Our Partners in Excellence (PIE) program relies on collaboration with administrators and teachers to customize instruction within a tiered model to build a strong system of support for all learners. We understand that the best way to get positive results is to rely on current neuroscience research to provide explicit, systematic instruction in literacy, mathematics and social communication from preK on (through college).
View our current course and workshop offerings here.
Professional Learning 2017 Fall Catalog now available | Download PDF
“We are well on our way to answering our questions about reaching and teaching all students. I remember the power and possibility these three words convey, “I can read.” I thank my colleagues and the Cynthia K. Hoehl Institute for Excellence for the gift of reading.”
–Sarah Curtis, Assistant Principal of the Ray School in Hanover, NH after her school received training and mentoring from the Stern Center.
All of our professional learning workshops and courses
can be delivered in your school district to accommodate your School Action Plan, School Improvement Plan, or other targeted professional learning goals. Our offerings are based on identified needs.
Some of the key concepts we focus on when working with districts and schools include:
- Conducting a needs assessment
- Designing a professional learning plan
- Develop a common teacher vocabulary for literacy and social cognition
- Building teacher conceptual knowledge to meet Common Core State Standards that promotes higher level thinking. Developing a learner profile to differentiate instruction
- Developing social cognition skills across all grade levels for all students to build a positive behavior system of support for all students.
We can help you design a system that helps ensure that all children are reading by grade three. Our BUILDING BLOCKS FOR LITERACY®
program supports early care and education teachers of children from birth to age 5 so that children to enter kindergarten ready to learn to read. We build programs which include coaching in elementary and adolescent literacy as well as in social cognition within a multi-tiered system of support. We have worked with many schools and districts to create a system that works for them. Some examples of recent school professional learning models being implemented include Pre-K through Grade Three as a commitment to reading by grade 3; common assessment within an MTSS model; and models driving educational planning for the Common Core.
Read experiences from other schools and districts
on our Models for Success page.
Cynthia K. Hoehl Institute for Excellence Grant Application
The Cynthia K. Hoehl Institute for Excellence
offers grants to help support customized professional learning opportunities to eligible schools and districts. Apply for a grant by submitting a simple and easy grant application
Response to Intervention (RTI) or a Multi-Tiered System of Support (MTSS)
Our Partners for Excellence programs use an RTI/MTSS framework to identify student needs and differentiate instruction for all learners.
Response to Intervention ( RTI) or A Multi-Tiered System of Support (MTSS)
Response to Intervention (RTI) is a multi-tiered system-based approach to help all learners succeed. Student progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
Research has demonstrated that most reading problems can be prevented by providing high-quality early literacy instruction in the classroom, along with supplemental intervention for students who need it including those with significant learning disabilities such as dyslexia.
The heart of any RTI model lies in the use of tiered instruction/intervention. In the MTSS/RTI framework, the instruction delivered to students varies on several dimensions that are related to the nature and severity of a student’s difficulties.
Learn more from National Center for Learning Disabilities
Adapted from Jimerson, Burns, VanDerHeyden, 2007, p.290. ©2008 Podhajski, B.