The Southwest Branch of the International Dyslexia Association
AnnUAL SWIDA ConFEREnCE 2014 FEBRUARY 7 & 8, 2014 Sandia reSort • alBuQuerQue, nm
www.southwestida.org SWIDA Conference 2014 / www.southwestida.org
The Southwest Branch of the International Dyslexia Association 2014 Conference Committee Cathleen Tomlinson, Chairman Erin Brown, Exhibits Maridell Monnheimer, Hospitality Merlinda Foreman, Local Arrangements Mary Gilroy and Cathleen Tomlinson, Program Bernard Coffey and Rosemarie Tomasini, Registration Bernard Coffee, Speaker Arrangements The International Dyslexia Association® (IDA) is an international organization that concerns itself with the complex issue of dyslexia. IDA membership consists of a variety of professionals in partnership with individuals with dyslexia and their families. They actively promote effective teaching approaches and intervention strategies for the educational management of dyslexia. The organization and its branches do not recommend or endorse any specific speaker, school, instructional program or remedial method. The Southwest Branch of The International Dyslexia Association® is a non-profit organization whose mission is to provide information to the public regarding dyslexia and to support the rights of people with dyslexia so that they may receive appropriate education and lead fulfilling lives. The branch disseminates information, publishes a newsletter, provides referral services, and offers workshops, professional trainings, and conferences. The Branch’s geographical area covers all of New Mexico and the El Paso, Texas area.
Southwest Branch The International Dyslexia Association 2013 Executive Committee Montine Gibbons, President Cathleen Tomlinson, Vice-President Erin Brown, Recording Secretary Mary Poirier Gilroy, Corresponding Secretary Marion Woolam, Treasurer Rosemarie Tomasini, Administrative Assistant 2013 Board of Directors Carilyn Alarid, Catherine Bornhorst, Carolee Dean, Kathleen Donalson, Mari Bauman, Angelica Duran, Merlinda Foreman, Claudia Gutierrez, Robin Hoberg, Maridell Monnheimer, Cynthia Nava, Katrina Radosevich, Steven Sanchez, Martha Steger 2013 Advisory Council Melissa Behrens-Blake, Jane Blumenfeld, Linda Curry, Sandra Dillon, Candace Head-Dylla, Elwyn Hulett, Janet Lear, Mimi Stewart
SWIDA Conference 2014 / www.southwestida.org
Enoc Perez Marina Towers Chicago, 2011
As the prospective conference chairman for SWIDA 2014, I was inspired for the theme of the conference while visiting an exhibit last summer in the Museum of Contemporary Art Chicago entitled “Skyscraper: Art and Architecture.� The exhibition consisted of sculpture, paintings, drawings and collages of the structure of skyscrapers. Of course, there were some of the most famous and beautiful edifices represented: the Chrysler Building, the Empire State, the Eiffel Tower, the Marina Towers and the Lever House. Each piece was celebrating the beautiful, complex structure of the completed sky high building. I was intrigued and inspired by this celebration of structure. I connected it to the way we, parents and teachers of students with dyslexia, must celebrate the importance and beauty of structure when teaching our students. With in-depth understanding of the necessary parts leading to the whole, we can be inspired parents and teachers. If we celebrate the necessary parts and patiently lay a strong foundation, we will construct solid, confident students who can spread their wings, construct unconventional shapes and explore their unique access to ideas.
SWIDA Conference 2014 / www.southwestida.org
SWIDA is dedicating this 2014 conference to the importance of structure. We must thoroughly understand all the aspects of language from the first floor to the roof top. We are excited to present a Saturday Symposia in three strands. You can choose Strand One, a day long study of the components of oral language, Strand Two, teaching in the classroom with RTI in mind or Strand Three, how to offer students reading and morphology instruction using the Orton Gillingham principles in a classroom setting. Our speakers have generously and sensitively broken their presentations into parts so that you can move horizontally through the day or stay in one strand all day for an in-depth study of that particular topic. Pick the sessions that interest you and build your own structure of learning. The architecture of SWIDA 2014 is designed to give you practical applications with inspiration to move forward. However, having information isn’t enough. We must have the basic understanding of why what we do is important and why an application works, and why it is important to make a structured systematic program for our students. Understanding the need for a solid foundation leads us through our teaching day. It gives us patience to follow the structure, to be inspired and to not worry about the roof when the basement isn’t complete. The Board of Directors of the Southwest Branch of The International Dyslexia Association, the conference committee and the presenters invite you to put on your hard hat, gather your questions, any tools and expertise you already have and join us for a day of construction and exploration of the importance of structure for reading, writing and spelling.
Jennifer Bolande Appliance House, 1998-9 (Lever House) Duratrans Photos, Stainless Steel Lightboxes
SWIDA Conference 2014 / www.southwestida.org
at a glance
Friday, February 7, 2014 6:30pm – 9:00pm Film and Forum A screening of The Big Picture: Rethinking Dyslexia Earn two and a half CEU’s for the Friday Film and Forum
Saturday, February 8, 2014 7:30am – 5:30pm exhibits open 8:00am – 8:20am Welcome 8:30am – 5:15pm Saturday Symposia in Three Strands Earn six CEU’s for the Saturday Symposia.
SWIDA Conference 2014 / www.southwestida.org
strand one Lydia H. Soifer, Ph.D., a language pathologist, has more than thirty-five years of experience in clinical, private and university teaching and is a frequent presenter at professional conferences across the country. Dr. Soifer is the Director of the Soifer Center for Learning and Child Development. She is Assistant Clinical Professor of Pediatrics and faculty member in the Early Intervention Training Institute, both at the Albert Einstein College of Medicine. As a parent educator, teacher trainer, and staff developer, she specializes in the needs of children with deficits in learning, behavior, and communications. Since 1974, Dr. Soifer has acted as a frequent consultant to private and public schools, advising faculty on the identification and enhancement of learning for children with different learning styles. She has developed, customized and led workshops and in-service training programs.
Session 1 8:30am – 10:00pm Overview: Beyond “Receptive and Expressive” Language A dynamic conceptualization of oral language that extends beyond traditional views of expressive and receptive language to the fluid interaction of language form, content and use. Language will be defined as an active, rule-governed system that is an essential component of cognition. This view of language will be discussed in terms of the role of language in aspects of cognition and the impact of cognitive functions, e.g., attention, executive functions, memory, information processing. Also, considered will be the contributions of experience and affect. Audience: teachers, speech pathologists, parents
Session 2 10:30am – 12:00pm Components of Oral Language as the Underpinnings of Specific Aspects of Literacy: Language Form The observable features of language, the sound, word and sentence structures of oral language are the foundations on which decoding,spelling, grammar are built and aspects of meaning and intention are communicated. These aspects of oral language are so easy to take for granted, since for some learning to talk is much easier than learning to read. The “devil is in the details,” which will be directly and explicitly revealed. Audience : teachers, speech pathologists, parents
Session 3 2:00pm – 3:30pm Components of Oral Language as the Underpinnings of Specific Aspects of Literacy: Language Content The vast array of words we know, our vocabulary and all we know about them, as well as our world knowledge, conceptual knowledge, experiential knowledge are aspects of language content, often referred to as semantics. A crucial and very teachable aspect of reading comprehension and writing, vocabulary and lexical knowledge can be systematically taught as can the strategies for learning independently. Audience: teachers, speech pathologists, parents
Session 4 3:45pm – 5:15pm Components of Oral Language as the Underpinnings of Specific Aspects of Literacy: Language Use We all talk. How we talk and why we talk according to the “unspoken” rules of social communication are related to how we think about what we read and write. The oral aspects of language use are called pragmatics. Those pragmatic skills have a vital role in literacy development that are related to our knowledge of comprehending and producing both narrative and expository text. Aspects of oral language use will be related to techniques for improving reading comprehension and writing. Audience: teachers, speech pathologists, parents SWIDA Conference 2014 / www.southwestida.org
strand two Susan L. Hall, Ed.D., founder and president of 95 Percent Group, has focused on reading education for the last 15 years. She is the coauthor with Louisa C. Moats, Ed.D., of two books, Straight Talk About Reading and Parenting a Struggling Reader, and is author of I’ve DIBEL’d, Now What?, Response to Intervention: a Principal’s Guide, and Jumpstart RTI. Dr. Hall was named by the U.S. Department of Education as a member of the Reading First Review Panel to review state grant proposals. She is a national trainer for LETRS. Dr. Hall is a leading expert on the use of DIBELS and has developed proprietary analytical tools teachers use to help interpret student data. She earned her bachelor’s degree at Lawrence University, her master’s degree from Harvard University and her doctorate of education from National-Louis University. She currently serves on the advisory board of the Neuhaus Education Center in Houston, Texas. Dr. Hall is a frequent speaker and lecturer.
Session 1 8:30am – 10:00am Straight Talk about Reading: What does Effective Tier 1 Instruction Look Like? Susan Hall, co-author of Straight Talk About Reading, will demonstrate 5 key principles, tied to the Common Core standards, for what effective instruction in Tier 1 looks like. When Tier 1 reading instruction at K-5 is not effective, too many students require intervention in Tier 2 and 3 groups. Participants will view short video segments that demonstrate how to make instruction explicit and engaging. Emphasis will be on best practices from around the nation that are applicable to all public schools. Audience: administrators, teachers, parents of beginning readers
Session 2 10:30am – 12:00pm I’ve Assessed, Now What? From the author of I’ve DIBEL’d, Now What?, learn how to use CBM data (DIBELS, AIMSweb, or other) in conjunction with diagnostic data. CBM data is useful for getting a quick view on whether a student is reading at grade level and to determine the next step; it is not useful for placement into groups without more information. Come learn how diagnostic assessment data is used along with CMB data for the most accurate grouping. Audience: teachers, diagnosticians, administrators
Session 3 2:00pm – 3:30pm Characteristics of Effective Tier 2 Instruction How does Tier 2 instruction differ from Tier 1? There are some key characteristics of how instruction differs for small intervention groups. In this engaging session, participants will practice a few lessons that demonstrate the characteristics of effective Tier 2 lessons. Participants will leave with sample lesson materials. Audience: administrators, teachers, parents, diagnosticians
Session 4 3:45pm – 5:15pm Nothing’s Working: How to Know It’s Time to Refer for Testing When do you know it’s time to refer? There are a series of things to change to intensify instruction across the tiers; these include more time, smaller group sizes, change the instructor, or change the materials. Sharing best practices from around the nation and within New Mexico, Dr. Susan Hall will discuss how to know which variable to change when, as well as how long to keep trying. Come learn how to know when to refer a student for testing for a possible learning disability. Audience: teachers, parents, diagnosticians SWIDA Conference 2014 / www.southwestida.org
strand three Ronald Yoshimoto, M.Ed, M.S.W., has been in this field for over 30 years as a social worker, teacher, educational diagnostician, counselor, teacher trainer and principal. He was principal of a private school for dyslexics for 18 years and is currently a resource teacher for the department of education for the state of Hawaii where he has trained over 7,000 public school teachers in OG/MSL, preschool literacy and math, and multisensory math. He is founder and director of two OG therapy centres in Singapore and Hong Kong. He is also director of the Orton-Gillingham International, Inc. – an OG teacher training and certification organization based in Colorado. He is a former vice president of the AOGPE and past president of the Hawaii Branch of IDA. He has presented extensively at dyslexia conferences in the U.S.A and Canada and has published numerous articles on dyslexia. Ron is the recipient of the prestigious U.S. National Blue Ribbon School Award for Excellence.
Session 1 8:30am – 10:00am A Multisensory Approach for Teaching Decoding with Extensions (Vocabulary, Grammar, etc) Mr. Yosimoto will discuss the Multisensory Approach for teaching reading. Multisensory procedures for teaching decoding, elements of a good lesson plan, correction procedures, and scope and sequence will be described in detail and demonstrated. Audience: Teachers, Speech Pathologists, CALTS
Session 2 10:30am – 12:00pm Multisensory Approach: Multisensory Strategies for Teaching Encoding (spelling) and Sentence Writing via Dictation This section will discuss Orton-Gillingham based multisensory procedures for teaching encoding and sentence writing via dictation with extensions to grammar. Audience: Teachers, Speech Pathologists, CALTS
Session 3 2:00pm – 3:30pm Morphology Common Core requires teachers to teach morphology at all grade levels beginning at kindergarten. The presenter will discuss and demonstrate how to teaching this exciting component of language. Audience: Teachers, Speech Pathologists, CALTS
Session 4 3:45pm – 5:15pm Morphology Discussion Continued Audience: Teachers, Speech Pathologists, CALTS
SWIDA Conference 2014 / www.southwestida.org