2024 RISE Conference

In this session we will look at resources to enrich and engage our higher readers in the lower grades. We will learn about resources such as Jacob’s Ladder, Wordly Wise, Analogies, snipbits, and Post- Cards and how we can use them to enrich our advanced learners. These resources can be used for interventions and small groups. We will also brainstorm additional activities that can be using the above resources.

Do your students struggle to start writing tasks? Do final products never reach initial expectations? Do you avoid writing instruction due to time, lack of student interest, or challenges with self-confidence in your own writing? Self-regulated Strategy Development (SRSD) can support you in addressing these challenges and others. SRSD, an evidence-based practice for writing, is consistently rated as the instructional strategy for writing with the strongest impact on students’ performance (e.g., Graham et al., 2012).

The framework includes explicit instruction to support students in self-regulation throughout the writing process while addressing deficits in initial schema, genre knowledge, and self-efficacy. SRSD works for students in general education (e.g., McKeown et al., 2023), with learning disabilities (FitzPatrick & McKeown, 2021), with behavioral challenges (Ennis et al., 2013), and with Attention Deficit Disorders (e.g., Reid et al., 2014). Studies have spanned the three common genres -- persuasive, informative, and narrative. Studies have included students from first grade (e.g., Collins et al. 2023) through college (e.g., Ray et al., 2021).

In this presentation, we review the scientific findings supporting SRSD, the six stages of SRSD, share experiences and artifacts from three practitioners who implemented SRSD in their classrooms, model lessons, and have practitioners conduct portions of the lessons themselves. We will provide digital resources, text recommendations, and contact information for further exploration. Participants will have a clear understanding of the framework and access to additional resources if they choose to implement in their classrooms.

Summary Purpose: The purpose of this presentation is to spread facts and dispel myths about dyslexia in school-age students. We hope to spread awareness about how general education and special education teachers can continue to support these students in their schools.

Objectives:
To increase awareness of the 2019 Dyslexia Topic Brief, including using the term “dyslexia” in schools and with parents
To dispel misconceptions and misinformation about dyslexia and share research-based information
To provide some profiles and characteristics of dyslexia in students, and discuss our obligations as educators to support and refer for special education when necessary
To provide both instructional and social/emotional resources for students, teachers, and families that will help support students with dyslexia

Engaging: We will engage participants using a slides presentation, and walking through several websites and resources. We will elicit participation through open-ended questions and direct feedback. The content is expected to be directly linked to teachers’ work with students and thus they are expected to connect newly learned information with how they can implement it immediately.

Resources:
https://www.dpi.nc.gov/documents/ec/dyslexia-topic-brief/download?attachment
https://dyslexiaida.org/
https://fcrr.org/
NC Policies and Procedures Manual for Children with Disabilities

K-1 teachers will learn how to use Nursery Rhymes during their Heggerty block. Nursery Rhymes build language, vocabulary and social skills. They also open the door to creativity and a sense of confidence for early readers. Teachers will receive copies of nursery rhymes that are used in Heggerty as well as weekly lesson plans that can be used to help support each nursery rhyme.

K-3 Teachers will learn the importance of syllable instruction and the direct relationship word parts have with nonsense word fluency. Teachers will know more about the 6 syllable types, syllable division and how to connect syllable fluency to nonsense word fluency. Teachers will be able to show students the real world connection between syllable fluency and nonsense word fluency. Teachers will spend time breaking multisyllabic words into syllable parts and practice the nonsense word fluency strategy with other members of their group. Teachers will be provided resources from LETRs manuals, amplify instruction materials and lists of multisyllabic words that are appropriate for each grade level.

We will provide several engaging strategies for using robots while supporting literacy and engaging learners in the K-5 setting. Participants will get a chance to experience Ozobots, Code and Go Robot Mice, Beebots, and Dash Robots, while brainstorming ways to incorporate their use into their own classrooms. These robots can be used for writing, summarizing, retelling, and much more! We will provide a list of books as well as resources related to using the robots with them. We will share some of the successful projects we have had with our students using the various types of robots. Attendees will be able to have hands-on experience with the different robots and ask any questions they may have. This breakout session would also showcase how classroom teachers can successfully collaborate with their media specialists.

Heggerty Phonemic Awareness curriculum can ignite a passion for reading and lay the foundation for lifelong literacy success. Participants will explore the research-based principles and instructional practices embedded within the Heggerty Phonemic Awareness curriculum. Learn how to effectively implement Heggerty routines and activities to develop students' phonological skills, including phoneme segmentation, blending, rhyming, and phonemic manipulation.
Strategic Alignment: Teaching and Learning

We will be sharing tips on how to make your classroom engaging and accessible for students. We will specifically discuss how when classroom teachers collaborate with media coordinators to do this work that classroom libraries can really transform.

The purpose of this session is to provide teachers with simple but effective strategies and ideas to help students become successful writers (and enjoying the process of writing).
The audience will be able to engage through a writing activity. During this session, the audience will receive resources accordingly (PPP
Presentation, links to websites, worksheets, etc.) to practice the strategies of this writing approach. This session is for early education.

This session is designed for teachers who have completed LETRS training. The session will give a refresher on key models, concepts and strategies taught in LETRS. Participants will have time to explore resources on the county's LETRS Library in order to gain ideas on how to apply the LETRS learning directly to their classroom.

This session will help participants build an understanding of what fluency is and why it is important. They will gain knowledge of practical strategies and activities that will strengthen their instruction of fluency. Participants will have time to explore the Fluency Instructional Guide that is linked on the CCS Canvas Course as well as participate in some activities that build fluency throughout the instructional day.

Writing provides children an opportunity to represent their learning in an authentic manner. As we move to play-based learning in Cabarrus County for our youngest learners, teachers need to find ways to support development of early writing skills that can be incorporated naturally into learning experiences. During this session, we will provide ideas of how to incorporate writing into play-based learning and ways teachers can assess student learning through those writing samples. Practical examples, videos, student portfolios, and writing materials will be presented, reviewed and distributed.

Participants will walk through the phases of Comprehension Instruction: Before Reading, During Reading and After Reading using the LETRS Comprehension Checklist. They will explore examples of a comprehension plan using the LETRS Comprehension Checklist along with ideas on how and when to implement the checklist.

In this session, I will share how students can take ownership in their learning during literacy and math. I will share with teachers how I have gone from the traditional timed-center rotations to students working at their pace with choice and how they are held accountable for their work with self-reflection. I will explain my rational and backstory to how and why I developed this approach along with management tips.