This virtual training will consist of two three-hour sessions from 9:00 AM – Noon on September 16 and 23, 2022.

The importance of direct vocabulary instruction cannot be overstated. Vocabulary’s link to students’ background knowledge and academic achievement means that districts, schools, and teachers must select terms for direct instruction, use a research-based process to teach those terms, and assess and track students’ progress with new terms. Participants will learn how to construct a strong foundation for literacy development and academic achievement through direct vocabulary instruction on tier 1, tier 2, and tier 3 terms. Participants will explore Dr. Robert J. Marzano’s analysis of more than 8,000 terms, which he has organized into semantic clusters.

Learning outcomes may include:

• Explore Robert J. Marzano’s analysis of over 8,000 vocabulary terms for grades K–5.
• Understand how the cluster approach to vocabulary instruction helps students gradually learn the unique features of terms.
• Gain word clusters specific to basic (tier one), advanced (tier two), and academic (tier three) terms.
• Learn how to design a schoolwide plan for comprehensive vocabulary instruction.

.5 PTSB credit is available for participants who attend both sessions. Please register here for this training.

Presenter Information:
Mike Ruyle, EdD, has served as a classroom teacher, athletic coach, school principal, alternative program director, university professor, and educational presenter for over 30 years. He led the creation and implementation of personalized, competency-based schools in Montana and California and is a recognized authority in the areas of assessment practice, mindfulness in classrooms, social justice, culturally responsive pedagogy, and healing-centered schooling. Dr. Ruyle’s leadership experience and dynamic presentation style have made him a sought-after national and international speaker for numerous schools, districts, state agencies, and conferences.

Dr. Ruyle is the author of the book Leading the Evolution: How to Make Personalized Competency-Based Education a Reality, as well as a coauthor of The New Art and Science of Classroom Assessment and Cultivating Mindfulness in the Classroom. He earned bachelor of arts degrees in history and English from the University of San Francisco, as well as master’s and doctoral degrees in educational leadership from Montana State University.