Friday, December 12, 2014

Friday Sessions At a Glance

Registration & Breakfast: 7:00 am – 8:00 am

Welcome & Keynote Address: 8:15 am – 9:30 am

Keynote Address:
Valuing Diversity

LTC Consuelo Castillo Kickbusch, Retired, Founder and President of Educational Achievement Services, Inc.

Location: Arizona Ballroom

Keynote Description
This keynote provides participants with the different dimensions of diversity in today’s environnment. Learning to accommodate cultural differences is important for managers and employees in order to be successful in the work environment. Moreover, it is important in parenting and education as well. Aspects of cultural differences, strengths, and challenges will be examined and examples will be provided. LTC Kickbusch will provide her personal story of challenges and triumphs as a child of the “barrio” who succeeded in spite of many cultural, social, and educational obstacles. She gently guides her audience to a better understanding of cultural differences and similarities, as she emphasizes that appreciation of diverse cultures and their contributions to today’s society is a very important element of team-building and teamwork, which makes for a successful, productive work environment. LTC Kickbusch will provide insights on yet another necessity for successful professional development and personal growth. This introspective keynote will force participants to look inward at themselves, their work environments, and communities and motivate them to take action.

Presenter Information
LTC Consuelo Castillo Kickbusch, Retired
is a renowned, charismatic, passionate and influential speaker with a mission to empower the next generation of leaders. Throughout her career, Consuelo has shared her personal knowledge on becoming an effective leader in today’s global marketplace with hundreds of schools, colleges, universities, corporations, and government institutions both in the U.S. and abroad.

Born and raised along the border in a small barrio in Laredo, Texas, Consuelo Castillo Kickbusch is all too familiar with the challenges of poverty, discrimination, and illiteracy. Although she grew up without material wealth, Consuelo was taught by her immigrant parents that she was rich in culture, tradition, values, and faith.

Breakout Session 1: 9:45 am – 11:00 am

Reversing the Summer Slide: Plan a Language-Centered Summer Learning Program to Help Overcome the Summer Slide (Repeat Session)
Judi Dodson, Bridges to Literacy

Session Location: Tucson A-B

Session Description
Most of us think of summer as an idyllic, happy time for our students – summer camps, family time, taking trips to museums, parks, and libraries. However, for a large number of our students, when school is out they may not have their basic needs met, such as food, supervision, and safety. In addition, access to educational opportunities may be completely absent.

This session will focus on how we can plan an effective summer learning experience that is centered around language, to help overcome the summer slide. By grade six the summer slide can be attributed to two years of delayed academic achievement. We cannot sit by and let our students be marginalized by something we can plan for and change. Let’s not settle for staying even – you can plan a summer learning experience that will not only avoid the summer slide but will help students grow and increase their literacy skills. Come and get ideas for how your school or district can have a positive impact on summer learning.

Presenter Information
Judi Dodson
is a national literacy consultant and a national LETRS trainer. She worked for 20 years as a special education teacher and consultant. Judi is the author of “50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction,” “50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension,” and “The Literacy Intervention Toolkit” that aligns with DIBELS and fosters engagement during intervention. Judi consults on issues related to school change, teacher knowledge and literacy achievement across the country.

Making Meaning Morphologically: Affixes and Roots in Context +
Susan Ebbers, Educational Consultant and Author

Session Location: Tucson C-D

Session Description
Let’s explore the building blocks of words: prefixes, suffixes, and roots for our ELL students. These fascinating little units of language – called morphemes – are addressed in Arizona’s English Language Proficiency Standards and Arizona’s Common Core Standards. What must a reader do to infer word meaning while reading independently? Pay attention to clues inside the word (prefixes, etc.) and to clues outside the word (context). We will consider how various teaching strategies and sample lessons align with Arizona’s ELP and Common Core Standards. Participants will gain valuable insights for boosting vocabulary and facilitating word reading and spelling.

Presenter Information
Susan Ebbers
, with expertise in morphological awareness and vocabulary development, has taught primary and secondary grades and served as K-8 principal. In addition, Susan designed varied curricula for developing vocabulary, morphology, and beginning reading, publish by Sopris-Cambium Learning. She also writes the Jamie’s Journey series of children’s books.

Handout:   Making Meaning Morphologically

Preparing Secondary Writers to Construct Competent CCSS-Aligned Responses +
Kate Kinsella, San Francisco State University

Session Location: Tucson E

Session Description
The Common Core State Standards signal a dramatic shift in reading and writing emphases, particularly in grades 3-12. As students progress to the upper grades, they will be expected to analyze concept and data driven text and articulate their understandings in academic prose. Text dependent writing prompts will demand mature reading comprehension and adept selection of evidence to justify claims. The presenter analyzes the linguistic and rhetorical competencies required for students to adeptly respond to text when formally summarizing or stating and justifying an evidence-based claim with viable citations. She will clarify the differences between merely assigning routine writing tasks and acting as an engaged and informed mentor who introduces and unpacks a writing model, explicitly teaches related language and rhetorical conventions, and guides drafting and revision. She demonstrates practical, classroom-tested instructional routines to integrate relatively brief but potent doses of academic writing support. Participants leave with practical resources and model lessons to implement these instructional routines school-wide for Common Core achievement.

Presenter Information
Kate Kinsella
, EdD, is a teacher educator at San Francisco State University and a highly-sought after speaker and consultant to school districts and state departments throughout the United States regarding development of academic language and literacy across the K-12 subject areas. Her 25-year teaching career focus has been equipping youths from diverse backgrounds with the communication, reading and writing skills to be career and college ready. Widely recognized as a consummate “teacher’s teacher”, Dr. Kinsella remains active in K-12 classrooms by writing curriculum and providing in-class coaching and lesson demonstrations to assist colleagues in understanding how to engage every student in competent language use. Her extensive publishing career includes articles, chapters, English learners’ dictionaries, English language development curriculum, and reading intervention programs. Dr. Kinsella is co-author of READ 180 (Scholastic), and the author of the Academic Vocabulary Toolkit (National Geographic Learning), READ 180 and English 3D (Scholastic).

Handout:   Secondary Written Responses

Reading Closer than Close: A Primer on Linguistically Informed Reading (Part 1 of 2) (Repeat Session) +
Bradley Williams, Kevin Clark Consulting and Training, Inc.
Heather Christman,
Kevin Clark Consulting and Training, Inc.

Session Location: Tucson F

Session Description
Grammar-based language instruction provides students with the fundamentals of reading comprehension. But what would a truly linguistically informed approach to reading instruction look like? And what could it accomplish? Fasten your seat belts as you venture into a parallel universe where reading instruction seamlessly builds on students’ grammar and creates a launching pad for creating truly strategic and independent readers who understand at a deep level.

Presenter Information
Bradley Williams
is the Director of Client Services for Clark Consulting and Training, Inc. and works nationally with school leaders to design and implement accelerated language-teaching programs. Bradley brings a unique blend of teaching, administrative and policy background to his role as an ELD trainer and consultant. As a teacher, Bradley has taught students from lower primary through junior high in classrooms that featured high levels of linguistic diversity. He used that experience to advise district leaders on policy, program design and instructional issues related to English learner education in his prior role as a district-level research analyst. His strong foundation in quantitative sciences has helped him to stay current of research trends and themes in the field of language teaching and learning. His quick wit, range of experience and participant-centered training style make him both popular and effective in his work across the country with teachers and administrators.

Presenter Information
Heather Christman
is an ELD training consultant whose work involves a wide range of teachers in a variety of settings from elementary to secondary. A former coach and teacher site leader, Heather emphasizes with teachers the fundamentals of lesson planning and instructional delivery. In her coaching work with teachers, she is known for her ability to provide teachers with insightful tips and analyses that move them quickly to higher performance levels. Her extensive experience working with coaches and teachers in intensive summer and inter-session ELD programs has helped her to develop a variety of fun and energizing collaborative coaching models and protocols. She has a particular interest in upper primary education and the challenges particular to those grade levels.

Handout:   Reading Closer than Close

Supplementing Without Supplanting: Title III Funding +

Susan Eide, Program Specialist, ADE
Alexandra Miller, OELAS Program and Project Specialist, ADE

Session Location: Tucson G-H

Session Description
Title III funding can be a foundational element to a successful ELL program. Understanding the nature of that funding and its requirements can reduce the time it takes to submit an approvable grant and help you to better support your students. In this session we will explain what are and are not allowable uses of Title III funds. Findings from the recent federal monitoring of Arizona’s Title III program will also be shared.

Presenter Information
Susan Eide
is currently working as an Education Program Specialist for the Office of English Language Acquisition Services at the Arizona Department of Education. Her responsibilities include monitoring Arizona districts for compliance with federal and state laws regarding the education of English Language Learners, reviewing submitted district documentation required by state and federal law, providing technical assistance to districts as well as providing assistance to educators with the SEI endorsement information. Susan earned a Bachelor of Science degree in secondary education in the areas of business and English. She began her teaching career in Wyoming, teaching there for one year before moving to Alaska where she taught for 26 years. She retired in 2002. In addition to her public education background, she has also worked as a Public Relations manager for an electric utility. Her current interests include advancing the English language literacy for all students in Arizona.

Presenter Information
Alexandra Miller
started her professional life as an archaeologist focusing on early modern humans in France and Spain; in that capacity, she published numerous scholarly articles and presented at international professional conferences. Alex earned a B.A. from the University of Pennsylvania and a M.A. from Arizona State University. She has taught Anthropology courses at Glendale Community College, Scottsdale Community College, and ASU. For the last 3 years, he has worked in the Office of English Language Acquisition Services at ADE as a Program and Project Specialist focusing on Title III grants, SEI Budget, and educational technology.

Handouts:   PowerPoint

Not Just Fun-n-Games: Meaningful Interactive Presentation Strategies (Repeat Session)
Eric Brooks, Director, Effective Teachers and Leaders, ADE
Steve Larson, Education Program Specialist, ADE

Session Location: Tucson I-J

Session Description
We know that having activities in our presentations is good practice. We enjoy as a participant not being talked at for the entire time as someone is giving us valuable information meaningful for the success of our work. However, as a presenter you feel uncomfortable, worried that people will see it not more than just fun-n-games. As you face a crowd of your peers, or a group of school leaders, you anticipate that scowl that comes with the words “please stand up and…”. Join us as we explore the world of interactivity. Our goals: (1) To share meaningful and interactive ways to involve your audience and (2) To make sure your participants always walk away with new knowledge, and as an adult learner, feel that their time was well spent.

Presenter Information
Eric Brooks
, Director of Effective Teachers and Leaders unit, has been with the Arizona Department of Education since 2008. Two of the initiatives where he is expending most of his energy include the Instructional Rounds protocol which comes out of Harvard University and the Arizona Principal/Teacher Evaluation Pilot. The former allows him, along with several other Arizona Department of Education colleagues, to work with a network of schools as they examine their instructional practices in an effort to advance student achievement. The latter is a pilot project with 16 schools around the state as they devise systematic ways to answer the call for a stronger system of Principal & Teacher Efficacy.

Presenter Information
Steve Larson
is currently an Education Program Specialist with the Arizona Department of Education, specializing in Title II-A and Educator Evaluation. Prior to his work with ADE, he was the Career Ladder Coordinator for the Flagstaff Unified School District. He spent 23 years teaching grades 3-6 before moving to the Career Ladder Program, specializing in mentoring beginning teachers. He is a certified Mentor Academy Trainer for the New Teacher Center in Santa Cruz, California.

Identifying and Developing Talent and Potential in English Language Learners (Repeat Session)
Peter Laing, Senior Director, Gifted Education & Advanced Placement Programs, ADE

Session Location: Arizona 8-9

Session Description
Gifted and advanced English language learners have unique academic, intellectual, social, and emotional needs. Here you will learn how to identify, develop, and nurture talent and potential (particularly with those students who are culturally, linguistically, and socioeconomically diverse) through using classroom-embedded practical, challenging, and engaging instructional strategies that provide opportunities for all students to think critically, creatively, and problem solve (higher-order thinking skills) – while (for gifted and advanced English language learners) developing their English language proficiency (phonology, morphology, syntax, lexicon, and semantics).
Learner Outcomes:
1. Identify and understand the unique academic, intellectual, social, and emotional learning and behavioral characteristics of gifted and advanced English language learners
2. Become talent scouts for identifying talent and potential in all learners, and become champions for providing access to rigorous, challenging, and relevant curriculum for all learners
3. Understand how to use authentic, challenging, and engaging instructional strategies that provide opportunities for all students to think critically, creatively, and problem solve (higher-order thinking skills) – while (for gifted and advanced English language learners) developing their English language proficiency (phonology, morphology, syntax, lexicon, and semantics).

Presenter Information
Peter Laing
serves as Senior Director for Race to the Top, Gifted Education, and Advanced Placement Programs with ADE. Peter has represented the Western United States Region for the Council of State Directors of Programs for the Gifted’s board, and was also Project Director and Co-Principal Investigator for Project Bright Horizon, a USED gifted education grant focused on designing effective systems for identifying and developing talent and potential in culturally, linguistically, and socio-economically diverse leaders.

From Mechanical to Meaningful: Moving ELD Instruction to the Forefront of Your School Reading Comprehension Program
(Repeat Session) +
Lisa VanHorn, Kevin Clark Consulting and Training, Inc.

Session Location: Arizona 10-11

Session Description
When teachers understand the inviolable link between grammar competence and reading comprehension, they ask for more minutes for ELD. This session will teach participants to use a simple academic text-analysis tool to ensure that their language instruction moves students’ linguistic complexity to the level demanded by their grade-level reading material.

Presenter Information
Lisa VanHorn
brings a wealth of practical on-the-job experience to her role as an ELD trainer and teacher coach that allows her to quickly help teachers to connect new methods to their classrooms and students. Her teaching background in secondary education includes courses from reading skills to honors literature – and everything in between. As a district instructional coach, she worked with teachers of all grade levels to make accelerated language teaching a reality. A keen interest of hers is helping intermediate and secondary teachers to be more skilled and confident in how they teach reading to students who still struggle with comprehension and decoding. Her work in the mid-west involves helping native-English speaking students to develop control and use of academic English.

Handout:   From Mechanical to Meaningful

Breakout Session 2: 11:15 am – 12:30 pm

Language Acquisition for the Masses through Cooperative Talk (Repeat Session) +
Jennifer Glueck, Madison Elementary School District

Session Location: Tucson A-B

Session Description
Students use language for a variety of reasons in their everday lives and often don’t use correct English forms in their communications – even native English speakers. Teach your students how to use the functions of language to communicate effectively by integrating cooperative learning structures into your ELD Methodologies lessons. Provide structured communications tasks that will allow all of your students to learn and practice correct English syntax, grammar, and vocabulary usage, which will benefit and enhance each student’s ability to apply the language structures to newly acquired English communication for Cognitive Academic Language Prociciency. Perfect for the ELD classroom and for mainstream classrooms that contain one or more ILLP students..

Presenter Information
Jennifer Glueck
received her BA in Bilingual Education from Arizona State University in 2002 and her MA in Reading Instruction from Grand Canyon University in 2007. She has been teaching ELL students in the Madison School District for more than 10 years and currently teaches a First Grade ELD classroom at Madison Camelview Elementary School in Phoenix. Jennifer has been a teacher trainer in her district on a number of ELD and Technology topics and was named 2011 ELL Teacher of the Year by the Arizona Department of Education.

Handouts:   Language Functions   |   Find a Friend that has Squares   |   Partners Table Mat   |   PowerPoint

Vocalized Vocabulary Lessons: Meaningful, Memorable, and Morphological +
Susan Ebbers, Educational Consultant and Author

Session Location: Tucson C-D

Session Description
This session includes an interactive mix of modeling, lecture, and participation. The goal is to develop vocabulary embedded in language – focusing on not only words, but also on usage, contextualized in phrases and sentences. This aligns particularly with Arizona’s English Language Proficiency Standards, but also with Arizona’s Common Core Standards. To become confident and competent with words and phrases, English Language Learners – and indeed all students – benefit from a highly vocalized lesson design. They also need context and a simple definition, supported by examples and non-examples, possibly reinforced with graphic organizers and morphological families, such as predict, predictable, unpredictable, etc. In addition, learners need an opportunity to use the word in both speech and print. Let’s explore these elements in lessons that are not only meaningful and memorable, but also brief, interactive, and rich in oral language.

Presenter Information
Susan Ebbers
, with expertise in morphological awareness and vocabulary development, has taught primary and secondary grades and served as K-8 principal. In addition, Susan designed varied curricula for developing vocabulary, morphology, and beginning reading, publish by Sopris-Cambium Learning. She also writes the Jamie’s Journey series of children’s books.

Handouts:   Vocalized Vocabulary

Reversing the Summer Slide: Plan a Language-Centered Summer Learning Program to Help Overcome the Summer Slide (Repeat Session)
Judi Dodson, Bridges to Literacy

Session Location: Tucson E

Session Description
Most of us think of summer as an idyllic, happy time for our students – summer camps, family time, taking trips to museums, parks, and libraries. However, for a large number of our students, when school is out they may not have their basic needs met, such as food, supervision, and safety. In addition, access to educational opportunities may be completely absent.

This session will focus on how we can plan an effective summer learning experience that is centered around language, to help overcome the summer slide. By grade six the summer slide can be attributed to two years of delayed academic achievement. We cannot sit by and let our students be marginalized by something we can plan for and change. Let’s not settle for staying even – you can plan a summer learning experience that will not only avoid the summer slide but will help students grow and increase their literacy skills. Come and get ideas for how your school or district can have a positive impact on summer learning.

Presenter Information
Judi Dodson
is a national literacy consultant and a national LETRS trainer. She worked for 20 years as a special education teacher and consultant. Judi is the author of “50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction,” “50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension,” and “The Literacy Intervention Toolkit” that aligns with DIBELS and fosters engagement during intervention. Judi consults on issues related to school change, teacher knowledge and literacy achievement across the country.

Reading Closer than Close: A Primer on Linguistically Informed Reading (Part 2 of 2) (Repeat Session) +
Bradley Williams, Kevin Clark Consulting and Training, Inc.
Heather Christman,
Kevin Clark Consulting and Training, Inc.

Session Location: Tucson F

Session Description
Grammar-based language instruction provides students with the fundamentals of reading comprehension. But what would a truly linguistically informed approach to reading instruction look like? And what could it accomplish? Fasten your seat belts as you venture into a parallel universe where reading instruction seamlessly builds on students’ grammar and creates a launching pad for creating truly strategic and independent readers who understand at a deep level.

Presenter Information
Bradley Williams
is the Director of Client Services for Clark Consulting and Training, Inc. and works nationally with school leaders to design and implement accelerated language-teaching programs. Bradley brings a unique blend of teaching, administrative and policy background to his role as an ELD trainer and consultant. As a teacher, Bradley has taught students from lower primary through junior high in classrooms that featured high levels of linguistic diversity. He used that experience to advise district leaders on policy, program design and instructional issues related to English learner education in his prior role as a district-level research analyst. His strong foundation in quantitative sciences has helped him to stay current of research trends and themes in the field of language teaching and learning. His quick wit, range of experience and participant-centered training style make him both popular and effective in his work across the country with teachers and administrators.

Presenter Information
Heather Christman
is an ELD training consultant whose work involves a wide range of teachers in a variety of settings from elementary to secondary. A former coach and teacher site leader, Heather emphasizes with teachers the fundamentals of lesson planning and instructional delivery. In her coaching work with teachers, she is known for her ability to provide teachers with insightful tips and analyses that move them quickly to higher performance levels. Her extensive experience working with coaches and teachers in intensive summer and inter-session ELD programs has helped her to develop a variety of fun and energizing collaborative coaching models and protocols. She has a particular interest in upper primary education and the challenges particular to those grade levels.

Handout:   Reading Closer than Close

Making Sense of ILLPs and Science (Grades 6-12) +
Denella Rose, OELAS Program Specialist, ADE
Jen Gutierrez, K-12 STEM Program Specialist, ADE

Session Location: Tucson G-H

Session Description
This session is intended for science teachers providing Writing instruction to students on an ILLP. Guidance will be shared on how to select performance indicators from the English Language Proficiency Standards that connect to science lessons. Science content specialists will share instructional strategies on how to meet and scaffold writing goals for students on an ILLP through the science content.

Presenter Information
Denella Rose
has been active in the field of ELL instruction for several years as a classroom teacher, teacher mentor, Reading Specialist, and academic coach. She is currently an Education Program Specialist working on professional development in the Office of English Language Acquisition Services at ADE.

Presenter Information
Jen Gutierrez
has been active in the K-12 STEM and science community as a classroom teacher, curriculum specialist, academic coach, and professional development provider. She is currently an Education Program Specialist working in the area of interdisciplinary STEM teaching and learning in the K-12 Academic Standards Division at ADE.

Handouts:   ILLP Guidance Document   |   Sentence Stems for Argument   |   ELD Strategies in Science   |   Sample Lesson   |   PowerPoint

Not Just Fun-n-Games: Meaningful Interactive Presentation Strategies (Repeat Session)
Eric Brooks, Director, Effective Teachers and Leaders, ADE
Steve Larson, Education Program Specialist, ADE

Session Location: Tucson I-J

Session Description
We know that having activities in our presentations is good practice. We enjoy as a participant not being talked at for the entire time as someone is giving us valuable information meaningful for the success of our work. However, as a presenter you feel uncomfortable, worried that people will see it not more than just fun-n-games. As you face a crowd of your peers, or a group of school leaders, you anticipate that scowl that comes with the words “please stand up and…”. Join us as we explore the world of interactivity. Our goals: (1) To share meaningful and interactive ways to involve your audience and (2) To make sure your participants always walk away with new knowledge, and as an adult learner, feel that their time was well spent.

Presenter Information
Eric Brooks
, Director of Effective Teachers and Leaders unit, has been with the Arizona Department of Education since 2008. Two of the initiatives where he is expending most of his energy include the Instructional Rounds protocol which comes out of Harvard University and the Arizona Principal/Teacher Evaluation Pilot. The former allows him, along with several other Arizona Department of Education colleagues, to work with a network of schools as they examine their instructional practices in an effort to advance student achievement. The latter is a pilot project with 16 schools around the state as they devise systematic ways to answer the call for a stronger system of Principal & Teacher Efficacy.

Presenter Information
Steve Larson
is currently an Education Program Specialist with the Arizona Department of Education, specializing in Title II-A and Educator Evaluation. Prior to his work with ADE, he was the Career Ladder Coordinator for the Flagstaff Unified School District. He spent 23 years teaching grades 3-6 before moving to the Career Ladder Program, specializing in mentoring beginning teachers. He is a certified Mentor Academy Trainer for the New Teacher Center in Santa Cruz, California.

Parents as Leaders
Lucy Rosario, Douglas Unified District

Session Location: Arizona 8-9

Session Description
For the past three years, the Douglas Unified School District (DUSD) has been involved in a family engagement program that continues to grow. Over 100 Douglas families have graduated from this program. The purpose of the program is to provide families with the knowledge, tools, and inspiration to help their children succeed in school and in life. DUSD has over 40 community agencies serving as partners in this endeavor. Fourteen families have enrolled their children in higher education as a result of this program. Three families have credited this program with reducing the need for behavioral modification medication, either in part or entirely for their children. Join us to learn more about this incredible program and what it can do for your schools and community.

Presenter Information
Lucy Rosario
serves as Family Leadership Institute (FLI) Coordinator for the Douglas Unified School District. She helps recruit FLI facilitators, parents, and community partners to implement the parenting program in the district. Also, she sponsors a 4-H Mentor Program to provide productive child care for the FLI children.

Breathe New Life into Your Oral English Teaching (Repeat Session) +
Julie Waters, Kevin Clark Consulting and Training, Inc.

Session Location: Arizona 10-11

Session Description
This session will cover 25 ways to spice up your conversational English teaching repertoire. We will focus on advanced elements of phonology and prosody as they apply to English learners who can seem to be already “fluent”.

Presenter Information
Julie Waters
has experience ranging from elementary and secondary teaching to instructional coach to certified classroom observation trainer. A common thread through all of Julie’s work, however, has been a focus on what makes a good lesson, whether for math, language arts, or English language development. By infusing her presentations for teachers with abundant examples from her K-12 teaching experience, Julie can show new and veteran teachers how to purposefully create learning situations for students that maximize return. Julie works across the country with teachers who are ready to take the basics of language teaching and extend them into advanced language and literacy instruction and content areas.

Handout:   Breathe New Life into your Oral English Teaching