2nd Annual
National
Reading First
Conference
Presentations
Conference
Program
Plenary Sessions
Top
10 Day 1
Sandi Jacobs,
Reading
First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Christopher J.
Doherty,
Reading First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Top
10 Day 2
Sandi Jacobs,
Reading
First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Christopher J.
Doherty,
Reading First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Top
10 Day 3
Sandi Jacobs,
Reading
First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Christopher J.
Doherty,
Reading First
Office
of Elementary and
Secondary Education, U.S. Department of Education
The
View From Washington
Sandi Jacobs,
Reading
First
Office
of Elementary and
Secondary Education, U.S. Department of Education
Introductory Presentations
Highlighting
Instruction in the Core Reading Program that Aligns with Research-
Based Guidelines
for Instruction for English
Language Learners
Lupina Vela,
San Antonio,
TX
90-Minutes
Plus: The Reading
Block – Is 90 Minutes
Enough?
Ruth Gumm,
Eastern
Regional Reading First Technical
Assistance
Center,
Florida
State
University, Tallahassee,
FL
Selecting
and Adopting Effective Supplemental and Intervention Beginning Reading
Programs
Jeanne Wanzek,
University
of Texas
at Austin
Using
the Results of Screening, Diagnostic, Progress Monitoring, and
Outcome
Assessments
Charlotte
Johnson-Davis, Eastern Regional Reading
First Technical Assistance Center, Florida State
University,
Tallahassee,
FL
Trudy
Hensley, RMC Research
Corporation, Tampa,
FL
Using
DIBELS Data to Link Assessment to Instruction
Greg Roberts,
Central
Regional Reading First Technical
Assistance
Center,
University
of Texas
at Austin
An
Overview of Scientifically Based Reading Research and Classroom
Implementation
Linda McDonald,
RMC
Research Corporation, Arlington, VA
Mary Jo Taylor,
RMC
Research Corporation, Arlington, VA
Introduction
to Planning High Quality Professional Development
Carrie R. Nagel,
RMC
Research Corporation, Arlington, VA
Differentiation
Reading Instruction for All Students, Grades K – 3
Kathryn Prater,
University
of North Carolina
at Greensboro
Susan Buchanan,
Austin
Independent
School District,
Austin,
TX
Building
Instructional Leadership in Successful Reading First Schools and
Districts
Ann Fiala,
Central
Regional Reading First Technical Assistance
Center, University
of Texas
at Austin
Lynn
Locson, Central
Regional
Reading
First
Technical
Assistance
Center,
University
of Texas
at Austin
Tina
Herrington,
Schulenburg ISD, Schulenburg, TX
Reading
First Coaching: Leading
for Reading
Success
Martha Smith,
Central
Regional Reading First Technical
Assistance
Center,
University
of Texas
at Austin
Kim Rodriquez,
University
of Texas
at Austin
Planning,
Scheduling and Supporting Intensive Interventions for Struggling Readers
Stuart Greenberg,
Eastern Regional Reading First Technical
Assistance
Center,
Florida
State
University, Tallahassee,
FL
Building
Powerful Instructional Programs to Support All Learners
Trish Travers,
Oregon
Reading
First
Center,
University of
Oregon,
Eugene,
OR
Annie Tabshy,
Boise
Elliot
Elementary
School,
Portland,
OR
The
Role of the Principal in High Quality Reading First Implementation
Ed Radigan,
Eastern
Regional Reading First Technical
Assistance
Center,
Florida
State
University, Tallahassee,
FL
Management
of the Reading First Classroom
Regina Blair, Central Regional Reading First
Technical
Assistance
Center,
University
of Texas
at Austin
Saro Mohammed,
Central
Regional Reading First Technical
Assistance
Center,
University
of Texas
at Austin
Kelli Stanley,
Oakvale
Elementary, Princeton,
WV
Linda Boely,
Meadow
Bridge
Elementary, Layland
WV
Krista McKenzie,
Keyser
Primary
Middle School,
Lonaconing,
MD
Advanced
Presentations
Using
Data
to Inform Instruction: Next Steps
Marcia L.
Kosanovich-Grek,
Florida
Center
for Reading
Research, Florida
State
University,
Tallahassee,
FL
Leadership
for Literacy
Sandra Jones, Hanson Initiative for
Language
& Literacy
(HILL),
Boston, MA
Darci Burns,
Hanson
Initiative for
Language & Literacy
(HILL),
Boston, MA
Catherine Pirri,
Hanson
Initiative for
Language & Literacy
(HILL),
Boston, MA
Strategies
for Advanced Reading First Coaching: Beyond Observing and Demonstrating
Jan Hasbrouck,
J. H.
Consulting, Seattle,
WA
The
Role of the Reading Coach in Program Implementation Fidelity
Rachell Katz,
Oregon
Reading
First Center, University of
Oregon,
Eugene,
OR
Connie Robertson,
David
Hill
Elementary
School,
Hillsboro,
OR
Using
Data and Grouping to Teach All Student All the Time-Differently!
Christie
Cavanaugh, University
of Texas
at Austin
Evaluating
and Adjusting Instructional Levels of Support Based on Student
Assessment Data
Hank Fien,
Oregon
Reading
First
Center,
University
of Oregon,
Eugene,
OR,
and coaches from Oregon Reading First Schools:
Debbie
Connolly, Barbara Low, Cali
Wright, Linda Taylor,
Pat
Nash, Mary Sharp, and Jim Lehmkuhler
High
Quality Professional Development at the School Level
Jane Granger,
Florida
Center
for Reading
Research at
Florida
State
University,
Tallahassee,
FL
Luanne P. Nelson,
Reading First Professional Development,
University
of Central
Florida,
Orlando,
FL
Positive
and Effective Classroom Management Strategies for Small and Large
Reading Groups
Annemieke Golly,
University
of Oregon,
Eugene,
OR
Implementation
Considerations for Year Two and Beyond
Vicki LaRock,
RMC
Research Corporation, Portland OR
Components
of Effective Instruction for English Language Learners
Maria Elena
Arguelles,
Central Regional Reading
Technical
Assistance
Center,
University
of Texas
at Austin
Antonio Fierro,
Central
Regional Reading Technical Assistance
Center, University
of Texas
at Austin
Planning
and Organizing for 90+ Minutes of Appropriate Instruction
for Each Student
in Reading First Schools
Kathryn B. Howe,
Western Regional Reading First Technical
Assistance
Center,
University
of Oregon,
Eugene,
OR
When
the Principal Leads, the School Succeeds:
Leadership for Results in Reading First
Stan Paine,
Western
Regional Reading First Technical
Assistance
Center,
University
of Oregon,
Eugene,
OR
General Audience Presentations
From
Base Camp to the Summit: Using Data to Guide Your Reading Program
And Ensure
Success for All Students
Dana Stoltz Gray,
High
Plains Regional Education
Cooperative #3, Raton, NM
Perri Hathorn,
Eunice
Public School,
Eunice,
NM
System-Wide
Review in a Comprehensive Reading First Assessment Plan
Roland Good,
University
of
Oregon,
Eugene,
OR
Program
Specific Professional Development
Sally Wirthman,
Orinda,
CA
Creating
Action Plans to Raise Student Performance
Jerry Silbert,
Western
Regional Reading First Technical
Assistance
Center,
University
of Oregon,
Eugene,
OR
Scott Baker,
Western
Regional Reading First Technical
Assistance
Center,
University
of Oregon,
Eugene,
OR
Dave Howe,
Western
Regional Reading First Technical
Assistance
Center,
University
of Oregon,
Eugene,
OR
Reading
First and Special Education
Carl Cole,
Bethel
School District,
Eugene,
OR
Monitoring
School Progress Towards Reading First Goals
Pam Bell
Morris, Central Regional Reading First Technical
Assistance
Center,
University
of Texas
at Austin
Phonics
Instruction: ONE of
the 5 Big Ideas in
Reading – Why Is It
Necessary and
What Should It Look Like?
Thea Woodruff,
University
of Texas
at Austin
Extended
Learning
Time
Rhonda Wolter,
Bethel
School District,
Eugene,
OR
Cory Jacobs,
Bethel
School District,
Eugene,
OR
Introduction
to the 3-Tier Reading Model
Shari
Levy, Central Regional Reading First
Technical
Assistance
Center,
Austin,
TX
Kathryn Wood,
Central
Regional Reading First Technical
Assistance
Center,
Austin,
TX
Scientifically
Based Reading Research and English Language Learners: The Big Picture
Sylvia
Linan-Thompson, University
of Texas
at Austin
Getting
More Out of Your Core Reading Program
Jo Robinson,
Longview,
WA
Phonological
Awareness Assessment and Instruction: A Sound Beginning
Holly Lane,
University
of Florida,
Gainesville,
FL
Prompting
Comprehension in K-1 Classrooms: A Focus on Skills and Strategies
Lana Edwards
Santoro,
Pacific Institutes for Research,
Alexandria,
VA
Supporting
Vocabulary Development
Michael D. Coyne,
Neag School
of Education,
University
of
Connecticut,
Storrs,
CT
From
Research to Practice: Improving Comprehension Instruction, Grades 2
– 3
Janice A. Dole,
University
of Utah, Salt Lake City,
UT
The
Fluency to Comprehension Connection
Joseph K.
Torgesen,
Eastern Regional Reading First Technical
Assistance
Center
and Florida
Center
for Reading Research,
Florida
State
University,
Tallahassee,
FL
Using
Program Specific Assessments
Jennifer Ashlock,
Ashlock Consulting,. Petaluma, CA
Observing
in a Reading First Classroom: How
to Use
Brief, Drop-In
Observations to
Build the Big Picture of Learning
in Classrooms,
the School, or
District
Mo Anderson,
Morrine Anderson Consulting, La Center, WA
Reading
Fluency Interventions: More
Than
Repeated Reading
Marcia Davidson,
University
of Maine
at Orono
Developing
Center Activities Based on Data
Sheryl Turner,
Eastern
Regional Reading First Technical
Assistance
Center,
Florida
State
University, Tallahassee,
FL
Deborah Schaum,
Eastern
Regional Reading First Technical
Assistance
Center,
Florida
State
University, Tallahassee,
FL
