Wednesday, December 9, 2015

Registration & Breakfast: 7:00 am – 8:30 am

Welcome & Keynote Address: 8:30 am – 10:15 am

Keynote Address: Embracing English Language Learners as a Resource to be Nurtured Rather than a Problem to be Eradicated
Presenter: Dr. Luis Cruz
Location: Arizona Ballroom
Keynote Description: After 20 years of serving public school students at the elementary, middle, and high school levels, Dr. Luis F. Cruz has confirmed without a doubt that poor students can learn, English learners are intelligent, and students of all backgrounds are highly capable! Join Dr. Cruz as he shares the incredible true story of how a high school in Los Angeles County California that serves underprivileged students ensured that all students learned and established a 92% graduation rate by collectively creating a mission focused on optimal learning for all students! Learn how this school embraced students who spoke a language other than English as an opportunity to promote bilingualism in a society whereby an emerging global economy demands such an essential skill.

Suggested Audience: All

Presenter Information: Dr. Luis Cruz has been a teacher and administrator at the elementary, middle school and high school levels and has achieved notable recognition as a leader who vehemently strives to ensure organizations realize that all students can and must be successful in schools. Dr. Luis F. Cruz is currently the founder and president of Cruz and Associates Consulting, a growing consortium of successful educators and leaders who are dedicated to teaching educators in schools and districts around the country how to best ensure all students learn. In addition, Dr. Cruz is also a consultant for other reputable organizations including Solution Tree and New Frontier21. Dr. Cruz has also gained notoriety as a passionate and motivating public speaker, trainer and educational consultant in the United States. His combination of enthusiasm, humor, practical application and sincere zest for student achievement has catapulted Dr. Cruz to become one of the most sought after “rising stars” in the profession.

Breakout Session 1: 10:30 am – 11:45 am

Session Title: Foundations: Teaching Paragraph Structure to Struggling Students (Repeat Session)
Presenter: William Van Cleave
Location: Tucson A-B
Session Description: In order to succeed in coursework as well as various state and national assessments, students must have an understanding of basic and expanded paragraphs. Participants in this hands-on, interactive workshop will learn a structured, sequential approach to teaching the basic and expanded paragraph, including idea generation, categorization, and writing topic, supporting, and concluding sentences as well as transitions.

Suggested Audience: All

Presenter Information: William Van Cleave is in private practice as an educational consultant whose specialties include morphology and written expression. A nationally recognized speaker, he has presented on effective teaching practices at conferences and schools around the country since 1995. His high level of enthusiasm and energy, his interactive style, and his passion for working with teachers make him an effective presenter, whether he is visiting a school and sharing with its faculty or presenting at a national conference. The author of three books, including Writing Matters and Everything You Want to Know & Exactly Where to Find It, as well as a number of educational tools and activities, William has served as a classroom teacher, tutor, and administrator in the private school arena at various points in his career.

Handout: Foundations

Session Title: Getting Them All Engaged: Inclusive Active Participation (Repeat Session)
Presenter: Dr. Anita Archer
Location: Tucson C-D
Session Description: Do you have students who are not attending or participating during your lessons? In this session, Dr. Archer will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). In addition procedures for involving all students in the reading of classroom materials will be presented. Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels.

Suggested Audience: All

Presenter Information: Dr. Anita Archer serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is internationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Dr. Mary Gleason including the REWARDS reading and writing intervention programs (Sopris Learning). Currently, Dr. Archer provides training on explicit instruction throughout the United States and Australia focusing on the content of the text she wrote in collaboration with Dr. Charles Hughes entitled Explicit Instruction: Effective and Efficient Teaching (Guilford, 2011).

Handout: PowerPoint

Session Title: Authentic Leadership and the Potential to Unleash the Learning of ELLs (Repeat Session)
Presenter: Dr. Luis Cruz
Location: Tucson E
Session Description: Learn how a school community infused all the characteristics associated with a Professional Learning Community to produce learning for its English Language Learner population. This workshop will detail the components of a PLC that teacher leaders utilized to help close the achievement gap for students learning English as a second language. Discover how distributive leadership and the act of listening to English Language Learner Students helped educators in one school community better understand what was needed to meet the academic needs of this critical student population.
Learning Outcomes: Participants will…
• Learn how a teacher led English Learner Task Force increased learning for students learning English as a second language.
• Learn the PLC cycle that was implemented at one school to confront the brutal fact that English Language learners were not learning.
• Learn how a dual language task force promoted bilingualism as an opportunity for students to graduate with a seal of bi-literacy.

Suggested Audience: Administrators, teachers and support staff interested in learning how to collectively meet the learning needs of their ELL student population.

Presenter Information: Dr. Luis F. Cruz has been a teacher and administrator at the elementary, middle school and high school levels and has achieved notable recognition as a leader who vehemently strives to ensure organizations realize that all students can and must be successful in schools. Dr. Luis F Cruz is currently the founder and president of Cruz and Associates Consulting, a growing consortium of successful educators and leaders who are dedicated to teaching educators in schools and districts around the country how to best ensure all students learn. In addition, Dr. Cruz is also a consultant for other reputable organizations including Solution Tree and New Frontier21. Dr. Cruz has also gained notoriety as a passionate and motivating public speaker, trainer and educational consultant in the United States. His combination of enthusiasm, humor, practical application and sincere zest for student achievement has catapulted Dr. Cruz to become one of the most sought after “rising stars” in the profession.

Handout: PowerPoint
Handout: Teaching Argument Writing to ELLs

Session Title: Helping Struggling Readers: Reading Nonfiction
Presenters: Kylene Beers and Bob Probst
Location: Tucson F
Session Description: In this session, we’ll look at the Notice and Note Stances and Signposts needed for close, attentive reading of nonfiction. These stances and signposts help all students, but especially struggling readers and English language learners.

Suggested Audience: All

Presenter Information: Kylene Beers, author of When Kids Can’t Read/What Teachers Can Do (Heinemann, 2002) and Robert E. Probst, author of Response and Analysis, 3rd edition (Heinemann, 2004) are respected authorities on reading instruction. Kylene—focusing more on reading skills—and Bob—focusing more on engagement and literary analysis—work together to show teachers and administrators how skills, engagement, and literary analysis work together.
Kylene, a former middle school teacher, and Bob, a former high school teacher, have both taught at the university level. Kylene was the President of the National Council of Teachers of English, 2008-2009. Bob is now Professor Emeritus of English Education at Georgia State University.
They are the co-authors of Reading Nonfiction: Stances, Signposts, and Strategies (Heinemann, 2015), Notice & Note: Strategies for Close Reading (Heinemann, 2013) and co-editors, with Linda Rief, of Adolescent Literacy: Turning Promise into Practice (Heinemann, 2007).

Session Title: SEI Compliance Monitoring for Teachers
Presenters: Nicole von Prisk and Lisa Buccigrosse
Location: Tucson G-H
Session Description: Participants will receive SEI compliance information so they know how to have a successful monitoring experience. This session will provide information on the SEI Models, ELP Standards, time allocations, schedule requirements, and what documentation should be available in the classrooms. All teachers of ELL who are unclear as to how the monitoring process works should attend.

Suggested Audience: Elementary and Secondary Teachers, Coaches

Presenter Information: Nicole von Prisk is the Director of Monitoring/Title III with the Arizona Department of Education (ADE), Office of English Language Acquisition Services (OELAS). Mrs. von Prisk has been working in education with a focus on English language learners since 2004 as a teacher than instructional coach prior to joining ADE.

Presenter Information: Lisa Buccigrosse is an ELL Education Program Specialist with the Arizona Department of Education (ADE), Office of English Language Acquisition Services (OELAS). Ms. Buccigrosse has been working in education with a focus on English language learners since 2001 as a teacher, coach, mentor, and administrator prior to joining ADE.

Handout: PowerPoint
Handout: SEI Compliance Monitoring for Teachers

Session Title: Flexibility in the Elementary SEI Classroom: Integrated Time Blocks (Repeat Session)
Presenters: Secily Downes and Denella Rose
Location: Tucson I-J
Session Description: In this session, participants will gain a better understanding of how the English Language Proficiency Standards and instruction work together during the Reading, Oral English Conversation & Vocabulary time block and the Writing/Grammar time block. This refinement is relevant for self-contained elementary and middle-school classrooms.

Suggested Audience: Elementary Teachers, Coaches, and Administrators

Presenter Information: Secily Downes is an Education Program Specialist working on professional development in the Office of English Language Acquisition Services unit of the Arizona Department of Education.

Presenter Information: Denella Rose is an Education Program Specialist working on professional development in the Office of English Language Acquisition Services unit of the Arizona Department of Education.

Handout: PowerPoint

Session Title: Constructivist Approaches to Vocabulary Instruction: Word Study that Works! (Repeat Session)
Presenter: Dr. Timothy Rasinski
Location: Arizona 8-9
Session Description: Word knowledge (vocabulary) is essential and foundational competencies in learning to read. In this session, Dr. Rasinski will share innovative, effective, and engaging methods for helping students to not only learn but also take great delight in words and word study.

Suggested Audience: All

Presenter Information: Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the bestselling books on reading fluency The Fluent Reader and The Fluent Reader in Action, published by Scholastic, now in its second edition. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska.

Handout: Constructivist Approaches to Vocabulary Instruction

Session Title: Build a District and/or School Site Grammar Scope and Sequence Guide (Part 1 of 2)
Presenter: Heidi Koski
Location: Arizona 10-11
Session Description: We’re moving forward! If you have attended the foundational session to building a district/site Grammar Scope and Sequence Guide, be sure to grab your seat this year, bring plenty of pencils and paper as we design the next tier for grammar instruction. This year long Grammar Scope and Sequence Guide will detail out weekly discrete grammar skills for your grammar hour. If you’re a constructivist and like fast-paced thinking, this session is for you! This is a two-part session.

Suggested Audience: All

Presenter Information: Heidi Koski is a nationally recognized expert on grammar-based ELD instruction. She has recently used her expertise to develop the how-to procedures for close read that target parsing out essential syntax structures with academic text to ensure content knowledge. In addition, she also provides trainings on the interrelatedness of close read procedures to integrated coherent academic writing tasks. Heidi 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 skills for academic results. 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: Build a District/Site Grammar Scope and Sequence Guide

Session Title: Fast, Fun, and FREE Formative Assessments for Secondary Teachers
Presenter: Kate Wright
Location: San Luis I & II
Session Description: Research unequivocally confirms that formative assessment makes better teachers and increases student achievement. Good teachers in every subject area and all grade levels adjust instructional strategies based upon what their students know at each point of instruction. This session will provide fast, fun and mostly free ways for secondary teachers to use formative assessment with their ELL students. It will also illustrate the tangible benefits to thoughtfully planned and consistent “checking for understanding”. *Personal technology devices are strongly encouraged for this session.

Suggested Audience: Secondary Teachers

Presenter Information: Kate Wright is the Dean of Specialized Programs for the College of Education at the University of Phoenix. She received a B.S. in English and Secondary Education from Salisbury University, and a M.Ed. in Teaching English as a Second Language from Grand Canyon University. She has been active in K-12 education for the past 19 years, as a classroom teacher, district ELL Coordinator, and Education Program Specialist for the Arizona Department of Education. Wright is an experienced local and national presenter, focusing on the impact of effective professional development for teachers and teacher advocacy.

Handout: PowerPoint
Handout: Formative Assessment as Contingent Teaching and Learning
Handout: Tools for Formative Assessment

Session Title: Acceleration Principles to Support ELL Academic Success (Repeat Session)
Presenters: Dr. Catherine Lowdermilk and Sabalan Oda
Location: San Pedro I & II
Session Description: In this session, participants will have the opportunity to experience first-hand the struggles of learning academic content as a second language learner. Saba will present a lesson in Japanese to the audience, first without the strategies and support that ELLs need to make learning comprehensible, then, she will begin to apply proven strategies and supports. You will experience the powerful difference it makes when teachers implement the Key Language Acceleration Principles. This will be a fun, engaging lesson that will give you a deeper understanding of the struggles facing ELL students. You will walk away with strategies that can be implemented daily to support the learning for these students.

Suggested Audience: All

Presenter Information: Dr. Catherine Lowdermilk was an ELL teacher for 11 years and has endorsements in Early Childhood, Reading, and English as a Second Language. She holds a Doctorate in Education Administration from Arizona State University and is currently working as an ELL Coach/Program Specialist and AZELLA Test Coordinator for the Roosevelt School District.

Presenter Information: Born in Japan to a Japanese father and Persian mother, Sabalan Oda was exposed to different languages and cultures. Trilingual in Japanese and Persian (Farsi), she traveled from Japan to Utah, where she first learned English. Upon graduating from Arizona State University in 2011 with a Masters in Secondary Education, Sabalan worked at The Art Institute of Phoenix teaching Conversational Japanese, Japanese Pop Culture, and Critical Thinking. She then worked for the Scottsdale Unified School District for a few years, where she was a teacher of Japanese, Language Arts, and AVID. Growing up with a culturally-diverse upbringing, Sabalan’s passion is helping ELL students find success learning English and applying it to their academics. Sabalan is currently an ELL Interventionist for the Roosevelt School District.

Handout: PowerPoint

Breakout Session 2: 1:15 pm – 2:30 pm

Session Title: Addressing the Literacy Needs of English Language Learners: Distinguishing Reading Disabilities from Language Acquisition (Repeat Session)
Presenters: Alma Sandigo and Maria Robles
Location: Tucson A-B
Session Description: This workshop differentiates reading disabilities from language acquisition as an advocacy tool in serving Culturally and Linguistically Diverse Exceptional (CLDE) students. Practitioners may fear referring ELLs into special education believing that students’ struggles are consequences of their second language acquisition or may interpret features of language development aspects as learning disabilities, especially in long term ELLs. The purpose of this workshop is to describe the characteristics of second language and reading processes and to differentiate one from the other. This workshop also highlights reading approaches used in Latin America and possible misconceptions when compared to the reading approach used in the United States to support the appropriate identification of reading disabilities in ELL students.

Suggested Audience: Elementary Teachers, Coaches

Presenter Information: Alma Sandigo has been in education for more than sixteen years. She has served English language learners as a first and second grade teacher, Instructional and Literacy Coach, SEI District Coordinator, and currently, as an Assistant Clinical Professor at Northern Arizona University – Yuma. Alma is also completing her doctoral degree in Curriculum and Instruction focusing on instruction for Culturally and Linguistically Diverse Exceptional students.

Presenter Information: Maria Robles is a 5th grade teacher at Cesar Chavez Elementary School in the Gadsden School District located in San Luis, Arizona, a border town in Yuma County. She has been efficiently working with ELL students for four years and as a TAP mentor teacher for two years. She currently holds a Bachelor’s degree in Elementary Education with an emphasis in ESL and recently completed a Master’s degree in Bilingual Multicultural Education from Northern Arizona University. She has been successful in the implementation of many ELL strategies and serves as a mentor and resource to other educators working with ELL students.

Handout: PowerPoint

Session Title: Getting Them All Engaged: Inclusive Active Participation (Repeat Session)
Presenter: Dr. Anita Archer
Location: Tucson C-D
Session Description: Do you have students who are not attending or participating during your lessons? In this session, Dr. Archer will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). In addition procedures for involving all students in the reading of classroom materials will be presented. Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels.

Suggested Audience: All

Presenter Information: Dr. Anita Archer serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is internationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Dr. Mary Gleason including the REWARDS reading and writing intervention programs (Sopris Learning). Currently, Dr. Archer provides training on explicit instruction throughout the United States and Australia focusing on the content of the text she wrote in collaboration with Dr. Charles Hughes entitled Explicit Instruction: Effective and Efficient Teaching (Guilford, 2011).

Handout: PowerPoint

Session Title: Authentic Leadership and the Potential to Unleash the Learning of ELLs (Repeat Session)
Presenter: Dr. Luis Cruz
Location: Tucson E
Session Description: Learn how a school community infused all the characteristics associated with a Professional Learning Community to produce learning for its English Language Learner population. This workshop will detail the components of a PLC that teacher leaders utilized to help close the achievement gap for students learning English as a second language. Discover how distributive leadership and the act of listening to English Language Learner Students helped educators in one school community better understand what was needed to meet the academic needs of this critical student population.
Learning Outcomes: Participants will…
• Learn how a teacher led English Learner Task Force increased learning for students learning English as a second language.
• Learn the PLC cycle that was implemented at one school to confront the brutal fact that English Language learners were not learning.
• Learn how a dual language task force promoted bilingualism as an opportunity for students to graduate with a seal of bi-literacy.

Suggested Audience: Administrators, teachers and support staff interested in learning how to collectively meet the learning needs of their ELL student population.

Presenter Information: Dr. Luis F. Cruz has been a teacher and administrator at the elementary, middle school and high school levels and has achieved notable recognition as a leader who vehemently strives to ensure organizations realize that all students can and must be successful in schools. Dr. Luis F Cruz is currently the founder and president of Cruz and Associates Consulting, a growing consortium of successful educators and leaders who are dedicated to teaching educators in schools and districts around the country how to best ensure all students learn. In addition, Dr. Cruz is also a consultant for other reputable organizations including Solution Tree and New Frontier21. Dr. Cruz has also gained notoriety as a passionate and motivating public speaker, trainer and educational consultant in the United States. His combination of enthusiasm, humor, practical application and sincere zest for student achievement has catapulted Dr. Cruz to become one of the most sought after “rising stars” in the profession.

Handout: PowerPoint
Handout: Teaching Argument Writing to ELLs

Session Title: Helping Struggling Readers: Before- and After-Reading Strategies
Presenters: Kylene Beers and Bob Probst
Location: Tucson F
Session Description: In this session, we’ll look at the Notice and Note Stances and Signposts needed for close, attentive reading of nonfiction. These stances and signposts help all students, but especially struggling readers and English language learners.

Suggested Audience: All

Presenter Information: Kylene Beers, author of When Kids Can’t Read/What Teachers Can Do (Heinemann, 2002) and Robert E. Probst, author of Response and Analysis, 3rd edition (Heinemann, 2004) are respected authorities on reading instruction. Kylene—focusing more on reading skills—and Bob—focusing more on engagement and literary analysis—work together to show teachers and administrators how skills, engagement, and literary analysis work together.
Kylene, a former middle school teacher, and Bob, a former high school teacher, have both taught at the university level. Kylene was the President of the National Council of Teachers of English, 2008-2009. Bob is now Professor Emeritus of English Education at Georgia State University.
They are the co-authors of Reading Nonfiction: Stances, Signposts, and Strategies (Heinemann, 2015), Notice & Note: Strategies for Close Reading (Heinemann, 2013) and co-editors, with Linda Rief, of Adolescent Literacy: Turning Promise into Practice (Heinemann, 2007).

Session Title: Grammar is NOT a 4-Letter Word! (Repeat Session)
Presenter: Jennifer Glueck
Location: Tucson G-H
Session Description: Do you dread Grammar time? How do you keep a roomful of students engaged for an entire hour while teaching parts of speech, verb tenses, and word order rules? Not the most exciting of subjects I’ll admit, but it can be done! Let me show you how to use cooperative learning strategies to make the grammar hour fun and engaging. These strategies will get your students moving, talking, and interacting with each other and with words. Active engagement will help your students learn and retain more information while also building on their oral language and writing skills.

Suggested Audience: Elementary and Secondary Teachers, Coaches

Presenter Information: Jennifer Glueck received her B.A. in Bilingual Education from Arizona State University in 2002 and her M.A. 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 recently coordinated and led a Summer School program for over 100 ELL students which included over 20 hours of teacher training. Jennifer has been a teacher trainer in her district on a number of ELD and Technology topics and was named the 2011 Arizona ELL Teacher of the Year by the Arizona Department of Education.

Handout: PowerPoint
Handout: PowerPoint Additional Slides
Handout: Partners Table Mat
Handout: Team-Partner-Solo Sentence Writing
Handout: Verb Tense Study Chart Outline
Handout: POS Quiz Trade Cards
Handout: Verb Sentence Writing Paper

Session Title: Is it a 3, 4, or 5??? Score AZELLA Writing Like a Pro (Grades K-6) (Repeat Session)
Presenters: Jonathan Wolfe, Marlene Johnston, and Gabriela Finn
Location: Tucson I-J
Session Description: Do you want to know how official AZELLA Reassessment student Writing responses are scored? Would you like to improve your understanding of the AZELLA Writing Rubrics, in order to clarify performance expectations and better prepare students? Jonathan Wolfe, a Pearson Senior Content Specialist who leads the annual scoring of AZELLA Writing, will be on site to work with session participants as they explore how the AZELLA Writing Rubrics translate into a score. (This session is designed for Elementary School scoring).

Suggested Audience: Elementary Teachers, Coaches

Presenter Information: Jonathan Wolfe is a Senior Content Specialist for Pearson Assessment and Instruction, a nationally and internationally known assessment and education organization. Mr. Wolfe has been involved in the world of assessment for more than 15 years. He has worked with many states and institutions during his time including the College Board and the SAT. Much of his organization’s work deals with the design, implementation, and measurement/assessment of instructional programs for students in all areas of curriculum. He and his staff have assisted state and national level assessment programs ranging from college level entrance exams to kindergarten ELL. Since 2009, he has been the Pearson Senior Content Specialist who leads the annual scoring of AZELLA Writing and Speaking.

Presenter Information: Marlene Johnston is the Director of English Language Learner Assessments for the Assessment Section of the Arizona Department of Education (ADE). She has been supervising AZELLA development since the test was revised in 2010.

Presenter Information: Gabriela Finn is the English Language Learner Assessment Development Coordinator for the Assessment Section of the Arizona Department of Education (ADE). Ms. Finn has worked in the field of second language acquisition in different capacities –as ESL instructor, academic coach, and ELL coordinator for more than 20 years. Ms. Finn has now focused her talents on the item development for Arizona’s English language proficiency assessment, AZELLA.

Session Title: Constructivist Approaches to Vocabulary Instruction: Word Study that Works! (Repeat Session)
Presenter: Dr. Timothy Rasinski
Location: Tucson 8-9
Session Description: Word knowledge (vocabulary) is essential and foundational competencies in learning to read. In this session, Dr. Rasinski will share innovative, effective, and engaging methods for helping students to not only learn but also take great delight in words and word study.

Suggested Audience: All

Presenter Information: Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best selling books on reading fluency The Fluent Reader and The Fluent Reader in Action, published by Scholastic, now in its second edition. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska.

Handout: Constructivist Approaches to Vocabulary Instruction

Session Title: Build a District and/or School Site Grammar Scope and Sequence Guide (Part 2 of 2)
Presenter: Heidi Koski
Location: Arizona 10-11
Session Description: We’re moving forward! If you have attended the foundational session to building a district/site Grammar Scope and Sequence Guide, be sure to grab your seat this year, bring plenty of pencils and paper as we design the next tier for grammar instruction. This year long Grammar Scope and Sequence Guide will detail out weekly discrete grammar skills for your grammar hour. If you’re a constructivist and like fast-paced thinking, this session is for you! This is a two-part session.

Suggested Audience: All

Presenter Information: Heidi Koski is a nationally recognized expert on grammar-based ELD instruction. She has recently used her expertise to develop the how-to procedures for close read that target parsing out essential syntax structures with academic text to ensure content knowledge. In addition, she also provides trainings on the interrelatedness of close read procedures to integrated coherent academic writing tasks. Heidi 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 skills for academic results. 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: Build a District/Site Grammar Scope and Sequence Guide

Session Title: Morphology in a Minute
Presenter: Andrea Grabow
Location: San Luis I & II
Session Description: Morphology is the system by which morphemes combine to construct and represent the meaning of words. This session will focus on the structural analysis of morphological units and their importance for student vocabulary growth. Participants will explore word origins, as well as how morphology provides cues of word meanings and marks the grammatical roles of words. Attendees will receive resources and strategies to bring the content of this session back to their educational setting.

Suggested Audience: Elementary and Secondary Teachers, Coaches

Presenter Information: Andrea Grabow is an Education Program Specialist working on professional development in the Office of English Language Acquisition Services.

Handout: PowerPoint
Handout: Word Origins
Handout: Morph House

Session Title: “Talk the Talk” for Science Discourse
Presenters: Amy Gingell and Denella Rose
Location: San Pedro I & II
Session Description: How can we help all students learn to practice scientific discourse? In this interactive session, we will explore a variety of strategies that can be used to engage students in discourse and help them better understand science in the world around them. Learn to embed science concepts into the Oral English Conversation and Vocabulary time allocation utilizing the critical skills of speaking and listening as well as the skills needed for productive argumentation.

Suggested Audience: Elementary and Secondary Teachers, Coaches

Presenter Information: Amy Gingell is the K-12 Science specialist for the Arizona Department of Education (ADE). She was a high school chemistry teacher and a district science curriculum specialist before joining ADE.

Presenter Information: Denella Rose is an Education Program Specialist working on professional development in the Office of English Language Acquisition Services.

Handout: PowerPoint

Breakout Session 3: 2:45 pm – 4:00 pm

Session Title: Foundations: Teaching Paragraph Structure to Struggling Students (Repeat Session)
Presenter: William Van Cleave
Location: Tucson A-B
Session Description: In order to succeed in coursework as well as various state and national assessments, students must have an understanding of basic and expanded paragraphs. Participants in this hands-on, interactive workshop will learn a structured, sequential approach to teaching the basic and expanded paragraph, including idea generation, categorization, and writing topic, supporting, and concluding sentences as well as transitions.

Suggested Audience: All

Presenter Information: William Van Cleave is in private practice as an educational consultant whose specialties include morphology and written expression. A nationally recognized speaker, he has presented on effective teaching practices at conferences and schools around the country since 1995. His high level of enthusiasm and energy, his interactive style, and his passion for working with teachers make him an effective presenter, whether he is visiting a school and sharing with its faculty or presenting at a national conference. The author of three books, including Writing Matters and Everything You Want to Know & Exactly Where to Find It, as well as a number of educational tools and activities, William has served as a classroom teacher, tutor, and administrator in the private school arena at various points in his career.

Handout: Foundations

Session Title: Getting Them All Engaged: Inclusive Active Participation (Repeat Session)
Presenter: Dr. Anita Archer
Location: Tucson C-D
Session Description: Do you have students who are not attending or participating during your lessons? In this session, Dr. Archer will present research-validated procedures for actively involving ALL students in instruction including the use of verbal responses (e.g., choral, partner, team, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., acting out, gestures, hand signals). In addition procedures for involving all students in the reading of classroom materials will be presented. Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of courses and age levels.

Suggested Audience: All

Presenter Information: Dr. Anita Archer serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is internationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Dr. Mary Gleason including the REWARDS reading and writing intervention programs (Sopris Learning). Currently, Dr. Archer provides training on explicit instruction throughout the United States and Australia focusing on the content of the text she wrote in collaboration with Dr. Charles Hughes entitled Explicit Instruction: Effective and Efficient Teaching (Guilford, 2011).

Handout: PowerPoint

Session Title: Methods Therapy: How to Work with College and Career Ready Standards in an ELD World
Presenter: Heidi Koski
Location: Tucson E
Session Description: How does an SEI educator work with the components of College and Career Ready Standards (CCRS)? This session will point out the relationships between the methodologies and four components to academic reading and writing outlined by CCRS in an objective manner so that educators can design a prescriptive plan for student success.

Suggested Audience: All

Presenter Information: Heidi Koski is a nationally recognized expert on grammar-based ELD instruction. She has recently used her expertise to develop the how-to procedures for close read that target parsing out essential syntax structures with academic text to ensure content knowledge. In addition, she also provides trainings on the interrelatedness of close read procedures to integrated coherent academic writing tasks. Heidi 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 skills for academic results. 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: Methods Therapy

Session Title: Helping Struggling Readers: Vocabulary Strategies
Presenters: Kylene Beers and Bob Probst
Location: Tucson F
Session Description: In this final session, we’ll turn our attention to the critical topic of vocabulary. We’ll share new strategies that help our English language learners take ownership in their learning of vocabulary.

Suggested Audience: All

Presenter Information: Kylene Beers, author of When Kids Can’t Read/What Teachers Can Do (Heinemann, 2002) and Robert E. Probst, author of Response and Analysis, 3rd edition (Heinemann, 2004) are respected authorities on reading instruction. Kylene—focusing more on reading skills—and Bob—focusing more on engagement and literary analysis—work together to show teachers and administrators how skills, engagement, and literary analysis work together.
Kylene, a former middle school teacher, and Bob, a former high school teacher, have both taught at the university level. Kylene was the President of the National Council of Teachers of English, 2008-2009. Bob is now Professor Emeritus of English Education at Georgia State University.
They are the co-authors of Reading Nonfiction: Stances, Signposts, and Strategies (Heinemann, 2015), Notice & Note: Strategies for Close Reading (Heinemann, 2013) and co-editors, with Linda Rief, of Adolescent Literacy: Turning Promise into Practice (Heinemann, 2007).

Session Title: Multimodal Literacy: How to Incorporate 21st Century Web Applications with Storytelling to Enhance Language Proficiency in Social Studies Curriculum (Grades 1-8)
Presenters: Marjaneh Gilpatrick and Tracy Vasquez
Location: Tucson G-H
Session Description: Come join us, and immerse yourself in multimodal literacy. Learn how to incorporate storytelling as you utilize web based applications to assist your English language learners become proficient in listening, speaking, reading, and writing. All of this and more, while meeting the English Language Proficiency Standards, AZ Social Studies Standards, as well as Arizona College and Career Ready Standards in grades 1-8.

Suggested Audience: Elementary and Secondary Teachers

Presenter Information: Dr. Marjaneh Gilpatrick is the Executive Director of Educational Outreach and Chair of the Master’s in Teaching English to Speakers of Other Languages (TESOL) in the College of Education (COE) at Grand Canyon University (GCU). In her role she oversees the Adjunct Faculty and Lopes for Literacy which is the College’s service outreach initiative. She has fulfilled a variety of roles as an educator for over 20 years. At the beginning of her career, she was a third and fourth grade English as a Second Language (ESL) teacher. Prior to joining GCU, she was the Instructional Specialist, Chair of the Reading Department and Coordinator for the Advancement Via Individual Determination (AVID) at a junior high school. Furthermore, she was an adjunct instructor at Maricopa County Community Colleges where she taught the Art of Storytelling, English as a Second Language courses as well as Education courses to pre-service teachers.

Presenter Information: Tracy Vasquez is the College of Education’s (COE) Clinical Practice Specialist at Grand Canyon University (GCU). In this role she works on special projects relating to the success of COE students, faculty, and partnerships with K-12 schools. Tracy has experience teaching junior high science and primary grades. She has spent more than 5 years working in higher education in the College of Education at a local university. Additionally, she is an Adjunct Faculty for GCU teaching undergraduate and graduate education courses.

Handout: PowerPoint
Handout: Storytelling Resources

Session Title: Is it a 3, 4, or 5??? Score AZELLA Writing Like a Pro (Grades 6-12)
Presenters: Jonathan Wolfe, Marlene Johnston, and Gabriela Finn
Location: Tucson I-J
Session Description: Do you want to know how official AZELLA Reassessment student Writing responses are scored? Would you like to improve your understanding of the AZELLA Writing Rubrics, in order to clarify performance expectations and better prepare students? Jonathan Wolfe, a Pearson Senior Content Specialist who leads the annual scoring of AZELLA Writing, will be on site to work with session participants as they explore how the AZELLA Writing Rubrics translate into a score. (This session is designed for Middle and High School scoring).

Suggested Audience: Secondary Teachers, Coaches

Presenter Information: Jonathan Wolfe is a Senior Content Specialist for Pearson Assessment and Instruction, a nationally and internationally known assessment and education organization. Mr. Wolfe has been involved in the world of assessment for more than 15 years. He has worked with many states and institutions during his time including the College Board and the SAT. Much of his organization’s work deals with the design, implementation, and measurement/assessment of instructional programs for students in all areas of curriculum. He and his staff have assisted state and national level assessment programs ranging from college level entrance exams to kindergarten ELL. Since 2009, he has been the Pearson Senior Content Specialist who leads the annual scoring of AZELLA Writing and Speaking.

Presenter Information: Marlene Johnston is the Director of English Language Learner Assessments for the Assessment Section of the Arizona Department of Education (ADE). She has been supervising AZELLA development since the test was revised in 2010.

Presenter Information: Gabriela Finn is the English Language Learner Assessment Development Coordinator for the Assessment Section of the Arizona Department of Education (ADE). Ms. Finn has worked in the field of second language acquisition in different capacities –as ESL instructor, academic coach, and ELL coordinator for more than 20 years. Ms. Finn has now focused her talents on the item development for Arizona’s English language proficiency assessment, AZELLA.

Session Title: Constructivist Approaches to Vocabulary Instruction: Word Study that Works! (Repeat Session)
Presenter: Dr. Timothy Rasinski
Location: Tucson 8-9
Session Description: Word knowledge (vocabulary) is essential and foundational competencies in learning to read. In this session, Dr. Rasinski will share innovative, effective, and engaging methods for helping students to not only learn but also take great delight in words and word study.

Suggested Audience: All

Presenter Information: Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best selling books on reading fluency The Fluent Reader and The Fluent Reader in Action, published by Scholastic, now in its second edition. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska.

Handout: Constructivist Approaches to Vocabulary Instruction

Session Title: A Collaborative Approach to Students with Dual Labels (Repeat Session)
Presenters: Gerry Haskins and Dr. Jennifer Huber
Location: Arizona 10-11
Session Description: This presentation will provide a legal overview of the educational requirements for students who have been identified as both requiring English language services and special education services. Representatives from both Exceptional Student Services and the Office of English Language Acquisition Services will co-present this session.

Suggested Audience: Administrators

Presenter Information: Gerry Haskins has been with the Arizona Department of Education in the Office of English Language Acquisition Services for more than 11 years. She has 34 years of classroom experience working with English language learners.

Presenter Information: Dr. Jennifer Huber has taught since 1989 in both general education and special education settings with students who are English language learners. She has been with the Arizona Department of Education in Exceptional Student Services for five years, first in compliance based program support and monitoring, and currently in professional learning and sustainability.

Handout: PowerPoint

Session Title: From 5K to Marathon: Building Reading Stamina (Repeat Session)
Presenter: Kate Wright
Location: San Luis I & II
Session Description: Literacy is the essential building block for academic success. Research indicates that extensive independent reading leads to more academic gains in spelling, vocabulary, comprehension and writing than any other literacy activity. Stamina is one of the skills affecting students’ reading success, as they simply are not accustomed to reading for sustained periods of time. In addition, with academic rigor on the rise, students are even less prepared to tackle challenging text. This session provides secondary teachers with approaches to increase the reading stamina of their middle and high school students. Discussion will include strategies that both encourage and support extended independent reading. Resources will emphasize activities that teachers can implement in their classrooms throughout the year. There will be a focus on ELL students and specific strategies to support emergent literacy and reading stamina for second language learners.

Suggested Audience: Secondary Teachers

Presenter Information: Kate Wright is the Dean of Specialized Programs for the College of Education at the University of Phoenix. She received a B.S. in English and Secondary Education from Salisbury University, and a M.Ed. in Teaching English as a Second Language from Grand Canyon University. She has been active in K-12 education for the past 19 years, as a classroom teacher, district ELL Coordinator, and Education Program Specialist for the Arizona Department of Education. Wright is an experienced local and national presenter, focusing on the impact of effective professional development for teachers and teacher advocacy.

Handout: PowerPoint
Handout: Beyond the Yellow Highlighter
Handout: Reading Stamina Growth Chart Minutes Per Day
Handout: Reading Stamina Log

Session Title: An ELP Standards Pacing Guide and Quarterly Checklists for ELL Stages I-IV (Repeat Session)
Presenters: Inna Duarte and Dr. Catherine Lowdermilk
Location: San Pedro I & II
Session Description: The Roosevelt School District has designed a valuable ELP Standards Pacing Guide and Quarterly Checklists for SEI classroom teachers. During this session, participants will examine the various sections of the pacing guide and its value in the design, development, and implementation of English language development (ELD) instruction for English language learners (ELLs). In addition, this guide provides recommendations for incorporating ELD Methodologies and Syntax Rules when targeting specific ELP Standards’ Performance Indicators (PIs). It will similarly help ILLP teachers to strategically identify PIs to be used for differentiated instruction of ELLs in the mainstream classroom. Participants will be provided access to the ELP Standards Pacing Guides and Quarterly Checkists for ELL Stages I, II, III, and IV.

Suggested Audience: Elementary Teachers, Coaches, Administrators

Presenter Information: Inna Duarte is an ELL Coach / Program Specialist and Professional Development Trainer for the Roosevelt School District. Among her varied responsibilities, she is instrumental to the design and development of professional development for SEI teachers in the district.

Presenter Information: Dr. Catherine Lowdermilk was an ELL teacher for 11 years and has endorsements in Early Childhood, Reading, and English as a Second Language. She holds a Doctorate in Education Administration from Arizona State University and is currently working as an ELL Coach/Program Specialist and AZELLA Test Coordinator for the Roosevelt School District.