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The Key Comprehension Routine
This course provides grades 4-12 educators an opportunity to participate in Keys to Literacy professional development via an online format.

The online course is organized into modules that include interactive activities, reading assignments, quizzes, and video clips from live training. It is designed for use with The Key Comprehension Routine training book. Course participants complete “use your content” activities that allow them to generate lessons that incorporate the instructional practices into classroom instruction using existing content reading and teaching material. Registration for the online course includes a copy of the training book. 

Target Audience: Classroom teachers in grades 4 - 12
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Dates Dates: Rolling access; this course is web-based and self-paced.
Credits Credits: 13.5 Contact Hours
Pricing Pricing:
Location Location:
This 15 hour course fulfills the requirement that all educators must have 15 PDPs related to English as a Second Language when they re-certify after July 1, 2016. The instructor is a DESE-approved PD provider.

This asynchronous, online 15 PDP ESL course involves 4 (approximately 2-hour) weekly self-paced modules. After finishing the 4 weekly modules, participants will have an additional week to complete the other 7 hours of the course by developing a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan to synthesize learning from the reading and modules.

 

How will students analyze complex texts across content areas while we meet their broad range of needs in all educator roles in our K-12 teaching environments? Research demonstrates that students greatly benefit from consistent use of graphic organizers. Participants will work with two research-based, visual comprehension strategy tools, top-down webs and two-column notes, to support all our students to comprehend higher-level concepts and to assist ELs to work at a higher level while still building their academic vocabulary. Course topics to be covered include top­-down web and two­-column notes skills and application, Sheltered English Immersion (SEI) strategies, and review of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will share best practices, plan, and design scaffolded lessons applying top-down web or two-column notes graphic organizers or prerequisite skills that they can implement right away- synchronously or asynchronously. The final assignment of the development of a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan synthesizes the module learning, incorporating course applications and takeaways from online reading. How can we provide our students consistent support for distance learning in a changing environment? 

 

Graduate Credit:  Participants may choose to apply for one graduate credit for an additional fee of $125 to Worcester State University.

 

Target Audience:  K – 12 Teachers


Final Project Due:   May 15th
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Dates Dates: This is an online course with no set times. Final projects are due by May 15, 2021.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This two-day training will meet live via zoom.

Research has provided substantial evidence that traumatic experiences and chronic stress impact children’s physical and mental health, ability to problem solve, and regulation of emotion, behavior, and attention. An ongoing sense of danger can lead to a chronic state of hyper-vigilance and self-protection, so that children are unable to effectively differentiate safe from unsafe situations. In a school setting, this chronic state can impede the development of interpersonal relationships and access to learning. Traumatic responses in schools are often misidentified as behavior disorders or learning disabilities and students are subsequently treated with disciplinary measures or placed in substantially separate special education classes. 

During the past year students have experienced higher levels of trauma and chronic stress than at any other point in recent history. Due to COVID-19 and the stay at home order, large numbers of children and adolescents have been exposed to death of family members, unexpected separations, isolation, and parental stress due to unemployment, poverty, and life in overcrowded quarters. As students have re-entered schools, they have done so in a fashion that is inconsistent with their past experiences, where masks and social distancing are commonplace and methods for initiating and maintaining connections with peers and teachers have been completely altered. These changes place children at greater risk for a traumatic response.

Despite the adverse experiences faced by many students, K-12 schools have an opportunity to increase resilience and moderate the effects of trauma. Through direct work with students, consultation with teachers and parents, and promotion of classroom and school-wide interventions, educators are in a unique position to promote trauma-responsive practices that will ensure that all students have the support they need to be successful. 

Part I will cover:
  • Impact of trauma and chronic stress on learning and behavior
  • Influence of COVID-19 on students and schools
  • Elements of Trauma Responsive Schools
  • Social emotional learning
  • The importance of School Climate
Part II will cover:
  • Tier 1, 2 & 3 strategies to build resilience
  • Using existing data to inform practice
By the end of the two part series, participants will be able to:
  • Recognize behavior and learning indicators that a child may be reacting to traumatic experiences
  • Identify policy initiatives to embed trauma-responsive approaches throughout the school
  • Implement classroom based interventions that can moderate the impact of trauma on learning and behavior
Target Audience: K - 12 Educators, Specialists, Counselors, School Psychologists, Administrators
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Starts Starts: 5/13/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This highly interactive workshop offers 10 hours (PDPs) of asynchronous coursework for elementary school educators who support struggling readers and those with dyslexia. All coursework is asynchronous and can be completed on your own schedule. Presentations, activities, and supplemental readings offer teachers motivational games, lessons, and strategies to seamlessly embed into remote instruction.

Course content and activities will:
  • Synthesize research findings on fostering intrinsic motivation.
  • Provide educators with strategies and activities.
  • Offer guided demonstrations utilizing online platforms to develop accuracy and fluency in word reading skills.
  • Supply lesson planning templates and routines that can be used in small group and/or individual interventions.

Participants are invited to join twice monthly, live "office hour" sessions via Zoom to troubleshoot, problem-solve, and provide content support and clarification.

Enrollment is on a rolling basis. Course Access begins September 7, 2020. 

Target Audience: Elementary Teachers, Special Education Teachers and Specialists
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Dates Dates: This is a 10 hour asynchronous class that opens on September 7th. Participants can join at any time and work at their own pace.
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Closed Enrollment
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