9. Supporting Learners with Special Needs
8. Implementing the Common Core State Standards (CCSS) and the Literacy Design Collaborative (LDC)
The primary goal of transition planning is to ensure that all students have opportunities to experience academic excellence and a strong sense of well-being. Learning is a continuous process; transition planning is important for all who educate and guide students. Components of an effective transition process for students include the alignment of school, family, and student expectations. Families constitute an important partner in the transition process and in the support of their child's academic success.
7. Successful Transitions Along the Literacy Continuum
Reading Apprenticeship (RA) is a research-based instructional framework for middle schools and high schools. RA supports the goals of Keystones to Opportunities by providing a common language for literacy instruction in content area classrooms, incorporating formative assessment in the daily routines of the classroom, and by including students as partners in their literacy development. In addition, RA assists teachers in making the instructional shifts necessary to meet the expectations of the PA Common Core.
6. Reading Apprenticeship
Building Blocks for Literacy Includes the following components: oral language, phonological awareness, phonies and word study, accuracy and fluency, vocabulary, comprehension, and writing. These building blocks provide students with age-appropriate, explicit, evidence-based, and systematic instruction. This module will identify and reflect on key skills and components of early literacy development.
5. Building Blocks of Literacy
When parents/families are involved, students have higher grades, tests scores, and graduation rates. Students also have increased motivation and self-esteem. There are fewer instances of violent behaviors, decreased use of drugs and alcohol, and a lower rate of suspensions. Additionally, students are enrolled in more challenging courses and have better social skills (Michigan Department of Education, 2002). This module will help teachers to list, describe, and justify action steps to improve family engagement.
4. Family Literacy and Family Engagement
Pennsylvania is utilizing Victoria Bernhardt's data model as the basis for KtO sub-grantees to assess their current literacy practices and reading outcomes. The real power of this model is in Bernhardt's identification of information that can be gleaned from the intersection of the dimensions - the prediction of actions/processes/programs that best meet the learning needs of all students. This module will assist teachers in developing an understanding of using data-based decision-making for improving literacy achievement.
3. Data Analysis and Decision Making
When building a comprehensive literacy plan, we must consider the perceptions in literacy instruction for ELLs. Also, it is important to utilize technology to create a student-centered, authentic, and engaging classroom environment that allows for ELLs to make culturally responsive connections. With this module, we will better identify challenges and roadblocks in literacy for ELLs as well as create strategies that will benefit all students, but specifically ELLs.
2. Navigating Content with English Language Learners (ELLs)
YEAR ONE TRAININGSUDL is a framework that allows teachers to address all learners by meeting their diverse needs and abilities through the three principles that are based on brain research: Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. This module helped us to develop a common understanding of UDL, identify examples and resources, and apply these to lesson plans.
1. Universal Design for Learning and Digital Technology
LDC provides practical supports and common tools to help develop high quality assignments, instructional modules, and courses, which will increase college and career readiness. The assignments require students to read, analyze, and comprehend texts and media related to essential discipline-specific content and then write arguments, explanations, or narratives in the subjects they are studying.
An educational priority for Pennsylvania is improving literacy outcomes for disadvantaged students. Here we will identify how educational structures support all students. We will develop an understanding of general assistive technology, supports and accommodations to support the reading needs of our students, and develop an understanding of how children learn to read and areas where some children have difficulty.
YEAR TWO TRAININGS
10. Higher Order Thinking
The Higher Order Thinking module focuses on the H of the H.E.A.T. Rubric. Students are taught how to function at the higher level of Bloom's Taxonomy. This module helps teachers to better understand how to encourage his/her students to analyze, evaluate, and create rather than to simply just recall or identify.
11. Engaging Students
The Engaging Students module focuses on the E of the H.E.A.T. Rubric. Here, students are encouraged to show their 'know how' of something important and challenging, not just their knowledge. Students will collaborate to define the task, the process, and/or the solution. Collaboration will extend beyond the classroom as well. This module helps teacher to be able to motivate student interaction and interest in the classroom content.
YEAR THREE TRAININGS
12. Authentic Connections
The Authentic Connections module focuses on the A of the H.E.A.T. Rubric. Teachers guide instruction based upon tasks that people might actually do outside of the classroom, with a focus on real life issues, themes, and/or problems. The learning is directly relevant to the students and involves creating a final product that has a purpose in the real world. This module helps teachers learn how to manipulate his/her current level of instruction to incorporate more real world learning opportunities for his/her students.
13. Technology Tools
The Technology Tools module focuses on the T of the H.E.A.T Rubric. Teachers are expected to technology in a way that promotes student learning, both inside and outside of the classroom. Students use self-selected digital resources to accomplish classroom learning goals beyond conventional strategies. This module instructs teachers on how to best meet the technology needs of his/her students while encouraging self-selection rather than teacher-selected learning.