Template introduction
This document is the Diverse Student Populations template. It includes professional development to address English learners, advanced, and underperforming students as well as students with disabilities. The same topics that help teachers differentiate for grade-level instruction apply to the diverse student populations with special needs, whether remediation or advanced learning.
The template contains general information to respond to the broadest request for product professional development. This is a word document so you can work in the document to include the customer’s name and your contact information. Any information that is highlighted needs your attention before you submit the proposal. Either fill in the information needed or delete the comment and text if you choose not to include the information in the proposal.
Scheduling
Please contact Shari Butler at for scheduling and pricing of any of the workshops before submitting the template.
Customization
If you need to add/delete/change any of the information in the template for a more customized response, Iowa City Proposal Services can help you edit the template to meet your needs. Fill out the appropriate form on Salesforce or contact Mary Beth Rozmus, Proposal Manager, at or JoAnn Goerdt, Proposal Writer at or Nicole Schrobilgen, Proposal Coordinator at .
Proposal for Name of District
Date
Professional Development for
Diverse Student Populations
Information is provided on the following topics:
§ Universal Design for Learning
§ Positive Behavioral Interventions & Supports
§ Assistive Technology
§ Individualized Education Programs
§ Response to Intervention
○ Response to Intervention—English Language Learners
Pearson
VPBD or PDAE Name
Title
Phone Number
Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Executive Summary
In today’s diverse classrooms, not all students are on the same page. Some students need individualized, paced instruction and more one-to-one teaching support to be successful. These include students who require a faster-paced learning path—such as gifted students—as well as learners who need additional time to learn the content. Educators must also provide for students who may be facing a hostile school environment, coping with a severe medical problem, moving frequently, or requiring a more flexible school schedule.
Pearson is committed to helping all schools and students, including diverse student populations, engage in and meet the rigor of College and Career Readiness (CCR) standards including the Common Core State Standards (CCSS). Our professional learning opportunities address content areas as well as strategies and techniques to fit each student’s needs.
The research-based strategies include the following:
Universal Design for Learning (UDL)
Positive Behavioral Interventions & Supports (PBIS)
Response to Intervention (RTI)
Across a continuum of support, our customized tools, range of solutions, and levels of service help schools and districts choose the intensity and focus of professional development that best match their teachers’ needs to positively affect all student outcomes.
Delivered by Certified Consultants
Our professional development programs are delivered by experienced, certified educational consultants who are former educators and administrators with proven experience in K–12 education and continuing education for adults. In each training session, they will help your educators understand research-based strategies and how to apply them in the context of goals and initiatives for your diverse student populations.
Flexible Delivery Options
§ Onsite
§ Online
§ Blended
§ Job-Embedded Services—verifies that best teaching practices are integrated into classroom practice
○ Coaching and Modeling
○ Small Group Lesson Study
○ Consultative Services
Adult-Learner Research
Additionally, Pearson professional learning services has a reputable base of adult learner research (Bransford, et al, 2000). These themes are reflected throughout the design of our workshops, webinars and job-embedded services. They inform both the content and the practices used within the professional development activity.
To help your teachers learn new strategies and best practices for teaching students with special needs, including students that are gifted and talented, Pearson offers an array of professional development. Our training is designed to show teachers how and when to use assessments and the resulting data, identify critical intervention points, and adjust instruction to meet individual student needs. We can also evaluate the fidelity of implementation of our instructional strategies in the classroom.
Culturally-Responsive Curriculum and Services
At Pearson, we are committed to culturally relevant and responsive instructional strategies that address cultural knowledge, prior experiences, frames of reference, and performance styles to maximize learning for all students.
To address diversity during the creation of Pearson materials and services, a conscious effort is made to include a diverse representation of people engaged in their fields of interest. Created by thought leaders and educators, our materials and services were reviewed by different academic consultants and scholars specializing in a broad range of academic topics. Teacher and student reviewers and users and program advisors representing diverse opinions and experiences also have ongoing input.
The result is a program replete with a narrative, primary sources, photographs and illustrations depicting different groups, cultures, and people. More importantly, the strategies to be implemented reflect, not only an awareness and sensitivity to varying cultural and linguistic needs, but also a responsive and differentiated set of actions designed to meet the learners where they are—and to help them realize their potential.
Unmatched Breadth of Experts & Authors
We work with more than 1,000 authors and researchers to create practical, evidence-based professional development programs and resources that address individual student needs. From needs assessment and planning implementation to developing and using performance tasks, we offer an extensive array of services that help school districts build the deep understanding necessary to change classroom instructional practices in a way that positively affects each student performance.
Our close work and association with key Standards architects, authors, and assessment experts helps ensure the spirit and pedagogical approach of each initiative. Their influence and expertise is embodied in our educational materials, assessments, and professional learning services. These products and approaches connect instructional, assessment, and efficacy resources with personalized and connected learning for students and educators.
Featured ExpertsDr. Pam Allyn
Literacy /
Dr. Sally Hampton
Literacy /
Dr. Karen Wixson
Literacy
Dr. Lily Wong Fillmore
ELL Consultant /
Dr. Francis “Skip” Fennell
Mathematics /
Dr. Jennifer Bay-Williams
Mathematics
Phil Daro
Mathematics /
Dr. William Tate
Mathematics /
Dr. Robert Marzano
Instruction
MaryEllen Vogt
SIOP Author /
Jana Echevarria
SIOP Author
Assessment and Research Experts
Jan Chappuis
Assessment /
Dr. Kimberley O’Malley
Efficacy /
Sir Micahael Barber
Efficacy /
Steven Ferrara
Assessment /
Shari Butler
Director of Special Education /
Jennifer Trujillo
Director of English Language Acquisition
Power Your Professional Learning Path
with Pearson’s Outcomes-Focused Suite of
Professional Services
From content knowledge to pedagogical best practices, the development of each college- and career-ready learner requires a paradigm shift for teachers. Pearson’s suite of recommended professional development for diverse student populations, helps districts shift teaching and learning to align to new, more rigorous instructional practices, assessments, and expected outcomes for each student.
Collaborating on a Road Map
[NAME], your account executive, will work with you to determine the most effective road map to meet specific training and professional learning needs. The first step is to help you answer the following questions:
§ Are you currently implementing RTI? A comprehensive RTI program can identify underperforming students earlier and provide successful, research based interventions.
§ How are you currently addressing behavior issues that negatively influence learning? It is difficult to expect successful outcomes when students are out of control in the school or classroom.
§ You are concerned about your scores because they currently fall below the state/district average, do your teachers use Universal Design for Learning (UDL) when planning instruction and assessment? Describe how your teachers present, engage, and assess their students to perform at grade level.
§ How do you currently support students that are struggling or that have disabilities in accessing CCR skills?
The answers to these questions will help formulating an implementation plan that will include the following:
§ Identifying goals and objectives for improving instruction and learning
§ Identifying the current instructional practices, which will serve as a building block for attaining goals
§ Designing an appropriate training and professional development plan and delivery format
Our experience, deep and broad-reaching support services, and highly-qualified education consultants provide best practices for an effective, efficient implementation process.
The goals of professional development are:
§ Successful implementation of the program
§ Fidelity of implementation in order to obtain the proven research-based results
§ Improved teaching practice
§ Professional growth resulting in long-term benefits
In our collaborative discussion with the district, we will create an implementation and service plan that will include training and professional development for the following groups specific to meeting the challenges when addressing the learning needs of students with special needs:
Administrators. Focus on an awareness and understanding of implementation information from an administrative perspective. Participants will explore information and suggestions that will assist them in supporting teachers as they begin to implement the strategies and/or frameworks in the classroom.
Coaches. Offer in depth product, content, and technology training to key representatives from each building which will support teachers with training information and tools to build capacity internally for maintaining the effective, sustained implementation of strategies and/or frameworks in the classroom.
Teachers. Introduce teachers to the components of frameworks such as RTI and UDL as well as research based strategies that will support the achievement of students with special needs.
Based on discussions with [PEARSON REPRESENTATIVE], below is a list of the workshops we recommend that will help your teachers put all of your students on the road to academic success.
indicates available face-to-face indicates available online
Special Population Professional Development Recommendations /Name of Service / Training Options
and Topics / Type of Service and Cohort Size / Description /
College and Career Ready: Meeting the Needs of Students with Disabilities / Topics*:
UDL
IEP
RTI / 6 hours
up to 30 participants
6 hours seat time
up to 50 participants
K–12 general and special educators, principal, special education directors, coaches / Explore what the term college and career ready means for students with disabilities. Participants define what college and career ready means and have an opportunity to review the Common Core State Standards (CCSS) or College and Career Readiness (CCR) state standards. In addition, participants learn a process for aligning Individualized Education Program (IEP) goals with CCR standards as well as how to make instructional accommodations for students.
Outcomes
By the end of this workshop, participants will be able to:
§ Navigate the organizational structure and language of the CCSS and understand how they apply to students with high-incidence disabilities
§ Identify resources that can assist special educators as they plan instruction for students with disabilities
§ Identify a process to craft practical IEP goals that align to CCSS and/or CCR standards
§ Practice unpacking a few standards as examples of how to differentiate instruction
§ Identify key strategies to adapt instruction to meet CCR standards
Using a Response to Intervention Framework for College and Career Readiness in Literacy
Note: This is an updated version of Response to Intervention in Literacy / Topics*:
RTI / 2
6 hours
Up to 30 educators / This two-day worshop helps K–12 educators and administrators go beyond foundational Response to Intervention (RTI) information to adapt instruction for struggling readers. Participants practice analyzing data and deciding on an instructional path, making decisions as a collaborative team, and reviewing data to analyze whether interventions worked and what to do next. Breakout sessions for Grades K–3 and 4–12 allow participants to focus on grade-level solutions related to College and Career Readiness (CCR) state standards or Common Core State Standards (CCSS) to differentiate instruction, catch students who are falling behind, and decrease the number of students who are referred to special education.
Outcomes
By the end of this workshop, participants will be able to:
§ Identify the components of a RTI framework for literacy instruction
§ Identify the variables that affect students who are not reading at grade level
§ Understand appropriate screening and progress-monitoring methods
§ Understand the process of setting criteria for placement and determining progress
§ Identify appropriate research-based reading interventions
§ Differentiate literacy instruction based on students’ needs
§ Apply problem-solving skills to work effectively in a multidisciplinary team
RtI for English Learners / Topics*:
RTI / 2
6 hour days
up to 30 District Administrators, School Leaders, Coaches, Specialists / Delve into the Response to Intervention (RtI) process during this workshop, developed with the Sheltered Instruction Observation Protocol (SIOP®) Model authors Dr. Jana Echevarría and Dr. MaryEllen Vogt using their best-selling research-based book Making Content Comprehensible for English Learners: The SIOP® Model. Focus on specific considerations for English learners (ELs) while identifying research-based interventions that are appropriate for ELLs and learning how to compare language differences with language and learning disabilities. Participants receive Response to Intervention (RtI) and English Learners: Making It Happen to support implementation when they return to their schools.
Outcomes
By the end of this workshop, participants will be able to:
§ Define RtI and its role in the education of ELLs
§ Identify challenges of effective progress monitoring for ELLs.
§ Explain how the SIOP® Model supports Tier 1 instruction for ELLs.
§ Identify specific literacy development issues for ELLs.
§ Compare and contrast effective Tier 2 and Tier 3 assessments and interventions for ELLs.
§ Generate ideas for overcoming barriers and implementing an effective RtI process
Putting the Pieces Together: Universal Design for Learning, Response to Intervention, Positive Behavior Interventions and Supports, and Assistive Technology to Support All Students /
Topics*:
UDL
PBIS
AT
IEP
RTI / 6 hours
Up to 30 educators
6 hours seat time
up to 50 participants
K–12 general and special educators, principal, Special Education directors, coaches / The field of education is full of innovations and strategies that can be used in the classroom. Learn how Universal Design for Learning (UDL), Response to Intervention (RTI), Positive Behavior Support (PBS), and Assistive Technology (AT) can fit together in a comprehensive way to support all students in becoming college and career ready.
Outcomes
By the end of this workshop participants will be able to:
§ Define UDL, RTI, PBIS and AT.
§ Identify how these approaches complement each other.
§ Identify supports that they can use within each tier of an RTI or PBIS framework.
§ Practice applying UDL principles to make an activity accessible for all students.
*UDL—Universal Design Learning