The Rose Institute Resources for Administrators

• 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 SOR into Science Instruction  
• Bringing SOR into Social Studies Instruction  
• Bringing the SOR into the 3-6 Classroom Parts I and II 
• Bringing the SOR 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: SOR 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) 
• Organization of a Research Based Literacy Classroom (3-6) 

Request More Detailed Information and Pricing

Requirements

• 30 hours of teacher participation. 
• Normally scheduled for five consecutive six-hour virtual sessions from 8:30-3:30. 
• The agreement can be processed through BOCES to facilitate Co-Ser AId for a cohort of up to 24 for a flat fee.
• The maximum number of participants is 24.
• Participants who successfully complete the course receive a certificate of course completion from the Orton-Gillingham Fellow. 

Requirements

• Prerequisite: The Classroom Educator 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.
• 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.

Requirements and Information 

• The Classroom Educator Course is a pre-requisite for this course.  
• This course can be taken before, during, or after the Classroom Educator Practicum. 
• Normally scheduled for five consecutive six-hour virtual sessions from 8:30-3:30. 
• The agreement can be processed through BOCES to facilitate CO-SER Aid for a cohort of up to 24 for a flat fee.
• Participants who successfully complete the course receive a certificate of course completion from the Orton-Gillingham Fellow. 

• The Classroom Educator and Associate Courses are pre-requisites for this practicum. 
• An Orton-Gillingham Fellow becomes the participant’s mentor and oversees the practicum.  
• The participant will receive feedback on all videos submitted from this fellow. 
• Co-Ser Aid is available.

Teachers who have previously completed the Classroom Educator Practicum have the following requirements: 

• Must deliver the OG lesson at least twice a week, one-on-one to equal a minimum of 50 lessons over a minimum of eight months.
• 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.
• A Google document of all 50 OG lessons must be maintained. 

Teachers who have not previously completed the Classroom Educator Practicum have the following requirements: 

• 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.
• 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.