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Open Access Professional Learning Courses 

Massachusetts Educators

2024

The courses listed on this page are approved for Mass Literacy: Open Access Professional Learning (OAPL). Eligible Massachusetts educators may take this course at no cost, and will receive a stipend upon completing the course. Visit doe.mass.edu/instruction/ela/OAPL to learn more.

Questions? Email [email protected]

Dyslexia Instruction That's Targeted

Course Commitment. 45 hours

Live Sessions. The live modules are delivered virtually on the following dates July 9, 16 & 23rd from 8:30am - 12:30pm.

Overview. The 45 hr (PDP) course is designed to provide educators with background knowledge in the development of reading skills in elementary school. The course will outline typical and atypical reading development and feature evidence-based instructional strategies across the tiers with a Multi-Tiered System of Support (MTSS) model. Notable features of the course include building an understanding of the reading brain, the use of assessment, including early literacy screening data to inform instructional practice, unpacking of recent discoveries about the importance of advanced phonemic awareness skills in the orthographic mapping process, the use of evaluation data to identify subtypes of dyslexia and match those subtypes with the appropriate instruction, and the use of a structured literacy approach to develop the foundational reading skills of all developing readers. 

By the end of the course, participants will employ evidence-based practices to plan reading instruction for students in elementary school.  

Audience. Elementary educators supporting students who are either below benchmark in reading and at-risk of a reading disability or have been identified with dyslexia or a specific learning disability in reading. 

Course Times & Dates. The course is organized into 9 modules, see below, that are delivered through live and self-guided coursework. The live modules are delivered virtually on the following dates July 9, 16 & 23rd from 8:30am - 12:30pm. Attendance and full participation with camera on (not in car) is mandatory at the live sessions.  The three self-guided modules, approximately 5 hours each, can be completed any time before July 27th. 

Stipend. Participants who complete all course requirements will be paid $450 within 90 days of the completion date.    

REGISTER HERE

Measuring Meaningful Growth: Progress Monitoring with DIBELS 8th

Course Commitment. 15 hours

Live Session Dates.  July 9, 16 & 23, 4 - 6pm. 

Overview.This 15 hour/PDPs professional development course unpacks the process of progress monitoring through 6 modules - 3 Live Sessions and 3 Self-Guided Sessions.

Content provides educators with practical instructional strategies for selecting appropriate progress monitoring tools, interpreting student growth, and adjusting their instruction accordingly.

At the conclusion of the course participants will be able to:

  • Describe progress monitoring and the role it plays in a Multi-Tiered System of Support (MTSS) model and overall reading achievement.
  • Differentiate between the types of progress monitoring tools such as summative and criterion-based measures.¬†
  • Select the tool that will best measure targeted areas of growth, including skill building in reading accuracy, fluency and comprehension.¬†
  • Employ DIBELS 8th assessments as progress monitoring tools.¬†
  • Use benchmark data to project meaningful and attainable growth through the use of aimlines.¬†
  • Interpret students‚Äô growth rate and adjust instruction using high leverage practices.¬†
  • Become familiar with guidance on referral to special education based on recommendations from the Massachusetts Dyslexia Guidelines.¬†¬†

By the end of the course, participants will employ evidence-based practices to monitor and adjust reading instruction for students in elementary school.  

Audience. Elementary educators supporting students' reading development, in particular students who are receiving tier 2 or tier 3 intervention. 

Course Times & Dates. The course is organized into 6 modules, see below, that are delivered through live and self-guided coursework. The live modules are delivered virtually on the following dates July 9, 16 & 23rd from 4pm - 6pm. Attendance and full participation with camera on (not in car) is mandatory at the live sessions.  The three self-guided modules, a total of 9 hours can be completed any time before July 27th. 

Stipend. Participants who complete all course requirements will be paid $300 within 90 days of the completion date. 

 

REGISTER HERE

Maximizing Small Group Literacy Work using Structured Literacy Routines K-2

Course Commitment. 15 hours, organized into 6 modules - 2 Live Sessions and 4 Self-Guided Sessions.

Live Session Dates.  July 17 & 24, 8:30 - 10:30am. 

Overview.The course is designed to provide K-2 elementary educators with research-based practices for delivering differentiated literacy instruction. Coursework integrates evidence from the fields of education, psychology, and cognitive neuroscience to offer a data-driven framework for planning literacy instruction that is developmentally appropriate and addresses individual learning needs.  The course features lesson plans and instructional materials from our Decoding Duo series. Each participant will be sent a Decoding Duo manual as part of the course materials. 

By the end of the course, participants will employ evidence-based practices to: 

  • Demonstrate an understanding of the stages of reading development.¬†
  • Discuss the essential components of reading instruction according to the National Reading Panel (NRP, 2000) and their role in classroom English Language Arts (ELA) instruction across elementary school.
  • Identify the important characteristics of instructional structures (e.g. whole group, small group, independent work) within an ELA Block with a particular focus on explicit instruction.
  • Interpret early literacy screening data to identify students at-risk for reading difficulties and group students by instructional focus area (e.g. accuracy, fluency, comprehension).
  • Plan targeted small group instruction based on students‚Äô focus areas.
  • Demonstrate an understanding of the principles and components of Structured Literacy.
  • Plan targeted small group k-2 structured literacy lessons to support students‚Äô reading development in elementary school.

Audience. Elementary educators supporting students who are below benchmark in reading. 

Course Times & Dates. The course is organized into 6 modules, see below, that are delivered through live and self-guided coursework. The live modules are delivered virtually on July 17 & 24, 8:30 - 10:30am. Attendance and full participation with camera on (not in car) is mandatory at the live sessions.  The four self-guided modules, a total of 9 hours can be completed any time before July 27th. 

Stipend. Participants who complete all course requirements will be paid $300 within 90 days of the completion date. 

REGISTER HERE

Maximizing Small Group Literacy Work using Structured Literacy Routines 3-5

Course Commitment. 15 hours, organized into 6 modules - 2 Live Sessions and 4 Self-Guided Sessions.

Live Session Dates.  July 17 & 24, 3 - 5pm. 

Overview. This course is designed to provide 3-5 elementary educators with research-based practices for delivering differentiated literacy instruction. Coursework integrates evidence from the fields of education, psychology, and cognitive neuroscience to offer a data-driven framework for planning literacy instruction that is developmentally appropriate and addresses individual learning needs. The course features lesson plans and instructional materials from our Morphology Anthology series. Each participant will be sent a Morphology Anthology manual and student reader as part of the course materials. 

By the end of the course, participants will employ evidence-based practices to: 

  • Demonstrate an understanding of the stages of reading development.¬†
  • Discuss the essential components of reading instruction according to the National Reading Panel (NRP, 2000) and their role in classroom English Language Arts (ELA) instruction across elementary school.
  • Identify the important characteristics of instructional structures (e.g. whole group, small group, independent work) within an ELA Block with a particular focus on explicit instruction.
  • Interpret screening data to identify students at-risk for reading difficulties and group students by instructional focus area (e.g. accuracy, fluency, comprehension) after administering a supplemental inventory like the Beginning/Advanced Decoding Survey.
  • Plan targeted small group instruction based on students‚Äô focus areas.
  • Demonstrate an understanding of the principles and components of Structured Literacy.
  • Plan targeted small group structured literacy lessons to support students‚Äô reading development in elementary school.

Audience. Elementary educators supporting students who are below benchmark in reading skills. 

Course Times & Dates. The course is organized into 6 modules, see below, that are delivered through live and self-guided coursework. The live modules are delivered virtually on July 17 & 24, 3 - 5pm. Attendance and full participation with camera on (not in car) is mandatory at the live sessions.  The four self-guided modules, a total of 9 hours can be completed any time before July 27th. 

Stipend. Participants who complete all course requirements will be paid $300 within 90 days of the completion date. 

REGISTER HERE

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