

      Evidence-Based ESOL Classroom Strategies Grades K-5

      Evidence-Based ESOL Classroom Strategies Grades K-5

      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

      Positive Behavior Intervention Supports (PBIS) for Grades K-5 OD

      Positive Behavior Intervention Supports (PBIS) for Grades K-5 OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Positive Behavioral Supports (PBS) for Grades 9-12 OD

      Positive Behavioral Supports (PBS) for Grades 9-12 OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Generative AI and The Science of Reading in Grades 6-12 OD

      Generative AI and The Science of Reading in Grades 6-12 OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Early Literacy: Teaching Phonological Awareness and Phonics OD

      Early Literacy: Teaching Phonological Awareness and Phonics OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Teaching The Big 6 Literacy Strands: Grades K-5 OD

      Teaching The Big 6 Literacy Strands: Grades K-5 OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Family Literacy Engagement OD

      Family Literacy Engagement OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      The Science of Reading in Grades PK-6 OD

      The Science of Reading in Grades PK-6 OD

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Avoiding Plagiarism

      Avoiding Plagiarism

      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

      Digital Literacy: Research on the World Wide Web

      Digital Literacy: Research on the World Wide Web

      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

      Digital Literacy: Effective Web Navigation

      Digital Literacy: Effective Web Navigation

      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

      Reading Comprehension for Adults

      Reading Comprehension for Adults

      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

      The Benefits of Speed Reading

      The Benefits of Speed Reading

      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

      Understanding Copyright

      Understanding Copyright

      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: 10

      Story Writing, Story Telling - On Demand

      Story Writing, Story Telling - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Somebody Wanted But So: SWBS - On Demand

      Somebody Wanted But So: SWBS - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Long and Short Vowels With Silent 'e - On Demand

      Long and Short Vowels With Silent 'e - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      R-controlled Vowels - On Demand

      R-controlled Vowels - On Demand

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

      Skills Focus: Phonics, Oral Language

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Irregular Vowel Patterns - On Demand

      Irregular Vowel Patterns - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      4 Steps to Context Clues - On Demand

      4 Steps to Context Clues - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Paired Reading with Ellie - On Demand

      Paired Reading with Ellie - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Battleship Phonics - On Demand

      Battleship Phonics - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Learning Blends, Digraphs, and Trigraphs - Part I - On Demand

      Learning Blends, Digraphs, and Trigraphs - Part I - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Learning Vowels and Consonant Blends - Part 2 - On Demand

      Learning Vowels and Consonant Blends - Part 2 - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Semantic Mapping for Early Readers - On Demand

      Semantic Mapping for Early Readers - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Sentence Patterns and Word Charts - On Demand

      Sentence Patterns and Word Charts - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Story Writing, Story Telling - On Demand

      Story Writing, Story Telling - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      New Word Inventory - Grades 3-5 - On Demand

      New Word Inventory - Grades 3-5 - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Somebody Wanted But So: SWBS - On Demand

      Somebody Wanted But So: SWBS - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Somebody In Wanted But So: SIWBS - On Demand

      Somebody In Wanted But So: SIWBS - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Digital Reading: Managing Time

      Digital Reading: Managing Time

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Digital Reading: Avoiding Distractors - On Demand

      Digital Reading: Avoiding Distractors - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Web Navigation: Choice and Decision-Making - On Demand

      Web Navigation: Choice and Decision-Making - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Semantic Mapping - Grades 3-5 - On Demand

      Semantic Mapping - Grades 3-5 - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      New Word Inventory - On Demand

      New Word Inventory - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Somebody Wanted In But So: SWIBS - On Demand

      Somebody Wanted In But So: SWIBS - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Digital Reading: Time Management - On Demand

      Digital Reading: Time Management - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Digital Reading: Avoiding Distractors - On Demand

      Digital Reading: Avoiding Distractors - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Web Navigation: Choice and Decision Making - On Demand

      Web Navigation: Choice and Decision Making - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Semantic Mapping - Grades 6-8 - On Demand

      Semantic Mapping - Grades 6-8 - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Web Navigation: Choice and Decision-Making - On Demand

      Web Navigation: Choice and Decision-Making - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Sentence Patterns and Word Cards for ESOL - On Demand

      Sentence Patterns and Word Cards for ESOL - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Story Writing, Story Telling - On Demand

      Story Writing, Story Telling - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Clunks and Clues - On Demand

      Clunks and Clues - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Battleship Phonics - On Demand

      Battleship Phonics - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      Oral Language: Story Writing and Story Telling - On Demand

      Oral Language: Story Writing and Story Telling - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      New Word Inventory - On Demand

      New Word Inventory - On Demand

      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

      or use this link: Pay here

      Once payment has been made, within 24 hours you'll receive an email with registration information and access.

      ESOL Advanced: Teaching Advanced Second Language Learners

      ESOL Advanced: Teaching Advanced Second Language Learners

      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


      ESOL Beginners: Teaching Beginner Second Language Learners

      ESOL Beginners: Teaching Beginner Second Language Learners

      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


      ESOL Intermediate: Teaching Intermediate Second Language Learners

      ESOL Intermediate: Teaching Intermediate Second Language Learners

      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


      Evidence-Based ESOL Classroom Strategies for Grades 6-12

      Evidence-Based ESOL Classroom Strategies for Grades 6-12

      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

      Evidence-Based ESOL Program Design

      Evidence-Based ESOL Program Design

      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

      Leadership in English as a Second Language Programs

      Leadership in English as a Second Language Programs

      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

      Pedagogies for Diverse Classrooms

      Pedagogies for Diverse Classrooms

      Objectives:

      • 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

      Program Administration for Second Language Learners (ESOL)

      Program Administration for Second Language Learners (ESOL)

      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

      Formative Classroom Assessments for ESOL Students

      Formative Classroom Assessments for ESOL Students

      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

      Data-Based Decision-Making

      Data-Based Decision-Making

      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


      Creating a Culturally Responsive Learning Environment

      Creating a Culturally Responsive Learning Environment

      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


      Blended Classrooms

      Blended Classrooms

      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


      Teaching Media Literacy

      Teaching Media Literacy

      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


      *Available On-Demand: The Science of Reading in Grades PK-6

      *Available On-Demand: The Science of Reading in Grades PK-6

      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

      *Available On-Demand: Family Literacy Engagement

      *Available On-Demand: Family Literacy Engagement

      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

      *Available On-Demand: Early Literacy: Teaching Reading Fluency

      *Available On-Demand: Early Literacy: Teaching Reading Fluency

      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

      *Available On-Demand: Teaching The Big 6 Literacy Strands: Grades K-5

      *Available On-Demand: Teaching The Big 6 Literacy Strands: Grades K-5

      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

      *Available On-Demand Early Literacy: Teaching Phonological Awareness and Phonics

      *Available On-Demand Early Literacy: Teaching Phonological Awareness and Phonics

      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

      *Available On-Demand: The Science of Reading in Grades 6-12

      *Available On-Demand: The Science of Reading in Grades 6-12

      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

      Brain-Based Literacy Strategies Grades 6-12

      Brain-Based Literacy Strategies Grades 6-12

      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


      Literacy for All Subjects Grades K-12: Theory and Practice

      Literacy for All Subjects Grades K-12: Theory and Practice

      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


      Evidence-Based Reading and Writing Engagement Strategies Grades K-12

      Evidence-Based Reading and Writing Engagement Strategies Grades K-12

      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



      Science-Based Strategies for Teaching the Writing Process Grades 6-12

      Science-Based Strategies for Teaching the Writing Process Grades 6-12

      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



      Reading Intervention for K-8 Students

      Reading Intervention for K-8 Students

      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.
      Hours:



      Classroom Strategies for Reading, Writing, Listening, and Speaking Grades K-8

      Classroom Strategies for Reading, Writing, Listening, and Speaking Grades K-8

      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



      Building Reading Comprehension in Primary Grades

      Building Reading Comprehension in Primary Grades

      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


      Evidence-Based Comprehension Strategies for High School

      Evidence-Based Comprehension Strategies for High School

      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



      Evidence-Based Strategies for Struggling Readers in Middle School

      Evidence-Based Strategies for Struggling Readers in Middle School

      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



      Early Literacy: Evidence-Based Teaching Methods for Beginning Readers

      Early Literacy: Evidence-Based Teaching Methods for Beginning Readers

      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


      Working in Teacher Teams

      Working in Teacher Teams

      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


      Teacher Coaching Methods

      Teacher Coaching Methods

      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


      Professional Learning Communities

      Professional Learning Communities

      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


      Building and Supporting Character Development in the Classroom

      Building and Supporting Character Development in the Classroom

      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


      Teaching for Social and Emotional Learning: K-8

      Teaching for Social and Emotional Learning: K-8

      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:


      Teaching for Social and Emotional Learning: 6-8

      Teaching for Social and Emotional Learning: 6-8

      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:


      Teaching for Social and Emotional Learning: 9-12

      Teaching for Social and Emotional Learning: 9-12

      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


      Teaching Grit in the Classroom

      Teaching Grit in the Classroom

      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:


      Tier 1 SEL Practices

      Tier 1 SEL Practices

      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

      Trauma Response Practices

      Trauma Response Practices

      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


      Turnkey SEL Practices

      Turnkey SEL Practices

      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

      Differentiated Instructional Strategies

      Differentiated Instructional Strategies

      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


      *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 9-12

      *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 9-12

      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

      *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 6-8

      *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 6-8

      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

      *Available On-Demand: Positive Behavior Intervention Supports (PBIS) for Grades K-5

      *Available On-Demand: Positive Behavior Intervention Supports (PBIS) for Grades K-5

      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

      Evidence-Based Methods to Teach Anti-Bullying in the Classroom

      Evidence-Based Methods to Teach Anti-Bullying in the Classroom

      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


      Classroom Management Through Learning Environment

      Classroom Management Through Learning Environment

      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


      Creating an Inclusive Classroom Environment

      Creating an Inclusive Classroom Environment

      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


      Engaging Classroom Environments

      Engaging Classroom Environments

      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


      All About Adobe Suite

      All About Adobe Suite

      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


      Machine Learning

      Machine Learning

      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:


      Using Excel

      Using Excel

      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:


      4 Steps to Context Clues

      4 Steps to Context Clues

      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.


      Battleship Phonics

      Battleship Phonics

      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.

        Comprehension with Ellie

        Comprehension with Ellie

        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.

        Concepts of Digital Print

        Concepts of Digital Print

        Learning Targets:

        Digraphs and Trigraphs: ck, ch, tch, dge, ph

        Digraphs and Trigraphs: ck, ch, tch, dge, ph

        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.

        Echo Reading with Ellie

        Echo Reading with Ellie

        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.

        Irregular Vowel Patterns

        Irregular Vowel Patterns

        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 Blends and Digraphs

        Learning Blends and Digraphs

        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 Blends, Digraphs, and Trigraphs - Part I

        Learning Blends, Digraphs, and Trigraphs - Part I

        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 New Words

        Learning New Words

        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 with Sentence Strips

        Learning with Sentence Strips

        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.

        Literature Webbing

        Literature Webbing

        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.


        Long Vowels, Short Vowels, and Silent “e”

        Long Vowels, Short Vowels, and Silent “e”

        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”.


        Looking Forward with Anticipation Guides

        Looking Forward with Anticipation Guides

        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.

        My Own Word Wall

        My Own Word Wall

        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.


        Paired Reading with Ellie

        Paired Reading with Ellie

        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.

        Pre-reading and Making Predictions in Digital Print

        Pre-reading and Making Predictions in Digital Print

        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.



        R-controlled Vowels

        R-controlled Vowels

        Learning Targets:

        Reader's Theatre

        Reader's Theatre

        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.

        Reading Digital Print for Deep Comprehension

        Reading Digital Print for Deep Comprehension

        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.


        Rhymes and Phonics

        Rhymes and Phonics

        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.

        Rhymes and Claps, Words and Sounds

        Rhymes and Claps, Words and Sounds

        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.

        Semantic Mapping for Early Readers
        Susan Ruckdeschel

        Semantic Mapping for Early Readers

        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.


        Somebody Wanted But So: SWBS

        Somebody Wanted But So: SWBS

        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.


        Story Writing, Story Telling

        Story Writing, Story Telling

        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.


        Switching Strategy

        Switching Strategy

        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.

        Two-Sound Word Hunt

        Two-Sound Word Hunt

        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.


        4 Steps to Context Clues

        4 Steps to Context Clues

        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.


        Active Listening

        Active Listening

        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.


        Boost My Reading Skills in Paper and Digital Print

        Boost My Reading Skills in Paper and Digital Print

        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.


        Choice and Decision-Making in Web Navigation

        Choice and Decision-Making in Web Navigation

        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.


        Clunks and Clues

        Clunks and Clues

        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.


        Code Switching Between Paper and Digital Print

        Code Switching Between Paper and Digital Print

        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.


        Critical Literacy: Alternative Text and Synthesis

        Critical Literacy: Alternative Text and Synthesis

        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.


        Dealing With Digital Distractors

        Dealing With Digital Distractors

        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.


        Digital Distractors: What to Avoid, What to Not Avoid

        Digital Distractors: What to Avoid, What to Not Avoid

        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.


        Effective Web Navigation

        Effective Web Navigation

        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.


        Frayer for Comprehension

        Frayer for Comprehension

        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.


        Highlighting and Annotating for Understanding

        Highlighting and Annotating for Understanding

        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.


        I Spy Writing Activity

        I Spy Writing Activity

        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.


        Inferences to Evidence

        Inferences to Evidence

        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.


        Know, Want to Know, Learned

        Know, Want to Know, Learned

        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.


        Literature Webbing

        Literature Webbing

        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.


        Literature Webbing and Writing

        Literature Webbing and Writing

        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.


        Managing Time When Reading

        Managing Time When Reading

        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.


        Managing Time When Reading Digitally

        Managing Time When Reading Digitally

        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.


        Marzano's 1-4 for Vocabulary

        Marzano's 1-4 for Vocabulary

        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.


        New Word Inventory

        New Word Inventory

        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.



        Object Compare and Contrast

        Object Compare and Contrast

        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.


        Opinion Station

        Opinion Station

        Learning Targets:

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


        Peer Coaching

        Peer Coaching

        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.


        Project Peer Coaching

        Project Peer Coaching

        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.


        QtA: Question the Author

        QtA: Question the Author

        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.


        Reading a Textbook

        Reading a Textbook

        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.


        Reading Digital Print

        Reading Digital Print

        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.


        Reciprocal Teaching

        Reciprocal Teaching

        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.


        Say, Mean, Matter

        Say, Mean, Matter

        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.


        Searching for Word Roots

        Searching for Word Roots

        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.


        Self-Questioning

        Self-Questioning

        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.


        Semantic Feature Analysis

        Semantic Feature Analysis

        Learning Targets:

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


        Semantic Mapping

        Semantic Mapping

        Learning Targets:

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


        Sentence Patterns and Word Charts

        Sentence Patterns and Word Charts

        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.


        Somebody In Wanted But So: SIWBS

        Somebody In Wanted But So: SIWBS

        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.


        Somebody Wanted But So: SWBS

        Somebody Wanted But So: SWBS

        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.


        Story Writing and Story Telling

        Story Writing and Story Telling

        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.


        Switching Strategy

        Switching Strategy

        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.


        The Who Cares Proposal Test

        The Who Cares Proposal Test

        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.


        Using a Main Idea Chart

        Using a Main Idea Chart

        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.


        Writing an Essay

        Writing an Essay

        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.


        4 Steps to Context Clues

        4 Steps to Context Clues

        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.


        Active Listening

        Active Listening

        Learning Targets:


        Avoiding Digital Distractors

        Avoiding Digital Distractors

        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.


        Charting Main Ideas

        Charting Main Ideas

        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.


        Choice and Decision-Making in Web Navigation

        Choice and Decision-Making in Web Navigation

        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.


        Clunks and Clues

        Clunks and Clues

        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.


        Code Switching in Paper and Digital Print

        Code Switching in Paper and Digital Print

        Learning Targets:

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


        Conventions and Concepts of Effective Web Navigation

        Conventions and Concepts of Effective Web Navigation

        Learning Targets:

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


        Critical Literacy: Alternative Text

        Critical Literacy: Alternative Text

        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.


        Frayer for Comprehension

        Frayer for Comprehension

        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.


        Highlighting and Annotating for Understanding

        Highlighting and Annotating for Understanding

        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.


        Inferences to Evidence

        Inferences to Evidence

        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.