Past Statewide Training

2016
Virginia Buysse, Ph.D. | May 16, 2016, 9 am-3 pm

Participants will learn about the key features of the Recognition and Response (R&R) framework that is designed to enhance early academic learning in language, literacy, and mathematics. Participants will consider definitions and view video exemplars of key assessment and instructional practices, and will obtain practical information about tools and resources that can be used to implement R&R. Participants will have an opportunity to consider how the R&R approach fits with their existing program policies and practices, and identify concrete steps for implementing this approach in preschool classrooms.

Dr. George M. Batsche | May 12, 2016, 8:30 am-3 pm

Program Description: Multi-Tiered System of Supports (MTSS) is schoolwide, data-driven prevention model designed to maximize the impact of academic and behavioral instruction and intervention on student outcomes.

This all-day PD session will address the following topics: • Using Key Components of a MTSS Framework • Implementing the Common Core Learning Standards within MTSS • Integrating the Data-Based Problem-Solving Process (RtI) into a MTSS • Aligning Instruction/Interventions with the CCLS and Integrating Instructional Practices Across the Tiers • Ensuring the Integration of Academic Skills, Academic Behavior Expectations and Scaffolding to Maximize Student Engagement within the Instructional Process • Meeting the Needs of Students with Disabilities and Students with 504 Accommodations Through Specially Designed Instruction within an MTSS Framework

Dr. George M. Batsche | May 11, 2016, 8:30 am-3 pm

Program Description: Multi-Tiered System of Supports (MTSS) is schoolwide, data-driven prevention model designed to maximize the impact of academic and behavioral instruction and intervention on student outcomes.

This all-day PD session will address the following topics: • Using Key Components of a MTSS Framework • Implementing the Common Core Learning Standards within MTSS • Integrating the Data-Based Problem-Solving Process (RtI) into a MTSS • Aligning Instruction/Interventions with the CCLS and Integrating Instructional Practices Across the Tiers • Ensuring the Integration of Academic Skills, Academic Behavior Expectations and Scaffolding to Maximize Student Engagement within the Instructional Process • Meeting the Needs of Students with Disabilities and Students with 504 Accommodations Through Specially Designed Instruction within an MTSS Framework

Virginia Buysse, Ph.D | May 5, 2016, 9 am-3 pm

Program Description: Participants will learn about the key features of the Recognition and Response (R&R) framework that is designed to enhance early academic learning in language, literacy, and mathematics. Participants will consider definitions and view video exemplars of key assessment and instructional practices, and will obtain practical information about tools and resources that can be used to implement R&R. Participants will have an opportunity to consider how the R&R approach fits with their existing program policies and practices, and identify concrete steps for implementing this approach in preschool classrooms.

This all-day PD session will address the following topics:  Overview of the Recognition and Response Framework  Formative Assessments (Recognition)  Foundational and Targeted Instruction (Response)  Collaborative Problem-Solving  Planning for Implementation

Virginia Buysse, Ph.D. | May 3, 2016, 9 am-3 pm

Program Description: Participants will learn about the key features of the Recognition and Response (R&R) framework that is designed to enhance early academic learning in language, literacy, and mathematics. Participants will consider definitions and view video exemplars of key assessment and instructional practices, and will obtain practical information about tools and resources that can be used to implement R&R. Participants will have an opportunity to consider how the R&R approach fits with their existing program policies and practices, and identify concrete steps for implementing this approach in preschool classrooms.

This all-day PD session will address the following topics: • Overview of the Recognition and Response Framework • Formative Assessments (Recognition) • Foundational and Targeted Instruction (Response) • Collaborative Problem-Solving • Planning for Implementation

Dr. George M. Batsche | March 9, 2016, 8:30 am-3 pm

Program Description: Multi-Tiered System of Supports (MTSS) is schoolwide, data-driven prevention model designed to maximize the impact of academic and behavioral instruction and intervention on student outcomes.

This all-day PD session will address the following topics: • Using Key Components of a MTSS Framework • Implementing the Common Core Learning Standards within MTSS • Integrating the Data-Based Problem-Solving Process (RtI) into a MTSS • Aligning Instruction/Interventions with the CCLS and Integrating Instructional Practices Across the Tiers • Ensuring the Integration of Academic Skills, Academic Behavior Expectations and Scaffolding to Maximize Student Engagement within the Instructional Process • Meeting the Needs of Students with Disabilities and Students with 504 Accommodations Through Specially Designed Instruction within an MTSS Framework

Dr. George M. Batsche | March 8, 2016, 8:30 am-3 pm

Program Description: Multi-Tiered System of Supports (MTSS) is schoolwide, data-driven prevention model designed to maximize the impact of academic and behavioral instruction and intervention on student outcomes.

This all-day PD session will address the following topics: • Using Key Components of a MTSS Framework • Implementing the Common Core Learning Standards within MTSS • Integrating the Data-Based Problem-Solving Process (RtI) into a MTSS • Aligning Instruction/Interventions with the CCLS and Integrating Instructional Practices Across the Tiers • Ensuring the Integration of Academic Skills, Academic Behavior Expectations and Scaffolding to Maximize Student Engagement within the Instructional Process • Meeting the Needs of Students with Disabilities and Students with 504 Accommodations Through Specially Designed Instruction within an MTSS Framework

2015
Dr. Alison Boardman | November 16, 2015, 8:30 am-3 pm

Program Description: Collaborative Strategic Reading (CSR) is a research-validated instructional model designed to improve reading comprehension and content learning in general education and intervention settings in grades 4-12. CSR can used to differentiate core instruction in content area classrooms or as an intervention at Tier 2 or 3 of an RtI model. CSR procedures are intended to maximize students’ involvement and support student success in heterogeneous, or mixed learning level, classrooms. Participants will learn to teach the core components of CSR (before, during, and after reading strategies); facilitate student-led textbased discussions; use CSR to support students with diverse learning needs including English language learners in heterogeneous classrooms; and plan for successful integration of CSR into existing structures. Teachers will be provided with access to materials needed to implement CSR.

Dr. Anita Archer | October 29, 2015, 8:30 am-3 pm

Program Description: A significant number of adolescents enter middle school unable to read and understand complex informational or narrative text. These students would benefit from a multi-tiered system of supports that provide responsive reading instruction across tiers of a Response to Intervention Model. The overall goal of this professional development session is to provide general and special education teachers, content area teachers, administrators, and support staff with foundational knowledge regarding best practices for older students who struggle to read.

Topics: • Profile of the Adolescent Struggling Reader • Responsive Reading Practices Across the Tiers • Word Study • Fluency • Vocabulary • Comprehension • Motivation

Dr. Anita Archer | October 28, 2015, 8:30 am-3 pm

Program Description: A significant number of adolescents enter middle school unable to read and understand complex informational or narrative text. These students would benefit from a multi-tiered system of supports that provide responsive reading instruction across tiers of a Response to Intervention Model. The overall goal of this professional development session is to provide general and special education teachers, content area teachers, administrators, and support staff with foundational knowledge regarding best practices for older students who struggle to read.

Topics: • Profile of the Adolescent Struggling Reader • Responsive Reading Practices Across the Tiers • Word Study • Fluency • Vocabulary • Comprehension • Motivation

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