2022 Conference Program

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PBIDA’s Spring 2022 Conference

Strengthening Instruction Through the Science of Teaching

Saturday, April 9, 2022
Attend In-Person at Carlow University 
or Virtually

Keynote Speaker Kristin Anderson

Presenting: Teacher Collective Efficacy 

Time:  9:00-10:30 (90 minutes)

Overview of Presentation:  What if you could triple the speed of student learning? According to a strong body of research, cultivating Collective Teacher Efficacy (d=1.57) can yield over three years of student growth over one school year. Collective Teacher Efficacy is a belief that together teachers can positively impact student learning. When efficacy is high, teachers show greater persistence and are more likely to try new teaching approaches.

Kristin Anderson will

  • Review the major factors that influence student learning.
  • Explain why Collective Teacher Efficacy is integral to student learning.
  • Identify how to create the conditions for Collective Teacher Efficacy.


AM 1 Breakout Session

Kristin Anderson Presents: Student Self-Efficacy: Charting the Course to Success 

Time:  11:15-12:15 (60 minutes)

Overview of Presentation: In John Hattie’s Visible Learning research, student self-efficacy yields a .71 effect size, or nearly doubles the speed of learning, offering approximately two years growth over one year’s time for learners. This session will empower educators to understand the essential findings from this collection of research, explore the fundamental components of student self-efficacy, and offer practical sources for increasing the beliefs of all learners to enable them with the uplift that allows them to embrace the idea that they can solve a multitude of problems and embrace the many challenges they face.


AM 2 Breakout Session

Sarah Sora Presents: Universally Designed Reading Comprehension Strategies 

Time:  11:15-12:15 (60 minutes)

Overview of Presentation: Effective reading comprehension strategies help build connections young readers need to stay engaged, monitor their comprehension and develop their mental models to get the most out of reading. Research by Duke, Ward, and Pearson states that, “Proficient comprehenders engage in particular mental activities to support their understanding of what they are reading. Some students learn to use these processes seemingly naturally, but many benefit from explicit instruction in how to think before, during, and after reading; how to monitor their understanding; and how to help themselves when meaning breaks down.”  This workshop will detail how visualizing, text connections, inferring, questioning, predicting, and identifying text structure should be taught with intention and purpose. 


AM 3 Breakout Session

Val Piccini Presents: Foundational Skills that Support Writing Development for ALL Students  

Time:  11:15-12:15 (60 minutes)

Overview of Presentation: Writing is essential for academic learning, social communication, and everyday function in society. Writing is utilized across all academic disciplines, including math. Students must write to convey their ideas about texts they’ve read and opinions they have. However, teacher views on writing directly reflect how writing gets taught and often differs widely from classroom to classroom…and from student to student.  What does research say about teaching writing to elementary students? What are the elements of effective writing instruction in the elementary grades? To ensure that writing develops in all students, we must adopt an integrated framework that recognizes and utilizes critical foundational components to support fluency in written composition. How do we create a space where all kids are given the necessary tools to be successful writers? How do we support all writers on their journey to writing proficiency? Explicitly teaching pre-requisite foundational components is essential to ensuring all students succeed as writers.


AM 4 Breakout Session

Dr. Keely Baronak Presents:  Tiered Vocabulary Instruction: Beyond the Flash Card Approach

Time:  11:15-12:15 (60 minutes)

Overview of Presentation: Too often, students attempt to memorize vocabulary words by using flash cards or studying lists of definitions. Effective vocabulary instruction is key to strong literacy programs and general academic content instruction.  In this workshop, participants will examine and practice techniques for teaching tier one vocabulary, often called high-frequency words or sight words, and tier two and three vocabulary words found in discipline specific and more sophisticated text.  Tier one vocabulary strategies will include associated word lists from Dolch and Fry and the Heart Words technique.  Tier two and three vocabulary strategies will include multiple meaningful exposures using a variety of instructional practices and graphic organizers; all of these strategies can be easily integrated into any content area.  This workshop is applicable for teachers of all ages and grades and any interested parent, tutor, or community member. 


Lunch and Learn Sessions

LL 1: Books About Dyslexia for Teens and Children

Presenter:  Dr. Keely Baronak, Chair of the Education Department at Carlow University and Executive Director of The Campus Laboratory School.  

Presentation Overview:  Books provide windows and mirrors for our children – mirrors of their own lived experiences and windows into experiences different from their own.  Join us as we explore books for young children and adolescents with learning differences specifically highlighting dyslexia, and ADHD.  Several books and authors will be presented, and participants will have an opportunity to explore other titles and share with one another.


LL 2: Phun with Phonology: Fun Games to practice phonological skills for the Classroom and Home

Presenter Lee Sullivan, Kindergarten teacher at The Campus Laboratory School of Carlow University.  Lee earned her MEd and Dyslexia Certificate from Carlow University

Presentation Overview:  There are many interactive and hands-on ways to practice and reinforce phonological skills.  Join Lee as she shares easy-to-implement games and activities for young children and demonstrates how to explain concepts. 


PM 1 Breakout Session 

Kristin Anderson Presents: Developing Students Who Own Their Learning Journey

Time: 1:30-2:30

Overview of Presentation:  John Hattie has assembled the world’s largest collection of educational research, based around the single question – what practices work best to raise student achievement? One of the influences that sits at the very top of these findings is called the Assessment Capable Learner, and encompasses a student who truly owns their own learning journey which yields over three years growth over one year’s time. In this session, participants will learn and build on the key messages to support the development of learners who know what they’re learning, how they’re doing in learning it, and where to next, and understand that the actions they take and the environments they create affect the types of learners we produce.


PM 2 Breakout Session

Dr. Rae Ann Hirsh Presents: Neuroscience and Reading Anxiety

Time: 1:30-2:30

Overview of Presentation:  The workshop will present an analysis of a struggling reader, an analysis of reading anxiety and recommendations for practice. Recent advances in research have furthered understanding of the many roles emotions play in fostering effective learning. In the learning process, the affective domain is neither separate from nor less significant than the cognitive domain.  The presenter will define emotions and explain their role in learning using cognitive psychology and neuroscience as the research base and examine the influence of the affective domain on learning to interpret symbols. 


PM 3 Breakout Session

Val Piccini Presents: Focus on Phonology: Aligning Classroom Practices and Instructional Routines to the Science of Reading

Time: 1:30-2:30

Overview of Presentation: For decades, most primary classrooms prominently displayed something called a Word Wall. Until recently, Word Walls were considered a must-have in ELA classrooms, but the Science of Learning has classroom teachers rethinking the use of Word Walls with Kindergarten, First, and Second grade students. What we know about how the brain learns to read is helping educators slowly replace the once widely used system with a more useful and student-focused tool.

Join us on a brief journey that explores implementing Sound Walls. (See Dr. Mary Dahlgren and Dr. Antonio Fierro at Tools 4 Reading) We’ll begin with an overview of the 44 speech sounds, and then examine how to layer on print. We’ll consider options for spelling all of the 44 phonemes by helping students first focus on what is natural, speech, versus what is not natural, print. 


PM 4 Breakout Session

Theresa Kowcheck Presents: A New Edge, Structured Literacy and Mathematics

Time: 1:30-2:30

Overview of Presentation: Structured Literacy approaches have long been proven effective in creating a future for students who struggle with dyslexia and related language-based learning differences. Yet, similar adaptations for dyscalculia through structured math interventions are still emerging. Much work remains to bring these life-changing math services to students most in need. With over a decade of demonstrated success in serving students with dyslexia, leveraging the Orton-Gillingham approach, The Center for Multisensory Learning (CML) at Wheeling Country Day school is leading the charge in the creation of a structured math counterpart.  Beginning with number sense fluency, we are developing a K-3rd focused intervention with application in the out-of-school time network, in school-based tutoring and/or MTSS interventions.  In our session we will explore this initial work as part of a larger multi-state pilot initiative to bring literacy *and* math interventions to thousands of struggling students. Learn how one nonprofit’s journey to bring fearless learning to students across Appalachia can benefit the students under your care. And, find out how you can become part of the solution to change the educational landscape across our region. 


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