Breakout 17 - Special Guest Speaker: Keith Lenz, University of Kansas

The Content Literacy Continuum: Stories, Data, Resources, & Getting Started

This session will describe the journeys of several schools that have implemented the Content Literacy Continuum. Student performance outcomes will be described. The adoption investment and process will be described.

Breakout 18 - CHAMPS

CHAMPs assists classroom teachers to design (or fine tune) a proactive and positive classroom management plan that will overtly teach students how to behave responsibly. Easy implementation of the strategies in CHAMPs will:
* Reduce classroom disruptions and office referrals
* Improve classroom climate
* Increase student on-task behavior
* Establish respectful and civil interactions

Key Benefits of CHAMPs:

* Teachers establish clear expectations with logical and fair responses to misbehavior.
* Teachers spend less time disciplining and more time teaching.
* Teachers learn tools to motivate students to do their best.
* Students are taught how to behave responsibly.

This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session B.

Presented by: Soraya Coccimiglio, Janice DiGiovanni, Katy Holverstott

Breakout 19 - Universal Supports for Students with ASD...and other Students with More Intensive Needs

This session will cover the types of supports considered critical for the majority of students with Autism Spectrum Disorder (ASD) who demonstrate intensive behavioral, social, communication, or academic needs. Tools and strategies useful for assessing needs and implementing broad-based supports at both a building and student level will be addressed. Some of these broad-based "universal" supports include positive behavioral support strategies, peer to peer supports, functional communication systems, accommodations and modifications, and effective teaming and problem solving. Many of the supports described in this presentation are beneficial to a variety of students with behavioral, social, and communication challenges.

This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session B.
Presented by: Amy Matthews and Kelly Dunlap

Breakout 20 - Making Instructional Adaptations for Struggling Readers – Part II

Learn about the critical features of effective reading instruction as you adapt lessons in the 5 Essential Components of Reading for grades K-5.  Use the adaptation framework developed by the Special Education Reading Project (SERP) to create lessons from your core reading program for those students who struggle with learning.  Part I will focus on using this framework with phonics instruction.  Part II will focus on comprehension strategies that deepen the level of thinking about text.  Interventions from the Florida Center for Reading Research (FCRR) will be used as a resource.

Come to one or both sessions.
Presented by: Pam Jones

Breakout 21 - Computer Based Graphs in Special Education.

All Huron county elementary special education teachers use DIBELS to report present level, set measurable goals, and monitor the progress of their students. This session will demonstrate the procedures needed for using automated computer-based graphing of plaafps, goal pages, and progress reports that clearly communicate status and growth.  Participants will have hands-on practice using the templates (which they will keep) on their own computers.  Each participant should bring a laptop computer with Microsoft Word and Excel installed and either a CD-rom drive or a USB Port.

This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session B.

Breakout 22 – Wraparound for All Three Tiers

The session will include an overview of PBS and the Wraparound model being implemented in participating schools in Kalamazoo County, Michigan.  Presenters will share how school staff are working to integrate PBS systems, data and practices with Wraparound principles and practices within a community-wide System of Care.  School-based wraparound practitioners, ISD behavioral support staff, family members and others will share case examples.  County-wide implementation and outcome data will also be shared. Presenters will provide detailed descriptions of the various systems, processes, data tools, process tools and practices that are being put into place to ensure that evidence-based intervention practices are being implemented with integrity. 

Presented by: Mary Bechtel

Breakout 23 - REWARDS
Reading Excellence: Word Attack and Rate Development Strategies

REWARDS is recommended for struggling students in grades 6-12 who read at or above a 2.5 grade level and have difficulty reading multisyllabic words. It is an intense, short-duration intervention program that uses teacher-directed instruction, requires minimal teacher training, and aligns with components of scientifically based reading research. It explicitly teaches decoding and fluency with an integrated approach.
Presented by: Edwina Borovich

Breakout 24 - Changing Problem Behavior With Goal-Setting and Feedback

Learn how one school has designed and implemented a successful check-in/check-out system to create positive results for “yellow and red” students.  Session focuses include: the development and implementation of positive behavior support systems and individualized behavior education plans; check-in/check-out systems to support “yellow and red” students; aligning student goals with data-based needs; incorporating student assistance team meetings with the data review process; and conducting meaningful data review to promote relevant changes in behavior.
         
          Presented by: Parchment Northwood

Breakout 25 - Special Guest Speaker: Brandi Simonsen, Univ. of Conn.

Evidence Based Practices in Classroom Management
To adequately close the achievement gap, teachers must employ both effective teaching and effective behavior management strategies.  In this presentation, we will present five critical features of evidence based classroom management. 

Breakout 26 – Panther Power Hour: Building the System for Intervention Supports

This presentation will provide an overview of Panther Power Hour, a 45-60 minute block of literacy intervention time available for students at Parkwood-Upjohn Elementary. The audience will learn how Power Hour was developed, how students are matched to interventions, and how interventions were delivered. We will also provide preliminary outcome data from the first semester of implementation as well as lessons learned for future implementation.
Presented by: Melissa Nantais & Carol Steiner

Breakout 27 – Progress Monitoring with AIMSWeb

1. Do you need to progress monitor your tier II and tier III students with AIMSWeb but don’t know how to start?

2. Do you understand progress monitoring but want to know how to efficiently use the AIMSWeb database system?

3. Do you want to know how others have started this process in their schools?

4. Have you wondered about using the PalmLink software with AIMSWeb?

5. If you answered yes to any of these questions, then this presentation is for you.

***Please bring a wireless laptop and AIMSWeb log in information to this session***

Presented by: Berrien Springs Middle School

Breakout 28 – SWIS: Did you know….

You have SWIS. Did you know that there are ongoing maintenance procedures that protect confidentiality and support the accuracy of your reports? Did you know that your SWIS reports can be used to support staff and grade level teams to address specific needs? Come review what SWIS has to offer.
Presented by: Kate Shane

Breakout 29 – Social Workers Teaching Respect Through Literature

This workshop will actively engage school social workers in learning proven techniques that intentionally and explicitly teach students respectful behavior while, simultaneously, helping children improve their reading skills. Participants will enjoy children’s books that educate students about respect and learn techniques that support active student participation. When students are actively engaged in a reading activity their fluency, comprehension and vocabulary improves. We will work together to follow-up on the ideas and strategies shared.

Presented by: Susan Bogart & Jen Orton

Breakout 30 – Meeting Mechanics: An Efficient, effective process of addressing the behavioral needs of intensive students

         
Meeting mechanics is both a process and a tool that can be efficiently used in child study team meetings. It addresses the behavioral needs of intensive students within a 45 minute period. The process will be explained and practiced. The form and CD will be provided.
Presented by: Sue Mack & Cherisse Benwell

Breakout 31 – Administrator Panel

Breakout 32 - Maximizing Meeting Time for Meaningful Results

Learn how one school implements grade-level data review sessions to provide focused and intentional instruction and interventions for all students.  Session focuses include: the development and implementation of positive behavior support systems and individualized behavior education plans; check-in/check-out systems to support “yellow and red” students; aligning professional development with data-based needs; collaboration among grade-levels; incorporating student assistance team meetings into the data review process; and conducting meaningful data review to promote relevant changes in instruction.
Presented by: Sarah Johnson

Breakout 33 – RtI Working: One Step at a Time

Organizing the system to overcome the distractors is imperative to successfully building a three-tier model. Attendees will see a working model that coordinates Special Education, Title I, and the classroom teachers so that they can efficiently implement Tier 1, Tier 2, and Tier 3 instruction within their literacy block. This session will be equally valuable to lower elementary and upper elementary interests because it is a systems approach to making it work. The presentation will focus on the application of the model.
Presented by: Jerry McDowell & Terri Metcalf

Breakout 34 - Special Guest Speaker: Brandi Simonsen, Univ. of Conn.

    Evidence Based Practices in Classroom Management

To adequately close the achievement gap, teachers must employ both effective teaching and effective behavior management strategies.  In this presentation, we will present five critical features of evidence based classroom management. 

Breakout 35 – Advanced BEP Implementation: Fading and Adapting

          Presented by: Amy Campbell

Breakout 36 – CHANGED to "MiBLSi in Rural Schools"

This session will look at the importance of general and special education collaboration and provide a brief overview of our Student Achievement Model, a continuous improvement model that takes the three-tier model to K-12 buildings in the areas of behavior, reading, math, and writing.

Presented by:  Janet Richards & Peggy Randall

Breakout 37 – 6 Weeks of the Fab Five

“Six Weeks of the Fab Five” was a workshop created for local school districts in Van Buren County as a means of providing elementary and secondary teachers time and resources to assemble over seventy reading interventions. All interventions, materials, and information were taken from The Florida Center for Reading Research website. Over the course of six weeks teachers learned how to use reading activity centers as a tool for differentiating instruction. Teachers were also able to network with reading instructors from across the county and created plans for sharing the intervention materials with other educators in their buildings. This presentation will provide participants with all the information necessary to create a similar workshop experience in their own districts. The PowerPoint presentation, copies of handouts, logistics, and trouble shooting ideas will be shared. Participants will make two sample interventions from the Florida Center for Reading Research website. This presentation will be limited to 20 people.
This is a two-part session, if you select this breakout you must also choose the continuation in Breakout Session F.
Presented by: Van Buren ISD

Breakout 38 – Differentiated Reading Block

Addressing the needs of diverse learners during the core instructional block
This is a two-part session, if you select this breakout you must also choose the continuation in Breakout Session F.
                       
Presented by: Margie McGlinchey

Breakout 39 - The Magic School Bus Driver; SWPBS behind the Wheel

Attendees will learn strategies to successfully include bus drivers and transportation supervisory staff in their School-Wide Positive Behavior Support initiatives. A training module will be presented that outlines the steps to train, monitor and integrate drivers into the school based teams.
Presented by: Ethan Morgenstein & G. Dorr Catherman

Breakout 40 – Berrien Springs Middle School

Berrien Springs Middle School, a Cohort 4 middle school, will discuss their successes and struggles in the MiBLSi process. Highlights will cover:  staff buy-in and involvement in the school wide programs, how they are working to implement interventions, both behavior and reading, and how the MiBLSi project has impacted the overall climate of the school and special education referrals. 
Presented by:  Berrien Springs Middle School

Breakout 41 – Get It, Got It, Go

Get It, Got It, Go is an assessment tool for measuring individual growth and development in vocabulary and phonemic awareness of preschool aged children. Get It, Got It, Go is often thought of as the preschool version of DIBELS. It is a quick, efficient, and repeatable measure of preschool children’s growth over time toward the important developmental outcome of learning to read. This session will provide an overview of the assessment, video tape of the administration, and opportunity for limited practice administering the measures.
This is a two-part session, if you select this breakout you must also choose the continuation in Breakout Session F.

Presented by: Gloria Johnson

Breakout 42 - Fidelity

Strengthening fidelity of research based interventions through observation and collaboration.
Presented by: John Vail

Breakout 43 - Managing Change and Transition

Team-based implementation, evidence-based practices, data-based decision making, collaboration, working smarter…changes bring out different reactions and responses from people. Even the most logical and proven solutions can provoke significant resistance. How leadership teams and administration handle the transitions of change can have long term implications on the success and viability of their efforts. This session will discuss the transitions some people must go through and how leaders in the initiative can help the process.
Presented by: John Vail

Breakout 44 - Teaching Every Adolescent Every Day - Deshler, Schumaker, Harris and Graham

Breakout 45 - 6 Weeks of the Fab Five

“Six Weeks of the Fab Five” was a workshop created for local school districts in Van Buren County as a means of providing elementary and secondary teachers time and resources to assemble over seventy reading interventions. All interventions, materials, and information were taken from The Florida Center for Reading Research website. Over the course of six weeks teachers learned how to use reading activity centers as a tool for differentiating instruction. Teachers were also able to network with reading instructors from across the county and created plans for sharing the intervention materials with other educators in their buildings. This presentation will provide participants with all the information necessary to create a similar workshop experience in their own districts. The PowerPoint presentation, copies of handouts, logistics, and trouble shooting ideas will be shared. Participants will make two sample interventions from the Florida Center for Reading Research website. This presentation will be limited to 20 people.
This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session E.
Presented by: Van Buren ISD

Breakout 46 – Increasing Fidelity of Implementation

          Presented by Amy Matthews

Breakout 47 - Differentiated Reading Block

Addressing the needs of diverse learners during the core instructional block
This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session E.
                       
Presented by: Margie McGlinchey

Breakout 48 - Respect Through Literature

This workshop will actively engage classroom teachers as they learn specific proven techniques that intentionally and explicitly teach students respectful behavior while, simultaneously, helping children improve their reading skills. Participants will enjoy books, strategies, curriculum and lesson plan ideas to promote academic achievement and educate students about respect for themselves, others and property. This is an interactive workshop as we work together to follow-up on the ideas and strategies shared by the presenters.

Presented by: Susan Bogart & Jen Orton

Breakout 49 – Breaking Down the Walls: Evidence Based Approaches for Defiant and Socially Maladjusted Students

This presentation will focus on research based strategies for assessing and treating intensive students with oppositional defiance disorder and conduct disorder. Participants will receive a resource guide that will provide specific strategies for successfully interacting with these students.

Presented by: Steve Vitto

Breakout 50 – Get It, Got It, Go

Get It, Got It, Go is an assessment tool for measuring individual growth and development in vocabulary and phonemic awareness of preschool aged children. Get It, Got It, Go is often thought of as the preschool version of DIBELS. It is a quick, efficient, and repeatable measure of preschool children’s growth over time toward the important developmental outcome of learning to read. This session will provide an overview of the assessment, video tape of the administration, and opportunity for limited practice administering the measures.
This is a two-part session, if you select this breakout you must also choose the first half in Breakout Session E.
Presented by: Gloria Johnson

Breakout 51 - Comstock East Elementary

Session will focus on how one intermediate elementary school has developed, taught, acknowledged and maintained their school-wide expectations as part of their overall school culture.  Staff will share examples of various elements of their schoolwide program including teaching schedules, their incentive program, how they incorporate Check & Connect as a strategic intervention, and how they use data to make decisions.  Assorted tools used by the school will be shared and available for review.