Audience

PreK – 3 Teachers, Coaches and Specialists

Presenter Name(s)

Kristin Osborne

Presenter Bio(s)

Kristin Osborne is a former classroom teacher and literacy instructional coach who currently serves as a technical assistance provider for the Department of Education’s Inclusive Instruction and MTSS Tiered Literacy Academy in Massachusetts. Kristin has experience with professional learning workshops, book clubs, coaching, graduate courses, modeling, and planning support. She focuses on evidence-based comprehensive literacy instruction, inclusive of the science of reading. She has designed graduate courses on the science of reading, accelerating literacy, and literacy interventions.  She has also created book guides and study group PLCs on topics such as the language of literacy, literacy block, and Overcoming Dyslexia. Kristin has also successfully led curriculum development projects in MA and has led multiple districts through a positive initial implementation process.

Description

This graduate course will provide a scaffolded opportunity to learn more from foundational documents and key components of literacy as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and target interventions based on real live data.   In addition to exploring resources on the site, learners will explore peer-reviewed research, critically examine their own literacy practice, reflect on the connections between identity, pedagogical practices, and new learning, and will design artifacts to leverage new learning using best practices in literacy, equity, Universal Design for Learning (UDL) and MTSS. 

Course Objectives & Learning Outcomes

As a result of the learning experiences in the course, you will:

• become more cognizant of important components of targeted intervention lessons to transform teaching and learning to improve the outcomes of all learners.
• become more competent in your ability to create better targeted intervention opportunities and outcomes for students by using the state standards and the science of reading  to design sustainable curriculum and lessons.
• become more competent in your ability to create effective data meeting cycles and use data to drive instruction.

Synchronous / Asynchronous

Asynchronous

Location

Online

Dates & Times

9/15 – 12/15/25

PDPs

30 PDPs

Credit

Participants may choose to apply for 2 optional graduate credits

Cost

$500 ACCEPT members/$600 non-members