plain-talk-program-2012

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PLAIN alk ABOUT READING

Bringing Research into the Classroom

April 30 - May 2, 2012 Hyatt Regency

New Orleans Lagniappe Definitions

Delectable Tidbits

Lagniappe (lan-yap):

Andouille (ahn-DOO-ee):

A little something extra. A free coffee or dessert or a few extra ounces of boudin put the “bons” in “bons temps.”

Secondline:

The people who follow a brass band on the street while swinging a handkerchief in a circle over their heads. These second-liners also have a special shuffle step or dance they do when following the band. This is called “secondlining.”

Krewe:

Members of a carnival organization, as in Krewe of Rex. A variation of “crew,” the word was invented by 19th-century New Orleanians, who privately bankrolled the balls and parades (as is still the case).

Streetcar:

New Orleans’ name for the world’s oldest continuously operating electric street railway. In 1835, a steam engine train ran from the Vieux Carré along St. Charles to the outlying town of Carrollton (now the Uptown Riverbend area). In the 1860s, the route became a horse- and mule-drawn line, and went electric in 1893.

Today, over 20,000 people a day ride to work and play aboard 35 original electric cars all named to the National Register of Historic Places. You can get to a historic place riding in a historic place.

Only in New Orleans.

Jazz:

Spicy Cajun sausage. Don’t ask what’s in it. Just savor the burn.

Bananas Foster:

Brennan’s first whipped up this flaming ambrosia of bananas and rum, spooned over vanilla ice cream.

Beignet (BEN-yay):

Creole pastries carrés, fried to crusty perfection and generously sprinkled with powdered sugar. Tip: wear light colors to camouflage the powdered sugar.

Blackened Redfish:

Highly seasoned redfish filets sizzled in a hot skillet. When Chef Paul Prudhomme made the Cajun dish a national craze, it put a strain on redfish supplies.

Crawfish (a.k.a. mudbugs or crawdads):

Cooked with lots of crab boil, these succulent little second cousins to shrimp hold the flavor in the heads and the meat in the tails. So you suck the heads and peel the tails. Crawfish pies and Crawfish Monica, a creamy pasta dish, draw raves at Jazz Fest.

Dressed:

A poboy with lettuce, tomato, pickles, and mayo (known locally as “MY-nez,” usually Blue Plate).

Louis Armstrong said, “If you gotta ask, you’ll never know.” As for origin, some say it was a New Orleans barber named Buddy Bolden, who in 1891 blew a few hot notes with his cornet and invented a new form of music that’s been an American favorite since the Jazz Age of the ‘20s. Jazz mixes African and Creole rhythms with European styles. Surprisingly, the Irish, Germans, and Italians contributed the brass bands.

Gumbo:

Cities of the Dead:

King Cake:

Cajun:

Muffuletta:

New Orleans cemeteries. Because of the high water table, we spend the afterlife buried above ground instead of six feet under it. Elaborate monuments cluster together like small communities.

Nickname for Acadians, the French-speaking people who migrated to Louisiana from Nova Scotia, starting in 1755.

Talk

New Orleans’ and South Louisiana’s signature Creole dish.

“Gumbo” began with okra, or nkombo in Bantu, a vegetable of African origin. Native American filé (ground sassafras leaves) is the essential spice. In Southern Louisiana, it’s made with a dark roux (gravy base made by browning flour in fat), shellfish, and sausage, served over rice.

Originally a version of French brioche, they are typically decorated in purple, green, and gold sugar. By tradition, whoever gets the piece with the tiny plastic baby or bean baked inside throws the next party and serves the next cake.

It’s not a sandwich; it’s a meal packed into a pizza-sized Italian bun. Go to the source: Central Grocery on Decatur Street, an Italian import store where the sandwich was invented about a century ago to satisfy hungry Sicilian stevedores on the nearby docks.

Table of Contents

Institute Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Agenda At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Detailed Agenda

Monday, April 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Tuesday, May 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Wednesday, May 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

About the Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 About the Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 About The Center for Development and Learning . . . . . . . . . . . 53 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Map of Meeting Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

“

In New Orleans, sidewalk corners are adorned with delightful blue-and-white tiles, originally dating from the 1870s, telling you the name of the street you are crossing: As I stepped over some of these, it occurred to met that they told a story about city planning. Unlike the street signs in most cities (including New Orleans) that are attached to poles and displayed high, these can’t be seen by drivers. These are designed for pedestrians, and perhaps bikers, using sidewalks. They reflect a time when planners were designing the city for people on foot.

- Lisa Wade, as quoted in Sociological Images, 2010

”

Institute Information

W

elcome 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 and bookstore are located on the 2nd floor. Here, Institute staff will be available to assist you with any needs that may arise.

ONSITE HANDOUTS Each presenter has provided supporting handout materials for his/her presentation, and an appropriate number of copies has been prepared for those attending each session.

Registration & Service hours Sunday 4:00pm – 7:00pm Monday 7:15am – 4:45pm Tuesday 7:15am – 4:45pm Wednesday 7:15am – 2:55pm

ELECTRONIC COPIES All Institute handouts will be made available online approximately 5 days following the Institute for a short period of time. You will be provided a special code via email that will allow you to access the Institute handouts.

MAPS Maps of the meeting rooms being used during the Institute can be found on the inside back cover of this program book and on the back of the Personal Institute Planner found in your registration packet.

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.

Rooms are furnished to capacity in compliance with local fire codes and safety requirements which prohibit standing or sitting in the aisles or the addition of more chairs.

Please note alternative choices for each time slot on your Personal Institute Planner. This will allow you to quickly locate an alternate session if your first choice is full.

The temperature in hotel meeting rooms may often be on the cool side. Please bring a sweater or jacket.

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

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Plain Talk About Reading 2012

MEALS AND BREAKS Continental Breakfast Breakfast will be served beginning at 7:15am in the Storyville Hall on the 3rd floor.

Lunch Lunch will be served in the Storyville Hall on the 3rd floor at 12:15pm. In addition, beverages and afternoon snacks will be available throughout the 2nd and 3rd floors from 2:55pm to 3:20pm.

EVALUATIONS Your feedback is important to the planning of future Institutes. Please take time to complete your evaluation forms, one for each session, which will be distributed and collected in evaluation boxes in each room.

CERTIFICATES OF ATTENDANCE A certificate of attendance will be ready for you at the conclusion of the Institute. Please stop by the CDL service desk after lunch on Wednesday afternoon. 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 whether the Institute’s sessions are acceptable for continuing education.

Institute Information

PHONE COURTESY Please set your phones to “silent” or in the “off” position. If you prefer, place your phone on “vibrate” and put it in your pocket or another soft location where the vibration will not be distracting to others.

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 Institute nor CDL is responsible for any injuries or losses that occur in conjunction with the Institute.

FIRST TIME ATTENDEE SESSION On Monday afternoon, first time Plain Talk attendees are invited to an informational session where they will meet some very special people.

Join us at 5:00pm in the Haymarket Room.

BOOKSTORE A bookstore featuring books authored by Institute speakers and other recommended books is located on the 2rd floor in the Central City Foyer.

EXHIBITORS Be sure to allow yourself ample time to visit the exhibits located on the 3rd 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.

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Want to get out and about?

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Plain Talk About Reading 2012

Agenda At-A-Glance Monday, April 30, 2012 BREAKFAST 7:15am – 7:55am

► Storyville Hall

WELCOME 8:00am – 8:10am Alice Thomas ...................................................................................................................................................► Celestin I-IV

KEYNOTE 8:10am – 9:10am

Creating Passionate Readers in the Digital Age Dan Willingham ..................................................................► Celestin I-IV

DISTINGUISHED LECTURES 9:30am – 10:30am

Moral Imperative Realized Michael Fullan ......................................................................................................► Celestin I Recognition and Response: Findings from Two Implementation Studies Virginia Buysse, Ellen Piesner-Feinberg ...................................................................................................► Celestin II Executive Functioning in Children: New Data & New Ideas Sam Goldstein ...................................................► Celestin III Getting Them All Engaged: Inclusive, Active Participation Anita Archer ........................................................► Celestin IV

CONCURRENT SESSIONS 10:50am – 12:15pm

What’s Wrong with Reading Comprehension Strategies? Dan Willingham ...................................................► Celestin I Motion Leadership II Michael Fullan ...............................................................................................................► Lyric Background Knowledge for Comprehension: You’ve Got To Know Stuff to Learn Stuff Judi Dodson ............► Celestin II Keys to Unlocking the Alphabetic Code: Connecting the Teaching of Skills with the Joy of Learning Laura Stewart .............................................................................................................................................. ► Oasis ADHD in the Classroom: What Teachers Want & How to Make it Happen Sam Goldstein ............................► Celestin III Going Beyond “Covering” the Lesson to Purposely Planning Core Instruction Jill Jackson ..........................► Strand Essential Skills for Teaching: Implementing What We Know and Should Do Vicki Gibson ............................► Celestin IV Spelling is a Linguistic Skill! Mary Dahlgren ...................................................................................................► Pickwick It’s Never Too Late: Remediation in Public High Schools – A Tier III Program Carol Tolman .........................► Haymarket

LUNCH 12:15pm – 1:15pm

► Storyville Hall

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

Understanding and Applying Common Core State Standards for English Language Arts, Grades K–5 Linda Farrell .................................................................................................................................................► Celestin I Improving Adolescent Literacy Debbie Hunsaker ...........................................................................................► Lyric Effective Vocabulary Instruction: Throw Out the Dictionary! Michael Hunter ..................................................► Celestin II Learning to Read WHILE Reading to Learn: Nonfiction Literature and the Common Core Laura Stewart ...............................................................................................................................................► Oasis The Changing Face of Autism: New Data and New Ideas and the Autism Spectrum Rating Scales Sam Goldstein .............................................................................................................................................► Celestin III Recognition & Response: A Closer Look at the Assessment & Instructional Components Virginia Buysse, Ellen Piesner-Feinberg ......................................................................................................► Strand Summing It Up - Written Summaries: Strengthening Writing and Reading Comprehension Anita Archer .................................................................................................................................................► Celestin IV Hooking Boys, Including Struggling Male Readers, on Books! Nancy Manuel ...............................................► Pickwick Look Who’s Talking! Promoting Oral Language Development in the Classroom Anne Whitney .................... ► Haymarket

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

Common Core State Standards and Collaborative Conversations Vicki Gibson ...........................................► Celestin I Reading Triage for Grades K-8: Building Your Literacy Intervention Toolkit Judi Dodson ..............................► Celestin IV Leveled Readers and Decodable Readers Linda Farrell ................................................................................► Celestin III Problem Solving in a Culture of Change Doug Blancero, Omar Tabb ...........................................................► Oasis A New Approach to Teaching High Frequency Words Michael Hunter .......................................................... ► Celestin II Keys to Effective Literacy Interventions for English Language Learners Elsa Cárdenas-Hagan ...................► Strand Literacy Leadership in the Age of Accountability Jill Jackson ........................................................................► Lyric Engagement is in the Planning AND Spontaneous Adaptation Kathi Tiefenthaler ........................................► Pickwick Implementation of Response to Intervention From the Leadership Perspective Melissa Stilley, Linda Baker ....................................................................................................................... ► Haymarket

FIRST TIME ATTENDEE SESSION 5:00pm – 5:45pm Growing Up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults David Clemons, Sandra Johnson .................................................................................................► Haymarket

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Agenda At-A-Glance Tuesday, May 1, 2012 BREAKFAST 7:15am – 7:55am

► Storyville Hall

OPENING 8:00am – 8:10am Alice Thomas ...................................................................................................................................................► Celestin I-IV

KEYNOTE 8:10am – 9:10am

Reconciling Writing Research with the Common Core State Standards: Are We Going Astray?

Louisa Moats ............................................................................................................................................... ► Celestin I-IV

DISTINGUISHED LECTURES 9:30am – 10:30am

How Does the Brain Compensate for Difficulties in Learning to Read and What Role Does Effective Teaching Play in Creating a Reading Brain? Reid Lyon ............................................................................. ► Celestin II Understanding Inadequate Responders to Reading Instruction Jack Fletcher .............................................. ► Celestin III Literacy, Meet the Common Core Standards! Mel Riddile ..............................................................................► Celestin I Educators as Physicians - Using Data for RtI Decisions Jan Hasbrouck .......................................................► Celestin IV

CONCURRENT SESSIONS 10:50am – 12:15pm

Metalinguistic Awareness and Interest: Key Variables in Vocabulary Growth Susan Ebbers .........................► Celestin I Strategies for Successful Spelling Suzanne Carreker ....................................................................................► Lyric Planning Engaging, Successful Writing Lessons for Less Skilled Writers (Grades 1-5) Louisa Moats ..........► Celestin II Conceptual Models of LD and Their Influence on Identification and Intervention Jack Fletcher ....................► Oasis The Talking Classroom: Developing Oral Language Skills Within the Classroom Judi Dodson .....................► Celestin III Building Blocks of the Alphabetic Principle: Research Supporting Letter Name to Letter Sound Knowledge Lucy Hart Paulson ...................................................................................................................► Strand Background Knowledge: Frontloading Background Knowledge to Improve Comprehension Anita Archer .................................................................................................................................................► Celestin IV It’s Sentence Comprehension Workout Time! Nancy Hennessey ..................................................................► Pickwick Looking More Closely at Morphological Awareness: What It Means to Know a Word? Mary Dahlgren .........► Haymarket

LUNCH 12:15pm – 1:15pm

► Storyville Hall

CONCURRENT SESSIONS II 1:30pm – 2:55pm Adolescent Literacy Strategies for All Disciplines and Throughout the Day Alice Thomas ............................► Celestin I Developing Oral Language and Vocabulary Suzanne Carreker .....................................................................► Lyric Cross-Content Literacy: A Culture Changer Mel Riddile .................................................................................► Celestin III Teaching All Students to Read Well: Is It Really Possible? Joe Torgesen ..................................................... ► Celestin II How Early is TOO Early for Early Literacy? Libbie Sonnier-Netto .................................................................► Strand Dynamic Vocabulary Instruction Anita Archer ................................................................................................► Celestin IV Boost Your Dyslexia IQ: The Antidote to Dysteachia Nancy Hennessey, Emerson Dickman ...................... ► Pickwick Literacy: Exciting Times in Louisiana Kerry Laster .........................................................................................► Haymarket Oral Language Foundations for Adolescent Reading and Writing Anne Whitney ..........................................► Oasis

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

Teaching Phonological Awareness to Students of All Ages Michael Hunter .................................................. ► Celestin I From Scribbles to Print: The Writing Process in Early Literacy Lucy Hart Paulson .......................................► Lyric Supporting Students with Autism in the Regular Classroom Janie Feinberg, Natalie Beach, David Whiting ......................................................................................... ► Oasis Spelling Instruction that Sticks Linda Farrell .................................................................................................. ► Celestin II Best Practices that Develop ELA Skills in Pre-K - 2 Students Vicki Gibson, Adrienne Dowden ..................► Celestin III Isn’t It Explicit? Pam Austin .............................................................................................................................► Strand A Neuroscience Approach to Differentiating Instruction Alice Thomas ...........................................................► Celestin IV A New Look at Learning Disabilities Emerson Dickman ................................................................................ ► Pickwick Comprehensive Policy Frameworks that Impact Student Achievement Reid Lyon, Steve Kukic, Debora Scheffel .................................................................................................► Haymarket

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Plain Talk About Reading 2012

Agenda At-A-Glance Wednesday, May 2, 2012 BREAKFAST 7:15am – 7:55am

► Storyville Hall

OPENING 8:00am – 8:10am Alice Thomas ...................................................................................................................................................► Celestin I-IV

KEYNOTE 8:10am – 9:10am

The Evolving Reading Brain in a Digital Age: Insights for Reading Development, Instruction, and Struggling Readers Maryanne Wolf ............................................................................................................► Celestin I-IV

DISTINGUISHED LECTURES 9:30am – 10:30am

Special Ed is NOT Special: Why Students with Disabilities Are Not Being Taught How to Read Robert Pasternack .......................................................................................................................................► Celestin I Reading Development and Difficulties: What Skills Do You Need to be a Good Text Comprehender?

Kate Cain ......................................................................................................................................................► Celestin II Common Core State Standards: Perspectives, Research & Implementation Michael Kamil .........................► Celestin III Ten Things Every Teacher Should Know About Reading Comprehension Tim Shanahan .............................► Celestin IV

CONCURRENT SESSIONS 10:50am – 12:15pm

How to be a Better Comprehender: An Examination of Effective Strategies for Poor Readers Kate Cain ......................................................................................................................................................► Lyric Planning for Small Group Instruction Is Not Rocket Science, But… Adrienne Dowden .................................► Celestin I Meeting the Challenge of the Common Core State Literacy Standards Tim Shanahan .................................► Celestin II Open Discussion on Reading Development, Instruction & Struggling Readers Maryanne Wolf ....................► Oasis Organizing and Interpreting Data with Graphic Organizers for Effective, Efficient, and Meaningful Results Carol Tolman ..................................................................................................................................► Celestin III Meeting the Needs of Struggling Readers in the Era of CCSS Jan Hasbrouck .............................................► Celestin IV Early Language and Literacy Development - Meaningful Experiences for Our Youngest Learners Carol Aghayan .............................................................................................................................................► Strand When Readers Write and Writers Read: Teaching Reciprocal Processes of Reading and Writing Kathy Barclay ...............................................................................................................................................► Pickwick Inclusion or Dumping? The Facts about Including Students with Disabilities in General Education Robert Pasternack .......................................................................................................................................► Haymarket

LUNCH 12:15pm – 1:15pm

► Storyville Hall

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

Inspiring Preschoolers to Become Readers and Writers Cate Heroman ........................................................► Oasis What Works in the Classroom that Every Teacher Can Do Linda Farrell, Michael Hunter ...........................► Celestin I A ‘High Five’ for PreK: Laying the Foundation for Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension Kathy Barclay ............................................................................................................► Pickwick Reading FAST or Reading Well? Re-examining the Role of Fluency Assessments Jan Hasbrouck .............► Celestin II Looking More Closely at Morphological Awareness: What It Means to Know a Word? (REPEAT) Mary Dahlgren ..............................................................................................................................................► Strand Teacher Knowledge for Common Core: Argument and Text Complexity Michael Kamil ................................► Lyric Improving Adolescent Literacy (REPEAT) Debbie Hunsaker .........................................................................► Haymarket Measuring Word-Learning Aptitude in Grades 2-4: Tapping into Morphological, Syntactic, and Contextual Awareness Susan Ebbers ...............................................................................................................► Celestin III Explicit Instruction: Key to Prevention and Intervention Anita Archer .............................................................► Celestin IV

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3

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2012.01 Plain Talk Ad.indd 1

12/22/11 4:56 PM

Monday, April 30, 2012

Alice Thomas

8:00 am – 8:10 am

Detailed Agenda Welcome

► Celestin I-IV

8:10 am – 9:10 am

Keynote

Creating Passionate Readers in the Digital Age Dan Willingham Are new technologies the saviors of education or the destroyers of young minds? More than likely, they have the potential to be either. Using the rich scientific literature on reading processes, I will discuss how new technologies can affect students’ attributes towards reading, and what makes some students passionate about reading and others indifferent. I will offer specific suggestions for classroom practices to build a love of reading in students. ► Celestin I-IV

9:30 am – 10:30 am Moral Imperative Realized ¿p ¢ Michael Fullan This session will focus on how to ‘realize’ the moral imperative. It shows a reverse causal sequence to what is normally assumed. Instead of moral purpose leading to success, we show that success leads to greater moral purpose. The session will also report of some work that examines the role of ‘drivers’ for whole system reform. Four ‘wrong drivers’ will be discussed, along with their ‘right driver’ counterparts. ► Celestin I Target Audience: PreK-12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

♥

Recognition and Response: Findings from Two Implementation Studies ♥ ¢

Distinguished Lectures

Virginia Buysse, Ellen Piesner-Feinberg Recognition and Response (R&R), a model of Response to Intervention for pre-k, has generated widespread attention in the early childhood field.

The model figured prominently in a special issue of a leading peer-reviewed journal in 2009 and has been described in a number of text books and a federally sponsored website. Developed by researchers at the University of North Carolina, R&R is a tiered approach designed to improve the quality of instruction for all children and address early learning difficulties for some children, based on the principle of linking assessment to instruction. This session will present findings from two quasi-experimental studies involving more than 700 children enrolled in 50 community-based child care and public pre-k programs across three states. Results provide evidence of the feasibility of implementation and usability of the R&R model, along with positive effects of the model for improving children’s language and literacy skills, based on both formative assessments and normreferenced measures. ► Celestin II Target Audience: Pre-K Teachers, Special Education Teachers, Leadership/Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

9

Detailed Agenda Distinguished Lectures continued

Concurrent Sessions

Monday, April 30, 2012

9:30 am – 10:30 am

Executive Functioning in Children: New Data & New Ideas ♥up ê

Getting Them All Engaged: Inclusive, Active Participation up ê¢

Sam Goldstein This presentation provides an overview of executive functioning with an emphasis on the emerging literature attempting to create a link between theory and applied practice. A nationally representative standardization sample of 4,000 children collected for the Comprehensive Executive Functioning Inventory will be reviewed. Discussion of a model to integrate the evaluation of executive function to clinical assessment and educational strategy and the emerging literature focused on compensatory and remedial instruction will be included. ► Celestin III Target Audience: PreK-12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Anita Archer Do you have students who are not attending or participating during your lessons? In this session, research will be reviewed that validates 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). In addition, procedures for involving all students in the reading of classroom materials will be presented. Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels.

Participants will also analyze the best practices demonstrated in videos. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

10:50 am – 12:15 pm

What’s Wrong with Reading Comprehension Strategies? up ¢ Dan Willingham Considerable time and effort go into the teaching of reading comprehension strategies. I will argue that the effectiveness of these strategies is both oversold and undersold - undersold in that most studies probably underestimate their impact, and oversold in that there is an assumption that reading strategies (like most skills) do not have a limit to their effectiveness. I will argue that they do, and that comprehension strategies are probably not worthy of practice, and may not represent the way that teachers really want children to read. ► Celestin I Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists, Leadership/Administrators

10

Plain Talk About Reading 2012

Motion Leadership II up¢ Michael Fullan New ideas for leadership that ‘cause’ positive movement in improving student achievement will be discussed. This session builds on the highly successful original ‘Motion Leadership’ with new ideas and insights for effective leadership. The insights are based on new case study examples of success. ► Lyric Target Audience: PreK–12 Teachers, Reading Coaches, Leadership/Administrators

Monday, April 30, 2012

10:50 am – 12:15 pm Background Knowledge for Comprehension: You’ve Got To Know Stuff to Learn Stuff ♥up ê¢

Keys to Unlocking the Alphabetic Code: Connecting the Teaching of Skills with the Joy of Learning ♥u ê¢

Judi Dodson Do you work with children who have limited vocabulary and background knowledge? Have you struggled with meaningful ways to fill in these gaps that interfere with comprehension in the classroom? This session will explore the importance of background knowledge as a key foundational building block of oral and reading comprehension. We will examine research about the role of vocabulary and background knowledge in the development of comprehension. Come and learn active and engaging approaches to building background knowledge with your students. ► Celestin II Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/ Administrators

Laura Stewart The path to building a reading brain for decoding words and achieving reading fluency is not a smooth and straight one for all children. While many children are on their way to becoming competent readers by the end of first grade, teachers must be prepared to meet the needs of all children, regardless of their level of preparedness. Research is clear: beginning readers need explicit instruction and appropriate application of the alphabetic code in an environment that promotes enthusiasm and motivation for learning to read. In this session, participants will explore practical strategies for five research-based principles of reading instruction: (1) a strong language foundation, (2) explicit instruction and application, (3) multi-modal immersion, (4) language arts integration, and (5) motivation. ► Oasis Target Audience: PreK–2 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

ADHD in the Classroom: What Teachers Want & How to Make it Happen up ê¢ Sam Goldstein This session, directed at classroom educators, will begin with a brief overview providing participants with a functional understanding of the limitations ADHD causes in the classroom, principally related to impairments resulting from poor executive functioning and skills including planning, working memory and inhibition. Next, participants will hear a summary of the research that has identified teacher needs for this population of students across all grade levels. Finally, participants will be given a model and a set of strategies to help begin the process of helping students with ADHD in the classroom not only function well but acquire skills to assist them in their future educational activities. ► Celestin III Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, School Psychologists, Speech and Language Pathologists, Leadership/Administrators

Strands

♥

Concurrent Sessions

Going Beyond “Covering” the Lesson to Purposely Planning Core Instruction up ¢ Jill Jackson We know that expert program implementation does not sacrifice student engagement, nor does fidelity to the program equal boring and monotonous. This session will support literacy educators in linking the art and science of teaching students to read by utilizing the before/during/after the lesson planning tools and resources. These resources will help teachers bridge the gap in background knowledge between what the program expect students to know and what they actually know, support teachers in choosing which words to tell and which to teach, look at how to chunk the instruction so that they can increase the intensity of the lesson and how to use important engagement tools and reading strategies to boost the amount of student practice throughout any core program. ► Strand Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

continued

11

Detailed Agenda Concurrent Sessions continued

Monday, April 30, 2012

10:50 am – 12:15 pm

Essential Skills for Teaching: Implementing What We Know and Should Do ♥u ê¢ Vicki Gibson Research and evidence-based practices have established what works to improve instructional effectiveness and student achievement. We know what we should be doing. But significantly improving how we teach and how students participate has been challenged due to inconsistent and ineffective management skills in classrooms.

This session offers eight tools that you can afford and use immediately to improve teacher and student outcomes. The tools are proven to be effective in classrooms regardless of grade level or content area. They simplify paper and time management, flexible grouping, and behavioral management. The structure supports differentiating teaching and practice, collaboration, and selfregulation. This session will help administrators establish consistency across classrooms and school districts. Coaches and teachers will learn how to establish practical routines and procedures for managing whole class and small group activities, collaboration, and peer tutoring. Teachers will discover the joy and importance of working with students daily in small groups, providing high quality instruction that is explicit to student needs. ► Celestin IV Target Audience: PreK–4 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/ Administrators

Lunch

12:15 pm – 1:15 pm

► Storyville Hall

12

Plain Talk About Reading 2012

Spelling is a Linguistic Skill! up ê¢ Mary Dahlgren Spelling is not “auditory” or “visual” but phonological, orthographic and sensory-motor.

Spelling requires awareness of phonemes, syllables, and morphemes as well as specialized memory for orthographic units. Come to this session to understand how to increase your own understanding of spelling and how to use some practical strategies for assessing and teaching spelling. The session will include some fun clips of spelling bee participants, and help us to understand and appreciate the many facets of our language. ► Pickwick Target Audience: PreK-12 Reading and ELA Teachers, Special Education Teachers, Educational Diagnosticians, Reading Coaches, Reading Interventionists, Leadership/Administrators

It’s Never Too Late: Remediation in Public High Schools – A Tier III Program p ê¢ Carol Tolman Love a challenge? Looking to close the gap for older, poor readers? While high school students who are poor readers and spellers present specific challenges, proper diagnostics coupled with purposeful, systematic, intensive remedial courses allow significant skill gains. In this presentation, Carol will outline specific details about an innovative, exemplary remedial reading model created within a large public high school.

Daily, credited classes that address a variety of needs based on reading disability subtypes will be described. Participants will leave knowing that teaching reading is not just possible, but very doable for teachers of older poor readers. ► Haymarket Target Audience: 9–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Monday, April 30, 2012

1:30 pm – 2:55 pm Understanding and Applying Common Core State Standards for English Language Arts, Grades K–5 u ¢ Linda Farrell The Common Core State Standards describe desired educational outcomes, but it is up to schools and districts to determine how and what to teach to achieve those outcomes. In this session, you will develop a strong understanding of the Standards for English Language Arts in grades K-5. You will also learn about simple instructional changes you can make now to move students toward the outcomes laid out in the Standards.

We will discuss rumors about the Standards, and we will delineate what the Standards do and do not cover. We will also explore how to develop specific goals and objectives that support the Standards and are customized for your school’s or district’s students. You will leave with fresh ideas for ensuring your students have the foundational skills, knowledge, and abilities the Standards call for. ► Celestin I Target audience: K–5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Effective Vocabulary Instruction: Throw Out the Dictionary! up ê¢ Michael Hunter Virtually all vocabulary experts agree that using the dictionary to teach word meanings is ineffective.

If that is the case, then what does work? Learn explicit, multi-sensory instructional approaches to introduce vocabulary words and to cement understanding. The methods used in this session are based on recent research by Ehri & Rosenthal (2007), and they tie pronunciation, spelling, and meaning together in a way that engages students of any age. Participants will receive templates for student-created definitions and they will practice creating their own definitions. The techniques presented in this session are effective with native English speakers and English Language Learners.

These methods work because they connect speech, print, and meaning—all without a dictionary. ► Celestin II Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

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Improving Adolescent Literacy up ê¢

Concurrent Sessions II

Debbie Hunsaker In this session, participants will learn specific strategies for classroom teachers and specialists to use to increase the literacy achievement for adolescent learners. The strategies will help teachers support students in gaining more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention. Participants will leave with Routine Cards for many of the strategies, and instructions for downloading resources from the Montana Instructional Innovations Website that they can readily use in their schools and classrooms.

These resources include professional development modules, mini professional development lessons, and classroom connections, which are specially designed for quick and easy implementation into classrooms. ► Lyric Target Audience: 4–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Learning to Read WHILE Reading to Learn: Nonfiction Literature and the Common Core u ê¢ Laura Stewart This session addresses the unique needs of K-2 readers as they learn and apply their emerging skills to nonfiction. Including informational texts in primary classrooms allows children, including those from varying socioeconomic and linguistic backgrounds, to experience broad language growth.

Further, the Common Core Standards encourage teachers to find ways to include informational texts regularly and authentically within the primary grade curriculum. Educators must also consider the kinds of nonfiction materials young children need, and how to effectively use those materials to further children’s reading interests, skills, and abilities. Participants will experience a lesson using a primary nonfiction magazine, and consider how to use this lesson template to meet the needs of emergent readers as they navigate informational text. ► Oasis Target Audience: K–2 Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

13

Detailed Agenda Concurrent Sessions II continued

14

Monday, April 30, 2012

1:30 pm – 2:55 pm

The Changing Face of Autism: New Data and New Ideas and the Autism Spectrum Rating Scales ♥up ê

Recognition & Response: A Closer Look at the Assessment & Instructional Components ♥ ê¢

Sam Goldstein Sam Goldstein, co-author of the Autism Spectrum Rating Scales (ASRS), will give an overview of current definitions of Autism Spectrum Disorders, discuss social learning problems that comprise these conditions, review symptom presentation at different ages, and review the current diagnostic protocol. Data will be discussed from the largest epidemiological/standardization sample completed thus far comparing children with Autism Spectrum Disorders to those with other developmental problems and to a large normative sample.

These data and data from other research sources demonstrate a changing pattern of core symptoms in Autism Spectrum Disorders. Current information will be provided concerning the most widely used and well-developed instruments to diagnose Autism and Asperger’s Disorders and to assess comorbid problems. Emphasis will be placed on the ASRS, the first nationally standardized, norm-referenced instrument designed to identify symptoms, behaviors, and associated features of Autism Spectrum Disorders in individuals age 2 through 18.

The presentation will conclude with a brief review of current treatment modalities. ► Celestin III Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Virginia Buysse, Ellen Piesner-Feinberg In this session, participants are given an opportunity to take a closer look at Recognition & Response (R&R)—a research-based model of Response to Intervention designed specifically for pre-kindergarten children. The developers of R&R go deeper into the specific practices that define the formative assessment and instructional components, including sharing video demonstrations that feature practicing teachers in pre-k classrooms. Participants will have an opportunity to pose questions and exchange ideas about the relevance of this information for application in other types of programs and contexts in early childhood, and they will learn about resources to support professional development and implementation of R&R and RtI in pre-k. ► Strand Target Audience: PreK Teachers, Special Education Teachers, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Plain Talk About Reading 2012

Summing It Up - Written Summaries: Strengthening Writing and Reading Comprehension up ê¢ Anita Archer One of the most effective ways to improve reading comprehension and content area learning, all while providing writing practice, is to have students write a summary of narrative or expository passages.

Despite the value of summary writing, this task is often difficult for students. In this session, participants will explore a model that divides written expression instruction into two components: (1) teaching the attributes of a well-constructed summary and illustrating it with an example (what), and (2) teaching the process of writing a summary using writing frames, strategies, think sheets, or a graph organizer (how). These two instructional components will be demonstrated using both narrative and expository summaries. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Monday, April 30, 2012

1:30 pm – 2:55 pm Hooking Boys, Including Struggling Male Readers, on Books! ♥up

Look Who’s Talking! Promoting Oral Language Development in the Classroom up ê

Nancy Manuel The purpose of this session is to help teachers and parents discover entry point books that meet boys’ personal standards and keep them engaged.

This presentation will acquaint participants on what international research states, recommendations to maintain school reading success for struggling male readers, tips on how to hook boys on books, male reading preferences, and conclusions on instructional decision making. ► Pickwick Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Anne Whitney This session discusses the imbalance of teacher talk vs. student talk in typical classrooms. The need for oral language development is often hampered by teaching styles and methods. Strategies and tactics are provided for increasing the amount and quality of student oral language expression. ► Haymarket Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists, Leadership/Administrators

3:20 pm – 4:45 pm Common Core State Standards and Collaborative Conversations ♥up ê¢

Reading Triage for Grades K-8: Building Your Literacy Intervention Toolkit up

Vicki Gibson The Common Core State Standards’ strands for Speaking, Listening and Language include expectations for students to participate in “a range of collaborations and conversations” using good grammar and complete sentences to express ideas based on evidence from a speaker’s point of view or from reading more complex text. Students will need multiple practice opportunities to develop skills for analyzing, synthesizing and sharing information collaboratively in spoken and written English.

This session includes suggestions for teaching responsible student talk and teacher talk to develop interpersonal skills for speaking and listening, using appropriate word choices in conversations, and offering choices to encourage self-regulation when communicating and collaborating with peers. ► Celestin I Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Judi Dodson Bring Response to Intervention (RtI) into K-8 classrooms. In this session, participants will learn and practice evidence-based multisensory activities that develop and reinforce reading skills. The activities use simple, inexpensive materials that can be used to construct a Reading Triage Intervention Kit. Participants will also learn the components of a Reading Triage Lesson Plan to enhance literacy learning within a 30-45 minute intervention block, and how to apply the activities to the different aspects of the Reading Triage lesson plan. The activities emphasize advanced decoding through morphological analysis leading to enhanced reading and vocabulary skills. ► Celestin IV Target Audience: K–8 Teachers, Special Eduction Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

♥

Concurrent Sessions II continued

Concurrent Sessions III

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

15

Detailed Agenda

Concurrent Sessions III continued

Monday, April 30, 2012

3:20 pm – 4:45 pm

Leveled Readers and Decodable Readers u ê¢ Linda Farrell Teachers use both leveled and decodable readers for beginning reading instruction. These two types of readers are based on different instructional philosophies that are sometimes at cross-purposes.

In this session, participants will learn the specific differences between the two types of readers and how to use each effectively for beginning reading instruction. Examples of leveled readers and decodable readers will be examined and compared.

Participants will see a demonstration of how to use each type of reader so beginning readers develop accurate, fluent decoding and build vocabulary and background knowledge necessary for reading comprehension. ► Celestin III Target Audience: PreK–5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators A New Approach to Teaching High Frequency Words u ê¢ Michael Hunter High frequency words are traditionally taught separately from phonics. They are introduced to students in the order of their frequency, or sometimes grouped by subject (e.g., colors, numbers). While this approach may work for many students, struggling readers often have difficulty reading and spelling high frequency words such as saw, was, where, and were. In this session participants will learn to organize and teach the words in any high frequency list (e.g., Dolch, Fry) using a phonics-based instructional sequence, including techniques for teaching students to read and spell the 50 or so high frequency words that do not fit into phonics instruction because of their irregular spellings. Teachers who have used this approach to teaching high frequency words say that all students, not just struggling readers, read and spell high frequency words with much greater accuracy than when using the traditional approach. ► Celestin II Target Audience: K–5 Teachers, Special Education Teachers, Reading Interventionists, Reading Coaches, Leadership/Administrators

16

Plain Talk About Reading 2012

Problem Solving in a Culture of Change ♥up¢ Doug Blancero, Omar Tabb Producing and supporting students who are literate is a challenging task that is often complicated by the staff’s sense of ever changing strategies and mandates. Leaders must serve as both navigators through the waters of change and as problem solvers. In this session, participants will learn and use problem solving models that will also serve as team building and coherence building strategies that can be used immediately upon return to their schools. Participants will leave with an understanding of the elements of effective and transformative problem solving models and tools with which to develop an action plan for using these models. ► Oasis Target Audience: Reading Coaches, Reading Interventionists, Leadership/Administrators Keys to Effective Literacy Interventions for English Language Learners ♥uê Elsa Cárdenas-Hagan In this session, participants will learn the necessary components of effective literacy interventions for English language learners. Results of intervention studies in Spanish and English will be discussed.

Key strategies for successful outcomes will be modeled and practiced. ► Strand Target Audience: PreK–6 Teachers, Special Education, Reading Coaches, Reading Interventionists Literacy Leadership in the Age of Accountability up ê¢ Jill Jackson The technical ability of the literacy leader sets the stage for the quality of teaching in the classrooms.

In this session we will focus on four big ideas: (1) establishing the “non-negotiables” of program implementation that guide the professional discussions and actions, (2) creating “coaching trios” that link the focus areas of the school directly into the coach’s work with teachers, (3) creating benchmark goals across each school year for the important tasks that support program implementation, and (4) focusing observations and debriefings on the most important instructional tasks in every classroom. ► Lyric Target Audience: Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Monday, April 30, 2012

3:20 pm – 4:45 pm Engagement is in the Planning AND Spontaneous Adaptation p ¢

Implementation of Response to Intervention From the Leadership Perspective ê¢

Kathi Tiefenthaler Inspiring middle school and high school students in a classroom can be quite a challenge. We plan glorious lessons that we have a passion to teach, but frustration arises when the students do not respond with matching passion. This session will provide ideas to add to your planning of a lesson and ideas to add spontaneously to get the excitement and involvement going in your class. ► Pickwick Target Audience: 5–12 Reading and ELA Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Melissa Stilley, Linda Baker This session will focus on the district-wide implementation of RtI from the leadership perspective. Participants will be exposed to materials and information related to the formation of a District RtI Leadership Team that brings influential stakeholders to align policies, resources, and practices in literacy, math and behavior to improve learning outcomes for all students. The presentation will outline roles and responsibilities of the team and individual members and strategies for managing RtI from the district to the building level. ► Haymarket Target Audience: Reading Interventionists, Special Education Teachers, Leadership/Administrators

5:00 pm – 5:45 pm Growing Up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults ♥up ê¢

Concurrent Sessions III continued

First Time Attendee Session

David Clemons and Sandra Johnson David Clemons and Sandra Johnson are two remarkable people who learned to read as adults. David was 47 when he learned to read and Sandra was 28. 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. ► Haymarket Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/Administrators

Strands

♥

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

17

Detailed Agenda

Opening

Tuesday, May 1, 2012

8:00 am – 8:10 am

Alice Thomas

Keynote

► Celestin I-IV

8:10 am – 9:10 am

Reconciling Writing Research with the Common Core State Standards: Are We Going Astray?

Louisa Moats The Common Core State Standards focus exclusively on the composition of three major forms of discourse. After examining research on the differences between good and poor writers, the relationship between foundational writing skills and composition, and the effectiveness of instructional approaches, I will argue that effective writing instruction must include much more than genrespecific composition. ► Celestin I-IV

Distinguished Lectures

9:30 am – 10:30 am

How Does the Brain Compensate for Difficulties in Learning to Read and What Role Does Effective Teaching Play in Creating a Reading Brain? up ¢ Reid Lyon How do the brains of children with dyslexia change with and without intervention to compensate for limitations in neural networks supporting reading development? What role do changes in connections among brain regions play to support compensation?

Preliminary answers to these questions will be provided in a discussion of current neuroimagingintervention studies that attempt to identify whether it is limitations in brain regions that impede reading, limitations in white matter connections that impede reading, or a combination of both. While these studies reflect basic neuroscience, there are practical applications in relation to how we discuss the complexity of brain-reading relationships, and the extent to which our findings can inform instruction. ► Celestin II Target Audience: K–12 Reading Teachers, Reading Interventionists, Reading Coaches, Special Education Teachers, School Psychologists, Speech and Language Pathologists, Leadership/ Administrators

18

Plain Talk About Reading 2012

Understanding Inadequate Responders to Reading Instruction up ê¢ Jack Fletcher Inadequate responders to reading instruction are poorly understood. In this three-part presentation, methods for identification of inadequate responders are first presented, with current evidence suggesting that single methods of identification are not sufficient because of poor agreement across measures and inadequate coverage. In a second series of studies, the cognitive characteristics of inadequate responders are presented. Although the correlates are somewhat different for elementary and secondary children, those who respond inadequately reflect a continuum of severity and do not demonstrate qualitatively different variations in cognitive processing. A third set of findings presents recent studies of the neural correlates of inadequate responders, demonstrating that inadequate responders do not engage the neural networks that support reading and that the degree to which the temporal lobes are engaged presents intervention response. ► Celestin III Target Audience: K-12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership

Tuesday, May 1, 2012

9:30 am – 10:30 am Literacy, Meet the Common Core Standards! up ê¢

Educators as Physicians - Using Data for RtI Decisions up ê

Mel Riddile In schools that serve large numbers of underresourced students, school wide literacy initiatives have been high on the list of priorities for over a decade. With the adoption of the Common Core State Standards and the shift in focus from high school completion to college and career-readiness for all students, cross-content literacy is a must for all schools. To date, few secondary schools have actually implemented school wide literacy initiatives. What are the implications of these new standards for school leaders, teacher leaders, and instructional coaches? What must schools do in order to implement an effective school wide literacy initiative with fidelity? You can do it, too! ► Celestin I Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators

Jan Hasbrouck Much like the work of physicians, Response to Intervention (RtI) requires educators to use data to guide decisions regarding students’ academic programs. Data must be collected and carefully analyzed to help direct decisions including: Which students might need some additional assistance? What specific academic support is needed by each student? And, once instruction has begun, how can a student’s progress – or lack of progress – be determined? This session – appropriate for K-12 educators and specialists who support RtI – outlines the research-base for the essential academic assessments required for RtI. Participants will learn specific strategies to help teams of educators use assessment data effectively and efficiently. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

10:50 am – 12:15 pm Metalinguistic Awareness and Interest: Key Variables in Vocabulary Growth up ê¢ Susan Ebbers Research suggests that students with higher levels of metalinguistic awareness are more apt to comprehend words, phrases, and passages.

Research also suggests a relationship between interest, self-efficacy, and learning. In this session, we explore strategies for helping students become more knowledgeable, more interested, and more aware of various aspects of vocabulary, thus developing word consciousness. Word consciousness is one of the four components of a comprehensive instructional plan for vocabulary.

We focus also on morphological awareness-insight and knowledge regarding word formation, especially through affixes and roots. In addition, we examine applicable Common Core State Standards. ► Celestin I Target Audience: 2–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

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Strategies for Successful Spelling up ê¢

Distinguished Lectures continued

Concurrent Sessions

Suzanne Carreker Spelling is often seen as a rote memorization skill.

However, spelling is a cognitive linguistic skill.

The trick is how to provide students with spelling instruction that promotes active, reflective thought about language that leads to improved reading, spelling and writing. This session will introduce reliable spelling patterns, rules and procedures for learning words that do not follow reliable patterns and rules so their students can learn how to spell instead of just memorizing a list of words. This session also presents how to use students’ spelling errors to assess what they know and what they need to know. ► Lyric Target Audience: 1–8 Teachers, 1–12 Special Education Teachers, 1–12 Reading Interventionists, Reading Coaches, School Psychologists, Speech and Language Pathologists, Leadership/ Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

19

Detailed Agenda

Concurrent Sessions continued

Tuesday, May 1, 2012

10:50 am – 12:15 pm

Planning Engaging, Successful Writing Lessons for Less Skilled Writers (Grades 1-5) u ê¢

Conceptual Models of LD and Their Influence on Identification and Intervention up ê

Louisa Moats Building on the content of the keynote, we will consider the requirements of the three types of discourse emphasized in the Common Core State Standards. Then, using great art works as prompts, we will work together to plan engaging, but well scaffolded, lessons in writing that accommodate the needs of less skilled writers. ► Celestin II Target Audience: K–5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Jack Fletcher How children with learning disabilities are identified and treated reflects implicit conceptual hypotheses about the nature of LD. Previous models have been based on neurological conceptions, different versions of cognitive discrepancy, and, most recently, instructional models such as Response to Intervention (RtI). This presentation discusses the evolution of these models over the past century and the evidence in support of each model. It concludes with a discussion of the strengths and weaknesses of instructional models of LD as represented in RtI service delivery systems. ► Oasis Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

The Talking Classroom: Developing Oral Language Skills Within the Classroom ♥up ê¢ Judi Dodson Do your students have weak oral language skills and difficulty with reading comprehension? During this session you will learn and practice simple, engaging and interactive activities designed to emphasize attention and engagement, active listening and speaking, which can support the development of vocabulary, background knowledge and oral language development within the classroom setting. Come and have fun while we talk and discover together ways to help our children develop their abilities in the area of oral language. ► Celestin III Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/ Administration

20

Plain Talk About Reading 2012

Building Blocks of the Alphabetic Principle: Research Supporting Letter Name to Letter Sound Knowledge ♥ ¢ Lucy Hart Paulson Learning about the letters of the alphabet is undoubtedly an important aspect of a young child’s early literacy development. Many questions exist about how the letters should be taught. Is there a specific order? Are both names and sounds important? Should you focus on names or sounds first? What about upper and lower case? This presentation will describe the recent research in alphabet knowledge about what children typically learn, what characteristics of letters are helpful in their learning, and evidence-based practice in designing instructional activities to best support their learning. Early childhood educators will leave this session with a deeper understanding of our own alphabet along with specific strategies for making their teaching playful, fun and engaging, as well as intentional and effective in developing the early literacy skills that lead to early reading for the children in our care. ► Strand Target Audience: Early Childhood Teachers, Special Education Teachers, Reading Interventionists, Speech and Language Pathologists, Leadership/ Administrators

Tuesday, May 1, 2012

10:50 am – 12:15 pm Background Knowledge: Frontloading Background Knowledge to Improve Comprehension up ê¢ Anita Archer Students’ background knowledge has a huge influence on student performance, explaining 30 to 60% of variance in performance (Docy, Segers, & Buehl, 1999). Given the importance of past learning to current learning, it is not surprising that instruction on background knowledge can significantly improve students’ comprehension of relevant reading material. This session will focus on three research-validated practices for frontloading passage reading: (a) previewing passages, (b) directly teaching necessary information, and (c) activating background knowledge. All instructional procedures will be modeled and expanded on through participant activities and classroom videos. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

It’s Sentence Comprehension Workout Time! up ê¢

Concurrent Sessions continued

Nancy Hennessey Struggling readers often do not have the “good sentence ears” and “good sentence eyes” that skilled readers use for reading comprehension.

As students construct a coherent representation of text, they must work at the surface level, using the syntactic structures within individual sentences, to decipher the meaning and to facilitate the integration of information gleaned from different sentences. This understanding is critical to constructing meaning. Get ready for a comprehensive sentence comprehension workout, including grammarcise, sentence reflexology and cohesive tie conditioning that will strengthen skills and build reading comprehension. ► Pickwick Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Looking More Closely at Morphological Awareness: What It Means to Know a Word? p ê Mary Dahlgren Teaching the linguistic levels of word knowledge includes morphemes, syllables, graphemes, letters and phonemes that are all necessary to have a deep understanding of words. Reading and spelling are mediated by phonological awareness of words and a specialized memory for orthographic patterns. In order to integrate the knowledge of words into the lexicon, the development of flexible semantic fields and an awareness of polysemous words are key to storage of new words. This session will delve into the linguistic levels of words and discuss how to teach words in depth using practical instruction. Teachers will leave with ideas for explicit and implicit vocabulary instruction that can be used across all content areas. ► Haymarket Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

12:15 pm – 1:15 pm

Lunch

► Storyville Hall Strands

♥

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

21

Detailed Agenda Concurrent Sessions II

Tuesday, May 1, 2012

1:30 pm – 2:55 pm

Adolescent Literacy Strategies for All Disciplines and Throughout the Day up ê¢

Developing Oral Language and Vocabulary up ê¢

Alice Thomas Every teacher of grades 4 – 12 can help to increase the reading skills of adolescents by harnessing a user-friendly set of literacy strategies that adapt to all disciplines. In this interactive session, participants will gain seven straightforward ways to increase the literacy skills of struggling readers and boost the skills of average readers. Participants will leave with strategies and tactics they can readily use in their classrooms throughout the day and that they can confidently teach their colleagues, too. ► Celestin I Target Audience: 4–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Suzanne Carreker Deep oral language and vocabulary support comprehension and written composition. This session for teachers in grades 3-8 will present activities that develop oral language and the explicit instruction of individual words and the teaching of word-learning strategies, such as morphology and dictionary skills. The handouts will include a lesson plan for classroom use. ► Lyric Target Audience: 3–8 Teachers, Special Education Teachers, Reading Interventionists, Speech and Language Pathologists, Leadership/Administrators

Cross-Content Literacy: A Culture Changer up ê¢ Mel Riddile The adoption of the Common Core State Standards means that all schools must implement school wide, cross-content literacy initiatives. Under the new standards, text complexity will increase dramatically and students will be required to read like detectives and write like investigative reporters in every subject area. That means that every staff member across all content areas now has an important role to play in literacy instruction. What that really means is that schools must push the reset button and take on a new challenge, one that is far more arduous than anything that we have ever attempted – the challenge of college and career-readiness for all students. At present, most schools lack the capacity to deliver these new standards. What should schools be doing to prepare? What is the best way to build staff capacity to deliver literacy instruction? ► Celestin III Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

22

Plain Talk About Reading 2012

Teaching All Students to Read Well: Is It Really Possible? u ê¢ Joe Torgeseon The most serious challenge to overcome in the quest to teach all students to read well by the end of third grade is the diversity among students in their talent and preparation for learning to read.

In this session, Joe will present information about the most important kinds of diversity among students when they enter school that affect their ability to learn to read. He also will provide specific information about methods being used in successful schools to meet all students’ instructional needs, and describe the organizational and instructional strategies for providing differentiated instruction at the classroom and school level. ► Celestin II Target Audience: K–3 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administration

Tuesday, May 1, 2012

1:30 pm – 2:55 pm How Early is TOO Early for Early Literacy? ♥ ¢

Dynamic Vocabulary Instruction up ê

Libbie Sonnier-Netto It is never too early! This interactive session promises to be thought-provoking and sure to motivate educators and administrators to facilitate engagement of what research shares with us about early literacy development. Session participants will acquire positive perspectives on literacy development and ways to work with children and families of all abilities as it relates to child access, participation, and supports. Participants will leave able to discuss ways to implement early literacy practices in early childhood settings based on research and best practices in early childhood care and education. ► Strand Target Audience: Early Childhood Teachers, Special Education Teachers, Reading Coaches, Speech and Language Pathologists, Leadership/ Administrators

Anita Archer As students proceed through school, vocabulary becomes an increasingly important predictor of academic success and is directly related to reading comprehension. When elementary and secondary students have vocabularies significantly lower than their peers, schools must emphasize vocabulary development. In this session, procedures for increasing vocabulary through read-alouds, explicit vocabulary instruction, and word learning strategies will be explored. Research-validated procedures will be demonstrated and practiced, with classroom videos illustrating the procedures. ► Celestin IV Target Audience: K-12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Concurrent Sessions II continued

Literacy: Exciting Times in Louisiana ♥up ê Boost Your Dyslexia IQ: The Antidote to Dysteachia up ê¢ Nancy Hennessey, Emerson Dickman What is dyslexia? What should an informed educator know and be able to do? This session will explore what we have learned about dyslexia and the competencies necessary for expert teaching.

A discussion of the dyslexia construct, within the context of the scientific definition of Dyslexia adopted by the National Institute of Child Health and Human Development of NIH in 2002, will bring the participants into intellectual alignment as to an understanding of the problem, the challenges posed, and the knowledge necessary to make a difference. ► Pickwick Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Strands

♥

Kerry Laster This session is designed to provide an overview of literacy initiatives being implemented by Louisiana districts and charters. These will include all programmatic activities supported by the LA Department of Education’s Literacy Goal Office. An update on the critical literacy goals for the state will be presented. (Louisiana is one of six states that was awarded a Striving Readers Comprehensive Literacy grant by the US Department of Education.) ► Haymarket Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Oral Language Foundations for Adolescent Reading and Writing p ê¢ Anne Whitney This presentation discusses oral language development of adolescent learners. Distinctions are made between conversational language and academic language. Techniques for improving adolescent language skills through an updated version of Bloom’s Taxonomy are included. ► Oasis Target Audience: 6–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists, Leadership/Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

23

Detailed Agenda

Concurrent Sessions III

Tuesday, May 1, 2012

3:20 pm – 4:45 pm

Teaching Phonological Awareness to Students of All Ages ♥up ê¢

From Scribbles to Print: The Writing Process in Early Literacy ♥ ¢

Michael Hunter Research tells us that 80-90% of all struggling readers, no matter their age, have difficulty with phonological awareness. A clear understanding of this complex realm, which goes beyond segmenting and blending phonemes, is critical to helping these students. This session explains the phonological skills hierarchy and how understanding the different skills can lead to better results. Participants learn to integrate manipulatives and motions into various levels of phonological awareness instruction for students of all ages in individualized, small group, and large group settings. ► Celestin I Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/ Administrators

Lucy Hart Paulson Many of us have experienced a young child showing us a scribbled note with the request of “What does this say?” Assessing children’s writing abilities provides an excellent window into their literacy development in letter knowledge, understanding of how print works, and phonologic sensitivity. This presentation will describe the research results in the area of print knowledge and an instructional strategy to help young children learn to become writers, beginning with scribbles to print. ► Lyric Target Audience: Early Childhood Teachers, Special Education Teachers, Reading Interventionists, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/Administrators

Supporting Students with Autism in the Regular Classroom up ê Janie Feinberg, Natalie Beach, David Whiting In this session, participants will become familiarized with the core elements of a successful model for preparing and supporting regular classroom teachers who are struggling to meet the needs of mainstreamed students on the Autism Spectrum.

Practical strategies for immediate application will be described through explanation, discussion, and the interactive development of an individualized action plan to ensure effective application. Methods used in a district in Tennessee that won national recognition for their support of students with autism will be described. Participants will take home an outline that will serve as an action plan for applying several of these strategies right away. ► Oasis Target Audience: Special Education Teachers, Reading Interventionists, Leadership/ Administrators, Educational Diagnosticians, Speech and Language Pathologists

24

Plain Talk About Reading 2012

Spelling Instruction that Sticks u ê¢ Linda Farrell Spelling is often taught by giving students a list of words to study at the beginning of the week, having them complete a few activities during the week with the words, and then giving a test at the end of the week. While this works for some students, other students consistently fail to master the spelling of words on the weekly list, 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. Effective spelling instruction also explicitly teaches spelling patterns, and not necessarily spelling rules. Students who are not natural spellers need instruction that specifically teaches pronunciation of the word, ties spelling to the pronunciation, and that focuses on meaningful word parts when appropriate. Students with poor memory for spelling need a way to strengthen their visual memory for spelling patterns and for irregularly spelled words. This session provides teachers with ways to create or modify spelling lists for maximum effectiveness. It also includes focused activities and practice that lead to accurate spelling not only on Friday’s spelling test and but also in students’ written assignments. ► Celestin II Target Audience: K–5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Tuesday, May 1, 2012

3:20 pm – 4:45 pm Best Practices that Develop ELA Skills in PreK–2 Students ♥u ê¢ Vicki Gibson, Adrienne Dowden Learning to speak, read and write begins with word knowledge and listening comprehension that is taught and practiced in respectful, collaborative communication supported by instruction, modeling, and guided practice. This session includes interactive pre-literacy and early reading activities in English, Spanish and American Sign Language that help students develop vocabularies, listening and oral language, reading, and writing. Participants will learn how to (1) introduce new words and enhance vocabulary development in English, Spanish and American Sign Language; (2) teach students to listen and follow directions; (3) engage students in productive practice activities; and (4) teach students to identify story parts and retell a story.

Numerous evidenced-based suggestions will be modeled for teaching phonological awareness, language and written expression. Teachers can use these methods for teaching students how to express their ideas in collaborative conversations, how to relate personal experiences and ask questions that improve comprehension, and how to write in response to text in ways that are learnerfriendly and successful. ► Celestin III Target Audience: PreK–2 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists, Leadership/Administrators

Strands

♥

Isn’t It Explicit? up

Concurrent Sessions III

Pam Austin We all know that instruction of literacy must include the Big 5: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension. We have heard and seen the word “explicit” used time and time again as we study strategies required to guide students toward becoming literate individuals with a love of reading and a bright future. But what exactly is explicit instruction?

- A lesson introducing a new vowel sound or syllable - Isn’t it explicit?

- A fluency practice using grade level words - Isn’t it explicit?

- A lesson re-teaching vocabulary - Isn’t it explicit?

In this session, participants will explore explicit instruction by diving deeply into what it looks and feels like. ► Strand Target Audience: K–12 Teachers, Reading Coaches, Reading Interventionists

A Neuroscience Approach to Differentiating Instruction up ê¢ Alice Thomas Every day, teachers are faced with how to differentiate instruction for the diverse learners in their classrooms. In this session, participants will learn how neuroscience guides us to more effectively reach and teach all students. Information about the neurodevelopmental processes that underlie learning – including attention, working memory and higher order thinking – will be examined. Teachers will leave with a bevy of strategies and tactics that can be readily applied in the classroom. Participants will also see how these strategies and tactics apply across the UDL framework. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators, School Psychologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

continued

25

Detailed Agenda Concurrent Sessions III continued

Tuesday, May 1, 2012

3:20 pm – 4:45 pm

A New Look at Learning Disabilities up ¢ Emerson Dickman Learning Disabilities is a field in need of rules to guide understanding, research, and practice. The current debate as to what is meant by the term “learning disability” stands in the way of progress in the field. A generally recognized consensus for understanding learning disabilities would provide an indisputable foundation for the bridge from research to practice. Without a working definition, the Tower of Babel in the field of learning disabilities will continue to exist and meaningful communications and progress will continue to be problematic. ► Pickwick Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/Administrators

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Plain Talk About Reading 2012

Comprehensive Policy Frameworks that Impact Student Achievement ♥uê¢ Reid Lyon, Steve Kukic, Debora Scheffel A child who can read proficiently by the end of third grade has a greater chance of long-term success in school and life than a child who fails to reach proficiency by the end of third grade.

More students who are prepared for college and career mean more prosperous businesses and communities and a greater quality of life for our nation’s citizenry. A number of states are leading the way to develop and implement comprehensive policy frameworks to ensure their students read at grade level. This session will address strategies that can help us bring greater focus to the importance of early literacy achievement and associated leverage points that can move the dial on closing achievement gaps and raising literacy achievement for all students. These include teacher quality, professional development, research-based literacy instruction, assessment of student progress, and student support. Learn from national experts about the importance of early literacy and the role of public policy in ensuring that all children read at grade level. ► Haymarket Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Wednesday, May 2, 2012

Alice Thomas

8:00 am – 8:10 am

Opening

► Celestin I-IV

Keynote

8:10 am – 9:10 am

The Evolving Reading Brain in a Digital Age: Insights for Reading Development, Instruction, and Struggling Readers Maryanne Wolf The human brain was never born to read! This presentation will describe (1) the cognitive, linguistic, and cerebral feat underlying our capacity to read; (2) the history of different writing systems and how each system requires a different “reading circuit” in the brain; (3) the “miracle” of how each young reader acquires its own new circuitry; (4) the insights from the reading brain for teaching all children, but especially struggling readers; and (5) the transforming nature of digital mediums on the formation of the young reader. ► Celestin I-IV

9:30 am – 10:30 am Special Ed is NOT Special: Why Students with Disabilities Are Not Being Taught How to Read up ê¢

Reading Development and Difficulties: What Skills Do You Need to be a Good Text Comprehender? ♥ ê¢

Robert Pasternack This session will provide an overview of current data about reading instruction for the almost 7,000,000 students receiving special education across the U.S. The aggregate outcome data for this subgroup of students indicate stagnant academic achievement and a failure to provide specially designed instruction mandated by IDEA to this subgroup of students.

Strategies to change this pattern, successful models for including students with disabilities in general education classrooms, and powerfully effective research validated interventions and PD models will be discussed. Efforts to reduce inappropriate referrals to special education, improve outcomes and results for those students receiving special education, and implement Response to Instruction and Intervention (RtI) and its impact on literacy instruction and reading acquisition will be reviewed.

RtI will be differentiated from dumping students with disabilities in general education classrooms. Case studies from LEAs will be provided. ► Celestin I Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Leadership/Administrators

Kate Cain The identification of children with specific reading comprehension difficulties demonstrates that successful word reading is not sufficient for good reading comprehension. Good comprehension is supported by a range of language and cognitive skills and knowledge bases. These include vocabulary, general knowledge, and memory, and also several higher-level discourse skills that support the construction of the representation of a text’s meaning. This session will draw upon recent research that identifies the critical role that specific discourse-level skills play in reading (and listening) comprehension development, and how weaknesses in these skills may be a source of reading comprehension difficulties. The wider implications of poor comprehension for language development and learning will be considered. Skill development from early childhood through middle school will be discussed. ► Celestin II Target Audience: K-6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/Administration

Strands

♥

Distinguished Lectures

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

27

Detailed Agenda Distinguished Lectures continued

Concurrent Sessions

Wednesday, May 2, 2012

9:30 am – 10:30 am

Common Core State Standards: Perspectives, Research & Implementation up¢

Ten Things Every Teacher Should Know About Reading Comprehension up ê¢

Michael Kamil The presentation will present a conceptual frame for the Common Core State Standards, recent research on Common Core, and issues of implementation. Implementation issues include alignment of current standards to Common Core, modifying current curriculum to match that needed for Common Core, and the instructional practices that will support students’ achievement of Common Core Standards. ► Celestin III Target Audience: PreK–12 Teachers, Reading Coaches, Leadership/Administrators

Tim Shanahan This presentation examines research-based essentials for teaching reading comprehension effectively, as well as popular misconceptions that undermine reading comprehension instruction. What role do question types or comprehension skills play in the teaching of reading comprehension? How should reading comprehension tests be interpreted? Which strategies should be taught? What are the essentials of a successful comprehension lesson?

This presentation will provide valuable answers to each of these questions and many more. ► Celestin IV Target Audience: PreK–12 Reading and ELA Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/ Administrators

10:50 am – 12:15 pm

How to be a Better Comprehender: An Examination of Effective Strategies for Poor Readers u ¢ Kate Cain Many children experience problems with reading comprehension. Some children struggle with word reading, which can lead to a bottleneck in the processing resources required for text comprehension. Other children develop good word reading skills, but have weaknesses in the discourse-level skills that support meaning construction. In this session, we will consider what it means to be a good comprehender and examine different verbal and visual strategies that have been shown to support and improve the reading (and listening) comprehension of poor readers. The session will focus on strategies that have been used with children between 7 and 11 years of age and will be of interest to classroom teachers, reading coaches and SLPs. ► Lyric Target Audience: 1–6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists, Leadership/Administrators

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Plain Talk About Reading 2012

Planning for Small Group Instruction Is Not Rocket Science, But… up ê¢ Adrienne Dowden Planning for small group instruction is not rocket science, but it does require some planning. This session addresses the critical role of focusing on intellectual performance and students’ strengths using high quality engaging evidence-based activities in small group. Participants will learn how to effectively use strategies for differentiating evidenced based small group practice activities for centers. They will practice creating and sharing differentiated assignments and will be shown how they can easily grade all students’ assignments on any given topic using one common rubric.

Participants will leave with ideas they can easily adapt and use in their own classes. ► Celestin I Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Wednesday, May 2, 2012

10:50 am – 12:15 pm Meeting the Challenge of the Common Core State Literacy Standards up ê¢

Open Discussion on Reading Development, Instruction & Struggling Readers ♥u ê

Tim Shanahan Recently, 45 states adopted the common core state standards, which specify what students need to learn about reading in coming years. These standards are exciting because never before have so many states agreed on what children need to be taught. And yet the standards will pose a great challenge to teachers as they are both more rigorous than past standards, and they emphasize reading instruction from a very different theoretical vantage of learning and motivation. Although the common core claimed that its emphasis was on outcomes rather than on how teachers should teach, accomplishing these new standards will require very different instructional routines than are now used in America’s classrooms. This presentation will examine some of the major instructional shifts required by the common core with regard to text difficulty, reading-writing relationships, disciplinary literacy, informational text, close reading, and other important changes. ► Celestin II Target Audience: K–12 Teachers, Reading Coaches, Reading Interventionists, Leadership/ Administrators

Maryanne Wolf Here is your chance to dialogue face-to-face with Maryanne Wolf and ask her any questions you may have. You won’t want to miss it! ► Oasis Target Audience: PreK–6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administration

Organizing and Interpreting Data with Graphic Organizers for Effective, Efficient, and Meaningful Results u ê¢ Carol Tolman Collecting and interpreting data in order to make instructional decisions for all students are arguably two of the most important tasks of educators.

Sorting data and thinking through what the data tell us, however, can be a daunting task. This session will outline efficient, user-friendly ways to organize data and data meetings to ensure an improved understanding of how best to meet the needs of a wide variety of students. Discussions will focus on the ‘why’ of what assessment data tell us. ► Celestin III Target Audience: K–12 Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists, Special Education Teachers, School Psychologists, Educational Diagnosticians, Leadership/Administrators

Strands

♥

Concurrent Sessions

Meeting the Needs of Struggling Readers in the Era of CCSS up ê¢ Jan Hasbrouck Too many students in our classrooms struggle with learning to read. This session describes the characteristics of students who become struggling readers, and presents research-supported and classroom-proven approaches to address these students’ needs. Key instructional components of phonemic awareness, phonics, fluency, vocabulary, and comprehension will be presented. Discussion of CCSS will be included. ► Celestin IV Target Audience: K –12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, School Psychologists, Speech and Language Pathologists, Leadership/Administrators

Early Language and Literacy Development Meaningful Experiences for Our Youngest Learners ♥¢ Carol Aghayan Getting children ready to read and succeed in school begins at birth. This session will provide an introduction to the development of early literacy skills within the context of caring relationships and children’s experiences with families, teachers and communities. Discover how warm responsive interactions, every day routines, meaningful firsthand experiences and engaging environments provide the tools to help infants, toddlers, twos and preschoolers learn. These experiences set the stage for secure attachment relationships, optimal brain development and school readiness. ► Strand Target Audience: PreK Teachers, Leadership/ Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

continued

29

Detailed Agenda Concurrent Sessions continued

Lunch

Wednesday, May 2, 2012

10:50 am – 12:15 pm

When Readers Write and Writers Read: Teaching Reciprocal Processes of Reading and Writing up ¢

Inclusion or Dumping? The Facts about Including Students with Disabilities in General Education up ê¢

Kathy Barclay In the early stage of literacy development, children write more and more, and, as a result, they learn more about both encoding (spelling) and decoding (reading). In this session, we will explore the interconnectedness between the reading and writing processes, and ways teachers can help children to (1) further develop their alphabetic knowledge as they learn how to spell new words and develop strategies to write unknown words; (2) acquire correct use of language conventions, such as punctuation marks and capital letters; (3) learn how to reconstruct their experiences and concepts about the world around them; and (4) expand their writing to include varying genres and text formats. ► Pickwick Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Robert Pasternack While we have seen large increases in the percentage of times students with disabilities (swds) are spending in general education classes, the academic achievement of these students have not improved significantly. Many general education teachers are ill prepared to accommodate the needs of swds when they are placed in general education classrooms. Where these students are educated is one issue; providing appropriate instruction in literacy is something very different.

This session will focus on Inclusion and its positive and negative attributes. The difference between “dumping” and real Inclusion across the country will be reviewed with specific strategies to promote inclusion presented. The IDEA requirements about providing swds access to the general education curriculum, participation in that curriculum, making progress in that curriculum, and inclusion as it relates to the Common Core State Standards will be discussed. Finally, we will discuss a new conceptual approach to Inclusion…from Least Restrictive Environment to Least Services Necessary. ► Haymarket Target Audience: PreK–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Leadership/Administrators

12:15 pm – 1:15 pm

► Storyville Hall

30

Plain Talk About Reading 2012

Wednesday, May 2, 2012

1:30 pm – 2:55 pm

Inspiring Preschoolers to Become Readers and Writers ♥¢

What Works in the Classroom that Every Teacher Can Do u ¢

Cate Heroman If we want children to become readers and writers, we must give them something to read and write about! In this session, participants will learn creative and innovative ways to plan and organize a language- and literacy-rich learning environment in these preschool interest areas---Blocks, Dramatic Play, Toys and Games, Library, Art, Discovery, Sand & Water, Music & Movement, Cooking, Computers, and Outdoors. Participants will examine what it means to be an intentional teacher throughout the day in a language-rich and literacy-rich environment using seven research-based teaching strategies: talking, singing, and playing with language; reading aloud; storytelling; story retelling; writing; supporting children’s literacy learning through play; and using studies to promote literacy. ► Oasis Target Audience: PreK Teachers, Leadership/ Administrators

Linda Farrell, Michael Hunter As we work in scores of classrooms each year, we have learned that many teachers, even outstanding ones, aren’t aware of a number of easy-to-implement instructional techniques that lessen students’ struggles with learning to read.

An example is making sure students keep their eyes on the page the whole time they read. We’ve all seen struggling readers glance at a word and then look up for teacher approval as they make a guess about the word. In this session, we present a list of similar observations and ideas for small instructional changes that will make big differences for students. Teachers report that students’ reading improves immediately after they implement these practical suggestions. ► Celestin I Target audience: K–5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

A ‘High Five’ for PreK: Laying the Foundation for Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension ♥¢

Reading FAST or Reading Well? Re-examining the Role of Fluency Assessments up ê¢

Kathy Barclay For more than a decade, educators have strived to implement the recommendations found in the National Reading Panel report (2000). In 2008, the National Early Literacy Panel published its report, Developing Early Literacy. In this session for pre-K teachers, reading coaches, curriculum coordinators, and administrators, we will explore ways the findings from these two reports can be addressed in programs for children ages three through five. Emphasis will be on how teachers can design developmentally appropriate and meaningful instructional experiences based on scientific research and best practices in phonological/ phonemic awareness, phonics, fluency, vocabulary, and comprehension to facilitate the acquisition of pre-reading, as well as future reading, writing, and spelling skills and abilities. ► Pickwick Target Audience: Early Childhood and Pre-K Teachers, Reading Interventionists, Reading Coaches, Leadership/Administrators

Strands

♥

Concurrent Sessions II

Jan Hasbrouck The reliability and validity of assessments using timed samples of students’ oral reading has been established in multiple studies over the last 25 years. These measures – often referred to as oral reading fluency or ORF assessments – are being widely used in schools to help professional educators (a) identify students who may need some additional academic assistance, and (b) monitor the progress of students once instruction has begun. There is a growing concern that these assessments are encouraging teachers to push students to simply read as fast as they can, thus divorcing reading fluency from comprehension. This session examines this issue and reflects on “best practice” in using and interpreting fluency-based assessments. ► Celestin II Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, School Psychologists, Educational Diagnosticians, Leadership/Administrators

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Literacy Leadership

Special Education

31

Detailed Agenda Concurrent Sessions II continued

Wednesday, May 2, 2012

1:30 pm – 2:55 pm

Looking More Closely at Morphological Awareness: What It Means to Know a Word?

(REPEAT) up ê Mary Dahlgren Teaching the linguistic levels of word knowledge includes morphemes, syllables, graphemes, letters and phonemes that are all necessary to have a deep understanding of words. Reading and spelling are mediated by phonological awareness of words and a specialized memory for orthographic patterns. In order to integrate the knowledge of words into the lexicon, the development of flexible semantic fields and an awareness of polysemous words are key to storage of new words. This session will delve into the linguistic levels of words and discuss how to teach words in depth using practical instruction. Teachers will leave with ideas for explicit and implicit vocabulary instruction that can be used across all content areas. ► Strand Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists Improving Adolescent Literacy (REPEAT) up ê¢ Debbie Hunsaker In this session, participants will learn specific strategies for classroom teachers and specialists to use to increase the literacy achievement for adolescent learners. The strategies will help teachers support students in gaining more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention. Participants will leave with Routine Cards for many of the strategies, and instructions for downloading resources from the Montana Instructional Innovations Website that they can readily use in their schools and classrooms.

These resources include professional development modules, mini professional development lessons, and classroom connections, which are specially designed for quick and easy implementation into classrooms. ► Haymarket Target Audience: 4–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

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Plain Talk About Reading 2012

Teacher Knowledge for Common Core: Argument and Text Complexity up ¢ Michael Kamil This session will focus on the knowledge that teachers need to have to be successful in implementing the Common Core State Standards, with a focus on reading in science. Differences between teaching students to read literature and teaching students to read science will be used to illustrate this knowledge. Instructional methods that are consistent with the goals of the Common Core will be discussed. ► Lyric Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Leadership/Administrators Measuring Word-Learning Aptitude in Grades 2-4: Tapping into Morphological, Syntactic, and Contextual Awareness u ê¢ Susan Ebbers In order to differentiate vocabulary instruction, it is important to understand how students process new words. The experimental test wordPLAY was designed for this purpose. In the first half of the session, we will explore the design of wordPLAY: the construct, the construct map, the test items, the scoring rubric, and the measurement model. In the second half of the session, we will consider the results—how students in grades 2-4 responded to the items. Finally, we will discuss the implications of the findings, and next steps. ► Celestin III Target Audience: 1–4 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists Explicit Instruction: Key to Prevention and Intervention up ê¢ Anita Archer In this session, participants will review the past 30 years of research on explicit instruction and see how the major findings can be translated into daily practice for both prevention of academic challenges and intervention. Scientifically-based practices for designing lessons, delivering instruction, and providing appropriate practice will be discussed, directly modeled, and practiced. Classroom videos will illustrate the major points. ► Celestin IV Target Audience: K–12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

. . . g n i c n u o Ann

Greater New Orleans Literacy Institute

Overview

High levels of literacy are directly tied to student success in school and career, and to a healthy economy. Thus, Tulane University, Xavier University of Louisiana, the Center for Development and Learning and the Greater New Orleans Education Foundation are partnering to establish and operate the Greater New Orleans Literacy Institute.

Vision

100% of New Orleans students will graduate from high school with the literacy skills they need to be college and career ready.

Goal

Institutionalize an initiative to ensure that children ages birth through grade 12 receive effective, evidence-based literacy instruction.

Rationale

Reading takes precedence over every other subject in school – nothing else can compare with its usefulness. All children can and will develop proficient literacy skills when provided with highly effective teachers and an evidence-based program.

Objectives

• To assist schools and districts with data analysis and identification of specific student and teacher literacy skill development needs • To facilitate professional learning and on-the-job support for high-yield literacy instruction and intervention that meets the needs of all students • To increase higher education’s active participation in building teachers’ capacity needed to provide effective literacy instruction • To promote literacy connections among schools and early childhood facilities • To provide parents with information and support that helps their children develop literacy skills • To develop district, school and childcare facility literacy leaders • To develop and disseminate materials, resources and tools that inform teachers about high-yield literacy instruction, and that inform parents on ways to help their children develop literacy skills • To maintain a web-based and a physical library of resources for teachers, principals, administrators, parents, volunteers and community members • To prepare a cadre of volunteers who will help children to develop literacy skills • To build public awareness and advocacy for investment in literacy

Outcomes

Regardless of race or class: 1. Students will enter kindergarten ready to learn.

2. Students will be literate by third grade.

3. Students will enter fourth grade on time.

4. Students will perform at or above grade level in English Language Arts by eighth grade.

5. Students will graduate on time.

6. Students will enroll in post-secondary education or graduate workforce-ready.

To learn more, contact Alice Thomas at 504-840-9786 or athomas@cdl.org.

About the Presenters Carol Aghayan Carol Aghayan, M.S., has more than 25 years of experience teaching both young children and early childhood educators at the post secondary level. She currently works as a trainer and mentor. She has worked with early childhood teachers, coaches, and administrators in a wide variety of settings across the country to implement best practices in many areas including curriculum development and pedagogy, inquiry-based learning and studies in the classroom, and relationshipbased care. She is the co-author of Easy Songs for Smooth Transitions in the Classroom, which combines a love of music with songs and transition tips for guiding children through difficult changes in the day. She is the co-author of The Coach’s Guide: A Step-By-Step Resource for Individualizing Professional Development that focuses on supporting coaches and mentors as they help teachers implement the Creative Curriculum for Preschool. She is also a co-author of the Teaching Guides in the newly published Teaching Strategies System for PreK and sole creator of Teaching Strategies Mighty Minutes, a tool to help teachers make the most of every minute in the preschool classroom.

Anita Archer 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).

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Plain Talk About Reading 2012

Pamela Austin Pamela Austin is currently a product consultant for Cambium Learning - Voyager, working with districts to implement researchbased curricula developed for “at-risk” students. An educator with 23 years of experience, Pam has worked in the New Orleans Public School system in a variety of capacities: elementary teacher, reading interventionist, reading coach, field literacy facilitator and as a certified regional LETRS (Language Essentials for Teachers of Reading and Spelling) trainer. Pam has had the pleasure of applying and then passing on the knowledge of scientific-based reading researched based strategies through training and coaching teachers in a variety of literacy curricula. In her spare time, she also authors novels under a pen name.

Linda Baker Linda Baker, Ed.D., is the Reading/Literacy Coordinator for Tangipahoa Parish School District in Louisiana. She leads the district’s literacy initiatives and writes and manages literacy grant projects that include Reading First, Louisiana Literacy Pilot, Striving Readers Experimental Grant, and Ensuring Literacy for All. Linda is responsible for providing, procuring, and presenting professional development for teachers, reading coaches, and principals in the elements of researchbased reading instruction, adolescent reading, content area reading and writing, and literacy leadership. She is responsible for implementing various RtI programs for reading in elementary, middle, and high schools in the Tangipahoa Parish School District.

Kathy Barclay Kathy Barclay, Ph.D., is a professor and former department chair of the Department of Curriculum and Instruction at Western Illinois University where she has taught early childhood and reading courses for the past twenty-six years. She works closely with the Illinois State Board of Education and was project director for the Illinois Reading First Professional Development academies. Kathy is the editor for the Illinois Reading Council Journal, and has co-authored three books and over seventy-five articles in professional journals, including a regular column on emergent literacy in Children and Families, the former journal of the National Head Start Association.

Natalie Beach Natalie Beach, M.A., is a special educator, teacher trainer, and university instructor. She began her career in the general education classroom and then transitioned to working with children with special needs. She uses this experience to bring teachers the best practices for teaching children with Autism Spectrum Disorders. Natalie also provides teachers with strategies for the integration of technology within the special education classroom.

In addition, Natalie provides training to pre-service teachers at Tennessee Technological University.

Her work with this group focuses on working with communities and families to make each child’s school experience successful. Natalie strongly believes in the teaching of the whole child and encouraging individual success for each child.

Doug Blancero Doug Blancero has worked with community groups, national organizations and schools for the last 30 years in both leadership and advisory roles helping these groups discover their vision and make it come alive. He and his team are currently working with the East St. Louis School District in establishing a leadership development project focusing on identification of leaders and strategies to improve student performance. In addition, in conjunction with others, Doug conducts The JP Leadership Academy each year at the JP Institute for Excellence in Education. Before working at JP Associates in his current role as vice president of development and operations, Doug was the executive director of a Brooklyn-based, award winning youth organization that worked with at-risk youth. During his 15 year tenure he grew the program from a recreational project into a comprehensive community center that sponsored an alternative high school program and GED Project, as well as court advocacy, school advocacy; career awareness and job placement; crisis intervention and referral; street outreach; and peer and family mediation projects. Doug has been a presenter at a number of regional and national conferences on leadership strategies, conflict resolution, organization, youth empowerment and grant writing. A strong believer in team building, networking and partnerships, Doug has served on a variety of national, state and local boards and tasks forces addressing community, youth and education.

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About the Presenters Virginia Buysse Virginia Buysse, Ph.D., is a Senior Scientist at the FPG Child Development Center at the University of North Carolina at Chapel Hill. She directs a program of research on Recognition & Response (R&R), a model of Response to Intervention (RtI) for pre-kindergarten programs. She is co-chair of a committee that is leading an effort to develop and validate a joint position statement on RtI in early childhood, sponsored by three leading early childhood professional organizations: the Division for Early Childhood of the Council for Exceptional Children, the National Association for the Education of Young Children, and the National Head Start Association. Virginia is Co-PI of the Center on Early Care and Education Research for Dual Language Learners, funded by the U.S. Department of Health and Human Services, Administration for Children and Families. She is also Co-PI on the National Professional Development Center on Inclusion and Co-PI on CONNECT (National Center to Mobilize Early Childhood Knowledge). She is a past president of the Division of Early Childhood of the Council for Exceptional Children (CEC) and serves on the technical work group for the Evidence-Based Practice initiative within CEC. Virginia serves on the editorial boards of leading journals in early childhood and early intervention. She has authored or co-authored numerous articles in peer-refereed journals as well as several books on evidence-based practice, program quality, consultation and coaching, and a forthcoming edited handbook on RtI in early childhood.

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Plain Talk About Reading 2012

Kate Cain Kate Cain, BSc, Ph.D. (Sussex University), is a reader in the Department of Psychology at Lancaster University (UK).

Her research focuses on the development of language comprehension in children with a particular interest in the cognitive and language difficulties that lead to reading and listening comprehension problems. To date, this work has identified several higher-level skill weaknesses that may be causally linked to poor comprehension, including the ability to generate inferences, knowledge and use of reading strategies, and the ability to construct coherent and integrated narratives. She is a member of the Language and Reading Research Consortium, a collaboration between Arizona State University, Ohio State University, University of Kansas, University Nebraska-Lincoln, and Lancaster University, which is investigating the language bases of reading comprehension from PK to Grade 3 in an IESfunded grant. Kate’s research is published in a range of journals including Journal of Educational Psychology, Journal of Learning Disabilities, Journal of Experimental Child Psychology and Journal of Speech, Language, and Hearing Research. She is the author of Reading Development and Difficulties, published by WileyBlackwell in 2010, and takes over as Editor of the journal Scientific Studies of Reading in 2012.

Elsa Cárdenas-Hagan Elsa Cárdenas-Hagan, Ph.D., is a Bilingual Speech Language Pathologist and a Certified Academic Language Therapist. She is the director of Valley Speech Language and Learning Center in Brownsville, Texas and works with Texas Institute for Measurement Evaluation and Statistics at the University of Houston. Elsa is the author of Esperanza (HOPE), a Spanish language program designed to assist students who struggle with learning to read. Her research interests include the development of early reading assessments for Spanish speaking students and the development of reading interventions for bilingual students. She was the co-principal investigator of a longitudinal study funded by the National Institute of Child Health and Human Development and the Institute for Education Science that examined the oracy and literacy development in English and Spanish of Spanish speaking children. She serves as a board member for the International Dyslexia Association and the Regional Educational Laboratory of the Southwest Region. She has authored curricular programs, book chapters, and journal articles related to oracy and literacy development for English language learners.

Suzanne Carreker Suzanne Carreker, Ph.D., is a certified academic language therapist and qualified instructor, and is the vice president of program development at Neuhaus Education Center, a nonprofit organization in Houston that has offered professional development in scientifically based reading methods to more than 60,000 teachers since its inception in 1980. Suzanne is past president of the Houston Branch of the International Dyslexia Association (IDA) and current member of the national IDA board, is a frequent speaker at regional and national conferences and has authored a number of multisensory curricula. Suzanne consulted on and contributed to the Texas Teacher Reading Academies and was a State Master Trainer for the Kindergarten and First-Grade Texas Teacher Reading Academies, 19992001.

David Clemons David Clemmons grew up in South Carolina during the 1950s. He did not learn to read in school and dropped out of school when he was 16. David wanted to learn to read more than anything, but was hesitant to share his secret with anyone. He developed a successful carpet-laying business, although he could not read the word carpet. At the age of 47, David hurt his knee and could no longer lay carpet. He needed to learn how to read in order to complete a job application, so he tried several literacy organizations before his career counselor recommended the Washington Literacy Council. The Council told him that they would teach him to read, and they did. He now reads so much that he occasionally misses his metro stop because he is immersed in a book. David works at the Washington Literacy Council in Washington, D.C., as the Student Support coordinator. He speaks nationally about literacy and the importance of teaching all students how to read so that they won’t drop out of school.

Mary Dahlgren Mary Ellis Dahlgren, Ed. D., is president of MED Consulting and Tools 4 Reading. She has over twenty years of experience teaching children and training teachers. Mary has worked as 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. She is a National LETRS trainer and also teaches programs nationally for Neuhaus Education Center. She is the former executive director of Payne Education Center, a nonprofit teacher training center in Oklahoma. The Center was established to provide teacher training for teachers of dyslexic students and to support parents of dyslexic children. Mary is a founding board member of a school for adjudicated youth, SeeWorth Academy, organized by the late Chief Justice Alma Wilson. Justice Wilson named the school SeeWorth in hopes the children would “see the worth” in education and the future. Mary’s passion is to help everyone involved in reading instruction to feel equipped and confident in providing the highest quality instruction possible.

Emerson Dickman Emerson Dickman, J.D., has specialized in advocating for individuals with disabilities for over 35 years. Among the cases he has handled are leading precedents protecting the due process rights of pupils in special education and the constitutional rights of adults with developmental disabilities. Emerson is past president of the International Dyslexia Association. He is a member of the National Joint Committee on Learning Disabilities and a member of CDL’s Professional Advisory Board. He served as a member of the Professional Advisory Board for the National Center for Learning Disabilities, as a member of the Learning Disabilities Roundtable sponsored by the Division of Research to Practice of the U. S. Department of Education, and as chairman of the Protection and Advocacy Agency for the State of New Jersey for five years. In 1994 and again in 2002 he served as Chair of scientific consensus meetings sponsored by the National Center of Child Health and Human Development of the NIH resulting in the research definition of Dyslexia used in research throughout the U.S. In 2004 Emerson organized an invitational forum attended by 33 organizations to address the issue of RtI and Building Capacity to Deliver Multi-Tiered Reading Intervention in Public Schools.

He has been an invited speaker at conferences in 23 states, Hong Kong, England, Brazil, India, and the Czech Republic.

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About the Presenters Judi Dodson 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 (Language Essentials for Teachers of Reading and Spelling) 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 is currently writing a curriculum of activities that will enhance oral language skills. Her second book has just been published by Sopris West titled 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension. It is a book of active and engaging oral language activities designed for classroom teachers. Judi is on the board of the Rocky Mountain Branch of the International Dyslexia Association.

Adrienne Dowden Adrienne S. Dowden, M.Ed., is a reading specialist who has worked at both the national and local levels to help schools and districts increase their knowledge of effective reading instruction and practices that improve students’ reading ability. Previously, for over 24 years, Adrienne worked as a special education teacher and elementary teacher, and as a reading specialist for New Orleans Public Schools. As a reading coordinator for the American Federation of Teachers (AFT), she coordinated the AFT Reading Project in New Orleans Public Schools. She served as an Educational Program Consultant 3 for the Louisiana Department of Education.

She was the project manager and senior reading specialist for the National Center for Family Literacy (NCFL) on the USDOE - Expanding The Reach project.

She is president of the ASD Educational Consulting Group and is currently an associate for GHA.

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Plain Talk About Reading 2012

Susan Ebbers Susan M. Ebbers is an author, researcher and educational consultant who specializes in vocabulary development. Susan has been a K-8 teacher and principal in public and private schools in California and Alabama.

She taught primary grades and also intensive reading in middle school and was awarded outstanding middle school teacher and A+ Literacy Leader. She is a national literacy consultant and author of Daily Oral Vocabulary Exercises: A Program to Expand Academic Language in Grades 4-12 (with coauthor Jill Carroll); Vocabulary Through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades; and two sequential decodable series that promote vocabulary, morphology, and comprehension—Power Readers and Supercharged Readers. Susan is a doctoral candidate at University of California – Berkeley in cognition and development, specializing in morphological awareness and vocabulary, measurement design and interpretation, and interest theory.

Linda Farrell Linda Farrell 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, including Phonics Blitz, Phonics Boost, the Diagnostic Decoding Surveys, Teaching Reading Essentials Program Guide and Coach’s Guide (coauthored with Louisa Moats), and DIBELS: the Practical Manual. Linda was also 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 one-on-one with struggling readers of all ages whenever she has time.

Janie Feinberg Janie Feinberg, president and founder of JP Associates, is passionate in her commitment to the literacy of ALL students. Janie attended the Connecticut College for Women and graduated from Brooklyn College in 1968. She began her career in education as a New York City Public School teacher in the BedfordStuyvesant section of Brooklyn. Over the next 44 years Janie worked as a classroom teacher, a teacher trainer, a consultant and eventually started her own consulting company. Her strong personal belief and philosophy, based on her personal experience as a teacher and consultant, that ALL CHILDREN CAN LEARN permeates all aspects of both her personal and professional life. She has spoken and trained on various topics of education and instruction across the country including reading instruction, school improvement, coaching and the obligation we all have as educators, to honor the rights of children to learn. Janie has designed and written teacher training programs for several instructional programs and is currently writing a book she describes as a practical guide to coaching and professional development —the why and the how.

Jack Fletcher Jack M. Fletcher, Ph.D., ABPP (Clinical Neuropsychology), is a Hugh Roy and Lillie Cranz Cullen distinguished professor of psychology at the University of Houston. For the past 30 years, Jack, a board certified child neuropsychologist, has conducted research on children with learning and attention disorders and brain injury. He directs a Learning Disability Research Center grant and has directed program projects involving neurobiological factors and learning in spina bifida and math disabilities, all funded by the National Institute of Child Health and Human Development (NICHD). He has served on the NICHD National Advisory Council, the Rand Reading Study Group, the National Research Council Committee on Scientific Principles in Education Research, and the President’s Commission on Excellence in Special Education. Jack was the recipient of the Samuel T. Orton award from the International Dyslexia Association in 2003 and a co-recipient of the Albert J. Harris award from the International Reading Association in 2006. He is the Past President of the International Neuropsychological Society.

Michael Fullan Michael Fullan, Ph.D., is professor emeritus of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael is engaged in training, consulting, and evaluating change projects around the world and his books have been published in many languages. He is currently special advisor to the Premier and Minister of Education in Ontario. His book, Leading in a Culture of Change, was awarded the 2002 Book of the Year Award by the National Staff Development Council and Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education. His most recent book is Motion Leadership: The Skinny on Becoming Change Savvy (2010).

Vicki Gibson Vicki Gibson, Ph.D., is a national educational consultant, author, teacher trainer and speaker. She has been teaching children and adults since 1975. Her areas of specialization include assessing learner’s needs, planning instruction, curriculum development, instructional methodology, and classroom management and discipline. Vicki was a kindergarten teacher and learning disability specialist in public schools for 10 years before opening four private schools for children ages 2–12 years. Vicki earned three degrees, including her doctorate, from Texas A&M University, where she served as a Lecturer and Adjunct Professor for 10 years. She is the author of We Can!, I Can Draw, Letter, Sounds, and Strokes, a phonics program; co-author of Treasures, a reading program; Differentiated Instruction: Grouping for Success, a supplemental college textbook; and Differentiated Instruction: Guidelines for Implementation for presenters of professional development. She continues to write training manuals, administrator guides and booklets to support professional development and help educators change practices in schools. Vicki is the Chairman/President of Gibson Hasbrouck & Associates, an educational consulting group.

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About the Presenters Sam Goldstein Sam Goldstein, Ph.D., is a psychologist with areas of study in school psychology, child development and neuropsychology.

He is an assistant clinical instructor in the Department of Psychiatry, University of Utah School of Medicine, affiliate research professor of psychology at George Mason University and on staff at the University Neuropsychiatric Institute. Sam is the editor-in-chief of the Journal of Attention Disorders.

He has authored, co-edited or co-authored numerous books including Raising A Self-Disciplined Child, Understanding and Managing Children’s Classroom Behavior, Learning Disabilities and Challenging Behaviors, and the Handbook of Intelligence and Achievement Testing, and he recently co-authored a new assessment for Autism Spectrum Disorders. He has also authored three dozen book chapters and nearly two dozen peer reviewed scientific studies. Sam has been executive producer for a number of film and training video projects, including the award winning documentary Tough Times/Resilient Kids. He holds Diplomate status in Medical Psychotherapy awarded by the American Board of Medical Psychotherapists, General Psychotherapy awarded by the American Psychotherapy Association, and Disability awarded by the American Board of Professional Disability Consultants. He holds both Fellow and Diplomate status in Forensics awarded by the American Board of Forensic Examiners. He is a Fellow in the National Academy of Neuropsychology. Sam also works in private practice as part of a multi-disciplinary team, providing evaluation, case management and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties and attention deficit disorder.

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Plain Talk About Reading 2012

Jan Hasbrouck 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.

Nancy Hennessy Nancy Hennessy, M.Ed., LDT-C, educational consultant and past president of the International Dyslexia Association (IDA), is an experienced teacher, diagnostician, and administrator. While in public schools, she provided leadership in the development of innovative programming for special needs students, a statewide revision of special education code and an award winning professional development initiative. She has delivered keynote addresses, workshops and training to educators nationally and internationally. Her publications include articles and chapters on a range of topics including the dyslexic experience, a model high school program for dyslexic students and mentoring. She recently coauthored Module 6 of LETRS, Digging for Meaning: Teaching Text Comprehension (2nd edition) with Louisa Moats and the chapter on Word Learning and Vocabulary Instruction, in Multisensory Teaching of Basic Skills (3rd edition). She is a national trainer for Language Essentials for Teachers of Reading and Spelling (LETRS) and an adjunct instructor with Fairleigh Dickinson University. Nancy was recently inducted as an honorary member of the Delta Kappa Gamma Society and is the 2011 recipient of IDA’s Margaret Rawson Lifetime Achievement Award.

Cate Heroman Cate Heroman, M.Ed., is vice president of curriculum and assessment at Teaching Strategies, Inc. of Washington, DC and has worked in the field of education for over 35 years. She has been a preschool and kindergarten teacher as well as an early childhood and elementary administrator at the Louisiana Department of Education, providing leadership, training, technical assistance and support in the areas of early childhood and elementary education. Cate is a co-author of many publications, including the Literacy: The Creative Curriculum® Approach; Teaching Strategies GOLD® Assessment System; The Creative Curriculum® System for Preschool; The Coach’s Guide; Helping Children Rebound: Strategies for Preschool Teachers After the 2005 Hurricanes; Building Your Baby’s Brain.

Debbie Hunsaker 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.

Michael Hunter Michael Hunter is a founding partner of Readsters. Michael found his passion for teaching struggling readers by volunteering to teach adults to read in Washington DC. Methods traditionally used in adult education did not work, so he looked for other programs. He was fortunate to meet Dr. Louisa Moats, who steered him toward explicit, structured, systematic instruction that was immediately effective. 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 co-author of 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 struggling readers of all ages whenever he finds time.

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About the Presenters Jill Jackson Jill Jackson uses her humor and in-the-trenches experiences to support educators as they navigate the central issues in reading program implementation and increasing student reading scores.

A former classroom teacher, 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 has worked in 30+ states and with thousands of teachers, coaches, administrators, program directors and superintendents throughout her ten years as a consultant and is known for her ability to make school reform a bit fun and a lot successful.

Sandra Johnson Sandra Johnson grew up in Washington, DC and 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 what the word “jab” was or how to read it. She was in her early 30’s when she learned that letters match sounds, which was the key to Sandra’s learning to read. Sandra hid her reading disability from everyone, including her large family and friends. But her secret was out when Laura Bush asked to meet her because she had learned to read as an adult, and pictures of Sandra and the president and first lady were on the front page of the Washington Times! Sandra was a volunteer coach for children with D.C. Recreation Centers for 24 years. She worked as a housekeeper at a hospital for 21 years, afraid to apply for the job she wanted at the recreation centers because of her reading difficulties. She recently left the hospital to take a job at the Dean Wood Recreation Center where she now gets paid to do what she loves. Sandra speaks nationally about literacy, inspiring many teachers with her story.

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Plain Talk About Reading 2012

Michael Kamil Michael Kamil, Ph.D., is Professor Emeritus in the School of Education at Stanford University. He is the consultant for evaluations for the Early Childhood Educator Professional Development in the U.S. Department of Education. He recently served on the Steering Committee for the United States 2009 administration Program in International Student Assessment (PISA). Michael was a member of the Feedback Group and the Writing Team for the Common Standards. He was a member of the National Reading Panel, chairing the subgroups on comprehension, technology, and teacher education and synthesizing reading research on language minority students. He chaired the Planning Committee for the 2009 National Assessment of Educational Progress Reading Framework. He chaired the panel that produced the IES Practice Guide Improving Adolescent Literacy: Effective Classroom and Intervention Practices. In addition, he is a member of the Adolescent Literacy Advisory Board for the Alliance for Excellent Education. Michael has written or edited well over 100 books, chapters, and articles on reading and reading research. He serves as chair of the research panel for the New York State English Language Arts Standards Revision. He is also research advisor for the Louisiana Department of Education Adolescent Literacy Plan and has worked in similar capacities with state departments of education in Oregon and New Jersey. He is a member of the Professional Advisory Board of the Center for Development and Learning.

Stevan Kukic Stevan Kukic, Ph.D., is vice president of Strategic Sales Initiatives for Cambium Learning Group, specializing in reaching the tough to teach with proven and practical interventions, technology, and services, and consultation. He is the past chair of the professional advisory board for the National Center for Learning Disabilities (NCLD) and currently serves on NCLD’s Board of Directors and as chair of NCLD’s Public Policy committee. He is a past president of the National Association of State Directors of Special Education. Steve worked for two years as an independent consultant, primarily with Franklin Covey Company’s Education Division, facilitating the use of principles based on the 7 Habits of Highly Effective People with individuals and organizations. Before that, he was director for At Risk and Special Education for the Utah State Office of Education for 11 years, providing leadership for state and federal programs for these children and youth in need. For five years prior to his state position, he directed a statewide center for technical assistance related to the education of students with disabilities. Steve is the author of over 100 articles, chapters, newspaper columns, and books.

Steve is proud to have consulted in all 50 states, Canada, Europe, and the Middle East. Steve earned his doctorate from the University of Utah in School Administration and his M.A. in School Psychology and B.A. in Psychology from UCLA.

Reid Lyon Reid Lyon, Ph.D., is a distinguished professor of education policy and leadership at Southern Methodist University in Dallas. He holds a joint appointment in the School of Brain and Behavior Sciences at the University of Texas, Dallas.

From 1992 until 2005, Reid served as Chief of the Child Development and Behavior Branch (NICHD) within the National Institute of Child Health and Human Development at the National Institutes of Health (NIH) where he was responsible for the direction, development and management of research programs in developmental and cognitive neuroscience, developmental psychology, behavioral pediatrics, reading development and disabilities, learning disabilities, early childhood development and school readiness. In 2006, Reid was named one of the most influential people in American education during the last decade by the Editorial Projects in Education Research Center (Education Week) for his work in ensuring that scientific research occupies a central role in educational practices and policy. He has authored over 130 books and peer reviewed journal articles addressing learning disabilities, reading development and disorders, the preparation of teachers and education leaders, and the neurobiology of learning differences in children.

He currently serves as the Co-Editor-in-Chief of the Annals of Dyslexia, and is a member of the professional advisory board of the Center for Development and Learning.

Kerry Laster Kerry Laster, Ph.D., is the Deputy Superintendent of Literacy for Birth -12 at the Louisiana Department of Education. She has worked as a teacher (birth through adult), curriculum coordinator, principal, and superintendent. She has received numerous awards both personally and for her school/ district. Kerry was selected as the Louisiana Principal of the Year, the LA Reading Association’s Principal of the Year, a Fulbright Scholar, the Louisiana PTA Educator of Distinction, the Delta Kappa Gamma Hall of Fame Award, and the Paul H. Fouquier Educational Leadership Award given by the Louisiana Association of School Executives. Under her leadership, Shreve Island Elementary became the first Year Round School in Louisiana and received the National Blue Ribbon School of Excellence Award.

Kerry is the author of several articles and has spoken at the district, state, national, and international levels.

Nancy Manuel Nancy Manuel, Ph.D., is the coordinator of best practices at the Picard Center for Child Development and Lifelong Learning at the University of Louisiana at Lafayette. She is primarily responsible for research and evaluation of best practices in literacy implementation, as well as technical assistance in leveraging data to provide differentiated instruction and effective intervention. Most recently, she has assisted in the implementation and evaluation of the Reading First program, K-12 Literacy Pilot, Ensuring Literacy for All (ELFA) initiative, Schools of Choice program, and the Beginning with Babies pilot program. Nancy’s career includes more than 30 years of experience at the district and local school levels in developing and implementing various literacy programs, as well as securing grants for the establishment of early childhood and elementary services. She has also been involved at the university level at the Picard Center for the past seven years.

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About the Presenters Louisa Moats Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential 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 disabilities, earning a Master’s degree at Peabody College of Vanderbilt. Later, after realizing how little she understood about teaching, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Louisa spent the next fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. She spent one year as resident expert for the California Reading Initiative; four years as site director of the NICHD Early Interventions Project in Washington, DC, and ten years as research advisor and consultant with Sopris Learning.

Louisa was recently a contributing writer of the Common Core State Standards. In addition to the LETRS professional development series, her publications include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (Pro-Ed); Straight Talk About Reading (with Susan Hall, Contemporary Books), and several programs for teaching spelling.

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Plain Talk About Reading 2012

Robert Pasternack The Honorable Robert H. Pasternack, Ph.D., served as Assistant Secretary for the Office of Special Education and Rehabilitative Services at the U.S. Department of Education from 2001 to 2004. During his tenure, he was responsible for the 2004 Reauthorization of the Individuals with Disabilities Education Act and the implementation of No Child Left Behind. In addition, Robert served on the President’s Commission on Excellence in Special Education and the President’s Mental Health Commission and as the Chair of the Federal Interagency Coordinating Committee. During his 40-year career in education, he also served as the State Director of Special Education in New Mexico, a Superintendent, a school psychologist and a first grade teacher. He is a nationally certified school psychologist, a certified educational diagnostician, a certified school administrator, a university professor and a certified teacher (K-12). He serves on the advisory board of the National Council on Teacher Quality. He is currently the senior vice president for special education at Cambium Learning Group.

Lucy Hart Paulson Lucy Hart Paulson, Ed.D., CCCSLP, 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 languagebased 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 the Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators, Building Early Literacy and Language Skills, a resource and activity guide for young children, and also for Good Talking Words, a social communication skills program for preschool and kindergarten.

Ellen Peisner-Feinberg Ellen Peisner-Feinberg, Ph.D., is a Senior Scientist at the FPG Child Development Institute at the University of North Carolina at Chapel Hill. She has conducted numerous statewide and national research studies focused on the quality of early care and education programs and the effects on children, especially dual language learners and children at risk. She currently directs a program of research on Recognition & Response (R&R), a model of Response to Intervention for prekindergarten programs. She has conducted several statewide evaluations of pre-k programs, including studies of North Carolina’s Prekindergarten Program and the Georgia Universal Pre-k Program. She is Co-PI on the Center for Early Care and Education Research for Dual Language Learners. In addition, she serves as a national expert for the DEC/HAEYC/NHSA joint position statement on RtI in early childhood. Past efforts have included co-Director of the North Carolina Head Start Quality Research Center; and one of the PIs on the Cost, Quality, and Child Outcomes in Child Care Centers Project, one of the most well-known largescale studies of center-based child care, children’s development and school success from the preschool years through the end of elementary school. She has authored over 60 publications, including editing a forthcoming handbook on RtI in early childhood and another on educating diverse learners.

Mel Riddile Mel Riddile is the associate director for High School Services at the National Association of Secondary School Principals. His previous experience includes principal status at T.C. Williams High School, J.E.B. Stuart High School, as well as having been a school administrator since 1974. Mel’s areas of expertise consist of restructuring and reinventing high schools, adolescent literacy, ninth grade transition, school-based central office experience and consulting. While at J.E.B. Stuart High School, he was named the 2006 National High School Principal of the Year by the National Association of Secondary School Principals and MetLife. At T.C. Williams, he was involved with the opening of a new, state-of-theart facility, implementation of a new secondary literacy initiative, restructuring of programs for second-language learners and wide-spread integration of instructional technology. Mel received his B.A. from the University of North Carolina, Chapel Hill, his M.A. from George Mason University and Ed.D. from George Peabody College of Vanderbilt University.

Debora Scheffel Debora Scheffel, Ph.D., is currently dean of research at the University of the Rockies in Colorado Springs.

She has been an educator for over twenty years as a special education teacher, a university professor, a higher education administrator and an administrator of state and federal grants. Debora has worked in six states in a variety of university, clinical, and research contexts on projects related to literacy and language development. She served as director of literacy grants and initiatives at the Colorado Department of Education and most recently as special assistant to the Colorado Commissioner of Education.

She was dean of the School of Education at Jones International University and professor in the College of Education at the University of Colorado, Denver. She is a published author in literacy and education, as well as accountability in higher education. Debora earned her doctorate in Communication Sciences and Disorders from Northwestern University.

Timothy Shanahan Timothy Shanahan is a professor of Urban Education at the University of Illinois at Chicago where he is Director of the UIC Center for Literacy and Chair of the Department of Curriculum & Instruction. He was director of reading for the Chicago Public Schools, serving 437,000 children, and has authored or edited about 200 publications including the book Developing Literacy in Second-Language Learners. His research emphasizes reading-writing relationships, reading assessment and improving reading achievement.

Professor Shanahan is past president of the International Reading Association. In 2006, he received a presidential appointment to serve on the Advisory Board of the National Institute for Literacy, and he was a member of the National Reading Panel that, at the request of Congress, evaluated research on successful methods of teaching reading. His research and development projects have attracted approximately $6 million in funding from government agencies and the philanthropic community. He is currently a principal investigator on the National Title I Evaluation Study. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher.

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About the Presenters Libbie Sonnier-Netto Libbie Sonnier-Netto, M.Ed., is currently an Early Childhood Project Director for the Cecil J. Picard Center for Child Development and Lifelong Learning at the University of Louisiana at Lafayette in New Orleans. Previously, she served as a primary service provider to children and their families’ birth to age three, a hospital early interventionist, a model assessment team founder and member, Mississippi’s First Steps Early Intervention State Training Coordinator, the Early Hearing Detection and Intervention Director for the state of Mississippi, and an Early Childhood Special Education Coordinator for the Louisiana State Department of Education.

Libbie’s passion for young children and their families is what drives her to do more in the field of early childhood and special education. She earned her Master of Education in Early Childhood Intervention and Family Support from the University of North Carolina at Chapel Hill and her Bachelor of Science in Special Education with an emphasis in early intervention from the University of Southern Mississippi at Hattiesburg.

Laura Stewart Laura Stewart has been in education for more than 25 years, working as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives. In addition to directing the professional development for Reading First in the state of Wisconsin, Laura directed long-term projects in Los Angeles, New Orleans, Milwaukee, and El Paso on topics from pre-K literacy to differentiated instruction. She has completed extensive postgraduate coursework in literacy education and is a LETRS-certified trainer.

Laura has presented on the topic of literacy throughout the United States and internationally, and is the author of 12 children’s books, numerous teacher’s guides, and dozens of training workshops. She is currently the vice president of professional development at the Rowland Reading Foundation, a nonprofit foundation devoted to improving primary literacy.

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Plain Talk About Reading 2012

Melissa Stilley Melissa Stilley, M.Ed., is the Chief Academic Officer for the Tangipahoa Parish School System, a large rural district in Louisiana. Melissa has led efforts in the creation of a Turnaround Zone for low performing schools, the development of a Five Year High School Redesign Plan to increase graduation rates, and she initiated the first District RtI Leadership Team. She oversees four major academic departments - Special Education, Educational Technology, Federal Programs, and K-12 Curriculum & Instruction - and organizes both short-term and long-term leadership development opportunities for current and potential district and school leaders. Currently pursuing her doctorate, Melissa's dissertation focuses on how district leadership and district conditions impact school leaders’ collective efficacy. She is a member of the inaugural 2012 cohort Executive Leadership Academy for the Louisiana Department of Education.

Omar Tabb Omar Tabb, M.A., is a school improvement specialist at JP Associates, Inc. He is a committed lifelong educator who began his educational career teaching first grade. He subsequently taught in second, fifth, sixth, seventh and eighth grades before moving into a leadership role. Omar specializes in leadership training and teaching intensive, explicit instructional programs.

He has proven abilities in project management, classroom instruction, meeting academic benchmarks, curriculum management and supervision, providing professional development, and meeting client needs.

He is learner-focused with strong relationship building and problem-solving skills. He has led multiple leadership projects, and successfully managed a difficult leadership program where massive turnover required him to quickly incorporate new principals into the cohort structure, while keeping all stakeholders informed. While in the classroom, Omar specialized in teaching intensive, explicit instructional programs.

Because of his experiences both in the classroom and as an administrator, he has a practical perspective on how to support instruction, manage data, build teams and empower staff. Omar is currently studying for his doctorate in educational leadership.

Alice Thomas Alice Thomas, M.Ed., is the founder, president and CEO of the Center for Development and Learning. A career educator for 30+ years, Alice has been a teacher (grades 7-12), a counselor, and an intervention specialist in inner city, suburban and rural public schools; and has served as a co-instructor for graduate level courses. She has delivered hundreds of seminars on learning and teaching to public, parochial and private school administrators, teachers and parents, both nationally and internationally, and has presented at national and international conferences. Alice is the creator and director of the Plain Talk About Reading Institute. She is the coauthor of the Learning Profiles: Differentiated Instruction for Diverse Learners professional development program and Right from Birth parent training curriculum, and author or coauthor of numerous articles on teaching and learning. Alice recently studied change leadership at the Ontario Institute for Studies in Education at the University of Toronto.

Kathi Tiefenthaler Kathi Tiefenthaler, M.Ed., is the school support unit director at the Montana Office of Public Instruction. She has been a key member of the Early Reading First and Reading First teams and currently serves on the Striving Readers implementation team.

Prior to transitioning to the state department, Kathi taught a variety of grade levels, including K-6 Title 1 Reading and Math, 5th grade, and 6th grade. She received her undergraduate degree from Minnesota State University in Moorhead, MN in elementary education and her master’s degree in literacy and curriculum. Kathi’s focus is to increase student achievement by facilitating professional development for teachers and providing ongoing support in schools across the nation.

Carol Tolman Carol Tolman, Ed.D., is a national reading consultant at the state, district, and school levels. As a special educator with over 25 years of public school experience, she spent 12 of those years designing and implementing an innovative, exemplary program for academically challenged high school students. Carol currently presents LETRS (Language Essentials for Teachers of Reading and Spelling) in states as diverse as Wyoming, West Virginia, Texas, Louisiana, and Vermont and is the author of the LETRS Presenter’s Kit. Carol is also the author of Working Smarter, Not Harder, an article published in International Dyslexia Association’s Perspectives. Most recently, Carol created and produced an on-line literacy course for the state department of Maryland. She earned her doctorate in educational psychology from American International College.

Joseph Torgesen Joseph Torgesen, Ph.D., is a Distinguished Research Professor of Psychology and Education, Emeritus, at Florida State University. He is also the Director Emeritus of the Florida Center for Reading Research. He conducted research with children who have learning problems for over 30 years, and was part of the effort supported by the National Institute of Child Health and Human Development to learn more about the nature of reading disabilities and ways to prevent and remediate reading problems in children for 15 years. He is the author of approximately 190 articles, book chapters, books, and tests related to reading and learning disabilities. His research interests have included reading development, reading disabilities and intervention, and assessment.

Joe is nationally known for research on both the prevention and remediation of reading difficulties in young children as well as work on assessment of phonological awareness and reading. He served on six professional editorial boards and has received numerous awards including the Samuel A. Kirk Award for exemplary research publications from the Division of Learning Disabilities of the Council for Exceptional Children.

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About the Presenters David Whiting David Whiting is currently serving as vice president for development with Classical Learning Universe at JP Associates. He has spent over 40 years in the field of education in a variety of different roles and positions. His first job was at Wrentham State School in Massachusetts. During his tenure there, he worked with institutionalized, low ability people. His next position was teaching elementary school in Wayland and Scituate, MA. He has also been a reading specialist in the Educational Development Project in the Atlanta Public School System. David joined the McGraw-Hill Publishing Company as a language arts consultant where he was responsible for the design and delivery of professional development services. Over the years, he held a wide variety of educational publishing positions in five different divisions and is working with Putnam County schools in Tennessee to translate their internal program for teaching children with autism into a training and coaching program for universal use.

Anne Whitney Anne Whitney, Ed.D., CCC-SLP, is a speech-language pathologist and special educator and a member of the clinical and teaching faculties at the University of Colorado’s Boulder campus where she is the coordinator of Speech Language Services. She is president and owner of Spectrum Educational Consulting Services, Inc. Anne has extensive clinical and teaching expertise in language learning disabilities in children, adolescents, and adults, with particular expertise in dyslexia and reading disabilities. She has taught numerous university courses and has clinically trained graduate students in methods for assessment and intervention of children and adults with dyslexia and other language learning disabilities. She has worked in a public school setting, teaching in regular middle school classrooms and in special education classes with an emphasis on language learning disabilities and literacy. Anne is a certified national trainer for Language Essentials for Teachers of Reading and Spelling (LETRS), and for the LANGUAGE ! curriculum, and she is a frequent presenter at local, state, and national conferences. She is co-author of Teaching Reading Essentials: The Coach’s Guide, SPELL-Links to Reading and Writing: A Word Study Curriculum, Games & Activities for Readers and Spellers, and the Instructional Resources Guide for Teachers.

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Daniel Willingham Daniel Willingham, Ph.D., is the author of the best-selling Why Don’t Students Like School?, which has been translated into ten languages.

Daniel earned his B.A. from Duke University in 1983 and his doctorate in Cognitive Psychology from Harvard University in 1990. He is currently professor of psychology at the University of Virginia, where he has taught since 1992. Until 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-12 education. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is an Associate Editor of Mind, Brain, and Education.

Maryanne Wolf Maryanne Wolf is the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research at Tufts University. She received her doctorate from Harvard University. Among her awards for teaching and research are the Distinguished Professor of the Year award from the Massachusetts Psychological Association, the Teaching Excellence Award from the American Psychological Association, the Distinguished Researcher Award from Tufts University, the Norman Geschwind Lecture Award and the Samuel T. Orton Award from the International Dyslexia Association, and the NICHD Shannon Award for Innovative Research, the basis of the RAVE-O reading intervention program, created by Prof. Wolf and members of the Center.

Maryanne is the author of Proust and the Squid: The Story and Science of the Reading Brain, which is translated into twelve languages and an audio version. Maryanne’s research interests include reading interventions, imaging studies of the reading brain, the genetic basis of dyslexia, early prediction, fluency and naming speed, cross-linguistic studies of reading, and the development of a reading tablet in work on global literacy.

About the Exhibitors

Achieve3000 - Achieve 3000® believes in the potential of every student to achieve more. We have We have established ourselves as the leader in differentiated instruction by leveraging technology to deliver a truly unique experience for students in grades 2-12. By reaching individual students based on a unique academic profile, we build confidence and improve outcomes.

Achieve provided the only Web-based, differentiated instruction solutions that reach a school’s entire student population — from mainstream and English language learners to special needs, and gifted & talented. In addition to its KidBiz3000®, TeenBiz3000®, Empower3000™and other literacy solutions, Achieve in 2011 launched its first differentiated core curriculum solution, eScience3000™, in partnership with National Geographic School Learning.

Achieve 3000 Contact: Keith Brown, Regional Director of Sales Phone: 504.319.8787 Email: keith.brown@achieve3000.com Web: www.achieve3000.com

DYMO™/Mimio® ITT - DYMO™/Mimio® ITT is a global leader in interactive teaching technologies. We’ve set new standards for the industry with our MimioClassroom™ family of integrated, easy-to-use interactive teaching tools and services designed to empower teachers and engage students.

In 2011, DYMO/Mimio acquired Headsprout®, a provider of adaptive instructional content that adjusts automatically to each student’s pace for learning. Headsprout’s proven methods and outcomes not only teach reading, but also build confidence in the children who use it.

With an award-winning portfolio of intuitive, integrated hardware, software, and services, DYMO/Mimio is positioned to meet the expectations educators have for advanced, effective teaching technologies.

Frog Publications - Experience the thrill of watching your students love to learn! Frog Publications is a publisher of educational materials, primarily used at the elementary level, with products that include: systematic reinforcement programs, individualized educational plans, response to intervention, differentiated instruction, terrific, ready-to-use learning centers, take-home parental involvement program, daily review, critical thinking and dual language! All Frog games use the same easy-tolearn rules. Students needing different levels or skills can practice together!

Frog Publications, Inc. 11820 Uradco Place, Suite 105, San Antonio, FL 33576 Phone: 800.777.3764 Email: customerservice@frog.com Web: www.frog.com

Kaplan Early Learning Company - Kaplan is a leader in the field of early care and education, we bring to market innovative curriculums, cutting edge assessments, teacher resource materials and valuable professional development opportunities to early childhood and elementary school educators, caregivers and parents around the world.

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

DYMO™/Mimio® ITT 1 Charles Park - 3rd Floor, Cambridge, MA 02142 Phone: 617.902.2040 Web: www www.mimio.dymo.com

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About the Exhibitors

Lakeshore Learning Materials - Lakeshore Learning Materials offers a complete line of innovative K-6 products – including interactive software – that promote literacy and meet the needs of English language learners. With materials that support RtI, meet Common Core Standards and engage teachers and students, Lakeshore is ready to supplement any language arts curriculum.

Lakeshore Learning Materials 2695 E. Dominguez Street, Carson, CA 90895 Contact: Darryl Thomas Phone: 800.421.5354 / Fax: 310.632.8314 Email: dthomas@lakeshorelearning.com Web: www.lakeshorelearning.com

McGraw-Hill Education - McGraw-Hill Education is committed to providing high-quality professional development and instructional programs to ensure students achieve academic success. We offer core and interventions solutions for students in grades PreK-12 that deliver proven results and effective strategies for teaching in the classroom.

McGraw-Hill Education 8787 Orion Place, Columbus, OH 43240 Phone: 614.430.4400 E-mail: Lyndsay_root@mcgraw-hill.com Web: www.mheonline.com

Sopris Learning - For over 35 years, Sopris has focused exclusively on serving the needs of at-risk and special student populations. With a firm commitment to bridging the gap between research and practice, Sopris supplemental products focus on the full spectrum of academic support-including assessment, supplemental intervention, positive behavior supports, and professional development. Whether implemented in a single classroom or school-/district-wide, Sopris supplements have been proven to strengthen core instruction and to quickly and positively impact the academic achievement of students in literacy, math, and the spoken language.

Sopris Learning 4093 Specialty Place, Longmont, CO 80504 Phone: 800.547.6747 Email: customerservice@cambiumlearning.com Web: www.soprislearning.com

Superkids by Rowland Reading Foundation - Rowland Reading Foundation publishes the Superkids Reading Program, a core reading program designed just for kindergarten through second grade that teaches all aspects of reading seamlessly integrated with the language arts. Happily Ever After is the Foundation’s motivating, literature-based reading readiness program.

Superkids by Rowland Reading Foundation 6120 University Avenue, Middleton, WI 53562 Phone: 866.370.7323 Email: info@rowlandreading.org Web: www.superkidsreading.org

Read Naturally, Inc. - Read Naturally’s innovative, researchproven reading programs provide high quality interventions and differentiated instruction for struggling readers. The flagship program has been successfully improving reading fluency and comprehension skills in students nationwide for over 20 years. Read Naturally also provides programs for reading assessment, phonics, vocabulary, and ELL students.

Teaching Strategies, LLC - Teaching Strategies is a dynamic educational publishing company that serves the early childhood community exclusively, bringing curriculum, assessment, professional development, and family connection resources to programs serving children from birth through kindergarten. Our mission is to provide the most effective early education resources to support the critical work of early childhood educators.

Read Naturally, Inc. 2945 Lone Oak Drive, Ste 190, St. Paul, MN 55121 Phone: 800.788.4085 Email: info@readnaturally.com Web: www.readnaturally.com

Teaching Strategies, LLC 7101 Wisconsin Avenue, Ste 700, Bethesda, MD 20814 Phone: 800.637.3652 / Fax: 301.634.0825 Web: www.teachingstrategies.com

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Plain Talk About Reading 2012

TEC Teach K12 - TEC Teach K12 serves districts and schools who desire cutting-edge classrooms. We provide customized coaching in the integration of Common Core Standards, critical thinking skills, literacy strategies, performance-based tasks/ assessments with available technology. Our Instructional Design and Technology Specialists work with small groups of teachers during planning periods or in one-on-one settings.

Along with educational consulting services we developed two programs, ActivThink and Books with Friends. ActivThink provides “Effective and Engaging Instructional Delivery Strategies for Cuttingedge Classrooms” while Books with Friends is a reading intervention program that is flexible enough for struggling readers as well as growing advanced students.

TEC Teach K12 P.O.Box 1027, Clinton, MS 39060 Phone: 601.941.7576 Email: kktonore@aol.com Web: www.tecteachk12.com

Voyager Learning - Voyager is a member of the Cambium Learning® Group, the nation’s leading Interventions Company providing research-based, validated solutions in literacy and mathematics. We focus exclusively on improving academic achievement of at-risk and special student populations, Pre-K to 12, through a continuum of strategic and intensive comprehensive interventions that adapt to individual needs and accelerate struggling learners to grade-level proficiency.

Partnering with over 4,000 districts across the nation, we pride ourselves on being a true partner in accelerating learning for struggling students. In addition to our academic interventions, we provide exemplary professional development and unparalleled onsite implementation support to ensure fidelity and results.

Wilson Language - 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 47 Old Webster Road, Oxford, MA 01540 Phone: 508.368.2399 Email: info@WilsonLanguage.com Web: www.wilsonlanguage.com

Zaner-Bloser - Zaner-Bloser is a premier publisher of researchbased handwriting, reading, spelling, writing, and vocabulary programs for PreKindergarten through eighth grade. The company strives to create high- quality, dynamic, and appealing educational programs and services that inspire all students to become engaged, literate citizens. Zaner-Bloser Handwriting has been a national institution for several generations. The company’s other programs include Spelling Connections; Voices Literature & Writing; Voices Leveled Library; Reaching All Readers; Read for Real; Word Wisdom; and the award-winning Strategies for Writers. Ever able to adapt to the changing educational landscape, the company continues to grow through the addition of technology products.

Zaner-Bloser 1201 Dublin Road , Columbus, OH 43215 Phone: 800.421.3018 Web: www.zaner-bloser.com

Voyager Learning 1800 Valley View Lane, Suite 400, Dallas, TX 75234 Contact: Missy Tatum Phone: 225.978.0969 Email: missy.tatum@voyagerlearning.com Web: www.voyagerlearning.com

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Mark your calendars for Plain Talk About Reading Institute 2013 Sheraton New Orleans Hotel Visit www.cdl.org for institute updates.

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Let the Good Times Roll at Plain Talk About Reading Institute 2013 Sheraton New Orleans Hotel New Orleans, LA April 22 - April 24, 2013

CDL

About the Center for Development and Learning

About the CDL

Founded in 1992, the Center for Development and Learning (CDL) is a results-driven 501(c)(3) organization. CDL’s mission is to improve the life chances of all children, especially those at high risk, by increasing school success. Our goal is to help all children learn to higher levels and apply their knowledge and skills toward good ends.

CDL has special expertise in learning differences, literacy, teaching strategies and tactics, and building the capacity of teachers. With an on-the-ground, in-the-trenches approach, we tackle real-time issues such as ways to remediate struggling readers, differentiate instruction, and build and sustain collective capacity.

Call us – We are ready to serve you For over 17 years, CDL has been a trusted source of specialized professional learning services for educators – teachers, principals, teacher leaders, related specialists, paraprofessionals, and parents.

CDL professional learning is designed, facilitated, evaluated and adjusted to meet the needs of the learners. In collaboration with school and district leadership and teachers, we examine student and teacher data and build professional development in response to student and teacher performance. We evaluate progress frequently and adjust accordingly.

Working side-by-side with both new and experienced teachers, CDL professionals provide coaching and modeling in the classroom as well as customized, interactive learning sessions and study groups.

The combination of both group and individual professional learning increases collective internal accountability.

Knowledge, strategies and tactics can be efficiently introduced through interactive sessions and institutes. Continuous instructional improvement can be guided by observations with constructive feedback, coaching, study groups and lesson modeling in classrooms. Summer institutes with follow-up sessions and on-site coaching make an ideal combination for deepening knowledge and ensuring that new skills are applied effectively.

Selected topics include adolescent literacy, differentiating instruction, Response to Intervention, developing early childhood literacy skills, writing in the content areas, understanding individual student profiles to guide instruction, Cooperative Learning, dealing with dyslexia, developing higher order thinking, increasing attention and memory, integrating adolescent literacy strategies across the curriculum, classroom climate and management, and parental involvement.

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

improving teaching increasing learning

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About the Center for Development and Learning Professional Advisory Board

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

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

Katharine Butler, Ph.D. Professor Emeritus Center for Educational Research on Dyslexia San Jose State University, CA

Joanne Quinn, M.B.A. Senior Advisor for International Projects Ontario Institute for Studies in Education University of Toronto Ontario, Canada

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

Craig T. Ramey, Ph.D. Professor and Distinguished Scholar Virginia Tech Clarilion School of Medicine Roanoke, VA

Michael Fullan, Ph.D. 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 Ontario, Canada

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

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

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

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

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

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Plain Talk About Reading 2012

Glenny Lee Buquet Education Activist Former Member, Louisiana Board of Elementary and Secondary Education Houma, LA Vaughan Fitzpatrick Community Activist New Orleans, LA

Robert D. Reily Chairman The Standard Companies New Orleans, LA Francoise Richardson Emeritus Community Activist New Orleans, LA

Charles LaCoste Management Consultant New Orleans, LA

Kathleen Riedlinger Chief Executive Officer Lusher Charter Schools New Orleans, LA

Cynthia Hedge Morrell Chair, Education Committee New Orleans City Council New Orleans, LA

Holly Sharp, CPA, CFE, CFF Shareholder and Director LaPorte Sehrt Romig Hand Metairie, LA

Gregory N. Rattler, Sr. Vice President JPMorgan Chase New Orleans, LA

Eugenie Huger Sloss Community Activist New Orleans, LA

Herschel L. Abbott, Jr. Special Counsel Jones Walker Law Firm New Orleans, LA Kelvin Adams, Ph.D. Superintendent St. Louis Public Schools St. Louis, MO Marian Arrowsmith Supervisor, Elementary Education (Ret.) St. Tammany Parish Schools Mandeville, LA Gerard Ballanco, M.D., FAAP Pediatrician (Ret.) Mandeville, LA

Alice P. Thomas Founder, President and CEO

Gordon Blundell, Jr., M.D. Child and Adolescent Psychiatrist Covington, LA Jack Donahue Louisiana State Senator President, DonahueFavret Contractors Covington, LA

Sidney Eshleman Thornton Community Activist New Orleans, LA

Board of Trustees 2011–2012

Frank Williams Executive Director Greater New Orleans Education Foundation New Orleans, LA

Ruby Bridges Hall President Ruby Bridges Foundation New Orleans, LA

Community Advisory Council

Mary Lou Ochsner Community Activist New Orleans, LA

The Honorable John W. Greene Judge, 22nd Judicial District (Ret.) Covington, LA Stephen Hales, M.D. Hales Pediatrics New Orleans, LA

Executive Staff

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Index Carol Aghayan . . . . . . . . . . . . . . . . . . . . . 7, 29, 34 Anita Archer . . . . . . 5, 6, 7, 10, 14, 21, 23 , 32, 34 Pam Austin . . . . . . . . . . . . . . . . . . . . . . . 6, 25, 34 Linda Baker . . . . . . . . . . . . . . . . . . . . . . . 5, 16, 34 Kathy Barclay . . . . . . . . . . . . . . . . . . 7, 30, 31, 35 Natalie Beach . . . . . . . . . . . . . . . . . . . . . . 6, 24, 35 Doug Blancero . . . . . . . . . . . . . . . . . . . . . 5, 16, 35 Virginia Buysse . . . . . . . . . . . . . . . . . . 5, 9, 14, 36 Kate Cain . . . . . . . . . . . . . . . . . . . . . . 7, 27, 28, 36 Elsa Cรกrdenas-Hagan . . . . . . . . . . . . . . . 5, 16, 36 Suzanne Carreker . . . . . . . . . . . . . . . 6, 19, 22, 37 David Clemons . . . . . . . . . . . . . . . . . . . . 5, 16, 37 Mary Dahlgren . . . . . . . . . . 5 , 6, 7, 12, 21, 32, 37 Emerson Dickman . . . . . . . . . . . . 6, 23, 26, 37, 54 Judi Dodson . . . . . . . . . . . . . . . 5, 6, 11, 15, 20, 38 Adrienne Dowden . . . . . . . . . . . . . 6, 7, 25, 28, 38 Susan Ebbers . . . . . . . . . . . . . . . . . 6, 7, 19, 32, 38 Linda Farrell . . . . . . . . . . . 5, 6, 13, 16, 24, 31, 38 Janie Feinberg . . . . . . . . . . . . . . . . . . . . . 6, 24 , 39 Jack Fletcher . . . . . . . . . . . . . . . . . . . . 6, 18, 20, 39 Michael Fullan . . . . . . . . . . . . . . . 5, 9 , 10, 39, 54 Vicki Gibson . . . . . . . . . . . . . . 5 , 6, 12, 15, 25, 39 Sam Goldstein . . . . . . . . . . . . 5 , 10, 11, 14, 40, 54 Jan Hasbrouck . . . . . . . . . . . . . 6, 7, 19, 29, 31, 40 Nancy Hennessey . . . . . . . . . . . . . . . .6, 21, 23, 41 Cate Heroman . . . . . . . . . . . . . . . . . . . . . 7, 31, 41 Debbie Hunsaker . . . . . . . . . . . . . . 5, 7, 13, 32, 41

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Plain Talk About Reading 2012

Michael Hunter . . . . . . . 5, 6, 7, 13, 16, 24, 31, 41 Jill Jackson . . . . . . . . . . . . . . . . . . . . . 5, 11, 16, 42 Sandra Johnson . . . . . . . . . . . . . . . . . . . . 5, 16, 42 Michael Kamil . . . . . . . . . . . . . . . 7, 28, 32, 42, 54 Steve Kukic . . . . . . . . . . . . . . . . . . . . . . . 6, 26, 43 Kerry Laster . . . . . . . . . . . . . . . . . . . . . . . 6, 23, 43 Reid Lyon . . . . . . . . . . . . . . . . . . 6, 18, 26 , 43, 54 Nancy Manuel . . . . . . . . . . . . . . . . . . . . . 5, 15, 43 Louisa Moats . . . . . . . . . . . . . . . . 6, 18, 20, 44, 54 Robert Pasternack . . . . . . . . . . . . . . . 7, 27, 30, 44 Lucy Hart Paulson . . . . . . . . . . . . . . 6, 20 , 24, 44 Ellen Peisner-Feinberg . . . . . . . . . . . . . 5, 9, 14, 45 Mel Riddile . . . . . . . . . . . . . . . . . 6, 19, 22, 45, 54 Debora Scheffel . . . . . . . . . . . . . . . . . . . . 6, 26, 45 Tim Shanahan . . . . . . . . . . . . . . . . . . 7, 28, 29, 45 Libbie Sonnier-Netto . . . . . . . . . . . . . . . . 6, 23, 46 Laura Stewart . . . . . . . . . . . . . . . . . . 5, 11, 13, 46 Melissa Stilley . . . . . . . . . . . . . . . . . . . . . 5, 16, 46 Omar Tabb . . . . . . . . . . . . . . . . . . . . . . . . 5, 16, 46 Alice Thomas . . 5, 6, 7, 9, 18, 22, 25, 27, 33, 47, 55 Kathi Tiefenthaler . . . . . . . . . . . . . . . . . . 5, 16, 47 Carol Tolman . . . . . . . . . . . . . . . . . 5, 7, 12, 29, 47 Joe Torgesen . . . . . . . . . . . . . . . . . . . . . . . 6, 22, 47 David Whiting . . . . . . . . . . . . . . . . . . . . . 6, 24, 48 Anne Whitney . . . . . . . . . . . . . . . . 5, 6, 15, 23, 48 Daniel Willingham . . . . . . . . . . . . . . . 5, 9, 10, 48 Maryanne Wolf . . . . . . . . . . . . . . . . . 7, 27, 29, 48

Hyatt Regency New Orleans

Pickwick

Oasis

Little Gem

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Haymarket

2nd Level

Central City REGISTRATION CDL BOOKSTORE

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Escalators and Elevators

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The Celestin Ballroom

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Celestin III

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3rd Level

Escalators and Elevators

Celestin II

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Celestin Foyer

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Celestin IV

Celestin I

Storyville Hall

Breakfast, Lunch and Break Room

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Center for Development & Learning Talk

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