Hillside School Professional Development Training for Educators
Hillside School is a Boulder-based half-day program that enables students with dyslexia and other learning differences become capable and confident learners. Learn from our experienced faculty as we share best practices, research, and cutting-edge strategies that have been making life-changing impacts on students since 2005.
Professional Development 2024 Courses
Please click on the course name for more information. If you have any questions please contact Rachel Paradis, email@example.com
Dates: June 5 & 6, 2024 Times: 8:30–4:00 Cost: $375 Register Here
This fifteen-hour, two-day course is designed to help educators gain a greater understanding of dyslexia and how it impacts students in the classroom, specifically in the areas of reading, written language, and math. Course content will address the following three areas:
What is dyslexia? This module will highlight common indicators of dyslexia across languages at various age groups, how dyslexia can contribute to student dysregulation, and best practices for teaching dyslexic learners.
What are the components of an effective reading intervention program and why do students fall behind when these are missed? How do deficits in reading impact a student academically and socially in the classroom and what strategies can educators use to increase success for students with dyslexia?
Why is writing so difficult for the dyslexic student? Educators will increase their understanding of the neurological demands of writing and learn techniques and strategies to support struggling writers.
Dyslexia is language-based, right? So why can math be a challenge as well? This module looks at the common areas of math that are challenging, even while students can excel to very high levels on related mathematical concepts.
Course Instructors: Becky Harris, Rachel Paradis, and Jill Michaud
*Credit available through Adams State for an additional fee
Marilyn Zecher’s Multisensory Math Training, Level 1
Dates: June 17 -21, 2024 Times: 8:00–4:00 Cost: $975 Register Here
Marilyn Zecher developed her renowned Multisensory Math methodology based on the Orton-Gillingham philosophy and methodology of teaching and evidence-based strategies recommended by the What Works Clearinghouse, the NCTM, and evidence from neuroscience.
This approach is especially effective with students who learn differently, inclusion classes, and ESL learners. The approach is effective for initial instruction, intervention, inclusion classes as well as remedial work at all levels. It is compatible with and can be used to support most curricula and programs.
Topics will include:
Applying this methodology in guiding students from foundation skills and numeracy to place value, operations, fractions, and decimals.
Using manipulatives effectively to reinforce concepts, aid memory, and enhance performance for all students.
Using strategies for helping students learn and retrieve math facts as well as structured procedures for computational accuracy.
Understanding neuroscience findings about how math is processed in the brain, which cognitive processes impact math, and the best way to capitalize on these discoveries in our teaching.
Course Instructor: Rachel Paradis, MSEd, ET/P
Rachel Paradis has been training with Marilyn for the past three years and is currently working towards her Instructor of Teaching certification in this methodology. She has been teaching students with a variety of learning needs for over twenty years, primarily at the middle and high school level, and is a licensed special education teacher and a licensed educational therapist at the professional level.
*Certification in Marilyn Zecher’s Multisensory Math at the Practioner Level is available through Hillside School’s Professional Development program.
Oh No! to Oh Go! Aligning the Science of Reading and Orton-Gillingham with Multi-Sensory Instruction
Dates: June 25 & 26, 2024 Times: 8:30–3:30 Cost: $375 Register Here
Summary: Learning to read seems to come naturally to some children. For others, it is a struggle and a guessing game. Research has shown that reading is not a natural process, but it is not a guessing game. Teaching systematic phonics is the best way to ensure that all kids learn how to read. This two-day workshop will focus on the five components of effective reading instruction and how it aligns with current research on the science of reading. We will explore how to teach basic language skills with a multi-sensory approach.
Target Audience: K-5
About the Instructor:
Rebecca Harris is the Director of Teacher Training at Hillside School of Boulder and a classroom Learning Specialist. She holds an undergraduate degree in Learning Disabilities and Social Emotional Learning and a Master’s Degree in Educational Leadership. Becky is a member of the Orton-Gillingham Academy working as a fellow in training under Jennings Miller.
*Credit available through Adams State for an additional fee
Quotes from Previous Participants:
"I am writing to thank you for the phenomenal PD you gave to all of us with your Dyslexia in the Classroom workshop. I have been to many, many PDs. I don't think I have ever been in a setting where all of the presenters were as knowledgeable and skilled as you were. Your expertise, as well as your deep love for the learner in all children flowed through all of your teaching. You were so incredibly, warm, welcoming, as well as being so very humble. Thank you, again, for offering this workshop and for giving me a chance to see the affirming and amazing work you do on the behalf of children. You are all an inspiration."
"This was a fabulous class for all teachers to take - should be offered more often for more teachers to take advantage of it."
"This was an awesome class - one of the best I have taken in quite some time! I was very impressed with the knowledge that both Rachel and Jill brought each week. I will definitely search out more of their classes in the future. Each week I learned something new that I can implement myself and/or share with colleagues."
"Each of the strategies used to teach students with Dyslexia/learning disabilities are useful and valuable. Resources could be used immediately. Activities demonstrated the thought processes that students with Dyslexia must go through when given writing assignments."
"Once again, I am reminded that Dyslexia has no boundaries. It affects people from ALL walks of life in extremely complex ways. This class has certainly made me more aware of what my students may be experiencing and how I can respond with purposeful accommodations."