| 1.3.08 |
Accelerating Literacy for All Students: Role of Ohio's Integrated Multi-Tiered System of Supports (MTSS) Framework |
Dr. Tessie Rose Bailey |
| 1.4.08 |
We Have the Right Curriculum: Now What? |
Liesl Huenemann |
| 1.4.09 |
Unpacking the Complexity of Writing: What It Means For Instruction |
Dr. Amy Siracusano |
| 1.4.10 |
From Mandate to Mastery: Considerations for Building Secondary Schedules that Support Reading Improvement and Monitoring Plan (RIMP) Goals |
Roger Howard |
| 1.4.11 |
Facilitated Q&A Session with Dr. Bailey: Ohio's Integrated MTSS Framework |
Dr. Tessie Rose Bailey |
| 2.1.01 |
Writing That Works: Practical Strategies for Every Content Area |
Keith McCarroll and Amy Hatfield |
| 2.1.02 |
Strengthening School Attendance Through Connection |
Dr. Arya Ansari |
| 2.1.03 |
Executive Functioning: The Hidden Infrastructure of Literacy Learning |
Tekila Fullam and Mackenzie Davis |
| 2.1.04 |
Charting the Journey of Improvement Through Coaching |
Lisa Cook |
| 2.1.05 |
Engaging Families in Student Literacy Development: Translating Research into Practice in Ohio Schools |
Dr. Barbara Boone, Dr. Hadley Bachman, Sarah DeShon, and Dr. Meredith Wellman |
| 2.1.06 |
Making Intervention Work: Implementing K-5 Literacy Supports Within the Realities of Classroom Time |
Valerie Maxwell |
| 2.2.01 |
From Policy to Practice: Building and Supporting Effective Secondary Intervention Systems |
Suzanne Kochheiser and Brianne Hannah |
| 2.2.02 |
Improving Student Outcomes Through Differentiated Core Instruction |
Dr. Jamey Peavler |
| 2.2.03 |
Literacy Within Ohio's Integrated MTSS: Data-Driven Teaming |
Kelsi Edrington |
| 2.2.04 |
Early Literacy and Oral Language: Using Talk, Play, and Storytelling to Close Language Gaps |
Sarah Jackson, Katie Allen, and Gretchen Newton |
| 2.2.05 |
From Babble to Conversation: Practical Strategies for Oral Language Growth |
Sam Giammarco |
| 2.2.06 |
Supporting Adolescent Readers with Basic Decoding |
Rita Kroeger |
| 2.1.07 |
Strong Routines, Strong Readers: Boosting Literacy Instruction for All Learners |
Dr. Jess Surles |
| 2.1.08 |
Leveraging Structured Literacy for the English Learner Journey: Integrating Language and Literacy Instruction within an MTSS Framework |
Dr. Maya Goodall |
| 2.1.09 |
Evidence and Lessons Learned from a Secondary Schoolwide Literacy Model Approach |
Dr. Jade Wexler |
| 2.1.10 |
Language Foundations in the Early Years Leading to Literacy Learning in the Early Grades and Beyond |
Dr. Lucy Hart Paulson and Haley Venturino |
| 2.1.11 |
Implementing Integrated Systems of Support |
Dr. Amanda Nickerson |
| 2.3.01 |
Supporting Older Readings with Advanced Decoding |
Dr. Devin Kearns |
| 2.3.02 |
Adolescent Literacy Instruction: From Compliance to Craft |
Whitney Imhoff |
| 2.3.03 |
Making Literacy Learning Interactive: Engaging Students Through Frequent Responses |
Dr. Jess Surles |
| 2.3.04 |
Self-Regulation Strategy Development |
Janel Bowman |
| 2.3.05 |
From Data to Practice: Supporting English Language Learners with Intentional Instruction |
Julie Kemper, Leah Kelley, Megan Jubec, and Jessica Griffen |
| 2.3.06 |
Implementing Routines in Elementary Literacy Instruction (K-5) |
Blythe Wood |
| 2.3.07 |
IEPs That Work: Aligning Goals to Students' Exact Literacy Needs |
Maura Brewster |
| 2.3.08 |
Audit, Align, Act: Designing Coherent Data Systems for Decision-Making |
Dr. Amanda Nickerson |
| 2.4.01 |
Supporting Twice Exceptional Students |
Shawna Benson |
| 2.4.02 |
Data Base Decision Making in the Upper Grades: Using a Collaborative Problem-Solving Model |
Haley Bryant and Tiffany O'Neil |
| 2.4.03 |
Fluency in Focus: Supporting Rate and Prosody Using a Variety of Text Types |
Laura Jones |
| 2.4.04 |
Developing Individualized Education Program Goals and Specially Designed Instruction that Align with the Science of Reading |
Dr. Jessica Hoffman |
| 2.4.05 |
Ohio's Integrated Multi-Tiered System of Supports for Language and Literacy in Early Care and Education |
Kim Davis |
| 2.4.06 |
Turning Learning Science into Literacy Practice |
Nick Jacobs |
| 2.4.07 |
From Chaos to coherence: Building a Secondary English Language Arts Framework that Works |
Jessie Zink |
| 2.4.08 |
Connecting Data to Growth: Progress Monitoring for Secondary Grades |
Kelsi Edrington |
| 2.3.09 |
Managing Cognitive Load Through Instructional Design |
Dr. Jamey Peavler |
| 2.3.10 |
Teaching the Alphabet: Empowering Preschool Teachers to Build Strong Alphabet Foundations |
Dr. Carolyn Turner |
| 2.3.11 |
Teaching Reading to Students with ADHD and Reading Difficulties |
Dr. Carolyn Denton |
| |
Literacy Academy for Families |
|
| Session 1 |
Families as the Glue: Strategic Partnership for Literacy Success |
Kareem Weaver |
| Session 2 |
Calling All Neurons! Understanding Brain Science to Support Struggling Readers |
Lori Josephson |
| Session 3 |
Working with Your District to Support Your Child: What Parents Need to Know |
Kerry Agins and Brett Tingley |
| Session 4 |
Guiding Your Child's Literacy Journey: Tools, Confidence, and Questions That Matter |
Dr. Barbara Boone, Dr. Hadley Bachman, Sarah DeShon, and Dr. Meredith Wellman |