21. Teacher Seminars Sources Available By Elainemcewan.com high school students , literacy strategies jdc, remedial reading strategies with acomprehensive overview of reading instruction. teach Them ALL to Read is in http://www.elainemcewan.com/teacher_seminars_h.html

Teacher Seminars Sources Available by Elainemcewan.com Teacher seminars related ideas on Elainemcewan.com include shared storybook emergent literacy, 'teaching reading skills to high school students', literacy strategies jdc, remedial reading strategies in middle school, and checklist for reading problems. The learner will identify and define the essential components of reading instruction. An Online Seminar provides busy educators with a comprehensive overview of reading instruction. Teach Them ALL to Read is in accordance with the No Child Left Behind Act and Reading First. The learner will determine the best instructional approaches of these components in his or her classroom, school, or district. Welcome to Educational Resources for Educators and Parents, the Web site of author Elaine K. McEwan and The McEwan-Adkins Group. Each unit is a self-contained instructional component covering one aspect of reading instruction. Our Online Seminar places emphasis on meeting the needs of students who are at-risk of reading failure. Teach them all to read, an online seminar and other education resources. Find

22. McEwan-Adkins Group - Teach Them ALL To Read: Catching The Kids Who Fall Through new teachers knew very little about how to teach reading. Their preservice traininghad given short shrift to reading instruction. Even remedial and special http://www.elainemcewan.com/kids_who_fall.htm

About Elaine Our Mission Hot Off the Press Workshops ... Home The McEwan-Adkins Group For additional information contact Elaine at emcewan@elainemcewan.com Site design by Soft-Tech Corporation Teach Them ALL to Read: Catching the Kids Who Fall Through the Cracks Thousand Oaks, California: Corwin Press, 2002. D2415-07619-4503-2 (Paper) 32.95 D2415-07619-4502-4 (Library Edition) 69.95 Preface If I could only travel back in time and offer answers to those students who fell through the cracks while I was a teacher, media specialist, and principal! Ron Edmonds believed that "we can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far" (1981, p. 53). Although Edmonds was writing in the broad sense about student achievement, his statement could well be paraphrased to describe the current status of reading instruction: We can, whenever and wherever we choose, successfully teach all children to read. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far. THE GOALS OF THIS BOOK In 1998, I wrote

23. Bestp Practices for Improving Literacy “I’d Like to teach the World reconsider the meaningof “remedial” instruction; is reading remediation a deficit model http://www.oswego.org/staff/cchamber/literacy/bestp.cfm

I. English Language Arts Curriculum A. Language Arts is understood to include reading, writing, speaking, and listening. Children are totally immersed in all four areas. B. Language Arts curriculum is clearly articulated, understood, and balanced across the grade levels. II. English Language Arts Instruction A. Reading Program/Best Practices: reading aloud every day across all grade levels sustained, independent, free-choice, daily reading shared reading experiences on a regular basis thus providing opportunities for participatory reading, i.e. songs, poems, chants, and group experience with “how print works” daily guided reading groups (the “heart” of a literacy program) small, flexible groups determined by similar instructional reading levels/instructional needs primary focus on constructing meaning instruction shows the child how to read through practice, modeling, skill and strategy development silent reading is predominant while oral reading checks fluency and expression emphasis on reading increasingly challenging books through continuous assessment, i.e. running records

24. Teach More/Love More - Family Literacy Definitions Tutoring Help for individuals via additional, specialized or remedial instruction.Click Here to Return to Main Page. The teach More/Love More hotline is a http://www.teachmorelovemore.com/FamilyLiteracyDefinitions.asp

www.upkflorida.org Definitions Adult Literacy Opportunities for adults to develop language, reading and writing skills, vocational skills and citizenship skills. Caregiver Outreach Programs and services designed to aid teachers of young children, through age 5, in early literacy. Children's Literacy Programs and services designed for children to build and strengthen language, reading and writing skills. This encompasses programming for children ages to 17 years. Cultural Literacy Understanding traditional beliefs relative to a particular cultural or ethnic group. Family Learning Family learning encompasses all areas of family functioning-relationships, communication, attitudes and behaviors. Family Literacy Programs characterized by incorporating four components into one program to help families become fully functioning. The four areas are (1) age appropriate literacy opportunities for children, (2) parent and child interaction time, (3) parent skill-building, and (4) adult literacy. Functional Literacy The ability to understand and use printed information in daily life, at home, at work and in the community.

25. SPECIAL EDUCATION DEPARTMENT The LRC provides remedial instruction designed to help students compensate Skillsinstruction in reading general educator outside of the classroom, teamteach. http://www.scarsdaleschools.k12.ny.us/hs/sped.html

SPECIAL EDUCATION DEPARTMENT SCARSDALE HIGH SCHOOL PHILOSOPHY AND OBJECTIVES COMMITTEE ON SPECIAL EDUCATION (CSE) THE LEARNING RESOURCE CENTER SCARSDALE SUPPORT PROGRAM/BOCES PROJECT ACHIEVE ... RELATED WEB SITES FOR FURTHER INFORMATION CONTACT LORYN SOLOMON CHAIRPERSON SPECIAL EDUCATION DEPARTMENT SUSAN VITALE CHAIRPERSON HIGH SCHOOL COMMITTEE ON SPECIAL EDUCATION MICHAEL MENDELSON DIRECTOR OF SPECIAL EDUCATION High School Special Education Staff Ms. Ronnie Braun Ms. Karen Butler Mr. Robert Caie Mr Joseph DeCrescenzo Mr. Jonathan Feld Mr. Thomas List Ms. Anita Occhiuto Ms. Barbara Towber PHILOSOPHY AND OBJECTIVES The Special Education Department adheres to the philosophy that each individual with a disability is entitled to the assistance necessary to maximize his/her potential given the resources of the District. The Special Education staff, in conjunction with classroom teachers and other educational personnel, has a commitment to the following objectives: To create an effective climate for learning by sharing all available information about a child’s handicap pertinent to the child’s performance in an educational setting.

26. Readings And Resources About Reading Instruction For Young Children With Learnin of different strategies teachers use to teach students with To Integrate Phonologicaland Strategybased remedial Reading instruction and Maximize http://www.hoagiesgifted.org/eric/minibibs/eb12.html

Readings and Resources About Reading Instruction for Young Children with Learning Disabilities The Eric Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: webmaster@hoagiesgifted.org Internet: http://www.hoagiesgifted.org/eric/index.html ERIC EC Minibib EB12 Updated May 2003 Citations with an ED (ERIC Document; for example, ED123456) number are available in microfiche collections at more than 1,000 locations worldwide; to find the ERIC Resource Collection nearest you, point your web browser to: http://edresearch.org/derc.htm . Documents can also be ordered for a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com/ service@edrs.com , or 1-800-443-ERIC. Journal articles (for example, EJ999999) are available for a fee from the originating journal (check your local college or public library), through interlibrary loan services, or from article reproduction services such as: Infotrieve www4.infotrieve.com

27. The Potential - Michigan Dyslexia Institute, Inc. dyslexia and trained more school teachers how to teach dyslexic students the principalprovider of oneon-one remedial reading instruction to dyslexic http://www.dyslexia.net/news/art11.htm

Back To Table Of Contents The work MDI has done Michigan Dyslexia Institute/Dyslexia Association of America Fact Sheet The Michigan Dyslexia Institute, Inc. was established as a nonprofit educational organization in October, 1982 to serve the more than one-half million dyslexic children and adults of the state. In a very short span of time, MDI emerged as a unique resource and significant educational force in Michigan and in the country. Today: · MDI offers the most comprehensive set of services in Michigan expressly designed to serve dyslexic children and adults. · MDI is the only organization providing direct remedial reading instruction, teacher training, and public information in both the Lower Peninsula and the UP. · MDI has presented more public information programs on dyslexia and trained more school teachers how to teach dyslexic students than any organization in the state. · MDI, through its six centers, is the principal provider of one-on-one remedial reading instruction to dyslexic children and adults in Michigan. Financial assistance is provided for those unable to pay as resources permit. · MDI is the only private organization to be awarded state grants to train public school teachers how to teach dyslexic students and the only one to be formally recognized by the Michigan Legislature for its educational and service contributions to Michigan’s dyslexic citizens.

28. UWT Education: Teacher Certification Program Courses for designing and delivering beginning and remedial instruction. 453 TOPICS IN LITERACYinstruction LANGUAGE ARTS skills on learning to teach mathematics, and http://www.tacoma.washington.edu/education/tcp_course.cfm

home teacher cert pro cert master of ed ... curriculum courses resources TCP Course List TEDUC 451 BEGINNING AND REMEDIAL READING (3 credits) This course is designed to provide students with both the theoretical and empirical foundations for designing and delivering beginning and remedial instruction. Content covered in the course includes assumptions underlying the two major approaches to beginning reading instruction, evaluation and modification of curriculum materials, and methods for monitoring student progress towards literacy. TEDUC 452 LITERATURE AND CONTENT READING (3 credits) This course is intended to help prospective teachers acquire pedagogy in teaching students how to construct meaning from literature and informational texts. TEDUC 453 TOPICS IN LITERACY INSTRUCTION: LANGUAGE ARTS (3 credits) This course is designed to provide a theoretical and empirical basis for teaching language arts to K-8 students. Content covered in this course includes the writing process and the integration of writing with reading and the content areas. Evaluation and modification of curricular materials to meet the needs of diverse students as well as methods of monitoring student progress are addressed also. TEDUC 460 MATHEMATICS METHODS I (3 credits) Provides students with the ability to conceptualize mathematics, the skills on learning to teach mathematics, and developing a sense of confidence in mathematics. Students actively engage in many activities including exploring patterns, making conjectures, solving problems, communicating understanding, and making the learning of mathematics accessible to all students in K-8 classrooms.

29. 2003-04 UW Tacoma Catalog - Teacher Certification - Course Descriptions for designing and delivering beginning and remedial instruction. 453 Topics in Literacyinstruction Language Arts 3 for learning to teach mathematics; also http://www.tacoma.washington.edu/catalog/tcert_courses.html

Teacher Certification (K-8) Course Descriptions For the most current course information, please consult the Education program Web site TEDUC 451 Beginning and Remedial Reading 3 credits This course is designed to provide students with both the theoretical and empirical foundations for designing and delivering beginning and remedial instruction. Content covered in the course includes assumptions underlying the two major approaches to beginning reading instruction, evaluation and modification of curriculum materials, and methods for monitoring student progress towards literacy. TEDUC 452 Literature and Content Reading 3 credits This course is intended to help prospective teachers acquire pedagogy in teaching students how to construct meaning from literature and informational texts. TEDUC 453 Topics in Literacy Instruction: Language Arts 3 credits This course is designed to provide a theoretical and empirical basis for teaching language arts to K-8 students. Content covered in this course includes the writing process and the integration of writing with reading and the content areas. Evaluation and modification of curricular materials to meet the needs of diverse students as well as methods of monitoring student progress are addressed also. TEDUC 460 Mathematics Methods I 3 credits

30. O*NET Code Connector Detailed Information Page onthe-job training, classes, or training sessions to teach and demonstrate Provideindividualized instruction and tutorial and/or remedial instruction. http://www.onetcodeconnector.org/report?id=266

31. GADOE.org - Curriculum & Instruction: Information Portal The remedial Education Program is an instructional provides individualized basic skillsinstruction as mandated and be fully qualified to teach reading, writing http://www.doe.k12.ga.us/curriculum/instruction/index.asp

Home Learning Classroom Instruction EDUCATION IN GEORGIA State Superintendent State Board of Education No Child Left Behind Act State Education Rules Performance Standards Quality Core Curriculum Testing Programs Education Report Card SCHOOLS IN GEORGIA School Safety Student Nutrition Facilities Transportation State Schools Charter Schools Home Schools Private Schools CURRICULUM Instruction Agriculture Education Technology/Career Ed. Testing Programs Exceptional Students Limited English (ESOL) SCHOOL SUPPORT Excellence Recognition Counseling School Improvement Honors and Awards INSIDE DOE DOE/SBOE Newsroom Employment Finances/Budget Policy/External Affairs Information Technology Classroom Instruction Subject Areas Course descriptions, curriculum, lesson plans, information, and resources Postsecondary Options Program (PSO) The Postsecondary Options Program (PSO) provides qualified Georgia high school students with the opportunity to earn postsecondary and Carnegie Unit credit while jointly enrolled in a Georgia public high school and a college, university, or technical institution. Textbooks The Georgia Textbook/Instructional Material Guide includes a complete listing of textbooks recommended by the Georgia Board of Education for use by local school systems.

32. Resource Room: Math: Mathematics And Dyslexia prepared in mathematical principles and/or in how to teach them. Therefore, teachersand academic therapists who provide remedial instruction in mathematics to http://www.resourceroom.net/math/lda_math_fall98.asp

Home Math Mathematics and Dyslexia (International Dyslexia Association) Mathematics and Dyslexia Perspectives, Fall 1998 International Dyslexia Association reprinted with permission Too frequently and too readily, individuals with dyslexia who have difficulty with mathematics are misdiagnosed as having dyscalculia - literally trouble with calculating, a neurologically based disability. True dyscalculia is rare (Steeves, 1983). We know that for individuals with dyslexia, learning mathematical concepts and vocabulary and the ability to use mathematical symbols can be impeded by problems similar to those that interfered with their acquisition of the written language (Ansara, 1973). Additionally, we know that the learning of mathematical concepts, more than any other content area, is tied closely to the teacher's or academic therapist's knowledge of mathematics and to the manner in which these concepts are taught (Lyon, 1996). Therefore, there are individuals with dyslexia who will exhibit problems in mathematics, not because of their dyslexia or dyscalculia, but because their instructors are inadequately prepared in mathematical principles and/or in how to teach them.

33. Instructional Programs are licensed by the State Board of Education to teach the grade school offers remedialreading and mathematics, grades 15; remedial instruction for required http://www.loudoun.k12.va.us/teacher.htm

NEWS ACADEMICS PURCHASING ADMINISTRATION INFORMATION Information LCPS Instructional Programs TEACHERS Loudoun's classroom teachers have been carefully selected to provide the individualized attention that will encourage youngsters to learn and achieve to the best of their ability. A mentor program for teachers new to the profession, rigorous performance evaluation for all teachers, and challenging staff development programs help to ensure superior teaching and learning in Loudoun classrooms. All Loudoun teachers are licensed by the State Board of Education to teach the grade level or subject area for which they are employed. More than one third hold advanced degrees; the majority have taken graduate courses. INSTRUCTIONAL PROGRAM Elementary School, Grades K-5

34. Florida State Education Laws teacher shall hold a valid regular Florida certificate to teach academic subjects ofreceipt of the written notification to provide remedial instruction to the http://www.unschooling.com/resources/states/florida.shtml

Home Education Magazine Unschooling.com State Information File For unschooling support groups, please see the state by state listing at Unschooling Support Groups A complete listing of homeschooling support groups, organizations, listservs, websites and helpful individuals can be found at the Home Education Magazine website: http://www.home-ed-magazine.com/HSRSC/hsrsc_grps.html Please Note: This is not intended to be legal advice and is distributed for informational purposes only. For more information about the laws and regulations in this state please contact a state or local support group. FLORIDA Online Sunshine - The Florida Legislature http://www.leg.state.fl.us/ Compulsory attendance between the ages of 6 and under 16 Teacher certification required - No Required number of hours per day per year - None FLORIDA LAW 1990 Supplement to Florida Statutes Section 232.02 - Regular School Attendance. - Regular attendance is the actual attendance of a pupil during the school day as defined by law and regulations of the state board. Regular attendance within the intent of s. 232.01 may be achieved by attendance in: A public school supported by public funds A parochial, religious, or denominational school;

35. Learning Disabilities OnLine: LD In-Depth: Adapting Math Instruction In General to engage them in explicit and direct instruction to remediate teach and practiceorganizational skills. She trains remedial language tutors and is involved in http://www.ldonline.org/ld_indepth/nonverbal/students_with_nonverbal_ld.html

ABCs of LD The leading Web site on learning disabilities for parents, teachers, and other professionals What's New Experts Parents Kids ... Yellow Pages Students with Nonverbal Learning Disabilities by Jean M. Foss Reprint with permission This group of disabled learners have only begun to receive the understanding and attention they require. To understand the difficulties they face and to help them to make the best of their assets while minimizing the effects of their weaknesses, we need to recognize the syndrome and its implications. Statements like the following are often true of individuals with a nonverbal learning disability: They talk a lot but really say very little. They see the "trees" not the "forest." They focus on details, do not apprehend the main idea. They do not "see the whole picture." They do not "read" facial experessions, gestures, nor other nonverbal aspects of communication; they miss the subtleties, nuances. They may be inappropriate in their social interactions.

36. ASHS Employment Opportunities student advising, recruitment, tutorial/remedial instruction; develop activities inthe coordination and instruction of the teach a course in the didactic http://www.kcom.edu/contact/jobs/azdisplay.asp

Employment Opportunities Arizona School of Health Sciences (Located in Mesa, Arizona) Click here for an application Department Job Title Minimum Base Pay Shift Hr/Wk Requirements Administration Dean Exempt Doctorate Degree. Higher education administration of health related professions; teaching; scholarships; fiscal planning; budgeting; academic program design; delivery of distance education programs and pedagogical application of technology. Professional service; leadership; vision; energy. Represents interests and responsibilities of faculty; provides fiscal planning, budgeting, and oversight of all academic departments and programs; recommends all chair and faculty appointments to Associate Provost; promotes innovative educational programs for the health professions; encourages collegiality and communication; manages student enrollment and retention. Physical Therapy Laboratory Assistant $10.00/hr Days Varies College Degree. Graduate of Physical Therapy Educational Program. Provide instruction in laboratory and discussion sections of courses, follow lesson plan and evaluation schedule as designed by course coordinator. Participated in faculty meetings and annual trainings as requested. Flexibility, able to follow instructions yet works independently. ASHS Adjunct Faculty/Instructor Exempt College Degree. Instructional responsibilities in programs and in core courses as assigned. Coordinating classes for didactic year. Classroom and /or laboratory instruction; curriculum development; student advising, recruitment, tutorial/remedial instruction; develop activities; clinical practice and/or research activities. Recruitment and retention of adjunct faculty.

37. Connecticut State University AAUP Current Newsletter table, management has explained that these people would be used to teach remedialcourses and lab sections, implying that remedial instruction and laboratory http://www.ccsu.edu/aaup/csu/mar01_news.htm

NEWSLETTER Volume XXIV No. 2 March 22, 2001 Board's Proposals Draconian By Larry Glenn Contract Extension Approved The good news is that the CSU-AAUP membership and the Board of Trustees Executive Committee have ratified the one-year extension of our contract and conditions look secure for another year. The not so good news is that the negotiating teams are still at the bargaining table trying to reach agreement on the issues that we have been grappling with since last September, and it ain’t easy. Proposals Attack Academic Freedom The biggest problem is the management team’s deliberate ignorance of who we are and what we do. For most of the quarter century that we have been negotiating with the Board, the leadership of the management team consisted of individuals who had been faculty members before becoming managers. While such opponents might not agree with everything we proposed, they at least knew what we were talking about. They were also sufficiently savvy about academic culture to avoid making proposals that attacked our highest principles of academic freedom and shared collegial governance. Under the Cibes administration, negotiators who understand what a university should do, have been replaced by human resource professionals whose only concern is what management can do. The management negotiating team we are facing this year has only one member who was a professor in a previous life, and her academic experience does not seem to distinguish her from the other members of management’s team.

38. ECC Brief Jan. 2001 DI is used to teach a variety of academic subjects but it is especially As the WPRIreport observes, costs of remedial instruction have become prohibitive. http://www.education-consumers.com/briefs/May2001.shtm

Recommend This Page to a Friend Printable Version www.education-consumers.com May 2001 Volume 1, Number 5 Charles Arthur, M.S.Ed. President and Executive Director Mastery Learning Institute Portland, OR Virginia P. Baxt, Ed.D. President Education Agenda, Inc. Wayne Bishop, Ph.D. Professor of Mathematics Department of Mathematics and Computer Science California State University-Los Angeles William L. Brown, Ph.D. Senior Researcher Lansing (MI) Community College Guy Bruce, Ed.D. President A.P.E. Consulting Louis Chandler, Ph.D. Department of Psychology in Education School of Education University of Pittsburgh Andrea Clements,Ph.D. Associate Professor College of Education East Tennessee State University Donald Crawford, Ph.D. Professor College of Education Western Washington University Nathan Crow, B.A. Littleton Preparatory Charter School George K. Cunningham, Ph.D. Professor School of Education University of Louisville Mary Damer, M.Ed. Northern Illinois University Edwin J. Delattre, Ph.D.

39. Innovations, April 2004: The Ins, Outs Of Co-Teaching The special education teacher has been charged with remedial instruction to individualstudents. General and special educators who coteach share more than the http://www.cise.missouri.edu/publications/innovations/april-2004/lindsey.html

About CISE Calendar Library Links ... CISE Parkade Center Suite 152 601 Business Loop 70 West Columbia, MO 65211 (800) 976-CISE Written By Marjorie Wunder and Candy Lindsey, Center for Innovations in Education Teacher, let me dance in your classroom corner! Let the outside world in!" By Albert Cullum "The Geranium on the Window Sill Just Died" Sharing a Common Belief Increase instructional options for all students Improve program intensity and continuity Reduce the stigma for all students Increase professional support Complementary instruction is a blend of general and special education teacher roles. Both educators are in the same room at the same time. However, one teacher assumes the roles of lead teacher and the other circulates the room, observes, and provides assistance as necessary. Two applications of the complementary instructional model most frequently demonstrated in practice are one teach/one observe and one teach/one assist. With one teach/one observe one of the partners observes the classroom to gather relevant data while the other partner instructs. The observer can compile anecdotal information, record feedback concerning the effectiveness of the classroom management, or maintain records of individual students and class wide time on task. To facilitate the students' perception of both as teachers, the observer's role and the lead teacher's role should be rotated. With one teach/one assist the instruction expertise of the special educator and the general educator are combined. The general education teacher is the contents specialist in the specific subject. His or her instructional responsibilities include the scope and sequences of the curriculum, grading of projects and tests, and assigning the grade for the course. The special education teacher is the academic skill strategist. His or her instructional responsibilities include the instruction of academic survival skills and learning strategies that the students need for learning the core curriculum.

40. WGSD Reading Curriculum Literature Circles are used to teach children to Recovery for first grade “atrisk” students, Supplemental Reading instruction (remedial, provided by http://www.waterford.k12.wi.us/WGSDhome/curriculum/reading/readinghome.html

Reading Curriculum View Mrs. Itzin's Wepage Philosophy Guiding Principles of Communicative Arts: Reading is the construction of meaning (comprehension) from the written word involving interaction among reader, text, and the situation (context) in which the reading occurs. Writing is the art of formulating ideas and perceptions, shaping them through revision, and producing them in clear, concise printed language. Speaking is the act of communication through such means as vocalizing, signing, or using communication aids. Listening is attending to verbal communication by any means which includes listening to vocal speech, watching signing, or using communication aids. Metacognition assessment (for example: running record) is integral to our communicative arts program and guides further instruction. Standardized testing helps evaluate our educational programming; therefore, appropriate instruction must enable students to perform at those high standards. integrated across the curriculum and provides the supporting skills necessary for learning. differentiated instruction and by keeping a balance of individual skill instruction, strategy instruction, and real life application.

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