The St. Louis RPDC offers high-quality professional development opportunities to area educators, primarily in the form of workshops, consulting, and leading study groups. Our consulting team serves in collaborative partnership with PK-12 teachers and administrators in addressing challenging issues and achieving positive learning outcomes for all students.

This is an online learning course for the University of Kansas XTREME Reading program.  Throughout the year, participants will participate in face to face professional development and in this virtual course to learn how to teach XTREME Reading.   Participants may use this course as the initial professional development, a refresher after face to face sessions, and/or a vehicle for sharing ideas and experiences.  

XTREME Reading is a reading program designed for middle and high school students who are struggling with reading and need intensive, systematic intervention to improve their reading.  The program was created for students who are at least two years below grade level and ideally are reading at least at third grade level.  Other students who do not fit this profile may also benefit.  The XTREME Reading strategies, which are research-based, evidence-validated strategies, include word-level decoding, vocabulary, and comprehension strategies as well as fluency practice.  Classroom management, motivation, goal setting and other components make this a comprehensive, effective reading program.  

A certificate of completion will be provided at the end of the course.  

In this workshop, teachers will explore how to structure lessons, facilitate student engagement, and elevate instructional practices to favorably impact learning.  For the first half of the day ELL teachers will explore ways to integrate language development into each and every lesson and how to best adapt or modify both instruction and assessment for ELLs of various proficiency levels. Special Education teachers will examine post-secondary transition planning, assessment and IEP goal writing (SPP13), least restrictive environment (SPP5B), and specific teaching strategies which research indicates are supportive of learning for students with disabilities. The afternoon sessions are structured for both ELL and Special Education teachers to engage in interactive sessions designed around the following topics: Migrant/Immigrant Families, Instructional Technology and Online Tools, Instruction/Assessment, Student Engagement and Student Response Activities.