A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. This course does not meet the criteria for the Master of Arts in Education degree requirements.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. This course does not meet the criteria for the Master of Arts in Education degree requirements.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. This course does not meet the criteria for the Master of Arts in Education degree requirements.

This course will present strategies and methods for all elementary teachers working with English learners. The focus will be on using assessment data to appropriately plan for instruction for dual-language and ESL students. Topics will include nonsense words, research regarding reading, writing, speaking, listening, literacy, appropriate accommodations, and CCSS mastery.

This course will focus on assessments for EL students, including ELPA 21 and FAST. Topics will include multiple response assessments, accommodations, MtSS processes, Special Education referral considerations, as well as CCSS Mastery.

This course will develop participants' knowledge, skill, and practice in supporting classroom instruction and student learning through the following: developing understanding of taxonomies for educational objectives/cognitive complexity, demonstrating effective techniques for questioning that lead to higher levels of thinking and student engagement, analyzing units to identify level of cognitive complexity (rigor) and determine level of alignment of intended learning, instruction, and assessment, and practicing coaching techniques to address staff's assurance of rigor and student

This course familiarizes educators with the MtSS process for redesigning systems to meet the needs of struggling students through a pyramid of interventions and provides a practical MtSS model for teachers, administrators, and parents with clear examples of strategies for the implementation and monitoring of the MtSS system components within a school setting. This course will also define formative assessment and discuss the benefits of using a variety of formative assessments to increase student learning.

This course will examine the best practices utilizing the Differentiated Model for classroom instruction. The heterogeneous structure of classrooms requires teachers to design and implement lessons that are differentiated in ways that honor the diverse learning needs of each classroom's student population.

This course will focus on strategies and methods for teachers of English Learners in all settings. Sheltered instruction, CCSS Mastery, Students with Limited or Interrupted Formal Education (SLIFE), Trauma, and the importance of collaboration with content-specific teachers will be emphasized.

Educational leaders are responsible for ensuring that all students in a school meet or exceed grade-level expectations for future success. This important school-based work begins with ensuring that all students receive a robust universal tier of instruction followed by small group and/or individualized supports as needed. The most widely adopted ways to do this are through the use of Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RtI) systems.