Thursday, December 11, 2014

Thursday Sessions At a Glance

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

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

Keynote Address:
What Matters Most: Critical Comments About the Teaching of Nonfiction
+
Kylene Beers & Bob Probst, Educational Consultants and Authors, Heinemann

Location: Arizona Ballroom

Keynote Description
Join us in this interactive keynote as nationally-known literacy experts Drs. Beers and Probst share with us what matters most in the teaching of nonfiction. You’ll learn strategies to take back into your classroom that are helpful no matter the grade or the content.

Presenter Information
Kylene Beers and Bob Probst
have worked together for over a decade helping teachers improve the literacy lives of students. Kylene is the author of “When Kids Can’t Read / What Teachers Can Do” and Bob is the author of “Response and Analysis.” Together they are the co-authors of “Notice and Note: Strategies for Close Reading” and co-editors, with Linda Rief, of “Adolescent Literacy: Turning Promise into Practice.”
Kylene served as President of the National Council of Teachers of English in 2008-2009 and, from 1999-2006, as editor of the NCTE journal “Voices from the Middle.” Bob has served as a member on the Conference on English Leadership Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. Both have served as lead authors for Hold Rinehart and Winston’s literature series “Elements of Literature” and Kylene now serves as a special contributing author to the McDougal Hold Literature book. They speak nationally and internationally to administrators and teachers on literacy issues, particularly issues around struggling readers.

Handout:   What Matters Most Keynote Cover   |   What Matters Most Note-taking Document   |   Vampire Bat Debate

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

Building a Local Grammar Scope and Sequence Guide that Teachers can Understand – and Use (Part 1 of 2) +
Heidi Koski, Heidi Koski Consulting

Session Location: Tucson A-B

Session Description
IT’S BACK BY POPULAR DEMAND! If you missed last year’s Building a Local Grammar Scope and Sequence Guide, be sure to grab your seat this year, and bring plenty of pencils and paper as we design a year long Grammar Scope and Sequence Guide that details out weekly discrete grammar skills for your grammar hour. Yes, the whole year! If you’re a constructivist, this seesion is for you! Learn how to organize and build a logical and coherent year long Grammar Scope and Sequence Guide for languge learners based from ELP and Common Core Standards. This two part session will be similar to a construction zone….busy, busy, busy!

Presenter Information
Heidi Koski
is a nationally recognized expert on grammar-based ELD instruction for elementary grade students. She has worked with thousands of teachers and administrators across the country for more than a decade to implement high-engagement methods for building discrete English language grammar skills. You might recognize her from IDEAL, where you can find 30-hour video-based ELD methods training curriculum for the state of Arizona featuring various ELD methods. Heidi also has a legion of ELD coaches across the country with whom she has worked to prepare them for leadership roles in their respective schools, districts, county offices and state-level education agencies.

Handout:   Building a Local Grammar Scope and Sequence Guide

What Does it Mean to Scaffold Complex Text for Second Language Learners? (Repeat Session)
Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago

Session Location: Tucson C-D

Session Description
The Common Core State Standards require that teachers teach students to read texts of particular levels of difficulty. This requirement contradicts popular instructional practices of teaching students with texts at the students’ “instructional levels.” Is this a good idea? That is, does research support the notion of teaching students with such challenging text? And, if so, how can such instruction proceed successfully? This presentation will explore various teaching routines that make it possible for students to learn from challenging texts. It examines explorations of prior knowledge, vocabulary instruction, sentence reduction, cohesive analysis, and other techniques for building language and literacy.

Presenter Information
Timothy Shanahan
is Distinguished Professor Emeritus at the University of Illinois at Chicago, and visiting research professor at Queens University, Belfast, Northern Ireland. He helped author the Common Core State Standards, served as a member of the National Reading Panel, and chaired the National Literacy Panel for Language Minority Children and Youth. His blog, shanahanonliteracy, is a popular source of information on literacy education.

…Just don’t look at our writing scores: The Dirty Secret School Districts Have Been Avoiding for Too Long and How to Fix It
(Repeat Session)
+
Bradley Williams, Kevin Clark Consulting and Training, Inc.

Session Location: Tucson E

Session Description
We all have a good side that we try to accentuate when possible and a side that we hope no one notices. Many districts have found success in recent years in reading assessments while writing scores plummeted. In this fast-paced session we will expose the dirty secrets that are keeping students from writing academically. Participants will leave understanding how to push students to write at their reading 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.

Handout:   …Just don’t look at our writing scores…

Helping Struggling Readers (Part 1 of 2)
Kylene Beers and Bob Probst, Heinemann

Session Location: Tucson F

Session Description
In this session, we’ll share strategies that help all students, but especially those who struggle with reading or do not use English as their home language improve their reading comprehension. This session will focus primarily on during-reading strategies. These strategies are appropriate for grade K-12 (with modifications that we’ll show for the younger students). Participants will leave with a deeper understanding of what it means to help students develop close reading habits.

Presenter Information
Kylene Beers and Bob Probst
have worked together for over a decade helping teachers improve the literacy lives of students. Kylene is the author of “When Kids Can’t Read / What Teachers Can Do” and Bob is the author of “Response and Analysis.” Together they are the co-authors of “Notice and Note: Strategies for Close Reading” and co-editors, with Linda Rief, of “Adolescent Literacy: Turning Promise into Practice.”

Kylene served as President of the National Council of Teachers of English in 2008-2009 and, from 1999-2006, as editor of the NCTE journal “Voices from the Middle.” Bob has served as a member on the Conference on English Leadership Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. Both have served as lead authors for Hold Rinehart and Winston’s literature series “Elements of Literature” and Kylene now serves as a special contributing author to the McDougal Hold Literature book. They speak nationally and internationally to administrators and teachers on literacy issues, particularly issues around struggling readers.

Handout:   Dyson article   |   Thank You Ma’m   |   Sonrisas

Writing in Math K-5 +
Andrea Grabow, OELAS Program Specialist, ADE
Tracy Fazio,
Math Content Specialist, ADE

Session Location: Arizona 10-11

Session Description
This session will provide strategies for supporting language development within K-5 mathematics instruction. Participants will examine the benefits and purposes for writing in math class and explore opportunities to incorporate writing to support mathematical understanding. Additionally, strategies will be provided to support the language needs of ELLs during mathematics instruction and discuss how to provide effective feedback on student writing.

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

Presenter Information
Tracy Fazio
has been active in the K-12 mathematics community as a classroom teacher, academic coach, and a program coordinator. She is currently an Education Program Specialist working on professional development in the K-12 Academic Standards Division at ADE.

Handout:   Characteristics of Mathematically Proficient Students   |   Holiday Cookies 2   |   Holiday Cookies 1  |   Language for Classroom Discussion   |   Language of Math Task Templates  |   Math Practices   |   Principles for Math Instruction

ELL State and Federal Accountability +
Jennifer (Marmo) Fletcher, Director of ELL and Supplemental Accountability, ADE

Session Location: Tucson I-J

Session Description
This session will focus on state and federal accountability. A-F letter grades and how to earn the 3 ELL points will be discussed with an emphasis on who is included in each criterion (i.e., n count, 95% tested, and reclassification). In addition, we will focus on AMAOs, including proposed changes.

Presenter Information
Jennifer (Marmo) Fletcher
(PhD, Arizona State University) is in her second year working at ADE. She specializes in ELL data and accountability. Prior to her work for ADE, she taught at ASU in the Hugh Downes School of Human Communication. She focused on communication in relationships from both a quantitative and qualitative methodology.

Handouts:   PowerPoint

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: Tucson C-D

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

Tools for Launching an Elementary Common Core Readiness Vocabulary Campaign +
Kate Kinsella, San Francisco State University

Session Location: Arizona 10-11

Session Description
The 2011 NAEP Vocabulary Report highlighted the dire need for schools to provide English learners with informed, consistent vocabulary instruction aligned with academic competencies. Productive word knowledge is pivotal to reading comprehension, competent communication, and written response on Next Generation assessments. Drawing on scholarship and extensive classroom experience, the presenter introduces research-based instructional principles and practices to prepare mixed-ability classes for the vocabulary demands of text analysis, discussion and response. She provides a schema for prioritizing vocabulary for robust instruction and illustrates informed word selection with practice texts. She demonstrates explicit instruction of high-utility word families (e.g., compare, comparison) critical for competent academic communication and explains how to design application tasks and formative assessments that deepen productive word knowledge. Participants review sample lessons, note-taking guide formats, and Common Core competency aligned word lists to establish a school-wide academic vocabulary initiative.

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:   Elementary Vocabulary Campaign

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

Session Location: San Luis I & II

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

Breakout Session 2: 1:15 pm – 2:30 pm

Building a Local Grammar Scope and Sequence Guide that Teachers Can Understand – and Use (Part 2 of 2) +
Heidi Koski, Heidi Koski Consulting

Session Location: Arizona A-B

Session Description
IT’S BACK BY POPULAR DEMAND! If you missed last year’s Building a Local Grammar Scope and Sequence Guide, be sure to grab your seat this year, and bring plenty of pencils and paper as we design a year long Grammar Scope and Sequence Guide that details out weekly discrete grammar skills for your grammar hour. Yes, the whole year! If you’re a constructivist, this seesion is for you! Learn how to organize and build a logical and coherent year long Grammar Scope and Sequence Guide for languge learners based from ELP and Common Core Standards. This two part session will be similar to a construction zone….busy, busy, busy!

Presenter Information
Heidi Koski
is a nationally recognized expert on grammar-based ELD instruction for elementary grade students. She has worked with thousands of teachers and administrators across the country for more than a decade to implement high-engagement methods for building discrete English language grammar skills. You might recognize her from IDEAL, where you can find 30-hour video-based ELD methods training curriculum for the state of Arizona featuring various ELD methods. Heidi also has a legion of ELD coaches across the country with whom she has worked to prepare them for leadership roles in their respective schools, districts, county offices and state-level education agencies.

Handout:   Building a Local Grammar Scope and Sequence Guide

Teaching Close Reading with Informational Texts
Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago

Session Location: Tucson C-D

Session Description
The Common Core State Standards require that teachers teach students to be close readers. This presentation will explain that concept which is drawn from literary studies and will explore its meaning with social studies and other disciplinary texts. This presentation will provide a demonstration of one version of close reading instruction with a history text.

Presenter Information
Timothy Shanahan
is Distinguished Professor Emeritus at the University of Illinois at Chicago, and visiting research professor at Queens University, Belfast, Northern Ireland. He helped author the Common Core State Standards, served as a member of the National Reading Panel, and chaired the National Literacy Panel for Language Minority Children and Youth. His blog, shanahanonliteracy, is a popular source of information on literacy education.

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 E

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

Helping Struggling Readers (Part 2 of 2)
Kylene Beers and Bob Probst, Heinemann

Session Location: Tucson F

Session Description
This session is NOT a repeat of Session 1. In this session we will discuss additional strategies that help students with comprehension of complex texts. Now we’ll turn our attention to vocabulary along with before- and after-reading strategies.

Presenter Information
Kylene Beers and Bob Probst
have worked together for over a decade helping teachers improve the literacy lives of students. Kylene is the author of “When Kids Can’t Read / What Teachers Can Do” and Bob is the author of “Response and Analysis.” Together they are the co-authors of “Notice and Note: Strategies for Close Reading” and co-editors, with Linda Rief, of “Adolescent Literacy: Turning Promise into Practice.”
Kylene served as President of the National Council of Teachers of English in 2008-2009 and, from 1999-2006, as editor of the NCTE journal “Voices from the Middle.” Bob has served as a member on the Conference on English Leadership Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. Both have served as lead authors for Hold Rinehart and Winston’s literature series “Elements of Literature” and Kylene now serves as a special contributing author to the McDougal Hold Literature book. They speak nationally and internationally to administrators and teachers on literacy issues, particularly issues around struggling readers.

Handout:   The World Without Us   |   Corandic/Blonke

Making Sense of ILLPs and Social Studies (Grades 6-12) +
Secily Meza Downes, OELAS Program Specialist, ADE
Jennifer Farrlley,
Social Studies Content Specialist, ADE

Session Location: Tucson G-H

Session Description
This session will allow participants to make connections between the EnglishLanguage Proficiency Standards (ELPS), Arizona Social Studies Standards, and the Arizona College and Career Readiness Standards (AZCCRS) – Literacy in History / Social Studies. The presenter will share instructional strategies on how to support secondary ELL students in a social studies classroom. Guidance will be shared on how to select performance indicators from the ELPS to provide Reading support to students on an ILLP that connects to social studies lessons.

Presenter Information
Secily Meza Downes
works as an Education Program Specialist with the Office of English Language Acquisition Services. She assists districts with the implementation of the SEI Program Models by conducting ELD trainings and providing technical assistance to districts. Secily holds a Bachelor’s degree in Elementary Education with an emphasis in Early Childhood and a Master’s degree in Elementary Education Curriculum and Instruction. Her state endorsements include English as a Second Language, SEI, Reading Specialist, and Early Childhood. Her professional experience includes serving as a primary classroom teacher, mentor teacher, reading interventionist, leadership team member, district trainer, and Federal Programs Coordinator.

Presenter Information
Jennifer Farrlley
has served both students and educators for the past 15 years in her role as social studies teacher, instructional coach, and curriculum director. She is currently serving as the K-12 Social Studies program specialist at ADE, providing professional development and standards support.

Handout:   Steps for Lesson Design   |   ILLPs Reading & Social Studies Handout   |   Literacy & ELP Connection Stage V   |   ILLP Lesson Plan Federalist   |   Literacy & ELP Connection Stage IV

AELAS: An Overview of ADE’s Education Transformation
Mark Masterson, Chief Information Officer, ADE

Session Location: Tucson I-J

Session Description
For educators, everything is about time. National and state initiatives require that educational decisions be based on hard data at all levels. While the required data are consistently collected by schools, districts, and the state, the results are often inaccessible to those who need them most. The Arizona Department of Education’s (ADE) commitment to delivering real-time, actionable data to educators has been an education transformation, not a technology initiative. With that in mind, ADE has actively engaged teachers, administrators and policy makers to change the way they look at data. Learn how ADE is rewriting the rules for education data systems to ensure best-in-class technology reaches the classroom. AELAS is Arizona’s comprehensive technology initiative to provide all levels of the educational community with the tools and data necessary to support academic growth and accountability while dramatically reducing costs. These data system improvements ensure that student data is more protected than ever with robust FERPA protocols and local control of who has access to student-related information.

Presenter Information
Mark Masterson
, Chief Information Officer, was selected to completely reengineer IT functions and delivery for ADE. His work impacts more than 1.1 million students, 60,000 teachers, 2,200 public schools and nearly 375 charter holders in Arizona. He is a strategic thinker who has developed comprehensive solutions which have improved efficiency and quality, while reducing costs. Mark is a motivational, hands-on leader who has successfully managed a large globally dispersed and culturally diverse team.

Building Sentence Sense in Struggling Writers (Repeat Session) +
William van Cleave, W.V.C.ED Consulting

Session Location: Arizona 8-9

Session Description
More often than not, students struggle at the sentence level far more than they struggle at the paragraph level; teachers ignore this fact if they move directly to practicing prompts for assessments. This workshop, aligned with the Language section of the Common Core State Standards, will focus on parts of speech and sentence parts as they apply to the act of writing. Participants will learn about the components of a good lesson and strategies for developing sentence sense in student writers. They will examine parts of speech as a method of understanding the way words interact with each other and sentence parts as building blocks for creating different kinds of sentences. They will practice with the elements introduced and model the strategies suggested. They will leave the workshop with many strategies they can implement the very next day!

Presenter Information
William van Cleave
is an educational consultant and nationally recognized speaker, who has presented on effective teaching practices at conferences and schools around the country for two decades. The author of three books and a number of educational tools and activities, William has served as a classroom teacher, tutor, and administrator. Amongst his current projects are providing P.D. for a S.I.G. Grant in Oklahoma, serving as an expert on the Pennsylvania RtII/SLD Writing Committee, and authoring a series of workbooks.

Handout:   Building Sentence Sense in Struggling Writers

Tools for Launching a Secondary Common Core Readiness Vocabulary Campaign +
Kate Kinsella, San Francisco State University

Session Location: Arizona 10-11

Session Description
The 2011 NAEP Vocabulary Report highlighted the dire need for schools to provide English learners with informed, consistent vocabulary instruction aligned with academic competencies. Productive word knowledge is pivotal to reading comprehension, competent communication, and written response on Next Generation assessments. Drawing on scholarship and extensive classroom experience, the presenter introduces research-based instructional principles and practices to prepare mixed-ability classes for the vocabulary demands of text analysis, discussion and response. She provides a schema for prioritizing vocabulary for robust instruction and illustrates informed word selection with practice texts. She demonstrates explicit instruction of high-utility word families (e.g., compare, comparison) critical for competent academic communication and explains how to design application tasks and formative assessments that deepen productive word knowledge. Participants review sample lessons, note-taking guide formats, and Common Core competency aligned word lists to establish a school-wide academic vocabulary initiative.

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 Vocabulary Campaign

Arizona’s English Language Learners: Achievement Patterns and Predictors of Success +
Eric Haas, Senior Research Associate, WestED

Session Location: San Luis I & II

Session Description
This session describes achievement patterns of Arizona EL students on AZELLA and AIMS ELA and math during a six-year period (SY 2006/07 – 2011/12), based on these characteristics: initial ELP level, gender, eligibility for special education services, eligibility for free or reduced-price lunch, and grade level. How likely is it that an EL student will achieve RFEP or pass their AIMS ELA or math? The results of these analyses will inform discussions on effective practices for addressing the needs of EL students across subjects and grade levels.

Presenter Information
Eric Haas
, JD, PhD, is a Senior Research Associate at West Ed, where he works to improve the school experience of EL students, enhance middle school reform efforts, and further the link between education research and policy development. As a member of WestEd’s Regional Educational Laboratory West, Dr. Haas conducts policy research, emphasizing education issues in California, Arizona, Nevada, and Utah. He is a former teacher and school principal in schools in US, Venezuela, England, and Liberia.

Handouts:   PowerPoint

Breakout Session 3: 2:45 pm – 4:00 pm

Session Description
US Department of Education released the National Family and Community Engagement Framework in April, 2014. Come join this interactive presentation to hear how this recent publication can best be used to serve our schools, families, and communities to build capacity for student achievement and school improvement. Along with having a copy of the National Family and Community Engagement Framework available, participants will gain a better understanding of the framework and be able to assess the components to build and enhance the capacity of staff and families.

Presenter Information
Raquel Alvara
has over fifteen years of progressively responsible positions within a variety of educational learning environments involving public education settings, higher education, and state operated and federally funded education programs.

Handout:   National Family and Community Engagement Framework   |   PowerPoint

What Does it Mean to Scaffold Complex Text for Second Language Learners? (Repeat Session)
Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago

Session Location: Tucson C-D

Session Description
The Common Core State Standards require that teachers teach students to read texts of particular levels of difficulty. This requirement contradicts popular instructional practices of teaching students with texts at the students’ “instructional levels.” Is this a good idea? That is, does research support the notion of teaching students with such challenging text? And, if so, how can such instruction proceed successfully? This presentation will explore various teaching routines that make it possible for students to learn from challenging texts. It examines explorations of prior knowledge, vocabulary instruction, sentence reduction, cohesive analysis, and other techniques for building language and literacy.

Presenter Information
Timothy Shanahan
is Distinguished Professor Emeritus at the University of Illinois at Chicago, and visiting research professor at Queens University, Belfast, Northern Ireland. He helped author the Common Core State Standards, served as a member of the National Reading Panel, and chaired the National Literacy Panel for Language Minority Children and Youth. His blog, shanahanonliteracy, is a popular source of information on literacy education.

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 E

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

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

Session Location: Tucson F

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. She 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:   Elementary Written Responses

ELL Coordinator Planning Guide
Lin Murnane, OELAS Director of Professional Development, ADE

Session Location: San Luis I & II

Session Description
Are you responsible for the oversight of your campus or district ELL program and would like to know what you should be doing? Or, are you a veteran of ELL program coordination and would like to share the expertise you have gathered over the years? If your answer to these questions was yes, then this is the session for you! In this session, participants will have the opportunity to collaborate and share key activities that should be done throughout the year. The outcome of the session will be the creation of a comprehensive and calendared list of such activities for future use.

Presenter Information
Lin Murnane
is the Director of Professional Development for OELAS and recently served as a program coordinator in a local school district. She has also served as a building level administrator and has taught grades 7-12, both in the mainstream and in Special Education.

Overview of New Grants Management Enterprise (GME) System
Todd Mason, Deputy Associate Superintendent of Grants Management, ADE

Session Location: Tucson I-J

Session Description
The new Grants Management Enterprise (GME) may have caused some anticipation, consternation, and exhortation; regardless, it is here and in full use for grantees. The new system has some new tricks to learn for those of us accustomed to the old GME, but there are also many significant benefits for processing applications and payments as well as data collection. We hope that your experiences have been positive with this new system, but if not, we need to hear that feedback as well!

Presenter Information
Todd Mason
is currently the Deputy Associate Superintendent for Grants Management at the Arizona Department of Education. He has presented numerous times for both external and internal stakeholders and has extensive knowledge of the system and Grants Management practices at ADE.

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

Session Location: Tucson C-D

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

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 10-11

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 thik 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.

Content Focused Writing
Katie McKee, Paradise Valley Unified School District
Jennifer Stults, Paradise Valley Unified School District

Session Location: San Luis I & II

Session Description
Have you ever struggled with how to engage your students in writing that is meaningful and content-driven while incorporating the ELD methods? This session will focus on integrating content into the writing and grammar blocks of instruction. When students write with purpose, they are actively engaged in the learning process. We will explain how to incorporate science, social studies, and math literacy to increase academic writing and reading comprehension. Instructors will model how to integrate core content topics of study using hands-on approaches within academic instruction. Often teachers lack an instructional focus rather than engaging the students with a rigorous approach. Session instructors will model core content writing strategies for ELD instruction.

Presenter Information
Katie McKee
has a B.A. in Elementary Education and an M.A. in Administration and Leadership. She is currently in her sixth year teaching third grade for the Paradise Valley School District. Katie presented at the 2011 OELAS Conference on non-linguistic vocabulary instruction.

Presenter Information
Jennifer Stults
has a B.A. and M.A. in Elementary Education, an ESL endorsement, and 15 years of classroom experience working with English Language Learners in low socio-economic schools in the Phoenix Metro area. She has been an ELD Instructional Coach in Paradise Valley Unified District for 2 years. Jennifer was also named ELL Teacher of the Year in 2010 by the Arizona Department of Education.