Proven Reading Success: Learn the "Blueprint"

Building Literacy Leadership & Implementing Multi-tiered Reading-Supports

Date: November 18, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)

The purpose of this session is to share components of the Connecticut K-3 Literacy Initiative that has led to sustainable changes in the delivery of quality instruction and resulted in improvements in students reading skills in high priority schools throughout the state.

The content of the session will focus on establishing routines and structures that support continued improvement in instructional practices, increased capacity at the school and district level, distributed leadership, and improved student outcomes. District and school leaders will be given the tools to evaluate current literacy practices, build a multi-tiered instructional and assessment model using scientifically-research based methods, develop an embedded professional development plan, and establish systems for measuring fidelity of implementation and effectiveness of instruction.

Pilot evaluation data from over 900 students from four schools across four different districts involved in the K-3 literacy initiative suggest that implementation of MTSS practices and systems was associated with accelerated student literacy outcomes that continued to improve over multiple years of implementation.


Important Information:

COST:
$185. $165 if two or more register from the same school or school district. Includes a light breakfast upon arrival, a mid morning snack and lunch. Payment is made to The Reading Institute.

PDPs:
7 Professional Development Points

COURSE MATERIALS:
Handouts provided.

ENROLLMENT:
Register Early - Limited Enrollment

LOCATION:
The Reading Institute
430 Main Street
Williamstown, MA 01267

REGISTRATION DEADLINE:
November 3, 2016

REFUND/CANCELLATION POLICY:
Cancel 10 days prior to training and receive a refund minus a $50 service charge. No refund for cancellations made within 10 days of the training.

SUBSTITUTIONS:
Substitutions may be made. Please notify The Reading Institute, Inc. with the name of the alternate participant in advance.

CONFIRMATION/DIRECTIONS:
Confirmation and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.

ACCOMMODATIONS:
Reservations need to be made directly with the hotels. A lodging list will be sent with your confirmation. Specify you are with The Reading Institute when making reservations. Be sure to make lodging reservations early for best selection.


THE PRESENTERS:

Darci Burns, Ph.D., is the executive director of the non-profit organization, Hill for Literacy. Dr. Burns has an Education Specialist Degree (ED.S.) from Simmons College Language and Literacy program and a Ph.D. From the University of Oregon in Special Education with a specialization in English-Language learners. Dr. Burns has trained reading specialists, literacy coaches, principals, district administrators including assistant superintendents and superintendents how to lead school-wide literacy initiatives throughout Massachusetts and the nation. Burns has consulted with national, state and local agencies on effective reading instruction, leadership practices and assessment. Dr. Burns also served as a Regional Professional Development Provider in six urban school systems for the Massachusetts Reading First Program. She is the author of the Intergenerational Literacy Tutoring Program (ILTP) manual and co-author of Leading Literacy Change.

Michael Coyne, Ph.D., is Professor of Educational Psychology in the Special Education Program at the University of Connecticut. He is also a Research Scientist at the Center for Behavioral Education and Research. Dr. Coyne has a Ph.D. in Special Education and Literacy from the University of Oregon, and a M.T. in Special & Elementary Education from the University of Virginia. He has expertise in beginning reading and early vocabulary instruction and intervention, school-based experimental research, multi-tiered or RTI systems of support, and effective practices for students with learning disabilities. Dr. Coyne has directed or co-directed fi ve multi-year research projects funded by the U.S. Department of Education’s Institute of Education Sciences focused on optimizing vocabulary and beginning reading practices for students with diverse learning needs through school-based experimental research. Dr. Coyne provides assistance and consultation to school districts and state departments of education around the country related to reading and literacy initiatives. He regularly presents at national conferences on research related to effective instructional practices, school improvement, and beginning reading and vocabulary instruction and intervention. Dr. Coyne holds certification in both elementary and special education and is a former special educator in public schools.