Teacher training focuses on closing pandemic-fueled gaps in early learning
Staff 7:16 a.m.
Caption: Teachers who took part in professional development training aimed at helping to close learning gaps are, front row, from left: Emily Goldman (Lyndon Town School, Grades 3 and 4), Monica Dicks (Lyndon Town School, Grade K), Sandy Alaimo (East Rochester School, Special Education), Emily Lauer William Allen School, Grade 5), Holly Bogardus (McClelland School, Special Education), Jessica Jeffers, OGAP Trainer from Alabama. Back row, from left: Katrina Locke (School Street School, Grade 4), Samantha Cohen (McClelland School, Special Education), Donna Campbell (Charlestown Primary School, Title 1 Math), Jill Berry (Lincoln Akerman School, Grade 2), Mary Durant (Lincoln Akerman School, SAU 21, K-6), Kim Barnham (East Rochester School, Special Education) Sarah Bean (Lyndon Town School, Grades 3&4), Tracy Hall (Acorn School, Pre-K and Grade K). (Photo Courtesy Rochester Public Schools)
The professional development training was offered free to any New Hampshire educator thanks to a grant from the New Hampshire Department of Education. Rochester Public Schools hosted 13 educators for a course on K-2 Additive Reasoning designed by the Ongoing Assessment Project -- an evidence-based formative assessment system that includes professional development resources and routines for teachers to continually adjust instruction to meet the diverse needs of K-6 math students. Additive Reasoning focuses on basic math skills like addition and subtraction, number sense, and basic fact fluency. The goals of the training were: To help teachers develop a deeper understanding of the mathematical content they teach Three virtual follow-up sessions are scheduled for September and October for teachers to review student work and discuss mathematics progress. The New Hampshire Learning Initiative and Southern New Hampshire University partnered to offer participants six graduate credits for their participation in the training.
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