Summer 2010 - The Center for Advanced Learning, Inc. (CAL) Summer Fluency Camp

The Center for Advanced Learning, Inc. (CAL)

Directors:  Kimberly Berens, Ph.D., BCBA-D, Nicholas Berens, M.A., & Kendra Rickard, M.A.



Summer Fluency Camp

For Gr. 3-12

Program Description

• 1/2 day summer program
• Combination of small group & 1:1 instruction
• Fluency building in basic reading and math skills
• Concept building in language arts and advanced mathematics
• Prototype-construction approach for grammar & expressive writing

Summer Hours:
8:30 am - 5:30 pm

Visit the CAL website for more information and the overview of daily structure of the summer program, as well as the full menu of programs offered by the Center at its locations in Reno and Carson City, Nevada,  and Medford, OR.

Related of interest
Dec 09 Precision Teaching Podcast - Interview of Kimberly Berens, Ph.D., BCBA
Wednesday, December 30, 2009

July 09 Precision Teaching Podcast - Interview of Kerri Kaelin Milyko, M.A.
Friday, July 31, 2009

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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources

PRESENTATION: Michael Fabrizio, MA, BCBA will present on fluency based instruction for students with autism

As part of the B.F. Skinner Foundation Seminar Series
Michael Fabrizio, MA, BCBA will be giving a presentation,

Fluency-Based Instruction for Children with Autism and Other Developmental Disabilities.
Saturday, November 21, 2009
Cocoa, Florida. BACB CEUs are available.



A related item of interest is Michael's recent June 2009 interview by Rick Kubina for the Precision Teaching podcasts.

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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources

NEWS: New Federal Practice Guide in Math Recommends Increased Emphasis on Basic Skills and Fluent Performance

Teaching component and basic skills to fluency so that they may be readily applied to higher order skills and composites may not be news to Precision Teachers who utilize fluency based instruction, and many curricular program packages are structured on that basis, but it's positive to see this gaining some recognition at a policy-maker basis, in this case in the area of mathematics. The report from the What Works Clearinghouse of the US Department of Education is at the end of the post.

Response to Intervention' in Math Seen as Challenging
Educators Explore Advice Laid Out in New Federal Practice Guide on Topic
Education Week, via CEC SmartBrief
Published Online: June 16, 2009
Published in Print: June 17, 2009

[Excerpt]
"...Still, the guide recommends, among other steps, that remediation for students in grades K-5 should focus on the properties of whole numbers, like counting, addition, and subtraction. Older students, up to 8th grade, should learn rational numbers in depth, including the meanings of ratios, decimals, and percentages, the panel recommends.

Another recommendation is that all students who need extra math assistance should work on fluent retrieval of basic arithmetic facts [my emphasis], like simple addition and multiplication. Higher-level mathematics often assumes that students can quickly recall facts like “3 times 9” or “11 minus 7,” when such operations may be difficult for those lagging behind their peers, the panel found..."

IES PRACTICE GUIDE
NCEE 2009-4060
U.S. DEPARTMENT OF EDUCATION
WHAT WORKS CLEARINGHOUSE
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
April 2009, 104pp.

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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources

OPPORTUNITY: Summer Programs for Students & Teachers at Morningside Academy, Seattle, WA

Morningside Academy in Seattle, WA (Director: Kent Johnson) has for over two decades been helping struggling students to address skill problems that have kept them from academic success--helps them make phenomenal gains to catch up with their peers and master the skills to keep up.

While Morningside Academy also runs on a typical academic calendar, during the summer it offers special programs for both students and those who wish to learn the techniques of the Morningside Model of Generative Instruction.

First, for students ages 6-17:
Morningside Academy's Summer School
July 6th - July 31st 2009

Still has spots left. See their website for information on the program

and for teachers, tutors and graduate students,
Morningside Academy's Summer School Institute

Their website states that they are still currently taking applications for the 19th annual Summer School Institute, July 13th through July 31st, 2009. Some partial information,

Discover The Morningside Model Of Generative Instruction
Attend 1 or 2, or both weeks!

Week 1: July 13-17
Week 2: July 21- 24
Week 3; Graduate Students Only, July 27-31

Topics will range from an overview of the Model of Generative Instruction, Fundamentals of Instruction for Reading, Writing & Math, Practice Strategies using Precision Teaching and developing students ability to generalize and apply what they know in the classroom..."

Browse their website and find out what Morningside Academy does and whether they have the opportunity you've been looking for for your child or yourself.

For further reading:
Johnson, K.R., & Street, E.M. (2004). The Morningside Model of Generative Instruction: What it means to leave no child behind. Concord, MA: Cambridge Center for Behavioral Studies.
Also available at Behavior Research Company and the Cambridge Center for Behavioral Studies.

Johnson, K. R. & Layng, T. V. J. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475–1490.
[abstract]

Johnson, K. R. & Layng, T. V. J. (1994). The Morningside model of generative instruction. In Gardner, R., Sainato, D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J.W. & Grossi [Eds.]. (1994), Behavior Analysis in Education: Focus on measurably superior instruction (173–197). Belmont, CA: Brooks-Cole.
Text at teonor.com

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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources