Date: November 7, 2018
Location: Williamstown, MA
This workshop affords participants the opportunity to deepen their understanding and use of assessment in a coordinated school wide reading model. This workshop also focuses on supporting the Benchmark Model through informal assessment. Participants will examine the CURRV Model as a method of evaluating assessments in the domains of consequences, usefulness, roles and responsibilities, reliability, and validity. Participants will explore a sampling of instruments, develop administration, scoring, and interpretive skills, and engage in cognitive task and miscue analysis. The informal assessments presented may be used in the classroom to further measure the research-based constructs and targeted skills necessary in developing proficient literacy acquisition Phonology, Phonemic Awareness, Phonics, Spelling, Fluency, Vocabulary, Comprehension, Higher Order Thinking, 21st Century Skills and Writing.
Participants will be able to…
... deepen their understanding of the role of assessment in a coordinated school wide reading model.
… support Benchmark Measures through informal assessments.
… respect inclusive practice when using informal assessments.
… use the CURRV model to examine assessments.
… explore a sampling of instruments.
… develop administration, scoring, and interpretive skills.
… engage in cognitive task and miscue analysis.
Classroom Teachers, Literacy Instructors, Title l and Special Educators working with K-6 and students
DATE & TIME:
November 7, 2018 from 8:30am-3:30pm
$175. $150 each if two or more teachers attend from the same school or school district. Workshop includes: coffee, tea and water upon arrival, mid-morning break and lunch. (Payment is made to The Reading Institute.)
Handouts of informal assessments provided
7 Professional Development Points
October 24, 2018
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.
222 Adams Street
Williamstown, MA 01267
(off Main Street-Route 2)
Phyllis Hakeem, C.A.G.S.
Substitutions may be made. Please notify The Reading Institute with the name of the alternate participant in advance.
Confirmations and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.
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.
Phyllis Hakeem, C.A.G.S., holds a B.S. in psychology, an M.A. in theology/religious studies, and a Certificate of Advanced Graduate Study in administration/reading. She is currently employed as an adjunct/visiting professor at Massachusetts College of Liberal Arts and The Reading Institute. Phyllis maintains her Massachusetts teaching licensures in elementary, moderate disabilities, reading, and administration. Before entering the field of education, Phyllis was employed as a clinical research coordinator in neurology and as a neuro-psycho-metrician at Graduate Hospital in Philadelphia, PA. Those experiences continue to inform her work. Her school-based experience includes employment as a middle school educator in religious studies, technology administrator, an elementary reading specialist, and academic instructional coach. Phyllis has presented at the International Dyslexia Association’s Annual Conference in Philadelphia, PA and at the Massachusetts Reading Association’s annual conference in Sturbridge, MA on Assessments and Differentiated Instruction; the Department of Education’s Office of Reading /Celebrating Reading First Model Schools, in Marlborough, MA; at the New York state conference of Superintendents and Administrators in Albany, NY on the Integration of Technology in the Classroom; and at the International Salesian World Congress on Preventive Education: Reaching Full Potential, in Stony Point, NY. Phyllis was winner of the Delaware Colleges and Universities Research Conference, and was awarded a certificate from the Eastern American Psychological Association for Excellence in Research for her work on the Relationship Between Information Processing Styles, Perfectionism, and Physiological Response to Laterally Specific Tasks.