This event has passed. Thank you for joining us on November 11. We look forward to seeing you at future events.

Hybrid Conference with two ways to attend:

• In-person attendance with access to all recorded sessions through December 31, 2023. In-person exhibit hall, option to attend three in-person sessions that will not be recorded, opportunities to meet speakers and to network with others in attendance. Members may attend the annual Membership Meeting in-person during lunch. Continuing education contact hours available for all sessions. See below for specific details regarding CEUs.
• Virtual attendance available on November 11, 2023 with the option to choose watching room 1 or 2 live, and ability to experience all recorded sessions through December 31, 2023. Virtual exhibit hall, Virtual Membership Meeting available during lunch. Continuing education contact hours available for all sessions. See below for specific details regarding CEUs. 

Jump To:
Conference Schedule
Handouts
Keynote Speaker
Speaker Bio’s and Sessions
Registration
Scholarships
CEU’s and Certificates
Directions and Parking
Accommodations

Conference Schedule

Handouts

Tim Odegard Keynote Handout

Tim Odegard Afternoon Handouts – 1, 2, 3, 4, 5, 6

Tim Odegard PowerPoints – Keynote, Afternoon Workshop 1, 2

Julia Salamone Handout

Mandy Ubele Handout

Yvonne D’Uva Howard Handout

Bonita McCabe PowerPoint

Continuing Education Form

Keynote Speaker:

Tim Odegard, Ph.D., is a professor of psychology and holds the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University, leading the efforts of the Tennessee Center for the Study and Treatment of Dyslexia. Previously, he held faculty appointments with the University of Texas Arlington in Psychology, the University of Texas Dallas in the School of Behavioral and Brain Sciences, and the University of Texas Southwestern Medical Center at Dallas in Radiology and Psychiatry.  He joined the MTSU faculty in 2015 after serving as Director of Research and Evaluation for Wilson Language Training Corporation.

Dr. Odegard is a Developmental Cognitive Psychologist whose research focuses on memory and language. To date, he has published over 60 research articles and book chapters. His research has incorporated experimental methods, neuroimaging, and other approaches to understanding memory and language development.  His research in reading strives to characterize the incidence and identification rates of different reading difficulties in school-age children. Also, he studies optimal conditions to support the implementation of literacy instruction for the betterment of all students in the primary grades and beyond. In addition to being a research scientist, Tim is a reading therapist, completing a two-year dyslexia specialist training program at Texas Scottish Rite Hospital for Children in Dallas during his NIH-funded National Research Service Award.

Tim has committed himself to a life of service to improve educational opportunities for students in literacy. Currently, Tim serves as the editor-in-chief of the Annals of Dyslexia and as a consulting editor for the Journal of Learning Disabilities. He is a past member of the board of directors of the Academic Language Therapy Association (ALTA), a past Vice President of Membership, and a past Vice President of Programs. He is a past Vice President of the Texas Dyslexia Licensure Advisory committee. Tim has served as a member of the International Dyslexia Association’s Educational Training Initiative and the editorial board of Perspectives on Language and Literacy. In addition, he served as an editor at large for Perspectives on Language and Literacy issues. He also has served as a member of the Understood parent advisory committee. As a result, he has received the Innovator Award as an Outstanding MSLE Professional from the International Multisensory Structured Language Education Council, the Luke Waits Service Award from the Academic Language Therapist Association (ALTA), the Roland H. Waters Teaching Award from the University of Arkansas, the Research Excellence Award from the University of Texas, Arlington.

Dr. Odegard has extensive experience directly working with and supporting public schools’ efforts at multiple levels. He chaired the foundational literacy skills working group for the Haskins Global Literacy Hub Policy Summit, which included participants from over half the U.S. state education departments. He has served as a technical consultant for a review of kindergarten (K) to second-grade core curriculum and intervention in Arkansas in 2019-2020 that was motivated by legislative efforts within that state. He has also been a national consultant for Kentucky’s foundational literacy skills and reading disabilities work. He contributed to the 2020 Ohio Foundational Literacy Academy in foundational literacy skills and one of the lead authors of the state’s online training in foundational literacy skills and instruction. Dr. Odegard is also a contributing author to the knowledge and practice standards for teachers of reading created by the International Dyslexia Association (IDA, 2018). In addition, he has provided technical support to several of the largest school districts in the U.S.

Keynote Session:
Literacy for All: There Are Challenges and Solutions

Almost everyone can agree that every child has the right to read and write. However, as a society, we have struggled to make this happen. In this session, you will learn about some challenges we face in doing right by all children and their families. A view of these challenges emerges by using data to characterize student outcomes at various levels. You will also learn how these data compel us to expand our collective gaze and conversation to be more than just a shame and blame game targeting children, their families, and their teachers. And you will learn how we can leverage a problem-solving approach to meet the needs of all children in their quest to develop the capacity to be literate lifelong learners.  Clear data indicators and structured literacy are the core of literacy success for all.

Breakout Sessions:
Get the Right Fit: Universal Screening, Diagnostic Assessment, Instructional Planning
(Two-part Workshop)

The primary goal of universal screening is to identify students at risk of reading failure. Diagnostic assessment complements universal screening by providing more resolution regarding which literacy skills require additional instruction and intervention for those students identified as being at risk. These sessions focus on using information from universal screening and diagnostic assessment to inform instructional planning. In particular, the session covers how to use these data to plan instruction models using instructional frames to address weaknesses in foundational literacy skills characteristic of dyslexia.

Speaker Bio’s and Sessions

Julia Salamone, M.Ed., Instructional Specialist, The Haverford School, Blue Bell, Pennsylvania. Ms. Salamone is a lifelong learner with over twenty years of experience as an educator in both independent and public schools. Her background is in Special Education and literacy, with credentials that include a Masters Degree in Special Education from Arcadia University. She currently works as an Instructional Specialist at the Haverford School for Boys where she supports Upper School students in navigating the complexities of reading and writing in the disciplines. Additionally, she consults and collaborates with the teaching faculty to improve student outcomes.
Julia has also designed and delivered numerous presentations for both virtual and live events. She has served as an instructional designer who created various teacher training courses on dyslexia, the science of reading, and structured literacy. This includes the development of the Pathways to Proficient Reading course, where she worked under the mentorship of Nancy Hennessy, and The Pathways to Proficient Writing Course, where she acted as the co-developer. These courses offer blended learning opportunities to highlight the connection between literacy research, theoretical models, and best practices in reading and writing instruction.
Julia’s educational interests include reading comprehension, differentiation, student writing, and teacher empowerment. She resides with her husband, Scott, and daughters, Lena, age nine, and Mila, age three, in Blue Bell, Pennsylvania, and in her free time enjoys practicing yoga, spending time with her family, and watching movies, old and new.

Connecting the Dots: Translating the Comprehension Research, The Role of The Practitioner

When it comes to teaching literacy, it’s crucial to have a solid grasp of the science of reading and to stay up-to-date on relevant research. This knowledge empowers educators to make informed decisions about the core curriculum they teach. In this session, attendees will learn about important theoretical models and the complex nature of language comprehension. We’ll also discuss curriculum review documents that educators and instructional teams can use to make informed decisions about selecting and/or evaluating their core curriculum. Finally, we will end with the exploration of evidence-based activities for comprehension, which can be applied to commonly used core reading programs, to ensure effective and impactful instruction for all students.

Dr. Aileen Hower and Dr. Jennifer Shettel are professors of literacy education in the undergraduate and graduate teacher preparation programs at Millersville University. With a combined 50+ years of experience in public education and higher education. Hower and Shettel are committed to ensuring that all teacher educators are prepared for teaching reading at all levels.

Harnessing the Power of Structured Read Alouds To Build Oral Language and Vocabulary Development 

Learning Objectives:

Participants Will:

1. 1. Learn the evidence that supports dialogic reading as an evidence-based practice
   2. Increase their understanding of how to successfully implement a robust read aloud learning session using interactive techniques.
   3. Engage in practice with the CROWD and PEER sequences that are a part of the dialogic reading approach.

Yvonne D’Uva Howard, PhD, MS, CCC-SLP/L, C-SLT, C-DBT, is a speech-language pathologist specializing in early intervention, school-age language and literacy, and caregiver coaching. Dr. Howard’s commitment to the community extends beyond her clinical practice. She is a national speaker, structured literacy facilitator at the AIM Institute for Learning and Research, and a member of the Pennsylvania Speech-Language_hearing Association’s Leadership Development Program. Dr. Howard actively contributes to national, state and local boards, emphasizing the significance of advocacy and support for neurodiversity. She is committed to promoting equal opportunities for success in education, employment and daily life for individuals for all ages.

SMARTer goals That Align With Structured Literacy: Essential Knowledge

1. 1. Examine the key elements necessary for proficient reading, including comprehension, fluency, word recognition, decoding, phonics and phonemic awareness.
   2. Analyze student assessment data to formulate specific and measurable reading or writing goals.
   3. Generate a list of three effective instructional activities that promote the development of reading or writing skills
   4. Analyze a provided case study, draw meaningful conclusions, and share findings and insights with the group.

Mandy Ubele is a Manager of Educational Partnerships with Collaborative Classroom. She began her career as an elementary school teacher and taught for 10 years before becoming a literacy coach. Throughout her time as an educator, Mandy has remained diligent about advocating for students’ social and emotional growth as well as the academic needs of diverse learners. Mandy is passionate about empowering educators to provide best practices of literacy instruction in order to grow all students in their confidence, abilities, and love of reading and writing.
Mandy obtained her Bachelor’s degree in International Relations from the University of Delaware and completed her Elementary Education graduate work from West Chester University. Mandy enjoys spending time outdoors and traveling with her husband, their energetic daughters, and their two dogs.

Accelerating Foundational Literacy Skills for Older Readers’ Learning Outcomes

Join us in conversation about foundational reading skills and the importance of effective instruction for struggling older readers. We will unpack the research and bridge it to practice by experiencing effective instructional routines within structured literacy lessons. Reviewing connected texts and examining how texts can support decoding and fluency while still being respectful of the older reader will also be discussed.
The key takeaway is to ensure that older readers’ foundational skill deficits are recognized and addressed using instruction that is research-based, respectful, dignified, and age-appropriate for this vulnerable group of students. In this interactive institute, we will unpack the research within the IES Practice Guide, Providing Reading Interventions for Students in Grades 4-9.  The practical application and mastery of skills is essential in ensuring that all students become successful readers. Specific interventions that address foundational skills for older readers can change the trajectory of a student’s middle and high school experience!

Christine Craig Seppi is an Orton-Gillingham Tutor certified at the Advanced Level through the 32° Masonic Scottish Rite Children’s Dyslexia Centers. She is also certified as an Academic Language Practitioner (CALP) through the Academic Language Therapy Association. She currently tutors privately. She has been actively involved in PBIDA for over 20 years and served as the Chair of the Pittsburgh Region from 2009 through 2018 before serving as President from 2018-2022
Ms. Seppi obtained a Master of Arts in English Language from Brigham Young University. Before becoming an Orton-Gillingham tutor, she taught English, writing, and oral presentation skills at the college and high school levels. She has also developed and presented communication and management training courses as a consultant. Ms. Seppi and her husband are the parents of four adult children, one of whom has dyslexia.

Dyslexia 101 (No Recording Available)

This new workshop from the International Dyslexia Association is designed for educators, families, and community leaders interested in an introduction to dyslexia. The presentation examines four key questions:

• • What is dyslexia?
  • What does dyslexia look like?
  • How can we help?
  • Why should we care?

Participants will leave this workshop with accurate, current information about dyslexia and with suggestions for educators, parents, and community leaders on how to support people with dyslexia. We encourage you to attend and to join with IDA in our work to ensure that all children are able to read and be successful in life.

Dr. Tracy Johnson-Rockmore was featured in the HBO Documentary, Journey into Dyslexia, Great Minds Think Differently. She is the Founding President and CEO of Vessels of Hope, a non-profit organization that helps individuals with learning disabilities. Dr. Tracy is also an Adjunct Professor at Harcum College and an Enrollment Counselor at Eastern University. She received an Associate’s degree in LIberal Studies with a minor in Women’s Studies from Harcum College, a Bachelor of Arts degree in Psychology with a minor in Human Resource Management from Cabrini UNiversity; a Master’s Degree in Multicultural Education from Eastern University; a Doctorate degree in Ministry Science from the Accelerated School of Christian Ministry International, Inc.
Dr.  Tracy Johnson-Rockmore’s remarkable story of perseverance begins when she was placed in special education classes in sixth grade, but was not diagnosed with dyslexia until years later. Her story is an example of the unremitting perseverance and willingness to work harder than most college students. She also attributes her success to support that she received from others along the way. Tracy entered Harcum College after Two/three years of work with the Wilson Reading Program. She graduated from Harcum College with a 4.0 GPA and continued her education at Cabrini University to earn a Bachelor of Arts degree in Psychology, and Master’s degree in Multicultural Education from Eastern University with a 3.9. Tracy is the first to admit that persevering in the face of negative feedback and advice from others is very difficult.
Tracy’s faith and encouragement to other students with dyslexia helped to sustain her when she became discouraged over the course of her education. Tracy Is a dedicated role model and a leader in the dyslexia community and other populations with learning disabilities.te about empowering educators to provide best practices of literacy instruction in order to grow all students in their confidence, abilities, and love of reading and writing.

All Grown Up but Still Dyslexic! Roundtable Discussion (No Recording Available)

Those who attend will gain a stronger perspective on how adults with dyslexia navigate a non-dyslexic world and knowledge of tools they can use in everyday life.

Bonita J. McCabe is a self-taught parent advocate. She has three children and they each have/had IEP’s. Bonita’s eldest has dyslexia and the youngest two have autism. Since 1999, Bonita has also provide advocacy services to families in the surrounding counties. She has also worked with various professionals, educators, local attorneys, other advocates and also worked for a local attorney who specializes in Special Education Law. She attends IEP meetings, Facilitated IEP meetings and Mediations with families. Since 2015, Bonita has been employed by The Arc of Philadelphia as the Child Advocacy Director where she reviews and explains the procedural safeguards and teaches families what their child’s rights are, the importance of documentation, and assists families with prioritizing what the issues are so that their child will receive appropriate services in the Least Restrictive Environment.

IDEA, the Importance of Learning About the Process and the Systems (No Recording Available)

Learning Outcomes: Understanding of IDEA, and the processes and systems related to IDEA

The Individuals with Disabilities Education Act (IDEA)  governs how states and public agencies are to provide early intervention, special education and related services to students. More than 7.5 million eligible infants, children and youths with disabilities qualify for IDEA services every year.  This beginner level session will introduce the six principles of IDEA and the related processes and systems for schools, parents and educational practitioners.

Registration:

Individual Registration

*Virtual registration will close November 11 at noon.
Walk-in registration accepted at the conference at the General Registration rates as space allows. Payment accepted at the door via cash, check, or PayPal.

Registration for on-demand access will open November 13 and close when on-demand access is no longer available on December 31, 2023. We are unable to give any extensions to the date of when on-demand access is available.

Group Registration

To register a group or for groups exceeding 25, please email Danielle Garvin at office@pbida.org
Deadline for Group Registrations is October 27, 2023. All Group Registrations are final.

Registration Terms:
Registrations cannot be transferred.
Individual cancellations prior to October 13th will result in a $15 processing fee.
Individual cancellations after October 13th will result in a 50% processing fee.
Group cancellations prior to October 13th will result in a $40 processing fee.
Group cancellations after October 13th will result in a 50% processing fee.
Group registrations cannot be altered, changed or updated once they are processed.

Scholarships:

Limited partial scholarships are available for individuals in need. To apply for a scholarship, please fill out this form by October 28. Scholarships will be approved on a rolling basis as long as funding is available.

CEU’s and Certificates

CEU’s and certificates of attendance will be available for ACT 48, ALTA, CERI, IMSLEC and DDOE.
Additional CEU’s pending.
Requests need to be submitted to PBIDA by November 25th.
More information will be coming soon.

Registration does not guarantee the receipt of continuing education credits. You must complete the requirements outlined by November 25th for each presentation applicable in order to receive your certification. We are unable to give any extensions of this date.

Directions and Parking

Benchmark School 2107 N Providence Rd, Media, PA 19063

Accommodations

*Discounted rate with PBIDA – email michael.mcclernon@marriott.com to access the PBIDA discount