The Rose Institute Resources for Administrators
Welcome, Administrators
The Rose Institute for Learning and Literacy offers in-district and virtual professional development opportunities customized to help you set your teachers up for success.
We specialize in Research-Backed Literacy Instruction and Orton-Gillingham training. And all of our trainings can be submitted through BOCES for CO-SER Aid.
Research-backed Literacy Workshops
Please review a sample of our Research-backed Literacy Workshops below. If you have objectives in mind that are not listed below, let us know so we can create one to meet your needs.
- A Deeper Dive into the Science of Reading: Unpacking the Constrained Skills of Word Identification
- A Deeper Dive into the Science of Reading: Unpacking the Unconstrained Skills of Language Comprehension
- Author's Purpose: Text Structure Analysis and Reading Comprehension in grades 3-8
- Beyond Checklists (Science of Reading)
- Boosting Comprehension
- Building Blocks to Literacy: Six Syllable Types, Spelling Patterns, and More!
- Bringing the SOR into the 3-8 Classroom Parts I and II
- Bringing SOR into Science Instruction
- Bringing SOR into Social Studies Instruction
- Building Emergent Literacy Through Intentional Instruction:
- Classroom Strategies for All
- Comprehension and Composition of Informational Text
- Dyslexia: Separating Fact from Fiction
- Elkonin Boxes, Spelling Boxes, Word Work and How They Align to the Gradual Release Model
- Empowering Learners with Digital Composition
- Explicit Literacy Instruction in the Elementary Classroom
- Fluency as a Bridge to Comprehension 6
- Foundational Skills Bootcamp
- Funds of Knowledge and their Influence on Comprehension
- Getting to KNOW your students: Screeners, Secondary Diagnostics & Progress Monitoring
- Growing Lifelong Readers
- Growing Writers through Speaking, Listening, and Reading: Not Another Curriculum, Just Tools and Strategies that Work
- Implementing Tiers of Instruction in the Classroom
- Improving Students鈥� Reading Fluency in Grades 1-6
- Inclusive Education: Building Knowledge and Providing Tools to Support Diverse Needs
- Language Development & Literacy Support for English Learners: Practical Implications of Secondary Language Acquisition Theory for all Students
- Let's Talk DLD & Dyslexia: From Risk to Identification Why All Educators Need to Know about Neurodiversity - Part I
- Let鈥檚 Talk DLD & Dyslexia: From Understanding to Action, Why all Educators Need to Know About Neurodiversity Part II
- Leveled Literacy Versus Decodables and How and Why to Shift
- Literacy Leadership Bootcamp for Administrators
- Making Workshops Work
- Mighty Moments: Build Language Throughout the Day
- Modeling Metacognition and Building Comprehension
- MTSS & Assessment Literacy: Data with a Purpose
- Multilingual Learners and the Science of Reading
- My What Big Words You Use: Effective and Engaging Vocabulary Instruction
- Neural Foundations of Literacy: Brain Science in the Classroom
- Oral Language Comprehension: Teaching Tools / Strategies for any Curriculum & Content
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- Organization of a Research-Based Literacy Classroom (Grades 3-6)
- Orthographic Mapping: The What, Why, and How
- Orton-Gillingham Instruction for Teaching Assistants and Paraprofessionals
- Planning Effective Read-Alouds Across K-8 Content Areas
- Play-based Learning and Literacy
- Progress Monitoring: Instructional Guidance for Best Practice
- Reading with Your Ears? 鈥� _The Secret Powers of Phonological Awareness
- Reading Evaluations 101: The Critical Components of a Comprehensive Reading Assessment to Inform Effective Reading Instruction
- Research Practice Partnerships
- Rethinking Small Groups
- Rethinking Vocabulary Instruction
- Science of Reading for Administrators .
- Science of Reading for Students with Language Based Learning Differences Part I
- Science of Reading for Students with Language Based Learning Differences Part II
- Science of Reading in Pre-K: Alphabet Knowledge
- Science of Reading in Pre-K: Language Comprehension
- Science of Reading in Pre-K: Phonological Awareness
- Shifting from Guided Reading into Structured Literacy and Small Group Instruction
- Strengthen Your Core: Maximizing Tier 1 Instruction
- Structured Literacy Intervention in the Elementary Classroom
- Structured Literacy: Research & Practice
- Tell me Why: Science of Reading (SOR) in Practice
- The Art Co-Teaching Part I
- The Art of Co-Teaching Part II
- The More you Read, The More you Know: Best Practices for Comprehension Instruction
- The Myth of Motivation
- The Power of the Sentence: The Foundation of Writing
- The Science of Reading: The Development of the Reading Brain
- The Science of Reading and Learning Through Play (PreK-K)
- Strengthening Reading
- Translating the Science of Reading to Elementary Classrooms (K-2)
- Translating the Science of Reading to Intermediary Classrooms (3-8)
- Trusted Resources: Sharpening Educator Lens as Critical Consumers of Reading Science
- Universal Design Learning 101: Working Smarter, not Harder
- Vocabulary in the Content Areas
- Vocabulary Instruction
- Working with Struggling Readers: Strategies and Techniques for Success (Grades 3-6)
Orton-Gillingham Training
Brought to you by the Rose Institute for Learning and Literacy, Orton-Gillingham is a structured, multisensory approach to literacy instruction developed in the early 20th century by Dr. Samuel Orton and Anna Gillingham.
Multisensory techniques are defined as using the visual, auditory, kinesthetic, and
tactile pathways to the brain. This diagnostic and prescriptive approach combines
remediation, based on extensive research on children with language processing difficulties,
with an analysis of the structure of the English language. Skills are taught in sequence
based on an understanding of how children naturally develop language. Rules and patterns
of the language are emphasized to prepare teachers with knowledge of the structure
of the English language to teach students to encode and decode words on their own.
Structured flexibility is the hallmark of the Orton-Gillingham approach.
Orton-Gillingham Classroom Educator
Requirements
30 hours of teacher participation.
Normally scheduled for five consecutive six-hour virtual sessions from 8:30-3:30 but can sometimes be scheduled spread out over several weeks.
The agreement can be processed through BOCES to facilitate CO-SER Aid.
The maximum number of participants in one cohort is 24.
Participants who successfully complete this training receive a certificate of course completion from the Orton-Gillingham Fellow (but are not "certified" with the Academy until they complete the practicum and apply).
Requirements
Prerequisite: The Level I Course.
Orton-Gillingham Fellow becomes the participant鈥檚 mentor and oversees the practicum.
Must deliver the OG lesson to a small group or whole class at least twice a week for a minimum of 50 lessons over eight months. Lessons are 40-60 minutes in length. When periods with students is shorter, the practicum should be scheduled for at least four times a week, with each session covering half a lesson.
Five videos of complete lessons with accompanying lesson plans must be submitted to the practicum mentor for feedback at predetermined intervals; each lesson must incorporate all previous feedback.
Google document of all 50 OG lessons must be maintained.
CO-SER Aid is available.
Orton-Gillingham Associate Level
Requirements and Information
Normally scheduled for two five day weeks of six-hour virtual sessions from 8:30-3:30, this training can sometimes be scheduled out over several weeks or even months.
The agreement can be processed through BOCES to facilitate CO-SER Aid.
The maximum number of participants in one cohort is 24.
Participants who successfully complete this training receive a certificate of course completion from the Orton-Gillingham Fellow (but are not "certified" with the Academy until they complete the practicum and apply).
The 60 synchronous and 10 asynchronous hours of Associate Level Training are pre-requisites for this practicum.
An Orton-Gillingham Fellow becomes the participant鈥檚 mentor and oversees the practicum.
Must deliver the OG lesson more than twice a week, one-on-one to equal a minimum of 100 lessons over a minimum of eight months. Lessons take 40 to 60 minutes to complete so seeing a student for less time would necessitate more sessions to complete the 100 lessons.
Ten videos of complete lessons with accompanying lesson plans must be submitted to the practicum mentor for feedback at predetermined intervals; each lesson must incorporate all previous feedback.
The participant will receive feedback on all videos submitted from this fellow.
Google document of all of their hours and lessons taught must be maintained.
CO-SER Aid is available.
Not sure which Orton-Gillingham level to pursue?
Customized Orton-Gillingham Review and Support
Training is only the beginning. We also offer ongoing review sessions and classroom-based support to help teachers confidently apply Orton-Gillingham strategies in their daily instruction. Together, we鈥檒l align OG practices with your district鈥檚 scope and sequence and purchased curriculum鈥攑reserving fidelity while making implementation practical and sustainable.
Dawn made the 60 hours of training incredibly interesting and engaging. When I first signed up for 60 hours over two weeks, I was a little concerned, but I found myself wanting more at the end of each day. Now that my practicum has started, having Dawn as a resource has been invaluable. She is always accessible and responds to my questions via email before the day is over. She has great suggestions and resources to share and has been such a huge help with troubleshooting issues that come up with my practicum student. While this endeavor seemed daunting at the beginning, it is really much more manageable than I thought, and I think that is because of Dawn's guidance and upfront teaching. Everyone who teaches reading should do this!鈥�
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Contact Us
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Rose Institute for Learning and Literacy
Tracy McCarthy
Managing Director
The Rose Institute for Learning and Literacy
Tracy.McCarthy@mville.edu
