Advanced Learning Centers, Inc. Trademarks

33 trademarks were found for owners matching the name Advanced Learning Centers, Inc..

# Class status

1 S:77858254
M:WRITING TO LEARN
O:Advanced Learning Centers, Inc. 41 Dead

2 S:77858294
M:READY FOR ANYTHING
O:Advanced Learning Centers, Inc. 41 Dead

3 S:77858283
M:EFFECTIVE GRADING PRACTICES
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

4 S:77858497
M:VOCABULARY FOR ACADEMIC SUCCESS
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

5 S:77850693
M:POWER STRATEGIES FOR EFFECTIVE TEACHING
O:Advanced Learning Centers, Inc. 41 Dead

6 S:77850721
M:POWER STANDARDS
O:Advanced Learning Centers, Inc. 41 Dead

7 S:77848295
M:CHANGE READINESS ASSESSMENT
O:Advanced Learning Centers, Inc. 41 Dead

8 S:77848235
M:IMPLEMENTATION REVIEW
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

9 S:77837349
M:LEADERSHIP PERFORMANCE MATRIX
O:Advanced Learning Centers, Inc. 41 Dead

10 S:77837413
M:90/90/90 SCHOOLS
O:Advanced Learning Centers, Inc. 41 Dead

11 S:77837513
M:POWER STRATEGIES FOR RESPONSE TO INTERVENTION
O:Advanced Learning Centers, Inc. 41 Dead

12 S:77836547
M:LEADERSHIP PERFORMANCE COACHING
O:Advanced Learning Centers, Inc. 41 Dead

13 S:77836406
M:LEADERSHIP MAPS
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

14 S:77836493
M:IMPLEMENTATION AUDIT
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

15 S:77835271
M:UNWRAPPING THE STANDARDS
O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY 41 Dead

16 S:77112975
M:THE LEADERSHIP AND LEARNING CENTER
O:Advanced Learning Centers, Inc. 9, 16, 41 Dead

17 S:75566567
M:CENTER FOR PERFORMANCE ASSESSMENT

O:Advanced Learning Centers, Inc. 41 Dead

18 S:75329083
M:TEST TERROR
O:Advanced Learning Centers, Inc. 16 Dead

19 S:75158778
M:CENTER FOR PERFORMANCE ASSESSMENT
O:ADVANCED LEARNING CENTERS, INC. 41 Dead

20 S:75158779
M:THE TEST DOCTORS
O:ADVANCED LEARNING CENTERS, INC. 41 Dead

21 S:77750776
M:A ONE-DAY SEMINAR THAT PROVIDES ATTENDEES WITH A PROVEN PROCESS FOR IMPROVING GRADING PRACTICES WITHIN THEIR SCHOOL. DURING THIS SEMINAR THE LEADERSHIP AND LEARNING CENTER WILL SHARE NEW RESEARCH ON HOW CHANGES IN GRADING POLICIES WILL HELP YOUR ENTIRE SCHOOL BY REDUCING FAILURES AND DISCIPLINARY PROBLEMS WHILE INCREASING FACULTY MORALE AND STUDENT ENGAGEMENT. THROUGH A COMBINATION OF PROPRIETARY INTERACTIVE LEARNING EXERCISES, PERSONAL REFLECTIONS, TEAMWORK, AND WHOLE GROUP ACTIVITIES, PARTICIPANTS WILL LEAVE THIS SEMINAR EQUIPPED TO MAKE IMMEDIATE CHANGES IN GRADING PRACTICES THAT WILL RESULT IN IMPROVED STUDENT MOTIVATION AND ACHIEVEMENT.
O:Advanced Learning Centers, Inc. 41 Pending

22 S:77751853
M:THIS FOUR PART SEMINAR PROVIDES ATTENDEES WITH A PROVEN PROCESS TO IMPLEMENT WRITING ACROSS THE CURRICULUM. DURING THE COURSE OF THE SEMINAR ATTENDEES WILL LEARN THE COMPELLING RESEARCH THAT ARGUES FOR WRITING IN EVERY CLASSROOM AS WELL AS PROPRIETARY EXERCISES THAT PROVIDE EDUCATORS WITH THE TOOLS NEEDED TO: CREATE WRITTEN PRODUCTS TEACHERS CAN USE AT ALL GRADE LEVELS; IMPLEMENT 7-10 WRITING EXERCISES THAT ARE ALIGNED WITH GREATER STUDENT ACHIEVEMENT; CREATE A COLLABORATIVE SCORING RUBRIC TO ENSURE ALL STAKEHOLDERS USE THE SAME EVALUATION SYSTEM (SEE EFFECTIVE GRADING PRACTICES); AND INTEGRATION OF LITERACY SKILLS TO COMBINE BOTH NONFICTION READING AND WRITING. THROUGH A SERIES OF INTERACTIVE ACTIVITIES AND REFLECTION, PARTICIPANTS LEAVE THE SEMINAR WITH AN ACTION PLAN FOR IMPLEMENTING INCREASED WRITING IN THEIR CLASSROOMS.
O:Advanced Learning Centers, Inc. 41 Pending

23 S:77751924
M:LEADERSHIP PERFORMANCE COACHING IS A RESEARCH-BASED PROFESSIONAL DEVELOPMENT PROGRAM DESIGNED BY THE LEADERSHIP AND LEARNING CENTER THAT TEACHES STRATEGIES FOR DEVELOPING PEOPLE AND PRODUCING RESULTS. THE LEADERSHIP PERFORMANCE COACHING PROCESS PROVIDES ALL NECESSARY STAFF DEVELOPMENT TO TRANSFORM LEADERS INTO COACHES. THIS TRAINING PROGRAM FOR COACHES ON FOUNDATIONAL RESEARCH FROM LEADERSHIP, HUMAN DEVELOPMENT, ORGANIZATIONAL DEVELOPMENT, COMMUNICATIONS, AND EMOTIONAL INTELLIGENCE. IT INCLUDES CASE STUDY FINDINGS AND PRACTICAL APPLICATIONS FROM CULLED FROM THE PRACTICE OF SUCCESSFUL LEADERSHIP AND LEARNING CENTER COACHES. LEADERSHIP PERFORMANCE COACHING IS DIFFERENT FROM TRADITIONAL COACHING PROGRAMS IN THAT THIS PROPRIETARY PROCESS MERGES CONCEPTS OF WISDOM AND EMOTIONAL INTELLIGENCE WITH WAYS TO ENGAGE AS A COACH TO PRODUCE WISDOM IN PEOPLE AND RESULTS.
O:Advanced Learning Centers, Inc. 41 Pending

24 S:77752071
M:READY FOR ANYTHING PROVIDES ATTENDEES WITH A NEW AND PROVEN PROCESS FOR SUPPORTING THE BEGINNING TEACHER. INTEGRATED INTO THE CENTER'S SYSTEMATIC, PROPRIETARY, FRAMEWORK FOR IMPLEMENTING MONTH-BY-MONTH, SITE-BASED PROFESSIONAL DEVELOPMENT ARE OVER 100 STRATEGIES AND ACTIVITIES THAT WILL BUILD THE CONFIDENCE AND EXPERIENCE NECESSARY THOSE TEACHERS NEW TO THE CLASSROOM. INCLUDED ARE ARE SUCH TOPICS AS: MANAGE THE LOGISTICS OF BEGINNING AND ENDING SCHOOL; ESTABLISH A POSITIVE CLASSROOM ATMOSPHERE AND BUILD STRONG RELATIONSHIPS; CREATE AND IMPLEMENT AN EFFECTIVE CLASSROOM MANAGEMENT PLAN; DESIGN AND PLAN EFFECTIVE INSTRUCTIONAL UNITS AND LESSONS; ENGAGE STUDENTS WITH THE BEST INSTRUCTIONAL PRACTICES; SURVIVE AND LEARN FROM CLASSROOM OBSERVATIONS AND EVALUATIONS; AND UNDERSTAND HIGH-STAKES TESTING. EACH OF THESE BROAD TOPICS ARE TIED TO SPECIFIC STRATEGIES THAT WORK IN CLASSROOMS.
O:Advanced Learning Centers, Inc. 41 Pending

25 S:77752201
M:VOCABULARY FOR ACADEMIC SUCCESS IS A 1 DAY SEMINAR THAT IMPARTS THE LEADERSHIP AND LEARNING CENTER'S PROPRIETARY STRATEGIES, PROVIDING ATTENDEES WITH THE TOOLS TO IMPLEMENT HIGH YIELD VOCABULARY ACTIVITIES WITHIN THE CLASSROOM. DURING THE COURSE OF THE SEMINAR, ATTENDEES WILL BECOME FAMILIAR WITH CURRENT RESEARCH IN THE FIELD OF VOCABULARY ACQUISITION AND USE, REFLECT UPON CURRENT PRACTICES IN LIGHT OF THESE FINDINGS, AND DISCUSS PROVEN INSTRUCTIONAL STRATEGIES THAT IMPROVE VOCABULARY SO THAT THEY CAN BE IMPLEMENTED IMMEDIATELY. TRAINING WILL INCLUDE THE LEADERSHIP AND LEARNING CENTER'S UNIQUE TRIPOD PLAN FOR IMPROVING VOCABULARY INSTRUCTION, AND WORK WITHIN THIS FRAMEWORK TO CREATE THEIR ACTION PLANS. SPECIFICALLY ATTENDEES WILL CREATE CLASSROOM AND SCHOOL PLAN FOR TEACHING VOCABULARY MORE EFFECTIVELY.
O:Advanced Learning Centers, Inc. 41 Pending

26 S:77757088
M:THE IMPLEMENTATION AUDIT IS A UNIQUE, PROPRIETARY PROCESS CREATED BY THE LEADERSHIP AND LEARNING CENTER THAT PROVIDES SCHOOL LEADERS AT THE SYSTEM-LEVEL TO ANSWER THE FOLLOWING KEY QUESTIONS: - WHAT INITIATIVES ARE PRESENTLY IN PLACE IN OUR SYSTEM? - TO WHAT EXTENT ARE THESE INITIATIVES ACTUALLY IMPLEMENTED AT THE SCHOOL AND DEPARTMENT LEVEL? - IS SUCCESSFUL IMPLEMENTATION OF THESE INITIATIVES LINKED TO IMPROVED STUDENT ACHIEVEMENT? THE IMPLEMENTATION AUDIT IS A SYSTEMATIC REVIEW OF ALL INITIATIVES AND PROGRAMS USING AN ESTABLISHED SET OF CRITERIA. THIS IS CRITERIA IS CENTERED ON THE THE LEADERSHIP AND LEARNING CENTER'S OWN IMPLEMENTATION AUDIT RUBRICS (DEGREE OF IMPLEMENTATION MEASURES SEVEN DIFFERENT DISTINCT COMPONENTS WHILE DEGREE OF SUPPORT MEASURES 6 DISTINCT COMPONENTS). THE OUTCOME OF THIS AUDIT DETERMINES THOSE INITIATIVES THAT ARE BOTH EFFECTIVE AND SUCCESSFULLY IMPLEMENTED. THE EXTENSIVE SCHOOL AND DISTRICT REPORTS THAT ACCOMPANY THE IMPLEMENTATION AUDIT HELP SCHOOL LEADERS DEFINE CLEARLY WHAT INITIATIVES ARE WORKING, COMPARED WITH THOSE THAT ARE NOT, AND HOW TO WISELY SPEND THE RESOURCES.
O:Advanced Learning Centers, Inc. 41 Pending

27 S:77757613
M:THE LEADERSHIP MAPS ARE A PROPRIETARY METHOD, CREATED BY THE LEADERSHIP AND LEARNING CENTER TO PLOT THE PROBABILITY OF CONTINUED SUCCESS IN SCHOOLS BY COMPARING ACHIEVEMENT OF RESULTS (TRADITIONAL FOCUS ON RESULTS) TO THE ANTECEDENTS OF EXCELLENCE (OBSERVABLE QUALITIES IN LEADERSHIP, TEACHING, CURRICULUM, PARENTAL ENGAGEMENT, AND OTHER INDICATORS THAT ASSIST US IN UNDERSTANDING HOW RESULTS ARE ACHIEVED). THE LEADERSHIP MAP IS DIVIDED INTO FOUR QUADRANTS. THOSE WHO FALL IN THE UPPER LEFT-HAND QUADRANT HAVE ACHIEVED HIGH RESULTS YET ARE UNABLE TO LINK THEIR PROFESSIONAL PRACTICES TO RESULTS. THIS IS CALLED THE "LUCKY" CATEGORY. THOSE WHO FALL IN THE LOWER LEFT-HAND QUADRANT DO NOT HAVE RESULTS AND DO NOT RECOGNIZE THE BEHAVIORS THAT LEAD TO THESE RESULTS. THIS IS CALLED THE "LOSING" CATEGORY. THOSE WHO FALL IN THE UPPER RIGHT-HAND QUADRANT ARE "LEADING." THEY HAVE ACHIEVED EXTRAORDINARY STUDENT ACHIEVEMENT AND UNDERSTAND THE BEHAVIORS THAT MADE THIS POSSIBLE. THOSE WHO FALL IN THE LOWER RIGHT-HAND QUADRANT ARE LEARNING. WHILE THEY DO NOT HAVE THE STUDENT ACHIEVEMENT RESULTS YET, THEY DO HAVE PRACTICES IN PLACE THAT LEAD TO SAID ACHIEVEMENT. THE MAP IS POPULATED BY A COMPLETING A SURVEY, EITHER FOR SITE ADMINISTRATORS (IE SCHOOL PRINCIPALS) OR CENTRAL OFFICE ADMINISTRATORS. EACH SURVEY CONTAINS 400 QUESTIONS DIVIDED INTO 8 ANTECEDENT CATEGORIRES: DATA ANALYSIS; MAKING STANDARDS WORK; ACCOUNTABILITY IN ACTION; LEADING CHANGE; CONTENT EXPERTISE; POWERFUL HIGH YIELD STRATEGIES; PLANNING, IMPLEMENTATION, & MONITORING; AND LEADERSHIP ATTRIBUTES. DATA IS COLLECTED BY AN ONLINE APPLICATION AND ACTUAL LEADERSHIP MAP IS PRESENTED AS A REPORT.
O:Advanced Learning Centers, Inc. 41 Pending

28 S:77759402
M:POWER STANDARDS IS THE LEADERSHIP AND LEARNING CENTER'S PROPRIETARY PROCESS FOR SYSTEMATICALLY DISTINGUISHING WHICH ACADEMIC STANDARDS ARE ABSOLUTELY ESSENTIAL FOR STUDENT SUCCESS. THOSE STANDARDS ARE THEN DESIGNATED AS PRIORITY STANDARDS. PRIORITY STANDARDS ARE A SUBSET OF THE COMPLETE LIST OF STANDARDS FOR EACH GRADE AND FOR EACH SUBJECT. ONCE THE PRIORITY STANDARDS ARE IDENTIFIED THROUGH SCHOOL AND/OR DISTRICT CONSENSUS, EDUCATORS AGREE TO TEACH THESE PARTICULAR STANDARDS FOR DEPTH OF STUDENT UNDERSTANDING. CURRICULUM IS DEVELOPED TOWARD THAT END IN EACH GRADE LEVEL AND CONTENT AREA. MEANINGFUL CLASSROOM, SCHOOL, AND DISTRICT ASSESSMENTS ARE ALIGNED TO THE PRIORITY STANDARDS. THESE ASSESSMENTS PROVIDE THE EVIDENCE OF STUDENT ATTAINMENT OF THE PRIORITY STANDARDS, AND STUDENTS ARE GIVEN MULTIPLE OPPORTUNITIES TO DEMONSTRATE PROFICIENCY. THE RESULTING DATA ARE SYSTEMATICALLY COLLECTED, EXAMINED, REPORTED, AND USED TO IMPROVE INSTRUCTION.
O:Advanced Learning Centers, Inc. 41 Pending

29 S:77759435
M:POWER STRATEGIES FOR EFFECTIVE TEACHING IS A 2 DAY SEMINAR IN WHICH ATTENDEES LEARN INSTRUCTIONAL STRATEGIES EDUCATORS EMPLOY THAT SIGNIFICANTLY AND QUICKLY RAISE ACADEMIC ACHIEVEMENT IN ALL SUBJECT AREAS. IN COMBINATION WITH THE CAREFUL EXAMINATION OF STUDENT WORK AND FREQUENT COLLABORATION AMONG TEACHERS, WIDESPREAD IMPLEMENTATION OF THESE POWER STRATEGIES CAN DRAMATICALLY RAISE STUDENT ACHIEVEMENT. AT ITS HEART, POWER STRATEGIES FOR EFFECTIVE TEACHING TEACHES A PROPRIETARY SPECIFIC "UNWRAPPING" PROTOCOL THAT WHEN APPLIED TO AN ANALYSIS OF STUDENT WORK WILL CONNECT SPECIFIC STRATEGIES TO EVIDENCE FOUND IN THE WORK. THIS ULTIMATELY SYNTHESIZES AND APPLIES DECADES OF CREDIBLE AND DOCUMENTED RESEARCH. THIS PROCESS ALLOWS PARTICIPANTS TO EXPERIENCE SOME OF THE STRATEGIES BEFORE DETERMINING HOW TO APPLY EACH ONE TO THEIR UNIQUE TEACHING SITUATIONS. WE DISCUSS VARIOUS FORMS OF TEACHER COLLABORATION, INCLUDING DATA TEAMS, IN CONNECTION WITH EACH CHOSEN STRATEGIES.
O:Advanced Learning Centers, Inc. 41 Pending

30 S:77759482
M:THE LEADERSHIP PERFORMANCE MATRIX PROVIDES THE FRAMEWORK TO SUCCESSFULLY EVALUATE EDUCATIONAL LEADERS AND IMPROVE INDIVIDUAL AND ORGANIZATIONAL PERFORMANCE. THE PROPRIETARY LEADERSHIP PERFORMANCE MATRIX WAS CREATED AT THE LEADERSHIP AND LEARNING CENTER BY DR. DOUGLAS REEVES AND IS BASED ON RESEARCH AND THEORY, AS WELL AS BEST PRACTICES OF LEADERSHIP, ORGANIZATIONAL PERFORMANCE, AND PERSONNEL EVALUATION. THE LEADERSHIP PERFORMANCE MATRIX WAS ORIGINALLY PUBLISHED IN ASSESSING EDUCATIONAL LEADERS (REEVES, 2004, CORWIN PRESS). THE LEADERSHIP PERFORMANCE MATRIX IS BASED ON 10 DIMENSIONS OF LEADERSHIP (RESILIENCE, PERSONAL BEHAVIOR, STUDENT ACHIEVEMENT, DECISION MAKING, COMMUNICATION, FACULTY DEVELOPMENT, LEADERSHIP DEVELOPMENT, TIME/TASK/PROJECT MANAGEMENT, TECHNOLOGY, AND LEARNING). THE 10 DIMENSIONS OF LEADERSHIP ARE BASED ON THE CENTER'S CRITERIA FOR MULTIDIMENSIONAL ASSESSMENT. THE LEADERSHIP PERFORMANCE MATRIX INCLUDES A SPECIFIC SCORING RUBRIC THAT ALLOWS SCHOOL LEADERS, BOARDS, AND LEADERSHIP TRAINEES TO COMPARE PERFORMANCE ON AN EQUAL BASIS.
O:Advanced Learning Centers, Inc. 41 Pending

31 S:77759545
M:90/90/90 SCHOOLS WERE FIRST REFERENCED IN THE ARTICLE THE 90/90/90 SCHOOLS: A CASE STUDY BY DR. DOUGLAS REEVES PUBLISHED IN ACCOUNTABILITY IN ACTION, 1998 (COPYRIGHT ADVANCED LEARNING CENTERS). 90/90/90 SCHOOLS HAVE THE FOLLOWING CHARACTERISTICS: - MORE THAN 90 PERCENT OF THE STUDENTS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH, A COMMONLY USED SURROGATE FOR LOW-INCOME FAMILIES. - MORE THAN 90 PERCENT OF THE STUDENTS ARE FROM ETHNIC MINORITIES. - MORE THAN 90 PERCENT OF THE STUDENTS MET OR ACHIEVED HIGH ACADEMIC STANDARDS, ACCORDING TO INDEPENDENTLY CONDUCTED TESTS OF ACADEMIC ACHIEVEMENT. THE 90/90/90 SCHOOLS STUDY WAS THE RESULT OF FOUR YEARS RESEARCH (1995-1998) CONDUCTED AT THE LEADERSHIP AND LEARNING CENTER (THEN THE CENTER FOR PERFORMANCE ASSESSMENT). IT SPECIFICALLY EVALUATED THE USE OF STANDARDS AND ASSESSMENT WITH A COHORT OF SOME 130,000 STUDENTS IN 228 SCHOOLS. THE RESEARCH INCLUDES FOUR YEARS OF TEST DATA (1995 THROUGH 1998) WITH STUDENTS IN A VARIETY OF SCHOOL SETTINGS, FROM ELEMENTARY THROUGH HIGH SCHOOL. THE RESEARCH ON 90/90/90 SCHOOLS IDENTIFIED THE COMMON PRACTICES OF EXCELLENT ORGANIZATIONS, SPECIFICALLY A COMMON SET OF BEHAVIORS EXHIBITED BY THE LEADERS AND TEACHERS IN SCHOOLS WITH HIGH ACHIEVEMENT, HIGH MINORITY ENROLLMENT, AND HIGH POVERTY LEVELS. THE FOLLOWING FIVE CHARACTERISTICS WERE COMMON TO ALL 90/90/90 SCHOOLS: - A FOCUS ON ACADEMIC ACHIEVEMENT - CLEAR CURRICULUM CHOICES - FREQUENT ASSESSMENT OF STUDENT PROGRESS AND MULTIPLE OPPORTUNITIES FOR IMPROVEMENT - AN EMPHASIS ON NONFICTION WRITING - COLLABORATIVE SCORING OF STUDENT WORK SINCE THE INITIAL PUBLICATION OF THE 90/90/90 SCHOOLS IN 1998 THE DATA WERE INDEPENDENTLY VERIFIED BY SCHMOKER (RESULTS FIELDBOOK, 2001) AND SIMPSON (BEATING THE ODDS. AMERICAN SCHOOL BOARD JOURNAL, 2003) AS WELL COUNTLES RESEARCH ARTICLES.
O:Advanced Learning Centers, Inc. 41 Pending

32 S:77759583
M:THE CHANGE READINESS ASSESSMENT IS DESIGNED TO MEASURE A SCHOOL DISTRICT POPULATION'S READINESS FOR CHANGE. USING A PROPRIETARY RUBRIC DEVELOPED BY THE LEADERSHIP AND LEARNING CENTER. LEVERAGING RESEARCH FROM FULLAN, KOTTER, AND REIGELUTH, AS WELL AS THE CENTER'S DR. DOUGLAS REEVES AND DR. MICHAEL WASTA, THE CHANGE READINESS ASSESSMENT POLLS FACULTY AND STAFF, SPECIFICALLY PROBING FOR TRAITS THAT INDICATE WHETHER A CHANGE INITIATIVE WILL SUCCEED OR FAIL. THE CHANGE READINESS ASSESSMENT WILL ULTIMATELY HELP PARTICIPANTS GAUGE AND PRIORITIZE THE CHANGES THAT WILL MOST IMMEDIATELY IMPROVE RESULTS. THE MAJORITY OF CHANGE INITIATIVES ARE EITHER NEVER IMPLEMENTED OR IF IMPLEMENTED, ARE UNSUCCESSFUL. ONE OF THE PRIMARY REASONS FOR THIS IS THAT INSUFFICIENT ATTENTION IS GIVEN TO THE POPULATION THAT THE PROPOSED CHANGE IS GOING TO EFFECT. PARTICULARLY IN PUBLIC EDUCATION, THIS POPULATION IS BROAD AND CONTAINS NUMEROUS SUBGROUPS, ANY ONE OF WHICH IS CAPABLE OF DERAILING EVEN THE MOST SOPHISTICATED INITIATIVE. FREQUENTLY THIS OPPOSITION COMES AS A SURPRISE TO THE CHANGE PROPONENTS WHO ARE UNPREPARED TO RESPOND. ARMED WITH INFORMATION GAINED FROM THE CHANGE READINESS ASSESSMENT, THE INDIVIDUAL OR GROUP PROMOTING THE CHANGE INITIATIVE CAN DEVISE STRATEGIES TO ENGAGE EACH SUBGROUP TO SUPPORT THE CHANGE.
O:Advanced Learning Centers, Inc. 41 Pending

33 S:77759721
M:POWER STRATEGIES FOR RESPONSE TO INTERVENTION IS A 2-DAY SEMINAR THAT EMPLOYS THE CENTER'S "POWERING" STRATEGIES TO PROVIDE A SYSTEMATIC APPROACH TO DATA ANALYSIS, GOAL SETTING, AND APPROPRIATE INSTRUCTIONAL INTERVENTION FOR THE RESPONSE TO INTERVENTION MANDATE. RESPONSE TO INTERVENTION IS A COMPREHENSIVE STUDENT-CENTERED ASSESSMENT AND INTERVENTION MODEL USED TO ADDRESS INDIVIDUAL ACADEMIC DIFFICULTIES. THIS SEMINAR IS DESIGNED TO PROVIDE A COMPREHENSIVE STRUCTURE AND INTERVENTION STRATEGIES TO HELP GENERAL EDUCATORS MEET THE NEEDS OF STRUGGLING LEARNERS. THIS SEMINAR IS APPROPRIATE FOR GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS, ACADEMIC COACHES, PARAPROFESSIONALS AND SCHOOL ADMINISTRATORS, KINDERGARTEN THROUGH TWELFTH GRADE. PARTICIPANTS WILL HAVE THE OPPORTUNITY TO COLLABORATE AND DEVELOP SKILLS THAT CAN BE USED IN CLASS THE NEXT DAY.
O:Advanced Learning Centers, Inc. 41 Pending

Trademark Alertz updated from USPTO on 2030-01-24

#		Class	status
1	S:77858254 M:WRITING TO LEARN O:Advanced Learning Centers, Inc.	41	Dead
2	S:77858294 M:READY FOR ANYTHING O:Advanced Learning Centers, Inc.	41	Dead
3	S:77858283 M:EFFECTIVE GRADING PRACTICES O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
4	S:77858497 M:VOCABULARY FOR ACADEMIC SUCCESS O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
5	S:77850693 M:POWER STRATEGIES FOR EFFECTIVE TEACHING O:Advanced Learning Centers, Inc.	41	Dead
6	S:77850721 M:POWER STANDARDS O:Advanced Learning Centers, Inc.	41	Dead
7	S:77848295 M:CHANGE READINESS ASSESSMENT O:Advanced Learning Centers, Inc.	41	Dead
8	S:77848235 M:IMPLEMENTATION REVIEW O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
9	S:77837349 M:LEADERSHIP PERFORMANCE MATRIX O:Advanced Learning Centers, Inc.	41	Dead
10	S:77837413 M:90/90/90 SCHOOLS O:Advanced Learning Centers, Inc.	41	Dead
11	S:77837513 M:POWER STRATEGIES FOR RESPONSE TO INTERVENTION O:Advanced Learning Centers, Inc.	41	Dead
12	S:77836547 M:LEADERSHIP PERFORMANCE COACHING O:Advanced Learning Centers, Inc.	41	Dead
13	S:77836406 M:LEADERSHIP MAPS O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
14	S:77836493 M:IMPLEMENTATION AUDIT O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
15	S:77835271 M:UNWRAPPING THE STANDARDS O:Advanced Learning Centers, Inc., HOUGHTON MIFFLIN HARCOURT PUBLISHING COMPANY	41	Dead
16	S:77112975 M:THE LEADERSHIP AND LEARNING CENTER O:Advanced Learning Centers, Inc.	9, 16, 41	Dead
17	S:75566567 M:CENTER FOR PERFORMANCE ASSESSMENT O:Advanced Learning Centers, Inc.	41	Dead
18	S:75329083 M:TEST TERROR O:Advanced Learning Centers, Inc.	16	Dead
19	S:75158778 M:CENTER FOR PERFORMANCE ASSESSMENT O:ADVANCED LEARNING CENTERS, INC.	41	Dead
20	S:75158779 M:THE TEST DOCTORS O:ADVANCED LEARNING CENTERS, INC.	41	Dead
21	S:77750776 M:A ONE-DAY SEMINAR THAT PROVIDES ATTENDEES WITH A PROVEN PROCESS FOR IMPROVING GRADING PRACTICES WITHIN THEIR SCHOOL. DURING THIS SEMINAR THE LEADERSHIP AND LEARNING CENTER WILL SHARE NEW RESEARCH ON HOW CHANGES IN GRADING POLICIES WILL HELP YOUR ENTIRE SCHOOL BY REDUCING FAILURES AND DISCIPLINARY PROBLEMS WHILE INCREASING FACULTY MORALE AND STUDENT ENGAGEMENT. THROUGH A COMBINATION OF PROPRIETARY INTERACTIVE LEARNING EXERCISES, PERSONAL REFLECTIONS, TEAMWORK, AND WHOLE GROUP ACTIVITIES, PARTICIPANTS WILL LEAVE THIS SEMINAR EQUIPPED TO MAKE IMMEDIATE CHANGES IN GRADING PRACTICES THAT WILL RESULT IN IMPROVED STUDENT MOTIVATION AND ACHIEVEMENT. O:Advanced Learning Centers, Inc.	41	Pending
22	S:77751853 M:THIS FOUR PART SEMINAR PROVIDES ATTENDEES WITH A PROVEN PROCESS TO IMPLEMENT WRITING ACROSS THE CURRICULUM. DURING THE COURSE OF THE SEMINAR ATTENDEES WILL LEARN THE COMPELLING RESEARCH THAT ARGUES FOR WRITING IN EVERY CLASSROOM AS WELL AS PROPRIETARY EXERCISES THAT PROVIDE EDUCATORS WITH THE TOOLS NEEDED TO: CREATE WRITTEN PRODUCTS TEACHERS CAN USE AT ALL GRADE LEVELS; IMPLEMENT 7-10 WRITING EXERCISES THAT ARE ALIGNED WITH GREATER STUDENT ACHIEVEMENT; CREATE A COLLABORATIVE SCORING RUBRIC TO ENSURE ALL STAKEHOLDERS USE THE SAME EVALUATION SYSTEM (SEE EFFECTIVE GRADING PRACTICES); AND INTEGRATION OF LITERACY SKILLS TO COMBINE BOTH NONFICTION READING AND WRITING. THROUGH A SERIES OF INTERACTIVE ACTIVITIES AND REFLECTION, PARTICIPANTS LEAVE THE SEMINAR WITH AN ACTION PLAN FOR IMPLEMENTING INCREASED WRITING IN THEIR CLASSROOMS. O:Advanced Learning Centers, Inc.	41	Pending
23	S:77751924 M:LEADERSHIP PERFORMANCE COACHING IS A RESEARCH-BASED PROFESSIONAL DEVELOPMENT PROGRAM DESIGNED BY THE LEADERSHIP AND LEARNING CENTER THAT TEACHES STRATEGIES FOR DEVELOPING PEOPLE AND PRODUCING RESULTS. THE LEADERSHIP PERFORMANCE COACHING PROCESS PROVIDES ALL NECESSARY STAFF DEVELOPMENT TO TRANSFORM LEADERS INTO COACHES. THIS TRAINING PROGRAM FOR COACHES ON FOUNDATIONAL RESEARCH FROM LEADERSHIP, HUMAN DEVELOPMENT, ORGANIZATIONAL DEVELOPMENT, COMMUNICATIONS, AND EMOTIONAL INTELLIGENCE. IT INCLUDES CASE STUDY FINDINGS AND PRACTICAL APPLICATIONS FROM CULLED FROM THE PRACTICE OF SUCCESSFUL LEADERSHIP AND LEARNING CENTER COACHES. LEADERSHIP PERFORMANCE COACHING IS DIFFERENT FROM TRADITIONAL COACHING PROGRAMS IN THAT THIS PROPRIETARY PROCESS MERGES CONCEPTS OF WISDOM AND EMOTIONAL INTELLIGENCE WITH WAYS TO ENGAGE AS A COACH TO PRODUCE WISDOM IN PEOPLE AND RESULTS. O:Advanced Learning Centers, Inc.	41	Pending
24	S:77752071 M:READY FOR ANYTHING PROVIDES ATTENDEES WITH A NEW AND PROVEN PROCESS FOR SUPPORTING THE BEGINNING TEACHER. INTEGRATED INTO THE CENTER'S SYSTEMATIC, PROPRIETARY, FRAMEWORK FOR IMPLEMENTING MONTH-BY-MONTH, SITE-BASED PROFESSIONAL DEVELOPMENT ARE OVER 100 STRATEGIES AND ACTIVITIES THAT WILL BUILD THE CONFIDENCE AND EXPERIENCE NECESSARY THOSE TEACHERS NEW TO THE CLASSROOM. INCLUDED ARE ARE SUCH TOPICS AS: MANAGE THE LOGISTICS OF BEGINNING AND ENDING SCHOOL; ESTABLISH A POSITIVE CLASSROOM ATMOSPHERE AND BUILD STRONG RELATIONSHIPS; CREATE AND IMPLEMENT AN EFFECTIVE CLASSROOM MANAGEMENT PLAN; DESIGN AND PLAN EFFECTIVE INSTRUCTIONAL UNITS AND LESSONS; ENGAGE STUDENTS WITH THE BEST INSTRUCTIONAL PRACTICES; SURVIVE AND LEARN FROM CLASSROOM OBSERVATIONS AND EVALUATIONS; AND UNDERSTAND HIGH-STAKES TESTING. EACH OF THESE BROAD TOPICS ARE TIED TO SPECIFIC STRATEGIES THAT WORK IN CLASSROOMS. O:Advanced Learning Centers, Inc.	41	Pending
25	S:77752201 M:VOCABULARY FOR ACADEMIC SUCCESS IS A 1 DAY SEMINAR THAT IMPARTS THE LEADERSHIP AND LEARNING CENTER'S PROPRIETARY STRATEGIES, PROVIDING ATTENDEES WITH THE TOOLS TO IMPLEMENT HIGH YIELD VOCABULARY ACTIVITIES WITHIN THE CLASSROOM. DURING THE COURSE OF THE SEMINAR, ATTENDEES WILL BECOME FAMILIAR WITH CURRENT RESEARCH IN THE FIELD OF VOCABULARY ACQUISITION AND USE, REFLECT UPON CURRENT PRACTICES IN LIGHT OF THESE FINDINGS, AND DISCUSS PROVEN INSTRUCTIONAL STRATEGIES THAT IMPROVE VOCABULARY SO THAT THEY CAN BE IMPLEMENTED IMMEDIATELY. TRAINING WILL INCLUDE THE LEADERSHIP AND LEARNING CENTER'S UNIQUE TRIPOD PLAN FOR IMPROVING VOCABULARY INSTRUCTION, AND WORK WITHIN THIS FRAMEWORK TO CREATE THEIR ACTION PLANS. SPECIFICALLY ATTENDEES WILL CREATE CLASSROOM AND SCHOOL PLAN FOR TEACHING VOCABULARY MORE EFFECTIVELY. O:Advanced Learning Centers, Inc.	41	Pending
26	S:77757088 M:THE IMPLEMENTATION AUDIT IS A UNIQUE, PROPRIETARY PROCESS CREATED BY THE LEADERSHIP AND LEARNING CENTER THAT PROVIDES SCHOOL LEADERS AT THE SYSTEM-LEVEL TO ANSWER THE FOLLOWING KEY QUESTIONS: - WHAT INITIATIVES ARE PRESENTLY IN PLACE IN OUR SYSTEM? - TO WHAT EXTENT ARE THESE INITIATIVES ACTUALLY IMPLEMENTED AT THE SCHOOL AND DEPARTMENT LEVEL? - IS SUCCESSFUL IMPLEMENTATION OF THESE INITIATIVES LINKED TO IMPROVED STUDENT ACHIEVEMENT? THE IMPLEMENTATION AUDIT IS A SYSTEMATIC REVIEW OF ALL INITIATIVES AND PROGRAMS USING AN ESTABLISHED SET OF CRITERIA. THIS IS CRITERIA IS CENTERED ON THE THE LEADERSHIP AND LEARNING CENTER'S OWN IMPLEMENTATION AUDIT RUBRICS (DEGREE OF IMPLEMENTATION MEASURES SEVEN DIFFERENT DISTINCT COMPONENTS WHILE DEGREE OF SUPPORT MEASURES 6 DISTINCT COMPONENTS). THE OUTCOME OF THIS AUDIT DETERMINES THOSE INITIATIVES THAT ARE BOTH EFFECTIVE AND SUCCESSFULLY IMPLEMENTED. THE EXTENSIVE SCHOOL AND DISTRICT REPORTS THAT ACCOMPANY THE IMPLEMENTATION AUDIT HELP SCHOOL LEADERS DEFINE CLEARLY WHAT INITIATIVES ARE WORKING, COMPARED WITH THOSE THAT ARE NOT, AND HOW TO WISELY SPEND THE RESOURCES. O:Advanced Learning Centers, Inc.	41	Pending
27	S:77757613 M:THE LEADERSHIP MAPS ARE A PROPRIETARY METHOD, CREATED BY THE LEADERSHIP AND LEARNING CENTER TO PLOT THE PROBABILITY OF CONTINUED SUCCESS IN SCHOOLS BY COMPARING ACHIEVEMENT OF RESULTS (TRADITIONAL FOCUS ON RESULTS) TO THE ANTECEDENTS OF EXCELLENCE (OBSERVABLE QUALITIES IN LEADERSHIP, TEACHING, CURRICULUM, PARENTAL ENGAGEMENT, AND OTHER INDICATORS THAT ASSIST US IN UNDERSTANDING HOW RESULTS ARE ACHIEVED). THE LEADERSHIP MAP IS DIVIDED INTO FOUR QUADRANTS. THOSE WHO FALL IN THE UPPER LEFT-HAND QUADRANT HAVE ACHIEVED HIGH RESULTS YET ARE UNABLE TO LINK THEIR PROFESSIONAL PRACTICES TO RESULTS. THIS IS CALLED THE "LUCKY" CATEGORY. THOSE WHO FALL IN THE LOWER LEFT-HAND QUADRANT DO NOT HAVE RESULTS AND DO NOT RECOGNIZE THE BEHAVIORS THAT LEAD TO THESE RESULTS. THIS IS CALLED THE "LOSING" CATEGORY. THOSE WHO FALL IN THE UPPER RIGHT-HAND QUADRANT ARE "LEADING." THEY HAVE ACHIEVED EXTRAORDINARY STUDENT ACHIEVEMENT AND UNDERSTAND THE BEHAVIORS THAT MADE THIS POSSIBLE. THOSE WHO FALL IN THE LOWER RIGHT-HAND QUADRANT ARE LEARNING. WHILE THEY DO NOT HAVE THE STUDENT ACHIEVEMENT RESULTS YET, THEY DO HAVE PRACTICES IN PLACE THAT LEAD TO SAID ACHIEVEMENT. THE MAP IS POPULATED BY A COMPLETING A SURVEY, EITHER FOR SITE ADMINISTRATORS (IE SCHOOL PRINCIPALS) OR CENTRAL OFFICE ADMINISTRATORS. EACH SURVEY CONTAINS 400 QUESTIONS DIVIDED INTO 8 ANTECEDENT CATEGORIRES: DATA ANALYSIS; MAKING STANDARDS WORK; ACCOUNTABILITY IN ACTION; LEADING CHANGE; CONTENT EXPERTISE; POWERFUL HIGH YIELD STRATEGIES; PLANNING, IMPLEMENTATION, & MONITORING; AND LEADERSHIP ATTRIBUTES. DATA IS COLLECTED BY AN ONLINE APPLICATION AND ACTUAL LEADERSHIP MAP IS PRESENTED AS A REPORT. O:Advanced Learning Centers, Inc.	41	Pending
28	S:77759402 M:POWER STANDARDS IS THE LEADERSHIP AND LEARNING CENTER'S PROPRIETARY PROCESS FOR SYSTEMATICALLY DISTINGUISHING WHICH ACADEMIC STANDARDS ARE ABSOLUTELY ESSENTIAL FOR STUDENT SUCCESS. THOSE STANDARDS ARE THEN DESIGNATED AS PRIORITY STANDARDS. PRIORITY STANDARDS ARE A SUBSET OF THE COMPLETE LIST OF STANDARDS FOR EACH GRADE AND FOR EACH SUBJECT. ONCE THE PRIORITY STANDARDS ARE IDENTIFIED THROUGH SCHOOL AND/OR DISTRICT CONSENSUS, EDUCATORS AGREE TO TEACH THESE PARTICULAR STANDARDS FOR DEPTH OF STUDENT UNDERSTANDING. CURRICULUM IS DEVELOPED TOWARD THAT END IN EACH GRADE LEVEL AND CONTENT AREA. MEANINGFUL CLASSROOM, SCHOOL, AND DISTRICT ASSESSMENTS ARE ALIGNED TO THE PRIORITY STANDARDS. THESE ASSESSMENTS PROVIDE THE EVIDENCE OF STUDENT ATTAINMENT OF THE PRIORITY STANDARDS, AND STUDENTS ARE GIVEN MULTIPLE OPPORTUNITIES TO DEMONSTRATE PROFICIENCY. THE RESULTING DATA ARE SYSTEMATICALLY COLLECTED, EXAMINED, REPORTED, AND USED TO IMPROVE INSTRUCTION. O:Advanced Learning Centers, Inc.	41	Pending
29	S:77759435 M:POWER STRATEGIES FOR EFFECTIVE TEACHING IS A 2 DAY SEMINAR IN WHICH ATTENDEES LEARN INSTRUCTIONAL STRATEGIES EDUCATORS EMPLOY THAT SIGNIFICANTLY AND QUICKLY RAISE ACADEMIC ACHIEVEMENT IN ALL SUBJECT AREAS. IN COMBINATION WITH THE CAREFUL EXAMINATION OF STUDENT WORK AND FREQUENT COLLABORATION AMONG TEACHERS, WIDESPREAD IMPLEMENTATION OF THESE POWER STRATEGIES CAN DRAMATICALLY RAISE STUDENT ACHIEVEMENT. AT ITS HEART, POWER STRATEGIES FOR EFFECTIVE TEACHING TEACHES A PROPRIETARY SPECIFIC "UNWRAPPING" PROTOCOL THAT WHEN APPLIED TO AN ANALYSIS OF STUDENT WORK WILL CONNECT SPECIFIC STRATEGIES TO EVIDENCE FOUND IN THE WORK. THIS ULTIMATELY SYNTHESIZES AND APPLIES DECADES OF CREDIBLE AND DOCUMENTED RESEARCH. THIS PROCESS ALLOWS PARTICIPANTS TO EXPERIENCE SOME OF THE STRATEGIES BEFORE DETERMINING HOW TO APPLY EACH ONE TO THEIR UNIQUE TEACHING SITUATIONS. WE DISCUSS VARIOUS FORMS OF TEACHER COLLABORATION, INCLUDING DATA TEAMS, IN CONNECTION WITH EACH CHOSEN STRATEGIES. O:Advanced Learning Centers, Inc.	41	Pending
30	S:77759482 M:THE LEADERSHIP PERFORMANCE MATRIX PROVIDES THE FRAMEWORK TO SUCCESSFULLY EVALUATE EDUCATIONAL LEADERS AND IMPROVE INDIVIDUAL AND ORGANIZATIONAL PERFORMANCE. THE PROPRIETARY LEADERSHIP PERFORMANCE MATRIX WAS CREATED AT THE LEADERSHIP AND LEARNING CENTER BY DR. DOUGLAS REEVES AND IS BASED ON RESEARCH AND THEORY, AS WELL AS BEST PRACTICES OF LEADERSHIP, ORGANIZATIONAL PERFORMANCE, AND PERSONNEL EVALUATION. THE LEADERSHIP PERFORMANCE MATRIX WAS ORIGINALLY PUBLISHED IN ASSESSING EDUCATIONAL LEADERS (REEVES, 2004, CORWIN PRESS). THE LEADERSHIP PERFORMANCE MATRIX IS BASED ON 10 DIMENSIONS OF LEADERSHIP (RESILIENCE, PERSONAL BEHAVIOR, STUDENT ACHIEVEMENT, DECISION MAKING, COMMUNICATION, FACULTY DEVELOPMENT, LEADERSHIP DEVELOPMENT, TIME/TASK/PROJECT MANAGEMENT, TECHNOLOGY, AND LEARNING). THE 10 DIMENSIONS OF LEADERSHIP ARE BASED ON THE CENTER'S CRITERIA FOR MULTIDIMENSIONAL ASSESSMENT. THE LEADERSHIP PERFORMANCE MATRIX INCLUDES A SPECIFIC SCORING RUBRIC THAT ALLOWS SCHOOL LEADERS, BOARDS, AND LEADERSHIP TRAINEES TO COMPARE PERFORMANCE ON AN EQUAL BASIS. O:Advanced Learning Centers, Inc.	41	Pending
31	S:77759545 M:90/90/90 SCHOOLS WERE FIRST REFERENCED IN THE ARTICLE THE 90/90/90 SCHOOLS: A CASE STUDY BY DR. DOUGLAS REEVES PUBLISHED IN ACCOUNTABILITY IN ACTION, 1998 (COPYRIGHT ADVANCED LEARNING CENTERS). 90/90/90 SCHOOLS HAVE THE FOLLOWING CHARACTERISTICS: - MORE THAN 90 PERCENT OF THE STUDENTS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH, A COMMONLY USED SURROGATE FOR LOW-INCOME FAMILIES. - MORE THAN 90 PERCENT OF THE STUDENTS ARE FROM ETHNIC MINORITIES. - MORE THAN 90 PERCENT OF THE STUDENTS MET OR ACHIEVED HIGH ACADEMIC STANDARDS, ACCORDING TO INDEPENDENTLY CONDUCTED TESTS OF ACADEMIC ACHIEVEMENT. THE 90/90/90 SCHOOLS STUDY WAS THE RESULT OF FOUR YEARS RESEARCH (1995-1998) CONDUCTED AT THE LEADERSHIP AND LEARNING CENTER (THEN THE CENTER FOR PERFORMANCE ASSESSMENT). IT SPECIFICALLY EVALUATED THE USE OF STANDARDS AND ASSESSMENT WITH A COHORT OF SOME 130,000 STUDENTS IN 228 SCHOOLS. THE RESEARCH INCLUDES FOUR YEARS OF TEST DATA (1995 THROUGH 1998) WITH STUDENTS IN A VARIETY OF SCHOOL SETTINGS, FROM ELEMENTARY THROUGH HIGH SCHOOL. THE RESEARCH ON 90/90/90 SCHOOLS IDENTIFIED THE COMMON PRACTICES OF EXCELLENT ORGANIZATIONS, SPECIFICALLY A COMMON SET OF BEHAVIORS EXHIBITED BY THE LEADERS AND TEACHERS IN SCHOOLS WITH HIGH ACHIEVEMENT, HIGH MINORITY ENROLLMENT, AND HIGH POVERTY LEVELS. THE FOLLOWING FIVE CHARACTERISTICS WERE COMMON TO ALL 90/90/90 SCHOOLS: - A FOCUS ON ACADEMIC ACHIEVEMENT - CLEAR CURRICULUM CHOICES - FREQUENT ASSESSMENT OF STUDENT PROGRESS AND MULTIPLE OPPORTUNITIES FOR IMPROVEMENT - AN EMPHASIS ON NONFICTION WRITING - COLLABORATIVE SCORING OF STUDENT WORK SINCE THE INITIAL PUBLICATION OF THE 90/90/90 SCHOOLS IN 1998 THE DATA WERE INDEPENDENTLY VERIFIED BY SCHMOKER (RESULTS FIELDBOOK, 2001) AND SIMPSON (BEATING THE ODDS. AMERICAN SCHOOL BOARD JOURNAL, 2003) AS WELL COUNTLES RESEARCH ARTICLES. O:Advanced Learning Centers, Inc.	41	Pending
32	S:77759583 M:THE CHANGE READINESS ASSESSMENT IS DESIGNED TO MEASURE A SCHOOL DISTRICT POPULATION'S READINESS FOR CHANGE. USING A PROPRIETARY RUBRIC DEVELOPED BY THE LEADERSHIP AND LEARNING CENTER. LEVERAGING RESEARCH FROM FULLAN, KOTTER, AND REIGELUTH, AS WELL AS THE CENTER'S DR. DOUGLAS REEVES AND DR. MICHAEL WASTA, THE CHANGE READINESS ASSESSMENT POLLS FACULTY AND STAFF, SPECIFICALLY PROBING FOR TRAITS THAT INDICATE WHETHER A CHANGE INITIATIVE WILL SUCCEED OR FAIL. THE CHANGE READINESS ASSESSMENT WILL ULTIMATELY HELP PARTICIPANTS GAUGE AND PRIORITIZE THE CHANGES THAT WILL MOST IMMEDIATELY IMPROVE RESULTS. THE MAJORITY OF CHANGE INITIATIVES ARE EITHER NEVER IMPLEMENTED OR IF IMPLEMENTED, ARE UNSUCCESSFUL. ONE OF THE PRIMARY REASONS FOR THIS IS THAT INSUFFICIENT ATTENTION IS GIVEN TO THE POPULATION THAT THE PROPOSED CHANGE IS GOING TO EFFECT. PARTICULARLY IN PUBLIC EDUCATION, THIS POPULATION IS BROAD AND CONTAINS NUMEROUS SUBGROUPS, ANY ONE OF WHICH IS CAPABLE OF DERAILING EVEN THE MOST SOPHISTICATED INITIATIVE. FREQUENTLY THIS OPPOSITION COMES AS A SURPRISE TO THE CHANGE PROPONENTS WHO ARE UNPREPARED TO RESPOND. ARMED WITH INFORMATION GAINED FROM THE CHANGE READINESS ASSESSMENT, THE INDIVIDUAL OR GROUP PROMOTING THE CHANGE INITIATIVE CAN DEVISE STRATEGIES TO ENGAGE EACH SUBGROUP TO SUPPORT THE CHANGE. O:Advanced Learning Centers, Inc.	41	Pending
33	S:77759721 M:POWER STRATEGIES FOR RESPONSE TO INTERVENTION IS A 2-DAY SEMINAR THAT EMPLOYS THE CENTER'S "POWERING" STRATEGIES TO PROVIDE A SYSTEMATIC APPROACH TO DATA ANALYSIS, GOAL SETTING, AND APPROPRIATE INSTRUCTIONAL INTERVENTION FOR THE RESPONSE TO INTERVENTION MANDATE. RESPONSE TO INTERVENTION IS A COMPREHENSIVE STUDENT-CENTERED ASSESSMENT AND INTERVENTION MODEL USED TO ADDRESS INDIVIDUAL ACADEMIC DIFFICULTIES. THIS SEMINAR IS DESIGNED TO PROVIDE A COMPREHENSIVE STRUCTURE AND INTERVENTION STRATEGIES TO HELP GENERAL EDUCATORS MEET THE NEEDS OF STRUGGLING LEARNERS. THIS SEMINAR IS APPROPRIATE FOR GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS, ACADEMIC COACHES, PARAPROFESSIONALS AND SCHOOL ADMINISTRATORS, KINDERGARTEN THROUGH TWELFTH GRADE. PARTICIPANTS WILL HAVE THE OPPORTUNITY TO COLLABORATE AND DEVELOP SKILLS THAT CAN BE USED IN CLASS THE NEXT DAY. O:Advanced Learning Centers, Inc.	41	Pending