2022 Series - This was copied directly from the website:  "Syntactic knowledge, the ability to understand a variety of grammatical structures within the context of a sentence, supports students’ comprehension of text. This session presents research on syntax and explains its critical role in comprehending complex text. Armed with this understanding, educators learn how to teach their students the functions of sentence parts—words, phrases, and clauses—in order to show them how to unpack the meaning of sentences they encounter in text.

Objectives: 

1. To share research on the role that syntactic knowledge plays in reading comprehension
2. To explain why teachers need to build their own syntactic knowledge
3. To present some instructional activities to support students’ ability to comprehend a variety of sentences

Dr. Margie B. Gillis, Ed.D. is a Certified Academic Language Therapist, a research affiliate at Haskins Laboratories and the founder and president of  Literacy How, a non-profit organization that provides professional development for teachers on how to apply the Science of Reading. Margie is also the president of Anne Fowler Foundation providing scholarships for educators. She is the co-founder of Smart Kids with LD, the former president of ConnBIDA, and a board member of the Academic Language Therapy Association and the Reading League of CT. She is an editor of the IDA Perspectives Journal and the Reading League Journal and a professional advisor for Understood, ReadWorks, and the International Foundation for Effective Reading Instruction. Margie believes that learning to read is a civil right and that all children benefit from research and evidence-based instruction.

https://spotlightonstructuredliteracyfeb2022.eventbrite.com"

2022 Series - This was copied directly from the website:  "

Dual Language Learners (DLLs)—students from homes in which a language other than only English is spoken—are a vastly heterogeneous student population. Indeed, DLLs’ home and English language proficiency vary widely. Reading in English builds on English language skills, so it may seem unsurprising that DLLs who are in the process of acquiring English language proficiency tend to persistently show lower English reading achievement than their English-proficient peers. However, it is also the case that the vast majority of DLLs are U.S.-born and have been instructed in predominantly English-only contexts since formal school entry. Thus, the national English reading achievement profile of DLLs raises serious questions of equity, centered on the extent to which DLLs’ language needs in the service of reading achievement are effectively being met. In this talk, I discuss the many parallels between the underlying process of English reading development among English-proficient students and DLLs acquiring English proficiency while attending to unique developmental considerations for best supporting DLLs’ reading development and achievement.  

Jeannette Mancilla-Martinez is an Associate Professor in the Special Education Department, as well as Associate Dean for Academic Affairs and Graduate Education at Peabody College. She holds a M.Ed. and Ed.D. in language and literacy from Harvard University, as well as a B.A. in liberal studies with a concentration in English and Spanish from Mount Saint Mary’s College. She is a 2013 National Academy of Education/Spencer Postdoctoral Fellow, a 2013 Hellman Fellow, and a 2017 English Language Learners Policy Fellow. Jeannette’s program of research is focused on advancing students’ language and reading comprehension outcomes, including those of students from linguistically diverse and low-income homes. Her research is anchored on reading development, with a focus on the central role of supporting students’ language comprehension to mitigate later reading comprehension difficulties. Her most recent work examines the intersection of language and special education status. Jeannette was appointed to the National Assessment of Education Progress Standing Committee on Reading in 2017, is a Research Affiliate for Tennessee Education Research Alliance and serves on the Early Literacy Advisory Council for the Tennessee Department of Education.  Learn more about our presenter and her research HERE:"
https://peabody.vanderbilt.edu/bio/jeannette-mancilla-martinez

 2022 Series - This was copied directly from the website:  "Teachers always want more time to engage their classes with meaningful content and sharpen students’ essential writing skills, so why not combine these endeavors? During the session, participants will review the empowering potential of uniting content and writing instruction. Then they will be presented with a process to follow to create expository writing units on any topic. Examples of sentence, paragraph, and essay activities will be shared at a variety of grade and skill levels.

Laura Dreyer is a teacher at The Schenck School. Before moving to Atlanta, she worked at The Windward School in New York as a teacher and staff developer. For more than a decade, Laura has supported students with language-based learning disabilities, their teachers, and their parents through classes, presentations, mentoring, and private tutoring. Laura earned a master’s degree in literacy and holds certification from the International Multisensory Structured Language Education Council (IMSLEC) at the teaching level."

 This is copied directly from the website:  "Across the US there has been an increase in the passage of dyslexia legislation, including stipulations for educator training. This webinar will provide resources to help educators better understand dyslexia training programs and help determine the most appropriate training path for them. The webinar will also help parents evaluate the dyslexia training used by local education agencies and/or tutors. This webinar includes the following: Overview of the International Dyslexia Association Knowledge and Practice Standards, Information about the programs accredited by the International Dyslexia Association, and Review of certificate and endorsement programs provided by independent organizations, colleges and universities, and regional educational service agencies.

(Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s, psychologists, and parents, undergraduate and graduate students)

Jennifer Lindstrom, Ph.D., is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. She is also Co-Director of the Graduate Certificate in Dyslexia/Dyslexia Endorsement program. Her teaching and research focus on causes and treatment of dyslexia and other learning disabilities, issues surrounding the provision of accommodations to individuals with dyslexia and other learning disabilities, and early literacy with a focus on teacher training and the use of research-based methodologies for improving student performance.

Nora Schlesinger, Ph.D., was a classroom teacher for almost 20 years. She became a Certified Academic Language Therapist to help support her own child with dyslexia and the children she taught. Before receiving a Ph.D. in Speech and Hearing Science from Arizona State University, she worked as a dyslexia therapist at an independent school for individuals with learning differences in Scottsdale, AZ. She is currently an Assistant Professor of Literacy at Kennesaw State University in the Department of Elementary and Early Childhood. Dr. Schlesinger’s research interests focus on reading and writing development and disorders, such as dyslexia and dysgraphia. Her research interests also include structured language instruction and training for preservice and in-service teachers and understanding the impact it has on children’s literacy." Participants will receive the link information after registering.

This is copied directly from the website:  "The goal of this 3-webinar series:

To inform and enlighten teachers, administrators, other education professionals, parents, and policymakers about dyslexia and the science of reading. Our speakers are highly regarded academics from research and teaching institutions in the United States:

• Devin Kearns, U of Connecticut, Center for Behavioral Education and Research, and Haskins Laboratories
• Nora Schlesinger, Kennesaw State University
• Jennifer Lindstrom, University of Georgia
• Nicole Patton Terry, Florida State University and Director, Florida Center for Reading Research

Dyslexia is a serious reading disorder affecting 5 to 10% of individuals in the United States. However, its causes and the best treatments for it are not well-understood. Dr. Devin Kearns will begin with an explanation of the skills students require for reading success and then address the nature of dyslexia and how it causes reading problems.  Finally, Dr. Kearns will provide guidance about the elements of instruction that are essential for the success of students with dyslexia and how to address dyslexia within an MTSS/RTI process. The goal of the presentation is for attendees to leave with a strong understanding of the types of problems involved in dyslexia and knowledge about the critical elements of instruction. (Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s, psychologists, and parents)

In this first webinar in the 2021 IDA-GA Dyslexia Knowledge Series, Dr. Devin Kearns begins with an explanation of the skills students require for reading success and then addresses the nature of dyslexia and how it causes reading problems. Finally, Dr. Kearns provides guidance about the elements of instruction that are essential for the success of students with dyslexia and how to address dyslexia within an MTSS/RTI process. The goal of the presentation is for attendees to leave with a strong understanding of the types of problems involved in dyslexia and knowledge about the critical elements of instruction.

Devin Kearns, Ph.D., University of Connecticut, Center for Behavioral Education and Research and Haskins Laboratories helps us define and identify dyslexia and the instructional components that will help dyslexic students learn to read. Devin M. Kearns, Ph.D. researches reading disabilities—including dyslexia—in school-age children. His research focuses on linking educational practice to cognitive science and neuroscience in collaboration with colleagues at Haskins Laboratories and the Brain Imaging Research Center at UConn. He and his colleagues examine the neurobiological change that occurs as students learn to read. They are also developing a new reading intervention designed to link word reading and meaning and examine how the intervention affects students’ patterns of cognitive processing. He and his colleagues are also developing and testing a game-based dyslexia screening app. Devin has seven years of classroom experience as a teacher, literacy coach, and reading specialist. He continues to help schools and districts implement high-quality reading instruction—including demonstrating how to implement evidence-based reading instruction." After registering, participants will receive the link information.

This is copied directly from the website:  "For nearly 20 years, the Florida Center for Reading Research (FCRR) has led the field in understanding and addressing reading development, assessment, instruction, and intervention.  In this 3rd webinar in IDA-GA’s 2021 Dyslexia Knowledge Series, learn more about how FCRR harnesses the power of research, innovation, and engagement to ensure that all children learn to read. (Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s)

Nicole Patton Terry, Ph.D., is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research, and Deputy Director of the Regional Education Lab—Southeast at Florida State University (FSU). Prior to joining FSU in 2018, she was an Associate Professor of Special Education and the founding Director of the Urban Child Study Center at Georgia State University. She founded and directs The Village at FCRR, a division that takes a collective impact approach to creating and maintaining research partnerships with diverse community stakeholders to promote reading achievement, school readiness, and school success among vulnerable children and youth.  She currently serves as an Associate Editor for the Journal of Learning Disabilities, a board member for the Society for the Scientific Study of Reading, and a fellow of the American Speech-Language-Hearing Association.  Dr. Terry earned a Ph.D. from Northwestern University’s School of Communication Sciences and Disorders, with a specialization in learning disabilities. She was a special education teacher in Evanston Public Schools in Evanston, IL. Dr. Terry’s research, innovation, and engagement activities concern young learners who are vulnerable to experiencing poor language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities.  Her research and scholarly activities have been supported by various organizations, including the National Institute of Child Health and Human Development, the Institute of Education Sciences, the Annie E. Casey Foundation, and the Spencer Foundation." Participants will receive the link information after registering.

This is copied directly from the website:  "This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module. Much of the information from that previous version can still be found in part two of the series." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:  "Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:

Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.

 The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

This class is designed to be implemented in the first four weeks of school.

Week One:  Community Building

We know we MUST build relationships – but how?

             Rituals and Recognition

             Monday Meetings – How to establish & content suggestions

Team Building – 2-5 min activities to infuse into your day

             Connections – How and when do you foster?

Week Two: What are my gifts? 

             Importance of Self Worth & Self Confidence to Success

             Identifying gifts – recognition

                          Suggested activities & resources                  

Week Three: How am I smart?

             The Key to Motivation is Self Confidence

Multiple Intelligence Theory – How are you smart? We all have 8 intelligences.

             Activity – How I Learn Bingo – Students get to know how I/classmates learn. Visit

www.behaviorqueen.com/resources

20%time/Genius Hour – We all have genius? What is yours?

Week Four: What are my goals?

             Discuss Hopes & Dreams from Week One – revisit Goals

             Data Talks

             Effort vs. Achievement Rubric

             Teaching Stamina

                           Resource: Seesaw

Here are some guaranteed take aways....

Strategies for holding successful community meetings K-12

• Template for building your Community Agreement with student input
• 8+ classroom appropriate strategies to teach students for self regulation
• FREE resources shared

Trauma Informed Care or trauma informed practices may be new terms for many educators. We are aware of the presence of trauma in students' lives, but we are not sure how we can help? This course is designed to share "how to" set up a classroom that uses best practices in de escalation and coaching students in crisis.

What you will learn in this course:

• Overview of ACES - the Adverse Childhood Experiences Study
• Difference between learning brain and survival brain
• How to teach self-regulation skills
• How to set up a de-escalation space 
• Many simple, yet effective, strategies to create a trauma sensitive classroom

  Reframe mindsets

  Many students who struggle with school have a negative personal narrative. This course teaches strategies to help students reframe their story and focus on what is right vs. what is wrong.

  Language of disagreement

  Your students won't always agree with you, but HOW they disagree is what causes frustrations. Amie will give you guidelines on how to teach students to disagree.

   

   

   

I have asked thousands of teachers across the US what they believe to be the most important component of any successful classroom management approach. Over 90% have responded with the word CONSISTENCY. There are many ways to create positive classroom communities, but the absence of consistency can sabotage every approach. In this course, I will share strategies I have learned in the last 25 years that are simple, effective, and have helped me create consistent systems in the classroom.

In this course for K-12 educators you will:

• Reflect on personal strengths and areas for growth
• Identify common mistakes and how to avoid them
• Discuss Behavior Science 101 - steps to help students change
• Set up Classroom Discipline Cycle (templates provided)
• Set up a Community Agreement
• Learn various Positive Reinforcement Systems
• View no cost resources to support your systems
• Receive the following for FREE
• Community Agreement Template
• Classroom Discipline Cycle Template
• First Four Weeks Planning Guide
• Better Next Year Planning Guide

This is copied directly from the website:" This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour)." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

 This is copied directly from the website: "This module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

 This is copied directly from the website: "This module outlines the benefits of implementing PALS for Grades 2-6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

This is copied directly from the website: "This module outlines the benefits of implementing PALS for High School, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

This is copied directly from the website:  "Developed specifically with middle and high school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education)." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:  "The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

* Note: Before you proceed, we recommend that you first work through the first module: Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-out Cycle ."  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

 This is copied directly from the website:  "Developed specifically with elementary school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education).

"  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:  "The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team. * Note: Before you proceed, we recommend that you first work through the first module: Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-out Cycle."

The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

 This is copied directly from the website: "This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours)."  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course.