ArkansasIDEAS Course Catalog

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631 course(s) found.

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IAC15032: LDC Peer Review: The Jurying Process
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Credit Hours: 10

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LDC Peer Review: The Jurying Process

The Literacy Design Collaborative's peer review system provides the opportunity for educators to participate in a jurying process that facilitates the development of exemplary disciplinary literacy lessons. This course, which is intended for educators and coaches who are already familiar with LDC and the LDC CoreTools system but would like to become more familiar with the peer review procedure, provides the opportunity to learn about each component of jurying while using the peer review rubric to evaluate a selection of LDC Anchor Modules.

The course is broken up into a series of work sessions that you may wish to complete with another educator or team of educators from your school district or from your local education service cooperative. Many of the activities recommend that educators work together to come to a consensus during peer review.

Dr. Suzanne Simons, LDC Chief of Instruction and Design, and Rob Kantner, LDC Community of Practice Manager, facilitate these work sessions, which were recorded at the AETN studios in Conway, Arkansas January 21-22, 2015.

IAC15035: RTI Arkansas: Leadership
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Credit Hours: 1

RTI Arkansas: Leadership is the second module of the RTI Arkansas educational initiative, which is designed to be a comprehensive, cultural shift within schools. In this leadership course, administrators from across the state share their insight on Response to Intervention (RTI). This course takes a closer look at what steps district leaders need to be take in order to implement RTI successfully within their distirict.

IAC15036: RTI Arkansas: Overview
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Credit Hours: 1

RTI Arkansas: Overview is the first module of the RTI Arkansas educational initiative, which is designed to be a comprehensive, cultural shift within schools. In this overview course, educators from across the state share their insight on Response to Intervention (RTI) to show how it has made an impact. Response to Intervention is defined in detail, including its essential components, the multi-tiered system of supports, screening, progress monitoring, and data-based decision making.  

IAC16004: RTI Arkansas: Multi-Tiered System of Support for Literacy
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Credit Hours: 2

RTI Arkansas: Multi-Tiered System of Support for Literacy is the third module within the RTI Arkansas Educational Initiative. Stacy Smith, Director of Curriculum and Instruction for the Arkansas Department of Education, presents key concepts that schools need to consider in order to develop an effective RTI system. Within this module, a panel consisting of a literacy specialist, a kindergarten teacher, and three first-grade teachers navigate through the RTI Arkansas: Response to Intervention Handbook for Grades K-5 and identify strengths and weaknesses within the RTI system at their district. The purpose of this module is for your RTI team to work through the handbook to define and describe Response to Intervention within your school.

IAC16063: RTI Arkansas: Multi-Tiered System of Support for High School
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Credit Hours: 1

RTI Arkansas: Multi-Tiered System of Support for High School is part of the RTI Arkansas Educational Initiative. Rhonda Dickey, Assistant Director of Curriculum and Instruction for the Arkansas Department of Education, presents key concepts that schools need to consider in order to develop an effective RTI system. Within this module, Ms. Dickey reviews essential components of RTI and distinguishes various ways that RTI differs for high school. Participants are encouraged to navigate through the RTI Arkansas: Response to Intervention High School Handbook to identify strengths and weaknesses within the RTI system at their districts. The purpose of this module is for your RTI team to work through the handbook to define and describe Response to Intervention within your school.

IAC16087: Learning for the Whole Child
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Credit Hours: 1

Learning should involve the whole student, not simply his or her academic ability. Ms. Oretha Ferguson describes her project-based approach to middle-level learning. Project-based learning requires creative thinking, cooperative work, and student-created learning environments. The skills developed through completing projects helps prepare students not only for passing standardized exams but also for real-world success.

This course was recorded at the Arkansas Association of Middle Level Education Conference in Hot Springs, Arkansas on April 5, 2016.

IAC17003: Literacy Design Collaborative: An Introduction
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Credit Hours: 1.5

Eleanor Dougherty, EDThink Consultant and author of Assignments Matter, has helped to develop the Literacy Design Collaborative's task and module templates since their inception. In this presentation, Ms. Dougherty provides an introduction to LDC, describing the goals, the strategies, and the research involved in its design.

This course was recorded in Little Rock, Arkansas at the Arkansas Department of Education's 2016 LDC/MDC Conference on July 26, 2016.

IAC17004: RTI Arkansas: Special Populations Within the RTI Framework
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Credit Hours: 1

Meeting the needs of all students can be challenging for novice and experienced teachers alike, especially in a diverse classroom. In this course Yvonne Furniss, RTI Literacy Coordinator at ADE, addresses the essential components of RTI with a focus on special populations of students. She shares strategies and resources to assist in planning and adapting instruction for students with disabilities and/or diverse learning needs.

This course was recorded on September 7, 2016 at AETN studios in Conway, Arkansas.

IAC17033: RTI Arkansas: PBIS Overview
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Credit Hours: 1.5

RTI Arkansas: PBIS Overview is the first in a series of two courses on Positive Behavioral Interventions and Supports, or PBIS. The purpose of this course is to increase understanding of PBIS and how it works.

The way behavior is addressed in a school defines its culture and has a large impact on its success in many areas. In this course, Anne Merten, PBIS Consultant at Arkansas State University, explains what PBIS is, as well as how and why to use it. She addresses teaching, acknowledging, and responding to different types of behavior. She also discusses data-based decision making and PBIS teams. Relevant responses from Arkansas teachers and administrators, interviewed about the use of PBIS in their own schools, are included throughout this course.

This course was recorded on August 25, 2016 at AETN studios in Conway, Arkansas.

IAD14485: Achievement Gaps: An Introduction
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Credit Hours: 2.5

This course explores the multiple causes for gaps in achievement, examines issues that ready children for learning, and considers how to enhance a child's readiness to learn. Learners will explore what it means to strive for equity in achievement by considering the types of learning environments that promote student achievement and ways to measure student achievement.

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