Instructors: Nicole Gaboriault, Literacy Coach, RR Teacher, Literacy Interventionist
Melissa Lyons, RR Teacher, Literacy Interventionist
Amy L. Riendeau, Literacy Coach
Dates: August 5 – 6, 2019 Time: 8:00 am – 3:00 pm
Plus monthly sessions 9/12, 9/26, 10/10, 10/24, 11/14, 12/12, 1/9, 1/23, 2/6, and 2/20/20
Time: 4:00-7:00 pm
Location: NCSU Room A209 and NCCC Room 380
Cost: $1000 w/out credit $1390 w/ 3 grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Nicole Gaboriault – Nicole.gaboriault@ncsuvt.org
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
This course addresses small group teaching for the lowest achieving children in grades 3-5. Topics include assessment and grouping, planning for instruction, using leveled texts, supporting English language learners, teaching word study and phonics, teaching for fluency and phrasing, comprehension, vocabulary, and self-regulation strategies.
Participants are required to work with at least on small group of children for 18 weeks.
Behind the Glass Observations:
Participants may be required to teach one group behind the glass (or videotaped) in selected training sessions to develop skill in observation and decision-making.
Course Principles:
· Reading is a complex process involving the use of meaning, language and print information.
· Observation of reading behavior informs teacher decision-making and provides evidence of learning.
· Children take different paths to common outcomes.
· Readers need to develop self-monitoring and self-correcting strategies.
· An understanding of language and language differences is essential to understanding the development of a reading process.
· Reading and writing are different but complementary processes.
· Reflection on and analysis of teaching practice are ways to improve teaching.
· Teacher knowledge of text levels and characteristics is critical in effective teaching.
· Phonological awareness is a critical factor in learning to read.
· Readers who are having difficulty are different from each other.
· Fluent responding is a necessary goal for effective reading and writing.
· Assessment informs ongoing teaching.
· Writings need to develop a flexible range of strategies.
· Comprehension within, beyond, and about the text is an important aspect of effective reading at each level.
Instructors: Melissa Lyons, RR Teacher, Literacy Interventionist
Nicole Gaboriault, Literacy Coach, RR Teacher, Literacy Interventionist
Amy L. Riendeau, Literacy Coach
Dates: August 5 – 6, 2019 Time: 8:00 am – 3:00 pm
Plus monthly sessions 9/12, 9/26, 10/10, 10/24, 11/14, 12/12, 1/9, 1/23, 2/6, and 2/20/20
Time: 4:00-7:00 pm
Location: NCSU Room A209 and NCCC Room 380
Cost: $1000 w/out credit $1390 w/grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Nicole Gaboriault – Nicole.gaboriault@ncsuvt.org
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)
This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:
*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans
Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:
*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics
*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies
Instructor: Deb Boerner, RRTL
Dates and Time
Observation Survey 9:00 am – 4:00 pm
August 12-16, 2019
Weekly Classes 4:00-7:00 pm
August 27, September 3, 10, 24, October 1, 8, 15, 22, 29, November 5, 12, 19, December 3, 10, 17, 2019
January 7, 14, 21, 28, February 4, 11, March 3, 10, 17, 24, 31, April 7, 28, May 5, 12, 19, 2020
Cost:
$7000 w/out books $10,000 w/books
For questions contact: dboerner@cvsdvt.org
Reading Recovery for Aspiring Reading Recovery Teachers
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
Reading Recovery includes a strong professional development component, implementation standards and guidelines, and data collection.
https://readingrecovery.org/reading-recovery/implementation/standards-guidelines/
Literacy Lessons for Aspiring Literacy Lessons Teachers:
Literacy Lessons™ is an intervention designed to reach young children (generally Grades 1-4) in special education or ESL settings who are struggling with beginning reading and writing but are not eligible for Reading Recovery. Specialist teachers in these two settings are trained to use Reading Recovery instructional procedures to design individual lessons for their students with the goal of accelerating their literacy learning. Literacy Lessons intervention specialists are educators who enter the Literacy Lessons professional development course as teachers certified/licensed in special education or ESL or bilingual education with experience and expertise in working with the population of their specialty. These specialists are seeking additional skill in helping students overcome literacy difficulties and develop effective early reading and writing systems.
Like Reading Recovery, Literacy Lessons includes a strong professional development component, implementation standards and guidelines, and data
*Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention.
Includes:
· 8 grad credits from St. Michael’s College
· Instructional materials
· Professional texts
· IDEC teacher data entry fees
· RRCNA membership
Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08. I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont. As a Reading Recovery teacher, I continue to work with children on a daily basis. Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.
Facilitated by Juliet King
Date: August 13, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Text: Participants choose either: The Literacy Teacher’s Playbook K-2 -or-The Literacy Teacher’s Playbook 3-6
Target Audience: K-6 Teachers and Special Educators, Leaders
The workshop model of instruction provides a comprehensive structure that best supports learning according to the findings of cognitive science. The workshop model is an inclusionary approach, using a framework in which teachers can share focus lessons as well as provide guided, targeted instruction for small groups of students while other students build skills through purposeful, independent practice.
During this workshop, participants will dig into this differentiated learning time to consider how teachers can use data to plan and implement a balance of small group and independent work that will best meet the varied instructional needs of all of their students. Participants are encouraged to bring their own student data to use for planning purposes.
Participants will:
· review data to determine appropriate learning targets
· identify/create learning progressions
· investigate opportunities for small group instruction
· explore the process for individual conferences
· design a plan for differentiated instruction during workshop
About our Presenter: Juliet King has been a literacy specialist in Vermont for the past 20 years. She currently works at Bellows Free Academy Fairfax Elementary School as the instructional coach. In her position, Juliet supports teachers in all areas of the curriculum in administering assessments, interpreting data, analyzing student work, and planning instruction to meet the needs of all learners.
Instructor: Ellen Reiling, former RRTL Northwest VT Literacy Consortium
Dates: August 14 – 15, 2019 Time: 9:00 am – 3:30 pm
Plus monthly sessions Thursdays: 9/12, 10/17, 11/14, 12/12/2019, Time: 4:00-7:00 pm
Location: Williston Central School, Williston School District
Cost: $700 w/out credit $960 w/ 2 grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Ellen Reiling- elreiling@yahoo.com
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)
Requirements: Prior training in LLI K-3 or experience implementing LLI in grades K-3 Experience using Running Records/Reading Records for formative assessment.
Work with at least one group of four students, five days per week for 20-24 weeks.
This course will cover the design and delivery of effective literacy intervention in the intermediate grades. Teachers will need the grade-appropriate Leveled Literacy Intervention System: Red Level (3rd grade) Gold (4th) or Purple (5th). LLI is one of the components for a system for accelerated change within the school setting and is supplementary to quality small-group instruction in the classroom.
LLI provides a systematic instructional design that helps intermediate students make accelerated progress to meet grade level expectations. It incorporates fifteen key principals of effective literacy intervention that research reveals as essential for intermediate grade students who need to improve their reading competencies. In this course you will learn rationales and procedures for high-impact lessons that engage students’ attention and thinking and help them read increasingly challenging text levels successfully. You will have opportunities to observe, discuss and implement three types of lessons –standard, novel and test preparation. You will know how to select procedures to best support comprehension, vocabulary, fluency and word solving strategies for each of your students.
The course includes:
· An introduction to the LLI Red, Gold and Purple systems with special attention on what research has shown to be effective instruction for older, struggling readers.
· Clear rationales for the instructional procedures in the LLI systems: comprehension, vocabulary development, fluency, phonics/word study and writing about reading and how they contribute to the development of effective processing strategies.
· Opportunities to observe, discuss and practice using the lesson frameworks, instructional procedures and resources in the LLI systems;
· A focus on supporting students to develop strategic actions for processing text using a gradient of high quality fiction and nonfiction texts.
· Specific instruction on the assessment and record keeping systems;
· An introduction to the Online Resources website for accessing materials
Instructor: Allyson Coburn, RR Teacher/Literacy Interventionist
Dates: August 14 – 16, 2019 Time: 9:00 am – 4:00 pm
Plus 9 monthly sessions Thursdays: Thursdays: 9/5, 10/3, 11/7, 12/5, 1/2, 2/6, 3/5, 4/9, and 5/7 Time: 4:00-7:00 pm
Location: Blue Mountain Union School
Cost: $1000 w/out credit $1390 w/grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Allyson Coburn ally.coburn@bmuschool.org
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)
This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:
*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans
Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:
*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics
*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies
Instructor: Deb Boerner, RRTL
Dates: August 19 – 21, 2019 Time: 8:00 am – 3:00 pm
Plus 9 monthly sessions Thursdays: 9/5, 10/3, 11/7, 12/5, 1/9, 2/6, 3/5, 4/2, and 5/14 Time: 4:00-7:00 pm
Location: Allen Brook School, Williston School District
Cost: $1000 w/out credit $1390 w/grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Deb Boerner dboerner@cvsdvt.org
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)
This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:
*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans
Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:
*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics
*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies
Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08. I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont. As a Reading Recovery teacher, I continue to work with children on a daily basis. Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.
Facilitator: Luis Versalles, Pacific Educational Group
Dates: September 24 & 25, 2019 Time: 8:30 am registration 9 am -4:00 pm (Breakfast and Lunches included)
Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members
Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.
ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.
PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education
DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.
CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity
COURAGEOUS CONVERSATIONS FRAMEWORK
“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor, U.S. Supreme Court Justice (2014)
Facilitator: Leidene King, Pacific Educational Group
Dates: November 5 & 6, 2019 Time: 8:30 am registration 9 am -4:00 pm (breakfast and lunches included)
Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members
Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.
ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.
PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education
DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.
CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity
COURAGEOUS CONVERSATION FRAMEWORK
“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor, U.S. Supreme Court Justice (2014)
Facilitator: Dawan Julien, Pacific Educational Group
Dates: November 7 & 8, 2019 Time: 8:30 am registration 9 am -4:00 pm (breakfast and lunches included)
Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members
Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.
ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.
PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education
DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.
CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity
COURAGEOUS CONVERSATION FRAMEWORK
“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor, U.S. Supreme Court Justice (2014)