Symposium RtI and Direct Instruction. QUESTIONS? Contact: January 24-25, 2013

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1 2013 RtI and Direct Instruction Symposium January 24-25, 2013 Anchorage Marriott Downtown 820 West 7th Avenue Anchorage, Alaska QUESTIONS? Contact: Jason Hillyer College Credit is available through the University of Alaska Anchorage under Course Title: Direct Instruction Within an RtI Framework. Participants seeking college credit will register with UAA on January 24th during registration. University fee of $74.00 will be due at this time.

2 January 24 Day 1 Math Session Connecting Math Concepts and Corrective Math Who should attend: Grades 1-12 teachers who are currently using the SRA program or those who would like to learn more Connecting Math Concepts (CMC) and Corrective Math (CM) are research-based programs for students in Grades CMC is a developmental program for students in Grades 1-6 who may not be successful in traditional math programs. CMC provides strategy-based instruction and built-in practice and remediation activities. CM is for students in Grades 4-12 who have significant deficits in the area of math. There are four basic modules: addition, subtraction, multiplication, division, and three advanced modules: fractions, ratios, and percents. Participants will learn: How to administer the initial placement test, as well as ongoing program assessments How to deliver the program, including a thorough discussion and modeling Homework, grading, and additional math practice ideas and activities Coaching and Supervision Session Instructional Fidelity and Supportive Supervision Who should attend: Instructional Coaches, Lead Teachers, Administrators, and District Facilitators In this session, participants will learn the critical features of Direct Instruction lesson components, so they are able to effectively observe a lesson and provide positive feedback to both teachers and students. In addition, the hierarchy of skills is analyzed so that peer coaches can prioritize what to work on first within the context of a lesson. Communication, both verbal and written, is a significant aspect of this workshop. When coaches clearly and consistently communicate and provide the rationale for all coaching scenarios, it allows the teacher to grow. During the session, effective communication strategies will be discussed and modeled. The session participants will engage in small group activities that allow for hands-on practice with these strategies. Various types of in-classroom and out-of-classroom coaching will be analyzed. Coaches will also learn what types of data should be inspected on a regular basis and how to interpret data. Finally, during the session, various video segments will be utilized in order to help the participants analyze and apply the coaching techniques and strategies that they have acquired during the session.

3 Reading Sessions Reading Mastery K-1 (Signature) Who should attend: Anyone who is currently using the SRA program or those who would like to learn more Overview of the first two levels of Reading Mastery: Teach beginning readers sound/symbol correspondence, phonemic awareness, and blending techniques Administer the initial placement tests and ongoing assessments Teach the major components of the program Employ effective correction procedures Teach fluency to beginning readers Beginner Reading Mastery II-V (Signature) and III-VI (Plus) Who should attend: Grades 2-6 general educators, special educators, and reading teachers who will be using Reading Mastery as a core program or as an intervention Reading Mastery is a research-validated, specialized reading program designed to teach readers to read for information as well as respond to literature. The program emphasizes word attack, vocabulary, comprehension, and fluency development. Each level is a year-long intervention that utilizes explicit instruction to teach students to become successful readers. Learn the rationale for Reading Mastery and: How to teach the pre-skills and strategy lessons embedded in the program How to provide adequate fluency practice How to give the initial placement test, as well as ongoing mastery assessments Corrective Reading Who should attend: Grades 3-12 teachers who are currently using the SRA program or those who would like to learn more Corrective Reading is designed for Grades 3-12 students who have not learned to read in other programs and do not learn on their own. These multilevel programs may be used in regular classrooms or in special needs settings such as Chapter I, resource rooms, special education, etc. Various lesson components will be modeled by the instructor and participants will have the opportunity to practice the lessons. Participants will learn: How to administer the placement test How to systematically teach the lessons so students learn how to read accurately, increase rate and fluency, build vocabulary, and respond to comprehension items What educators need to know for the Decoding and Comprehension strand of the Corrective Reading program

4 January 25 Day 2 Math Session Connecting Math Concepts and Corrective Math Who should attend: Grades 1-12 teachers who are currently using the SRA program or those who would like to learn more Connecting Math Concepts (CMC) and Corrective Math (CM) are research-based programs for students in Grades CMC is a developmental program for students in Grades 1-6 who may not be successful in traditional math programs. CMC provides strategy-based instruction and built-in practice and remediation activities. CM is for students in Grades 4-12 who have significant deficits in the area of math. There are four basic modules: addition, subtraction, multiplication, division, and three advanced modules: fractions, ratios, and percents. Participants will learn: How to administer the initial placement test, as well as ongoing program assessments How to deliver the program, including a thorough discussion and modeling Homework, grading, and additional math practice ideas and activities Coaching and Supervision Session Instructional Fidelity and Supportive Supervision Who should attend: Instructional Coaches, Lead Teachers, Administrators, and District Facilitators In this session participants will learn the critical features of Direct Instruction lesson components, so they are able to effectively observe a lesson and provide positive feedback to both teachers and students. In addition, the hierarchy of skills is analyzed, so that peer coaches can prioritize what to work on first within the context of a lesson. Communication, both verbal and written, is a significant aspect of this workshop. When coaches clearly and consistently communicate and provide the rationale for all coaching scenarios, it allows the teacher to grow. During the session, effective communication strategies will be discussed and modeled. The session participants will engage in small group activities that allow for hands-on practice with these strategies. Various types of in-classroom and out-of-classroom coaching will be analyzed. Coaches will also learn what types of data should be inspected on a regular basis and how to interpret data. Finally, during the session, various video segments will be utilized in order to help the participants analyze and apply the coaching techniques and strategies that they have acquired during the session.

5 Advanced Reading Sessions Reading Mastery K-1 (Signature) Who should attend: Teachers who have had the beginning training or teachers using Signatures and are looking to reinforce and add to the DI techniques. This refresher section is focused on items to increase the student success ratio for first-time correct responses. Enhancement of management skills in the areas of physical classroom, materials, transitions, student engagement, or on task behavior will be given attention. Independent activities are reviewed as well as difficult sound and sound combinations. ERI enhancements will be introduced in the areas of fluency at all levels and program formats. Rhyming formats, irregular words, and story steps are covered. Reading Mastery II-V (Signature) and III-VI (Plus) Who should attend: Grades 2-6 general educators, special educators, and reading teachers who will be using Reading Mastery as a core program or as an intervention This session will cover advanced format practice that will help secure student mastery in the areas of fluency and program vocabulary. The advanced session will also cover advanced comprehension strategies and how and when to incorporate graphic organizers into the Reading Mastery lesson. Another area that will be covered is how to incorporate a written response into the Reading Mastery text. How to evaluate assessment forms and student program data will also be an area of discussion as will what to do when an individual student and/or group is not at mastery. Corrective Reading Who should attend: Teachers and para-professionals teaching Corrective Reading Decoding and those who have received basic training in Corrective Reading Decoding Program enhancements designed to increase student fluency, vocabulary, comprehensions skills, and test-taking strategies will be the focus of this session. Participants will be provided specific fluency, vocabulary, and comprehension strategies, as well as recommendations for instruction and delivery of lessons.

6 Presenters Dr. Molly Blakely Molly Blakely received a dual degree in Secondary Education and Special Education from the University of Oregon, where she was mentored by the father of Direct Instruction, Siegfried Engelmann. Molly taught for several years in New York City and received a master s degree from Columbia University in Early Childhood Special Education. She then worked at the University of Washington as a grant coordinator and, in addition, was a lead consultant for Project Follow Through. Molly received a doctorate degree from California University in Educational Leadership. Currently, Molly is the founder and president of Educational Resources, Inc., a professional development company that provides training and coaching to teachers across the United States. Joyce Nace Joyce Nace, M. Ed, is a Washington state educator with 30 years of experience and expertise in devising strategies for struggling readers. Joyce earned her B.A. in special education from Central Washington University. She acquired her M. Ed. in curriculum and instruction at City University. Joyce has experience in developing, implementing, and professionally developing staff in the use of specialized curricula for varied populations. During her tenure as a reading specialist, she received Teacher of the Year from the Association for Direct Instruction. In her current role as an intervention consultant, Joyce has assisted districts throughout the Western United States in implementing reading, math, and language arts programs in a wide range of settings. Andrea Everett Andrea Everett is a lifelong Alaskan with 12 years of experience in elementary education, specifically at Title I funded schools. After completing her undergraduate degree at Northern Arizona University, she moved back home and spent seven years in the primary grades before becoming a Literacy Coach at an intermediate elementary school. She currently spends her time there coaching and training reading, language, and spelling, as well as data informed instruction and classroom management techniques. She has served as a mentor, teacher, and participated in several district committees, including the District Curriculum Council. Andrea has experience using various DI programs for core and intervention instruction and holds a master s degree in Educational Leadership. Kia Ellis Kia Ellis resides in Los Angeles, California and has been in education for seventeen years. Kia taught for ten years where she implemented many Direct Instruction programs in regular education and in special education classrooms. She has been team leader and organized a successful intervention program at her school site for grades four, five, and six where Corrective Reading was used. After serving as a teacher ambassador for SRA McGraw-Hill, Kia joined the McGraw-Hill team as a full time consultant. As a consultant, Kia trains, coaches, and assists in sales for the Direct Instruction line of products at McGraw-Hill Education. Mia Gordon Mia Gordon has been an Educational Consultant with McGraw-Hill for more than 12 years, where she has provided staff development to hundreds of elementary, middle, and high school teachers and administrators throughout California and across the country. Mia has provided in-services and professional development in numerous areas including effective use McGraw-Hill instructional materials, classroom management, reading instruction, writer s workshop, inquiry learning, universal access, RTI and Direct Instruction. Mia earned a Bachelor of Arts Degree in Psychology and Linguistics, as well as a Multiple Subject Teaching Credential from California State University of Dominguez Hills. She has years of experience teaching in the elementary setting. While serving as a literacy coach, Mia worked closely with administrators and teachers to support the implementation of effective reading and writing curricula.

7 Details Fees: Rtl & Direct Instruction Symposium $195 per person Rtl Sessions (includes both days) Agenda: Day 1 Breakfast 7:00 AM 8:00 AM Registration 7:00 AM 8:15 AM Opening Remarks 8:15 AM 8:30 AM Morning Session 8:30 AM 12:00 PM Lunch 12:00 PM 1:00 PM Afternoon Session 1:00 PM 4:00 PM Day 2 Sessions 8:00 AM 12:00 PM Lunch** 12:00 PM 1:00 PM Afternoon Session 1:00 PM 3:30 PM *Morning and Afternoon breaks will be announced by your instructor **Lunch on your own and Collaborative Session with your groups ( Instructor will announce topic) Hotel Information: Take advantage of block hotel rates by registering for the RtI Conference: Building Student Success at Anchorage Marriott Downtown 820 West 7th Avenue Anchorage, Alaska

8 Registration To ensure availability of your seat, register by: December 12, 2012* Register online at: Symposium Sessions Conference fee includes Day 1 and Day 2. Attendees will choose one session per day. Day 1 Sessions: Connecting Math Concepts and Corrective Math Instructional Fidelity and Supportive Supervision Beginners Reading Mastery K-1 (Signature) Beginners Reading Mastery II-V (Signature) and III-VI (Plus) Beginners Corrective Reading Day 2 Sessions: Connecting Math Concepts and Corrective Math Instructional Fidelity and Supportive Supervision Advanced Reading Mastery K-1 (Signature) Advanced Reading Mastery II-V (Signature) and III-VI (Plus) Advanced Corrective Reading * Your seat is not confirmed until payment is received. No refunds once registration is confirmed. MHE has the right to cancel sessions without notice. Symposium or Session Questions? Contact: Jason Hillyer jason_hillyer@mcgraw-hill.com Registration Questions: west_reg@mcgraw-hill.com WE McGraw-Hill Education values your Privacy. From time to time we share information collected through this form with other parts of The McGraw-Hill Companies or other reputable companies whose products or services we feel may be of interest to you. If you would like your name removed from these lists, please mail a written request to McGraw-Hill Education Customer Privacy, 8787 Orion Place, Columbus, OH or call , ext Your information is stored in a secure database in the U.S. and access is limited to authorized persons. For more information, see the McGraw-Hill School Education Group privacy notice at The McGraw-Hill Companies Customer Privacy Policy can be found at