• iTargetTeachX^®
• PAL Packets^®
• TargetAlign^®
• TargetAssessment^®
• TargetCoach2Coach^®
• TargetCompare™
• TargetEmerge™
• TargetFundamentals^®
• TargetPLC^®
• TargetStrategies^®
• TargetTeach^®
• TargetWalk™

Goals:

• Understand the TargetTeach^® 5-step process and how to implement it.
• Know the content and context of the materials.
• Understand what you need to do to support the process.
• Become aware of the TargetWalk™ process and its benefits (optional).

The Administrator/Program Coordinator Inservice is a one-day overview for principals, superintendents, and the district coordinator. Presentations are given on alignment theory, the role of Evans Newton Incorporated, and the district's alignment results. The consultant explains each of the teacher inservices and enlightens administrators as to what they can anticipate. It is a forum for asking questions and discussing specific district concerns regarding implementation. Emphasis is placed on the role and expectations of the administrator.

Goals:

• Understand the TargetTeach^® 5-step process and how to implement it.
• Become acquainted with alignment theory.
• Review your district’s alignment results.
• Explore the ATU Planner.

The Initial Alignment Inservice is a one-day overview. A presentation is given on alignment theory along with a review of the district’s alignment results. The inservice provides a hands-on explanation of how to use the Aligned Teaching Unit Planner^® to create appropriate standards-based lessons. Emphasis is placed on the role and expectations of classroom teachers who will be implementing the program.

Goals:

• Begin the process of filling the gaps revealed by the ENI alignment.
• Focus on low alignment objectives.
• Improve the curriculum through team work in locating or creating instructional materials.

The Fill the Gaps Inservice is a two-day workshop for teachers (up to 20 per grade level—the more teachers present, the more likely you are to complete this process) in which teachers fill those gaps in the curriculum that are assessed, yet not addressed adequately, in the textbook. The teachers included in this activity should be the best in the district since the product is dependent upon their content knowledge, creativity, and ability to collaborate effectively. The teachers develop or locate lesson strategies and student practice activities for classroom use. This process is not typically complete at the end of the workshop. In these cases, it is essential for the district to create a plan and provide additional time for teachers to finish "Filling the Gaps." The product will then need to be processed by the district to create a district resource packet. This packet should be distributed to all of the teachers in the district to be added to their Aligned Teaching Unit Planner^® soon after completion. When we debrief at the end of the workshop, we will provide a list of follow up items.

Goals:

• Begin the process of creating parallel test questions.
• Collaborate on issues of implementation.

The Benchmark Inservice is a two-day workshop for teachers (up to 20 per grade level—the more teachers present, the more likely you are to complete this process) in which teachers learn the process of deconstructing objectives and writing parallel assessment questions for classroom use. The teachers included in this activity should be the best in the district since the product is dependent upon their content knowledge, creativity, and ability to collaborate effectively. The teachers create assessment items in the format of the state assessment to be used during instruction. This process is not typically complete at the end of the workshop. In these cases, it is essential for the district to create a plan and provide additional time for teachers to finish creating the sample assessment items. If the product completed by the teachers is in handwritten form, then the district is advised to have support staff type and format the items before distribution. This packet should be distributed to all of the teachers in the district to be added to their Aligned Teaching Unit Planner^® soon after completion. When we debrief at the end of the workshop, we will provide a list of follow up items.

Goals:

• Discuss the importance of assessment.
• Review the assessment format and its alignment to the state standards.
• Become familiar with the uses of sample assessments.
• Learn to create parallel test questions.

The Sample Assessment Inservice is a one-day inservice in which grade-level teachers examine the sample-assessment questions written for each of their tested objectives. Teachers also learn how to deconstruct objectives, determine the level of Bloom's Taxonomy of a state standard, and to use the sample assessment questions in the classroom for diagnosis.

Goals:

• Analyze and understand the reports from incremental tests.
• Apply the assessment results to the classroom for reteaching purposes.

The Post Assessment Debriefing is a one-day inservice in which all teachers or a group of lead teachers examine and learn how to analyze their test reports in detail. Participants also learn how to apply the information discovered during the data analysis to positively impact on their instructional planning. This inservice can be delivered in half-day sessions.

Goals:

1. Gain a complete knowledge of the TargetTeach program by:
1. Maintaining the schools database—students, classes, teachers.
2. Entering benchmark answer keys.
3. Printing student answer sheets.
4. Scanning/Scoring tests.
5. Generating reports for Teachers; Principals, District admin staff; Parents.
2. Maintain hardware—computer, scanner, printer.
3. Learn to provide feedback from Teachers, Principals, District admin staff to ENI personnel regarding the TargetTeach^® program.

The Computer Operator Training is a one-day, hands-on software training session for school-site or district computer operators. Student and class databases are created, optical scanners are utilized, and student progress reports for teachers, parents, and administrators are generated.

The Initial Enrichment and Review Inservice is a one-day inservice in which teachers participate in collaborative planning, building strategies, and strengthening their knowledge and ability in implementing TargetTeach^®.

The Advanced Initial Inservice guides a district entering its second year to the next level of awareness in TargetTeach^®. It is a one-day inservice in which teacher contributions and student accomplishments during the past year are revisited, celebrated, and enhanced. The teachers will refocus their commitment to improving standards-based instruction, increasing their professional repertoire, and supporting diverse student populations using TargetTeach^®. It may also be used as the initial inservice for a district that has a strong professional-development program and experience with alignment.

The Advanced Fill the Gaps is a two-day workshop in which a small cadre of teachers (about five per grade level) revisit the Fill the Gaps strategies and activities they created in the first Fill the Gaps workshop. The purpose of the workshop is to build upon the teachers' fundamental knowledge of TargetTeach^®, widen the variety of approaches and the depth of coverage to their lesson planning, and improve the curriculum through team work in locating or creating instructional materials.

The Advanced Benchmarking is a two-day workshop offered during the second year in which teachers are given the information they need to increase their students' test-taking skills by increasing assessment literacy. Participants revisit the benchmark practice assessments from the previous year and differentiate assessment for struggling and advanced learners. Participants will also learn to design additional mini-assessments that can be computer scored, as well as learn how to create their own answer. A facilitator will guide them in designing a quality product.

The Administrative/Program Coordinator Follow-Up Inservice is a one-day enrichment inservice. It is designed to meet the customized needs of the district coordinator. Once the district coordinator becomes fully involved in the program, new questions arise—both logistical and procedural—that have a direct impact on the success of TargetTeach^®.

"Train the Facilitator" is ENI's response to requests for a "Train the Trainer" program. The distinction between "Facilitator" and "Trainer" has been made due to the implications of what a "Train the Trainer" program entails (more extensive, focus on becoming more professional presenters, readily available commercially). Districts have asked ENI to help them prepare local people to give the initial inservices to new teachers or additional teachers. The district selects a cadre of teachers experienced in TargetTeach^® who will be trained, coached, and mentored in presenting TargetTeach^® initial inservices and providing follow-up assistance with reports.

Through empirical research as well as extensive anecdotal evidence, educators have come to realize that coaching for teachers and administrators is a key element of successful instructional programs that result in high student achievement. ENI Coaching supports the fidelity of implementation in partner districts by providing direct coaching to teachers on their adoption of the TargetTeach^® process. ENI's veteran coaching staff typically observes teachers four to ten times over the course of a school year, using non-judgmental feedback and reflective questioning techniques to guide teachers in the areas such as classroom management, standards-based instruction, using data to drive instruction, and differentiating instruction.

TargetCoach2Coach^®, ENI's systematic approach to preparing coaches, is based on the proven model of Cognitive Coaching from Costa and Garmston. District and Building coaches master the tools of cognitive coaching, including the essential strategies of reflective questioning and non-judgmental feedback. ENI's model builds upon that base with pedagogical expertise and TargetTeach^® implementation concepts that have proven effective in district after district. Using the proven tenets of ENI’s TargetTeach^® process, coaches become expert in observing and mentoring teachers in principles of effective instruction including standards-based teaching, driving instruction through data, and differentiating instruction to individual needs.

The actual delivery of TargetCoach2Coach^® combines a proven blend of activities that have created successful ENI coaches for years. Face-to-face instruction gets District and Building coaches grounded in the basis of good coaching principles. Self-study materials along with web-based modules—live and prerecorded—assist District and Building coaches as they expand and refine their skills. Included in this are monthly online workshops to enhance the growing skills of District and Building coaches. In-person mentoring from ENI's veteran coaches assists District and Building coaches as they begin application of the proven coaching system. This mentoring is also supported through email to help polish the skills of District and Building coaches.

TargetPLC^®; provides essential resources to support coaches and those being coached. ENI's system offers district and building coaches a robust professional learning community model where they can interact with ENI's coaches, with other coaches within the same system, and with coaches nationwide. TargetPLC^® offers coaches a wide range of supporting materials they can use to brush up their knowledge—or offer to those being coached as learning resources. These include online videos, articles, job aids, and more, with resources to address the range of K-12 pedagogy and classroom management skills. Coaches and educators can tap into ENI's online resources or share with each other through bulletin boards, threaded discussions, and resource repositories.

Goals:

• Become familiar with TargetStrategies^® through focused instruction, hand-on experiences, and collaboration.
• Understand why TargetStrategies™ are important in the implementation of standards-based instruction.
• Devise a plan for utilizing TargetStrategies™ in classroom instruction.

TargetStrategies™ is a one-day inservice for teachers. TargetStrategies™ are highly focused, detailed, and sequential lesson plans that are aligned to specific math or reading standards and objectives. TargetStrategies™ are designed around the best-practice models created by educational theorists such as Benjamin Bloom, Grant Wiggins, Madeline Hunter, Bob Marzano, and Howard Gardner. Teachers will model these best practices as part of this intensive and thorough training. This inservice can be combined with the TargetFundamentals^® Inservice for a one-day inservice covering both products since much of the material overlaps.

Goals:

• Focus on Best Practice models as the foundation for TargetFundamentals^®.
• Explore TargetFundamentals^® as building blocks for mastering essential skills.
• Apply principles of learning as TargetFundamentals^® are modeled.

The TargetFundamentals^® Inservice is a one-day inservice that includes an examination of best-practice instruction as well as an explanation of what TargetFundamentals^® are and how to use them. Participants become familiar with TargetFundamentals^® through modeling specific lessons as well as relating lesson outcomes with standards. The emphasis of this inservice is on how TargetFundamentals^® review key concepts that provide strong foundations for continued student learning and success. This inservice can be combined with the TargetStrategies™ Inservice for a one-day inservice covering both products since much of the material overlaps.

Goals:

• To expand the understanding and use of rubrics.
• To construct and apply rubrics using state standards.
• To promote student achievement through rubrics.

The Rubric Inservice is a one-day inservice that leads participants through the steps involved in writing rubrics and improving student achievement through the use of rubrics. State assessments typically include free response questions that are scored with rubrics, and students need to practice answering short response and extended response questions that are scored using rubrics. Participants will learn effective strategies for using rubrics and creating a model to begin using rubrics in their classrooms.

Goals:

• Understand what you need to do to support the TargetTeach^® process.
• Become aware of the TargetWalk™ process and its benefits.

The Leadership Connection Inservice is a one-day inservice that presents effective methods principals may utilize to manage instruction and ensure that their curriculum is standards-based. Principals will learn about a walk-through process which supports standards-based classrooms while complementing the TargetTeach^® five step process. The participants will learn how to follow up their walk-throughs with meaningful reflective questions that can truly impact the instructional practices being utilized in their school.

FPO

Goals:

• To understand what Differentiated Instruction is.
• To explore the guiding principles of Differentiated Instruction.
• To become aware of what, how, and why to differentiate instruction.
• To explore instructional strategies that support Differentiated Instruction.
• To collaborate about your role as a Differentiated Instruction teacher.
• To prepare for Differentiated Instruction implementation in your classroom.

The Differentiated Instruction Inservice is a one-day inservice in which participants learn different strategies to meet the needs of all students in a single classroom. Whether a student is struggling or advanced, or an auditory or a visual learner, a class that varies instruction can provide a successful learning experience for everyone. Participants will learn the necessary components to effectively implement differentiated instruction in their classroom.