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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
 
This seminar will focus on taking the basics of writing and the writing process and incorporate specific strategies to enhance the output of your students. Various techniques will be reviewed that will assist students with writing a detailed and descriptive paragraph/essay while following the steps of the writing process. Many of the techniques and strategies can easily be incorporated into any lesson! More
Starts Starts: 7/7/2020 10:00 AM
Sessions Session: 1
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Guiding students through the writing process is a journey with the process and cycling back to craft well-developed pieces, while developing all areas of writing instruction. 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 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: 7/7/2020 11:30 AM
Sessions Session: 1
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Differentiating learning embraces the framework of Universal Design for Learning (UDL) in that it considers all the learners in the classroom. UDL follows three principles: the “what” of learning, the “why” of learning and the “how” of learning. All three areas can be addressed for students with learning differences through incorporating technology that differentiates and assists. UDL addresses the variability of learners in the classroom. This session will provide an overview of UDL for all educators to understand why this construct is a hot topic in education. Today’s tools and technologies are prime to meet the needs of all learners. As with the construct of UDL, differentiation of the implementation of technology to provide assistance in learning is key. They represent that possibility to provide for LD students the opportunity to find their own academic successes. Educational technology that provides options for the three principles for learning under UDL will be highlighted and discussed for their benefits to students with learning differences. More
Starts Starts: 7/7/2020 8:45 AM
Sessions Session: 1
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Critics of graphic novels have argued that they are “not real books” or “not real reading;” however, the graphic novel has continued to grow in popularity as has its value as a tool for teaching literacy skills. For the first time in 2019, a graphic novel, Jerry Craft’s New Kid, was even awarded the prestigious Newbery Medal. Graphic novels offer a number of benefits for struggling readers, such as increased motivation, greater appeal for reluctant readers, and increased visual support for readers with learning differences. The genre offers further benefits for traditional learners as well. Our society has become increasingly visual; a society that typically obtains information through resources such as websites, films, and interactive media relies on visual literacy. Yet, assuming that children are hard-wired to process visual narratives is just as dangerous as the false assumption that they are hard-wired to read. Visual literacy is a skill that can, and should, be taught. This presentation will explore the relevance of teaching with graphic novels, skills that must be taught directly and explicitly in order to develop visual literacy, and suggestions for using graphic novels across the curriculum. More
Starts Starts: 7/9/2020 8:30 AM
Sessions Session: 1
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When teaching Literature, extension activities support comprehension and engagement. Graphic Novels are appearing more in Literature instruction, expanding the concepts of reading and language introduction. Technology can support the access of the content in these engaging books, while also providing fun and creative ways to have students build their own graphic stories and extend their knowledge of the text. More
Starts Starts: 7/9/2020 10:00 AM
Sessions Session: 1
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The Orton-Gillingham instructor must also be a finely tuned diagnostician. Diagnostic and prescriptive teaching is one of the key elements of the Orton-Gillingham approach. The instructor is expected to identify a student’s unique strengths and weaknesses and use them to develop an individualized scope and sequence for instruction. Once we have mapped out that path, frequent formative assessments allow us to gauge progress and make any necessary changes in our teaching to allow students to develop to their full potential. This workshop will focus on using published, informal assessments that any structured literacy teacher can use to set baselines, inform ongoing instruction, and measure progress; participants will also discuss simple ways to develop assessments, collect data, and share it with a student’s support team. To adapt to the needs of our current educational climate, we will also explore some of the ways that assessments can be adapted to administer virtually. More
Starts Starts: 7/20/2020 10:00 AM
Sessions Session: 1
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Executive function skills provide critical supports for learning and development. As a classroom teacher, you play a critical role in developing these skills. The abilities to sustain attention, regulate emotions and demonstrate cognitive flexibility enable your students to maximize their learning potential. In this workshop, you will explore how to use games and challenging tasks to raise awareness of executive functions in your classroom and help your students to practice and strengthen the various components of these important skills. More
Starts Starts: 7/20/2020 8:30 AM
Sessions Session: 1
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For many Orton-Gillingham practitioners, working in private practice can be isolating. Without the support of a school environment or an onsite supervising Fellow, they may grapple with business practices, lesson development, or the application of specific Orton-Gillingham instructional content. This workshop will provide a forum for private practitioners to share their concerns and set the stage to relaunch a self-sustaining support group to address the needs of individual providers throughout the coming academic year. More
Starts Starts: 7/22/2020 8:30 AM
Sessions Session: 1
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This 36-hour course meets the requirements for Orton-Gillingham Classroom Educator designation with the AOGPE. It is the first step in preparing teachers to use the OG approach in the classroom setting and allows teachers to use direct instruction to bring a multi-sensory, structured, and linguistic phonics-based approach into the mainstream classroom. The curriculum includes: dyslexia and reading disorders; the rationale of the OG approach; handwriting; phonological awareness, phonics, syllable division patterns, and spelling; elements of multisensory instruction, diagnostic-prescriptive teaching, and lesson planning; and AOGPE membership structure and requirements. *This course does not include the practicum, which is required for Academy membership at the Classroom Educator Level; the practicum can be arranged for an additional fee. 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. Course Expectations: Complete attendance and active participation; summaries of readings will be required in order for participants to apply at the Classroom Educator level of the AOGPE but will not be required during the five-day course. Although the course is ungraded, expect daily quizzes, review, and lesson plan activities. More
Starts Starts: 8/3/2020 8:30 AM
Sessions Sessions: 5
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