2017 Alaska RTI Conference Session Descriptions

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions Alaska RTI/MTSS Effective Instruction Conf...

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2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Alaska RTI/MTSS Effective Instruction Conference Schedule at a Glance Saturday – January 28 Keynote: 8:30 - 9:15 am



A Personal Journey to a More Caring and Compassionate Instructional Framework Dr. Hector Montenegro Lessons learned from helping a teacher salvage her teaching career from a very difficult first year, and how it also changed my perspective on working with children from diverse socioeconomic, cultural and language groups. Introductions from Dr. Lisa Parady, Executive Director, ACSA; and Dr. Deena Paramo, Superintendent, ASD

Full Day Sessions: 9:30 am - 4:30 pm • • •

All strands relate to an aspect of RTI/MTSS systems implementation to allow participants to go deeper based on their school/district needs. Participants will sign up for one full-day strand. All sessions will break for lunch from 12:30-1:30. Lunch is included in the registration fee and will be provided on the third floor.

Sunday – January 29 Morning Session: 9:00 am - 11:30 am Afternoon Session: 12:30 pm - 3:00 pm • •

The second day offers shorter sessions on a specific topic that support an effective RTI model. All sessions will break for lunch from 11:30-12:30. Lunch is included in the registration fee and will be provided on the third floor.

Registration Fee Anchorage School District: $225 ASDN Tier 1 Districts: $295 All Others: $495 Registration includes • Access to All Conference Sessions • Networking Luncheons on Saturday and Sunday • Morning Coffee and Tea on Saturday and Sunday • Online Access to All 2017 Institute Materials

University Credit The conference will also be offered for university credit through UAA for an additional fee. Credit registration will be available onsite at the conference. One, 500-level professional development credit will be available.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Saturday, January 28 Full Day Sessions – 9:30-4:30 Strand

Topic

Presenter

Target Audience

1

Social Emotional Learning (SEL) and English Learners (ELs): Strategies that Ensure Success for Linguistically and Culturally Diverse Populations

Dr. Hector Montenegro

K-12 teachers, administrators, academic support staff, specialists, and central office staff

2

Engaged Classrooms: Building Positive Relationships at the Secondary School Level

Nicole Frazier

6-12 classroom teachers, especially new teachers, support staff, instructional coaches and support staff

3

Two Steps Forward, One Look Back in Elementary Math: Meeting Students Where They Are While Teaching Them Where They Should Be

BobbiJo Erb

K-5 elementary teachers of mathematics

4

Being There: Addressing Absenteeism at the School-wide Level

Tricia Berg

K-12 teachers, administrators, specialists, district support personnel, counselors, RTI schoolwide teams

5

A Closer Look at High Quality Tier One Instruction: Strategies and Tools That Support ALL Learners

Dr. Sharon Azar

K-12 teachers, Administrators, and Instructional Support Staff

6

What NOT to do: A Trifecta of Common KReadiness Mistakes and How to Avoid Them

Dr. Kristie Pretti-Frontzack

7

Leadership in Behavior Support

Tricia Skyles

8

Writing is Taught - Writing is Not Caught

Dr. Anita Archer

9

Academic Literacy - Teaching Critical Thinking/Comprehension Strategies Across the Disciplines

Dr. Kevin Feldman

Grade 6-12 Teachers

Lexie Domaradzki

K-12 teachers, administrators, specialists, district support personnel, counselors, RtI school-wide teams

10

Data-Based Decision Making in the RTI System

PreK-1 Teachers, and PreK-3 Special Education Teachers K-12 Administrators, PBIS team leaders and members, instructional and behavioral coaches Grade 3 – 8th grades, Teachers and Administrators

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Sunday, January 29 Morning Session: 9:00am - 11:30am - Afternoon Session: 12:30pm - 3:00pm Strand

Topic

Presenter

1 - AM

Social Emotional Learning (SEL) and English Learners (ELs): Strategies that Ensure Success for Linguistically and Culturally Diverse Populations

Dr. Hector Montenegro

Target Audience K-12 teachers, administrators, academic support staff, specialists, and central office staff

1 - PM

Empowering Parents To Be Engaged

Dr. Hector Montenegro

K-12 teachers, administrators, academic support staff, specialists, and central office staff

2

Engaged Classrooms - Academic Supports and Interventions Workshop

Nicole Frazier

Grade 6-12 classroom teachers and instructional coaches 6-12

3

S : Scaffolding, Supports, Strategies, and Structures to Engage the Secondary Math Student

BobbiJo Erb

Grade 6-12 teachers of Mathematics and anyone who thinks Math is cool

4

Addressing Absenteeism for the Individual Student

Tricia Berg

K-12 teachers, administrators, specialists, district support personnel, counselors, RtI schoolwide teams

5

Tools for Providing Access to Grade Level Curriculum to Struggling Learners

Dr. Sharon Azar

K-12 teachers, Administrators, and Instructional Support Staff

6 - AM

Teaching in the Messy Middle

Dr. Kristie PrettiFrontzack

PreK-1 Teachers, PreK-3 Special Education Teachers

6 - PM

Finding the Teachable Moment in the Middle of a Meltdown

Dr. Kristie PrettiFrontzack

PreK-1 Teachers, PreK-3 Special Education Teachers

7

The Power of Partnerships: The Tough Kid Teacher and Parents as Partners

Tricia Skyles

8 - AM

Writing Foundations: Preparing Students to be Successful Writers

Dr. Anita Archer

8 - PM

Short Writing OFTEN not just Long Writing Seldom

Dr. Anita Archer

9 - AM

Academic Language: Ensuring ALL Students, Especially ELLs, are Equipped to Meet the Challenges of 21st Century Literacy

Dr. Kevin Feldman

9 - PM

Actionable Feedback for Teachers

Dr. Kevin Feldman

10

Formative Assessment That Truly Informs Instruction

Lexie Domaradzki

4

K-8 Educators, administrators, and parents Grade K-4 Teachers

Grade 2-8 Teachers

Grade 6-12 Teachers

K-12 Administrators, instructional coaches K-12 teachers, administrators, specialists

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

2017 Alaska RTI/Effective Instruction Conference Saturday - Full Day Strands Strand 1 Social Emotional Learning (SEL) and English Learners (ELs): Strategies that Ensure Success for Linguistically and Culturally Diverse Populations Presenter: Dr. Hector Montenegro Target Audience: Teachers, administrators, academic support staff, specialists, and central office staff This workshop will explore instructional strategies that accelerate language, literacy, and content learning for linguistically and culturally diverse populations. Essential to this academic focus is the transformation of classroom and school cultures that value diversity, ensures that ELs and struggling learners are academically and socially supported, and affords ELs opportunities to practice SEL competencies with their English dominant peers. The integration of SEL standards into state standards, lesson plans or even implementing evidence-based SEL programs does not go far enough to address the high failure rate of ELs. Teachers often overlook the need for ELs to have English language models, exposure to cultural norms and class structures that give diverse learners a sense of belonging and confidence to contribute to and participate in class activities. Instead ELs and culturally diverse populations “suffer in silence” in classrooms that unintentionally segregates them and ignores their academic, social and emotional needs. Critical to this transformation is affording English dominant students and adults the opportunity to be exposed to different cultural and language groups at a deeper level and strengthen their abilities to value diversity, show empathy toward students who are learning English and to understand and value perspectives that are different from their own. Learning Objectives: 1. To become aware of the different categories of ELs and diverse cultures within a learning environment. 2. To engage participants in SEL instructional strategies that accelerate academic language and literacy of linguistically and culturally diverse populations while developing classroom cultures and norms that enriches relationships across cultural and language differences. 3. To identify how these strategies can be integrated into SEL professional development and instructional practices.

Strand 2 Engaged Classrooms: Building Positive Relationships at the Secondary School Level Presenter: Nicole Frazier Target Audience: Classroom teachers and instructional coaches working in middle and high schools – new teachers will find it particularly beneficial. Learning support staff and teacher aides will also benefit from this workshop. Engaged Classrooms offers an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student. This session offers practices and strategies to teachers to create classrooms where students feel safe, cared for, engaged, and challenged to think, create, and perform. Students move from being passive recipients of academic content to active learners. Throughout this highly-interactive one-day workshop, participants will explore several core practices and strategies to develop positive, supportive relationships with students, build high-functioning, highperforming groups of learners, and improve student learning and achievement. This Engaging Schools Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

experience will provide “learn-it-today, use-it-tomorrow” tools and strategies that you can apply immediately in your classroom including: • Knowing Students and Making Them Feel Known • Developing Group Cohesion Between Students • Purposefully Arranging the Learning Environment • Planning Challenging, Meaningful Learning Tasks • Facilitating Engaging Learning Protocols Learning Objectives: Teachers will develop… • Strong and Caring Teacher Presence: A growing understanding of the ways in which their mental models, backgrounds, and experiences influence their daily decisions in the classroom • Personalized Relationships: A deeper understanding of cultural and developmental competency, its impact on adolescent learning, and a set of core personalization strategies • Instructional Organization: A range of research-based strategies, procedures, and routines to support a safe, orderly, and cohesive classroom learning environment will be modeled and discussed. • Engaging and Rigorous Learning Protocols: An understanding of how to incorporate independent think time and purposeful social interaction in ways that foster students’ academic, emotional, and behavioral engagement Strand 3 Two Steps Forward, One Look Back in Elementary Math: Meeting Students Where They Are While Teaching Them Where They Should Be Presenter: BobbiJo Erb Target Audience: Elementary Teachers of Mathematics The data show your students have major gaps and some are behind by almost two grade levels. We will learn ways to do reachback to fill gaps while still teaching to grade level. Some topics we will discuss include: • Using formative assessment and other data to guide instruction • Common areas in need of reachback & how to do that reachback • Structures to use in your classroom for doing “just-in-time” reachback • Possible materials to use for reachback & intervention Learning Objectives: Providing intervention & reachback while teaching grade level math content. Strand 4 Being There: Addressing Absenteeism at the School-wide Level Presenter: Tricia Berg Target Audience: K-12 teachers, administrators, specialists, district support personnel, counselors, RtI schoolwide teams A growing body of research indicates that regular student attendance is one of the most critical yet under addressed issues in schools today. If students are going to be successful in school, they first have to be in school. This session provides participants with practical strategies to monitor and address student absenteeism across all grade levels. Participants will leave this session knowing how to effectively analyze attendance data and prioritize resources. Learning Objectives: Learn how to implement schoolwide procedures to improve the attendance of all students: • Understand and share the critical importance of regular attendance for all students. • Create systems for regularly collecting and tracking attendance data. Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

• • • • •

Use collected data to determine priorities and red-flag individuals who need intervention. Utilize a variety of practical schoolwide strategies to emphasize the importance of attendance. Utilize a variety of practical schoolwide strategies to enhance family/community involvement. Consider other factors that contribute to absenteeism in your school. Work to create a plan of action for addressing absenteeism in your school.

Strand 5 A Closer Look at High Quality Tier One Instruction: Strategies and Tools That Support ALL Learners Presenter: Sharon Azar Target Audience: Teachers, Administrators, and Instructional Support Staff Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, but effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class. Dr. Sharon Azar will describe and demonstrate how providing quality classroom instruction with certain researchvalidated characteristics can make a big difference for struggling learners. Learning Objectives: • Examine how instructional routines are used Are the routines consistent from classroom to classroom, general education to special education? • Provide evidence of scaffolding and explicit instruction, especially when students are learning something new. • Tools to provide evidence of distributed practice of critical skills. • How to include cumulative review built in on a systematic basis. • How much time is allocated? How is that time used (for example, whole group instruction, small group instruction, or independent practice)? • Does the pace of the instruction match student needs? • Do students have multiple opportunities for response and feedback? • Are students actively engaged (that is, are they saying, writing, and doing)? Strand 6 What NOT to do: A Trifecta of Common K-Readiness Mistakes and How to Avoid Them Presenter: Dr. Kristie Pretti-Frontzack Target Audience: PreK-1 Teachers and PreK-3 Special Education Teachers In our race to readiness, our hearts break as we watch so many students being left behind. We lament that PLAY is no longer how students spend their time; and the question, "Why aren’t relationships our priority" keeps us up at night. You are not alone in these struggles. Many of us are seeking a paradigm shift…a shift from compliance to compassion, from standardization to personalization, and from segregation to integration, particularly when it comes to common mistakes being made around K-readiness policies and practices. During this full day session, we’ll explore three readiness remedies that can get providers back on track...back to doing what they do best; ensuring supportive relationships with students and families, cultivating students love of learning, and inspiring communities of hope. The session will also explore importance of intentionally teaching universal outcomes such as STEAM skills while simultaneously attending to the “soft skills.” We will also explore the correlates of socialemotional learning and “reading success,” and we’ll practice how to intentionally, mindfully, and concisely teach STEAM and self-regulation skills across a variety of daily activities, lessons, and routines. Learning Objectives • To explore and begin to use a definition of “readiness,” which acknowledges the need to cultivate relationships beginning at birth. Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

• • •

To strengthen use of interventions, which focus on the importance of self-regulation, attachment, and the whole student (IQ and EQ). To apply “readiness” remedies, which address both academics and social-emotional learning, to support the whole student within the context of his/her family and the larger community. To strengthen providers’/educators’ ability to deliver intentional instruction during daily experiences to teach self-regulation skills to all students, including those with disabilities.

Strand 7 Leadership in Behavior Support Presenter: Tricia Skyles Target Audience: K-12 Administrators, PBIS team leaders and members, instructional and behavioral coaches This session will support building administrators in the important responsibility of guiding and shaping the attitudes and actions that influence school culture and climate. The goal is to create and sustain a safe and productive school environment that fosters growth, encourages responsible behavior, and fosters student success. Learning objectives: • Working with a behavior leadership team to effect change through a continuous cycle of improvement • Understanding behavioral theory and that behavior can change • Making decisions effectively • Adopting school-wide approaches to discipline and classroom management • Establishing a 3-level discipline system for handling misbehavior

Strand 8 Writing is Taught - Writing is not Caught Presenter: Anita Archer Target Audience: 3 – 8th grades, Teachers, Administrators Do your students have difficulty composing a meaningful coherent paragraph, a convincing opinion essay, or a well-organized informative article? If so, join us at this session and come away with effective teaching procedures. Composing written products is a demanding skill for any individual, but is particularly difficult for low-performing students. Dr. Archer will present a model that divides written expressing instruction into two components: 1) teaching the attributes of the written product and illustrating it with an example (WHAT), and 2) teaching the process of writing using writing frames, strategies, and think sheets (HOW). These instructional components will be demonstrated with a number of written products including opinion essays, informative summaries, compare / contrast paragraphs, informative reports, and narrative products. Strand 9 Academic Literacy - Teaching Critical Thinking/Comprehension Strategies Across the Disciplines Presenter: Kevin Feldman Target Audience: Grade 6-12 educators Description in progress Strand 10 Data-Based Decision Making in the RTI System Presenter: Lexie Domaradzki Target Audience: Grade K-12 educators Description in progress Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Sunday - Half Day Topical Sessions Topic 1 – AM only Social Emotional Learning (SEL) and English Learners (ELs): Strategies that Ensure Success for Linguistically and Culturally Diverse Populations Presenter: Hector Montenegro Target Audience: Teachers, administrators, academic support staff, specialists, and central office staff, K-12 This half day workshop will explore the most effective instructional strategies that accelerate language, literacy, and content learning for linguistically and culturally diverse populations. Essential to this academic focus is the transformation of classroom and school cultures that value diversity, ensures that ELs and struggling learners are academically and socially supported, and affords ELs opportunities to practice SEL competencies with their English dominant peers. The integration of SEL standards into state standards, lesson plans or even implementing evidence-based SEL programs does not go far enough to address the high failure rate of ELs. Teachers often overlook the need for ELs to have English language models, exposure to cultural norms and class structures that give diverse learners a sense of belonging and confidence to contribute to and participate in class activities. Instead ELs and culturally diverse populations “suffer in silence” in classrooms that unintentionally segregates them and ignores their academic, social and emotional needs. Critical to this transformation is affording English dominant students and adults the opportunity to be exposed to different cultural and language groups at a deeper level and strengthen their abilities to value diversity, show empathy toward students who are learning English and to understand and value perspectives that are different from their own. Learning Objectives: 1. To become aware of the different categories of ELs and diverse cultures within a learning environment. 2. To engage participants in SEL instructional strategies that accelerate academic language and literacy of linguistically and culturally diverse populations while developing classroom cultures and norms that enriches relationships across cultural and language differences. 3. To identify how these strategies can be integrated into SEL professional development and instructional practices. Topic 1 – PM only Empowering Parents to Be Engaged Presenter: Hector Montenegro Target Audience: Teachers, administrators, academic support staff, specialists, and central office staff, K-12 How do you move from “parental involvement” to active engagement? Beginning with the parent training academies in Sacramento, this session will explore different engagement topics such as helping your children with their homework, SEL at home and parent teacher conferences. The second half of the session with focus on home visits, their purpose, impact and visitation strategies for teachers and administrators. The major theme will emphasize the difference between parent involvement, which is a more passive level of participation, to active engagement in school related activities as well as effective strategies for parents to help their children in the home. Topic 2 - AM only Engaged Classrooms - Academic Supports and Interventions Workshop Presenter: Nicole Frazier Target audience: Classroom teachers and instructional coaches working in middle and high schools – new teachers will find it particularly beneficial. Learning support staff and teacher aides will also benefit from this workshop.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Engaged Classrooms offers an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student. The Engaged Classrooms Academic Supports and Interventions Workshop offers practices and strategies to teachers to take personal responsibility for students’ learning and academic success by providing quality instruction and personalized support to ensure each and every student meets the standards of proficiency and excellence. Throughout this highly-interactive half-day workshop, participants will explore several core practices and strategies to support academics and provide interventions when necessary. This Engaging Schools experience will provide “learn-ittoday, use-it-tomorrow” tools and strategies that you can apply immediately in your classroom including: • • •

Academic Press Assessing for Learning Intervening when Students aren’t Learning

Learning Objectives: Academic Supports and Interventions: A core set of Tier 1 universal supports for all students and Tier 2 interventions for those students who continue to struggle in order to close academic gaps and ensure student success for each and every student. Topic 3 4 S : Scaffolding, Supports, Strategies, and Structures to Engage the Secondary Math Student Presenter: BobbiJo Erb Target Audience: Secondary Math Teachers & Anyone Who Just Thinks Math Is Cool! Feeling like your secondary students are not as engaged as they could be? We will learn some teaching practices to increase engagement and provide greater accessibility for students in the secondary math classroom. Topics we will discuss include: • Scaffolding & Supports for both struggling students and high-flyers • Strategies to engage students in problem solving and mathematical discourse • Structures & routines to help with engagement and accessibility Topic 4 Addressing Absenteeism for the Individual Student Presenter: Tricia Berg Target Audience: K-12 teachers, administrators, specialists, district support personnel, RTI tier 2 & 3 teams A growing body of research indicates that regular student attendance is one of the most critical yet under addressed issues in schools today. Research indicates that as early as kindergarten, students who miss even 2 days each month are at significant risk for lower academic performance. If students are going to be successful in school, they first have to be in school. This session provides participants with practical strategies to address individual student chronic absenteeism across all grade levels. Learning Objectives: Participants will learn how to apply function-based thinking to absenteeism to develop interventions Participants will leave this session with knowledge on function-based approaches to design effective intervention plans for individuals who are chronically absent. Schools will learn how to implement Tier 2 and Tier 3 interventions that address the most common functions of absenteeism. • Understand how to apply function-based thinking to absenteeism. • Review possible functions of student absenteeism. • Apply functional-behavior assessment to absenteeism and truancy issues. • Identify a range of interventions and strategies for the most common functions.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Topic 5 Tools for Providing Access to Grade Level Curriculum to Struggling Learners Presenter: Sharon Azar Target Audience: Teachers, Administrators, and Instructional Support Staff Teachers and schools are faced with the challenge of reaching the needs of all students, regardless of their academic, social, and developmental levels, and moving them forward. Any given classroom will contain a heterogeneous mix of students with different ability levels and educational needs. For this reason, teachers must be masters of differentiating the curriculum and providing access tools and strategies to meet the needs of all students, to remediate or accelerate instruction, and to provide all students with the opportunity to learn and grow. In this session, we will discuss Universal Design for Learning (UDL) and the opportunities it provides for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Participants will learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. Learning Objectives: A teacher’s goal is for students to learn skills and understand the subject. Traditional curriculum materials tend to offer only limited flexibility for meeting that goal — often requiring students to adapt to the curriculum. Universally designed curriculum overcomes limitations by incorporating three principles of flexibility into the design: • We will explore multiple methods of presentation • We will explore multiple options for participation • We will explore multiple means of expression This built-in flexible approach will provide a wider range of options for students to choose from — meaning the curriculum adapts to the student, rather than the other way around Topic 6 - AM ONLY Teaching in the Messy Middle Presenter: Dr. Kristie Preti-Frontzack Target Audience: PreK-1 Teachers and PreK-3 Special Education Teachers Exploring how to teach the "messy middle," is the focus of the session. The "messy middle" refers to a time and place where students are struggling, but solutions for jump-starting their development and learning are not obvious. This session will also explore the paradox of pairing high expectations with low demands. Specifically, we’ll distinguish between constructs such as a student’s needs versus what a student wants, discipline versus punishment, and equity versus equality. We’ll also explore evidence-based strategies that scaffold student’s development and learning, particularly as it relates to self-regulation skills. We’ll discuss and practice how to effectively use visual supports without shaming students, and apply evidence-based strategies for fostering peerto-peer interactions and friendships. Lastly, we’ll cover what teaching teams need to do to get “ready” to teach in the "messy middle." Learning Objectives: • To distinguish and take appropriate action when considering a student’s needs versus what a student wants, discipline versus punishment, and equality versus equality. • To define and put into practice, strategies to scaffold student’s development and learning, particularly when they struggle with self-regulation skills.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Topic 6 - PM ONLY Finding the Teachable Moment in the Middle of a Meltdown Presenter: Dr. Kristie Preti-Frontzack Target Audience: PreK-1 Teachers and PreK-3 Special Education Teachers For most of us, our instructional toolbox contains many different strategies and ideas for teaching students how to write their name, count objects, and identify letters of the alphabet. When it comes to dealing with misbehaviors and emotional regulation skills, however, our toolkit can sometimes feel empty. When students are having a meltdown or being non-compliant, we sometimes forget, that these are not just challenging moments, they are also teachable moments. Our session together will focus on strategies for dealing with some of the most challenging behaviors. Learning Objectives: • Explore a humanistic approach to dealing with challenging behaviors with a special focus on when students with disabilities, including autism demonstrate challenging behaviors. • Learn specific evidence-based strategies for teaching students focus, self-control, and a strong emotional vocabulary Topic 7 The Power of Partnerships: The Tough Kid Teacher and Parents as Partners Presenter: Tricia Skyles Target Audience: K-8 Educators, administrators, and parents This session will outline a collaborative approach to problem solving in which the teacher works with the Tough Kid's parents (that is, the adult or adults with primary care-taking responsibilities) to identify the problem, collect information about it, and develop a plan to deal with the challenging behavior. Parents and teachers jointly develop a plan and implement it across home and school. In addition to the in-depth explanation of the TAPP (Teachers and Parents as Partners) process, this session also provides universal suggestions for establishing a positive and cooperative relationship with the parents of all students in the class. Learning Objectives: • Define a four-stage process called TAPP (Teachers and Parents as Partners) • Outline the sequence of focused partnership meetings • Consider factors that motivate Tough Kids • Identify universal suggestions for establishing a positive and cooperative relationship with the parents of all students Topic 8 - AM ONLY Writing Foundations: Preparing Students to be Successful Writers Presenter: Anita Archer th Target Audience: K – 4 grades, Teachers, Administrators

Writing is a complex skill dependent on underlying foundation skills including: legible and fluent handwriting and keyboarding; accurate and fluent spelling; conventions including grammar, punctuation, and capitalization; and formation of complete sentences. In this training, Dr. Archer will share the research concerning each of these areas and instructional procedures that can be easily implemented in elementary and intervention classes. An emphasis will be placed on various procedures for strengthening the quality of sentences, the foundation of all written products.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Topic 8 - PM ONLY Short Writing OFTEN not just Long Writing Seldom Presenter: Anita Archer Target Audience: Grade 2-8 educators Much attention is being given to planning, writing and revising long narrative, informative, and argumentative products. However, perhaps even more gains in writing will flow from a focus on writing for learning: completing short writing assignments often in all classes. In this session, Dr. Archer will present procedures to scaffold writing summaries, compare-contrast paragraphs, and responses to reading (explanations, opinions, etc.) using strategies, writing frames, and think sheets. Topic 9 - AM only Academic Language: Ensuring ALL Students, Especially ELLs, are Equipped to Meet the Challenges of 21st Century Literacy Presenter: Kevin Feldman Target Audience: Grade 6-12 educators Description in progress

Topic 9 - PM only Actionable Feedback for Teachers Presenter: Kevin Feldman Target Audience: School and district leaders Description in progress

Topic 10 Formative Assessment That Truly Informs Instruction Presenter: Lexie Domaradzki Target Audience: K-8 Teachers Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. This session will focus on effective formative assessment practices that assist educators in providing descriptive feedback to students, guiding decisions for re-teaching, and determining who needs further practice on a concept or skill. Participants of this highly interactive session will explore best practices, strategies, systems, and tools for assessing student learning and growth to maximize student achievement. This session is designed to support teachers with developing an individualized plan for consistently and systematically implementing formative assessment tools and processes in their classroom

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Preconference – Implementing RTI in Rural Schools Beginner Session Presenters: Bobbi Jo Erb and Dean Richards Target audience: Rural Schools & Districts in the early stages of Implementation This session will address how to establish systems such as a comprehensive assessment system, effective core instruction, effective intervention system, as well as building collaborative structures that support decision making for student learning. This session is designed for schools/districts who are in the early stages of implementing RTI, or teachers who are new to an RTI framework, and will be tailored to small school implementation. Pre-requisites/Questions to Determine if a Participant Should Attend this Strand: (If the answers are YES, this may be an appropriate session) • Is the school/district in which you work in the early stages of implementing Universal Screening, Progress Monitoring and Diagnostic in your assessment system? • Is the district/school a place where multi-graded instruction is a common structure? • Is the school/district in which you work working towards establishing non-negotiables with RTI such as: o · Instructional time for reading and math o · Defined use of materials or instructional approaches for core instruction and intervention o · Decision making processes for examining student response to instruction and intervention

Intermediate Session Presenters: Lexie Domaradzki and Shelby Skaanes Target audience: Rural Schools & Districts well under way with structures and systems to implement RTI. This session will focus on refining your current systems and structures that are currently in place for your RTI System. These include refining your intervention, assessment, and data based decision making systems so that students are effectively supported to reach high levels of performance. We will use the ICEL and RIOT processes to closely look at students’ needs when designing group and individual intervention. Pre-requisites/Questions to Determine if a Participant Should Attend this Strand: (If the answers are YES, this may be an appropriate session) • Is the system where you work well under way with the implementation of the Universal Screening, Progress Monitoring and Diagnostic in your assessment system? • Are you working in a district/school where time and resources are well established for instruction, collaboration, intervention and data based decision making? • Do educators in the school/system where you work regularly examine student performance data to make adjustments in providing support for students as needed?

Advanced Session Presenters: Lexie Domaradzki and Gary Whiteley Target audience: Rural Schools & Districts in the REFINED stages of Implementation This session will focus on facilitating leadership team dialogue in order to refine systems and structures within the RTI Implementation. The session will provide opportunities for cross district/school collaboration in order to learn from one another. Protocols will be used to assist with collegial dialogue in order to facilitate high level conversations. Time will be spent analyzing data from your own Universal Screeners (AIMSweb, MAP, STAR etc) as well as any program data that you may have access to during the session. Pre-requisites/Questions to Determine if a Participant Should Attend this Strand: (If the answers are YES, this may be an appropriate session) • Please bring your data from Universal Screeners (AIMSweb, MAP, STAR etc) as well as any program data for group work Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

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Is the school/district in which you work in the REFINED stages of implementing Universal Screening, Progress Monitoring and Diagnostic in your assessment system? Is the school/district working on establishing processes that provide evidence of effectiveness of implementation of the RTI system? Are there fully established district and school leadership teams that meet regularly to examine data, design professional development and adjust systems and structures to more effectively meet students’ needs? Is the school/district in which you work fully established with non-negotiables with RTI such as: • Instructional time for reading and math • Defined use of materials or instructional approaches for core instruction and intervention • Decision making processes for examining student response to instruction and intervention

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Presenters Anita Archer Ph.D, serves as an educational consultant to school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and is the recipient of ten Outstanding Educator awards. Dr. Archer has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is nationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous instruction materials with Dr. Mary Gleason including the REWARDS literacy programs and, most recently, wrote a textbook on explicit instruction with Dr. Charles Hughes. Dr. Sharon Azar is a nationally known teacher, trainer, systems change consultant, and inclusive education advocate. Sharon has been a teacher, both general education and special education. She has served in many leadership roles including Director of Special Education, and Director of Curriculum and Instruction. She also has worked with the Juvenile Justice Education System, serving as the Executive Director. She has trained at the state level, national level, and internationally in areas related to, inclusive schooling, organizational change strategies, differentiated instruction and universal design, building a master schedule to support all learners,collaborative teaming and teaching, creative problem solving, and positive behavioral supports. Sharon is actively involved in teacher education and inclusive education/RTI endeavors. Her unique style of training allows her to mentor administrators and teachers alike. You will enjoy her humorous approach in tackling difficult conversations that guide change. Her practical approach, along with her desire to provide teachers with strategies to support ALL students result in positive change for the districts she serves Tricia Berg has been a national and international education consultant since 2011. As an education consultant focusing on developing evidence-based sustainable systems, she has provided professional development and coaching support to educational organizations, districts, and schools in the areas of reading, math, Response to Intervention (RTI), inclusive strategies, data-driven decision making, and Positive Behavior Intervention and Supports (PBIS). Tricia started her career as a special education teacher, working with students who had emotional/behavioral disabilities. As her skills grew, the district assigner her the role of behavior specialist/PBIS coordinator. As such, she trained and coached her colleagues on schoolwide, classroom, and individual support systems for elementary, middle, and high school. Eventually she began to work on research projects in the areas of mathematics intervention and PBIS. She holds a special education, general education, and administration license and is a Ph.D. candidate at the University of Oregon in Special Education with an emphasis on the relation between behaviors and academics, effective professional development practices, and the development of effective interventions for students. Lexie Domaradzki started as an elementary school teacher more than 20 years ago and has since dedicated her professional life to high quality education for all. She provides consultation and professional development services to the Alaska, Oregon, Montana and Idaho Departments of Education, and the Alaska Staff Development Network. Areas of focus include K-12 literacy, support with school improvement facilitators, Response to Intervention, and the comprehensive assessment system. She has served as a Research Associate at RMC Research in Portland, Oregon, where she provided technical assistance on the implementation of Reading First grants for the National Reading Technical Assistance Center. Prior to RMC Research, Lexie served as the Assistant Superintendent of Teaching and Learning for the Washington State Office of Superintendent of Public Instruction. From 2004 to 2007 she was the Washington Reading First Director, directing the implementation of the Washington Reading First grant. Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Bobbi Jo Erb is a self-proclaimed “Math Geek”. Currently, she works as a math consultant with districts in Alaska and Idaho on best practices in mathematics instruction. Formerly, she was the Executive Director of Curriculum and Instruction and the STEM: Math Curriculum Coordinator for the Anchorage School District. Ms. Erb has 20 years of classroom teaching experience ranging from 6th grade through middle school, high school and the university level. While in the classroom, Ms. Erb received the Milken Educator Award from the Milken Family Foundation and the American Star of Teaching Award from the U.S. Department of Education. She firmly believes in the inherent beauty of mathematics and the right and ability of all students to enjoy that beauty. Kevin Feldman, Ph.D. is the Director of Reading and Intervention with the Sonoma County Office of Education (SCOE) and an independent educational consultant working with publishers, schools, and districts across the country. His career in education spans forty years. As the Director of Reading and Intervention for SCOE he develops, organizes, and monitors programs related to PreK-12 literacy and the prevention/remediation of reading difficulties. Dr. Feldman has taught for nineteen years at the university level in Special Education and Masters’ level programs for University of California, Riverside and Sonoma State University. Nicole Frazier is an educator, author, presenter, and consultant with Engaging Schools. For the past seven years she has supported middle and high school teachers and leadership teams around the country in a variety of areas including: professional development, instructional best practices, secondary school re-design, schoolwide discipline and student supports, advisory, postsecondary planning and support models, and freshmen transition programs. Nicole has wide-ranging experiences having worked with urban at-risk youth, English language learners, high performing large comprehensive high schools, independent schools, rural schools, small charter schools, and turnaround schools. Nicole's fourteen years in the classroom affords her a wealth of knowledge and credibility with teachers. Nicole is the co-author of Activators: Classroom Strategies for Engaging Middle and High School students (2013) and Shifting Gears: Recalibrating Schoolwide Discipline and Student Supports (2016) and the co-producer, director, and co-author of Getting Advisory Right: Tools for Supporting Effective Advisories, a four-disc DVD set (2011). She received her Master of Arts in Teaching from Johns Hopkins University and a Bachelor of Arts in Political Science from Washington State University. Nicole lives with her family in Denver, Colorado. Dr. Hector Montenegro, President/CEO of Montenegro Consulting Group, LLC, is a Senior District Advisor for the Collaborative for Academic, Social and Emotional Learning (CASEL) and works with districts on systemic implementation of SEL. Dr. Hector Montenegro has been a math teacher, principal, Chief of Staff for the DC Public Schools, Area Superintendent, Deputy Superintendent for the Dallas ISD and Superintendent of Schools for three school districts in Texas. He is an internationally recognized speaker and presenter with 100s of workshop presentations, leadership development seminars and keynote speeches at conferences, universities, schools, businesses, and special events in the US and in 26 countries. Dr. Montenegro specializes in school and district reform and transformation by working directly with school and district administrators in developing leadership skills to establish structures and communication networks that promote student success and support collaborative cultures that empower faculty and staff. Included in the transformation process is effective teacher and administrative training, mentoring, coaching strategies, implementing Social and Emotional Learning (SEL), ExC-ELL instructional strategies for English Language Learners (ELLs) and developing energizing dynamic interdependent work teams to accomplish extraordinary results. He has received numerous awards including: National Technology Savvy Superintendents Award; State-Wide Texas Association for Bilingual Education (TABE) Honoree Award for Public Education; LULAC National Distinguished Educator Award for Commitment in Education; TCEA Texas Technology Superintendent of the Year award, and the National LULAC Educator of the Year award.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016

2017 Alaska RTI/MTSS - Effective Instruction Conference Session Descriptions

Dr. Kristie Pretti-Frontczak is a {r}evolutionary speaker, researcher, and play advocate. Through podcasts, blogs, free resources, and trainings, Kristie inspires and supports early educators in {r}evolutionizing their teaching. Kristie spent 16 years, as faculty, at Kent State University and now trains and coaches early educators worldwide. Kristie is a Past President of the Division for Early Childhood and works with intentness and determination to sort through the clutter and chaos to join seemingly disparate ideas. She also aims to celebrate differences and shared attributes to achieve solutions. You can access her latest solutions at http://prekteachandplay.com. Tricia McKale Skyles is an educational consultant with Randy’s Sprick’s Safe and Civil Schools and a co-author of Coaching Classroom Management. Tricia previously served as an Instructional Coach, working extensively with the Strategic Instruction Model from the University of Kansas and continues as a consultant for Jim Knight’s Instructional Coaching Group. A middle school teacher at heart, she now resides in Rolla, MO, with her family, when she isn’t flying around the country in an aluminum tube.

Sponsored by Alaska Staff Development Network/Alaska Council of School Administrators and the Anchorage School District Register online at www.asdn.org October 17, 2016