program-2016-reduced

February 17 – 19, 2016

PLAIN TALK ABOUT LITERACY AND LEARNING Hilton New Orleans Riverside

What Works Best for Raising Student Achievement?

Visible Learningplus Seminars

The Visible Learning research Student visible learning

1.44

Response to intervention

1.07

Classroom discussion

0.82

Feedback

0.75

Teacher-student relationships

0.72

Direct instruction

0.59

Peer tutoring

JOHN HATTIE Long-term, measurable improvement takes the collaborative energy of educators from all levels of a system. The Visible Learningplus Collaborative Impact program is our gold standard for sustainable reform. See how you can align system leaders, school leaders, and teachers with a proven process for building capacity and focusing on high-effect strategies over a 3-5 year period.

Request a Custom PD Proposal Contact your account manager for options: (800) 831-6640 info@corwin.com

0.55

Classroom management

0.52

Parental involvement

0.41

Writing programs

0.40

Cooperative learning

0.40

Integrated curriculum

0.39

Computer-assisted instruction

0.37

Inquiry-based teaching

0.31

Homework

0.29

Teaching test-taking skills

0.27

Summer school

0.23

Class size

0.21

Co-/team teaching Mentoring Ability grouping Teacher education Summer vacation Retention Television

0.19 0.15 0.12 0.09

The answer is here.

The Visible Learning research identifies 150 factors that influence student achievement, ranking them from the largest impact to the least.

-0.02 -0.13 -0.18

What's your impact?

Find out through Visible Learning seminars.

N15115

Learn more at www.corwin.com/visiblelearning

TABLE OF CONTENTS

PLAIN TALK ABOUT LITERACY AND LEARNING Institute Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Agenda At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 About The Center for Development and Learning . . . . . . . . . . . . . . . . . 8 Detailed Agenda

Wednesday, February 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Thursday, February 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Friday, February 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

About the Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 About the Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Map of Meeting Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

INSTITUTE INFORMATION

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

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

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

Service hours Tuesday Wednesday Thursday Friday

4:00pm – 7:00am – 7:00am – 7:00am –

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

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

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

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

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

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

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

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Plain Talk about Literacy and Learning 2016

ELECTRONIC HANDOUTS You should have received an email recently containing a link and a code to all Plain Talk handouts that the speakers have submitted to us. If you did not receive this email, please check your spam folder. If the email is not there, please report to the CDL service desk to give us the email address to which you want us to send the link.

ONSITE HANDOUTS An appropriate number of hard copies of handouts have been prepared for those attending each session. If all are taken, please access the online copies with your link and code. Thank you.

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

EVALUATIONS Your feedback is important to the planning of future Institutes. Please take time to complete the evaluation form that will be emailed to you.

Once completed, your name will be entered into a drawing for prizes!

What you think matters to us!

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

INSTITUTE INFORMATION

Remember: All meals are on 2nd and 3rd floors.

Friday’s brunch will be on the 2nd floor.

MEALS Continental Breakfast Breakfast will be served beginning at 7:00am in the Hilton Exhibition Center (HEC) on the 2nd floor and in the Jefferson Ballroom on the 3rd floor all three days.

Lunch Lunch will be be served in the HEC Hall on the 2nd floor and the Jefferson Ballroom on the 3rd floor beginning at 12:15pm on Wednesday and Thursday.

Brunch Brunch will be served at 11:00am on Friday in the HEC Hall on the 2nd floor.

SOCIAL MEDIA Join the conversation or share your thoughts about Plain Talk on Twitter and Facebook! CDL Plain Talk 2016 will tweet from @cdlteach and will post on facebook.com/cdl.org. For Twitter, use the hashtag #PlainTalkNOLA.

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

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

Network Name: Plain Talk NOLA Access Code: scholastic16

#PlainTalkNOLA

Be sure to check regularly, as there will be contests throughout the Institute.

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

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

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

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SHOWCASING LOUISIANA STUDENTS

Wednesday, February 17, 2016 Breakfast Entertainment Warren Easton Jazz Ensemble Directed by Asia Muhaimin

Soloist

Lunch Entertainment

Abigail Williams, 7th grade Madisonville Jr. High School

Covington High Talented Music Ensemble Directed by Mel Rogers

Keynote Introduction

Mikecha Jefferson, 4th grade Jonathan Smith, 4th grade Bethune Elementary School

Thought Leader Introductions Lorax Madox 8th grade John Q. Adams Middle School

Daniel Delatte 8th grade John Q. Adams Middle School

Trevor Treadway 8th grade John Q. Adams Middle School

Kamryn McCann Arielle Hughes O’Ryan Hughes 4th grade 3rd grade 5th grade Bethune Elementary Bethune Elementary Bethune Elementary School School School

Thursday, February 18, 2016 Breakfast Entertainment Lusher String Quartet Directed by Marta Jurjevich

Soloist

Keynote Introduction

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

Da’Nehvia Scott, 2nd grade Ma’Kayla Porter, 2nd grade Milestone Academy

Keynote Introduction

Da’Nehvia Scott, 2nd grade Ma’Kayla Porter, 2nd grade Milestone Academy

Thought Leader Introductions Ja’Lem Clayton 2nd grade Milestone Academy

Juston Marine 2nd grade Milestone Academy

Khari Hooker 6th grade Morris Jeff Community School

Anna Mobley 6th grade Morris Jeff Community School

Mae Anglim 6th grade Morris Jeff Community School

Kaitlyn Jones 6th grade Morris Jeff Community School

Friday, February 19, 2016 Soloist

Tione Johnson, 10th grade Benjamin Franklin High School

Keynote Introduction

Keith Simmons, 8th grade St. Tammany Jr. High School

Plain Talk About Reading and Learning 2015

Brunch Entertainment

Lusher Charter High School Jazz Ensemble Directed by Kent Jordan

AGENDA AT-A-GLANCE WEDNESDAY, FEBRUARY 17, 2016 BREAKFAST 7:00am – 7:55am

► HEC Hall, 2nd floor Jefferson Ballroom, 3rd floor

WELCOME 8:00am – 8:10am

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

KEYNOTE 8:10am – 9:10am Visible Learning: Exploring What Really Makes a Difference to Learning John Hattie ..................... ► Grand Ballroom

THOUGHT LEADERS 9:30am – 10:30am The Magic is in the Instruction Anita Archer ..................................................................................... ► Grand Ballroom A How to Read a Book to a Child Laura Justice ..................................................................................► Grand Salon 15 Alphabet Soup: ADHD From A to Z Eric Tridas, M.D. .......................................................................► Grand Ballroom D The Impact of Digital Technologies on Reading and the Teaching of Reading Dan Willingham ...... ► Grand Salon B Let’s Fix Inequality in Public Education Howard Fuller ..................................................................... ► Grand Salon 6 Leading in a Learning Age Michael Fullan .......................................................................................► Grand Salon D

CONCURRENT SESSIONS 10:50am – 12:15pm What Works Best for Learning in Classrooms John Hattie ................................................................► Grand Ballroom A Engaging Students in Deep Learning Joanne Quinn ........................................................................ ► Grand Salon 15 IDA: The Perfect Storm – Inattention, Dyslexia, and Anxiety Eric Tridas, M.D. ................................ ► Grand Ballroom D Reading Comprehension - What It Is and How to Improve It Dan Willingham ................................. ► Grand Salon B Handwriting in a Tech World: Making the Most of Motor Memory William Van Cleave .................... ► Grand Salon 6 Avoiding Instructional Errors that Become LEARNED Disabilities for Students Vicki Gibson ..........► Grand Salon D Before I Learn My ABCs, Please Talk to Me! Christie Cavanaugh .................................................. ► Grand Salon 12 DOK: Supporting Rigor and Deeper Learning for All Students Karin Hess ...................................... ► Grand Salon A Reading Interventions for English Learners Elsa Cárdenas-Hagan ................................................. ► Grand Salon 24 Instructional Strategies that Work! Facts and Fables Pam Austin .................................................... ► Grand Salon 21

LUNCH 12:15pm – 1:15pm

► HEC Hall, 2nd floor Jefferson Ballroom, 3rd floor CONCURRENT SESSIONS II 1:30pm – 2:55pm Making It Stick: Research-Validated Practice Procedures Anita Archer .......................................... ► Grand Ballroom A Three Big Questions (and Three Big Answers) About Beginning Reading Instruction Laura Stewart .............................................................................................................................► Grand Salon 15

Imperfect Solutions – The Multidisciplinary Management of a Child with Inattention, Dyslexia and Anxiety Eric Tridas, M.D. ...................................................................................................► Grand Ballroom D

Is the Problem Students and Their Families, or is the Problem Our System of Public Education?

Howard Fuller .............................................................................................................................► Grand Salon B Leading in a Learning Age, Interactive Part II Michael Fullan .......................................................... ► Grand Salon 6 Close Reading for All Students Nancy Boyles ..................................................................................► Grand Salon D What am I learning? How am I doing? Where to next? Alice Thomas ............................................. ► Grand Salon 12 Enhancing Preschoolers’ Print Knowledge through Read-Alouds Laura Justice ............................. ► Grand Salon A Using Spelling Errors to Inform Instruction Suzanne Carreker ......................................................... ► Grand Salon 24 Teaching Children in Africa to Read Linda Farrell and Michael Hunter .......................................... ► Grand Salon 21

CONCURRENT SESSIONS III 3:20pm – 4:45pm Getting Them All Engaged – Inclusive Active Participation Anita Archer ......................................... ► Grand Ballroom A Decodable Text, Complex Text, Informational Text, Oh My! Text Selection and Use in the Primary Grades Laura Stewart ............................................................................................................... ► Grand Salon 15 Read-Alouds and Beyond: Extending the Value of Vocabulary and Language in Read-Alouds Christie Cavanaugh ...................................................................................................................► Grand Ballroom D Leading Change in the Learning School Joanne Quinn ................................................................... ► Grand Salon B Writing from Informational Text: Extracting Information from Source Material…and Writing About It! William Van Cleave .................................................................................................................... ► Grand Salon 6 Aligning Standards, Texts, and Text-Dependent Questions Nancy Boyles ...................................... ► Grand Salon D Evidence-Based Vocabulary Instruction for English Learners Elsa Cárdenas-Hagan ..................... ► Grand Salon 12 Getting Literacy Assessment Right by Keeping Focus on Deeper Learning Karin Hess ..................► Grand Salon A Language Comprehension: The Forgotten Component of Reading Suzanne Carreker ...................► Grand Salon 24 Growing Up Illiterate: We Learned to Read as Adults David Clemons and Sandra Johnson ........ ► Grand Salon 21

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AGENDA AT-A-GLANCE THURSDAY, FEBRUARY 18, 2016 BREAKFAST 7:00am – 7:55am

► HEC Hall, 2nd floor Jefferson Ballroom, 3rd floor

OPENING 8:00am – 8:10am

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

KEYNOTE 8:10am – 9:10am

Better Learning Through Structured Teaching Douglas Fisher .........................................................► Grand Ballroom

THOUGHT LEADERS 9:30am – 10:30am

Still Wanted: Teachers with Knowledge of Language Louisa Moats ................................................► Grand Ballroom A The Changing Face of Austism: New Science, New Ideas, and Educational Opportunities Sam Goldstein ► Grand Salon 15 Sometimes Reading Surprises You Tim Shanahan ......................................................................... ► Grand Ballroom D Developing Assessment-Capable Learners Kristin Anderson ........................................................ ► Grand Salon B Can We Get our Readers to Slow Down? Should We? Jan Hasbrouck .......................................... ► Grand Salon 6 Let’s Get Back to the ART of Teaching Reading? Timothy Rasinski ...............................................► Grand Salon D

CONCURRENT SESSIONS 10:50am – 12:15pm

Close Reading of Complex Texts for Elementary Students Douglas Fisher .................................... ► Grand Ballroom A Understanding and Evaluating Learning and Developmental Disorders in Children Sam Goldstein ► Grand Salon 15 Interventions for Students with Executive Function Difficulties Directly Related to Reading Problems George McCloskey .................................................................................................. ► Grand Ballroom D Creating Sustainability with Highly Effective Teaching and Learning Michael Haggan .................... ► Grand Salon B Creating a Quality Common Formative Assessment: The Fundamentals Larry Ainsworth ............ ► Grand Salon 6 Teaching Fluency NOT Speed Reading Jan Hasbrouck .................................................................. ► Grand Salon D Elevating Story Time: Incorporating Informational Text into the Preschool Curriculum Amy Poteet Poirier .................................................................................................................... ► Grand Salon 12 Word Selection: Choosing Vocabulary to Teach Margie Gillis ......................................................... ► Grand Salon A The Challenge of Learning to Write: It Takes a Juggler Judi Dodson .............................................. ► Grand Salon 24 Teaching is Building Memory: Creating Effective Reading Instruction Michael Hunter ....................► Grand Salon 21

LUNCH 12:15pm – 1:15pm

► HEC Hall, 2nd floor Jefferson Ballroom, 3rd floor

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

Close Reading of Complex Texts for Secondary Students Douglas Fisher ..................................... ► Grand Ballroom A Approaches to Phonics and Vocabulary Instruction: Word Study that Works! Timothy Rasinski .... ► Grand Salon 15 RtI: When Things Don’t Work as Expected Tim Shanahan ..............................................................► Grand Ballroom D Building a Visible Learning Foundation Kristin Anderson ............................................................... ► Grand Salon B Creating a Quality Common Formative Assessment (CFA) with Learning Progressions and Quick Progress Checks Larry Ainsworth ........................................................................................... ► Grand Salon 6 The Reading Instruction Competency Exam is Coming! Can You Pass? Louisa Moats ................. ► Grand Salon D How to Close Early Learning Gaps and Ensure Children Sustain Gains Vicki Gibson ....................► Grand Salon 12 How Does an Unfamiliar Word Become a Familiar Sight Word? Susan Hall ....................................► Grand Salon A “Teacher, How Do You Write…” – Instructional Strategies for Helping Young Students Develop Writing Skills from Sentence to Paragraphs Lucy Hart Paulson .............................................. ► Grand Salon 24 Interventions for Students with Executive Function Difficulties Indirectly Related to Reading Problems George McCloskey .................................................................................................. ► Grand Salon 21

CONCURRENT SESSIONS III 3:20pm – 4:45pm Arguments, Opinions, and UGs: Linking Research with Practice Karin Hess .................................. ► Grand Ballroom A More Than a Snapshot: Using Formative Assessment to Increase Student Learning Jennifer Marten .. ► Grand Salon 15 Raising Reading Achievement: What REALLY Makes a Difference? Jan Hasbrouck ..................... ► Grand Ballroom D Building Trust: An Essential Leadership Strategy Kristin Anderson ................................................ ► Grand Salon B Together We Can Increase Literacy at the Secondary Level Pati Montgomery .............................. ► Grand Salon 6 Syntax: The Bridge From Fluent Word Reading to Text Comprehension Margie Gillis ................... ► Grand Salon D A Literacy Assessment Planning Model for Supporting Middle and High School MTSS Joan Sedita ..► Grand Salon 12 Top 10 Factors in RtI Success Susan Hall ....................................................................................... ► Grand Salon A Every Word Counts! Making the Most of Learning Opportunities in the Early Years Lucy Hart Paulson ..................................................................................................................... ► Grand Salon 24 The Arc of Vocabulary: From Speaking and Listening to Reading and Writing Judi Dodson .......... ► Grand Salon 21

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Plain Talk about Literacy and Learning 2016

AGENDA AT-A-GLANCE FRIDAY, FEBRUARY 19, 2016 BREAKFAST 7:00am – 7:55am

► HEC Hall, 2nd floor Jefferson Ballroom, 3rd floor

OPENING 8:00am – 8:10am

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

KEYNOTE 8:10am – 9:10am The Power of Mindsets: Nurturing Positive Emotions as a Foundation for Learning Robert Brooks ► Grand Ballroom

CONCURRENT SESSIONS 9:30am – 10:55am

How to Differentiate Professional Development for Teachers Jill Jackson ..................................... ► Grand Ballroom A Selecting High-Quality Curriculum for Young Children Jill Slack, Kerry Laster and Martha Maple ..............................................................................► Grand Salon 15 So What, Now What: Taking the Next Step with Feedback Jennifer Marten ...................................► Grand Ballroom D I Understood It, But I Can’t Remember It: Making It Stick Alice Thomas ........................................ ► Grand Salon B Instructional Frameworks that Work Debbie Hunsaker ................................................................... ► Grand Salon 6 Every Day Reading Routines Mary Dahlgren .................................................................................. ► Grand Salon D I Want To, But I Just Don’t Have Time Jonathan Williams and Rene’ Lewis-Carter ..................... ► Grand Salon 12 Teaching High Frequency Words Using a Phonics-Based Scope and Sequence Linda Farrell ......► Grand Salon A A Road Map for Successful K-12 Tiered Reading Support Kim St. Martin ...................................... ► Grand Salon 24 School-Wide Infrastructures for Supporting Literacy at the Secondary Level Pati Montgomery ..... ► Grand Salon 21

BRUNCH 11:00am – 12:15pm CONCURRENT SESSIONS II 12:15pm – 1:40pm

► HEC Hall, 2nd floor

How to Teach Students to Write about What They’ve Read Jill Jackson ........................................ ► Grand Ballroom A From Crisis to Calm: The Amazing Transformation of a Once Hopeless School Chuck Peters ...... ► Grand Salon 15 High Quality, CLASS-Aligned Instructional Support Strategies that Yield Results Amy Poteet Poirier and Danielle Marcotte ............................................................................. ► Grand Salon B Leading for Early Literacy and Future Success Monica McHale-Small ...........................................► Grand Salon 6 Sound Walls vs. Word Walls Mary Dahlgren ................................................................................... ► Grand Salon D Writing from Sources: Scaffolds to Support Struggling Writers Joan Sedita ....................................► Grand Salon 12 Suspended 42 Times… Now a Ph.D.: What Made the Difference? Eric Jones ...............................► Grand Salon A

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

Plenty.

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

Relevant and aligned.

Focused.

Real-time.

Collaborative.

Customized.

Pragmatic.

Robust.

Diversified.

We travel.

CDL’s professional learning services are relevant to the needs of your students and your teachers, and aligned with the professional learning definition in the 2016 Every Student Succeeds Act. We focus on the knowledge and skills to enable students become proficient learners who succeed in core academic subjects and meet challenging standards.

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

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

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

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

We have robust expertise in literacy, evidence-based strategies, how students learn, early childhood, student-specific intervention and remediation, leadership, and building collective capacity.

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

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

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

DETAILED WEDNESDAY, FEBRUARY 17, 2016 AGENDA

8:00 am – 8:10 am

Alice Thomas

Welcome

► Grand Ballroom

8:10 am – 9:10 am

Keynote

Visible Learning: Exploring What Really Makes a Difference to Learning John Hattie This keynote looks at 25+ years’ of research into what makes a real difference to student learning, how to apply this research to instruction at your school, and how to measure the impact of learning interventions.

The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student; thus, the key ingredients are being aware of the learning intentions, knowing when a student is successful in attaining those intentions, having sufficient understanding of the student’s prior understanding as he or she comes to the task, and knowing enough about the content to provide meaningful and challenging experiences so that there is some sort of progressive development.

Visible Learning is the largest ever evidence-based research into what actually works to improve student outcomes. You will leave this keynote session with a deeper understanding of what Visible Learning means to teaching and learning in schools. ► Grand Ballroom

9:30 am – 10:30 am

The Magic is in the Instruction

How to Read a Book to a Child

Anita Archer The truth is this: the magic is in the quality of instruction. Not in the newest fad. Rather, the magic is in the strength of bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and closure, embedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results. Come ready to rock and roll. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership, ELL, At-Risk Students, CCSS, Assessment and Feedback, Dyslexia and Other Learning Issues, Social-Emotional Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

Laura Justice Reading books with children represents a critical – and simple! – mechanism for improving early literacy and language skills. In this session, Laura will present current research findings regarding how adults can read with children in ways that optimizes the impacts of this important activity on children’s development. ► Grand Salon 15 Strands: Early Childhood Audience: Early Childhood

Thought Leaders

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DETAILED AGENDA WEDNESDAY, FEBRUARY 17, 2016 Thought Leaders continued

9:30 am – 10:30 am

Alphabet Soup: ADHD From A to Z

Let’s Fix Inequality in Public Education

Eric Tridas, M.D. ADHD impacts a large portion of our population, and it is more prevalent in students with learning disorders. During this session, Dr. Tridas will review the symptoms that define ADHD, the functional impairment that it causes, and the latest pharmacological, psychological, and educational interventions that have been shown to be the most effective in alleviating the impact that ADHD has on the life of individuals who experience this disorder. ► Grand Ballroom D Strands: Assessment and Feedback, At-Risk Students, HighYield Classroom Strategies, Executive Function, Thinking and Learning, Dyslexia and Other Learning Issues, SocialEmotional, Early Childhood, ELL Audience: All

Howard Fuller In this thought-provoking session, we will define the concept of public education. We will examine the inequality gaps in our public schools – the data gap, the achievement gap, the opportunity gap – and the struggles that have occurred in trying to make the “One Best System” work for all students.

Do we have to say everyday that we have the responsibility of ensuring that all children learn, even if we get smacked down? ► Grand Salon 6 Strands: At-Risk Students, Assessment and Feedback, Thinking and Learning, Leadership Audience: All

The Impact of Digital Technologies on Reading and the Teaching of Reading

Michael Fullan Traditional schooling is boring–for students and for teachers. There is a new learning revolution underway that involves everyday schools, and large numbers, and places both students and teachers as change agents. Michael will describe what this revolution looks like in practice and how it focuses on the 6Cs: Character Education, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking. This new way requires new leadership. The session will identify what this leadership looks like and provides concrete examples of successful cases that involve large numbers of schools. ► Grand Salon D Strands: Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

Dan Willingham What is the impact of new digital technologies on reading, and the teaching of reading? I’ll examine data from three perspectives: direct effect, indirect effects, and broad effects. By direct effects, I mean ways that digital tools can be used to teach reading (e.g., instructional software) and to read text (i.e., eReaders). By indirect effects, I mean the possibility that the things students tend to do with digital technologies—text messaging, gaming, watching videos, and communicating via social networks— might affect reading indirectly, for example, by affording reading practice during these activities.

By broad-based effects, I mean that digital technologies may have far-reaching consequences for cognition; for example, surveys show that teachers think these technologies have shortened kids attention spans. I will conclude that most of what has been reported—good and bad—regarding the effects of digital technologies is overstated or misleading. ► Grand Salon B Strands: Early Childhood, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: All

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Plain Talk about Literacy and Learning 2016

Leading in a Learning Age

WEDNESDAY, FEBRUARY 17, 2016 10:50 am – 12:15 pm What Works Best for Learning in Classrooms John Hattie John Hattie has completed research on the learning strategies that have the greatest impact on learners – he knows what works! There is a science to learning, and we are finding out more and more about what works best to support the learning processes that make a difference for your learners.

At this session, you will hear which learning strategies can be used to maximize impact so that learners develop the skill, the will, and the thrill of learning. Participants will leave knowing more about how to use the evidence from Professor Hattie’s most recent research to plan effective learning in their classroom. ► Grand Ballroom A Strands: At-Risk Students, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership, Social-Emotional Audience: All Engaging Students in Deep Learning Joanne Quinn Explore strategies for engaging all students in deeper critical thinking and building a culture of learning. This interactive session will model processes to engage in deep collaborative work to foster high levels of learning for all students.

Participants will examine new instructional practices, explore new learning partnerships between and among students and teachers, and leave with three new learning protocols for the classroom. ► Grand Salon 15 Strands: High-Yield Classroom Strategies and Tactics, Leadership, Thinking and Learning, ELL, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

IDA: The Perfect Storm – Inattention, Dyslexia, and Anxiety

Concurrent Sessions

Eric Tridas, M.D. Dyslexia, ADHD and anxiety often coexist.

Many times, these individuals do not respond to appropriate interventions because the impairment is the result of multiple factors and the intervention plan may only address some of them. During this session, Eric will discuss the main contributing factors to the student’s problems and how they interact with each other to impair learning. He will also review the symptoms of ADHD and anxiety, and their impact on executive function and reading.

Participants will learn about the DSM-V diagnostic criteria for ADHD, anxiety, and dyslexia and practical evaluation strategies. They will also learn how to best ascertain the clinical impact of these symptoms on a student’s day-to-day work. ► Grand Ballroom D Strands: At-Risk Students, Assessment and Feedback, Thinking and Learning, Dyslexia and Other Learning Issues, Social-Emotional Audience: All Reading Comprehension – What It Is and How to Improve It Dan Willingham In this talk I’ll describe research from cognitive science on how comprehension actually occurs in the mind. That will provide some background to help understand classroom practices that are likely to improve comprehension, and practices that will probably prove less effective. I’ll describe largescale studies of reading comprehension strategies, and also studies of how students can best acquire the background knowledge that’s crucial to comprehension. ► Grand Salon B Strands: Higher Level Thinking and Metacognition, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School

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DETAILED AGENDA WEDNESDAY, FEBRUARY 17, 2016 Concurrent Sessions continued

10:50 am – 12:15 pm

Handwriting in a Tech World: Making the Most of Motor Memory William Van Cleave Technology’s role in the classroom expands each year. With this expansion, the role of handwriting diminishes — but to what effect? In this hands-on, interactive workshop, participants will investigate research concerning the role of handwriting and keyboarding on students’ writing output. Then, they will explore important elements of effective instruction, including hand/eye dominance, paper and pencil position, and letter formation. They will also investigate keyboarding and assistive technology, when to make the transition, and why. ► Grand Salon 6 Strands: At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Instructional Support, Special Education Avoiding Instructional Errors That Become LEARNED Disabilities for Students Vicki Gibson Providing high quality instruction and purposeful collaborative practice will ensure students are prepared to achieve the outcomes reflected in the Common Core Standards, or any state standard at any grade level. This session provides an easy way to understand the impact of standards on teaching, student practice, and assessment. The activity helps administrators and teachers engage in collaborative discussions about changes in classroom practices that enhance instructional effectiveness and improve the quality and quantity of instruction, and student learning and achievement. The session also examines some well-meaning traditional practices that include instructional errors and produce learned disabilities in students. Suggestions for aligning teaching and practice with outcomes reflected in the standards are included along with discussions about what works to positively impact performance outcomes for both teachers and students. ► Grand Salon D Strands: Early Childhood, ELL, At-Risk Students, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership, Dyslexia and Other Learning Issues Audience: All

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Plain Talk about Literacy and Learning 2016

Before I Learn My ABCs, Please Talk to Me! Christie L. Cavanaugh “Please talk to me,” pleaded the preschoolers as they glued objects on large letters in the alphabet center. As young children, particularly preschoolers, march onward toward learning emergent and early literacy skills, they engage in activities that are both fun and engaging, and also pre-academic, such as learning shapes, colors, and letter names. Often, there is a missing link – the language support that not only facilitates literacy development, but also empowers young children with more words and structures to talk about the things that are important and relevant to them. Topics that relate to the here and now, and language to support them, are only the beginning. Young children need the exposure to new topics, new knowledge, and the vocabulary and oral language to talk about a growing body of knowledge. This session will focus heavily on modeling and practicing the use of planning tools that precede the use of language facilitation strategies, which will also be practiced and modeled. Please join me as we talk about how to talk to children so they can experience growth in language for conversation, vocabulary, and literacy development. Video clips will be embedded in the session, and participants will engage in practice for planning and strategy use. ► Grand Salon 12 Strands: Early Childhood, ELL, At-Risk Students Audience: Early Childhood, Special Education

WEDNESDAY, FEBRUARY 17, 2016 10:50 am – 12:15 pm DOK: Supporting Rigor and Deeper Learning for All Students

Instructional Strategies that Work! Facts and Fables

Karin Hess What does rigorous, cognitively demanding teaching and learning look like in the ELA classroom, and how can we support all teachers and students in achieving it? Karin will begin by addressing seven common misconceptions about Depth-of-Knowledge (DOK) and increased rigor in the ELA classroom. Then she’ll provide many of her practical tools and strategies for designing instruction and assessments that balance increased rigor with research-based supports. Front and center will be key teacher and student behaviors to look for when observing classrooms and understanding differences between differentiation and strategic scaffolding. “Strategic scaffolding” includes both the planned uses of formative assessment (e.g., graphic organizer to assist students in analyzing a text, chunking texts) and ways that teachers can frame their feedback to students to encourage deeper understanding. This session will provide the opportunity for participants to engage in the kind of conversations that move professional practice forward. This session is for thoughtful teachers, as well as for coaches and leaders who observe and support teaching. ► Grand Salon A Strands: Assessment and Feedback, Thinking and Learning, Leadership, CCSS Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

Pam Austin In this interactive session, participants will explore evidence-based instructional strategies proven to be most effective in building academic success to standards-based ELA expectations.

Through a Jeopardy style approach, participants will provide questions to answers for effective instructional strategies before participating in an interactive model and exploration of beginning and advanced word study, vocabulary, grammar and comprehension instruction. ► Grand Salon 21 Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics Audience: Elementary, Middle/Jr. High, High School, Instructional Support

Concurrent Sessions continued

#PlainTalkNOLA

Reading Interventions for English Learners Elsa Cárdenas-Hagan Fifteen years of research has led us to be able to design and implement effective interventions among English learners. Participants will understand the necessary components of evidencebased interventions for English learners, the special accommodations necessary for their literacy development and the journey towards successful implementation in the United States. We will understand what we have learned, what we need to do and how to do it. The time is now. ► Grand Salon 24 Strands: ELL, At-Risk Students Audience: Elementary

12:15 pm – 1:15 pm

Lunch

► HEC Hall, 2 floor and Jefferson Ballroom, 3 floor nd

rd

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DETAILED AGENDA WEDNESDAY, FEBRUARY 17, 2016 Concurrent Sessions II

1:30 pm – 2:55 pm

Making It Stick: Research-Validated Practice Procedures Anita Archer We often provide excellent initial lessons on content, only to be disappointed when students don’t remember, use, transfer, or retain the information. How do we make it stick? The answer is in effective initial instruction and well-designed practice that is deliberate, spaced over time, and varied, and that requires retrieval of information.

Participants will leave this interactive session energized, focused, and ready to apply. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership, ELL, At-Risk Students, Assessment and Feedback, Dyslexia and Other Learning Issues, SocialEmotional Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education Three Big Questions (and Three Big Answers) About Beginning Reading Instruction Laura Stewart The new standards have redefined what it means to be literate in the 21st century. To be prepared for the future our students must become proficient, joyful readers by grade three. When students struggle, it is not a third-grade problem to be solved nor is intervention the answer; it is time to look seriously at what is being done K-2. In this interactive session, we will examine these three big questions: (1) What is the current educational landscape and what are the implications for primary literacy instruction? (2) What are the evidence-based keys to high-quality beginning reading instruction? (3) What’s the urgency? Time is too precious and fleeting to rely on a collective hunch about best practices in beginning reading instruction. The evidence is there, and it is possible for all children to be joyfully literate. Join me as we explore what’s possible! ► Grand Salon 15 Strands: At-Risk Students, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Leadership, Instructional Support

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Plain Talk about Literacy and Learning 2016

Imperfect Solutions – The Multidisciplinary Management of a Child with Inattention, Dyslexia and Anxiety Eric Tridas, M.D. Eric Tridas will review medical and non-medical management of ADHD, anxiety, and dyslexia, and the expected impact on the clinical presentation of symptoms. Using the model of the Developmental Web, participants will learn how to identify the contributing factors that affect a student’s learning, behavior, and social interaction in order to formulate an effective plan to guide their management. ► Grand Ballroom D Strands: At-Risk Students, Assessment and Feedback, Dyslexia and Other Learning Issues, Social-Emotional Audience: All Is the Problem Students and Their Families, or is the Problem Our Systems of Public Education?

Howard Fuller We could do a much better job if we had better students! – right? The students are ok; it’s the system that is failing them! – right? Come ready to participate in a lively debate in this interactive session. ► Grand Salon B Strands: At-Risk Students, Assessment and Feedback, Thinking and Learning, Leadership Audience: All Leading in a Learning Age – Interactive Part II Michael Fullan In this interactive session, we will examine the learning revolution in more detail. Come ready to engage, examine, and question deep learning goals, and erase boredom in your schools. We will look more closely at what it will take for students to develop skills to be lifelong learners: creative, connected, and collaborative problem solvers who can successfully participate and innovate in our increasingly connected world. Leave energized and ready to make powerful difference for the learning of both teachers and students. ► Grand Salon 6 Strands: Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

WEDNESDAY, FEBRUARY 17, 2016 1:30 pm – 2:55 pm Close Reading for All Students

Using Spelling Errors to Inform Instruction

Nancy Boyles How can we help all students in the primary and intermediate grades, including those who struggle with literacy, read more closely for deeper comprehension? This session will explore key shifts in scaffolding and instructional practices before, during, and after reading that promote optimal close reading—while also achieving the rigor of the Common Core. ► Grand Salon D Strands: At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, Leadership, Instructional Support, Special Education

Suzanne Carreker Spelling errors provide insights to a student’s understanding of the sounds (phonology) and patterns of written language (orthography). A dualist assessment of spelling errors as either “right” or “wrong” does not give the sense of what a student knows and needs to know. Additionally, when errors are marked as either “right” or “wrong,” the student does not get credit for what he or she does understand. This session will present a simple spelling rubric that can provide a qualitative evaluation of spelling errors and what needs to be taught. The rubric can also be used to measure increases in a student’s spelling accuracy. ► Grand Salon 24 Strands: Dyslexia and Other Learning Issues Audience: Elementary, Special Education

What am I learning? How am I doing? Where to next?

Alice Thomas These self-questions are at the heart of Visible Learning – thinking about what we are learning, and managing how we go about learning it. In this interactive session, we will dissect what we know about this metacognitive approach and its relationship to achievement. Next, we will dive into specific strategies and tactics that yield high results. Videos of students will be used to validate these processes. Participants will leave energized, focused, and ready to show students how to apply these three self-questions and 14 more high-yield strategies and tactics in their classrooms. ► Grand Salon 12 Strands: Thinking and Learning, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Leadership, AtRisk Students, ELL, CCSS Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education Enhancing Preschoolers’ Print Knowledge through Read-Alouds Laura Justice Young children’s print knowledge is an important precursor to skilled reading – it represents children’s developing knowledge about the forms and functions of print. In this session, we will discuss the specifics of print knowledge (how it develops, what it looks like) as well as how to enhance its development through repeated shared storybook reading. ► Grand Salon A Strands: Early Childhood Audience: Early Childhood

Concurrent Sessions II continued

Teaching Children in Africa to Read Linda Farrell and Michael Hunter Niger, a West African country, is ranked lowest in the world for education. In 2015, Linda and Michael worked in Niger to write a beginning reading program for first grade students in 150 rural villages and to train teachers to use the program. Teachers in Niger can’t use smart boards or overhead projectors because schools don’t have electricity. Some schools don’t even have a water source. A few schools made from twigs and branches have to be rebuilt every year because the goats eat them or winds blow them down. Linda and Michael wrote reading programs in four local Niger languages: Fulfulde, Kanuri, Hausa, and Zarma. Not knowing the languages was only one of many challenges on this project. Teachers have meager teaching tools: a Lesson Guide, chalkboard, chalk, and a bucket of water and rag. Children have one Student Book they can’t write in. No books are in the community or the schools. That means children never see a book before they go to school, and the only book they see in classrooms is their Student Book. Linda and Michael will share their experiences in Niger using pictures and videos, and they will share how the same explicit, systematic, multi-sensory instruction that works to teach reading in the U.S. works with children in remote villages who are learning to read in different languages. Anyone attending this session will leave being grateful to teach in the U.S. and Canada. Some may become inspired to explore ways they can help children in developing countries learn to read. ► Grand Salon 21 Strands: High-Yield Classroom Strategies and Tactics Audience: All

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DETAILED AGENDA WEDNESDAY, FEBRUARY 17, 2016 Concurrent Sessions III

3:20 pm – 4:45 pm

Getting Them All Engaged – Inclusive Active Participation Anita Archer Do you have students who are not attending or participating during your lessons? In this interactive session, Anita will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). In addition, procedures for involving all students in the reading of classroom materials will be given. Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership, ELL, At-Risk Students, Assessment and Feedback, Dyslexia and Other Learning Issues, SocialEmotional Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

16

Plain Talk about Literacy and Learning 2016

Decodable Text, Complex Text, Informational Text, Oh My! Text Selection and Use in the Primary Grades Laura Stewart Is “just right” text getting all of your K-2 students to grade level and beyond? Or are some children permanently in a below-level trajectory? What is the alternative?

Spurred by the call in recent years for close reading of complex text, reading researchers and educators throughout the country are engaging in discussions of the role text selection plays in all levels of reading development–including the beginning to read years. Learn why research supports multiple text experiences for primary students, each with a different purpose: (1) decodable text experiences to provide students with ample practice in applying and consolidating their decoding skills and abilities; (2) teacher-supported grade-level informational text experiences to provide all students with rich academic vocabulary and content knowledge; (3) above grade level read-aloud text experiences to boost students’ listening comprehension level and amplify vocabulary and conceptual understanding.

Gain strategies for using multiple text experiences during the “learning to read” years to boost reading trajectories, and ensure all students can read grade level text accurately, fluently, and with understanding. ► Grand Salon 15 Strands: At-Risk Students, Foundational Reading Skills, HighYield Strategies, Vocabulary Audience: Elementary, Leadership, Instructional Support, Special Education

WEDNESDAY, FEBRUARY 17, 2016 3:20 pm – 4:45 pm Read-Alouds and Beyond: Extending the Value of Vocabulary and Language from Read Alouds Christie Cavanaugh We know there is value in reading aloud to young children throughout the early childhood years – we have research to support the value and effectiveness of this common practice, when done well. Specific evidence-based strategies inform us on how best to use the read-aloud for impacting vocabulary and oral language development. In particular, dialogic reading has more than two decades of research to support the use of the specific set of strategies that comprise dialogic reading. The impact can continue beyond “The End” when teachers and adults plan purposefully to embed the vocabulary and language models throughout the day. Simple planning and followthrough is crucial for integration of vocabulary for overall oral language growth. Join me as we review how to select books purposefully to focus on vocabulary and oral language, learn dialogic reading strategies, and practice engineering what happens “beyond” the read-aloud. Planning tools and models will be shared and practice will be encouraged. ► Grand Ballroom D Strands: Early Childhood, ELL, At-Risk Students, CCSS Audience: Early Childhood, Elementary, Special Education Leading Change in the Learning School Joanne Quinn Examine a framework for focusing direction and building a collaborative culture to deepen the learning of students and teachers. Explore three change strategies that help you deal with overload and maximize learning for all. This interactive session will model strategies, use simulation, and use video cases with small and large group interaction. ► Grand Salon B Strands: Leadership, High-Yield Classroom Strategies and Tactics, Thinking and Learning, ELL, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

Writing from Informational Text: Extracting Information from Source Material…and Writing About It!

Concurrent Sessions III continued

William Van Cleave Writing from informational text is a complicated task comprised of separate sub-tasks. In order to be effective at this kind of writing, students need practice with a variety of micro-level skills, including highlighting, note taking, paraphrasing, summarizing, and gist writing – all of which will be examined and practiced in this interactive, handson workshop. Participants will leave with skills they can use the very next day in their classrooms. ► Grand Salon 6 Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Instructional Support, Special Education Aligning Standards, Texts, and Text-Dependent Questions Nancy Boyles In order for students to achieve the rigor of the Common Core, our text-dependent questions will need to address the standards themselves— with texts well suited to the College and Career Readiness Anchor Standards. In this session become familiar with some key TDQs for each standard and get an up-close look at many wonderful picture books suitable for learners of all ages, and perfect for building those deep thinking skills. ► Grand Salon D Strands: At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, Leadership, Instructional Support, Special Education

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DETAILED AGENDA WEDNESDAY, FEBRUARY 17, 2016 Concurrent Sessions III continued

3:20 pm – 4:45 pm

Evidence-Based Vocabulary Instruction for English Learners

Language Comprehension: The Forgotten Component of Reading

Elsa Cárdenas-Hagan Vocabulary is a necessary component of language and literacy development. English Learners can benefit from well-designed vocabulary instruction.

In this session, participants will learn the types of words that are essential for vocabulary instruction among English learners. Evidencebased techniques for making connections across languages will be described. In addition, vocabulary mini-lessons that can be incorporated during classroom instruction for English learners will be modeled and practiced. ► Grand Salon 12 Strands: ELL, At-Risk Students Audience: Elementary, Middle/Jr. High

Suzanne Carreker Hoover and Gough (1990) contended that the limit on reading comprehension is the limit on language comprehension. Students may experience difficulties with language 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 activities that increase students’ language comprehension and, subsequently, their reading comprehension. ► Grand Salon 24 Strands: ELL, At-Risk Students, CCSS, Thinking and Learning, Dyslexia and Other Learning Issues Audience: Early Childhood, Instructional Support, Special Education

Getting Literacy Assessment Right by Keeping the Focus on Deeper Learning Karin Hess There really is more to assessment data than analyzing test scores. Karin connects college and career-readiness research with best practices in literacy instruction and assessment by sharing teacher-friendly, classroom-tested tools to increase rigor for all students, scaffold instruction for greater engagement, and use high-quality assessments that uncover thinking and inform next steps in instruction. We’ll examine (a) how increased rigor can be part of your local formative and performance assessment planning, (b) best practices for developing and piloting new and richer assessment tasks, (c) and how student work analysis strategies can be used to document progress across the school year and build teacher content expertise. ► Grand Salon A Strands: ELL, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: All

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Plain Talk about Literacy and Learning 2016

Growing Up Illiterate: We Learned to Read as Adults David Clemons & 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 Salon 21 Strands: Foundational Skills, At-Risk Students, Dyslexia and other Learning Differences Audience: All

THURSDAY, FEBRUARY 18, 2016 8:00 am – 8:10 am Alice Thomas

Opening

► Grand Ballroom

8:10 am – 9:10 am

Keynote

Better Learning Through Structured Teaching 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. Purpose-driven instruction ensures that students understand learning targets and that meaningful activities are aligned with expectations. In this session, we will explore the components of a purposeful classroom, including a focus on learning goals rather than activities, the role of language expectations, relevance of the goal, and how the goal can be assessed. ► Grand Ballroom

9:30 am – 10:30 am Still Wanted: Teachers with Knowledge of Language

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

Louisa Moats For the past twenty years, studies of teachers’ knowledge of language and reading instruction have been accumulating. Collectively, they have shown that teachers are seldom prepared with sufficient knowledge of language or reading development to teach reading, spelling, writing, or language comprehension effectively, especially to students who struggle. In this session, we’ll summarize the main findings from research on the relationships among teacher knowledge, teacher practice, and student outcomes; examine whether (and how) we are making progress in improving teacher preparation; and highlight what can be done to ensure that ALL teachers of reading are also teachers of language. ► Grand Ballroom A Strands: ELL, At-Risk Students, CCSS, Leadership, Dyslexia and Other Learning Issues Audience: All

Sam Goldstein In this thought leader presentation, Sam will provide an overview of Autism Spectrum Disorder, discussing the core social learning problems that comprise this condition, reviewing symptom presentation at different ages, and briefly discuss the current diagnostic protocol. He will give focus specifically on the social learning aspects of Autism Spectrum Disorder, methods for assessment, and intervention. ► Grand Salon 15 Strands: Early Childhood, At-Risk Students, Assessment and Feedback, Thinking and Learning, Social-Emotional, HighYield Strategies, Speaking and listening Audience: All

Thought Leaders

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DETAILED AGENDA Thought Leaders continued

THURSDAY, FEBRUARY 18, 2016

9:30 am – 10:30 am

Sometimes Reading Surprises You Tim Shanahan As busy professionals, we take a lot of things for granted. Research has had a wonderful way of upsetting conventional wisdom, helping us to better understand how things really work–rather than just reaffirming what we have long believed. This presentation will examine some of the surprising things that research has to say about reading instruction: in terms of beginning reading, complex text, disciplinary literacy, use of data, and so on.

Research is most valuable, not when it confirms our beliefs, but when it disrupts them. Successful literacy leadership depends upon a more nuanced understanding of literacy learning than can be arrived at by logic alone. This presentation will consider the role of research in literacy leadership and will explore many of the practical choices that educators must make to improve reading achievement. ► Grand Ballroom D Strands: At-Risk Students, CCSS, Assessment and Feedback, High-Yield Strategies and Tactics, Leadership Audience: All Developing Assessment-Capable Learners Kristin Anderson John Hattie has undertaken the world’s largest research based around the question – what works best for student achievement? That body of ongoing research has revealed some key strands for teachers and leaders to understand: the Visible Learner, Know Thy impact, Effective Feedback, the Inspired and Passionate Teacher, and the Visible Learning school. This session is an introduction to the Visible Learner strand.

Participants will learn key messages and build on these messages to support the development of learners and to understand that the actions taken and the environments we create as teachers and schools affect the types of learners we produce. By the end of the session, participants will be able to (1) describe the characteristics of a visible learner, (2) explain to a colleague how to develop a visible learner, and (3) know how to target learning through the use of effective learning intentions and codesigned success criteria. ► Grand Salon B Strands: Assessment and Feedback, Thinking and Learning, Leadership Audience: All

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Plain Talk about Literacy and Learning 2016

Can We Get our Readers to Slow Down?

Should We? Jan Hasbrouck Today, in practically every classroom, it seems that teachers feel pressured to get their students to read faster and faster. Many are doing this because of the proven relationship between reading fluency and reading comprehension. Better fluency, better comprehension, right? So, faster is better, right?

One of the leading experts in reading fluency will explore this issue that is more complex than it may seem on the surface. Assessing fluency, teaching fluency, and appropriate rates for fluency will be discussed. ► Grand Salon 6 Strands: ELL, At-Risk Students, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Leadership, Dyslexia and Learning Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education Let’s Get Back to the ART of Teaching Reading?

Timothy Rasinski With the publication of the report of the National Reading Panel as well as the Common Core Standards, reading instruction has been increasingly viewed as a science. Scientific inquiry has identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as key critical reading competencies for students to master. Thus, teachers have been mandated to follow reading instruction protocols that are based on scientific research. While not denying the need for scientifically validated approaches to teaching reading, it is important to note that teaching reading is also an art. In his presentation, Tim will make the case that effective teaching of reading is an art as well as a science, and he will explore ways that reading can be taught as both an art and a science. ► Grand Salon D Strands: ELL, At-Risk Students, CCSS, Dyslexia and Other Learning Differences Audience: All

THURSDAY, FEBRUARY 18, 2016 10:50 am – 12:15 pm Close Reading of Complex Texts for Elementary Students

Understanding and Evaluating Learning and Developmental Disorders in Children

Douglas Fisher Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction.

In this session, we articulate an instructional plan, squarely built on research, that includes: (1) purpose and modeling, (2) close & scaffolded reading instruction, (3) collaborative conversations, (4) an independent reading staircase, and (5) performance. Attending to the information presented in the text, all while recognizing assumptions, background knowledge, and biases held by the reader, helps the reader to deeply understand that which is being read. Close reading is an instructional approach that teaches students to engage in all of these behaviors. As part of close reading, students encounter a text and read that text several times, often for different purposes and based on different questions. As part of close reading, teachers and students ask questions of the text. Some questions can be answered without having read the text; others require a deeper understanding and evidence from the text. In this session, we will focus on questions that require repeated close readings in order to be answered.

These questions include general understandings, key details, vocabulary and text structure, author’s purpose, inferences, and opinions and arguments. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics Audience: Elementary

Sam Goldstein This session will provide a science based reasoned and reasonable foundation to help educators and related professionals appreciate and understand how the brain works. Sam will discuss the role of neuropsychological abilities and how they are harnessed to acquire knowledge as well as engage in skillful behavior. He will then offer an appreciation and discussion of the primary developmental problems in children and the related neuropsychological achievement and skill-based weaknesses contributing to these phenomena.

The presentation will conclude with a discussion of intervention specifically related to an appreciation of the reason children experience learning and developmental disorders. Participants will develop (1) an understanding of how the brain works; (2) a framework for appreciating ability, knowledge, and skill as each relates to brain function, behavior, and learning; (3) an appreciation and understanding of specific ability, knowledge and skill weaknesses contributing to common learning and developmental disorders in children; and (4) an appreciation of the design and relationship of intervention strategies to neuropsychological functioning. ► Grand Salon 15 Strands: Early Childhood, At-Risk Students, Assessment and Feedback, Thinking and Learning, Social-Emotional Audience: All

Concurrent Sessions

Interventions for Students with Executive Function Difficulties Directly Related to Reading Problems George McCloskey This presentation will describe executive functions and discuss how they are involved in learning to read and in applying reading skills in a productive manner. Reading difficulties related to executive function deficits will be discussed. Intervention approaches that address executive function difficulties in a manner that can help to improve reading skill development will be highlighted. ► Grand Ballroom D Strands: At-Risk Students, Assessment and Feedback, Thinking and Learning, Dyslexia and Other Learning Issues Audience: All

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DETAILED AGENDA Concurrent Sessions continued

THURSDAY, FEBRUARY 18, 2016

10:50 am – 12:15 pm

Creating Sustainability with Highly Effective Teaching and Learning

Creating a Quality Common Formative Assessment – The Fundamentals

Michael Haggen In this session, Michael will show how his teams have successfully applied innovation at the district level in two large urban districts. He will present a compelling case for having schools systematically conduct monthly data reviews with district office instructional staff. Michael will explain how school leaders, teachers and students participate in their school’s data review. He will describe how school leaders map their entire staff according to a teacher effectiveness rubric and a monthly will and skill chart, and how this information is used to provide customized professional learning support to address specific areas of need. He will also show how common formative assessments and depth of knowledge levels for questioning and discussion techniques are included in the monthly reviews, and how they have increased the re-engagement of teaching and learning. You will leave with a renewed belief in the efficacy of effective data reviews. ► Grand Salon B Strands: CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership Audience: All

Larry Ainsworth Common formative assessments (CFAs) are aligned pre- and post-assessments within units of study that are collaboratively designed by a gradelevel or course-level team and administered to students by each participating teacher throughout the year. CFAs assess student understanding of the particular learning intentions that the educators are currently focusing on in a curricular unit of study.

CFAs provide valuable feedback regarding what students currently know and what they yet need to learn with regard to the learning intentions for that unit. In this introductory session, participants will learn the fundamental steps for creating a quality CFA that include: (1) “unwrapped” priority standards, (2) identified levels of cognitive rigor (Bloom’s and Depth of Knowledge), (3) big ideas and essential questions, (4) selected-response and constructed-response assessment questions aligned to the rigor of the “unwrapped” priority standards, and (5) easy-to-understand scoring guides to quickly and accurately score students’ constructed-responses. The fundamental design steps will be illustrated with integrated reading and writing examples from both elementary and secondary grades. ► Grand Salon 6 Strands: CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education Teaching Fluency NOT Speed Reading Jan Hasbrouck Fluency is a key reading skill but is often misunderstood and thus too often mistaught! Fluent reading is NOT fast reading! This session defines the skill of fluency and clarifies the link between fluency and comprehension. Learn about researchbased and research-proven strategies that can be used in the real world to provide appropriate and effective differentiated fluency instruction in classrooms as well as in settings for providing targeted support and intervention. ► Grand Salon D Strands: ELL, At-Risk Students, Dyslexia and Learning Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

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Plain Talk about Literacy and Learning 2016

THURSDAY, FEBRUARY 18, 2016 10:50 am – 12:15 pm Elevating Story Time: Incorporating Informational Text into the Preschool Curriculum Amy Poteet Poirier Informational texts are largely underused in preschool classrooms. This session will focus on ways to facilitate children’s early language and literacy development through informational texts.

Participants will learn how to select developmentally appropriate informational texts, pair the texts with classic children’s books and common themes, utilize them in repeated interactive read-alouds, and incorporate them into a variety of classroom activities. Participants will leave with informational text strategies for oral language and vocabulary development, print awareness, and emergent writing; and for reinforcing knowledge, developing concepts, and facilitating further learning in classroom activities and experiences. ► Grand Salon 12 Strands: Early Childhood, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Early Childhood Word Selection: Choosing Vocabulary to Teach Margie Gillis Given the vast number of vocabulary words students need to learn, it is critical to be deliberate in selecting which words to teach. In this session, participants will first learn about the ‘word selection grid’ and how to use it as a planning tool for choosing vocabulary words to teach. Next, they will learn how to integrate the concept of ‘word utility’ with instructional methods and activities to teach the selected words. These methods of instruction include three dimensions: (1) words that have multiple meanings, (2) words that have morphological elements, and (3) words that are part of a larger network, often associated with a specific content area. ► Grand Salon A Strands: ELL, At-Risk Students, CCSS Audience: All

The Challenge of Learning to Write: It Takes a Juggler

Concurrent Sessions continued

Judi Dodson The creation of avid and proficient writers is our goal. However, the accomplishment of this goal sometimes leaves us feeling like we are working in the circus. While ideas and inspiration, structure, oral language, and application are all critically important to the development of writers, balancing these skills with foundational skills is non-negotiable. The writing process depends on both higher and lower order cognitive skills working in balance. This session will focus on achieving a balance of those higher level outcomes with the development of lower level, but essential, foundational skills. When lower order skills are automatic, they free up the writer to attend to higher order processes. Most writing instruction focuses on the importance of higher order skills such as the generation of ideas, vocabulary, and background knowledge. We will learn about the role handwriting fluency and spelling should also play in the development of young writers. The creation of young communicators, authors and storytellers who write with pleasure is our desired outcome; building a strong foundation upon which that can develop is critical to achieving that goal. ► Grand Salon 24 Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Instructional Support Teaching is Building Memory: Creating Effective Reading Instruction Michael Hunter To learn is to create a long-term memory. Cognitive science tells that there are two main types of longterm memory related to learning: memory for doing and memory for information. Developing automaticity with memory for doing and spontaneous recall of memory for information is critical to the reading process. Working memory plays a vital part in creating long-term memory. Understanding how the reading process involves long-term memory can help us teach reading more effectively, especially to struggling readers. In this session, we will relate learning memory to the Simple View of Reading research. We will model examples of effective reading instruction to help struggling readers build the learning (long-term memory) that leads to reading success. ► Grand Salon 21 Strands: At-Risk Students, High-Yield Classroom Strategies and Tactics, Dyslexia and Other Learning Issues Audience: Elementary, Instructional Leadership, Special Education

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DETAILED AGENDA

THURSDAY, FEBRUARY 18, 2016

Lunch

12:15 pm – 1:15 pm ► HEC Hall, 2nd floor and Jefferson Ballroom, 3rd floor

Concurrent Sessions II

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1:30 pm – 2:55 pm

Close Reading of Complex Texts for Secondary Students

Approaches to Phonics and Vocabulary Instruction: Word Study that Works!

Douglas Fisher Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction.

In this session, we articulate an instructional plan, squarely built on research, that includes: (1) purpose and modeling, (2) close & scaffolded reading instruction, (3) collaborative conversations, (4) an independent reading staircase, and (5) performance. Attending to the information presented in the text, all while recognizing assumptions, background knowledge, and biases held by the reader, helps the reader to deeply understand that which is being read. Close reading is an instructional approach that teaches students to engage in all of these behaviors. As part of close reading, students encounter a text and read that text several times, often for different purposes and based on different questions. As part of close reading, teachers and students ask questions of the text. Some questions can be answered without having read the text; others require a deeper understanding and evidence from the text. In this session, we will focus on questions that require repeated close readings in order to be answered.

These questions include general understandings, key details, vocabulary and text structure, author’s purpose, inferences, and opinions and arguments. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics Audience: Middle/Jr. High and High School

Timothy Rasinski The components of word knowledge – decoding/ phonics, vocabulary, and spelling – are essential and foundational competencies in learning to read. Yet, many students find the study of words uninteresting and without value. In this session, Tim will share innovative, effective, and engaging methods for helping students to not only learn, but also take great delight in words and word study. Participants will learn about word learning strategies that they can implement immediately in their classrooms. ► Grand Salon 15 Strands: ELL, At-Risk Students, CCSS, Dyslexia and Other Learning Differences Audience: Early Childhood, Elementary, Middle/Jr. High, High School, Instructional Support, Special Education

Plain Talk about Literacy and Learning 2016

RtI: When Things Don’t Work as Expected Tim Shanahan Recently, a national report described a study that showed RtI programs to be ineffective in improving the reading ability of beginning readers. Firstgraders who were placed in Tier 2 interventions made lower gains than comparable children who did not receive such assistance. And, in Grades 2 and 3, the interventions, while not getting negative findings, did no better than not receiving an intervention. This presentation will explore reasons why such poor outcomes have been obtained and will consider what schools can do to ensure more successful RtI programs in the future. ► Grand Ballroom D Strands: At-Risk Students, Assessment and Feedback, HighYield Strategies and Tactics, Leadership, Dyslexia and Other Learning Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

THURSDAY, FEBRUARY 18, 2016 1:30 pm – 2:55 pm Building a Visible Learning Foundation Kristin Anderson The Visible Learning framework, constructed on the research of John Hattie, provides school-based teams with processes and tools to understand how their practices affect student learning. In this session, participants will hear about the most important messages from the Visible Learning research and understand what does and doesn’t make a significant difference in student achievement. Participants will gain a deeper understanding of what works in raising student achievement. They will also see how to work collaboratively to analyze school and student data while developing visible learners in their schools and districts. ► Grand Salon B Strands: Assessment and Feedback, Thinking and Learning, Leadership Audience: All Creating a Quality Common Formative Assessment (CFA) with Learning Progressions and Quick Progress Checks Larry Ainsworth Learning progressions are the smaller, sequenced “building blocks” of instruction necessary for students to understand the larger learning intentions of a unit of study. Quick progress checks, occurring throughout a unit of study after learning progressions, are formative checks of student understanding. When used with common formative assessments (CFAs), collaboratively planned learning progressions and quick progress checks enable teacher teams to provide corrective instruction and meet student learning needs prior to the end-of-unit CFA. These connected practices enable educators to effectively “teach, assess, interpret, and adjust.” In this follow-up session to the fundamental design of CFAs, participants will learn (1) how to identify the learning progressions for a larger learning intention, (2) how to plan quick progress checks that coincide with those learning progressions, (3) how educators adjust instruction based on the immediate feedback from quick progress checks, (4) how students use feedback to adjust their learning strategies, and (5) how learning progressions and quick progress checks work together to prepare students for success on the end-of-unit CFA. ► Grand Salon 6 Strands: CCSS, Assessment and Feedback, Thinking and Learning, Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

The Reading Instruction Competency Exam is Coming! Can You Pass?

Concurrent Sessions II continued

Louisa Moats Rigorous measures of teachers’ knowledge of language and reading instruction have been adopted in several states. In addition, the International Dyslexia Association has launched a certification exam aligned with its Knowledge and Practice Standards. Teachers must demonstrate substantive understanding of modern reading research, language structure, and teaching principles supported by science in order to be certified as competent to teach reading to diverse learners. In this session, participants will respond to a series of mock test questions. Then, we will outline and discuss the theory, research, concepts and references that will give candidates a solid foundation for acing any Reading Instruction Competency Exam. ► Grand Salon D Strands: At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Dyslexia and Other Learning Issues Audience: All How to Close Early Learning Gaps and Ensure Children Sustain Gains Vicki Gibson This session will include evidence from research that proves high quality preschool programming is the difference-maker for young children identified at risk. Evidence from two studies will be provided to demonstrate that children identified at risk can and will sustain gains when strong foundational skills are developed for emergent language, literacy, numeracy and science. However, changing outcomes for preschool children requires differentiating how we teach and what we teach.

High quality preschool programming must include intentional teacher-led instruction, collaborative practice, and productive play in child-directed centers. The challenge for implementation is classroom management and enhancing the quality of instruction and practice. This session will provide practical, affordable suggestions for changing classroom practices so that fewer children are diagnosed with learning disabilities and instead, they enter school with strong foundational skills that ensure long-term success and achievement. ► Grand Salon 12 Strands: Early Childhood, ELL, At-Risk Students, High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership Audience: Early Childhood, Elementary, Leadership, Instructional Support, Special Education

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DETAILED AGENDA Concurrent Sessions II continued

THURSDAY, FEBRUARY 18, 2016

1:30 pm – 2:55 pm

How Does an Unfamiliar Word Become a Familiar Sight Word?

Susan Hall Accomplished readers achieve strong fluency levels because they recognize more and more words by sight so they don’t have to decode them. Poor readers have limited sight vocabularies. What skills are expert readers using to convert a word that’s in their oral language into a word they recognize by sight in print? Orthographic mapping plays a key role, and phonemic analytical skills are essential in that process. While most students benchmark phoneme segmentation by mid first grade, the more analytical phonemic awareness skills continue to develop well into third and fourth grade and are a critical piece of sight word acquisition. How can our instruction include the subskills of orthographic mapping? ► Grand Salon A Strands: ELL, At-Risk Students, High-Yield Classroom Strategies and Tactics, Leadership, Dyslexia and Other Learning Issues Audience: Elementary, Leadership, Instructional Support, Special Education “Teacher, How Do You Write…” – Instructional Strategies for Helping Young Students Develop Writing Skills From Sentence to Paragraphs Lucy Hart Paulson As the most challenging and complex linguistic skill, writing must be intentionally taught to help children develop this important literacy skill set. Writing skills detailed in the Common Core Standards include expectations for composing an opinion, detailing an explanation and creating a narrative. This breakout session will describe systematic instructional strategies for helping children develop their writing skills along a developmental progression in each of these writing styles. ► Grand Salon 24 Strands: At-Risk Students, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics Audience: Early Childhood, Elementary

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Plain Talk about Literacy and Learning 2016

Interventions for Students with Executive Functions Difficulties Indirectly Related to Reading Problems George McCloskey This presentation will discuss a multidimensional model of executive functions. We will also discuss the role that executive functions play in classroom learning and behavior, with special attention to the development of executive functions, the relationship between executive functions and intelligence, and the distinction between internally commanded executive control and externally demanded executive control. ► Grand Salon 21 Strands: At-Risk Students, Assessment and Feedback, Thinking and Learning, Social-Emotional Audience: All

THURSDAY, FEBRUARY 18, 2016

3:20 pm – 4:45 pm

Arguments, Opinions, and UGs: Linking Research with Practice

Raising Reading Achievement: What REALLY Makes a Difference?

Karin Hess Who was Abraham Lincoln? What should we choose as our new school mascot? Was FDR a great leader? Learn to apply the research for developing expertise in each genre of writing by helping students to differentiate the critical components among narrative, informational, and opinions/arguments/critiques. Interactive activities will be used to illustrate strategies for building schema and developing stronger writing/discussion prompts for informational writing and the three argument types (fact-based, judgment-based, policy-based); and teaching students how to find and use the most relevant evidence (text, data, etc.) to support each type. Unit, lesson, and assessment planning tools and sample assessment prompts will be shared for all grade levels. ► Grand Ballroom A Strands: ELL, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: All

Jan Hasbrouck Research has confirmed that 90-95% of students can be taught to read at grade level. These statistics include students with learning disabilities and dyslexia. When teachers have the necessary knowledge and support to provide well-designed, differentiated instruction using the most powerful strategies (explicit, systematic, intensive instruction that involves active engagement of students) students succeed! This session will explore the research that makes this claim and detail the research-proven components that make the biggest difference. ► Grand Ballroom D Strands: ELL, At-Risk Students, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Leadership, Dyslexia and Learning Issues Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

More Than a Snapshot: Using Formative Assessment to Increase Student Learning Jennifer Marten This session helps to define the difference between formative and summative assessments and provides strategies to help teachers step away from the grade book and focus on how to use formative assessment to increase student learning.

Participants will gain insight about the following: strategies to create pre-assessments that will drive instruction; strategies to do quick and effective formative assessments; and tips for lesson planning to anticipate differentiated needs of students. ► Grand Salon 15 Strands: Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Instructional Support, Special Education

Concurrent Sessions III

Building Trust: An Essential Leadership Strategy Kristin Anderson We know from the Visible Learning research that healthy, respectful, and trusting teacher-student relationships yield an effect size of .72, or nearly two times the standard deviation. While not measured in the same fashion, building rapport and trust among adults has been proven to garner powerful results in businesses and schools/systems alike, and is an essential component in creating a culture of achievement. As leaders, it is critical to Know Thy Impact! Yet educational leaders rarely take the time to truly reflect on their interactions and relationships with their colleagues. Relational trust directly affects the trajectory and outcome of our impact, and should be viewed as a non-negotiable as schools and districts approach collaboration and school improvement. It is imperative that adults understand the correlation between the rapport and trust they establish and the overall success they achieve, and that it is never too late to repair relationships and rebuild trust. Participants will leave with practical strategies they can immediately implement with adults in their settings. ► Grand Salon B Strands: Assessment and Feedback, Leadership Audience: All

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DETAILED AGENDA Concurrent Sessions III continued

THURSDAY, FEBRUARY 18, 2016

3:20 pm – 4:45 pm

Together We Can Increase Literacy at the Secondary Level

A Literacy Assessment Planning Model for Supporting Middle and High School MTSS

Pati Montgomery Special education teachers and interventionists will learn instructional strategies that can be used in all contents areas for strategic interventions at the secondary level. Learning to read doesn’t stop at 3rd grade but, often, content teachers are not equipped with the strategies to increase reading ability in their discipline. Working with interventionists within their building may ease them into providing high-impact strategies that make a difference for all students. ► Grand Salon 6 Strands: At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Middle/Jr. High, High School, Instructional Support, Special Education

Joan Sedita A multi-tiered system of support for literacy in middle and high school is unique compared to implementing a Multi-Tier System of Supports (MTSS) in early elementary grades. All students require research-based instructional practices in the areas of content comprehension and vocabulary development, but struggling students also need Tier II supplemental support, and sometimes Tier III interventions for these reading components and more basic reading components such as phonemic awareness, phonics and fluency. This session presents a model for developing a secondary literacy assessment plan that drives instructional decisions across all tiers. Participants will be introduced to a detailed literacy assessment model and review examples of literacy assessments.

Appropriate for all educators of students in grades 5-12. ► Grand Salon 12 Strands: ELL, At-Risk Students, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

Syntax: The Bridge From Fluent Word Reading to Text Comprehension Margie Gillis Reading text fluently requires the student to read words accurately, automatically and with prosody – with intonation and phrasing. As students learn to break sentences into meaningful units (i.e., phrases and clauses), they will read with greater fluency and improve their reading comprehension.

Session participants will learn why syntax matters, and they will gain insight into how to explicitly teach their students about the role and function of words in phrases, clauses, and sentences. Participants will understand how this syntactic knowledge will lead to improvement in reading comprehension by learning how to support students’ understanding of and ability to create a variety of sentence structures. For practitioners who live in states that have adopted the Common Core State Standards, this session will provide them with a better understanding of and tools for teaching their students about syntax and grammar. ► Grand Salon D Strands: ELL, At-Risk Students, CCSS Audience: Elementary, Middle/Jr. High, Instructional Support, Special Education

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Plain Talk about Literacy and Learning 2016

Top 10 Factors in RtI Success Susan Hall Many schools are somewhere in the process of implementing RtI/MTSS. In Susan’s many years of consulting she has observed that schools are in all different places in the implementation of RtI. Some are at the early stages and some have been implementing for years. Yet regardless of how long, there are many schools not getting the full benefit from their efforts and they are not experiencing the acceleration of student reading scores possible from RtI. Come hear about the 10 most important factors present in schools that are getting results from RtI/MTSS. ► Grand Salon A Strands: At-Risk Students, Assessment and Feedback, Leadership Audience: All

THURSDAY, FEBRUARY 18, 2016 3:20 pm – 4:45 pm Every Word Counts! Making the Most of Learning Opportunities in the Early Years

The Arc of Vocabulary: From Speaking and Listening to Reading and Writing

Lucy Hart Paulson The “30 Million Word Gap” is gaining traction across the country emphasizing the importance of interactive language experiences in young children’s lives. Child-directed conversations of early childhood educators responding to children’s comments, queries, and understandings are important and vital to children’s language and literacy learning. Deepen your understanding of the impact of the talk we can provide in everyday opportunities with strategies that make an important difference on brain development and literacy learning. ► Grand Salon 24 Strands: Early Childhood, Thinking and Learning Audience: Early Childhood

Judi Dodson Words have great power. Words can change lives.

This session will address the role that increasing the use of academic language can play in our students’ literacy development and achievement.

We will focus on the “science of talk,” and how it supports the development of greater literacy skills.

Classroom talk can help students gain ideas and perspectives beyond their immediate world. It is not just the amount of talk, but the quality of talk that makes a difference. We will address ideas about classroom talk that can be effective for all students. We will discuss research on the power of classroom talk, then move from the “science of talk,” to practical and engaging activities that can deepen students’ meta-linguistic thinking, allowing them to become more conscious of their own language and the language of others. Whether it is deep phonological processing for second language learners in kindergarten that gets them listening closely to the language around them, or academic language at all grade levels – a teacher’s intentional use of language can enhance her students literacy skills in listening, speaking, reading and writing. ► Grand Salon 21 Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Dyslexia and Other Learning Issues, Social-Emotional Audience: Early Childhood, Elementary, Middle/Jr. High, Leadership, Instructional Support, Special Education

Concurrent Sessions III continued

Supporting Excellent Reading Instruction So All Students Can Read

Teach beginning and struggling readers to decode well.

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

by Linda Farrell & Michael Hunter

info@readsters.com

703-535-7355

www.readsters.com

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Plain Talk about Literacy and Learning 2016 Please remember to keep your phone on silent.

FRIDAY, FEBRUARY 19, 2016

Alice Thomas

8:00 am – 8:10 am

Opening

► Grand Ballroom

8:10 am – 9:10 am

Keynote

The Power of Mindsets: Nurturing Positive Emotions as a Foundation for Learning Robert Brooks The concept of “mindset” has gained much prominence in the field of education in the past decade. Many theories of mindset focus almost exclusively on achievement. However, in his keynote Bob will describe research and practices that have emerged from the arena of positive psychology that suggest that even as we look at achievement, we must not neglect the importance of creating mindsets imbued with positive emotions and a sense of purpose. Such features, which address social-emotional factors, serve as a significant foundation for learning and resilience. ► Grand Ballroom

9:30 am – 10:55 am How to Differentiate Professional Development for Teachers

Selecting High-Quality Curriculum for Young Children

Jill Jackson One of the questions I am often asked is this: How do I have one instructional goal for the school, when all teachers are not at the same level? My answer was typically something like, “Well, you have to differentiate coaching and PD for your staff like you do for your students.” I think that was a “no duh!” type response that wasn’t really all that helpful. The REAL question people were asking was HOW do I differentiate support for my staff? So I figured out a very simple system that takes you from one big school instructional goal to differentiated tiny goals for individual teachers based upon their skill level.

It takes into account what your whole school needs to improve upon, the professional development that all teachers need and then a continuum of skills that struggling teachers might need help with. It’s all organized for you – and ready for you to use right now. Join me in this session as I give you the stepby-step playbook for differentiating professional development for your staff. ► Grand Ballroom A Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, Leadership Audience: All

Jill Slack, Kerry Laster, and Martha Maple Research clearly demonstrates that children learn more in early childhood programs where there is a written curriculum that teachers use to guide their planning and implementation of learning experiences. Choosing a quality curriculum is an important first step. In this interactive session, participants will learn 8 key components of highquality preschool curricula and explore resources created by the Louisiana Department of Education to assist in selecting such curricula. Session activities will focus on the language and literacy component. As a bonus, participants will learn about similar resources available at the infant/toddler and K-2 levels, which if used all together, could assist districts in developing an aligned birth-grade 2 system. ► Grand Salon 15 Strands: Early Childhood Audience: Early Childhood, Elementary

Concurrent Sessions

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DETAILED AGENDA Concurrent Sessions continued

FRIDAY, FEBRUARY 19, 2016

9:30 am – 10:55 am

So What, Now What: Taking the Next Step with Feedback Jennifer Marten Feedback is one of the most powerful ways to increase student achievement. However, in order for this to happen, students need to not only get quality feedback, they need to have strategies to help them use the feedback to improve their learning. This session will focus on three areas: strategies for giving effective feedback, strategies to help students be receptive to feedback, and strategies to help students begin to self-reflect and use feedback to move their learning forward. ► Grand Ballroom D Strands: Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Instructional Support, Special Education I Understood It, But I Can’t Remember It: Making It Stick Alice Thomas For most students, the desire to do their best is strong. But there is so much to remember in school: at no time in life do we ask a person to remember so much on so many topics. So how do we make the important stuff stick? Borrowing from current research in psychology, neuroscience, and education, participants will learn what makes memory tick. Participants will also learn more about their own memory strengths and challenges, and what they can do to perform at their best when it matters most. They will leave this fast-paced session with 12 high-yield strategies that will help their students – and themselves – to become more effective learners. ► Grand Salon B Strands: High-Yield Classroom Strategies and Tactics, Thinking and Learning, Assessment and Feedback, At-Risk Students, ELL, CCSS Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

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Plain Talk about Literacy and Learning 2016

Instructional Frameworks that Work Debbie Hunsaker Incredibly, beginning class just 2 ½ minutes past the start time and ending 2 ½ minutes early results in over 15 hours of lost instruction in a year, and that is just in one class period. Participants will learn about successful schools that have implemented instructional frameworks and are reaping the benefits including fewer discipline referrals, reduction in tardiness, and, above all else, improved achievement. Participants will also ascertain how to create their own instructional frameworks that will include a focused beginning to each class period, an ending utilizing formative assessments, and a middle that focuses on purposeful reading, writing, and discussion. Resources for implementation will be provided, including a firm structure for school officials to draft their own instructional framework and connections to make instructional walkthroughs more concentrated and purposeful. ► Grand Salon 6 Strands: At-Risk Students, CCSS, Assessment and Feedback, High-Yield Classroom Strategies and Tactics, Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support Every Day Reading Routines Mary Dahlgren Daily reading routines that build on previously taught information are the perfect opportunity to insert repetition our students need to achieve automaticity and fluency. This session will focus on good Tier 1 instruction using common classroom resources to provide daily practice. Integrating simple routines as part of daily review and warm up exercises before launching new learning for the reading instruction will be emphasized. As a result of familiarity from daily practice, one of the goals will be to have students themselves lead the activity. Components include alphabet, phoneme and grapheme correspondences, irregular word reading, vocabulary, and sentence writing. ► Grand Salon D Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics Audience: Early Childhood, Elementary, Instructional Support, Special Education

FRIDAY, FEBRUARY 19, 2016

I Want To, But I Just Don’t Have Time Jonathan Williams and Rene’ Lewis-Carter “I spend too much time disciplining students, completing paperwork, going to district meetings, and dealing with building issues!” Does that sound like something you have said at some point in your career… or did you say that just yesterday? Well, you are not alone. Principals and supervisors alike wish they could allocate more time in their days to support teachers and help to further teacher’s growth and development. In this session, Jonathan and Rene’ will show you how. The secret is in the structure. You will leave with practical strategic talent management and development strategies that will expand your capacity to create systemic teacher development structures in your school. ► Grand Salon 12 Strands: Leadership Audiences: Elementary, Middle/Jr. High, Leadership, Instructional Support Teaching High Frequency Words Using a Phonics-Based Scope and Sequence Linda Farrell High frequency words are traditionally taught separately from phonics. They are introduced to students in the order of their frequency, or sometimes grouped by subject (e.g., colors, numbers). While this approach may work for many students, struggling readers often have difficulty reading and spelling high frequency words such as saw, was, where, and were. In this session participants will learn to organize and teach the words in the Dolch 220 list, the Fry list, or any other high frequency word list using a phonicsbased instructional sequence. Participants will also learn how to effectively and quickly teach students to read and spell the 50 or so words with irregular spelling patterns that don’t fit into phonics instruction. Practical ways will be shared to help students who struggle with confusing word pairs such as saw/was and where/were. A little lagniappe will be solving the quandary of whether the Dolch, Fry, or some other list is the best one to use.

(Lagniappe – pronounced lan-yap – is Louisiana talk for “something extra”.) ► Grand Salon A Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics Audience: Elementary, Instructional Leadership, Special Education

9:30 am – 10:55 am

A Road Map for Successful K-12 Tiered Reading Reading Support

Concurrent Sessions continued

Kim St. Martin This session provides a road map to elementary and secondary school leadership teams who are striving to implement a support structure to meet the reading needs of all students (above-level, on-level, and well-below grade level). The Reading Tiered Fidelity Inventory (R-TFI) elementary and secondary editions outline essential data, systems, and practices needed for a researchsupported Multi-Tier System of Support (MTSS) model. This measure includes a scoring guide for school leadership teams to more accurately self-assess the current status of their reading support structures, while also providing specific information about where to focus future efforts and resources. Sample R-TFI graphs will be shared with participants to demonstrate how school leadership teams could use R-TFI data to inform action planning and overall improvements. Participants will leave with an overview of both R-TFI editions and access to the measures. ► Grand Salon 24 Strands: At-Risk Students, Assessment and Feedback, Leadership Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education School-Wide Infrastructures for Supporting Literacy at the Secondary Level Pati Montgomery This session will focus on the systems and structures that need to be in place at the secondary level to increase literacy achievement for all students. Differences between literacy instruction at the elementary and secondary levels will be reviewed as well a framework for thinking about the kinds of instruction that are required to improve levels of adolescent literacy significantly. ► Grand Salon 21 Strands: At-Risk Students, Assessment and Feedback, HighYield Classroom Strategies and Tactics, Leadership Audience: Middle/Jr. High, High School, Leadership, Instructional Support, Special Education

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DETAILED AGENDA

FRIDAY, FEBRUARY 19, 2016

Brunch

11:00 am – 12:15 pm

► HEC Hall, 2nd floor

Concurrent Sessions II

12:15 pm – 1:55 pm

How to Teach Students to Write About What They’ve Read

High Quality, CLASS-Aligned Instructional Support Strategies that Yield Results

Jill Jackson It is confession time: I never really knew how to teach kids to write. I would say things like, “Write what’s in your head!” or “Think about what you just read and write about it.” Not so helpful, right? Well, I got tired of (and a little embarrassed about) not knowing how to teach writing, so I set out to figure out how to simply and in a step-by-step way teach students how to read something and then respond in writing. I designed some tricks and tips that help get kids independent with writing so they can take their skills to each class, grade level or period as a way to enhance the content they’re learning. The awesome thing is I learned to write better. In this practical session, I will give you the inside scoop about how you can teach formerly frustrated writers (and teachers of writing!) to build writing confidence. ► Grand Ballroom A Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: All

Amy Poteet Poirier and Danielle Marcotte Early childhood education is a world of new and exciting knowledge. Aligned with CLASS, this session will focus on the importance of high quality intentional instruction and its impact on children’s learning. Participants will learn how to implement activities and experiences that facilitate the development of usable knowledge by connecting children’s current knowledge to new ideas, concepts, and curricular content.

Do you wish you could see what that looks like in the classroom? You will – videos of real-life classroom experiences will be used throughout the presentation. Participants will also learn to scaffold children’s learning, provide high quality feedback, and increase language development tailored to the needs of the students in their classrooms.

Strategies will be provided to help teachers facilitate children’s language development, promote higherorder thinking skills, and extend learning through quality back-and-forth exchanges. ► Grand Salon B Strands: Early Childhood, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Early Childhood, Instructional Support

From Crisis to Calm: The Amazing Transformation of a Once Hopeless School Chuck Peters Twelve years ago, St. George’s School in London was a failing school by every measure: literacy, discipline, community involvement, teacher commitment, and leadership. Today, in an area of severe poverty and deprivation, St. George’s is now one of the best in the country. A consistent, integrated approach to literacy was a critical step, but not the entire solution. In this session, we will share the story of the transformation of this school, and how a small group of committed and courageous people focused on developing a sense of the whole system for effective early development.

You’ll see and discuss snippets from a video of this school’s incredible transformation. Join us for this session where you’ll have a chance to share and learn from one another. ► Grand Salon 15 Strands: Early Childhood, At-Risk Students, High-Yield Classroom Strategies and Tactics Leadership Audience: Early Childhood, Elementary, Leadership, Instructional Support, Special Education

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FRIDAY, FEBRUARY 19, 2016

Leading for Early Literacy and Future Success Monica McHale-Small Reading on level by the end of third grade not only increases the likelihood of future academic success but also post secondary success. School leaders must be informed not only about this critical relationship but also about what structures must be in place to ensure the necessary outcomes.

This session is targeted on building district leadership and will speak to the role of leadership in maximizing the achievement of on level reading by the end of third grade. An overview of the research linking early literacy achievement and future success will be provided. Using a case study approach, the knowledge, processes and resources necessary to support K-3 literacy achievement will be detailed. Data from several school and district success stories will be shared including schools that have achieved a high level of success despite a significant population of at-risk students and English Language Learners. Early literacy is critical for both school and life success and knowledgeable and proactive school and district leaders are critical for early literacy! ► Grand Salon 6 Strands: ELL, At-Risk Students, CCSS, Leadership Audience: Elementary, Leadership, Instructional Support Sound Walls vs. Word Walls Mary Dahlgren Word walls have been posted in our classrooms for years; some as a mandate by the district, others due to status quo – “it’s the way we have always done things.” This presentation will make a case to replace a word wall with a better and more effective sound wall to connect phonology and orthography.

Articulatory features to clarify production of speech sounds will be shown by using pictures of ‘kid lips’ posted above graphemes on both vowel and consonant sound walls. The hows and whys of a sound wall will be demonstrated and discussed. ► Grand Salon D Strands: ELL, At-Risk Students, CCSS, Assessment and Feedback Audience: Early Childhood, Elementary, Instructional Support, Special Education

12:15 pm – 1:55 pm

Writing From Sources: Scaffolds to Support Struggling Writers

Concurrent Sessions II continued

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

A sample writing prompt and text sources will be used to demonstrate the scaffolds. Appropriate for all educators of students in grades 4-12. ► Grand Salon 12 Strands: ELL, At-Risk Students, CCSS, High-Yield Classroom Strategies and Tactics, Thinking and Learning Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support, Special Education Suspended 42 Times…Now a Ph.D.: What Made the Difference?

Eric Jones Yes, I was suspended 42 times…so how did I land on my feet instead of jail? In large part, the answer lies in the behaviors of the principals, disciplinarians, and teachers in my schools – what they did, and what they did not do. Come hear about transparency, the belief gap, and the power of students – and adults – with an attitude. You will leave with concrete, real-time ways to turn around wayward kids. ► Grand Salon A Strands: Leadership, At-Risk Students, Social-Emotional Audience: Elementary, Middle/Jr. High, High School, Leadership, Instructional Support

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ABOUT THE CENTER FOR DEVELOPMENT AND LEARNING

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Plain Talk about Literacy and Learning 2016

ABOUT THE PRESENTERS Larry Ainsworth Larry Ainsworth, M.S., is an independent education consultant.

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

Kristin Anderson Kristin Anderson is the director of professional learning at Corwin Press. Kristin began her career as a high school English teacher for students who were kicked out of Denver Public Schools. Since then, she has worked in multiple K–12 settings in various instructional and administrative roles, and has obtained advanced degrees from Sterling College in Sterling, Kansas, University of Denver, and University of Colorado in Colorado Springs.

She is a longtime student of the field, a passionate educator, and an inspirational leader. She is a Visible Learning trainer for John Hattie. Kristin is the author of Data Teams Success Stories Volume 1, Real Time Decisions, and Getting Started with Rigorous Curriculum Design. She worked for several years delivering and designing professional development for Edison Schools and The Leadership and Learning Center.

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, an educator with over 25 years experience, is an Implementation Coordinator for Cambium Learning supporting school districts in the implementation of intervention curricula for literacy and mathematics. Previously she worked as a Literacy Specialist at the Center for Development and Learning, a non-profit educational consulting firm based in Greater New Orleans. As an educator in the New Orleans Public School system, Pam worked in a variety of capacities: as an elementary teacher she taught 4th and 5th grade students, her role as a Reading Interventionist allowed her to work directly with ‘at-risk’ students. Her role as a school site Reading Coach enabled her to support and mentor teachers in the area of literacy leading to a Central Office position as a Field Literacy Facilitator. As a Field Literacy Facilitator, Mrs. Austin provided literacy support to principals, school-site facilitators, and teachers for 10-12 schools in the district. In collaboration with others, she has developed, planned, presented, and facilitated a variety of literacy-related professional development sessions for elementary and middle school facilitators and teachers.

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ABOUT THE PRESENTERS Nancy Boyles Nancy Boyles, Ph.D., is Professor Emerita at Southern Connecticut State University where she was professor of reading and Graduate Reading Program coordinator.

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

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 the Vice President for the International Dyslexia Association and has authored curricular programs, book chapters, and journal articles related to oracy and literacy development for English language learners.

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.

Suzanne Carreker Suzanne Carreker, Ph.D., CALT,QI, is Principal Educational Content Lead at Lexia Learning Systems in Concord, MA. Suzanne was formerly Senior Vice President of Innovative Solutions at Neuhaus Education Center in Houston, TX. She is a frequent speaker at national and international conferences and is the author of numerous systematic literacy curricula, journal articles, and textbook chapters on reading and spelling.

Currently, she serves on the Board of the International Dyslexia Association and is coordinating a new certification program for teachers of reading.

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Plain Talk about Literacy and Learning 2016

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

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.

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 speaks nationally about literacy and the importance of teaching all students how to read so that they won’t drop out of school.

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

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

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

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

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Plain Talk about Literacy and Learning 2016

Michael Fullan Michael Fullan, OC, 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 advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. Michael received the Order of Canada in December 2012. He holds honorary doctorates from several universities in North America and abroad. Michael is a prolific, awardwinning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council), Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE), and Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009. Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward and Professional Capital (with Andy Hargreaves) won the AACTE 2013 Book of the Year. His most recent books include Motion Leadership In Action (2013), The Principal: Maximizing Impact (2014), A Rich Seam: How New Pedagogies Find Deep Learning (with Maria Langworthy, 2014), and Big City School Reforms: Lessons from New York, Toronto, and London (with Alan Boyle, 2014). Michael is a member of the Professional Advisory Board of the Center for Development and Learning.

Howard Fuller Howard Fuller, Ph.D., is a distinguished professor of education, and founder/director of the Institute for the Transformation of Learning at Marquette University.

The mission of the Institute is to support exemplary education options that transform learning for children, while empowering families, particularly low-income families, to choose the best options for their children.

Immediately before his appointment at Marquette University, Howard served as the Superintendent of Milwaukee Public Schools. Prior positions include director of the Milwaukee County Department of Health and Human Services, dean of general education at the Milwaukee Area Technical College, secretary of the Wisconsin Department of Employment Relations, and associate director of the Educational Opportunity Program at Marquette University. He was also a senior fellow with the Annenberg Institute for School Reform at Brown University. Howard serves on the board of the Milwaukee Collegiate Academy, the Black Alliance for Educational Options, the Milwaukee Region Board of Teach for America, the Milwaukee Charter School Advocates, and Education Cities. He is an advisory board member of the National Alliance for Public Charter Schools and the National Association for Charter School Authorizers, and the recipient of four honorary doctorate degrees.

Vicki Gibson Vicki Gibson, Ph.D., is a national educational consultant, author and speaker. Her areas of specialization include behavioral and classroom management, reading instruction, differentiating teaching and practice to improve instructional effectiveness and enhance student achievement, and early childhood education. She owned and directed three private schools in Texas for 30 years and taught at Texas A&M University in College Station, Texas. Currently, she is the Chairman/CEO for Gibson Hasbrouck & Associates, an educational consulting group that provides on-site professional development, technology-supported trainings, and develops materials for educators to conduct instructional training at the college, school and state levels. Vicki has authored and co-authored several programs and publications including Wonders, Treasures, Managing Small Groups, We Can Early Learning Curriculum, Differentiated Instruction: Grouping for Success; Differentiated Instruction: Guidelines for Implementation; Differentiating Teaching and Practice in Middle and High Schools; Managing Small Group Instruction; Administrators’ Roles for Differentiating Teaching and Practice in Middle School; Classroom Management for Preschools; Managing Behaviors to Support Differentiating Instruction; and I Can Draw Pre-Writing Program and Letters, Sounds & Strokes Phonics Program.

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ABOUT THE PRESENTERS Margie Gillis Margie Gillis, Ph.D., has been teaching children of all ages to read for over 40 years. She became interested in reading while at the University of Connecticut where she studied with Isabelle Liberman. She became certified as an Academic Language Therapist through Teachers College, Columbia University, and received her Doctorate of Education from the University of Louisville in Special Education.

Margie founded Literacy How, Inc. in 2009 to provide professional development opportunities for teachers on how best to implement research-based reading practices in the classroom. As president of Literacy How, and as a Research Affiliate at both Fairfield University and Haskins Laboratories, Margie creates new opportunities to empower teaching excellence. In 2010, Margie founded the Anne E. Fowler Foundation to continue the work of her mentor Anne Fowler. The Foundation supports scholarships for teachers to earn their sixth year degree in Reading and Language Development at Fairfield University. Margie has worked at the policy level through the Connecticut Sate Department of Education and recently was a member of the SLD/Dyslexia Workgroup. She is the co-founder, former president, and a board member of Smart Kids with Learning Disabilities, the former president of the CT Branch of the International Dyslexia Society, a board member of the Dyslexia Society of CT and New Alliance Foundation, and an executive board member of the Academic Language Therapist Association.

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Plain Talk about Literacy and Learning 2016

Sam Goldstein Sam Goldstein, Ph.D., is an assistant clinical instructor at the University of Utah School of Medicine and on staff at the University Neuropsychiatric Institute. He is Clinical Director of the Neurology Learning and Behavior Center. The Center conducts evaluations, consultation and provides treatment services to nearly 400 individuals and families each year. Sam has authored fifty trade and science texts as well as over fifty science based book chapters and peer reviewed research articles. He has also co-authored six psychological tests. He currently serves as editor in chief of the Journal of Attention Disorders and sits on the editorial boards of six peer-reviewed journals. Sam is co-editor of the Encyclopedia of Child Development.

Recent books include the Handbook of Resilience – 2nd Edition, Raising Resilient Children with Autism Spectrum Disorders, Handbooks of Neurodevelopmental and Genetic Disorders in Children and Adults, Assessment of Intelligence and Achievement, Assessment of Autism Spectrum Disorders, Handbook of Executive Functioning, Assessment of Impairment and Managing Children’s Classroom Behavior: Creating Sustainable Resilient Classrooms. He is the co-author of the Autism Sprectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System Second Edition. Currently Sam has three books and four psychological tests in development.

He has lectured to thousands of professionals and the lay public in the U.S., South America, Asia, Australia and Europe. Sam is a member of the Professional Advisory Board of the Center for Development and Learning.

Michael Haggen Michael Haggen, MA, is currently Scholastic’s national consultant for school transformation. Previously, he was Deputy Superintendent and Chief Academic Officer for Innovation and Reform for the East Baton Rouge Public School System, supporting 83 schools.

Prior to that, he was Associate Superintendent for the St. Louis Public School District, where he created the Office of Innovation and first managed the district’s 11 lowest performing schools chosen for the U.S. Department of Education’s School Improvement Grant program, and then expanded to include 19 additional low-performing schools. His 22 years of educational experience also include serving as a principal and teacher in Detroit and Lansing, Michigan, a teacher in West Africa while serving in the United States Peace Corps, and as the Chief Academic Officer and Deputy Superintendent in the New Orleans Recovery School District immediately after Katrina. Michael graduated with a bachelor of science in administration and a master of arts in education from the University of Michigan.

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.

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 Howto 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.

John Hattie John Hattie, Ph.D., is a researcher in education. He has been a professor and director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. Prior to that, he was project director and professor of education at the University of Auckland, New Zealand. John is currently the director of the Australian Educational Research Institute for Teaching and School Leadership and the president of the International Test Commission. John’s research interests include performance indicators, models of measurement and evaluation of teaching and learning. He became known to a wider public with his books Visible Learning, Visible Learning for Teachers, and Visible Learning and the Science of How We Learn. A synthesis of more than 800 meta-analyses covering more than 80 million students, Visible Learning is the result of 15 years of research about what works best for learning in schools. (His data bank has now grown to 1137 meta-analyses.) John has lived in New Zealand, Canada, the U.S., and Australia.

He holds a Ph.D. from the University of Toronto, Canada.

Karin Hess Karin Hess, Ph.D., is a senior associate at the National Center for Assessment and is recognized nationally for applying cognitive rigor and learning progressions in designing formative, interim, and performance assessments. She has over 30 years of deep experience in curriculum, instruction, and assessment. She has distinguished herself as a content and curriculum and assessment expert in multiple content areas and has effectively guided more than a dozen states in the development of grade level expectations and test specifications for general education and for alternate assessments for significantly cognitively disabled students. Karin facilitated Maine’s early work in graduation exhibitions and Rhode Island’s development and implementation of proficiency-based graduation requirements. Karin was a classroom teacher in New Jersey for 15 years, a district curriculum director, building principal, Title I director, and NJ state director of gifted education.

She has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the New England Common Assessment Program for ELA, math, and science; and as member of several Vermont state-level committees. With Linda Darling Hammond, she co-led development of the SBAC content specifications for assessment of the Common Core in ELA and mathematics.

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ABOUT THE PRESENTERS Debbie Hunsaker Debbie Hunsaker, M.Ed., is the Instructional Innovations Unit Director for the Montana Office of Public Instruction, which is responsible for implementing Reading First, Early Reading First, School Improvement, and the Montana Striving Readers Project.

Before being employed by the state of Montana, Debbie taught first, third, fourth, and fifth grades. She received her undergraduate degree from Southern Utah University where she minored in reading and language arts. She holds a master’s degree in literacy and curriculum with an emphasis in diversity. Debbie also provides consulting services across the nation in the areas of literacy, assessment, leadership, and coaching.

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

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Plain Talk about Literacy and Learning 2016

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

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.

Eric Jones Eric Jones, Ph.D., is a lifelong educator, community leader, advocate for children, political consultant, and grassroots organizer. He is the founder and CEO of Ednet, Inc., an education management company.

Previously, he has worked in the New Orleans Public School system as a principal, assistant principal, master teacher, and teacher for over 20 years. His continuous effort in New Orleans is to see that the educational landscape benefits all children, and that someday all schools will be great schools for every child. Eric attended public schools in New Orleans, earned his undergraduate degree from Southern University at New Orleans, and received his doctorate in organizational leadership from Harvard.

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

Kerry Laster Kerry Laster, Ph.D., has been an educator for more than 40 years.

She has taught at all grade levels, served as a curriculum coordinator, principal, superintendent, and deputy superintendent at the Louisiana Department of Education.

Currently, Kerry leads Louisiana’s Network I Team in north Louisiana.

Under her leadership, Shreve Island Elementary became the first year-round school in Louisiana and received the National Blue Ribbon School of Excellence Award. Kerry is the author of several articles and has spoken at district, state, national, and international conferences. She has received numerous awards both personally and for her school/district. She was selected as a Fulbright Scholar, the Louisiana Principal of the Year, the LA Reading Association’s Principal of the Year, the Louisiana PTA Educator of Distinction, the Delta Kappa Gamma Hall of Fame Award, and the Paul H. Fouquier Educational Leadership Award from the Louisiana Association of School Executives.

Rene’ Lewis-Carter Rene’ Lewis-Carter is Louisiana’s 2016 Middle School Principal of the Year. Rene’ was recently appointed as the interim CEO of Algiers Charter School Association in New Orleans. Previously, Rene’ served as principal of Martin Behrman Charter School Academy of Creative Arts for over 10 years. In the 23 years prior to 2005, Rene’ served as principal, assistant principal, instructional coordinator, teacher, and community volunteer. She has coached, mentored, and cultivated leadership in others throughout the New Orleans area.

Rene’ deeply believes that all children can learn and that all children deserve the life changing privilege of learning from a team of highly motivated teachers who care about them as scholars and citizens. This belief energizes her to create a school environment that nurtures, supports, and challenges all who enter. As a leader, she sees greatness in others, and empowers them to see greatness in themselves. A New Orleans native, Rene’ holds a bachelor’s degree in Business Administration and an MA in Educational Administration and Leadership.

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ABOUT THE PRESENTERS Martha Sutton Maple Martha Sutton Maple, MA, Ed. S., NBCT, is a program consultant/ content coach with the Louisiana Department of Education. Martha has over 50 years of teaching experience in Arkansas and Louisiana. As a classroom teacher and reading specialist, she has worked with at-risk students in public schools, as well as the Juvenile Justice System in Arkansas. As an adjunct professor, Martha taught National Board Certified Teacher classes for educators at Louisiana Tech University, as well as graduate classes at Centenary College in Shreveport. She has presented at ASCD and ILA conferences. Martha lives and breathes the love of reading and her motto has always been, “You don’t have to read every day… only on the days you eat.”

Danielle Marcotte Danielle Marcotte has 17 years of experience teaching kindergarten and pre-k. Danielle is currently an early childhood educator at Lessie Moore Elementary School in Louisiana, and she also serves as a teacher leader for the Louisiana Department of Education. As such, she actively coaches and trains early childhood educators, models appropriate practices, coach teachers in childcare centers, and provides mentoring to college students.

Danielle’s teaching philosophy is that intentional teaching, purposeful play, a focus on self regulation and impulse control, and the development of high quality teacher-child interactions are essential elements of a successful early childhood learning environment.

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Plain Talk about Literacy and Learning 2016

Jennifer Smithers Marten Jennifer Smithers Marten is the gifted and talented coordinator and online school coordinator for the Plymouth Joint School District in Plymouth, Wisconsin. She is part of the district’s Professional Development Council, helping to develop and implement building and district level professional learning. Jennifer holds a BA in Education from the University of Dallas, a Master’s in Education and Teaching from The University of Texas at Arlington, and has earned National Board Certification.

She is currently working toward a Ph.D. in Curriculum and Instruction Leadership at Marian University in Fond du Lac, Wisconsin.

George McCloskey George McCloskey, Ph.D., is a professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine. He frequently presents at national, regional and state meetings on cognitive and neuropsychological assessment and intervention topics. He consults with a number of school districts and private schools in Pennsylvania, New York, New Jersey, Connecticut and California on issues related to improving students’ self-regulation capacities in the classroom, behavior management, assessment and intervention for executive functions, difficulties related to academic and behavior problems, balanced literacy reading and writing instruction, and implementation of RtI. George is the lead author of Assessment and Intervention for Executive Function Difficulties and author of Essentials of Executive Functions Assessment. He has also been involved in test development and publishing activities for more than 25 years. He directed the development of the WISC-IV Integrated and was a Senior Research Director and the Clinical Advisor to the Wechsler Test Development Group for The Psychological Corporation (now part of Pearson) and Associate Director of Test Development for AGS (now Pearson).

Monica McHale-Small Monica McHale-Small, Ph.D., is currently the superintendent of Saucon Valley School District in Hellertown, PA. She has spent 25 years as a public educator in Pennsylvania. She started her career as a school psychologist and has spent the last eleven years in a variety of administrative positions.

Monica became passionate about reading early in her career and has long advocated bringing sound research into practice in public schools.

Recently, she has been an active member of the Pennsylvania Dyslexia Literacy Coalition, a grassroots group instrumental in the passage of House Bill 198 that establishes a Dyslexia Screening and Early Literacy Intervention Pilot in Pennsylvania. Monica is currently on the Board of the International Dyslexia Association and the Coalition for Reading Excellence. She earned her doctorate and masters degrees from the University of Pennsylvania.

Louisa Moats Louisa C. Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master’s degree at Peabody College of Vanderbilt. Later, after realizing how much more she needed to know about teaching, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Louisa spent the next 15 years as a licensed psychologist, specializing in evaluation and consultation with individuals who experienced reading, writing, and language difficulties. Louisa was the site director of the NICHD Early Interventions Project in Washington, DC, where she was invited to testify to Congress three times on teacher preparation and reading instruction in high poverty schools. She recently concluded 10 years as research advisor and consultant with Sopris Learning.

Louisa was a contributing writer of the Common Core State Standards, Foundational Reading Skills for grades K-5. In addition to the LETRS professional development series, her books include Speech to Print: Language Essentials for Teachers, Spelling: Development, Disability, and Instruction, Straight Talk About Reading (with Susan Hall), and Basic Facts about Dyslexia.

Louisa’s awards include the Samuel T. and June L. Orton award from the International Dyslexia Association for outstanding contributions to the field. Louisa is a member of the Professional Advisory Board of the Center for Development and Learning.

Pati Montgomery Pati Montgomery is a national consultant specializing in improving the professional practices of school principals. During her career, Pati has served as a classroom and a special education teacher, an elementary school principal, a middle school principal, a central administrator, and a national staff developer. Most recently, Pati was the Executive Director of Literacy for the Colorado Department of Education where she was responsible for the implementation of the READ Act—a nationally recognized third grade reading proficiency statute. Pati co-authored the book The Principal’s Primer for Raising Reading Achievement with Melody Ilk and Louisa Moats. The book is a guide for principals and school leaders that highlight systems and structures necessary for school-wide improvement in reading performance.

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 LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, a resource and activity guide for young children, and Good Talking Words, a social communication skills program for preschool and kindergarten.

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ABOUT THE PRESENTERS Chuck Peters Chuck Peters, JD, is the president and CEO of The Gazette Company in Cedar Rapids, Iowa. The Gazette Company consists of The Gazette newspaper, Hoopla, numerous online sites, and Fusionfarm, a digital services agency and ColorWeb Printers. A lawyer by training, Chuck spent a decade in the appliance business, serving as president of Amana Refrigeration and vice president of Administration of Maytag. Between appliance assignments, he was the CEO of Breakthrough, an Iowa City start-up software and consulting company engaged in developing effective early literacy programs for school systems. He has continued his focus on early literacy over the last twenty years, recently exploring effective approaches in England.

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

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Plain Talk about Literacy and Learning 2016

Joanne Quinn Joanne Quinn, MBA, consults internationally on whole system change, capacity building, leadership and professional learning, and is sought by professional organizations and institutions as a consultant, advisor, and speaker. Currently Joanne is director of Whole System Change and Capacity Building with Michael Fullan Enterprises where she leads the design of strategic whole system capacity building at the global, national, and district levels. As well, she serves as the director of Global Capacity Building for New Pedagogies for Deep Learning: A Global Partnership focused on transforming learning.

Previously, Joanne provided leadership at all levels of education as a superintendent, implementation advisor to the Ontario Ministry of Education, director of Continuing Education at the University of Toronto, and as special advisor on International Projects. Coupled with her passion to improve learning for all, these diverse leadership roles give her a unique perspective on influencing positive change. Joanne is a member of the Professional Advisory Board of the Center for Development and Learning.

Timothy Rasinski Timothy Rasinski, Ph.D., is professor of literacy education at Kent State University and director of the reading clinic. Tim taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska.

He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. In 2010 Tim was elected to the International Reading Hall of Fame.

Joan Sedita Joan Sedita M.Ed., has been an educator and nationally recognized teacher trainer for over 35 years.

She is the founding partner of Keys to Literacy, a literacy professional development organization based in MA. Joan is the author of four content literacy professional development programs (Key Comprehension Routine, Key Vocabulary Routine, Keys to Writing, The ANSWER Key Routine to for Extended Response) and a K-12 district literacy planning model (Keys to Literacy Planning).

Beginning in 1975, she worked for 23 years at the Landmark School, a pioneer in the development of literacy intervention programs. As a teacher, principal, and director of the Outreach Teacher Training Program at Landmark, Joan developed expertise, methods, and instructional programs that address the literacy needs of students in grades K-12. Joan was one of the three lead trainers in MA for the Reading First Program. She was a national LETRS trainer and co-authored LETRS Module 11, Writing, A Road to Reading Comprehension with Louisa Moats. She also wrote the adolescent literacy chapter in Multisensory Teaching of Basic Language Skills and the writing chapter in The Fundamentals of Literacy Instruction and Assessment, 6-12. Joan is an adjunct instructor at Endicott College and Fitchburg State University. She received her M.Ed. in Reading from Harvard University and her B.A. from Boston College.

Timothy Shanahan Timothy Shanahan, Ph.D., is Distinguished Professor Emeritus at the University of Illinois at Chicago where he is Founding Director of the UIC Center for Literacy.

Previously, he was director of reading for the Chicago Public Schools, serving 437,000 children.

He is author or editor of more than 200 publications including the books, Teaching with the Common Core Standards for the English Language Arts, Early Childhood Literacy, Developing Literacy in Second-Language Learners, and Improving Reading Comprehension in Kindergarten through Third Grade. Professor Shanahan is past president of the International Reading Association, he was a member of the National Reading Panel, and helped write the Common Core State Standards. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. He is a member of the Professional Advisory Board of the Center for Development and Learning.

Jill Slack Jill Slack, PhD, is a program director at the Louisiana Department of Education. She oversees Louisiana’s Striving Readers Comprehensive Literacy (SRCL) program – a multi-year, $125 million grant that provides funds to local school systems to improve literacy from birth up through grade 12. Jill also serves on several teams at the Department to develop tools and resources to support systems in implementing high quality curriculum, assessment, and early childhood programs. Prior to joining the Department in 2008, Jill worked at a federally funded technical assistance center where she supported numerous states, school systems, and intermediate agencies to implement effective approaches to improve literacy for all children. Jill’s roles over her 30+year career also include research associate, program evaluator, assistant professor, ESL instructor, reading specialist – and most importantly, classroom teacher in a high-poverty school where she helped all of her students achieve reading success.

Kim St. Martin Kim St. Martin, Ph.D., serves as the Assistant Director for Michigan’s Integrated Behavior & Learning Support Initiative (MiBLSi). Kim provides leadership in the development of MiBLSi’s District Model for implementing an integrated academic and behavior Multi-Tier System of Support (MTSS). She is also a co-author of three school-level reading fidelity assessments and implementation capacity assessments at both the district and regional agency levels. Prior to her work with MiBLSi, Kim was a principal and classroom teacher.

Over the course of the past several years, she has provided MTSS consultation to school districts and state departments of education across the country. She has also presented at several state and national MTSS conferences.

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ABOUT THE PRESENTERS 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 the co-author of The Everything Guide to Informational Texts, K-2: Best Texts, Best Practices. Currently, Laura is the vice president of professional development at Zaner-Bloser.

Alice Thomas Alice Thomas, M.Ed., is the founder, president and CEO of the Center for Development and Learning (CDL), a nonprofit organization, and has served in this position for over 20 years. Alice’s work is guided by a steadfast belief that all children, regardless of how they look, where they come from or how they learn, can and will achieve school success when provided with highly effective teachers and positive, supportive learning environments. In addition to executive duties, she facilitates professional learning for school leaders, teachers and related specialists. She is Learning Forward Academy graduate. Alice previously served as a teacher, counselor and intervention specialist. She has taught university graduate courses on differentiating instruction. Alice is the coauthor of the Plain Talk about Learning: How Students Learn and How We Should Teach professional learning curriculum, the Teens & Tots training curriculum for teens who are parents, and the Right from Birth parent/caregiver training curriculum, and she is the editor of CDL’s online library (www.cdl.org). She is the creator and director of the annual evidence-based Plain Talk Institute. Alice is the recipient of the International Dyslexia Association’s 2013 Presidential Award for Excellence.

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Plain Talk about Literacy and Learning 2016

Eric Tridas Eric Tridas, M.D., FAAP, is the Medical Director of the Tridas Center for Child Development and President of Developmental and Behavioral Pediatrics Consultants, Inc. He is a Developmental Pediatrician who specializes in the diagnosis and management of handicapping conditions including ADHD, learning differences, dyslexia, autism spectrum disorders, intellectual disabilities and other neurodevelopmental and behavioral problems. He completed his fellowship in Ambulatory Pediatrics with emphasis on Developmental Disabilities at the Children’s Hospital Medical Center in Boston. During that time he held an appointment as a Teaching Fellow at Harvard University. Dr. Tridas completed his residency in Pediatrics at the Children’s Hospital of Buffalo. He graduated from the University of Puerto Rico, School of Medicine in 1977. He is President of the International Dyslexia Association. Dr. Tridas is also the State Medical Director for Pediatric Health Choice-Prescribed Pediatric Extended Care Facilities (PPEC). He is on the board of directors of Artista’s Cafe, a non-profit organization that employs adults with autism spectrum disorders. Dr. Tridas is a founder and partner of Tridas, LLC, a software company that developed the Tridas eWriter, an application for web based structured interviews of caregivers and teacher’s that generates a customized evaluation report. He lectures nationally and internationally on topics such as dyslexia, learning disabilities, ADHD, autism spectrum disorders, executive functions and other behavioral and developmental pediatrics related subjects. Dr. Tridas edited a book for parents titled From ABC to ADHD: What Every Parent Should Know About Dyslexia and Attention Problems.

William Van Cleave William Van Cleave, M.A., is in private practice as an educational consultant whose specialties include morphology and written expression. A nationally recognized speaker, he has presented on effective teaching practices at conferences and schools around the country since 1995. In 2004 William published the first edition of Everything You Want To Know & Exactly Where To Find It, an Orton-Gillingham based reference guide. Now in its fourth edition, this manual serves tutors and teachers of struggling readers and spellers around the country. In the spring of 2012, William completed Writing Matters: Developing Sentence Skills in Students of All Ages.

Schools in the public and private arenas have adopted his methodology, and both one-on-one tutors and classroom teachers use his writing approach. Recently, he has been part of the professional development component of a S.I.G. Grant with a charter school for last chance students in Oklahoma City. There, he has trained, observed, and mentored faculty; model instructed; and designed and implemented curricula.

During his career William has tutored; taught literature, writing, and math; and held several administrative posts.

He received his B.A. in English and Women’s Studies from The College of Wooster and earned his M.A. in English from S.U.N.Y. New Paltz.

Dan Willingham Daniel Willingham, Ph.D., is currently Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don’t Students Like School?, When Can You Trust the Experts?, and Raising Kids Who Read (forthcoming). His writing on education has appeared in thirteen languages. Dan earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990.

Jonathan Williams Jonathan Williams, Ph.D., is CDL’s inaugural director of leadership and talent management. He joined CDL to lead our work that supports school leaders in their efforts to improve teacher quality through talent management and development. Jonathan brings over 20 years of experience as an educator to our team. He has worked as an elementary teacher, elementary school principal, associate director of curriculum and instruction, national consultant/principal coach, and, most recently, as director of schools for the Louisiana Recovery School District. Through his work in schools, he has gained extensive knowledge and experience in comprehensive school reform, teacher effectiveness, teacher evaluation methods, and robust, data-driven professional learning communities. A native of New Orleans, Jonathan received his bachelors’ degree in elementary education from Xavier University of Louisiana; and both his master’s in curriculum and instruction, and his doctorate in educational administration from the University of New Orleans.

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ABOUT THE EXHIBITORS

Achieve3000 1985 Cedar Bridge Ave., Suite 3 Lakewood, NJ 08701 Phone: (888) 968-6822 Email: info@achieve3000.com

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

The Center for Effective Reading Instruction 40 York Road, 4th floor Baltimore, Maryland 21204 Phone: (410) 269-0232 Web: www.effectivereading.org

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

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

Achieve3000 Achieve3000 provides differentiated online learning that meets students at their individual Lexile reading levels, then rapidly accelerates their reading proficiency.

Through the use of 100% nonfiction texts, our literacy solutions boost mastery of College and Career Readiness Standards and performance on EOCs, ACT, SAT, and state standardized assessments. Visit the Achieve3000 booth to learn more about using informational texts to teach close reading, citing text evidence, and writing analytically…while precisely differentiating instruction and providing instructional equity.

The Center for Development and Learning CDL specializes in real-time, customized professional learning services that are sustained, collaborative, intensive, job-embedded, classroom-focused, and datadriven. Aligned with the professional learning definition in the 2016 Every Student Succeeds Act, CDL’s professional learning is specific and relevant to the needs of your students and your teachers. We tackle your real-time issues such as critical thinking, metacognition, remediating struggling readers, and building and sustaining collective capacity of your teachers.

The Center for Effective Reading Instruction The Center for Effective Reading Instruction (CERI), an independent subsidiary of the International Dyslexia Association, seeks to further evidence-based approaches to reading and learning so that all students acquire the highest levels of literacy and thrive. Beginning in March 2016, CERI will offer certification to teachers and reading interventionists that affirms their knowledge and skills in teaching structured literacy. CERI also accredits university and independent training programs that provide teacher training in structured literacy.

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

Plain Talk Gold Sponsor

Curriculum Associates, LLC® Curriculum Associates is a rapidly growing education company committed to making classrooms better places for teachers and students.

We believe that all children have the chance to succeed, and our research-based, award-winning products, including i-Ready®, Ready®, BRIGANCE® and other programs provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children.

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

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

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

Grand Canyon University 3300 Camelback Road Phoenix, AZ 85017 Phone: (480) 220-4546 Email: Dwight.Richmond@gcu.edu Web: www.gcu.edu

Houghton Mifflin Harcourt 9400 Southpark Center Loop Orlando, FL 32819 Phone: (800) 225-5425 Fax: (800) 269-5232 Web: http://www.hmhco.com

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

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A little drop a day of review makes old skills easy to remember and new skills easy to grasp with Drops in the Bucket daily review books!

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

Grand Canyon University Founded in 1949, Grand Canyon University (GCU) is a private, Christian university with innovative doctoral degree programs that prepare learners for leadership roles in their professions communities and society. Our dynamic online learning community, integrated dissertation process and collaborative environment support a successful and meaningful doctoral journey.

The College of Doctoral Studies offers five engaging doctoral programs and several high-demand emphases available online or through an evening cohort model. Doctoral learners apply research, critical thinking and analytical skills to solve real world problems while applying Christian values and ethics to their journey.

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.

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

Plain Talk about Literacy and Learning 2016

Learning A-Z 1840 East River Rd, #320 Tucson, AZ 85718 Phone: (866) 889-3729 Email: sales@learninga-z.com Web: www.learninga-z.com

Lexia Learning, A Rosetta Stone Company Jana Darling 300 Baker Ave Ext, Suite 320 Concord, MA 01742 Phone: (800) 435-3942 ext. 6289 Email: jdarling@lexialearning.com

McGraw-Hill Education – Specialized Solutions Sallie Patton 8787 Orion Place Columbus OH 43240 Phone: (727) 253-2992 Email: Sallie.patton@mheducation.com Web: www.mheducation.com/prek-12

Mount St. Joseph University – Reading Science Program Office of Graduate Admission 5701 Delhi Road, Cincinnati OH 45233 Phone: (513) 244-4807 Mary Brigham Email: mary.brigham@msj.edu Web: www.msj.edu/reading-science

Learning A-Z Learning A-Z’s affordable, easy-to-use teacher and student resources fill the gaps left by many Reading, Writing, and Science education programs. Explore our site and see why Learning A-Z’s printable books and worksheets, and other projectable, online interactive and mobile teacher resources, are already being used in more than half of the school districts in the U.S. and Canada and 165+ countries worldwide. Teaching isn’t easy. And today’s teachers are being asked to do more than ever before. That’s why Learning A-Z delivers the PreK-6 resources teachers need to do more.

Lexia Learning, A Rosetta Stone Company Designed as an essential component of every reading curriculum, Lexia provides explicit, systematic, personalized learning on fundamental literacy skills, and delivers norm-referenced performance data without interrupting instruction to administer a test. This scalable, technology-based system predicts students’ year-end performance and provides teachers data-driven action plans to help differentiate instruction. Today, over one million students use Lexia’s researchproven approach.

McGraw-Hill Education – Specialized Solutions McGraw-Hill Education Specialized Solutions Group partners around the world with students, educators, administrators and other professionals to deliver engaging, adaptive and personalized solutions that improve performance and results. We specialize in research-proven programs that offer intense intervention in reading, language arts, mathematics, and science. Your McGraw-Hill Specialized Solutions Representative will partner with you to provide solutions in RTI, Intervention, Special Education, Early Childhood and Supplemental programs. Our SRA flagship programs—Reading Mastery, FLEX Literacy, Corrective Reading, and Number Worlds are recognized nationwide for innovation and academic excellence.

Mount St. Joseph University – Reading Science Program A National leader in Reading Education, Mount St. Joseph University is one of the first nine International Dyslexia Association accredited programs. Reading Science courses leading to a Reading Endorsement (OH), Dyslexia Certificate, and/or Master’s degree are offered fully on-line. In addition to Ohio, we are authorized to accept students from 44 states including Louisiana. Designed for the working professional, the Mount’s program uses a scientifically based research model.

Coursework includes LETRS (Language Essentials in Teaching Reading and Spelling) and Orton-Gillingham Multisensory Reading.

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

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

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

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

National Library of Medicine (NLM) Phone: (888) 346-3656 Fax: (301) 402-1384 Web: www.nlm.nih.gov

We are devoted to creating tools that provide boundless opportunities for learners at every stage of the journey. Because wherever learning flourishes, so do people.

Our engaging textbooks and instructional resources help you prepare every learner for college, career, and a lifetime of learning.

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

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

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

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

U.S. National Library of Medicine As part of the National Institutes of Health, the library offers free access to reliable databases and health information resources. MedlinePlus provides easy-to-read (ETR) materials which are easily understandable, health information regardless of age, background or reading level, and evidence based information about diseases and conditions for all ages. SIS Outreach Resources and Activities offer K-12 Science and Health Education to help introduce, reinforce, and supplement education programs.

LSU Health Sciences Center Library 433 Bolivar Street, B3-1 New Orleans, LA 70112 Phone: (504) 568-6104 Web: www.lsuhsc.edu/library

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Plain Talk Silver Sponsor

Plain Talk about Literacy and Learning 2016

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

Voyager Sopris Learning Our solutions are fully tested in the classroom, ensuring that they are easy to implement and teacher friendly. They are innovative, both in overall instructional approach and in the strategic use of technology in blended and 100% online solutions. Behind everything we do is an unparalleled commitment to building local capacity for sustained student success.

Wilson Language Training Corp.

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

Wilson Language Training Corp.

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

Zaner-Bloser Corporate Address 1201 Dublin Road Columbus, OH 43215

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

Superkids LA Sales Representative – Greg Thomas Phone: (225) 993-2786 Email: Greg.Thomas@zaner-bloser.com Web: www.superkidsreading.com www.zaner-bloser.com

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ABOUT THE EXHIBITORS

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Plain Talk about Literacy and Learning 2016

PLAIN TALK ABOUT LITERACY AND LEARNING March 2017 New Orleans, LA

2017

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PLAIN TALK ABOUT LITERACY AND LEARNING INSTITUTE 2017

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ABOUT THE CENTER FOR DEVELOPMENT AND LEARNING Board of Trustees 2015–2016

Officers:

Members:

Chairman Holly Sharp, CPA, CFE, CFF Shareholder and Director LaPorte

Joan Coulter Community Activist

Sidney Eshleman Thornton Community Activist

Kevin Kane President, Pelican Institute for Public Policy

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

Vice Chairman Glenny Lee Buquet Former Member, Louisiana Board of Elementary and Secondary Education Education Activist Past Chairman Frank Williams Executive Director Greater New Orleans Education Foundation Treasurer Gregory N. Rattler, Sr. Vice President, JPMorgan Chase

Charles Lacoste Management Consultant Joseph P. Lopinto, III Louisiana State Representative Attorney Cynthia Hedge Morrell Community Activist Kathleen Riedlinger CEO, Lusher Charter Schools

Secretary Barbara Johnson Principal, The Johnson Group

Community Advisory Council

Herschel L. Abbott, Jr. Jones Walker Law Firm Kelvin Adams, Ph.D. Superintendent St. Louis Public Schools Marian Arrowsmith Supervisor, Elementary Education (Ret.) St. Tammany Parish Schools Gerard Ballanco, M.D., FAAP Pediatrician (Ret.) Gordon Blundell, Jr., M.D. Child & Adolescent Psychiatrist

Executive Staff

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Alice P. Thomas Founder, President and CEO

Plain Talk about Literacy and Learning 2016

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

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

Professional Advisory Board

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

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

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

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

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

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

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

Carol Rolheiser, Ph.D. Director Centre for Teaching Support and Innovation, University of Toronto 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. Distinguished Professor Emeritus University of Illinois at Chicago Chicago, IL

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

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

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

Robert Sternberg, Ph.D. Professor of Human Development College of Human Ecology Cornell University Ithaca, NY

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

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INDEX Larry Ainsworth . . . . . . . . . . . . . . . 6, 22, 25, 37 Kristin Anderson . . . . . . . . . . . . 6, 20, 25, 27, 37 Anita Archer . . . . . . . . . . . . . . . . 5, 9, 14, 16, 37 Pam Austin . . . . . . . . . . . . . . . . . . . . 5, 13, 37 Nancy Boyles . . . . . . . . . . . . . . . . 5, 15, 17, 38 Robert Brooks . . . . . . . . . . . . . . . . 7, 31, 38, 61 Elsa CĂĄrdenas-Hagan . . . . . . . . . . 5, 13, 18, 38 Suzanne Carreker . . . . . . . . . . . . 5, 15, 18, 38 Christie Cavanaugh . . . . . . . . . . 5, 12, 17, 39 David Clemons . . . . . . . . . . . . . . . . . 5, 18, 39 Mary Dahlgren . . . . . . . . . . . . . 7, 32, 35, 39 Judi Dodson . . . . . . . . . . . . . . . 6, 23, 29, 39 Linda Farrell . . . . . . . . . . . . 5, 7, 15, 29, 33, 40 Douglas Fisher . . . . . . . . . . 6, 19, 21, 24, 40, 64 Michael Fullan . . . . . . . . . . . . . 5, 10, 14, 40, 61 Howard Fuller . . . . . . . . . . . . . 5, 10, 14, 41 Vicki Gibson . . . . . . . . . . . . . . . 5, 6, 12, 25, 41 Margie Gillis . . . . . . . . . . . . . . 6, 23, 28, 42 Sam Goldstein . . . . . . . . . . . . 6, 19, 21, 42, 61 Michael Haggan . . . . . . . . . . . . . 6, 22, 42 Susan Hall . . . . . . . . . . . . . 6, 26, 28, 43 Jan Hasbrouck . . . . . . . . . . 6, 20, 22, 27, 43 John Hattie . . . . . . . . . . . . . . . 5, 9, 11, 43 Karin Hess . . . . . . . . . . . 5, 6, 13, 18, 27, 43 Debbie Hunsaker . . . . . . . . . . . . . . . 7, 32, 44 Michael Hunter . . . . . . . . 5, 6, 15, 23, 29, 44 Jill Jackson . . . . . . . . . . . . . . . 7, 31, 34, 44, 52

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Plain Talk about Literacy and Learning 2016

Sandra Johnson . . . . . . . . . . . . . . . 5, 18, Eric Jones . . . . . . . . . . . . . . . . . 7, 35, Laura Justice . . . . . . . . . . . . . . . . 5, 9, 15, Kerry Laster . . . . . . . . . . . . . . . . 7, 31, Rene’ Lewis-Carter . . . . . . . . . . . . . 7, 33, Martha Maple . . . . . . . . . . . . . . 7, 31, Danielle Marcotte . . . . . . . . . . . . 7, 34, Jennifer Smithers Marten . . . 6, 7, 27, 32, George McCloskey . . . . . . . . . . . 6, 21, 26, Monica McHale-Small . . . . . . . . . . 7, 35, Louisa Moats . . . . . . . . 6, 19, 25, 47, 58, Pati Montgomery . . . . . . . . . 6, 7, 28, 33, Lucy Hart Paulson . . . . . . . . . . . . 6, 26, 29, Chuck Peters . . . . . . . . . . . . . . . 7, 34, Amy Poteet Poirier . . . . . . . . . 6, 7, 23, 34, Joanne Quinn . . . . . . . . . . . . 5, 11, 17, 48, Timothy Rasinski . . . . . . . . . . . . 6, 20, 24, Joan Sedita . . . . . . . . . . . . . . 6, 7, 28, 35, Tim Shanahan . . . . . . . . . . 6, 20, 24, 49, Jill Slack . . . . . . . . . . . . . . . . . . 7, 31, Kim St. Martin . . . . . . . . . . . 7, 33, Laura Stewart . . . . . . . . . . . . . 5, 14, 16, Alice Thomas . . 5, 6, 7, 9, 15, 19, 31, 32, 50, Eric Tridas, M.D. . . . . . . . . . 5, 10, 11, 14, William Van Cleave . . . . . . . . 5, 12, 17, Jonathan Williams . . . . . . . . . . 7, 33, Dan Willingham . . . . . . . . . . . . 5, 10, 11,

44 45 45 45 45 46 46 46 46 47 61 47 47 38 48 61 48 49 61 49 49 50 60 50 51 51 51

WANT TO GET OUT AND ABOUT?

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ON

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view the demo, visit literacypdrc.corwin.com Plain TalkToabout Literacy and Learning 2016

HILTON NEW ORLEANS RIVERSIDE

GRAND BALLROOM Breakfast, & Lunch GRANDKeynote BALLROOM

A Breakfast, B KeynoteC& Lunch D Thought Leaders and Concurrent Sessions

A

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B

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C

D

REGISTRATION

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1 CS

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7 CS

16 CS

6

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9 CS

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24

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15

15 CS 18 CS 21 CS 24 CS

FIRST FLOOR Third Floor

Second Floor

ATRIUM SPACE

19 CS

DL DL Thought Leaders and Concurrent Sessions GRAND SALON Concurrent Sessions Salon Salon Salon Salon Salon

3 CS

A

Grand Salon D

ASCOT ATRIUM

PRINCE OF WALES

CAMBRIDGE

Breakfast, Lunch and Brunch

GUEST ROOM ELEVATORS ELEVATORS TO 1st & 2nd

LEVELS 3, 4, 5/HEALTH CLUB

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HILTON EXHIBITION CENTER

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B

C

FOUNTAIN ROOM

GARAGE (5TH LEVEL)

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NEWNeOw ROLrElA eaN nsS| ~ 2016

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