|
|
|
|
| |
|
|
A popular conference speaker and national teacher trainer, Susan Sturock has more than 24 years of experience in teaching, building leadership and professional development. Her passion and belief that ALL students can learn and that teaching is the most noble profession in the world is clearly demonstrated as she draws upon her wealth of experiences in working with both gifted and struggling readers in Title I environments.
Susan’s wide and deep background in working with ELA (English Language Arts) and curriculum in grades K through 12 give her the ability to recognize and articulate the connectedness of learning. Her gift in helping teachers and administrators realize the power of what they already hold in their hands and what the need in order to move forward opens doors for good educators to become great educators.
Her knowledge is practical and proven – her training and support has been successful in helping schools make AYP and meet the demands of NCLB. She is an “all things literacy” speaker and trainer providing clear and concise ideas and demonstrations for successful teaching and effective leadership based on cutting edge research and best practice.
RTI presented by Susan Strurrock:
In this hands-on workshop, teachers will learn how to create authentic
opportunities for growth for all students and maximize their limited time to
provide quality interventions. Specific strategies will be shared to:
- implement research-based, best practice instruction for all students
(Tier I)
- strengthen assessment process to effectively and efficiently determine
rate of student growth
- revise the structure of our instructional time
- Utilize data in order to differentiating instruction that is diagnostic
and prescriptive (Tiers II and III)
(Use data collected from Tiers I and II to provide effective interventions
(Tier III)
This workshop will provide clear illustrations of instructional schedules
based on formative assessment data
as well as explicit instructional ideas both in best practice (Tier I) and
in appropriately using differentiated instruction
to provide for repeated opportunities to learn (Tiers II and III).
|
|
|
 |
|
|
|
|
|
|
