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%.

The building blocks to effective reading comprehension begin in the primary grades with explicit instruction, modeling, and practice. Fluency, word recognition, vocabulary, oral and receptive language, the role of phonics and phonological awareness will include strategic instruction with multiple opportunities for planning and practice. Reading as an ongoing strategic process will be taught through knowledge and practice with fluency approaches, teacher modeling, guided practice, writing, listening, and speaking activities. Under this umbrella, participants will learn to design, teach, scaffold, and differentiate reading lessons and activities effectively using applied strategy that builds student capacity up through grade 5. Story structure, graphic representation, reciprocal questioning, oral retelling, summarizing activities, writing strategies, vocabulary strategies, balanced literacy and critical literacy are just some of the approaches under study. Problem solving strategies geared toward building student reading stamina, coupled with ongoing formative assessment approaches, will serve as catalyst to instructional planning and decision-making. Participants will receive a treasure trove of field-tested tools and resources for effective implementation with multiple opportunities for classroom implementation throughout the course.

Course Outcomes:

  • Acquire and use new 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.
  • Summarize and articulate the importance and function of receptive and expressive vocabulary instruction, semantics, domain specific vocabulary (academic vocabulary), and morphology as it relates to vocabulary development.
  • Apply strategy that builds student capacity through teacher modeling, guided practice, particularly as it impacts text readability, complexity, coherence, structure, and overall comprehension by understanding the interdependence among reading components and their effect on the reading process for native speakers of English as well as English language learners.
  • Plan and prepare to teach using scaffolded strategy to move their students along a continuum of reading success as it builds comprehension.

This course is 20 hours

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.

Course Outcomes:

  • 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.

Course Outcomes:

  • 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

Participants will learn and understand how to select and administer appropriate assessments using data from multiple sources to include informal reading inventories, running records, writing samples, and performance tasks among others, to inform their planning of reading instruction to meet the needs of all students. Systemic problem solving will involve the use of a tiered instructional framework model for instructional assessment and ongoing student support to include screening, diagnosis, and progress monitoring. Participants will learn how to deliver sound, research-based instruction focused on identified student challenges. Through high quality, differentiated and research-based instructional approaches, participants 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, objectives and learning targets. Increased achievement and closing learning gaps are intervention priorities that will be used to intervene with strategy for Tiers II and III.

Course Outcomes:

  • Practice and plan with tiered instructional models to close achievement gaps among Tiers II and III students.
  • Communicate and paraphrase the purposes for multiple informal assessment types to include reading inventories, informal assessments, and analyzing writing samples.
  • Match readers to text and use data to scaffold strategy for text complexity.
  • Use data as a systemic problem solving process to differentiate instruction, intensify instruction, and apply intervention methods to meet the needs of all students using scientifically based instructional strategies and techniques.
  • Identify appropriate criteria for selection of materials to include in student portfolios for ongoing progress monitoring and implementation of curriculum with content geared toward meeting the instructional needs of Tiers II and III students using effective tiered intervention strategies.
  • Use assessment data to plan and implement appropriate and allowable accommodations as determined by the student’s IEP or 504 Plan.

This course is 20 hours

Participants will learn and understand how to select and administer appropriate assessments using data from multiple sources to include informal reading inventories, running records, writing samples, and performance tasks among others, to inform their planning of reading instruction to meet the needs of all students. Systemic problem solving will involve the use of a tiered instructional framework model for instructional assessment and ongoing student support to include screening, diagnosis, and progress monitoring. Participants will learn how to deliver sound, research-based instruction focused on identified student challenges. Through high quality, differentiated and research-based instructional approaches, participants 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, objectives and learning targets. Increased achievement and closing learning gaps are intervention priorities that will be used to intervene with strategy for Tiers II and III.

Course Outcomes:

  • Understand and practice with tiered instructional models to close achievement gaps among Tiers II and III students.
  • Understand the purposes of multiple informal assessment types to include reading inventories, informal assessments, and analyzing writing samples.
  • Match readers to text and use data to scaffold strategy for text complexity.
  • Understand and apply various measurement concepts to the characteristics of reading assessments to include test reliability, validity, standard of error of measurement, and derived scores from standardized tests.
  • Apply ongoing progress monitoring effectively in order to deliver effective and timely interventions for MTSS students using effective assessment procedures.

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.

Course Outcomes:

  • 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.

Course Outcomes:

  • 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.

Course Outcomes:

  • 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.
  • Understand 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.
  • Understand, and apply to planning and instruction, the research behind vocabulary instruction, and its role in students’ overall understanding of word meanings, repeated practice, and comprehension of print through the use of context clues, explicit teaching, and the use of assessment data to make ongoing decisions directed to individual student needs.
  • 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.
  • Understand and plan for the impact that linguistic and cultural background has on English language learners’ comprehension, along with importance and role of home languages through sound principles of research-based methods that scaffold work into student achievement.

This course is 20 hours