Oregon Response to Instruction & Intervention
2021 Virtual Conference Series Recordings
Embedded Files
Day 1 (February 17)
Building Multi-Tiered Systems on a Foundation of Equity
DAY 1 OPENING REMARKS AND KEYNOTE
Keynote: Opportunity Centered Education: Six (Racial) Justice Imperatives
Keynote: Opportunity Centered Education: Six (Racial) Justice Imperatives
H. Richard Milner IV
DAY 1 CONCURRENT SESSIONS
1B: An Equity-focused PBIS Approach for Increasing Racial Equity in School Discipline
1B: An Equity-focused PBIS Approach for Increasing Racial Equity in School Discipline
Kent McIntosh
1C: Leveraging a Multi-Tiered System of Supports for Innovation that Enhances Learning for All Students
1C: Leveraging a Multi-Tiered System of Supports for Innovation that Enhances Learning for All Students
Amanda Smith
1D: What is social and emotional learning and what does it have to do with Response to Intervention? (Recording provided by REL Northwest)
1D: What is social and emotional learning and what does it have to do with Response to Intervention? (Recording provided by REL Northwest)
Vicki Nishioka
2B: Equity Bedrock: Setting Conditions at Tier 1
2B: Equity Bedrock: Setting Conditions at Tier 1
Dr. Nikole Hollins-Sims & Amira Hill-Yancy
2D: Establish-Maintain-Restore (EMR): Strategies for building positive student-teacher relationships
2D: Establish-Maintain-Restore (EMR): Strategies for building positive student-teacher relationships
Larissa Gaias, Ph.D.
Day 2 (March 31)
Ensuring Inclusive Practices for Students with Disabilities
DAY 2 OPENING REMARKS AND KEYNOTE
Opening Remarks
Opening Remarks
Sara Green - Interim Assistant Superintendent for the Office of Enhancing Student Opportunities, Oregon Department of Education
Keynote: RTI, Inclusion, Intensity, and a Continuum of Services: How do these things fit together?
Keynote: RTI, Inclusion, Intensity, and a Continuum of Services: How do these things fit together?
Christopher J. Lemons
DAY 2 CONCURRENT SESSIONS
1A: The Who, What, When, Where, and How of Inclusion: A Presumption of Competence
1A: The Who, What, When, Where, and How of Inclusion: A Presumption of Competence
Kevin Schaefer
1B: Supporting Students with Dyslexia in Core Instruction: Instruction that Works!
1B: Supporting Students with Dyslexia in Core Instruction: Instruction that Works!
Carrie Thomas Beck, Ph.D.
1C: Focus on Inclusion: Creating a Sense of Shared Responsibility and Equitable Access for Students with Disabilities through a Multi-Tiered System of Support
1C: Focus on Inclusion: Creating a Sense of Shared Responsibility and Equitable Access for Students with Disabilities through a Multi-Tiered System of Support
Patrick McGinley, MPA, Jolly Piersall, M.S., & Marcee Wilburn, M.A
1D: Universally Designing Instruction to Provide High Leverage Practices for All Learners in General Education Classrooms
1D: Universally Designing Instruction to Provide High Leverage Practices for All Learners in General Education Classrooms
Sheldon Loman
2B: Expanding Tier 1 Universal Supports in Hybrid Learning with Accessible Educational Materials
2B: Expanding Tier 1 Universal Supports in Hybrid Learning with Accessible Educational Materials
Debra Fitzgibbons
2C: Our Journey to Self-Advocacy
2C: Our Journey to Self-Advocacy
The International Dyslexia Association-Oregon Branch Student Empowerment Panelists with Shelbe Park, Director & Danielle Thompson, President
2D: From Baseline to Progress: The Power of IEP Goals to Drive Instruction
2D: From Baseline to Progress: The Power of IEP Goals to Drive Instruction
Teri Marx, Ph.D. & Sarah Arden, Ph.D.
Day 3 (April 28)
Effective Instruction Based in the Science of Reading
DAY 3 OPENING REMARKS AND KEYNOTE
Opening Remarks
Opening Remarks
Jon Potter - RTI Implementation Coach, Oregon Response to Instruction & Intervention
Keynote: Why Reading Matters So Much
Keynote: Why Reading Matters So Much
Steve Dykstra, Ph.D.
DAY 3 CONCURRENT SESSIONS
1D: Content-Rich English Language Arts Instruction in the Primary Grades: Evidence-Based Practices
1D: Content-Rich English Language Arts Instruction in the Primary Grades: Evidence-Based Practices
Sonia Cabell
2C: Developing Academic Language Across the Curriculum: Practices that Support Literacy and Language Learning
2C: Developing Academic Language Across the Curriculum: Practices that Support Literacy and Language Learning
Sylvia Linan-Thompson
2D: Improving Reading Outcomes for All Students: Equity Based MTSS Using the Science of Reading
2D: Improving Reading Outcomes for All Students: Equity Based MTSS Using the Science of Reading
Beth Ferguson & Lisa Bates
Endnote Session (May 6)
Equity: Making it Happen Through Instructional Inclusive Practices
Equity: Making it Happen Through Instructional Inclusive Practices
Anita Archer
Page updated
Report abuse