Oregon Response to Instruction and Intervention
2024 Virtual Literacy Symposium
Tuesday, December 10th, 2024
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Oregon Response to Instruction and Intervention
General Information.
For each session listed below, you will find:
A Session Description and Presenter Bio
A link to WATCH the recorded session on YouTube.
A Presentation Resources link with access to materials in a Google Folder. Not all presenters shared resources or slides.
Welcome and Keynote
Keynote Biography
Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify and the host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. Susan began her career teaching in a Core Knowledge school where she experienced the power of a knowledge building instructional approach. As the host of Science of Reading: The Podcast, Susan explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Susan is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Molly Ness, Ph.D.Literacy Specialist, Vice President of Academic Content at Learning Ally
Session 1A with Molly Ness, Ph.D. -
Building Language Comprehension through Read Alouds
Session Description
What is the role of read alouds in the science of reading? What does the most current research show about the linguistic, socioemotional, academic, and even physiological benefits of read alouds? Based on Dr. Ness’s 2023 book Read Alouds for All Learners, we focus on maximizing the potential of read alouds across the content areas, by exploring funds of knowledge, building expressive and receptive vocabulary, and thinking aloud to build comprehension. Join this session to learn an explicit planning process to maximize the instructional benefits of read alouds in all content areas in K-8 classrooms.
Speaker Biography
Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia, and spent 16 years as an associate professor at Fordham University in New York City. The author of five books, Molly served on the Board of Directors for the International Literacy Association and is a New York state chapter founder of the Reading League. Dr. Ness has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction. She provided literacy leadership for nationally recognized literacy non-profits, as well as major educational publishers.
Dale Webster, Ph.D.President, CORE Learning
Session 1B with Dale Webster, Ph.D. -
Language Support for Multilingual Learners During a Phonics Lesson Sequence
Session Description
“Deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension, instruction designed to develop children’s sensitivity to spellings and their relations to pronunciations should be of paramount importance in the development of reading skills” (Adams, 2000). This presentation will introduce and provide the rationale for each step of CORE’s explicit phonics lesson sequence. The importance of this explicit phonics lesson sequence to multilingual learners’ successful reading acquisition will be the focus of this presentation. Multilingual learners learning to read in English may need additional language support during phonics instruction to understand the words that they are learning to decode. Specific instructional techniques to support language development as they relate to blending, dictation/guided spelling, and reading decodable text will be modeled and practiced. Myths about decodable text will also be addressed.
Speaker Biography
Dale Webster is the President of CORE Learning (CORE), which provides professional learning and implementation support to schools and districts across the country. Dale brings over 30 years of experience in teaching, professional learning, research, state-level policy work and administration, and curriculum development to schools and districts across the country. Dale earned his Ph.D. in Learning, Cognition, and Development at the University of California, Irvine in 2012 where his research focused on vocabulary development for English learners. He has presented nationally on various topics related to the science of reading. Dale most recently served as a member of the California State Literacy Plan Team and the SB 488 Panel that updated teacher preparation standards for reading instruction in California. He also is a former member of the California Curriculum Commission, an advisory body to the California State Board of Education on curriculum frameworks and textbook adoptions. He is currently a member of the Editorial Board for the International Dyslexia Association’s Perspectives in Language and Literacy publication and is a newly appointed IDA Board Member functioning as the Senior Editor-in-Chief of IDA’s publications. Dale was also a member of the San Diego Branch of the IDA from 2012-2015.
Pam Kastner, Ed.D.State Lead for Literacy for Pennsylvania, PaTTAN
Session 1C with Pam Kastner, Ed.D. -
Spelling: Visible Language to Inform Instruction and Intervention
Session Description
This session highlights the importance of spelling to literacy development and how student spelling can be analyzed to inform core instruction and differentiated small group skills intervention.
The language lenses of phonology, orthography, and morphology will be used to analyze student spelling inventory results. Participants will evaluate students’ spelling, determine the types of errors made, and engage with a tool that school teams can use to drive analysis.
Classroom and individual results from a spelling inventory will guide participants in drawing conclusions for core, and tiered instruction and intervention to accelerate learning.
Speaker Biography
Pam Kastner, Ed.D., is an educational consultant and the former state lead for literacy in Pennsylvania at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg.
During her tenure as state lead Dr. Kastner and the PaTTAN Literacy team provided the literacy training, technical assistance, coaching, and consultation for the school research sites for Pennsylvania’s Dyslexia pilot, extension, and expansion.
Dr. Kastner along with the PaTTAN literacy team lead statewide literacy initiatives which included professional learning in the science of reading and structured literacy; onsite training, coaching, and consultation; a virtual literacy resource hub; and an international literacy conference.
Currently, Dr. Kastner is honored to serve as an adjunct professor at Mount Saint Joseph University in the Reading Science Program where she teaches in the Masters’ and Doctoral Program and was honored as the Adjunct Professor of the Year in 2023.
Dr. Kastner has presented widely across the United States and Internationally. She partners with school districts throughout the nation to provide on-site consultation and coaching.
Dr. Kastner serves on the Pennsylvania Higher Education Task Force and has the honor of serving as the President of The Reading League Pennsylvania, The Reading League Journal’s Practitioner Editorial Board, and is a member of The Science of Reading: A Defining Movement coalition.
Matthew Burns, Ph.D.Professor and Assistant Director,
University of Florida Literacy Institute
University of Florida Literacy Institute
Session 1D with Matthew Burns, Ph.D. -
What About Tier 3? How to Identify When a Tier 3 Intervention is Needed for Reading and How to Intensify Tier 3 Interventions
Session Description
As schools continue to implement MTSS, many are finding particular difficulty implementing tier three interventions for reading. This interactive session will discuss decision rules for moving from tier two to tier three and will present a framework that can be used to analyze problems. Participants will learn a decision-making framework to evaluate student growth and to identify tier three interventions. We will also demonstrate interventions that can be used to intensify interventions for tier three.
Speaker Biography
Dr. Matthew K. Burns is the Rose & Irving Fien Endowed Professor of Special Education at the University of Florida and an Assistant Director of the University of Florida Literacy Institute. Dr. Burns has published over 200 articles and book chapters, and has co-authored 15 books. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of data to determine individual or small-group interventions, and has published extensively on RTI/MTSS, academic interventions, and facilitating problem-solving teams. He received the 2020 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association.
Yvette Manns, M. Ed.Author and Literacy Consultant
Session 2A with Yvette Manns, M. Ed. -
Differentiated Small Group Instruction in Tier I Classrooms
Session Description
NOTE: This is a 90 minute session that will run until 12:30 p.m. (PST)
This session will explore how to facilitate differentiated small-group instruction in a Tier I setting. We will cover how to form skill-based groups using data from universal screeners and diagnostic assessments to group students with similar areas of growth and/or reinforcement to meet their learning needs. We will discuss strategies for engaging students in targeted instruction and tips for managing student activities while working collaboratively during teacher-led small-group instruction. We’ll dive into targeted word study activities and discuss how to incorporate ongoing progress monitoring to make informed instructional decisions that lead to student growth.
Speaker Biography
As a literacy-driven educator, Yvette Manns has invested over a decade and a half to improve educational practices nationwide. Through the years, Yvette has collaborated with hundreds of teachers, administrators, and school district leaders across Georgia through direct coaching, professional development sessions, and training resources. Yvette received House Resolution 821 in honor of her impact on the community in the Westside of Atlanta and has also been featured in multiple media outlets for her ingenuity in education and literature. Her career path has progressed from elementary educator to curriculum developer, and now she runs her own educational publishing company. She creates high-interest children’s literature through her company, including her series “Phonics Read-Alouds.”
Devin Kearns, Ph.D.Goodnight Distinguished Professor in Early Literacy, North Carolina State University
Session 2B with Devin Kearns, Ph.D. -
Reading Long Words
Session Description
Reading Long Words
Many students learn to read one-syllable words with relatively little difficulty, but they find it much harder to read polysyllabic words (with more than one syllable). This presentation includes (a) an explanation why polysyllabic word reading is difficult based on reading science and (b) easy-to-implement research-based strategies to help students read those long words.
Speaker Biography
Devin M. Kearns, Ph.D. is Goodnight Distinguished Professor in Early Literacy at North Carolina State University at Raleigh. He is also a research scientist for Haskins Laboratories affiliated with Yale University. Devin studies how students in the elementary grades learn to read and designs systems to better meet the needs of these students.
Andrea Setmeyer, M.A., NCSP National Chapter Director, The Reading League
Session 2C with Andrea Setmeyer, M.A., NCSP -
Science of Reading Implementation Journeys from the Field
Session Description
Science of Reading Implementation Journeys from the Field
Join The Reading League's chapter director, Andrea Setmeyer, and chapter leaders from across the country for a closer look at implementing the science of reading in authentic school settings. Whether you want to make evidence-aligned changes in a classroom, building, or an entire district - this session is for you! You'll walk away with resources and actionable steps to take your science of reading journey to the next level.
Speaker Biography
Andrea Setmeyer is a nationally certified school psychologist in Indianapolis, Indiana. As the founding president of The Reading League Indiana chapter, she experienced firsthand the impact that affiliation with The Reading League can have on a grassroots, local movement to advance evidence-aligned literacy throughout an entire state. She is honored to serve as the national chapter director for The Reading League, supporting our growing network of vibrant chapter leaders throughout the country.
Claude Goldenberg, Ph.D.Retired Professor of Education, Emeritus,Graduate School of Education at Stanford University
Session 2D with Claude Goldenberg, Ph.D. -
Oral and Written Language: Understanding the Differences and Implications for Teaching (especially for English Learners)
Session Description
Oral and Written Language: Understanding the Differences and Implications for Teaching (especially for ELs)
Debates around reading education center on an issue that is insufficiently recognized and understood: The differences between acquiring and developing oral language and written language. The two are obviously related, but they are not the same thing. Each is learned in a distinctly different way that has important implications for teaching students to become fully and joyfully literate. This presentation will identify the differences between oral and written language, why each must be taught distinctly, how they merge to produce successful readers (and writers), and why this matters for all students and especially English Learners.
Speaker Biography
Claude Goldenberg (A.B. history, Princeton University; M.A., Ph.D. Graduate School of Education, UCLA; Nomellini & Olivier Professor of Education, emeritus, Stanford University) taught junior high in San Antonio, TX, and first grade in a Los Angeles bilingual elementary school. A native of Argentina, his areas of research centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds. Goldenberg is co-author of Promoting Academic Achievement among English Learners: A Guide to the Research and co-editor of Language and Literacy Development in Bilingual Settings. He currently works on promoting research, policy, and practices to enhance literacy and academic development among English Learners.
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