Videos

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Learning to read can be challenging, particularly for many students who use augmentative and alternative communication (AAC). Yet, reading and writing are connected to the symbolic representation, vocabulary, and strategies that comprise their AAC systems. Integrating comprehensive literacy instruction amid teaching students to use AAC not only builds literacy skills but also facilitates the development of language, fosters communication, and promotes social interaction. This session is designed to help participants make connections between literacy, language, and the use of AAC.

How one elementary school engaged in team-based decision making using behavioral data (SWIS) to reduce physical aggression and physical contact through a targeted tier 1 intervention focused on teaching, modeling, and systematic reinforcement of the school-wide expectations.

This session will provide guidance and opportunities to discuss how the role of the early childhood classroom coaches makes it possible for staff to implement tier 2 and tier 3 strategies and therefore move the program as a whole into fidelity at the upper tiers. Presenter: Susan Zeiders

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ A substantial number of intermediate students (grades 3-5) are poor spellers who would benefit from explicit, structured language teaching. How should those lessons be structured? What specific skills should be targeted? What kind of practice is likely to help? Examples of lessons and activities will be shared.

Explore one school’s journey from a punitive system to a positive system. Understand ways to include stakeholders in decision-making and delivery to maximize staff buy-in. Experience data delivery ideas as well as interventions that encourage the use of data to make change. We will discuss a successful format through which data can be dispersed and show strategies that will allow resources to be accessible to all school members for use in professional development as well as student learning.

Participants will learn how Universal Design for Learning (UDL) recognizes learner variability and removes barriers to student engagement and deepens mathematics understanding. Through the UDL design process, educators can optimize lessons to support student persistence, agency, and productive struggle. (Grades K - 12)

Join this discussion of how we have transitioned from a paper paw ticket PBIS to a digital online token economy for PBIS. From the transition we have made significant progress in our school culture and student outlook of our PBIS program. Our behavior data has significantly decreased based on our new digital approach to PBIS.

Parent engagement is a critical component of PBIS frameworks, and the provision of behavioral skills training to parents may enhance parents’ engagement. This session will address five core skills for parent training and two models for delivering skill sessions to parents.

This session will define math anxiety and describe the research evidence on the relationship between math anxiety and math performance. Considerations for addressing math anxiety in the general education classroom will be discussed and strategies for addressing math anxiety within the context of math intervention design and delivery will be provided. (Grades K- 8 )

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 24. Weighing the Hog Doesn't Make it Fatter: Linking Assessment to Instruction in a MTSS Model Are you collecting data you never use? Do you have questions about your students that you can't answer? Has assessment become a compliance activity? Perhaps you have lost sight of WHY you are assessing reading skills. This session will help elementary teachers, coaches and administrators identify the essential questions about reading performance, and select the most efficient ways to answer them. Multi-Tiered Systems of Support (MTSS), the framework for implementing the science of reading, requires a coordinated system of assessment for four main purposes; • screening • diagnostic • progress monitoring • outcome evaluation Assessments should be used for the purpose for which they were designed. Each assessment purpose is linked to specific instructional decisions in the MTSS model, such as supplementing core reading instruction, forming small groups, and intensifying intervention. Participants will gain knowledge of how the four purposes of assessment link to instruction within MTSS for the benefit of all students.