Innovations with Solutions Consulting Services, LLC
Independent Educational Consultant
Vision: “Empowering Educators:  Bridging Literacy Leadership, Research, and Best Practice”
Dr. Fetters-Morgan has Ph.D. in Curriculum and Instruction with specialization in reading education from Louisiana State University, and is a lifetime Texas Educator with certifications in Mid-Management Educator, Supervisor, and Teacher K-12, with a M.Ed. in Early Childhood from McNeese State University. Dr. Fetters-Morgan is an approved provider for professional development and staff development. Dr. Fetters-Morgan holds administrator and reading K-12 certification in multiple states. 

Research-based sessions are targeted to district and campus identified needs, and is based upon the  State Standards (Including Texas) and the Common Core Standards (CCSS), as needed. Dr. Fetters-Morgan is an independent consultant and an approved provider for onsite professional development.

Dr. Fetters-Morgan also provides grant consulting services for research-based project funding and external funding projects for PK-16, including partnerships for literacy, including parent, family and community involvement.

All sessions are high quality, research-based,  and customized to state district and campus needs and qualify for federal funding for professional development.

Full day, half day, or multiple day sessions are available.  Better Business Bureau Accredited since 2015.

For more about what Dr. Fetters-Morgan does, visit - What We Do

More sessions COMING SOON!

Professional Development Sessions {half day or full day (6 hour) sessions}.
Customized sessions are also available, as needed or requested.

(All Session/Materials are copyrighted 2014 by Innovations with Solutions LLC)
Titles of Sessions:
    Providing Access to Genres: Matching Interest, Readability, and Choice (K-3) (4-8)
  • Participants will develop a lesson model utilizing multiple genres; apply simple research-based readability formulas to text passages to match readers with appropriate text.
    Balancing Genres: Integrating Narrative and Informational Texts (K-3) (4-8)
  • Participants will be able to integrate a balance of genres into the curriculum, examine models and research-based strategies for balancing genres, and create mini lesson plans with a paired text to balance genre in the classroom.
    Using Graphic Organizers to Support Reading and Writing (K-2) (4-8)
  • Participants will examine state curriculum standards that require utilizing research-based graphic organizers to support reading and writing, and match appropriate graphic organizers with text structures. 
    Every Teacher is a Teacher of Reading: Integrated Science and Social Studies (K-2) (3-5)
  • Participants will apply several research-based strategies in science and social studies, apply readability formulas to grade appropriate text samples, and develop a “toolbox” of resources for research-based strategies for content areas.
    My Textbook is Too Hard to Read: Revitalizing Reading for Struggling Readers (3-5) (6-8)
  • Participants will examine research based vocabulary strategies to text passages, identify “text sets” to teach content areas with differentiated levels of texts, and identify engagement strategies to assist struggling readers to feel successful in reading.
    Using the Think Aloud Strategy with Expository Text (all grades)
  • Participants will employ the use of the think aloud strategy with both narrative and informational text, gain knowledge regarding theory and practice about the think aloud strategy, and utilize print resources and technology to use the think aloud strategy in the classroom.
    Content Area Strategies: Using Reading Strategy Instruction (K-5)
  • Participants will examine explicit research based strategies for before (pre), during, and after (post) reading, and develop a mini-lesson that integrates content area (science or social studies).
    Focusing on Text Structures: Keys to Comprehension (K-3) (4-8)
  • Participants will examine the state curriculum standards that focus on text structures, and match research-based graphic organizers that can be used in the content areas to support various genres of writing in the classroom.
    APP-reciate Writing: Using Technology APPS with Expository Writing
  • Participants will locate multiple resources using technology (free apps), apply techniques to use multiple resources with the think aloud strategy to “write to a prompt”. Participants will identify state standards that require using multiple resources and informational background knowledge to support writing in the classroom.
    Beyond RTI: Digging Deeper into the Reading Data (K-2) (3-5) (6-8)
  • Participants will utilize collaborative teacher data teams to schedule research-based formative assessments; develop progress monitoring schedules and procedures in order to provide effective, targeted, explicit instruction for individual student needs with flexible grouping strategies.
    Informal Reading Inventory (IRI): How can I utilize IRI data for targeting struggling readers? (K-5)
  • Participants will examine an Informal Reading Inventory and learn how to use the assessment data to target the needs of struggling readers.
    Triangulating Student Data: Which literacy assessments are most appropriate?
  • Participants will examine timed research-based assessments that are not time consuming, and learn how to triangulate the multiple data sources to target the needs of struggling readers in areas of fluency, phonics, phonemic awareness, vocabulary and comprehension.
    Using Multiple Assessment Data for Literacy: Which assessments can we use?
  • Participants will receive information about several appropriate research-based formative assessments, as well as timed assessments, to target individual student needs in grades K-5.
    Practical Classroom Management Strategies: Whole Group vs Small Group Instruction
  • Participants will review the elements of research-based interventions, share explicit research-based strategies and resources for interventions for the five components of reading, and plan whole group and small group instruction with a structured reading and language arts instructional block.
    Professional Learning Communities (PLC): Student Growth through Educator Collaboration (K-8)
  • Participants will examine research (DuFour et al., 2008)   that supports professional learning communities (PLC), identify instructional supports and roles and responsibilities of the team members, and develop schedules for team meetings with administrators and collaborative grade level teams—across and among grade levels.
    The Literacy Walk Through: Keys to Literacy Success!
  • Examine supporting background research and samples of research-based classroom literacy walk-throughs. Participants will develop and adopt a common literacy walk through that supports high expectations for effective teaching and learning among teachers, students, staff, and administrators.
    Leadership for Teachers and Administrators: Building the Bridge to Success
  • Participants will examine research that supports a literacy leadership team, and establish the roles and responsibilities of a Literacy Leadership Team that encourages success among all educators in the building.
    Parent Involvement from A to Z: Partnerships with Home, School, and Community
  • Participants will develop a yearlong parental involvement program with emphasis on creating and building partnerships between home, school, and the community. This session emphasizes a home reading component with research based strategies for parent involvement.
    Themed Year ‘Round Literacy Lessons to Celebrate Student Success and Build Volume of Reading
  • Participants will develop a year round Literacy Plan to celebrate student success, including national reading awareness and other appropriate literacy days during the year that are opportunities to build reading success through building volume of reading.