2014 Everyone Reading Annual Conference Presentations · 2014 Everyone Reading Annual Conference – March 18 – 19, 2014 Page 6 Cultivating Clever Comprehenders: Strategies You

2014 Everyone Reading Annual Conference – March 18 – 19, 2014 Page 1

2014 Everyone Reading Annual Conference Presentations

March 18 -19, 2014

NYU Kimmel Center 60 Washington Square South, New York, NY

KEYNOTE SPEAKERS

David Flink Chief Empowerment Officer / Co-Founder, Eye to Eye Author of Thinking Diagnosed with dyslexia and ADHD at a young age, David Flink struggled through much of his pre-college education feeling hopeless and left out of education as a whole. Although his parents and teachers frequently told him he would be able to go to college, David would have found that message more believable if it had come from a person with a learning disability (LD) who had finished college. With that in mind, David co-founded Eye to Eye in 1998, while he was a student at Brown University.Differently: Reframing Learning for a New Generation (HarperCollins, Fall 2014)

Kate Garnett Professor in the Department of Special Education at Hunter College, CUNY. Over the past 30+ years, she has led the graduate teacher preparation program in Learning Disabilities. Her HC Learning Lab received a national award for Exemplary LD Program, for its intensive training of special educators and direct service to LD students. Dr. Garnett also designed the special education teacher training program and service model for the Edison Schools, a nationwide network of schools. Most recently, she has partnered with charter school systems (KIPP schools, UnCommon Schools, and Achievement First) and continues that work consulting with Relay GSE. She consults widely on math LD, reading, vocabulary and teaching strategies. She has authored dozens of articles, chapters and monographs on a wide range of LD-related topics.


Tuesday, March 18, 2014

Keynote: Math, Reading, Writing & Risking: How will we nurture PERSISTENCE? Kate Garnett, Ed.D., Professor of Special Education, Hunter College, City University of New York What does it take? Let us count the ways: skill-building, message-making, choice, up-close-‘n-personal, props, prompts, pairs, practice, priorities. Supporting persistence in math, reading, and writing, kid-by kid-by-kid. Math Rally: Immediately after her keynote address, Dr. Garnett will speak with those most interested in math instruction about strategies for coming together to reform math instruction in their schools and classrooms and in the wider world. Math Networking Meeting: At 12:45, Dr. Garnett will meet with anyone who would like to become involved in establishing a network of like-minded math educators. Math Makes EVERYONE Count Robert Gyles, Professor of Mathematics Education and Director of the Hunter College Mathematics Center for Learning & Teaching, Hunter College/CUNY This hands-on workshop will focus on creating a differentiated mathematics classroom through bridging the gap between conceptual understanding and procedural fluency. Special attention will be given to the New York State Common Core Learning Standards/Mathematics in Grades 3-5. Understanding Math Fluency: the Tool Skills Kenneth U. Campbell M.Ed. University of Florida, Special Education For our students to achieve more in mathematics, more brain time must be available for thinking and problem-solving. Automaticity in the tool skills of math is essential for student progress in higher mathematics, a critical area of concern in not only New York, but the nation.

Raising Math Confident Kids Robin A. Schwartz Adjunct Professor, College of Mt. St. Vincent and Founder of Math Confidence Helping students in math goes beyond the math content, as attitude and motivation are key success factors and building blocks for math learning and teaching. The 5 Most Important Teaching Practices Amy Bailin, MS Ed; FF/AOGPE, Educational Consultant Five teacher behaviors maximize learning and engagement for all students in all subject areas. Learn them all and find ways to practice them at all times in your classroom.


Distinguishing between Learning Disabilities and Second Language Acquisition: The Teacher‘s Role Angelica Infante, Associate Commissioner for Bilingual Education and Foreign Language Studies, New York State Department of Education This introductory presentation will allow participants to engage in meaningful discussions about the differences between language acquisition and learning disabilities, assessment practices, and the decisions teachers need to make when English Language Learners struggle with reading and are having academic difficulties. English Language Learners with Disabilities in Urban Schools: Designing and Delivering Instruction Diane Rodriguez, Ph.D, Associate Professor – Fordham University The presenter will discuss a comprehensive instructional model for bilingual special education teachers. The model offers instructional strategies aligned to the strengths and differential needs of bilingual special learners. Accommodations for Students with Learning Disabilities in the Age of the Common Core Jo Anne Simon, MA., JD., Attorney, Jo Anne Simon, P.C. & President, Everyone Reading The Common Core seeks to change what our children are learning and how they learn it. Various groups have proposed guidelines for how to assess student learning, including new frameworks for disability accommodations – but are they legal? Effective Advocacy David C. Bloomfield Professor, Brooklyn College and the CUNY Graduate Center Parents of children with learning disabilities have to be staunch advocates apart from the IEP process. With hoped-for audience contributions, strategies for advocacy with school and district staff will be discussed. What’s a Mother to Do? Start a School, Of Course! Leah David, MS, Executive Director and Founder of Ohr HaLimud-Lighting the Way to Reading- Orton- Gillingham Reading Programs A parent shares her story about her daughter’s struggle to read, and how it became her mission to make sure that “All Children Must Read!”

New York City Department of Education – Who is responsible for special education? Maggie Moroff, Special Education Policy Coordinator, Advocates for Children and Coordinator of the ARISE Coalition In order to assure effective instruction for all students, families and advocates need to know who to turn to at the DOE to enforce IEPs and foster appropriate placements. This workshop will help parents, advocates, and administrators sort through and understand the bureaucratic obstacles that may be in the way of obtaining necessary services for students with special education needs. Dyslexia: A Parent’s Perspective Wendy Ramos, Founder and President and Rachel Catalano, Co- President, Wishes for Literacy, Inc. This panel discussion will focus on what parents can do to negotiate the school system, foster their children’s academic achievement and enable them to reach their full potential.


Disabled or Confused? Time vs. Space in Reading Theodore F. Swartz, Ph.D., Founder and Professional Development Specialist, Bronx Charter School for Better Learning Spoken language occurs in time; its written form, in space. A learner confused about the two dimensions’ relationship may only appear to have a disability. Techniques and materials exist that lead to clarity about the conventions of written English. When learners become aware, through carefully designed challenges and game-like activities, what the conventions are and how to handle them, symptoms of learning disabilities can be eliminated. Diagnosing Decoding Deficits for RTI Intervention Scott DeSimone, Reading Intervention Specialist and Kathy Young, Special Education Teacher Learn to administer and score a free assessment that quickly diagnoses decoding difficulties in grades 1-12. Learn to use data to group students for targeted decoding intervention. Erasing the Misery of Reading Multi-Syllabic Words Scott DeSimone, Reading Intervention Specialist and Kathy Young, Special Education Teacher Learn multisensory procedures that effectively teach adolescents how to read and spell multi-syllabic words. Receive a set of tools that improve decoding and encoding skills of complex words. MAKING WRITING WORKSHOP WORK: Engaging Reluctant Writers Abigail Helfat, Ed.M., Reading Specialist; Adjunct Professor, Hunter College Department of Curriculum and Teaching All kids can be writers! This session will help teachers understand why writing can be such an overwhelming task, especially for children with learning differences, and give them tools to help students succeed as writers. They will learn to structure writing workshop, provide support and teach skills so all students can plan, draft, edit and be proud of their work.

FLUENCY - Related to Prosody—MUCH More than Speed Nancy Cushen White, Ed.D. Clinical Professor—Division of Adolescent & Young Adult Medicine- Department of Pediatrics & Department of Child and Adolescent Psychiatry— University of California, San Francisco Reading fluency is demonstrated through efficient word recognition, appropriate pacing, chunking of words into meaningful phrases, and expression. A slower reading rate is sometimes necessary to ensure comprehension. Words with Spelling Connections Have Meaning Connections: PHONOLOGY+PHONICS+MORPHOLOGY+ETYMOLOGY=ORTHOGRAPHY Nancy Cushen White, Ed.D. Clinical Professor—Division of Adolescent & Young Adult Medicine- Department of Pediatrics & Department of Child and Adolescent Psychiatry— University of California, San Francisco While basic knowledge of phoneme-grapheme relationships may be sufficient for spelling (and reading) one-syllable words, analysis of word structure—including knowledge of morphology and etymology—is needed to learn to spell (and read) multi-syllable words.


Strategies for Building and Retaining Vocabulary and Information in Struggling Students Esther Klein Friedman, Ph.D, Senior Director, Literacy and Academic Intervention, Office of Academic Policy, New York City Department of Education This session is a cook’s tour of strategies for building new vocabulary and information, areas that present serious challenges to children who struggle with literacy in grades 3 through high school. Dyslexia and the Brain Tim Odegard Ph.D., Director of Research and Evaluation, Wilson Language Training This presentation reviews foundational reading skills, the distributed brain networks that carry them out, and differences observed in individuals with developmental dyslexia. Improving Memory: The Role of Executive Functioning Edward M. Petrosky, Psy.D. ABPP This workshop will provide practical intervention strategies for improving memory by facilitating executive functions, such as attention, organization of information, and concept formation. “Making it Happen”- New York City Middle School Quality Initiative Linda Wernikoff, Senior Education Consultant, Wilson Language Training and Calvin Hastings, Senior Director for Middle School Quality, NYC Department of Education This session will directly assist teachers, district/school leaders and other service providers develop and sustain programs that will help every student achieve at high levels. The strategies and lessons learned from implementation in NYC middle schools will directly assist audience members as they develop RTI models as well as support students with the more rigorous common core standards. The session will also increase participant’s awareness of the Science of Implementation and provide evidence-based strategies and tools that will support high-fidelity implementation of evidence-based literacy programs that will directly impact student achievement. Teaching Documents – The Link to the Common Core Lisa R. Bambino, M.S.Ed., J.D., Coordinator of Social Studies and Library Services at The Windward School and Jill Fedele M.S. Ed., Coordinator of Language Arts at The Windward Middle School Participants will learn how to implement a multisensory instructional program to teach students to analyze primary and secondary sources and prepare a Document-Based Essay. The Arts and Literacy Connection: Formative Assessment Kelly Donovan, Program Manager and Erin Loughran, DELLTA Program Associate, ArtsConnection The Creative Learning Loop (establish clear criteria, facilitate peer feedback, allow for revision) is part of every artist’s practice. It is also essential in building language and literacy skills. Learning to work and think like an artist helps children to build Common Core capacities and provides entry points to non-traditional learners.


Cultivating Clever Comprehenders: Strategies You Can Use Tomorrow Melissa Brown, Master Teacher/Tutorial Department Head and Lindsay DiBrino, Master Teacher, Eagle Hill Southport School Before, during, and after reading strategies are key components in a teacher’s toolbox. From close reading techniques to text-coding skills, presenters will share their collection of resources along with many handouts. Spelling by the Numbers: Teach Smarter-Not Harder! Elaine M. Balum, Teacher, Reading Specialist and Educational Consultant Meet the needs of your struggling students and challenge your good spellers by learning how to apply the research-based strategies to differentiate your weekly spelling curriculum. Dyslexia: Lifelong Struggles and Accomplishments Elizabeth Williams Auricchio, Ph.D., Clinical Psychologist, and Sandy Gubar, Adult with Dyslexia – Co-Chairs of the Adult Dyslexia Committee at Everyone Reading This session features a panel of diverse and talented individuals who have embraced the challenges of dyslexia with resilience, humor and creative thinking. Come and share their stories and strategies for success in school, life and the world of work. The Report Form Process: Reading Comprehension Strategies for Expository Text Lisa Rogers, Staff Development – Language Circle/Project Read The Common Core Standards emphasize mastery in reading and writing non-fiction text. This session presents instructional and multi-sensory teaching strategies for sorting, classifying, and systematizing information in expository (non-fiction) text. Will Cross-linguistic Research Modify Conceptions of Dyslexia in English? Margaret Jo Shepherd, Ed.D., Professor Emeritus of Education, Teachers College, Columbia University A tentative answer to the session’s title is ‘yes’. To address the question, I will first summarize findings from cross-linguistic research on learning to read and reading disability in other alphabetic orthographies that use the Roman Alphabet. Then we will examine those findings in the context of The Phonological Core Deficit Theory of dyslexia.


Story Form Process: Reading Comprehension Strategies for Narrative Text Lisa Rogers, Staff Development – Language Circle/Project Read A multi-sensory reading comprehension process that enables all students to interact with fictional text. Skills include understanding plot, genre, dialogue, vocabulary enrichment and higher level thinking skills. Teaching Public Speaking Skills to Dyslexic Learners John Simms, M.A., Reconstructive Language Teacher, The Gow School This session will describe a successful and replicable model for schools to use in preparing students for formal and informal public speaking challenges. Using Formative Assessments to Drive Reading Instruction JoAnn Lense, LCSW, Director of Professional Development, Everyone Reading Good instruction depends on knowing what students have learned and how much they have progressed throughout the year. This session will present simple and effective ways to assess students on an ongoing basis and tailor instruction according to those findings. Integrating Research Based Reading Instruction into Daily Practice. Middle School Teachers and Administrators from the Petrides School, Staten Island, New York Through a special professional development project, teachers worked collaboratively and reflectively to integrate literacy strategies into their content instruction in order to make material comprehensible and meaningful to all students, especially struggling readers. Remedial Writing Strategies for College Students with Dyslexia Sharon W. Fleischer, MA, LDT/C, Learning Specialist, Regional Center for College Students with Learning Disabilities and Barbara Byrnes, MA, Campus Director, Regional Center for College Students with Learning Disabilities – Fairleigh Dickinson University This workshop will present sequential multisensory strategies for struggling writers, building from sentence structure to paragraph organization then essay completion.


Products and Programs

Great Leaps with Fidelity Kenneth U. Campbell, M.Ed, Author and Developer of Great Leaps Reading Fluency is essential to the Common Core. Successful remediation is inherent in RTI. Great Leaps when done with fidelity provides effective remedial instruction for children with reading and math problems. Fundations® in a Multi-tiered Setting Connie Steigerwald M. Ed., Senior Literacy Advisor, Wilson Language Training Learn how Fundations®, a K-3 reading and spelling program aligned with the Common Core State Standards, uses data to inform instruction and can be implemented in a multi-tiered setting. Oral Language Learning in Education (OLLIE) Tom McDowell MA CCC-SLP, Founder/CEO Cam Achievement, lnc Oral Language Learning in Education (OLLIE) is an evidence-based program providing tiered instruction in syntax and morphology. All lessons aligned to common core and are especially effective for English Language Learners and students with language delays. Transforming the Lives of Bright Adolescents with Social-Emotional Difficulty and Learning Differences Matthew G. Mandelbaum, PhD, Director of Outreach, Robert Louis Stevenson School Small, structured environment; top-notch academics, with 100% college acceptance rate; most students are funded through New York City Department of Special Education Services; self-esteem, motivation, social-emotional development, academic readiness

READ NATURALLY Elaine M. Balum, M. Ed. The read naturally strategy programs are designed to support your core reading program by developing fluency and word recognition, improving vocabulary and promoting comprehension through the research-proven strategies of teacher modeling, repeated reading and progress monitoring to accelerate the reading achievement of Title I, special education, ESL, and mainstream students in an RtI setting.


Wednesday, March 19, 2014

Keynote: Allies, Accommodations, and Agents of Change David Flink, Co-Founder/Chief Empowerment Officer, Eye to Eye What does it mean to be a “different thinker?” Where can we find the full potential of our community? How can we make strides toward creating a world in which every learner is recognized? By sharing some of his own LD/ADHD journeys, Mr. Flink will provide answers to these questions. At the core is a message of personal empowerment, academic success, and educational revolution for people who think differently. Making Math Real: Decoding and Encoding: As Important for Math Comprehension as Reading Comprehension (Two-hour session) David Berg, E.T., Founder and Director of the Making Math Real Institute Just as the Rules of Language define all aspects of the Alphabetic Code, the Rules of Mathematics define all aspects of the codes of math. Math, from kindergarten through calculus, is a comprehensive system of interconnected codes. If educators truly understand the codes, they will be able to successfully teach them to all students. The Number Line Supports Number Sense Temple Ary, Math Specialist, and Olympia Shields, Math Specialist at the Stephen Gaynor School The number line is an essential tool for RtI. Without an internal number line, a child is lost. Learn practical ideas to give children an understanding and spatial sense of the size and sequence of numbers. Making Math Meaningful: Language Rich Math Instruction Toni Ann Hutchison, MS, Middle School Math Coordinator and Danielle Carpentieri, MS, Middle School Math Teacher/Instructional Technology Support, The Windward School This session offers multisensory instructional models and research based strategies that give students the ability to develop language skills while learning important math concepts. Ensuring Engagement of All Students through Differentiated Instruction Alice Stabiner, Generation Ready—Education Director of Academic Content Engaging students in rigorous content provides them with the opportunity to learn and apply strategies and skills. Using small groups and differentiated instructional strategies teachers can enable all students to move towards meeting and exceeding standards. This workshop will provide suggested strategies to support teachers as they differentiate their instructional delivery.


Intensive In-School Teacher-Training, Using an Orton-Gillingham Approach Esther Morgan Sands, M.S., Supervisor of Teacher Training, Reading Reform Foundation and Lauren Wedeles, B.A., Executive Director, Reading Reform Foundation The Reading Reform Foundation provides K-3 New York City public-school teachers with courses and direct classroom training, using an Orton-based, multisensory method. RRF’s new handbook, including a CUNY graduate center study, highlights the program. Build the Foundation First! Kelley Perkins, Executive Director, Reading Excellence and Discovery (READ) Foundation, dba Read Alliance Since 2000, READ has enabled more than 12,000 at-risk kindergarten and first grade students to become independent grade level readers by training and employing high school students to provide structured, research-based, supervised one-to-one tutoring in phonics and fluency. Learn the simple, comprehensible methodology for teaching the sounds of English that makes this success possible.

“Flipping the Classroom” a Student-centered Instructional Model. Benjamin Duffy and Eric Bray, Teachers at The Gow School The “flipped” classroom model is getting a lot of attention. Students watch a lecture on a computer and then valuable class-time is used to solve problems and complete assignments. The overall logic and details will be discussed as well as practical ideas for implementing such an approach into nearly any school setting, including one for students with special needs.

Beyond Differentiation: How Assistive Technologies Augment Student Learning (Two-hour session) Mark Surabian, Assistive Technology Practitioner, ATHelp.org Assistive Technologies provide the means to “increase” and “improve” the “functional capabilities” of students. This session offers an overview of software, cloud-ware, & mobile apps, for writing, reading, organizing, and taking notes. Meeting the Challenge of Common Core Writing Standards Linda Hecker, M.Ed, Lead Education Specialist, Landmark College Institute for Research and Training Examine how CCSS impacts writing curricula and learn approaches for supporting students with LD, including multisensory, strategic instruction; routines for self-regulation; and appropriate technology. This session examines the impact of Common Core on writing instruction for students with LD and reviews research-based practices for addressing challenges. Using Technology to Enhance Reading Comprehension Julia (Jules) Csillag, MS, CCC-SLP, Speech Language Pathologist and Learning Specialist, Themba Tutors & Brooklyn Heights Montessori School This interactive session will demonstrate how to use browser extensions, websites, and iPad applications to help students’ reading comprehension in third grade and above.


Video Study: Engaging Teachers in Practitioner Inquiry Maggie Fishman, Ph.D., Director of Practitioner Inquiry, ArtsConnection Video Study is a professional development process that builds teachers’ ability to identify evidence of learning, make it visible through video, analyze what video shows about student learning, and supports the revision of teaching practice in all types of classrooms with all types of students. Scary Stories – Using Podcasts to Develop Literacy for Special Education Students Dr. Rose Reissman, Angelo Carideo, Irene Huerta, Literacy Support, Technology Coordinator, Special Education Paraprofessional Leader, IS 62 K Learn how students can easily produce an interactive podcast using an audio recorder, in the process developing speaking, listening and collaborating skills and social emotional competencies. Participants will view video, get implementable strategy and start their own Scary Stories. They will have the option of becoming part of a network of ongoing tech projects for special needs students. Neuropsychological Evaluations of the Twice Exceptional Child Matthew Cruger, PhD, Senior Director, Learning and Development Center, Child Mind Institute This workshop will describe typical brain development in children. It will also explore the development patter in children with clinical disorders and those who are gifted. Dr. Cruger will also discuss children who are labeled as "twice exceptional", or those who have both giftedness and areas of deficit. Learning Disorders & Anxiety: Working With Their Worries Steven Kurtz, PhD, ABPP, Co-Director, Selective Mutism Program, Child Mind Institute Anxiety commonly co-occurs with learning disorders in children and teens. Steven Kurtz, PhD, ABPP, will provide practical techniques to implement in your practice to help these children progress without their anxiety being a "deal-breaker" or interfere with the learning process Executive Functioning & Practical Tips for Organization Michael Rosenthal, PhD, Pediatric Neuropsychologist, Child Mind Institute This lecture will define executive functioning and what it means for students in the classroom. It will discuss practical tips parents and educators can use to help kids learn to be more organized. Overview of Brain Development Kenneth Schuster, PsyD, Associate Neuropsychologist, Child Mind Institute This lecture will provide a general overview of patterns of brain development. It will address the study of dyslexia and the brain and review the latest research on the treatment of reading disorders.

Intensive Writing Workshop: Findings from the Summer Scribblers Program Dominick Auciello, PsyD, Neuropsychologist, Child Mind Institute

The Child Mind Institute has established a 1-week intensive writing workshop called Summer Scribblers. This lecture will provide an overview of the specific writing strategies used, how to ensure kids retain those skills, and how to keep them engaged throughout the week.


Writing Interventions for Students with Learning Difficulties Dolores Perin, PhD., Professor, Psychology & Education, Teachers College, Columbia University The complexity and challenges of writing will be presented. Participants will learn about writing assessment and interventions in planning, drafting and revision processes. Writing and Organization Using the Inspiration Program Karen Kraskow, Educational Therapist The Inspiration Program taps many executive function skills as a student (and we, the audience) go through steps from brainstorming to organization, in a variety of ways. Teaching Expository Writing Skills: The Common Core Standards Betsy MacDermott-Duffy, M.S. Ed., Director of Language Arts, The Windward School The cornerstone of the Writing Standards begins with the ability to write a basic form of opinion statement and advances to more reasoned evidence based arguments in the later grades. The strategies presented, from Teaching Basic Writing Skills by Judith C. Hochman, will ensure student success in reaching these Standards.

A Basic Writing Program for Secondary LD Students Russell Van Brocklyn, Editor, Dyslexiaconsultants.com, Partner with the SUNY Research Foundation Learn new, research-based methods for teaching any reasonably motivated LD student to write basic, descriptive paragraphs. Solidify the Foundation of Language for Future Readers Arlene W. Sonday, Educational Consultant; Author, Sonday System All readers need basic foundation language. Preschool instruction can be modified to identify and fill gaps experienced by older struggling readers and spellers. Orton-Gillingham in the Elementary Classroom Peggy A. Price, M.Ed., C/AOGPE Fellow in Training, Professional Learning Coordinator, Director of the Cynthia K. Hoehl Institute for Excellence, Stern Center for Language and Learning All children benefit from Orton-Gillingham classroom instruction. When all students receive direct and explicit teaching in phonology, morphology, syllable types, syllable division, etc., students in Tier I and Tier II are provided with highly engaging, multisensory, and research-based instruction within the general education classroom. Supporting Students through the High School Choice Process Matthew Broggini, M.S. Ed., Youth Services Program Manager, Resources for Children with Special Needs, Inc. Strategies for parents and school personnel to support students, particularly those with disabilities, through school choice systems, including the NYC DOE high school application process.


Barriers to Reading Comprehension: Why do they occur and what can we do about them? Eileen Marzola, Ed.D, Marzola Education Services; Learning Specialist/Educational Consultant This session will present current research on identifying the roots of poor reading comprehension as well as effective strategies for addressing this problem. Vision Coordination / Processing Issues and How They Affect Learning in the LD and Dyslexic populations. Steven M. Larson O.D. Psy.D., Chief Psychologist, Learning Disabilities Unit, State University of New York College of Optometry, Optometrist, Assistant Clinical Professor, State University of New York College of Optometry In addition to language based processing issues, dyslexics can have co-occurring vision coordination / processing deficits. This lecture will review the literature on the prevalence of vision problems in the dyslexic population, how they can affect learning, and appropriate therapies / accommodations to address them. Non-verbal Learning Disabilities: Assessment Quirks and Innovative Remedial Strategies J. Lawrence Thomas, Ph.D., Psychologist, Faculty, New York University Medical Center Non-verbal learning disabilities, such as problems with math, non-verbal cognitive processing and social skills deficits, often confuse teachers and tutors. Participants will learn strategies for fostering success and be asked to share strategies they have used themselves. The State of Learning Disabilities Report – Third Edition (2014) Sheldon Horowitz, Director of LD Resources, National Center for Learning Disabilities Learn about the most recent data and public perceptions regarding learning disabilities and about emerging issues that are critical for parents, educators and policy makers.

Strategies for Helping Frustrated Learners Regulate their Emotions. Katherine Marshall-Polite, LCSWr, Director, Student Support Services, NYCDOE, Teaching Matters, Children First Network 571, and Caroline Rostant, LCSWr, Field Instructor , NYCDOE Students who are struggling learners most often have a difficult time regulating their emotions in the classroom and other social settings. These students need support to help them manage their social, emotional, and other behaviors to assist them in succeeding in both their academic and personal life. This workshop will focus on strategies to assist providers and parents with this population. The IEP – Planning for and Supporting Students with Special Needs Arlene Harris, Educational Consultant and Educational Therapist Participants examine the New York State Individualized Educational Program (IEP) and the importance of a well thought-out plan, including all appropriate accommodations.


Meeting the Social and Emotional Needs of College Students with Learning Disabilities Mary Hebert, PhD, Counselor, Regional Center, Fairleigh Dickinson University, Madison, NJ Identifying and responding to the social and emotional needs of students with learning disabilities is an essential component to optimizing their success. Included are suggestions for effective instruction and accommodations and the consideration of the social and emotional needs in the overall plans in the classroom and IEP development. Student –Generated Questions in the Age of Common Core Standards Jean Marie Humphries, osu, Ph.D, Assistant Professor, Concordia College, New York Questioning and reflecting are essential elements of the Common Core. Learning disabled students, especially, need to be able to formulate questions and have the courage to ask them. Learn strategies to help students generate the higher-level thinking questions that are essential for close reading comprehension. Reading, Thinking, and Schema Strategizing Rebeka Gutkind, Ph.D., Educational Consultant, Adjunct Professor, Fordham University How does schema strategizing affect students’ ability to comprehend printed text? This session will explore the notion of how various types of comprehenders “schema strategize” and the implications for educational interventions for struggling students. Using Comprehension Profiles for Differentiated Instruction and Intervention Samantha Mosher, Learning Specialist, United Nations International School This session focuses on effective use of pre-assessments and comprehension profiles to group students for Tier I and Tier II interventions and to select appropriate lessons and materials.


Products and Programs

Danielson Demystified: Why STRONG Teachers Achieve Level 3 & 4 Evaluations Strong Learning, Inc. Linda Bress Silbert, Ph.D. and Alvin Silbert, Ed. D., Co-owners of Strong Learning, Inc., and co-authors of Why Bad Grades Happen to Good Teachers, Danielson Demystified: Why Strong Teachers Receive 3 & 4 Evaluations, Tiger Tuesday Reading Program for Beginning Readers and Struggling Readers, and more. Teachers can achieve Level 3 and 4 evaluations according to the Danielson rubric by incorporating the Strong Learning model into daily lessons and creating a classroom environment to ensure that every child learns. MyloWrites.com – Technology to Support High-Quality Essay Writing Stacy Rosenblum, Learning Specialist, Mya Dunlop, CEO, Josh Wexler, Chief Technology Officer, MyloWrites.com MyloWrites.com is a new technology that guides students through the step-by-step process of writing a well organized essay. It capitalizes on student engagement with technology and is especially suited to students with dyslexia and executive functioning challenges. Initiating a Writing Revolution! Sopris Learning Helen Long, MS. Ed, National Educational Consultant Writing is a complex literacy skill that receives limited attention in professional development. This session will focus on multi sensory strategies for writing in all content areas, including visualizing and planning, differentiating between topics and details, and writing and revising,