Videos

In order to engage in equitable practices, it is imperative that data is used to drive decisions and guide prevention efforts, including the use of Comprehensive Coordinated Early Intervening Services to address processes for determining who is in need of support, the efficacy of core programs and interventions, staff utilization patterns, discipline and eligibility for special education services. In this session, participants will be walked through an example of how to extract data from a student information management system and analyze it for patterns of disproportionality in both academics and discipline to a proactively intervene.

This session lays out the major “big idea in secondary RTI as SLD” with respect to eligibility, that schools must differentiate that at risk students who need “Treatment” vs those students who need “Support.” The fundamental assessment demarcation is the point at which students are below Minimum Basic Skills Proficiency or MBSP. This session will discuss the audiences’ values implications of MBSP and how it would be operationalized in schools as part of the RTI process to identify which students would be eligible for special education and receive “Treatment” and which students likely would not be eligible but receive “Support."

Participants will learn the processes and procedures used for the initial implementation of PBIS. Specific examples shared will include creation of a matrix, hallway and voice level procedural lesson plans, reinforcement materials, how to create a kick-off video, and Tiger Club rewards program.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ In this session we will consider the organizational and content needs for MTSS for reading in middle and high school, starting from an understanding of the differing reading needs of secondary students. The session will focus on different models, useful assessments, and effective materials.

Multi-tiered Systems of Support (MTSS) is a evidence-based framework for the delivery of integrated (academic, behavior and social-emotion) instruction and supports. The 3-tiered instructional delivery framework is supported by an additional five components-leadership, collaboration/communication, use of data, capacity building (e.g., professional learning) and problem-solving. Each of these components, when delivered with fidelity and in sufficient amounts, increases the impact of effective instruction accelerate student growth. The Wallace Report (2021) provides research that demonstrates the particular impact of some of these components on student outcomes—beyond just the impact of effective instruction. This session will provide an overview of this report and set the stage for the sessions that follow.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 56. SRSD (Self Regulated Strategy Development) To Enhance Reading and Writing Teaching students self-regulation in reading and writing can help them take a big step towards becoming better overall learners and communicators. This session will focus on the strategies at the core of the evidence-based teaching approach called Self-Regulated Strategy Development (SRSD). SRSD is a scientifically validated framework for explicitly teaching academic strategies to students. SRSD has been shown to help develop student ownership and confidence while allowing them to take responsibility for their own learning. This structured, yet flexible approach is complementary to any curriculum. The use of SRSD has also been proven effective with Kindergarten to college students as well as students of all abilities. When it comes to reading and writing, self-regulation allows students to manage tasks and monitor progress, among other key skills.

57. Assessing Early Literacy Skills in Preschool: Overview of Acadience Reading PreK: PELI This session will address the importance of assessing early literacy skills in preschool. The development of critical early literacy skills in the preschool years will be described. An overview of a story book-embedded assessment designed to assess the critical skills will be provided, including the underlying research base for the assessment. Participants will have the opportunity to view videos of assessment activities and practice scoring. Implications for practice will be discussed.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 57. Fonemas & Phonemes: Comparing Spanish and English Sound Systems to Support Emergent Bilinguals In this session, we will compare and contrast the sound inventories of Spanish and English to understand emergent bilinguals' phonological development. We will also explore the implications of these similarities and differences for phonemic awareness, decoding, and encoding instruction for Spanish-English emergent bilinguals. (k-12)

During this interactive session, participants will explore how Easter Seals is using music, songs, and rhymes to teach behavioral expectations in diverse classroom settings. The presenters will share how the use of music and music therapy can be an integral part of establishing universal supports and teaching of targeted social emotional skills.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Emphasis on sentence-level instruction is critical to bridge the word–to-text gap for reading and writing. Readers must derive meaning from individual sentences in order to attain text-level comprehension (Scott, 2009). Writers must compose sentences to convey meaning through the text they produce. Additionally, the sentence is the linguistic environment that determines the meaning of many words making the relationship between syntax and vocabulary important to reading comprehension. This session explores these relationships, including words with multiple meanings, word meanings altered by morphological markers, word order implications, and word functions. Instruction can capitalize on and foster these connections through a purposeful selection of words, text, and instructional activities. By utilizing effective instructional practices at the sentence level, teachers can facilitate text comprehension and writing based on the text material use in their instructional settings.