The following are professional learning offerings. Coaches and trainers prioritize the offerings based on the scale, teacher priorities, and follow-up to observations. Note that some professional learning modules apply across scales and across levels within a scale.
PC: Project Core
THSR: Tar Heel Shared Reader
DLM: Dynamic Learning Maps Professional Development
OER: OER Commons Unlocking Literacy for Students with Disabilities
PBS: Iowa PBS Teaching Literacy to Students with Significant Disabilities
Receptive Language to Academic Vocabulary Scale
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Module |
Description |
|---|---|
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PC: Beginning Communicators |
Introduction to the many ways beginning communicators express themselves, and strategies for identifying and honoring all early forms, while making connections to symbols. PC: Beginning Communicators Facilitated Module |
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PC: Aided Language Input |
Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. PC: Aided Language Input Facilitated Module |
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PC: Universal Core |
Introduction to the Universal Core vocabulary, available formats for free download, and examples of the flexibility offered for teaching and learning across natural contexts. This is a place to start with students who do not currently have access to AAC systems. PC: Universal Core Facilitated Module |
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PC: Supporting Individual Access to Universal Core |
Review of access considerations for students with a range of physical, sensory, and cognitive needs, and available tools for identifying suitable Universal Core formats for each student. PC: Supporting Individual Access to Universal Core Facilitated Module |
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PC: Teaching Comm During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
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THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
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Module |
Description |
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PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
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THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
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THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
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Module |
Description |
|---|---|
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PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
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THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
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DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
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Module |
Description |
|---|---|
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CLDS: Vocabulary Instruction with Mixed Ability Groups |
Emphasizes developing students’ understanding of Tier 2 vocabulary through connecting known words with unfamiliar words. |
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DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
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DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
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DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
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DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
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PBS: Language |
A collection of videos describing and demonstrating ELA instructional strategies aimed at building language understanding and use for students with significant cognitive disabilities. |
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Module |
Description |
|---|---|
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CLDS: Vocabulary Instruction with Mixed Ability Groups |
Emphasizes developing students’ understanding of Tier 2 vocabulary through connecting known words with unfamiliar words. |