Videos

51. Our Trek to Building Pathways to Positive Connections in the Greater Philadelphia Region Hear how one Philadelphia Initiative is making waves and spreading Social- Emotional Learning strategies and the promotion of the Positive Behavior Intervention Support Framework throughout the Greater Philadelphia Area (Chester, Delaware, and Philadelphia). See how early learning programs are embracing multiple platforms to address the social-emotional needs within their community.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 51. Spelling in a Complex Orthography: Can knowing better really help do better? Some people take to spelling like ducks to water. Others barely achieve proficiency. We are all somewhere on that scale. If we, as educators, know a great deal about the writing system, will that make even those at the less fortunate end of the scale better spellers? Lyn argues ‘yes’. In this address, Lyn shows, through practical demonstration, the benefits of systematically teaching the orthographic patterns of written English. Drawing on principles of cognitive load theory, linguistic analysis and her vast experience in varied educational settings, Lyn offers suggestions for implementing high quality spelling lessons into everyday classroom instruction.

In our session “Building a Rockin’ Community at the Middle Level” you’ll hear about how we engage our students, staff and community in our PBIS work in order to support the needs of all learners. We’ll show you how we use our PBIS rewards system, and how we use the data we collect to inform our practices around improving behavioral outcomes for students. Finally, we’ll leave you with ideas to take back to your buildings and classrooms so that you can ROCK PBIS too!

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Teachers often ask us how to include decodable readers during phonics instruction. This session answers that question. Teachers will learn how decodable texts are critical for beginning phonics instruction, when to start using decodable text, when it is appropriate to move away from decodable text, and how to track students’ progress with decodable texts. Teachers will also learn the importance of using decodable text to practice a new advanced phonics pattern when it is taught, even though students are capable of reading grade level text independently. There is a brief discussion of the difference between decodable and leveled texts.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ While there is a growing research-based consensus that supports addressing our nation’s literacy crisis through instruction aligned with the Science of Reading (SoR) - there is also growing recognition of the complexity of the solution. What does it take? To begin, both pre-service and in-service teachers and leaders need to gain knowledge in the SOR. Teacher preparation must align with the SOR. But even with knowledge of the SOR, school leaders and teachers need ongoing coaching and support to master the complexities of implementation – in nearly every aspect of school and classroom design. In addition, student teachers prepared in the SOR, need field experience in schools that have quality SOR instruction in place. The solution is a collaboration between a university preparing teachers, and elementary schools committed to advancing quality SOR instruction. Learn about a collaboration between Read by 4th partners, Saint Joseph’s University, two Mastery Charter Schools, and AIM Institute. Saint Joseph’s prepares preservice teachers in the SOR, and the K-2 Mastery teachers and leaders have taken SOR-aligned courses from AIM Institute. With the knowledge in place, school and classroom design are then guided, over time, by the Dynamic Early Literacy Framework (DELF). The DELF rubric supports schools in assessing areas of growth related to seven drivers: Leadership, Assessment, Curricula, Instructional Practices, Supervision, Coaching & PD, and Family Engagement.

What is the “why” underlying inclusive school communities? This session discusses the rationale for and research supporting inclusive education within an MTSS framework, ensuring that the shifts required in school culture and leadership, family and community participation can be realized and built upon for each and every student. Regardless of where an organization is on the road to systems change for inclusive practices - this session lays an important and strong foundation so as to quickly move to the “how” and “what” of inclusion.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 54. But I've Tried Everything: What to Do When the Intervention Didn’t Work But, I’ve already tried that? Every participant has heard that at a problem-solving team meeting from a frustrated teacher. Many intervention intensification efforts are not successful because they do not address what the student actually needs. This session will demonstrate a data-based framework to intensify reading interventions based on the Taxonomy for Intervention Intensification. Participants will leave with intervention strategies and decision-making processes that are research-based and can be implemented the very next day.

In order to engage in equitable practices, it is imperative that data is used to drive decisions and guide prevention efforts, including the use of Comprehensive Coordinated Early Intervening Services to address processes for determining who is in need of support, the efficacy of core programs and interventions, staff utilization patterns, discipline and eligibility for special education services. In this session, participants will be walked through an example of how to extract data from a student information management system and analyze it for patterns of disproportionality in both academics and discipline to a proactively intervene.

This session lays out the major “big idea in secondary RTI as SLD” with respect to eligibility, that schools must differentiate that at risk students who need “Treatment” vs those students who need “Support.” The fundamental assessment demarcation is the point at which students are below Minimum Basic Skills Proficiency or MBSP. This session will discuss the audiences’ values implications of MBSP and how it would be operationalized in schools as part of the RTI process to identify which students would be eligible for special education and receive “Treatment” and which students likely would not be eligible but receive “Support."

Participants will learn the processes and procedures used for the initial implementation of PBIS. Specific examples shared will include creation of a matrix, hallway and voice level procedural lesson plans, reinforcement materials, how to create a kick-off video, and Tiger Club rewards program.