Reading in the Rockies 2018 – Friday Program


Building Your Language, Literacy and Assessment Understandings

ABOUT REGISTRATION SPEAKERS HOTEL INFO
RAFFLE SCHOLARSHIPS FRIDAY PROGRAM SATURDAY PROGRAM

Friday, October 12th

CLICK HERE TO REGISTER

Early Registration Pricing and Payment by Check ends on September 24th!

Hotel booking at Conference Rates is only available until September 27, 2018.

Friday, October 12, 2018 – Day One


Registration & Continental Breakfast – 7:00 to 8:00 am

Welcome & Opening Remarks – 8:00 to 8:20 am


Friday Plenary Session

8:20 to 10:20 am

Melissa Farrall, Ph.D., Director of Evaluation at the Stern Center for Language and Learning, Williston, Vermont

Comprehensive Reading Evaluations: The Heart of the Matter

Reading comprehension is not easily quantified and it can be difficult to separate out the factors that support readers in their efforts to make meaning from text. This workshop will focus on the components of a comprehensive reading evaluation and how a well-designed assessment can provide recommendations that have their roots in reading theory and research. Together we will explore how oral language and decoding skills support reading fluency and the comprehension of language in print.


Break – Visit Exhibitors & Bookstore – 10:20 to 10:40 am


Friday Morning Breakout Sessions

(Choose 1 of 6) – 10:40 am to 12:00 pm


Experience Dyslexia® Simulation

This hands-on simulation session lets participants experience some of the challenges and frustrations faced by people with language-based learning differences. Participants will be guided through six learning tasks commonly encountered in the classroom or workplace including reading comprehension, fluency, writing, spelling, listening and processing speed. These will be followed by a lively group discussion focusing on experiences shared and lessons learned as well as practical tips, accommodations and interventions for the classroom.


Deb Coultas, M.A.; Coultas Educational Consulting

ALMOST SOLD OUT: Phun with Fonology – The Key to Unlocking the Code (Repeated in Afternoon)

Learn how instruction in phonological awareness can make the difference between prevention and remediation. Come and participate with hands-on strategies for your students both in school and at home. These evidence-based activities are ideal for whole class, small group and one-on-one instruction. You will leave with a great selection of practical ideas to take back and use on Monday.


Debbie Campbell, B.A. in Elementary Ed.; M.A. in Curriculum and Instruction; Ph.D. (ABD); Effective Technology For Learning, LLC

SOLD OUT: Making the Most of Learning Ally and Bookshare

Does your school offer students with reading struggles Learning Ally and/or Bookshare accounts? Do you struggle to figure out how to set these accounts up so students can make the most of these resources? With these programs being commonly used in K-12 schools, it is essential to understand the intricacies of these programs. In this session, you will be introduced to a timeline for setting these systems up, how to efficiently manage class content, what teachers need to be aware of when assigning work, and how to best train students in using them for their success. You will also learn tips and tricks of what you can do if what your student needs is not available in either program.


Karen Leopold, MS Ed, Accredited Training Fellow, AOGPE; IDA-RMB Treasurer

Teaching Grammar: To Diagram or Not To Diagram? That is the Question (Repeated on Saturday)

This session will focus on teaching grammar to middle and high school students. Using appropriate grammar when writing is especially difficult for dyslexic students. Direct and explicit instruction is crucial. Providing multisensory instruction and practice helps students make the most progress. The ultimate goal of teaching grammar should be to help students understand and use proper grammatical structures when writing.


Catherine Deml, M.Ed., Rocky Mountain Reading Literacy Consultant/Tutor; IDA-RMB board member

SOLD OUT: Multisensory Ways to Support Number Sense (Repeated on Saturday)

Hands-on, make-and-take, multisensory math instruction for all tiers of intervention. Enhance your own understanding of how students develop their knowledge of mathematics from number sense to multiplication facts and beyond. Incorporate individual and classroom activities through concrete, representational, and abstract methodology to support student knowledge and strategy building for problem-solving of mathematics beyond basic fact recall. Includes concepts such as quantity, sequencing, fact families, conceptual place value, and skip counting.


Scott DeSimone, Really Great Reading, CEO

SOLD OUT: Erasing the Misery of Reading and Spelling Multi-syllable Words (Repeated on Saturday)

When students don’t have strategies for reading big words, they often guess, skip or misread words. They struggle to comprehend complex text and often get stuck at reading below level. Attend this workshop and learn how to provide various multi-sensory techniques, such as syllable boards, that are functional, simple and can be applied to reading and spelling long words.


Lunch – Visit Exhibitors & Bookstore – 12:00 pm to 12:45 pm


Friday Afternoon Breakout Sessions 1

(Choose 1 of 6) – 12:50 to 2:15 pm


Melissa Farrall, Ph.D.; Director of Evaluation at the Stern Center for Language and Learning, Williston, Vermont

Reading Comprehension: The Search for the Holy Grail

Despite significant advances in reading research, the assessment of reading comprehension continues to cling to 20th century practices. Questions relating to the main idea and supporting details abound at a time when curious minds want to know more. We will look at how the publisher’s view of reading comprehension, text selection, and question-types all play a role in how students express their understanding of print. Participants will learn how to use this knowledge in order to design and interpret evaluations as a foundation for good instruction.


Judie Caroleo, Director of Training and Development, 95 Percent Group Inc.

Supporting Working Memory in the Classroom (Repeated in 2nd Afternoon Session)

Conservative estimates suggest that approximately 10 percent of children in classrooms today are impacted by poor working memory. Since working memory is a function that allows us to hold information in our mind while working with it, difficulties in this area will often negatively impact learning. Students with impaired working memory find it a challenge to hold the necessary pieces of discrete information in their minds long enough to meet the complex demands of reading. In this session the presenter will discuss practical strategies that allow classroom teachers to identify and support working memory in a classroom environment.


Deb Coultas, M.A., Coultas Educational Consulting

Phun with Fonology: The Key to Unlocking the Code (Repeat of Morning Session)

Learn how instruction in phonological awareness can make the difference between prevention and remediation. Come and participate with hands-on strategies for your students both in school and at home. These evidence-based activities are ideal for whole class, small group and one-on-one instruction. You will leave with a great selection of practical ideas to take back and use on Monday.


Jodi Champagne, M.Ed., CALT; Kimberly Fitzpatrick, M.A.T., CALT; Janie Harvey, M.A.T., CALT; Jennifer Rowland, M.Ed, CALT-QI

NUTS and BOLTS for Building a Strong Literacy Foundation (Repeated on Saturday)

Teachers who provide literacy instruction must understand the necessary building blocks of skilled reading and how to teach them. In grades K-2, early identification, alphabet knowledge, phonemic awareness, and phonics are essential nuts and bolts in a strong literacy classroom. This session will expand each participant’s toolbox, through explicit instructional methods that effectively serve struggling readers in their formative years. Each rotation considers the needs of Kindergarten-2nd grade teachers and will include strategies that can be implemented Monday morning.


Elyn S. Moldow, Educational Writer and Former Teacher for Students With Learning Differences

Mining for Diamonds through Decodable Texts: Extracting a Wealth of Potential at Every Level (Repeated on Saturday)

Join me as I share a myriad of practical methods for “mining” decodable texts to facilitate higher-level thinking skills, metacognitive development, and cross-curricular connections. During the session you will learn more about the importance of the reading-meaning connection while gaining tools and strategies for mid-range elementary through early high school students. The text is the mine, the tools are easy to access, and the diamonds will be revealed in your students’ increased skills, motivation, confidence, and joy. You’ll leave this session ready to help your students shine in new and brilliant ways.


Tayo McGuirk, M.A. in Elementary Ed.; Former Instructional Math Coach, OG trained tutor; IDA-RMB board member

Right On The Dot: Subitizing Activities to Support Number Sense

Subitizing is the ability to quickly enumerate small sets of objects (often dots) without counting. Difficulty with number sense, beginning with subitizing, is one of the core deficits in dyscalculia. In this hands-on session, participants will explore games and manipulatives to support students in the elementary classroom and at home. This is a “make-and-take” session, so participants should come prepared to try a few games and get creative with subitizing!


Break – Visit Exhibitors & Bookstore – 2:15 to 2:30 pm


Friday Afternoon Breakout Sessions 2

(Choose 1 of 6) – 2:30 to 4:00 pm


Melissa Farrall, Ph.D.; Director of Evaluation at the Stern Center for Language and Learning, Williston, Vermont

Oral Language to Reading: The Role of Oral Language within the Context of Reading

This workshop will focus on the role of language within the context of a comprehensive reading evaluation. We will examine how tests of oral language permit evaluators to go beyond the main idea and use the structure of language to reveal why students have challenges with the comprehension of what they read. We will compare and contrast standardized tests for reading and oral language with an eye for differences in test design that can have significant implications for student performance. In the end, participants will learn how to select tests and interpret findings as a foundation for evaluations that are evidence-based and helpful to educators.


Judie Caroleo, Director of Training and Development, 95 Percent Group Inc.

Supporting Working Memory in the Classroom (Repeat of 1st Afternoon Session)

Conservative estimates suggest that approximately 10 percent of children in classrooms today are impacted by poor working memory. Since working memory is a function that allows us to hold information in our mind while working with it, difficulties in this area will often negatively impact learning. Students with impaired working memory find it a challenge to hold the necessary pieces of discrete information in their minds long enough to meet the complex demands of reading. In this session the presenter will discuss practical strategies that allow classroom teachers to identify and support working memory in a classroom environment.


Diane Mayer, M.Ed., Fellow In Training/AOGPE, Literacy Specialist/Littleton School District, IDA-RMB Vice President, and Nancy Blum, M.A.Ed and M.S.W., Literacy Specialist, IDA-RMB board member

From PAST to Fast!: Phonemic Proficiency as a Core Competency on the Road to Reading Fluency (Repeated on Saturday)

This session is a “how to” for developing phonemic awareness to the automatic and advanced levels necessary to help students with word level reading difficulties. Participants will get practical ideas for developing phonemic proficiency with students. The work of David Kilpatrick will be referenced, including how to assess using the new PAST test. This session is designed for parents, tutors, and educators who work with students of all ages.


Cindy Kanuch, M.A., CALP, Associate/AOGPE; Title I Reading Interventionist; IDA Certified Dyslexia Practitioner; IDA-RMB board member

What’s Next? A Morphophonological Approach to Structured Word Inquiry (Repeated on Saturday)

Once the foundational skills of phonics and syllable types have been mastered, students are ready to embark upon a deeper exploration of the morphological structure of our language. Moving away from the Anglo-Saxon layer of our language and into the Latin and Greek layers benefits students not only with their reading and spelling, but with their vocabulary acquisition. In this seminar, participants will learn how to use structured word inquiry to build literacy skills for students in the intermediate elementary grades and above. Participants will explore several engaging methods of word investigation and gain tools and strategies to use in the classroom.


BJ McDonald, M.Ed.; Instructional Specialist at Saint Mary’s Academy; IDA-RMB board member, and Morgan Beidleman, M.Ed., M.A.; Private Consultant; Ph.D. candidate at the University of Denver

Teaching the Student Behind the Flying Chair (Repeated on Saturday)

It is easy to recognize and label students displaying behaviors that are impeding their learning, but those behaviors are only the tip of the iceberg. Determining the underlying emotions and ways to intervene, both behaviorally and academically, are important. Discover ways to go beneath the iceberg of behavior and better meet the behavioral and learning needs of struggling students.


Daniel Leopold, M.A., Doctoral Student in Clinical Psychology and Neuroscience at CU Boulder

How Educational Assessment and Neuroimaging Inform the Promises & Pitfalls of Brain-Based Interventions (Repeated on Saturday)

This presentation will address a number of topics related to the therapeutic claims and (in)validity of various brain-based interventions for learning and attention. By first discussing aspects of psychoeducational assessment, clinical diagnosis, and current directions in understanding the reading brain, attendees will be able to more critically evaluate the promises of various approaches to academic intervention.


If you are only attending on Friday, don’t forget your one-day certificate at the end of the day!


CLICK HERE for Saturday’s Program

 

Thank you all for making this a wonderful 2018 Conference!