professional learning in vermont

Stern Center for Language and Learning

Professional Learning2014-2015 Catalog

Please visit www.sterncenter.org for weekly course updates

Message from Peggy

Our 2014-2015 Professional Learning catalog provides the complete Common Core continuum for Language Arts Anchor Standards.

• Reading: Literature• Reading: Informational Text• Reading: Foundational Skills • Writing• Speaking and Listening• Language

Our research-based courses and workshops give educators the necessary tools to translate the Common Core into classroom practice. Regardless of which course you take, you will leave with useful, hands-on strategies you can implement immediately. Four new workshops being offered are:

1. Text Complexity Challenges and Oral Communication Skills in the Common Core (Grades K-5)

2. Reading Comprehension, Text Complexity and the Common Core for Middle and High School (Grades 4-12)

3. Using Data-Based Decisions to Improve the Acquisition of the Common Core Reading Foundational Skills (Grades K-3)

4. Orton-Gillingham Refresher Workshop (Grades K-12)

Our Social Cognition program remains in high demand within a MTSS/PBIS model to provide embedded social-emotional instruction for all students throughout the school day. We offer both coursework and consultation in:

• Social Cognition I & II- Social Learning for K-12 students• Social Cognition Core Learning Modules

We continue to work closely with schools and supervisory unions to customize professional learning through our Partners in Excellence program. Whether you are working to make a difference for one student, one classroom, an entire school or district wide, we look forward to collaborating with you to achieve your professional learning goals.

Peggy Price, M.Ed., Fellow-in-Training/AOGPEProfessional Learning Coordinator, Director of the Cynthia K. Hoehl Institute for Excellence

PARTNERS IN EXCELLENCE

«Design

Design a comprehensive multi-tiered system of support using our expertise

« Literacy for preschool through high school «« Social Cognition «

Develop Develop program evaluation

Build Build an assessment system

« Identify, collect and analyze data «

Customize Customize courses and coaching to plan

your school improvement system

Arrange Our Courses to Suit Your Needs

All of our professional learning workshops and courses can be delivered in your school district to accommodate your School Action Plan, School Improvement Plan, or other targeted professional learning goals. From

one-day workshops to multiyear plans, we have the resources and experience to meet your needs.

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Please visit our online calendar at www.sterncenter.org | News & Events | Calendar

Stern Center for Language and Learning

The Stern Center for Language and Learning is a nonprofit educational resource dedicated to helping children and adults reach their full potential. Now celebrating thirty years of high quality direct service, professional learning, and research, we are committed to enriching the lives of learners because all great minds don’t think alike.

Cynthia K. Hoehl Institute for Excellenceat the Stern Center for Language and Learning

The Cynthia K. Hoehl Institute for Excellence, established in 2007, serves as an instructional and professional learning laboratory modeling best educational practices, awards grants to help underwrite professional learning opportunities, and reduces instructional fees for eligible families.

Vermont Student Assistance Corporation Non-Degree Grant

Financial Assistance for a Professional Learning Course is available from Vermont Student Assistance Corporation (VSAC).

The Vermont Non-Degree Grant is intended to help Vermonters enhance job skills and improve employability, and to provide non-traditional students with an introduction to a postsecondary educational program.

Applications are considered on a first-come, first-served basis as long as funding is available. You will be notified of your eligibility approximately 2-3 weeks after your application is complete.

Please visit VSAC’s website for more information and to apply: http://bit.ly/1cBNjow

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New Workshops« Text Complexity Challenges and Oral Communication Skills in the

Common Core (Grades K-5) .............................................................. 36-37

« Reading Comprehension, Text Complexity and the Common Core for Middle and High School (Grades 4-12) .................................................. 35

« Using Data-Based Decisions to Improve the Acquisition of the Common Core Reading Foundational Skills (Grades K-3) .................................... 39

« Orton-Gillingham Refresher Workshop (Grades K-12) ......................... 22

Table of ContentsBUILDING BLOCKS FOR LITERACY® Workshops ..................................... 10-17Orton-Gillingham ....................................................................................... 18-22T•I•M•E for Teachers™ ............................................................................... 23Wilson Reading System® ..........................................................................24-27 Fundations® ............................................................................................... 26 Just Words® ............................................................................................... 27MAZE ......................................................................................................... 28-29Common Core Workshops .......................................................................30-39Executive Function ................................................................................... 40-41Social Cognition ........................................................................................ 42-45Locations .......................................................................................................46Registration Form ......................................................................................... 47

NASP Approved WorkshopsSchool psychologists can obtain NASP approved CPD units for professional learning programs identified with a NASP provider logo.

Vermont Agency of EducationIn collaboration with the Agency of Education, it has been determined that if you take a workshop for credit, you may apply it toward requirements for endorsement as a Reading English Language Arts Specialist in Vermont. In addition, some workshops may be applied toward the additional endorsement requirements as a Reading English Language Arts Specialist in Vermont by Peer Review.

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Calendar

Note: Workshops that are purple begin in the month indicated and continue into other months

June 2014• BUILDING BLOCKS FOR LITERACY® 3-Credit Undergraduate Course (pg. 16)

July 2014• Orton-Gillingham Classroom Educator Course (pg. 18)• Structured Language: Making Your Way Through the Maze (pg. 28)• Text Complexity Challenges and Oral Communication Skills in the Common Core

(pg. 36-37)• T•I•M•E for Teachers™ Guided (pg. 23)

August 2014• BUILDING BLOCKS FOR LITERACY® Beyond the ABC’s: Combining Sound

Awareness with Alphabet Knowledge (pg. 12)• Orton-Gillingham Associate Level Course (pg. 20)• Wilson Reading System® Introductory Workshop (pg. 24)• Wilson Reading System® Level I Certification (pg. 25)

September 2014• Fundations® Level K (pg. 26)• Fundations® Level 1 (pg. 26)• Fundations® Level 2 (pg. 26)• Social Cognition I (pg. 42-43)

October 2014• MAZE Tune Up (pg. 29)• T•I•M•E for Teachers™ Guided (pg.23) • Social Cognition II (pg. 44)

«««««««««««««««««««««««««««««««««Each program in this catalog has been identified with the instructional “Tier” being targeted within the descriptor.

Tier 1, at the classroom level, refers to both academic and social/behavior development for ALL learners.

Tier 2, at the supplemental level, is for the 10-20% of students who need targeted intervention in addition to their general education instruction.

Tier 3, at the tertiary level, is for the 1-5% of students who require intensive intervention. For identification of specific learning disabilities, this is the tier in which special education timelines begin. Students with significant behavioral/social concerns may also require this level of support. It is hoped that collaborative teams from schools will participate in the program offerings across all tiers to enhance student learning schoolwide.

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Calendar

October 2014 (cont.)• A Snapshot of the Common Core for English/Language Arts (pg. 31)• Building Independence: Executive Function Strategies for the Classroom (pg. 41)• Orton-Gillingham Refresher Workshop (pg. 22)• Reading Comprehension, Text Complexity, and the Common Core for Middle and

High School (pg. 35)• Social Cognition: A Model for Managing Anxiety and Improving Self-Regulation

(pg. 45)• Using Data-Based Decisions to Improve the Acquisition of the Foundational Skills

of the Common Core (pg. 39)

November 2014• BUILDING BLOCKS FOR LITERACY® 6-Hour Applied Training (pg. 11)• Fundations® Level K (pg. 26)• Fundations® Level 1 (pg. 26)• Fundations® Level 2 (pg. 26)• Just Words® (pg. 27)• See the Forest Through the Trees: Executive Function and Reading (pg. 40)• Social Cognition: Visual Methods for Improving Social Understanding (pg. 45)• Using Data-Based Decisions to Improve the Acquisition of the Foundational Skills

of the Common Core (pg. 39)• Using Phonics and Spelling Through Phoneme Grapheme Mapping to Address

the Foundational Reading Skills in the Common Core for K-5 (pg. 34)

December 2014• Using Text Structure Knowledge to Improve the Reading and Writing of

Informational Text (pg. 33)

January 2015• BUILDING BLOCKS FOR LITERACY® Beyond the ABC’s: Combining Sound

Awareness with Alphabet Knowledge (pg. 12)• BUILDING BLOCKS FOR LITERACY® 3-Credit Undergraduate Course (pg. 15)• Explicit Approaches to Writing to Support the Common Core for 2-12 (pg. 38)• Social Cognition: A Model for Managing Anxiety and Improving Self-Regulation

(pg. 45)

February 2015• Balancing Literature and Informational Text Requirements of the Common Core

for K-5 (pg. 34)• Reading Comprehension, Text Complexity, and the Common Core for Middle and

High School (pg. 35)• Social Cognition I (pg. 42-43)• Social Cognition II (pg. 44)• Social Cognition: Visual Methods for Improving Social Understanding (pg. 45)

Calendar continues on next page

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Calendar

March 2015• BUILDING BLOCKS FOR LITERACY® 6-Hour Applied Training (pg. 11)• Fundations® Level K (pg. 26)• Orton-Gillingham Refresher Workshop (pg. 22)• See the Forest Through the Trees: Executive Function and Reading (pg. 40)• Social Cognition: A Model for Managing Anxiety and Improving Self-Regulation

(pg. 45)

April 2015• Fundations® Level 1 (pg. 26)• Fundations® Level 2 (pg. 26)• Social Cognition: Visual Methods for Improving Social Understanding (pg. 45)

May 2015• Building Independence: Executive Function Strategies for the Classroom (pg. 41)• Fundations® Level K (pg. 26)• Fundations® Level 1 (pg. 26)• Fundations® Level 2 (pg. 26)• Fundations® Level 3 (pg. 26)

How Do I Register for a Workshop?OnlineVisit www.sterncenter.orgHover over “News & Events”Select “Calendar” from the drop down menuChoose the workshop you are interested in attending

By MailComplete and mail the attached registration form with payment toStern CenterAttn: Rachel183 Talcott RoadWilliston, VT 05495

Download a registration form onlineVisit www.sterncenter.orgHover over “Programs & Services”Select “Forms” from the drop Down Menu

Questions | Contact Rachel at 802-878-2332 | email [email protected]

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Registration Policies

CancellationsIf you cancel two or more weeks before the start of the course, you will receive a full refund.

If you cancel between one and two weeks before the start of the course, you will receive Stern Center credit toward another course of your choice.

Cancellations made less than seven days before the start of the course are not eligible for refund or credit.

Any books or materials purchased from Stern Center for a course will not be accepted for return once the course begins.

Graduate CreditGraduate credit is offered for select courses. A participant must decide by the end of the first class whether to register for graduate credit. Any participants who wish to withdraw from graduate credit must do so by the end of the first class.

Weather PolicyWeather delays/cancellations will be recorded on the Stern Center voicemail 802-878-2332, or you may contact the workshop venue on the day of the event. Cancellations will be rescheduled and notice of the new date(s) will be provided within two weeks of the cancellation.

We may sometimes need to substitute presenters without prior notice.

Audio/videotaping, photo taking or sales and recruiting activities are NOT permitted without permission from the instructor.

ConfirmationsIf you have not received your e-confirmation one week prior to the course date, please call the Professional Learning Office at 802-878-2332 or 800-544-4863.

QuestionsContact Rachel Lapidow at Stern Center’s Professional Learning Department at 802-878-2332 or 800-544-4863 Email [email protected]

Union Institute & University

Participants must decide by the end of the first day whether or not to continue with undergraduate or graduate credit. No refunds will be given for undergraduate or graduate credit. Information regarding final grade submissions and incompletes will be provided by the course instructor, upon request.

Saint Michael’s College

Course Withdrawal Stern Center policy follows Saint Michael’s College policy. All graduate level registrations and withdrawals must be finalized by the end of the first day of class. The Stern Center instructor will communicate all registrations and withdrawals to Saint Michael’s College.

Final Grade Sheets Stern Center instructors will submit grades to Saint Michael’s College within two weeks of course completion.

Incompletes Incompletes may not be given without prior approval and will not be permitted by the college except for extenuating circumstances. A grade of “I” (Incomplete) may not be assigned by the instructor without prior approval from Saint Michael’s College. Pending approval from Saint Michael’s College, the “I” grade will be submitted to the Saint Michael’s College Registrar’s Office within two weeks of the last class meeting (unless otherwise agreed) or a grade of “WF” (Withdrawn Failing) will be assigned.

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Early Literacy

BUILDING BLOCKS FOR LITERACY®

12-Hour Online | www.buildingblocksforliteracy.org

Early Literacy Certification available for $50.

In order to obtain BUILDING BLOCKS FOR LITERACY® Certification for 12 Professional Development hours:

«Register at www.buildingblocksforliteracy.org by clicking on “Registration.”«Once your registration is confirmed, you will be taken through a tutorial.«After the tutorial is complete you will be asked to complete the Pre-Course

Knowledge Inventory.* «Once completed you may begin the course. «After completing all course modules and activities, you will be asked to take the

Post-Course Knowledge Inventory in which you must obtain a score of 80% or higher to receive the 12 hours of professional development.**«A certificate will be mailed to you.

BUILDING BLOCKS FOR LITERACY® is aligned with and references the Head Start Child Outcomes Framework (HSCOF) for Language Development and Literacy, including Book Knowledge and Appreciation, Phonological Awareness, Print Awareness and Concepts, Early Writing, and Alphabet Knowledge. BUILDING BLOCKS online is recognized through the Vermont Northern Lights Career Development Center for early childhood and after-school professionals as approved training hours, and meets criteria for a number of arenas for Vermont STARS (STep Ahead Recognition System).

The 12 hours may also be applied toward aspects of the following national organizations and/or credentials:

• Child Development Associate Credential (CDA #s 2 & 8)• National Association for the Education of Young Children (NAEYC)• National Association for Family Child Care (NAFCC)

BUILDING BLOCKS FOR LITERACY® certification for 12 Professional Development hours may also be applied toward state program accreditations and teacher licensure.

Please visit www.buildingblocksforliteracy.org and click on “Certification” to learn more.

* You will not be able to retake the Pre-Course Knowledge Inventory.

** You may retake the Post-Course Knowledge Inventory until an 80% or higher is scored.

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Questions | Please contact Rachel at [email protected] | 802-878-2332


6-Hour Applied Training

Audience | Early Care and Education Providers, PreK and Kindergarten Teachers/Staff and Parents

Overview

BUILDING BLOCKS FOR LITERACY® offers effective play-based strategies determined by the National Research Council and recommendations of the 2008 National Literacy Panel. Trainings support early care and education providers as they build the emergent literacy skills of three-to-five year old children to become successful literacy learners, meeting the Common Core State Standards for kindergarten. Professional development will be provided in the areas of:«Early literacy research«Language development«Shared book reading emphasizing

vocabulary«Phonological awareness«Speech-to-print connection

including alphabet knowledge The 6-hour professional development training includes an introduction to the BUILDING BLOCKS FOR LITERACY® online website: www.buildingblocksforliteracy.org. Participants in the training will receive:«BUILDING BLOCKS FOR LITERACY®

manual«Teaching resource materials«Children’s books «BUILDING BLOCKS FOR LITERACY®

Activity Guide

Date Location Code

11/21/2014 W. Lebanon, NH BB61

3/13/15 Williston, VT BB62

BUILDING BLOCKS FOR LITERACY® is available for contract to school districts to support preschool and kindergarten teachers/staff, their collaborative early care and education providers in family homes and licensed private centers, and parents as they collaborate to transition children entering kindergarten to become successful literacy learners.

Group Offering

The 6-hour Applied Training is available for conferences/in-service days to child care support agencies, licensed centers, Starting Point Networks and others. Cost: $1,600 for up to 30 participants with materials fee starting at $25 per person.

Instructor: Brenda Buzzell, M.Ed., Stern CenterTime: 8:30 a.m.-3:30 p.m.Cost: $125

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Early Literacy


Beyond the ABC’s: Combining Sound Awareness with Alphabet Knowldge

Audience | Early Care and Education Providers, PreK and Kindergarten Teachers/Staff and Parents

Overview

Participants will engage in strategies to help children begin to make the connection between the sounds they hear in oral language (speech) and the letter representations (print). This is open to those who have familiarity with BUILDING BLOCKS FOR LITERACY® 12-Hour online or 6-Hour Applied Training.

Participants at the training will receive: «3 hours of professional

development «Resources and strategies to

promote development of the alphabetic principle

No Additional Materials Required.

Instructor: Brenda Buzzell, M.Ed., Stern CenterTime: TBDCost: $90

A great presenter - lots of real world examples. Excellent materials and ideas to bring back to classroom.

~ Building Blocks participant

Date Location Code

8/7/2014 W. Lebanon, NH CSA1

1/23/2015 Williston, VT CSA2

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Birth to Three Years

Audience | Early Care and Education Providers, Early Head Start Teachers/Staff, Children Integrated Services, and Parents

Overview

This training focuses on early language development critical to later literacy learning. Participants will learn play-based strategies and engage in activities that support the research of cognitive development from birth to three years. This training will help guide adults in their interactions with infants and toddlers to optimize experiences that promote early language development and early literacy learning.

Professional Development in these areas: «Birth to Three research «Language development«Developmentally appropriate

play-based activities«Shared book reading (print concepts)«Phonological awareness (rhyme

awareness and alliteration)«Alphabet knowledge (recognition of

and naming)

Participants at the training will receive: «3 hours of professional

development «Resources and strategies to promote

foundational development of the alphabetic principle


Instructor: Brenda Buzzell, M.Ed., Stern CenterTime: TBDCost: $90

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Early Literacy


PreK-K Collaborative

Audience | Schools and their collaborative ADM partners

Prerequisites: 12-Hour Online Course (www.buildingblocksforliteracy.org) or 6-Hour Applied Training

Overview

Prepare children for reading success. Develop a common language between early care, education providers and kindergarten teachers. Engage in a dialogue to establish a smooth early literacy transition to kindergarten. This collaboration encourages strong foundational play-based skill development with the identification of common assessments to direct instruction to support the kindergarten expectations of the Common Core State Standards.

For more information, please contact Brenda Buzzell at 802-878-2332.


Level K

Date Location Code

9/19/2013 Williston, VT FK01 (b)

Instructor: Brenda Buzzell, M.Ed., Stern CenterTime and Cost are customized to suit your program.

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3-Credit Undergraduate Course

Overview

BUILDING BLOCKS FOR LITERACY® provides early childhood professionals with research-based strategies to develop important early literacy skills essential for children learning to read. Based on recommendations from the National Research Council and the outcomes of the 2008 National Early Literacy Panel, the Stern Center’s BUILDING BLOCKS course includes theoretical information, concrete strategies and practical activities to support professionals as they build the emergent literacy skills of three-to five year olds. These research-proven skills help preschoolers transition to the kindergarten expectations of the Common Core State Standards to become successful literacy learners.

Participants will have the choice of receiving 45 hours of Professional Development or

3 undergraduate college credits.

Participants will receive Professional Development in the areas of:«Early literacy research«Vocabulary and language

development«Executive Function «Phonological awareness«Shared book reading including

vocabulary development«Speech-to-print connection including

alphabet knowledge«Assessment«Transition to kindergarten

Required Materials to be purchased by participant

Literacy for Young Children: A Guide for Early Childhood Educators (Priscilla L. Griffith, Sara Ann Beach, Jiening Ruan, A. & Loraine Dunn); Starting Out Right: A Guide to Promoting Children’s Reading Success (Susan Burns, Peg Griffin, & Catherine Snow).

Optional texts Bringing Words to Life (Isabel Beck, Margaret G. McKeown, Linda Kucan); Assessing Preschool Literacy Development (Billie J. Enz, Lesley Mandel Morrow).

This course meets Level I, II, III and IV of the Vermont Northern Lights Career Development Center’s Career Ladder, is aligned with the Head Start Framework of Learning Opportunities, CDA #s 2, 4, 6, & 8, and may be used toward VT AOE early education and early special education licensure.

Date Location Code

1/6/2015, 1/13/2015, 1/20/2015, 1/27/2015, 2/3/2015, 2/10/2015, 2/17/2015, 3/3/2015

Williston, VT BB31

Instructor: Brenda Buzzell, M.Ed., Stern CenterTime: 5:30 p.m. - 8:30 p.m.Cost: $650 for course, additional $550 for 3 undergraduate credits available through Union Institute & University

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Early Literacy


3-Credit Graduate Course

Overview

BUILDING BLOCKS FOR LITERACY® provides a conceptual understanding of the research-based components necessary to deliver effective language and literacy learning opportunities across education settings. Participants will become familiar with ongoing evidence-based practices that integrate current research. Participants will learn how language acquisition, phonological awareness, shared book reading, and the speech-to-print connection contribute to a quality literacy program and help children meet the Common Core State Standards for kindergarten. There will be an in-depth study of language pragmatics, vocabulary, comprehension and the alphabetic principle in order to identify early learning literacy gaps and apply strategies to scaffold children’s learning.

May be applied towards Vermont Agency of Education Early Childhood Endorsement and Early Childhood Special Education Endorsement

Date Location Code

6/23/2014, 6/24/2014, 6/25/2014, 6/26/2014, 6/27/2014

Williston, VT BBG1

Topical Outline: «Early literacy research including

necessary components to help children build early literacy skills «Observation strategies and

assessment tools«Supporting executive function

development in preschool children «Research-based strategies to

build language pragmatics in the classroom«Data-based, decision making

to scaffold vocabulary and comprehension learning «Informational vocabulary

development for later Common Core reading comprehension«Adaptation of the learning

environment to meet learning goals«The relationship of phonemic

awareness and alphabet knowledge to master the alphabetic principle

Required Materials to be purchased by participant

Starting Out Right: A Guide to Promoting Children’s Reading Success (Susan Burns, Peg Griffin, Catherine Snow); All About Words: Increasing Vocabulary in the Common Core Classroom, PreK-2 (Susan B. Neuman and Tanya S. Wright); Early Childhood Literacy: The National Early Literacy Panel and Beyond (Timothy Shanahan and Christopher J. Lonigan);Young Children: Research-Based Practices (edited by Diane M. Barone and Lesley Mandel Morrow).

Instructor: Brenda Buzzell, M.Ed., Stern CenterTime: 8:30 a.m. - 3:30 p.m.Cost: $850 for course, additional $550 for 3 graduate credits available through Union Institute & University

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About Brenda BuzzellBrenda Buzzell, M.Ed., is the coordinator of BUILDING BLOCKS FOR LITERACY® at the Stern Center for Language and Learning. Brenda presents BUILDING BLOCKS’ live trainings and recruits, hires, trains and schedules mentors for statewide requested mentorships and parent workshops. She co-authored the BUILDING BLOCKS FOR LITERACY® Online 12-hour self-paced course and is the instructor for both the three-credit undergraduate and graduate level courses that are presently offered in Vermont.

Brenda holds an M.Ed. in Educational Leadership from Union Institute & University. Her thesis was entitled, Journey to Kindergarten: Developing Early Literacy Skills. She received a B.S. in elementary education from the University of Vermont and is a licensed professional educator with over 20 years of classroom experience teaching first and third grade children.

Brenda is a member of the National Association for the Education of Young Children (NAEYC) and the National Association for Family Child Care (NAFCC). She serves on the Vermont Association for the Education of Young Children (VAEYC) governing board and is president of the Vermont Division of Early Childhood (VTDEC). She served on the Vermont State Literacy Planning Committee on the Common Core, chairs her local school board, and is an active member on Vermont committees to promote quality care and education in early childhood.

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Orton-G

illingham

Orton-Gillingham InstituteClassroom Educator Level

Grades K-5 | Tiers 1 and 2

Audience | Classroom Teachers and Paraeducators

Overview

The Orton-Gillingham Classroom Educator course is for classroom teachers using the Orton-Gillingham Approach in a classroom setting. This category acknowledges the training and expertise of teachers who use the Orton-Gillingham Approach for the benefit of all children.

The Orton-Gillingham Classroom Educator has the knowledge and training to deliver beginning literacy instruction in the classroom. Utilizing direct instruction, teachers bring a multisensory, structured, sequential and linguistic approach into the mainstream classroom.

NOTE: Reading specialists, literacy coaches, special educators, and private tutors are eligible for the O-G Associate Level course but not the Classroom Educator course.

Course Curriculum«Alphabetic phonics«Syllabic and morphemic structures

of the English language«Core language processes, receptive

and expressive«Diagnostic and prescriptive

teaching«How to design and implement an

O-G lesson for small and whole group instruction

Requirements«Attendance and class participation«Written summaries of required

reading«Organized binder for all parts of

O-G Classroom Educator Practicum

The trainee who successfully completes the 30-hour Classroom Educator course and its associated 50-hour Practicum, will earn the recommendation of his/her supervising fellow in support of his/her application for membership in the Academy of Orton-Gillingham Practitioners and Educators at the Classroom Educator membership level.

Date Location Code

7/21/2014, 7/22/2014, 7/23/2014, 7/24/2014

Williamstown, VT OGC1

Instructors: Sandra Murphy, F/AOGPE Peggy A. Price, M.Ed., Fellow-in-Training/AOGPE, Stern Center

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Orton-Gillingham Classroom Educator Program Elements

30 hours of coursework (includes book and materials) $950

50 hours of supervised classroom or group instruction using the Orton-Gillingham Approach, consisting of 45-60 minute long lessons over the course of one academic year

$700 + travel

A minimum of 5 classroom observations conducted by a Fellow of the Academy

Assigned readings

Total 80 hours Total $1,650 + travel

Peggy was great - she is very knowledgeable and laid out the O-G approach in a clear and concise manner. She was able to incorporate what it would look like in the classroom with whole group instruction.

~ Orton-Gillingham participant

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Orton-G

illingham

Orton-Gillingham InstituteAssociate Level


Audience | Reading Specialists, Literacy Coaches, Special Educators, Private Tutors

Overview

The Orton-Gillingham Associate Level course is for anyone looking to deepen their knowledge to directly remediate reading and writing difficulties for students with dyslexia and language learning differences. The O-G Associate Level coursework covers the information of the Classroom Educator course. In addition, the Associate Level course delves more deeply into the learning profile of a student with a learning disability, interpreting diagnostic assessment information and error analysis, and customizing instruction for an individual student(s) who may be reading significantly below grade level.

Course Curriculum

«Using and interpreting diagnostic assessment measures«Developing student lessons and

monitoring progress«Brain processes underlying dyslexia

and the needs of the dyslexic learner

Requirements

«Attendance and class participation«Written summaries of required

readings«For those pursuing the practicum,

an extra 15-hours of coursework will be divided into 3 (5-hour) sessions available in fall, winter and spring«Student assessments and lesson

plans«Final exam«Organized binder for all parts of

O-G Associate Level Practicum

Date Location Code

8/4/2014, 8/5/2014, 8/6/2014, 8/7/2014, 8/11/2014, 8/12/2014, 8/13/2014

Williston, VT OGA1

Instructors: Sandra Murphy, F/AOGPE Peggy A. Price, M.Ed., Fellow-in-Training/AOGPE, Stern Center

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Orton-Gillingham Associate Level Training Program Elements

45 hours Summer Seminar - 7 days of instruction (includes book and materials)

$1,375*

15 hours School-Year Seminar - In addition to the above 45-hour seminar, three 5-hour continuing seminar sessions available in fall, winter & spring

$320

100 hours Practicum ** - A minimum of an 8-month practicum required for those seeking certification as O-G Associate Level Practitioners

Prerequisite: Summer Seminar and School-Year Seminar

$1,250* + travel

10 classroom observations conducted by a Fellow of the Academy

Total 160 hours $2,945 + travel

*Eligible for 3 graduate credits at additional cost through Union Institute & University.

**If a Classroom Educator wishes to pursue Associate Level certification by the Academy, all course work and practicum training may be applied to the Associate training requirements.

About Orton-GillinghamOrton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.

Stern Center’s Orton-Gillingham Institute is an Academy of Orton-Gillingham Practitioners and Educators accredited training program.

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Orton-G

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Orton-Gillingham Refresher Workshop

Instructor: Peggy A. Price, M.Ed., Fellow-in-Training/AOGPETime: 4:00- 7:00 p.m.Cost: $100

Grades K-12 | Tiers 1, 2 and 3

Prerequisite: O-G Associate Level or Classroom Educator course. It is not required that you completed a practicum.

Overview

This three-hour refresher class is designed to review the basic components of the Orton-Gillingham (O-G) approach and O-G lesson mechanics. Do you feel rusty on how to teach and provide effective error correction with your phonogram drill, auditory drill, blending drill, SOS, sentence dictation, etc? This refresher class will be rich with video clips from 1:1, small group and whole class O-G instruction with multiple opportunities to practice and troubleshoot.

Attendees will leave with a review of:«O-G principles«Parts of an O-G lesson with

procedural practice«How to construct an O-G lesson

with a clear lesson objective«How to be diagnostic and

prescriptive from lesson to lesson«Syllable types and syllable division«Words to read vs. words to spell

NOTE: This course is only available for those who have previously taken an Orton-Gillingham course. It does not count toward the required 30 or 60 hours of coursework required for Academy accreditation.

Required MaterialsYour phonogram deck

OptionalAny current O-G lesson plans/binder you have questions about

Date Location Code

10/22/2014 Williston, VT OGR1

3/26/2015 Williston, VT OGR2

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T•I•

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T•I•M•E for Teachers™ Guided

Instructor: Janet Steward, M.Ed.Cost: $850/$1,400Graduate credit: 3 credits (optional), St. Michael’s College

• Course for continuing education credit (min. 40 hours): $850, includes materials and copyrighted articles.

• Course for 3 graduate credits: $1,400, includes materials and copyrighted articles.

Grades K-6 | Tiers 1, 2 and 3

Overview

T•I•M•E for Teachers™ is an interactive course that integrates Mastering the Alphabetic Principle coursework materials with instructor-led review and application. This course explores explicit and systematic instructional practices consistent with current scientific research in phonological awareness, phonics, fluency and spelling.

Participants will study the developmental framework for teaching the structure of language at the word level to literacy learners. Using developmental frameworks, participants will determine children’s reading and spelling levels and needs, and learn how to set instructional goals based on standards addressed in the Reading Foundations Skills portion of the Common Core State Standards.

This course requires a combination of 36 hours of direct and interactive DVD instruction as well as additional assignments to develop lessons for classroom and supplemental instruction settings.

Participants may take this course for re-certification credit or for graduate credit.

Required Materialsto be purchased by participant

Participants taking the course for graduate credit (3 credits) will be required to purchase Multisensory Teaching of Basic Language Skills, 3rd Ed. (Birsch, J. [Ed.])

Materials will be mailed prior to the first day of class.

Our T•I•M•E for Teachers™ DVDs are designed to work on a PC with Windows 7 or Windows XP, SP3. Time for Teachers DVDs will not work with Windows 8. Mac users will need version 10.6 (Snow Leopard) or earlier. Time for Teachers DVDs will not work with Mac versions 10.7 or later. Quicktime or Flashplayer is required.

Date Location Code

7/1/2014, 7/15/2014, 7/22/2014

Berlin, VT8:00 a.m. - 3:30 p.m.

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10/6/2014, 10/20/2014, 10/27/2014, 11/3/2014, 12/1/2014, 12/8/2014, 12/15/2014

Williston, VT5:30 -8:30 p.m.

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Wilson Reading System

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Wilson Reading System®

Introductory WorkshopInstructor: Kitty Furman, M.A. in Curriculum and Instruction, WRS TrainerTime: 9:00 a.m. - 3:00 p.m.Cost: $550

Grades 2-12 and Adults | Tier 2 and 3Audience | Reading Specialists, Special Educators, Classroom Teachers, Paraeducators, and administrators

Overview

This workshop is intended for reading specialists, special educators, classroom teachers, paraeducators and administrators interested in learning about the Wilson Reading System (WRS).

The WRS Introductory Workshop, for Grades 2-12 and adults, introduces the principles of multisensory, structured language education with the Wilson Reading System, providing general program concepts and instruction in the lesson plan format.

This 15-hour workshop provides an overview of the Wilson Reading System curriculum and serves as the prerequisite for WRS Online Word Study (WRS Steps 1-6) and WRS Level I practicum.

At the completion of the workshop, attendees will be able to:

«Define dyslexia and describe common characteristics «Understand WRS principles of

instruction and how WRS materials facilitate multisensory, interactive learning «Identify the lesson parts for Blocks

1, 2 and 3 of the lesson plan «Write a lesson plan

Graduate credit is available through Fitchburg State University, Fitchburg, MA, contact 978-665-4196 or online: http://bit.ly/1ewYLgD

Date Location Code

8/11/2014, 8/12/2014, 8/13/2014

Stowe Elementary SchoolStowe, VT

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Wilson Reading System®

Level I CertificationInstructor: Kitty Furman, M.A. in Curriculum and Instruction, WRS TrainerTime: 9:00 a.m. - 3:00 p.m.Cost: $1,800 + trainer travel time and mileage

Grades 2-12 | Tier 3

Prerequisite: Participants must have completed the Wilson Reading System® Introductory Workshop within the last five years.

Overview

Course DurationIndividuals have 12 months from the date of enrollment to complete the online course and practicum.

The Level I Certification course is designed to prepare teachers to effectively implement Steps 1-6 of the Wilson Reading System® with students reading and spelling below grade level and those diagnosed with a language-based learning disability. Participants will demonstrate mastery of the Wilson lesson plan, including multisensory techniques and effective strategies in a 1:1 setting. WRS Level I Certification involves completion of the WRS Online Word Study (WRS Steps 1-6), WRS Level I practicum and five teacher/student observations by a WRS Trainer, and a minimum of 60 WRS lessons with a student entering Grades 4-12 with overall reading ranked in the 30th percentile or below.

A WRS Trainer conducts a Start-Up Seminar at the beginning of the course. This 5-hour seminar provides direction in student pretesting and selection, a

demonstration lesson and instruction to introduce the WRS Online Word Study (WRS Steps 1-6) course.

This seminar is included in the price with a contract for this course ($1,800 + trainer travel and mileage).

Contact: Rachel Lapidow at [email protected] or 802-878-2332.


Teachers enrolled must purchase a WRS Starter Set. A Wilson Notebook is recommended for your practicum student.

Materials can be purchased online: http://www.wilsonlanguage.com/store/

Date Location Code

8/25/2014 Williston, VT WL11

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Fundations®

Fundations®

Instructors: Paula Costello, M.Ed., Fundations presenter, Stern CenterInstructors: Kitty Furman, M.A. in Curriculum and InstructionTime: 9:00 a.m. - 3:00 p.m.Cost: $200

Grades k-3 | Tiers 1 and 2

Overview

Fundations for Grades K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System® principles and serves as a Tier 1 and Tier 2 program to help reduce reading and spelling failure.

This 5-hour course provides a practical application of reading research and will prepare teachers to teach Fundations in Prevention (Tier 1) and/or Early Intervention (Tier 2) settings in Grades K-3.

At the completion of this workshop attendees will be able to:

«Identify skills and components of effective reading and spelling instruction «Describe how Fundations teaches

these skills through multisensory activities «Optimize the use of the Fundations

teacher’s manual «Determine the weekly lesson

schedule and preparation of a Fundations lesson plan.

It is recommended that Tier 2 teachers complete the Fundations Intervention, Progress Monitoring and Fluency Workshop offered by Wilson Language. Visit the Wilson website at:www.wilsonlanguge.com

Each Fundations workshop aligns with that grade’s Common Core Reading Foundational Skills.

Level K

Date Location Code

9/15/2014 Williston, VT FK01

11/5/2014 W. Lebanon, NH FK02

3/23/2015 Williston, VT FK03

5/6/2015 W. Lebanon, NH FK04

Level 1

Date Location Code

9/16/2014 Williston, VT FG11

11/14/2014 W. Lebanon, NH FG12



Level 2

Date Location Code





Level 3

Date Location Code


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Just Words®

Instructor: Kitty Furman, M.A. in Curriculum and Instruction, Just Words PresenterTime: 9:00 a.m. - 3:00 p.m.Cost: $380

Grades 4-12 | Tier 2

Overview

Just Words for Grades 4-12 and adults provides a practical application of reading research principles and will prepare teachers to teach Just Words in an intervention setting. This 10-hour workshop provides the practice and guidance needed to effectively begin teaching the Just Words curriculum to at-risk students with word-level deficits in the 15th-50th percentile. At the completion of the workshop attendees will be able to:

«Describe Just Words principles of instruction, the appropriate student population and the implementation models used «Review how Just Words materials

facilitate multisensory, interactive learning «Optimize the use of the Instructor

Manual «Plan a Just Words lesson and

determine a schedule for a unit «Practice lesson procedures and

activities, reviewing unit structure and material

It is recommended that participants also complete the Just Words Screening and Placement Workshop and Wilson Fluency®/Basic Workshop following this workshop.

Date Location Code

11/6/2014, 11/7/2014

Williston, VT WJW1

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Making Your Way Through the Maze:Integrated Multisensory Structured Language Methods for Students with Learning DisabilitiesInstructor: Juliet King, M.Ed.Time: 8:30 a.m. - 3:30 p.m.Cost: $850/$1,400

• Course for continuing education credit ($850) includes materials and copyrighted articles.

• Course for 3 graduate credits through St. Michael’s College ($1,400) includes materials and copyrighted articles.

Grades 3-12 | Tiers 3

Audience | Special Educators, Reading Specialists

Maze Tune Up is required to receive graduate credit.

Overview

This course will teach Grades 3–12 reading specialists and special educators working with small groups to:

«Develop a 45-minute structured language lesson«Incorporate effective daily

fluency training for students with significant rapid naming problems«Use discovery learning and word

sorts twice a month to engage students in hands-on learning«Move in and out of a variety of

controlled texts, teaching phonic skills to mastery

This 35-hour course introduces special educators and reading specialists to a working knowledge of how to teach phonological awareness and synthetic phonics to students with moderate-to-severe learning disabilities. Emphasis is placed on specific sequences of skills using a multisensory strategy. Participants learn how to embed

sound articulation and developmental spelling activities into instruction. Explicit fluency work for students with significant reading speed issues will also be discussed and modeled at length. Phonics drill cards for reading and spelling are included and will be used daily. Students will work in pairs daily to refine their delivery of lessons. Some work outside of the class is required to develop a daily lesson plan.


Participants taking the course for graduate credit (3 credits) will be required to purchase Multisensory Teaching of Basic Language Skills, 3rd Ed. (Birsh, J. [Ed.])

Date Location Code

7/9/2014, 7/10/2014, 7/11/2014, 7/14/2014, 7/16/2014

Williston, VT SLM1

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Maze Tune Up

Instructor: Juliet King, M.Ed., Stern CenterTime: 9:00 a.m. - 3:00 p.m.Cost: $200

Prerequisite: Making Your Way Through the Maze

Overview

Teachers using the lesson plan format, offered in the prerequisite 5-day course, need to bring in student spelling papers and lesson plans related to those activities. Teachers will have an opportunity to problem solve which aspects of the lesson plan are appropriate for their students and how to reformat their lessons to better meet student needs. This workshop is teacher directed and participants are encouraged to bring in student notebooks to monitor their progress though the early fall.

Date Location Code

10/4/2014 Williston, VT TSL1

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The Common Core Standards K–12 defines what students should understand and be able to do by the end of each grade. They were created to ensure that students are college and career ready by the end of high school and to recognize that one grade level’s standards build on those that precede it. Vermont is one of the 45 states who have adopted the Common Core State Standards.

Four Part Workshop

1. A Snapshot of the Common Core for English/Language Arts

2. Using Phonics and Spelling through Phoneme Grapheme Mapping to Address the Foundational Reading Skills in the Common Core (K-5)

3. Using Text Structure Knowledge to Improve the Reading and Writing of Informational Text

4. Balancing the Fiction and Informational Text Requirements of the Common Core

About the InstructorKathryn Grace, M.Ed., CAGS received her B.S. in Elementary Education and M.Ed. in Reading and Language Arts from the University of Vermont. She later obtained her Certificate of Advanced Graduate Study in Language and Learning Disabilities from St. Michael’s College in Colchester, Vermont. It was there that she studied under Dr. Louisa Moats and Dr. Reid Lyon, who profoundly affected her professional growth. During her nearly 40-year career, Kathryn has been a classroom teacher, reading specialist, assessment specialist, language arts coordinator and most recently a literacy/learning specialist at the elementary level. Kathryn has also been an instructor, mentor and contributing author for the nationally recognized T•I•M•E for Teachers™ literacy project created by the Stern Center for Language and Learning.

She has created a workshop series on the Common Core to help teachers better understand what it means for their classroom instruction while providing hands-on, student and teacher friendly strategies to help implement the English/Language Arts standards across the curriculum. Kathryn is the author of Phonics and Spelling through Phoneme Grapheme Mapping which is used extensively by Dr. Louisa Moats in her LETTRS Professional Development series for teachers.

Common Core 4-Part Workshop Series

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A Snapshot of the Common Core for English/Language ArtsInstructor: Kathryn Grace, M.Ed., CAGSTime: 8:30 a.m. - 3:30 p.m.Cost: $200

Grades K-5

Overview

Are you confused about what the English/Language Arts (ELA) Common Core standards means for your K-5 classroom? This workshop will provide a snapshot of the six major changes you will see when the Common Core is fully implemented in the 2014-2015 school year. We will focus on the ELA areas of emphasis, what has moved and what is different from what you may currently be doing in your literacy programs. Resources will be shared that provide easy access to the standards in a readable and comprehensive format which includes a continuum for Grades K-5 and beyond. This awareness will help you better understand how to implement the Common Core in your classroom.

Date Location Code

10/10/2014 Williston, VT ELA1

I am prepared to implement the

Common Core when I return to teaching.~Snapshot for the Common Core participant

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Using Phonics and Spelling through Phoneme Grapheme Mapping to Address the Foundational Reading Skills

Instructor: Kathryn Grace, M.Ed., CAGSTime: 8:30 a.m. - 3:30 p.m.Cost: $260 includes book


Overview

The standards were developed to insure automaticity in phonological awareness, phonics (including syllable knowledge and sight word development) in Grades K-3. A major focus is on teachers learning the basic six syllable types to help their students learn to read and spell unfamiliar multi-syllable words. Dr. Louisa Moats, a nationally recognized researcher in the field of literacy and a former professor at St. Michael’s College in Colchester, Vermont, played an integral part in their development and the multiple teacher resources developed for their implementation.

This workshop will focus on a K-5 continuum of the Core’s Foundational Reading Skills and its alignment to the instructional sequence in Phonics & Spelling through Phoneme/Grapheme Mapping, a teacher resource used to connect sound to print.

Date Location Code

11/14/14 Williston, VT PGM1

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Using Text Structure Knowledge to Improve the Reading and Writing of Informational Text for K-5

Instructor: Kathryn Grace, M.Ed., CAGSTime: 8:30 a.m. - 3:30 p.m.Cost: $200


Overview

The Common Core places an increased emphasis on reading and writing informational text across all grade levels. An internalized knowledge of text structure can be used to improve both comprehension and writing organization especially for expository/informational text. Even students who struggle with reading can successfully handle informational text when instruction includes the explicit teaching of text structure.

Learn how you can integrate more informational text into your elementary literacy program while simultaneously teaching reading and writing across the curriculum. This workshop will explore the various types of informational texts children in grades K-5 can learn to read and write. Learn what types of informational text are applicable for your grade level(s) as well as the background knowledge you will need to effectively instruct your students. A continuum of skills outlined in the Common Core for both reading and writing informational text will be shared as well as student-friendly templates to enhance your introductory instruction will be shared.

Date Location Code

12/12/2014 Williston, VT ESC1

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Balancing Literature and Informational Text Requirements of the Common Core

Instructor: Kathryn Grace, M.Ed., CAGSTime: 8:30 a.m. - 3:30 p.m.Cost: $200

Grade K-12 | Tier 1 and 2

Overview

Research shows that exposure to nonfiction texts in the primary grades increases comprehension in later grades. One way to increase exposure to nonfiction texts is through twin text or paired-text genre studies. The Common Core puts a strong emphasis on balancing narrative and informational texts in the classroom as well as strengthening one’s opinion or argument by citing evidence from the text.

A twin text approach to literacy can help teachers meet the Common Core reading standards as well as their school’s curricular goals in the content areas. It builds background knowledge and text-to-text connections while improving student comprehension and content domain vocabulary. This type of genre approach can improve students’ understanding of the narrative genre by viewing its characteristics alongside those of nonfiction texts of the same topic. This allows students to better talk about both texts while extracting evidence to help them formulate a comparative written or oral argument. Student-friendly genre templates will be provided as well as mini-lessons on short comparative essays.

Date Location Code

2/6/15 Williston, VT CRW1

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Reading Comprehension, Text Complexity and the Common Core for Middle and High School

Instructor: Peggy A. Price, M.Ed., Fellow-in-Training/AOGPE Time: 8:30 a.m. - 3:30 p.m.Cost: $200

Grade 4-12 | Tier 1, 2 and 3Audience | Teachers and Special Educators

Overview

The Common Core State Standards (CCSS) demand that our students have regular practice with complex text. How can teachers better understand text structure, and help struggling readers gain access to complex text? This workshop will give an overview of CCSS and text complexity, how to teach text structure and strategies for building reading comprehension through strategic collaborative reading models and question and inquiry learning. Attendees will leave with a wide variety of handouts and tools to take back to the classroom. Reading comprehension strategies will address language arts, math, science and social studies content.

Examples of research-based models covered include:

«Applying Bloom’s Taxonomy in your classroom«Reciprocal Teaching«Predict, Organize, Search,

Summarize, Evaluate (POSSE)«Question-Answer Relationships

(QARs)«Questioning the Author (QtA)

Date Location Code

10/17/14 Williston, VT RCT1

2/13/2015 Williston, VT RCT2

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Text Complexity Challenges and Oral Communication Skills in the Common Core for K-5

Instructor: Fran Toomey, Ph.D., Professor Emeritus, St. Michael’s CollegeTime: see descriptionCost: $650/$1,050 (with an additional $400 for graduate credit)Graduate Credit: 2 credits optional through St. Michael’s College at an additional cost

Grades K-5 | Tiers 1, 2 and 3 Audience | Teachers (appropriate for both general education and special education teachers)

Overview

By the time a child reaches Kindergarten, oral language skills have already played a central role in learning to read and reading to learn. Along with the “basic” Common Core for the Language Arts in K-5, the new emphasis on text complexity presents significant challenges for teachers and students. Meeting those challenges means understanding text complexity, how it is related to oral language/communication skills and how individual students can meet those challenges.

This course will be divided into 4 units:«Defining text complexity«Identifying and choosing the “right

text” for the individual student«The role of oral language in learning

to read/reading to learn from complex texts«Creating engaging and effective

instruction to enable students to “meet or exceed” the LA standards for Text Complexity

Course Format

There will be four (4.5 hours) of classroom time, with online group work on a weekly basis. Participants will engage in small group (3-5 members) online discussions using email, threaded discussion, Skype and other online tools for at least one hour each week. The instructor will also meet each student online or in person on a weekly basis to offer support, ideas and feedback.

Time «8:30 a.m. - 1:00 p.m. for class time«weekly 1 hour small group online

discussions (scheduled W, Th, or F)«weekly individual conferences (can

be online or in person)

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Finding the Right Texts: What Works for Beginning and Struggling Readers (Elfrieda H. Hiebert and & Misty Sailors [Eds.]); Rigorous Reading: 5 Access Points for Comprehending Complex Texts (Nancy Frey and Douglas Fisher); Academic Conversation: Classroom Talk that Foster Critical Thinking and Content Understanding (Jeff Zwiers & Marie Crawford)

Course Requirements

«Attendance and class and small group participation

«Three assignments limited to 5-8 pages with opportunities for draft submissions

Date Location Code

7/1/2014, 7/8/2014, 7/15/2014, 7/22/2014

Williston, VT8:30 a.m. - 1:00 p.m.

TCC1

About the InstructorFran Toomey, Ph.D. has degrees in elementary education (B.S.), speech/language pathology (B.S., M.A) and developmental psychology (M. A., Ph.D.). She directed the Learning Disabilities Program at Goddard College before bringing that program to St. Michael’s College. Identifying and addressing breakdowns in language/literacy learning has been central to her teaching and practicum work at Emerson College, UVM, Goddard College and St. Michael’s College.

Fran has presented at conferences on Learning Disabilities (IDA), Language and Learning (ASHA) and Higher Order Thinking (International Conference on Thinking). She has written two manuscripts, one on reading comprehension and one on learning and individual differences.

You can see her work online

WikisReading http://bit.ly/1m0JbS7

Learning How to Learn http://bit.ly/1ewyyP1

Blogs Reading http://bit.ly/OoFEi4 Learning How to Learn http://wanttolearn.edublogs.org/

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Explicit Approaches to Writing to Support the Common CoreInstructor: Juliet King, M.Ed.Time: 8:30 a.m. - 4:00 p.m.Cost: $850/$1,400Graduate credit: 3 credits (optional), St. Michael’s College• Course for continuing education credit (min. 36 hours): $850, includes materials

and copyrighted articles.• Course for 3 graduate credits: $1,400, includes some materials and copyrighted

articles.

Grades 2-12 | Tiers 1, 2 and 3

Overview

This course presents research-based approaches for explicitly teaching writing, that will also support reading comprehension. Best practices in handwriting, vocabulary, grammar and syntax will be discussed and practiced. Sentence, passage, and essay level writing will be an integral part of the instruction. Emphasis is placed on the integration of these strategies into content area instruction using content materials to support written expression across all curriculum areas at all grade levels. Connections will be made between the approaches presented in the class and the Common Core State Standards, specifically the Writing and Language anchor standards. In addition to attending each session, participants will be expected to complete additional assignments to develop lessons for classroom and supplemental instruction settings. Participants may take this course for recertification credit or for graduate credit.


Participants taking the course for graduate credit (3 credits) will be required to purchase additional materials for reading assignments.

Date Location Code

1/24/2015, 2/7/2015, 3/7/2015, 3/21/2015, 4/4/2015, 5/2/2015

Williston, VT EAE1

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Using Data-Based Decisions to Improve the Acquisition of the Common Core Reading Foundational Skills

Instructor: Paula Costello, M.Ed., Stern CenterTime: 8:30 a.m. - 3:30 p.m.Cost: $200

Grades K-3 | Tiers 1 and 2Audience: | Teachers, Specialists and Paraprofessionals

Overview

This workshop will focus on the critical early foundational reading skills of the Common Core. Early identification and intervention can prevent reading problems in many students. Participants will learn how to use assessment data from benchmark assessments (e.g., AIMSweb®, DIBELS®, and Fountas and Pinnell BAS) to provide students with appropriate instruction. A variety of instructional strategies and activities in the areas of alphabet knowledge, phonological and phonemic awareness, phonics and word recognition, and fluency will be demonstrated.

Date Location Code

10/29/2014 Williston, VT UDD1

11/12/2014 W. Lebanon, NH

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Executive Function

See the Forest Through the Trees: Executive Function and Reading Comprehension

Instructor: Sage Bagnato, M.Ed., M.A.T.Time: 8:30 a.m. - 3:30p.m.Cost: $200

Grades K-12 | Tiers 1 and 2Audience | Teachers, Special Educators, Reading Specialists and Administrators

Overview

This workshop is intended to provide K-12 teachers, special educators, reading specialists, and administrators with more in-depth knowledge as to how executive function affects reading skills, with respect to decoding, fluency, vocabulary and comprehension.

Practical strategies will be presented to help students:

«Flexibly use decoding strategies«Read accurately«Develop a framework for

vocabulary knowledge«Plan and use forethought«Prioritize information«Organize concepts and ideas«Self-monitor their understanding

of text

Strategies for both narrative and expository text will be provided.

Date Location Code

11/5/2014 Williston, VT FTT1

3/18/2015 Williston, VT FTT2

About the InstructorSage Bagnato, M.Ed., Educational Diagnostician, provides comprehensive evaluations to students of all ages. In addition to an undergraduate degree from Dartmouth College, Sage holds a Teaching Certification and Master’s in Teaching from the University of San Francisco and a Master’s in Education from Harvard Graduate School of Education. Sage previously was an Educational Specialist at the Institute for Learning and Development in Lexington, Massachusetts, and has worked as an elementary and middle school teacher. Sage has extensive experience in the area of executive functioning, having worked and published with Dr. Lynn Meltzer.

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Building Independence: Executive Function Strategies for the Classroom

Instructor: Colleen Schuster, M.Ed.Time: 8:30 a.m. - 3:30 p.m.Cost: $200

Grades K-12 | Tiers 1 and 2Audience | Teachers, Special Educators and Administrators

Overview

This 1-day workshop is designed for teachers, special educators and administrators who are interested in learning about executive function and how it relates to the classroom. Participants will gain a theoretical understanding of executive function and learn about different assessment tools used to evaluate executive function processes.

Practical strategies will be presented to help students with:

«Planning «Prioritizing «Organizing «Flexible thinking «Self-monitoring

Participants will learn how to apply these executive function strategies in the areas of reading comprehension, written expression, mathematics, studying and test-taking.

Date Location Code

10/24/2014 Williston, VT EFS1

5/1/2015 Williston, VT EFS2

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Social Cognition

Social Cognition I - Social Learning Instruction for K-12 StudentsInstructors: Julie Erdelyi, M.A., Stern CenterTime: 3:00 p.m. - 6:00 p.m. Cost: $850/$1,400

• Course for continuing education (38 hours): $850, includes some materials and copyrighted articles

• Course for 3 graduate credits through St. Michael’s College or Union Institute & University ($1,400) includes most materials and copyrighted articles

Grades K-12 | Tiers 1, 2 and 3Audience | Teachers, Special Educators and Administrators

Overview

Social Cognition I - Social Learning Instruction for K-12 students is a graduate level course designed to provide participants with a conceptual understanding of the theoretical frameworks underlying social cognition assessment and intervention for individuals presenting with autism spectrum disorders (ASD) and related socio-cognitive deficits. The course is an introduction to functional and everyday application of interventions, strategies, and supports for improving social understanding and implementing social cognition groups. This course draws heavily on the historical development of social cognitive theory, Theory of Mind, the biological underpinnings of socio-cognitive deficits and current research in best practices for supporting and coaching students struggling with socio-cognitive challenges.

Course Goals:

«Demonstrate an understanding of the theoretical frameworks underlying social cognition and the biological underpinnings of cognitive processes associated with social understanding and competency.

«Achieve an understanding of concepts associated with social cognition, including but not limited to joint attention, Theory of Mind, self-regulation and executive functioning.

«Utilize frameworks to develop assessment plans for determining a child’s socio-cognitive and executive functioning, perspective taking levels, social-skill deficits and in turn develop instructional goals.

«Explore instructional strategies and practices to address executive functioning, perspective taking, pragmatic communication and self-regulation, while considering current research to systematically develop individualized social cognition intervention.

Students are required to observe 5 hours of group instruction at the Stern Center.

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Those taking the course for graduate credit are required to purchase the following texts:

Inside Out: What Makes a Person with Social Cognitive Deficits Tick? (Michelle Garcia Winner) ©2002 or 2000https://www.socialthinking.com/books-products

The Incredible 5-Point Scale. (Buron, K. and Curtis, M.) https://www.aapcpublishing.net/

««Note: Required reading and course materials are subject to change in an effort to provide up to date and current information from the evolving research field.

Date Location Code

9/30/2014, 10/7/2014, 10/14/2014, 10/21/2014, 10/28/2014, 11/4/2014, 11/11/2014, 11/18/2014, 12/2/2014, 12/9/2014, 12/16/2014

Williston, VT SC01

2/3/2015, 2/10/2015, 2/17/2015, 3/10/2015, 3/17/2015, 3/24/2015, 3/31/2015, 4/7/2015, 4/14/2015, 4/28/2015, 5/5/2015

Williston, VT SC02

About the InstructorJulie Erdelyi, M.A., Autism Specialist, Communication Services Program Manager

Julie provides evaluations, consultation

and instruction. She has a Bachelor’s degree in elementary education from the University of Vermont and a Master’s degree in special education - developmental disabilities from the University of St. Thomas in Minneapolis, Minnesota. She has extensive experience as a Special Educator and Autism Specialist designing and implementing academic instruction, proactive behavior intervention plans, and social thinking instruction for elementary school students who have Autism Spectrum Disorders. She has presented at local and national conferences and recently was published in the Autism Asperger’s Digest Magazine.

I walked away with immediate strategies that I could implement in my classroom. I really enjoyed the anecdotal stories and videos explaining the

strategies. Well organized.

~ Social Cognition Participant

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Social Cognition

Social Cognition II

Instructors: Laura Bonazinga Bouyea, M.S., CCC-SLP, Stern Center Time: 3:00 p.m. - 6:00 p.m.Cost: $850/$1,400

• Course for continuing education (38 hours): $850, includes some materials and copyrighted articles

• Course for 3 graduate credits through St. Michael’s College or Union Institute & University: $1,400, includes some materials and copyrighted articles

Grades K-12 | Tier 2 and 3Prerequisite: Social Cognition I

Overview

Social Cognition II is a graduate level course for educators Grades K-12 designed to promote social-emotional learning curricula in schools.

Participants will: «Learn how to implement strategies

learned in Social Cognition I «Learn and practice strategies

aligned with the National Autism Center’s Evidence-Based Practice and Autism in the Schools «Design methods for data collection

and common assessments for student learning

Date Location Code

10/1/2014, 10/8/2014, 10/15/2014, 10/22/2014, 10/29/2014, 11/5/2014, 11/12/2014, 11/19/2014, 12/3/2014, 12/10/2014, 12/17/2014

Williston, VT

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2/4/2015, 2/11/2015, 2/18/2015, 3/4/2015, 3/11/2015, 3/18/2015, 3/25/2015, 4/1/2015, 4/8/2015, 4/15/2015, 4/29/2015

Williston,VT

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The National Autism Center’s Evidence Based Practice and Autism in the Schools. To order copies of this book, contact the National Autism Center at 877-313-3833 or order onlinehttp://bit.ly/PyjlI2

The Hidden Curriculum Shawnee Mission (Myles, B., Trautman, M., Schelvan, Ronda)

««Note: Required reading and course materials are subject to change in an effort to provide up to date and current information from the evolving research community.

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Social Cognition Learning Modules

Instructor: Julie Erdelyi, M.A., Stern CenterTime: 8:30 a.m. - 3:30 p.m.Cost: $200 each

Due to popular demand, these modules are now 6-hour workshops

These 6-hour workshops take an in-depth look at current specific strategies and activities designed to improve interpersonal communication and self-management skills. They are designed to provide additional concentrated exploration of an individual methodology associated with social and emotional learning.

A Model for Managing Anxiety and Improving Self-RegulationGrades K-12 | Tier 2 and 3

Overview

This module will focus on managing anxiety and improving self-regulation using techniques for increasing self-awareness and modifying one’s own behaviors. The Incredible 5-Point Scale (Dunn-Buron & Curtis) is demonstrated as a springboard for developing individualized plans for relaxation, organization and emotional attunement.

Date Location Code

10/30/2014 Williston, VT CCC1



Visual Methods for Improving Social Understanding Grades K-12 | Tier 1, 2 and 3

Overview

This module will focus on exploring the use of Comic Strip Conversations (Gray), Social Stories (Gray) and SOCCS (Smith Myles) to enhance teaching students skills for thinking about and modifying one’s own behavior.

Date Location Code

11/13/2014 Williston, VT PTV1



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Location | Registration

Locations

The locations listed below are some of our most commonly used venues.

Please check our online calendar for the most up-to-date location information at:

1. www.sterncenter.org 2. Click on “News & Events” 3. Select “Calendar” from the drop-

down menu

Stern Center - Williston, VT (802) 878-2332 | Fax 802-878-0230Wallman Library 183 Talcott Road, Suite 101Williston, VT 05495

Stern Center - West Lebanon, NH(603) 276-3165Wheeler Professional Park1 Oak Ridge, Unit 9BWest Lebanon, NH 03784

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Registration Form

I would like to register for:

Course # Date Title Cost

For T•I•M•E Guided participants, please indicate your computer platform

CD-ROM o PC o Mac DVD o PC o Mac

Our T•I•M•E for Teachers™ DVDs are designed to work on a PC with Windows 7 or Windows XP, SP3. These DVDs will not work with Windows 8. MAC users will need version 10.6 (Snow Leopard) or earlier. These DVDs will not work with Mac ver-sions 10.7 or later. Quicktime or Flashplayer required.

Participant Information

Name: Email:

Home Address:

City State: Zip:

Phone: o Home o Mobile o Work Alt. Phone:

School: School Phone:

Position(s): o Parent o Curriculum Coordinator o General Educator o Paraprofessional

o Principal o Special Educator o SLP o Other: ________________________

Payment Options (choose one)

o Check (Stern Center) o Visa/Mastercard o PO#: Must include hard copy

Credit card: Exp Date: _____/_____

Name on Card: Billing Zip:

Signature:

o Yes! Please add me to your email list.

Please return completed registration and payment to:Stern Center for Language and LearningAttn: Rachel183 Talcott Road, Suite 101Williston, VT 05495

After registering, we will send you an e-confirmation. Please call 802-878-2332 if you do not receive an e-confirmation.

Register Online

1. www.sterncenter.org2. News & Events3. Calendar

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