TWO-HOUR BADGE COURSES
- Purposeful Planning – 2 hours
- Working the Brain Into Teaching and Learning: Grades K-12 – 2 hours
- Co-teaching and Professional Collaboration – 2 hours
- Motivating and Engaging 21st Century Adolescents: Grades 6-12 – 2 hour
- Writing Strategies For All Content Areas: Grades K-12 – 2 hour
- Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
- Teaching to Text Complexity, Grades K-12 – 2 hours
- Standards-Based Formative Assessment, Grades K-5 – 2 hours
- Standards-Based Formative Assessment, Grades 6-12 – 2 hours
- Building Reading Muscle of Struggling Learners, Grades 6-8 – No. 133A – 2 hours
- Building Reading Muscle of Struggling Learners, Grades PK-5 – No. 133 – 2 hours
- Literacy Strategies for Science and Technical Subjects: Grades 6-12 – 2 hours
- Literacy Strategies for Science and Technical Subjects: Grades K-5 – No. 151A – 2 hours
Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
Practical and authentic assessment methods that have a strong research-base will be the central feature of this course in evaluating the needs of exceptional students. Informal and teacher-developed assessment technique will invoke best practices through the use of technology, smart classroom strategy, and through smart curriculum design. Formal, informal assessments and other data will include observation and anecdotal note-taking (kid watching), SLOs, IEP goals, behavioral assessment, criterion-referenced assessments, standardized and performance-based assessments, and learning style inventories. Data gleaned of these assessments will be used to differentiate with while aligning best practices with student needs.
- Evaluate the needs of their ELL students to align best instructional strategy to those needs.
- Through job-embedded participation, practice with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support.
- Use sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the language needs of the learners.