Curriculum & Instruction Offerings

Curriculum, Instruction, and Assessment Offerings

INcompassing Education offers high-quality professional development opportunities to meet both schools’ and teachers’ needs. Our specialists support educators in multiple content areas. We would love to design professional development to meet your specific needs.

Full-day professional development sessions are designed to dive deep into a topic. Your staff will spend time learning, collaborating, and engaging in professional learning opportunities designed to meet their needs. 

Getting substitute teachers to cover classrooms can be extremely difficult. By scheduling a “No Sub” professional development day, we will work with you to design a training day that best fits your teachers’ needs. These shorter PD sessions allow us to provide training during each team’s prep period and allow you to ensure that each team is supported in the same way without the hassle of looking for subs.

Coaching days are designed for maximum growth and impact. These days consist of a 1-hour professional development session and 5 hours of on-the-job coaching.  Your PD facilitator will observe teachers while they are teaching and then meet one-on-one with them during their prep time to provide positive feedback and suggest opportunities for growth. Coaching days are most effective when done once a month. Coaches can also provide modeling and a wealth of resources. Most schools choose coaching days for an entire department.

Do you have a specific need that doesn’t quite match one of our professional development delivery models? Contact us! We would love to discuss what your school’s needs are and find a way to help!

Professional Development Courses and Descriptions

Curriculum Mapping

Our Curriculum Specialists will lead your ELA, Math, or Science team through the  Rigorous Curriculum Design model. This five day process is spread out to ensure maximum success. Your teachers will learn the process of prioritizing standards, grouping them into units of study, designing common formative assessments, creating engaging learning experiences, differentiating instruction, and much more.


Data Team Meetings

Once you have completed curriculum mapping, our Curriculum Specialists will teach your staff how to conduct data team meetings based on the common formative assessments they have created. Teachers will learn how to make data-based decisions that allow for proper differentiation and impactful interventions that maximize student growth. 

Foundational Literacy: Effective Early Reading Instruction K-3

This is a multi-part series that can be divided into reasonable chunks of learning based on the needs of the district. Recommended a minimum of 3 days.

Part 1 The Basics: An Introduction to Early Reading: Starting readers off using practices grounded in the Science of Reading creates equitable access to learning for all students. This multi-part series will begin with an overview on how our brains actually rewire themselves to learn to read, review the components of efficient reading, and show how when everything comes together students read automatically, with fluency and understanding.  

Part 2 Word Recognition: How Readers Learn Words: After the overview, participants will explore word recognition. Word recognition will target a deeper understanding of phonological awareness, decoding, and sight recognition. During this session, learning opportunities will target phonics, orthographic mapping, and fluency. Time will be dedicated to best practices used to successfully teach high frequency words and the role of decodable texts. Participants will be given opportunities to reflect on their current practices and determine where shifts need to be made.

Part 3 Language Comprehension: How Readers Understand: Last, participants will dive into language comprehension including the role of background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge. All important parts in understanding what we read. During this portion, educators will explore ways to create environments that foster and support language acquisition; address ways to promote and scaffold students to strengthen their language skills; and reflect on current practices to determine where shifts might need to be made.

  • Target audience: general education teachers, instructional coaches, leadership, interventionists, special education teachers


Independent Reading and Conferencing Grades 3-8

Full Day; can be divided into shorter session based on professional learning plan

Voluminous reading has countless benefits including the acquisition of vocabulary, background knowledge, and genre exploration. Independent reading rests on two crucial components, access to a wide range of diverse texts, often in a classroom library, and student-teacher collaboration in the form of reading conferences. During this professional learning opportunity participants will explore practical ways to incorporate daily self-selected reading time into the school day that impacts student success.

Participants will target the why, specifically exploring the importance of voluminous reading. The learning will continue by diving into access to text, including the role and effective setup practices for classroom libraries. The session will progress to explore ways to establish routines and procedures that support independent reading habits. Wrapping up with the implementation of conferencing with individual readers.

  • Target audience: general education teachers, instructional coaches, leadership, interventionists, special education teachers


Accelerating Reading in Grades 3 and above- Full Day

Students who have yet to meet grade level expectations need intense prescriptive interventions to accelerate their growth. This learning opportunity will specifically address students in grades 3 and above who need targeted reading interventions. During this session we will identify some of the critical components necessary to accelerate readers to grow and start to close the gap.   Participants will answer two critical questions: What are the best ways to accelerate students who are striving to master decoding in the upper grades? How do I best support readers who are calling words, but lack the ability to discuss and demonstrate understanding? Participants will have time to reflect on current practices and programs, collaborate with colleagues, and determine where adjustments might be needed.


  • Target audience: general education teachers, instructional coaches, leadership, interventionists, special education teachers


The Critical Role Knowledge Building Plays in Comprehension-Full Day

The role knowledge plays in understanding what we read is often ignored, especially in elementary schools. Reading is essential, but so is science, social studies, and general knowledge about the world around us. Readers need the critical knowledge that develops from content area instruction including content specific vocabulary and background knowledge. This session explores the role that knowledge plays in understanding what we read, why it is important, and how sometimes, comprehension issues can’t be fixed with a reading strategy. 


  • Target audience: general education teachers, instructional coaches, leadership, interventionists, special education teachers



Setting math students up for success in grades 5-8; What did we learn from spring ILEARN?

With all the efforts teachers have made to prepare students for the ILEARN Assessment, scores, especially math scores, declined.  By correlating the ILEARN Assessment Blueprint with the Indiana Mathematics Standards and identifying the Power Standards to focus on in your classroom, we will begin to address this issue. Teachers will start to formulate a plan to use these resources to direct their classroom instruction to maximize students’ achievement on the math portion of the ILEARN Assessment. The types of questions used on the ILEARN Assessment will be discussed and shown. Best mathematical practices to increase student performance for those questions will be demonstrated.  Resources, activities, and ideas for increasing student performance will be discussed.

  • Audience – Administrators, Teachers, Testing Coordinators


The SAT Assessment – Test Details, Tips, and Tricks to Help Students Achieve Their Personal Best. 

The SAT Assessment has become one of the Indiana Accountability measures for high schools. How students perform will reflect on both the students and on the schools they are attending. It is also one of 9 ways students in the graduating class of 2023 and beyond can fulfill the Post-Secondary Ready Competencies required in the new graduation requirement. To better prepare students, parents, teachers, and administrators all the specific details of the SAT Assessment will be presented. Participants will be given copy- ready information that can be disseminated to students, parents, and teachers. Many examples for the Reading, Writing and Language, and Math (both the Calculator and No Calculator) Test will be shown along with tips and specific ways students can achieve their own personal best scores. There will be many classroom-ready resources teachers can use in a variety of classes (not just English and math) to help the students be better prepared for the SAT and PSAT Assessments.

  • Audience – Administrators, Teachers, Instructional Aides


Higher Order Thinking, DOK 2 and 3 Questioning for I-LEARN and SAT Assessment Success!

Effective teaching uses a variety of question types to assess and gather evidence of student thinking, including questions that gather information, probe understanding, make the mathematics visible, and ask students to reflect on and justify their reasoning. Teachers are wonderful at “gathering information” questions. Getting teachers to ask Higher Order Thinking Questions well beyond simply gathering information is the goal. Teachers asking DOK 2 and DOK 3 questions will improve the overall performance of students in the class and on the SAT and I-Learn assessments. Examples, ideas and resources for asking purposeful questions will be presented, demonstrated, and discussed.

  • Audience – Administrators, Teachers, Instructional Aides


The ASVAB Assessment – Test Details, Resources to Help Students Achieve Their Personal Best. 

The ASVAB (Armed Services Vocational Aptitude Battery) is one of the ways students can fulfill the Indiana Graduation Pathway Postsecondary Ready Competency requirement. How students perform will reflect on both the students and your school. To better prepare students, parents, teachers, and administrators, all the specific details of the ASVAB will be presented. Participants will be given copy-ready information that can be disseminated to students, parents, and teachers. Many examples for the 8 tests that make up the exam will be shown along with tips and specific ways students can achieve their own personal best scores. There will be many classroom-ready resources teachers can use in a variety of classes to help the students be better prepared for the battery of tests the students will take for the ASVAB.

  • Audience – Administrators, Teachers, Instructional Aides

Dianne McKinley

Dianne holds an Ed.S from St. Thomas University in K-12 Educational Leadership. She also holds a B.S.Ed. from the University of Georgia and an M.Ed. from Georgia State University. She has been in education for over 20 years in four states. Dianne has been a classroom teacher, writing coach, building level administrator, Outreach Coordinator for the Indiana Department of Education, and now owner of INcompassing Education.

As a consultant, Dianne works with educational leaders in the areas of school turnaround, curriculum, assessments, PBIS, strategic planning, instructional coaching, and school and district leadership. Dianne has been providing professional development to educators for the past 18 years. She is proud to serve Indiana educators as they strive for excellence.

April Connelley- Curriculum, Instruction, and ELA

April is a life-long learner and educator with 24 years of experience in elementary and special education. She offers expertise in literacy, including the Science of Reading, instructional coaching, professional learning, and curriculum development.

Prior to joining INcompassing Education, April fulfilled the role of Literacy Specialist working with multiple school districts across the country, as well as an Early Reading Virtual Coach, and Early Reading Training Facilitator. As a District Instructional Coach and E/LA Curriculum Coordinator April focused on bringing written and taught curriculum together. April spent 15 years working directly with students as a Reading Interventionist and Special Education teacher. She is an avid reader and advocates for students to develop life-long reading habits by finding their personal reading identity.

April has a Bachelor’s Degree from the University of Saint Francis; a Master’s Degree from Concordia University Mequon WI; and completed an endorsement program in Educational Leadership.

Bill Reed- Secondary Math, STEM, and Assessments

Bill is a licensed Secondary Math Teacher who has taught at every level from 7th grade through community college.  He was a classroom teacher for over 30 years in a combination of both Indiana and California. He has taught every secondary math class from 7th Grade Math to Calculus. Bill has been a Presidential Award for Excellence in Math and Science State Finalist in both California and Indiana. After retiring from classroom teaching, he was the Secondary Math Specialist at the Indiana Department of Education and then a Regional Director for the Indiana GEAR UP Grant at Purdue University before joining the INcompassing Education team in 2021.

Bill earned his Bachelor of Science degree in Mathematics and Computer Science at Butler University along with his teaching certification. He worked on his graduate studies in Secondary Mathematics Education at both California State University and Ball State University. Bill received a Fulbright Memorial Fund Scholarship to study the education system in Japan during the summer of 2001 and a second Fulbright Scholarship to study the education system in Brazil during the summer of 2010. In 2019 he worked with U.S. Embassy in Bishkek, Kyrgyzstan both in-person and online to give S.T.E.M Professional Development to Central Asian Teachers.

When you’re ready to set up one of our valuable professional development opportunities for your school, simply click the button below to contact us. With school year dates filling up quickly, we will work with you and your school to schedule a date and PD model option that works best with availability and your school’s needs.

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