Past Statewide Training

2015
Dr. Anita Archer | May 1, 2015, 8:30 am-3 pm

Program Description: A significant number of adolescents enter middle school unable to read and understand complex informational or narrative text. These students would benefit from a multi-tiered system of support that provides responsive reading instruction across tiers of a Response to Intervention Model. The overall goal of this professional development session is to provide general and special education teachers, content area teachers, administrators, and support staff with foundational knowledge regarding best practices for older students who struggle to read.

Topics: • Profile of the Adolescent Struggling Reader • Responsive reading practices across the tiers • Word Study • Fluency • Vocabulary • Comprehension • Motivation

2014
Dr. Matthew Burns | October 23, 2014, 8:30 am-3 pm

Program Description: Response to Intervention can be defined as a schoolwide prevention framework that integrates assessment and intervention to improve student outcomes. While much of RtI research and attention has focused on elementary models, RtI implementation at the middle school level is gaining momentum and increased attention. Implementing RtI in Middle School is an all-day workshop designed to provide RtI middle school teams with information and resources needed to effectively implement a multi-level intervention model in their school. Attention will be devoted to examining various RtI models at the middle school level with respect to scheduling for supplemental intervention, screening, and progress monitoring.

Dr. Matthew Burns | October 22, 2014, 8:30 am-3 pm

Program Description: Response to Intervention can be defined as a schoolwide prevention framework that integrates assessment and intervention to improve student outcomes. While much of RtI research and attention has focused on elementary models, RtI implementation at the middle school level is gaining momentum and increased attention. Implementing RtI in Middle School is an all-day workshop designed to provide RtI middle school teams with information and resources needed to effectively implement a multi-level intervention model in their school. Attention will be devoted to examining various RtI models at the middle school level with respect to scheduling for supplemental intervention, screening, and progress monitoring.

Dr. Matthew Burns | October 10, 2014, 8:30 am-3 pm

Program Description: Response to Intervention can be defined as a schoolwide prevention framework that integrates assessment and intervention to improve student outcomes. While much of RtI research and attention has focused on elementary models, RtI implementation at the middle school level is gaining momentum and increased attention. Implementing RtI in Middle School is an all-day workshop designed to provide RtI middle school teams with information and resources needed to effectively implement a multi-level intervention model in their school. Attention will be devoted to examining various RtI models at the middle school level with respect to scheduling for supplemental intervention, screening, and progress monitoring.

2013
Dr. Katherine Dougherty Stahl | November 20, 2013, 8:30 am-3 pm

Program Description: Across New York State, schools are working tirelessly to implement the ELA Common Core Learning Standards (CCLS). At the same time, schools are required to have established a prevention model commonly known as Response to Intervention (RtI) to meet the literacy needs of students in K – 4 who struggle to meet grade level expectations. This workshop is designed to help school personnel understand how their RtI framework can support the teaching and learning of CCLS in literacy. This workshop will present practical approaches for creating a seamless integration of RtI and CCLS. Attention will be devoted to helping classroom teachers and reading specialists work collaboratively to meet the needs of children who require something extra in order to achieve the expectations established by the CCLS for ELA. A Powerpoint presentation supported by case studies and interactive activities will be used to help school teams consider new alternatives for differentiating instruction to most effectively meet the needs of all students.

Dr. Katherine Dougherty Stahl, New York University, Clinical Associate Professor of Literacy | November 7, 2013, 8:30 am-3 pm

Program Description: Across New York State, schools are working tirelessly to implement the ELA Common Core Learning Standards (CCLS). At the same time, schools are required to have established a prevention model commonly known as Response to Intervention (RtI) to meet the literacy needs of students in K – 4 who struggle to meet grade level expectations. This workshop is designed to help school personnel understand how their RtI framework can support the teaching and learning of CCLS in literacy. This workshop will present practical approaches for creating a seamless integration of RtI and CCLS. Attention will be devoted to helping classroom teachers and reading specialists work collaboratively to meet the needs of children who require additional support in order to achieve the expectations established by the CCLS for ELA. A PowerPoint presentation supported by case studies and interactive activities will be used to help school teams consider new alternatives for differentiating instruction to most effectively meet the needs of all students.

Dr. Katherine Dougherty Stahl, New York University, Clinical Associate Professor of Literacy | October 17, 2013, 8:30 am-3 pm

Program Description: Across New York State, schools are working tirelessly to implement the ELA Common Core Learning Standards (CCLS). At the same time, schools are required to have established a prevention model commonly known as Response to Intervention (RtI) to meet the literacy needs of students in K – 4 who struggle to meet grade level expectations. This workshop is designed to help school personnel understand how their RtI framework can support the teaching and learning of CCLS in literacy. This workshop will present practical approaches for creating a seamless integration of RtI and CCLS. Attention will be devoted to helping classroom teachers and reading specialists work collaboratively to meet the needs of children who require something extra in order to achieve the expectations established by the CCLS for ELA. A Powerpoint presentation supported by case studies and interactive activities will be used to help school teams consider new alternatives for differentiating instruction to most effectively meet the needs of all students.

2012
Carolyn A. Denton, Ph.D., Children’s Learning Institute, Department of Pediatrics at the University of Texas Health Science Center at Houston | November 2, 2012, 8:30 am-3 pm

A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? And (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.

Sylvia Linan-Thompson, Ph.D, University of Texas at Austin | October 18, 8:30 am-October 19, 2012 3 pm

Ensuring a comprehensive and coherent instructional program is essential for student success. RtI provides a framework for ensuring that students receive the level and type of instruction they need for academic success. However, to ensure that English language learners will benefit from instruction in an RtI framework assessment and instruction practices must respond to both their academic and language needs. This session will present effective instruction strategies for ELLs in Tiers 1, 2 and 3 and factors to consider when interpreting assessments. Lecture, case studies, and interactive activities will be used.

Dr. Rollanda E. O'Connor, University of California at Riverside | June 28, 2012, 8:30 am-3 pm

When screening and/or progress monitoring data indicate below grade level reading performance, supplemental or tiered intervention is provided. Tiered interventions constitute the heart of an RtI framework, and to be effective, require instruction that is highly focused and aligned to core or primary reading instruction and to the needs of the student. This presentation will focus on the nature of tiered interventions in grades K-4 in terms of early foundational skills essential to proficient reading: alphabetic principle, decoding, sight words, fluency, vocabulary, and comprehension. A discussion involving ELLs with respect to Tiers 2 and 3 intervention will center on the importance of vocabulary and spoken language.

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