Increasing the Rate of Progress for Struggling Readers
Date: June 28, 2012 - June 29, 2012 PDT Location: Graduate Campus, Rogers 220
Graduate Campus, Rogers 220
This course is designed for classroom teachers and literacy/curriculum specialists interested in increasing the rate of progress for our most tangled readers.
Topics include diagnostic reading assessments, necessary core classroom practices, strategies for small group instruction or one-on-one conferences, school wide program analysis, quality technology enhancements, effectiveness of reading interventions programs, the study of standardized test reading as a genre, summer reading program possibilities as well as learning from teachers, schools and districts that have made marked gains.
Participants will walk away with action plans for classroom and school wide change.
Dates: Thursday-Friday, June 28-29, 2012
Time: 8:30 a.m. - 4:30 p.m.
Instructor: Jennifer Burkart, M.Ed.
Continuing education credit: CEED 866, 1 semester hour, $350
To ensure your place and to avoid cancellation due to insufficient enrollment, please register no later than two weeks before your course or workshop is scheduled to begin.
Required text: What Really Matters for Struggling Readers, by Richard Allington. Participants are asked to read the first chapter before the first class meeting. Available at the Lewis & Clark bookstore.
About the Instructor
Jennifer Burkart, M.Ed. is currently an Instructional Specialist in the Beaverton Public School District as well as an adjunct professor for the both Reading Endorsement and Special Education programs at Lewis and Clark College. In her work, she coordinates curriculum, develops and monitors assessment practices, coaches educators in best practices for classroom instruction, delivers staff development and specializes in designing individual reading interventions as well as school-wide action plans for our most tangled readers.
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