DLD at New York State CEC
Join them 21 and 22 October 2011 in Rochester, NY, as DLD collaborates with New York State CEC on "Bridging the Gap Between Research and Practice."
Here are the session descriptions:
DLD Sponsored Session #1:
October 21, 2011 (Friday)
9:00 to 10:50am
Fitzhugh Room
Title: Screening and Progress Monitoring using Curriculum-Based Measurement—The Most Essential Piece: Using the Data!
Session Description:
This session will provide an overview of screening and progress monitoring using Curriculum-Based Measurement (CBM) in reading and mathematics. A brief overview of CBM will be provided, including uses and mis-uses, how to judge technical adequacy, and where CBM fits with other assessments you may be using. The steps for utilizing CBM within a data-based decision making process will be detailed and practiced using case examples of data. Resources to access high quality CBM tools will be provided (free and for fee).
Erica Lembke, vice-president of DLD, is an associate professor in the Department of Special Education at the University of Missouri. She has conducted over 140 state and national presentations on the topics of CBM and Response to Intervention. She is currently co-PI on a federal grant to examine the use of handheld technology to collect early mathematics data. Prior to her doctoral work at the University of Minnesota under the advisement of Stan Deno, she was an elementary special education teacher for 6 years.
DLD Sponsored Session #2:
October 21, 2011 (Friday)
2:00 to 3:50pm
Fitzhugh Room
Title: Core Components of Response to Intervention in Mathematics: Emphasis on Content and Instruction
Session Description:
Professionals in NY involved in RTI are seeking guidance on how to develop, implement, and support an effective RTI framework. The purpose of this session is to introduce and develop the core principles of an effective RTI framework in mathematics with the primary focus on tiered instructional and intervention supports. This session will provide specific content, instructional, and intervention recommendations for teaching mathematics effectively to students who have traditionally struggled and draws upon currently available research-based evidence for teaching mathematics.
Session Objectives:
- Participants will learn the components of setting up and implementing an effective RtI model in the area of mathematics (K-8).
- Participants will receive recommendations for effective instructional practices and strategies for teaching students who struggle and/or have math disabilities.
- Participants will learn the importance of collaboration between regular education and special education teachers required for an effective RtI model in mathematics.
Presenter: Paul J. Riccomini, The Pennsylvania State University
Bio: Paul J. Riccomini, Ph.D., the Current President of DLD, is an Associate Professor at The Pennsylvania State University and former middle and high school math teacher. He taught mathematics to students with learning disabilities and emotional and behavior disorders in self-contained and general education classrooms for a number of years. He is the author of four books related to improved mathematics instruction. His research focus is on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics.
DLD Sponsored Session #3:
October 22, 2011 (Saturday)
10:00 to 11:50am
Fitzhugh Room
Title: Response to Intervention: How We Can Problem-Solve to Solve Behavior Problems
Session Description: Classroom and behavior management is exceptionally challenging. RTI provides a problem-solving framework that allows teachers to monitor the effectiveness of their behavior intervention planning. This workshop will provide an overview of tiered behavioral interventions and supports in inclusive classrooms and will highlight ways to monitor student success. By the end of the workshop, successful participants will understand how to use a variety of research-based procedures to create a more effective classroom community.
Session Objectives:
Successful participants will:
- Identify the levels of prevention and understand targeted behavioral interventions.
2. Receive recommendations for effective behavioral interventions for students who exhibit disruptive and violent behaviors in the classroom.
3. Learn how to use the RTI framework to monitor students’ behavioral success.
Presenter: Michael Rozalski, Binghamton University
Bio: Michael Rozalski, Ph.D., is an Associate Professor at Binghamton University and former special education teacher. He taught students with learning disabilities and emotional and behavior disorders in alternative settings, including wilderness programs and prisons, and in “regular” public schools. Dr. Rozalski is actively involved in local public schools and has published numerous book chapters and articles on legal issues and working with students with behavior disorders. His current research focus is on classroom and school-wide behavior supports, legal issues related to students with disabilities, and violence prevention.
DLD Sponsored Session #4:
October 22, 2011 (Saturday)
12:30 to 2:20am
Fitzhugh Room
Title: Response to Intervention in Reading: Doing it Smart to Maximize Resources and Outcomes
Session Description:
Effective July 1, 2012, all school districts in NYS must have an RTI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. Additionally, the RTI framework holds promise for improving reading outcomes for older students and students who are English Language Learners. Professionals in NY involved in RTI are seeking guidance on how to develop, implement, and support an effective RTI framework for students given the current fiscal constraints that have left many districts short staffed. The purpose of this session is to introduce and develop the core principles of an effective RTI framework in reading with the primary focus on the components of effective instruction for all and efficient use of data to plan instructional and intervention supports. This session will provide specific content on instruction, intervention, and assessment recommendations for effectively implementing a RTI Framework. Additionally, the session will draws upon currently available research-based evidence for identifying the most effective and efficient tier placement to meet the needs of students and maximize resources.
Session Objectives:
- Participants will learn the components of setting up and implementing an effective RTI model in the area of Reading (K-6), with additional considerations for older students and students who speak English as a Second Language.
- Participants will receive recommendations for effective instructional practices and strategies for teaching students who struggle and/or have reading disabilities.
- Participants will learn the importance of both the effective use of benchmark data and the role of cognitive assessment data for assuring appropriate placement for target students and the efficient use of school resources.
Presenter: Annmarie Urso, Ph.D. State University of New York at Geneseo.
Bio: Annmarie Urso, Ph.D. the Secretary of DLD, is an Assistant Professor at SUNY Geneseo. Dr. Urso is a veteran NYS special education teacher and reading specialist with over 20 years in K-12 classrooms. She has taught all core content subjects to students in grades K-12 with learning disabilities and emotional and behavior disorders in self-contained classrooms, resource rooms, and inclusion classrooms. Dr. Urso is a member of the International Academy of Researchers in Learning Disabilities and has published numerous book chapters and articles on reading disabilities and assessment. Her research focus is on the area of learning disabilities, particularly the use of cognitive assessments to provide effective intervention and instruction to students who are low achievers or non-responders. Dr. Urso’s experiences as a teacher, researcher, and parent of a child with a learning disability provide for real world applicable strategies and accessible presentations.