Courses, Lectures & Workshops

All teachers should have access to training in best educational practices and current research.
Our faculty is trained in the best research and evidence-based approaches to help our LD/ADHD students achieve success, but the reality is that not every student who needs a TSS education can attend. To extend our reach and help as many students as possible, we provide ongoing teacher training and professional development support. Below is a list of our professional development courses, workshops, and collaborative presentations offered in 2019 for both educators and parents. Our fall CoLAB Series will post early spring. Thank you for your support and interest.

The Southport CoLAB 2019
Welcome to The Southport School's new initiative - The Southport CoLAB. The CoLAB provides the highest quality programs in training professionals, educators, and families using a collaborative, partnership-based approach with like-minded organizations and experts in the field. Our mission is to integrate research, practice, and advocacy to effect positive outcomes for people with learning and attention issues.
Led by Southport School teachers and collaborators, we currently offer three specialized training programs: structured literacy, executive functioning, and assistive technology. Parents, teachers, and administrators are invited to learn more about how we can work as a community to impact the nearly 1 in 5 students with learning and attention issues, including the 1 in 10 with dyslexia, in our schools.
To register and pay for a course, please click here.
Click here for to view our new 2018-2019 brochure, for a quick reference of our 2019 presentations please see listings below.
If you wish to receive a printed brochure, please click here to provide us with a post office address.
All sessions will be held at The Southport School. Space is limited and registration is required.
If you have questions, please contact Elizabeth Perkins by email or by phone at 203.254.2044. Thank you for your interest and we hope to see you on campus soon.


Executive Functioning for Pre-School Educators - April 24, 2019

Executive Functioning for Pre-School Educators

Date: Wednesday, April 24, 2019

Time: 12:45 -2:30 PM (light lunch provided, 1:15 PM presentation begins)

Presenters: Dr. Tim Heitzman and Jeffrey Ruggiero

Cost: Free

Click here to register for course.

Recognizing Executive Function Skills & Processes

Do you witness classroom behavior where a student becomes frustrated with daily routine or standard processes?

Do your students become overwhelmed with new learning experiences or transitions that lead to negative behavior?

Do your students fall apart emotionally, and sometimes physically, when things do not go their way?

These are Executive Functioning questions that might resonate with you as educators of young children. There are strategies and skills that can be employed to defuse and re-direct children who struggle with life's daily challenges. We can help you gain a better understanding of EF and how you can help your students and their families develop these critical skills in the classroom, and ultimately at home.

Building a Word Rich Environment Presentation - May 6, 2019

Building a Word Rich Environment at Home  

Date: Monday, May 6, 2019

Time: 1:30–2:45 pm

Presenters: Theresa Collins and Chere Campbell

Cost: Free

Click here to register for course.

Course Description:

“ is a great relief to know that there are many ways to gather words even when reading is not easy. Dyslexic children usually need additional support in their quest to find a way to gain access to the world of words, but in most cases, all that is required is analternativepath.”                                     

                  -- Kyle Redford “How Teachers Can Build a Word-Rich Life for Dyslexics”


Most learning differences, such as dyslexia, are genetic in origin; however, environmental influences also play a role in our development. A home environment that includes rich language use can reduce the impact of learning differences on our children. This workshop will provide parents with activities to enhance the development of literacy skills at home. Phonological awareness, language games, and read aloud strategies are just a few examples of your at-home reading toolbox that will be discussed.


Orton-Gillingham Classroom Educator Level - August 5-9, 2019

Orton-Gillingham Classroom Educator Level

Dates: Monday–Friday, August 5–9, 2019

Time: 8:30 am–4:30 pm daily | Lunch provided

Instructor: Theresa Collins

Click here to register for course.

Prerequisite: Bachelor’s degree from an accredited institution in any area of study

This 36-hour course meets the requirements for the 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 multi-sensory instruction, diagnostic-prescriptive teaching, and lesson planning and AOGPE membership structure and requirements. It does not include the practicum, which is required for Academy membership. the practicum can be arranged for an additional fee.

CURRICULUM: OGCE curriculum guidelines.

The Orton-Gillingham Classroom Educator is qualified to apply the principles of the Orton-Gillingham Approach to modify and provide literacy instruction for the classroom or small groups. Please note: the coursework, practicum hours, and observations are applicable to Associate B level membership. An additional 40 hours of coursework, 50 hours of practicum, and five 1:1 observations must be completed before applying to the Associate B level.


Orton-Gillingham Practicum Information

Fifty hours supervised practicum over eight consecutive months (minimum), which includes five observations of the trainee teaching complete lessons in a group (of at least two students) or classroom setting conducted by the Fellow (three out of the five observations may be by a Fellow in Training (FIT) or Clinical Supervisor (CS) as designated by the Fellow) on-site, unedited video or web-based application.

For more information: Contact Theresa Collins at