2024 Annual Conference Sessions

Multi-Tiered System of Supports for English Learners: Using Culturally and Linguistically Aligned Practices

Topic: Multilingual Learners

Amanda Sanford and Julie Esparza Brown

MTSS is a proactive and preventative framework meant to maximize student achievement and address cultural, linguistic, social, emotional, and behavioral needs from a strength-based perspective. For MLs, an MTSS framework can provide research-based instruction and intervention, positive behavioral supports, and social and emotional learning that are culturally and linguistically sustaining (Paris & Alim, 2017). Incorporating data-based decision making supports educators in providing instruction that benefits the full range of students. Using an MTSS framework embedded with culturally and linguistically aligned (CLA) practices that provide specific supports for MLs across all tiers can result in fewer students needing intensive intervention and/or possible referral for special education and related services. However, if students do indeed require either intensive intervention or special education and related services, the use of a CLA lens can inform instructional adaptations specific to the needs of MLs. Join us in discussing these important topics as we share our latest brief created in partnership with the National Center on Intensive Intervention.

The Power of Instructional Scripts: Through the Lens of an Author of Intervention Programs and Teachers who Deliver High-Quality Instruction

Topic: Multi-Tiered Systems of Support

Dr. Anita Archer, Janell Cooke, and Cyndi Hagey

In this session, curriculum author Dr. Anita Archer and instructional specialists Cyndi Hagey and Janell Cooke, will respond to a question they are often asked: "Why do you write and use lesson scripts for intervention programs in literacy?" They will share the research and reasoning behind the use of scripts, beginning with this conclusion: When you follow a script, it is like mirroring a master teacher. The lessons flow and attention can be focused on students, correcting their errors, firming up their performance, affirming their responses, connecting with them. Join this session which will include videos of scripted lessons that represent fidelity of instruction coupled with the art and heart of engaging instruction.

It’s Never Too Late to Change Lives Through Literacy

Topic: Leadership

Brooklin Trover

Frustration, empathy, and defeat - Every upper grade (3rd and above) teacher feels some version of these emotions a few times a year as they work with striving readers. A myriad of reasons make it very challenging to help these upper elementary or middle school students catch up. The gaps are too big and the time, resources, and knowledge of just how to do it, far too limited. It's time for an emotional shift! Join this collaboration session to build your knowledge and emotional strength to change the course of these students' lives. As an administrator or an educator, we must know it's never too late and with a few steps to get started it can happen this year!

How to Use a Six-Step Explicit Phonics Lesson Sequence to Enhance Core Reading Instruction

Topic: Science of Reading

Carrie Thomas-Beck

Good phonics instruction is one part of a comprehensive reading program. In this session, participants will learn a six-step explicit phonics lesson sequence that can be used to enhance the phonics instruction from a district adopted core reading program. Each step of the sequence will be demonstrated with the focus on implementing this 35-minute sequence whole group. Participants will have the opportunity to see the sequence in action through watching short videos and receive a sample lesson plan for how the steps can be overlayed with a core reading program.

Writing For All: Our journey towards integrated ELD and Writing

Topic: Science of Reading

Celia Newton and Maggie Kellogg

In this session come along with us as we share our journey of developing and implementing an integrated ELD program with a focus on writing. Parkdale Elementary, in the Hood River County School District, was not seeing the results we wanted in writing or in our ELD program. We will share the steps we took, the strategies we use, and the struggles and successes we’ve had along the way to make our integrated program work for all students. In this presentation you will discover the power of teacher efficacy and how this can change systems so that ALL students can be successful.

Precise Teaching Moves in Literacy Intervention: Achieving Accuracy, Fluency, and Comprehension

Topic: Multi-Tiered Systems of Support

Dr. Anna Myers

Fluent reading is dependent on accurate reading. Comprehension is highly correlated with fluent reading. As students acquire literacy skills and develop decoding skills, how does a teacher support reading accuracy, fluency, and comprehension when misreading occurs? Covering the National Reading Panel's five essential components of a literacy program, this session will first review the six syllable types in English, discuss a 5-step strategy to increase reading accuracy during instruction, review easy and effective fluency strategies, and discuss comprehension integration. You will learn how to focus your lesson for accuracy, use decodable text, and a process for guiding students to accurate decoding. Next, fluency strategy instruction will be practiced. Finally, we will discuss how vocabulary and comprehension are woven into each component of a literacy lesson.

Understanding and Supporting Students with Challenging Behavior: School-wide Training to Build Staff Capacity

Topic: Social-Emotional Learning and Behavior

Chris Borgmeier

Supporting students with persistent challenging and disruptive behavior is complicated and requires a school-wide effort. Schools and students benefit when staff are trained in the basics of understanding behavior and behavioral intervention. Training all staff creates a common language and skill set across administrators, teachers and staff for supporting students with challenging behavior. This session will introduce the basics of understanding challenging behavior and free training resources to help build the knowledge and skills of your entire staff to support students with challenging behavior.

Giving School Staff the Skills to be Behavior Specialists: Using Basic FBA to BIP to Build Capacity

Topic: Social-Emotional Learning and Behavior

Chris Borgmeier

Many schools struggle to support students in need of Tier 3 Behavior Support. Basic FBA to BIP is a research-based program for training school personnel (e.g. counselors, special educators, school psychologists, social workers, specialists, TOSAs. Dean's of students, administrators) to conduct Functional Behavior Assessment (FBA) and lead their teams   through the development, implementation and evaluation of Behavior Intervention Plans. This session will introduce participants to Basic FBA to BIP and prepare School and District Leaders to effectively utilize a free training resource, the Basic FBA to BIP e-learning modules, to support schools to build capacity for Tier 3 Behavior Support Systems in schools.

High Impact Strategies for Shifting to Evidence-Based Practices

Topic: Leadership

Dr. Ronda Fritz

In recent years, there has been a growing awareness of the importance of implementing evidence-based practices in literacy instruction. However, the journey from theory to practice poses significant challenges for educators. This proposal seeks to address these challenges and explore effective strategies for bridging the gap between the science of reading research and its practical application in the classroom and school system.

This session will offer practical solutions and evidence-based strategies to help educators navigate these challenges. We will explore successful case studies, highlight professional development models, and showcase collaborative approaches that have proven effective in aligning classroom and school practices with principles consistent with existing evidence for effective literacy instruction. Participants will leave with a toolkit of resources, actionable insights, and a renewed sense of confidence in their ability to implement effective literacy practices in a meaningful and impactful way.

Join us in this engaging and interactive session as we work together to bridge the gap and empower educators to embrace the science of reading with confidence and competence.

Moving Towards a Community of Effective Practice: the Science of Reading Also Applies to English Learners

Topic: Multilingual Learners

Dr. Antonio Fierro

In the last few years, the EL community has experienced an avalanche of new research findings essential for improved classroom instruction. Dr. Fierro will examine some of these findings, help organize this information based on brain science, and incorporate instructional methodology based on a structured literacy approach. Vocabulary instruction based on language components (phonology, orthography, semantics, syntax, pragmatics, and writing) will also be modeled. Links to the executive summary of The National Literacy Panel on Language Minority Children and Youth; TRL Joint Statement, and A Framework for Foundational Literacy Skills Instruction for English Learners, published by the Council of the Great City Schools.

Helping Minimize the Cognitive Workload of the English Learner: An Overview Along with a Special Focus on Cross-Linguistic Connections

Topic: Multilingual Learners

Dr. Antonio Fierro

Over five million English learners are in U.S. schools nationwide, all with diverse linguistic and cultural backgrounds, making each learner’s language acquisition journey unique. The instructional approaches and resources chosen must match the cognitive and linguistic workload faced by our language learners. This session will focus on positioning instructional approaches supporting the linguistic assets that our students bring to the classroom (translanguaging). Distinctions will also be made between those linguistic assets that may transfer partially, those that transfer entirely, and those that may cause cognitive dissonance between Spanish and English. A cross-linguistic comparison between both languages’ phonological, orthographic, and phonetic systems will also be made.

Effective Instructional Routine for Teaching Vocabulary Across Content Areas in the Elementary Setting

Topic: Science of Reading

Laurel Fischer, Chrissy Eichelberger, LauraLee Sheller
Northwest Regional Education Service District Early Literacy Supports Team

In this presentation we will share background information on the importance of explicit instruction of vocabulary to K-5 students. Time will be spent learning how to select vocabulary words to use in an explicit instructional routine. Additionally, participants will learn and practice a basic instructional routine that can be used to teach vocabulary words across content areas throughout the day in an elementary school classroom, or in small group settings. We will cover a lot of information in a short amount of time-come ready to dig into vocabulary instruction!

Our Journey to Self-Advocacy

Topic: Multi-Tiered Systems of Support

International Dyslexia Association, Oregon Branch Student Panel

Hear from the experts! Join the award-winning Student Panelist from IDA-Oregon Branch as they share their journeys with dyslexia. From reluctance to acceptance, from struggle to achievement, these articulate students will share helpful classroom practices and tools necessary for their success in school and beyond.

Making Sense of Fluency Data: What Does ORF Really Measure?

Topic: Science of Reading

Dr. Jan Hasbrouck

These days the curriculum-based measure (CBM) of oral reading fluency (ORF) is widely used in schools across the world. Most schools are using one of the several commercial versions of ORF measures available today, including DIBELS 8th Edition from the U of Oregon or Acadience, or easyCBM, or AIMSweb, or FAST Bridge, or iStation, etc. But what do these ORF assessments actually measure? Why are we relying so much on a 60 second measure of oral fluency on unpracticed text? Is this really fair?  And shouldn't we really be assessing our students' comprehension? This session, presented by an expert in reading fluency and curriculum-based measurement, will answer all these questions so that educators will be empowered to collect the right amount data, using the right assessment tools, and at the end of the day, be able to accurately and efficiently use the data to make the best decisions about students' instruction and intervention. 

Participants will:

1. Learn about the origins of the oral reading fluency (ORF) assessment as a curriculum-based measure (CBM).

2. Understand how the ORF assessment should be used for professional decision-making.

3. Understanding the common “myths” or “confusions” regarding ORF assessments.

Student-Focused Coaching: Helping EVERY Teacher Succeed

Topic: Leadership

Dr. Jan Hasbrouck

Instructional coaching has become a popular model in schools to provide professional development and support to improve the instructional skills of teachers, and the academic skills and behavioral outcomes of students. Coaching can be effective but only when all participants have a clear understanding of the purpose for coaching and coaches have a set of tools and strategies for working with all their peer colleagues. This session will discuss various models of coaching with a focus on Student-Focused Coaching (SFC), a responsive and comprehensive model for instructional coaching. Participants will leave with a clear understanding of the coaching process within the SFC model, and know about some effective strategies.

Leadership in Literacy, Moving from Zero Systems to Full Implementation of MTSS

Topic: Leadership

Dr. Katie Barrett and Dr. Majalise Tolan

Join us as Lincoln County School District shares its remarkable transformation story from being identified as a district in need of improvement by the Oregon Department of Education (ODE) in 2018 to becoming a Multi-Tiered System of Supports (MTSS) district. Discover the key strategies, innovative approaches, and collaborative efforts that propelled us from a landscape lacking in systems and structures to a thriving educational environment. Explore how our commitment to change, along with a focus on MTSS, has empowered us to cater to the unique needs of every student, ensuring they are well-equipped for success.

Practical Use of SEL Screeners to plan Tier 1/2 Instruction

Topic: Multi-Tiered Systems of Support

Lindsey Pratt and Emily McLaughlin

This session will describe one elementary school's method of creating a screening tool to assess social-emotional skills of students based on the five CASEL competencies, how that data is used to plan Tier 1 classroom instruction, as well as to identify students for Tier 2 social-emotional interventions.  Efficient & practical digital tools will be shared and modeled.

Building Knowledge in P-2 Classrooms

Topic: Science of Reading

Dr. Katie Danielson

Early childhood classrooms are a fruitful space for talk. How do we make sure we are being intentional in a way that supports our students, including multilingual learners, oral language development to build background knowledge? This session will address that question, discussing how oral language opportunities and vocabulary instruction supports knowledge building in early childhood contexts. We will discuss how to thoughtfully plan for intentional talk in your classroom for all children. During the session, we will walk through how we might think about planning for oral language opportunities, both receptive and expressive, and vocabulary instruction in a unit to support children in engaging in conceptual work that builds knowledge. We will consider relevant research to ensure we are using evidence-based practices when supporting these young learners.

Data-Based Individualization (DBI) and Individual Problem Solving (IPS): Frameworks for Intensifying Instruction

Topic: Multi-Tiered Systems of Support

Dr. Jon Potter

This session will provide an overview of data-based individualization (DBI), a process and framework for providing and intensifying interventions for students with intensive and persistent needs. Participants will learn how DBI overlaps with Individual Problem Solving (IPS) at Tier 3 of a Multi-Tiered System of Supports (MTSS). Research and resources to help guide educators in intensifying instruction will be shared.

Problem Solving Across the Tiers

Topic: Multi-Tiered Systems of Support

Dr. Jon Potter

Using data to make decisions is a hallmark of a Multi-Tiered System of Supports (MTSS). But schools are typically much better at collecting the data than they are at using it. This session will highlight the importance of being deliberate in our data-based decision making and share a consistent 4-step problem solving process that can be it applied at each tier in an MTSS.

Making SMART MTSS Decisions

Topic: Multi-Tiered Systems of Support

Dr. Kelly Powell-Smith

This session will focus on how educators can maximize the use of MTSS data for decision making that improves educational outcomes for students and educators alike. The discussion will center around how to make SMART decisions; those that are Systematic, Measurable, Agile, Reflective, and focused on Teaching. Participants will come away from the session with an understanding of how to: (a) better focus (or refocus) the use of MTSS data on the critical educational decisions to be made that will result in improved outcomes, (b) target concerns and focus on alterable variables to address them using data, (c) use data to set goals and select interventions based upon the best evidence available, (d) treat interventions as hypotheses to be tested, and (e) use progress monitoring data as a feedback loop. The application of these ideas to school-based practice will be shared along with recommended resources.

Innovations in Universal Reading Screening with Multilingual Learners

Topic: Multilingual Learners

Dr. Lillian Duran

It is important to be intentional in the process of screening multilingual children for reading problems. Language is the foundation of literacy and for multilingual students there is a clear need to consider their English language proficiency when considering their reading abilities and their performance on commonly used reading screening measures. In this presentation a process for screening multilinguals will be described with a focus on strength-based approaches that improve accuracy in measurement. Participants will explore their current practices and how they can improve. In particular, participants will be provided with models of home language surveys that can be used to learn more about the quantity and quality of language exposure at home. They will also be encouraged to better understand how the language of instruction will impact children’s reading performance whether they are in English-only settings or a dual language programs. Universal screening is the backbone of MTSS, but the process must lead to data that can be used with confidence. Too often multilingual students are screened only in English and there is little attention to how their emerging English proficiency might impact their performance. Participants will also be provided with information on screening measures in Spanish and the pros and cons of available measures. It is critical that the strengths of multilingual students are recognized and valued by assessing in both the home language and English and by professionals who have a deeper understanding of what assessments to select in each language and how to interpret performance. 

A Framework for Tier 1: Developing Essential Agreements (Standards of Practice) for Core Reading Instruction

Topic: Leadership

Elise Hall and Francesca Aultman

Learn how the David Douglas School District in Portland, Oregon, developed their Essential Agreements (Standards of Practice) for core reading instruction using the latest research on the Science of Reading and aligning with the Oregon Early Literacy Framework. Join us as we highlight how stakeholder input was critical in the development of agreements that provide clarity for teachers and leaders. This workshop will give leaders practical tips and strategies to create a vision-informed and practical document that clearly identifies the core components of reading instruction, ensuring every student receives access to grade-level appropriate high-quality materials and effective instruction.

Engaging and Supporting Paraeducators as Vital Members of the Instructional Team

Topic: Science of Reading

Karen Reed and Aika Topolski

In this session, participants will explore various strategies and tools to meaningfully engage paraeducators (Classified IAs/EAs) in professional learning and collaborative data meetings (20% and 100% meetings) to ensure that all educators are informed and invested in student growth and outcomes. Paraeducator Mentors and Professional Learning Coordinators, Karen Reed and Aika Topolski (David Douglas SD, Portland, OR) share a myriad of resources that prepare, empower, and support paraeducators who provide essential literacy support to students within K-5 classrooms and intervention groups. We will specifically explore how 100% and 20% meetings have been intentionally structured to allow for collaboration and learning for all invested educators–including the classroom teacher, Title I teachers, Instructional Assistants, and other building leaders and support personnel with student growth and success being the central objective. Leave with ready-to-use tools and ideas on how to better engage paraeducators in professional learning and collaborative data meetings to increase student learning outcomes.

So Much Data - Where Do I Focus My Attention?

Topic: Leadership

Jeff Wayman and Alisa Dorman

Educators have access to more student data than ever before. We all want more knowledge about our students but sometimes the amount of data can be overwhelming. In today’s data-rich environment, how do you know which data are important, useful, and appropriate? In this talk, leaders from Acadience Learning Inc. will discuss strategies and perspectives that can help educators make choices about which data to use in which context, thus helping them to be more effective practitioners.

Impacting comprehension through knowledge building

Topic: Science of Reading

Pam Mears, Erin Elfving-Strayhan, and Lynne Kraus

In this session we will discuss why knowledge matters and its important relationship to comprehension. Participants will learn how knowledge improves student success through helping students develop critical thinking skills, vocabulary, comprehension, and a deeper understanding of the world around them through literacy. We will address how the science of reading has impacted changes in how we approach teaching background knowledge and how building knowledge can improve engagement and close achievement gaps.

The Why and the How of Cross-linguistic Alignment for Biliteracy

Topic: Multilingual Learners

Jesabel Centeno and Jessica Swindle

In this presentation, we will explore current research and applications of translanguaging pedagogy and multiliteracies in an instructional context. The presenters explain the importance of creating opportunities for cross language connections and show how to use paired text to engage students in metalinguistic conversations about similarities and differences in English and Spanish phonology, morphology, grammar, and syntax. Explicit cross-linguistic instruction is an innovative approach to biliteracy based on most current research. Rather than assuming that cross-linguistic transfer will occur without explicit teaching, we can organize literacy and language instruction intentionally and strategically to promote biliteracy. Learn to organize, sequence, and allocate cross-linguistic transfer routines and strategies that can be implemented across the various biliteracy programs models will be demonstrated. Attendees will engage in critical conversations and explore practical examples of these pedagogical approaches and frameworks to further understand how they can be applied to affirm the cultural, linguistic, and academic identities of their students.

Embedding Language in the Literacy Block

Topic: Multilingual Learners

Katie Toppel and Nikole Emerson

Multilingual learners, like all students, need foundational skills to develop literacy, yet these students require adjustments in the way those skills are taught. Since oral language proficiency is a significant contributor to proficient reading, listening and speaking skills must be strengthened by weaving language instruction and opportunities for oral language practice into all aspects of reading instruction. In this session, elementary co-teachers will provide classroom examples, based on research from LETRS and the SIOP Model, that demonstrate how to integrate language and structured literacy.

Cultivating a Durable Commitment to Racial Equity: Where Do We Start?

Topic: Social-Emotional Learning and Behavior

Kent McIntosh and Audra Johnston-Zamora

Although many school and district teams want to address racial and ethnic equity in their school systems, finding ways to start the conversation constructively and effectively can be challenging. In this session, the presenters will describe a range of approaches to building commitment that align with the approach developed by the Center on PBIS.

Moving Beyond Benchmark Assessments for MLLs

Topic: Multilingual Learners

Mary Lynch and Sarah Khatib

This session will focus on how to effectively progress monitor language production. Join us as we explain how we developed and continue to use our progress monitoring system for oral language production for use with emerging language learners. We will discuss systems for developing language in high leverage ways for all students. Additionally, we will explore how we gather formative assessment data on MLLs within our school’s co-teaching model. This session will delve into how this data is used during the 20%, 100%, as well as the Individual Problem Solving processes.

Erasing the Misery of Teaching Multisyllable Words

Topic: Science of Reading

Nick Goodman and Roxanne Rooney

You can teach students to read and spell long words using some very functional, simple techniques? This session demonstrates explicit, scaffolded teaching of multisyllabic word decoding with various multisensory techniques, including a manipulative that is easy to access or create for use with students of all ages.

Additionally, participants learn a scope and sequence to teach powerful, multisyllabic word decoding, and receive a list of words that are effective for teaching the scope and sequence.

Diagnosing Decoding Issues in Students of All Ages

Topic: Science of Reading

Nick Goodman and Roxanne Rooney

Really Great Reading’s complimentary Diagnostic Decoding Surveys are an easy and efficient way to detect when students are having word-level reading difficulties and pinpoint specific decoding weaknesses. This session is designed to help identify students with decoding weaknesses. Teachers will learn how to administer and score the Diagnostic Decoding Surveys using the ePanels.online and the Grouping Matrix (both of which are complimentary), and pinpoint students' specific difficulties. Teachers also learn to group students for instruction and monitor progress/report on student RTI.

Objectives:

• Learn to administer & score the Diagnostic Decoding Surveys.

• Learn to use the ePanels.online and Grouping Matrix to assess a student in less than 5 minutes.

• Learn to identify and group students who have decoding weaknesses.

Shifting from Conflict to Collaboration: Family Partnerships Throughout the MTSS Process

Topic: Multi-Tiered Systems of Support

Paulette Selman

This session will focus on fostering partnerships with parents during the MTSS process, including moving to special education evaluations, from the perspective of school psychologist turned parent advocate Paulette Selman. The discussion will focus on how school teams (teachers, administrators, school psychs and special education providers) can support parental participation and knowledge of existing academic and behavioral intervention systems, while reducing fear and avoiding legal involvement. Learn from experiences on both “sides” of the table about how to build trust and collaboration amongst the team, and ways to fill the gap between family expectations and school-based support.

Oregon's Dyslexia Legislation: Moving Beyond Compliance to Improve Outcomes for Each and Every Learner

Topic: Leadership

Sarah Thorud

This session will support educators in understanding the key components of Oregon’s Dyslexia Legislation, how those requirements fit naturally within a multi-tiered system of supports, and how to leverage those requirements to improve reading instruction for each and every learner across the support continuum.

Syntax 101: Understanding Word Order at the Sentence Level

Topic: Science of Reading

Sherrie Kendall

This session will equip classroom teachers with foundational knowledge for teaching syntax, the order and function of words, at the sentence level. Understanding syntax is an effective way to increase language comprehension and writing skills for students of all ages. Educators will begin to think like linguists as they learn explicit and systematic ways to use the form and function of words to craft meaningful sentences.