Proven Effective, High Quality Professional Development That Gets Immediate Results!

Differentiating Instruction: Guidelines for Implementation

Presenter: Dr. Vicki Gibson, Ph.D.

Differentiating instruction means teaching differently to address increasingly diverse student needs. Teachers report they need help with managing whole class and small group instruction so that teaching specific to student needs can occur. This session provides research and evidence-based routines that increase opportunities for student interaction, collaborative and independent practice, and small group lessons that include skills-focused teaching and guided practice. This procedural model applies to any grade level or content area.

Content for this session is based on two books, Differentiated Instruction: Grouping for Success (2008), and Differentiating Instruction: Guidelines for Implementation (2009), both authored by Vicki Gibson, Ph.D. and Jan Hasbrouck, Ph.D., available at www.gha-pd.com.

Outcomes: Participants attending this session will learn:
  • Updated information about research
  • Routines and procedures for managing classrooms, whole class and small group lessons
  • Teaching methods that increase student interaction, guided and independent practice opportunities and teaching to improve instructional effectiveness and student outcomes.

Audience: Administrators, Teachers, and Paraprofessionals

Key Ideas Covered During Training
  • Applying research and informing practice
  • Grouping for instruction and guiding
  • Providing teacher-led, small-group lessons
  • Using routines to improve management
  • Improving instructional effectiveness
  • Providing guided practice in workshops practice
  • Building skills for independent practice
  • Monitoring to sustain success

Managing Behavior to Support Differentiating Instruction

Presenter: Dr. Vicki Gibson, Ph.D.

Differentiating instruction can present a management challenge if expectations are not clear, have not been modeled and taught, and there is no consistent follow through. Students need guidance to learn how to self-regulate, make choices and manage their behavior during interactive, collaborative activities. This session presents Two Choice Discipline (TCD), a proactive communication system that helps teachers and parents offer choices and consequences within preset boundaries to teach students about self-regulation and responsible decision-making.

Content for this session is based on materials authored by Dr. Gibson, Managing Behavior to Support Differentiating Instruction (2010), and Parenting Responsible Children (2010), available at www.gha-pd.com.

Outcomes: Participants attending this session will learn:
  • How to listen actively and communicate proactively
  • How to offer preset choices and consequences as safe boundaries for participation
  • How to teach responsible, accountable decision-making and develop self-regulation
  • How to clarify expectations for students when a teacher is working with another small group
  • How to communicate respectfully and become accountable for choices or consequences.

Audience: Administrators, Teachers, Paraprofessionals, and Parents

Managing Behaviors with Choices and Consequences

Presenter: Dr. Vicki Gibson, Ph.D.

Communicating with young children and managing their behaviors differs significantly from traditional practices used with older students. Communication systems, performance expectations, and activity choices must be explained clearly, modeled and practiced before and implementing in classrooms. This session provides evidence-based routines and procedures that help teachers and paraprofessionals clarify their expectations for cooperative social behaviors so that high quality instruction and practice can occur with less interruptions.

The content for this training has been developed and used successfully for 25 years in preschools owned and directed by Dr. Vicki Gibson. Dr. Gibson has authored numerous professional development materials including resources used in this session: Managing Young Children’s Behaviors with Two Choice Discipline (2010) and Parenting Responsible Children (2010), authored by Vicki Gibson, Ph.D. and Julie Wilson, MA., available at www.gha-pd.com.

Outcomes: Participants attending this session will learn:
  • Understand the research and rationale for creating environments that develop self-management
  • Develop proactive, positive ways to communicate expectations clearly
  • Create reasonable choices and consequences that you can live with
  • Model and teach acceptable responses that encourage cooperation and collaboration
  • Practice decision-making and accepting responsibility for choices.

Audience: Administrators, Teachers, Paraprofessionals, and Parents

Meeting the Needs of Struggling Readers

Too many students in our classrooms struggle with learning to read. This workshop describes the characteristics of students who become struggling readers, and presents research-supported and classroom-proven approaches to address these students’ needs. The research behind effective reading instruction and how powerful instruction affects students’ learning and success will be presented. Components of effective instruction will be defined and specific examples provided. The key instructional components of phonemic awareness, phonics, fluency, vocabulary, and comprehension—along with study skill strategies—will be presented within a real-world model to help teachers, principals, and specialists collaborate effectively to provide reading instruction for ALL students. Specific practice opportunities will enhance the participants’ experience.

Outcomes: Participants attending this session will learn:
  • The research-based components of effective instruction.
  • To define the five key components of reading: phonemic and phonological awareness; phonics and decoding; fluency; vocabulary; comprehension.
  • Specific strategies for effective instruction for each of the five key components, plus passage reading and study skills.

Parenting Responsible Children

Presenter: Dr. Vicki Gibson, Ph.D.

Learning to exercise responsible decision-making and become accountable for one’s attitudes and actions involves hard work, modeling, instruction and practice. This session presents Two Choice Discipline, a communication system that helps parents model and teach personal responsibility and accountability. TCD helps parents offer choices and consequences within present boundaries. Children learn how to listen actively, think about options and apply good judgment to make decisions when participating at home and school.

Content for this session is based on materials authored by Dr. Gibson, Managing Behavior to Support Differentiating Instruction (2010), and Parenting Responsible Children (2010), available at www.gha-pd.com.

Outcomes: Participants attending this session will learn:
  • How to communicate proactively and offer preset choices and consequences
  • How to teach responsible, accountable decision-making and develop self-regulation
  • How to help students work cooperatively or independently while the teacher works with another small group
  • How to communicate respectfully and be accountable for choices or consequences.

Audience: Parents, Guardians, or any adult responsible for communicating with children and young adults

Putting Fluency in Perspective

The National Reading Panel report identified fluency as “a critical component of skilled reading…often neglected in classroom instruction.” Educators across the country took this notice to heart and as a result reading fluency is now a BIG part of teaching and assessing. There are some who feel that there is now perhaps too much emphasis on fluency. This session—presented by one of the nation’s experts on fluency—provides: (1) a summary of research on the role of fluency in reading, (2) details procedures to identify students who need fluency instruction, and (3) a description of a systematic, explicit and effective strategy to improve the reading fluency of all students. The role of fluency-based curriculum-based measures (CBM) to screen students and monitor their overall progress in reading will also be addressed. This workshop provides an opportunity to reflect on how fluency should fit into a comprehensive and effective reading program.

Outcomes: Participants attending this session will learn:
  • How to define reading fluency for instruction and for assessments.
  • Why fluency is important and how to assess whether or not students may need additional fluency support.
  • Effective instructional strategies for improving students’ reading fluency (reading well for understanding and motivation).

Content for this session is based on materials being developed by Dr. Hasbrouck and Dr. Deb Glaser: Reading Fluency: Assessments and Intervention Strategies available at www.gha-pd.com.

RTI for Instructional Leaders

Presenter: Dr. Jan Hasbrouck, Ph.D.

In this age of mounting educational accountability and RTI framework implementation, educators are being asked to administer increasing numbers of reading assessments. All this testing consumes time and requires considerable paperwork. Many educators are becoming frustrated and wondering if all this testing is really helping students.

Similar to physicians, educators must use assessment tools to inform and guide professional decisions regarding students’ academic “health and wellness.” However, because it is instruction—not testing—that represents schools’ most important task, we must select and use reading assessments efficiently and effectively.

Outcomes: Participants attending this session will learn:
  • Understanding why assessments are necessary for professional decision-making in Response to Intervention (RTI) models
  • Determining which reading assessments provide the most essential information
  • Analyzing how educators can effectively and efficiently collect and use assessment data to improve student outcomes
Key Ideas Covered During Training
  • Using assessments within RTI
  • Establishing a parallel to physicians
  • Defining four categories of assessments
  • Collaboratively analyzing and sharing data
  • Applying diagnostic assessments
  • Using results to plan effective intervention
  • Making instructional decisions

SAILS: Using Standards, Assessments, Instruction & Intervention, Leadership and Sustained Wide Commitment to Develop a Systemic Instructional Model for Academic Achievement K-12

The challenge of improving students’ academic achievement on a school-wide and district-wide basis is daunting at best. While challenging, it can be done. Students’ academic skills and outcomes improve significantly when schools on five critical and interrelated areas: Standards, Assessments, Instruction & Intervention, Leadership and Sustained Commitment (SAILS). A large body of effective schools research supports adopting standards, using assessment data to guide instructional decisions, and implementing high-quality instruction and interventions using proven methods and materials. Leadership weaves these components together, resulting in improved practice and higher achievement. A sustained commitment ensures the system-wide success of these efforts. The rationale and support for a multifaceted systems approach comes from policy evaluations, theory, and logical conclusions from field implementations (Education Commission of the States, Nov. 2002; Educational Research Service, 1998). This session reviews the research-base for SAILS, and describes how effective schools use each component to create a systemic, multi-component plan that improves the proficiency of both challenged as well as highly-skilled students.

Outcomes: Participants attending this session will learn:
  • The research on effective schools—what does it tell us about how to improve our own schools?
  • The five components of SAILS: Standards, Assessments, Instruction & Intervention, Leadership and Sustained Commitment.
  • Details about how each component of this model can be applied to every school’s improvement model.

Student-Focused Coaching

Presenter: Dr. Jan Hasbrouck, Ph.D.

Coaching has become a popular school model to provide professional development and support that improves teachers’ instructional skills and students’ reading/literacy skills. Unfortunately, few teachers assigned to “coach” are receiving sufficient training or support to adequately perform the role. This situation is complicated by the fact that few administrators understand this new role or how to provide necessary support.

This seminar will benefit both novice and veteran coaches (in reading or other content areas), as well as administrators who support coaches. Various models of coaching are presented along with an overview of Student-Focused Coaching (SFC; Hasbrouck & Denton, 2005 & 2009). The bulk of the seminar explores key strategies to ensure coaching success.

Outcomes: Participants attending this session will learn:
  • Identifying tools to make coaching and collaboration successful
  • Understanding how to partner effectively with the principal
  • Discovering how to work with ALL teachers (whether open or reserved)
  • Using systematic problem-solving strategies to promote collaborative success
Key Ideas Covered During Training
  • Coaching overview: Why? Who? What?
  • Four kinds of coaching models
  • Student-Focused Coaching
  • Key skills for effective communication
  • Role-play activity in triad groups
  • Problem-solving scenario

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Books and Professional Development Materials

Authored by our co-founders, Jan Hasbrouck, Ph.D. and Vicki Gibson, Ph.D., can be ordered with purchase orders.

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