Reading in the Rockies 2019 – Saturday Program


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 RAFFLE SCHOLARSHIPS FRIDAY PROGRAM SATURDAY PROGRAM

Saturday, October 5th

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Saturday, October 5, 2019 – Day Two

(Please note that sessions may sell out before we can update the schedule below. If the session is not available during the registration process, then it is likely sold out.)

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

Welcome Remarks – 8:00 to 8:10 am


Saturday Plenary Session

<h38:10 to 9:30 am

Marilyn Zecher, M.A., CALT

Using Visual Graphic Organizers to Enhance Memory for Study Skills

Students benefit from organizing information for study when facing tests and exams. Visual graphic organizers with reduced language and efficient use of images help students retain essential information and reduce fear of performance-based tasks. Simple strategies using easy technology can help students master high level content.


Break – Visit Exhibitors & Bookstore – 9:30 am to 9:50 am


Saturday Morning Breakout Sessions

(Choose 1 of 6) – 9:50 to 11:20 am

Wiley Blevins, Ed.M., Author and Consultant

A Fresh Look at Phonics (Part 1)

This session introduces ten common causes of phonics instructional failure and how to avoid them. It proposes a new way to examine phonics instruction to maximize student learning. This session is based on Blevins’ work with school districts—examining test scores against instructional tools and classroom practices to identify mismatches and areas of weakness that impede or slow down learning.


Marilyn Zecher, M.A., CALT

Hands-On Algebra: Linear Functions, Prove by Construction

Linear equations and functional relationships form the essential foundations for success in algebra. Using an inverted instructional sequence, which begins with problem solving, allows students to begin with the “meaning behind the math.” The students construct representations of linear relationships and very quickly learn to write the equation of a line from the word problem. Practice in sub-skills leads to rapid acquisition of this essential conceptual foundational skill.


Janie Harvey, M.A.T., CALT, QI, Colorado Literacy and Learning Center; Laura Santerre-Lemmon, Ph.D., Director, Developmental Neuropsychology Clinic, University of Denver

Assessment Essentials: A Quick Guide to All those Numbers! (Repeat of Friday Session)

You’ve got the test results… now what? Join us as we explain the basics of testing for learning disabilities and commonly associated concerns. You’ll leave with a firmer grasp on test scores, percentiles, and how these numbers point to dyslexia, math and writing differences, ADHD, executive function deficits, and other challenges facing the children you support each day.


Karen Leopold, Fellow/AOGPE; IDA-RMB Treasurer; IDA Regional Representative for the Pacific Region

Multisensory Techniques and Mnemonics to Keep Your Lessons Effective and Fun
(Repeat of Friday Afternoon Session)

What is multisensory instruction? How did it develop, and why is it a critical component of the Orton-Gillingham approach? Active, multisensory techniques for improving recall of decoding and encoding skills are demonstrated. The presenter shares innovative ideas—from using paper and pencil, to easily made games, and even iPad applications—to help teachers keep their lessons effective and engaging, the presenter will share innovative ideas, from using paper and pencil, to easily made games, and even iPad applications.


Katie Chhu, M. Ed., Admissions Counselor at Landmark School

Study Skills: Strategies to Support Executive Function (Repeat of Friday Afternoon Session)

Without strong study skills, students will struggle to develop academic proficiency and cannot reach their full potential. Often vital skills like notetaking, long-term-planning, studying, etc. are not often explicitly taught. This presentation will explore practical instructional strategies to explicitly teach students to manage time, materials, and language to address executive function deficits and support their academic proficiency.


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

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

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.


Lunch – 11:25 am to 12:25 pm – Visit Bookstore and Exhibitors

“Academic Conversations with Colleagues” and the 2019 Raffle Announcements!


Saturday Afternoon Breakout Sessions 1

(Choose 1 of 6) – 12:25 to 1:55 pm


Wiley Blevins, Ed. M., Author and Consultant

A Fresh Look at Phonics: Digging Deeper (Part 2)

This session continues the discussion that started in “Fresh Look at Phonics.” Participants will explore the remaining ten common causes of phonics instructional failure and how to avoid them.


Marilyn Zecher, M.A., CALT

The Perfect Storm: When Reading Meets Math

There is math. Then there is the word problem “problem.” Applying mathematics to real life situations or problem solving is a challenge for students with language based and related LD because of issues with decoding, prosody and comprehension. This presentation offers evidence-based strategies for helping students see the meaning behind the math. Educators learn to create models which help students with LD incrementally see linkages between real life and the abstract world of words.


Lucy Hart Paulson, Ed.D., CCC-SLP, Early Literacy Specialist, Author and Consultant

Foundations of Social Emotional Learning Leading to Academic Success (Repeat of Friday Morning Session)

Social emotional learning is a vital component of academic learning, and both are integrally dependent on foundation executive function and language development. This session describes the interconnected nature of social/emotional, executive function, and communication skill development and ways to create nurturing classrooms that foster social emotional learning as well as academic success.


Meredith Puls, M.Ed., Educational Consultant at MindPlay, IDA Regional Representative for the Western Region

Does Anyone Like Spelling Tests?

Participants will examine five important principles of English spelling and samples of typical spelling word lists. They will work with partners to create more meaningful lists designed to reduce reliance on rote memorization and increase opportunities for mastery of English language structure.


COKID (Colorado Kids Identified with Dyslexia); Alliance Partners with The Reading League

Dyslexia: Parents Make the Difference – Educate, Advocate, Legislate

This session will suggest ways to start a collaborative effort between the school district, literacy departments, and community groups. The eventual goal is to effectively driving change toward appropriate instruction for dyslexic students within your school district.


Scott DeSimone, Implementation Specialist, Really Great Reading

5 Keys to Helping Adolescents with Decoding Issues, Best Practices and Resources (Repeat of Friday Morning Session)

Decoding quickly and effortlessly is a basic skill evident in readers who comprehend well. Struggling readers who have gaps in their basic reading skills will likely face frustration and difficulty in multiple subjects. Millions of students in grades 3-12 experience undiagnosed decoding (or word-level) difficulties. These deficits hamper fluent reading and make reading a source of frustration. This presentation will help educators understand the emerging best practices when teaching older students with decoding difficulties. We will pinpoint resources (many of them free to all educators) that are critical to success.


Break – Visit Exhibitors & Bookstore – 1:55 to 2:05 pm


Saturday Afternoon – 2nd Breakout Sessions

(Choose 1 of 6) – 2:05 to 3:35 pm


Wiley Blevins, Ed. M., Author and Consultant

Question and Answer Session

This session provides the opportunity to engage and interact with Wiley Blevins.


Robin Litt, Ph.D., Rocky Mountain Literacy and Child Development; Lauren McGrath, Ph.D., Assistant Professor, Department of Psychology, University of Denver

How to Interpret Scores on Rapid Automatized Naming: Relationships with Processing Speed (Repeat of Friday Morning Session)

This presentation will be organized around these three important questions.

  • How should I interpret an individual child’s score on rapid automatized naming (RAN)?
  • Do RAN scores tell you something different than general processing speed scores?
  • How could I use RAN and Processing Speed tests in my overall reading assessment battery?

Rapid Automatized Naming (RAN) is known to be an important predictor of reading development, especially reading fluency. There are currently multiple theoretical views on RAN with no single theory dominating the field. One open question is whether RAN relates to reading problems because of generalized speed weaknesses or challenges with specific processes related to reading fluency. In this session, we present research showing that RAN colors and objects can be understood as general processing speed tasks while RAN letters and numbers require both general processing and alphanumeric skills that are separable. These results suggest that RAN and processing speed tasks can be used strategically in reading assessments to better understand the nature of a child’s reading fluency challenges.


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

The Path to Fluency: The Importance of Orthographic Mapping (Repeat of Friday Afternoon Session)

This session, based on the work of David Kilpatrick, will address the critical roles that phonemic proficiency, letter/sound automaticity, and orthographic mapping play in the development of reading fluency. The session will highlight the importance of orthographic mapping in the process of learning how to store and rapidly retrieve words. Participants will come away with an understanding how words are stored for rapid retrieval, as well as strategies and activities they can take back to use with their students on Monday!


Nannette Almon, M.Ed.; Twice-Exceptional District Coordinator, Cherry Creek School District

Now You See Me… Now You Don’t: The Many Faces of Twice Exceptionalities (2e) (Repeat of Friday Afternoon Session)

Students who fall under the umbrella of twice exceptional (2e) are often misunderstood. Those who are gifted can use their strengths to compensate and in the process, mask a disability. Or, the disability can mask the giftedness. In some cases, neither the disability nor giftedness is recognized. In this session, participants will define 2e, learn how to create a comprehensive 2e evaluation plan, discover how to write both strength-based and access accommodations for 504 Plans and IEPs, understand programming needs, and gain access to additional resources in this field.


YES! (Youth Examples of Self-Advocacy) Ambassadors

Meeting the Needs of Dyslexic Students in the Classroom

The talented YES! Ambassadors will present what they, students with dyslexia, need in the classroom. These middle school and high school students will give strategies across curriculums that can be implemented in classrooms immediately. There is no one better to cover these topics than students who have felt the defeats and triumphs of different learning techniques. They will also cover common accommodations and assistive technology. This presentation is perfect for administrators, tutors, teachers, parents, and students.


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

Teaching the Student Behind the Flying Chair (Repeat of Saturday Morning Session)

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.


 


Please join us after your final session to fill out a brief survey and receive your one or two-day certificate of attendance.


CLICK HERE to view Friday’s Schedule

Thank you all for making this a wonderful 2019 conference!