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March 13-15, 2017

Plain Talk About Literacy and Learning Hilton New Orleans Riverside PLAIN

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For Information and to Register

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Impactful PD in Practice

Ever-evolving standards and assessments can make it feel like you are trying to hit a moving target. With the Teacher Clarity professional learning series educators will learn to align standards, assessment and instruction in a step-by-step process designed to bring clarity to both teachers and students.

Stop by the Corwin booth to find out more

Triple students’ rate of academic growth in one year!

The Deep Equity framework, based on the work of Gary Howard, helps schools and districts establish the climate, protocols, common language, and common goal of implementing culturally responsive teaching practices.

Phase 1: Tone and Trust

Phase 2: Personal Culture and Personal Journey

Phase 3: Social Dominance to Social Justice

Phase 5:

Phase 4: Classroom Implications and Applications

Systemic Transformation/ Planning for Change

Fisher Frey Making Literacy Learning Visible Discover the literacy practices that ensure students demonstrate more than a year’s worth of growth for every year spent in school. Bring Douglas Fisher, Nancy Frey, or a member of their collaborative to your school or district for a workshop and learn how by using the right approach at the right time you can design classroom experiences that maximize student learning.

www.corwin.com

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800.831.6640

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TABLE OF CONTENTS

PLAIN TALK ABOUT LITERACY AND LEARNING Institute Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Agenda At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Detailed Agenda

Monday, March 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Tuesday, March 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Wednesday, March 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

About the Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 About the Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Map of Meeting Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 About The Center for Development and Learning . . . . . . . . . . . . . . . . . 65

INSTITUTE INFORMATION

Welcome to three days of learning with and from your colleagues,

days that are sure to be energizing, inspiring, informative and packed with compelling information and practical application strategies!

SERVICE DESK The CDL service desk is located at the registration counters on the 1st floor. Institute staff will be available to assist you with any needs that may arise.

Service hours Sunday Monday Tuesday Wednesday

4:00pm – 7:00am – 7:00am – 7:00am –

7:00pm 4:45pm 4:45pm 1:45pm

HOTEL MEETING ROOM MAP A map of the Plain Talk meeting rooms is located on the inside back cover of this program book.

Bathrooms are located on the 1st, 2nd and 3rd floors near the escalators.

MEETING ROOM CAPACITY Every effort has been made to anticipate audience size for each individual session. However, there may be times when there are more people who wish to attend a session than seating allows.

Please select alternative choices for each time slot on your Agenda-at-a-Glance on pages 5-7 of the program. This will allow you to quickly locate an alternate session if your first choice is full.

Local fire codes and safety requirements prohibit standing or sitting in the aisles. We thank you in advance for your cooperation on this matter.

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Plain Talk About Literacy and Learning 2017

ROOM TEMPERATURE Hotel meeting rooms often tend to be cold. Please bring a sweater or jacket to insure your comfort.

ELECTRONIC HANDOUTS You should have received an email recently containing a link and code to access all Plain Talk handouts that speakers submitted to us.

If you did not receive this email, please check your spam folder. If the email is not there, please report to the CDL service desk and give us the email address to which you want us to send the link.

(Note: Not all speakers provided handouts.)

ROOM MONITORS Throughout Plain Talk, you will notice individuals wearing nametag ribbons that identify them as “staff.” These individuals are available to answer your questions, provide directions, and serve as room monitors.

EVALUATIONS Your feedback is important to the planning of future Institutes. Please take time to complete the evaluation form that will be emailed to you after the Institute. Once completed, your name will be entered into a drawing for prizes!

What you think matters to us!

CERTIFICATES OF ATTENDANCE To receive an electronic copy of your certificate of attendance, email us at learn@cdl.org after the event. Be sure to retain your program book and handouts, as they may be needed to secure the credit. It is the sole discretion of your school, school district, state education agency, or professional organization to determine whether Plain Talk’s sessions are acceptable for continuing education.

INSTITUTE INFORMATION

Remember: All meals are on 2nd floor.

MEALS Continental Breakfast Breakfast will be served beginning at 7:00am in the Churchill Room on the 2nd floor.

Lunch Lunch will be be served in the Churchill Room on the 2nd floor beginning at 12:15pm on Monday and Tuesday.

Brunch Brunch will be served at 11:00am on Wednesday in the Churchill Room on the 2nd floor.

SOCIAL MEDIA Join the conversation or share your thoughts about Plain Talk on Twitter and Facebook! CDL Plain Talk 2017 will tweet from @cdlteach and will post on facebook.com/cdl.org. For Twitter, use the hashtag #PlainTalkNOLA. Be sure to check regularly, as there will be contests throughout the Institute.

EXHIBITORS Be sure to allow yourself ample time to visit the exhibits located in Chemin Royale and the registration area on the 1st floor. Please review the Exhibitor section of this program book for a listing of exhibitors, their contact information, and brief descriptions of their products and services.

An exhibitor’s participation does not represent the endorsement of any product or service by the Institute or by CDL. INTERNET IN MEETING SPACE Internet access in our meeting space is being provided by our Silver Sponsor, Scholastic.

Network Name: Plain Talk NOLA Access Code: scholastic17

#PlainTalkNOLA

PHONE COURTESY Please set your phones on “silent” or “vibrate” and place it in your pocket or another soft location where the vibration will not be distracting to others.

But feel free to use mobile apps to tweet or post on Facebook.

A WORD ON SAFETY AND SECURITY Unfortunately, losses can occur whenever large numbers of people meet. Please exercise precautionary measures against injury, theft, and loss. Neither the Plain Talk Institute nor CDL is responsible for any injuries or losses that occur in conjunction with Plain Talk.

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SHOWCASING LOUISIANA STUDENTS

Monday, March 13, 2017 Soloist

Keynote Introduction

Grace Dufrene, 11th grade Fontainebleau High School

Mikecha Jefferson, 5th grade Jonathan Smith, 5th grade Bethune Elementary School

Thought Leader Introductions Riley Brown 4th grade Bethune Elementary School

Kamryn McCann 5th grade Bethune Elementary School

Layah Chouest 8th grade John Q. Adams Middle School

Marra Alexeeva 8th grade John Q. Adams Middle School

Natalie Orgeron, 6th grade Trevor Treadway, 8th grade John Q. Adams Middle School

Tuesday, March 14, 2017 Soloist

Keynote Introduction

Quentin Alexander, Graduate McDonogh 35 High School 2015 American Idol Finalist

Lunch Entertainment

Anahat Sohi, 4th grade Lusher Elementary

David Thomas Parker the Fiddler

Thought Leader Introductions Ben Blevins 3rd grade Lusher Elementary

Riley Ruth 5th grade Lusher Elementary

Emily Williams 7th grade Morris Jeff Community School

Vincent Variste 8th grade Morris Jeff Community School

Khari Hooker 7th grade Morris Jeff Community School

Wednesday, March 15, 2017 Breakfast Entertainment

Kinfolk Brass Band Join us at 7:45am for a Second Line!

Keynote Introduction

Dylan Rhoton, 5th grade Jefferson Performing Arts Society

Plain Talk About Reading and Learning 2015

Brunch Entertainment

Lusher Charter High School Jazz Ensemble Directed by Kent Jordan

AGENDA AT-A-GLANCE þ Check the sessions you don’t want to miss!

MONDAY, MARCH 13, 2017 BREAKFAST 7:00am – 7:55am

► Churchill, 2nd floor

WELCOME 8:00am – 8:10am

Alice Thomas .....................................................................................................................................► Grand Ballroom

KEYNOTE 8:10am – 9:10am “Just Give Me Strategies”: But Strategies for What? Robert Brooks ................................................► Grand Ballroom

THOUGHT LEADERS 9:30am – 10:30am ¨ ¨ ¨ ¨ ¨

Language at the Speed of Sight Mark Seidenberg ..................................................................... ► Grand Ballroom A The Mythology of Teaching Reading Tim Shanahan ................................................................... ► Grand Ballroom D Creating Language-Rich Classrooms for Young Children Laura Justice .................................... ► Grand Salon A Write All About IT! Teaching Informational Text Writing Nell Duke ...............................................► Grand Salon B Leading to Maximize Coherence Joanne Quinn ......................................................................... ► Grand Salon D

CONCURRENT SESSIONS 10:50am – 12:15pm

¨ Therapeutic Mindset and Lifestyle Changes: Strategies to Lessen Stress and Burnout Robert Brooks .............................................................................................................................. ► Grand Ballroom A ¨ Rigor by Design, Not Chance Karin Hess ....................................................................................► Grand Ballroom D ¨ An Update of the Hasbrouck & Tindal Oral Reading Fluency Norms Jan Hasbrouck .................► Grand Salon A ¨ I Understood It, But I Can’t Remember It: Making It Stick Alice Thomas .................................... ► Grand Salon B ¨ Hattie’s New #1 Effect Size: Collective Teacher Efficacy Peter DeWitt ....................................... ► Grand Salon D ¨ Comprehensive Literacy: A Leader’s Call to Action Jennifer McCormick ...................................► Grand Salon 3 ¨ Upper Level Word Study: Deep and Generative Vocabulary Learning, Grades 4-12 Donald Bear ► Grand Salon 9 ¨ Preventing Struggling Readers in Kindergarten and Grade One Michael Hunter ....................... ► Grand Salon 15 ¨ Sharing the Sandbox: The Role of Executive Functioning and Self-Regulation in Early Childhood Libbie Sonnier-Netto .................................................................................................. ► Grand Salon 21 ¨ A New Look at the Power of Phonemic Awareness Instruction: Oral language Links to Phonemic Awareness Judi Dodson .............................................................................................► Grand Salon 24

LUNCH 12:15pm – 1:15pm

CONCURRENT SESSIONS II 1:30pm – 2:55pm

► Churchill, 2nd floor

¨ Language at the Speed of Sight: Continuing the Conversation Mark Seidenberg ...................... ► Grand Ballroom A ¨ Planning Instruction with Complex Text Tim Shanahan ...............................................................► Grand Ballroom D ¨ Small Fortune: Using Small-Group Instruction to Develop Reading Comprehension Nell Duke .. ► Grand Salon A ¨ Engaging Students in Deeper Learning Joanne Quinn ............................................................... ► Grand Salon B ¨ Aligning Standards, Texts, and Text Dependent Questions: Promoting Deep Thinking through Close Reading Nancy Boyles ...................................................................................................... ► Grand Salon D ¨ Collaborative Leadership: Six Influences That Matter Most Peter DeWitt ................................... ► Grand Salon 3 ¨ Student Work to D-I-E For: Using Student Work Analysis to Improve Assessment Quality, Deepen Learning, and Build Teacher Content Expertise Karin Hess ..........................................► Grand Salon 9 ¨ The Equitable Leader: Creating Impartial Schools and Classrooms Flint Mitchell and Charles Corprew ............................................................................................► Grand Salon 15 ¨ Increasing the Power of Tier 1 Instruction Daily Reading Routines Mary Dahlgren .................... ► Grand Salon 21 ¨ Improving Code-Focused Skills in Early Education Settings: Foundations for Reading Laura Justice ................................................................................................................................► Grand Salon 24

CONCURRENT SESSIONS III 3:20pm – 4:45pm ¨ Word Smarts: Using Morphology to Develop Vocabulary & Word Attack Skills William Van Cleave .. ► Grand Ballroom A ¨ Teaching Phonics, Vocabulary and Spelling Instruction, PreK-3 Donald Bear ............................ ► Grand Ballroom D ¨ Coaching, NOT Supervising Jan Hasbrouck ...............................................................................► Grand Salon A ¨ Supporting Working Memory in the Classroom Judie Caroleo ....................................................► Grand Salon B ¨ Helping Students Thrive on Standards-based Assessments: It’s All About the Rigor

Nancy Boyles ............................................................................................................................... ► Grand Salon D ¨ Student Engagement: Is It Authentic or Compliant? Peter DeWitt ...............................................► Grand Salon 3 ¨ How am I Learning: Predictive Indicators across the Developmental Domains Lucy Hart Paulson ....................................................................................................................... ► Grand Salon 9 ¨ How Do I Plan and Teach Small Groups and Work Stations? Debbie Hunsaker ........................► Grand Salon 15 ¨ Sound Walls vs. Word Walls Mary Dahlgren ............................................................................... ► Grand Salon 21 ¨ Growing Up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults Sandra Johnson and Sam Johnson ................................................................ ► Grand Salon 24 ........

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AGENDA AT-A-GLANCE þ Check the sessions you don’t want to miss!

TUESDAY, MARCH 14, 2017 BREAKFAST 7:00am – 7:55am

► Churchill, 2nd floor

OPENING 8:00am – 8:10am

Alice Thomas ..................................................................................................................................... ► Grand Ballroom

KEYNOTE 8:10am – 9:10am Visible Learning for Literacy Douglas Fisher .................................................................................... ► Grand Ballroom

THOUGHT LEADERS 9:30am – 10:30am

¨ Getting Them All Engaged – Inclusive Active Participation Anita Archer ................................... ► Grand Ballroom A ¨ The Dyslexia Dilemma Louisa Moats ......................................................................................... ► Grand Ballroom D ¨ A Developmental Model of Trauma, Growth, and Resilience: The Place for Language and Reading Steve Dykstra ............................................................................................................... ► Grand Salon A ¨ What EXACTLY Is the Difference Between Balanced Literacy and Explicit, Systematic Reading Instruction, and Why Does It Matter? Linda Farrell .....................................................................► Grand Salon B ¨ Let’s Fix Inequality in Public Education Howard Fuller ..................................................................... ► Grand Salon D

CONCURRENT SESSIONS 10:50am – 12:15pm ¨ Close Reading in Elementary School Douglas Fisher ................................................................ ► Grand Ballroom A ¨ Collaborative Conversations Nancy Frey .................................................................................... ► Grand Ballroom D ¨ Letter Names, Sounds, or Both? What the Research Says About Alphabet Learning in Young Children Lucy Hart Paulson ........................................................................................................ ► Grand Salon A ¨ Building Content Knowledge - Disciplinary Literacy Strategies in the Secondary Classroom Jennifer Smithers Marten ........................................................................................................... ► Grand Salon B ¨ Strengthening the Instructional Core for the English Learner Antonio Fierro .............................► Grand Salon D ¨ Learning Intentions and Success Criteria - Part 1 Larry Ainsworth ........................................... ► Grand Salon 3 ¨ Preparation for Success! Middle and High School Essays William Van Cleave ......................... ► Grand Salon 9 ¨ Developing Foundational Skills for How We “Do” School Vicki Gibson ...................................... ► Grand Salon 15 ¨ MTSS/RtI: What Works? Susan Hall ........................................................................................... ► Grand Salon 21 ¨ Close Reading and Evidence-BasedTextual Analysis with Underperforming Students Alan Sitomer ► Grand Salon 24

LUNCH 12:15pm – 1:15pm CONCURRENT SESSIONS II 1:30pm – 2:55pm

► Churchill, 2nd floor

¨ Building Foundation Skills for Writing Anita Archer .................................................................... ► Grand Ballroom A ¨ Close Reading in Secondary Schools Douglas Fisher ............................................................... ► Grand Ballroom D ¨ Spelling Instruction that Sticks Linda Farrell ............................................................................... ► Grand Salon A ¨ Psychosocial Development, Trauma, and Systems: Efforts to Impact the Lives of Children Steve Dykstra .............................................................................................................................. ► Grand Salon B ¨ Learning Progressions and Lesson-Specific Success Criteria - Part 2 Larry Ainsworth ............► Grand Salon D ¨ Traveling the Neural Superhighway: Building the Reading Brain Laura Stewart ........................ ► Grand Salon 3 ¨ Intentional Instruction: The Gradual Release of Responsibility Nancy Frey ............................... ► Grand Salon 9 ¨ High Quality, CLASS-aligned Instructional Support Strategies that Yield Results Amy Poirier .. ► Grand Salon 15 ¨ Help! My Student is Stuck at Sound-by-Sound Reading Michael Hunter ................................... ► Grand Salon 21 ¨ Phonological Awareness and the English Learner Antonio Fierro ............................................. ► Grand Salon 24

CONCURRENT SESSIONS III 3:20pm – 4:45pm

¨ Short Writing OFTEN, Not Just Long Writing Seldom Anita Archer ........................................... ► Grand Ballroom A ¨ How to Craft a Debriefing That Prompts Real Action and 11 Classroom Look-Fors That Matter Jill Jackson ..................................................................................................................................► Grand Ballroom D ¨ A Language-Rich Classroom: Oral Language Activities that Facilitate Comprehension Judi Dodson ................................................................................................................................ ► Grand Salon A ¨ Flipping the Concept of Team Teaching on it’s Head Pati Montgomery ..................................... ► Grand Salon B ¨ Is the Problem Students and their Families, or is the Problem Our Systems of Public Education?

Howard Fuller .............................................................................................................................. ► Grand Salon D ¨ Formative Assessment in Action: Simple Strategies to Move Learning Forward Jennifer Smithers Marten ........................................................................................................... ► Grand Salon 3 ¨ Text-Driven Comprehension Instruction Louisa Moats ............................................................... ► Grand Salon 9 ¨ Vocabulary: Do You Know What it Means? Pam Austin ............................................................. ► Grand Salon 15 ¨ Rethinking Phonemic Awareness for Older Struggling Readers Judie Caroleo ......................... ► Grand Salon 21 ¨ Scaffolds to Support: Writing from Sources Joan Sedita ............................................................ ► Grand Salon 24

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Plain Talk About Literacy and Learning 2017

AGENDA AT-A-GLANCE þ Check the sessions you don’t want to miss!

WEDNESDAY, MARCH 15, 2017 BREAKFAST 7:00am – 7:55am

► Churchill, 2nd floor

OPENING 8:00am – 8:10am

Alice Thomas ..................................................................................................................................... ► Grand Ballroom

KEYNOTE 8:10am – 9:10am The Other Wes Moore: One Name, Two Fates Wes Moore .............................................................► Grand Ballroom

CONCURRENT SESSIONS 9:30am – 10:55am

¨ CrazyBusy: Overworked and About to Snap! Ned Hallowell ...................................................... ► Grand Ballroom A ¨ Achieving Equity and Deeper Learning Pedro Noguera ............................................................. ► Grand Ballroom D ¨ Suspended 42 Times, Now a Ph.D.: What Made the Difference? Eric Jones ............................ ► Grand Salon A ¨ Best Practices in Decoding Intervention for Struggling Readers in Grades 2 - 5 Susan Hall ..... ► Grand Salon 15 ¨ How Do We Develop Critical Thinkers? Alice Thomas ...............................................................► Grand Salon B ¨ Talk to me! I Need More Words to Help Me Understand, Talk, and Eventually Read and Write!

Christie Cavanaugh .................................................................................................................... ► Grand Salon D ¨ Six Mistakes District Leaders and Principals Make in Rolling Out a New Initiative and How to Simply Fix or Avoid Them! Jill Jackson ......................................................................................► Grand Salon 3 ¨ The Power of Global Education for Girls Ana Dodson ................................................................► Grand Salon 9 ¨ Teaching Topic Webs, Two-Column Notes and Summarizing to Support Comprehension Joan Sedita ..................................................................................................................................► Grand Salon 21 ¨ Tools for Understanding Research, State Standards, and Best Practices in Schools Vicki Gibson ................................................................................................................................ ► Grand Salon 24

BRUNCH 11:00am – 12:15pm CONCURRENT SESSIONS II 12:30pm – 1:55pm

► Churchill, 2nd floor

¨ The Work: The Quest For Our Work That Matters Wes Moore ...................................................► Grand Ballroom A ¨ How to Intervene with Students Struggling to Think About Grade Level Text Jill Jackson ........ ► Grand Ballroom D ¨ Inclusive Intelligence Calvin Mackie ........................................................................................... ► Grand Salon A ¨ What Secondary School Leaders Can Do to Increase Outcomes for Students Pati Montgomery ..........................................................................................................................► Grand Salon B ¨ When You Worry about Emotional and Learning Problems in Children Ned Hallowell .............. ► Grand Salon D ¨ “The End.” Now What? The Most Important Step for Using Read-Alouds to Boost Oral Language Development Christie Cavanaugh ............................................................................ ► Grand Salon 9

Join us at 7:45am on Wednesday to Second Line with the

Kinfolk Brass Band!

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30% conference discount

Larry Ainsworth

Douglas Fisher & Nancy Frey

Stop by the Corwin booth to see books by these featured speakers ISBN: 978-1-4833-6882-5 $35.95, $25.17

Nancy Boyles

ISBN: 978-1-5063-2646-7 $34.95, $24.47

www.corwin.com

K–5: ISBN: 978-1-5063-3236-9 6–12: ISBN: 978-1-5063-3237-6 $34.95, $24.47

Joanne Quinn

ISBN: 978-1-4833-6495-7 $25.95, $17.96

800.831.6640

Laura Stewart

ISBN: 978-1-4522-8310-4 $34.95, $24.47

DETAILED MONDAY, MARCH 13, 2017 WEDNESDAY, FEBRUARY 17, 2016 AGENDA

Alice Thomas

8:00 am – 8:10 am

Welcome

► Grand Ballroom

8:10 am – 9:10 am

Keynote

“Just Give Me Strategies”: But Strategies for What?

Robert Brooks When invited to speak with educators, it is not unusual for the conference sponsor to say, “We want the audience to learn specific strategies that they can begin to apply immediately with their students.” I have no difficulty with such a request since one of the main goals in my presentations is for participants to learn and implement new interventions. However, given my focus on creating learning environments that nurture motivation and resilience in students, I advocate that our initial strategies should be guided by the goal of reinforcing a positive relationship with students. I emphasize that the process of teaching and learning is enriched within such a relationship. This may seem to be an obvious point, but unfortunately, many theories of learning and mindsets pay little, if any, attention to this relationship, instead highlighting issues of academic achievement. Certainly, academic achievement looms as a major goal of education, but as I once heard someone observe, “Students don’t care what we know until they first know we care.” In this keynote, I will describe strategies for developing a positive alliance with our students–an alliance that provides a foundation for successful learning in both the academic and social-emotional spheres. ► Grand Ballroom

9:30 am – 10:30 am

Language at the Speed of Sight

The Mythology of Teaching Reading

Mark Seidenberg Research in cognitive science and neuroscience has made enormous progress toward understanding skilled reading, acquisition of reading skill, brain bases of reading, causes of developmental reading impairments, and how such impairments can be treated. If the science is so good, why do so many people read so poorly?

Although many factors contribute to reading successes and failures, how reading is taught is a major concern. The disconnections between reading science and educational practice have been harmful, leaving teachers underprepared for a difficult job. There are opportunities to increase literacy levels by making better use of what we have learned about reading and language, and also institutional obstacles; and focusing on understudied issues for which more evidence is badly needed. ► Grand Ballroom A Strands: Early Childhood, ELL, At-Risk Students, Dyslexia and other Learning Issues Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Tim Shanahan During the past two decades, there has been a substantial movement towards “research-based” instruction. Despite this, reading instruction continues all-too-often to be driven by mythology – beliefs and claims that have little or no basis in empirical evidence. These myths affect classroom organization, scheduling, textbook choices, independent reading, and instructional choices in the teaching of sight vocabulary, fluency, and reading comprehension. This presentation will attempt to demolish the mythology–something that audience members will either find liberating or upsetting. Join us to find out whose ox is going to be gored. ► Grand Ballroom D Strands: High-Yield Teaching Strategies and Tactics, Leadership Audience: Elementary, Middle/Jr. High, Leadership, Leadership, Instructional Support

Thought Leaders

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DETAILED AGENDA Thought Leaders continued

MONDAY, MARCH 13, 2017

9:30 am – 10:30 am

Creating Language-Rich Classrooms for Young Children

Write All About IT! Teaching Informational Text Writing

Laura Justice Children’s language skills are greatly influenced by the environments in which they develop, and “language-rich environments” are those that are sufficiently rich to foster children’s language growth.

In this session, I describe specific features of “language-rich classrooms” and propose strategies that early educators can use to ensure the language richness of their classrooms. ► Grand Salon A Strands: Early Childhood, High-Yield Teaching Strategies and Tactics Audience: Early Childhood

Nell Duke Informational text writing instruction can be so much more than assigning and grading reports!

Drawing on recommendations from the What Works Clearinghouse Practice Guide for Teaching Elementary Students to Be Effective Writers (Graham et al., 2012) and her experience working in a variety of classrooms, Nell will share key practices for teaching informational writing in ways that are both engaging and effective. ► Grand Salon B Strands: At-Risk Students, CCSS, High-Yield Teaching Strategies and Tactics, Thinking and Learning Audience: Elementary, Instructional Support Leading to Maximize Coherence Joanne Quinn Leaders who are successful in times of complexity develop coherence in their schools and districts.

Examine the coherence framework and the right drivers for leading coherent change, Explore strategies for focusing direction, cultivating collaborative cultures as a pathway for change and deepening learning as the core strategy for impacting student learning. ► Grand Salon D Strands: Leadership, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

Supporting Excellent Reading Instruction So All Students Can Read

Teach beginning and struggling readers to decode well.

Visit our table to see our phonics program for beginning readers and older struggling readers, and our other teaching products.

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by Linda Farrell & Michael Hunter

Plain Talk About Literacy and Learning 2017

info@readsters.com

703-535-7355

www.readsters.com

MONDAY, MARCH 13, 2017 10:50 am – 12:15 pm Therapeutic Mindset and Lifestyle Changes: Strategies to Lessen Stress and Burnout

An Update of the Hasbrouck & Tindal Oral Reading Fluency Norms

Robert Brooks The profession of teaching offers many rewards, not the least of which is the opportunity to touch the minds and hearts of students for their entire lifetimes. However, we are all aware that the current demands of teaching can be very stressful, leading many to leave the field–sometimes within just the first few years of their career, and/or to experience disillusionment and burnout. There are situations in education over which we have little, if any, control, but psychologists have increasingly focused on what some have labeled “therapeutic lifestyle changes.” These are changes in our behaviors that, while difficult to implement, are within our control to do so; they are associated with mindset changes.

In this session, we will examine the changes we can make to lessen stress and possible burnout, to enhance our impact as educators, and to become more resilient in different areas of our lives. ► Grand Ballroom A Strands: Early Childhood, High-Yield Teaching Strategies and Tactics, ELL, Thinking and Learning, At-Risk Students, Leadership, CCSS, Dyslexia and Other Learning Issues, Assessment and/or Feedback, Social-Emotional Issues Audience: All

Jan Hasbrouck In 1992, and again in 2006, Jan Hasbrouck and Jerry Tindal published norms for oral reading fluency. In 2016 they again collaborated to develop a set of norms for ORF from Grades 1-8. Like the previous studies, the students in this study were reading from several different materials, and were a representative sample of students in U.S. classrooms. Changes between the 2006 and the updated norms will be discussed, as well as how to interpret and use these norms for important assessment decisions. ► Grand Salon A Strands: Assessment and/or Feedback, At-Risk Students, CCSS, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

Rigor by Design, Not Chance Karin Hess There are many different perceptions of what cognitive rigor looks like in the ELA classroom.

There are also many common misconceptions about how to achieve it. This session will unpack five research-based teacher and student behaviors that actually do promote deeper understanding for all students. Learn how you (instructional coaches, colleagues, and school leaders) can support deeper thinking in every classroom using a walk-through tool based on the Hess Cognitive Rigor Matrix.

Numerous examples for supporting engaging, student-to-student discourse, teacher questioning, strategic scaffolding, and formative assessment task development will be shared. ► Grand Ballroom D Strands: Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics, ELL, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Concurrent Sessions

I Understood It, But I Can’t Remember It: Making It Stick Alice Thomas For most students, the desire to do their best is strong. But there is so much to remember in school: at no time in life do we ask a person to remember so much on so many topics. So how do we make the important stuff stick? Borrowing from current research in psychology, neuroscience, and education, participants will learn what makes memory tick. Participants will also learn more about their own memory strengths and challenges, and what they can do to perform at their best when it matters most. They will leave this fast-paced session with 12 high-yield strategies that will help their students – and themselves – to become more effective learners. ► Grand Salon B Strands: Thinking and Learning, High-Yield Teaching Strategies and Tactics, ELL, At-Risk Students, Assessment and/or Feedback Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

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DETAILED AGENDA Concurrent Sessions continued

MONDAY, MARCH 13, 2017

10:50 am – 12:15 pm

Hattie’s New #1 Effect Size: Collective Teacher Efficacy

Upper Level Word Study: Deep and Generative Vocabulary Learning, Grades 4-12

Peter DeWitt What if you could triple the speed of student learning? According to new findings by Professor John Hattie, a strong sense of Collective Teacher Efficacy (d=1.57) can yield over three years of student growth over one school year. Now ranked the most powerful influence on achievement in the Visible Learning research, Collective Teacher Efficacy is a belief that together teachers can positivity impact student learning. When efficacy is high, teachers show greater persistence and are more likely to try new teaching approaches. Join Peter for a: • Review of the major factors that influence student learning, • Deep dive into Collective Teacher Efficacy and why it’s integral to effective PD, • Discussion about how to create the conditions for Collective Teacher Efficacy, and a • Chance to ask questions and receive guidance from an expert. ► Grand Salon D Strands: At-Risk Students, Assessment and/or Feedback, HighYield Teaching Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Donald Bear In this session, participants will learn vocabulary activities, including disciplinary concept sorts, vocabulary notebooks, and practices to teach vocabulary deeply and generatively. Learn how morphology adds power to vocabulary learning during the Syllables and Affixes and Derivational Relations stages. Learn the when and how of small and whole group instruction and teaching routines.

An extensive online handout will include etymological resources, activities, and schedules. Participants will leave with ways to teach academic vocabularies and vocabulary study as a habit of thinking. ► Grand Salon 9 Strands: High-Yield Teaching Strategies and Tactics, ELL, AtRisk Students, CCSS Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

Comprehensive Literacy: A Leader’s Call to Action Jennifer McCormick This session will provide literacy leaders with the strategies and tools required to develop, implement and support a high-quality comprehensive literacy plan. Comprehensive literacy allows educators to meet the needs of rigorous standards while providing engaging student-centered instruction.

Grounded in guided principles of comprehensive literacy, participants will explore research-based strategies on language, literacy, teaching, and learning. Participants will leave with professional learning tools for actionable success. ► Grand Salon 3 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

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Plain Talk About Literacy and Learning 2017

Preventing Struggling Readers in Kindergarten and Grade One Michael Hunter In our work with school districts around the country, we find the curricula in many kindergartens are not preparing all students for success in learning to read.

Some students arrive in kindergarten with fewer skills in place than the curriculum expects, other students cannot move at the pace the curriculum demands, and some are simply overwhelmed by the presentation of too much information at one time.

To keep these students from becoming struggling readers in kindergarten and first grade, teachers need to clearly understand which pre-reading skills are necessary, know which skills are weak or missing for students getting ready to learn to read, and have effective teaching strategies. In this session, Michael will present a comprehensive map of prereading skills that must be mastered prior to phonics instruction. The map presents a logical sequence of instruction, and it guides teachers to break skills instruction into manageable pieces. The session will include practicing key strategies for instruction of these skills. Participants will receive a complimentary informal diagnostic assessment for determining if a student has mastered the needed pre-reading skills to become a successful reader. The assessment also targets skills a student still needs to master to be ready to learn to read. ► Grand Salon 15 Strands: Early Childhood, At-Risk Students, Assessment and/or Feedback, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, RtI and/or Special Education

MONDAY, MARCH 13, 2017 10:50 am – 12:15 pm Sharing the Sandbox: The Role of Executive Functioning and Self-Regulation in Early Childhood

A New Look at the Power of Phonemic Awareness Instruction: Oral language Links to Phonemic Awareness

Libbie Sonnier-Netto Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while no one is born with these skills, individuals are born with the potential to develop them through interactions and practice.

Understanding the course of EF/SR development is important given the significance of how it relates to cognitive abilities in early school achievement, emotion regulation, and social competence. EF/ SR skills help individuals to remember information needed to complete tasks, filter distractions, resist inappropriate impulses, and maintain attention during particular activities such as early language and literacy. In this interactive session, participants will develop knowledge of ways to engage children in everyday routines and activities to help elicit working memory, inhibitory control, and cognitive flexibility to promote EF/SR throughout the early childhood years. ► Grand Salon 21 Strands: Early Childhood, At-Risk Students, Thinking and Learning, Social-Emotional Issues Audience: Early Childhood, Leadership, RtI and/or Special Education

Judi Dodson Children who develop strong phonemic awareness skills have a greater chance of developing fluency with decoding, sight word learning, and passage reading. Language exposure provides children with a tapestry of the language background they need to naturally develop phonological skills. Many of our children, however, come to school with limited language exposure. They have heard fewer words, been engaged in fewer conversations, and have not been exposed to the richness of language.

They need more than splintered skill lessons; they need integrated language lessons. This interactive session will focus on phonemic awareness instruction that is embedded within the context of rich language. We will address how teachers can enhance the phonological level of language development that will support and facilitate the development of skilled reading. Teachers will leave with multi-sensory and engaging activities that will enhance a student’s ability to master these critical foundational skills that will lead to greater literacy achievement. ► Grand Salon 24 Strands: High-Yield Teaching Strategies and Tactics, Early Childhood, ELL, At-Risk Students, CCSS, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Instructional Support, RtI and/or Special Education

#PlainTalkNOLA

12:15 pm – 1:15 pm

Concurrent Sessions continued

Lunch

► Churchill, 2nd floor

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DETAILED AGENDA Concurrent Sessions II

MONDAY, MARCH 13, 2017

1:30 pm – 2:55 pm

Language at the Speed of Sight: Continuing the Conversation Mark Seidenberg Let’s talk. I’m a scientist who studies reading and language—especially how children acquire these skills. For this session, I am at your disposal: what can I do for you? Come in with your most basic questions and concerns. I’ll have a few of my own, but what do you want to know, or ask, or challenge?

Issues that concern me: • “innovative” new strategies for teaching reading: really?

• does reading need to be taught?

• reading vs. literacy: what difference does it make?

• brain evidence: does it tell us anything we didn’t already know about behavior?

• impact of language experience: dialects, bilinguals, quantity and diversity • poverty: it matters. now what?

• preparing teachers for the job: how could it be improved?

Things I could explain: • explicit instruction and implicit learning: how they work together • phonics, schmonics: reading depends on speech. How, why do they get connected?

• does dyslexia exist? should you care?

• differences between children: learning styles, experience, culture, motivation?

• who can you trust? tell-tale signs, why skepticism is healthy Things that concern YOU: • [add yours here.]

I plan to take a quick survey to determine which topics you want to cover. And then get into them. ► Grand Ballroom A Strands: Early Childhood, ELL, At-Risk Students, Dyslexia and other Learning Issues Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

Planning Instruction with Complex Text Tim Shanahan State standards now require that students be taught to read with complex text and publishers and school districts have raised the readability levels of school books accordingly. Unfortunately, few teachers have any idea what to do with such texts and the choices they are making do not necessarily support student learning. This session will take a single text selection and guide participants through the analysis and planning needed to provide appropriate and sufficient scaffolding to ensure student learning. ► Grand Ballroom D Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, CCSS Audience: Elementary, Middle/Jr. High, Leadership, Instructional Support Small Fortune: Using Small-Group Instruction to Develop Reading Comprehension Nell Duke Highly effective teachers have their students working in small groups for much more time than less effective teachers do. Small groups provide a great forum for addressing many instructional targets, including reading comprehension. In this session, Nell will share key principles for small-group instruction and research-supported instructional practices for developing reading comprehension in small groups. ► Grand Salon A Strands: ELL, At-Risk Students, CCSS, Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics Audience: Elementary, Leadership, Instructional Support Engaging Students in Deeper Learning Joanne Quinn Engage your students as agents of their own learning. This interactive session will examine ways teachers are using the 6 C’s: communication, critical thinking, creativity, collaboration, character, and citizenship to ignite learning in their students.

Examine new instructional practices, explore new learning partnerships between and among students and teachers; and consider ways to increase student choice and voice. ► Grand Salon B Strands: Thinking and Learning, High-Yield Teaching Strategies and Tactics, Assessment and/or Feedback Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

MONDAY, MARCH 13, 2017 1:30 pm – 2:55 pm Aligning Standards, Texts, and Text Dependent Questions: Promoting Deep Thinking through Close Reading Nancy Boyles If students are to achieve the rigor of the Common Core, our text-dependent questions will need to address the standards themselves—with texts well suited to the College and Career Readiness Anchor Standards. In this session, participants will become familiar with some key text dependent questions (TDQs) for each standard, and they will get an up-close look at many wonderful picture books and other resources perfect for building those deep thinking skills. The session handout will include sample questions aligned to each standard, a bibliography of resources, a planning template for close reading, and more. ► Grand Salon D Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, CCSS Assessment and/or Feedback, At-Risk Students Audience: Elementary, Middle/Jr. High, Leadership, Instructional Support, RtI and/or Special Education Collaborative Leadership: Six Influences That Matter Most Peter DeWitt In order to really put a focus on learning we need to let parents in on the secret of school, encourage student voice, and maximize the efficacy of teachers so that all stakeholders feel that they have a place at the table. This session will focus on how leaders can use six influences on learning that John Hattie’s analysis ranks as having high impact.

These six influences will foster growth in their teachers and put the focus on learning for students. ► Grand Salon 3 Strands: Leadership, Thinking and Learning Audience: Leadership, Instructional Support

Student Work to D-I-E For: Using Student Work Analysis to Improve Assessment Quality, Deepen Learning, and Build Teacher Content Expertise

Concurrent Sessions II continued

Karin Hess Most educators agree that when teachers collaboratively analyze student work, they build a common understanding of what “good enough” looks like and are better able to determine what students might need to do next to progress with their learning. Student work analysis (SWA) has also been effective for scoring calibration when using rubrics to determine how to score complex performance tasks. In this session, Karin will expand on these generally accepted purposes of SWA by highlighting six ways that analyzing student work can improve assessment quality, inform instruction and progress monitoring across the school year, and build in student self- and peerassessment practices as regular components of your ELA program. Karin will offer guidance and hands-on practice using several PLC tools and protocols for analyzing assessment quality and unit planning, from pre- to post-assessment. ► Grand Salon 9 Strands: Assessment and/or Feedback, Thinking and Learning, Leadership Audience: All The Equitable Leader: Creating Impartial Schools and Classrooms Flint Mitchell and Charles Corprew Equity. It’s a simple word, but it represents the most difficult and most complex, yet rewarding, work an organization can do to revolutionize its outcomes.

This session, designed for leaders and teachers, will explore ways to create and sustain the solid foundation of equitable culture within a school and classrooms. Moreover, in today’s climate, we need school leaders and teachers who see the value of everyone, not just a few. Charles and Flint will guide you through the Why and the How of developing equitable leadership at both school and classroom levels. Participants will leave with: • A clear understanding of the need for equity within schools (The Why), • The five (5) critical characteristics of equitable leaders (The How), and • A renewed sense of commitment to leadership development for the individual and the school. ► Grand Salon 15 Strands: Equity, At-Risk Students, Leadership Audience: Leadership, Instructional Support

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DETAILED AGENDA Concurrent Sessions II continued

Concurrent Sessions III

16

MONDAY, MARCH 13, 2017

1:30 pm – 2:55 pm

Increasing the Power of Tier 1 Instruction Daily Reading Routines

Improving Code-Focused Skills in Early Education Settings: Foundations for Reading

Mary Dahlgren Replace calendar time by refocusing your morning warm up with daily reading routines and get real results. Learn how to strengthen instruction through structured and fast-paced practice routines that build on a hierarchy of skills that are necessary for students to become proficient readers. These routines are designed to review information that has been taught, but that many students have not mastered. We know children need multiple repetitions and regular practice to establish phonemic awareness, orthographic awareness, spelling patterns, vocabulary, handwriting, syntax, and comprehension in order to be prepared for 3rd grade. Our goal is to have foundational skills in place so all students are “on level” and ready for the next steps. Come to this interactive session to see, hear, and participate in efficient, effective, engaging ideas for Pre-K – 3rd graders. ► Grand Salon 21 Strands: High-Yield Teaching Strategies and Tactics, ELL, At-Risk Students, CCSS, Dyslexia and Other Learning Issues, Early Childhood Audience: Elementary, Instructional Support, RtI and/or Special Education

Laura Justice “Code-focused skills” are skills that young children develop in the early education years that are foundational for future reading, especially decoding.

Code-focused skills of particularly importance include print knowledge, phonological awareness, and emergent writing. This session provides a “primer” for each of these by describing each skill, highlighting milestones in their development, and identifying evidence-based ways to support these in early education settings. ► Grand Salon 24 Strands: Early Childhood, High-Yield Teaching Strategies and Tactics Audience: Early Childhood

3:20 pm – 4:45 pm

Word Smarts: Using Morphology to Develop Vocabulary & Word Attack Skills

Teaching Phonics, Vocabulary and Spelling Instruction, PreK-3

William Van Cleave Standards across the country recognize the impact that morphology – the study of the meaning parts that comprise words – has on vocabulary and decoding skills. In this hands-on, interactive workshop, participants will learn how vocabulary can be influenced by morphological awareness, strategies for instruction, and components of a good lesson plan. They will develop their own knowledge of roots and affixes as well as how best to share that knowledge with their students. ► Grand Ballroom A Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, At-Risk Students, CCSS, ELL, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Donald Bear With hands-on activities, word study explicitly teaches students the vital skills necessary to excel at word recognition, spelling, and vocabulary.

Word study activities across three developmental stages — Emergent, Beginning, and Transitional — will be presented. Participants will learn about the literacy diet in emergent literacy, instruction in alphabetics, and the examination of orthographic patterns. A wide variety of activities for all learners will be presented with a focus on sorting and generalizations. See how spelling is integrated into developmental literacy instruction in differentiated instruction. An online handout will illustrate key ideas and activities. ► Grand Ballroom D Strands: High-Yield Teaching Strategies and Tactics, ELL, AtRisk Students, CCSS Audience: Early Childhood, Elementary, Instructional Support, RtI and/or Special Education

Plain Talk About Literacy and Learning 2017

MONDAY, MARCH 13, 2017 3:20 pm – 4:45 pm Coaching, NOT Supervising Jan Hasbrouck Many schools are implementing a system to provide potentially powerful and effective professional support to classroom teachers and specialists called “coaching”. Unfortunately, too many coaches are not receiving sufficient training and support to understand how their role differs from supervising.

Many coaches are trained to use a supervisory model of observing and providing feedback that includes a pre-conference, observation, and postconference. How does this differ from supervision?

This session will describe why this process should NOT be the standard coaching process, as research has proven it to be ineffective. An alternative coaching process will be presented that involves coaches and colleagues working together in collaborative processes that have been shown to both improve students’ academic and behavioral outcomes and improve teachers’ skills and confidence. Checklists for principals and coaches will be provided. ► Grand Salon A Strands: High-Yield Teaching Strategies and Tactics, Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education Supporting Working Memory in the Classroom Judie Caroleo Conservative estimates suggest that approximately 10% of children in classrooms today are impacted by poor working memory. Since working memory is a function that allows us to hold information in our minds while working with it, difficulties in this area often negatively impact learning. Students with impaired working memory find it a challenge to hold the necessary pieces of discrete information in their minds long enough to meet the complex demands of reading. In this session, we will discuss practical strategies that allow classroom teachers to identify and support working memory in a classroom environment. ► Grand Salon B Strands: At-Risk Students, High-Yield Teaching Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, Instructional Support, RtI and/or Special Education

Helping Students Thrive on Standards-based Assessments: It’s All About the Rigor

Concurrent Sessions III continued

Nancy Boyles What are the challenges students we will likely face on standards-based assessments? How can our instruction maximize students’ literacy performance? This session will take a close look at the kinds of English Language Arts items that students are likely to encounter in grades 3—8.

See how standards measure deep thinking, and explore instructional practices that promote student collaboration while supporting reading and writing rigor. Learn to create rigorous items of your own.

Session handout will include sample questions, a template for analyzing assessment items with colleagues, and hints for surviving each standard. ► Grand Salon D Strands: High-Yield Teaching Strategies and Tactics, Assessment and/or Feedback, Leadership, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, Leadership, Instructional Support, RtI and/or Special Education Student Engagement: Is It Authentic or Compliant?

Peter DeWitt For over a decade, schools have been exploring the 4 C’s created by the Partnership for 21st Century Learning to help get students prepared for college and the workplace. Unfortunately, too often the learning that happens is more compliant than authentic, and the school community ignores the all important fifth C, which is climate. This presentation will focus on all 5 C’s, and also on strategies, that according to John Hattie’s analysis, have high impact. ► Grand Salon 3 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

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DETAILED AGENDA Concurrent Sessions III continued

MONDAY, MARCH 13, 2017

3:20 pm – 4:45 pm

How am I Learning? Predictive Indicators across the Developmental Domains Lucy Hart Paulson Assessing young children’s learning is an important aspect of early childhood education. But what are the indicators across the developmental domains predictive of later academic and school success?

This presentation will describe what the research says about predictive indicators and appropriate benchmarks and age expectations for effective and efficient assessment processes in the early years. ► Grand Salon 9 Strands: Early Childhood, At-Risk Students, Assessment and/or Feedback, Social-Emotional Issues Audience: Early Childhood How Do I Plan and Teach Small Groups and Work Stations?

Debbie Hunsaker This practical session will focus on four steps to ensure small groups and workstations are student focused and beneficial for teachers: (1) classroom environment, (2) routines and procedures, (3) small groups, and (4) workstations. Participants will receive ready-to-go resources and examples to use right away, and a bonus link to download the complete step-by-step free guide for Small Groups and Workstations. Instructional coaches and leaders will also receive ready-to-go resources for supporting teachers. ► Grand Salon 15 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, CCSS, Assessment and/ or Feedback, Leadership Audience: Elementary, Leadership, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

Sound Walls vs. Word Walls Mary Dahlgren Explaining and teaching the articulatory features of phonemes is a critical piece that is often overlooked by teachers of beginning readers.

In this session, we will build a sound wall that leads to more in-depth conversations on the comparisons and contrasts of phonemes, the challenges second language learners face, and how to link this information to orthographic patterns in English. Learn about differentiating between a phoneme, a letter, and a grapheme while building a bridge to orthographic awareness. Teachers of Spanish speakers will benefit from this instruction by learning about the comparisons and contrasts between Spanish and English phonemes. ► Grand Salon 21 Strands: High-Yield Teaching Strategies and Tactics, ELL, Early Childhood, At-Risk Students, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Instructional Support, RtI and/or Special Education Growing Up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults Sandra Johnson and Sam Johnson Sandra and Sammy are two remarkable people who learned to read as adults. They are twins, but they had very different school experiences. Sandra dropped out of school after the 9th grade. She could only memorize words and was essentially illiterate. Sammy learned to read a little in school and even graduated. The good news is that both learned to read well as adults—Sandra when she was 28, and Sammy when he was 33. These two inspiring people share their stories of going to school, coping in the workplace, hiding their secret from friends and family, and other difficulties that we who are readers can’t imagine. They also share how they learned to read as adults and what it was that opened the door to literacy for them. Teachers will be inspired anew to teach every student to read, no matter what the student’s age. You are apt to both laugh and cry in this session. ► Grand Salon 24 Strands: At-Risk Students, Equity, Dyslexia and Other Learning Issues Audience: All

TUESDAY, MARCH 14, 2017 8:00 am – 8:10 am Alice Thomas

Opening

► Grand Ballroom

8:10 am – 9:10 am

Keynote

Visible Learning for Literacy Douglas Fisher Educators have been in search of “what works” for decades. Our collective search for better ways to reach students and ensure that they develop knowledge and skills has resulted in thousands and thousands of books, hundreds of thousands of research articles, and countless websites. The truth is, not everything works. Only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt. And we’ve turned to Visible Learning (Hattie, 2009) for help. As Hattie notes, students must develop surface-level learning if they are ever going to go deep. And we know that deep learning can facilitate transfer, which has been a goal shared by educators for as long as there have been teachers. In this interactive session, we focus on specific approaches that work at the surface level of learning and note that they are different from strategies that work at the deep and transfer levels. Importantly, we will clarify which approaches work at which phase of learning. ► Grand Ballroom

9:30 am – 10:30 am Getting Them All Engaged – Inclusive Active Participation Anita Archer Do you have students who are not attending or participating during your lessons? In this session, Anita will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). You will leave ready to apply new ways to engage all students. ► Grand Ballroom A Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, Assessment and/or Feedback Audience: All

The Dyslexia Dilemma

Thought Leaders

Louisa Moats As a consequence of advocacy, many states have now adopted laws pertaining the identification and treatment of dyslexia. While recognition of dyslexia is long overdue, conflicts between scientific evidence and popular beliefs continue to complicate implementation of these well-intentioned laws. This session will address quandaries such as the definition of dyslexia, appropriate criteria for identification, teacher preparation, and selection and use of instructional approaches. ► Grand Ballroom D Strands: At-Risk Students, Assessment and/or Feedback, Leadership, Dyslexia and Other Learning Issues Audience: All

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DETAILED AGENDA Thought Leaders continued

TUESDAY, MARCH 14, 2017

9:30 am – 10:30 am

A Developmental Model of Trauma, Growth, and Resilience: The Place for Language and Reading

What EXACTLY is the Difference between Balanced Literacy and Explicit, Systematic Reading Instruction, and Why Does It Matter?

Steve Dykstra Psychosocial development is often mentioned, sometimes discussed, but rarely understood in depth. In this session, Steve will present a model of development well grounded both in tradition and data that places safety, relationships, and, particularly, language and reading in essential places in children’s lives. He will explain how language and reading can function as palliative as well as protective forces in the lives of children, as both treatment and vaccine for all children, but especially for children who need it most. He will discuss how the most effective ways of teaching reading not only serve our children by being more effective, but also by matching the needs of stressed, traumatized children to manage and overcome their conditions. ► Grand Salon A Strands: At-Risk Students, Equity, Social-Emotional Issues, High-Yield Teaching Strategies and Tactics, Thinking and Learning, Leadership, Early Childhood Audience: All

Linda Farrell Understanding the difference between “Balanced Literacy” and “Explicit, Systematic Early Reading Instruction” is valuable knowledge for teachers and administrators. After attending this session, participants will confidently know the attributes of the most effective approaches to early reading instruction. Additionally, they will be able to evaluate whether the methods being used in their schools and classrooms qualify as most effective, based on current research. Balanced Literacy is the stated methodology of many early reading instructional programs and of almost all early reading courses taught in colleges of education. Proponents of Balanced Literacy state that Balanced Literacy includes phonics instruction and is research-based, though they acknowledge that this instructional approach is difficult to define. The National Reading Panel’s meta-analysis and a number of other research studies conclude that explicit, systematic phonics instruction yields the strongest results, especially for low SES students and students with learning disabilities. This session describes exactly what Balanced Literacy and Explicit, Systematic Early Reading Instruction are and how they differ, with examples from reading programs using each method. The session also includes a brief review of the research associated with each of the instructional methods. ► Grand Salon B Strands: High-Yield Teaching Strategies and Tactics, At-Risk Students, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Instructional Support, RtI and/or Special Education Let’s Fix Inequality in Public Education Howard Fuller In this thought-provoking session, we will define the concept of public education. We will examine the inequality gaps in our public schools – the data gap, the achievement gap, the opportunity gap – and the struggles that have occurred in trying to make the “One Best System” work for all students.

Do we have to say every day that we have the responsibility of ensuring that all children learn, even if we get smacked down? ► Grand Salon D Strands: Equity, At-Risk Students, Assessment and Feedback, Thinking and Learning, Leadership Audience: All

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Plain Talk About Literacy and Learning 2017

TUESDAY, MARCH 14, 2017 10:50 am – 12:15 pm Close Reading in Elementary School Douglas Fisher Attending to the information presented in the text, while recognizing assumptions, background knowledge, and biases held by the reader, helps the reader deeply understand that which is being read. Close reading is an instructional approach that teaches students to engage in all of these behaviors. As part of close reading, students encounter a text and read that text several times, often for different purposes and based on different questions. As part of close reading, teachers and students ask questions of the text. Some questions can be answered without having read the text; others require a deeper understanding and evidence from the text. In this session, we will focus on questions that require repeated close readings in order to be answered. These questions include general understandings, key details, vocabulary and text structure, author’s purpose, inferences, and opinions and arguments. ► Grand Ballroom A Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, CCSS Audience: Early Childhood, Elementary, Instructional Support Collaborative Conversations Nancy Frey The power of peer-to-peer learning has been well documented in the research base of effective instruction. Perhaps the most influential theorist on the role of peer-assisted learning is Lev Vygotsky, who believed that all learning is mediated by interactions with others. Therefore, collaboration with peers becomes a necessary part of the learning process of a child. In this session, we will focus on the ways in which teachers can facilitate peer-to-peer interactions that build students’ language. ► Grand Ballroom D Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, At-Risk Students, CCSS Audience: All

Letter Names, Sounds or Both? What the Research Says about Alphabet Learning In Young Children

Concurrent Sessions

Lucy Hart Paulson Letter knowledge is an important aspect of early literacy learning during the preschool and kindergarten years. It is also a critical foundation of early reading and writing. A variety of beliefs, philosophies and practices exist in early childhood settings related to letter learning and teaching.

This presentation will describe the research on letter learning, predictive indicators for later literacy success, and evidence-based teaching strategies for instruction in the early literacy years. ► Grand Salon A Strands: Early Childhood, At-Risk Students, Assessment and/ or Feedback Audience: Early Childhood Building Content Knowledge – Disciplinary Literacy Strategies in the Secondary Classroom Jennifer Smithers Marten We want students to have strong content knowledge so they can respond to the demands of the secondary classroom and beyond. However, some students come to high school lacking the skills needed to comprehend and critique the content material. This is frustrating, not only for the students, but also for secondary teachers, content specialists who may not have experience with teaching literacy skills. This session will focus on (1) ways to incorporate elementary strategies into the secondary classroom without watering down the content, and (2) ways to use discipline-specific strategies to understand content. Emphasis will be on building vocabulary and comprehension, using children’s books to draw connections, identifying literacy strategies that are content specific, and finding ways to make every student an active participant in the learning. ► Grand Salon B Strands: At-Risk Students, Assessment and/or Feedback, HighYield Teaching Strategies and Tactics, Thinking and Learning Audience: Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

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DETAILED AGENDA Concurrent Sessions continued

TUESDAY, MARCH 14, 2017

10:50 am – 12:15 pm

Strengthening the Instructional Core for the English Learner Antonio Fierro Why is it that after years of daily instruction many of our English learners still struggle to comprehend text? In fact, their struggle to achieve deeper levels of comprehension has led to alarming numbers of long-term English learners in our classrooms.

If we review the Simple View of Reading (SVR), one major question exists that can help determine why this comprehension breakdown occurs. Have our ELs acquired the code-based skills needed to map graphemes to phonemes, allowing them to recognize words effortlessly? And, have their meaning-based competencies developed to such levels that they understand what these words mean? For the native speaker of English, SVR can answer many questions. But, for the English learner, SVR is only the beginning. Their journey begins with the building of code-based skills.

Research has proven that ELs can achieve the same mastery levels as their English-speaking peers provided they receive effective instruction, but meaning-based competencies present a different challenge. This session will focus on these meaning-making skills and investigate how to strengthen the instructional core by adding deeper levels of learning, focusing on the learning process (how knowledge develops), and targeting ways to make the classroom more interactive. ► Grand Salon D Strands: ELL, Equity, High-Yield Teaching Strategies and Tactics, Thinking and Learning Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

Learning Intentions and Success Criteria, Part 1 Larry Ainsworth We have a clarity problem in our schools: we are not crystal clear about what we want our students to know and be able to do. Without clarity of learning goals for both instruction and assessment, teachers cannot achieve the maximum impact on student learning. When teachers are certain about their learning intentions and success criteria—what they want students to know and be able to do in a unit of study and the specific descriptors of how students will achieve the learning intentions—they can intentionally design assessments, plan instruction, and select appropriate curriculum materials directly aligned to those learning intentions and success criteria.

In Part 1 of this concurrent session, participants will learn how to bring clarity to student learning outcomes by: • Identifying one standard for an instructional focus within a unit of study • Restating the standard in student-friendly wording. This is the learning intention • Deciding why the learning intention is important—for students and teachers • Writing the details of what students will do to achieve the learning intention (unit success criteria) These first steps will be illustrated with examples from both elementary and secondary grades. ► Grand Salon 3 Strands: Leadership, Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics, At-Risk Students, CCSS, Thinking and Learning Audience: Leadership, Instructional Support, Elementary, Middle/Jr. High, High School, RtI and/or Special Education

TUESDAY, MARCH 14, 2017 10:50 am – 12:15 pm Preparation for Success! Middle and High School Essays William Van Cleave All too often, middle and high school students do not learn the essay-writing skills they need to succeed in college. In this hands-on, interactive workshop, participants will examine the components of a good essay, isolating and discussing a number of essential ingredients and then practicing them in isolation.

With an eye towards developing student repertoire, participants will examine the components of introductory, supporting, and concluding paragraphs.

They will discuss a variety of forums for writing essays, including response to text and argument as well as standardized test situations that require essays. Participants will leave with several templates and a variety of techniques they can use in their classrooms the very next day! ► Grand Salon 9 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, At-Risk Students, CCSS, ELL, Dyslexia and Other Learning Issues Audience: Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education Developing Foundational Skills for How We “DO” School Vicki Gibson More than six years after changing state standards, many schools are struggling with implementing evidence-based classroom practices or “how we do school” so that students receive high quality teaching and learning experiences that will enable them to successfully achieve rigorous outcomes. The foundational skills for collaborative communication and cooperative learning have not been established. Educators must change the process of teaching, not just outcomes reflected in state standards or curricula, in order to impact the product, student learning and achievement.

This session provides proven-effective suggestions for changing classroom practices in ways that build cooperative teacher-student relationships, establish respectful communication and responsible collaboration skills, and provide opportunities for teachers to teach clearly, consistently, and effectively to improve student outcomes. ► Grand Salon 15 Strands: High-Yield Teaching, Strategies and Tactics, Leadership, Thinking and Learning, At-Risk Students, CCSS Audience: All

MTSS/RtI: What Works?

Susan Hall There is a great deal of discussion and controversy around whether MTSS / RtI works. Yet there are schools and districts that are closing the achievement gap in literacy, and are claiming that MTSS / RtI is one key factor in their success. When it works, what makes it work? What are the conditions that are present in schools that are achieving gains? Many school leaders describe a shift in teacher mindset from “my kids” to “our kids”. When MTSS is viewed as a paradigm shift that changes processes and structures about how instruction is delivered and assessment data is used, very profound results can occur. ► Grand Salon 21 Strands: Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics, Leadership, At-Risk Students, ELL, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Leadership, Instructional Support, RtI and/or Special Education

Concurrent Sessions continued

Close Reading and Evidence-Based Textual Analysis with Underperforming Students Alan Sitomer Today’s academic standards place a premium on close reading, re-reading, writing and providing textual evidence to support claims. With these ambitious aims come heightened challenges across all domains of literacy (including, but not limited to, ELA classrooms). The goal of this session is to provide research-based, “take-away” tools that are immediately usable. Discover how to engender success by marrying authentic engagement to efficacious, lofty academic aims. ► Grand Salon 24 Strands: At-Risk Students, CCSS, High-Yield Teaching Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Instructional Support

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DETAILED AGENDA

TUESDAY, MARCH 14, 2017

Lunch

12:15 pm – 1:15 pm ► Churchill, 2nd floor

Concurrent Sessions II

1:30 pm – 2:55 pm

Building Foundation Skills for Writing

Spelling Instruction that Sticks

Anita Archer In order to write products outlined in State Standards, students need a level of proficiency and automaticity in handwriting, spelling, and sentence formation. In this session, Anita will review the research related to each of these areas and introduce effective and efficient instructional practices. ► Grand Ballroom A Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, Assessment and/or Feedback Audience: Elementary, Middle School, Instructional Support

Linda Farrell With typical spelling instruction, students are given a list of words to study at the beginning of the week.

They complete a few activities during the week, and take a test at the end of the week. While this works for some students, others consistently fail the spelling test, and their failure to grasp basic spelling principles is evident in their writing. Effective spelling instruction starts with matching sounds to letters and moves to understanding morphology.

Students learn to spell better when spelling patterns are emphasized. Students who are not natural spellers require instruction that specifically teaches pronunciation of the word, ties spelling to pronunciation, and, when appropriate, focuses on meaningful word parts. This session includes focused activities and interactive practice that lead to accurate spelling not only on Friday’s spelling test but also in students’ written assignments.

Participants will leave with strategies they can immediately implement in the classroom. ► Grand Salon A Strands: ELL, At-Risk Students, High-Yield Teaching Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Elementary, Instructional Support, RtI and/or Special Education

Close Reading in Secondary Schools Douglas Fisher Attending to the information presented in the text, while recognizing assumptions, background knowledge, and biases held by the reader, helps the reader deeply understand that which is being read. Close reading is an instructional approach that teaches students to engage in all of these behaviors. As part of close reading, students encounter a text and read that text several times, often for different purposes and based on different questions. As part of close reading, teachers and students ask questions of the text. Some questions can be answered without having read the text; others require a deeper understanding and evidence from the text. In this session, we will focus on questions that require repeated close readings in order to be answered. These questions include general understandings, key details, vocabulary and text structure, author’s purpose, inferences, and opinions and arguments. ► Grand Ballroom D Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, CCSS Audience: Middle/Jr. High, High School, Instructional Support

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Plain Talk About Literacy and Learning 2017

Psychosocial Development, Trauma, and Systems: Efforts to Impact the Lives of Children Steve Dykstra Trauma and trauma informed care have gained important awareness across multiple child-serving systems including healthcare, education, and community safety. Efforts to impact the lives of stressed, traumatized children benefit from an awareness of child development, accounting for why trauma devastates some lives while others seem less affected. Hear about efforts to integrate trauma informed care and principles in a variety of systems, why some succeed, others fail, and how to learn from all of them. ► Grand Salon B Strands: At-Risk Students, Equity, Thinking and Learning, Social-Emotional Issues, Early Childhood Audience: All

TUESDAY, MARCH 14, 2017 1:30 pm – 2:55 pm Learning Progressions and Lesson-Specific Success Criteria, Part 2

Intentional Instruction – The Gradual Release of Responsibility

Larry Ainsworth Learning progressions are the smaller, sequenced “building blocks” of instruction necessary for students to achieve the larger learning intention of a unit of study. Lesson-specific success criteria provide the detailed descriptors for achieving the learning progression(s) in focus during daily instruction.

Nancy Frey Building student competence requires precision teaching and not prescriptive methods for engaging students. This session focuses on the Gradual Release of Responsibility and provides participants with information about implementation of an instructional framework that ensures student success, including establishing purpose, modeling thinking, guiding instruction, productive group work, and independent learning tasks. We will examine the outcomes of high quality instruction, including increases in student learning and engagement. ► Grand Salon 9 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, CCSS Audience: All

In Part 2 of this concurrent session, participants will learn how to determine the instructional pathway to the unit learning intention by: • Breaking the learning intention into learning progressions—the skills and concepts that progressively lead to the learning intention.

• Selecting one learning progression and writing the related lesson-specific success criteria, and then writing the success criteria for another learning progression.

These final steps will be illustrated with examples from both elementary and secondary grades. ► Grand Salon D Strands: Leadership, Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics, At-Risk Students, CCSS, Thinking and Learning Audience: Leadership, Instructional Support, Elementary, Middle/Jr. High, High School, RtI and/or Special Education Traveling the Neural Superhighway: Building the Reading Brain Laura Stewart Teachers and educational leaders are the chief architects in the important work of building the reading brain, and the first step is ensuring that the blueprint is solid. Join me as we explore the contemporary science of reading–what we know about how children learn to read, and how neural pathways are formed through instruction. We’ll look at brain images, wrestle with sight words, ponder text, consider differentiation in a new light, and get completely geeked up over the science. This exciting time in the development our professional knowledge holds great promise for the literate lives of all children! ► Grand Salon 3 Strands: Early Childhood, ELL, At-Risk Students, CCSS, High-Yield Teaching Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Leadership, Instructional Support, RtI and/or Special Education

Concurrent Sessions II continued

High Quality, CLASS-aligned Instructional Support Strategies that Yield Results Amy Poirier Early childhood education is a world of new and exciting knowledge. Aligned with CLASS, this session will focus on the importance of high quality intentional instruction and its impact on children’s learning. Participants will learn how to implement activities and experiences that facilitate the development of usable knowledge by connecting children’s current knowledge to new ideas, concepts, and curricular content. Do you wish you could see what that looks like in the classroom? You will – videos of real-life classroom experiences will be used throughout the presentation. Participants will also learn to scaffold children’s learning, provide high quality feedback, and increase language development tailored to the needs of the students in their classrooms. Strategies will be provided to help teachers facilitate children’s language development, promote higher-order thinking skills, and extend learning through quality back-and-forth exchanges. ► Grand Salon 15 Strands: Early Childhood, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Early Childhood, Instructional Support

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DETAILED AGENDA Concurrent Sessions II continued

TUESDAY, MARCH 14, 2017

1:30 pm – 2:55 pm

Help! My Student is Stuck at Sound-by-Sound Reading

Phonological Awareness and the English Learner

Michael Hunter You have a student who demonstrates phonemic awareness by accurately blending and segmenting phonemes in words, and knows all the letter names and letter sounds. Yet your student still reads by sounding each letter aloud then blending the sounds into a word. Many teachers describe their lowest students this way, and they don’t know how to help the student move to whole word reading. Most students we encounter who don’t move easily beyond sound-by-sound reading are in first, second, and third grades; but we have worked with a few of these students in fourth and fifth grade special education and Title I classes.

In this session, participants will learn the steps to help the sound-by-sound reader progress to more successful and confident decoding. They will also receive and practice sample exercises to help students move beyond sound-by-sound reading. ► Grand Salon 21 Strands: At-Risk Students, Dyslexia and Other Learning Issues Audience: Elementary, RtI and/or Special Education

Antonio Fierro Phonological awareness is an essential component of English literacy and in the early grades a predictor of later reading success. For children of any language, phonological awareness skills can begin at home as parents share with them fun and silly books or play word games that are interesting and inviting. But, the level of sophistication for some may end with the ability to recognize these new sound nuances with little need to develop levels of sophisticated production.

In English, young children need to have early levels of phonological awareness established by the time they enter kindergarten and then begin working on building the basic levels of phonological blending and segmenting in grades kindergarten and first. However, for the English learner, these basic levels of blending and segmenting may only exist at a syllable level and not at a more advanced phoneme level. For the English learners, their native language may not require such an advanced standard of phoneme awareness as is needed in English.

This session will focus on the challenges that English learners face when trying to understand and manipulate the levels of phonological awareness required for English literacy and the steps that teachers should take to help their students in their journey. ► Grand Salon 24 Strands: ELL, Equity, High-Yield Teaching Strategies and Tactics, Thinking and Learning Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

TUESDAY, MARCH 14, 2017

3:20 pm – 4:45 pm

Short Writing OFTEN Not Just Long Writing Seldom

A Language Rich Classroom: Oral Language Activities that Facilitate Comprehension

Anita Archer Much attention is being given to planning, writing and revising long narrative, informative, and argumentative products. Perhaps even more gains in writing will flow from a focus on writing for learning: completing short writing assignments often in all classes. In this session, Anita will present procedures to scaffold writing summaries, comparecontrast paragraphs, and responses to reading (explanations, opinions, etc.) using strategies, writing frames, and think sheets. Participants will leave with a bevy of ways to increase students’ writing skills. ► Grand Ballroom A Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, Assessment and/or Feedback Audience: Elementary, Middle/Jr. High, Instructional Support

Judi Dodson Children often come to school with too little language to support comprehension of what they read. For these children, their classroom is the primary place in which they will be given the time and opportunity to develop their speaking and listening skills. It is not enough to simply tell children to talk more. We need to create a climate that nurtures oral expression and supports the development of speaking and active listening for students. Teachers who have a deep and intentional understanding and focus on oral language as a significant contributor to reading comprehension can change outcomes for their students. In this interactive session, we will examine language development, its impact on reading comprehension, and the research base that demonstrates the contribution language makes to reading comprehension. Then participants will learn and practice activities they can take back to their classrooms that will enhance their students’ oral language skills. We will create a rainbow of language instruction that will echo in a student’s reading comprehension for the rest of his life. ► Grand Salon A Strands: High-Yield Teaching Strategies and Tactics, Early Childhood, ELL, At-Risk Students, CCSS, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Instructional Support, RtI and/or Special Education

How to Craft a Debriefing That Prompts Real Action and 11 Classroom Look-Fors That Matter Jill Jackson One of the most common questions I am asked about leadership and coaching is, “How do I build trust with a teacher?” My usual response is, “Get in and coach him/her and you’ll build a natural relationship!” This doesn’t always go over well because principals and coaches believe that they will build a relationship first and THEN go in and coach. Here’s my thought (and what I will walk you through in this session): The trust and relationship is built while we do the work of coaching! I will show you six very specific steps for debriefing a teacher (and how to not freak out before, during and after) and I will also share my most common “look fors” when I observe teachers in their classrooms. Participants will leave feeling much more confident in leading and coaching teachers and have a few short-cuts in their pocket! ► Grand Ballroom D Strands: Leadership, At-Risk Students, CCSS, Assessment and/or Feedback, ELL Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Concurrent Sessions III

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DETAILED AGENDA Concurrent Sessions III continued

TUESDAY, MARCH 14, 2017

3:20 pm – 4:45 pm

Flipping the Concept of Team Teaching on it’s Head

Formative Assessment in Action: Simple Strategies to Move Learning Forward

Pati Montgomery It is well known that the literacy proficiency rate in our country is woefully below what is possible.

Also well-known is the number of secondary students who receive special education services in general education settings that lack rigor, explicit instruction and little access for struggling readers to the discipline’s text. Too often the delivery of these services is provided in a “co-teaching” model, which, based on Hattie’s research, has an effect size of d=.19. While we patiently wait for proper literacy instruction to be offered to all students, changing how we deliver a co-teaching model now may provide struggling readers with a ray of hope at the secondary level. Together we will examine how to flip co-teaching on its head and increase student outcomes. ► Grand Salon B Strands: At-Risk Students, CCSS, High-Yield Teaching Strategies and Tactics, Leadership Audience: Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

Jennifer Smithers Marten Formative assessment is one of the most powerful strategies teachers can use to guide instruction.

Incorporated throughout the lesson, formative assessment helps students understand their learning and guides teachers on where the students are and what to teach next. To best meet the needs of students, teachers need a bank of simple strategies that can be implemented throughout the lesson. This session will focus on providing teachers with quick strategies that can be used across the curriculum; strategies that will fit seamlessly into the lesson and inform the learning experience. ► Grand Salon 3 Strands: At-Risk Students, Assessment and/or Feedback, HighYield Teaching Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

Is the Problem Students and their Families, or is the Problem Our Systems of Public Education?

Howard Fuller We could do a much better job if we had better students! – right? The students are ok; it’s the system that is failing them! – right? Come ready to participate in a lively debate in this interactive session. ► Grand Salon D Strands: At-Risk Students, Equity, Assessment and Feedback, Thinking and Learning, Leadership Audience: All

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Plain Talk About Literacy and Learning 2017

Text-Driven Comprehension Instruction Louisa Moats “Close reading” is now enshrined in text comprehension instructional formats. Students with language processing weaknesses, however, may need considerable support to process the academic language in a text. Using an expository text and a narrative text as examples, we will practice identifying the linguistic challenges that reside in the words and then plan how those might be addressed in a well-designed, structured language lesson. Those challenges may include (but not be limited to) the phonology and syntax of dialect, the morphology of words, the use of logical connectors, the devices used to create text cohesion, the structure of complex sentences, and unusual word meanings and uses. Together we will discover these “text alerts.” ► Grand Salon 9 Strands: Thinking and Learning Audience: Middle/Jr. High, High School

TUESDAY, MARCH 14, 2017 3:20 pm – 4:45 pm Vocabulary: Do You Know What it Means?

Scaffolds to Support: Writing from Sources

Pam Austin This fast-paced interactive session targets vocabulary instruction beyond dictionary definitions. We will practice practical strategies to engage students while building a lexicon of word knowledge. Participants will also discover what it means to truly know a word, gain practical tips for developing receptive and expressive vocabularies, and learn ways to apply that knowledge to meaningful writing strategies. ► Grand Salon 15 Strands: ELL, At-Risk Students, CCSS, Assessment and/ or Feedback, High-Yield Teaching Strategies, Thinking and Learning Target Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

Joan Sedita Common Core literacy standards require all students to learn skills for writing based on text sources. This session will present the following instructional scaffolds: (1) annotating text sources prior to student reading, (2) explicit instruction using think alouds for identifying and highlighting relevant information in a text source, (3) gathering information into notes, and (4) explicit instruction for using notes to generate sentences and paragraphs for a first draft. A sample writing prompt and text sources will be used to demonstrate the scaffolds.

Appropriate for all educators of students in grades 3-12. ► Grand Salon 24 Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

Rethinking Phonemic Awareness for Older Struggling Readers

Concurrent Sessions III continued

Judie Caroleo Phonemic Awareness instruction often stops once students are able to successfully segment single-syllable words. An analysis of available research indicates that this practice is likely to be an underlying factor in the lack of response to intervention efforts for many older students. For these students, a deficit in higher-level phoneme analysis skills is forcing a ceiling that restricts growth in word-reading skills. This session will provide an overview of research findings on the most effective interventions for older students, and strategies for integrating phoneme analysis and word level instruction. ► Grand Salon 21 Strands: At-Risk Students, High-Yield Teaching Strategies and Tactics, Thinking and Learning, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

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WEDNESDAY, MARCH 15, 2017

Alice Thomas

8:00 am – 8:10 am

Opening

► Grand Ballroom

8:10 am – 9:10 am

Keynote

The Other Wes Moore: One Name, Two Fates Wes Moore New York Times best-selling author and youth advocate Wes Moore knows that being a leader, both in your personal life and in the business world, comes down to one main thing: personal responsibility. Drawing on his experiences as a leader in the public and private sectors and in the military, Wes will explain that embracing your own personal responsibility – and holding yourself accountable for your choices – is a quality that makes great teachers and leaders who create a vision, inspire, and empower those around them to execute that vision, and teachers and leaders who help kids find the support they need to enact change. He will assert that public servants – the teachers, mentors, and volunteers who work with our youth – are as imperative to our national standing and survival as are our armed forces. “Public service does not have to be an occupation,” he says, “but it must be a way of life.” ► Grand Ballroom

9:30 am – 10:55 am CrazyBusy: Overworked and About to Snap!

Achieving Equity and Deeper Learning

Ned Hallowell Teachers today face the incessant demands during a regular school day. Run ragged by the multiple and simultaneous demands he/she must handle, and potentially catastrophic time management problems, it is no wonder that teachers are worn out and about to snap. Never fear: in this presentation, participants will learn: • How to identify the most dangerous drains on your time and energy, • How to develop a daily rhythm that works for you, • How to replenish energy and focus throughout the day, • How to prevent the state of overloaded circuits, and • How to focus and prioritize so that you and the people you love can get the most out of a day. ► Grand Ballroom A Strands: Early Childhood, High-Yield Teaching Strategies and Tactics, ELL, Thinking and Learning, At-Risk Students, Leadership, CCSS, Dyslexia and Other Learning Issues, Assessment and/or Feedback, Social-Emotional Issues Audience: All

Pedro Noguera While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement (i.e. the fact that poor students, students of color, English language learners and students with special needs are consistently performing at lower levels), surprisingly little attention has been given to the strategies and conditions that are necessary to make achievement more likely. Missing from much of the policy debate related to achievement is how to support and cultivate effective teaching in schools and how to motivate and engage students. This video conference presentation will describe strategies that have proven effective elsewhere at supporting teaching and learning for all types of students.

It will also explore how schools can develop strategies to support teachers in their efforts to raise achievement. ► Grand Ballroom D Strands: Equity, Leadership, At-Rick Students, Social-Emotional Issues, High-Yield Strategies, Thinking and Learning Audience: All

Concurrent Sessions

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DETAILED AGENDA Concurrent Sessions continued

WEDNESDAY, MARCH 15, 2017

9:30 am – 10:55 am

Suspended 42 times, Now a Ph.D.: What Made the Difference?

Eric Jones Yes, I was suspended 42 times…so how did I land on my feet instead of jail? In large part, the answer lies in the behaviors of the principals, disciplinarians, and teachers in my schools – what they did, and what they did not do. Come hear about transparency, the belief gap, and the power of students – and adults – with an attitude. You will leave with concrete, real-time ways to turn around wayward kids. ► Grand Salon A Strands: At-Risk Students, Equity, Assessment and/or Feedback, High-Yield Teaching Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education Best Practices in Decoding Intervention for Struggling Readers in Grades 2-5 Susan Hall The focus on early intervention over the past decade has resulted in a clear understanding of best practices for helping struggling readers in grades K-1. Yet there doesn’t seem to be as much clarity in how to work with students who enter grades 2-5 with gaps in their decoding skills. In this session, we’ll explore instructional strategies to address decoding starting at the multisyllable level.

Strategies for teaching syllable types with routines will be demonstrated as well as using multisyllable decodable text to apply syllable knowledge.

Research shows that interventions that eliminate a phonemic awareness deficit are more effective than those that don’t lead to mastery of this crucial skill. Are teachers supposed to use the same techniques to teach phoneme manipulation skills to a 4th grader as they would a K student? Susan will demonstrate how it looks different for intermediate students. Come prepared to use hands-on manipulatives and to leave with instructional ideas you can implement the next day. ► Grand Salon 15 Strands: High-Yield Teaching Strategies and Tactics, At-Risk Students, ELL, Assessment and/or Feedback, Leadership, Dyslexia and Other Learning Issues Audiences: Elementary, Leadership, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

How Do We Develop Critical Thinkers?

Alice Thomas Let’s get one thing straight: the goal of education is to yield deep thinkers – thinkers who comprehend, critique, and create at a high level. Even with current emphasis on critical thinking and depth of knowledge, too often memorizing supersedes deep thinking in what we teach, what we test, and how we spend our time in schools. In this interactive session, we will explore critical thinking components, strategies, and tactics. Participants will leave with explicit ways to strengthen and apply critical thinking across subjects. ► Grand Salon B Strands: Thinking and Learning, High-Yield teaching Strategies and Tactics, Assessment and Feedback Audience: Instructional Support, Elementary, Middle/Jr. High, High School, Leadership, RtI and/or Special Education Talk to me! I Need More Words to Help Me Understand, Talk, and Eventually Read and Write!

Christie Cavanaugh Words open doors to unknown concepts and topics. Our young children need exposure to new topics, new knowledge, and the vocabulary and oral language skills to talk about their expanding worlds. How can teachers and other adults help young children acquire the vocabulary and oral language that is essential for listening, speaking, reading, and writing? It’s very simple when we plan purposefully and systematically. This session will focus on systematic planning to generate topics, vocabulary, conversation starters, language supports, and models combined with ongoing use of basic language facilitation strategies. Join me as we explore how to talk to children so their language develops for use in dialogue and discussion. We will use video clips and video modeling to guide our demonstration, practice, and discussion. Support for English learners will also be embedded in the session. ► Grand Salon D Strands: Early Childhood, ELL, At-Risk Students Audience: Early Childhood, Instructional Support, RtI and/or Special Education

WEDNESDAY, MARCH 15, 2017

Six Mistakes District Leaders and Principals Make in Rolling Out a New Initiative and How to Simply Fix or Avoid Them!

Jill Jackson I have traveled 1,800,000+ miles in the last 13 years and been in thousands of staff rooms, teacher meetings, staff pow-wows…and, believe me, I have heard it all. I started to think about the differences I often hear in what leaders think their staff members are thinking, and then what those staff members are actually thinking and doing. In this session, I will give the inside scoop on what I’ve heard… a peek into what teachers are really thinking and doing. I will give you the insider’s view so that you can correct issues you might not even know you have, and plan in a new way as you roll out a new program, grant, or initiative. I’ll help you answer questions such as, “Why do teachers drop the things they’ve been taught in professional development sessions?” and “Why do teachers ask for more time to work together, but when they work together they fail to put that time to good use?” I will also give you a checklist to take back to help you stay super-focused as you roll out whatever is next for your district or school. ► Grand Salon 3 Strands: Leadership Audience: All The Power of Global Education for Girls Ana Dodson Literacy for girls all over the world means the gift of possibility – the gift of a future. It is the key that can break the cycle of intergenerational poverty for the girls and their families. In our country, we take it for granted that both girls and boys have the opportunity to attend school. However, over 60 million girls around the world do not have the privilege of attending school. When girls do graduate from secondary school, it benefits the next generation – they send their children to school and take their children to the doctor. In addition, they contribute about 90% of their income to their family, while men on average contribute about 34% of their income to their families.

Come and learn how Peruvian Hearts empowers girls and young women through education, mentorship and service, and the power of education for girls around the world. If you are teaching girls in our country who live in poverty, you will appreciate the gift you are giving them every day they enter your classroom. The education of girls can change the world! ► Grand Salon 9 Strands: Early Childhood, Equity, High-Yield Teaching Strategies and Tactics, ELL, Thinking and Learning, At-Risk Students, Leadership, CCSS, Dyslexia and Other Learning Issues, Assessment and/or Feedback, Social-Emotional Issues Audience: All

9:30 am – 10:55 am

Teaching Topic Webs, Two-Column Notes and Summarizing to Support Comprehension

Concurrent Sessions continued

Joan Sedita Research supports instruction that teaches students to combine a set of comprehension strategies that can be applied to content reading in any subject area. This interactive session will present handson suggestions for teaching students to use a topic web graphic organizer, two-column notes, and summarizing as strategies for supporting comprehension and long-term memory of content information and knowledge. Classroom examples will be shown and a practice activity will be completed during the session to show participants how these strategies can be used before, during, and after reading. ► Grand Salon 21 Strands: High-Yield Teaching Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education Tools for Understanding Research, State Standards, and Best Practices in Schools Vicki Gibson Most school districts expended numerous resources unpacking or reformatting state standards but failed to clearly identify and clarify their impact on teaching, collaborative practice, monitoring and reporting progress, and student assessment. Failing to clearly articulate how to make changes in school practices based on evidence from research has led to fragmented approaches implemented in schools that have not positively impacted teaching and learning, student practice, and assessment. This session provides free tools that will help administrators and teachers identify outcomes reflected in the ELA standards for Grades PreK-12, and increase their understandings about using evidence-based practices for making instructional shifts that must be implemented in affordable and sustainable ways. These tools may be used as informative supports for professional discussions and decision-making about enhancing school programming and instruction to become more efficient and effective and productive, and achieve the rigorous outcomes in state standards. ► Grand Salon 24 Strands: High-Yield Teaching Strategies and Tactics, Leadership, Thinking and Learning, At-Risk Students, CCSS Audience: All

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DETAILED AGENDA

WEDNESDAY, MARCH 15, 2017

Brunch

11:00 am – 12:15 pm

► Churchill, 2nd floor

Concurrent Sessions II

12:30 pm – 1:55 pm

The Work: The Quest For Our Work That Matters

Inclusive Intelligence

Wes Moore How do we find a sense of purpose and completion in our lives? For some it is very intentional, for some, by accident. Purpose can be found within the private, public, government, military and nonprofit sectors.

But universally, people living with a sense of purpose have one thing in common: they live their lives for others. In this session, Wes will explore the quest for purpose through nine lives, and identify how individuals can find a sense of completion in unique and unforgettable ways. By looking at the unsung heroes who live among us, we can better understand how each of us has the power to change the world. ► Grand Ballroom A Strands: Equity, Thinking and Learning, At-Risk Students, Leadership, Social-Emotional Issues Audience: All

Calvin Mackie Historically, when the discussion turns to diversity, most Americans focus on race and gender.

However, we are different in far more ways than just race and gender. We have deeply ingrained biases, miscommunications, and misunderstandings that can negatively impact everything from community policing to pre-school suspensions, high school graduation rates, and opportunities in the work place. In this session, we will address how to understand and mitigate both implicit and explicit bias that impacts learning. We will explore how to make key learning points more relevant to students by tying the lessons into their life experiences.

We will address how educators can improve their communication skills across lines of diversity and recognize ways to positively impact negative biases that children and parents of differing cultures may have of them. ► Grand Salon A Strands: Equity, At-Risk Students, High-Yield Teaching Strategies and Tactics, Thinking and Learning, Leadership, Social-Emotional Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

How to Intervene with Students Struggling to Think About Grade Level Text Jill Jackson I don’t know about you, but I knew what I needed to do when it came to providing intervention for struggling decoders. But once those students could “read” (translation: “decode”), I didn’t know what to do next. So I usually did nothing, which resulted in my students struggling to think through grade level text and ending up back where they started: in my lowest group of struggling readers. Sound familiar?

I may have a solution for you – a simple plan that includes (1) a prioritized list of thinking skills so you will know what to focus on and what to not worry about right now, (2) a checklist to use to determine what students are missing and help you find a starting point, and (3) a lesson plan outline for a six-week intervention plan for any of the prioritized skills. Join me as I show you how I’ve simplified this instruction for myself – and leave with some super simple stuff to take right back to your classroom. ► Grand Ballroom D Strands: At-Risk Students, Assessment and/or Feedback, HighYield Teaching Strategies and Tactics, Thinking and Learning, CCSS, Dyslexia and Other Learning Issues, ELL Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Instructional Support, RtI and/or Special Education

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Plain Talk About Literacy and Learning 2017

What Secondary School Administrators Can Do to Increase Outcomes for Students Pati Montgomery Teachers of the various disciplines at the secondary level most often lack knowledge of how to teach disciplinary literacy. Beyond quality professional development, there are numerous strategies that all secondary educators can include in their teaching. The knowledge of these strategies and the assurance that they will be incorporated into the various secondary discipline strands of instruction may help struggling readers and their academic achievement. Participants will leave with userfriendly disciplinary literacy strategies that junior high and high school teachers can use in multiple subject areas. ► Grand Salon B Strands: At-Risk Students, CCSS, High-Yield Teaching Strategies and Tactics, Leadership Audience: Middle/Jr. High, High School, Leadership, Instructional Support, RtI and/or Special Education

WEDNESDAY, MARCH 15, 2017

When You Worry about Emotional and Learning Problems in Children Ned Hallowell In this presentation, Dr. Hallowell explores the various kinds of problems children may contend with that have a biological or genetic basis. These problems are organized into four categories: Mad, Sad, Afraid, and Confused.

• In the “Mad” category, we will look at such problems as conduct disorders, disruptive behavior, disregard for authority, or chronic rule breaking, as well as children who simply have a very hard time controlling their anger; • “Sad” includes children who are innately serious, as well as those who may be mildly or severely depressed; • “Afraid” looks at kids who are very shy, who have been abused in some way, or who just feel on the outs, afraid to join in; and • “Confused” takes up the large category of learning problems, from ADHD to dyslexia to math problems to non-verbal learning disabilities, as well as the even wider field of normal variants all children show in how they take in new ideas and information. ► Grand Salon D Strands: At-Risk Students, Assessment and/or Feedback, Thinking and Learning, Dyslexia and Other Learning Issues, Social-Emotional Issues Audience: All

12:30 pm – 1:55 pm

“The End.” Now What? The Most Important Step for Using Read-Alouds to Boost Oral Language Development

Concurrent Sessions II continued

Christie Cavanaugh The value of reading aloud to young children throughout the early childhood years and at least into elementary school is irrefutable. Dialogic reading provides the perfect opportunity to embed other evidence-based practices into the read-aloud experience. The impact can continue beyond “The End” when teachers and adults plan purposefully to embed the vocabulary and language models throughout the day. These practices ensure that children and young students hear adults using new words frequently across multiple contexts and have the opportunity to use the new words themselves in speaking and writing. All children benefit from “read-aloud and beyond” strategies, including English learners and children who are at-risk for language difficulties. This sort of simple planning and follow-through is crucial for integration of vocabulary for overall oral language growth.

Join me and your colleagues as we review how to select books purposefully to focus on vocabulary and oral language, learn dialogic reading strategies, and practice engineering what happens “beyond” the read-aloud. Planning tools and models will be shared and practice will be encouraged. ► Grand Salon 9 Strands: High-Yield Teaching Strategies and Tactics, Early Childhood, ELL, At-Risk Students, CCSS Audience: Early Childhood, Instructional Support, RtI and/or Special Education

In Loving Memory David Clemons 1950 - 2017 Plain Talk Speaker from 2006 – 2016 Dedicated to inspiring teachers to never give up on older poor readers.

David’s passion, kindness, and infectious smile will be missed.

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ABOUT THE CENTER FOR DEVELOPMENT AND LEARNING Comprehensive Literacy Solutions

SCHOL ASTIC EDUC ATION

THE

WHOLE CHILD THE

WHOLE TE ACHER THE

WHOLE FAMILY Learn more more at at scholastic.com/education scholastic.com/education Learn 36

Plain Talk About Literacy and Learning 2017

ABOUT THE PRESENTERS

Larry Ainsworth

Anita Archer

Pamela Austin

Larry Ainsworth, M.S., is an independent education consultant. Previously, he served as the executive director of professional development at the Leadership and Learning Center. He travels nationally and internationally to assist school systems in implementing best practices related to standards, assessment, curriculum, and instruction across all grades and content areas. Throughout his career, Larry has delivered keynote addresses and breakout sessions across North America and in Latin America and regularly worked on-site in school systems to assist leaders and educators in understanding and implementing powerful standards-based practices such as prioritizing and unwrapping state standards and Common Core standards, developing common formative assessments, designing performance tasks, and creating rigorous units of study in all content areas, PreK – 12. He is the author or coauthor of 15 published books, including Common Formative Assessments 2.0 (2015), “Unwrapping” the Common Core (2014), Prioritizing the Common Core (2013), Getting Started With Rigorous Curriculum Design: How School Districts Are Successfully Redesigning Their Curricula for the Common Core (2013), Rigorous Curriculum Design (2010), and Common Formative Assessments (2006).

Anita Archer, Ph.D., recipient of ten Outstanding Educator awards, serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is nationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Mary Gleason including REWARDS PLUS, REWARDS Writing and Skills for School Success. Most recently, Anita wrote a textbook on explicit instruction with Charles Hughes entitled Explicit Instruction: Effective and Efficient Teaching (Guilford, 2011).

Pam Austin is an implementation coordinator for Cambium Learning, Voyager Sopris. She has over 10 years of experience in training and supporting districts in various literacy and numeracy interventions in addition to delivering LETRS professional development sessions.

Her goal is to aid teachers in changing the lives of students so that they not only become proficient and successful in literacy, but also as life-long readers. Pam has over 28 years of experience as an educator, previously working as a literacy specialist at the Center for Development and Learning (CDL) by supporting SRCL school districts with diagnostic evaluations, observations, and targeted support based on school-specific literacy needs.

Previously, she was an educator in the New Orleans Public Schools, where she served as an elementary teacher, a reading interventionist for at-risk students, a school-based reading coach; and a central office field literacy facilitator. As a field literacy facilitator, Pam provided literacy support to principals, school-site facilitators, and teachers for 10 to 12 schools in the district. In collaboration, she developed, planned, presented, and facilitated a variety of literacy-related professional development sessions for elementary and middle school schoolsite facilitators and teachers. In her spare time, Pam is also a published writer of fiction.

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ABOUT THE PRESENTERS

Donald Bear

Nancy Boyles

Robert Brooks

Donald Bear, Ph.D., is Professor Emeritus in Literacy Studies at Iowa State University and University of Nevada, Reno where he directed reading centers and taught at all levels. He is an author and co-author of numerous articles, chapters, and 16 books, including the Words Their Way series. He has been a classroom teacher, and is an author on several instructional programs used throughout the United States. Donald is involved in innovative professional development activities and studies that examine literacy learning, particularly studies of orthographic development in different and second languages. The research explores the specific sequence students follow across the synchrony of literacy learning from beginning concept of word in prekindergarten to how morphology underlies academic vocabulary learning. He has received several awards for teaching and service, and is currently a board member of the International Literacy Association.

Nancy Boyles, Ph.D., is Professor Emerita at Southern Connecticut State University where she was professor of reading and Graduate Reading Program coordinator. Prior to that, she was a classroom teacher for many years. Nancy currently consults with districts and other organizations and agencies, providing workshops, modeling best practices in classrooms, and assisting with curriculum development. She is the author of two books on close reading: Closer Reading, Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension (Corwin 2014), and Lessons and Units for Closer Reading (Corwin 2015). Her book with close reading lessons and units for the primary grades will be released soon. Nancy has also written six other books: Teaching Written Response to Text, Constructing Meaning through Kid-Friendly Comprehension Strategy Instruction, Hands-On Literacy Coaching, That’s a GREAT Answer, Launching RTI Comprehension Instruction with Shared Reading, and Rethinking Small Group Instruction in the Intermediate Grades. In her spare time, Nancy enjoys spending time at her little beach house on Cape Cod.

Robert Brooks, Ph.D., a psychologist on the faculty of Harvard Medical School, has lectured nationally and internationally and written extensively on topics pertaining to motivation, school climate, resilience, family relationships, the qualities of effective leaders, and balancing our personal and professional lives. He is the author of The Self-Esteem Teacher and co-author of Raising Resilient Children; Handbook of Resilience in Children; Raising a Self-Disciplined Child; and The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life. In addition, Bob completed a video and educational guide for PBS titled “Look What You’ve Done! Stories of Hope and Resilience” that focuses on children with learning problems. He has received numerous awards for his work on behalf of children and their families, including the Hall of Fame award from both CH.A.D.D. and the Connecticut Association for Children with Learning Disabilities, and the Outstanding Educator Award for Mental Health Education from the New England Educational Institute. In addition, Bob has served as a consultant to Sesame Street Parents Magazine. He is also a member of the Professional Advisory Board of the Center for Development and Learning.

Judie Caroleo is Director of Training and Development at 95 Percent Group Inc., a company that provides professional development and materials to support teachers in providing small-group intervention instruction in literacy. She has more than 20 years of experience in classroom instruction, program development, implementation, assessment, and professional development. Prior to her current position, she served as Director of Instruction at Reading ASSIST Institute. Before joining Reading ASSIST, Judie played a key role in implementing research-based instruction in elementary classrooms in New Jersey, where she served as an interventionist.

Judie Caroleo

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Plain Talk About Literacy and Learning 2017

Christie Cavanaugh

Charles Corprew

Mary Dahlgren

Christie Cavanaugh, Ph.D., has been an educator for more than 3 decades, teaching in early childhood settings (including early intervention, early childhood special education, and child care), special education in elementary grades, and higher education as an assistant professor and researcher. She has spent much of her career preparing future teachers and providing ongoing professional development to educators in the areas of language and literacy, with a particular focus on at-risk children and families as well as high-need schools in various contexts. She continues this work currently as an educational consultant working with early childhood programs, schools, districts, and state departments to improve reading instruction, elevate student outcomes, and support schools in their efforts to implement research-based practice, which parallel her research interests. In addition, Christie has maintained involvement in projects through reading research centers and has written and presented nationally. Along with another colleague, she is currently engaged in the development of a streamlined set of reading intervention strategies for classroom teachers to implement.

Charles Corprew, III, Ph.D., is a transformational consultant, speaker, and leader. He dares to ask individuals and organizations, “What’s Your Revolution?” He is the founder and president of WYRevolution Consulting, a firm dedicated to help schools and organizations solve their diverse problems using a systems thinking framework with an equity lens. Prior to this, he was a fervent educator, spending 18 years teaching at the secondary and postsecondary levels. As a professor at Loyola University New Orleans, he devoted his time teaching and researching the development of adolescents and emerging adults in diverse contexts. His publications can be found in Urban Education and other journals, and he is frequently cited in local and national media. In 2014, he received a W. K. Kellogg Foundation Community Leadership fellowship. The fellowship has allowed him to receive high-level trainings in intersectional equity, the power of story telling, systems thinking, adaptive leadership, facilitative leadership, and project management. Knowledge gleaned from these experiences shapes how he helps individuals and organizations. Charles is sought after for his ability to incite audiences and provide innovative solutions that aid individuals and organizations.

Mary E. Dahlgren, Ed.D., is a national literacy consultant and child advocate from Oklahoma City, Oklahoma. Mary is a National LETRS Trainer and the author of Fundamentals of Literacy Instruction (2016). She has been a classroom teacher, reading specialist, professional development provider, and consultant to numerous school districts, the Bureau of Indian Education Schools, several state departments of education, and the Virgin Islands.

Mary’s longstanding interest in early childhood and elementary education has compelled her to spend much of her career working directly with classroom teachers to embrace the science behind reading. She provides training on how to provide the best first instruction along with implementation of effective interventions for struggling readers. She is the president and founder of Tools 4 Reading and recently developed a phonological awareness and articulation program called Kid Lips, a tool designed for all students that is especially effective in helping Spanish-speaking students understand the differences in phonemes between the two languages.

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ABOUT THE PRESENTERS

Peter DeWitt

Ana Dodson

Judi Dodson

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Peter DeWitt, Ed.D., is a former K-5 teacher (11 years) and principal (8 years). He was the 2013 School Administrators Association of New York State’s Outstanding Educator of the Year, and the 2015 Education Blogger of the Year (Academy of Education Arts & Sciences).

Currently, he provides professional development on creating inclusive school environments, collaborative leadership and student engagement. Working nationally and internationally, Peter is a Visible Learning trainer for John Hattie, instructional coach for Jim Knight, and is on the board of the Teacher Voice and Aspirations International Center (TVAIC). Peter is the author and co-author of several books, which include Dignity for All: Safeguarding LGBT Students (2012), School Climate Change (ASCD), Flipping Leadership Doesn’t Mean Reinventing the Wheel (Corwin Press), and Collaborative Leadership: 6 Influences That Matter Most (Corwin Press). He is the series editor for the Connected Educator Series (Corwin Press) and the Impact Series (Corwin Press).

Ana Dodson was born in the Andes Mountains of Cusco, Peru, and adopted by a Colorado family when she was an infant. When Ana was eleven years old she returned to Peru with her mother on a homeland trip for adoptees. While visiting an orphanage for girls, she was overwhelmed with the realization that she could have been one of those girls. When Ana returned home, she was determined to do something to help the girls she had met to dream and have the opportunity for better education. At the age of eleven she founded Peruvian Hearts. Peruvian Hearts works to end the cycle of poverty and gender inequality by educating young women and creating leaders in Peru, one girl at a time. Ana has been recognized as a CNN Young Hero, and in People Magazine’s “Heroes Among Us”, and was featured in a documentary film about the life of Desmond Tutu. Her work to empower young women has been nationally recognized by many organizations. Several books for children have been written about her, and she has spoken at the United Nations International Day of Peace. In addition to being a frequent speaker on behalf of global education for women, Ana is now a teacher.

Judi Dodson, M.A., consults with schools, state departments of education, and school districts on issues related to school change, teacher knowledge, and literacy achievement.

She speaks at conferences and gives workshops on topics related to reading intervention and activities that support increasing student achievement, and is a National LETRS trainer. Judi believes that working to empower teachers with knowledge about literacy can make a real difference in their work and help them change and enrich the lives of the children they teach. Judi worked for 20 years as a special education teacher, working primarily with children with reading problems and, as an educational consultant, conducting diagnostic assessment of learning disabilities. She is the author of Fifty Nifty Activities: Five Components and Three Tiers of Instruction, and 50 Nifty Activities for Speaking and Listening for Oral Language and Comprehension. Judi is on the board of the Rocky Mountain Branch of the International Dyslexia Association.

Plain Talk About Literacy and Learning 2017

Nell Duke

Steve Dykstra

Linda Farrell

Nell K. Duke, Ed.D., is a professor in literacy, language, and culture, and in the combined program in education and psychology at the University of Michigan. Nell’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among others. In 2014, Nell was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association.

She has also received awards from the American Educational Research Association, the International Reading Association, the National Council of Teachers of English, and the National Reading Conference. Nell is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is editor of The Research-Informed Classroom series and co-editor of the Not This, But That book series.

Nell has served as author or consultant on several educational programs.

Steve Dykstra, Ph.D., is a clinical psychologist in Milwaukee, Wisconsin, where he has worked in public sector community mental health for more than 25 years. He is a founding member of the Wisconsin Reading Coalition, and vice president of the Coalition for Reading Excellence, but he has never tutored or taught a child to read. Except for parts of one or two courses in graduate school, he has no formal training on the topic. Instead, through the course of his work and life, he has come to see the role of reading, reading struggles, and reading failure in the lives of the thousands of children he has served, as well as in their families, schools, and communities. Building on knowledge and training he sought for himself, he brings together the science of reading he has discovered, with the lessons he has learned from the children he serves, and what he knows about people to understand how we got to where we are, and how we might change that. Steve is a member of the advisory board of the International Foundation of Effective Reading Instruction.

Linda Farrell, MBA, M.Ed., is a founding partner at Readsters, where she is immersed in the world of beginning and struggling readers. Linda designs and presents workshops, writes books, and develops instructional materials for effective reading instruction. She has coauthored several publications with her business partner, Michael Hunter, including Phonics Plug-In, Phonics Blitz, Phonics Boost, and the Diagnostic Decoding Surveys. She is also a coauthor of the Teaching Reading Essentials Program Guide and Coach’s Guide (coauthored with Louisa Moats), and DIBELS: the Practical Manual. Linda was a National LETRS Trainer for seven years. Linda has been presenting workshops and giving speeches on reading instruction throughout the country since 2000. She taught junior high English and was a high school and elementary school counselor. However, it was only when Linda volunteered to teach adults to read that she understood older struggling readers’ needs for explicit phonics and phonemic awareness instruction at the most basic levels. Linda keeps her skills fresh and innovative by working with struggling readers of all ages whenever she has time.

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ABOUT THE PRESENTERS Antonio A. Fierro, Ed.D. is a certified National LETRS trainer and a former Texas State Teacher of the Year. He has over 25 years of experience in the field of education, having served as an early childhood ESL/Bilingual teacher, a district ESL/Bilingual specialist, a state master trainer of the Texas Reading Academies, and a reading director of a major urban Texas school district. His areas of interest include early childhood education and, because of his own experience as an English learner, research and practices that impact students who are learning English as a second language. Antonio is also dedicated to advancing the knowledge base and understanding of dyslexia and other reading disabilities, as his own teenage son is dyslexic.

Antonio Fierro

Douglas Fisher

Nancy Frey

Howard Fuller

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Douglas Fisher, Ph.D. is professor of language and literacy education in the Department of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of several awards including the International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, and the Christa McAuliffe award for excellence in teacher education. He has published numerous articles and books on school-wide approaches to improving student achievement, reading and literacy, differentiated instruction, assessment, and curriculum design. He is a board member of the Literacy Research Association (formerly the National Reading Conference) and co-editor of NCTE’s middle level journal, Voices from the Middle.

He is highly sought after for his dynamic and engaging professional development workshops.

Nancy Frey, Ph.D., is a professor of Educational Leadership at San Diego State University.

She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She has co-authored several books on teaching and learning with Doug Fisher, and was a co-recipient (with Doug Fisher) of NCTE’s 2004 Kate and Paul Farmer award for outstanding writing for their article, “Using Graphic Novels, Anime, and The Internet In An Urban High School,” published in NCTE’s English Journal. In 2008, she received the Early Career Achievement Award from the Literacy Research Association. Nancy teaches a variety of courses in school improvement and literacy leadership. Her favorite place to be is Health Sciences High and Middle College, where she learns from teachers and students every day.

Howard Fuller, Ph.D., is a distinguished professor of education, and founder/director of the Institute for the Transformation of Learning at Marquette University. The mission of the Institute is to support exemplary education options that transform learning for children, while empowering families, particularly low-income families, to choose the best options for their children. Immediately before his appointment at Marquette University, Howard served as the Superintendent of Milwaukee Public Schools. Prior positions include director of the Milwaukee County Department of Health and Human Services, dean of general education at the Milwaukee Area Technical College, secretary of the Wisconsin Department of Employment Relations, and associate director of the Educational Opportunity Program at Marquette University. He was also a senior fellow with the Annenberg Institute for School Reform at Brown University. Howard serves on the board of the Milwaukee Collegiate Academy, the Black Alliance for Educational Options, the Milwaukee Region Board of Teach for America, the Milwaukee Charter School Advocates, and Education Cities. He is an advisory board member of the National Alliance for Public Charter Schools and the National Association for Charter School Authorizers, and the recipient of four honorary doctorate degrees.

Plain Talk About Literacy and Learning 2017

Vicki Gibson

Susan Hall

Edward Hallowell

Vicki Gibson, Ph.D., is a national educational consultant, author, and speaker specializing in differentiating instruction and collaborative practice, classroom management, reading instruction, special education, and early childhood education. Vicki taught regular and special education classes in public schools for 10 years before owning and directing three private preschools that served children ages 2-12. She taught at Texas A&M University for 10 years, co-directed a summer skills program for 8 years that included students in grades 1-9, and supervised pre-service teachers’ field experiences. Vicki has authored numerous training manuals, administrators’ guides, and booklets used by administrators and instructional leaders to collaboratively develop a student-focused model for differentiating teaching to enhance instructional effectiveness and improve student achievement.

Susan Hall, Ed.D., is a nationally recognized leader in Response to Intervention (RtI), data analysis, and reading instruction. She is Founder and President of 95 Percent Group Inc. The company provides support, processes, and materials needed to take RtI and implementation of the Common Core State Standards (CCSS) for reading to the next level. The company has developed a full series of instructional materials titled Linking CCSS to Your Curriculum, designed to help teachers unpack the standards and provide instruction on each standard using their current curriculum. Susan is a frequent speaker at national reading conferences on the topics of RtI, Literacy Instruction, and CCSS. She is a nationally certified trainer of DIBELS and LETRS and the author of several books including Jumpstart RtI: Using RtI in Your Elementary School Right Now and I’ve DIBEL’d, Now What? Her most recent book is I’ve DIBEL’d, Now What? Next Edition. She is coauthor with Louisa Moats of two books, Straight Talk About Reading and Parenting a Struggling Reader, as well as LETRS Module 7: Teaching Phonics, Word Study, and the Alphabetic Principle, Second Edition. Her most recent whitepaper is Getting Teachers Ready for the Common Core State Standards.

Edward (Ned) Hallowell, M.D., is a child and adult psychiatrist, a NY Times bestselling author, and a leading authority in the field of ADHD. He was a faculty member at Harvard Medical School from 1983 to 2004, graduated from Harvard College and Tulane School of Medicine, and is the founder of The Hallowell Centers for Cognitive and Emotional Health in Boston MetroWest, New York City, San Francisco and Seattle. Ned is the host of Distraction, a weekly podcast offering insights for coping and thriving in this crazy-busy, 24/7, over-connected, modern world. He has authored twenty books on various psychological topics including attention deficit disorder, the childhood roots of happiness, dealing with worry, and managing excessive busyness. His most recent book, Driven to Distraction at Work, was published in 2015 by Harvard Business Review Press. Ned has been interviewed on Oprah, Dr. Oz, Good Morning America, Today, Dr. Phil, 60 Minutes and CNN, and in many leading publications including The New York Times, Newsweek, and Time.

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ABOUT THE PRESENTERS

Jan Hasbrouck

Karin Hess

Jan Hasbrouck, Ph.D., is an educational consultant, trainer and researcher. She served as the executive consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Jan worked as a reading specialist and literacy coach for 15 years before becoming a professor at the University of Oregon and later Texas A&M University.

She has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers. Her research in areas of reading fluency, reading assessment, coaching, and second language learners has been published in numerous professional books and journals. She is the author and coauthor of several books including The Reading Coach: A How-to Manual for Success, The Reading Coach 2: More Tools and Strategies for Student-Focused Coaches, and Educators as Physicians: Using RtI Data for Effective Decision-Making as well as several assessment tools. In 2008, she and her colleague, Vicki Gibson, partnered to form Gibson Hasbrouck & Associates, with the mission to provide high quality professional development to educators nationally and internationally.

Karin Hess, Ph.D., is a senior associate at the National Center for Assessment and is recognized nationally for applying cognitive rigor and learning progressions in designing formative, interim, and performance assessments. She has over 30 years of deep experience in curriculum, instruction, and assessment. She has distinguished herself as a content and curriculum and assessment expert in multiple content areas and has effectively guided more than a dozen states in the development of grade level expectations and test specifications for general education and for alternate assessments for significantly cognitively disabled students. Karin facilitated Maine’s early work in graduation exhibitions and Rhode Island’s development and implementation of proficiency-based graduation requirements. Karin was a classroom teacher in New Jersey for 15 years, a district curriculum director, building principal, Title I director, and NJ state director of gifted education. She has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the New England Common Assessment Program for ELA, math, and science; and as member of several Vermont state-level committees. With Linda Darling Hammond, she co-led development of the SBAC content specifications for assessment of the Common Core in ELA and mathematics.

Debbie Hunsaker, M.Ed., is the Instructional Innovations Unit Director for the Montana Office of Public Instruction, which is responsible for implementing Reading First, Early Reading First, School Improvement, and the Montana Striving Readers Project. Before being employed by the state of Montana, Debbie taught first, third, fourth, and fifth grades.

She received her undergraduate degree from Southern Utah University where she minored in reading and language arts. She holds a master’s degree in literacy and curriculum with an emphasis in diversity. Debbie also provides consulting services across the nation in the areas of literacy, assessment, leadership, and coaching.

Debbie Hunsaker

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Plain Talk About Literacy and Learning 2017

Michael Hunter

Jill Jackson

Sam Johnson

Sandra Johnson

Michael Hunter, M.Ed., is a founding partner of Readsters. Michael found his passion for teaching struggling readers by volunteering to teach adults to read in Washington DC. In 2001, Michael left his job as president of a concrete construction company to pursue a career helping students learn to read using the most effective methods available. Michael is coauthor with his business partner, Linda Farrell, of Phonics Plug-In ONE, the Practice Packets to Fix Common Confusions, Phonics Blitz and Phonics Boost lessons, and the Diagnostic Decoding Surveys. Michael presents professional development workshops nationally and advises schools and districts on implementation of effective reading instruction. He also continues to create assessments, lessons and other materials to help beginning and struggling readers. He enjoys working with and learning from struggling readers of all ages whenever he finds time. Michael’s work has even taken him to the Republic of Gambia and Rwanda in Africa to train and advise on early reading instruction for the Global Partnership for Education.

Jill Jackson, M.A., is the managing director and senior educational consultant at Jackson Consulting. Previously, she has been the professional program and educational services manager at Consortium on Reading Excellence (CORE). A former classroom teacher and administrator, whether she’s in the classroom demonstrating lessons, strategizing with the superintendent, or training veteran literacy coaches, Jill’s advice and assistance is deeply rooted in the reality of school life and focused on unambiguous next steps. Jill Jackson uses her humor and in-the-trenches experiences to support educators as they navigate the central issues in implementing the Common Core and reading programs and interventions. Jill has used her experience in 30+ states and with thousands of teachers, coaches, administrators, program directors and superintendents as inspiration for her down-to-earth and fun how-to books: Get a Backbone, Principal! and Get Some Guts, Coach!

Sam Johnson grew up in Washington, D.C. Although Sam graduated from high school, reading and writing were difficult for him. Both before and after graduating, he never told anyone about his reading difficulties. He found jobs that did not require reading. However, when he saw that his twin sister, Sandra, was improving her reading at the Washington Literacy Council, he called to sign up for their reading lessons. Sam’s life became much easier when his reading and writing skills improved. He still lives in the Washington, D.C. area where he works as a master barber and hair stylist. He is married and has two grown children whom he loved reading to when they were younger. Sam is excited to share his story to help teachers understand how much students want to learn to read, how well students hide their reading problems, and how much life improves when reading becomes easy.

Sandra Johnson grew up in Washington, D.C. She attended public schools until she dropped out of school at age 16. Sandra could memorize words quite successfully, but could not read any unfamiliar words. For example, she could easily read the word ‘job’, but had no idea how to read the word ‘jab’. She was in her early 30s when she learned that letters match sounds. This was the key to Sandra’s learning to read. Sandra hid her reading disability from everyone she knew, including her large family and many friends. But her secret was out after Laura Bush asked to meet Sandra because she had learned to read as an adult. Her story became public when an article and pictures of Sandra with the President and First Lady appeared on the front page of the Washington Times. Sandra works as a coach and tutor for children at her local recreation center in Washington, D.C. She speaks nationally about literacy to teachers, parents, and students.

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ABOUT THE PRESENTERS

Eric Jones

Laura Justice

Calvin Mackie

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Eric Jones, Ph.D., is an educator, community leader, child advocate, political consultant, and grassroots organizer. Eric’s inspiration to educate young people began when his life was saved by his high school principal who steadfastly believed in Eric’s potential, even with his record of over forty-two suspensions. Currently, he is the director of external affairs for Teach for America (TFA) Greater New Orleans. Previously, he has been a district administrator, instructional leader, turn-around principal, assistant principal, instructional coach, leadership coach, educational consultant, master teacher, and teacher in the New Orleans area. Eric attended public schools in New Orleans, earned his undergraduate degree from Southern University at New Orleans, and his doctorate from Tulane University.

He completed educational leadership studies at Harvard University. His lifelong goal for New Orleans is to see that the educational landscape benefits all children, and that someday all schools will be great schools for every child.

Laura Justice, Ph.D., is a clinical speech-language pathologist and applied researcher in early childhood language and literacy development, communication disorders, and educational interventions. She directs the Preschool Language and Literacy Lab. Her research activities have been supported by grants from the American Speech-LanguageHearing Association, the International Reading Association, the National Institutes of Health, and the U. S. Department of Education. Laura’s research on early language and literacy has received awards from the International Reading Association (Distinguished Finalist, Dissertation of the Year), the American Speech-Language-Hearing Association (Editor’s Award, American Journal of Speech-Language Pathology), and the Council for Exceptional Children (Early Career Publication Award). She is currently the Principal Investigator of three randomized clinical trials supported by the USDOE’s Institute for Education Sciences that focus on preschool literacy and language acquisition, to include a field-initiated research grant, a preschool curriculum evaluation research grant, and a reading scale-up grant.

Calvin Mackie, Ph.D., is a mentor, inventor, author, entrepreneur, and former engineering professor. A lifelong resident of New Orleans, Calvin graduated Magnum Cum Laude from Morehouse College. He was simultaneously awarded a bachelor’s degree in Mechanical Engineering from Georgia Tech, where he subsequently earned his master and doctorate degrees. Following graduation, he joined the faculty of Tulane University, where he remained for twelve years before refocusing his career on entrepreneurship, consulting, and professional speaking. Calvin was awarded the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring in a 2003 White House ceremony. He is currently a partner and senior vice-president of Golden Leaf Energy, and president & CEO of the Channel ZerO Group, an educational and professional development consulting company. Most recently, he founded STEM NOLA, a non-profit organization founded to inspire and engage communities in science, technology, engineering and math (STEM).

Since December 2013, STEM NOLA has engaged over 8,000 K-12 New Orleans students in project-based STEM activities. He is author of two books - A View from the Roof: Lessons for Life and Business and Grandma’s Hands: Cherished Moments of Faith and Wisdom.

Plain Talk About Literacy and Learning 2017

Jennifer Smithers Marten is the Gifted and Talented Coordinator and Online School Coordinator for the Plymouth Joint School District in Plymouth, Wisconsin. She is part of the district’s Professional Development Council, helping to develop building and district level professional learning. In addition, she is an adjunct instructor for the University of Wisconsin Green Bay, Lakeland University, and Marian University. Jennifer has a BA in Education from the University of Dallas, a Master’s in Education and Teaching from the University of Texas at Arlington, and a Ph.D. in Curriculum and Instruction from Marian University in Fond du Lac, Wisconsin.

Jennifer Marten

Jennifer McCormick, M.Ed., is the director of literacy at Scholastic. Previously, she was the director of curriculum, instruction and professional learning for Jefferson Parish Public Schools in Louisiana. Jennifer has been a teacher; ELA department head; ELA instructional strategist; and library, information, and media consultant. She is affiliated with various educational organizations, including The National Board for Professional Teaching Standards, Louisiana Association of School Executives, and Greater New Orleans Council of Teachers of English.

Jennifer McCormick

Flint Mitchell

Louisa Moats

Flint Mitchell, Ph.D., will join CDL as its vice president in April. For the last seven years, Flint was a program officer at the Greater New Orleans Foundation where he led programmatic work in the areas of Health, Education, and Child and Youth Development. Flint is also an adjunct assistant professor at Tulane University in the School of Public Health and Tropical Medicine. He has nearly 20 years of combined health and education experience in the nonprofit, public, and private sectors. Flint is a 2014 W.K. Kellogg Foundation Community Leadership Network Fellow. The fellowship targets individuals who can be transformative social change agents in their communities so that vulnerable children and their families can achieve optimal health and well-being, academic achievement, and financial security. Flint’s fellowship focuses on the Kellogg Foundation’s two embedded approaches of racial equity and healing, and community and civic engagement. Additionally, he completed a fellowship with the Oak Ridge Institute for Science Education at the Centers for Disease Control and Prevention in 2009 where he provided research and technical assistance support within the Division of Partnerships and Strategic Alliances, National Center for Health Marketing.

Louisa C. Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master’s degree at Peabody College of Vanderbilt. Later, after realizing how much more she needed to know about teaching, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Louisa spent the next 15 years as a licensed psychologist, specializing in evaluation and consultation with individuals who experienced reading, writing, and language difficulties. Louisa was the site director of the NICHD Early Interventions Project in Washington, DC, where she was invited to testify to Congress three times on teacher preparation and reading instruction in high poverty schools. She recently concluded 10 years as research advisor and consultant with Sopris Learning. Louisa was a contributing writer of the Common Core State Standards, Foundational Reading Skills for grades K-5. In addition to the LETRS professional development series, her books include Speech to Print: Language Essentials for Teachers, Spelling: Development, Disability, and Instruction, Straight Talk About Reading (with Susan Hall), and Basic Facts about Dyslexia.

Louisa’s awards include the Samuel T. and June L. Orton award from the International Dyslexia Association for outstanding contributions to the field.

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ABOUT THE PRESENTERS

Pati Montgomery

Wes Moore

Pedro Noguera

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Pati Montgomery is a national consultant for Schools Cubed, an educational consulting firm specializing in improving the professional practices of school principals. Previously, she was the Executive Director of Literacy for the Colorado Department of Education where she was responsible for the implementation of the READ Act. A former teacher, principal and central administrator, Pati has worked with school principals across the country on effective school practices. Her work is steeped in the belief that in the rapidly changing world of education, administrators must use educational research to ensure they are using proven and evidencebased practices that will increase school effectiveness. Pati Montgomery co-authored a book with Melody Ilk and Dr. Louisa Moats called, The Principal’s Primer for Raising Reading Achievement. The book is a guide for principals and school leaders that highlight efficient systems and structures necessary for school-wide improvement in reading performance.

Wes Moore is a youth advocate, decorated Army combat veteran, social entrepreneur, and CEO of BridgeEDU, a national initiative focusing on addressing the college completion and career placement crisis by reinventing the freshman year of college. He is the author two New York Times bestselling books, The Other Wes Moore, and The Work. Wes is also the host of Beyond Belief on the Oprah Winfrey Network, and executive producer and host of Coming Back with Wes Moore, which follows veterans as they reintegrate back into society.

He is the executive producer of the PBS documentary, All the Difference, which follows two African-American teens from the South Side of Chicago on their journey to achieve their dream of graduating from college. Wes graduated with honors from Johns Hopkins University. He completed an MLitt from Oxford University as a Rhodes Scholar in 2004.

Upon graduating, Wes served as a paratrooper and US Army Captain with the 82nd Airborne Division in Afghanistan. He spearheaded the American strategic support plan for the Afghan Reconciliation Program, and, as a White House Fellow from 2006-2007, served as a Special Assistant to Secretary of State Condoleezza Rice. Wes serves on IAVA’s Board of Directors (Iraq Afghanistan Veterans of America), and the Board of Trustees for Johns Hopkins University, and The Network for Teaching Entrepreneurship. He also founded STAND!, which works with Baltimore youth involved in the criminal justice system. He is committed to helping young people redirect their lives, and to supporting the parents, teachers, mentors and volunteers who care for, and work with, our nation’s youth.

Pedro Noguera, Ph.D., is the Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author of eleven books and over 200 articles and monographs. He serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio, and other national news outlets. Prior to joining the faculty at UCLA, he served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015) Harvard University (2000 – 2003) and the University of California, Berkeley (1990 – 2000).

From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education.

Pedro recently received awards from the Center for the Advanced Study of the Behavioral Sciences, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.

Plain Talk About Literacy and Learning 2017

Lucy Hart Paulson

Amy Poirier

Joanne Quinn

Joan Sedita

Lucy Hart Paulson, Ed.D., CCC-SLP, is a speech and language pathologist and literacy specialist with years of experience working with young children and their families in public school, Head Start, private, and university settings. Currently, she is on the faculty of the Communicative Sciences and Disorders Department at The University of Montana sharing responsibilities for teaching, supervising, research, and service. Lucy presents a unique and broad-based perspective blending areas of language and literacy together resulting in effective and engaging language-based literacy interventions for children. She has provided professional development for a variety of audiences across the United States and internationally. Lucy is the lead author of LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, a resource and activity guide for young children, and Good Talking Words, a social communication skills program for preschool and kindergarten.

Amy E. Poirier is an early childhood coordinator at CDL. Amy has held multiple positions in the field of early childhood. Early in her career she worked as a teacher, center administrator, and a curriculum and training director. She has also worked as a program monitor, coach and trainer for several statewide programs and as an independent advisor, trainer and consultant. Additionally, Amy is an approved Child Development Associate (CDA) Professional Development Specialist and an endorsed trainer with Louisiana Pathways. Amy knows that children benefit the most from highly effective teachers, and that relevant, on-thejob coaching and mentoring support significantly increases their skills. As an early childhood specialist, she enjoys working side-by-side with early childhood professionals to provide support and thereby positively affect outcomes for young children.

Joanne Quinn, MBA, consults internationally on whole system change, capacity building, leadership and professional learning, and is sought by professional organizations and institutions as a consultant, advisor, and speaker. Currently Joanne is director of Whole System Change and Capacity Building with Michael Fullan Enterprises where she leads the design of strategic whole system capacity building at the global, national, and district levels.

As well, she serves as the director of Global Capacity Building for New Pedagogies for Deep Learning: A Global Partnership focused on transforming learning. Previously, Joanne provided leadership at all levels of education as a superintendent, implementation advisor to the Ontario Ministry of Education, director of Continuing Education at the University of Toronto, and as special advisor on International Projects. Coupled with her passion to improve learning for all, these diverse leadership roles give her a unique perspective on influencing positive change. Joanne is a member of the Professional Advisory Board of the Center for Development and Learning.

Joan Sedita, M.Ed., has been an educator and nationally recognized teacher trainer for over 35 years. She is the founding partner of Keys to Literacy, a literacy professional development organization based in MA. Joan is the author of four content literacy professional development programs (Key Comprehension Routine, Key Vocabulary Routine, Keys to Writing, The ANSWER Key Routine to for Extended Response) and a K-12 district literacy planning model (Keys to Literacy Planning). Beginning in 1975, she worked for 23 years at the Landmark School, a pioneer in the development of literacy intervention programs. As a teacher, principal, and director of the Outreach Teacher Training Program at Landmark, Joan developed expertise, methods, and instructional programs that address the literacy needs of students in grades K-12. Joan was one of the three lead trainers in MA for the Reading First Program.

She was a national LETRS trainer and co-authored LETRS Module 11, Writing, A Road to Reading Comprehension with Louisa Moats. She also wrote the adolescent literacy chapter in Multisensory Teaching of Basic Language Skills and the writing chapter in The Fundamentals of Literacy Instruction and Assessment, 6-12. Joan is an adjunct instructor at Endicott College and Fitchburg State University. She received her M.Ed. in Reading from Harvard University and her B.A. from Boston College.

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ABOUT THE PRESENTERS

Mark Seidenberg

Timothy Shanahan

Mark Seidenberg, Ph.D., is a cognitive scientist/neuroscientist/psycholinguist who has studied language, reading and dyslexia since the disco era. He is the Vilas Research Professor and Donald O. Hebb Professor in the department of psychology at the University of Wisconsin. His reading research addresses the nature of skilled reading, how children learn to read, dyslexia, and the brain bases of reading, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. Mark’s language research addresses what people know when they know a language, how this knowledge is represented in the brain, and how it is acquired and used. His book, Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It was published to acclaim and derision in January 2017. Mark attended Columbia University as an undergraduate, where, like many students, he worked part-time. He received a Ph.D. from Columbia, where he was a student of Tom Bever during the notorious Nim Chimpsky era. He did postdoctoral research at the Center for the Study of Reading splitting time between Bolt Beranek & Newman and the University of Illinois. His first academic appointment was at McGill University in Montreal, home of fantastic food and a very long winter. After 10 years in the cold, he moved to the University of Southern California, where he had appointments in psychology, linguistics, and in the neuroscience program. In 2001 he moved to the University of Wisconsin Madison, where he lives in a house on a hill and bikes to work when he can. He has published many scientific articles in fine journals such as Science, Psychological Review, Nature Neuroscience, Language, Psychological Science, and Semiotica, and was honored as one of the 250 most-cited researchers in the areas of psychology and psychiatry by those Web of Science citation-counting people.

Timothy Shanahan, Ph.D., is Distinguished Professor Emeritus at the University of Illinois at Chi­cago where he was Founding Di­rector of the UIC Center for Literacy. Previously, Tim was director of reading for the Chicago Public Schools. He is author or editor of more than 200 publications including the books, Teaching with the Common Core Standards for the English Language Arts, and Early Childhood Literacy. Tim is past president of the International Literacy Association. He received a presidential appointment to serve on the Advisory Board of the National Institute for Literacy. He took a leadership role on the National Reading Panel (the third most influential education policy document according to the Editorial Projects in Education Research Center). He chaired two other federal research review panels: the National Literacy Panel for Language Minority Children and Youth, and the National Early Literacy Panel, and helped author the Common Core State Standards. He is co-principal investigator of the U.S. Department of Education’s National Title I Study of Implementation and Outcomes: Early Childhood Language Development funded by the Institute of Education Sciences. Tim received the William S. Gray Citation for Lifetime Achievement and the Albert J. Harris Award for outstanding research on reading disability from the International Reading Association (IRA). He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. He is a member of the Professional Advisory Board of the Center for Development and Learning.

Alan Sitomer, M.Ed., is a California Teacher of the Year award winner and the founder of The Writer’s Success Academy. In addition to having been an inner-city high school English teacher and former professor in the Graduate School of Education at Loyola Marymount University, Alan is a nationally renowned speaker who specializes in engaging underperforming students. He has authored 16 trade books with works ranging from hardhitting YA novels to humorous and warm children’s picture books. He’s also the author of several professional books and curricular resources for educators, including his most recent book, Mastering Short-Response Writing: Claim It! Cite It! Cement It! Alan Sitomer

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Plain Talk About Literacy and Learning 2017

Libbie Sonnier-Netto

Laura Stewart

Alice Thomas

Libbie Sonnier-Netto, M.Ed., is focused on implementing evidence-based practices that improve the life chances of children and their families who are especially at risk due to low income and social gradient, education, physical environment, and health services. Libbie’s experience working at both local and state levels provides a broad scope of experience that includes delivering family support services as a primary service provider to children and families in community and hospital settings, establishing a model assessment team for Part C eligibility, coordinating statewide early childhood programs and pilots for children birth to five year olds, an directing an early hearing detection and intervention program.

Along with Sharon Ramey and Craig Ramey, Libbie is the third author of the Four Diamonds Checklist and second author of The Quality System to Achieve Results for Young Children in all Settings (Q-STAR). Libbie is currently pursuing her Ph.D. in Human Development at Virginia Tech under the mentorship of Sharon and Craig Ramey, with a focus in family and implementation science.

Laura Stewart, MFA, is an educator and organizational leader. She has served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country. She also served as the Vice President of Professional Development for both Rowland Reading Foundation and Zaner-Bloser. Throughout all of her work, one constant has been a passion for and commitment to early literacy; her interest is in exploring “what’s possible” through collaborative and sustained professional development. In her current position as the Chief Academic Officer for the Highlights Education Group, she works across several companies to offer high-quality professional development which will empower educators and positively impact children’s lives. She presents nationally and internationally and has written for numerous organizations and publications; she recently co-authored The Everything Guide to Informational Text K-2; Best Texts, Best Practices. Laura was recently appointed to the advisory board of the International Foundation of Effective Reading Instruction. She is a certified LETRS (Language Essentials for Teachers of Reading and Spelling) trainer.

Alice Thomas, M.Ed., is the founder, president and CEO of the Center for Development and Learning (CDL). Alice’s work is guided by a steadfast belief that all children, regardless of how they look, where they come from or how they learn, can and will achieve school success when provided with highly effective teachers and positive, supportive learning environments. In addition to executive duties, she facilitates professional learning for school leaders, teachers, and related specialists. Alice previously served as a teacher, counselor, and intervention specialist. She has taught university graduate courses on differentiating instruction for struggling students. She is a Learning Forward Academy graduate. She is the creator and director of the annual evidence-based Plain Talk about Literacy and Learning Institute. Alice is coauthor of the Plain Talk about Learning professional learning curriculum, the Right from Birth parent/caregiver training curriculum, and the Teens & Tots curriculum; and editor of CDL’s online blog. Alice completed a fellowship in neurodevelopmental variations at the University of North Carolina – Chapel Hill, and doctoral level studies in change leadership at the University of Toronto. She is the recipient of the New Orleans Children’s Defense Fund’s Champions for Children award and the International Dyslexia Association’s 2013 Presidential Award for Excellence.

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ABOUT THE PRESENTERS

William Van Cleave

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William Van Cleave, M.A., is in private practice as an educational consultant whose specialties include morphology and written expression. A nationally recognized speaker, he has presented on effective teaching practices at conferences and schools around the country since 1995. In 2004 William published the first edition of Everything You Want To Know & Exactly Where To Find It, an Orton-Gillingham based reference guide. Now in its fourth edition, this manual serves tutors and teachers of struggling readers and spellers around the country. In the spring of 2012, William completed Writing Matters: Developing Sentence Skills in Students of All Ages. Schools in the public and private arenas have adopted his methodology, and both one-on-one tutors and classroom teachers use his writing approach. Recently, he has been part of the professional development component of a S.I.G. Grant with a charter school for last chance students in Oklahoma City. There, he has trained, observed, and mentored faculty; model instructed; and designed and implemented curricula. During his career William has tutored; taught literature, writing, and math; and held several administrative posts. He received his B.A. in English and Women’s Studies from The College of Wooster and earned his M.A. in English from S.U.N.Y. New Paltz.

Plain Talk About Literacy and Learning 2017

ABOUT THE EXHIBITORS

95 Percent Group Inc. 475 Half Day Road, Suite 350 Lincolnshire, IL 60069 Phone: (847) 499-8200 Email: kenglande@95percentgroup.com Web: www.95percentgroup.com

American Reading Company 201 South Gulph Road King of Prussia, PA 19406 Phone: (903) 285-2213 Email: angela.brotherton@ americanreading.com Web: www.americanreading.com

The Center for Development and Learning One Galleria Blvd., Suite 903 Metairie, LA 70001 Phone: (504) 840-9786 Email: learn@cdl.org Web: www.cdl.org

Center on Teaching and Learning 5292 University of Oregon Eugene, OR 97403 Phone: (888) 497-4290 Email: support@dibels.uoregon.edu Web: http://dibels.uoregon.edu

95 Percent Group Inc. To get 95 percent of our students reading at grade level. It’s that simple and that important to our company. Our processes are proven. Our approaches are unique. We are focused on reading improvement in pre-K through Grade 12 students. We achieve this through our dedicated and customized approach.

We offer comprehensive education consulting, diagnostic assessments, and instructional materials designed to drive intervention and increase student achievement. Our approach is all about partnership—we work with you to design a plan that is tailored to your school or district.

American Reading Company Built and run by education activists, American Reading Company is a trusted partner of 5,320 schools and 1,070 districts in 50 states. Our team helps strengthen district and school capacity at every level by placing literacy and agency at the heart of school transformation, through: • • • •

Expertly Curated Classroom Libraries Thematic Inquiry Core Curriculum K-12 Reading Instruction & Assessment Teacher and Leader Learning

As a result, all students read, write, discuss, think, investigate, and solve problems at ever-increasing levels of proficiency. Their academic performance is accelerated and their life prospects are fundamentally improved.

The Center for Development and Learning CDL specializes in real-time, customized professional learning services that are sustained, collaborative, intensive, job-embedded, classroom-focused, and data-driven. CDL’s professional learning is specific and relevant to the needs of your students and your teachers. We tackle your real-time issues such as critical thinking, metacognition, remediating struggling readers, and building and sustaining collective capacity of your teachers.

Center on Teaching and Learning (CTL), University of Oregon The Center on Teaching and Learning (CTL) at the University of Oregon conducts and disseminates research on practical solutions to serious problems in school systems. CTL designs evidence-based educational interventions and maintains a robust world-wide data monitoring system for assessing and reporting student performance in reading and math. CTL has conducted rigorous federally-funded research on numerous interventions in thousands of classrooms across the nation.

These interventions have produced significant results, accelerating important learning outcomes for children in grades K-2.

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ABOUT THE EXHIBITORS

Corwin, a SAGE Publishing Company 2455 Teller Road Thousand Oaks, CA 91320 Phone: (800) 233-9936 Web: www.corwin.com

Curriculum Associates 153 Rangeway Road North Billerica, MA 01862 Phone: (800) 225-0248 Web: www.CurriculumAssociates.com

Corwin, a SAGE Publishing Company Corwin is the premier publisher and provider of professional resources and services that equip PreK–12 educators with innovative tools to improve teaching and learning so all children can succeed. Our books, digital products, institutes, and on-site consulting services offer practical, researchbased strategies created by experts. Visit www.corwin.com for resources on language development, literacy, equity, leadership, and more.

Plain Talk Gold Sponsor

Curriculum Associates, LLC® Curriculum Associates is a rapidly growing education company committed to making classrooms better places for teachers and students. We believe that all children have the chance to succeed, and our research-based, award-winning products, including i-Ready®, Ready®, BRIGANCE® and other programs provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Learn more at www.curriculumassociates.com.

Frog Publications Ready-to Use, self-checking and hands on classroom learning game centers.

Instant parental-involvement, homework and test-preparation program that lasts the entire year.

Frog Publications 11820 Uradco Pl., Suite 106 San Antonio, TX 33576 Phone: (800) 777-3764 Email: customerservice@frog.com Web: www.frog.com

Heinemann 361 Hanover Street Portsmouth, NH 03801 Phone: (800) 225-5800 Email: custserv@heinemann.com Web: www.heinemann.com

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Come see our all-new Math Drops in the Bucket daily review books!

Critical thinking, Dual Language, Reading/Language Arts, Math & Social Studies!

Heinemann Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college. We strive to give voice to those who share our respect for the professionalism and compassion of teachers and who support teachers’ efforts to help children become literate, empathetic, knowledgeable citizens. Our authors are exemplary educators eager to support the practice of other teachers through their explicit teaching materials. Our commitment to our work and customers’ enthusiastic response to our offerings has made us the leading publisher in this area.

Plain Talk About Literacy and Learning 2017

Houghton Mifflin Harcourt 2700 La Frontera Blvd.

Round Rock, TX 78681 Phone: (800) 225-5425 Email: K12orders@hmhco.com Web: www.hmhco.com

International Dyslexia Association 40 York Road, 4th Floor Baltimore, MD 21204 Phone: (410) 296-0232 Email: info@dyslexiaida.org Web: www.DyslexiaIDA.org

Kaplan Early Learning Company P.O. Box 609 1310 Lewisville Clemmons Road Lewisville, NC 27023 Phone: (800) 334-2014 Fax: (800) 452-7526 Email: bfulton@kaplanco.com Web: www.kaplanco.com

Language Circle Enterprises 1620 West 98th Street, Suite 130 Bloomington, MN 55431 Phone: (800) 450-0343 Email: languagecircle@projectread.com Web: www.projectread.com

Houghton Mifflin Harcourt At Houghton Mifflin Harcourt, we believe that lifelong learning is inspired by curiosity. Join us as we combine the passion for learning with the power of education to explore new perspectives, discover what’s possible, and transform lives across the globe. Better products and services…More personalization and flexibility…Content that is effective and engaging. At Houghton Mifflin Harcourt we celebrate the curiosity, inquiry, and discovery at the heart of learning. How can we inspire you?

International Dyslexia Association The International Dyslexia Association (IDA) is a 501(c)(3) non-profit, scientific and educational organization dedicated exclusively to the study and treatment of the specific language disability known as dyslexia. We have been serving individuals with dyslexia, their families, and professionals in the field for over 65 years. IDA was first established to continue the pioneering work of Dr. Samuel T. Orton, M.D. in the study and treatment of dyslexia.

Kaplan Early Learning Company Kaplan Early Learning Company offers a wide array of products and services to serve the Early Childhood classroom. Our curricula, assessments, educational materials and professional development topics are created to enhance the education of young children and spark their creativity and imagination.

Language Circle Enterprises / Project Read Curriculum The Project Read curriculum is a complete language arts program designed to respect diverse learning profiles. Research-based and student-tested, Project Read programs have been proven to cultivate knowledge, promote academic independence, and foster self-confidence. Language Circle Enterprises works to ensure that all learners, no matter their circumstances, have the opportunity to become active, thoughtful, independent readers and writers. Project Read programs are based upon direct, systematic order of skill instruction employing multisensory strategies. The curriculum materials span from early education through the adult learner and include: Phonics, Reading Comprehension, and Written Expression.

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ABOUT THE EXHIBITORS

logonliteracy 24/55 Thorn Street Kangaroo Point QLD 4169 Australia Phone: ++61 (0)428824626 Email: catherine.black @logonliteracy.com.au Web: www.logonliteracy.com.au

logonliteracy logonliteracy is an Australian company specializing in the provision of literacy professional development for teachers in middle and high school contexts.

Consultants Patricia Hipwell and Catherine Black translate the mantra of “we’re all teachers of literacy” into quality PD that enables subject area specialists to be effective literacy teachers. Areas of focus include the teaching of reading, writing, questioning, listening, spelling, and preparation for assessment. In addition, logonliteracy has produced quality resources to support the teaching and learning of literacy, including the highly successful How to Write What You Want to Say series (General, Math, Primary, Science, Business and University).

Pearson Pearson is the world’s largest education company, with 40,000 employees in more than 70 countries helping people of all ages to make measurable progress in their lives.

Pearson P.O. Box 6820 Chandler, AZ 85246 Phone: (800) 848-9500 Web: www.PearsonSchool.com

We are devoted to creating tools that provide boundless opportunities for learners at every stage of the journey. Because wherever learning flourishes, so do people. Our engaging textbooks and instructional resources help you prepare every learner for college, career, and a lifetime of learning.

Pearson offers practical professional development services and support. We’re focused on increasing leader and educator effectiveness, improving the use of technology and data analytics, and fostering successful community engagement.

Read Naturally Read Naturally’s research-proven reading programs provide high-quality interventions and differentiated instruction for struggling readers of all ages and abilities.

Read Naturally 1284 Corporate Center Drive, Suite 600 St. Paul, MN 55121 Phone: (800) 788-4085 Email: info@readnaturally.com Web: www.ReadNaturally.com

Readsters 801 North Pitt Street, Suite 105 Alexandria, VA 22314 Phone: (703) 535-7355 Email: info@readsters.com Web: www.readsters.com

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Read Live, our flagship intervention and assessment tool uses a web-based format that features a reading intervention and assessment tool. Students work mostly independently in Read Live by reading high-interest, nonfiction stories and completing a number of activities including a vocabulary-boosting game, Wordtastic.

This engaging curriculum builds students’ fluency, vocabulary, comprehension and phonics skills.

Read Naturally’s research-based interventions also include: Signs for Sounds, Word Warm-ups, Splat-O-Nym, One Minute Reader, Take Aim! at Vocabulary and Funēmics.

Readsters Readsters supports instruction that results in successful readers. We work nationally and internationally. As specialists in teaching reading, we continue to learn about the reading process by studying current research, interacting and collaborating with professionals in the field, attending conferences, following education policy, and working with students of all ages who are learning to read.

The support we provide is guided by our own experience and by evidence-based research in reading and related fields such as neuroscience and psychology. We emphasize explicit, structured, and systematic instruction. Our extensive work in schools allows us to test our methods and materials to ensure they lead to reading success.

Plain Talk About Literacy and Learning 2017

Scholastic Education 557 Broadway New York, NY 10012 Phone: (800) 387-1437 Web: www.scholastic.com/professional

Scholastic Education Scholastic is the world’s largest publisher and distributor of children’s books and a leading provider of instructional materials and classroom resources, including books and ebooks, print and digital classroom magazines and instructional programs, book clubs and book fairs, which combine to offer schools comprehensive, customized solutions supporting student achievement. Scholastic’s professional development division, Scholastic Professional, offers professional services, curricular resources, and professional books to support educators and families.

Plain Talk Silver Sponsor

Voyager Sopris Learning® Voyager Sopris Learning® is an educational technology, curriculum, and services provider committed to partnering with schools and districts to increase student achievement. We offer research- and evidence-based literacy and math solutions.

To learn more, visit www.voyagersopris.com.

Voyager Sopris Learning 17855 Dallas Parkway, Suite 400 Dallas, TX 75287 Phone: (800) 547-6747 Web: www.voyagersopris.com

Wilson Language Training Corp.

The WILSON Reading System®, WILSON Just Words®, WILSON Fundations®, and WILSON Fluency® are multisensory, structured reading and spelling curricula to address prevention, intervention and intensive instructional needs.

Wilson Language Training Corp.

47 Old Webster Road Oxford, MA 01540 Phone: (800) 899-8454 Email: info@wilsonlanguage.com Web: www.wilsonlanguage.com

Zaner-Bloser 1400 Goodale Blvd., Suite 200 Grandview Heights, OH 43212 Phone: (614) 486-0221 Web: www.zaner-bloser.com

Zaner-Bloser Zaner-Bloser is an educational-solutions company specializing in delivering explicit instruction and a solid academic foundation for PreK–8 students in reading, writing, spelling, handwriting, and other language arts. Our core digital and print resources include Superkids, Spelling Connections, Strategies for Writers, and Zaner-Bloser Handwriting. As a member of the Highlights Family of Companies, we strive to always do what’s right for children and make a significant contribution to their education.

LA Sales Representative Greg Thomas Phone: (225) 993-2786 Email: Greg.Thomas@Zaner-Bloser.com

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WANT TO GET OUT AND ABOUT?

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Plain Talk About Literacy and Learning 2017

New Orleans 2018 Visit www.cdl.org for Plain Talk updates.

When you’re here, indulge in the world’s best cuisine, enjoy incomparable music, discover our captivating culture, and experience the spirit and soul of New Orleans.

YOU’LL WANT TO BE THERE!

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ABOUT THE CENTER FOR DEVELOPMENT AND LEARNING Board of Trustees 2016–2017

Officers:

Chairman Holly Sharp, CPA, CFE, CFF Shareholder and Director LaPorte Vice Chairman Glenny Lee Buquet Former Member, Louisiana Board of Elementary and Secondary Education Education Activist Past Chairman Frank Williams CEO Williams and Associates

Community Advisory Council

Joan Coulter Community Activist

Cynthia Hedge Morrell Community Activist

Jack Donahue Louisiana State Senator President, DonahueFavret Contractors

Gordon Blundell, Jr., M.D. Child & Adolescent Psychiatrist

Alice P. Thomas Founder, President and CEO

Plain Talk About Literacy and Learning 2017

Arlinda Westbrook Deputy Superintendent of the New Orleans Police Department Director of the Public Integrity Bureau

Joseph P. Lopinto, III Louisiana State Representative Attorney

Herschel L. Abbott, Jr. Jones Walker Law Firm

Gerard Ballanco, M.D., FAAP Pediatrician (Ret.)

Sidney Eshleman Thornton Community Activist

Charles Lacoste Management Consultant

Kathleen Riedlinger CEO, Lusher Charter Schools

Marian Arrowsmith Supervisor, Elementary Education (Ret.) St. Tammany Parish Schools

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Members:

Treasurer Gregory N. Rattler, Sr. Vice President, JPMorgan Chase

Kelvin Adams, Ph.D. Superintendent St. Louis Public Schools

Executive Staff

Secretary Barbara Johnson Principal, The Johnson Group

Vaughan Fitzpatrick Community Activist The Honorable John W. Greene Judge, 22nd Judicial District (Ret.) Stephen Hales, M.D. Hales Pediatrics, New Orleans Ruby Bridges Hall President, Ruby Bridges Foundation

Mary Lou Ochsner Community Leader Robert D. Reily Chairman, The Standard Companies

Professional Advisory Board

Robert B. Brooks, Ph.D. Clinical Psychologist Assistant Clinical Professor, Harvard Medical School Needham, MA

Joanne Quinn, MBA Quinn Consultants, Inc. Toronto, Canada

G. Emerson Dickman, III, J.D. Attorney at Law Immediate Past President International Dyslexia Association Maywood, NJ

Craig T. Ramey, Ph.D. Distinguished Scholar and Professor, Virginia Tech Carilion Research Institute Roanoke, VA

Michael Fullan, Ph.D, OC Dean Emeritus Ontario Institute for Studies in Education, University of Toronto Ontario, Canada

Mel Riddile, Ed.D. Associate Director for High School Services, National Association of Secondary School Principals Reston, VA

Sam Goldstein, Ph.D. Clinical Instructor Department of Psychiatry, University of Utah School of Medicine Salt Lake City, UT

Carol Rolheiser, Ph.D. Director Centre for Teaching Support and Innovation, University of Toronto Toronto, Canada

Edward M. Hallowell, M.D. Child & Adult Psychiatrist Senior Lecturer, Harvard Medical School; Director, Hallowell Center for Cognitive and Emotional Health Arlington, MA

Timothy Shanahan, Ph.D. Distinguished Professor Emeritus University of Illinois at Chicago Chicago, IL

Michael Kamil, Ph.D. Professor Emeritus School of Education Stanford University Stanford, CA

Dennis Sparks, Ph.D. Executive Director, Emeritus National Staff Development Council Ann Arbor, MI

G. Reid Lyon, Ph.D. Distinguished Professor, Southern Methodist University; Distinguished Scientist, Center for Brain Health, University of Texas - Dallas Dallas, TX

Robert Sternberg, Ph.D. Provost and Senior Vice President Oklahoma State University Stillwater, OK

Louisa C. Moats, Ph.D. Literacy Research & Professional Development Advisor, Sopris West Educational Services Longmont, CO

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ABOUT THE EXHIBITORS

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Plain Talk About Literacy and Learning 2017

INDEX Larry Ainsworth . . . . . . . . . . . . . . . 6, 22, 25, 37 Anita Archer . . . . . . . . . . . . . . . . 6, 19, 24, 27, 37 Pam Austin . . . . . . . . . . . . . . . . . . . . 6, 29, 37 Donald Bear . . . . . . . . . . . . . . . 5, 12, 16, 38 Nancy Boyles . . . . . . . . . . . . . . . . 5, 15, 17, 38 Robert Brooks . . . . . . . . . . . . . . 5, 9, 11, 38, 61 Judie Caroleo . . . . . . . . . . . . . 5, 6, 17, 29, 38 Christie Cavanaugh . . . . . . . . . . 7, 32, 35, 39 Charles Corprew . . . . . . . . . . . . . . 5, 15, 39 Mary Dahlgren . . . . . . . . . . . . . 5, 16, 18, 39 Peter DeWitt . . . . . . . . . . . . . 5, 12, 15, 17, 40 Ana Dodson . . . . . . . . . . . . . . . . 7, 33, 40 Judi Dodson . . . . . . . . . . . . . . . 5, 6, 13, 27, 40 Nell Duke . . . . . . . . . . . . . . . . 5, 10, 14, 41 Steve Dykstra . . . . . . . . . . . . . . 6, 20, 24, 41 Linda Farrell . . . . . . . . . . . . . . 6, 20, 24, 41 Antonio Fierro . . . . . . . . . . . . . 6, 22, 26, 42 Douglas Fisher . . . . . . . . . . 6, 19, 21, 24, 42 Nancy Frey . . . . . . . . . . . . . 6, 21, 25, 42 Howard Fuller . . . . . . . . . . . . . 6, 20, 28, 42 Vicki Gibson . . . . . . . . . . . . . . 6, 7, 23, 33, 43 Susan Hall . . . . . . . . . . . . . 6, 7, 23, 32, 43 Edward Hallowell . . . . . . . . . 7, 31, 35, 43, 61 Jan Hasbrouck . . . . . . . . . . . . 5, 11, 17, 44 Karin Hess . . . . . . . . . . . . . 5, 11, 15, 44 Debbie Hunsaker . . . . . . . . . . . . . . . 5, 18, 44

Michael Hunter . . . . . . . . . . . 5, 6, 12, 26, Jill Jackson . . . . . . . . . . . . . . 6, 7, 27, 33, 34, Sam Johnson . . . . . . . . . . . . . . . . . 5, 18, Sandra Johnson . . . . . . . . . . . . . . . 5, 18, Eric Jones . . . . . . . . . . . . . . . . . . 7, 32, Laura Justice . . . . . . . . . . . . . . . 5, 10, 16, Calvin Mackie . . . . . . . . . . . . . . . 7, 34, Jennifer Smithers Marten . . . . . . . 6, 21, 28, Jennifer McCormick . . . . . . . . . . . . 5, 12, Flint Mitchell . . . . . . . . . . . . . . . 5, 15, Louisa Moats . . . . . . . . . . 6, 19, 28, 47, Pati Montgomery . . . . . . . . . 6, 7, 28, 34, Wes Moore . . . . . . . . . . . . . . . 7, 31, 34, Pedro Noguera . . . . . . . . . . . . . . 7, 31, Lucy Hart Paulson . . . . . . . . . 5, 6, 18, 21, Amy Poirier . . . . . . . . . . . . . . . 6, 25, Joanne Quinn . . . . . . . . . . 5, 10, 14, 49, Joan Sedita . . . . . . . . . . . . . . 6, 7, 29, 33, Mark Seidenberg . . . . . . . . . . 5, 9, 14, Tim Shanahan . . . . . . . . . . . . 5, 9, 14, 50, Alan Sitomer . . . . . . . . . . . . . . . 6, 23, Libbie Sonnier-Netto . . . . . . . . . . 5, 13, Laura Stewart . . . . . . . . . . . . . . 6, 25, Alice Thomas . . 5, 6, 7, 9, 11, 19, 31, 32, 51, William Van Cleave . . . . . . . . 5, 6, 16, 23,

45 45 45 45 46 46 46 47 47 47 61 48 48 48 49 49 61 49 50 61 50 51 51 60 52

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HILTON NEW ORLEANS RIVERSIDE

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CS

What does CDL do when we aren’t doing Plain Talk?

Plenty.

We provide real-time, customized professional learning services that are sustained, collaborative, student-focused, and data-driven.

Customized.

Pragmatic.

Collaborative.

Real-time.

Focused.

Relevant and aligned.

Robust.

Diversified.

We travel.

Nothing canned. Nothing scripted. Our professional learning is designed, facilitated, evaluated, and adjusted to meet the needs of your educators.

With a boots-on-the-ground approach, we provide collaborative learning sessions, coaching, modeling, and observations with feedback.

We examine student and teacher data with your leadership team, and then build professional learning in response to student and teacher needs.

We tackle real-time issues such as critical thinking, remediating struggling readers, and building and sustaining collective capacity.

We focus on the knowledge and skills to enable students to become proficient learners who succeed in core academic subjects and meet challenging standards.

CDL’s professional learning services are relevant to the needs of your students and your teachers, and aligned with the professional learning definition in the 2016 Every Student Succeeds Act. We have robust expertise in literacy, evidence-based strategies, how students learn, early childhood, student-specific intervention and remediation, leadership, and building collective capacity.

We have experts at every level from early childhood through high school ready to work with your educators.

Give us a call - we are ready to travel to you.

(504) 840-9786 | learn@cdl.org | www.cdl.org

2017

One Galleria Blvd., Suite 903 Metairie, LA 70001 (504) 840-9786 learn@cdl.org • www.cdl.org