plain-talk-program-2013

PLAIN TALK ABOUT READING April 22 - April 24, 2013 Sheraton Hotel

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 puts 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:

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.

Cities of the Dead:

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.

Cajun:

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

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).

Gumbo:

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.

King Cake:

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.

Muffuletta:

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 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Tuesday, April 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Wednesday, April 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

About the Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 About the Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 About The Center for Development and Learning . . . . . . . . . . . 56 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Map of Meeting Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 64

Institute Information

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

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

Service Desk The CDL service desk and bookstore are located on the 5th floor. Here, Institute staff will be available to assist you with any needs that may arise.

Registration & Service hours Sunday 4:00pm – 7:00pm Monday 7:15am – 4:45pm Tuesday 7:00am – 4:45pm Wednesday 7:15am – 2:55pm 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. Many 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 2013

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.

Electronic copies All Institute handouts will be made available online approximately 7-10 working 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 all Institute handouts.

Meals and Breaks Continental Breakfast Breakfast will be served beginning at 7:15am in the Grand Ballroom CDE on the 5th floor on Monday and Wednesday and at 7:00am on Tuesday.

Lunch Lunch will be served in the Grand Ballroom CDE on the 5th floor at 12:15pm. In addition, beverages and afternoon snacks will be available throughout the 4th and 5th floor 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 Wednesday April 24th from 12:30pm - 3:30pm. 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 Grand Chenier Room on the 5th floor.

BOOkstore A bookstore featuring books authored by Institute speakers and other recommended books is located on the 5th floor across from registration.

Exhibitors Be sure to allow yourself ample time to visit the exhibits located on the 5th 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.

In Loving Memory Candy Lawson 1947 - 2013 CDL Psychologist from September 1997 – November 2012 Dedicated to purpose, insightful, tenacious, kind, patient, brave, strong, inspiring... ...and missed.

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Want to get out and about?

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Plain Talk About Reading 2013

Agenda At-A-Glance Monday, April 22, 2013 BREAKFAST 7:15am – 7:55am

► Grand Ballroom CDE

WELCOME 8:00am – 8:10am Alice Thomas ................................................................................................................................................ ► Grand Ballroom CDE

KEYNOTE 8:10am – 9:10am Can You Take Care of Students if You Don’t Take Care of Yourself? Robert Brooks ..................................► Grand Ballroom CDE

DISTINGUISHED LECTURES 9:30am – 10:30am

Deep Reading in a Digital Age: Implications from Neurosciences for Reading Development and Dyslexia Maryanne Wolf ...........................................................................................................................► Grand Ballroom A Explicit Instruction: Path to the Common Core Anita Archer ....................................................................... ► Grand Ballroom DE Learning How to Improve Comprehension Instruction Through Teacher Study Groups Joseph Dimino .....► Grand Ballroom B The Challenge of Complex Texts Marilyn Jager Adams ..............................................................................► Rhythms 1 & 2 The Changing Face of Autism: New Science, New Ideas and Educational Opportunities Sam Goldstein ..► Bayside AB

CONCURRENT SESSIONS 10:50am – 12:15pm

Reading Apps for the iPad: How Do I Choose? Linda Farrell .....................................................................► Rhythms 1 & 2 Fluency Practice: Who Needs It and What Should It Look Like? Michael Hunter ....................................... ► Bayside A Creating a Literacy Intervention Toolkit Judi Dodson ...................................................................................► Oak Alley Do All Balls Bounce? Improving Oral Language and Promoting Higher Order Thinking Skills in Pre-K through an In-Depth Investigation of Balls Carol Aghayan .......................................................................► Nottoway Are Unmotivated Students Really Unmotivated? Robert Brooks .................................................................► Grand Chenier Motivating Secondary Students and Teachers While Maintaining Integrity to Content Debbie Hunsaker ...► Grand Couteau Diving Deeper: Open Discussion on Deep Reading in the Digital Age Maryanne Wolf ...............................► Bayside B The New Science of ADHD: Can Theories of Executive Functioning Shape Educational Strategies?

Sam Goldstein ...........................................................................................................................................► Bayside C The One Big Common Core Question That You Must Answer: What on Earth Do I Teach Tomorrow?

Jill Jackson ................................................................................................................................................► Grand Ballroom B Success Requires a Solid Foundation—The Key Role of CCSS ELA Foundational Skills Jan Hasbrouck .► Grand Ballroom A

LUNCH 12:15pm – 1:15pm

► Grand Ballroom CDE

CONCURRENT SESSIONS II 1:30pm – 2:55pm Reading Foundations (K-3) for the Common Core Marilyn Jager Adams ...................................................► Bayside A Developing Phonological Awareness in Young Children Tara Baudean .......................................................► Oak Alley Scaffolding Writing Instruction: Responding to the Demands of the CCSS Anita Archer ...........................► Grand Ballroom A Are Unmotivated Students Really Unmotivated? (REPEAT) Robert Brooks ................................................► Grand Chenier Discussion of Text: Improving Adolescent Comprehension Instruction as CCSS are Implemented Sheryl Turner .............................................................................................................................................► Grand Ballroom B Common Affixes and the Common Core: The K-12 Progression of Skills Susan Ebbers ............................► Grand Couteau Improving Vocabulary Instruction Through Teacher Study Groups Joseph Dimino .....................................► Bayside B Do All Balls Bounce? Improving Oral Language and Promoting Higher Order Thinking Skills in Pre-K Through an In-Depth Investigation of Balls (Repeat) Carol Aghayan .......................................................► Nottoway Taxation, Representation, Rebellion? Teaching Concepts to Deepen Comprehension Kathleen Lord .......► Bayside C Lose the Rules! Multi-Syllable Words Made Easy Linda Farrell .................................................................. ► Rhythms 1 & 2

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

Leaders! The Six Shifts You Must Make to Line-Up Your Leadership to the Common Core Jill Jackson ....► Grand Ballroom A Teacher Talk: How to Stimulate Vocabulary and Language Development Mary Dahlgren ..........................► Oak Alley Optimizing Teaching and Learning of Comprehension in the Elementary Setting: A Guide for Instructional Leaders Sheryl Turner ......................................................................................................... ► Grand Ballroom B Deconstructing the Common Core ELA Adrienne Dowden .........................................................................► Bayside A The Four Diamonds that Impact Early Learning and Literacy Sharon Ramey/Libbie Sonnier-Netto ......... ► Grand Chenier Keys to Effective Interventions Among English Language Learners Elsa Cárdenas-Hagan ........................► Bayside B Stepping Up K-4 Writing to Meet Common Core Standards Leslie Williams ...............................................► Grand Couteau The Differentiation Zone and the Common Core: Whatever It Takes! Pam Austin .......................................► Bayside C Framing Your Thoughts: A Process for Building Strong Sentence Structure Skill Tori Greene ....................► Nottoway Teaching the “Core” to Secondary Students: “It’s Academic, My Dear!” Patricia Sekel ...............................► Rhythms 1 & 2 ..

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 ...............................................................................................► Grand Chenier

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Agenda At-A-Glance Tuesday, April 23, 2013 BREAKFAST 7:00am – 7:40am

► Grand Ballroom CDE

OPENING 7:40am – 7:50am Alice Thomas ................................................................................................................................................ ► Grand Ballroom CDE

KEYNOTES 7:50am – 9:10am

Levers That Can Lift the Level of Teaching and Learning In Today’s Common Core World Lucy Calkins Leadership for Implementing the CCSS Michael Fullan................................................................................► Grand Ballroom CDE

DISTINGUISHED LECTURES 9:30am – 10:30am

Reconciling the CCSS with Reading Research since the National Reading Panel Louisa Moats ...............► Bayside AB Professional Development and Teacher Effectiveness – Do they Go Together? Patricia Mathes .............. ► Grand Ballroom B Reinventing Special Education: Making Special Education Special Robert Pasternack .............................► Grand Ballroom D Peeling and Dicing the Common Core State Standards: The Ingredients of Early Literacy Development Lucy Hart Paulson ....................................................................................................................................► Rhythms 1 & 2 What Brain Imaging Tells Us About Reading Guinevere Eden .................................................................... ► Grand Ballroom A

CONCURRENT SESSIONS 10:50am – 12:15pm You Can’t Test Prep Your Way to Powerful Writing: Powerful Instruction and Assessment in Opinion, Information and Narrative Writing Lucy Calkins .......................................................................................► Grand Ballroom A CHANGE: Making It Happen in Your School and System Michael Fullan ...................................................► Grand Ballroom B The Neural Basis for Reading and Dyslexia Guinevere Eden ......................................................................► Grand Chenier Coaching from the Cloud: Using Technology to Support Teachers Patricia Mathes ....................................► Oak Alley Reading Between, Among, and Beyond the Lines – Across Text Complexity Suzanne Carreker ...............► Bayside A Oral Language, Code Switching, and the Common Core Leslie Williams ...................................................► Bayside B Vocabulary in Context and the Common Core Susan Ebbers......................................................................► Grand Couteau How Spelling Supports Reading, Writing and Language Louisa Moats .......................................................► Bayside C Performance Assessments – The Heart of Instruction Lissa Pijanowski .................................................... ► Rhythms 1 & 2 Relevance, Engagement, Success: What We Know About Motivation and Why It Matters in Beginning Reading Laura Stewart ............................................................................................................................ ► Nottoway

LUNCH 12:15pm – 1:15pm

► Grand Ballroom CDE

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

Getting Them All Engaged: Inclusive Active Participation Anita Archer .......................................................► Grand Ballroom A The Lexical Quality Hypothesis: Important Research for Teachers Linda Farrell .........................................► Oak Alley Differentiated Instruction Doesn’t Have to Be So Darn Difficult! Jill Jackson .............................................. ► Grand Ballroom B Common Sense, Comprehension and the Common Core Alice Thomas .....................................................► Grand Chenier Teaching to Automaticity: Critical at ALL Levels of Reading Michael Hunter .............................................. ► Bayside A Vocabulary Instruction in Elementary and Middle Classrooms and the Common Core Pam Austin ...........► Grand Couteau What Is My Behavior Telling You? Developing Social Communication Skills in Young Children Lucy Hart Paulson .................................................................................................................................... ► Bayside B Oral Language: A Critical Component of Reading Suzanne Carreker .........................................................► Bayside C Novice Readers: Navigating the Waters of Complex Text Judi Dodson ......................................................► Nottoway We’re Not in Kansas Anymore: Tackling the New Standards, the PARCC and the SBAC Lissa Pijanowski ....................................................................................................................................... ► Rhythms 1 & 2

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

Scaffolding Comprehension of Informational Text: Responding to the Demands of the CCSS Anita Archer ...............................................................................................................................................► Grand Ballroom A Are You Paying Attention to Young Children’s Language? Assessing and Building Pre-K Children’s Oral Language as a Base for Literacy Kathy Barclay .......................................................................................................► Oak Alley Common Core for the Uncommon Student: CCSS for Students with Disabilities and ELLs Robert Pasternack ....................................................................................................................................► Grand Ballroom B Dysgraphia: Is the Writing on the Wall? Patricia Sekel ................................................................................. ► Bayside B Help! My Student Is Stuck at Sound-by-Sound Reading Michael Hunter ....................................................► Bayside A Expanding Speaking and Listening Skills via Reading and Writing Activities in High School Anne Whitney ...........................................................................................................................................► Bayside C The Striving Readers Comprehensive Literacy Program – In Action! Debbie Hunsaker ............................ ► Grand Chenier Early Childhood Classroom Practice: Pre-K Teacher/Tightrope Walker Tara Baudean .............................. ► Grand Couteau Struggling Readers: Everyone Grows through Increased Participation Judi Dodson ................................► Nottoway Reconciling the Common Core Writing Standards with Writing Research Louisa Moats ............................► Rhythms 1 & 2

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Plain Talk About Reading 2013

Agenda At-A-Glance wednesday, April 24, 2013 BREAKFAST 7:15am – 7:55am

► Grand Ballroom CDE

OPENING 8:00am – 8:10am Alice Thomas ................................................................................................................................................ ► Grand Ballroom CDE

KEYNOTES 8:10am – 9:10am

Learning From Challenging Text Tim Shanahan...........................................................................................► Grand Ballroom CDE

DISTINGUISHED LECTURES 9:30am – 10:30am

Text Complexity Nancy Frey .........................................................................................................................► Grand Ballroom A Better Learning through Structured Teaching Douglas Fisher .....................................................................► Grand Ballroom D Understanding Brain Structure and Function in Reading Disabilities Jack Fletcher ....................................► Bayside AB Literacy: The Common Ground of the Common Core Mel Riddile ...............................................................► Grand Ballroom B

CONCURRENT SESSIONS 10:50am – 12:15pm

Learning in the Disciplines Nancy Frey ........................................................................................................► Grand Ballroom B Literacy Design Collaborative: A Framework to Move from Common Core to Classrooms Jill Slack, Michelle Handy, Beverly Lawrason, Aislinn Cunningham ...................................................► Bayside A Fluency Benchmarks: Is Faster Better? Jan Hasbrouck ..............................................................................► Oak Alley Meeting the Challenge of Common Core: Planning Close Reading Tim Shanahan ...................................► Grand Ballroom A Intervene Early So Students Get Ahead and Stay There! Vicki Gibson .......................................................► Grand Chenier Even “Progres” Spells Progress: Analyzing Errors to Adjust Instruction Suzanne Carreker ........................► Bayside B Making Informed Decisions About Informational Text: Selecting High Quality Nonfiction to Help K-2 Children Meet the CCSS for Reading Informational Text Kathy Barclay ................................................. ► Nottoway The Three Rs to Early Language and Learning Libbie Sonnier-Netto.........................................................► Grand Couteau 10 Principles of Effective Instruction Susan Hall ...........................................................................................► Bayside C

LUNCH 12:15pm – 1:15pm

► Grand Ballroom CDE

CONCURRENT SESSIONS II 1:30pm – 2:55pm Close Reading in Secondary Classrooms Douglas Fisher ..........................................................................► Grand Ballroom A Identifying Learning Disabilities Through RtI: A Comparison of Classification Models Jack Fletcher .........► Bayside A CCSS Collaborative Conversations Vicki Gibson .........................................................................................► Grand Chenier The Role of Assessments in RtI and CCSS Jan Hasbrouck ........................................................................► Oak Alley Unpacking the CCSS: What Does Instruction Look Like? Susan Hall ..........................................................► Bayside C Sentence Comprehension Workout Time Nancy Hennessey ......................................................................► Grand Couteau Learning to Read WHILE Reading to Learn: Meeting the CCSS for Informational Text, K-2 Laura Stewart .► Nottoway Literacy: A Transplanted Organ Mel Riddile .................................................................................................► Grand Ballroom B Linguistics: Encoding/Decoding Strategies for the Adolescent Learner Tori Greene ....................................► Bayside B

2ND FLOOR Rhythms 1 & 2

4TH FLOOR Bayside A, B, C Nottoway Oak Alley

5TH FLOOR Grand Ballroom A, B, C, D, E Grand Chenier Grand Couteau

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CDL’s Practical Application Series Four 2-day hands-on, dig-in-deep sessions Anita Archer

Explicit Instruction and Engagement (K-12) September 23 - 24, 2013

Lucy Calkins

Powerful Instruction and Assessment in Opinion, Information and Narrative Writing (K - 8) October 14 - 15, 2013

Lucy Hart Paulson

More than Words! Building Oral Language Skills within an Early Literacy Context (Birth to 5) October 14 - 15, 2013

Tim Shanahan

Meeting the Challenges of the Common Core (PreK - 12) January 27 - 28, 2014

$445 per session

Sheraton Hotel New Orleans, LA

Breakfast, lunch, snacks and materials are included Registration opens May 15th www.cdl.org

Monday, April 22, 2013

Alice Thomas

8:00 am – 8:10 am

Detailed Agenda Welcome

► Grand Ballroom CDE

Keynote

8:10 am – 9:10 am

Can You Take Care of Students if You Don’t Take Care of Yourself?

Robert Brooks Stress, disillusionment, and burnout among professionals who work in our schools are major problems, impacting effective teaching and classroom management, and retention of staff. In this keynote, Bob Brooks will describe a framework with specific techniques for developing “stress hardiness” and lessening burnout of school professionals and in the process helping to create a positive school climate in which learning, motivation, and purpose are nurtured. ► Grand Ballroom CDE

9:30 am – 10:30 am Deep Reading in a Digital Age: Implications from Neurosciences for Reading Development and Dyslexia ¿p ¢ Maryanne Wolf This presentation begins with an historical overview of how the brain is structured to learn skills that we call literacy. Next, a comprehensive view of how each individual child learns to read is used as a platform to compare how children with dyslexia learn to read. Implications of these differences are discussed in terms of better diagnosis and more comprehensive interventions. Finally, the implications of the reading brain are applied to the too little understood cognitive changes experienced by children who are immersed in digital media. ► Grand Ballroom A Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Strands

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Explicit Instruction: Path to the Common Core ♥ ¢

Distinguished Lectures

Anita Archer In this session, Anita Archer will review the past 30 years of research on explicit instruction and show how the major findings can be translated into daily practice in implementing the Common Core State Standards. Scientifically based practices for designing lessons, delivering instruction, and providing appropriate practice will be discussed. ► Grand Ballroom DE Target Audience: K – 12 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 ¢ Common Core State Standards

Special Education

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Detailed Agenda Distinguished Lectures continued

Monday, April 22, 2013

9:30 am – 10:30 am

Learning How to Improve Comprehension Instruction Through Teacher Study Groups up ê

The Changing Face of Autism: New Science, New Ideas and Educational Opportunities up ê¢

Joseph Dimino The Teacher Study Group (TSG) professional development model described in this session applies the Japanese Lesson Study approach in a modified format and is based on a randomized field trial examining the effects of TSGs on pedagogy, teacher knowledge and student achievement in three large, urban school districts. The TSGs are designed to help teachers analyze comprehension instruction in core reading programs based on the tenets of effective research-based comprehension instruction and design lessons based on their analysis. In this interactive session, participants will learn how the phases of the TSG process can be used to improve comprehension instruction.

They will have an opportunity to practice analyzing comprehension instruction and, as a result of their analysis, develop lessons that are research-based and address the Common Core State Standards. ► Grand Ballroom B Target Audience: K - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Sam Goldstein In this presentation, Sam Goldstein will provide an overview of current definitions of Autism Spectrum Disorders, discuss the core social learning problems that comprise these conditions, review symptom presentation at different ages as well as the current diagnostic protocol. The presentation will include a discussion of data from the largest epidemiological/standardization sample completed thus far comparing autistic children to those with other developmental problems and to a large normative sample. These data as well as data from other research sources demonstrate a changing pattern of core symptoms in autism.

Current information will be provided concerning the most widely used and well developed instruments to diagnose autism and to complete a thorough assessment of typically occurring comorbid problems. Participants will be provided with a framework to move seamlessly between treatment and intervention. The process utilized will help participants identify areas of concern, evaluate differences between raters (e.g., parent and teacher), plan for intervention and choose evidenced-based strategies or programs and, most importantly, monitor progress and treatment effectiveness. The presentation will conclude with a review of current treatment programs and modalities including medications and parent training focusing on social development as well as future challenges. ► Bayside AB Target Audience: K - 12 Teachers, Leadership/ Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

The Challenge of Complex Texts up¢ Marilyn Jager Adams The call by the Common Core State Standards for students at every level to read more complex texts is well motivated. But how can this be made manageable and productive? On one hand, research shows that students cannot understand (and do not learn new words from) text that is beyond their vocabulary. On the other, vocabulary intervention studies have yet to produce significant increases in vocabulary, much less reading comprehension. This session is focused on how escaping from this dilemma can be eased through focus on factors that underlie the relationships between text complexity and vocabulary. ► Rhythms 1 & 2 Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Leadership/Administrators

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Plain Talk About Reading 2013

Monday, April 22, 2013 10:50 am – 12:15 pm Reading Apps for the IPad: How Do I Choose? ♥up

Creating a Literacy Intervention Toolkit ♥u ê¢

Linda Farrell New apps designed to help learners of all ages seem to hit the market daily. Are they really useful or are they just different ways to practice the same skills? Learn what to look for when selecting applications to use in the classroom. Also see how a number of apps work and why they are, or are not, appropriate for use with students. Apps in the areas of reading, spelling, and vocabulary will be shown and reviewed. ► Rhythms 1 & 2 Target Audience: PreK - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Judi Dodson Scores alone never taught a child to read. We need to get the scores, interpret the scores and then get organized for instruction that can make a difference in children’s lives. Some teachers have the resources to provide supplemental intervention materials, however many teachers have very limited resources. This session will introduce some basic ideas as to how a teacher can create an inexpensive but effective structure for intervention instruction. Through a combination of some powerful but informal diagnostic tools and readily available decodable texts, multi-sensory activities and a solid, easy-to-follow intervention lesson plan a teacher can maximize the effectiveness of a thirty-minute intervention period, leading to growth and increased success for students. ► Oak Alley Target Audience: Pre-K - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, Educational Diagnosticians

Fluency Practice: Who Needs It and What Should It Look Like? up ¢ Michael Hunter Not all students will benefit from fluency practice and not all fluency practice should have the same focus. Fluency is about more than rate. Research is showing the importance of accuracy in addition to rate. Research also shows that prosody is an indicator of comprehension. Given the time pressures in today’s classrooms, instruction and practice need to be carefully focused on the specific needs of the student. In this workshop, learn which students can benefit from fluency instruction, how to determine which of the three areas of focus is appropriate for each student’s fluency practice, and instructional strategies for each different focus.

Workshop participants will receive a tool for tracking students’ accuracy, rate, and prosody. ► Bayside A Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Strands

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Concurrent Sessions

Do All Balls Bounce? Improving Oral Language and Promoting Higher Order Thinking Skills in Pre-K through an In-Depth Investigation of Balls ♥ Carol Aghayan Rich oral language skills and higher order thinking are important for all children, but especially important for children from poverty. When children study topics that are meaningful and relevant, many opportunities are provided to them to make predictions, experiment, discuss, read and write in a meaningful context. Participants will leave this interactive session with knowledge and skills for implementing a study of balls that fosters key language skills and builds higher order thinking. ► Nottoway Target audience: PreK Teachers, Leadership/ Administrators, Speech and Language Pathologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

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Detailed Agenda Concurrent Sessions continued

Monday, April 22, 2013

10:50 am – 12:15 pm

Are Unmotivated Students Really Unmotivated? ♥up ê¢

Diving Deeper: Open Discussion on Deep Reading in the Digital Age ♥up ê¢

Robert Brooks The labeling of a student as “unmotivated” or “lazy” represents the presence of a negative mindset—a mindset that serves as an obstacle for developing and implementing effective strategies for reaching at-risk students. In this session, Bob Brooks will describe several key factors that contribute to a student’s seeming lack of interest in school. He will highlight a framework with accompanying strategies for reinforcing intrinsic motivation and learning. ► Grand Chenier Target Audience: PreK - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Laguage Pathologists

Maryanne Wolf Here is your chance to dive in deeper and dialogue face-to-face with Maryanne Wolf. You won’t want to miss it! ► Bayside B Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Motivating Secondary Students and Teachers While Maintaining Integrity to Content p ê¢ Debbie Hunsaker Participants will be introduced to the Unit Organizer Routine and how it is beneficial for both teachers and students. The routine helps teachers plan and teach the critical content they want all students to learn. Participants will specifically learn how to build a unit so that all students can (a) see a method for organizing knowledge, (b) define the relationships with knowledge, (c) clarify what has been done in relation to what must be done, (d) monitor progress and accomplishments in learning, and (e) recognize what has been learned through self-questioning.

The Unit Organizer routine is used to help students become oriented to where they have been, where they are, and where they are going in learning.

Actively engaging students with the content through strategies that are aligned to the CCSS will also be a focus. ► Grand Couteau Target Audience: 9 – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

12

Plain Talk About Reading 2013

The New Science of ADHD: Can Theories of Executive Functioning Shape Educational Strategies? up ê Sam Goldstein In this presentation, Dr. Goldstein will review executive function research and assessment, focusing on the increasing interest in executive function in explaining functioning and outcome for individuals with ADHD. He will discuss data from the largest epidemiological sample gathered thus far on executive function. The session will conclude with a review of the promising research on improving executive function and reducing the impairments caused by executive function deficits in conditions like ADHD. Participants will leave with an understanding of the relationship of executive function to ADHD, and the promising interventions for executive function that may well prove to greatly reduce impairment in ADHD. ► Bayside C Target Audience: K - 12 Teachers, Special Education Teachers, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Monday, April 22, 2013 10:50 am – 12:15 pm The One Big Common Core Question That You Must Answer: What on Earth Do I Teach Tomorrow? up ¢ Jill Jackson Is your head spinning like mine is? We are mapping the Common Core, working in teams to figure out where the gaps are in the current curriculum vs. the Common Core, figuring out the lexile levels of the text we have…but there is a really big problem. The problem is, there is little to no quality information and very few useful resources that help teachers actually create lessons that are meaningful and powerful…oh, and that end with kids mastering the Common Core standards. We will not talk “big picture Common Core” in this session. We will get into the nitty gritty of how to create meaningful lessons – actual things that you can teach! – around the toughest-to-implement Common Core standards. This session is designed for anyone in the school setting who might have had this thought one or so times in the past year: “Ok, this is all well and good, but I don’t know what to do with the Common Core in the classrooms tomorrow!” ► Grand Ballroom B Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Success Requires a Solid Foundation– The Key Role of CCSS ELA Foundation Skills ♥up ê¢

Concurrent Sessions continued

Jan Hasbrouck The primary goal of the Common Core State Standards (CCSS) ELA standards is to insure that all students will “be ready for college, workforce training, and life in a technological society [with] the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research ..., and to analyze and create a high volume and extensive range of print and or nonprint texts...” To achieve these challenging and ambitious standards, we must teach ALL of our students to read, and to read well! The CCSS ELA standards include four foundational skills: print awareness, phonological awareness, phonics and decoding, and fluency. This session will review those essential skills and provide the most up-todate research on each, and make a case for the need to be certain that all students acquire these essential foundational skills. ► Grand Ballroom A Target Audience: PreK – 3 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

12:15 pm – 1:15 pm

Lunch

► Grand Ballroom CDE

1:30 pm – 2:55 pm Reading Foundations (K-3) for the Common Core u ¢

Developing Phonological Awareness in Young Children ♥

Marilyn Jager Adams Solid instruction in phonemic awareness and phonics is vital for young readers, but it is not enough in itself. This session will focus on some of the complementary dimensions of language and literacy that have been too much neglected in K-3 classrooms. Participants will participate in hands-on activities. ► Bayside A Target Audience: K - 3 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Tara Baudean This session will explore ways to integrate phonological awareness activities throughout the day in Pre-K classrooms. We will review materials that can be used to support phonological awareness through play as well as ways to intentionally teach phonological awareness.

Participants will leave with strategies and tactics they can use in the classroom tomorrow. ► Oak Alley Target Audience: PreK Teachers, Special Education Teachers, Reading Coaches, Leadership/ Administrators

Strands

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Concurrent Sessions II

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

13

Detailed Agenda Concurrent Sessions II continued

Monday, April 22, 2013

1:30 pm – 2:55 pm

Scaffolding Writing Instruction: Responding to the Demands of the CCSS up ê¢ Anita Archer At all grade levels, the Common Core State Standards focus on three genres and their parallel purposes: informative (to inform and explain), opinion (to convince), and narrative (to convey a real or imaginary event). In this session, Anita Archer will present a model that divides written expression instruction into two components: (1) teaching the attributes of the written product with rubrics based on the Common Core and (2) teaching the process of writing with necessary scaffolding including writing frames, strategies, and think sheets. These instructional components will be demonstrated with a number of written products. ► Grand Ballroom A Target Audience: K - 12 Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators

Are Unmotivated Students Really Unmotivated?

(Repeat) ♥up ê¢ Robert Brooks The labeling of a student as “unmotivated” or “lazy” represents the presence of a negative mindset—a mindset that serves as an obstacle for developing and implementing effective strategies for reaching at-risk students. In this session, Bob Brooks will describe several key factors that contribute to a student’s seeming lack of interest in school. He will highlight a framework with accompanying strategies for reinforcing intrinsic motivation and learning. ► Grand Chenier Target Audience: PreK - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Laguage Pathologists

14

Plain Talk About Reading 2013

Discussion of Text: Improving Adolescent Comprehension Instruction as Common Core State Standards are Implemented p¢ ê Sheryl Turner Discussion of Text has come under the spotlight of the Common Core State Standards. What does research say about the characteristics of text discussions that are effective in increasing reading achievement? What specific strategies can we give teachers for guiding adolescent learners to engage in meaningful and instructionally valuable discussions of texts? How will teachers know if their students’ discussions are of the type and level envisioned by the creators of the CCSS? This presentation will draw upon the latest research to answer these questions. During the session, participants will also view and discuss video clips to help clarify the most effective role of a teacher in classroom discussions, and will practice developing the type of text-dependent questions for discussion emphasized by the CCSS. Tools and resources will be provided to help as you plan and organize classrooms for effective discussion. ► Grand Ballroom B Target Audience: Grade 9 – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Common Affixes and the Common Core: The K–12 Progession of Skills up¢ Susan Ebbers The Common Core State Standards include objectives targeting morphological insight, including knowledge and skills regarding prefixes, suffixes and roots, compound word formation, and morphemic analysis applied to context. We will explore how various pedagogical approaches and sample lessons align with the Standards.

This survey session applies to general education students and Language Learners across the grades, K-12. ► Grand Couteau Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Monday, April 22, 2013 1:30 pm – 2:55 pm Improving Vocabulary Instruction Through Teacher Study Groups up ê

Taxation, Representation, Rebellion? Teaching Concepts to Deepen Comprehension up¢

Joseph Dimino In this interactive session, participants will learn to implement the components of Teacher Study Groups (TSGs) that have been shown to improve vocabulary instruction, teacher knowledge and increase student achievement in randomized field trials conducted by the presenter. The TSG components are designed to help teachers analyze vocabulary instruction in core reading programs and content area textbooks, and to design lessons based on the Common Core State Standards and the tenets of effective research-based vocabulary instruction. After the components have been discussed and demonstrated, participants will have an opportunity to practice analyzing vocabulary instruction and learn how to develop lessons based on their analysis. Accommodations for English learners and integrating vocabulary instruction into a 3-tiered RtI model will also be addressed. ► Bayside B Target Audience: K - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Kathleen Lord As teachers incorporate more science and social studies texts during instruction, it is important to acknowledge the pivotal role that prior knowledge plays in enabling and supporting comprehension.

During this session, participants will explore various concepts encountered during instruction, and they will learn research-based classroom activities designed to deepen students’ conceptual knowledge. Participants will engage in an activity to highlight the differences between concepts and topics/events in a social studies lesson. Participants will recognize the importance of teaching emerging concepts such as those encountered when learning about the period just before the American Revolution (e.g., taxation, rebellion, boycott). These same practices can be utilized when teaching science lessons. ► Bayside C Target Audience: 6 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Do All Balls Bounce? Improving Oral Language and Promoting Higher Order Thinking Skills in Pre-K through an In-Depth Investigation of Balls (Repeat) ♥ Carol Aghayan Rich oral language skills and higher order thinking are important for all children, but especially important for children from poverty. When children study topics that are meaningful and relevant, many opportunities are provided to them to make predictions, experiment, discuss, read and write in a meaningful context. Participants will leave this interactive session with knowledge and skills for implementing a study of balls that fosters key language skills and builds higher order thinking. ► Nottoway Target audience: PreK Teachers, Leadership/ Administrators, Speech and Language Pathologists

Strands

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Concurrent Sessions II

Lose the Rules! Multi-Syllable Words Made Easy ♥up Linda Farrell The secret to easily and accurately reading and spelling long words is to focus on vowels, not rules. Participants will learn to teach students to break words into syllables for reading and spelling by using manipulatives. The technique is explicit, systematic, and multi-sensory. It is also easy! Participants will view videos of real students using the procedure. Kindergarten students can learn to read words such as batman, sunset, and picnic, while secondary students can use the technique to read words like citadel, tranquilize, and Madagascar. ► Rhythms 1 & 2 Target audience: PreK - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

continued

15

Detailed Agenda Concurrent Sessions III

Monday, April 22, 2013

3:20 pm – 4:45 pm

Leaders! The Six Shifts You Must Make to Line-Up Your Leadership to the Common Core up ê¢

Optimizing Teaching and Learning of Comprehension in the Elementary Setting: A Guide for Instructional Leaders u¢ ê

Jill Jackson Let’s get real a second here, leaders. We are inundated with Common Core noise – the documents, the planning, the professional development and the discussion about the six shifts. But the real deal that few are really talking about is this: Without a change in leadership practice, most of us are set up to fail. And fail miserably. Why? Because the Common Core is requiring our teachers to not only teach differently, but to work as professionals differently. And you have to organize your leadership focus and tasks around those “working differently” requirements.

In our session, we will look at Six Shifts that every leader must make in order to set the instructional focus on the right Common Core-related tasks in every school. We will make sure that every leader that leaves our session isn’t just “implementing the Common Core,” but powering up into the Common Core…starting with themselves! ► Grand Ballroom A Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Sheryl Turner The Common Core State Standards raise the bar on comprehension for all students. In order to reach these standards and reduce achievement gaps, schools will need to ensure that teaching and learning are fully optimized. In this session we will review five key evidence-based recommendations for helping elementary students to achieve optimal levels of comprehension, drawn from the latest and most comprehensive reviews of reading research.

We will also provide participants with information on how to access multiple, free resources for district and school level instructional leadership, along with effective solutions for common roadblocks that may arise as elementary teachers redesign their classrooms to incorporate new instructional strategies. ► Grand Ballroom B Target Audience: K – 6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Teacher Talk: How to Stimulate Vocabulary and Language Development up ê¢

Adrienne Dowden This session will help teachers to deconstruct the Common Core State Standards for English Language Arts to plan highly effective differentiated lessons that are also engaging and fun. Teachers will leave with ideas and tactics that they can use immediately. ► Bayside A Target Audience: K – 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Mary Dahlgren Teaching children to talk means teaching children to think. Children learn from speaking and listening, skills that are delineated in the Common Core State Standards. Developing a climate for speaking and listening is a necessity in classrooms K – 12.

Think time and conversation rich environments help students develop inner dialogue, a critical component of vocabulary and reading comprehension. We will discuss using language effectively to grapple with ideas developed through talk and collaborative conversations, which include problem solving, memory, and planning. Fun and engaging activities for a range of levels will be included for teachers to take back to the classroom. ► Oak Alley Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists

16

Plain Talk About Reading 2013

Deconstructing the Common Core ELA u ¢

Monday, April 22, 2013 3:20 pm – 4:45 pm The Four Diamonds that Impact Early Learning and Literacy ♥

Stepping Up K-4 Writing to Meet Common Core Standards ♥u ê¢

Sharon Ramey and Libbie Sonnier-Netto The Four Diamonds (Ramey & Ramey, 2002) refers to a conceptual framework that identifies the “essentials” that children need to have present in all the environments where they spend time, including home, family or center-based child, Head Start programs, or pre-K classrooms. The Four Diamonds Checklist (Ramey, Ramey, & SonnierNetto) is the first research-based standardized tool that can be used to measure the adequacy of children’s environments from (1) birth to age 5 and (2) across all types of environments. The tool is intentionally brief and includes 10 items scored in each of the following areas: (1) health and safety, (2) warm and responsive care, (3) language and learning, and (4) family connections with others. The tool has been used successfully for administrators (center directors, principals) and coaches to monitor quality and provide constructive feedback, for care providers and teachers to self-evaluate and identify their own needs for professional learning, and for research purposes.

The session will share a copy of newly revised Four Diamonds Checklist and engage in active exchanges about how participants can use this tool to help promote quality care and education. ► Grand Chenier Target Audience: Pre-K Teachers, Special Education Teachers, Leadership/Administrators

Leslie Williams Writing is the most difficult of all language skills.

The Common Core Standards state that “each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.” How will educators help students step up their writing skills and create selfconfidence and enthusiasm in the process? This interactive session will provide practical information and strategies to do just that. Participants will leave with information to ponder and strategies to use in their classrooms. ► Grand Couteau Target Audience: PreK – 4 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Keys to Effective Interventions Among English Language Learners u ê Elsa Cárdenas-Hagan

In this session, participants will learn the key components of effective literacy interventions for English language learners. Results of two intervention studies will be discussed. In addition, the process for identification and the necessary modifications for successful treatment will be included. Language and literacy activities will be modeled and practiced, so come ready to engage in activities with your colleagues. ► Bayside B Target Audience: K – 6 Teachers, Special Education Teachers, Leadership/Administrators, Reading Coaches, Reading Interventionists

Strands

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Concurrent Sessions III

The Differentiation Zone and the Common Core: Whatever It Takes! up¢ê Pam Austin The differentiation zone, unlike the Twilight Zone, is a zone of reality and necessity in every classroom environment. Daily, embedded, researched-based instructional practices and strategies are not discretionary tools but rather are vital resources to build and extend mastery of literacy skills. The challenge of implementing the higher expectations of the common core standards requires that teachers consistently meet the varying needs of the students for every lesson, every day. Differentiation becomes the zone of scaffolded instruction, extended thinking, and, most importantly, mastery.

This session will provide an overview of the elements of differentiation in the classroom – content, processes, and products – and their practical implementation in daily instruction that expands student boundaries. ► Bayside C Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

continued

17

Detailed Agenda Concurrent Sessions III continued

First Time Attendee Session

Monday, april 22, 2013

3:20 pm – 4:45 pm

Framing Your Thoughts: A Process for Building Strong Sentence Structure Skill u ê

Teaching the “Core” to Secondary Students: It’s Academic, My Dear! p ê¢

Tori Greene This session will introduce a clear and strong process for teaching sentence structure and punctuation using eight graphic symbols.

Knowledge and analysis of sentence structure provide powerful tools that increase fluency and reading comprehension, and sentence structure transfers to paragraph development. The process provides strong editing pieces enabling students to write with responsible independence. The concepts and skills are directly taught and modeled as Tori takes you through the instructional strategies and multisensory techniques. The concepts and skills are aligned with state and Common Core writing standards. ► Nottoway Target Audience: 1 - 6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, Educational Diagnosticians, Speech and Language Pathologists

Pat Sekel The Common Core State Standards raised the bar on student success by requiring reading of rigorous text. But what about secondary students who do not have the necessary sub-skills to support this rigorous reading? As students enter their middle and high school years, the emphasis shifts to academic vocabulary and comprehension. What the CCSS does not specify is what content students need to master. This presentation integrates the CCSS with evidence-based research that has occurred since the NRP’s 2000 report with best practices, as well as bridges this research with the learning of academic vocabulary, which has demonstrated a strong, positive impact on reading comprehension. ► Rhythms 1 & 2 Target Audience: 7 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, Educational Diagnosticians, Speech and Language Pathologists

5:00 pm – 5:45 pm

Growing Up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults 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. You are apt to both laugh and cry in this session. ► Grand Chenier Target Audience: PreK - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Laguage Pathologists

18

Plain Talk About Reading 2013

Tuesday, april 23, 2013 7:40 am – 7:50 am Alice Thomas

Opening

► Grand Ballroom CDE

7:50 am – 9:10 am

Keynotes

Levers That Can Lift the Level of Teaching and Learning in Today’s Common Core World Lucy Calkins In this session, Lucy Calkins will suggest that writing the Common Core State Standards was the easy part – teaching in ways that accelerate students’ literacy development so they can meet these ambitious standards is the hard part. The challenge is clear; the pathway forward is not. Lucy will talk about several powerful ways for creating a culture of continuous improvement in schools. You will hear about ways to use shared units of study, performance assessments, and teacher-led study groups to lift the level of reading and writing instruction. Most of all, you’ll hear about the importance of turning the CCSS from a mandate to a mission.

Leadership for Implementing the Common Core State Standards Michael Fullan Building on Lucy Calkins’ presentation, Michael Fullan will identify key insights for effective implementation.

The focus will also be on Motion Leadership strategies that will be needed for progress to be made. ► Grand Ballroom CDE

9:30 am – 10:30 am Reconciling the CCSS with Reading Research since the National Reading Panel u ê¢ Louisa Moats At our peril, we are turning away from the Reading Foundations standards in national discussions, conferences, publications, and professional development in reading. We are ignoring several realities: (1) we have more research on the importance of word level skills since the NRP; (2) little kids and kids with reading difficulties are not the same as big kids who can read fluently; and (3) the literary reading standards will be unattainable for many students unless we skillfully teach them how to read, spell, and use language. ► Bayside AB Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Strands

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Professional Development and Teacher Effectiveness – Do They Go Together? up ê¢

Distinguished Lectures

Patricia Mathes Teacher effectiveness is the most important factor in the growth of student achievement. Highly effective teachers engender higher levels of learning more rapidly than other teachers teaching in similar situations. Sadly, there is a shortage of highly effective teachers, especially in high-need, high poverty schools. This session explores critical features of professional development that are essential for bringing about positive change, as well as the role new technologies are beginning to play to enhance teacher professional development and increase teacher effectiveness. ► Grand Ballroom B Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

19

Detailed Agenda Distinguised lectures continued

Tuesday, april 23, 2013

9:30 am – 10:30 am

Reinventing Special Education: Making Special Education Special up ê

What Brain Imaging Tells Us About Reading up ê

Robert Pasternack Approximately six million students with disabilities currently receive Special Education across the United States. Most of these students are not disabled and do not need Special Education.

When they receive Special Education, they often do not receive specially designed instruction, and outcomes and results for most Students with Disabilities (SWDs) are unacceptable and poor.

This session will discuss how to make Special Education special, and why most Special Education is not special for the vast majority of SWDs who currently receive Special Education. The difference between students with Specific Learning Disabilities (SLD), who constitute about 50% of SWDs across the country, and those students who are ABT (Ain’t Been Taught) will be presented. Strategies for improving outcomes and results for SWDs will also be reviewed, showing that when SWDs are taught, they can exceed growth for their non-disabled peers. Reinventing Special Education examples from States attempting to make this a reality will be documented. We will discuss these issues while engaging the audience in an interactive format, along with other challenges facing schools and school districts across the U.S. ► Grand Ballroom D Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Guinevere Eden Reading is a complex skill that plays an important role in communication and acquisition of knowledge. This presentation will show how brain imaging is used to reveal brain areas that are involved in learning to read in typical readers and how the neural signature for reading varies in different writing systems, such as Chinese logograph reading. The integration of brain function with psychoeducational tests is important in determining brain-behavioral relationships; brainbehavioral relationships can be characterized by determining correlations between brain activity and performance on standardized behavioral tests that are relevant to reading. The neural basis of reading will also be considered for a range of readers: a case study of a boy with hyperlexia (precocious abilities in reading accuracy) and studies on children and adults with developmental dyslexia.

The latter work is especially relevant when it comes to understanding the neural correlates of successful reading intervention in dyslexia. Together this work provides an example of how educational neuroscience informs the science of reading and reading disability. ► Grand Ballroom A Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Laguage Pathologists

Peeling and Dicing the Common Core State Standards: The Ingredients of Early Literacy Development ♥ ¢

20

Lucy Hart Paulson Much is known about young children’s early literacy learning in the preschool years and the skills needed to make an easy transition into early reading and writing in kindergarten and beyond.

This presentation will describe how the early literacy skills are blended into the Common Core State Standards as these skills develop into early reading and writing competency. Early childhood educators will leave this session with a deeper understanding of measuring the progress of the early literacy indicators that are predictive of literacy success. ► Rhythms 1 & 2 Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, Speech and Language Pathologists

Tuesday, april 23, 2013 10:50 am – 12:15 pm You Can’t Test Prep Your Way to Powerful Writing: Powerful Instruction and Assessment in Opinion, Information, and Narrative Writing up ê¢ Lucy Calkins In this lively, practical workshop, Calkins will draw on three decades of leadership in the field of writing in order to help you learn ways to develop a whole school approach to teaching opinion, information and narrative writing. Calkins will talk about the Common Core’s standards for writing, suggesting that there are bottom-line conditions that we must provide all students as writers. She’ll suggest a handful of methods that make the world of difference when teaching writing, and will use videos, anecdotes, and classroom examples to make those methods real to you. She’ll share insights gleaned from helping many whole schools, whole districts, whole cities make major progress towards meeting CCSS expectations in writing, and she’ll help you know not only how you can proceed on an agenda of change, but also, she’ll help you know why this is one of the most exciting, powerful ways to make major progress towards meeting the expectations of the Common Core. ► Grand Ballroom A Target Audience: K - 8 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators CHANGE: Making It Happen in Your School and System up ê¢ Michael Fullan This session presents the latest from Fullan’s work with Motion Leaders around the world. He will identify a number of leadership traits connected with effective change, and discuss them under three headings: the change stance; the implementation stance; and the sustainability stance. ► Grand Ballroom B Target Audience: K - 12 Teacher Leaders, Special Education Teacher Leaders, Reading Coaches, Leadership/Administrators

Strands

♥

The Neural Basis for Reading and Dyslexia up ê

Concurrent Sessions

Guinevere Eden Unexpected reading failure, or developmental dyslexia, occurs in 5% to 15% of the population.

We employ structural MRI, functional MRI and behavioral testing for our studies of dyslexia and our research has shed light onto the anatomical and functional differences between typical readers and struggling readers with dyslexia. This presentation will illustrate how brain imaging can be used to test some of the opposing theoretical frameworks that have been put forward to explain dyslexia. We will also critically review the evidence for neuroanatomical differences in dyslexia and highlight the importance of distinguishing between cause and consequence of neuroanatomical variations by the use of a reading level match design. In addition, our research suggests that the brain basis for dyslexia is not the same in males and females and this may have important implications for determining the etiology of dyslexia.

Finally, we examine the role of functional and anatomical MRI to measure the neural correlates of successful reading intervention and also test whether brain activity can be used to predict which individuals are most likely to make the biggest, tutoring-induced gains in reading. ► Grand Chenier Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Laguage Pathologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

21

Detailed Agenda Concurrent Sessions continued

Tuesday, april 23, 2013

10:50 am – 12:15 pm

Coaching from the Cloud: Using Technology to Support Teachers up ê¢

Oral Language, Code Switching, and the Common Core up ê¢

Patricia Mathes Recent advances in high definition, low-bandwidth audio/video-conferencing/media technologies are revolutionizing the way in which literacy coaches and teams of teachers work together to support one another to improve literacy outcomes for students.

This presentation focuses on e-Nimble, a cloudbased coaching platform developed with funding from the US Department of Education. e-Nimble includes the unique integration of four systems: (1) videoconferencing, (2) social networking, (3) performance data collection and reporting systems, and (4) traditional e-learning offerings.

The system allows for both synchronous (real time observations, data collection, and instruction) and time shifted activities (online courseware, video, and discussions boards). The session will include results from randomized control trials demonstrating the efficacy of e-Nimble on teacher effectiveness and child level reading outcomes, as well as ongoing work and future plans for dissemination. ► Oak Alley Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Leadership/Administrators

Leslie Williams Not all children come to school equally prepared to use language in the expected ways, nor do all share the same understanding that certain ways of using language are expected at school.

Rather, students enter school with the language of their families and neighborhoods. The Common Core language standards clearly articulate that students should produce complete sentences and demonstrate command of formal English when indicated or appropriate to the task or situation.

Thus, the ability to code-switch takes a leading role. How will educators help students polish their dialogue while respecting their individuality? This session promises lively and honest dialogue on this critical and sometimes sensitive topic. ► Bayside B Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, Speech and Language Pathologists

Reading Between, Among, and Beyond the Lines – Across Text Complexity u ê Suzanne Carreker Students may experience difficulties with reading comprehension because of inadequate oral language and vocabulary, insufficient world knowledge, inability to integrate information, poor working memory, lack of sensitivity to causal structures, or inability to identify semantic relationships. This session will present evidencebased strategies and activities that help readers increase their vocabulary and metacognitive skills and read with deep comprehension.

The importance of text complexity will also be presented. ► Bayside A Target Audience: K - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

22

Plain Talk About Reading 2013

Vocabulary in Context and the Common Core up ê¢ Susan Ebbers What must a reader do to infer word meaning while reading independently? Pay attention to clues inside the word and to clues outside the word (context). We know intermediate and secondary students can be taught to infer word meaning in this way, but what about children in 2nd and 3rd grades? In addition, how do these vocabulary goals align with the Common Core? Explore research findings and gain tips and insights for helping readers grapple with unknown vocabulary. This survey session applies best to general education students and language learners in grades 2 -12. ►Grand Couteau Target Audience: Grade 2 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Tuesday, april 23, 2013 10:50 am – 12:15 pm How Spelling Supports Reading, Writing, and Language u ê Louisa Moats Good spelling instruction emphasizes the structure of language and teaches how the orthographic or print system represents speech at the levels of sound, syllable, and meaning. If we teach students how to think about words rather than simply to memorize them by rote, the gains are likely to generalize across all language-based skills. We will review what should be taught, why, and how. The session handout will include a guide to the English spelling system and a scope and sequence for spelling instruction. ►Bayside C Target Audience: PreK – 6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators Performance Assessments – The Heart of Instruction up ¢ Lissa Pijanowski Very few teachers have ever taken a course in assessment. Therefore, it is imperative that we provide educators with the knowledge and skills needed to design classroom assessments that prepare students for the Next Generation Assessments. Participants will walk away with practical tools to fuel the creation of Performance Assessments with authentic tasks aligned to the Common Core. These assessments become the heart of instruction and offer teachers and students true formative feedback. Sample assessments items will be shared and educators will experience first hand how these assessments create engaging learning experiences for students and making teaching fun! ► Rhythms 1 & 2 Target Audience: K - 12 Teachers, Reading Coaches, Leadership/Administrators

Relevance, Engagement, Success: What We Know about Motivation and Why It Matters in Beginning Reading u ¢

Concurrent Sessions continued

Laura Stewart All students come to us with their unique lives and experiences, and tapping into what is relevant to them is critically important in capturing their interests and attention. As children attend to the learning within a safe, supported, structured classroom environment, their engagement increases. Success is ensured when all students are provided with effective, incremental instruction in the predictable progression of skills necessary for students to become readers, along with the use of materials that are both accessible and appropriate.

Participants will be provided with specific strategies and knowledge to enact the key principles of motivation: relevance, engagement, and success. ► Nottoway Target Audience: K - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists

12:15 pm – 1:15 pm

Lunch

► Grand Ballroom CDE

Strands

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Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

23

Detailed Agenda Concurrent Sessions II

Tuesday, april 23, 2013

1:30 pm – 2:55 pm

Getting Them All Engaged: Inclusive Active Participation up ê¢

Differentiated Instruction Doesn’t Have to Be So Darn Difficult! ♥up ê¢

Anita Archer Do you have students who are not attending or participating during your lessons? In this session, Anita Archer will present research-validated procedures for actively involving ALL students in instruction, including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). In addition, procedures for involving all students in the reading of classroom materials will be presented. Procedures will be explained, demonstrated, and practiced. ► Grand Ballroom A Target Audience: K-12 Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators

Jill Jackson There are three mistakes that educators regularly make when differentiating reading instruction: (1) not using the right data to get the right kids in the right instructional groups, (2) taking too long to identify and then start teaching kids who need help, and (3) keeping struggling kids in reading intervention too long – i.e. “life sentence” grouping. The good news? These are totally fixable! Designed to take away the “story” of the data by sticking with the numbers, this session will focus on using readily available researchedbased assessments to sort students in very specific instructional groups for targeted instruction. We will look at how to differentiate instruction for benchmark kids (the oft-forgotten group for targeted instruction), strategic kids (just below benchmark performers) and intensive kids (those well below the benchmark) – all without losing our minds.

This session will help cut through the differentiated instruction drama and get to what matters – bringing kids up to benchmark…and keeping them there. Our session will focus on FIVE SIMPLE STEPS to identify your kids’ reading needs, sort kids into very specific groups and plan powerful instruction…let’s go! ► Grand Ballroom B Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

The Lexical Quality Hypothesis: Important Research for Teachers up ê Linda Farrell Charles Perfetti’s Lexical Quality Hypothesis (LQH) is based on research demonstrating that skilled readers have high-quality word representations – high lexical quality – and struggling readers have low-quality word representations. Because reading is a word-by-word process, it is the ability to simultaneously access and prune each word’s meaning to fit the text that leads to the understanding of the text. Thus, it is the quality of a student’s word lexical representation that leads to comprehension. For teachers, understanding the differences between high and low lexical quality can help guide instruction so that their students’ comprehension improves maximally.

In this session, learn about the LQH and how knowing about the LQH can improve a teacher’s ability to design classroom instruction, as well as intervention instruction, with greater efficiency in the realms of decoding, spelling, vocabulary, fluency, and comprehension. Also learn how the LQH fits in with other research such as the Simple View of Reading and much of Scarborough’s work on struggling reading. ► Oak Alley Target Audience: 6 - 12 Teachers, Special Education Teachers, Reading Coaches, School Psychologists, Speech and Language Pathologists

24

Plain Talk About Reading 2013

Common Sense, Comprehension and the Common Core up ¢ Alice Thomas Let’s get one thing straight: comprehension is still the goal. The Common Core State Standards call for deeper levels of thinking and comprehension at every grade level. In this session, concepts and tactics that deepen comprehension will be explored.

Participants will leave with explicit ways to increase and apply higher level thinking to both fiction and non-fiction grade-appropriate text. The information is applicable for leadership, coaches and teachers of students from kindergarten through grade 12. ► Grand Chenier Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Tuesday, april 23, 2013 1:30 pm – 2:55 pm Teaching to Automaticity: Critical at All Levels of Reading ♥u Michael Hunter Reading comprehension is the result of a complex symphony of skills executed accurately and easily – with automaticity. Word decoding needs to be exercised without conscious effort so that working memory is available to understand the meaning of the text. Ensuring that all students develop decoding skills to automaticity can be a challenge in today’s classrooms where time seems always to be scarce. This session will present teaching strategies for helping students to develop automaticity with basic skills such as phonemic awareness, vowel patterns, and accuracy, and ways to assess whether students actually have automaticity at each skill level. Strategies will be presented for helping students master some common areas of difficulty, such as b/d confusion and confusing high frequency words (was/saw, how/now, where/were). ► Bayside A Target Audience: PreK – 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists Vocabulary Instruction in Elementary and Middle Classrooms and the Common Core up¢ Pam Austin The Common Core clearly validates vocabulary development as an avenue to comprehending and producing language. To meet the Common Core standards, we must be focused and strategic.

Vocabulary development should be a planned, ongoing process that incorporates multiple strategies and exposures. In this interactive session, participants will engage in activities that focus on the direct, explicit connection of word knowledge. Participants will leave with a variety of practical vocabulary strategies and activities that they can readily apply in their classrooms. ► Grand Couteau Target Audience: K – 8 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Strands

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What is My Behavior Telling You? Developing Social Communication Skills in Young Children ♥

Concurrent Sessions II

Lucy Hart Paulson Young children who experience difficulty developing social communication skills often have difficulty developing literacy and other academic skills in school. Just as there is a powerful connection between language and literacy, there is an important connection between children’s behavior and their communication competence.

This presentation will describe the connection between oral language, early literacy and social communication and provide strategies and techniques that facilitate the development of these skills in young children. ► Bayside B Target Audience: PreK Teachers, Special Education Teachers, Educational Diagnosticians, Speech and Language Pathologists

Oral Language: A Critical Component of Reading ♥u Suzanne Carreker The Common Core Standards outline what students need to know and be able to do to become critical readers, writers, and thinkers.

Using the Simple View of Reading (Gough & Tunmer, 1986) as a guide, participants will experience how oral language is the absolute core standard for literacy and will learn strategies and activities that develop oral language fluency, which leads to proficient listening, speaking, reading, and writing. ► Bayside C Target Audience: PreK - 6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

continued

25

Detailed Agenda Concurrent Sessions II continued

Concurrent Sessions III

Tuesday, april 23, 2013

1:30 pm – 2:55 pm

Novice Readers: Navigating the Waters of Complex Text u ê¢

We’re Not in Kansas Anymore: Tackling the New Standards, the PARCC and the SBAC up ê¢

Judi Dodson How do we teach students to navigate challenging content? Just putting more difficult text in front of them will not do the trick. Explore the roots of reading that will create readers who are strong enough to meet the challenge of the new Common Core State Standards, as they read challenging text. We will explore the foundations of complex text and learn strategies that will empower students as they create a toolkit for deeper understanding. ► Nottoway Target Audience: PreK - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists

Lissa Pijanowski Common Core State Standards and the next generation assessments (PARCC and SBAC) present many new challenges. Educators across the country need to be knowledgeable not only about the standards, but also about how to best prepare students for success using this new measuring stick. Join Lissa to learn about implementing and monitoring the CCSS to avoid those Flying Monkeys! Walk away with a deeper understanding of the ELA instructional implications as well as resources to help you help others. It will take Brains, Heart, and Courage to tackle these new standards and assessments. ► Rhythms 1 & 2 Target Audience: K - 12 Teachers, Reading Coaches, Reading Interventionists, Special Education Teachers, Leadership/Administrators

3:20 pm – 4:45 pm

Scaffolding Comprehension of Informational Text: Responding to the Demands of the Common Core State Standards up ê¢ Anita Archer The Common Core State Standards place increased emphasis on reading and comprehending complex informative text. In this session, Anita Archer will present a variety of instructional strategies and student strategies to scaffold the reading comprehension of all students but particularly struggling students. She will focus on interventions that could be completed before text reading (introducing the pronunciation and meaning of academic vocabulary, teaching critical background knowledge, previewing the text), during passage reading (asking evidencerequired comprehension questions, scaffolding comprehension responses, teaching students to generate questions, and teaching comprehension strategies such as verbal rehearsal, note-taking), and after passage reading (completing graphic organizers and writing summaries). ► Grand Ballroom A Target Audience: K - 12 Teachers, Reading Coaches and Interventionists, Special Education Teachers, Leadership Administrators

26

Plain Talk About Reading 2013

Are You Paying Attention to Young Children’s Language? Assessing and Building Pre-K Children’s Oral Language as a Base for Literacy ♥ Kathy Barclay Young children’s language development relies heavily upon the active and supportive assistance of adults. Research shows that function and meaning are two of the most important and probably the most neglected concerns of those who make decisions about the assessment and development of young children’s language. This session will provide opportunities for participants to (1) analyze children’s ability to use language for a variety of purposes; (2) examine ways to informally assess young children’s oral language abilities that underlie reading and writing; and (3) explore ways to use assessment information to strengthen children’s oral language and communication skills. ► Oak Alley Target Audience: Pre - K Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, Educational Diagnosticians, Speech and Language Pathologistss

tuesday, April 23, 2013

3:20 pm – 4:45 pm

Common Core for the Uncommon Student: CCSS for Students with Disabilities and ELLs up ê¢ Robert Pasternack This session will review the Common Core State Standards (CCSS) and how these new standards will impact teaching and learning for Students with Disabilities and English Language Learners.

Specific attention will be given to the impact of the ELA standards on Students with Specific Learning Disabilities in the area of Reading. Policy and practice will be discussed. The relationship of RtI and the CCSS will be presented, and strategies for teaching the CCSS to SWDs and ELLs will be described. Examples of how States and School Districts are attempting to meet the needs of SWDs and ELLs in the Common Core era will also be provided. ► Grand Ballroom B Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

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

Concurrent Sessions III continued

Michael Hunter A student has clearly developed phonological and phonemic awareness, and demonstrates that he or she has learned letter names and letter sounds.

Yet the student does not move beyond reading by sounding each letter aloud then blending the sounds into a word. Many teachers describe their lowest students this way, and they don’t know how to help the student move to whole word reading. Most students who don’t move easily beyond sound-by-sound reading are found in first, second and third grades; but a few of these students are also found in fourth and fifth grade special education or Title I classes. In this session, participants will learn the steps to help students who are stuck at sound-by-sound reading progress to more successful and confident decoding.

Participants will also receive and practice sample exercises to help students move beyond sound-bysound reading. ► Bayside A Target Audience: 1 – 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists

Dysgraphia: Is the Writing on the Wall? up ê Pat Sekel Students who display the characteristics of dysgraphia have difficulty with the complex skills needed for efficient handwriting production. Left untreated, dysgraphia will most assuredly affect the quality of written composition. Handwriting is a fine motor, linguistically configured activity.

Students must learn to quickly and automatically write letters to form words in order to translate their thoughts into written form. During this lively, interactive, and informative session, the common characteristics of dysgraphia will be discussed.

Grade K-12 participants will leave with practical accommodations and strategies for enhancing handwriting skills in the classroom and at home. ► Bayside B Target Audience: 1 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Strands

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Expanding Speaking and Listening Skills via Reading and Writing Activities in High School p¢ Anne Whitney In this session, participants will explore how to use reading and writing to address the Speaking and Listening Anchor Standards of the Common Core. Interactive games (audience participation) that address reading and writing while expanding speaking and listening skills will be introduced.

These activities will relate to content area classes while working on basic reading and writing skills. Activities for comprehension will address the challenge of syntax in both oral and written language. Participants will create a few of their own activities. ► Bayside C Target Audience: 9 - 12 Teachers, Special Education Teachers, Reading Interventionists, Speech and Language Pathologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

27

Detailed Agenda Concurrent Sessions III continued

tuesday, April 23, 2013

3:20 pm – 4:45 pm

The Striving Readers Comprehensive Literacy Program – In Action! ♥up ê¢ Debbie Hunsaker Montana was one of six states, out of 35 state applications that received federal funds for implementing a comprehensive (PreK-12th grade) literacy plan. Participants will learn about and receive a copy of the Montana Comprehensive Literacy Plan, and also learn about the best of the best resources for early childhood, elementary, and secondary. Bring your iPad and you will be able to download the Literacy Plan into an iBook.

First, you will learn about how to effectively implement the seven components of the literacy plan through a self-assessment, action plan, and continuous improvement cycle. Then, you will learn about the iTunes courses for the common core state standards that provide step-by-step instructions, handouts, and videos for learning about the standards, aligning your curriculum to the standards, and implementing the standards. Next you will learn about family literacy kits for preschool programs and links for accessing those resources.

Finally, you will learn about planning and learning tools for ELA and content area teachers that focus on supporting teachers in purposefully planning and delivering content while encouraging students to reflect about their learning. ► Grand Chenier Target Audience: PreK-12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists Early Childhood Classroom Practice: Pre-K Teacher/Tightrope Walker ♥ Tara Baudean Teaching is a balancing act. An effective pre-k teacher has to balance curriculum, assessment, standards, DAP, and schedules while engaging the audience. To top it off, the ringmaster observes and evaluates with high expectations. In this session, we will explore how to put all the elements of teaching into the “Big Picture.” We will look at standards and curriculum and explore how it “looks” to an evaluator. We will review tools such as ECERS and CLASS and explore how the elements of these tools are a part of the daily routine. ► Grand Couteau Target Audience: PreK Teachers, Leadership/ Administrators

28

Plain Talk About Reading 2013

Struggling Readers: Everyone Grows through Increased Participation u ê¢ Judi Dodson Every child is capable of growing but in order to support them in their growth, teachers must be experts at more than curriculum. Too many students remain daily bystanders in there on education.

Sometimes forgotten in the rush to meet the new standards, is the role that participation and active engagement can play in enhancing intervention instruction for students. Bringing them actively and joyfully into the lesson with a sense of success and empowerment is critical to achievement and motivation for continued growth. ► Nottoway Target Audience: PreK - 5 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists Reconciling the Common Core Writing Standards with Writing Research up ê¢ Louisa Moats The CCSS standards in “writing” focus exclusively on composition of three major genres. Yet research is clear that without foundational skills in sentence generation, spelling, letter formation, and management of discourse structure, students flounder. The CCSS are going to be attainable only if we respect the findings of research, resist romantic and unfounded ideas about the nature of writing, and deliver explicit, systematic instruction within purposeful and meaningful assignments. ► Rhythms 1 & 2 Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians, Speech and Language Pathologists

Wednesday, April 24, 2013

Alice Thomas

8:00 am – 8:10 am

Opening

► Grand Ballroom CDE

8:10 am – 9:10 am

Keynote

Learning From Challenging Text Timothy Shanahan Reading instruction reforms over the past couple of decades have had little impact on student reading achievement. Although improved skills instruction has provided a small but welcome boost to beginning readers, middle school and high school students read no better than a generation ago. That could change. The reason? Schools are starting to teach students with more challenging texts. What has led to this change? Does it make sense? How can schools make teaching students at frustration levels work? This presentation will answer all your questions. ► Grand Ballroom CDE

9:30 am – 10:30 am Better Learning through Structured Teaching up ê¢

Text Complexity up ê¢ Nancy Frey Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a careful matching of materials to students. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard. The introduction of the Common Core State Standards has also placed a spotlight on text complexity.

This session focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective. In addition, we will examine the challenges and debates in the field regarding how the issue of text complexity is influencing the ways we talk about, plan, teach, and assess student learning. ► Grand Ballroom A Target Audience: K - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians, Speech and Language Pathologists

Strands

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Distinguished Lectures

Douglas Fisher Building student competence requires precision teaching and not prescriptive methods for engaging students. This session focuses on the Gradual Release of Responsibility and provides participants with information about implementation of an instructional framework that ensures student success, including establishing purpose, modeling thinking, guiding instruction, productive group work, and independent learning tasks. We will examine the outcomes of high quality instruction, including increases in student participation. Participants will (1) explore a teaching model based on the Gradual Release of Responsibility; (2) examine classroom video footage, and discuss with peers, the instructional moves that develop student competence; and (3) determine what to look for, based on the Gradual Release of Responsibility, in classroom observations. ► Grand Ballroom D Target Audience: K - 12 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 ¢ Common Core State Standards

Special Education

29

Detailed Agenda Distinguished Lectures continued

Concurrent Sessions

Wednesday, April 24, 2013

9:30 am – 10:30 am

Understanding Brain Structure and Function in Reading Disabilities up ê

Literacy: The Common Ground of the Common Core upê¢

Jack Fletcher Mapping the neural systems involved in dyslexia continues to accelerate. This presentation reviews current understanding of brain structure and function in children and adults with dyslexia. In addition to functional imaging studies of reading and intervention response, recent studies using newer methods for assessing anatomical correlates of brain function are discussed. The neural systems that support reading in dyslexia appear malleable and responsive to the effects of instruction and parallel changes seen in the development of proficient reading. ► Bayside AB Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Mel Riddile If literacy is the “common ground of the common core” that means that comprehensive school wide literacy is now a “must do” for all secondary schools. Unfortunately, secondary schools do not have the capacity to integrate reading, writing, listening, and speaking into every classroom. Just as the new standards call for shifts in instruction, so too must school leaders make shifts in the way they lead schools—they must transition from inspectors of teaching to builders of teacher capacity. This session will identify proven, researched-based, “high leverage” approaches and “quick wins” that turnaround schools have used to implement comprehensive, school wide literacy initiatives that have transformed instruction and dramatically improved student achievement. ► Grand Ballroom B Target Audience: 7 – 12 Teachers, Reading Coaches, Reading Interventionists, Leadership/ Administrators

10:50 am – 12:15 pm

Learning in the Disciplines up ¢ Nancy Frey As reading educators, it is essential that we are able to make literacy meaningful to our content area colleagues. An important segment of the grades 6-12 Common Core standards addresses the role of literacy in content learning. But many content area teachers do not understand how literacy is fundamental to disciplinary learning.

In fact, they may be skeptical. This session is designed with the disciplines in mind, especially in examining the unique reading, writing, and speaking and listening, and language demands in the fields of history/social studies, science, and technical subjects. Participants will leave knowing how to examine disciplinary literacy demands in three major fields, give examples for making links to literacy across the disciplines and discuss approaches for working collaboratively with content area educators. ► Grand Ballroom B Target Audience: Grade 6 - 12 Teachers, Special Education Teachers, Reading Coaches, Leadership/Administrators

30

Plain Talk About Reading 2013

Literacy Design Collaborative: A Framework to Move from Common Core to Classrooms ♥up ¢ Jill Slack, Michelle Handy, Beverly Lawrason, Aislinn Cunningham The Literacy Design Collaborative (LDC) is a framework that connects the Common Core State Standards with English language arts, social studies and science classrooms in grades 6-12.

A national effort supported by the Bill and Melinda Gates Foundation, the LDC provides a structured system of tools and templates that will help every teacher implement strong literacy strategies throughout the curriculum. In this session, participants will examine existing LDC template tasks and modules as tools for preparing students to be college and career ready. State, district, and school level presenters will share their experiences implementing LDC in Louisiana. ► Bayside A Target Audience: 6 - 12 Teachers, Reading Coaches, Leadership/Administrators

Wednesday, April 24, 2013 10:50 am – 12:15 pm Fluency Benchmarks: Is Faster Better? up ê¢

Intervene Early So Students Get Ahead and Stay There! ♥u¢

Jan Hasbrouck Many schools are now using some form of curriculum-based measures (CBM) of oral reading fluency (ORF) as benchmark/screening assessments, such as DIBELS Next, AIMSweb, Easy CBM, and Reading Fluency Benchmark Assessor. Recently, dramatically different benchmark scores have been recommended by different publishers and researchers to help educators make the key decisions about which students are likely on track for reading success and which may need some – or a lot – of assistance.

These different recommendations have caused a great deal of confusion and concern among professional educators. This session will help participants sort through the chaos. We will review (a) what CBM assessments are designed to do, (b) how to correctly administer and interpret the results of these assessments, (c) how and why the various benchmarks were created, and (d) which to consider using. The relationship between ORF assessments and the essential skill of reading fluency will be discussed and clarified, as will be the implications for instruction and intervention. ► Oak Alley Target Audience: 2 – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Vicki Gibson As educators prepare to fully implement the Common Core State Standards (CCSS), schools are struggling to find solutions that are evidencebased, affordable and replicable. This session describes a change model that is research-based and proven effective for ensuring students have the foundational skills needed to speak, read and write well. Participants will hear evidence from a longitudinal study conducted with more than 30,000 preschool children who were potentially eligible for special education services at 4 years old. Students who participated in the first cohort are completing 5th grade this spring, and their high achievement has been attained without special service support since PreK. Come to hear what can happen when schools intervene early so that students get ahead and stay there…and for the low price of $1500 per student per year! ► Grand Chenier Target Audience: PreK – 5 Teachers, Reading Coaches, Reading Interventionists, Leadership/ Administrators

Meeting the Challenge of Common Core: Planning Close Reading up ¢ Timothy Shanahan One of the hottest issues in schools right now is how to teach children to be “close readers.” This presentation will explain close reading, distinguish it from other ways of teaching comprehension, and will show how to plan and implement a successful close reading lesson. ► Grand Ballroom A Target Audience: 1 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

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Concurrent Sessions

Even “Progres” Spells Progress: Analyzing Errors to Adjust Instruction u ê 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 decoding, spelling, and writing. This session will quickly introduce reliable spelling patterns and rules to help students learn how to spell instead of just memorizing lists of words. Primarily, this session will focus on how to use students’ spelling errors to assess what they know and what they need to know and how to adjust instruction to meet students’ needs. ► Bayside B Target Audience: K - 6 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Speech and Language Pathologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

continued

31

Detailed Agenda Concurrent Sessions continued

Wednesday, April 24, 2013

10:50 am – 12:15 pm

Making Informed Decisions about Informational Text: Selecting High Quality Nonfiction to Help K-2 Children Meet the CCSS for Reading Informational Text u¢ Kathy Barclay With the recent widespread adoption of the Common Core Standards, increasing numbers of teachers in the lower grades have begun to recognize the importance of including informational texts in classroom reading instruction. However, selecting the best informative materials can be confusing. While teachers in the primary grades typically introduce nonfiction literature through read-aloud experiences, an understanding of the Common Core is important for text selection.

Participants in this session will (1) become acquainted with the Common Core State Standards for Reading Informational Text; (2) learn criteria for use in selecting high quality informational texts for use with young children; and (3) explore a wide selection of newer nonfiction text written for children in the lower grades. ► Nottoway Target Audience: K - 2 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

10 Principles of Effective Instruction ♥up ê Susan Hall In this session, we will review 10 principles of effective instruction described in an article written

by Barak Rosenshine that appeared in the AFT journal, American Educator, in the Spring of 2012.

Although these ideas are not new, this list of 10 principles is helpful for all educators. The list includes the following: 1 – Begin with a review of previous learning. 2 – Present new material in small steps with practice. 3 – Ask questions and check responses. 4 – Provide modeling. 5 – Guide student practice. 6 – Check for student understanding. 7 – Obtain a high success rate.

8 – Provide scaffolds. 9 – Monitor independent practice. 10 – Engage in periodic review. Video clips will be used to examine and underscore the principles. ► Bayside C Target Audience: PreK – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

The Three Rs to Early Language and Learning

♥

Libbie Sonnier-Netto This interactive session promises to be thought provoking and sure to motivate educators and administrators to facilitate engagement of what relationships, responsive caregiving, and rich learning environments do to facilitate early language and learning development. Session participants will acquire positive perspectives on their role in building environments that are responsive to children’s language and learning needs through daily routines and activities.

Participants will leave able to reflect on their current practices and how to enhance those practices to facilitate a love of learning in children. ► Greand Couteau Target Audience: PreK Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

lunch

12:15 pm – 1:15 pm ► Grand Ballroom CDE

32

Plain Talk About Reading 2013

Wednesday, April 24, 2013 1:30 pm – 2:55 pm Close Reading in Secondary Classrooms up ¢ Douglas Fisher Attending to the information presented in the text, while recognizing assumptions, background knowledge, and biases held by the reader, helps the reader deeply understand that which is being read. Close reading is an instructional approach that teaches students to engage in all of these behaviors. As part of close reading, teachers and students ask questions of the text. Some questions can be answered without having read the text; others require a deeper understanding and evidence from the text. In this session, we will focus on questions that require repeated close readings in order to be answered. These questions include general understandings, key details, vocabulary and text structure, author’s purpose, inferences, and opinions and arguments. Participants will leave knowing how to identify the major components of close reading, describe the differences between close reading in elementary and secondary schools, and differentiate between questions that do, and do not, require evidence from the text. ► Grand Ballroom A Target Audience: Grades 6 -12 Teachers, Special Education Teachers, Reading Coaches, Leadership/Administrators Identifying Learning Disabilities Through RtI: A Comparison of Classification Models upê¢ Jack Fletcher Despite several years of implementation of IDEA 2004, confusion continues to reign over the identification of students with learning disabilities (LD). This presentation discusses the identification of LD through service delivery models based on RtI and compares this method with three other methods permitted in IDEA 2004. The four methods have similar problems reliably identifying individual students with LD, especially if rigid cut points and formulae are used. At a group level, methods based on RtI have strong validity. ► Bayside A Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Strands

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CCSS Collaborative Conversations up ê¢

Concurrent Sessions II

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. ► Grand Chenier Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators The Role of Assessments in RtI and CCSS up ê¢ Jan Hasbrouck Response to Intervention (RtI) requires professional educators to make numerous decisions about students’ academic needs. Data must be collected and carefully analyzed to help guide 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 researchbase for the essential academic assessments required for RtI. Participants will learn strategies for helping teams of educators use assessment data effectively. ► Oak Alley Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, School Psychologists, Educational Diagnosticians

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

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Detailed Agenda Concurrent Sessions II continued

Wednesday, April 24, 2013

1:30 pm - 2:55 pm

Unpacking the Common Core State Standards: What Does Instruction Look Like? up ê¢ Susan Hall Educators are struggling to understand the expectations embedded within the Common Core State Standards (CCSS) and how to prepare students to be able to read for college or career.

Overview trainings on unpacking the standards, or the what, are plentiful. What is often missing is the how—how standards changes instruction. In this session, Susan Hall will describe the what by unpacking the 10 anchor English Language Arts (ELA) standards for reading informational and literary text. Then participants will learn about the how as the session is divided into sections about each anchor standard and the meaning of the standard before reviewing a mini-lesson to teach it. This session combines the what and the how so that participants not only know the standards so well that they can lead students to analytical and interpretive levels of the text, but also tailor instruction to embed the standards within their own instruction. ► Bayside C Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Sentence Comprehension Workout Time up Nancy Hennessey Struggling students often do not grasp how sentences “one by one” contribute to the meaning of a passage. As students strive to extract and construct meaning from academic text, they must work with the syntactic structures used to convey meaning within sentences and between sentences.

Grammarcise, sentence aerobics, cohesive tie circuit training & discourse structure stretches will tone up your knowledge of the role of syntax, connections to CCSS and your student’s reading comprehension fitness. ► Grand Couteau Target Audience: K – 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Educational Diagnosticians

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Learning to Read WHILE Reading to Learn: Meeting the Common Core Standards for Informational Text, K-2 ♥u Laura Stewart In primary classrooms, teachers should include informational texts so that all children can experience broad language growth. The adoption of the Common Core Standards has encouraged teachers to find ways to include informational texts regularly and authentically within the primary grade curriculum. The question becomes: How do we create lessons that specifically support the Standards, while addressing the unique needs of K-2 learners? Participants will walk away with: (1) a firm understanding of the K-2 Common Core State Standards for informational text and the unique role informational text plays in the primary grades; (2) a lesson plan which translates the Standards to practice in both a read-aloud lesson and a guided reading lesson; (3) specific ideas for differentiating a lesson while utilizing one core, grade-level informational text with all students; and (4) a lesson plan template to use in their own classrooms. ► Nottoway Target Audience: K - 2 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators

Wednesday, April 24, 2013

1:30 pm - 2:55 pm Literacy: A Transplanted Organ pê¢ Mel Riddile In all but a very few secondary schools around the country, literacy is like a transplanted organ and the body continually rejects any and all attempts to make reading a permanent part of the school culture. At the same time, almost every state has adopted new, more rigorous standards in which reading complex text, writing, listening, and speaking are expected to be a regular part of instruction in every content area. School wide literacy initiatives mean changing the school culture—mindsets, attitudes, beliefs, and practices.

Unless the classroom changes, nothing really changes. This session will focus on the “how” to implement sustainable changes in classroom practice with fidelity that lead to transformative changes in school culture. ► Grand Ballroom B Target Audience: 9 – 12 Teachers, Reading Coaches, Reading Interventionists, Leadership/ Administrators

Strands

♥

Linguistics: Encoding/Decoding Strategies for the Adolescent Learner up ê¢

Concurrent Sessions II

Tori Greene The session will build upon a foundation of systematic phonics, using morphology, phonology, vocabulary, and spelling to explore the written word and educate students who are struggling to master the reading process. The activities are specifically tailored to grades 4 - 12 learners and are designed to help students explore the building blocks of language. Instructional strategies that will be introduced include (1) giving students the “why” before teaching the skill so students have an understanding and personal investment in learning, (2) graphic symbols and body language that put the focus on learning rather than memorizing, and (3) using the “arithmetic” of language to unlock words rather than visual and auditory recall. ► Bayside B Target Audience: 4 - 12 Teachers, Special Education Teachers, Reading Coaches, Reading Interventionists, Leadership/Administrators, Educational Diagnosticians, Speech and Language Pathologists

Early Childhood/Emergent Literacy u Elementary Literacy p Adolescent/High School Literacy ê Response to Intervention ¢ Common Core State Standards

Special Education

continued

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About the Presenters Marilyn Jager Adams Marilyn Jager Adams, Ph.D., is a Visiting Scholar in the Cognitive, Linguistic, and Psychological Sciences Department of Brown University. Formerly a Senior Scientist at Bolt Beranek & Newman, she was Chief Scientist for Soliloquy Learning, Inc., which she co-founded with the goal of harnessing automatic speech recognition for educational purposes. She has been on the planning or steering committees for the National Assessment of Educational Progress (NAEP) in reading since 1992, and was a member of the development team for the Common Core State Standards Initiative. Among honors, she has received the American Educational Research Association’s Sylvia Scribner Award and the International Dyslexia Association’s Samuel T. Orton Award. She is the author of a number of scholarly papers and several books, including Beginning to Read: Thinking and Learning about Print (MIT Press), Phonemic Awareness in Young Children and its new companion, ABC Foundations for Young Children (Brookes Publishing).

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.

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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).

Pamela Austin Pamela Austin is a literacy specialist at the Center for Development and Learning (CDL).

She has 24 years of experience as an educator. Previously, Pam was a product consultant for a major educational company, supporting schools and school districts in the implementation of intervention curricula for literacy and mathematics. Prior to that, she was an educator in a large urban school system, serving in a variety of capacities, including elementary teacher, reading interventionist, school site reading coach, and districtlevel literacy facilitator. She is a certified regional LETRS trainer. In her spare time, Pam authors novels under a pen name.

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.

Tara Baudean Tara Baudean, M.Ed., is an Early Childhood Coordinator for the Louisiana Department of Education.

She is also an ECERS-R and CLASS evaluator. Tara began her career as a Head Start teacher.

She then became a Head Start director and regional Head Start education coordinator. As education coordinator, she coordinated programs for pre-k, infant-toddler, migrant, home-based, and early literacy. Tara has presented at both state and national Head Start and early childhood conferences.

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

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.

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About the Presenters Lucy Calkins Lucy Calkins, Ph.D., is the author of the popular firsthand classroom materials Units of Study for Primary Writing and Units of Study for Teaching Writing, Grades 3–5, as well as several companion resources for literacy coaches and principals. Most recently, Lucy has published a curriculum for the reading workshop, Units of Study for Teaching Reading, Grades 3-5, and she has written the Common Core Reading & Writing Workshop series for Grades K–8. In addition, Lucy is the author or coauthor of numerous foundational professional texts with Heinemann, including Pathways to the Common Core, The Art of Teaching Writing, and One to One. She is also the author of The Art of Teaching Reading.

She is the Founding Director of the Teachers College Reading and Writing Project at Columbia University’s Teachers College. For more than twenty-five years, the Project has been both a think tank–developing state of the art teaching methods–and a provider of professional development. In these capacities, the Project has supported hundreds of thousands of educators. As the leader of this world-renowned organization, Lucy works closely with policy-makers, superintendents, district leaders and school principals to instigate and sustain school-wide and system-wide educational reforms. But above all, Lucy works closely with teachers and with their classrooms full of wise and wonderful children. Lucy is also the Richard Robinson Professor of Children’s Literature at Teachers College, where she leads the Literacy Specialist program.

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Suzanne Carreker Suzanne Carreker, Ph.D., CALTQI, is vice president of programs at Neuhaus Education Center. She is a certified dyslexia therapist and qualified instructor who taught at The Briarwood School in Houston for 13 years. A past president of The Houston Branch of The International Dyslexia Association (IDA) and current vice president of the national IDA board, Suzanne is a frequent speaker at national and international conferences and has authored numerous journal articles, textbook chapters, and multisensory curricula. Suzanne was the 2009 recipient of the Nancy LaFevers Award for her contributions to students with dyslexia and other related disorders in the Houston community.

David Clemons David Clemons 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.

Aislinn Cunningham Aislinn Cunningham currently serves as Curriculum Facilitator for middle school English Language Arts in the St. Bernard Parish Public Schools in Louisiana.

Concurrently, she works with New Reach Associates as an independent consultant to help support Louisiana teachers implementing LDC modules in their classrooms. Aislinn began her career in education in 2009 as a teaching apprentice to a professor of British and Postcolonial Literature at Stonehill College.

She subsequently taught English language arts at Chalmette High School in Louisiana, during which time she participated in the Literacy Design Collaborative Pilot through St. Bernard’s partnership with the Bill and Melinda Gates Foundation. Through this pilot, she reshaped her curriculum and led her students to new levels of academic reading, discourse and writing.

Aislinn received literacy coaching training through Teach for America and has trained new teachers to use the Literacy Design Collaborative to be equipped and confident in providing the highest quality instruction possible.

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.

Joseph Dimino Joseph Dimino, Ph.D., is the deputy executive director of Instructional Research Group.

He has been a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience developing and providing professional development to teachers, administrators, instructional assistants and parents, in the areas of early reading intervention, vocabulary instruction, reading comprehension strategies and classroom and behavior management. Currently, as a co-principal investigator, Joe developed and conducted professional development for a study assessing the impact of Collaborative Strategic Reading on fifth graders’ comprehension and vocabulary skills. He held a similar role for a study investigating the impact of teacher study groups on observed teaching practice and student vocabulary knowledge. He served as one of the seven professional development staff members for the National Center on Student Progress Monitoring. He was a panel member for the RtI Reading Practice Guide and researcher for the RtI Mathematics Practice Guide.

In April 2011, he was appointed as a panel member for the Foundational Reading Skills Practice Guide.

Joe has co-authored books in reading comprehension, early reading interventions and vocabulary instruction.

He has published in numerous peer reviewed scholarly journals.

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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 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 assessments of learning disabilities. She is the author of Fifty Nifty Activities: Five Components and Three Tiers of Instruction, and 50 Nifty Activities for Speaking and Listening for Oral Language and Comprehension. Judi is on the board of the Rocky Mountain Branch of the International Dyslexia Association.

Adrienne Dowden Adrienne S. Dowden, M.Ed., is the owner and president of ASD Educational Consulting Group and has been an educator for over 33 years. She is a national literacy consultant, speaking at conferences and presenting professional development workshops. She provides technical assistance and support to schools and districts (early childhood, elementary, and secondary education) on the effective implementation of reading instruction, teacher knowledge, and leadership training that will increase student achievement.

Adrienne has worked at the Louisiana State Department of Education, with the U.S. Department of Education as the senior reading specialist on the Expanding the Reach Project I, and as a special education and elementary teacher. Additionally, she is an associate with Gibson Hasbrouck & Associates.

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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.

Guinevere Eden Guinevere Eden, D.Phil., is a professor in the Department of Pediatrics at Georgetown University, where she teaches undergraduate and graduate students in neuroscience and psychology and directs the Center for the Study of Learning (CSL), funded by the National Institutes of Health (NIH) and the National Science Foundation. CSL’s researchers have identified some of the important brain-based mechanisms of reading acquisition, disorders of reading and its remediation. She has published widely, including journals such as Nature, Neuron, and Nature Neuroscience and she is a frequent speaker. Guinevere is immediate past president of the International Dyslexia Association and serves on the editorial boards of Developmental Cognitive Neuroscience, Annals of Dyslexia, Dyslexia, and Human Brain Mapping. She has served as a permanent member of a standing NIH Study Section and as ad-hoc member and chair for special emphasis panels.

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.

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.

Douglas Fisher Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Better Learning Through Structured Teaching, Enhancing RtI: How to Ensure Success with Effective Classroom Instruction and Intervention and Text Complexity: Raising Rigor in Reading.

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About the Presenters Nancy Frey Nancy Frey, Ph.D., is a Professor of Literacy in the School of Teacher Education at San Diego State University and the recipient of the 2008 Early Career Achievement Award from the National Reading Conference. Nancy has published articles in The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, and Educational Leadership, as well as numerous books with coauthor Douglas Fisher. Nancy is a credentialed special educator, reading specialist, and administrator in California, and teaches at Health Sciences High and Middle College.

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 books include Motion Leadership: The Skinny on Becoming Change Savvy (2010), Change Leader: Learning to Do What Matters Most (2011), The Six Secrets of Change (2011), Professional Capital: Transforming Teaching in Every School (2012, with Andy Hargreaves), Putting FACES on the Data: What Great Leaders Do (2012, with Lyn Sharratt) and Stratosphere: Integrating Technology, Pedagogy and Change Knowledge (2012).

Michael is a member of the Professional Advisory Board of the Center for Development and Learning.

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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.

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.

Victoria Greene Victoria “Tori” Greene, author and program director of Language Circle/Project Read, has over three decades of experience in education development. She has specialized in providing professional development for teachers in public and private schools throughout the nation.

Tori served eight years as the director of an alternative high school for severely learning-disabled/behavior-disordered adolescents.

She also taught in the classroom for many years, and was awarded the National Teacher of the Year Award in 1992. She has served on several different educational boards, including the International Dyslexia Association and the Regional Board of the IDA. Today, Tori shares her knowledge and passion for literacy with educators nationwide by conducting professional development courses, leading online webinars, and speaking at national conferences.

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

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About the Presenters Michelle Handy Michelle Handy, M.Ed., is currently a Birth – Grade 12 Literacy Coordinator at the Louisiana Department of Education. In this role, she provides technical assistance and support to districts and schools implementing literacy plans through the Striving Readers Comprehensive Literacy program.

Prior to joining the Department in 2008, Michelle served as a Distinguished Educator, supporting low-achieving public schools in the development and implementation of viable school improvement plans. Michelle has also served as a program coordinator and trainer for the Louisiana Principal Internship, school improvement, and teacher assessment programs; a middle school classroom teacher; and a speech pathologist.

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.

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Nancy Hennessy Nancy Hennessy, M.Ed., educational consultant and past president of the International Dyslexia Association (IDA), is an experienced teacher and administrator. While in public schools, she provided leadership in the development of innovative programming for special needs student, 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. Nancy co-authored Module 6 of LETRS, Digging for Meaning: Teaching Text Comprehension (2nd edition) with Louisa Moats and the chapter, 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). Nancy was recently inducted as an honorary member of the Delta Kappa Gamma Society. She is the 2011 recipient of IDA’s Margaret Rawson Lifetime Achievement Award and NCIDA’s 2012 June Lyday Orton Award.

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, M.Ed., is a founding partner of Readsters.

Michael found his passion for teaching struggling readers by volunteering to teach adults to read in Washington, D.C. 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. Michael’s work has even taken him to the Republic of Gambia and Rwanda in Africa to train and advise on early reading instruction for the Global Partnership for Education.

Jill Jackson 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, D.C. 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 who she knew, including her large family and friends.

But her secret got 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 wound up on the front page of the Washington Times.

Sandra works at the Deanwood Recreation Center in Washington, D.C. where she coaches children’s sports and runs a tutoring program.

Beverly Lawrason Beverly Lawrason, M.Ed., currently serves as the Assistant Superintendent of the St. Bernard Parish Public Schools in Louisiana, a position she has held since 2004. Her appointment capped a 32-year career with experiences as an English teacher, teacher of academically gifted students, counselor, director of personnel, testing coordinator and instructional supervisor.

Additionally, Beverly worked with the Louisiana Department of Education in the early stages of its accountability program, served on a task force for alternative programs, the textbook adoption committee and the committee for completing school accreditation assessments for AdvancEd. Most recently, she has been active in the Louisiana’s transition to Common Core State Standards through the Literacy Design Collaborative. She has been a presenter at state and national conferences.

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About the Presenters Kathleen Lord Kathleen Lord, Ph.D., is an assistant professor of literacy at the State University of New York at New Paltz. She received her doctorate from Columbia University.

Her research interests include comprehension. Specifically, she investigates how various types of knowledge support learning in the content areas. Presently, she is examining the impact of familiar and unfamiliar concepts and their impact on the acquisition of social studies and science knowledge. At SUNY New Paltz, Kathleen teaches graduate students in remedial reading and writing instruction in a clinical setting.

Previously, she was employed as a manager for the Office of Literacy at the Massachusetts Department of Elementary and Secondary Education, where she collaborated with teams of teachers, coaches, and district administrators in schools and districts across the state. She has shared her research at national and state conferences.

Patricia Mathes Patricia G. Mathes, Ph.D., is the Texas Instruments Chair of Evidence-Based Education and a Professor of Teaching and Learning within the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University. A former classroom and reading teacher, she received her Ph.D. from Peabody College of Vanderbilt University and has served on the faculties of Pediatrics at the University of Texas – Houston Medical School, the College of Education at Florida State University, and Peabody College for Teachers at Vanderbilt University.

She is an educational scientist, author of numerous articles and several commercially available reading programs and assessments who conducts largescale classroom based reading intervention research with funding from multiple sources including the U.S. Department of Education, the National Institute of Child Health and Human Development, the National Science Foundation, as well as state agencies and foundations.

She has most recently focused her attention of scaling research findings to practice in classrooms nationwide.

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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 and reading difficulties, 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, D.C.; and ten years as research advisor and consultant with Sopris Learning. She was recently a contributing writer of the Common Core State Standards. In addition to the LETRS professional development series, Dr. Moats’ books include Speech to Print: Language Essentials for Teachers; Spelling: Development, Disability, and Instruction; Straight Talk About Reading (with Susan Hall), and Basic Facts about Dyslexia. She is a member of the Professional Advisory Board of the Center for Development and Learning.

Robert Pasternack 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.

Lissa Pijanowski Lissa Pijanowski, Ed.D., is a professional development associate with The Leadership and Learning Center. Her work with The Center integrates her years of school improvement experience and curriculum leadership in standardsbased education. Lissa has served as a public school educator for over 20 years and currently serves as the Associate Superintendent of Academics and Accountability for Forsyth County Schools. Her team is responsible for curriculum, instruction, assessment, academic support programs, professional learning, and workforce development.

The district is leveraging Rigorous Curriculum Design and Data Teams as essential components for implementation of the Common Core State Standards.

Prior to working in Forsyth County Schools, she served as the Director of School Improvement at the Georgia Department of Education. At the GDOE, Lissa led regional school improvement teams to reduce the number of Needs Improvement Schools in Georgia through intense training on data analysis, performance standards, and focused improvement planning. She has presented at numerous national and state educational conferences and is a published author.

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.

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About the Presenters Sharon Ramey Sharon Landesman Ramey, Ph.D., currently holds the positions of Distinguished Research Scholar at the Virginia Tech Carilion Research Institute and Professor of Psychology at Virginia Tech.

Sharon is a developmental scientist who studies the multiple biosocial and environmental influences on prenatal and early child development, the transition to school and academic achievement, family dynamics, and inter-generational vitality and competence. She is engaged in multiple large-scale and multi-site trials to improve the health and education outcomes of vulnerable children, including children from challenging life circumstances and children with disabilities. Sharon has authored more than 225 scientific articles and written seven books, including two award-winning parenting books – Right from Birth and Going to School – that became the companion guides for two public television series. Sharon has received numerous national and international honors, including the Society for Research in Child Development’s Award for Distinguished Service to Public Policy for Children, the University of Washington Alumni of the Year Award in Natural Sciences, and Heflin Statesmanship Award for World Health and Education. Previously, she was director of the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, and was the founding director (along with Craig Ramey) of the Civitan International Research Center at the University of Alabama at Birmingham (UAB) and the Georgetown University Center on Health and Education. In 2012, she co-authored Abecedarian: The ideas, the approach, and the findings with Craig Ramey and Joseph Sparling. This book includes the Four Diamonds Checklist - the topic of the presentation that she and Libbie Sonnier-Netto have prepared for this year’s Plain Talk about Reading Institute.

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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. He is a member of the Professional Advisory Board of the Center for Development and Learning.

Pat Sekel Pat Sekel, Ph.D., CALT, QI, is the executive director of Dyslexia Resources Center, a non-profit, in Austin, TX. With over 30 years experience of public school and private experience as a Certified Academic Language Therapist and Qualified Instructor, special educator and speech pathologist, dyslexia is her passion. Pat is an adjunct professor at Concordia University Texas, preparing masters level students for careers as reading specialists. As a national speaker, she is a member of the elite corps of National Trainers for LETRS. Most recently, she rewrote The Herman Method, a popular Orton-Gillingham based reading and spelling program originally written in the 1960s.

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.

Jill Slack Jill B. Slack, Ph.D., is the director of literacy at the Louisiana Department of Education. She plays a lead role in the hands-on, day-to-day administration and implementation of the Louisiana’s Striving Readers Comprehensive Literacy grant and Literacy Design Collaborative initiative. Prior to joining the Department in September 2008, Jill was a project director at SEDL where she designed and provided training and ongoing support to state, local, and intermediate agencies in reading, writing, and school improvement strategies. Over the years, Jill has also served as a reading specialist and classroom teacher in a large public school system, an ESL instructor, a research associate/site trainer and program evaluator for the Accelerated Schools Project, and an assistant professor in higher education.

Libbie Sonnier-Netto Libbie Sonnier-Netto, M.Ed., is the Early Childhood Director at the Center for Development and Learning (CDL). Libbie’s professional focus is in the field of early childhood and early childhood special education. She is driven by the fundamental belief that all children deserve to be cared for and educated by adults who build relationships through responsive caregiving and rich learning environments. Her experience working at both local and state levels has provided her a broad scope of experience, including delivering family support services as a primary service provider to children and their families’ birth to age three in community and hospital settings, establishing a model assessment team for Part C eligibility, coordinating early childhood statewide programs and pilots for children birth to five year olds, and directing an early hearing detection and intervention program.

Laura Stewart Laura Stewart, MFA, 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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About the Presenters Alice Thomas Alice Thomas, M.Ed., is the founder, president and CEO of the Center for Development and Learning (CDL). A career educator, Alice has been a teacher, school counselor, and intervention specialist in inner city, suburban and rural public schools; and has served as an 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. She is the coauthor of the Learning Profiles: Differentiated Instruction for Diverse Learners professional development program and the Right from Birth parent training curriculum, and author or co-author of numerous articles on teaching and learning. In 1990, she completed a fellowship at the Clinical Center for the Study of Development and Learning at the University of North Carolina Medical School, Chapel Hill. She is a 2005 graduate of Learning Forward’s Academy. Alice studied change leadership in 2006 with Michael Fullan at the Ontario Institute for Studies in Education at the University of Toronto. She is the creator and director of the Plain Talk About Reading Institute.

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Sheryl Turner Sheryl Turner, M.A., is a senior research associate at RMC Research Corporation and currently works with the Regional Educational Laboratory Southeast at Florida State University. Previously, she was a literacy expert with the Center on Instruction and a technical assistance provider for the National Reading Technical Assistance Center. She has extensive experience in organizing and providing consultative assistance to states and districts in their planning and implementation of federal programs.

Sheryl serves as a high quality resource in literacy and teacher quality, providing evidence-based tools and resources, product development, and collaboration on professional development to support professional capacity building at the state and district levels. She also supports states and districts with the transition and implementation of new state and core standards, use of data and assessments to improve instruction, providing effective instructional support for teachers, principal leadership, turning around the lowest-achieving schools, and statewide capacity to implement and sustain programs.

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.

Leslie Williams Leslie Williams, M.Ed., is a literacy specialist at the Center for Development and Learning (CDL).

An experienced educator with 23 years of service, Leslie has worked in parochial, charter and direct run public schools in a variety of capacities – elementary and middle school principal, assistant principal, literacy facilitator, district Reading First coordinator, district trainer of LETRS (Language Essentials for Teachers of Reading and Spelling) and CHAMPs: A Proactive and Positive Approach to Classroom Management, coordinator of student support services, and classroom teacher. Leslie’s areas of expertise include school leadership; coaching and mentoring teachers and administrators; organization and classroom management; early childhood, elementary and adolescent reading instruction; curriculum design; intervention strategies; and start-up and implementation of facility operations.

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.

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About the Exhibitors

Acheive 3000 Achieve3000® believes in the potential of every student to achieve more. 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 provides 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.

Kathy Krupa Achieve3000 Educational Sales Consultant Phone: (732) 367-5505 Ext 193 Email: Kathy.krupa@achieve3000.com Web: www.achieve3000.com

Curriculum Associates, LLC® A privately owned, fast-growing educational publishing company, Curriculum Associates specializes in affordable, research-based standards preparation materials, online intervention, supplemental reading and math programs, and special education assessment and instruction to help students succeed.

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

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-touse learning centers, take-home parental involvement program, daily review, critical thinking and dual language! All Frog games use the same easy-to-learn rules. Students needing different levels or skills can practice together!

Benchmark Education Innovative K-6 literacy resources and informational texts from Benchmark Education provide explicit support for close reading, cross-text analysis, text-dependent comprehension, and genre writing, to help students meet the Common Core Standards. For striving readers and English Learners, science and social studies text pairs deliver matching content at two different reading levels, making complex text accessible and enabling teachers to differentiate quickly, easily, and effectively.

Multi-leveled Reader’s Theater scripts also engage diverse students in literacy and content-area learning through reading, speaking, and listening.

Frog Publications, Inc. 11820 Uradco Pl., Ste 105 San Antonio, FL 33576 Phone: (800) 777-3764 Email: customerservice@frog.com Web: www.frog.com

Benchmark Education Company 629 Fifth Avenue Pelham, NY 10803 Contact: Robert Low Phone: (877) 236-2465

Heinemann Heinemann is a publisher of professional resources and a provider of educational services for K-12 educators, including ELL and dual language / bilingual. Our commitment to our work and customers’ enthusiastic response to our offerings has made us the leading publisher in this area.

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Phone: (800) 225-5800 Web: www.heinemann.com

Houghton Mifflin Harcourt HMH aims to spark a lifelong love of learning in every individual we touch. Our challenge and our passion is to combine cutting-edge research, editorial excellence and technological innovation to improve teaching and learning environments and solve complex literacy and education challenges. We are among the world’s largest providers of pre-K–12 education solutions and one of its longest-established publishing houses. We deliver interactive, results-driven education solutions to 60 million students in 120 countries; and we publish renowned and awarded novels, non-fiction, children’s books and reference works for readers throughout the world.

Houghton Mifflin Harcourt 1175 N. Stemmons Freeway Lewisville, TX 75067 Office: 972.459.6109 Fax: 972.459.6114

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 Rd. Lewisville, NC 27023 Phone: (800) 334-2014 Email: bfulton@kaplanco.com Web: www.kaplanco.com

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 nationwide.

Lakeshore Learning Materials 2695 E. Dominguez St. Carson, CA 90895 Phone: (800) 421-5354 Email: events@lakeshorelearning.com Web: www.lakeshorelearning.com

McGraw-Hill Education McGraw-Hill Education is committed to providing highquality 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

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About the Exhibitors

Neuhaus Education Center Neuhaus Education Center offers educator professional development in evidence-based literacy instruction.

Visit our table at the conference for a free highlighter, links and information about complementary resources: Neuhaus Academy, Reading Teachers Network, and affordable on-demand classes: Reading Readiness, Oral Language & Listening Comprehension, Multisensory Grammar, Scientific Spelling, Developing Vocabulary and more.

Neuhaus Education Center 4433 Bissonnet Bellaire, TX 77063 Phone: 713-664-7676 Email: cfisher@neuhaus.org Web: www.neuhaus.org, www.ReadingTeachersNetwork.org, www.NeuhausAcademy.org

Project Read Project Read materials are based on a researchdriven language arts curriculum that meets the National Reading Panel’s five essential components of effective reading instruction. Designed in 1973 by Dr. Mary Lee Enfield and Victoria Greene, Project Read materials honor diverse learning profiles and provide curricula with lessons built on direct concept teaching, multi-sensory processing, systematic instruction, and higher level thinking skills. Project Read curricula and instruction create a captivating, respectful, and dignified environment for you and your students.

Project Read has five curriculum strands: Phonics, Written Expression, Linguistics, Report Form, Story Form, and Story Form Literature Connection. These strands build on each other, allowing students to access their potential in order to become literate individuals.

Created for the K-12 classroom, ESL, special education, chapter one, home schooling, and adolescents or adults with reading difficulties, Project Read materials are appropriate for students of all ages.

Language Circle Project Read 1620 W. 98th st., suite 130 Bloomington, MN 55431 Phone: (800) 450-0343 Email: languagecircle@projectread.com Web: www.projectread.com

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Read Side By Side Read Side By Side Publications is a Seattle-based literacy consulting and publications company that promotes current research practices and materials aligned to the Common Core State Standards. The firm publishes a range of materials for teachers, including units of study for grades 3-5. They are currently promoting the C. I. A. Approach to reading which teaches readers to collect critical information, interpret the text, and apply the author’s message to their lives.

Learn more at www.readsidebyside.com.

Read Side by Side Publications 222 198th Pl SW Bothell, WA 98012 Phone: (425) 232-7022 Email: info@readsidebyside.com Web: www.readsidebyside.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 Website: www.superkidsreading.org

Sopris Learning Sopris Learning, a member of Cambium Learning® Group, is committed to helping all students reach their full academic potential, no matter where their journey begins. With a firm commitment to bridging the gap between research and practice, Sopris Learning has provided a full spectrum of academic and behavioral solutions for 35 years. These solutions include assessments, supplemental materials, positive behavior interventions and supports, and professional development. Whether implemented districtwide, schoolwide, or in a single classroom, Sopris Learning solutions have been proven to strengthen core instruction and to quickly and positively impact academic achievement.

Sopris Learning 4093 Specialty Place Longmont, CO 80504 Phone: (800) 547.6747 Email: customerservice@cambiumlearning.com Web: www.soprislearning.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 on-site implementation support to ensure fidelity and results.

Voyager Learning 17885 Dallas Pkwy, Suite 400 Dallas, TX 75287 Contact: Farrah Lemoine Phone: (337) 258-1323 Email: farrah.lemoine@voyagerlearning.com Web: www.voyagerlearning.com

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 research-based 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 Reading, a core reading program; 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

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About the Center for Development and Learning

CDL 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 20 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

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improving teaching increasing learning

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Mark your calendars for Plain Talk About Reading Institute 2014 Visit www.cdl.org for institute updates.

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Plain Talk About Reading

Mark your calendars for Plain Talk About Reading Institute 2014 New Orleans, LA April 28 - 30, 2014 Visit www.cdl.org for Institute updates.

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

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About the Center for Development and Learning Professional Advisory Board

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

Louisa C. Moats, Ph.D. President Moats Associates Consulting, Inc. Sun Valley, ID

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 Carilion Research Institute, Virginia Tech 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

Timothy Shanahan, Ph.D. Distinguised Professor Chair, Department of Curriculum and Instruction Director Center for Literacy University of Illinois at Chicago Chicago, IL

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

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

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

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

Plain Talk About Reading 2013

Officers: Chairman

Charles LaCoste Management Consultant New Orleans, LA Past Chairman

Vaughan Fitzpatrick Community Activist New Orleans, LA Vice Chairman

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

Holly Sharp, CPA, CFE, CFF Shareholder and Director LaPorte Sehrt Romig Hand Metairie, 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 M.Ed. 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

Secretary

Glenny Lee Buquet Education Activist Former Member, Louisiana Board of Elementary and Secondary Education Houma, LA Members:

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

Board of Trustees 2012–2013

Sidney Eshleman Thornton Community Activist New Orleans, LA

Cynthia Hedge Morrell Chair, Education Committee New Orleans City Council New Orleans, LA Gregory N. Rattler, Sr. Vice President JPMorgan Chase New Orleans, LA Robert D. Reily Chairman The Standard Companies New Orleans, LA

Gordon Blundell, Jr., M.D. Child and Adolescent Psychiatrist Covington, LA Jack Donahue Louisiana State Senator President, DonahueFavret Contractors Covington, 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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Stop by the Voyager Learning and Sopris Learning booth for a chance to win a

Members of Cambium Learning® Group

Don’t Miss These Innovative Sessions by Speakers from the Cambium Learning Group Community Distinguished Lectures Anita Archer: Explicit Instruction: Path to the Common Core Joseph Dimino: Learning How to Improve Comprehension Instruction rough Teacher Study Groups Patricia Mathes: Professional Development and Teacher Effectiveness—Do ey Go Together?

Louisa Moats: Reconciling the Reading Foundations CCSS with Research Since the NRP Robert Pasternack: Reinventing Special Education: Making Special Education Special Maryanne Wolf: Deep Reading in a Digital Age: Implications from Neurosciences for Reading Development and Dyslexia

Concurrent Sessions Anita Archer: Getting em All Engaged: Inclusive Active Participation Anita Archer: Scaffolding Comprehension of Informative Text: Responding to the Demands of the CCSS Anita Archer: Scaffolding Writing Instruction: Responding to the Demands of the CCSS Joseph Dimino: Improving Vocabulary Instruction rough Teacher Study Groups Judi Dodson: What Novice Readers Need to Navigate rough a Sea of Challenging Text Judi Dodson: Closing the Achievement Gap for Struggling Readers: Everyone Grows rough Increased Participation, Especially ose Most in Need!

Susan Ebbers: Common Affixes and the Common Core: e K–12 Progression of Skills Linda Farrell: Important Research for Reading Teachers: e Lexical Quality Hypothesis Linda Farrell: iPad Apps for Reading, Spelling, and Vocabulary Vicki Gibson: Intervene Early So Students Get Ahead and Stay ere!

Susan Hall: Unpacking the Common Core State Standards: What Does Instruction Look Like?

Susan Hall: 10 Principles of Effective Instruction Jan Hasbrouck: Fluency Benchmarks: Is Faster Better?

Nancy Hennessy: Sentence Comprehension Conditioning Time Patricia Mathes: Coaching from the Cloud: Using Technology to Support Teachers Louisa Moats: How Spelling Instruction Supports Reading, Writing, and Language Growth Lucy Hart Paulson: Peeling and Dicing the Common Core State Standards: e Ingredients of Early Literacy Development Lucy Hart Paulson: What Is My Behavior Telling You? Pat Sekel: Teaching the Core to Secondary Students: It’s Academic, My Dear!

Anne Whitney: Hook 'Em in High School Maryanne Wolf: Diving Deeper: Open Discussion on Deep Reading in the Digital Age

Cambium Learning Group Connects Researchers and Educators through Research-Based Solutions:

Lead Author: Louisa Moats

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Lead Authors: Roland Good Ruth Kaminski

Lead Author: Maryanne Wolf

Lead Author: Jane Fell Greene

Lead Author: Marilyn Sprick

www.voyagerlearning.com | 800-547-6747 | www.soprislearning.com

Plain Talk About Reading 2013

Lead Author: Vicki Gibson

Index Marilyn Jager Adams . . . . . . . . . . . 5, 10, 13, 36 Anita Archer . . . . . . . . . . 5, 6, 9, 14, 24, 26, 36 Carol Aghayan. . . . . . . . . . . . . . . 5, 11, 36 Pamela Austin. . . . . . . . . . . . . 5, 6, 17, 25, 36 Kathy Barclay. . . . . . . . . . . . . 6, 7, 26, 32, 37 Tara Baudean. . . . . . . . . . . . . 5, 6, 13, 28, 37 Robert Brooks. . . . . . . . . . . 5, 9, 12, 14, 37, 58 Lucy Calkins. . . . . . . . . . . . 6, 19, 21, 37 Elsa Cárdenas-Hagan . . . . . . . . . . . 5, 17, 38 Suzanne Carreker. . . . . . . . . 6, 7, 22, 25, 31, 38 David Clemons. . . . . . . . . . . . . 5, 18, 38 Aislinn Cunningham . . . . . . . . . . . . 7, 30, 39 Mary Dahlgren. . . . . . . . . . . . . . 5, 16, 39 Joe Dimino. . . . . . . . . . . . . . 5, 10, 15, 39 Judi Dodson . . . . . . . . . . . 5, 6, 11, 26, 28, 40 Adrienne Dowden . . . . . . . . . . . . 5, 16, 40 Susan Ebbers . . . . . . . . . . . 5, 6, 14, 22, 40 Guinevere Eden . . . . . . . . . . . . 6, 20, 21, 40 Linda Farrell . . . . . . . . . 5, 6, 11, 15, 24, 41 Douglas Fisher . . . . . . . . . . . . 7, 29, 33, 41 Jack Fletcher . . . . . . . . . . . . 7, 30, 33, 41 Nancy Frey . . . . . . . . . . . . 7, 29, 30, 42 Michael Fullan . . . . . . . . . . 6, 19, 21, 42, 58 Vicki Gibson . . . . . . . . . . . . 7, 31, 33, 42 Sam Goldstein . . . . . . . . . . 5, 10, 12, 43, 58 Victoria “Tori” Greene . . . . . . 5, 7, 18, 34, 43 Susan Hall . . . . . . . . . . 7, 32, 34, 43

Michelle Handy. . . . . . . . . . . . . . 7, 30, 44 Jan Hasbrouck. . . . . . . . . . 5, 7, 13, 31, 33, 44 Nancy Hennessy . . . . . . . . . . 7, 34, 44 Debbie Hunsaker . . . . . . . . . . 5, 6, 12, 28, 44 Michael Hunter. . . . . . . . . 5, 6, 11, 25, 27, 45 Jill Jackson. . . . . . . . . . 5, 6, 13, 16, 24, 45 Sandra Johnson. . . . . . . . . . . . . . . 5, 18, 45 Beverly Lawrason. . . . . . . . . . . . . . 7, 30, 45 Kathleen Lord. . . . . . . . . . . . . . . 5, 15, 46 Patricia Mathes. . . . . . . . . . 6, 19, 22, 46 Louisa Moats. . . . . . . . . . 6, 19, 23, 28, 46, 58 Robert Pasternack. . . . . . . . . . . 6, 20, 27, 47 Lucy Hart Paulson. . . . . . . . . . . . 6, 20, 25, 47 Lissa Pijanowski . . . . . . . . . . . . . 6, 23, 26, 47 Sharon Landesman Ramey . . . . . . . . . . 5, 17, 48 Mel Riddile. . . . . . . . . . . . . 7, 30, 34, 48, 58 Patricia Sekel. . . . . . . . . . . 5, 6, 18, 27, 48 Tim Shanahan . . . . . . . . . . . 7, 29, 31, 49, 58 Jill Slack . . . . . . . . . . . . . . . . . . . 7, 30, 49 Libbie Sonnier-Netto . . . . . . . . . . 5, 7, 17, 32, 49 Laura Stewart . . . . . . . . . . . 6, 7, 23, 49 Alice Thomas . . . . . . . 5, 6, 7, 9, 19, 24, 29, 50 Sheryl Turner. . . . . . . . . . . . 5, 14, 16, 50 Anne Whitney. . . . . . . . . . . . . 6, 27, 50 Leslie Williams . . . . . . . . . . 5, 6, 17, 22, 51 Maryanne Wolf. . . . . . . . . . . . . 5, 9, 12, 51

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Notes

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Plain Talk About Reading 2013

Notes

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