Hamilton County ESC Innovative Resources

Hamilton County ESC Innovative Resources are STEAM tools
for teachers and students to use in classrooms for learning and training.

How does it work?

  • Teachers borrow innovative STEM and STEAM resources from us.
  • We train individual teachers or groups of teachers how to teach with these tools.
  • We help you create and curate custom lessons for the topics you are teaching.

How does it help you?

  • Gives students and teachers access to STEAM tools.
  • Allow teachers to try these tools without having to make a big investment.
  • We help teachers understand how to integrate these tools in their classes.
  • Provides STEAM experiences at little to no cost.

Currently Available Innovative Resources

Coding – Ozobots™, Spheros™, ChatterBox™, Osmo™, Dot & Dash™, Puzzlets™

Virtual / Augmented Reality – zSpace™, ClassVR™, MergeEDU™

iPads™ with STEAM Apps

Contact the HCESC Innovative Resources Team today to learn more!


Orton-Gillingham Program Information


Specialized training for teachers to help them transform struggling learners into confident, successful readers.

Designed for K–12 classroom teachers, K–12 intervention specialists, and tutors of those with dyslexia or reading difficulties. A hands-on program by master teachers.


Orton-Gillingham Multisensory Reading Program courses are designed and facilitated by master teachers to help participants learn to design and implement explicit, systematic, and structured multi-sensory lesson plans that address the development of foundational skills necessary for students to become proficient readers.


The Orton-Gillingham Multisensory Reading Program addresses the five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension – as recommended by the National Reading Panel Report (2000).


We offer the Orton-Gillingham Multisensory Reading Program in both face-to-face and online formats to enable teachers across the country to have full access to this crucial programming. Master teachers provide on-the-spot feedback, correction and suggestions as they watch teachers teach. The goal is for each participant to implement Orton-Gillingham methodology with fidelity to strengthen core reading instruction.

Programs are accredited by the International Dyslexia Association (IDA) and/or the International Multisensory Structured Language Education Council (IMSLEC).

I learned the importance and significance of using a multi-sensory structured approach when teaching reading, writing, and spelling. I like how my learning modeled my students.

Anonymous, Orton-Gillingham participant.

I very much enjoyed and am honored to be learning the Orton-Gillingham approach. My coach was so helpful, supportive, and gave me great advice. I also look forward to Practicum II.

Theresa, Orton-Gillingham participant.

I have learned so much about reading, its theory, and how to help struggling readers read, spell, and write. The resources plus knowledge I learned from this class are amazing.

Senior Intervention Specialist

Partners of the Orton-Gillingham Multi-sensory Reading Program include


Caren Karlage

SIOP Virtual Coaching and Face to Face Coaching

Do you have content or grade level teachers who attended SIOP (Sheltered Instruction Observation Protocol) Training? Are they practicing their skills as related to the eight SIOP components? English Language consultants can help them refine their practices through virtual coaching.

Each content specialist or grade level teacher will engage in two coaching cycles. A cycle consists of an initial meeting, or first step, during which the consultant and teacher converse and plan. The second step involves the teacher recording their practices and uploading the video to be viewed by the consultant. The third step in the cycle includes consultant feedback, teacher reflection, and the development of an action plan for the scene coaching cycle. Teachers participating in the virtual coaching cycle will receive final input from an English Language consultant via rubric. 

Throughout the process, the consultant and teacher are utilizing research-based strategies proven effective with English Learners. The eight SIOP strategies and practices apply to any student who struggles with academic vocabulary. 

Capacity is limited.


Connie Reyes-Rau

Instructional Technology Audit

After technology has increased within a school or district, its use often grows organically and “pockets of excellence” arise. After several years, it is often difficult for districts to determine the impact of their investment. We can assist with this by providing an instructional technology audit to understand how, how often, and how well technology is being used and integrated into the classroom.

The audit is a comprehensive process, working closely with district/building leadership, to survey, conduct focus groups, and on-site observations. Following this process, the district will receive a comprehensive report aggregating the data collected and providing recommendations for improving the impact that these powerful tools can have in the teaching and learning process. The team will work with district and building leadership to determine the number of on-site days required, the number of focus groups, as well as the focus of the audit.

Learn about additional technology services at https://www.hcesc.org/technology.


Arline Pique

Program Evaluation and Auditing

Evaluating and assessing programs is provided to meet specific district needs and goals. Hamilton County ESC provides project and program evaluation that can be customized for specific district needs. Work and products can be designed in compliance with grant funding and/or government guidelines.

We can provide:

  • qualitative and quantitative data collecting interviews
  • site visits
  • survey design
  • assessment of teacher and administrator attitudes
  • assessment of parent and community involvement

Final evaluations and reports will be customized in format and delivery.


Karen Austin

Expedited Data Analysis

Successful school leaders utilize data to increase student achievement and learning. We expedite your improvement process by providing custom analysis of your data, capturing observations and creating data statements to present to your team.

Data analysis could include:

  • Local Report Card data
  • Decision Framework
  • Value-Added
  • Measure Up
  • Success/OOARS
  • Local assessment data
  • DIBELS data
  • Intervention supports and programs
  • Behavior data
  • Perception data

With analyzed data, your team will have more time to discover data patterns, pose hypotheses, determine specific areas of need, determine root causes, and develop a detailed action plan and monitoring system.


Karen Austin

School Improvement Services

Hamilton County ESC’s Center for Urban Educational Services (CUES), specializes in urban education professional development. School improvement is a multi-dimensional process. It involves taking a system-wide approach to overcome the challenges urban education faces. We help to strategically align your resources with your goals and vision.

School Improvement Coaching/Consulting

We have coaches and consultants who work in schools and classrooms on a part-time or full-time embedded basis. That means they work side-by-side with teachers and administrators, offering resources, co-planning and co-teaching, feedback, or whatever meets a school’s particular needs. Our coaches work with content-area teachers on curriculum and instruction. We help implement school-wide initiatives, from literacy across the curriculum to positive behavior intervention programs and more.

After School: Extended Day/Extended Year

We provide academic structure for extended day and extended year programs. We partner with you to focus on the instructional components for your program.

Federal Programs Consulting

Federal Title services can be a challenging items to manage fiscally. We can help. We consult with districts to create Title budgets and expenditure reports.

Collaborating to Achieve Student Excellence (CASE)

CASE is a system we’ve developed for partnering with you to solve your challenges. When we first meet to start a CASE-file, we look at six key areas:

  • Data Collection & Review
  • Implementation Plan
  • Knowledge Base
  • Accountability
  • Support
  • Evaluation

Understanding Poverty

Our consultants facilitate discussion on the unique aspects of overcoming the barriers of poverty.


Paul Smith


School-wide PBIS is a framework comprised of instructional practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for ALL students.

Benefits of PBIS

  • improved school and classroom climate/culture
  • reductions in office discipline referrals
  • gains in administrator time for instructional leadership
  • increases in student academic and behavioral performance

Services provided

  • responsive consultation with district and building leaders
  • customized professional development
  • technical assistance to implement behavioral interventions across multiple tiers of support


Alicia Lateer-Huhn

MTSS and RtI

Multi-Tiered System of Support (MTSS)/Response to Intervention (RtI) is a framework designed to bring together general, special, compensatory and gifted education with the goal of providing a comprehensive, proactive and unified system of education to meet the needs of, and improve results for, all students in an effort to close achievement gaps.

Benefits of RtI implementation

  • Increased student engagement in instructional activities
  • Instructional support to meet specific student needs
  • Gains in student attendance and academic performance
  • Efficient use of limited district and building resources

Services provided

  • Audit of current practices for alignment with MTSS/RtI components
  • Consultation at the district/building/grade levels
  • Customized professional development


Alicia Lateer-Huhn

Culturally Responsive Practices

Culturally Responsive Practices (CRP) encompasses the use of cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective in an effort to close existing achievement gaps.

Benefits of Culturally Responsive Practices

  • enhanced ability of educators to support diverse learners
  • increased student engagement and achievement
  • improved school climate

CRP services include

  • self-paced online course to increase cultural competence
  • in-district customized professional development
  • technical assistance related to culturally responsive practices and cultural competence
  • enhanced ability of educators to support diverse learners


Connie Reyes-Rau

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