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PearsonPD.comPearsonSchoolImprovement.com

Pearson2013Elementary Solutions | Online Professional Learning Services

Professional Development &Specialized Support ServicesSchool Achievement ServiceS

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ContentS

Flipped learning .......................................................................... 6

english language learners ........................................................10

literacy ...................................................................................... 20

mathematics .............................................................................. 25

rti ............................................................................................... 29

Science ........................................................................................31

Stem .......................................................................................... 32

Special Populations ................................................................... 33

complement or Supplant Your Face-to-Face Professional Developmenthigh-quality online services delivered in self-paced, live online, and fused online modalities

•Schedule friendly

•lower cost

•Totallyeffective

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Live online CourseSeSSIon 1 SeSSIon 2

Live online Classroom Live online Classroom

•instruction•Discussion•Activities


Self-Paced CourseSeSSIon 1 SeSSIon 2 SeSSIon 3 SeSSIon 4 SeSSIon 5

Self-Paced Self-Paced Self-Paced Self-Paced Self-Paced

Fused online Course (live online and self-paced)SeSSIon 1 SeSSIon 2 SeSSIon 3 SeSSIon 4 SeSSIon 5

Live online Classroom Self-Paced Self-Paced Self-Paced

Live online Classroom



online Professional Learning Services Models* * Short and long course durations up to 18 hours seat time are available. examples show 6-hour seat time.

Save money and time with Pearson’s online Professional learning Services online Professional Learning Lookingforaneasyandcost-effectivewaytoimplementqualityprofessionaldevelopment?TryoneofPearson’s online professional learning services. the online route is schedule-friendly and allows teachers, administrators, and specialists to build their capacity through interactive learning modules that provide videos of classroom implementation, teaching tips, and insight from Pearson’s authors and education experts.

What’syourschool’sordistrict’slearningstyle?Chooseself-paced,fused,orliveonlinemodalities,orcombine them with face-to-face training for a great blended solution.

Completely guided

Somewhere in between

Completely independent

Self-Paced Course: Course modules are completed at the user’s convenience.

Fused online Course: Combines Self-Paced modules plus scheduled Live online sessions into one course.

Live online Course: online, real-time, instructor-led training and virtual coaching.

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Whether you choose shorter or longer duration courses, get more results with our relevant, cost-effective,schedule-friendly,andeasy-to-implementevidence-basedonlineprofessionallearningservices.

Schedule Friendly•courses are convenient and easy to implement

•live online services can be scheduled before or after school

•Self-paced modules for any time, any where learning

Lower Cost•no need for release time for teachers

•no need for substitutes

Relevant and Effective•evidence-based and interactive

•Videoexamples,hands-onmultimedia,andparticipantreflectionactivities

•virtual mentors provide personalized feedback

•Final projects are assessed

About Fused online Courses

SelF-PAceD live online

individual online cohort in Same room CohortinDifferentPlaces

oR+

english language learners response to intervention common core State Standards

online Services

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3. ReMote MentoRInG

Upon returning to the classroom to try out a “Flipped” lesson, participants have an opportunity to debrief with our experts on their experience. they participate in two webinars to receive feedback from our facilitator and share their thoughts with their peers.

topics addressed:

•Debriefonyourinitialflip

•Adaptations for various disciplines/grade level

•review personal workplan

WhatisFlippedLearning?Flipped learning happens when the teacher’s lecture is delivered outside of the traditional class time, via a video students view on their own. class time is used for active problem solving by students and one-to-one or small group tutoring with the teacher. Students can watch the short lectures as many times as they wish to grasp the content and then come to class ready to jump into the lesson, answer questions, work on collaborative projects, and explore the content further. teachers are embracing Flipped learning in elementary and secondary schools for all disciplines.

Thisnewblendedlearningclassoffershands-onprofessionaldevelopmenttolearnhowtoflipyourclassandreacheverystudenteveryday.Theflippedclassroomuses modern technology to create a sustainable, reproducible, and manageable environment for student-centered learning. With the transfer of foundational knowledge outside of class time, students are asked to take ownership of their own learning. educators are able to personalize each class and increase time spent with each student.

1. onLIne PRe-WoRK

Following the Flipped learning model, participants review a number of self-paced modules and complete some activities on their own. they come prepared to the face to face session with a solid understanding of the instructional model.

topics addressed:

•WhatisFlippedLearning?

•the four pillars of Flipped learning:

•Flexible environment

•learning culture

•intentional content

•Professional educator

2. on-SIte (1 DAY)

During the on-site day, participants collaborate with their peers and review case studies to learn how to restructure their instructional time now that students are reviewing content prior to class. At the end of the day, participants identify a lesson that they want to “Flip” and create an activity organizational guide that they can use with their students.

topics addressed:

•What to do in class the next day

•video creation

•transform an existing lesson to the Flipped learning model

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Impact on teachers Impact on Students

Source: A TeacherView™ Survey by ClassroomWindow and the Flipped Learning Network™, conducted June 2012

The more I flip, the more I want

to flip!

JoB SAtiSFAction

online inStrUction

hAve PUt 50% or more oF

their inStrUction online

rePortinG more thAn 75% online

imProveD SiGniFicAntlY

imProveD

rePort teSt Score

imProvement

rePort StUDentS’ AttitUDe

imProvinG

StAnDArDiZeD teSt ScoreS

StUDent AttitUDeS

88%

46%43%28%

67% 80%

99% would use it again next year

Teachersreportedbenefitsforallstudents, and in particular AP and

Special needs students.

Who’sFlipping?

The more I flip, the more I want

to flip!mAth

32%

elA

12%

Science

46%

SUBJectS moSt FreQUentlY “FliPPeD”

85% 91% 95% 50%

7+ years of teaching

have used the flippedmodelless

than 2 years

of respondents are secondary

school teachers

from suburban schools

25% urban 25% rural

“ i will never go back to traditional teaching methods.

It’sdifferentiationonsteroids”

“ i have taught math for 10 years and have never seen my student work this hard or learn this much.”

“ Flipping my classroom has dramatically improved the number and quality of interactions with individual students.”

SURVeY on FLIPPeD CLASSRooMS ReVeALS…

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“ Three years ago we

decided to flip our entire

high school. Flipped

learning allows my teachers

to better connect with

their students in small

groups instead of one large

anonymous class. The

teacher collaboration has

been incredible, with all

of our teachers working

towards common goals.

With more time on task in

the classroom our students’

test scores have increased.

We have fewer kids failing,

more kids succeeding with

better teacher/student

relationships.” —Greg Green, Principal clintondale high School

clinton township, michigan ThefirstFlippedHighSchoolintheUS

meet our Flipped learning expertsJon Bergmann and Aaron Sams are considered the pioneers of Flipped learning, coauthors of the bestselling book Flip Your Classroom: Reach Every Student in Every Class Every Day (iSte/AScD, 2012), and sought-after speakers and trainers. eight years ago, as science teachers in a rural high school in colorado, they recorded their lectures for students who were missing class due to sports, illness or other absences so they could keep up with their class; little did they know they would become the “go-to guys” for Flipped instruction. they are also the founding board members of the Flipped learning network™, with the mission to provide educators with the knowledge, skills, and resources to successfully implement Flipped learning.

Jonathan Bergmann Flipped Learning expert

• lead technology Facilitator for the Joseph Sears School in Kenilworth, il

• Presidential Award for excellence for math and Science teaching in 2002 and wasnamedsemi-finalistfortheColoradoteacher of the Year in 2010

• Bachelor’s degree is in Science education from oregon State University and he holds a master’s degree from the University of colorado at Denver in instructional technology

Aaron Sams Flipped Learning expert

• Director of Digital learning and Director of Admissions at the reformed Presbyterian theological Seminary in Pittsburgh, PA

• Awarded the 2009 Presidential Award for excellence in math and Science teaching

• B.S. in Biochemistry and an m.A.ed., both from Biola University

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Foundations of Flipped Learning: Blended Model

LenGth: 1 day on-site and 6–8 hours online

Theflippedclassroomusesmoderntechnologytocreateasustainable, reproducible, and manageable environment for student-centered learning. With the transfer of foundational knowledge occurring outside of class time, students are asked to take ownership of their own learning. educators are able to personalize each class and increase time spent with each student. Thisflipped-modeworkshopisbasedonthepioneeringworkofJonBergmann and Aaron Sams and built in partnership with the Flipped LearningNetwork.Learnwhatflippedlearningis,whyitworks,andhowtoflipaclassroom.

oUtCoMeS:By the end of the workshop, participants will be able to:

• Determinewhattoflipinaclassroom.

• Decide where in the learning cycle to incorporate a video lesson.

• Develop intentional content.

• Flip a classroom in a mastery or inquiry-based learning environment.

tARGet AUDIenCe: K–12 educators, District Facilitators, coaches, instructional technology Specialists, coordinators

nUMBeR oF PARtICIPAntS: 25

ISBn: K–12 focus: 119351

Flipped learning

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SIoP® training for teachers: Fused online Course

eqUIVALent SeAt tIMe: 12 hours

educators gain an in-depth understanding of the components of the SioP® model and strategies to implement it in their classrooms in this multiday course. Using the best-selling research-based book Making Content Comprehensible for English Learners: The SIOP® Model, participants gain practical skills to collaborate, share, and implement lesson plans that incorporate all eight components and thirty features of SioP® in order to teach content while developing students’ academic and social language. in addition to the SioP® model text, participants receive a workbook and A+riSe sampler cards to support their implementation of the model upon returning to their schools.

oUtCoMeS:By the end of the course, participants will be able to:

• Explaineightfactorsthataffectsecond-languageacquisition.

• identify the components and features of the SioP® model.

• observe and practice each of the eight components.

• incorporate the SioP® model into lesson planning.

• Build a sample lesson using SioP®.

tARGet AUDIenCe:K–12 educators, School and District Administrators, coaches, Specialists,StaffDevelopmentSpecialists

nUMBeR oF PARtICIPAntS: Up to 50

CohoRt PRICInG

ISBn: Up to 15: 114021

ISBn: Up to 15 (+ text): 117010

ISBn: Up to 30: 114009

ISBn: Up to 30 (+ text): 116991

ISBn: Up to 50: 114007

ISBn: Up to 50 (+ text): 116993

nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.

SIoP® training for teachers: Blended Model LenGth: 2 days on-site, 10–12 hours online

Based on the face-to-face training for teachers, this blended training provides educators with an in-depth understanding of the components of the SioP® model and strategies to implement it in their schools and classrooms. educators gain practical skills to collaborate, share, and implement lesson plans that incorporate all eight components and thirty features of SioP® in order to teach content while developing students’ academic and social language.

oUtCoMeS:By the end of the training, participants will be able to:

• Identifyeightfactorsthataffectsecond-languageacquisition.

• explain how the components and features of the SioP® model are a part of good instruction for english learners.

• observe and practice each of the eight components.


• Build and deliver a sample lesson using SioP®.

• receive coaching and feedback on SioP® implementation



ISBn: 119060

english language learners

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SIoP® training for Administrators: Fused online Course


School and district administrators use the best-selling, research-based book The SIOP® Model for Administrators to learn about the SioP® model and understand how it can improve instruction for all students, including english learners. Participants consider the roles that coaches and administrators can play in supporting teachers using the SioP® model and are provided with The SIOP® Model for Administrators to support implementation upon returning to their schools.


• explain the general needs of english learners and how the SioP® model can meet these needs.

• identify how implementing the SioP® model in their schools and districts can have a positive impact on teaching all students.

• Discuss the roles that coaches and administrators can play in supporting teachers implementing the SioP® model.

tARGet AUDIenCe:District Administrators, School Administrators


CohoRt PRICInG

ISBn: Up to 15: 117002

ISBn: Up to 15 (+ text): 116994

ISBn: Up to 30: 117013

ISBn: Up to 30 (+ text): 117003

ISBn: Up to 50: 116983

ISBn: Up to 50 (+ text): 117014


SIoP® Component enrichment: Self-Paced Course eqUIVALent SeAt tIMe: 3 hours

Based on the face-to-face component enrichment days, these self-paced courses help educators sharpen their understanding of a feature of the SioP® model.

oUtCoMeS:By the end of each course, participants will be able to:

• Deepen their understanding of the features of each component of the SioP® model.

• Learnhowtocreateeffectivelessonsthatincorporatethosefeatures.

tARGet AUDIenCe:K–12 educators, District Administrators, School leaders, coaches

PReReqUISIte:SioP® training for teachers

PeR SeAt PRICInG

ISBn: lesson Preparation: 116734

ISBn: Building Background: 116861

ISBn: comprehensible input: 116735

ISBn: Strategies: 116772

ISBn: interaction: 116754

ISBn: Practice and Application: 116846

ISBn: lesson Delivery: 116855

ISBn: review and Assessment: 116872

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SIoP® Component enrichment: Fused online CourseeqUIVALent SeAt tIMe: 6 hours

Based on the face-to-face component enrichments days, these online courses help educators sharpen their understanding of a component and corresponding features of the SioP® model in a virtual setting.

oUtCoMeS:

• By the end of each course, participants will be able to:

• Deepen their understanding of the features of each of the components of the SioP® model.


tARGet AUDIenCe:District Administrators, School leaders, coaches, K–12 educators



CohoRt PRICInG

ISBn: lesson Preparation: Up to 15: 119464



ISBn: Building Background: Up to 15: 119475



ISBn: comprehensible input: Up to 15: 119446



ISBn: Strategies: Up to 15: 119457



ISBn: interaction: Up to 15: 119467



ISBn: Practice and Application: Up to 15: 119478



ISBn: lesson Delivery: Up to 15: 119449



ISBn: review and Assessment: Up to 15: 119480



SIoP® overview: Self-Paced Course

nUMBeR oF DAYS: 10 self-paced modules

the SIOP® Overview provides educators with a self-paced, in-depth understanding of the components of the SioP® model and strategies to implement it in their classrooms. these ten self-paced models include interaction, authentic classroom video, self-paced practice opportunities, assessments, and implementation activities to help transfer learning into the classroom. educators gain practical skills to implement lesson plans that incorporate all eight components and thirty features of SioP® in order to teach content while developing students’ academic and social language.

oUtCoMeS:By the end of this course, participants will be able to:

• Identifyeightfactorsthataffectsecond-languageacquisition.

• explain the components and features of the SioP® model.


• teach content while developing students’ academic and social language.

tARGet AUDIenCe:K–12 educators, District Administrators, School leaders, coaches, Specialists

PeR SeAt PRICInG

ISBn: 116858

ISBn: (+ text) 116875

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SIoP® and Assessment for Learning with english Learners: Fused online Course


Deepen understanding of research-based, high-impact formative assessment practices with english learners while implementing the SioP® model. During this course, participants examine how assessment for learning can be woven into daily teaching activities for english learners. While focusing on SioP®’s review and Assessment component and corresponding features, participants alsogainaclearunderstandingofthefivekeystoclassroomassessmentqualityasdefinedbytheprestigiousATIteam.


• Understand the keys to assessment quality for english learners.

• Understand assessment for learning practices.

• Differentiateformativeandsummativetypesofassessmentandtheir uses with english learners.

• Deepen their understanding of the review and Assessment component.

• establish clear learning targets with the content and language objectives.

• Deconstruct complex content standards, such as ccSS, into classroom-level learning targets.

tARGet AUDIenCe:School and District Administrators, School leaders, coaches and Specialists,K–12Educators,StaffDevelopmentSpecialists


CohoRt PRICInG

ISBn: Up to 15: 119500

ISBn: Up to 15 (+text): 119511

ISBn: Up to 30: 119481


ISBn: Up to 50: 119491



SIoP®: Lesson Preparation Component enrichment: Language Acquisition: Fused online Course


explore the SioP® lesson Preparation component with a unique focus on language Acquisition. During this course, participants review the research base for the component as well as critical research on language acquisition to deepen their understanding of the processes students go through when acquiring a language. Participants examine the common core State Standards’ call for increased focus on the linguistic needs of students to foster success when promoting the language development of all of their students, especially english learners. lesson planning time allows participants to work together, jointly writing a SioP® lesson under the supervision of the SioP® consultant. in addition, group discussions andactivitiesemphasizewaystoeffectivelyimplementtheLessonPreparation features with a focus on language development.


• Deepen their understanding of the lesson Preparation features with a focus on integrating language development techniques.


• Prepare their lessons implementing strategies that support english language development.




CohoRt PRICInG

ISBn: Up to 15: 119486


ISBn: Up to 30: 119495


ISBn: Up to 50: 119516



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Developing Academic Language with the SIoP® Model: Fused online Course


explore the process of identifying, writing, and implementing language objectives in SioP® model lessons. Participants learn howtoexaminethelanguagedemandsofdifferentsubjectareas,write appropriate language objectives, and incorporate them into SioP® lessons. the course is suitable for teachers who have already studied the SioP® model’s component and features and want extended practice with building academic language and literacy skills in english learners and other students.


• identify the language demands in lesson texts.

• identify the language demands of lesson tasks.

• Write language objectives for the four instructional categories in the SioP® model and incorporate them into lessons.

• Generate language objectives for curriculum units.

• Plan vocabulary and oral language activities to further students’ academic language and literacy skills.




CohoRt PRICInG

ISBn: Up to 15: 119497


ISBn: Up to 30: 119508


ISBn: Up to 50: 119498



overview the SIoP® Components and Features: Virtual Coaching


Get a refresher on the SioP® components and features. During the sessions, SioP® experts provide an overview of the eight componentsandkeyfeatures,reviewhowtowriteeffectivelanguage and content objectives, and share ideas and techniques for implementation. the sessions are live with SioP® experts who customize the overview based on cohort needs.

oUtCoMeS:By the end of these sessions, participants will be able to:

• review key SioP® components and features.

• Reviewwritingeffectivecontentandlanguageobjectives.

• learn new ideas and techniques to implement SioP®.

tARGet AUDIenCe: K–12 educators, coaches, Specialists

PReReqUISIte: SioP® training for teachers

nUMBeR oF PARtICIPAntS: max 15 participants per cohort

ISBn: 119499

SIoP® Lesson Plan Review: Virtual Coaching eqUIVALent SeAt tIMe: 6 hours

StrengthendevelopmentofeffectiveSIOP® lesson plans. During sessions, an expert SioP® consultant works with participants ontheirchallengeswithlessonplanningandoffersfeedbackfor improvement with the overall goal of improving student achievement. the SioP® consultant models live lesson preparation ideas and techniques via Webcom, which allows for great interaction during the live sessions.


• Develop new lesson plans.

• improve their SioP® lesson plan writing skills.

• identify strengths and weaknesses on their own lesson plans.

• Gain new ideas for lesson plans.




ISBn: 119531

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1515877.637.1604 | PearsonPD.com

SIoP® Activities and techniques for Implementing the SIoP® Model: Virtual Coaching


improve implementation of the SioP® model by enhancing their repertoire of SioP® activities and techniques. Participants receive coaching from a SioP®Consultantondifferenttechniques,whichare determined in consultation with cohort participants. During the live sessions and with the use of a Webcom, a SioP® consultant modelsdifferentSIOP® techniques and coaches participants on using these techniques in the classroom. Participants are welcome to join via Webcom, but not required.


• Enhancetheirimplementationofspecifictechniques.

• increase their repertoire of SioP® activities.

• view our SioP®Consultantsmodelingspecifictechniques.




ISBn: 119535

Revisiting the SIoP® Components: Virtual Coaching


explore each of the SioP® components in depth. these virtual coaching sessions provide an enhanced refresher of one SioP® component and its corresponding features.


• Deepen and expand their knowledge and understanding of the features of each of the components of the SioP® model.



PReReqUISIte: SioP® training for teachers; SioP® component enrichment (any format)


ISBn: lesson Preparation enhanced: 119526

ISBn: Building Background enhanced: 119556

ISBn: comprehensible input enhanced: 119539

ISBn: Strategies enhanced: 119529

ISBn: interaction enhanced: 119557

ISBn: Practice and Application enhanced: 119547

ISBn: lesson Delivery enhanced: 119560

ISBn: review and Assessment enhanced: 119570

SIoP® Virtual Consultation Service eqUIVALent SeAt tIMe: 6 hours

intensify SioP® implementation and continue to build capacity. Designed for high implementing SioP® schools and districts, this highly interactive service engages participants in question-and-answer sessions that also require preparation before joining the sessions. During the sessions, the cohort team works with the SioP® consultant to analyze strengths and weaknesses of the SioP® implementation Plan and jointly determine and develop a plan of action.


• Do a needs-analysis of their schools or district.

• Develop a plan of action for SioP® implementation and building capacity.

tARGet AUDIenCe: SioP® coaches, Specialists, Administrators

PReReqUISIte: SioP® training for teachers; SioP® component enrichment (any format); 1–2 Job-embedded Services for SioP®


ISBn: 119583

SIoP® Data Analysis Virtual Coaching/Consultation eqUIVALent SeAt tIMe: 6 hours

Designed for coaches and administrators, this service provides support when analyzing data to inform optimal implementation paths for SioP® to increase student achievement.


PReReqUISIte: SioP® training for teachers; SioP® component enrichment (any format); 1–2 Job-embedded Services for SioP®


ISBn: 119565

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observation and Data Collection: Blended Model

LenGth: 8 hours online, 1 day on-site

Work with a SioP® consultant to improve SioP® implementation in the classroom. During the initial four-hour virtual session, participants work hand-in-hand with a SioP® consultant on how to use the SioP® Protocol to rate lessons. After these initial sessions, participants rate SioP® lessons in classrooms and send the ratings to the SioP® consultant. A one-day face-to-face visit is arranged for the SioP® consultant to visit two or three classrooms and do his or her own observations and compare the consultant’s observation to the observations collected by the participants. Finally, during the last four-hour live virtual session, the participants and consultant go over the reliability and validity of the district’s rating to further enhance the implementation of the SioP® model.


PReReqUISIte: SioP® training for teachers; component enrichment (any format); 1–2 Job-embedded Services for SioP®

nUMBeR oF PARtICIPAntS: max 5 participants

ISBn: 119584

RtI for english Learners Fused online Course


Delve into the response to intervention (rti) process during this course, developed with the Sheltered instruction observation Protocol (SioP®) model authors Dr. Jana echevarría and Dr. maryellen vogt using their best-selling research-based book Making Content Comprehensible for English Learners: The SIOP® Model. Focus onspecificconsiderationsforEnglishlearners(ELs)whileidentifyingresearch-based interventions that are appropriate for els and learninghowtocomparelanguagedifferenceswithlanguageandlearning disabilities. Participants receive Response to Intervention (RtI) and English Learners: Making It Happen to support implementation when they return to their schools.


• DefineRtIanditsroleintheeducationofELs.

• IdentifychallengesofeffectiveprogressmonitoringforELs.

• explain how the SioP® model supports tier 1 instruction for els.

• IdentifyspecificliteracydevelopmentissuesforELs.

• CompareandcontrasteffectiveTier2andTier3assessmentsandinterventions for els.

• Generate ideas for overcoming barriers and implementing an effectiveRtIprocess.

tARGet AUDIenCe:District Administrators, School leaders, coaches, Specialists


CohoRt PRICInG

ISBn: Up to 15: 114005

ISBn: Up to 15 (+ text): 116984

ISBn: Up to 30: 114003

ISBn: Up to 30 (+ text): 116995

ISBn: Up to 50: 114004

ISBn: Up to 50 (+ text): 117004


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A+RISe® Standards2Strategy™

With three simple steps, any teacher can use the A+riSe® Standards2Strategy™ online resource to identify standards-aligned teachingstrategiestodifferentiateinstructionbasedonstudents’proficiencylevels.A+RISE® Standards2Strategy™ helps K–12 teachers quickly get to the “how” of improving the academic language of english learners and struggling students while meeting state and WiDA english LearnerProficiencystandardsacrosscontentareasandcurricula.Ournewest edition of Standards2Strategy™ includes common core and WiDA alignment to el strategies.

A+riSe® Standards2Strategy™ provides: • videos that model strategies

• DifferentiatedinstructionstrategiesforTier2andTier3students(Grades K–5)

• Content-specificexamplesformath,science,socialstudies,andlanguage arts (Grades 6–12)

• newcomer strategies (Grades 6–12)

tARGet AUDIenCe:K–12 educators

nUMBeR oF PARtICIPAntS:1+ for online Standards2Strategy™ resource

ISBn: Standards2Strategy™ WiDA: 116844 teacher compass™ edition: 117180

ISBn: Standards2Strategy™ cA: 116854 teacher compass™ edition: 117190

ISBn: Standards2Strategy™ Fl: 116870 teacher compass™ edition: 117139

ISBn: Standards2Strategy™ tX: 116860 teacher compass™ edition: 117171

ISBn: Standards2Strategy™ common core: 116845 teacher compass™ edition: 117156

Pearson english Learning System: Using Cornerstone: Fused online Course


learn how to implement a comprehensive solution for addressing thespecificlanguagedevelopmentneedsofEnglishlearners(ELs)in this course. Participants identify the key features and products in the Pearson English Learning System using Cornerstone program materials. this course provides strategies for using SioP®, A+riSe®, AimSweb, SelP, and Cornerstone together as a comprehensive el system, working toward academic language development. it also addresseshowEnglishLanguageProficiencyStandardssupportthecommon core State Standards (ccSS).


• Use Cornerstone program materials within the el system to meet student needs.

• integrate the system’s instruction, professional development, progress monitoring, and assessment into the district or classroom.

• AddressEnglishLanguageProficiencyStandardsandCommonCoreState Standards (ccSS).



CohoRt PRICInG

ISBn: Up to 15: 9780328736996

ISBn: Up to 30: 9780328737003

ISBn: Up to 50: 9780328737011

Pearson english Learning System: Using Language Central™: Fused online Course


learn how to implement a comprehensive solution for addressing thespecificlanguagedevelopmentneedsofEnglishlearners(ELs)in this course. Participants identify the key features and products in the Pearson English Learning System, using Language Central program materials. this course provides strategies for using SioP®, A+riSe®, AimSweb, SelP, and Language Central together as a comprehensive el system, working toward academic language development. it also addresseshowEnglishLanguageProficiencyStandardssupporttheCommonCoreStateStandards (CCSS).


• Use Language Central program materials within the el system to meetstudent needs.

• integrate the system’s instruction, professional development, progress monitoring, and assessment into the district or classroom.

• AddressEnglishLanguageProficiencyStandardsandCommonCoreState Standards (ccSS)



CohoRt PRICInG

ISBn: Grades K–5 Up to 15: 9780328756539



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Pearson english Learning System ©2013: Preparing english Learners to Be College and Career Ready: Fused online Course


identify the strategies and techniques within Pearson english learning System materials that support critical thinking and frequent opportunities to acquire language and content. Participants discover how to use the professional development resources embedded in the program materials with english learners (els). they also learn how to connect the common core State Standards for english LanguageArtsandtheEnglishLanguageProficiencyStandardswithclassroominstructionandclassroommanagementusingspecificstrategies and techniques from the SioP® model and A+riSe®


• implement standards-driven instruction using Pearson english learning System resources.

• implement the strategies and techniques from the SioP® model and A+riSe® that are embedded in the Pearson english learning System.

• Plan instruction to prepare els to be college and career ready.

tARGet AUDIenCe: Educators,Specialists,Coaches,StaffDevelopmentSpecialists,Administrators


CohoRt PRICInG

ISBn: Up to 15: 119513

ISBn: Up to 30: 119503

ISBn: Up to 50: 119493

Pearson english Learning System ©2013: Scaffolding Reading and Writing for English Learners: Fused online Course


Utilize reading summaries of reading selections, A+riSe® strategies, and SioP®componentfeaturestoillustratehowtoscaffoldreadingand writing for english learners (els). Participants focus on using complex text for reading and writing with strategies for supporting els to be college and career ready.


• IdentifytechniquesforscaffoldinginstructionforELsofvariousproficiencylevelsusingPearsonEnglishLearningSystemresources.

• Incorporatereadingcomprehensionstrategiesspecifictoinformational texts.

• Planappropriatewritingpromptsandassignmentstoscaffoldstudents to higher standards.

• Select learning strategies for a lesson plan that will help els.

tARGet AUDIenCe:Educators,Specialists,LiteracyCoaches,StaffDevelopmentSpecialists


CohoRt PRICInG

ISBn: Up to 15: 119494

ISBn: Up to 30: 119515

ISBn: Up to 50: 119505

Pearson english Learning System ©2013: Planning Assessment-Driven Instruction in the Pearson english Learning System: Fused online Course


Discover how to use formative assessments to drive instruction for english learners (els). Participants analyze Stanford english language Proficiency2assessmentdatatoplaninstructionforELsthatisdifferentiatedforavarietyofproficiencylevels.AIMSweb® works within the Pearson english learning System to assess and progress monitor students’ performance in reading and mathematics. this courseillustratesthedataprovidedbytheELprofilereportswithinAimSweb®.ParticipantslearnhowtheycanusetheELprofilereportsto monitor progress and plan for instruction and intervention.


• Understand how norm-referenced tests are designed and scored.• Determine the appropriate assessment for desired data. • Analyzedatafromproficiencyassessmentstoplaninstructionfor

els of varying levels. • interpret progress-monitoring data and reports to inform the

instructional decision-making process.

tARGet AUDIenCe:educators, Specialists, coaches, Administrators, Assessment SpecialistsorDiagnosticians,StaffDevelopmentSpecialists


CohoRt PRICInG

ISBn: Up to 15: 119514

ISBn: Up to 30: 119504

ISBn: Up to 50: 119485

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eL essentials in a Common Core Framework: Fused online Course


Prepare english learners to become strong communicators of purpose who will reach and exceed the common core State Standards. During this informative and engaging course, Pam Allyn demonstrates her steps to ensure that english learners become central to the work of ccSS. She ignites best practices for els: exploring and using the richness of language, exposing the students to genre diversity, helping all students read deeply and critically, and more. Allyn shares methods to assess english learners for contentandlanguageunderstanding,andprovidesrich,effectivemeans of instruction, including ways english learners can write and speak for real audiences and for authentic purpose in ways that will enrich their language development. Allyn addresses the challenges faced when working with english learners and the ccSS around text complexity and close reading and provide solutions. Self-paced and live sessions encourage participants to meet virtually to collaborate, discuss, and share information with their colleagues. each participant submits a lesson plan that the facilitator reviews andreceivesacertificateofcompletionandfeedbackonthisplanatthe end of the institute.

oUtCoMeSBy the end of this course, participants will be able to:

• explore best practices to help english learners meet the ccSS.

• Assess english learners for content and language understanding.

• Support english learners to write and speak for real audiences.

• Understand the challenges teachers face when working with english learners.

tARGet AUDIenCe:K–12Educators,SchoolLeaders,CoachesandStaffDevelopmentSpecialists


CohoRt PRICInG

ISBn: Up to 15: 119617


ISBn: Up to 30: 119608


ISBn: Up to 50: 119618



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Literacy essentials in a Common Core Framework Fused online Course


take powerful steps to standards success with national literacy expert Pam Allyn. During this online course, participants journey into the new era of 21st century learning, unlocking new tools for learning that will ensure students become critically thinking, independent, and college- and career-ready readers, writers, speakers,andlisteners.Allynhighlightsthesignificanceofcomplextexts in instruction, explains how to establish powerful classroom settings for the common core State Standards (ccSS), integrates technology and new media into instruction, demonstrates the value ofandpurposeforclosereading,anddifferentiatesinstructionfor all learners. She introduces the groundbreaking “Four Doors to the core” model for the “what and how” of instruction in the ccSS world. Self-paced and live sessions encourage participants to meet virtually to collaborate, discuss, and share information with their colleagues. each participant submits an action plan that thefacilitatorreviewsandreceivesacertificateofcompletionandfeedback on this plan at the end of the course.


• identify the reading and writing needs of students in a 21st century classroom.

• Prepare classroom instruction and management to help students meet the expectations of the ccSS.

• Understandhowtoincorporatetechnologyintoeffectiveliteracylessons to enhance instruction for all students at every level.

• Understandhowtoplanandimplementaneffectiveliteracyprograminthe era of the ccSS.

tARGet AUDIenCe:K–12 educators, School leaders, coaches, Specialists


CohoRt PRICInG

ISBn: Up to 15: 117011

ISBn: Up to 30: 116981

ISBn: Up to 50: 116980

Writing essentials in a Common Core Framework Fused online Course


Prepare students to write well in a 21st century, fast-paced environment. this online course focuses on how students can best learn to present arguments, create narratives, and explain ideas while mastering the art and craft of superb writing skills. national literacy expert Pam Allyn shares her best practice methods for powerful core writing instruction. Allyn presents dynamic new ways to engage students as writers and ensures that participants gain a deep understanding of three core categories of writing: persuasive, informative, and narrative text. Self-paced and live sessions encourage participants to meet virtually to collaborate, discuss, and share information with their colleagues. each participant submits a lessonplanthatthefacilitatorreviewsandreceivesacertificateofcompletion and feedback on this plan at the end of the course.


• Provide practical support to students mastering diverse writing skills.

• Frameayear,aunit,andalessoninwritingandbuildgrade-specificcurriculum across the school year.

• enable improved writing outcomes for all students at every level.

• Createeffectivewritinglessonsthatreflecttheneedsof21stcentury students.

tARGet AUDIenCe:K–12 educators, School leaders, coaches, Specialists


CohoRt PRICInG

ISBn: Up to 15: 117012

ISBn: Up to 30: 116982

ISBn: Up to 50: 116990

literacy

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Reading Street™: Product Implementation essentials Fused online Course


Activate the resources and built-in teaching strategies that help studentsbecomeproficientreadersandwriters.Participantsbecome familiar with the program components for planning instruction,deliveringinstruction,andreflectingoninstruction.Upon completion of the course, teachers will be on their way to implementing Reading Street™ successfully.


• Describe the classroom components and resources in the Reading Street™ program.

• Summarize the philosophy, pedagogy, and basic organization of the Reading Street™ program.

• examine resources and strategies to meet students’ diverse needs.

tARGet AUDIenCe:elementary educators (can be grouped by grade level or grade band), literacy coaches


CohoRt PRICInG

ISBn: reading Street ©2013: Up to 15: 032873750X

ISBn: reading Street ©2013: Up to 30: 0328737518


ISBn: reading Street ©2011: Up to 15: 032873747X



Live online Course eqUIVALent SeAt tIMe: 6 hours


CohoRt PRICInG

ISBn: reading Street ©2013 Up to 15: 119427









Self-Paced Course eqUIVALent SeAt tIMe: 6 hours

PeR SeAt PRICInG

ISBn: reading Street ©2013: 119407

ISBn: reading Street ©2011: 119640

Reading Street™: habits of Close Reading: Live online Course


enhance students’ close reading skills. Participants learn what close reading is and how to develop habits of close reading at the elementary level. they also learn strategies that support students in reading complextext,findingevidenceinordertoformanopinionorargument, and expressing it through writing and other performance tasks.


• Defineclosereading.

• Develop habits of close reading.

• implement strategies that encourage students to access complex text,findevidence,askquestions,formopinionsorarguments,anddemonstrate understanding.

tARGet AUDIenCe: educators, literacy coaches, Specialists, Administrators


CohoRt PRICInG




Reading Street™: Writing to Sources: Live online Course


the common core State Standards require students to synthesize ideas across multiple texts. During this workshop, participants learn instructional strategies for teaching students to respond to multiple sources, draw on textual evidence to support their ideas, and craft narrative, informative, and opinion pieces with accuracy and cohesion. they plan lessons and tasks that will provide students with guided practice writing to sources and discover ways to scaffoldinstructiontosupportallstudentsastheyworktowardsbecoming inquisitive, thoughtful, and precise writers.


• Scaffoldinstructiontohelpstudentsrespondtomultipletexts.

• cultivate a spirit of valuing evidence among students.

• implement performance tasks that require students to synthesize ideas across multiple texts.

tARGet AUDIenCe: educators, literacy coaches, Specialists, Administrators


CohoRt PRICInG




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Reading Street™: Differentiating Instruction: Live online Course


Learnwaystodifferentiateinstructionandmeettheneedsofallstudents. Participants explore embedded instructional strategies, consider student data, and combine them to create appropriate whole- and small-group lessons. this course helps teachers make decisions for tiered instruction and maximize their literacy block.


• Determine appropriate activities to support student progress. • Develop instruction and intervention plans based on student data

and instructional strategies.• implement the use of appropriate reading Street materials for

varied intentions.

tARGet AUDIenCe: elementary educators (grouped by grade level or grade band), literacy coaches


CohoRt PRICInG




Reading Street™: teach Digitally with Reading Street Live online Course


Successfully implement the digital path into the classroom. Participants gain information on how to make instructional decisions about independent activities for individuals and groups of students and maximize instruction with a digital path. At the end of the course, participants will understand the features of the Reading Street™ digital path as well as how to make the features work for their students.


• implement use of the online lesson Planner.• implement the Reading Street™ digital path activities based on

accessibility.• Determine appropriate online activities to meet the needs of

students in the classroom.• Use the Reading Street™ digital path as a means to enhance

instruction, not just as an additional option.

tARGet AUDIenCe:educators, literacy coaches, reading and intervention Specialists, curriculum Developers


CohoRt PRICInG





PeR SeAt PRICInG

ISBn: reading Street 2013: 119462

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2323877.637.1604 | PearsonPD.com

Good habits, Great Readers™: Product Implementation essentials: Live online Course


Get to know Good Habits, Great Readers™. During this course, participants learn how the 7 habits of great readers may be used in reading instruction. Special emphasis is placed on the key components: Shared reading, Guided reading, assessment, and professional development. teachers are introduced to key readingstrategiesandfollow-upinstructiontargetedtospecificdevelopmental levels.


• Summarize the program’s organization and components.

• Use a balanced set of instructional strategies to teach whole and small groups.

• Listthefiveessentialdomainsofreadinginstructionanddemonstrate direct teaching strategies in each of the domains.

• Plan and develop lessons in Shared reading and Guided reading.

tARGet AUDIenCe:educators, literacy coaches, reading and intervention Specialists, Administrators, curriculum Developers


CohoRt PRICInG

ISBn: Good habits, Great readers ©2012: Up to 15: 119606



Good habits, Great Readers™ Writing: Product Implementation essentials: Live online Course


Develop an understanding of the writing student materials, lesson plan format, and instructional philosophy, as well as a review of student work. Participants learn how to incorporate best practices in lessons to build a community of writers.


• list the program components and materials in the Good Habits, Great Readers™ Writing program, and describe how they are used in the classroom.

• Developandplaneffectivewritinglessons.

• incorporate best practices for building a community of writers in the elementary classroom.

tARGet AUDIenCe:educators, literacy coaches, reading and intervention Specialists, Administrators, curriculum Developers


CohoRt PRICInG

ISBn: Good habits, Great readers Writing ©2012: Up to 15: 119636



Words their Way™ training for teachers: Fused online Course


implement the word study approach from the best-selling resource Words Their Way™: Word Study for Phonics, Vocabulary, and Spelling Instruction. K–10 educators develop practical skills and strategies to use word study to enhance student learning in phonemic awareness, phonics,vocabulary,spelling,fluency,andcomprehension.Programmodulesaredesignedforspecificgradelevelstofocusonthespellingstages that are most relevant for students in each grade band.


• Analyze data from the Words Their Way™ Qualitative Spelling inventory to identify student needs and organize students for instruction.

• Understand the characteristics of students in the emergent, letter–Name,WithinWordPattern,SyllablesandAffixes,andDerivationalrelations stages of spelling development.

• Differentiatewordstudyinstructiontomeetstudentneedsateachdevelopmental stage.

• incorporate instructional routines, activities, and management strategies into the classroom context.

For participants with Word Study in Action classroom materials, this training also includes a summary of the program materials, components, and other resources, as well as expert modeling of the use of materials. Participants have the opportunity to develop appropriate lessons for word study using Word Study in Action materials.

tARGet AUDIenCe:K–10 educators, literacy coaches, reading Specialists


CohoRt PRICInG

ISBn: Up to 15: 114163

ISBn: Up to 15 (+ text): 116992

ISBn: Up to 30: 114161

ISBn: Up to 30 (+ text): 117001

ISBn: Up to 50: 114159

ISBn: Up to 50 (+ text): 117000

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Words their Way™ overview: online Workshop


these self-paced, online workshops help educators implement the Words their Way™ word study approach. each workshop takes about six hours to complete.

online Workshop: Words their Way™: Primaryoverview of Word Study instruction, Spelling Assessments, Word Sorts, emergent Stage, letter–name Alphabetic Stage, and organizing for instruction.

online Workshop: Words their Way™: elementaryoverview of Word Study instruction, Spelling Assessments, Word Sorts,WithinWordPatternStage,SyllablesandAffixesStage,andorganizing for instruction.

online Workshop: Words their Way™: Upper-Leveloverview of Word Study instruction, Spelling Assessments, Word Sorts,SyllablesandAffixesStage,DerivationalRelationsStage,andorganizing for instruction.



• Understand the characteristics of students at various stages of spelling development.

• Select appropriate instructional strategies and activities to meet the needs of students in each stage of development.

• Understand instructionalroutines,activities,andmanagementstrategies in the classroom.


PeR SeAt PRICInG

ISBn: Primary: 116782

ISBn: elementary: 116737

Words their Way™ for teachers Self-Paced Course


the Words their Way™ online course for teachers helps K–10 educators master the methodology of the Words Their Way™ word study approach for students. this self-paced, interactive course includes authentic classroom video and student spelling and writing samples. it also provides educators with individual instructional paths, tailored by grade level or role; interactive, self-paced practice opportunities; and a custom assessment, based on individual learning patterns and responses.

this online course won the prestigious 2011 Software & information industry Association Award (SiiA) for the Best Professional Development Solution.



• Understand the characteristics of students in the emergent, letter–Name,WithinWordPattern,SyllablesandAffixes,andDerivationalrelations stages of spelling development.

• Differentiatewordstudyinstructiontomeetstudentneedsateachdevelopmental stage.

• Select appropriate instructional strategies and activities to meet the needs of students in each stage of development.

• incorporate instructional routines, activities, and management strategies into the classroom context.


ISBn: 114165

ISBn: (+ text): 117191

Literacy navigator™ ©2012:

Product Implementation essentials: Live online Course


learn how to target students who can adequately read literary text but struggle to comprehend content-area text. Participants discuss Literacy Navigator™’s main components, lesson structure, and effectivestrategies(suchasturnandtalkandgraphicorganizers).


• Support students who struggle with content-area comprehension.

• Identifyandusetheprogramcomponentswithfidelity.

• teach a lesson successfully.

• Implementeffectiveliteracystrategies.

tARGet AUDIenCe:english language Arts educators 4–10, literacy coaches, reading and intervention Specialists


CohoRt PRICInG

ISBn: literacy navigator ©2012 Up to 15: 119453



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Focusing on the Mathematical Practices of the Common Core: Fused online Course


examine the impact that mathematical practices have on students byconnectingthemtoprocesses,proficiencies,andproblemsolving.Thefirstdayfocusesontheeightmathematicalpracticesas well as how participants can use existing resources to promote and routinely assess the mathematical practices. the second day examinesspecificconsiderationsfordifferentiationandsupportfor all students as participants unpack content standards while continuing to consider the routine integration of the Standards for mathematical Practice. Strategies and guiding questions for instruction referenced during this course are provided from the common core mathematics observation Framework and coaching tools resource Flipbook.


• identify a structure for collaboration and use of the eight practices.

• Articulate ways to routinely promote and assess the math practices.

• DescribehowspecificmathematicalpracticesareembeddedintheStandards for mathematical content.

• identify the attributes of a rich, instructional, problem-based approach and how it can support access to the Standards for mathematical Practice.

• Apply the strategies and guiding questions suggested from the common core mathematics observation Framework and coaching tools resource Flipbook into lesson planning and instruction

tARGet AUDIenCe: K–12 educators

PReReqUISIte:Foundational overview of the common core State Standards for mathematics


CohoRt PRICInG

ISBn: Up to 15: 116930

ISBn: Up to 30: 116920

ISBn: Up to 50: 116900

enVisionMAth® Common Core ©2012:

Foundational overview of the Common Core State Standards for Mathematics: Fused online Course


Discover all common core State Standards for mathematics (ccSSm) components in this course. Participants explore the framework of learning that these components provide for college and career readiness. they focus on the domains, concept categories, and learning progressions of the K–12 Standards for mathematical content. Participants also explore how to integrate the mathematical habits of mind required by the K–12 Standards for mathematical Practice.


• identify the domains and concept categories included in the K–12 Standards for mathematical content.

• identify ways to promote classroom discourse that help students developmathematicalproficiency.

• identify aspects of the mathematical practices that bring teaching closer to assessment.

• connect current practice and articulate the changes needed to implement ccSSm.



CohoRt PRICInG

ISBn: Up to 15: 0133227324

ISBn: Up to 30: 0133227332

ISBn: Up to 50: 0133227340

mathematics

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enVisionMAth®:

Product Implementation essentials: Fused online Course


experience model lessons with extra emphasis on the activity-based instruction embedded in enVisionMATH®. this course helps teachers who are new to the program focus on the mathematical content and learn strategies for activity-based instruction within the elementary classroom. Participants solve problems, discuss mathematical concepts,andworktogethertoreflectonhowtoteachandassessenVisionMATH®.


• identify organization and content of the program and supporting resources.

• Discuss instructional strategies that enhance math instruction at each grade level.

• Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features of the enVisionMATH® program.

• Developaplanbasedonprogramfamiliarityforthefirsttopicsinthe program.

tARGet AUDIenCe:K–6 educators, instructional coaches, Administrators, Paraprofessionals


CohoRt PRICInG

ISBn: envisionmAth common core ©2012: Up to 15: 0133227294




PeR SeAt PRICInG

ISBn: 119538

enVisionMAth®:

Problem-Based Interactive Learning: Live online Course


explore enVisionMATH® strategies that help students develop a deeper understanding of concepts through interacting with each other and their teachers. During this training, participants engage in activities that enhance their knowledge of problem-based instruction as they explore how it develops conceptual understanding in elementarystudents.Participantswalkawaywitheffectivestrategiesfor using problem-based instruction to enhance student learning and tools to engage students in interactive learning.


• establish a plan to incorporate problem-based learning for developing conceptual understanding in elementary mathematics.

• Describe strategies to engage a range of learners through lesson modificationandactivity-basedinstruction.

• Develop an image of the classroom instructional model and techniques for supporting in-depth conceptual development.

• Address concerns about issues of systemic change, especially as theyaffecttheelementaryclassroom.

tARGet AUDIenCe:K–6 educators, instructional coaches, Administrators

PReReqUISIte:it is recommended that this course take place after participants have experienced an enVisionMATH® product orientation and are ready to dig deeper into the program.


CohoRt PRICInG




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Investigations:

Product Implementation essentials: Fused online Course


explore Investigations program components and its lesson structure while experiencing lessons and strategizing ways to engage students in all parts of the instructional model. this course focuses on the mathematical content and various strategies for inquiry-based instruction within the elementary classroom. Participants solve problems, discuss mathematical concepts, and work together toreflectuponeffectivestrategiesforteachingandassessingInvestigations. they leave the course prepared to successfully implement the program in their classrooms.


• Demonstrate an understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features of the Investigations program.

• identify the organization and content of the program and supporting resources.

• DescribeeffectivestrategiesforsuccessfullyimplementingInvestigations into the classroom.

tARGet AUDIenCe:educators, instructional coaches, Administrators


CohoRt PRICInG

ISBn: investigations in number, Data, and Space ©2012 for the common core: Up to 15: 119536



ISBn: investigations in number, Data, and Space ©2012: Up to 15: 119525




PeR SeAt PRICInG

ISBn: investigations in number, Data, and Space ©2012 for the common core: 119544

ISBn: investigations in number, Data, and Space ©2012: 119543

Investigations:

Using Student Assessment to Drive Instruction: Fused online Course


Exploremanydifferenttypesofassessmentusedintheclassroom,how each strategy impacts student learning, and how to use the assessment strategies embedded in the Investigations program. Participants examine student work and respond to work samples as they relates to students’ understanding of mathematical concepts.

note:For districts that plan to implement the common core State Standards, those assessment strategies will be addressed.


• Describe the assessment opportunities within the Investigations program.

• Demonstratestrategiesthatwillincreaseinstructioneffectivenessand increase student learning within all parts of a lesson.

• Analyze student samples and the criteria that are embedded in the program to evaluate these samples and describe strategies to enhance student achievement.

• establish clear and consistent messages about what level of performance demonstrates college and career readiness.

tARGet AUDIenCe: educators, instructional coaches, Administrators, Paraprofessionals


CohoRt PRICInG




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Strategies for Differentiating

Mathematics Instruction: Fused online Course


explore how to teach Grades K–5 math equitably by adapting mathematics instruction based on student needs, supporting learning for culturally and linguistically diverse populations, and making mathematics instruction engaging for all students, including english learners.


• make mathematical tasks worthwhile and engaging for all students.• Developarichunderstandingofdifferentiatedinstructiontoadapt

mathematics instruction to meet student needs.• Implementtheuseofflexiblegroupingandongoingassessmentsina

mathematics lesson.• Support purposeful struggle and identify common misconceptions

in mathematics as opportunities for learning.

tARGet AUDIenCe:K–5 math educators, math Directors, coordinators, math coaches, intervention Specialists


CohoRt PRICInG

ISBn: Up to 15: 116901

ISBn: Up to 30: 116911

ISBn: Up to 50: 116932

Math navigator™ 2012:

Product Implementation essentials: Live online Course


review the main components of Math Navigator™. in this course, participants learn about the lesson structure and identify ways toimplementeffectivestrategiesintodailyinstruction,includingroutines and multiple representations.


• explain the lesson structure.

• Implementeffectivemathematicsstrategies.

• identify the base skills students needed for college and career readiness and how to use Math Navigator™ to maximize student potential.

• Develop strategies to help students meet the common core State Standards for mathematics.

tARGet AUDIenCe:educators, instructional coaches, Administrators, Paraprofessionals


CohoRt PRICInG

ISBn: math navigator ©2012 common core edition: Up to 15: 119532



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RtI for english Learners Fused online Course

eqUIVALent SeAt tIMe: 12 hoursDelve into the response to intervention (rti) process during this course, developed with the Sheltered instruction observation Protocol (SioP®) model authors Dr. Jana echevarría and Dr. maryellen vogt using their best-selling research-based book Making Content Comprehensible for English Learners: The SIOP® Model. Focus onspecificconsiderationsforEnglishlearners(ELs)whileidentifyingresearch-based interventions that are appropriate for els and learninghowtocomparelanguagedifferenceswithlanguageandlearning disabilities. Participants receive Response to Intervention (RtI) and English Learners: Making It Happen to support implementation when they return to their schools.


• DefineRtIanditsroleintheeducationofELs.

• IdentifychallengesofeffectiveprogressmonitoringforELs.

• explain how the SioP® model supports tier 1 instruction for els.

• IdentifyspecificliteracydevelopmentissuesforELs.

• CompareandcontrasteffectiveTier2andTier3assessmentsandinterventions for els.

• Generate ideas for overcoming barriers and implementing an effectiveRtIprocess.

tARGet AUDIenCe:District Administrators, School leaders, coaches, Specialists


CohoRt PRICInG

ISBn: Up to 15: 114005

ISBn: Up to 15 (+ text): 116984

ISBn: Up to 30: 114003

ISBn: Up to 30 (+ text): 116995

ISBn: Up to 50: 114004

ISBn: Up to 50 (+ text): 117004


A+RISe® Standards2Strategy™

With three simple steps, any teacher can use the A+riSe® Standards2Strategy™ online resource to identify standards-aligned teachingstrategiestodifferentiateinstructionbasedonstudents’proficiencylevels.A+RISE® Standards2Strategy™ helps K–12 teachers quickly get to the “how” of improving the academic language of english learners and struggling students while meeting state and WiDA english LearnerProficiencystandardsacrosscontentareasandcurricula.Ournewest edition of Standards2Strategy™ includes common core and WiDA alignment to el strategies.

A+riSe® Standards2Strategy™ provides: • videos that model strategies

• DifferentiatedinstructionstrategiesforTier2andTier3students(Grades K–5)

• Content-specificexamplesformath,science,socialstudies,andlanguage arts (Grades 6–12)

• newcomer strategies (Grades 6–12)


nUMBeR oF PARtICIPAntS:1+ for online Standards2Strategy™ resource

ISBn: Standards2Strategy™ WiDA: 116844 teacher compass™ edition: 117180

ISBn: Standards2Strategy™ cA: 116854 teacher compass™ edition: 117190

ISBn: Standards2Strategy™ Fl: 116870 teacher compass™ edition: 117139

ISBn: Standards2Strategy™ tX: 116860 teacher compass™ edition: 117171

ISBn: Standards2Strategy™ common core: 116845 teacher compass™ edition: 117156

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Strategies for Differentiating

Mathematics Instruction: Fused online Course


explore how to teach Grades K–5 math equitably by adapting mathematics instruction based on student needs, supporting learning for culturally and linguistically diverse populations, and making mathematics instruction engaging for all students, including english learners.


• make mathematical tasks worthwhile and engaging for all students.• Developarichunderstandingofdifferentiatedinstructiontoadapt

mathematics instruction to meet student needs.• Implementtheuseofflexiblegroupingandongoingassessmentsina

mathematics lesson.• Support purposeful struggle and identify common misconceptions

in mathematics as opportunities for learning.

tARGet AUDIenCe:K–5 math educators, math Directors, coordinators, math coaches, intervention Specialists


CohoRt PRICInG

ISBn: Up to 15: 116901

ISBn: Up to 30: 116911

ISBn: Up to 50: 116932

Putting the Pieces together: Universal Design for Learning, Response to Intervention, Positive Behavior Supports, and Assistive technology to Support All Students: Fused online Course


Thefieldofeducationisfullofinnovationsandstrategiesthatcan be used in the classroom. learn how Universal Design for learning (UDl), response to intervention (rti), Positive Behavior Support(PBS),andAssistiveTechnology(AT)canfittogetherinacomprehensive way to support all students in becoming college and career ready.


• DefineUDL,RTI,PBS,andAT.

• identify how these approaches complement each other.

• identify supports that they can use within each tier of an rti or PBS framework.

• Practice applying UDl principles to make an activity accessible for all students.

tARGet AUDIenCe:K–12 General and Special educators, Principal, Special education Directors, coaches


CohoRt PRICInG

ISBn: Up to 15: 119295

ISBn: Up to 30: 119323

ISBn: Up to 50: 119286

Challenged by Behavior: Fused online Course


Developed with behavior expert and renowned author Barbara Kaiser, this virtual course helps participants develop skills to manage challenging behaviors in the K–8 classrooms. Participants learn strategies to help understand, prevent, and address the behavior problems found so often in today’s schools. the evidence-based techniques presented throughout the sessions work with the most difficultbehaviors,benefiteverychildintheclassroom,andcanbeusedaloneortogether,creatingtoolssuitableformanydifferentchildren and situations. the course consists of self-paced and live sessions in which participants meet as a virtual group to collaborate, discuss, and share information with their colleagues.


• Understand why children behavior the way they do

• identify ways to prevent disruptive behavior

• Developskillstomanagebehavioreffectively

• teach appropriate alternate behaviors

tARGet AUDIenCe:K–8 General and Special educators, Principals, Special education Directors, coaches, Behavior Specialists


CohoRt PRICInG

ISBn: Up to 15: 119314

ISBn: Up to 30: 119296

ISBn: Up to 50: 119324

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3131877.637.1604 | PearsonPD.com

Integrating the CCSS, SteM, and nGSS into the Science Classroom Live online Courseexamine the impact that the common core State Standards (ccSS) for english language Arts (elA), Science, technology, engineering, and mathematics (Stem), and the next Generation Science Standards (nGSS) have on classroom instruction. Participants explore best practices and develop a lesson plan that applies these practices. each topic is explored for approximately two hours.


• explore the Science and technical Subjects standards found within the ccSS for elA.

• examine Stem and its connection to college and careers.

• IdentifyhowtheNGSSwillaffectinstructionalpractices.

• evaluate how to adjust their current instruction to meet the ccSS for elA, Stem expectations, and the rigor of the nGSS.



CohoRt PRICInG

ISBn: Grades K–5: Up to 15: 119630



teaching CCSS, SteM, and nGSS in the Science Classroom Self-Paced Course


PeR SeAt PRICInG

ISBn: Grades K–5: 119603

Science

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SteM:

engaging elementary Students through Problem Solving and Design: Fused online Course


learn how to integrate Stem instruction into a K–5 curriculum by putting science and math into action through inquiry and the engineering design process. in this course, participants explore best practices that encourage elementary students to conceptualize and solve problems using the design process. they learn how to shift from traditional thematic teaching to engaging Stem activities that incorporatescientificliteracyskillsintoauthenticproblem-solvingthematic lessons by participating in activities that focus on higher-order thinking skills.


• DefineSTEMeducationandidentifyfactorsthathaveledtoanincreased emphasis on teaching Stem subjects.

• Identifythebenefitsofusingauthenticproblem-solvingunitscompared to traditional thematic instruction.

• encourage critical thinking and higher-order thinking skills in the context of problem solving.

• Plan problem-based learning activities. identify tools and strategies for planning and assessing Stem instruction.



CohoRt PRICInG

ISBn: Up to 15: 119633

ISBn: Up to 30: 119604

ISBn: Up to 50: 119624

Integrating the CCSS, SteM, and nGSS into the Science Classroom: Live online Courseexamine the impact that the common core State Standards (ccSS) for english language Arts (elA), Science, technology, engineering, and mathematics (Stem), and the next Generation Science Standards (nGSS) have on classroom instruction. Participants explore best practices and develop a lesson plan that applies these practices. each topic is explored for approximately two hours.


• explore the Science and technical Subjects standards found within the ccSS for elA.

• examine Stem and its connection to college and careers.

• IdentifyhowtheNGSSwillaffectinstructionalpractices.

• evaluate how to adjust their current instruction to meet the ccSS for elA, Stem expectations, and the rigor of the nGSS.



CohoRt PRICInG




teaching CCSS, SteM, and nGSS in the Science Classroom Self-Paced Course


PeR SeAt PRICInG

ISBn: Grades K–5: 119603

Stem

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3333877.637.1604 | PearsonPD.com

College and Career Ready: Meeting the needs

of Students with high-Incidence Disabilities: Fused online Course


explore what the term college and career ready means for students withhigh-incidencedisabilities.Participantsdefinewhatcollegeand career ready means and have an opportunity to review the common core State Standards (ccSS) or college and career readiness (ccr) state standards. in addition, participants learn a process for aligning individualized education Program (ieP goals) with ccr standards as well as how to make instructional accommodations for students.


• navigate the organizational structure and language of the ccSS and understand how they apply to students with high-incidence disabilities.

• identify resources that can assist special educators as they plan instruction for students with disabilities.

• identify a process to craft practical ieP goals that align to ccSS and/or ccr standards.

• Practice unpacking a few standards as examples of how to differentiateinstruction.

• identify key strategies to adapt instruction to meet ccr standards.



CohoRt PRICInG

ISBn: Up to 15: 119293

ISBn: Up to 30: 119321

ISBn: Up to 50: 119284

College and Career Ready: Meeting the needs

of Students with Low-Incidence Disabilities: Fused online Course


explore what the term college and career ready means for students withlow-incidencedisabilities.Participantsdefinewhatcollegeand career ready means and have an opportunity to review the common core State Standards (ccSS) or college and career readiness (ccr) state standards. in addition, participants learn a process for aligning individualized education Program (ieP goals) with ccr standards as well as how to make instructional accommodations for students.


• navigate the organizational structure and language of the ccSS and understand how they apply to students with low-incidence disabilities.

• identify resources that can assist special educators as they plan instruction for students with disabilities.

• identify a process to craft practical ieP goals that align to ccSS and/or ccr standards.

• Practice unpacking a few standards as examples of how to differentiateinstruction.

• identify key strategies to adapt instruction to meet ccr standards.



CohoRt PRICInG

ISBn: Up to 15: 119294

ISBn: Up to 30: 119322

ISBn: Up to 50: 119285

Special Populations

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Instructional Shift online Learning Supportsin 2013, Pearson will bring you the following “short online courses” covering key college- and career-readiness topics.

Instructional Shift online Learning Supports for Mathematics titles:

•Using multiple representations to Build conceptual Understanding in mathematics

•the role of Academic language in the teaching and learning of mathematics

•Universal Design for learning: Accessing mathematics for All Students

•Bringing meta-cognition to light in the mathematics classroom

•the role of reading in mathematics teaching and learning

•conceptualizing Addition and Subtraction

•conceptualizing multiplication and Division

•TheRoleoftheMathematicalPropertiesinReasoningandJustification

•concepts, Skills and Problem Solving: 21st century mathematics instruction

•constructing mental models of mathematical Situations

•Developing A community of Practice in mathematics classrooms

•ModifyingtheModifier:ModelingMathematicsVersusModelingwithMathematics

Instructional Shift online Learning Supports for Literacy titles:

•Using language objectives in the common core classroom

•Universal Design for learning-Accessing text and expressing Understanding

•close reading: context

•close reading: Syntax

•close reading: text Structures

•close reading: Questions and Answers

•Facilitating Small Group Discussions on text

•Student centered Writing

•language learning: vocabulary, Word Study and Academic language

•Student centered Work Groups in the common core classroom

Ask your Pearson Account executive about the availability of these new “short courses,” and get started learning online today!

cominG Soon!

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Pearson Online Professional Learning Services Effective. Flexible. Connected.Complement your face-to-face professional development with high-quality online services delivered in self-paced, live online, and fused online modalities. Perfect for time-crunched teachers. Choose your duration and get the results you want!

PearsonPD.comPearsonSchoolimprovement.com 877.637.1604

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