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.
- Fluency as a Bridge to Comprehension
- Strengthen Your Core...Maximizing Tier 1 Instruction
- Organization of a Research Based Literacy Classroom (3-6)
- Working with Struggling Readers: Strategies and Techniques for Success (Grades 3-6)
- Multilingual Learners and the Science of Reading
- Science of Reading for Students with Language-Based Learning Differences
- Foundational Skills Boot Camp
- Classroom Strategies for All
- Why Your Workshops aren't Working
- Might Moments: Build Language Throughout the Day
- Literacy Leadership Boot Camp for Administrators
- Beyond Checklists (Science of Reading)
- Language Development and Literacy Support for English Learners: Practical Implications of Secondary Language Theory for all Students
- The Art of Co-Teaching Part I
- Structured Literacy; Research and Practice
- MTSS & Assessment Literacy: Date with a Purpose
- Universal Design Learning 101: Working Smarter, not Harder
- Let's Talk Developmental Language Disorders & Dyslexia: From Risk to Identification, Why All Educators Need to Know about Neurodiversity
- Implementing Tiers of Instruction in the Classroom
- Progress Monitoring: Instructional Guidance for Best Practices
- Trusted Resources: Sharpening Educator Lens as Critical Consumers of Reading Science
- Oral Language Comprehension: Teaching Tools and Strategies for any Curriculum and Content
- Growing Writers Through Speaking, Listening, and Reading: Not Another Curriculum, Just Tools and Strategies that Work
- Inclusive Education: Building Knowledge and Providing Tools to Support Diverse Needs
- Research Practice Partnerships: Why and How Research Needs to be in Every Classroom and Classrooms Need to be in Research
- Orton-Gillingham Instruction for Teaching Assistants and Paraprofessionals
- Vocabulary Instruction
- A Deeper Dive into the Science of Reading: Unpacking the Unconstrained Skills of Language Comprehension
- A Deeper Dive into the Science of Reading: Unpacking the Constrained Skills of Word Identification
- Advocating for Children with Dyslexia: Using the Reading Brain and Scientific Theory
- Author's Purpose: Text Structure Analysis and Reading Comprehension in grades 3-8
- Boosting Comprehension
- Bringing Science of Reading into Science Instruction
- Bringing Science of Reading into Social Studies Instruction
- Bringing the Science of Reading into the 3-6 Classroom Parts I and II
- Bringing the Science of Reading into the K-2 Classroom Parts I and II
- 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
- Ending Book Deserts: With Literacy and Access for All
- Funds of Knowledge and their Influence on Comprehension
- Getting to KNOW your students: Screeners, Secondary Diagnostics and Progress Monitoring
- Growing Lifelong Readers
- Improving Students’ Reading Fluency in Grades 1-6
- Leveled Literacy And Decodables: How and Why to Shift
- Modeling Metacognition and Building Comprehension
- My What Big Words You Use: Effective and Engaging Vocabulary Instruction
- Planning Effective Read Alouds Across K-8 Content Areas
- Reading Evaluations 101: The Critical Components of a Comprehensive Reading Assessment to Inform Effective Reading Instruction
- Reading With Your Ears – The Secret Powers of Phonological Awareness
- Science of Reading for Administrators
- 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
- Tell me Why: Science of Reading in Practice
- The More You Read, The More You Know: Best Practices for Comprehension Instruction
- The Science of Reading: The Development of the Reading Brain
- Translating the Science of Reading to Elementary Classrooms (K-2)
- Translating the Science of Reading to Intermediate Classrooms (3-8)
- Vocabulary Instruction
- Writing Success for All students Grades 3-8
- Writing Success for All Students: Supported Practice Students Need (K-2)
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’s 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 asynchronouse hours of Asspciate Level Training are pre-requisites for this practicum.
An Orton-Gillingham Fellow becomes the participant’s 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.
The Rose Institute Upcoming Events
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
