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Pearson2013Secondary 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 .............................................................................. 24
rti ............................................................................................... 27
Science ....................................................................................... 29
Stem .......................................................................................... 30
Special Populations ....................................................................31
complement or Supplant Your Face-to-Face Professional Development
high-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
•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
•instruction•Discussion•Activities
•instruction•Discussion•Activities
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
LeGenD
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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.
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 work plan
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 training, 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
ISBn: Secondary focus: 119308
Flipped learning
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eL essentials in a Common Core Framework: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
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 course.
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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG:
ISBn: Up to 15: 119617
ISBn: Up to 15 (+ text): 119637
ISBn: Up to 30: 119608
ISBn: Up to 30 (+ text): 119628
ISBn: Up to 50: 119618
ISBn: Up to 50 (+ text): 119638
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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 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.
english language learners
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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.
• incorporate the SioP® model into lesson planning.
• Build and deliver a sample lesson using SioP®.
• receive coaching and feedback on SioP® implementation
tARGet AUDIenCe:K–12 educators, School and District Administrators, coaches, Specialists,StaffDevelopmentSpecialists
nUMBeR oF PARtICIPAntS: Up to 50
ISBn: 119060
SIoP® training for Administrators: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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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
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.
• Learnhowtocreateeffectivelessonsthatincorporatethosefeatures.
tARGet AUDIenCe:District Administrators, School leaders, coaches, K–12 educators
PReReqUISIte:SioP® training for teachers
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: lesson Preparation: Up to 15: 119464
ISBn: lesson Preparation: Up to 30: 119455
ISBn: lesson Preparation: Up to 50: 119445
ISBn: Building Background: Up to 15: 119475
ISBn: Building Background: Up to 30: 119465
ISBn: Building Background: Up to 50: 119456
ISBn: comprehensible input: Up to 15: 119446
ISBn: comprehensible input: Up to 30: 119476
ISBn: comprehensible input: Up to 50: 119466
ISBn: Strategies: Up to 15: 119457
ISBn: Strategies: Up to 30: 119447
ISBn: Strategies: Up to 50: 117477
ISBn: interaction: Up to 15: 119467
ISBn: interaction: Up to 30: 119458
ISBn: interaction: Up to 50: 119448
ISBn: Practice and Application: Up to 15: 119478
ISBn: Practice and Application: Up to 30: 119468
ISBn: Practice and Application: Up to 50: 119459
ISBn: lesson Delivery: Up to 15: 119449
ISBn: lesson Delivery: Up to 30: 119479
ISBn: lesson Delivery: Up to 50: 119469
ISBn: review and Assessment: Up to 15: 119480
ISBn: review and Assessment: Up to 30: 119490
ISBn: review and Assessment: Up to 50: 119510
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1313877.637.1604 | PearsonPD.com
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.
• incorporate the SioP® model into lesson planning.
• 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
SIoP® and Assessment for Learning with english Learners: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119500
ISBn: Up to 15 (+text): 119511
ISBn: Up to 30: 119481
ISBn: Up to 30 (+text): 119501
ISBn: Up to 50: 119491
ISBn: Up to 50 (+text): 119482
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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SIoP®: Lesson Preparation Component enrichment: Language Acquisition: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• Deepen their understanding of the lesson Preparation features with a focus on integrating language development techniques.
• Learnhowtocreateeffectivelessonsthatincorporatethosefeatures.
• Prepare their lessons implementing strategies that support english language development.
tARGet AUDIenCe:District Administrators, School leaders, coaches, K–12 educators
PReReqUISIte:SioP® training for teachers
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119486
ISBn: Up to 15 (+text): 119506
ISBn: Up to 30: 119495
ISBn: Up to 30 (+text): 119487
ISBn: Up to 50: 119516
ISBn: Up to 50 (+text): 119496
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
Developing Academic Language with the SIoP® Model: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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.
tARGet AUDIenCe:District Administrators, School leaders, coaches, K–12 educators
PReReqUISIte:SioP® training for teachers
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119497
ISBn: Up to 15 (+text): 119518
ISBn: Up to 30: 119508
ISBn: Up to 30 (+text): 119489
ISBn: Up to 50: 119498
ISBn: Up to 50 (+text): 119519
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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SIoP® and Assessment for Learning with english Learners: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119500
ISBn: Up to 15 (+text): 119511
ISBn: Up to 30: 119481
ISBn: Up to 30 (+text): 119501
ISBn: Up to 50: 119491
ISBn: Up to 50 (+text): 119482
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
overview the SIoP® Components and Features: Virtual Coaching
eqUIVALent SeAt tIMe: 5 hours
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.
oUtCoMeS:By the end of these sessions, participants will be able to:
• 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.
tARGet AUDIenCe: K–12 educators, coaches, Specialists
PReReqUISIte: SioP® training for teachers
nUMBeR oF PARtICIPAntS: max 10 participants per cohort
ISBn: 119531
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SIoP® Activities and techniques for Implementing the SIoP® Model: Virtual Coaching
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of these sessions, participants will be able to:
• Enhancetheirimplementationofspecifictechniques.
• increase their repertoire of SioP® activities.
• view our SioP®Consultantsmodelingspecifictechniques.
tARGet AUDIenCe: K–12 educators, coaches, Specialists
PReReqUISIte: SioP® training for teachers
nUMBeR oF PARtICIPAntS: max 15 participants per cohort
ISBn: 119535
Revisiting the SIoP® Components: Virtual Coaching
eqUIVALent SeAt tIMe: 6 hours
explore each of the SioP® components in depth. these virtual coaching sessions provide an enhanced refresher of one SioP® component and its corresponding features.
oUtCoMeS:By the end of these sessions, participants will be able to:
• Deepen and expand their knowledge and understanding of the features of each of the components of the SioP® model.
• Learnhowtocreateeffectivelessonsthatincorporatethosefeatures.
tARGet AUDIenCe: K–12 educators, coaches, Specialists
PReReqUISIte: SioP® training for teachers; SioP® component enrichment (any format)
nUMBeR oF PARtICIPAntS: max 5 participants per cohort
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.
oUtCoMeS:By the end of these sessions, participants will be able to:
• 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®
nUMBeR oF PARtICIPAntS: max 5 participants per cohort
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.
tARGet AUDIenCe: SioP® coaches, Specialists, Administrators
PReReqUISIte: SioP® training for teachers; SioP® component enrichment (any format); 1–2 Job-embedded Services for SioP®
nUMBeR oF PARtICIPAntS: max 10 participants per cohort
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.
tARGet AUDIenCe: SioP® coaches, Specialists, Administrators
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
eqUIVALent SeAt tIMe: 12 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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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 Keystone: Fused online Course
eqUIVALent SeAt tIMe: 6 seat hours
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 Keystone program materials. this course provides strategies for using SioP®, A+riSe®, AimSweb, SelP, and Keystone together as a comprehensive el system, working toward academic language development. it also addresseshowEnglishLanguageProficiencyStandardssupportthecommon core State Standards (ccSS).
oUtCoMeS:By the end of this course, participants will be able to:
• Use Keystone 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).
tARGet AUDIenCe:6–12 educators, School and District Administrators, coaches, Specialists,StaffDevelopmentSpecialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 9780328737314
ISBn: Up to 30: 9780328737321
ISBn: Up to 50: 9780328737338
Pearson english Learning System: Using Language Central™: Fused online Course
eqUIVALent SeAt tIMe: 6 seat hours
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).
oUtCoMeS:By the end of the course, participants will be able to:
• 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).
tARGet AUDIenCe:6–10 educators, School and District Administrators, coaches, Specialists,StaffDevelopmentSpecialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Grades 6–10: Up to 15: 9780328756563
ISBn: Grades 6–10: Up to 30: 9780328756571
ISBn: Grades 6–10: Up to 50: 978032875658X
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Pearson english Learning System ©2013: Preparing english Learners to Be College and Career Ready: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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®
oUtCoMeS:By the end of the course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
eqUIVALent SeAt tIMe: 6 hours
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 preparing els to be college and career ready.
oUtCoMeS:By the end of the course, participants will be able to:
• IdentifytechniquesforscaffoldinginstructionforELsofvariousproficiencylevelsusingPearsonEnglishLearningSystemresources.
• Incorporatereadingcomprehensionstrategiesspecifictoinformational texts.
• Planappropriatewritingpromptsandassignmentstoscaffoldstudents to higher standards.
• Select learning strategies for a lesson plan that will help els.
tARGet AUDIenCe:Educators,Specialists,LiteracyCoaches,StaffDevelopmentSpecialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119514
ISBn: Up to 30: 119504
ISBn: Up to 50: 119485
Pearson english Learning System ©2013: Planning Assessment-Driven Instruction in the Pearson english Learning System: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119494
ISBn: Up to 30: 119515
ISBn: Up to 50: 119505
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Literacy essentials in a Common Core Framework: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
take powerful steps to standards success with national literacy expert Pam Allyn. During this 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 ground-breaking “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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
eqUIVALent SeAt tIMe: 12 hours
Prepare students to write well in a 21st century, fast-paced environment. this 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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 117012
ISBn: Up to 30: 116982
ISBn: Up to 50: 116990
literacy
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iLit: Product Implementation essentials:
Fused online Course
eqUIVALent SeAt tIMe: 6 hours
explore iLit components and become familiar with the instructional framework of the program. Participants learn about both the teacher and student experience as they examine each segment of daily instruction. throughout the session, participants explore opportunitiesfordifferentiationaswellasconnectionstothecommon core State Standards (ccSS) for english language arts(ELA).Theyalsoexamineeffectiveclassroommanagementstrategies and explore embedded professional development within the program, which provides point-of-use support beyond this course.
oUtCoMeS:By the end of the course, participants will be able to:
• Describe the classroom components and resources in the program.
• Summarize the philosophy, pedagogy, and basic organization of the program.
• implement each segment of the daily instructional block.
• Differentiateinstructionbasedonstudentneed.
• EffectivelymanageaniLit classroom.
tARGet AUDIenCe:educators, literacy coaches, reading and intervention Specialists, curriculum Developers
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 0328736864
ISBn: Up to 30: 0328736872
ISBn: Up to 50: 0328736880
iLit: Best Practices for engaging Adolescent Learners: Fused online Course
eqUIVALent SeAt tIMe: 6 hoursReviewbestpracticesthatengageadolescentlearners.Inthefirsthalf of the course, teachers learn how engage students and keep them engaged. Useful strategies are shared. in the second portion, teachers learn how to apply these strategies to iLit.
oUtCoMeS:By the end of the course, participants will be able to:
• engage adolescent learners using various strategies.
• implement program strategies to meet the needs of adolescents.
• engage students with iLit instruction.
tARGet AUDIenCe:educators, literacy coaches, reading and intervention Specialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 0328736899
ISBn: Up to 30: 0328736902
ISBn: Up to 50: 0328736910
iLit: Instructional Analysis: Self-Paced Course
eqUIVALent SeAt tIMe: 6 hours
Dig deep into the research behind the program. learn the reason behind the instructional model, and break down a unit and a lesson toensurefidelityofimplementation.
oUtCoMeS:By the end of the course, participants will be able to:
• explain the research behind the program, and apply it to lessons.
• Implementtheprogrameffectivelyattheunitandlessonlevels.
tARGet AUDIenCe: educators, literacy coaches, Specialists
PeR SeAt PRICInG
ISBn: 119410
iLit: Supporting english Language Learners: Self-Paced Course
eqUIVALent SeAt tIMe: 6 hours
learn how to use ilit to help english learners (els) become better readers. Discover ways to uncover what students bring with them from their home languages and how to harness that knowledge to best meet their needs. explore program resources designed to support els.
oUtCoMeS:By the end of the course, participants will be able to:
• Identifyfactorsthataffectlanguageacquisition.
• implement best practices for instruction with els.
tARGet AUDIenCe: educators, literacy coaches, Specialists
PeR SeAt PRICInG
ISBn: 119400
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Words their Way™ training for teachers: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
Words their Way™ overview: Self-Paced Course eqUIVALent SeAt tIMe: 6 hours
these self-paced, online courses help educators implement the Words their Way™ word study approach. each course takes about six hours to complete.
online Course: Words their Way™: Primaryoverview of Word Study instruction, Spelling Assessments, Word Sorts, emergent Stage, letter–name Alphabetic Stage, and organizing for instruction.
online Course: Words their Way™: elementaryoverview of Word Study instruction, Spelling Assessments, Word Sorts,WithinWordPatternStage,SyllablesandAffixesStage,andorganizing for instruction.
online Course: Words their Way™: Upper-Leveloverview of Word Study instruction, Spelling Assessments, Word Sorts,SyllablesandAffixesStage,DerivationalRelationsStage,andorganizing for instruction.
oUtCoMeS:By the end of the course, participants will be able to:
• Analyze data from the Words Their Way™ Qualitative Spelling inventory to identify student needs and organize students 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.
tARGet AUDIenCe:K–10 educators, literacy coaches, reading Specialists
PeR SeAt PRICInG
ISBn: Primary: 116782
ISBn: elementary: 116737
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Words their Way™ for teachers: Self-Paced Course eqUIVALent SeAt tIMe: 6 hours
this course 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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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.
• 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.
tARGet AUDIenCe:K–10 educators, literacy coaches, reading Specialists
PeR SeAt PRICInG
ISBn: 114165
ISBn: (+ text): 117191
Vocabulary their Way™: Blended Model LenGth: 1 day on-site, 6–8 hours online
this blended training helps Grades 6–10 educators implement effectivewordstudyinstructionusingtheresourceVocabulary Their Way™: Word Study with Middle and Secondary Students. educators learn to help students expand their academic vocabulary by looking for patterns and understanding the relationship between spelling and meaning. this blended training includes one face-to-face day of training in addition to four self-paced online sessions that include classroom video of word study lessons, instruction, discussions, and afinalonlinesession.
oUtCoMeS: By the end of this training, participants will be able to:
• Understand vocabulary development and spelling-meaning connections.
• Analyze data from the Words their Way™ Qualitative Spelling inventory to identify student needs and organize students for instruction.
• Determine how best to instruct students using generative and word-specificstrategies.
• Select appropriate instructional strategies and activities to expand students’ academic vocabulary.
tARGet AUDIenCe:Grades 6–10 educators, School leaders, coaches, Specialists
nUMBeR oF PARtICIPAntS: 30
ISBn: 116940
Vocabulary their Way™: Vocabulary in Action: Product Implementation essentials: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
Plan,deliver,andreflectonyourinstructionusingVocabularyinAction. Participants learn the research behind the program and the instructional strategies that support it. Discover an assortment of activities, ideas, and instructional practices that help develop students’ vocabulary.
oUtCoMeS:By the end of the course, participants will be able to:
• Summarize the program’s organization and components.
• implement the instructional strategies that help develop students’ vocabulary.
• Plan and develop lessons that incorporate instructional strategies.
tARGet AUDIenCe: educators, literacy coaches, Specialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119454
ISBn: Up to 30: 119444
ISBn: Up to 50: 119474
Literacy navigator™: Product Implementation essentials: Live online Course
eqUIVALent SeAt tIMe: 3 hours
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).
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: literacy navigator ©2012: Up to 15: 119453
ISBn: literacy navigator ©2012: Up to 30: 119443
ISBn: literacy navigator ©2012: Up to 50: 119473
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Focusing on the Mathematical Practices of the Common Core: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 116930
ISBn: Up to 30: 116920
ISBn: Up to 50: 116900
digits™: Product Implementation essentials:
Fused online Course
eqUIVALent SeAt tIMe: 6 hours
Discover digits™ components and the interactive lesson structure. Participants who are new to the program build on their instructional skills as they analyze model lessons and learn to implement the personalized instruction embedded in the program. they also collaboratetoidentifyandlearneffectivestrategiesformanagingadigits™ classroom.
oUtCoMeS:By the end of the course, participants will be able to:
• Apply the interAcTIVELearningCyclecomponenttoeffectivelydifferentiateinstructionintheclassroom.
• Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in the digits™ program.
• identify the program requirements for instructional technology and how they impact the management of a digits™ classroom.
tARGet AUDIenCe:educators, math coaches, Specialists, Administrators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 0133227359
ISBn: Up to 30: 0133227375
ISBn: Up to 50: 0133227383
mathematics
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Preparing Students for College and Career Readiness in Mathematics: Self-Paced Course
eqUIVALent SeAt tIMe: 6 hours
learn how to transition from a traditional classroom to a more student-focused classroom. Participants learn strategies that create rigorous classroom lessons as they implement the Standards for mathematical Practice. Participants also explore opportunities within the Pearson Algebra 1, Geometry, Algebra 2 common core programtodeveloptheirstudents’mathematicalproficiencyastheyengage in student-centered learning experiences. they learn how to use program resources to build a deeper conceptual understanding of mathematics and to prepare their students for college and career readiness.
oUtCoMeS:By the end of this course, participants will be able to:
• explain the skills needed for college- and career-level mathematics.
• identify how mathematical discourse, reasoning, and strategic use of appropriate tools assist students in solving complex problems.
• implement strategies that encourage students to justify solutions and critique the reasoning of others as they solve diverse problems using multiple representations.
• learn techniques for facilitating a student-centered learning environment.
tARGet AUDIenCe: educators
PeR SeAt PRICInG
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 119651
CMP3: Product Implementation essentials:
Fused online Course
eqUIVALent SeAt tIMe: 6 hours
Focus on the instructional design used in the cmP3 ©2014 program. Participants experience model lessons with an extra emphasis on the problem-based learning embedded in the program. Participants worktogethertolearneffectivestrategiesformanagingaCMP3classroom.
oUtCoMeS:By the end of this course, participants will be able to:
• •Identifyorganizationandcontentofthecurriculumandsupportingresources.
• Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in cmP3.
• Understand how to implement and engage students in the cmP3 problem-based curriculum.
tARGet AUDIenCe: educators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119590
ISBn: Up to 30: 119580
ISBn: Up to 50: 119562
onRamp to Algebra:
Product Implementation essentials: Live online Course
eqUIVALent SeAt tIMe: 3 hours
explore the main components of onRamp to Algebra. Participants examine the lesson structure and identify ways to implement effectivestrategiesintodailyinstructiontopreparestudentsforfuture success in Algebra 1.
oUtCoMeS:By the end of this course, participants will be able to:
• explain the lesson structure.• Implementeffectivemathematicsstrategies.• identify the important concepts and skills students need for future
success in Algebra 1 and how to use onRamp to Algebra to maximize student potential.
• Apply the course model of instruction in the classroom.
tARGet AUDIenCe:educators, math coaches, Specialists, Administrators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 0133227359
ISBn: Up to 30: 0133227375
ISBn: Up to 50: 0133227383
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Math navigator™ 2012:
Product Implementation essentials: Live online Course
eqUIVALent SeAt tIMe: 3 hours
review the main components of Math Navigator™. in this workshop, participants learn about the lesson structure and identify ways toimplementeffectivestrategiesintodailyinstruction,includingroutines and multiple representations.
oUtCoMeS:By the end of this workshop, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: math navigator ©2012 common core edition: Up to 15: 119532
ISBn: math navigator ©2012 common core edition: Up to 30: 119522
ISBn: math navigator ©2012 common core edition: Up to 50: 119550
Strategies for Differentiating
Mathematics Instruction: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
explore how to teach Grades K–8 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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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–8 math educators, math Directors, coordinators, math coaches, intervention Specialists
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 116901
ISBn: Up to 30: 116911
ISBn: Up to 50: 116932
Rethinking Algebra: Focus on the Content and the Mathematical Practices of the Common Core: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
examine key algebraic concepts from a mathematical point of view. Participants address the content demand necessary to provide students with the opportunity to demonstrate the eight mathematical Practices of the common core State Standards for mathematics (CCSSM)inalgebra.Withafocusondifferentiatedandactiveengagement strategies, participants learn how they can successfully pave the way for increased student achievement in algebra by translating the following pedagogical content knowledge into classroom practice:
• essential Understandings of Algebra
• Algebra and the Standards for mathematical Practice
oUtCoMeS:By the end of the course, participants will be able to:
• identify ways to support simultaneous development of the mathematicalskillsandexpectationsbyfocusingonthefivestrandsofstudentproficiency:
– Adaptive reasoning – Strategic competence – Procedural Fluency – conceptual Understanding – Productive Disposition
• connect instructional strategies for teaching algebra to the Standards for mathematical Practice.
• identify instructional skills and strategies that facilitate understanding of a student’s capacity for using variables, doing and undoing, building rules to represent functions, and abstracting from computation.
• outline teaching strategies that make mathematical relationships explicit in an intentional and public way.
tARGet AUDIenCe:6–12 educators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 116910
ISBn: Up to 30: 116931
ISBn: Up to 50: 116921
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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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
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
nAtIonAL VIRtUAL InStItUte: individual registrations: See the schedule of national virtual events and register at www.PearsonPD.com/institutes.
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
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Strategies for Differentiating
Mathematics Instruction: Fused online Course
eqUIVALent SeAt tIMe: 12 hours
explore how to teach Grades K–8 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.
oUtCoMeS:By the end of the course, participants will be able to:
• 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–8 math educators, math Directors, coordinators, math coaches, intervention Specialists
nUMBeR oF PARtICIPAntS: Up to 50
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
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: 30
CohoRt PRICInG
ISBn: Up to 15: 119295
ISBn: Up to 30: 119323
ISBn: Up to 50: 119286
Challenged by Behavior: Fused online Course eqUIVALent SeAt tIMe: 6 hours
Developed with behavior expert and renowned author Barbara Kaiser, this online 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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119314
ISBn: Up to 30: 119296
ISBn: Up to 50: 119324
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Integrating the CCSS, SteM, and nGSS
into the Science Classroom Live online Course
eqUIVALent SeAt tIMe: 6 hours
examine 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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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.
tARGet AUDIenCe: 6–12 educators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Grades 6–8: Up to 15: 119611
ISBn: Grades 6–8: Up to 30: 119631
ISBn: Grades 6–8: Up to 50: 119602
ISBn: Grades 9–12: Up to 15: 119622
ISBn: Grades 9–12: Up to 30: 119612
ISBn: Grades 9–12: Up to 50: 119632
teaching with the CCSS, SteM, and nGSS in the Science Classroom Self-Paced CourseeqUIVALent SeAt tIMe: 3 hours
PeR SeAt PRICInG
ISBn: Grades 6–8: 119623
ISBn: Grades 9–12: 119613
Campbell Biology and the new College Board
Curriculum: Self-Paced Course
eqUIVALent SeAt tIMe: 3 hours
Focus on the AP* test Prep Workbook for campbell Biology. Participants learn how to utilize the workbook to prepare students for the new AP* Biology exam.
oUtCoMeS:By the end of this course, participants will be able to:
• identify the changes for the new AP* Biology exam.
• examine the conceptual understandings and content that support the new AP* Biology exam.
• Describe the advanced inquiry and reasoning skills needed to develop students’ college and career readiness.
tARGet AUDIenCe: educators
PeR SeAt PRICInG
ISBn: 119625
Science
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SteM:
engaging Middle School Students through Problem Solving and Design: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
learn how to integrate Stem instruction into existing curricula by putting science and math into action through inquiry and the engineering design process. in this course, participants examine best practices that encourage students to apply mathematical and scientificreasoningwhenidentifyingandanalyzingproblemsrelatedto their communities and use the design process to design plausible solutions. they also explore how to encourage students to think criticallyaboutthedifferenttypesoftechnologytheyuseindesignchallenges. By participating in problem-based learning activities that focus on higher-order thinking skills, participants understand how to plan and assess engaging Stem activities.
note:ThisSTEMprofessionaldevelopmentcoursewillbenefitanyteacherwho is teaching Stem, regardless of curricula.
oUtCoMeS:By the end of the course, participants will be able to:
• Applymathematicalandscientificreasoning,problemanalysis,anddesign opportunities within their science and math programs.
• Definetechnologyandencouragestudentstothinkcriticallyaboutthe types of technology they choose to use.
• Plan real-world, problem-based learning activities.
• identify tools and strategies for planning and assessing Stem instruction.
tARGet AUDIenCe: 6–8 math teachers, Science teachers, math and Science Specialists, Administrators, After-School Program teachers, Directors
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Up to 15: 119614
ISBn: Up to 30: 119634
ISBn: Up to 50: 119605
Integrating the CCSS, SteM, and nGSS
into the Science Classroom: Live online Course
eqUIVALent SeAt tIMe: 6 hoursexamine 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 evaluate a master teacher as she models best practices and develops a lesson plan that applies these practices. each topic is explored for approximately two hours.
oUtCoMeS:By the end of this course, participants will be able to:
• 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.
tARGet AUDIenCe: 6–12 educators
nUMBeR oF PARtICIPAntS: Up to 50
CohoRt PRICInG
ISBn: Grades 6–8: Up to 15: 119611
ISBn: Grades 6–8: Up to 30: 119631
ISBn: Grades 6–8: Up to 50: 119602
ISBn: Grades 9–12: Up to 15: 119622
ISBn: Grades 9–12: Up to 30: 119612
ISBn: Grades 9–12: Up to 50: 119632
teaching with the CCSS, SteM, and nGSS in the Science Classroom Self-Paced CourseeqUIVALent SeAt tIMe: 3 hours
PeR SeAt PRICInG
ISBn: Grades 6–8: 119623
ISBn: Grades 9–12: 119613
Stem
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College and Career Ready: Meeting the needs
of Students with high-Incidence Disabilities: Fused online Course
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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.
tARGet AUDIenCe:K–12 General and Special educators, Principal, Special education Directors, coaches
nUMBeR oF PARtICIPAntS: Up to 50
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
eqUIVALent SeAt tIMe: 6 hours
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.
oUtCoMeS:By the end of this course, participants will be able to:
• 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.
tARGet AUDIenCe:K–12 General and Special educators, Principal, Special education Directors, coaches
nUMBeR oF PARtICIPAntS: Up to 50
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!
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