These courses are on-demand and self-paced. Participants will receive a certificate of completion once all assignments are successfully completed, and a quiz is passed with at least 80%.

Building reading muscle requires training, perseverance, and constant progress monitoring. Participants will review intervention strategies that include timely response to intervention focused on strength and strategy. Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

Upon completion of this course, the student will be able to:

  • Investigate and construct intervention strategies focused on response to intervention.
  • Apply strategies to differentiate instruction for struggling learners.
  • Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle.

This course is 20 hours

In this e-course, participants will examine effective strategy for reading comprehension in intermediate grades, and how it scaffolds across content, grade-level, and reading/writing genre. Approaches include text structure, reciprocal teaching, use of graphic organizers, literature webbing, and building background knowledge through the use of questioning. All strategies under study will include tools for implementation.

Upon completion of this course, the student will be able to:

  • Design, differentiate and experiment with strategies that teach effective reading comprehension in intermediate grades.
  • Scaffold individualized instruction across multiple content area, grades and reading/writing genre.
  • Evaluate and justify the explicit instruction and teacher modeling methods behind effective reading comprehension curriculum.
  • Teach reading comprehension through scaffolding strategies across multiple reading and writing genres in core content areas.

This course is 20 hours

Using a tiered instructional framework model, participants will learn how to deliver sound, research-based instruction focused on specific student challenges. Through high quality, differentiated and scientifically based instruction, participants will learn how to scaffold learning strategy carefully with increased intensity to meet students at their identified level of performance and rate of progress as leveraged with SLOs, IEP goals, and standards criteria. Increased achievement and closing learning gaps are priorities when intervening strategically for Tiers II and III students.

Upon completion of this course, the student will be able to:

  • Explain how to use tiered instructional models to close achievement gaps among Tiers II and III students.
  • Know and operate with the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
  • Practice with various differentiated, scientifically based instructional technique to address students needs.
  • Outline plans using curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.

This course is 20 hours

Through a tiered instructional framework, participants will be introduced to tools and resources for effective diagnosis of learning and student progress monitoring. Through high quality, differentiated and scientifically based instructional strategy, participants will learn how to scaffold learning carefully and thoughtfully with increased intensity using the tools to meet students at their individual level of performance, level of ability and rate of progress as leveraged with SLOs, IEPs, and standards for learning.

Upon completion of this course, the student will be able to:

  • Employ tiered instructional models to close achievement gaps among Tiers II and III students.
  • Generalize and devise utility with the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
  • Demonstrate with various differentiated, scientifically based instructional technique to address students needs with.
  • Construct curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.

This course is 20 hours

Participants will be introduced to sound and scientific research as it promotes literacy across all content areas to help students build foundational skills across reading, writing, speaking and listening. Teachers will learn how to scaffold student learning through the application of research-based reading instruction to include and integrate the six components of reading: oral language, phonemic awareness, phonics, fluency, comprehension, and vocabulary. Participants will learn the scaffolds behind each approach that aid students in the important transition process across all content areas. Intentional, consistent, and rigorous teaching of reading and writing strategy that improves student achievement will engage the 90/90/90 principled approach to consistently streamline curriculum, curriculum resources, and assessment. Participants completing this course will embed field-tested implementation tools to into planning, preparation, and implementation.

Upon completion of this course, the student will be able to:

  • Plan and practice with strategy and implementation across specific content areas.
  • Acquire and use the skills needed to effectively teach reading comprehension in primary grades with an understanding of the oral and written language that facilitates it through phonology, syntax, semantics, and pragmatics as they relate to comprehending print.
  • Restate and articulate the importance and function of research-based receptive and expressive vocabulary instruction to include semantics, domain specific vocabulary (academic vocabulary), and morphology as it relates to vocabulary development.
  • Embed the research behind vocabulary instruction, and its role in students’ overall understanding of word meanings, repeated practice, and comprehension of print in planning documents.
  • Scaffold research-based strategy as it builds student reading muscle through writing practice, teacher modeling, and guided practice using applied principles of research-based reading strategy, particularly for text readability, complexity, coherence, structure, and overall comprehension for native speakers of English as well as English language learners.
  • Plan and prepare to teach using research-based strategy to move their students along a continuum of reading success as it builds reading muscle.
  • Plan and practice with numerous formal and informal assessment approaches for comprehension, using data to make informed decisions with which to meet the individual needs of students.
  • Use research-based literacy strategy in lessons for rigorous application and implementation.
  • Use new strategies for rigor in reading and writing across all subject areas.
  • Plan and practice with the scaffolding of research-based methods, strategies, and field-tested tools for classroom implementation to aid all learners across all content areas.

This course is 60 hours