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The Certified Level coursework is designed to expand and deepen the trainee's Associate knowledge base and is a 36-hour course. It covers specific topics, such as phonology, morphology, vocabulary, and comprehension in greater depth as well as broadening the trainee's background in other learning differences that are often co-morbid with dyslexia. At the Certified Level, practitioners practice independently and must possess the background and skills to be able to work with students who have more complicated profiles.

The Academy of Orton-Gillingham Practitioners and Educators requires 100 hours of coursework at the Certified Level. Twenty-five of those hours can comprise conference attendance hours, and twenty-five hours can include web content or webinars approved by the Principal and/or Supervising Fellow.

The Certified coursework offered by The Southport School is divided into Certified I and Certified II, which do not need to be pursued in sequential order.

This course does NOT include the practicum, which is required for Academy membership at the Certified Level. The Practicum can be arranged for an additional fee.

The order of topics is approximate. Some topics will fill more than one session others will be developed throughout the course. Videos will be included where appropriate.

Course Goals & Objectives:

Goal 1: The Certified member is able to explain the underlying principles and describe the specific concepts and procedures that set the Orton-Gillingham Approach apart from others.

Objectives:

1. The Certified member is able to explain that the Approach explicitly teaches the structure of language in its phonological, morphological, semantic, and syntactic

2. The Certified member is able to cite references that support Orton-Gillingham as the instructional Approach of choice for persons with dyslexia.

Goal 2: The Certified member of the Academy demonstrates the knowledge and skill to provide instruction as an independent Orton-Gillingham practitioner.

Objectives:

1. The Certified member demonstrates orally, in writing, and through practice with students, an understanding of the principles of the Approach.

2. The Certified member understands the nature and needs of the learner.

3. The Certified member is able to teach the structure of the English language.

4. The Certified member is able to interpret diagnostic evaluations, administer relevant academic and diagnostic tests, and design specific therapeutic interventions using the Approach.

5. The Certified member is able to write case histories and progress reports.

6. The Certified member demonstrates competence in case management.

Goal 3: The Certified member adheres to the Academy’s Code of Ethics and understands the privileges and responsibilities of the Certified member.

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Dates Dates: Courses are held on Tuesday's from 4 PM to 7 PM on the following dates: 9/10, 10/1, 10/22, 11/12, 12/3, 1/7, 1/28, 2/25, 3/17, 4/7, 4/28, 5/19, 6/16 (make up date)
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Closed Enrollment
 
According to new research, Executive Functioning is as good or better than IQ for predicting a child's success at school. However, many parents, teachers and health care providers struggle to understand Executive Functioning, let alone how to identify it and foster its development. Executive Functioning is much more than just "organization." It also includes behavioral and emotional control, and intentionally regulating cognitive skills associated with tasks such as planning, getting started, sustaining attention, remembering multi-step tasks, and monitoring performance. No wonder that it predicts school success so well! This workshop is designed to review a much broader scope of executive functioning, recognizing that it is not one thing but a collection of specific and independent functions that support behavior, emotion, and metacognition. Dr. Heitzman will first help participants learn to identify the specific functions. Next, he will review how the functions develop over the life of children as they move from preschool to elementary and middle school to high school and college. Finally, participants will learn the theory and strategies to foster the development of executive functions at home and school. More
Dates Dates: Courses are held on Wednesday's from 9 - 10:15 on the following days: 10/2, 10/16, 10/30
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Closed Enrollment
 
The Associate Level coursework is designed to hone the trainee's ability to provide diagnostic and prescriptive instruction in a one-to-one remedial setting. In addition, it exposes the trainee to more sophisticated levels of language instruction than can be provided in the Classroom Educator course. The Academy of Orton-Gillingham Practitioners and Educators (AOGPE) requires a total of hours of 60 hours of coursework at the Associate Level. Trainees who have already taken Classwork Educator have met the first half of that requirement. This 36-hour follow-up course will exceed the Academy's requirements for Associate Level coursework. Associate Part II coursework will include but is not limited to: morphology; assessment, both formal and informal; vocabulary, comprehension, and fluency; and the writing process. An additional emphasis will be on developing lesson plans and student profiles in preparation for the trainee's application to the AOGPE at the Associate Level. This course does NOT include the practicum, which is required for Academy membership at the Associate Level. The practicum can be arranged for an additional fee. Curriculum: AOGPE Associate Level guidelines Note: The order of topics is approximate. Some topics will fill more than one session; others will be developed throughout the course. Videos will be included where appropriate. Pre-Requisite: Successful completion of Classroom Educator course More
Dates Dates: Courses are held on Friday's from 1 PM to 4 PM on the following dates: 10/4, 11/1, 11/22, 12/6, 1/10, 1/24, 2/7, 2/28, 3/13, 5/1, 5/8, 6/5, 6/12 (make up date)
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Understanding Spelling, Orthography, and Their Links to Reading. More
Starts Starts: 10/18/2019 8:00 AM
Sessions Session: 1
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Closed Enrollment
 
One Evening Workshop for Educators Features The Southport School & The Southport CoLAB’s Proprietary Executive Function Program More and more research evidence demonstrates that executive functioning predicts success in literacy and math, and that this association may be even stronger than IQ. This puts pressure on educators to understand executive functioning in more sophisticated ways, and to relate this more specifically to educational goals for students at various developmental levels. This presentation will address both targets. Dr. Heitzman will offer participants a review of executive functioning and specifically relate this to education with respect to broader curriculum goals and individualized programming for children with special needs. More
Starts Starts: 11/7/2019 5:00 PM
Sessions Session: 1
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Today’s educational technologies are prime to be incorporated to support the academic needs of students with learning disabilities; moreover, they are in the everyday devices that students are eager to use. How does a parent support their child's use of the range of tools, apps, and websites entering the educational landscape that is ever-changing and daunting to explore, while knowing there is no one-size-fits-all solution for those with learning disabilities? What resources are available for families and how can they access them? In this workshop, we explore the basics of available accessibility among current devices and programs. Additionally, we will discuss what parents should consider when choosing assistive technology along with other educational tools that can support students in various academic areas. The technologies discussed will cover devices, apps, and websites that represent the options that exist to provide support for all learners. Our goal is to demonstrate the possibilities for LD students to find their own academic success through the use of the technology. More
Starts Starts: 11/12/2019 9:00 AM
Sessions Session: 1
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An Orton-Gillingham Fellow and the Chief Technology Integrator share how they have collaborated to include technology as an instructive and assistive tool, following the traditional OG approach in the small classroom setting. This session focuses on the use of various tools that can support differentiated and individualized engagement during small group multi-sensory Structured Literacy instruction. More
Starts Starts: 11/16/2019 9:00 AM
Sessions Session: 1
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Considering College for your Students with Learning Differences: Understanding the Big Picture, the Role of Foundational Skills and Making a Plan to Navigate the Process More
Starts Starts: 12/10/2019 6:30 PM
Sessions Session: 1
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E-Parenting: How to Raise Stand-up Citizens in a World of Sexting, Fortnite, Snapchat and other Digital Distractions More
Starts Starts: 1/16/2020 6:30 PM
Sessions Session: 1
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The utilization of technology (Interactive screens, iPads, apps, and websites) can make reading instruction (decoding/encoding, fluency, and comprehension) a multi-sensory process that is engaging and explicit while maintaining the individualization and diagnostic-prescriptive aspects of the lesson. It can support the organizational challenges for necessary lesson materials that can occur when working with multiple students at once, while also allowing for ease of differentiation within a small group format. Additionally, educational technology can provide ways for the teacher to collect work samples and data from multiple students simultaneously and allow for individualized feedback. The session will focus on the use of various tools that can support differentiated and individualized engagement during small group multi-sensory reading instruction. More
Starts Starts: 1/22/2020 4:00 PM
Sessions Session: 1
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Guiding students through the writing process is like a game of Chutes and Ladders, with progress and cycling back to craft well-developed pieces. Through the use of educational and assistive technologies, students can be provided the tools to gain support and independence in the process. From brainstorming with mind-mapping tools such as Inspiration to using Speech-to-text and word prediction to formulate sentences then employing grammar checking tools as part of the editing process, there are many options to engage technology to empower students in the writing process More
Starts Starts: 1/29/2020 4:00 PM
Sessions Session: 1
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Some believe that executive functioning does not exist in preschoolers. However, research suggests that not only do preschoolers come in with a developing foundation of executive functioning, but that preschool activities can offer students opportunities for bursts in that development. Much of this comes by way of helping preschoolers develop behavioral and emotional self-regulation. Dr. Heitzman will review the early development of self-regulation and its connection to higher level metacognitive skills that will stem from early opportunities in preschool and predict success with later academic demands. Participants will learn this connection and strategies for supporting it with their young students in the classroom. More
Starts Starts: 1/29/2020 9:00 AM
Sessions Session: 1
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