This three-course series helps improve your knowledge of science and the scientific process, making you a more informed consumer and a better advocate for students. This second course lays the foundation for effective reading instruction through examination of its importance as well as statistics on reading proficiency and performance in this country. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

Designed to lay the foundation for effective reading instruction, this course will teach you about the elements of effective instruction and the importance of reading instruction. Note: It is recommended that the Reading Fundamentals courses be taken sequentially; however, it is not mandatory that all three courses be taken. •Students have 6 months to complete course from the time of registration; •You must have a minimum score of 80% on each examination to pass; •This course requires additional writing assignments; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure

Focuses on learning to read and an introduction to reading assessment. The five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) are highlighted, including definitions, implications for instruction, and future directions. Includes information on comprehension strategy instruction and reading instruction, assessment terms and definitions, and how reading assessment fits within the Reading First Program. Also covers technology integration in the classroom, specific recommendations on reading assessments, and how teachers can conduct pivotal curriculum-based measurements in their classrooms. 45 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

Focuses on learning to read and an introduction to reading assessment. The five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) are highlighted, including definitions, implications for instruction, and future directions. Includes information on comprehension strategy instruction and reading instruction, assessment terms and definitions, and how reading assessment fits within the Reading First Program. Also covers technology integration in the classroom, specific recommendations on reading assessments, and how teachers can conduct pivotal curriculum-based measurements in their classrooms. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Response to Intervention or RTI is a process schools can and should use to help students who are struggling with academics or behavior. Even though RTI is primarily linked to special education and the early identification of learning problems, RTI is not just for students in special education. RTI is for all students and is based on the premise that a student might be struggling due to instruction or the curriculum in the past or current classroom. All teachers have students who are struggling and whether it’s short term or long term, RTI is a valuable tool. Learn how to effectively use it in your classroom. •Students have 6 months to complete course from the time of registration; •You must have an overall exam score of 70% with no individual exam score below 60% to pass •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure

RTI is a process schools can and should use to help students who are struggling with academics or behavior. Even though RTI is primarily linked to special education and the early identification of learning problems, RTI is not just for students in special education. RTI is for all students and is based on the premise that a student might be struggling due to instruction or the curriculum in the past, or in the current classroom. Every teacher will have students who are struggling and whether it’s short term or long term, RTI is a valuable tool.  Students have 6 months to complete course from the time of registration; •You must have a minimum score of 80% on each examination to pass; •This course requires additional writing assignments; We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure.

This course will explore an instructional methodology that incorporates strategies for teaching concepts, constructively, and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. The course will also explore teaching methodologies that support many federal and state standards. This course will focus on the topics of integers, fractions, factoring, and functions. •Students have 6 months to complete course from the time of registration; •You must have a minimum score of 70% with no individual exam score below 60% to pass; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) .

This course will discuss why writing is important and why teachers should include writing as often as possible in all content areas. The course will also include practical applications for assessing and teaching writing, including teaching students how to self-assess their own writing. The first chapter of this course will discuss why teaching writing is important and give you an introduction to the Six Traits of Writing Model. Through chapters 2, 3, and 4 we will discuss the elements of the Six Traits of Writing Model. Throughout those elements we will look at practical ways to use this model in your classroom. • Students have 6 months to complete course from the time of registration; • You must have a minimum score of 80% on each examination to pass; • This course requires additional writing assignments; • We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure.