These professional learning and networking sessions are meant to provide support for leaders in understanding effective reading instruction and the systems needed to support it. This four-half day professional learning series consists of a combination of virtual learning video modules and in-person facilitated conversations and networking about specific literacy topics.

Materials were generously provided by the University of Minnesota’s Principals Academy and the Higher Education Literacy Partnership (HELP) of Minnesota.

Fee: Included with SCSC Membership

Introduction to Series: Online June 7 from 1:00 – 2:00 PM

Series Learning Dates: August 7, September 25, October 23, and November 13

Time: 9:00 AM – 12:00 PM

CEU’s: 22 hours BOSA available

Location: SCSC Service Cooperative - North Mankato

Upon completion, participants will be equipped in:

• Being able to plan the implementation of intentional leadership structures to incorporate reflective practices both individually and collaboratively around literacy.

• Increased knowledge and understanding of the Science of Reading and Minnesota BOLD State Literacy Plan

• Increased understanding of Dyslexia in Minnesota including statutes, screening and instructional practices.

• Increased knowledge about Multi-tiered System of Supports for Literacy – increasing high quality core reading instruction, understanding advanced tier interventions.

• Being able to consider the variety of voices to support a feedback loop for continuous improvement

GUIDING QUESTIONS

How are you planning for literacy success – what is the Minnesota BOLD State Literacy Plan? What is your plan?

What does reading research say? How is the Science of Reading culturally responsive?

What do I know about Dyslexia in Minnesota - the Statutes, Screening and Effective Instruction?

How can building a strong Multitiered System of Support Framework support improved outcomes?

What is the Structured Literacy approach to teaching reading? How can I support training and implementation?

How are we supporting structures and instructional practices to improve literacy outcomes for linguistically diverse students?