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Education Career Field Courses
Merrill Ream Speed Reading
Course Objectives
Learn to increase their productivity by learning to read faster and with better comprehension.
Master the skills and techniques they will need for lasting proficiency as a speed reader.
Outline of instruction
Lesson 1 - Introduction
On this first day of class, you'll read a story to evaluate your present reading rate. You'll learn how many words per minute you read now, and then we'll compare that number to what percent of the reading material you're really comprehending. You'll also get an opportunity to check out the speed reading accomplishments of some of my former students. Then, you'll complete an eye-span exercise to start you on the path toward becoming a speed reader!
Lesson 2 - Reading Against Time
In this lesson, you'll practice some basic reading eye movements and learn how they're important to the speed reading process. Then, you'll take a reading rate and comprehension test. Your results will give you a baseline that you can use to chart your speed reading progress in this course, lesson-by-lesson. From there, you can set goals to increase your reading rate while maintaining a good reading comprehension.
Lesson 3 - Speed Reading Activities
By now, you might feel that the activities you're using to master your speed reading skills are becoming routine and repetitive. So today, we'll talk about how and why you should continue doing the Regulated Reading, Timed Reading, and Assignment exercises to gain increased reading rates with good reading comprehension. Finally, you'll read some stories that are formatted to help you improve your speed.
Lesson 4 - Setting Goals
Today, we'll examine the retinal image phenomena and how it relates to a speed reader's eye movements. Speed reading is a skill that's best achieved by doing repetitive practice, so we'll continue working on those exercises that are helping you to improve your speed.
Lesson 5 - Overcoming Poor Reading Habits
You'll probably find it helpful to work on lesson activities in the same comfortable and familiar surroundings. In this lesson, we'll talk about eight bad reading habits that contribute to slow reading, then we'll explore how to overcome them. Finally, we'll review some terminology that's unique to speed reading.
Lesson 6 - Sixteen Good Speed Reading Practices
In this lesson, we'll look at 16 good speed reading practices you can apply to our course exercises and any other reading you do outside of class. We're at the midpoint in the course, so this is also a good time to compare your reading rate and comprehension scores with those of the former students you read about in Lesson 1. From there, we'll set goals for you to meet in the remaining lessons.
Lesson 7 - Skimming Techniques
You'll probably be reading pretty quickly by the time you reach this lesson, but how can you make sure your comprehension scores are keeping up? Today, we'll look at skills you'll need to work on to improve your comprehension. You'll find out what keys and identified parts are unique to all stories, and knowing those will help you to improve your comprehension. You'll be glad to learn that you already know a few speed reading skills and techniques as we continue to apply them to our course activities.
Lesson 8 - Measuring Reading Rates
Today, you'll practice speed reading skills and techniques in real-world reading materials outside of class. You'll learn a method you can use to measure your speed reading rates when you're reading such materials. At this point, you'll be eager to read outside materials, not just for their content, but to further develop your speed reading skills and techniques.
Lesson 9 - Speed Reading Styles
We're now ready to analyze your personal speed reading style. You'll once again compare your speed reading rate and comprehension scores with those of former students in Lesson 1 to see how you stack up against others. We'll also compare your current scores with the scores you recorded at the beginning of the course to see how far you've come!
Lesson 10 - Vocabulary and Comprehension Skills
Today, we'll look at eight word recognition vocabulary skills that you can work into your personal speed reading style. You'll learn how context clues and literal and inferential meanings in stories influence comprehension. All are part of the English language and fit right in with speed reading.
Lesson 11 - Assessing Your Progress
Today, we'll see if we can figure out which of your behavior patterns are most useful in your own speed reading style. First and foremost, you need flexibility to focus on improving your reading speed, then you need an experimental attitude to get rid of poor reading habits. We'll study how the time you put in and the effort you expend affect your speed reading progress.
Lesson 12 - Wrapping Up
In our last lesson, we'll look at your personal speed reading accomplishments, as well as your speed reading future. From here on out, you're in the real world of reading. But you'll go into it with a lifelong speed reading skill. You'll learn how to adjust your personal speed reading style to any materials you read, because now you are a speed reader!
Contact Hours
24
CEUs
1
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
There are no prerequisites to take this course.
Text and Supplies Needed
Hardware Requirements:
This course can be taken on either a PC, Mac, or Chromebook.
Software Requirements:
PC: Windows 8 or later.
Mac: macOS 10.6 or later.
Browser: The latest version of Google Chrome or Mozilla Firefox are preferred. Microsoft Edge and Safari are also compatible.
Adobe Acrobat Reader.
Software must be installed and fully operational before the course begins.
Other:
Email capabilities and access to a personal email account.
Instructional Material Requirements:
The instructional materials required for this course are included in enrollment and will be available online.
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance"• Students must successfully pass 10 quizzes with a minimum grade of 70% by the second quiz attempt.
• If all quizzes are not passed with 70 or better by the second attempt, the final exam score must be 70% or higher on the first attempt for successful completion.
• The Final Exam must be taken by the Wake Tech course end date
"
Accreditation/Special Approval Requirements
N/A
Intended Audience
This course if for anyone interested in speed reading techniques.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
Course Contact Information
Non-Credit Online Learning http://ceonline.waketech.edu
919-532-5847
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
Solving Classroom Discipline Problems
Course Objectives
Learn a very important secret about children and discipline.
Explore what motivates student behavior.
Learn about the brain's three control centers and how they affect your students' behavior.
Outline of instruction
Lesson 1 - A Secret About Discipline
Lesson 2 - Children Need to Behave
Lesson 3 - Now You're Going to Get It
Lesson 4 - And the Winner Is . . .
Lesson 5 - You've Got to Have a Plan
Lesson 6 - What to Do When
Lesson 7 - Problems and Maturity
Lesson 8 - Problems With Others
Lesson 9 - Problems and Defiance
Lesson 10 - Problems and Schoolwork
Lesson 11 - Problems and Independence
Lesson 12 - Trying Again Tomorrow
Contact Hours
24
CEUs
1
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
There are no prerequisites to take this course.
Text and Supplies Needed
Hardware Requirements:
This course can be taken on either a PC, Mac, or Chromebook.
Software Requirements:
PC: Windows 8 or later.
Mac: macOS 10.6 or later.
Browser: The latest version of Google Chrome or Mozilla Firefox are preferred. Microsoft Edge and Safari are also compatible.
Adobe Acrobat Reader.
Software must be installed and fully operational before the course begins.
Other:
Email capabilities and access to a personal email account.
Instructional Material Requirements:
The instructional materials required for this course are included in enrollment and will be available online.
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance"• Students must successfully pass 10 quizzes with a minimum grade of 70% by the second quiz attempt.
• If all quizzes are not passed with 70 or better by the second attempt, the final exam score must be 70% or higher on the first attempt for successful completion.
• The Final Exam must be taken by the Wake Tech course end date
"
Accreditation/Special Approval Requirements
N/A
Intended Audience
This course is intended for K-12 teachers.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
Course Contact Information
Non-Credit Online Learning http://ceonline.waketech.edu
919-532-5847
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
EPIC 30 Online Teaching Certificate
Course Objectives
be able to identify, describe, and explain core accessibility concepts and create ,basic accessible documents, presentations, and multimedia, and identify resources to facilitate the creation of accessible course content.
be able explain the principles of Universal Design for Learning Theory (UDL).
be able to recognize the benefits of a standardized course menu and identify how to customize the course menu and course themes.
be able to add course content and manage and organize files in the LMS.
create and manage announcements, create forums and manage discussions, send emails and messages to students within a course, and create groups with collaboration tools.
be able to create, manage, and grade assignments and tests.
organize and manage the an LMS Grade Center at the introductory level, including, recording student grades, weighting grades, running grade reports, and using the various tools available.
identify and explain best practices and strategies in online communication and collaboration, and produce a communicative activity that fosters student engagement.
explain the principles of creating and administering effective assessments in online courses, creating measurable student learning outcomes, and aligning student learning outcomes with lesson objectives, and produce a sample assessment for an online course.
be able to demonstrate the ability to develop quality online courses that meet quality standards for online courses.
Outline of instruction
Introduction to Accessibility
Introduction to Universal Design for Learning
Learning Management System (LMS) Skills Training:
• Course Structure and Navigation
• Managing Instructional Content
• Communication Tools
• Managing Assignments and Tests
• Managing the Grade Center and Student Grading
Best Practices in Course Navigation and Design
Best Practices in Online Communication & Collaboration
Best Practices in Online Assessments
Capstone
Contact Hours
30
CEUs
1
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
None
Text and Supplies Needed
None
Clinical Site/Special Facilities
Online access to Blackboard
Requirements for Successful Completion
attendance"85% Content assessment score"
Accreditation/Special Approval Requirements
N/A
Intended Audience
Online Education and Training
Specific Industry or Business Support Needs
Instructor, Teacher, Educator, Trainer
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
Course Contact Information
Community & Career Education Staff
919-532-5700
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
TEACCH School Transition to Employment and Postsecondary Education (T-STEP) Program
Course Objectives
Create an individualized goal plan for future career and college goals and learn how to monitor success towards reaching their goals.
Attend Career Counseling sessions with a T-STEP instructor and access appropriate career counseling resources.
Learn organization and time management strategies that will be practiced in class and in a weekly volunteer campus internship setting.
Learn and practice self-monitoring and self-reward strategies.
Attend Higher Education Counseling sessions with a T-STEP facilitator and access appropriate resources.
Learn college and employment-related social skills (including how to seek help when needed). Strategies will be practiced in class and volunteer campus internship settings.
Learn strategies for coping with distress and appropriately accepting corrective feedback from an instructor or supervisor. Strategies will be practiced in class and volunteer campus internship settings.
Develop use of self-advocacy skills during individual sessions with a T-STEP facilitator and practice use of these skills in post-secondary and/or internship settings.
Outline of instruction
Introduction and Goal Setting
Overview, Introduction to Internship, Self-Monitoring
Organizational Skills, Visual Supports and Self Rewards
Organizational Skills, Visual Supports and Self Rewards
Time Management Skills, Creating a Personal TM System and Flexibility
Time Management Skills, Creating a Personal TM System and Flexibility
Time Management Skills, Creating a Personal TM System and Flexibility
Video-Modeling and Practice of Organizational and Time Management Skills/Strategies
Video-Modeling and Practice of Organizational and Time Management Skills/Strategies
Appropriately Coping with Distress including Creating a Calm Routine
Appropriately Coping with Distress including Creating a Calm Routine
Appropriately Coping with Distress including Creating a Calm Routine
Social Niceties
Social Niceties
Video-Modeling and Practice of Appropriately Coping with Distress and Use of Social Niceties
Video-Modeling and Practice of Appropriately Coping with Distress and Use of Social Niceties
How to Get the Help You Need
How to Get the Help You Need
Appropriately Accepting Corrective Feedback
Appropriately Accepting Corrective Feedback
Video-Modeling and Practice of Using a Plan for Asking for Help and Appropriately Accepting Corrective Feedback
Video-Modeling and Practice of Using a Plan for Asking for Help and Appropriately Accepting Corrective Feedback
Summary, Review, Wrap-up, Next Steps
Summary, Review, Wrap-up, Next Steps
Contact Hours
36
CEUs
1
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
None
Text and Supplies Needed
Manuals and accompanying materials supplied by instructors
Clinical Site/Special Facilities
NA
Requirements for Successful Completion
90% attendance
Accreditation/Special Approval Requirements
N/A
Intended Audience
Student attending a Wake Tech curriculum with high-functioning ASD (Autism Spectrum Disorder). This program addresses skills needed for success in college, higher-education, or employment settings.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
NA
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
SAT Exam Prep
Course Objectives
Learn test taking strategies to prepare them to boost their chance of a higher test score.
Outline of instruction
Day 1
1) Introduction
a) Administrative
b) Discuss scores and target scores
c) Discuss major focus
2) Untimed practice test (subject specific)
a) Use Circle First strategy*
b) Encourage students to skip and come back
Break (15 min.)
c) Review correct answer choices
d) Identify cause of wrong answers
3) Overview of subject specific test
a) Time limit
i) Overall
ii) Per question
b) Types of questions
c) Format of questions/answers
d) General strategies for testing
i) Circle First
ii) Consistent-C
Break (15 min)
4) Timed practice test
a) Review answers
b) If time permits, go over mistakes
5) Assign practice test for homework
Day 2/3
1) Review homework practice test. Go over questions students don't understand.
2) Introduce students to online resources. Explain how to get to them and how to use them for study.
a) http://www.englishgrammar.org/
b) https://www.khanacademy.org/ (for SAT)
c) http://www.mathplanet.com/
d) http://blog.prepscholar.com/the-only-actual-science-you-have-to-know-fo… (ACT Science)
3) Untimed practice test
Break (15 min)
4) Skill or test-specific instruction
5) Timed practice test
Break (15 min.)
6) Review answer choices. Students work in groups to figure out correct answers for missed questions
7) Go over questions groups cannot figure out. Model using a website like one listed above.
8) Assign practice test as homework
Contact Hours
18
CEUs
No
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
None
Text and Supplies Needed
The Official SAT Study Guide
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance
Accreditation/Special Approval Requirements
N/A
Intended Audience
High School students preparing to take the SAT.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
CSP-4000GZ2
CSP-4000GY2
Course Contact Information
Community & Career Education Staff
919-532-5700
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
SAT Math Cram Jam
Course Objectives
learn math test taking strategies to prepare them to boost their chance of a higher test score.
Outline of instruction
Introduction and Algebra
Problem Solving & data Analysis, begin Advanced Math
Advanced Math cont., Geometry and Trigonometry concepts
Contact Hours
6
CEUs
No
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
None
Text and Supplies Needed
The Official SAT Study Guide
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance
Accreditation/Special Approval Requirements
N/A
Intended Audience
High School students preparing to take the SAT exams.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
CSP-4000GZ2
CSP-4000GV2
Course Contact Information
Community & Career Education Staff
919-532-5700
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
SAT English Cram Jam
Course Objectives
learn english test taking strategies to prepare them to boost their chance of a higher test score.
Outline of instruction
Introduction and Reading Test
Writing Test
Essay Test
Contact Hours
6
CEUs
No
Industry Standard, State or National Certification
None
CE or CU Articulation
No
Prerequisites
None
Text and Supplies Needed
The Official SAT Study Guide
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance
Accreditation/Special Approval Requirements
N/A
Intended Audience
High School students preparing to take the SAT.
Specific Industry or Business Support Needs
N/A
Wake County Need for Industry Positions
N/A
Industry or Job Titles Related to training Outcomes for Employment
Related Courses
CSP-4000GY2
CSP-4000GV2
Course Contact Information
Community & Career Education Staff
919-532-5700
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
Autism Technician/Registered Behavior Technician Training
Course Objectives
Understand how to build and maintain positive relationships with individuals with ASD.
Learn to recognize symptoms/diagnostic criteria of ASD.
Learn to describe behavior and environment in observable and measurable terms.
Learn technical language and have functional, working knowledge of behavior analytic principles.
Effectively implement the goals, targets and protocols written and overseen by a supervising clinician.
Learn to effectively communicate and work in a collaborative team environment.
Clear understanding of ethical and professional behavior in the human service field.
Prepare students to sit for the Registered Behavior Technician (RBT®) credential by teaching the skills (identified by the BACB®) in the RBT® Task List (2nd ed.), included in the outline.
Outline of instruction
Early signs, symptoms, history, and diagnostic criteria for Autism Spectrum Disorders (ASD).
Effective treatment options for treating symptoms of ASD.
History and applications of the science of Applied Behavior Analysis.
Understanding positive reinforcement.
HIPAA compliant communication.
Scope of competency and escalation.
Prepare for data collection.
Implement continuous measurement procedures (e.g., frequency, duration).
Implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).
Implement permanent-product recording procedures.
Enter data and update graphs.
Conduct preference assessments.
Assist with individualized assessment procedures (e.g., curriculum-based, developmental, social skills).
Assist with functional assessment procedures.
Skill Acquisition.
Identify the essential components of a written skill acquisition plan.
Prepare for the session as required by the skill acquisition plan.
Use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules).
Implement discrete-trial teaching procedures.
Implement naturalistic teaching procedures (e.g., incidental teaching).
Implement task analyzed chaining procedures.
Implement discrimination training.
Implement stimulus control transfer procedures.
Implement prompt and prompt fading procedures.
Implement generalization and maintenance procedures.
Implement shaping procedures.
Implement token economy procedures.
Identify essential components of a written behavior reduction plan.
Describe common functions of behavior.
Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli.
Implement differential reinforcement procedures (e.g., DRA, DRO).
Implement extinction procedures.
Implement extinction procedures.
Implement crisis/emergency procedures according to protocol.
Effectively communicate with a supervisor in an ongoing manner.
Effectively communicate with a supervisor in an ongoing manner.
Actively seek clinical direction from supervisor in a timely manner.
Report other variables that might affect the client in a timely manner.
Generate objective session notes for service verification by describing what occurred during the sessions, in accordance with applicable legal, regulatory, and workplace requirements.
Comply with applicable legal, regulatory, and workplace data collection, storage, transportation, and documentation requirements.
Professional Conduct and Scope of Practice.
Describe the BACB's RBT supervision requirements and the role of RBTs in the service-delivery system.
Respond appropriately to feedback and maintain or improve performance accordingly.
Communicate with stakeholders (e.g., family, caregivers, other professionals) as authorized.
Maintain professional boundaries (e.g., avoid dual relationships, conflicts of interest, social media contacts).
Maintain client dignity.
Contact Hours
65
CEUs
1
Industry Standard, State or National Certification
BACB - Behavior Analyst Certification Board
CE or CU Articulation
No
Prerequisites
HS Diploma or GED
Text and Supplies Needed
Laptop, reliable internet access, stopwatch (or stopwatch app), webcam, speakers
Clinical Site/Special Facilities
None
Requirements for Successful Completion
90% attendance"100% Completion of asynchronous videos\materials\homework assignments.","80% or greater on final exam (for those wishing to gain necessary certificate (for the RBT credential)).","Participation includes keeping your camera on and answering ASR. Group discussions as well as speaking to answer questions, provide input, or use your mic are required."
Accreditation/Special Approval Requirements
N/A
Intended Audience
Students interested in learning about best practices and how to be effective when working with individuals with intellectual and developmental disabilities. The course is designed for a paraprofessional who will be working with children and adults in the school, clinic, home, and group home settings.
Specific Industry or Business Support Needs
Registered Behavior Technician, Autism Technician
Wake County Need for Industry Positions
Butterfly Effects and the ABA are both currently hiring for Wake County and surrounding areas.
Industry or Job Titles Related to training Outcomes for Employment
Autism Technician
Registered Behavioral Technician
Related Courses
EDU-3200NE
FIP-4728BA4
CSP-4000E2
CSP-4000FE2
Course Contact Information
Community & Career Education Staff
919-532-5700
[email protected]
No active courses available at this time.
To be notified when this course becomes available, please use
Wake Tech's Notify Me service.
