Wisconsin State Reading Association Convention 2015 by WSRA

HOSPITALITY COMMITTEE LeeAnn Morrill, Chair, Christine Engel, Kathy Beyer

WSRA 2015 CONVENTION Dear Literacy Leaders, It is important, throughout our busy lives as educators, to pause and take stock in those who have influenced our paths and contributed to the people we are today. We focus so much of our time and energy on our families, students, lessons, and the high expectations of our profession that it is difficult to find many opportunities for reflection. This year’s WSRA convention and its theme, Who We Are: Recognizing the People, Research, and Events that Shape Us, provide us with such an opportunity. There are many events that shape our lives as educators. My sincere thanks to Barb Novak and the 2015 Convention Planning Committee for bringing together the best in what literacy research and practice has to offer. Featured international, national, and Wisconsin-based speakers will share their research, practice, and resources to assist you in reaching your professional goals. I hope you are inspired by the dynamic professional learning opportunities to help make a difference in the literacy lives of our students. While I encourage you to take this opportunity to reflect and reinvigorate your practice, I hope the people and research presented at this year’s WSRA convention, Who We Are, will help shape who you can become. We are depending on you to help create and chart the path for our literacy future!

Kathy Galvin 2014-2015 WSRA President

Dear Friends and Colleagues, There are distinct moments that shaped the educator I am today. Cultivating an entourage of brilliant colleagues who have cheered me on, challenged my thinking, swapped book titles, and provided coaching gives me the energy and desire to continue my work. Attending my first Wisconsin State Reading Association convention in 2004 introduced me to the organization that would become my professional family. Reading the Spring 2008 issue of Harvard Education Review pushed my thinking away from content area reading and toward disciplinary literacy. Fulfilling one of my favorite duties as “fun” Aunt Barb - snuggling the children of my bestest friends in my lap and sharing books - has allowed me to experience emergent literacy in a whole new way. I would not be the educator and person I am today without these moments. Wisconsin State Reading Association’s 2015 convention will be an opportunity for literacy leaders from throughout Wisconsin to gather to reflect upon who we are. It will be an opportunity to express gratitude toward the people who serve as our mentors, share the research that influences our practices, and reflect on the events that shape us as expert educators. As you prepare for and attend the convention, I hope that you will take some time to think, talk, and write about the moments that shaped the educator you are today. I look forward to celebrating these moments with you as we reflect on Who We Are: Recognizing the People, Research, and Events That Shape Us. All my best,

Barb Novak 2015 Convention Chair

SCHEDULE AT A GLANCE/TABLE OF CONTENTS WEDNESDAY 6:00PM – 9:00PM

THURSDAY

7:00AM – 5:00PM 7:30AM – 5:00PM 8:30AM – 4:30PM 11:45AM – 1:15PM 4:30PM – 5:00PM 5:00PM – 6:00PM

Registration

Registration Exhibits Institutes Lunch and Visit Exhibitors Professional Networking Reception 2015 Awards Ceremony

Introduction to Thursday . . . . . . . . . . . . . . . . . 7 Institute One . . . . . . . . . . . . . . . . . . . . . . . . 8 – 9 Institute Two . . . . . . . . . . . . . . . . . . . . . . 10 – 11 Institute Three . . . . . . . . . . . . . . . . . . . . 12 – 13 Institute Four . . . . . . . . . . . . . . . . . . . . . . 14 – 15 Institute Five . . . . . . . . . . . . . . . . . . . . . . . 16 – 17 Institute Six . . . . . . . . . . . . . . . . . . . . . . . . 18 – 19 Institute Seven . . . . . . . . . . . . . . . . . . . . . 20 – 21 Institute Eight . . . . . . . . . . . . . . . . . . . . . 22 – 23 Institute Nine . . . . . . . . . . . . . . . . . . . . . . 24 – 25 Institute Ten . . . . . . . . . . . . . . . . . . . . . . . 26 – 27 Professional Networking Reception . . . . . . 28 2015 Awards Ceremony . . . . . . . . . . . . . . . . 28

FRIDAY

7:00AM – 4:30PM Registration 7:30AM – 3:00PM Exhibits 8:00AM – 9:30AM Keynote Presentation 9:45AM – 11:15AM A Sessions 11:15AM – 12:45PM Lunch and Visit Exhibitors 1:00PM – 2:30PM B Sessions 2:45PM – 4:15PM C Sessions Introduction to Friday . . . . . . . . . . . . . . . . . 30 Opening Remarks: Tony Evers . . . . . . . . . . 31 Keynote Presentation: Andy Hargreaves . 31 Friday Strand Chart . . . . . . . . . . . . . . . . . 32 – 33 9:45 AM – 11:15 A Sessions . . . . . . . . 34 – 39 1:00 PM – 2:30 B Sessions . . . . . . . . 39 – 45 2:45 PM – 4:15 C Sessions . . . . . . . . 45 – 50

SATURDAY

7:00AM – 10:00AM Registration 7:45AM – 8:15AM Breakfast 8:30AM – 12:00PM Keynote Presentation Saturday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

MISCELLANEOUS

General Information . . . . . . . . . . . . . . . . . . . . . 3 Key to Beating the Crowds . . . . . . . . . . . . . . . 4 Wisconsin DPI Standards . . . . . . . . . . . . . . . . . 5 WSRA 2015 App . . . . . . . . . . . . . . . . . . . . . . . . 6 WSRA Webinars . . . . . . . . . . . . . . . . . . . . . . 29 Featured Speaker Biographies . . . . . . . 52 – 57 Index of Presenters . . . . . . . . . . . . . . . . . . . . 58 Important Dates to Remember . . . . . . . . . . 59 34th Annual University of Wisconsin Reading Research Symposium . . . . . . . . . . 59 WSRA President’s Hall of Fame . . . . . . . . . 60 Local Council Presidents . . . . . . . . . . . . . . . 60 WSRA Committees . . . . . . . . . . . . . . . . . . . . 60 PI 34 Task Force . . . . . . . . . . . . . . . . . . . . . . . 61 IRA Membership Information . . . . . . . . . . . 61 WSRA Membership Form . . . . . . . . . . . . . . 62 WSRA 2015 Convention Registration Form . 63 Online Registration Instructions . . . . . . . . . 64

THURSDAY and FRIDAY 7:00AM – 8:30AM

Complimentary coffee and tea available at Registration 7:00AM – 8:30AM Wisconsin Center Coffee Corner located on the first floor 11:00AM - 3:00PM Outtakes Cart with lunch items, light snacks, and beverages near Exhibit Hall D

GENERAL INFORMATION

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FRIDAY SCHEDULE 7:00AM – 4:30PM 7:30AM – 3:00PM 8:00AM – 9:30AM 9:45AM – 11:15AM 11:15AM – 12:45PM 1:00PM – 2:30PM 2:45PM – 4:15PM

Registration Exhibits Keynote Presentation A Sessions Lunch and Visit Exhibitors B Sessions C Sessions

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FRIDAY STRAND CHART

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FRIDAY SESSIONS 9:45 AM - 11:15 AM

9:45AM - 11:15AM A1 Wisconsin State Reading Association presents ___

FRI

Referencing Literacy Research Writ Large to Help All Students

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Presenter: PETER AFFLERBACH, Professor of Reading Education, University of Maryland, College Park

FEB

Audience: All

A3 Wisconsin State Reading Association presents

Beyond Co-Teaching: Getting Gains for All Students from 4K-Grade 5 Presenter: MARGARET (PEGGY) BLACK, Director, BlackBlack LEXI BALLWEG, Sun Prairie School District

Audience: PK-5 Teacher, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T2, T3, T7, T10, A1

Presentation: This session focuses on research findings that have important implications for student learning and success, but that are often overlooked. We discuss findings related to students’ self-efficacy and volition, motivation and engagement, and the development of the literate self. We then explore classroom environments that support the broad range of students’ literacy development from social to cognitive to affective.

Presentation: Push in, pull out! It’s not that simple. Coteaching is a simple framework that creates complexities for teachers that they have not experienced. However, if implemented properly and supported correctly, students will make gains in learning. Hear how in one year, moving to a co-taught environment based on the Integrated Service Delivery Model of BlackBlack, one elementary school had 85% of their students at grade level for reading. Simple coteaching training is not enough. Let us lay out a framework of training, professional development, coaching, and support that will motivate your teachers to leverage their strengths and time for the success of all readers and writers.

Addresses Wisconsin Standards: T1, T2, T3, A1, A3

Wisconsin State Reading Association presents

Information Books and Strategic Activity Presenter: NANCY ANDERSON, Professor, Department of Reading, Texas Women’s University Audience: PK-2 Classroom Teacher, Interventionist, Reading Recovery® Teacher, District Reading Specialist

Addresses Wisconsin Standards: T1, T4, T7, A1 Presentation: This session will focus on how information books provide opportunities for children to construct an efficient processing system. Current research and a review of lesson procedures that support effective teaching moves, as well as examples, will be shared.

Wisconsin State Reading Association presents

Tracking Argumentation as Readers Presenter: DOUG BUEHL, Teacher, Author, National Literacy Consultant Audience: 6-12 Teacher, Coach, Reading Specialist, Principal, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T4, T7, A1, A2, A3 Presentation: Argumentation is pervasive in informational texts and the analysis of argumentation assumes a prominent place in the Common Core State Standards for English Language Arts and Wisconsin’s Standards for Literacy in All Subjects. Explanations, conclusions, generalizations, interpretations, propositions—all are forms of argumentation that students will encounter as readers of complex disciplinary texts. Understanding the nature of argumentation, and how arguments are developed and supported in different disciplines, is an essential component in learning within a discipline. This session will explore the nature of argumentation in several different academic disciplines and model literacy practices that scaffold analyzing argumentation in complex texts as readers.

FRIDAY SESSIONS 9:45 AM - 11:15 AM A5

Wisconsin State Reading Association presents

The Politics of Language: Teaching About Language and Power

Rethinking Text Complexity: Untapped Possibilities

Presenter: LINDA CHRISTENSEN, Director of the Oregon Writing Project, Lewis and Clark College, Portland, Oregon; Author Audience: 6 - 12 Teacher, Interventionist Addresses Wisconsin Standards: T1, T3, T4, T6, T7 Presentation: Linda Christensen will draw on her 30 years as an inner city classroom teacher in Portland, Oregon, to explain her model of social justice teaching by discussing a unit on language. Using stories and examples from her classroom work, Christensen will explore ways she has attempted to engage students in a critical study about the power of language by grounding the curriculum in the language and lives of students, teaching students to pose essential and critical questions about language and society, and encouraging them to reflect on ways to make a difference in the world around them. She will provide examples that demonstrate how to value the cultures of marginalized groups while giving them access to the language and tools of power.

A6 International Reading Association presents

Teaching Adolescents How to Critically Evaluate the Quality of Online Information Presenter: JULIE COIRO, IRA Board of Directors; Associate Professor, School of Education, University of Rhode Island Audience: 6-12 Teacher, Reading Specialist, Library/Media Specialist, Director of Instruction Addresses Wisconsin Standards: T4, T5, T6, A1, A2, A3 Presentation: This session pairs several critical evaluation challenges with a corresponding set of comprehension strategy lessons that address the Common Core State Standards while supporting students across the curriculum in grades 6-12. Participants will learn about the faulty criteria adolescents typically use to judge the quality of online information and then explore ideas for teaching students how to evaluate the relevancy, accuracy, reliability, and stance of information they encounter on the Internet. Walk away with several online activities you can use immediately in your classroom.

Presenter: CATHERINE COMPTON-LILLY, Associate Professor, University of Wisconsin-Madison Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist

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Addresses Wisconsin Standards: T1, T2, T7, A1, A3 Presentation: The Common Core State Standards have raised awareness of text complexity. We will explore various ways to measure text complexity and explore how it can provide insight into studentsâ&#x20AC;&#x2122; learning. Participants will closely examine particular texts to identify the skills students need in order to successfully read and respond to those texts. The session will close with a fun activity that highlights the complexities of text complexity.

A8 Wisconsin State Reading Association presents

Literacy Coaching for Student Engagement Presenter: CHERYL DOZIER, Associate Professor, Department of Literacy Teaching and Learning, University at Albany, State University of New York Audience: Coach, Reading Specialist, Director of Instruction, Principal Addresses Wisconsin Standards: T1, T2, T3, T6, A1, A3

Presentation: In the current educational climate, it can be easy to lose sight of learners and their strengths. This talk will explore ways literacy coaches can support teachers to keep learners at the center of their teaching. We will focus on ways to learn from and with students and their families, structure opportunities for student success and engagement, understand the impact of language choices, and encourage reading/writing connections across the curriculum.

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FRIDAY SESSIONS 9:45 AM - 11:15 AM

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Wisconsin State Reading Association presents

Keep Them Talking! Developing Students’ Oral Language While Shaping Reading and Writing

Coaching Responsive Instruction: Effective Practices for Core and Intervention

Presenter: MARY FRITZ, Literacy Consultant, Reading Recovery® Teacher, Crystal Lake School District 47

Presenter: BARBARA MARINAK, Professor, Mount St. Mary’s University; Author

Audience: PK-2 Teacher, Interventionist, Reading Recovery Teacher, Coach, Reading Specialist

Audience: Coach, Reading Specialist, Principal, Director of Instruction

Addresses Wisconsin Standards: T1, T2, T3, T6, T7, T8, T9, A1, A3

Addresses Wisconsin Standards: A1, A3

Presentation: This session is particularly appropriate for educators with an interest in the crucial role oral language plays in early literacy learning. Highlighted will be students who exhibit delayed language development. Participants will • consider the role of conversation in shaping literacy, • refer to Common Core State Standards and research, • reflect on oracy groups as an intervention tool, • sample Elements of Conversation and Conversation Prompts and their impact on deeper comprehension, • view students engaged in literacy events during oracy groups, • learn about administrative tools to assess students’ oral language, and • contemplate the possibilities – shape our teaching.

Presentation: (Repeated from Thursday at 10:15 AM) The goal of a Response to Intervention (RtI) or a multi-level system of support (MLSS) is to provide responsive core classroom instruction and differentiated interventions. Coaching is critical to achieving this goal of a literacy system that meets the needs of all students. To this end, it is helpful to consider coaching as a comprehensive process. This session will suggest potentially powerful practices by defining coaching as a noun, a verb, and an adjective. By embracing a comprehensive definition of coaching, literacy leaders will come to view RtI as an ever-present opportunity for professional development during what is sure to be a “nomadic journey.”

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Wisconsin State Reading Association presents

Close Reading Without Tears: Support a Love of Reading and Thinking

Reading, Thinking, and Talking About Text

Presenter: CHRISTOPHER LEHMAN, Speaker, Education Consultant, Author Audience: 3-12 Teacher, Interventionist, Coach, Reading Specialist, Library/Media Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T3, T4, T7, A1, A2 Presentation: Christopher Lehman will share practical methods for pain-free close reading that support students in reading more thoughtfully. You will also gather ideas for taking close reading beyond the page and reach into music, television, and students’ daily lives. Reading anything closely can be empowering!

Presenter: ANNE McGILL-FRANZEN, Professor of Education in the Department of Theory and Practice in Teacher Education, Director of the Reading Center, University of Tennessee Audience: PK-3 Teacher Addresses Wisconsin Standards: T1, T2, T4 Presentation: Anne McGill-Franzen discusses what close reading looks like in the early grades and the kind of texts that are appropriate. This session examines both text and talk in a way that makes CCSS more friendly for young students and their teachers and provides the instructional scaffolds for kids to read books related to these topics on their own. The session will provide examples of both narrative and STEAM readalouds and related take-home summer books currently being used in a national research project.

FRIDAY SESSIONS 9:45 AM - 11:15 AM A13

A16

Wisconsin State Reading Association presents

Sensible and Sane Assessments That Move Children and Teachers Forward

Frame by Frame: Turning Mistakes into Teacher-able Moments

Presenter: DEBBIE MILLER, Author, Consultant

Presenter: SARAH BROWN WESSLING, High School English Teacher, Johnston High School; Author; Host of Teaching Channel Presents

Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Director of Instruction Addresses Wisconsin Standards: T1, T2, T3, T8, A1, A3 Presentation: (Repeated from Thursday at 10:15 AM) We all know that conferring with children is the best way for teachers to understand how they are applying what we are working so hard to teach them. But we can’t confer with every child, every day. So in addition to conferring, how else might we ask children to demonstrate their understanding of their learning goals? What can we ask children to make or do so that we can plan effectively for them tomorrow? What kinds of matching assessments give teachers and children a clear indication of where they are and where they need to go? Come. Let’s learn together!

A14 Wisconsin State Reading Association presents

Comprehension, Close Reading, and the Common Core Presenter: P. DAVID PEARSON, Professor, University of California, Berkeley Audience: PK-12 Teacher, Coach, Reading Specialist, Director of Instruction, Principal Addresses Wisconsin Standards: T1, T4, T7, A1, A2 Presentation: Professor Pearson will examine the latest trends in comprehension pedagogy—close reading and textdependent questions. He questions the basic assumptions about the nature of the reading comprehension process underlying these practices and finishes his remarks with his own approach to managing a theoretically and pedagogically defensible approach to close reading.

A15 Wisconsin State Reading Association presents

Stories from the Classroom in These Times Presenter: MEENOO RAMI, Teacher, Science Leadership Academy in Philadelphia, Pennsylvania

Audience: 5-12+ Teacher, Coach, Reading Specialist, Director of Instruction

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Addresses Wisconsin Standards: T1, T4, T9, A1, A3 Presentation: As educators we are in the business of getting better; yet, it always strikes me as counter-intuitive that we have a bad habit of ignoring one of our greatest assets: the mistakes we make. Instead we can use tools like video to help us see what otherwise may remain invisible in the healthy chaos of a classroom. Together we’ll use video to open up classroom doors that will leave you feeling energized and ready to see your classroom through a new lens.

A17 Wisconsin Department of Public Instruction presents

A Continuum of Supports: How SLD Eligibility Determination Requirements Fit Within a Multi-Level System of Support Presenters: LAURA ADAMS, Literacy Consultant, Wisconsin Department of Public Instruction DEB HEISS, Specific Learning Disabilities Consultant, Wisconsin Department of Public Instruction Audience: 3-12 Interventionist, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T3, T8, T9, T10, A1, A2, A3, A5, A6, A7 Presentation: What does a multi-level system of support look like and how do the requirements for specific learning disabilities (SLD) eligibility determinations “fit in”? It’s a mouthful just to ask the question! We will discuss Wisconsin’s vision for the continuum of supports that may be offered within schools, including what is and is not required. Examples will be presented and available resources will be highlighted.

Audience: All Addresses Wisconsin Standards: T1, T3, T4, T7, T9, T10, A1, A3 Presentation: What if teachers shared their stories of joys and challenges from the classroom in a more public way? How would this shift the conversation around education reform? We will examine the way teachers can go public with their work.

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FRIDAY SESSIONS 9:45 AM - 11:15 AM A18

A20

Scholastic presents

Curriculum Wars: How Everyone Can Win

Rethinking Literacy for a Digital World

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Presenters: JAMIE DIAMOND, 7th Grade English Teacher, Barrington District 220 MEG GAIER-KNAPIK, 6th Grade Mathematics Teacher, Barrington District 220 Audience: 3-12 Teacher, Coach, Reading Specialist, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T3, T4, T6, T7, T8, A1

Presenter: NANCY FORSETH, Reading Specialist, Augusta Elementary School, School District of Augusta RYAN NELSON, Principal, School District of Augusta MISSY ROHRSCHEIB, 5th Grade Teacher, School District of Augusta KAYLA SCHAEFER, Title I, School District of Augusta THERESA WHEELER, Title I, School District of Augusta Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction

Presentation: Integrating technology into your classroom does not have to be difficult. Come learn how to meet the demands of the Common Core State Standards by integrating technology with literary activities in math, science, history, and English. Specific ideas for using wikis, blogs, podcasting, and digital storytelling will be shared. Attendees will walk away with ideas and resources to use immediately in any classroom.

Addresses Wisconsin Standards: T1, T3, T4, T7, A2, A3

A19

A21

Wisconsin Department of Public Instruction presents

Educator Licensing Updates Presenter: DAVID DEGUIRE, Assistant Director, Teacher Education, Professional Development and Licensing, Wisconsin Department of Public Instruction Audience: All Addresses Wisconsin Standards: T1, A1 Presentation: This session will provide updates on the initiatives and policy changes for Teacher Education, Professional Development, and Licensing for the state of Wisconsin. The session will cover guidance for reading teachers in the RtI curriculum model, updates to PI-34/ licensure rules and changes, the professional development program (PDP) requirement, and the Educator Licensing Online (ELO) system.

Presentation: Join us to learn how we have become both a School of Recognition and a Spotlight School. We have a long way to go, but we have come to consensus on our K-5 universal curriculum and developed a three-year literacy plan that is taking the fear out of moving forward. Learn how our professional development resulted in a common understanding of literacy and how Curriculum Companion is providing a common literacy framework.

National Board Certification - Is It For Me? Presenters: LISA SUGRUE, Middle Level Literacy Teacher, Oshkosh Area School District; Language Arts Instructor, University of Wisconsin-Oshkosh DEB HILSCHER, Teacher, Oshkosh Area School District AMY SIPPERT, Teacher, Oshkosh Area School District Audience: All Addresses Wisconsin Standards: T4, T9, T10, A1, A3 Presentation: A panel of National Board Certified teachers (elementary, middle, and content area) will give an overview of what it means to become National Board Certified before opening the floor for discussion. Research has proven that engaging in the National Board Certification process translates to higher student achievement. Come see if it feels right for you!

FRIDAY SESSIONS 9:45 AM - 11:15 AM/1:00 PM - 2:30 PM

1:00PM - 2:30PM

A22 The Intersection of Literacy and Mathematics: Establishing a Community of Collaborative Discourse Presenters: KELLY LUEDEKE, Reading Specialist, Kaukauna Area School District JULIE RUCK, Instructional Support Teacher, Oshkosh Area School District

Audience: PK-5 Teacher, Coach

Presenter: PETER AFFLERBACH, Professor of Reading Education, University of Maryland, College Park

Addresses Wisconsin Standards: T1, T4, T5, T6, A1, A3 Presentation: This session will demonstrate how to create a mathematical community of discourse by spotlighting the intersection between CCSS English Language Arts standards and Mathematical Practice standards. Participants will learn how to apply practical strategies and techniques that are hallmarks of literacy instruction in mathematical instruction.

A23 Literacy Coaching K-12 for Cohesion Presenters: ENRIQUE A. PUIG, Director, University of Central Florida NANCY CHARTIER, Director of Elementary Teaching and Learning, Green Bay Area Public Schools CHAD HARNISCH, High School Principal, Sauk Prairie High School BETTY JAHNKE, Reading Recovery® Teacher Leader, Rice Lake Area School District Audience: Coach, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T7, T10, A2, A3, A4 Presentation: The creation of a cohesive K-12 model for instruction is an economic venue to implement Common Core State Standards and ensure that appropriate literacy instruction is taking place for all students. This interactive session focuses on the form and function of K-12 literacy coaching in implementing Common Core State Standards in a cohesive K-12 literacy instructional model. Participants will review and discuss specific K-12 instructional practices.

A24 Wisconsin Department of Public Instruction presents

3-8 Statewide Assessments

Wisconsin State Reading Association presents

Assessing Literacy Assessment

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Audience: All

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Addresses Wisconsin Standards: T1, T2, T3, A1, A3 Presentation: This session begins with taking inventory of your classroom, school, district, and state assessment demands. Typically this inventory shows skewing towards students’ strategy and skill development and content area knowledge gain. Also typically, assessment often ignores critical affective aspects of literacy development. Next we analyze the coverage that assessment provides in relation to students’ literacy growth. Then we consider strategies for balancing literacy assessment to best help teachers and students and to best represent the broad outcomes of a successful teaching program.

B2 Wisconsin State Reading Association presents

Adolescent Grit: Daily Instructional Habits that Help Students (and Teachers) Persevere Presenter: SAMANTHA BENNETT, Instructional Coach, Writer, Consultant Audience: 6-12 Teacher Addresses Wisconsin Standards: T1, T2, T3, T4 Presentation: Does your daily school life feel like a neverending hamster wheel race? Would you like your classroom to be a place that inspires students to jump out of bed in the morning, a place where they read and write to think deeply about big ideas that matter in the world, while developing the knowledge and skills of powerful citizens? Sam will give you a glimpse into Cris Tovani’s classroom and offer a concrete vision of practices that will help you and your students get grittier every day.

Presenter: VIJI SOMASUNDARAM, Education Consultant, Wisconsin Department of Public Instruction Audience: 3-8 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T8, A1, A3 Presentation: This presentation will include key information regarding the assessments which will be administered statewide in grades 3-8 during the 2014-15 school year.

FRIDAY SESSIONS 1:00 PM - 2:30 PM B3

Wisconsin State Reading Association presents

Making High School Co-Teaching Work…For Teachers and Students!

Responsive Literacy Coaching: Learning Side by Side Presenter: CHERYL DOZIER, Associate Professor, Department of Literacy Teaching and Learning, University at Albany, State University of New York

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Presenters: MARGARET (PEGGY) BLACK, Director, BlackBlack MARK BAZATA, Director of Curriculum and Instruction, Kewaskum School District

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Audience: 6-12 Teacher, Principal, Director of Instruction

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Addresses Wisconsin Standards: T1, T2, T3, T7, T10, A1, A3

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Presentation: Content experts. Specialists for students who have special needs or speak another first language. Common Core State Standards. IEP Goals. Language needs. Now what? Co-teach, of course! Sounds easy. Unfortunately a simple training doesn’t meet the needs of teachers as they overlay these competing needs and accountability. Come hear why an integrated model that accounts for complexities could work for your building or district. Let us lay out a framework for curriculum, schedules, teaching assignments, and lesson planning that has helped a district get substantial gains in just one year. Our model shifts from just thinking about push in or pull out to leveraging instruction for all readers and writers no matter the subject area.

Presentation: (Repeated from Thursday at 3:15 PM) This session will present ways literacy coaches can focus on learners’ literacy strengths and needs, work side by side with teachers to teach lessons, engage in demonstration lessons in classrooms, analyze student work samples, foster reading/ writing connections, and analyze/reflect on current literacy practices.

Presenter: MICHAEL FORD, Professor in and Chair of the Department of Literacy and Language, University of Wisconsin-Oshkosh

Wisconsin State Reading Association presents

Media Manager, Mediator, Mentor, and Maker: Key Roles for Adults in the Multi-Screen, Multi-Touch Digital World Presenter: CHIP DONOHUE, Dean of Distance Learning and Continuing Education. Director of the TEC (Technology in Early Childhood) Center at Erikson Institute Audience: PK-2 Teacher, Library/Media Specialist, Director of Instruction Addresses Wisconsin Standards: T2, T3, T4, A1 Presentation: Chip Donohue will focus on the intersection of child development, early learning, early literacy, and digital media. He will identify and describe four key digital age roles for adults who care for and about young children – media manager, mediator, mentor, and maker – that can help educators, librarians, and parents find the appropriate balance between “all tech” and “no tech” for raising healthy and happy young children. This is a hands-on, BYOD session, so bring your own devices and be ready to share favorite apps and strategies for technology selection, use, integration, and evaluation.

Audience: Coach, Reading Specialist, Director of Instruction, Principal Addresses Wisconsin Standards: T1, T2, T3, T6, A1, A3

B6 Wisconsin State Reading Association presents

Classroom Catalysts: What Do We Really Know About Accelerating the Growth of All Readers?

Audience: PK-5 Teacher, Interventionist, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T3, T9, A1, A3 Presentation: Let’s focus our annual review of the blurry line between pedagogy, policy, politics, and profits on what we really know about accelerating the growth of all readers in elementary literacy programs. How do we get the most bang for our buck in helping those who often need our help the most? We’ll share a little theory and research, illustrate with practical ideas, critique the critics, and even throw in a few songs for fun.

FRIDAY SESSIONS 1:00 PM - 2:30 PM B7

Wisconsin State Reading Association presents

Book Introductions: Spark Students’ Thinking for Successful Reading

Principles and Practices That Support Early Literacy

Presenter: MARY FRITZ, Literacy Consultant, Reading Recovery® Teacher, Crystal Lake School District 47

Audience: PK-2 Teacher, Interventionist, Coach, Reading Specialist, Library/Media Specialist, Director of Instruction

Audience: PK-2 Teacher, Interventionist, Reading Recovery Teacher, Coach, Reading Specialist Addresses Wisconsin Standards: T1, T2, T3, T6, T7, T8, T9, A1, A3 Presentation: During this session early interventionists, especially Reading Recovery teachers, will have opportunities to • review Reading Recovery procedures - Literacy Lessons Part Two by Dr. Marie Clay (Heinemann, 2005), • consider a framework of elements for introducing new books, • view students and teachers engaged in the new book and first reading portions of the lesson, • reflect on teacher-student conversations and their impact on co-constructing meaning, and • examine levels of scaffolding for meaning, structure, and visual information.

B8 Wisconsin State Reading Association presents

Pushing and Pulling Change with Your People Presenter: ANDY HARGREAVES, Thomas More Brennan Chair in the Lynch School of Education at Boston College Audience: Coach, Principal, Director of Instruction Addresses Wisconsin Standards: A1, A2, A3, A7 Presentation: Leaders of all kinds can push change, pull it, or nudge it. How do you push your team through areas of discomfort so that they will at least try things that they are initially skeptical about? How do you pull people into change by engaging, inspiring, and exciting them? And how do you nudge change bit by bit over long periods rather than instantaneously through dramatic events? These issues about how to get the best from your teams and how teams can get the best from each other will be the subject of this session.

Presenter: DEBBIE MILLER, Author, Consultant

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Addresses Wisconsin Standards: T1, T3, T4, A1, A3 Presentation: (Repeated from Thursday at 3:15 PM) We will look closely into three primary classrooms that represent all that’s right with the world! I’m excited to share with you three units--an author study, a book club study, and a content study--that integrate the principles and practices that support early literacy and grow happy and strong readers and writers. I’ll bring copies of our unit plans and lots of student work.

B10 Wisconsin State Reading Association presents

Conferring with Readers: Finding Focus Presenter: DONALYN MILLER, Author Audience: 3-12 Teacher, Interventionist, Coach, Reading Specialist Addresses Wisconsin Standards: T1, T2, T3, T4, T5, T8, A1, A3 Presentation: While many teachers value reading conferences because they hold students accountable for reading and provide individualized support and goal-setting, it is challenging to manage conferences with limited class time, large class size, and increased curricular demands. Donalyn Miller will discuss practical managements tips and classroom examples that will help attendees focus their reading conferences and maintain momentum for conferring all year.

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FRIDAY SESSIONS 1:00 PM - 2:30 PM

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B13

Wisconsin State Reading Association presents

“And When the Horse is Peeing” … What Years of Reading Research Tell Us About the Parallels Between Learning to Ride a Horse and Teaching Students to Read With Understanding

Developing a Self-Teaching Mechanism: A Critical Component of the Interactive Strategies Approach

Presenter: ANNEMARIE PALINCSAR, Jean and Charles Walgreen, Jr. Chair of Reading and Literacy and Teacher Educator in Educational Studies at the University of Michigan

Audience: Teacher, Reading Specialist, Coach, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T3, T4, A1, A3 Presentation: (Repeated Friday at 2:45 PM) While these two enterprises may seem unrelated, there are actually interesting analogies to be drawn between becoming a proficient rider and becoming an accomplished teacher of reading. Annemarie shares observations she made while preparing this talk and riding in the foothills of the Big Horn Mountains. A few highlights include • “For the want of a nail, a shoe is lost; for the want of a shoe, a horse is lost; for the want of a horse, a battle is lost” – the importance of teaching reading well; • “Well, I was not expecting that!” – the interactions among reader, text, and purpose; • “Despite what the horse whisperer maintains, the horse cannot read your mind” – the role of explicitness in teaching; • “You can lead a horse to water (sometimes) – but truly you cannot make the horse drink” – the role of motivation and interest in reading achievement; and • “Ride the horse … don’t let the horse ride you” – how good teachers endure and prevail in the face of demand and challenge.

B12 Wisconsin State Reading Association presents

Teacher Practice in a Connected World Presenter: MEENOO RAMI, Teacher, Science Leadership Academy in Philadelphia, Pennsylvania Audience: All Addresses Wisconsin Standards: T1, T4, T10, A1, A3 Presentation: How does teaching reading, writing, and critical thinking evolve as we navigate a connected, collaborative, and often confounding world? Sharing stories from classrooms across the country, we will examine teacher practices that lead to authentic reading and writing experiences for our students.

Presenter: DONNA SCANLON, Professor, Department of Literacy Teaching and Learning, University at Albany, State University of New York Audience: PK-2 Teacher, Interventionist, Reading Recovery® Teacher, Coach, Reading Specialist Addresses Wisconsin Standards: T1, T2, T3,T4, T6, A1, A3 Presentation: (Repeated from Thursday at 10:15 AM) To comprehend complex texts, readers must be able to identify the vast majority of the words in the text with ease. This allows them to devote their thinking to meaning construction. We will discuss how the Strategic Word Learning component of the Interactive Strategies Approach (ISA) helps primary-level children learn to identify unfamiliar words while reading and, more importantly, how the approach teaches children to attend to the words thoroughly enough that they can identify them on future encounters. Videos of teachers working in whole class, small group, and side-by-side contexts will illustrate the approach.

B14 Wisconsin State Reading Association and Scholastic present

Doable Differentiated Word Study in Action Presenter: MARGO SOUTHALL, Educational Consultant Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1. T2, T3, T4, T5, T7, T8, A1, A3 Presentation: Streamline planning and boost student achievement with ongoing, sustainable formats for a differentiated word study program. Observe each step of a high-impact guided word sort lesson that incorporates higher-level thinking skills. Implement a rotation of independent weekly tasks and a choice menu. Gain a set of multi-sensory formats for teaching high frequency words. Make the most of student learning time within a framework that integrates phonics, spelling, and vocabulary. Find out how to teach so that students will use what they know in both reading and writing.

FRIDAY SESSIONS 1:00 PM - 2:30 PM B15

B17

Wisconsin State Reading Association presents

Teachers as Writers: An Inquiry Model for Professional Development

Enduring Essentials of Literacy Coaching Presenter: CATHY TOLL, Author, Consultant Audience: Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: A1, A3 Presentation: The last dozen years have seen the proliferation of literacy coaching and provided evidence of coachingâ&#x20AC;&#x2122;s ability to make a difference. The publication of the second edition of The Literacy Coachâ&#x20AC;&#x2122;s Survival Guide (IRA, 2014) is a perfect opportunity to review essentials for effective coaching, including effective communication, skillful facilitation of coaching conversations, trusting relationships, clarity about roles, and healthy perspectives for approaching difficult situations. Cathy Toll will share insights from her own work as a guide for coaches around the world.

Presenters: GREG KEHRING, Instructional Support Teacher/ Technology Coach, Oshkosh Area School District NICHOLE PONZER, Literacy Resource Teacher, Menasha Joint School District AMY SIPPERT, Teacher, Oshkosh Area School District

Audience: Teacher, Principal, Director of Instruction, Reading Specialist, Coach

Addresses Wisconsin Standards: T1, T4, T7, T9, T10, A1, A3

Presentation: This session explores a professional development model centered upon teachers as writers, teachers as researchers, and an inquiry-based model for collaborative coaching. Facilitators will present the insights they gained planning school-wide professional development for two separate year-long writing institutes in highpoverty schools. Professional development leaders will gain strategies for building a powerful collaborative learning network in their building or district.

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B18

Wisconsin Department of Public Instruction presents

Writing About Reading to Elevate Reading Comprehension

Lenses on Reading Presenter: KATHRYN BUSH, School Psychology Consultant, Wisconsin Department of Public Instruction, Division for Learning Support Audience: All Addresses Wisconsin Standards: T3, T6, A1, A3, A7 Presentation: Do you believe everyone at your school is on the same page about literacy development and struggling readers? Based on the work of Diane Tracy and Lesley Mandel Morrow, review the continuum of philosophy of research and reading development, and learn what practices you can expect depending on each philosophy. Learn collaborative strategies to help us all expand beyond our silos.

Presenters: CHRISTIE JOHNSON, Reading Specialist/Literacy Coach, School District of Menomonee Falls JENNICA WESTFAHL, Reading Teacher, School District of Menomonee Falls Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Library/Media Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T2, T3, T4, T7, A1, A2 Presentation: Participants will learn how to get students thinking more deeply about texts by responding to their reading using a reading response log. This session will highlight the research linking reading and writing and address the Common Core State Standards. Participants will learn practical ideas for setting up logs and how to get started with using them. Participants will also learn how to promote deeper thinking using responses that address different standards and see rubrics for formative assessment.

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FRIDAY SESSIONS 1:00 PM - 2:30 PM B19

B21

Great New Books for Grade 6-12 Classrooms

Close Reading: Another 70-Year Overnight Success

Presenter: MERRI LINDGREN, Librarian, Cooperative Children’s Book Center (CCBC), School of Education, University of Wisconsin-Madison

Presenters: TOM LUESCHOW, Ph.D., Reading Specialist, Sheboygan Area School District JOANN LICHUCKI, Teacher, Sheboygan Area School District MARY MEYERS-WENNINGER, Teacher, Sheboygan Area School District JENNIFER KLEMP, Teacher, Sheboygan Area School District

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Addresses Wisconsin Standards: T1, T4 Presentation: Find out about outstanding new trade books for students in grades 6-12 highlighting recently announced American Library Association award winners and selected titles from CCBC Choices 2015, the most recent best-of-theyear list from the Cooperative Children’s Book Center.

B20 Twists, Turns, and Tunnels...Experience the Roller Coaster Ride of a 5th Grade Team’s Reader’s and Writer’s Workshop Presenters: MARY RUNDE, Reading Specialist Coach, Fond du Lac School District NICK SHULTIS, 5th Grade Teacher, Fond du Lac School District

Audience: 3-5 Classroom Teacher, Coach, Reading Specialist, Principal Addresses Wisconsin Standards: T2, T3, T4, T5, A1 Presentation: Hear and see the highs, lows, and how-tos of implementing a reader’s and writer’s workshop in two 5th grade classrooms. Nick and Mary teamed up to implement Lucy Calkins’ Units of Study in Opinion/Argument, Information, and Narrative Writing, Grade 5 (Heinemann, 2013) AND a reader’s workshop at the same time. Using collaboration, using data, and reflecting on our successes and flops, our students demonstrated significant gains on assessments. But more importantly, they started groaning when reading and writing times were over!

Audience: Grades 3-12 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T7, A1, A3 Presentation: Dr. Francis Robinson developed a study system, SQ3R, during WWII to help military personnel deal with the required extensive reading. Because of that, SQ3R has even been credited with helping to win WWII (Sticht, 2002). Today close reading is championed by respected teachers/researchers like Fischer and Frey. Participants in the presentation will leave with an enhanced concept as to how to efficiently apply both SQ3R and close reading in ALL classrooms.

B22 Wisconsin Department of Public Instruction presents

Building Collections of Texts for Elementary Social Studies/Literacy Integration Presenters: KRIS McDANIEL, Social Studies Consultant, Wisconsin Department of Public Instruction LAURA ADAMS, Literacy Consultant, Wisconsin Deparment of Public Instruction DAVID O’CONNOR, American Indian Studies Consultant, Wisconsin Deparment of Public Instruction TAMARA MAXWELL, K - 12 Literacy Coordinator, Madison Metropolitan School District KURT GRIESEMER, Director of Education, Wisconsin Historical Society MEGAN SCHLIESMAN, Librarian, Cooperative Children’s Book Center, School of Education, Univeristy of Wisconsin-Madison Audience: PK-5 Teacher, Coach, Library/Media Specialist, Director of Instruction Addresses Wisconsin Standards: T1, T3, T7, A1, A2 Presentation: When DPI Social Studies Consultant Kris McDaniel wanted to try building a sample collection of texts for elementary social studies learners, she found a connection to literacy that she hadn’t anticipated and facilitated a collaboration that models a process for educators. The resulting product and the process will be the focus of a brief presentation followed by a panel discussion with the Cooperative Children’s Book Center, DPI , and the Wisconsin Historical Society.

FRIDAY SESSIONS 1:00 PM - 2:30/2:45 PM - 4:15 PM

2:45PM - 4:15PM

B23 Wisconsin Department of Public Instruction presents

The ACT High School Assessments in Wisconsin Presenter: PEGGY ROUSH, College and Career Readiness Assessment Coordinator, Wisconsin Department of Public Instruction Audience: 9-12 Teacher, Interventionist, Reading Specialist, Principal, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T8, T10, A1, A2, A4, A7 Presentation: Peggy will share and discuss the adoption and implementation of the ACT High School Assessments in Wisconsin. Time for questions will be included.

B24 Personalized Learning with Cost-Free Online Literacy Resources Presenters: KRISTIN LEGLAR, Content and Outreach Manager, Wisconsin Media Lab BECKY MURKLEY, Educational Media Developer, Wisconsin Media Lab Audience: PK-5 Teacher, Coach, Library/Media Specialist, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T2, T3, T4, T7, A1, A3 Presentation: Nurture individual learning experiences in your classroom! This session will demonstrate how you can provide students with relevant learning experiences that directly impact learning and engage the digital generation. This session will highlight two resources for elementary students: • Into the Book is an internationally recognized program that helps students practice reading comprehension strategies. • Wisconsin Biographies features short videos and leveled eBooks about notable Wisconsinites that engage students in literacy activities within a social studies framework.

C1 Wisconsin State Reading Association presents

Matching Strategic Activity and Word Work Across a Lesson

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Presenter: NANCY ANDERSON, Professor, Department of Reading, Texas Women’s University

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Audience: PK-2 Teacher, Interventionist, Reading Recovery®

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Addresses Wisconsin Standards: T2, T3, T4, T7, T8 Presentation: This session will focus on an analysis of running records and the first reading of the new book to plan word work. An overview of how words work and what makes visual analysis easy and hard for children will focus the session. Then children’s “processing profiles” will guide the participants to create a plan of action for the word work part of the lesson. Participants will need to have Literacy Lessons Designed for Individuals (Heinemann, 2005) by Marie Clay for active participation in the session.

C2 Wisconsin State Reading Association presents

Kids with Grit: Daily Instructional Habits that Help Students (and Teachers) Persevere Presenter: SAMANTHA BENNETT, Instructional Coach, Writer, Consultant Audience: PK-5 Teacher Addresses Wisconsin Standards: T1, T2, T3, T4 Presentation: Does your daily school life feel like a neverending hamster wheel race? Would you like your classroom to be a place that inspires students to jump out of bed in the morning; a place where they read and write to think deeply about big ideas that matter in the world, while developing the knowledge and skills of powerful citizens? In this session, Sam will give you a glimpse into Debbie Miller’s classroom and offer a concrete vision of practices that will help you and your students get grittier every day.

FRIDAY SESSIONS 2:45 PM - 4:15 PM

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Wisconsin State Reading Association presents

Mentoring Self-Questioning of Complex Disciplinary Texts

Digital Media and Early Literacy: What We Know and Why it Matters to Early Childhood Educators, Early Literacy Specialists, and Children’s Librarians

Presenter: DOUG BUEHL, Teacher, Author, National Literacy Consultant Audience: 6-12+ Teacher, Coach, Reading Specialist, Principal, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T4, T7, A1, A2, A3

Presenter: CHIP DONOHUE, Dean of Distance Learning and Continuing Education and Director of the TEC (Technology in Early Childhood) Center at Erikson Institute Audience: PK-2 Teacher, Interventionist, Coach, Principal, Director of Instruction, Library/Media Specialist

Presentation: Self-questioning will be modeled as a foundational strategy for close reading, in particular for determining what is important when “working a text” for understanding an author. Literacy practices that help readers navigate information-rich texts to address significant questions and synthesize understanding will be demonstrated. The deeper one studies a discipline, the more questioning is transformed from general to disciplinaryspecific queries. Each academic discipline is configured to help students examine relevant information through a different intellectual lens; insiders within a discipline pose a line of questioning that has coherence and relevance according to the practices and ideas of that discipline.

Addresses Wisconsin Standards: T2, T3, T4, A1, A3

International Reading Association presents

Making Space for Online Inquiry in Grades K-5 Presenter: JULIE COIRO, IRA Board of Directors; Associate Professor, School of Education, University of Rhode Island Audience: K-5 Teacher, Interventionist, Coach, Reading Specialist, Library/Media Specialist, Director of Instruction Addresses Wisconsin Standards: T4, T5, T6, A1, A3 Presentation: Join us as we discuss the range of new skills, strategies, dispositions, and teaching practices needed to comprehend and use digital information in ways that matter. Learn practical ideas for how to actively engage learners in various stages of online inquiry while building skills in reading, writing, critical thinking, and collaboration. Reflect on strategies for implementing activities such as Internet Inquiry Baskets, Mystery Photos, and Structured Inquiry Circles into your regular literacy routines. Walk away with access to a companion website of online resources to use as a springboard to inquiry in your classroom.

Presentation: The NAEYC/Fred Rogers Center joint position statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, identifies the opportunities and the obstacles of selecting, using, integrating, and evaluating technology tools and interactive media in early childhood settings and children’s libraries. Chip Donohue, co-author of the position statement, will highlight key messages, identify current research findings and what we know about digital media and early literacy, and offer guidance about intentional and appropriate use of technology that supports healthy child development and promotes early learning and early literacy in the digital age.

Wisconsin State Reading Association presents

Making Reading Visible: Writing About Reading That Promotes Deep Thinking and Student Growth Presenter: CHRISTOPHER LEHMAN, Speaker, Education Consultant, Author Audience: 3-12 Teacher, Interventionist, Coach, Reading Specialist, Library/Media Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T3, T4, T7, A1, A2 Presentation: For students to make reading growth, it is important that we (and they) can SEE reading growth! Christopher Lehman will help you reinvigorate student jottings and make the most out of them in your classroom. You will see ways to help students move past boring “I predict,” “I connect” sticky notes, into using writing about reading to really push their thinking and develop more complex ideas. You will leave with fresh ideas for making the most of your reading instruction.

FRIDAY SESSIONS 2:45 PM - 4:15 PM C7

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Wisconsin State Reading Association presents

Maximizing Reading Motivation: What the Research Says

“And When the Horse is Peeing” … What Years of Reading Research Tell Us About the Parallels Between Learning to Ride a Horse and Teaching Students to Read With Understanding

Presenter: BARBARA MARINAK, Professor, Mount St. Mary’s University; Author Audience: 6-12 Teacher, Interventionist, Reading Specialist, Coach, Principal, Director of Instruction Addresses Wisconsin Standards: T2, T3, T4, T7, A1, A3 Presentation: (Repeated from Thursday at 1:30 PM) Research indicates that motivation plays a central role in literacy development. It plays a significant role in learning because it often makes the difference between superficial, shallow learning, and learning that is deep and internalized (Gambrell, 1996). Clearly students need both the skill and the will to become competent and motivated readers. This session will share a variety of methods designed to maximize reading motivation across the content areas.

C8 Wisconsin State Reading Association presents

Choice: Double the Power of Putting Books in Kids’ Hands Presenter: ANNE McGILL-FRANZEN, Professor of Education in the Department of Theory and Practice in Teacher Education, Director of the Reading Center, University of Tennessee Audience: PK-3 Teacher, Interventionist, Coach, Principal, Director of Instruction, Library/Media Specialist Addresses Wisconsin Standards: T1, T2, T3, A1, A3 Presentation: Access to books is important, but access to books that kids want to read is even more important. Many summer reading projects are underway, and free book distributions are gaining momentum. What makes a difference in the success of these projects, and what can we learn from them to take back to our classrooms and schools so that students engage with text?

C9 Wisconsin State Reading Association presents

Drinking From a Fire Hose: Self-Directed and On-Demand Professional Development Presenter: DONALYN MILLER, Author Audience: All Addresses Wisconsin Standards: T1, T9, T10, A1, A3 Presentation: In this time of austerity, many school districts cut their professional development budgets. With the rise of online and on-demand professional development opportunities, educators don’t have to depend on their districts for PD any more. We can take charge of our own learning! In this interactive session, explore tools and resources that help you learn what you want when you want.

Presenter: ANNEMARIE PALINCSAR, Jean and Charles Walgreen, Jr. Chair of Reading and Literacy and Teacher Educator in Educational Studies at the University of Michigan

Audience: Teacher, Reading Specialist, Coach, Director of

Instruction, Teacher Educator

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Addresses Wisconsin Standards: T1, T3, T4, A1, A3 Presentation: (Repeated Friday at 2:45 PM) While these two enterprises may seem unrelated, there are actually interesting analogies to be drawn between becoming a proficient rider and becoming an accomplished teacher of reading. Annemarie shares observations she made while preparing this talk and riding in the foothills of the Big Horn Mountains. A few highlights include • “For the want of a nail, a shoe is lost; for the want of a shoe, a horse is lost; for the want of a horse, a battle is lost” – the importance of teaching reading well; • “Well, I was not expecting that!” – the interactions among reader, text, and purpose; • “Despite what the horse whisperer maintains, the horse cannot read your mind” – the role of explicitness in teaching; • “You can lead a horse to water (sometimes) – but truly you cannot make the horse drink” – the role of motivation and interest in reading achievement; and • “Ride the horse … don’t let the horse ride you” – how good teachers endure and prevail in the face of demand and challenge.

C11 Wisconsin State Reading Association presents

Reading Research, Policy, and Practice: Why It Is Important to Keep Them in Alignment Presenter: P. DAVID PEARSON, Professor, University of California, Berkeley Audience: All Addresses Wisconsin Standards: T1, T8, A1, A3 Presentation: (Repeated from Thursday at 8:30 AM) P. David Pearson will discuss alternative approaches to establishing reading policy and practice, such as mandate and consensus, and then make a case for research as the fairest, most valid, and most effective basis for setting policy and guiding practice.

FRIDAY SESSIONS 2:45 PM - 4:15 PM

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Wisconsin State Reading Association presents

Small Group Intervention in Kindergarten Can Prevent Reading Difficulties

“Um, That’s Not Quite What We Had in Mind”: An Honest Conversation with Principals and Experienced Literacy Coaches About the Coaching They Want and the Coaching They Have

Presenter: DONNA SCANLON, Professor, Department of Literacy Teaching and Learning, University at Albany, State University of New York

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Audience: PK-2 Teacher, Interventionist, Reading Recovery® Teacher, Coach, Reading Specialist

FEB

Addresses Wisconsin Standards: T1, T2, T3, T4, T6, A1

FRI

Presentation: We will discuss the premises and instructional components of a small group kindergarten intervention based on the Interactive Strategies Approach (ISA). Two large scale studies of the ISA kindergarten intervention demonstrated its efficacy in reducing the incidence of reading difficulties in the later primary grades. The discussion of the instructional components will be illustrated with video clips of instruction to develop print concepts, phonological awareness, skill with the alphabetic code, and strategic word identification.

C13 Wisconsin State Reading Association and Scholastic present

Differentiated Small-Group Reading Lessons in Action Presenter: MARGO SOUTHALL, Educational Consultant Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T2, T3, T4, T5, T7, T8, A1, A3 Presentation: Gain a teacher toolkit of comprehension and fluency lessons designed to address common sources of reading difficulties, and make standards accessible to low progress students. Discover how to organize students by common need in strategy-based groups and implement lessons that target skills more intensively. Examine When/ Then charts that connect students’ assessment data to the responsive instruction that will increase their rate of progress. Engage your students and scaffold access to skills and strategies with picture-cued strategy bookmarks that provide a step-by-step approach and the strategic language for “Turn and Talk” time.

Presenter: CATHY TOLL, Author, Consultant Audience: Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: A1, A2, A3, A7 Presentation: Literacy coaching is challenging work, and principals and coaches often struggle to create programs of coaching that make a difference for teachers and students. This interactive session will invite participants to identify areas of struggle in their coaching programs and consider possible solutions. Cathy Toll will demonstrate a problemsolving model and offer practical suggestions for the toughest coaching dilemmas.

C15 Wisconsin State Reading Association presents

Pathways to Careful Reading: Getting Clear on Close Reading and Text-Dependent Questions Presenter: SARAH BROWN WESSLING, High School English Teacher, Johnston High School, Iowa; Author; Host of Teaching Channel Presents Audience: 5-12+ Teacher, Coach, Library/Media Specialist, Director of Instruction Addresses Wisconsin Standards: T1, T3, T4, T7, A1, A3 Presentation: Even though one of our teaching goals is to create more careful readers, it can be easy to confuse that with students who “do” close-reading or text-dependent questions. In this interactive session, we will practice reading closely and answering complex questions that will help our learners become the kinds of precise readers who can connect both concrete textual moments and abstract conceptual ideas.

FRIDAY SESSIONS 2:45 PM - 4:15 PM C16

C18

Wisconsin Department of Public Instruction presents

Early Reading Empowerment: An Effective RtI Approach

Results-Driven Accountability: Wisconsin’s Focus on Literacy Results for Students with Disabilities Presenters: JULIA HARTWIG, Assistant Director, Special Education Team, Wisconsin Department of Public Instruction EMILIE AMUNDSON, Director, Common Core State Standards Team, Wisconsin Department of Public Instruction KAY GUBERUD, Special Education Literacy Consultant, Special Education Team, Wisconsin Department of Public Instruction Audience: District Reading Specialist, Special Education, Principal, Director of Instruction Addresses Wisconsin Standards: A1, A2, A3 Presentation: The Office of Special Education Programs (OSEP) at the U.S. Department of Education will begin monitoring states on outcomes for students with disabilities, rather than only on compliance-related issues. Wisconsin has selected reading as its major area of focus for these efforts. Both special education and general education representatives from the Department of Public Instruction will provide information on current efforts and processes for stakeholder input.

C17 Wisconsin Department of Public Instruction presents

What Does Mathematics Have to Do With It? Presenter: KENNETH DAVIS, Mathematics Consultant, Wisconsin Department of Public Instruction Audience: PK-12 Teacher, Interventionist, Coach, Reading Specialist, Director of Instruction Addresses Wisconsin Standards: T1, T4, T7, T8, A1, A3 Presentation: How does a teacher use math concepts across a curriculum? The Common Core State Standards for Mathematics contain not only content standards, but also eight Standards for Mathematical Practice. These practices are “habits of mind” that teachers work to build in their students. These practices have implications across all disciplines, not just in mathematics. Come and learn how to use these mathematical practices in other disciplines.

Presenters: CASEY GRETZINGER, Reading Specialist, School District of Rhinelander TERESA MANEY, Director of Instruction, School District of Rhinelander AMY JOHNSON, Title I Teacher, School District of Rhinelander JoELLEN LIECK, 1st Grade Teacher, School District of Rhinelander LIZ SANGER-KUCKKAN, Reading Teacher, School District of Rhinelander AMBER TROUTMAN, Teacher, School District of Rhinelander RUTH SHORT, Professor, University of Wisconsin-Milwaukee Audience: PK-2 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T3, T4, T6, T7, T8, A1, A3 Presentation: This presentation focuses on the use of Early Reading Empowerment (ERE) as an effective approach to RtI. The School District of Rhinelander has been using ERE for the past six years. Primary teachers trained in ERE provide improved reading instruction, reducing the number of referrals for SLD. Interventionists, Title I, and reading teachers trained in ERE offer a consistent approach for reading instruction for children receiving both tier two and three interventions.

C19 Building the FoRT: Preparing Reading Professionals at University of Wisconsin-Platteville Presenters: LINDSAY HOLLINGSWORTH, Assistant Professor of Education/Literacy, University of Wisconsin-Platteville PEGGY MARCINIEC, Associate Professor of Education/Literacy, University of Wisconsin-Platteville Audience: PK-5 Teacher, Interventionist, Coach, Reading Specialist, Principal, Director of Instruction, Teacher Educator Addresses Wisconsin Standards: T1, T4, T9, A1, A3 Presentation: Individuals seeking initial teacher licensure in grades PK-5, middle level, reading teacher, and reading specialist in Wisconsin are required to take the Foundations of Reading Test (FoRT). The FoRT test assesses candidates’ depth of knowledge of reading and writing development. Join us for a presentation about the assessment and a discussion of how to best support candidates. The session will conclude with an interactive game drawing from FoRT content.

FRIDAY SESSIONS 2:45 PM - 4:15 PM C20

C23

Redefining Reading: Teaching Students to “Read” Sound, Image, and Video

PALS Marketplace, a Division of CaseNEX Products presents

Presenter: ERIK PALMER, Author, Consultant

Presenter: SHARON TOELLNER, Literacy Specialist, PALS Marketplace

Audience: 3-12 Teacher, Coach, Reading Specialist, Library/ Media Specialist, Principal, Director of Instruction Addresses Wisconsin Standards: T1, T4, T7, A1, A3

Leading with PALS - PALS for Administrators Audience: Coach, Reading Specialist, Principal, Director of Instruction

Presentation: Reading in the digital world requires making sense of print as well as all that surrounds the words. The ability to understand and analyze how sound, image, and video techniques shape the message is crucial. Reading teachers must learn how to teach students to “read” media to enable them to integrate and evaluate information from diverse sources. This session examines the keys to effective digital reading and offers lessons and activities to help students become media literate.

Addresses Wisconsin Standards: A1, A2, A3

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Secondary Reading Intervention

RtI: Moving Forward or Moving Backward?

Presenters: JODI PETERSON, Reading Specialist, Burlington Area School District ANGIE THOLE, Teacher, Burlington Area School District

Presenters: KATHY CHAMPEAU, Reading Specialist/ Consultant; Adjunct Instructor, University of WisconsinMilwaukee DEBRA ZARLING, District PK-5 Reading Coordinator, Oshkosh Area School District

Audience: 6-12 Teacher, Interventionist, Coach, Reading Specialist Addresses Wisconsin Standards: T1, T2, T3, T5, T7, T8, T10, A1, A3 Presentation: Reading intervention at secondary levels is in its ground-breaking stages. Come and see how a combination of co-teaching and small group intervention is working to meet the individual needs of struggling secondary readers. Instruction is grounded in good reader behaviors (Caldwell), while still aligning with CCSS. We are working to support student growth in core subject areas while developing a culture of literacy that encourages motivation.

C22 Great New Books for K-Five Classrooms Presenters: MEGAN SCHLIESMAN, Librarian, Cooperative Children’s Book Center, School of Education, University of Wisconsin-Madison MERRI LINDGREN, Librarian, Cooperative Children’s Book Center, School of Education, University of WisconsinMadison Audience: PK-5 Teacher, Library/Media Specialist Addresses Wisconsin Standards: T1, T4 Presentation: Find out about outstanding new trade books for kindergarten through grade five at this presentation highlighting recently announced American Library Association award winners and selected titles from CCBC Choices 2015, the most recent best-of-the-year list from the Cooperative Children’s Book Center.

Presentation: What impact can PALS have on literacy instruction? How can I use the data to improve student achievement? Which PALS reports will provide meaningful information to discuss with staff? This session will provide leaders with ideas and resources to take back to their schools and districts.

Audience: All Addresses Wisconsin Standards: T1, T2, T3, T4, T5, T7, T8, T9, A1, A2, A3, A7 Presentation: Response to Intervention, a regular education initiative, has great potential for closing the achievement gap. In order to attain this goal, expertise is THE critical component. What does expertise look like in an RtI setting? We will explore the complex nature of literacy acquisition including the sophisticated analysis of multiple forms of data and the impact it has on teaching, learning, and student achievement, whether in the classroom or the intervention setting. Is your RtI process moving you forward or backward?

SATURDAY 8:30 AM - 12:00 PM

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FEATURED SPEAKERS PETER AFFLERBACH, Ph.D., is Professor

of Reading Education at the University of Maryland, College Park. He teaches graduate and undergraduate courses in reading assessment, models of reading, and reading comprehension. Peter is the author of numerous books; the most recent include Understanding and Using Reading Assessment, K-12 (IRA, 2007) and Adolescent Literacy Inventory, Grades 6-12 with William Brozo (Pearson, 2010). He is a co-editor of the Handbook of Reading Research, 4th edition (Routledge, 2010), and he serves as co-editor of the research journal Metacognition and Learning, and co-editor of the Assessment Section, Handbook of Research on Teaching the English Language Arts (Routledge, 2011).

PATRICK ALLEN has taught for 28 years in

Douglas County, Colorado. He serves as a lab classroom host for the Denver-based Public Education and Business coalition, as well as working as a national literacy consultant. Mr. Allen is the author of Conferring: The Keystone of Reader’s Workshop (Stenhouse, 2009) and co-author of Put Thinking to The Test (Stenhouse, 2008). He has also created two DVDs for Stenhouse: What Are You Thinking (2011), which features students and educators engaged in reader’s workshop, and Fact Finders! Shared Nonfiction Think Aloud (2013), which features students learning how to determine importance in a text.

NANCY ANDERSON is a Professor in the Department of Reading at Texas Woman’s University. Her professional passion is working with children at risk of literacy failure and helping teachers understand how to teach in powerful ways. She has worked with teachers all over the world in schools, published the book Linking Assessment to Reading Comprehension Instruction (Pearson, 2008) and has articles in professional journals. However Nancy can most often be found in schools teaching children and coaching teachers. SAMANTHA BENNETT is an instructional

coach, writer, and educational consultant based in Denver, Colorado. She is the author of That Workshop Book: New Systems and Structures for Classrooms That Read, Write, and Think (Heinemann, 2007), a contributing author to Imagine It Better: Visions of What School Might Be (Heinemann, 2014), and Comprehension Going Forward (Heinemann, 2011). She has also co-authored with/contributed to 2013 Heinemann Digital Campus titles Adolescent Reading RX: What to Try When Teen Readers Can’t or Won’t with Cris Tovani and Kids with Grit: Everyday Habits that Grow Readers with Debbie Miller.

ROBYN BINDRICH teaches 7th grade ELA

in Slinger, Wisconsin, where she also facilitates a young writers’ club and has served as a differentiation coach. She has a master’s degree in Reading Instruction from Concordia University and is a teacher leader with the Fox Valley Writing Project (FVWP). Through the FVWP, Robyn recently presented at the Milwaukee Archdiocese Literacy Institute on conferring, she helped lead an Advanced Institute at University of Wisconsin-Oshkosh about which she spoke at the 2013 NWP Annual Meeting in Boston, Massachusetts, and each summer she co-facilitates the Slinger Future Authors’ Camp.

MARGARET (PEGGY) BLACK is the director of BlackBlack out of Brookfield, Wisconsin. BlackBlack is a company that builds capacity in schools that are just not getting the gains they want. Based on a set of core values, Peggy and her consultants teach and train to integrate models of Service Delivery for Special Education and ELL, as well as literacy and math. She believes that it takes an organic process in any school or district to build capacity in an already “to capacity” staff. She co-authored Minding the Achievement Gap, One Classroom at a Time (ASCD, 2012). In her free time, Peggy loves summer art festivals and searches for art that centers on women and children. SARAH BREIT earned a Bachelor of Science

Degree in Elementary/Middle Education in 2012. She is currently teaching 4th grade at Badger Elementary in Appleton. As an educator in the Appleton Area School District, she has continued learning and implementing best practices in all academic areas with an emphasis in literacy. She has spent the last two years working closely with the district literacy coach to enhance literacy instruction through effective mini-lessons, Comprehension Focus Groups, one-to-one conferring, and strategy groups. Through a gradual release model of teaching, Sarah has seen her students flourish to their highest potential while creating a love for reading!

DOUG BUEHL is a teacher, author, and

national literacy consultant. He is the author of the national bestseller Classroom Strategies for Interactive Learning, 4th Edition, 2014, and Developing Readers in the Academic Disciplines, 2011, both published by the International Reading Association. Doug was a founding member of the IRA Commission on Adolescent Literacy, past President of the Wisconsin State Reading Association, past President of the IRA Secondary Reading Interest Group, and the 1996 recipient of the International Reading Association’s Nila Banton Smith Award, presented to an outstanding secondary reading educator. Doug currently teaches adolescent literacy courses at Edgewood College in Madison.

FEATURED SPEAKERS KATHY CHAMPEAU is a reading specialist/ consultant and adjunct instructor at University of Wisconsin-Milwaukee where she teaches literacy courses including an early intervention class. She provides literacy professional development opportunities for classroom and reading teachers as well as administrators. In addition, she worked for many years providing literacy intervention for K-4 students. Kathy is a former President of the Wisconsin State Reading Association and currently serves on their Executive Committee as Legislative Chair. As a co-chair of WSRA’s ESEA/RtI/Assessment Task Force, she is co-editor of the WSRA monograph, Response to Intervention AT THE CROSSROADS. Champeau has served to promote productive literacy practices through participation in Department of Public Instruction work groups and is a member of Governor Walker’s Read to Lead Development Council. Passionate about the impact that productive literacy practices have for the lives of students and teachers, she is energized by all those whose work promotes the expertise of teachers, but particularly the work of Marie Clay and Peter Johnston. LINDA CHRISTENSEN is the Director of the

Oregon Writing Project (OWP), located in the Graduate School of Education at Lewis and Clark College. Linda is the author of Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word (2000) and Teaching for Joy and Justice: Re-Imagining the Language Arts Classroom (2009). She has co-edited several books, including The New Teacher Book: Finding Purpose, Balance, and Hope During Your First Years in the Classroom (2004) and Rethinking School Reform: Views from the Classroom (2003). All are published by Rethinking Schools. She has given keynote addresses at local, national, and international conferences about her work on literacy and social justice. She taught high school Language Arts and worked as Language Arts Curriculum Specialist for FORTY years in Portland, Oregon. She is a member of the Rethinking Schools editorial board. Linda has received numerous awards, including the Fred Heschinger Award for use of research in teaching and writing from National Writing Project, the U.S. West Outstanding Teacher of Western United States, and most recently, the Upstander Award from Antioch College.

DR. JULIE COIRO is Associate Professor in

the School of Education at the University of Rhode Island where she teaches courses in elementary and secondary literacy. She is also a member of the Board of Directors for the International Reading Association. Julie conducts research and speaks internationally about the new literacies of the Internet, online reading comprehension strategy instruction, and effective practices for technology integration and professional development. She is co-editor of the Handbook of Research on New Literacies (Lawrence Erlbaum, 2010) and co-author of Teaching with the Internet K-12: New Literacies for New Times (Rowman & Littlefield, 2004). Access Julie’s work at http://uri.academia.edu/JulieCoiro/Papers.

CATHERINE COMPTON-LILLY is an Associate Professor in Curriculum and Instruction at the University of WisconsinMadison. She was an elementary school teacher for 18 years. She is the author of Reading Families: The Literate Lives of Urban Children (Teachers College Press, 2003), Confronting Racism, Poverty and Power (Heinemann, 2004), Rereading Families (Teachers College Press, 2007), the editor of Breaking the Silence (IRA, 2009), and co-editor of Bedtime Stories and Book Reports: Complexities, Concerns, and Considerations in Fostering Parent Involvement and Family Literacy (Teachers College Press, 2010). Dr. Compton-Lilly engages in longitudinal research projects. HARVEY “SMOKEY” DANIELS has been a city and suburban classroom teacher and a college professor, and now works as a national consultant and author on literacy education. In language arts, Smokey is known for his pioneering work on student book clubs as recounted in Literature Circles: Voice and Choice in Book Clubs and Reading Groups and Mini-lessons for Literature Circles. His latest bestselling books from Heinemann on content-area literacy are Subjects Matter, Second Edition (2014); Texts and Lessons for Teaching Literature (2013); and Texts and Lessons for Content-Area Reading (2011). He is also coauthor of Best Practice, Fourth Edition (2012) and The Best Practice Video Companion (2012) as well as editor of Comprehension Going Forward (2011). CHIP DONOHUE, Ph.D., is the Dean of Distance Learning and Continuing Education and Director of the TEC (Technology in Early Childhood) Center at Erikson Institute. He is a Senior Fellow of the Fred Rogers Center for Early Learning and Children’s Media where he co-chaired the working group that revised the 2012 NAEYC/FRC joint position statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. In 2012 Chip received the first Bammy Award and the educator’s Voice Award as Innovator of the Year. CHERYL DOZIER, associate professor at the University at Albany, State University of New York, is a former K-8 classroom teacher. At the University at Albany, Cheryl prepares literacy specialists to become responsive teachers. Cheryl was awarded the 2013 International Reading Association Jerry Johns Outstanding Teacher Educator in Reading Award. Cheryl wrote Responsive Literacy Coaching (Stenhouse, 2006) and Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers with Peter Johnston and Rebecca Rogers (Teachers College Press, 2005). She has presented her research on responsive literacy coaching at national and international conferences.

FEATURED SPEAKERS MICHAEL FORD is singing his way back for his 27th year at WSRA making his 52nd different presentation. University of Wisconsin-Oshkosh teacher educator, Michael Ford is the author of the newly published books Classroom Catalysts: 15 Efficient Practices That Accelerate Readers’ Learning (Heinemann, 2014) and Engaging Minds in the Classrooms: The Surprising Power of Joy (ASCD, 2014). MARY FRITZ is a Literacy Consultant who

has worked as a Reading Recovery® Teacher, Reading Interventionist, Literacy Coach, and primary classroom teacher. She is presently on staff as a half-time Reading Recovery Teacher in Crystal Lake School District 47. Mary’s professional energies are closely tied to researching how children acquire and use language as a tool for thought. Mary has presented at state, national, and international reading conferences. She has also provided professional development for teachers in the areas of Reading Recovery and early literacy.

CYNTHIA L. GREENLEAF is Co-Director and Director of Research of the Strategic Literacy Initiative at WestEd, where she directs an integrated set of research and development initiatives to promote high-level academic literacy for diverse youth. Her research and development work is best described as design research collaboration with secondary and post-secondary subject area teachers. She developes inquiry-based professional development programs and learning environments fostering high level literacy skills for diverse learners and studies both student and teacher learning. Dr. Greenleaf’s instructional framework for disciplinary literacy development, Reading Apprenticeship, has been broadly disseminated in the United States, Canada, New Zealand, and Europe. ANDY HARGREAVES is the Thomas More

Brennan Chair in the Lynch School of Education at Boston College. Before that, he was the co-founder and co-director of the International Centre for Educational Change at the Ontario Institute for Studies in Education in Canada. Andy has authored or edited around 30 books. Several of these have achieved outstanding writing awards and are translated into many languages. His most recent books are Uplifting Leadership: How Organizations, Teams, and Communities Raise Performance with Alan Boyle and Alma Harris (JosseyBass, 2014), Professional Capital: Transforming Teaching in Every School with Michael Fullan (Teachers College Press, 2012), and The Global Fourth Way with Dennis Shirley (Corwin, 2012). He has consulted with the World Bank, the Organization for Educational Cooperation and Development (OECD), and with organizations and governments all over the world.

STEPHANIE HARVEY has spent the

past thirty years teaching and learning about reading and writing. After fifteen years of regular elementary and special education teaching in the Jefferson County Schools in Lakewood, Colorado, Stephanie became a staff developer for the Denver-based Public Education and Business Coalition (PEBC). Stephanie also serves as a private consultant to schools and districts throughout the country. A regular presenter and keynote speaker at conferences, she speaks on reading comprehension; active literacy; nonfiction reading; writing and research; inquiry-based learning; reading and writing workshop; and the role of passion, wonder, and engagement in teaching and learning. Stephanie and Anne Goudvis have released a number of videos on reading comprehension including a single tape called Read Write and Talk (Stenhouse, 2006) with a focus on active literacy, a three-tape series for English Language Learners called Reading the World (Stenhouse, 2005), and Strategic Thinking (Stenhouse, 2004), a comprehension series aimed at middle-grade readers.

ELFRIEDA “FREDDY” H. HIEBERT is President and CEO of TextProject, Inc. Dr. Hiebert received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison. She has worked in the field of early reading acquisition for 40 years as a teacher of primary-level students and as a teacher educator and researcher at the universities of Kentucky, ColoradoBoulder, Michigan, and California-Berkeley. Her research addresses ways of supporting students who depend on schools to become literate. Her interests lie in how fluency, vocabulary, and knowledge can be fostered through appropriate texts. She has authored or edited nine books, the most recent of which is Revisiting Silent Reading: New Directions for Teachers and Researchers (with R. Reutzel; IRA, 2010). Through documents such as Becoming a Nation of Readers (Center for the Study of Reading, 1985) and Every Child a Reader (Center for the Improvement of Early Reading Achievement, 1999), she has contributed to making research accessible to educators. Dr. Hiebert has written about issues of text complexity and its interpretation and implementation in Common Core classrooms. Dr. Hiebert was most recently named the 2013 AERA Research to Practice (Interpretive) Recipient. DECOTEAU IRBY, Ph.D. is an Assistant Professor in the department of Administrative Leadership at University of Wisconsin-Milwaukee. His research interests include the cultural politics of urban education; zero tolerance, school safety, and discipline policies; ideological dimensions of school reform movements; and schooling and labor experiences of Black males. He has presented research papers at numerous conferences including the American Educational Research Association, American Association of Geographers, and Association of Black Sociologists and has published papers in journals such as Studies in Educational Evaluation and Urban Education. Currently, Dr. Irby is ViceChair of the Safe Schools and Communities special interest group of the American Educational Research Association.

FEATURED SPEAKERS ELLIN OLIVER KEENE has been a

classroom teacher, staff developer, nonprofit director and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin currently serves as Director of Research and Development for the PEBC, as senior advisor to Heinemann Professional Development, and as consultant to schools and districts throughout the country and abroad.

GLORIA LADSON-BILLINGS is the Kellner Family Professor of Urban Education in the Department of Curriculum and Instruction at the University of WisconsinMadison and the 2005-2006 President of the American Educational Research Association (AERA). She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children (Jossey-Bass, 1994), Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (Jossey-Bass, 2001), and the author of many journal articles and book chapters. She is the 2004 recipient of the George and Louise Spindler Award for ongoing contributions in educational anthropology, given by the Council on Anthropology and Education of the American Anthropological Association. In the spring of 2005, she was elected to the National Academy of Education. CAROL LEE is the Edwina S. Tarry

Professor of Education and Social Policy at Northwestern University. She received her Ph.D. from the University of Chicago and served for over 20 years prior to her university career as a classroom teacher at the primary, secondary, and community college levels. She is a founder of four schools in Chicago spanning over a 40-year period, including serving as a founder and Board Chair of the Betty Shabazz International Schools, a Chicago charter network of three schools founded in 1998. She is a former President of the American Education Research Association (AERA) and the National Conference on Language and Literacy (NCRLL). She is a member of the National Academy of Education and a Fellow with both AERA and NCRLL.

CHRISTOPHER LEHMAN is an international speaker, education consultant, and New York Times bestselling author. His books include Falling in Love with Close Reading (with Kate Roberts, Heinemann, 2013) and Energize Research Reading and Writing (Heinemann, 2012). He is the Founding Director of The Educator Collaborative, a think tank and educational consulting organization working to innovate the ways educators learn together. Previously Chris has been a classroom teacher, literacy coach, and a Senior Staff Developer with the Teachers College Reading and Writing Project at Columbia University. He holds degrees from University of Wisconsin-Madison, New York Unversity, and Teachers College, Columbia University. SCOTT MACKIN is a Reading Recovery®

Teacher Leader in north central Wisconsin. He has nineteen years of experience with Reading Recovery. He is a National Board Certified Teacher and an adjunct at Viterbo University.

DR. BARBARA A. MARINAK is associate

professor in the School of Education and Human Services at Mount St. Mary’s University, where she teaches reading courses. Marinak received a Ph.D. in Literacy from the University of Maryland, College Park. Prior to joining the faculty at Penn State Harrisburg, Marinak spent more than two decades in public education. She held a variety of leadership positions, including reading supervisor, elementary curriculum supervisor, and acting superintendent. She serves on the Response to Intervention (RtI) Commission of the International Reading Association. Marinak recently coauthored a chapter on starting and sustaining a systemic approach to RtI in the International Reading Association (IRA) book Successful Approaches to RtI: Collaborative Practices for Improving K–12 Literacy. She is also a co-editor of Essential Readings on Motivation (IRA, 2010). Marinak’s research interests include reading motivation, intervention practices, and the use of informational text. Her work can be found in The Reading Teacher, Literacy Research and Instruction, and Young Children.

FEATURED SPEAKERS LAURIE McCARTHY is a multi-age, first and second grade teacher in the MuskegoNorway School District. In 2012 she and her colleagues presented at the International Reading Association on their work in critical inquiry. Laurie has also presented at the Wisconsin Teacher Convention, Wisconsin State Reading Association convention, and to local reading councils about her inquiry approach to writing based on Katie Wood Ray’s research. Her practices have been grounded in many experts in the education field including Peter Johnston, Katie Wood Ray, and Kathy Short. ANNE McGILL-FRANZEN, Ph.D., is professor of education in the Department of Theory and Practice in Teacher Education and director of the Reading Center at the University of Tennessee, Knoxville, Tennessee. She has written extensively on early literacy as well as reading disabilities and instructional interventions to mitigate the problems faced by struggling readers and their classroom teachers. She is coeditor of Summer Reading: Closing the Rich/Poor Achievement Gap (IRA, 2013). DEBBIE MILLER taught and learned

from children in the Denver Public Schools for thirty years. She is the author of Reading with Meaning: Teaching Comprehension in the Primary Grades, 2nd Edition (Stenhouse, 2013) and Teaching with Intention (Stenhouse, 2008). She co-authored No More Independent Reading Without Support (Heinemann, 2013) and Comprehension Going Forward (Heinemann, 2011). She now works in other teachers’ classrooms, and presents workshops across the country and internationally, working extensively with schools and districts on long-range planning and development of literacy initiatives. Debbie speaks on comprehension instruction, readers’ workshop, the gradual release of responsibility instructional model, inquiry teaching and learning, and planning for student and teacher ownership, agency, and independence.

DONALYN MILLER has taught a variety of upper elementary and middle school students. In her popular book, The Book Whisperer (Jossey-Bass, 2009), Donalyn describes how she inspires and motivates her middle school students to read forty or more books a year. In her latest book, Reading in the Wild (Jossey-Bass, 2013), Donalyn collects responses from 900 adult readers and uses this information to teach lifelong reading habits to her students. Donalyn currently co-facilitates the community blog, “The Nerdy Book Club.” Her articles about teaching reading have appeared in publications such as Education Week Teacher, The Reading Teacher, Educational Leadership, and The Washington Post.

ANNEMARIE PALINCSAR is the Jean and Charles Walgreen, Jr. Chair of Reading and Literacy, Arthur F. Thurnau Professor, and a teacher educator at the University of Michigan. Her research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school. She began her research with the design and investigation of reciprocal teaching. In subsequent research she has investigated how children use literacy in the context of guided inquiry science instruction, what types of text support children’s inquiry, and what supports the learning of students who are identified as atypical learners. Annemarie has served as a member of the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children, the OERI/ RAND Reading Study Group, the National Research Council’s Panel on Teacher Preparation, and The International Reading Association’s Literacy Research Panel. P. DAVID PEARSON is a faculty member in

the programs in Language and Literacy and Cognition and Development at the University of California, Berkeley, where he served as Dean from 20012010. His current research focuses on issues of reading instruction and reading assessment policies and practices at all levels-local, state, and national. He has been active in professional organizations, serving the International Reading Association and the National Council of Teachers of English in many capacities. He has written and co-edited several books about research and practice, most notably the Handbook of Reading Research (Routledge, 2010), now in its fourth volume.

MEENOO RAMI (@meenoorami;

meenoorami.org) teaches her students English at the Science Leadership Academy in Philadelphia, Pennsylvania. The founder of #engchat, Meenoo has become a mentor to teachers across the country and a sought-after speaker. She is author of Thrive (Heinemann, 2014).

DONNA SCANLON is a professor in the

Department of Literacy Teaching and Learning at the University at Albany, State University of New York. Her research, which has been supported by multiple federally funded grants, has focused on children who experience difficulty in learning to read and on the roles of instruction and intervention in reducing the incidence of such difficulties. In her most recent work, the focus has been on enhancing teachers’ ability to identify and address the needs of children who struggle with literacy learning and on how school-based literacy experts have experienced the implementation of Response to Intervention.

FEATURED SPEAKERS CARLA SOFFOS is a clinical literacy coach

and Reading Recovery® Teacher Leader at the University of Arkansas at Little Rock. She has 29 years of experience in education, including teaching at the primary grades and literacy coaching in grades kindergarten to eighth. She is co-author of three books: Shaping Literate Minds (2001), Scaffolding Young Writers (2001), and Teaching for Deep Comprehension (2005) all published by Stenhouse. She has also co-authored several video series.

MARGO SOUTHALL has more than 25 years of experience as a classroom teacher, special education resource teacher, reading specialist, and literacy coach. She now enjoys her role as an educational consultant, supporting teachers in implementing a doable framework for differentiated reading instruction. Margo has authored four books on differentiated teaching practices including the best-seller, Differentiated Literacy Centers (Scholastic, 2007) and Differentiated Small-Group Lessons (Scholastic, 2009). AMY SWICK graduated with a bachelor degree in elementary education from University of Wisconsin-Stevens Point, was trained in Reading Recovery®, and has a master’s degree in literacy from the University of Nevada, Reno. She is currently the 3-6 District Literacy Coach in Appleton. As a literacy coach, she is able to make an impact on students’ learning, as well as develop strong relationships with the teachers at the 16 elementary schools she services. CATHY TOLL supports teacher learning by guiding educational coaches, professional learning teams, and administrative leaders. She has been a consultant, keynote speaker, and workshop leader throughout the United States, Australia, and Canada. Cathy has served as a teacher at the elementary, middle, and high school levels, reading specialist, curriculum coordinator, school principal, director of literacy research and development, and educational coach. Cathy has published widely for teacher leaders including five books for literacy coaches and a book on learnership for principals and teacher leaders. Her most recent book is the second edition of The Literacy Coach’s Survival Guide (IRA, 2014). Cathy lives in Madison, Wisconsin.

SHEILA VALENCIA is a Professor of Language, Literacy, and Culture at the University of Washington, Seattle. She teaches and conducts research in the areas of literacy assessment, instruction, policy, and teacher development. Dr. Valencia has served on national, state, and local assessment committees to improve assessment systems and policies including the Common Core Standards Advisory Panel on Literacy, National Assessment of Educational Progress subcommittees, and IRA/NCTE standards and assessment committees. In addition, Dr. Valencia studies the professional development of teachers’ conceptual and practical knowledge of literacy and literacy instruction. Dr. Valencia’s work has appeared in edited books and numerous journals. PAUL WALTER, who has a master’s degree in education from Marian University and a graduate certificate in creative writing from University of Wisconsin-Oshkosh, has been teaching middle school ELA classes for thirteen years. A fellow of the Fox Valley Writing Project’s (FVWP) Summer Institute, Paul has continued his work with FVWP as a teacher leader. Through FVWP, Paul has co-facilitated three Future Authors’ Camps for young writers and helped lead a 2013 Advanced Institute (AI) at University of Wisconsin Oshkosh dealing with ELA CCSS, technology, and literacy in the content areas. He and his cohorts were invited to speak about the AI at the 2013 National Writing Project Annual Meeting in Boston, Massachusetts. SARAH BROWN WESSLING is a sixteen-

year veteran of the high school English classroom. While a member of the faculty at Johnston High School, Iowa, she taught courses from at-risk to Advanced Placement and served the department and district in a variety of leadership roles. In 2010 Sarah was selected as the National Teacher of the Year. In that capacity, she worked as an ambassador for education, giving over 250 talks and workshops in thirtynine different states as well as Japan and Finland. Currently she teaches in the mornings and works for the non-profit Teaching Channel in the afternoons as their Teacher Laureate and host of their PBS show Teaching Channel Presents. She is an author of Supporting Students in a Time of Core Standards (NCTE, 2011) and frequently blogs on teaching and learning.

INDEX OF PRESENTERS Adams, Laura . . . . . . . . . . . . . . . 9, 37, 44 Afflerbach, Peter . . . . 19, 20, 34, 39, 52 Agamaite, Jen . . . . . . . . . . . . . . . . . . . . . 15 Allen, Patrick . . . . . . . . . . . . . . . . 12, 13, 52 Amant, Jacalyn . . . . . . . . . . . . . . . . . . . . 21 Amundson, Emilie . . . . . . . . . . . . . . . . . 49 Anderson, Nancy . . . . . . . 24, 34, 45, 52 Antholine, Robert . . . . . . . . . . . . . . . . . 23 Arntzen, Cindy . . . . . . . . . . . . . . . . . . . . 19 Arshem, Stacey . . . . . . . . . . . . . . . . . . . 27 Bailey, Gina . . . . . . . . . . . . . . . . . . . . . . . 23 Ballweg, Lexi . . . . . . . . . . . . . . . . . . . . . . 34 Barbieri, Laura . . . . . . . . . . . . . . . . . . . . . 15 Bazata, Mark . . . . . . . . . . . . . . . . . . . . . 40 Bennett, Samantha . . 23, 27, 39, 45, 52 Binrich, Robyn . . . . . . . . . . . . . . . . . 51, 52 Black, Margaret (Peggy) . . . . 34, 40, 52 Bousley, Missy . . . . . . . . . . . . . . . . . . . . 23 Boyle, Jenna . . . . . . . . . . . . . . . . . . . . . . . . 11 Breit, Sarah . . . . . . . . . . . . . . . . . . . . 51, 52 Brown, Kim . . . . . . . . . . . . . . . . . . . . . . . . 9 Brown, Linda . . . . . . . . . . . . . . . . . . . . . . 23 Buehl, Doug . . . . . . . . . . . . . . . . 34, 46, 52 Burk, Debbie . . . . . . . . . . . . . . . . . . . . . . 27 Bush, Kathryn . . . . . . . . . . . . . . . . . . . . . 43 Cardoso, Alison . . . . . . . . . . . . . . . . . . . . . 11 Carlson, Jim . . . . . . . . . . . . . . . . . . . . . . . 17 Champeau, Kathy . . . . . . . 11, 50, 51, 53 Christensen, Linda . . . . . . . 15, 26, 35, 53 Coiro, Julie . . . . . . . . . . . . . . . . . 35, 46, 53 Compton-Lilly, Catherine 11, 18, 35, 53 Daniels, Harvey “Smokey” . . . 16, 17, 53 Davis, Kenneth . . . . . . . . . . . . . . . . . . . . 49 DeGuire, David . . . . . . . . . . . . . . . . . . . . 38 Demeio, Darci . . . . . . . . . . . . . . . . . . . . . 15 Diamond, Jamie . . . . . . . . . . . . . . . . . . . 38 Dimock, Kris . . . . . . . . . . . . . . . . . . . . . . 23 Donohue, Chip . . . . . . . . . . . . 40, 46, 53 Dozier, Cheryl . . . . . . . . . . 22, 35, 40, 53 Ehlert, Rita . . . . . . . . . . . . . . . . . . . . . . . . 15 Ellenbecker, Tom . . . . . . . . . . . . . . . . . . . 9 Evers, Tony . . . . . . . . . . . . . . . . . . . . . . . . 31 Ford, Michael . . . . . . . . . . . 18, 19, 40, 54 Forseth, Nancy . . . . . . . . . . . . . . . . . . . . 38 Fritz, Mary . . . . . . . . . . . . . . . . . 36, 41, 54 Gaier-Knapik, Meg . . . . . . . . . . . . . . . . . 38 Gerber, Tim . . . . . . . . . . . . . . . . . . . . . . . 17 Glaus, Marci . . . . . . . . . . . . . . . . . . . . . . . 19 Goodger, Samantha . . . . . . . . . . . . . . . 17 Grabow, Susie . . . . . . . . . . . . . . . . . . . . . 27 Grafwallner, Peg . . . . . . . . . . . . . . . . . . . 23 Greenleaf, Cynthia . . . . . . . . . . . 16, 17, 54 Gretzinger, Casey . . . . . . . . . . . . . . . . . . 49 Griesemer, Kurt . . . . . . . . . . . . . . . . . . . 44 Groene, Johanna . . . . . . . . . . . . . . . . . . . . 9 Guberud, Kay . . . . . . . . . . . . . . . . . . . . . 49 Haase, Larry . . . . . . . . . . . . . . . . . . . . . . . . 9 Hargreaves, Andy . . . . . . . . . . . 31, 41, 54

Harnisch, Chad . . . . . . . . . . . . . . . . . . . . 39 Harris-Manske, Mary Lou . . . . . . . . . . 13 Hartwig, Julia . . . . . . . . . . . . . . . . . . . . . . 49 Harvey, Stephanie . . . . . . . . . . . . . . 51, 54 Haus, Laurie . . . . . . . . . . . . . . . . . . . . . . . 23 Hawkins, Nicole . . . . . . . . . . . . . . . . . . . 17 Head-Dylla, Candace . . . . . . . . . . . . . . . 11 Heiss, Deb . . . . . . . . . . . . . . . . . . . . . . . . 37 Helmer, Sarah . . . . . . . . . . . . . . . . . . . . . . 11 Her, Kaoa Moua . . . . . . . . . . . . . . . . . . . . 9 Hiebert, Elfrieda “Freddy” H. . . . 18, 54 Hilgemann, Lindsey . . . . . . . . . . . . . . . 15 Hillman, Ann Marie . . . . . . . . . . . . . . . . 19 Hilscher, Deb . . . . . . . . . . . . . . . . . . . . . . 38 Hoeppner, Judith . . . . . . . . . . . . . . . . . . 21 Hollingsworth, Lindsay . . . . . . . . . . . . . 49 Horsley, Nicole . . . . . . . . . . . . . . . . . . . . 19 Howe, Jaime . . . . . . . . . . . . . . . . . . . . . . 23 Irby, Decoteau . . . . . . . . . . . . . . . . . 9, 54 Jaeck, Tami . . . . . . . . . . . . . . . . . . . . . . . . 27 Jago, Carol . . . . . . . . . . . . . . . . . . . . . 13, 15 Jahnke, Betty . . . . . . . . . . . . . . . . . . . . . . 39 Johnson, Amy . . . . . . . . . . . . . . . . . . . . . 49 Johnson, Christie . . . . . . . . . . . . . . . . . . 43 Johnson, Jessica . . . . . . . . . . . . . . . . . . . . 9 Keene, Ellin . . . . . . . . . . . . . . . . 10, 13, 55 Kehring, Greg . . . . . . . . . . . . . . . . . . . . . . 43 Klemp, Jennifer . . . . . . . . . . . . . . . . . . . . 44 Ladson-Billings, Gloria . . . . . . . . . . 8, 55 Lee, Carol . . . . . . . . . . . . . . . . . . . 8, 19, 55 Leglar, Kristin . . . . . . . . . . . . . . . . . . . . . . 45 Lehman, Christopher . . . . . . . 36, 46, 55 Lichucki, Joann . . . . . . . . . . . . . . . . . . . . 44 Lieck, JoEllen . . . . . . . . . . . . . . . . . . . . . . 49 Lien, Teresa . . . . . . . . . . . . . . . . . . . . . . . 19 Lindgren, Merri . . . . . . . . . . . . . . . . 44, 50 Luedeke, Kelly . . . . . . . . . . . . . . . . . . . . . 39 Lueschow, Tom . . . . . . . . . . . . . . . . . . . . 44 Mackin, Scott . . . . . . . . . . . . . . . . . . 25, 55 Maney, Teresa . . . . . . . . . . . . . . . . . . . . . 49 Marciniec, Peggy . . . . . . . . . . . . . . . . . . 49 Marinak, Barbara . . . . 23, 27, 36, 47, 55 Martin, Susan L. . . . . . . . . . . . . . . . . . . . . 9 Maxwell, Tamara . . . . . . . . . . . . . . . . . . 44 McCarthy, Laurie . . . . . . . . . . . . . . . 51, 56 McDaniel, Kris . . . . . . . . . . . . . . . . . . . . . 44 McGill-Franzen, Anne . 11, 25, 36, 47, 56 McMahon, Jane . . . . . . . . . . . . . . . . . . . . 15 Meyers-Wenninger, Mary . . . . . . . . . . 44 Miller, Debbie . . . . . . . . 10, 21, 37, 41, 56 Miller, Donalyn . . . . . . . 12, 13, 41, 47, 56 Moore, Lindsay . . . . . . . . . . . . . . . . . . . . 27 Murkley, Becky . . . . . . . . . . . . . . . . . . . . 45 Murphree, Karen . . . . . . . . . . . . . . . . . . 25 Nelson, Mari . . . . . . . . . . . . . . . . . . . . . . 23 Nelson, Ryan . . . . . . . . . . . . . . . . . . . . . . 38 O’Connor, David . . . . . . . . . . . . . . . . . . . 44 Ottinger, Lauren . . . . . . . . . . . . . . . . . . . . 11

Palincsar, Annemarie . . . . . . . 42, 47, 56 Palmer, Erik . . . . . . . . . . . . . . . . . . . 17, 50 Papa-Ruppert, Nancy . . . . . . . . . . . . . . 25 Pauly, Heather . . . . . . . . . . . . . . . . . . . . 21 Pearson, P. David . . . . . . . . 18, 37, 47, 56 Pelle, Amy . . . . . . . . . . . . . . . . . . . . . . . . 17 Peterson, Jodi . . . . . . . . . . . . . . . . . . . . 50 Plitzuweit, Jennifer . . . . . . . . . . . . . . . . .15 Ponzer, Nichole . . . . . . . . . . . . . . . . . . . 43 Puig, Enrique A. . . . . . . . . . . . . . . . . . . . 39 Quill, Rachel . . . . . . . . . . . . . . . . . . . . . . 19 Rami, Meenoo . . . . . . . . . . . . . . 37, 42,56 Reddy, Emily . . . . . . . . . . . . . . . . . . . . . . 23 Reichenberger, Andrea . . . . . . . . . . . 9, 15 Renwick, Matt . . . . . . . . . . . . . . . . . . 9, 21 Rivard, Ron . . . . . . . . . . . . . . . . . . . . . . . . 23 Roencke, Nancy . . . . . . . . . . . . . . . . . . . 23 Rohrscheib, Missy . . . . . . . . . . . . . . . . . 38 Roush, Peggy . . . . . . . . . . . . . . . . . . . . . . 45 Ruck, Julie . . . . . . . . . . . . . . . . . . . . . . . . . 39 Runde, Mary . . . . . . . . . . . . . . . . . . . . . . 44 Sand, Carrie . . . . . . . . . . . . . . . . . . . . . . . . 9 Sanger-Kuckkan, Liz . . . . . . . . . . . . . . . 49 Scanlon, Donna . . . . . 19, 25, 42, 48, 56 Schaefer, Kayla . . . . . . . . . . . . . . . . . . . . 38 Schliesman, Megan . . . . . . . . . . . 44, 50 Schoenenberger-Gross, Kris . . . . . . . . . 9 Schumacher, Maggie . . . . . . . . . . . . . . . 21 Seaman, Dan . . . . . . . . . . . . . . . . . . . . . . 9 Shomion, Tya . . . . . . . . . . . . . . . . . . . . . 17 Short, Ruth . . . . . . . . . . . . . . . . . . . . . . . . 49 Shultis, Nick . . . . . . . . . . . . . . . . . . . . . . . 44 Sippert, Amy . . . . . . . . . . . . . . . . . . 38, 43 Soffos, Carla . . . . . . . . . . . . . . . 25, 26, 57 Somasundaram, Viji . . . . . . . . . . . . . . . 39 Southall, Margo . . . . . . . . . . . . 42, 48, 57 Stevens, Nancy . . . . . . . . . . . . . . . . . . . . . 11 Sugrue, Lisa . . . . . . . . . . . . . . . . . . . . . . . 38 Swan, Mary . . . . . . . . . . . . . . . . . . . . . . . 25 Swick, Amy . . . . . . . . . . . . . . . . . . . . 51, 57 Sykora, Nita . . . . . . . . . . . . . . . . . . . . . . . 23 Thole, Angie . . . . . . . . . . . . . . . . . . . . . . 50 Toellner, Sharon . . . . . . . . . . . . . . . . . . 50 Toll, Cathy . . . . . . . . . . . . . . . . . 43, 48, 57 Troutman, Amber . . . . . . . . . . . . . . . . . 49 Valencia, Sheila . . . . . . . . . 18, 20, 21, 57 Wachtel, Angela . . . . . . . . . . . . . . . . . . . 27 Walsh-Boeder, Nancy . . . . . . . . . . . . . . 11 Walter, Paul . . . . . . . . . . . . . . . . . . . . 51, 57 Weiss, Lisa . . . . . . . . . . . . . . . . . . . . . . . . 27 Wessling, Sarah Brown . . . 14, 37, 48, 57 Westfahl, Jennica . . . . . . . . . . . . . . . . . . 43 Wheeler, Theresa . . . . . . . . . . . . . . . . . . 38 White, Heather . . . . . . . . . . . . . . . . . . . . 15 Zarling, Debra . . . . . . . . . . . . . . . . . . 9, 50 Ziemke, Kristin . . . . . . . . . . . . . . . . . 11, 13 Zimmerman, Heather . . . . . . . . . . . . . . 27 Zimmermann, Nancy . . . . . . . . . . . . . . 25