KtO Content Module Descriptions

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KtO Content Module Descriptions Powered By Docstoc
					            Keystones to Opportunity Content Trainings

     The Keystones to Opportunity initiative will provide opportunities for educators to receive continuing
  professional development support that will enable them to teach effectively in 21 st century classrooms and
schools. With this in mind nine content areas have been identified as critical in the successful implementation
   of the grant’s initiatives. Baseline training modules in each of the areas will be developed and delivered
                                statewide to educators from the sub-grantee sites.


   1. Universal Design for Learning and Digital
   Technology
        For all statutory areas
        Brain research that identifies three             2. Navigating Content with English Language
          networks that support learning                  Learners (ELLs)
        Design of learning environments with                  For all statutory areas
          multiple means of representation, action             English Language Proficiency Standards
          and expression, and engagement                         and their specific characteristics
        Development of learning activities                    Culturally responsive literacy practices
          accessible for all students                          Scaffolding instructional strategies and
        Technology tools that support UDL                       principles to foster literacy development in
                                                                 ELLs




   3. Data Analysis and Decision Making
        For all statutory areas
        Data-based decision making
        Use of data to identify actions, processes,      4. Family Literacy and Family Engagement
          and programs to meet the learning needs              For birth - age 5, elementary and middle
          of all students                                        school
        Focus on the four dimensions of Victoria              Benefits of family engagement and family
          Bernhardt’s Multiple Measures of Data:                 literacy
          demographics, perceptions, student                   Focus on supporting parental leadership in
          learning, and school processes.                        literacy at home
                                                               Importance of creating partnerships
                                                                 between families and early childhood
                                                                 providers and schools
5. Building Blocks of Literacy                         6. Reading Apprenticeship
     For birth-age 5 and elementary                        For middle and high school
     Reading Skills: language (vocabulary/word             Instructional framework for developing
        study and comprehension), phonological                academic literacy across all disciplines
        awareness, print awareness, accuracy,               Framework dimensions linked by internal
        fluency, and writing                                  and external metacognitive conversations
     Application of approaches in individual               Integration of students’ motivational
        classrooms                                            needs with skills to provide self-
     Incorporation of data based decision-                   confidence in reading complex text
        making and Standards aligned research-
        based programs




                          7. Successful Transitions Along the Literacy
                          Continuum
                               For all statutory areas
                               Research-based information on transition
                                 issues
                               Preschool transitions into Kindergarten
                               Transitions related to other age groups and
                                 sub-populations




8. Implementing the Common Core State                  9. Supporting Learners with Special Needs
Standards (CCSS) and the Literacy Design                    For all statutory areas
Collaborative (LDC)                                         Role of Response to Instruction and
     For the middle and high school                          Intervention (RtII) and Universal Design for
     Connections among the Pennsylvania                      Learning (UDL) in supporting all students
       Comprehensive Literacy Plan, the CCSS,                 Research related to inclusion
       and LDC                                              Research related to accommodations for
     Use of LDC framework to distribute CCSS                 various exceptionalities
       across secondary content areas                       Emphasis on foundational and focus skills
     Creation of discipline-specific tasks that              at each grade span
       involve reading and writing

				
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