SB 472 TRAINING INSTITUTES

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WHAT IS THE SB472 OCR 2002 TRAINING INSTITUTE?

  • 40 hours of professional development that is designed to prepare participants to immediately apply their new skills and knowledge to effectively deliver instruction using Open Court Reading, 2002.

 

WHO SHOULD ATTEND?

  • All K-5
  • Literacy coaches
  • Site and district administrators

 

TRAINING OUTCOMES

Participants will:
  • Become familiar with and gain a practical understanding of state standards, the framework for reading/language arts and the connections to Open Court Reading
  • Acquire the research base and rationale for a student outcome-driven approach for instruction and improvement and how this base is utilized in OCR instruction
  • Receive in-depth training on how to fully implement Open Court Reading with respect to the following key elements:
    • Use of the organization and content of the units, big ideas, concepts and themes; pacing; skills and strategies; thinking skills and the application of them; and how to connect to the vast resources offered, so that the program is taught effectively and efficiently
    • Teaching the key components, routines and procedures
    • Use of daily lesson planners to maximize and tailor instruction
    • Use of the content and instructional strategies connected to planning, delivering, and monitoring instruction for all students
  • Be provided with hands on opportunities to observe modeled instruction, practice instruction and refine instruction based on the use of Open Court’s instructional materials and strategies.
  • Gain an understanding of formal and informal assessments in OCR and learn to interpret and use for monitoring student progress, differentiating instruction and deciding the most effective method of instructional delivery.

 

WHAT IS THE SB472 IMAGINE IT! TRAINING INSTITUTE?

  • 40 hours of professional development that is designed to prepare participants to immediately apply their new skills and knowledge to effectively deliver instruction using Imagine It! Program 2 which includes the Basic Program and an additional hour of correlated, specifically designed ELD instruction.

 

WHO SHOULD ATTEND?

  • All K-5
  • Literacy coaches
  • State and district administrators

 

TRAINING OUTCOMES

Participants will:
  • Become familiar with and gain a practical understanding of state standards, the framework for reading/language arts, ELD standards and the connections to Imagine It! Basic and ELD Program
  • Acquire the research base and rationale for a student outcome-driven approach for instruction and acquisition of language proficiency and how this knowledge is utilized and implemented in Imagine It! Basic and ELD instruction
  • Receive in-depth training on how to fully implement Imagine It! Basic and ELD Program with respect to the following key elements:
    • Use of the organization and content of the units, big ideas, concepts and themes; pacing; skills and strategies; thinking skills and the application of them; and how to connect to the vast resources offered, so that the program is taught effectively and efficiently
    • Teaching the key components, routines and procedures
    • Use of daily lesson planners to maximize and tailor instruction
    • Use of the content and instructional strategies connected to planning, delivering, and monitoring instruction for all students, particularly English learners
  • Be provided with hands on opportunities to observe modeled instruction, practice instruction and refine instruction based on the use of Imagine It’s! Basic and ELD instructional materials and strategies.
  • Gain an understanding of formal and informal assessments in the Basic and ELD Program and learn to interpret and use for progress monitoring, differentiating instruction, and deciding the most effective method of instructional delivery.

 

WHAT IS THE SB472 ELPD TRAINING INSTITUTE?

  • 40 hours of professional development that supports effective core instruction in English language development using California State Board of Education (SBE)-adopted materials and SBE-approved supplementary materials.
  • This training includes theory, current and confirmed research, content, best practices, structured reflection, replicable modeled lessons, practical instructional strategies, team planning and collaboration, self-reflection upon the learning, and opportunities to practice grade level appropriate strategies and activities that are related to specific content in listening, speaking, reading, writing.

 

WHO SHOULD ATTEND?

  • All K-5 teachers who have completed an AB466/SB472 initial training
  • Literacy and English language development coaches
  • Site and district administrators

 

TRAINING OUTCOMES

Participants will be able to:
  • Understand and use current and confirmed research as a foundation for classroom practice
  • Develop an understanding of how to use ELD standards as able to access and become proficient in the core academic content Standards
  • Know how to use the curriculum frameworks and the SBE adopted instructional and supplementary materials to differentiate instruction through universal access
  • Analyze the achievement of English learners to improve pupil performance through the use of multiple measures (CELDT, Progress Monitoring system, Annual Measurable Achievement Objective, etc.)
  • Utilize interactive instructional strategies designed to meet the varying proficiency level needs of English Learners
  • Additionally, participants will gain knowledge and understanding of:
    • Assessments for English Language Learners (Formal/Informal)
    • Stages of Language Acquisition/Language Proficiency Levels
    • How to monitor annual progress towards English language proficiency and attainment of English language proficiency
    • Linguistic Features of the English Language
    • Formal Language vs. Social Language
    • Transferable/Non Transferable Language Structures
    • Interactive Instructional Strategies
    • Oral Language Development
    • Early Intervention Techniques
    • Vocabulary Development (current research and findings)
    • Academic Vocabulary Instruction
    • Vocabulary Practices (strategies/activities)
    • Reading/Language Arts Instruction to support English Learners
    • Content Area Instruction to Support English Learners
    • Comprehension and Writing Strategies and Applications to support English Learners
    • Examples of Reading/Writing/Listening/Speaking Activities for English Learners