|
| Title: |
A Framework for Understanding Poverty (Day One) |
| Description: |
Designed for elementary and secondary schools of any size.
How does poverty impact learning, work habits, or decision making? The reality of being
poor brings out a survival mentality and turns attention away from opportunities taken
for granted by everyone else. If you work with people in poverty, a bit of understanding
of how different their world is from yours will be invaluable.
Most teachers today come from middle-class backgrounds. In an educational setting, economic
class differences create conflict and challenges for both teachers and students alike.
Designed for educators at all levels, but helpful to counselors, administrators, and
support staff, this seminar provides practical, real-world support and guidance for
overcoming barriers and helping others succeed.
What audiences learn:
- "Hidden rules" or social cues that differ greatly between the classes
- Impact of economic class differences on communication, interactions, and expectations
- Symptoms of generational poverty and how they differ from situational poverty
- Poverty-related behaviors and mindsets that affect learning
- Identification of the resources and strengths of any student
- Tips, tools, and intervention strategies proven to increase your effectiveness
|
| Length: | One-day or half-day workshop |
| Prerequisite: | None, Continuing education credits available. |
[Top]
|
Cost varies according to presenter selected. Our cadre of consultants
represents diverse backgrounds and areas of specialization, but all are fully qualified
to share this life-changing material with your audience.
Also available:
- Trainer certification
- A second day of training, titled Learning Structures, is an ideal combination
- Hidden rules material adapted as a 90-minute standalone workshop
- Keynote address containing portions of this seminar
- As the first day of Ruby Payne’s National Tour two-day workshop (see schedule on website)
|
|
| Title: |
Learning Structures (Day Two) |
| Description: |
Day Two: Build Cognitive Capacity and Speed the Learning Process
It’s not intelligence or potential that many struggling students lack, but rather the cognitive
structures so vital to effective learning and academic success. Students from poverty especially
often miss out on these mental building blocks, but you can change that starting today. Packed with
powerfully effective, easy-to-use strategies based on Dr. Ruby K. Payne’s book Understanding Learning:
the How, the Why, the What, this seminar hands you tools to help students learn vital content while
building new cognitive abilities into their brains.
In this seminar you’ll learn to:
- Help students who may know information one day but not the next
- Reach students who are unable to explain what help they need
- Recognize the difference between intelligence and academic success
- Explore the role of mediation in developing strong students
- Develop cognitive learning structures using Payne Lesson Design
- Identify and use mental models
- Teach planning, labeling, sorting strategies, and question-making
This Learning Structures seminar—which includes a handy, take-home workbook—is designed to
create quick but lasting results for elementary level educators and core subject secondary level
educators at schools of any size. Non-core secondary level teachers may also find some application
of the training and strategies.
|
| Length: | One day |
| Prerequisite: | Framework for Understanding Poverty (Day One) seminar |
| [Top]
|
Cost varies according to presenter selected.
Also available:
- Content-based secondary offerings including science, social studies, English, and math
|
|
| Title: |
Application of Learning Structures (Day Three) |
| Description: |
Day Three: Classroom Strategies for Learning Structures
An extension of Learning Structures and using the workbook Putting the Pieces Together,
this seminar explores additional classroom strategies to build student learning structures and
provides ideas for moving students from the concrete to the abstract. While concepts shared are
not content-based, the application of strategies focusing on specific subject areas is explored.
At the secondary level, the seminar is content specific. This seminar is designed for elementary
level educators and core subject secondary level educators.
|
| Length: | One day |
| Prerequisite: | Framework (Day One) and Learning Structures (Day Two) seminars |
| [Top]
|
Cost varies according to presenter selected.
Also available:
- Content-based secondary offerings including science, social studies, English, and math
- Technical assistance at your site after participation in the workshop
|
|
| Title: |
9 Strategies to Prevent Middle & High School Dropouts Workshop |
| Description: |
This two-day workshop is for educators in Grades 7–12 who want to design programs for student
success, with special emphasis on under-resourced learners. The innovative approach features
the following:
Strategies and topics:
- cost of dropouts
- updated statistics and research
- content availability
- relational learning
- instructional strategies
- future story
- generation Y characteristics
- immigrant student issues
- emotional resources and resiliency
- bonding and bridging capital
- school-wide processes to monitor student learning
"To change results, change the processes and the structure. For learning to be the constant,
time and schedule must be the variables. Rather than approach beginning learning as competitive
and autonomous, it needs to be relational." -Ruby Payne
|
| Length: | Two days |
| Audience: | Educators in Grades 7-12 who are involved in or responsible for school improvement plans. |
| [Top]
|
Cost varies according to presenter selected.
|
|
| Title: |
(The Six-Step Process) Meeting Standards and Raising Test Scores |
Description:
A
s
A
d
v
e
r
t
i
s
e
d
|
In today’s world of accountability, teachers and administrators need simpler processes that
give a payoff in student achievement! This workshop will provide you with five systemic
processes to do this. You will learn teacher-friendly strategies to disaggregate data and
determine its impact on AYP. Quick and highly collaborative curriculum alignment and pacing
techniques will be taught, along with alternatives to monitor students’ progress throughout
the year. Specific systemic interventions that can be adapted for any campus are also
offered. And then you are provided a strategy to establish a plan to embed these processes.
Step-by-step directions for implementation are included, and sample materials that may be
reproduced without cost or copyright violation are provided. In addition, strategies for
working with staff using this collegial model are offered.
Come as an individual, or better yet, bring your grade level, department, or campus vertical
team, along with a campus administrator! With decreased funding and increased federal and
state demands on your already limited time, this workshop gives you everything you need to
raise your students’ scores—easily, quickly, and effectively.
There is no “silver bullet” in raising student achievement BUT if you are interested in
processes that work, Meeting Standards and Raising Test Scores is a workshop for you!
|
| Length: | One day |
| Prerequisite: | None. Framework (Day One) and Learning Structures (Day Two) workshops are recommended, but not required |
| Audience: | Designed for elementary and secondary educators and administrators. |
| [Top]
|
Cost varies according to presenter selected.
Also available:
- Trainer certification
- Four-part video series and training manual
- Technical assistance at your site after participation in the workshop
|
|
| Title: |
Under-Resourced Learners |
| Description: |
Are you among the growing number of teachers who struggle to build relationships with today's
Gen Y students? Do you have students that in spite of what you’ve tried and done they still
aren't passing state assessment?
From understanding today’s students to designing specific interventions that work, this
workshop will provide a broad base of approaches for your immediate use in today’s classroom.
Based on Dr. Ruby Payne’s newest publication, Under-Resourced Learners: 8 Strategies
to Boost Student Achievement, this workshop provides immediately useful strategies such as:
- six-step process to follow each student’s performance address AYP (Adequate Yearly Progress)
- strategies to cultivate relational learning in your classroom or building
- checklists for quickly assessing student resources
- how to create interventions
- specific content interventions related to reading, vocabulary, and mental models in reading/writing;
- checklists for calibrating student assignments
Who should attend:
- Middle and high school teachers and administrators
- Paraprofessionals working with special education and Title I
- Department teams that are targeting state assessment
Targeted Options:
Ask us about specifically targeted workshops around the topics of Math, Reading,
Science, Response to Intervention, Drop-Out Prevention, and more are available.
|
| Length: | One Day (Two Day Workshops available) |
| Prerequisite: | None. Familiarity with Dr. Payne’s original work, A Framework for Understanding Poverty, is helpful but not required. |
| [Top]
|
|
|
| Title: |
Response to Intervention |
| Description: |
Response to Intervention Workshop (RTI) Learn about the what, the why, and the how of response
to intervention (RtI) and the under-resourced learner. This session will cover student intervention
teams, the rationale behind the RtI mandate, and the intervention process for student achievement.
We will focus on the three tiers of intervention and the progress monitoring of student growth.
This session will provide an overview of the training and support available from aha! Process
consultants. All of the above are taught in conjunction with the book, Under-Resourced Learners by
Ruby K. Payne.
|
| Length: | One Day (Two Day Workshops available) |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
The R Rules: A Guide for Teens Facilitator Workshop |
| Description: |
This workshop helps Facilitators learn to present The R Rules: A Guide for Teens to Identify
and Build Resources curriculum for teens that can be used as a "for credit course," integrated
into Life Skills, Consumer or Business classes, leadership, advisory, to build life skills,
provide targeted interventions, and support school or program goals. It can be adapted as a
nine-week, semester, or year-long course. The facilitator will learn to use the workbook
to support teens to:
- identify, increase, and use individual and community resources
- examine mindsets, see new options and possibilities
- complete a personal resource inventory, current and future pictures
- develop life skills for managing and planning
- explore career pathways, 21st Century Skills, and post secondary opportunities
- design a personal plan for learning, earning, and leading
The R Rules includes concepts from the work of Dr. Ruby K. Payne, and is aligned
to components from High Schools That Work, GEAR UP, and American School Counselor Association
Model, 21st Century Skills, Academic and Vocational Standards.
|
| Length: | One Day or Two Days |
| Prerequisite: | A foundation in concepts from A Framework for Understanding Poverty or Bridges Out of Poverty is strongly recommended. |
| Audience: | Secondary teachers of Life Skills, Consumer or Business classes, Freshman Advisory, Secondary counselors or administrators. Also ideal for Framework or Bridges Certified Trainers. |
| Options: | A One-Day Kick-off for Teens is also available.
Ongoing technical assistance is available from our aha! consultants.
|
| [Top]
|
|
|
| Title: |
Collaboration for Kids: Early Intervention Tools |
| Description: |
Collaboration is not only a learned skill, but it asks you for a
transition of thinking and productive listening. Then it will ask
you for action. Through the Collaboration For Kids
training you will learn a new structure for reaching out to children
and families early in a child’s life, when a difference can truly be
made for the child, the family and the community. Special training
emphasis is place on the child who is "unavailable to learn"
due to issues outside of school. Positive, proven, long term
changes are the result when this structure is put into place.
Collaboration For Kids will reduce school attendance issues, reduce
school behavior problems, diminish juvenile crime, make better use
of community services, reduce recidivism rates, stabilize families,
and increase academic success. It is new collaboration in its
purest form among parents, schools and all community human service
agencies.
- How can we transition our thinking, and what changes will that take?
- What is productive listening?
- What action will be taking place?
- Who is the “unavailable child”?
- Who exactly becomes involved in this process?
- How do we engage others in active participation?
- How do we begin?
The one-day Collaboration For Kids workshop offers an overview of the concepts,
research, procedures, and collaboration strategies involved in the CFK program.
The two-day Collaboration For Kids training offers all of the one day material,
as well as Team building, start-up policies and procedures, and the “how to”
information involved in personalizing and building your own CFK program.
Printer-friendly one-page book description
|
| Length: | One or Two Days |
| Prerequisite: | none |
| [Top]
|
|
|
| Title: |
Classroom Sim Workshop: Discipline Strategies, Grades 6-8 |
| Description: |
Customized Simulation Workshops prepare participants to utilize aha! Classroom SIMs
- in university teacher education programs,
- in district-level professional development, or
- individually, to practice teaching skills before ever setting foot in the classroom.
Workshop facilitators guide participants in
- a tour of the simulated classroom, including normal and disruptive events triggered
by students, parents, and the larger system.
- addressing the events based on rules, procedures, and teacher discretion.
- analyzing the affects of their decisions in terms of classroom happiness, learning,
and behavior.
Building on Ruby Payne’s accompaniment book, Working with Students, discussions focus
on how the aha! Classroom SIMs can
- prompt conversations among veteran and new teachers,
- facilitate interaction between new teachers and their mentors, and
- encourage new and veteran teachers to analyze their classroom management skills
|
| Length: | Four hours (Introductory or more in-depth workshops can be arranged upon request) |
| Prerequisite: | none |
| [Top]
|
|
|
| Title: |
Meeting the Educational Needs of African American Boys |
| Description: |
One of the most misunderstood, maligned, and underserved segments of the public school population is
the urban minority male student. African-American males often operate within a "hidden rule system"
that is vastly different from the "middle class rule system" that governs America's schools. Because
the majority of public school teachers are female, white and middle class, rule conflict is often
inevitable. This conflict is evident by the number of minority males who are placed in Special
Education and in alternative school placements.
This workshop examines the hidden rules of minority males in general and poor minority males specifically.
Methods and strategies for building significant relationships and promoting higher academic achievement
are also presented. Participants will be given the opportunity to evaluate real-life classroom
scenarios and to dialogue about appropriate intervention and approach.
|
| Length: | One Day |
| Audience: | Elementary and Secondary School Audiences |
| Presenter: | Rita Pierson, Ed. D. |
| [Top]
|
|
|
| Title: |
Understanding Students of Hispanic/Latino Descent and Their Parents |
| Description: |
Hispanic/Latino students have the highest dropout rate. Many experience cultural tension
in school when behaviors are misinterpreted as rude or disengaged but are actually a result
of cultural upbringing. This workshop provides an understanding of hidden rules in the
Hispanic/Latino culture and issues that Hispanic/Latinos encounter in public schools.
Participants will learn strategies to enable students and parents towards improved academics
and socialization.
|
| Length: | Half-day (3 hours) |
| Audience: | Educators of all grade levels |
| Prerequisite: | none |
| [Top]
|
|
|
| Title: |
|
Removing The Mask
|
- Identifying Gifted Students from Poverty &
- Serving Gifted Students from Poverty (Two Workshops)
|
|
| Description: |
Does your district's gifted program reflect the demographics of your
campus/district? If not, you may not have equity in your gifted
program. Typically, gifted programs serve middle class America to
the exclusion of students from poverty. This workshop is delivered
in two parts:
Identifying Gifted Students from Poverty (first day). This
workshop is presents a process, several instruments, and detailed
procedures to help school personnel find gifted students from
poverty. Participants take away the instruments and know how to use
them. Identification issues target K-6.
Serving Gifted Students from Poverty (second day). This is a
followup to the first day and deals with how to help students stay
in the program and be successful. Topics include suggestions for
behavior interventions, support systems to retain students in gifted
programs, techniques for working with parents, and the teaching
strategies that help. Specifically, this workshop addresses the
cognitive, social and emotional needs of gifted students from
poverty in the context of program and curriculum design. Addresses
issues in K-12.
Both seminars are based on the book Removing the Mask: Giftedness
in Poverty by Dr. Paul D. Slocumb and Dr. Ruby K. Payne. Dr.
Slocumb is past president of the Texas Association for the Gifted
and Talented and has been active in gifted education for more than
25 years. This seminar is designed for PreK-12 educators who want
to learn how to identify and serve gifted and high ability learners
from poverty and achieve equity in the identification process.
|
| Length: | One or Two Days |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
Hear Our Cry: Boys in Crisis |
| Description: |
Boys are 85 percent of the discipline problems in school. They also
constitute the largest population in special education, Title 1, and
those who have reading and writing problems. Boys are the ones who
have committed the violent acts in America's schools and they are
the most likely to drop out of school.
This workshop focuses on the why behind male behavior in school and
what schools can do to begin making school more "boy friendly." Issues
that impact boys who come from poverty as well as middle class will be
explored in this session.
Also note that a
parent version of this workshop is also available
as an evening add-on to this training. See the description below.
|
| Length: | One day |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
Hear Our Cry: Boys in Crisis – Parent Version |
| Description: |
Creating Well-Adjusted Boys at Home and at School
Based on his book Hear Our Cry: Boys in Crisis, Dr. Paul D. Slocumb
assists parents who want to raise boys to become healthy,
well-adjusted men who are successful at school, at home, and in
personal relationships. His 2 to 3 hour workshop focuses on
parenting styles and choices parents make in raising boys that affect
the man he is to become. This workshop explains the what, how, and
why behind some of these critical choices.
This workshop can be offered as an optional add-on to a day's training
for parents in the evening. Contact aha! Process for details on cost
and scheduling (2-3 hours).
|
| Length: | One day, or 2-3 hours |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
Tucker Signing Strategies for Reading |
| Description: |
Want to see your reading scores skyrocket?
Boost your students’ reading scores by 15-25%
Tucker Signing Strategies for Reading provides a mental model that students need in order to
decode words easily, accurately – and fast! Using a system of 44 hand signs that prompt
associations between letters or word “chunks” and their sounds, readers see the letter(s), make
a sign, and say the sound at the same time. This multi-sensory approach works wonders with students
who struggle with regular reading programs.
aha! Process offers a one-day workshop in Tucker Signing Strategies for Reading for up to 100 participants.
- A thorough review of the signs
- Discussion of how the strategy can be incorporated into programs that are in use in the district or by the organization
- Tips for successful implementation of the strategy
|
- Practice sessions for participants
- Discussions of non-phonetically spelled words or words with “tricky parts”
- A live demonstration of the strategy with struggling readers
|
Intended audiences include administrators, teachers or tutors who work with students reading at third
grade level or below, Special Education teachers, speech therapists, ELL instructors and parents.
Participants are equipped to begin immediate implementation of the strategy by the conclusion
of the workshop.
Read a participant's testimonial
Read the National Study on the Tucker Signing Strategies
Visit the Tucker Signing Strategies website.
|
| Length: | One day (5 hours) |
| Prerequisite: | None |
| Costs: | Contact the aha! Process office for details. |
| [Top]
|
Coaching also available: Dr. Tucker can work directly with teachers and their students after the workshop. |
|
| Title: |
Reading by Age 5 Workshop |
| Description: |
See It, Sign It, Say It, Spell It
It’s a well known fact: The area of the brain responsible for language development shares nerve
endings with the part of the brain responsible for motor coordination. No wonder young children
love to use their hands to communicate! And that’s what makes Reading by Age 5 so revolutionary.
Fast results and great fun to teach—for teachers and parents! Ideal for Head Start and early
childhood programs.
A balanced blend of American Sign Language (ASL) and Tucker Signing Strategies (TSS), the
easy-to-follow guidelines in Reading by Age 5 help caregivers teach children as young as nine
months to sign words and concepts—the building blocks of reading.
In this workshop you will discover a proven, research-based program that helps children:
- Develop language acquisition, phonetic awareness, and decoding skills
- Prepare a foundation for reading-comprehension skills
- Outperform fellow students on a variety of reading and pre-reading measurements
- Communicate their needs with less stress
- Bond with caregivers through eye contact and positive interactions
- Absorb knowledge more readily in other subject areas as well
|
| Length: | One day |
| Prerequisite: | None |
| Audience: | Preschool and Elementary educators |
| [Top]
|
|
|
| Title: |
Living on a Tightrope |
| Description: |
This workshop is designed to help principals be successful, which in
turn helps the entire school organization be successful. The training
is based on the book, Living on a Tightrope, A Survival Handbook
for Principals, co-authored by Dr. Bill Sommers and Dr. Ruby
K. Payne. While instructional leadership has been the principal's
primary role as identified in educational literature, the reality is
that the principal's role has become one of crisis management and an
almost judicial approach to legal issues. Written from their experience
as principals and based on research from the education and business
realms, Bill and Ruby outline practical strategies for the workplace.
Among them: data-driven conversations to increase positive results,
responding to conflict on individual and organizational issues,
connecting personal identity to organizational goals and self-renewal
- sustaining oneself while serving everyone else. Also meant for
staff developers - they may play a significant role in facilitating
the way administrators conduct business.
|
| Length: | 1 or 2 days |
| Prerequisite: | None |
| Options: | This can be adapted to one consultant but the optimum presentation is two. |
| [Top]
|
|
|
| Title: |
Math Strategies/Problem Solving for the Elementary Classroom |
| Description: |
The presentation focuses on a variety of mental models for elementary
math. Participants learn that when mental models are taught directly
to the students they are able to learn and retain concepts much more
quickly. A problem solving process will be presented which requires
the students to plan, label and sort information. This process is
used as a method to control students' impulsivity and therefore
increase their success in math. This method of teaching problem
solving has been especially effective with students who are struggling
in understanding basic math skills. Teaching question-making strategies
to students is also included. The workshop is designed for math
teachers of elementary school students, with audiences of Grades K-2
or 3-5.
Read Testimonial
|
| Length: | One day |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
Think Rather of Zebra: Dealing with Aspects of Poverty Through Story |
| Description: |
The great teachers in history understood the power of story and
storytelling. Our greatest prophets and orators knew they could provide
a foundation for learning and the association needed to retain their
most important lessons in long-term memory by lodging that learning
in memorable tales. These storytellers provided us with a model for
teaching that has lost its prominent place in modern pedagogy. Research
tells us that "story" does not enter the cognitive processing area of
our brain, but settles in the subconscious to await "triggers" that
will bring it to the forefront as needed.
Through this workshop, Jay Stailey, with the use of "story" and the
models of those who teach with stories, reinforces the work of Dr.
Payne and extends it to a unique level of understanding.
Through example and interaction the participant discovers:
- The power of story to teach
- Why human beings need and respond to stories
- Brain research including how stories are processed and used
- Examples of stories as teaching tools
- How to use Think Rather of Zebra to reinforce Framework for
Understanding Poverty
By virtue of our nature as human beings we are, all of us, storytellers.
Through example and interaction, each of us can discover storytelling
skills and how those skills can by applied in the teaching/learning
settings.
|
| Length: | One day |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
A Picture is Worth a Thousand Words |
| Description: |
This informative and enlightening workshop follows Matthew Seebaum's
book by the same title. Participants will learn useful strategies
designed to make learning experiences more meaningful and concrete
for children. This workshop is especially helpful for early childhood
and special education professionals who struggle with discipline and
learning issues associated with children from limited experiential
backgrounds.
Dr. Seebaum shares his research and practical strategies in this
workshop. Participants leave with ready to implement, child friendly
materials and strategies to use in the classroom and school setting.
This popular workshop is practical for those who struggle with
challenging learners.
|
| Length: | One day |
| Prerequisite: | None |
| [Top]
|
|
|
| Title: |
Application of Learning Structures for English |
| Description: |
This seminar is an extension of Learning Structures (Day Two) designed
for secondary level educators in English. Additional classroom
strategies are introduced, as well as ideas to move students from the
concrete to the abstract. There is emphasis on the application of
strategies specific to the English curriculum.
|
| Length: | One day |
| Prerequisite: | A Framework for Understanding Poverty (Day One) and Learning Structures (Day Two) |
| [Top]
|
|
|
| Title: |
Application of Learning Structures for Math |
| Description: |
This seminar is an extension of Learning Structures (Day Two) designed
for secondary level educators in math. Additional classroom
strategies are introduced, with the emphasis on strategies for math
courses up through and including Algebra I. The application of strategies
specific to math is explored.
|
| Length: | One day |
| Prerequisite: | A Framework for Understanding Poverty (Day One) and Learning Structures (Day Two) |
| [Top]
|
|
|
| Title: |
Application of Learning Structures for Science |
| Description: |
This seminar is an extension of Learning Structures (Day Two) designed
for secondary level educators in Science. Additional classroom
strategies are introduced, as well as ideas to move students from
the concrete to the abstract. There is emphasis on the application
of strategies specific to the Science curriculum.
|
| Length: | One day |
| Prerequisite: | A Framework for Understanding Poverty (Day One) and Learning Structures (Day Two) |
| [Top]
|
|
|
| Title: |
Application of Learning Structures for Social Studies |
| Description: |
This seminar is an extension of Learning Structures (Day Two)
designed for secondary level educators in Social Studies. Additional
classroom strategies are introduced, as well as ideas to move students
from the concrete to the abstract. There is emphasis on the application
of strategies specific to the Social Studies curriculum.
|
| Length: | One day |
| Prerequisite: | A Framework for Understanding Poverty (Day One) and Learning Structures (Day Two) |
| [Top]
|
|
|
| Title: |
Preventing School Violence by Creating Emotional Safety |
| Description: |
Preventing School Violence by Creating Emotional Safety workshop
provides strategies to establish relationships of mutual respect
among teachers, students, and parents concentrating on the
prevention of violence in schools. Topics include: building
emotional resources, teacher/parent relationships and methods of
addressing biochemical, cognitive and addiction issues. Warning
signs, intervention, prevention planning, and crisis response are
also discussed. This workshop is designed for upper elementary
level or secondary level educators.
|
| Length: | One day |
| Prerequisite: | None |
| [Top]
|
|
|
|
Trainer Workshops
|
| Title: |
A Framework for Understanding Poverty - Trainer Certification |
| Description: |
Become a certified trainer!
This seminar is designed for individuals who wish to become a certified
trainer in order to take the information from Dr. Ruby K. Payne's
poverty seminars back to their own organizations. The training includes
in-depth work on A Framework for Understanding Poverty (Day One) and
Learning Structures (Day Two) seminars. Other topics also include instructional
techniques and the power of story - all intended to help trainers
prepare the program for their particular organization. In-depth
research and training materials are provided.
|
| Length: | Three and 1/2 days |
| Prerequisite: | A Framework for Understanding Poverty (Day One) and Learning Structures (Day Two) |
| [Top]
|
|
|
| Title: |
Meeting Standards and Raising Test Scores - Trainer Certification |
| Description:
|
Become a certified trainer!
Meeting Standards Trainer Certification
This workshop is designed for those who wish to train others in
their school or district in Dr. Payne's five systemic processes for
meeting standards and raising test scores, using existing teacher
expertise. Participants will increase their depth of understanding
and skills in working with the processes taught in the Meeting
Standards course (a prerequisite for this course). Opportunities to
work with the processes themselves will be provided, along with
opportunities to collaborate with the other participants and
presenters.
|
| Length: | Three days |
| Prerequisite: | Attend a one or two day training in Meeting Standards & Raising Test Scores or purchase and use of video series: Meeting Standards and Raising Test Scores (4 tapes). |
| [Top]
|
|
|
| Title: |
Tucker Signing Strategies For Reading - Trainer Certification |
| Description: |
Become a certified trainer!
This one day training is designed for educators
or other professionals who have successfully implemented the Tucker
Signing Strategies for Reading training in their classroom/work
environments and who wish to train others in the strategies. The
training will address "frequently asked questions" and provide a
more extensive understanding of and use of the strategies. The
participant will be required to sign a training agreement.
MATERIALS: Supplemental training materials will be provided;
participants must bring their own copy of the training manual received
at the original training
PREREQUISITE: Attendance at Tucker Signing Strategies for
Reading training, successful instruction of all signs/lessons in
training manual, and copy of journal entries/recordings of experiences,
questions, concerns, etc. which will be submitted to aha! Process, Inc.
|
| Length: | One day |
| Prerequisite: | see description above |
| [Top]
|
|
|
For schedule, all locations and pre-registration, visit our
