45Th Everyone Reading Conference on Dyslexia and Related Learning Disabilities

45th Everyone Reading Conference on Dyslexia and Related Learning Disabilities

March 5 and 6, 2018 CUNY GRADUATE CENTER 34TH Street at Fifth Avenue, New York, NY

Everyone Reading, Inc. is an approved Sponsor of Continuing Teacher and Leader Education (CTLE) by the New York State Education Department.

Pursuant to Section 80-6 of the Regulations of the Commissioner of Education, Everyone Reading, Inc. has been approved to award CTLE credits for participation in its professional development activities.

CTLE Certificates of Completion will be provided at the conclusion of the conference as well as generic Certificates of Attendance at the conclusion of each day. Participants will receive 15 hours for the full conference and 7.5 CTLE hours per day.

Monday, March 5, 2018

8:00 – 9:00am Check-in and Late Registration

9:00 – 10:00AM

Keynote Address – Beyond Remediation: The Case for Assistive Technology

Mark Surabian Since 1987, Mark Surabian has been a pioneer and nationally recognized speaker in the field of Assistive Technology. He is the founder of AT Help, a free assistive technology clinic at the JCC in Manhattan, where he has supported the needs of thousands of individuals, families, and professionals. As an advocate in NYC over the past 20 years, he has tirelessly advanced the use of assistive technologies in schools, workplaces, and agencies that serve people with disabilities. Mr. Surabian has had extensive clinical training in utilization of technologies to serve individuals with neurological, learning, physical, vision, communication, and genetic disorders. As an instructor at Pace University’s Graduate School of Education and NYU’s Department of Occupational Therapy, and frequent lecturer at local colleges, Mark has prepared countless educators, therapists, and advocates on the use of technology for enhancing accessibility and student performance in the classroom. He has collaborated on numerous academic and commercial research projects around the development and use of assistive technologies for learning, communication, and physical accessibility. Currently, he is completing a doctoral case study on the use of cloud-based assistive technologies in the classroom for students with learning challenges. His free resources and information about his new school-based program, AT Train, can be obtained at www.ATHelp.org.

10:00 – 10:30AM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

10:30 – 11:40AM

M01 – The Dyslexia Debate Julian Elliott, Ph.D., Principal, Collingwood College; Professor of Educational Psychology, Durham University, England This presentation will challenge the prevailing use of the term ‘dyslexia’ and explain the reasons why dyslexia policy and practice in the United States are highly problematic.

M02 – The Orton-Gillingham Approach in the Classroom Marybeth Crosby Carroll, M.S. Ed., Reading Specialist Participants will be given an overview of the Orton-Gillingham method and ways to implement it for small groups or the whole class.

M03 – Epilepsy and Learning: A Focus on Reading Difficulties John J. McGinley, Ph.D., Assistant Professor, Department of Neurology, Montefiore Medical Center/Albert Einstein College of Medicine and Puja Patel, MD, Assistant Professor of Clinical Neurology and Pediatrics, Montefiore Medical Center/Albert Einstein College of Medicine This presentation will review epilepsy types in children and their association with learning difficulties, as well as detail the neuroscience of hemispheric specific differences associated with reading in epilepsy.

M04 – Conversations around Teaching Culturally and Linguistically Diverse Students Xuchilt Pérez, Ph.D., Assistant Professor of Adolescent Special Education, Hunter College and Kristen L. Hodnett, M.S., Clinical Professor of Special Education, Hunter College This panel will discuss, race, culture, and language in the classroom, by focusing on building academic language, cultivating multi-cultural literacy, and connecting to content instruction.

M05 – Study Skills: Strategies to Support Executive Function Katie Chhu, M.Ed. Explore practical instructional strategies for explicitly teaching students to manage time, materials and the language to address executive function deficits and support their academic proficiency.

M06 – Level Up: Gamify Your Writing Instruction Samantha Mosher, Learning Specialist, United Nations International School Increase motivation for writing and improve skills by applying the principles of gamification – technology use optional. Help students set goals, engage in revision and gain resiliency.

M07 – LD Kids & Math Foundations for Young and Old Kate Garnett, Professor, Learning Disabilities Program, Hunter College, CUNY Stop overtaxing verbal memory in your math teaching— pause “usual” methods to secure a solid foundation: Nonverbal representations, count-system skills, productive practice and math language. Come-on along to gain math- foundation clarity, targeted assessments, and powerful practices.

M08 – Learning to Read Words by Sight Linnea C. Ehri Ph.D., Distinguished Professor, CUNY Graduate Center and Robin O’Leary Ph.D., Adjunct Assistant Professor, Clinical Specialist, Hunter College Sight word learning requires letter-sound knowledge to connect the spellings of words to their pronunciations in memory. This connection forming process facilitates vocabulary acquisition.

M09 – Vocabulary Instruction in Math -- Why, What, and How Jamie Williamson, M.S., Ed.S., Head of School, Marburn Academy and Cheryl Cook, M.S., Academic Dean, Lawrence School This session focuses on why structured vocabulary instruction is critical in math, what methodology best supports vocabulary development, and how to implement research based strategies.

M10 – Woodcock Munoz Language Survey III- Uncovering Language Dominance and Proficiency Levels in our English Language Learners Lauren DeFrancesco, M.S., Clinical Account Executive, Houghton Mifflin Harcourt This session will introduce participants to our newest revision of our trusted assessment, the Woodcock Munoz Language Survey III. Product Presentation

M11 – Wiring the Reading Brain with Direct & Explicit Phonemic and Phonological MSLE Instruction JoAnn Lense, Teacher, Teacher Trainer, LCSW/MSLE Sounds Sensible® targets phonological awareness and beginning phonics instruction for beginning readers. Sounds Sensible® provides hands-on instruction in the most reliable indicators of reading success: phonological awareness, alphabet knowledge, and understanding letter-sound relationships, as well as handwriting. Product Presentation

M12 – Wilson Reading System, 4th ed. Overview: What’s New and Enhanced? Deanna M. Fogarty, W.C.T., W.D.T., Senior Director, Intensive Intervention Literacy Initiatives, Wilson Language Training This session will provide an overview of the 4th edition of the WRS. Current users of WRS are encouraged to attend to get a preview of the enhancements in morphology, vocabulary, fluency and comprehension. Product Presentation 3

11:40AM – 12:10PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

12:10 – 1:20PM

M13 – The Parent’s Journey from Awareness to Advocacy Deborah Lynam, Director, Partnerships & Engagement, AIM Institute for Learning & Research Parenting a child with dyslexia can feel confusing and often lonely. You may need to work through deeply personal feelings, including frustration or grief, and may become disillusioned with educational professionals that can’t offer quick fixes. There is much to learn, and an overwhelming amount of information to absorb. It’s important for parents to map out a path from awareness to advocacy. Becoming a persuasive and courageous advocate takes focus but you may ultimately find yourself in a position to speak out to a broader audience about systemic change!

M14 – Andrew Heiskell Braille and Talking Book Library Lyman Clayborn, Managing Librarian, New York Public Library An overview of the Andrew Heiskell Braille and Talking Book Library’s free services including reading materials, assistive technology, and partnership with Bookshare.

M15 – Smart Teaching: Talk Less, Draw More Brandy Stanfill, M.S.Ed., Director, Coaching Programs, ASD Nest Support Project, New York University This workshop will explore simple strategies for reducing language processing demands and supporting self- regulation and learning through use of visual supports in the mainstream classroom.

M16 – Students with Learning Disabilities – Lives over Time Elizabeth Mendelsohn, Director, Winston Innovation Lab, Winston Preparatory School This workshop will help educators support students with learning disabilities become successful adults through a discussion of recent research and K-PG programming implications.

M17 – The Tool Skills of Math Kenneth U. Campbell, Great Leaps Math fluency is as important as reading fluency. This presentation will offer strategies for developing math fluency easily and joyfully through explicit instruction and correct practice in basic skills.

M18 – Helping Adults Improve their Reading and Writing skills Dolores Perin, Ph.D., Professor, Psychology & Education, Reading Specialist Program, Teachers College, Columbia University This session will present effective approaches to helping adults with dyslexia and other reading and writing difficulties improve their skills to promote better professional, educational, and everyday functioning.

M19 – Navigating the Assistive Technology Process for Your Students Nanci King Shepardson, M.S.Ed., Ed.S., Senior Educational Technologist, Wilson Language Training Determine if your student would benefit from Assistive Technology and then leave with a road map as to how to advocate for AT tools/services.

M20 – Dyslexia and the Imagery-Language Connection: Theory, Research, Practice Cara Nemchek, M.S., Center Executive Director, Lindamood-Bell Learning Processes This session explores symptoms, causes, and solutions for reading difficulties, while highlighting neurological and behavioral research validating the imagery-language connection for reading and comprehension in dyslexia.

M21 – The Early Cognitive and Academic Development Test (ECAD) - The newest family to our WJ IV Assessment Family Lauren DeFrancesco, M.S., Clinical Account Executive This session will introduce participants to our new early childhood cognitive and academic test, the ECAD. This test is intended for ages 2:6-7:11 with an upwards extension of 9:11 for students who are more cognitively impaired. Product Presentation

M22 – Simultaneously Addressing Literacy, Language and Speech Challenges with Integrated Instruction Marianne Nice, M.S. CCC-SLP, Speech and Language Pathologist; Certified Reading Specialist; Adjunct Faculty, University of New Hampshire; Owner/Director, Language and Learning Connections Want to maximize your phonics-based instruction? This session will provide practical tips on how to quickly and efficiently incorporate additional language, literacy and speech production goals, while simultaneously boosting decoding abilities. Walk away with hands-on strategies that can be implemented immediately.

M23 – What an EL can TELL? Brandon Harvey, National Literacy Specialist, McGraw-Hill Education This K-5 session will offer a key take-away strategy of text deconstruction and text reconstruction to support ELs as they learn content and language. Participants will experience this sheltered instruction using grade level texts.

M24 – The Importance of Social Emotional Learning for Youth with LD/ADHD Marcus Soutra, President, Eye to Eye By discussing the significance of social-emotional learning and overcoming self-doubt, Marcus will inspire and empower different thinkers to achieve their highest potential.

1:20 – 1:50PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

1:50 – 3:00PM

M25 – A Picture is Worth a Thousand Words: Visual and Digital Pathways into Phonics Instruction Dr. Carolyn Strom, Visiting Professor, NYU Steinhardt This session will highlight how to tap into students’ visual memory pathways during phonics instruction. Specifically, this session will address research and strategies related to integrated and animated picture mnemonics (“PictoLetters”), which work well for students having difficulty with sound-symbol correspondence.

M26 – Literacy Beyond 3rd Grade: Formula for Success Daniel Wolf, Program Director, Middle School Quality Initiative, NYC Department of Education and Linda Wernikoff, Senior Education Advisor, Wilson Language Training Corp This session will provide a roadmap for implementing a literacy plan for middle school students, based on Implementation Science, which was developed by the National Implementation Research Network at the University of North Carolina, Chapel Hill. The Middle School Initiative uses Wilson programs as well as other literacy interventions. Product Presentation

M27 – Puppetry Strategies for Linking Art-Making and Literacy Maggie Fishman, Ph.D., Director of Practitioner Research and Digital Documentation and Kelly Donovan, Bridges Associate Through a hands-on arts experience, analysis of videos, and open-ended discussion, this workshop will explore teaching strategies educators can use to foster playfulness, deepen literacy engagement and address the literacy mandates in the Common Core Standards and the New York State curriculum.

M28 – What’s a Mother to Do? Moran Eizenberger, J.D., Attorney and Rachelle N. Spielvogel, M.A. Social Science, Founder/Director, Urban Exceptional, Inc. Raising a child with learning disabilities is not for the faint of heart. It requires persistence, stamina, and the ability to listen and learn from many in the “village” it takes to raise a child with learning differences. Join two mothers of elementary school-aged children to hear about their experiences, lessons learned advocating for their children, and how their successes and challenges might inform yours.

M29 – Great Leaps: Digital Considerations for Teachers, Therapists and Schools Kenneth U. Campbell, Author, Great Leaps, Mary Wing, M.Ed., Director, Literacy and Access, Division of Specialized Instruction and Student Support, New York City Department of Education, and Lisa Skisland, Private Tutor Using available technology, Great Leaps, the popular fluency intervention, can now be used in a number of innovative and equally effective ways. This workshop will review results and brainstorm possibilities. Product Presentation

M30 – Purposeful, Playful Practice through Games for Struggling Readers Linda Bress Silbert, Ph.D., Co-Owner, Strong Learning, Inc. and Alvin Silbert, Ed.D., Co-Owner, Strong Learning, Inc. Tiger Tuesday Reading Program for beginning readers and struggling readers, Bessie’s Pillow, a YA novel about an immigrant’s journey, are now available in dual language (English/Spanish) and Why Bad Grades Happen to Good Kids. Learn how inexpensive, classic card games can reinforce the Orton-Gillingham approach to reading instruction and provide true multisensory learning. Students don’t realize they’re learning. They’re just having fun and want to win. Grades K-8. Product Presentation

M31 – WORDS WITH SPELLING CONNECTIONS HAVE MEANING CONNECTIONS PHONOLOGY+ PHONICS+ MORPHOLOGY+ ETYMOLOGY=ORTHOGRAPHY Nancy Cushen White, Ed.D., BCET, CALT-QI, LDT, Clinical Professor, Division of Adolescent & Young Adult Medicine, Department of Pediatrics, Department of Child & Adolescent Psychiatry, University of California, San Francisco; UCSF Dyslexia Research Team While basic knowledge of phoneme-grapheme relationships may be sufficient for spelling, reading, and comprehending one-syllable words, analysis of word structure – including knowledge of morphology and etymology – is needed to learn to spell, read, and comprehend multi-syllable words.

M32– ADD Just Doesn’t Add Up Dr. Henry Ettinger, Developmental Optometrist This workshop will address the vision/attention link, discuss visual conditions that mimic or complicate ADD, how to identify them and resolve related problems.

M33 – Self Regulated Strategy Development (SRSD): An exploration of seven elementary and K-8 schools implementing explicit writing instruction Meghan Duffy, Director, Primary Literacy Interventions and Access and Sarah Benstraum, Director, Secondary Literacy Interventions and Access SRSD is a set of practices that empower teachers to enhance writing instruction, and students to develop the self- regulation needed to be in charge of their own writing. This presentation will capture the experiences, progress, and struggles of seven schools across the five boroughs of NYC. Participants will learn how to strengthen their own writing instruction, while watching sample videos and hearing directly from participating teachers and administrators.

M34 – Build A Reading Culture That Supports ALL Students Terrie Noland, M.S., C.A.L.P., National Director, Educator Engagement, Learning Ally A positive school culture can build a struggling reader’s social and emotional confidence, so they can be included in grade level discussions and thinking.

M35 – Executive Functions Demystified: Interventions for Academic Success Alexandra Mayzler, Founder, Thinking Caps Group; Author, Tutor in a Book, SAT Demystified, and ACT Demystified What are executive functioning skills and what role do they play in the learning process? We’ll discuss these skills and introduce hands-on strategies for organization, time management and learning in school and at home.

M36 – See My Words! Hear My Voice! LaQwanna Finkley, Student; Health Educator; Poet; Author It is important to give all students a voice. If no one is paying attention, why should they speak or write? This session will teach and encourage educators to empower their students through the use of both oral and written language, primarily through the medium of poetry.

3:00 – 3:30PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

3:30 – 4:40PM

M37 – Powerful Strategies for Building and Retaining Vocabulary and Information in Struggling Students Esther Klein Friedman, Ph.D., Executive Director, Department of Literacy and AIS, New York City Department of Education This workshop will offer high-leverage strategies, including concept categorization, examples and non-examples, semantic gradients, frontloading, connecting known to new, effect of wide reading, and others.

M38 – Adapting Museum Teaching for Students with Reading Challenges Pilar Jefferson, Education Coordinator and Maggie Bordonaro, M.A., Education Manager, Museum of the City of New York The Museum education component of Catching Up and Getting Ahead, the summer tutoring/museum education program for third graders, took place at the Museum of the City of New York. Join the Museum educators to learn how they adapted vocabulary study and a hands-on social studies curriculum to the needs of struggling readers. This presentation will focus on a sample lesson about the Lenape.

M39 – Overcoming the Challenges of Life Despite/Because of Learning Differences Elizabeth Williams Auricchio, Ph.D., Clinical Psychologist and Sandy Gubar, adult with dyslexia, Co-Chairs, Adult Dyslexia Committee, Everyone Reading Adults with learning differences share their challenges, feelings and coping mechanisms for school, work and life.

M40 – Elementary Learning Disabilities – Simple and Complex Sentences Made Easy Russell Van Brocklen, CEO, DyslexiaSolutionthatWorks.com and Summer Lynn Dillon, Director, Early Elementary School, DyslexiaSolutionthatWorks.com Learn a simple, effective process to teach elementary school students with learning difference how to write simple, complex, compound and compound-complex sentences. Product Presentation

M41 – Number Sense and Number Nonsense Nancy Krasa, Ph.D., Adjunct Assistant Professor of Psychology, The Ohio State University This talk covers the cognitive and executive functions necessary for learning math, including skills shared with language and reading, and the effects of related impairments. Product Presentation

M42 – Question Formulation Technique, Promoting Engagement for All Learners Viviane Verstandig, P.D., Inspiring Literacy, LLC and Rosemary Cabán, P.D., Caban Consulting, LLC This interactive session will engage participants in using the QFT. This research-based protocol is designed to be used in all grades and content areas.

M43 – Aligning Instruction to Achieve Outcomes in Standards by Managing Flexible Grouping Vicki Gibson, Ph.D., CEO, Gibson Hasbrouck & Associates This session includes suggestions for understanding the impact of outcomes in standards on teaching, and classroom management tools for implementing flexible grouping and collaborative practice.

M44 – Breaking Down Barriers: Dyslexia & Accommodations Jack Churchill B.Sc., Co-Founder, CEO, Scanning Pens Reading is difficult for dyslexics to master, whilst test taking often presents an almost impossible barrier to overcome. Jack discusses empowering students with Pen Scanners to do both. Product Presentation

M45 – Discussing Dyslexia within the New Legal Landscape Jennifer M. Frankola, Attorney, and Eileen H. Libutti, Attorney In light of recent changes in the state and federal laws, two lawyers: one a former public school teacher, the other a mother of a student with a learning disability, will share information about how to better advocate for your child. Discussion will include tips on securing appropriate evaluations, services and school programs and how to work cooperatively with your Committee on Special Education.

5:00 – 7:00 pm Reception for Helen Diane Foster, Commissioner, New York State Department of Human Rights

Helen Diane Foster was appointed by Governor Andrew M. Cuomo in 2013 to head the New York State Division of Human Rights. In her capacity as Commissioner, Ms. Foster is responsible for the enforcement of New York State’s Human Rights law, the oldest such law in the country and ensuring that all New Yorkers, regardless of their social status or lack thereof, race, identity, orientation or disability are treated fairly in the workplace, housing and public accommodations. Commissioner Foster can deliver Governor Cuomo’s message of the importance of the Human Rights Law through her public engagements throughout the State and when she is called on to represent the State and the Governor is different capacities.

Prior to her appointment, Ms. Foster served in the New York City Council for 11 years representing the 16th District in Bronx County. She was able to make the transition from City government to State government. Her relationship with legislators, appointed officials and City and State employees has served her well.

As Councilmember, she represented 170,000 constituents at city hall, was responsible for passing legislation, approving New York City’s $70 billion budget, attending Council hearings as well as community meetings and for being an advocate for the underserved and underrepresented people of New York City.

Ms. Foster has participated on numerous panel discussions about her own struggles with dyslexia. Speaking about dyslexia is one of her passions. She especially enjoys speaking to children with dyslexia. In addition, Ms. Foster is often called upon to speak at churches, schools and community events. She uses speaking engagements as a tool to empower communities and encourage youth through access to information.

Ms. Foster attended Hyde School in Bath, Maine, Howard University in Washington D. C. and City University of New York School of Law (CUNY) at Queens College. While attending law school, Councilmember Foster participated in an

international exchange program at the University of Havana. She served as a summer associate at the Bronx County District Attorney’s Office and the Atlanta Legal Aid Office.

She lives in Bronx County with her husband Eric McKay, and their daughters.

Tuesday, March 6, 2017

8:00 – 9:00AM Check-in and Late Registration

9:00 -10:00AM

Keynote Address – Special Education: A Continuum of Services Not a Destination

Corinne Rello-Anselmi, Deputy Chancellor, Division of Specialized Instruction, New York City Department of Education Ms. Rello-Anselmi began her career in her home borough of the Bronx more than 40 years ago at P.S. 108 where she served as a special educator, resource room teacher, assistant principal, and principal. As principal, she led inclusion efforts and ensured all educators were teachers of reading which resulted in significant improvements in student learning outcomes. After 28 years at PS 108, Ms. Rello-Anselmi became the Deputy Regional Superintendent for Special Education of Region Two and then as Cluster Leader for Cluster One. In 2012, she was appointed Deputy Chancellor of DSISS where she has spearheaded the special education reform initiative, A Shared Path to Success. This movement has prioritized access, quality individualized education programs, transition planning and supports, and behavioral support for NYC’s students. As a result of these collective efforts and partnerships with families, achievement and graduation rates for students with disabilities have increased with a decrease in the dropout rate. Ms. Rello-Anselmi’s belief in the power of the student-teacher relationship and its impact on students’ academic and socioemotional growth are at the core of her work in advancing the Shared Path to Success as a part of the Department of Education’s Equity and Excellence for All charge. Ms. Rello-Anselmi holds a master’s degree in special education and reading from New York University and a bachelor’s degree in psychology and elementary education from Lehman College.

10:00 – 10:30AM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

10:30- 11:40AM

T01 - Reading at Grade Level by Second Grade: The NYCDOE Universal Literacy Initiative Andrew Fletcher, M.S.Ed., Ph.D. ABD, Director of Early Literacy, New York City Department of Education The NYCDOE Universal Literacy Initiative, part of the Mayor’s and Chancellor’s Equity and Excellence Agenda, is striving to have all students reading at grade level by the end of their second grade year. This presentation will provide an overview of the Initiative as well as a forum for discussion about this important endeavor.

T02 – The Twice-Exceptional Paradox: Who are they and how do we serve them? Dr. Elissa F. Brown, Distinguished Lecturer, Special Education, Hunter College, CUNY This interactive session will allow participants to understand the characteristics of twice-exceptional learners and provide strategies to effectively serve them in a variety of educational settings.

T03 – Parent’s Rights: Supports for Students with Print Disabilities Maggie Moroff, J.D., M.S.Ed., Special Education Policy Coordinator, Advocates for Children; Coordinator, ARISE Coalition We will discuss parent’s rights in special education paying special attention to the needs of students with print disabilities. Emphasis will be on New York City, but we’ll look at federal law as well.

T04 – Math Makes Everyone COUNT! Robert Gyles, Ph.D., Professor, Mathematics Education, Hunter College, CUNY This hands-on workshop focuses on bridging the gap between concrete and abstract learning. Special attention will be given to creating a differentiated math classroom.

T05 – Teaching Orton-Gillingham to the General Education Population Jeanne Jeup, IMSE OG Master Instructor, Director of Instruction, Institute for Multi-Sensory Education (IMSE) and Janice Kohler, MAT, SLT, IMSE OG Master Instructor, Director of Professional Development, IMSE The Institute for Multi-Sensory Education has been teaching the Orton-Gillingham methodology to the general population for over twenty years. Learn how teaching this method beginning in kindergarten can help eliminate referrals and increase success for all students.

T06 – LD Virtual Tutoring: Enriching Secondary Reading and Writing Skills Sharon W. Fleischer, M.A., LDT/C, Director, LD Virtual Tutoring; Learning Specialist, Fairleigh Dickinson University, and William Presutti, M.S., LDT/C, Executive Director, LD Virtual Tutoring; Campus Director, Fairleigh Dickinson University Regional Center This workshop demonstrates the effectiveness of online, face to face tutoring with strategies for high school and college students who learn differently.

T07 – Neuroscience of Learning Disorders Adam Zamora, Psy.D., Clinical Neuropsychologist, Learning and Development Center, Child Mind Institute This session will address: • Basics of the science • The areas of the brain involved in development and reading • Neuropsychological reasons behind dyslexia • What the brain looks like for non-dyslexic readers vs those with dyslexia

T08 – Emergent Literacy – How to Prevent Reading Problems by Honoring the Research Jo-Anne Gross, President, Clinical Developer, Remediation Plus Systems During the clinical development of Remediation Plus, our Orton Gillingham based reading intervention, children who struggled to read came in many flavors. Many were not dyslexic; they had never been taught how to read, spell or print. If you are interested in emergent literacy instruction based on explicit systematic synthetic phonics/phonemic awareness training K-1, you will enjoy this session. Product Presentation

T09 – Reading Recipe: Grades 4-12 of Recipe for Reading Concetta Russo Ed.D., Crossroads for Educational Services. Inc. Recipe for Reading is an Orton-Gillingham based intervention program for grades K-4. The Reading Recipe program expands the original program for use with Middle and High School students. Reading Recipe uses same methodology but teaches the sound-symbol association of phonemes in two and three syllable words and immediately incorporates the syllabication rules. The Reading Recipe program can be completed successfully in 45 lessons. Product Presentation

T10 – Using Large Print Books to Assist Reluctant Readers Sabine McAlpine, Strategic Account Manager, Thorndike Press/Gale/Cengage Learning Large Print is a proven solution for struggling or reluctant readers by improving fluency, comprehension, and overall engagement. Thorndike Press Large Print books look just like traditional hardcover editions, reducing any stigma for the reader. To view more information: www.gale.com/thorndikepress/ya Product Presentation

T11 – Johnny Reads CVC Words: Now What? Helping Older Struggling Readers Close Gaps Presenter: Nancy Telian, M.S., CCC-SLP, Founding Co-Director, Reading with TLC; Author, Lively Letters; Adjunct Faculty, Massachusetts General Hospital Institute of Health Professions For older struggling readers it’s especially important to close those gaps as quickly as possible! Grab quick, practical, and proven strategies to teach upper level letter sounds, to prevent sequencing errors while reading words with consonant blends, and to decrease impulsive errors with techniques for those with rapid naming weaknesses. Efficacy studies providing the rationale for the methods shown will be shared, as well as lists of multiple available resources, websites, assessments, programs, and download links for freebies that can be used immediately.

11:40AM – 12:10PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

12:10 – 1:20PM

T12 – Emergent Reading and Writing Instructional Routines and Activities for Preschool-Grade 1 Vicki Gibson, Ph.D., CEO, Gibson Hasbrouck & Associates This presentation includes instructional routines and activities for developing foundational skills using prewriting strokes, directed drawings, word banks for sentence structure, and American Sign Language.

T13 – Playing, Thinking, Talking, Listening: Literacy Beginnings Lydia Soifer, Ph.D., Language Pathologist; Language and Literacy Consultant Learn how playing with, talking and listening to preschoolers solidify the earliest precursors of literacy. Topics and techniques for teachers.

T14 – Data Based Individualization: A process to support school teams in making data -based decisions for students in need of intensive reading interventions Jason Borges, Senior Director, Literacy Interventions and Access, New York City Department of Education and Dr. Devin Kearns Ph.D., Associate Professor, Special Education, University of Connecticut at Storrs According to the National Center on Intensive Intervention (NCII), DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research- based adaptation strategies. This session will provide participants with an overview of the five steps of the DBI process, protocols to support it, and findings from pilot schools in the New York City Department of Education in partnership with the Neag School of Education at the University of Connecticut.

T15 – Hand-to-Mind: Memorable Math Models, Grades 1-3 Temple Ary, Math Specialist, Ramaz Lower School Math relies on stable mental representations, with strong linkages to concepts, skills and math-talk. Learn how to help LD kids re-weave these links throughout Grade 1-3 math.

T16 – Building a Rock Solid Foundation in Reading Fluency Jennifer Hasser, M.Ed., Executive Director, Kendore Learning and Syllables Learning Center This session will deliver practical ideas for teaching all students through a holistic, multi-sensory approach. Effective literacy instruction extends beyond phonics to include tracking, prosody, vocabulary, grammar and punctuation, skills which should be taught simultaneously with phonics. Participants will learn the theoretical rationale for this hands-on learning as well strategies for implementation.

T17 – Academic Language: It’s Not All about Readability Susan Garni Masullo, Ph.D., Senior Lecturer, Director of Literacy Practicums, Reading Specialist Program, Teachers College, Columbia University This session will guide participants in understanding academic language and provide hands-on practice analyzing text for these language demands for the purposes of lesson planning.

T18 – Reading Disorders across a Child’s Lifespan Kelly Janke, Ph.D., ABPP-CN, Clinical Neuropsychologist, Learning and Development Center, Child Mind Institute This session will address: • Brain Development from age 1 to 25 • Changing curriculum across grades to accommodate reading disorders • Changes in neuroscience of reading over development • Discussion of clinical cases

T19 – Educators as Physicians: Data for Effective Decision Making Maria Campanario, B.A., M.Ed., C.A.G.S., Retired Public School Administrator; Educational Consultant Using data to support instruction is key to academic gains. This session will be an exploration of data beyond just numbers: determining which data is essential, how to interpret it and decide on implications for instruction.

T20 – Differentiating between Language Acquisition and Disability Marta Villarroel, Bilingual Special Education Specialist, RSE TASC and Daliz Vasquez, Bilingual Special Education Specialist, RSE TASC, Division of Specialized Instruction and Student Support, New York City Department of Education This session will compare second language acquisition, acculturation, social communication and academic language to patterns of disability in order to understand the many factors involved in determining if a student has a language difference or a disability.

T21 – Topic Webs, Two-Column Notes and Summarizing: Keys to Comprehension Joan Sedita, M.Ed., Founder, Author, Keys to Literacy This session will present hands-on strategies for teaching students to use topic webs, notes, and summarizing to support comprehension before, during, and after reading. Product Presentation

1:20 – 1:50PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

1:50 – 3:00PM

T22 – Best Instructional Practices in the Real World Classroom Kathy Rhea Bumgardner, M.Ed., Ed. S., McGraw Hill Education; Author; Speaker This interactive session will provide educators with engaging “can do” literacy strategies/resources that you can get TODAY and use in your diverse classroom TOMORROW!

T23 – Classroom Language Dynamics©: Teacher Talk to Enhance Learning Lydia Soifer, Ph.D., Language Pathologist; Language and Literacy Consultant Language is the vehicle that drives the curriculum. Effective teaching is at the intersection of what, how and why we choose as the language of instruction.

T24 – Neuroscience of Interventions in Dyslexia Kenneth Schuster, Psy.D., Clinical Neuropsychologist, Learning and Development Center; Director of Clinical Training, Child Mind Institute, and Matthew Pagirsky, Psy.D., Associate Neuropsychologist, Learning and Development Center, Child Mind Institute This session will address: • Dyslexia’s neuroanatomical underpinnings • Types of interventions for dyslexia • How the brain changes in response to targeted interventions • Comparing the typical brain to the “remediated” dyslexic brain • Direction for future research

T25 – Expressive Math Strategies for Students with Learning Disabilities Dan Sinclair, Author, Perceptions Math Curriculum; President, Teach 4 Mastery, Inc. Meaningful understanding of math concepts can be taught. Come see simple tools and methods that will ensure a solid foundation and development of math skills. Product Presentation

T26 – Sight Words: Comparing Approaches and Surveying the Field Katharine Pace Miles, Ph.D., Assistant Professor, Brooklyn College, Gregory B. Rubin, M.A. Student, Brooklyn College, Selenid Gonzalez Frey, Ph.D. Student, Graduate Center, City University of New York, Tory Meringoff, M.A. Student, Brooklyn College, and Kaila Mailloux, M.A. Student, Brooklyn College This study investigated differences in sight word instruction using grapheme-phoneme vs. whole word approaches. Teacher surveys regarding sight word instruction and word regularity were also analyzed.

T27 – Incorporating Interests to Make Literacy a Strength Jules Csillag, B.A., M.S., CCC-SLP, New York University, ASD, Nest Support Project Research suggests that a strengths-based model and incorporating students’ interests is more effective that focusing on deficits. This approach builds not only communication skills, but self-awareness and self-determination as well. Taking a UDL lens, participants will learn about the research and practice of incorporating interests and strengths into literacy lessons.

T28 – The Brain Science behind Treatment Options for Reading Disorders Helen Tam, Ph.D. and Sarah Powell, Ph.D., Clinical Neuropsychology Postdoctoral Fellows, Child Study Center, Hassenfeld Children’s Hospital, NYU Langone Health, and Daniela Montalto, Ph.D., Clinical Neuropsychologist, Child Study Center, Hassenfeld Children’s Hospital, NYU Langone Health This presentation will focus on describing where reading disorders exist in the brain, the various treatments available, and the neuroscientific research behind them.

T29 – Why Won’t They Just Get to Work? When Older Students Get Stuck on Reading and Writing Tasks Abigail Helfat, M.Ed., Reading Specialist; Adjunct, Hunter College Department of Curriculum and Teaching Many students who seem unmotivated actually lack basic skills. Learn to identify common roadblocks and build skills to keep kids from falling further behind in reading and writing.

T30 – Individualized Education Programs for Dually Identified Students Marta Villarroel, Bilingual Special Education Specialist, RSE TASC and Daliz Vasquez, Bilingual Special Education Specialist, RSE TASC, Division of Specialized Instruction and Student Support, New York City Department of Education The task of learning an additional language presents additional challenges to culturally and linguistically diverse students with disabilities. This workshop reviews special factors and essential information involved in supporting these students and their teachers.

T31 – Rethinking Challenging Behavior: Skill Building and De-escalation Megan Ohlssen, Director, New York City Special Education Collaborative This session focuses on shifting how we think about behavior from disruptive defiance to an actual skill deficit. Participants will explore why students act out and how to respond appropriately. Participants will learn how to identify the skills students need to prevent future negative behaviors and learn verbal de-escalation strategies.

3:00 – 3:30PM Coffee, Exhibits, and Networking Please visit our sponsors and exhibitors in the lobby. THE EXHIBITIONS AND COFFEE WILL BE AVAILABLE ALL DAY. VISIT ANYTIME!

3:30 – 4:40PM

T32 – Bringing Learning Disabled Students Reading Skills to Grade Level Russell Van Brocklen, CEO, DyslexiaSolutionthatWorks.com Learn a three-step process to bring a learning disabled student in grades 5 through college to grade level reading. Participate in a complete demonstration of the process. Product Presentation

T33 – Everyone Math-ing: Promoting Grade Level Math Content for All! Robin Schwartz, Adjunct Professor, College of Mount Saint Vincent; Founder, Math Confidence Keeping students as close to grade level as possible helps build confidence and skills plus readiness for next year’s content. Accessible CCSS Math items will be shared on paper and online for teachers to bring back to their classrooms. (Grade level 5 – Algebra I)

T34 – Autism Spectrum Disorder and Language Based Learning Difficulties Alanna Gold, Ph.D., Clinical Neuropsychologist, Child Study Center, Hassenfeld Children’s Hospital, NYU Langone This presentation will discuss interventions and strategies when working with grade-school children who present with co-occurring Autism Spectrum Disorder and language based learning difficulties.

T35 – The Brains behind Dyslexia: Understanding the Neuroscience of “Dyslexias” Edward M. Petrosky, Psy.D., Clinical Neuropsychologist The brain must execute and integrate multiple abilities / types of information processing in order to read. A breakdown in any one of these processes can cause dyslexia. This presentation explains in everyday language how dyslexia works so that one can not only identify if a student has dyslexia, but recognize the different types of dyslexia in order to formulate the most appropriate, individualized instructional targets. Risk factors for dyslexia to enable early identification and intervention are also discussed.

T36 – Vocabulary Learning in the Elementary Classroom: The Benefits of Orthography and Decoding on Student Word Acquisition Susan J. Chambre, Ph.D., Adjunct Professor, William Paterson University This session will review research on the facilitative effect of decoding and spelling on vocabulary learning. Classroom applications and hands-on demonstrations with elementary aged read-aloud books will occur.

T37 – The Intersection of Culturally Responsive Teaching, UDL, and ELLs Melissa Katz, Director, ELL/MLL Supports, New York City Special Education Collaborative Participants learn about UDL’s access and engagement components, how they overlap with culturally responsive teaching practices, and how all can be used to support ELLs.

Thanks to our Sponsors and Exhibitors! Institute for Multi-Sensory Education (IMSE) McGraw Hill Wilson Language Training Landmark School Great Leaps Fairleigh Dickinson University Bronx Lebanon Hospital Center Lindamood Bell Learning Processes EPS/School Specialty, Inc. Learning Ally Brehm Preparatory School Reading with TLC Really Great Reading Saddleback Educational, Inc. Beyond Booksmart Teach 4 Mastery The Gow School Winston Prep Reading Rescue

Many thanks to the City University of New York (CUNY) Graduate Center for this wonderful conference venue!