Dr. Anita Archer
The Magic Is In the Instruction
The magic is in the quality of instruction. Not in the newest fad. Rather in the strength of bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and closure, imbedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results.
AM Speaker Sessions
Dr. Sararose Lynch and Dr. Jeremy Lynch
Two is better than one: Resources to support all students and teachers in co-taught mathematics classes
In the era of MTSS teachers must provide access to mathematics using a variety of strategies. Experience how you can create a co-taught K-12 classroom environment that engages all students, including neuro-diverse students. During this session you will learn about resources and structures that maximize teacher productivity and student engagement. The instructional activities that we will use for this session will focus on a variety of elementary/middle grades mathematical content. These activities will have a low floor and high ceiling, and will be things that teachers from elementary to secondary grades can apply to their classroom (depending on the mathematical goal of the lesson and/or activity).
Dr. Steve Pasquinelli
Dyslexia: Definitions, Assessments, and What to Expect from Your School
Confused about “dyslexia” as a diagnosis, and confused by what you have been told from your child’s tutor, teacher, and/or school administrator? In this session, Dr. Pasquinelli will present the current research and established definitions for dyslexia, and best practices for assessment will be shared. Differences between ‘private evaluations’ and ‘school district evaluations’ and procedures that school districts follow will be discussed.
Dr. Anita Archer
Getting Them All Engaged – Inclusive Active Participation
Do you have students who are not attending or participating during your lessons? In this session, Dr. Archer will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, individual, discussions), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels.
Dr. Timothy Rasinski
Constructivist Approaches to Phonics and Vocabulary Instruction: Word Study that Works!
Word decoding, vocabulary, and spelling are essential skills in learning to read at every grade level. Students who struggle in reading and other content areas do so because of difficulty in word decoding and understanding the meaning of key vocabulary. In this session Dr. Rasinski will share effective and engaging methods for helping students learn words and take delight in the study of word.
PM Speaker Sessions
Dr. Anita Archer
Title: Words, Words, Words: Explicit Vocabulary Instruction
Words are all we have…for understanding new concepts, building background knowledge, expressing our ideas, and understanding narrative and informative texts. In this session, Dr. Archer will expand your knowledge regarding selecting vocabulary terms for explicit instruction and effectively teaching General Academic and Domain Specific vocabulary.
Dr. Timothy Rasinski
Effective Teaching of Reading Fluency – The Neglected Component of the Reading Curriculum
Fluency in reading has been found to be a critical element of any successful reading program (National Reading Panel). Despite its importance many students fail to achieve sufficiently in this area and many teachers do not feel completely competent in their knowledge and teaching of this reading component. In his presentation, Dr. Rasinski will provide theoretical and research background and definition to fluency. He will share approaches to assessing and monitoring progress in this key aspect of reading. Finally, he will share effective and engaging strategies for teaching this all-important reading component that will move students toward better comprehension and greater proficiency in reading.
Ms. Aimee Zundel
What’s the Takeaway? – Legal Cases Involving Students with Dyslexia
We know that not every student’s programming ends up being the subject of litigation. When it does, hopefully some lesson can be drawn from the outcome. Ms. Aimee Zundel, Esq., will review recent case law involving students with dyslexia and related disorders. The session will focus on the legal questions that families and school districts may encounter in litigation, and how those questions have been resolved by hearing officers and courts of law.
Ms. Alyson Dambrosio
Making the Mind-Body Connection with Functional Sensory Processing Knowledge
In this session, participants will review the basic frameworks that explain sensory processing and emotional regulation. We will discuss the complexity and application of traditional sensory processing theories and frameworks to current social epidemics (i.e. trauma, disability, etc.). We will also provide strategies and opportunities for problem-solving for families and educators to trial these techniques to support their children and students.
Dr. Ann Bain
Teaching Written Language Skills to the Learner Who Is Dyslexic
As you no doubt know, students with dyslexia struggle with decoding and spelling. In addition, these students also experience difficulty with many aspects of the written language. Since there isn’t one neat picture of writing disorders, this workshop will focus on an examination of the writing skills of several students with dyslexia. The emphasis will be on remediation of the writing process as well as the written product. You are encouraged to bring some writing samples to the workshop.