Comprehensive

E NT
M
VE
E Interactive In-School
I
CH
CA
MI

Research-Based
CESS - ACADE

Mentor or Self-Guided
SUC

Collaborative
M
R OO

Professional Development
S
AS

CL

Courses for K-12 Educators

Designed
Specifically
for K-12
K-12 In-School
Professional Development
Educators
to Maximize Classroom Management Techniques Literacy Development
Their Success
in the Effective Communication Special Education - Inclusion
Classroom
Research-Based Instructional Strategies Data Analysis, Assessment,
Graduate Credit Brain-Based Learning and Curriculum Development
Available Differentiated Instruction
Structured Thinking Skills Technology in the Classroom

Comprehensive Academic Preparedeness (Preparing for High Stakes Testing)

Closing the Achievement Gap (Math, Science, English, and Social Studies)
Custom Programs Developed for the Specific Needs of Schools/Districts

MAXIMIZING EACH TEACHER’S POTENTIAL

800-947-6278 • 212-566-2522 • www.VESC-Education.com • Copyright 2005 Ventures Education Systems Corporation.
 “A Constructivist learning environment that
provides collaborative, on-going, reflective and
interactive professional development for K-12 educators.”
“Collaborative,
reflective, interac-
tive, on-going pro-
fessional develop-
ment based on the
latest research.”
V entures Education Systems Corporation, or
VESC™, provides three types of K-12 professional
development services directly to schools and/or
school districts through its Ventures Intiative and
Focus™ System of Constructivist and Student-
Centered Learning. Each course is designed
around the latest research-based information, data,
and studies. These courses are specifically
designed around the latest research-based instruc-
tional strategies that result in successful instructors
and successful classrooms.
VESC™ offers over twenty courses for elementary,
middle, and high school teachers, as well as, two
courses designed specifically for school administra-
tors. Courses include expert texts, extensive sup-
port materials, to-the-point workshops and in-class
mentoring and instructional modeling - all from
leading educators.
Courses are offered for cohorts up to 25 teachers.
Cohorts can be closed - participants come from the
same school, grade level, and/or academic disci-
pline, or open - cohorts made up of participants
from different schools, grade levels and/or aca-
demic disciplines, and/or participants come from
Each Course Includes
To-the-point workshops and in-class coaching of the
latest research-based instructional strategies modeled
by seasoned professionals.
Extensive course work including mentor-led work-
shops, reflective teaching exercises and other content
that focuses on proven instructional strategies which
produce classroom success.
Textual readings from the latest authors and publishers.
Extensive support including one-on-one mentoring.
Continued and on-going support.
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
different schools with similar academic disciplines,
i.e. a group of new 5th grade teachers from across
the district concentrating
on Classroom
Management.
Courses are designed to
impart the most important
and effective research-
based strategies to educa-
tors for immediate imple-
mentation in the class-
room. Through a combi-
nation of interactive and
collaborative learning
experiences, the latest
research-based books and
materials from leading educators and publishers,
and the skilled VenturesMentor™ as guide, educa-
tors are immersed in a rich and reflective learning
environment that not only creates better instruc-
tors, but also enriches the participants’ professional
lives as educators.
Courses are offered as single courses or in an on-
going series format that can be custom tailored to
meet the specific needs of a district/school or indi-
vidual participant. Graduate credit is available.
Mentor-Guided Professional Development -
Mentor-guides enrich the entire learning experi-
ence by providing expert advice in all areas of edu-
cation. Our VenturesMentor™ are seasoned aca-
demic professionals who have been extensively
trained in the very latest research-based instruc-
tional strategies, including a Constructivist
approach to creating all lessons, which have
proven successful in urban, rural, and suburban
classrooms across the country.
Each client school/district is assigned a
VenturesMentor™ to guide it through the profes-
sional development and ensure success, both in the
professional development course and in the imple-
mentation of the material in the classroom.
VenturesMentor™ are specifically trained to pro-
vide the support necessary to ensure that each par-
ticipant uses the material in the classroom to sup-
port continued student success.
Each participant defines his or her very own rela- excellent means of offering a comprehensive and
tionship with the VenturesMentor™ . It is both substantive professional development experience
profoundly professional and personal. While the for your staff. The VenturesMentor™ can also be
VenturesMentor™ does report on the individual an invaluable tool for administrators when seeking
progress of each participant, the personal relation- expert advice on the need for future school devel-
ship remains confidential. The participant is able opment.
to share both his or her positive and negative expe-
riences in an environment where reflective sharing, Each participant, through the use of journals, self-
listening, and learning can openly take place. The assessments, and progress reports, creates his or
participant-mentor and participant-participant rela- her own personal development plan. These pro-
tionships are an invaluable part of the VESC™ vide the oportunity for on-going, continued, and
training, and as you research your options, we focused professional development.
think you will also agree.
Professional development in the Ventures
Throughout the Initiative and Focus® approach:
course, the
VenturesMentor™ Establishes the specific classroom conditions
provides invaluable necessary for initiating highly productive stu-
guidance, advice, dent-centered instruction and learning.
and friendship as the
participant explores Develops and incorporates research-based struc-
material and reflects tured literacy, analytical reasoning, and prob-
upon his or her teaching experiences as new lem-solving skills into the content areas.
methodologies are incorporated into the classroom.
The VenturesMentor™ assists the participant to Offers a strong foundation in research-based
quickly adopt the new methodologies, and offers Structured Literacy instruction (reading compre-
assistance whenever necessary. hension, fluency, vocabulary development,
phonemic awareness, phonics instruction, writ-
The VenturesMentor™
“Using our whole group- ing, and oral language development) for the
also provides in-class small group-whole group early grades, K-5, that incorporates the best of
coaching and instruc- all practices in literacy instruction methods, and
model incorporating incorporates the development and use of litera-
tional modeling,
reflective journal Constructivist tech- cy, analytical reasoning, and problem-solving
assessments, and col- niques, VenturesMentor™ skills.
laborative experiences assign materials to the Offers research-based Structured Literacy
for the entire group.
differentiated needs of instruction for the later grades, 6-12, which
Using our
addresses reading and writing difficulties, and
Constructivist whole participants, as well as combines content instruction with the effective
group-small group-
whole group model,
the differentiated needs development and use of thinking skills, in order
to strengthen student literacy skills for the mas-
VenturesMentor™ of the students they
tery of content across the disciplines.
assign materials to the teach.”
differentiated needs of
Ensures that curricula and instruction are
participants, as well as the differentiated needs of
aligned with relevant local, state, and national
the students they teach. The collaborative group
standards to ensure student success.
experiences are rich with research-based substan-
tive material and are fun and exciting group learn-
Includes VESC™ structured, interdisciplinary
ing experiences!
instructional vehicles, such as Problem-Based
Learning and Structured Project Learning.
Offering the VenturesMentor™ as part of the
VESC™ professional development training is an
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
 “The Constructivist Learning Environment is student-centered,
collaborative, on-going, all-inclusive, and built explicitly
around the way the human brain learns best.”
Courses are offered through the VESC™ Ventures
Initiative and Focus™ System of Constructivist and
Student-Centered Learning. VESC™ offers a
Constructivist learning environment, or a social
Constructivist pedagogy to its participants. To
completely understand the Constructivist learning
environment is to understand how the human
brain learns best. Not only have we created a
Constructivist profes-
sional development
learning environment,
we share this knowledge
with participants so they
can create a
Constructivist learning
environment in their
classrooms - a learning
environment that is stu-
dent-centered, collabora-
tive, on-going, all-inclu-
sive, and built explicitly
around the way a human
brain learns best.
Any student - past or present - once presented with
the four main principles behind the Constructivist
learning environment will quickly begin to appre-
ciate the power behind the methodology. With fur-
ther insight, one begins to realize that almost all
learning takes place in a Constructivist manner,
and thus, such instruction offered in the classroom
models more closely human interaction and learn-
ing than the chalk-and-talk currently being used in
most American classrooms.
#1 Constructivism - Brain-Based Learning
The first principle of the Constructivist Learning
Environment is Constructivism itself. The point of
Constructivism is the recognition that new knowl-
edge is constructed as learners interact with their
environments. All experience is compared, tested,
and projected against prior knowledge, and then, if
viable within the learners’ world, new knowledge
is constructed. These experiences strengthen past
knowledge and expand the possibility of future
knowledge. Learners are not passive listeners - it is
the interactive experience that provides the basis
for true knowledge.
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
#2 Constructionist - Learning Environments
The second principle is Constructionist.
Constructionist holds that learning is particularly
effective when constructing something for others to
experience. For example, if you passively read a
web page, you may have difficulty remembering its
contents in a few days. However, if at the time of
reading the page you were asked to construct an
outline for someone else to understand as a synop-
sis, it is far more likely that you will not only retain
the information longer, but also have a deeper
understanding.
#3: Social Constructivism - Learning as a
Social Activity
The third principle is Social Constructivism. Social
Constructivism takes the Constructionist principle
and applies it to the group, or cohort, breaking
down the entire learning environment. In this
environment, learners support learners, and a stu-
dent-centered environment takes place. The
teacher becomes the facilitator and participants
build upon their own ideas while experiencing the
ideas of others in a group environment.
VESC™ has extended this concept further by intro-
ducing the whole group - small group - whole
group methodology
within this concept.
Under the whole
group - small group
- whole group
methodology, con-
cepts are shared and
discussed within an
entire cohort, and
then the cohort is broken into smaller components.
These smaller components work to form their own
ideas and in the end report back to the whole
group. This collaborative method has been very
successful in past training.
 “The Constructivist Learning Environment is student-centered,
collaborative, on-going, all-inclusive, and built explicitly
around the way the human brain learns best.”
#4: Connected and Separate
The fourth and final principle is Connected and
Separate. Connected and Separate is a reflective
exercise that motivates individuals to look within
themselves for their own contri-
butions to the discussion.
Separate behavior is defined as
a participant attempting to sup-
port his or her ideas with objec-
tive or factual knowledge, find-
ing holes in the ideas.
Connected behavior is a more
empathetic approach to under-
standing the idea of another - a
tendency to listen and question
in an effort to understand. A
Constructivist model seeks to
use both approaches appropri-
ately in each situation. Both
concepts, together, give partici-
pants the confidence to support
their ideas when challenged, and at the same time,
become empathetic learners of the ideas of others
without making quick conclusions.
The VESC™ Constructivist Collaborative
Learning Environment
The goal of VESC™ is to provide a Constructivist
learning environment where the experience as a
whole creates deep reflection on behalf of the par-
ticipant in a supportive and collaborative learning
environment. VenturesMentor™ are selected for
their particular skill in working with participants
through difficult professional challenges and
change. The VenturesMentor™ are sometimes
teachers, sometimes friends, and sometimes the
catalyst for someone to achieve more than they
ever imagined. VESC™ creates a learning environ-
ment that connects with participants in a meaning-
ful profound way to create positive change both for
them professionally and for their students in the
classroom.
“VESC™ gives practical meaning to the phrase - student-centered learning -
and gives practical guidelines for making instruction truly learner-centered
with a focus on the thinking processes of the students.”
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
Lastly, not only does VESC™ use a Constructivist
model of instruction in these courses, VESC™
teaches participants how to create their very own
Constructivist learning environment in any class-
room. Every VESC™ course com-
municates the necessary knowl-
edge and teaching strategies to
create a Constructivist classroom
where student-centered learning
is the norm.
A Comprehensive Collaborative
Community of On-Going
Professional Development
In each unit participants attend
workshops where to the point
instruction and instructional mod-
eling take place in a reflective and
supportive environment.
Demonstrations of the very latest research-based
instructional strategies, as well as, individual and
group activities encourage participants to imple-
ment new strategies quickly and effectively. On
their own time, participants read the latest
research-based instructional strategies and tech-
niques in the expert texts provided. Participants
meet with and without the VentureMentor™ to
collaborate and reflect on the new strategies as
they begin to implement change in their classroom.
Whether you choose to have your teachers
assigned in a closed or open-cohort the experience
is interactive, exciting, and rewarding. Participants
work together in a collaborative effort to encourage
change and success - to establish a student-cen-
tered learning environment, which promotes stu-
dent achievement.
ELEMENTARY AND MIDDLE SCHOOL PROFESSIONAL DEVELOPMENT COURSES
Classroom Management
Creating an environment for effective instruction
Defining effective instruction resulting in well-managed classrooms
Using different classroom designs to promote learning
Promoting student-centered learning
Instilling student discipline and monitoring behavioral problems
Understanding the emotional, social, and intellectual needs of students
Motivating students for academic and social success

Closing the Achievement Gap in Mathematics

Mathematics curriculum review and planning
Examination and analysis of achievement data
Mathematical Communication: Using Constructive Communication
Techniques and Structured Thinking Skills
Classroom management for effective mathematics instruction
Teaching problem solving and mathematical reasoning
Classroom and standardized assessment

Comprehensive Academic Preparedness

Student preparedness materials including self-evaluation tools
Understanding and successfully performing on standardized tests
Study Skills and the importance of homework
Planning an academic future
Reading and writing for your audience
Comprehending math and science

Differentiated Instruction
Understanding differentiated instruction
Identifying the needs and talents of individual students
Implementing differentiated instructional techniques and strategies for the classroom
Designing individual and group activities
Applying classroom assessment tools

Effective Instructional Strategies

Establishing a student-centered learning environment
Understanding and implementing research-based instructional strategies
Developing higher order thinking skills
Developing lesson plans that creatively engage students
Developing Structured Thinking and Problem-Based Learning instructional techniques
Creating rubrics and other assessment tools

All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
ELEMENTARY AND MIDDLE SCHOOL PROFESSIONAL DEVELOPMENT COURSES
Integrating Technology Into the Classroom
Evaluating and establishing inventory lists of all relevant school computer equipment
Retrieval of reference information across the content areas through computer technology
Systematic organization of content information through the application of Structured
Thinking and computer technology
Software selection and integration with current standards
Standards and curriculum alignment with current and planned technology
Current and future planning for technology

Limited English Proficiency

Strategies for analyzing texts, spelling and vocabulary development
Read aloud, shared, and guided writing
Planning balanced literacy lessons
Vocabulary development
Readers and writers workshops
Understanding the development stages of speaking, reading, and writing
Behaviors of successful second language readers and writers

Literacy for the Middle School Grades

Understanding the process of literacy development
English language arts curriculum
Creating an environment that promotes literacy development
Integrating literacy into the content areas
Assessing student achievement in literacy
Developing students' fluency, reading comprehension, vocabulary
development, and writing

Special Education and Inclusion

Proven research-based strategies for general and special education instructors
The importance of self-determination for special education students
Utilizing Constructive Communication and Structured Thinking in the special education classroom
Language and communication development
Preparing for classroom and standardized assessment
Managing inclusion in the general education classroom
Standards alignment and lesson planning

Using Graphic Templates and Assessment Tools

Using graphic organizers across the content areas
Teaching and thinking systematically with graphic organizers
Understanding graphic organizers and Structured Thinking Skills
Using classroom assessment tools
Processing structured information and learning
Layered thinking and organizing information
Training materials include over one hundred graphic organizers for immediate use
across all content areas and research-based professional development texts
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
HIGH SCHOOL PROFESSIONAL DEVELOPMENT COURSES
Classroom Management for Secondary Classrooms
Creating an environment for effective instruction
Defining effective instruction to result in improved classroom management
Using different classroom designs to promote learning
Fostering student-centered learning
Instilling student discipline and monitoring behavioral problems
Understanding the emotional, social, and intellectual needs of students
Motivating students for academic and social success

Closing the Achievement Gap in Secondary English Language Arts

English Language Arts curriculum review and planning
Examination and analysis of achievement data
Successful instructional strategies for teaching English Language Arts
Classroom management for effective English Language Arts teaching
Using Constructive Communication and Structured Thinking Skills in English
Language Arts teaching
Assessment and test preparation

Closing the Achievement Gap in Secondary Mathematics

Mathematics curriculum review and planning
Examination and analysis of achievement data
Successful instructional strategies for teaching mathematics in secondary classrooms
Basic and advanced problem solving
Mathematics communication and thinking
Classroom management for effective mathematics instruction
Using Constructive Communication and Structured Thinking Skills in mathematics teaching
Assessment and test preparation

Closing the Achievement Gap in Secondary Science

Science curriculum review and planning
Examination and analysis of achievement data
Successful instructional strategies for teaching science in secondary classrooms
Basic and advanced problem solving
Classroom management for effective science teaching
Using Constructive Communication and Structured Thinking Skills in science instruction
Assessment and test preparation

Closing the Achievement Gap in Secondary Social Studies

Social studies curriculum review and planning
Examination and analysis of achievement data
Successful instructional strategies for teaching social studies in secondary classrooms
Integrating writing into social studies curriculum
Using social studies for communication and comparison thinking
Classroom management for effective social studies instruction
Using Constructive Communication and Structured Thinking skills in social studies
Assessment and test preparation
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
HIGH SCHOOL PROFESSIONAL DEVELOPMENT COURSES
Comprehensive Academic Preparedness
Student preparedness materials including self-evaluation tools
Understanding and successfully performing on standardized tests
Study Skills and the importance of homework
Learning, thinking, and understanding
Planning an academic future
Reading and writing for your audience
Comprehending math and science

Differentiated Instruction
Understanding differentiated instruction
Identifying the needs and talents of individual students
Implementing differentiated instructional techniques and strategies for the classroom
Designing individual and group activities
Applying classroom assessment tools

Instructional Strategies
Establishing a student-centered learning environment
Understanding and implementing research-based instructional strategies
Developing higher order thinking skills
Developing lesson plans that creatively engage students
Developing Structured Thinking and Problem-Based Learning instructional techniques
Creating rubrics and other assessment tools

Integrating Technology Into the Classroom

Evaluating and establishing inventory lists of all relevant school computer equipment
Retrieval of reference information across the content areas through computer technology
Systematic organization of content information through the application of Structured
Thinking and computer technology
Software selection and integration with current standards
Standards and curriculum alignment with current and planned technology
Current and future planning for technology

Limited English Proficiency

Strategies for spelling and vocabulary development
Read aloud, shared, and guided writing
Planning balanced literacy lessons
Vocabulary development
Readers and writers workshops
Understanding the development stages of speaking, reading, and writing
Behaviors of successful second language readers and writers
Strategies for analyzing texts
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
 HIGH SCHOOL PROFESSIONAL DEVELOPMENT COURSES
Problem-Based Learning (PBL)
Understanding the benefits of PBL
Implementing the steps in the PBL process
Writing PBL problems that address curriculum content and state standards
Facilitating PBL problems
Creating rubrics and other assessment tools related to PBL
Incorporating Effective Group Process and Structured Thinking Skills into the PBL process

Special Education
The importance of self-determination for special education students
Utilizing Constructive Communication and Structured Thinking in the secondary special
education classroom
Language and communication development
Preparing for classroom and standardized assessment
Managing inclusion in the general education classroom
Standards alignment and lesson planning

Using Graphic Templates and Assessment Tools

Using graphic organizers across the content areas
Teaching and thinking systematically with graphic organizers
Understanding graphic organizers and Structured Thinking Skills
Using classroom assessment tools
Processing structured information and learning
Layered thinking and organizing information
Training materials include over one hundred graphic organizers for immediate
use across all content areas
A proposed scope of service has been devel- Each course is research-based, supported by special-
oped for each course, which is intended to be ly selected texts by the foremost authors in the sub-
refined with the client to meet the specific ject, and the Ventures Initiative and Focus®
needs of the school or district. Several course Constructivist, Student-Centered System of
scopes can be merged into one specially Teaching and Learning. The Ventures Initiative and
designed scope of service to reflect the specific Focus® System provides strategies to move the
needs of the client. classroom teacher from lecturing at the front of the
room, to a position at the side of the room, provid-
These courses are provided through workshops held ing guidance and counsel to the students as they
at the convenience of the client, e.g. during the school master the content for the day. The Ventures
day; after school; Saturdays; or during the planning Initiative and Focus® System provides instructional
periods of small groups of teachers throughout the strategies that develop students’ literacy (reading,
day. A significant part of the course is the in-class writing, and speaking), analytical reasoning and
coaching, where the VESC trainer can observe and problem-solving skills, all of which are essential to
constructively critique instructional strategies; co-teach; the mastery and application of academic content.
or model.
For more information, please call a VESC
education consultant 800-947-6278 x110 or x500.
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
 ADMINISTRATOR PROFESSIONAL DEVELOPMENT COURSES
Consolidating School Reforms for Continuous School Improvement
Harmonize many professional development programs into one comprehensive system
that promotes continuous school improvement
Integrate research-based and proven instructional strategies that raise student
achievement and test scores
Enhance school performance to meet all national, state, and local standards, including NCLB
Create a sustainable culture of professional and academic success and development
Integrate with existing professional development already on-going within your school

Comprehensive School Reform (CSR)

and No Child Left Behind (NCLB)
Comprehensive School Reform model for CSR and NCLB school/district improvement
Research-based and proven strategies to raise student achievement and test scores
Enhance school performance to meet all national, state, and local standards
Create a sustainable culture of professional and academic success and development

Data Analysis, Assessment, and Curriculum Development

Detailed analysis and reporting of school data and current school situation
School-wide and individual teacher assessments and recommendations
Curriculum development to align content with data and assessment results
Continuous consulting to aid in all aspects of school improvement

Principals’ Practicum
Strategic planning meetings with district personnel
Assisting in the planning and opening of a school
Effective instructional supervision
Establishing a positive school culture that leads to success
Understanding group dynamics in students and teachers
Data-driven instruction and utilizing data for school management
Classroom management and lesson planning - Grouping in the classroom
Parents and community
S pecially designed professional development cours- more professional development to make them more
es focus on the administrative leadership as effective effective. After such a review, these courses provide
instructional leaders. These professional develop- methods and strategies to coordinate such initiatives,
ment courses emphasize the use of data to improve and enhance them with the Ventures Initiative and
instruction. They also provide methods and strate- Focus® Contructivist, Student-Centered System of
gies to review all building- and/or district-based Teaching Learning. These courses have been success-
instructional initiatives to determine the effectiveness ful in urban and rural schools across the country,
of the initiatives, if some initiatives might be contra- resulting in improved partnerships between administra-
dictory or conflicting, and/or if some initiatives need tive leadership and classroom teachers, and student
performance.
All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.
Ventures Education Systems Corporation's intent is to provide
instruction within the guidelines that create a Constructivist
learning environment. Through VESC™ on-line and in-school
professional development, teachers and administrators, K—12,
are introduced to the significance of a Constructivist approach
to education. They learn how to implement such an approach
through the use of Constructive Communication and the devel-
opment of literacy and thinking skills, which are directly
linked with the curricula and aligned with local, state, and
national standards and the No Child Left Behind Act (NCLB).
While the physical characteristics of the classroom and the
vehicles for instruction may vary, high academic achievement
is the direct result of implementing a Constructivist approach
to professional development and to classroom instruction. All
the elements of a Constructivist learning environment have
been brought together effectively in these unique and highly
successful on-line and in-school programs, resulting in high
academic performance.

VENTURES EDUCATION SYSTEMS CORPORATION

15 Maiden Lane · Suite 200 · New York · New York · 10038
212-566-2522 · 800-947-6278 Ext. 500 · Fax: 212-566-2536
Email: info@ventures.org · www.VESC-Education.com

All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.