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.
 

 
2019 Summer Series
 
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.
 
Plese find listed below our 2019 Summer Series program. All sessions will be held at The Southport School. Space is limited and registration is required. To register for classes, please click here.
 
If you have questions, please contact the CoLAB by email or by phone at 203.254.2044. Thank you for your interest and we hope to see you on campus soon.
 

Courses | Lectures | Workshops

Experience Dyslexia® - July 8, 2019, 9:00 - 11:00 AM

Experience Dyslexia® - A Learning Disabilities Simulation Workshop

Date: July 8, 2019

Time: 9:00-11:00 AM

Fee: $50 - Registration Required

Facilitators: Theresa Collins, Sharon Plante, Mary Taylor, Kristin Morrell, Phyllis Fryzel, Faith Ann Bertini, Bianca Cooper, and Mary Gojkovich


This workshop, developed by the Northern California Branch of the International Dyslexia Association, is a learning disabilities simulation workshop. The Southport CoLAB is pleased to present this workshop to area families, schools, and organizations. Led by facilitators who are familiar with dyslexia and learning disabilities profiles, this hands-on experience will allow participants to confront some of the challenges that people with dyslexia face daily. Following the succession of six, eight-minute activities, participants will share a general debriefing with the facilitators. The entire workshop lasts one-and-a-half to two hours, depending on discussion time.

The Profile of a Dyslexic Learner - July 9, 2019, 9:00 – 10:00 AM

The Profile of a Dyslexic Learner, How to Interpret a Psychoeducational Evaluation

Date: Tuesday, July 9, 2019

Time: 9:00 – 10:00 AM

Fee: $25 – Registration Required

Instructor: Dr. Kelly Raymond


So your student was evaluated.  Now what? What do the scores mean?  How can the information be used? The purpose of this session is to help OG practitioners interpret formal testing.  Common tests such as the Wechsler Intelligence Scale for Children (WISC-V), the Woodcock-Johnson Tests of Cognitive Ability and Achievement (WJ-IV), the Wechsler Individual Achievement Test (WIAT-III), the Gray Oral Reading Test (GORT-5), The Comprehensive Test of Phonological Processing (CTOPP-2), the Test of Word Reading Efficiency (TOWRE-2), the Behavior Rating Inventory of Executive Function (BRIEF-2), and the Beery Developmental Test of Visual Motor Integration (VMI-6) will be reviewed and their usefulness for diagnosis and remediation discussed.

Deep Dive into Informal Assessments – July 9, 2019, 10:30 - 11:30 AM

Deep Dive into Informal Assessments

Date:  Tuesday, July 9, 2019

Time:  10:30-11:30 AM

Fee:  $25 – Registration Required

Instructor:  Sally Joyce


What is the next step after a comprehensive evaluation? What is necessary to develop targeted goals and objectives to meet students needs for reading, spelling, and writing?  How are these instruments useful for progress monitoring (annually or bi-annually). This session will discuss the power and necessity of informal assessments and additional standardized assessments in order to create a plan of action for student success. Participants will work together, activating their skills creating plans of action, goals, and objectives, for students.  The following assessment instruments will be discussed:

Words in Isolation: Gallistel-Ellis, SPIRE Assessment; Megawords Assessment; Word Identification Across the Content Areas

Informal Reading Inventories: Qualitative Reading Inventory-6th, Basic Reading Inventory-12th, Ekwall/Shanker Reading Inventory

Standardized Assessments:Word Identification Spelling Test; Test of Reading Comprehension and Gray Reading Tests

 

Chutes & Ladders of the Writing Process – July 10, 2019, 9:00 - 11:00 AM | Live Distance Learning

Chutes and Ladders of the Writing Process

Live Distance Learning Available via Google Hangouts. Session will not be recorded.

Date:  Wednesday, July 10, 2019

Time:  9:00-11:00 AM

Fee:  $50 – Registration Required

Instructor:  Sharon Plante


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.

Techniques to Support Adolescent Executive Functions - July 11, 2019, 9:00 - 10:00 AM

Techniques to Support Adolescent Executive Functions

Date:  Thursday, July 11, 2019

Time:  9:00-10:00 AM

Fee:  $25 – Registration Required

Instructor:  Stephanie A. Ramos


We are often looking for the newest, best options to support our children’s/students’ executive function deficits. “Newer” is not always the best option for today’s adolescents. Many adolescents benefit from a combination of “old” and “new” options. This presentation outlines a variety of techniques to support many executive function deficits and offers strategies that work in tandem.

Just Because It's Always Been Done That Way... Rethinking Note-taking, July 11, 2019, 10:30 - 11:30 AM | Live Distance Learning

Just Because It’s Always Been Done That Way… Rethinking Note-taking

Live Distance Learning Available via Google Hangouts. Session will not be recorded.

Date:  Thursday, July 11, 2019

Time:  10:30-11:30 AM

Fee:  $25 – Registration Required

Instructor:  Sharon Plante


From handwriting to typing to sketch noting, there has been a larger educational discussion related to notetaking in the field. With studies showing that handwriting and drawing have greater benefits for memory, how do we account for our learners with dyslexia and dysgraphia? Participants will engage with various educational technology options for notetaking while discussing the considerations that need to be taken into account for students with learning differences. 

Playful, Purposeful, and Practical Phonics Games - July 15, 2019, 9:00 - 10:00 AM

Playful, Purposeful, and Practical Phonics Games

Date:  Monday, July 15, 2019

Time:  9:00-10:00 AM

Fee:  $25 – Registration Required

Instructor:  Mary Gojkovich


Learn how to create and play purposeful and practical phonics games that support the explicit skills taught in an O.G. approach. Practice phonemic awareness, vowel sounds, syllable types, word recognition, and spelling through activities that are interactive and entertaining.  Reading skills must be mastered in order to become a proficient reader. These multi-sensory games will motivate the most challenged learner. Why not make learning to read and spell playful? Make practicing phonics FUN!

Short Vowels: Perhaps Slower Than You Think - July 15, 2019, 10:30 - 11:30 AM

Short Vowels: Perhaps Slower Than You Think 

Date:  Monday, July 15, 2019

Time:  10:30-11:30 AM

Fee:  $25 – Registration Required

Instructor:  Stacey Dreher


Many students who have received prior reading interventions have a lot of information, but because the sequence was somewhat rushed, they do not have the underlying foundation that allows them to excel later on.  Taking more time introducing short vowel sounds will ultimately build skills that go far beyond simply being able to identify those particular sounds. Focusing on short vowels provides the Orton-Gillingham practitioner the perfect platform to practice blends, digraphs, syllable division, fluency, and comprehension.  This workshop will include games, activities, reading lists, and materials that will help with overall reading development in terms of building student accuracy, speed, and confidence in the context of encoding and decoding one, two, three, and four-syllable words as well as sentences.

Cultivating a Word Conscious Classroom - July 16, 2019, 9:00 AM - 12:00 PM | Live Distance Learning

Cultivating a Word Conscious Classroom

Live Distance Learning Available via Google Hangouts. Session will not be recorded.

Date:  Tuesday, July 16, 2019

Time:  9:00 AM – 12:00 PM

Fee:  $75 – Registration Required

Instructor:  Theresa Collins


Vocabulary is one of the greatest predictors of future reading success across all ages.  Wide reading is the most powerful way to build vocabulary, yet children with learning differences have usually suffered the effects of reduced exposure to vocabulary.  Unfortunately, gaps in vocabulary knowledge widen as children age, and it becomes increasingly difficult to close those gaps. Beck, McKeown, & Kucan argue that the answer lies in word conscious classrooms that promote robust vocabulary instruction. This presentation will provide educators with strategies to develop, reinforce, and support word knowledge in their classrooms. 

Participants will engage with a variety of educational technology tools, from vocabulary specific to broad tools that can be used to create activities for engaging word based lessons. 

Comprehension: The Reason for Reading, July 17, 2019 - 9:00 - 12:00 PM - Live Distance Learning

Comprehension: The Reason for Reading

Live Distance Learning Available via Google Hangouts. Session will not be recorded.

Date:  Wednesday, July 17, 2019

Time:  9:00 AM – 12:00 PM

Fee:  $75 – Registration Required

Instructor: Erin Colligan, Theresa Collins, and Sharon Plante


This workshop will examine the barriers to comprehension faced by dyslexic learners, the core strategies for developing reading comprehension prescribed in the Report of the National Reading Panel, and specific multisensory approaches to teaching comprehension strategies.  Participants will engage in lesson planning activities designed to hone their ability to incorporate those strategies in a Structured Literacy™ lesson.

Participants will explore various educational and assistive technology tools that can increase access, allow for differentiation, and provide a means for demonstrating understanding in a variety of modalities.  These tools can help level the playing field for all learners.

Qualitative Reading Inventory, July 17, 2019 - 1:00 - 4:00 PM

Qualitative Reading Inventory

Date:  Wednesday, July 17, 2019

Time:  1:00 – 4:00 PM

Fee:  $75 – Registration Required

Instructor: Sally Joyce


The Qualitative Reading Inventory-6th Edition is an assessment tool that provides a variety of options to determine a student’s ability to read words in isolation and in passages, as well as, assess their comprehension skills.  This workshop provides the opportunity to understand, administer, score and interpret the QRI-6 in order to identify the strengths and weaknesses of students to target appropriate instructional needs. 

  • Background - Construct & Previous Editions
  • Overview - Purpose & Application
  • Administration: Word Lists, Original Passages & Inferential Passages
  • Scoring and Interpretation
  • Administration: Inferential Passages
  • Scoring and Interpretation

For those who do not already own it, copies of The Qualitative Reading Inventory-6th Edition must be purchased. Purchases can be made when registering and you will be provided the purchased copy at the session. Some experience with assessment, especially with informal reading inventories, is helpful. 

 

Fluency: Building the Bridge to Comprehension, July 18, 2019 - 9:00 AM - Noon

Fluency: Building the Bridge to Comprehension

Date:  Thursday, July 18, 2019

Time:  9:00 AM – 12:00 PM

Fee:  $75 – Registration Required

Instructor: Erin Colligan, Theresa Collins, and Sharon Plante


“Fluency is the developmental process that connects decoding with everything we know about words to make the meaning of the text come to life. Fluency is a wonderful bridge to comprehension and to a life-long love of reading."  --Maryanne Wolf

Before readers can delve deeper into the meaning of a text, they need to read words accurately and automatically; they also need to be able to read with rhythm and expression if they are to connect with the text to understand its meaning.  This workshop will examine some of the research on fluency and its role in the reading process, review effective interventions, and provide participants the opportunity to practice strategies to develop fluency. Finally, they will learn a variety of technology tools that can be used to promote fluency development utilizing formalized tools such as Fluency Tutorto tools that are able to capture student reading with audio or video.

Strength with Literature - July 18, 2019, 1:00 - 2:30 PM

Strength with Literature

Date:  Thursday, July 18, 2019

Time:  1:00 – 2:30 PM

Fee:  $40 – Registration Required

Instructor: Lisa Tweed


Too many lesson plans to write in a week! Word lists to create and stories to write can be overwhelming. Consider the use of both decodable and authentic text as your resource. Offered are some helpful suggestions to strengthen and shorten your lesson planning time. Ideas will be suggested for multiple age and skill level. Small workshop to write a lesson for your very own student. 

Orton-Gillingham Classroom Educator Level - August 5-9, 2019, 8:30 AM - 4:30 PM

Orton-Gillingham Classroom Educator Level

Date:     Monday-Friday, August 5-9, 2019

Time:    8:30 AM – 4:30 PM

Fee:       $1,595 – Registration Required | Lunch Provided

Instructor: Theresa Collins

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


Courses Description: 

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.

Structured Literacy IV - AOGPE Certified Level II, Sept. 2019 - May 2020 (Tuesdays)

Structured Literacy IV - AOGPE Certified Level II

Date:  September 2019 - May 2020 

             Tuesdays, Dates to be announced

Time:  Tuesdays, 4:00 p.m. - 7:00 p.m.

Fee:  $1,595 |  Registration Required

Instructor: Theresa Collins

Cancellation Policy:  Please scroll to bottom for details.


Course Description:

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 depthy 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 incldue 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.


Cancellation Policy:  

In the event that The Southport School closes for weather or other unexpected events, class will be canceled.  Under those circumstances, the instructor will contact trainees as soon as possible via e-mail or text; Southport’s closings are available on Facebook, Twitter, NBC-30, News-12, and CTWeather.com.  For the most part, Southport follows Fairfield public schools for weather-related closings. 

Structured Literacy II - AOGPE Associate Part II, Sept. 2019 - May 2020 (Fridays)

Structured Literacy II - AOGPE Associate Part II

Date:  September 2019 - May 2020

             Fridays, Dates to be announced

Time:  1:00 - 4:00 PM

Fee:    $1,595 – Registration Required

Instructor: Theresa Collins

Prerequisite:     Successful completion of Classroom Educator course

Cancellation Policy:  Please scroll to bottom for details.


Courses Description:

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.


Course Goals/Objectives:

The training program at the Associate level leads to the following:

Goal 1

The Associate in training (the trainee) understands the rationale for selecting the Orton-Gillingham Approach for individuals with dyslexia.

Objectives:

  1. The Associate trainee demonstrates an understanding of the stages of normal reading development.
  2. The trainee is able to explain why the principles of the Orton-Gillingham Approach
  3. The trainee is able to explain why Orton-Gillingham is the Approach of choice for the dyslexic learner.

 Goal 2

The Associate trainee has knowledge and skill to provide instruction working under the supervision of a Fellow of the Academy.

Objectives:

  1. The trainee demonstrates general knowledge of the needs and nature of the dyslexic learner.
  2. The trainee has basic knowledge of the English language's
  • History
  • Structure

3. The trainee demonstrates knowledge of the following principles of instruction asessential components of the Approach:

  • Diagnostic and prescriptive
  • Synthetic - analytic
  • Sequential, structured, systematic, and cumulative
  • Multisensory Visual, Auditory, Kinesthetic, Tactile (VAKT)
  • eaching toward automaticity
  • Teaching for integration and application of principles

4. The trainee’s lesson plans provide evidence of clear goals that match a sequence of Orton-Gillingham concepts.

5. The trainee demonstrates awareness of formal and informal assessment measures.

Goal 3

The Associate trainee adheres to the Academy’s Code of Ethics and understands the privileges and responsibilities of the Associate member.


Cancellation Policy:  

In the event that The Southport School closes for weather or other unexpected events, class will be canceled.  Under those circumstances, the instructor will contact trainees as soon as possible via e-mail or text; Southport’s closings are available on Facebook, Twitter, NBC-30, News-12, and CTWeather.com.  For the most part, Southport follows Fairfield public schools for weather-related closings. 

 

 

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