2012 RTI Conference Schedule
Dena’ina Center
Friday, January 27, 2012
4:00 – 5:00 P.M. Check-In/Registration
5:00 – 7:00 P.M. Keynote
Judy Elliott, Ph.D.
RtI: Making what matters happen!
Saturday, January 28, 2012
8:00-8:30 A.M. Conference Check-In/Registration
Full Day Sessions 8:30 A.M. – 4:00 P.M. (11:30-1:00 Lunch on own)
Judy Elliott, &
George Batsche
RTI
Implementation
for Leadership
Teams (K-12)
Randy Sprick
Positive
Classroom
Management
(K-12)
Anita Archer,
Primary
Reading
Instruction
(K-3)
Kevin
Feldman
Improving
Adolescent
Literacy
(4-12)
Dean Ballard
& Mary Buck
Secondary
Mathematics
Instruction
(6-12)
Donna
Nylander
Preschool RTI
Ballroom C-F
Ballroom B
Kahtnu 1-2
Tubughnenq’
3-4
Boardroom
Tubughneq’ 5
Sunday, January 29, 2012
8:00-8:30 A.M. Conference Check-In/Registration
Half Day Sessions 8:30-11:30 A.M.
Judy Elliott,
George Batsche,
Randy Sprick, &
Kevin Feldman
Integrating RTI:
Pulling it all
Together (K-12)
Anita Archer
(Note time change
for this session:
8:00-11:00)
Explicit Instruction
(K-8)
Dean Ballard &
Mary Buck
Donna Nylander
Preschool RTI
Elementary
Mathematics
Instruction (K-5)
Lexie
Domaradzki
Data-Based
Decision Making
For Middle & High
School
(6-12)
Ballroom C-F
Kahtnu1-2
Tubughnenq’ 3-4
Boardroom
Tubughneq’ 5
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Schedule & Session Descriptions
Friday, January 27, 2012
5:00-7:00 P.M.
Conference Keynote
Judy Elliott
RTI: Making what matters happen!
Dr. Elliott will provide a motivational and informative keynote address to start the 2012
RTI Conference. The talk will focus on educational best practices and why a Response to
Instruction framework makes a difference in achieving educational outcomes for all
students.
Level: K-12
Location: Dena’ina Center 1st floor
Saturday, January 28, 2012
8:30 A.M. – 4:00 P.M
LEADERSHIP STRAND
Judy Elliott & George Batsche
Implementing RTI: The Critical Role of Leadership
The session will provide a model for leadership that addresses the necessary systems,
practices, and data based decision-making to create a sustainable model of RTI needed to
support the needs of all students. This session is designed for school-based
leadership/implementation teams at the elementary, middle and high school levels.
Foundational knowledge and skills around RTI implementation and leadership will be
developed as a whole group in the morning. Elementary and secondary groups will split up
in the afternoon to discuss implementation issues specific to each instructional level.
Level: Elementary, Middle & High
Location: Ballroom C-F
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BEST INSTRUCTIONAL PRACTICES STRAND
Randy Sprick
A Proactive and Positive Approach to Classroom Behavior Management
This workshop is designed to assist school personnel in building a plan for increasing
student motivation, improving behavior and increasing student responsibility. Participants
will learn basic principles of classroom management, behavior management, and
an instructional approach to discipline. This session is appropriate for general and special
education teachers in grades K through 12. It also may be useful to administrators,
counselors, psychologist and others who are in a position to assist and coach teachers in the
area of classroom management and discipline. Sixteen topics will be covered, including but
not limited to:

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
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

Rules: Using them effectively.
How to teach students to behave in a mature and responsible manner.
How to reduce off task behavior in during instruction and independent work.
When to use office referral and when to use in-class consequences.
How to use consequences as a tool for fostering student responsibility.
How to use positive feedback to increase student motivation (even with students
who do not like praise.)
Special emphasis will be placed teaching students to behave in a positive and
productive way.
Level: K-12
Location: Tubughnenq’ 3-4
Kevin Feldman
Improving Adolescent Literacy: The pivotal role of student engagement, academic vocabulary,
and critical thinking in accelerating literacy development across content areas in grades 4-12
Recent Institute on Education Sciences research summaries (www.centeroninstruction.org)
have confirmed the import of academic vocabulary in adolescent literacy development,
especially for students from disadvantaged backgrounds. This seminar will explore the
“research to practice” applications of these instructional “tools” via modeling, video
demonstration, and classroom simulations. Participants will actively explore individual,
department, and school wide strategies to ensure ALL students develop the lexical
knowledge and skills necessary for proficient literacy across content areas in secondary
settings.
Level: 4-12
Location: Ballroom B
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Anita Archer
Primary Reading Instruction: Applying What We Know
This session will address reading instruction in decoding, fluency, academic vocabulary and
reading comprehension.
Decoding & Fluency. The ability to accurately read words and to apply decoding strategies to
unknown words are necessary, though not sufficient skills, for reading comprehension.
Simply stated, there are no comprehension strategies that are powerful enough to
compensate for the fact that a student cannot read the words. Dr. Archer will review the
current research on the importance of decoding skills, and procedures for increasing
students' skill at decoding both short and long words. However, if decoding is laborious and
slow, vital cognitive resources are focused on decoding rather than on comprehension. Thus,
it is important that students are not only accurate but fluent readers. Dr. Archer will review
the research on fluency and procedures for increasing fluency including independent
reading, effective reading practice in all classes, and use of repeated reading procedures.
Academic Vocabulary. On a daily basis we observe the importance of vocabulary to reading
and listening comprehension and overall school achievement. Even as students enter school,
there are meaningful differences in vocabulary based on their prior experiences. To close
this vocabulary gap, vocabulary acquisition must be accelerated through intentional
instruction. Dr. Archer will focus on a number of components of an intentional vocabulary
program: 1) read alouds, 2) explicit vocabulary instruction including selecting words and
meanings, and providing robust vocabulary instruction, and 3) instruction on word learning
strategies.
Scaffolding Reading Comprehension. Reading comprehension is a complex subject with
many factors influencing students’ comprehension. Dr. Archer will present researchvalidated practices that can be used BEFORE passage reading (e.g., teaching the
pronunciation of the difficult words, teaching the meaning of unknown vocabulary, teaching
or activating background knowledge, and previewing passages), DURING passage reading
(e.g., asking questions, teaching students comprehension strategies) and AFTER reading a
passage (e.g., summarizing information using graphic organizers, introducing strategies for
responding to written questions, having students write a summary of the passage.
Level: K-3
Location: Kahtnu 1-2
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Dean Ballard & Mary Buck
Implementing in the Classroom the Eight Recommendations from the What Works
Clearinghouse for Assisting Students Struggling with Mathematics – Secondary Session
The session will be divided into two 3-hour portions with a focus on secondary math. In the
first portion we will define good mathematics instruction drawing from the National
Mathematics Advisory Panel report. We will examine how tier 1 instruction compares to
tiers 2 and 3. Participants will understand how screening and progress monitoring tools fit
into the overall scheme of assessment tools and analyze a sample flow chart for data-driven
decision making for RTI. We will explore which math topics are most important to teach for
tiers 2 and 3, and the role of data in driving intervention instruction. Finally, participants
will learn through concrete examples and activities what it means to provide more explicit
and systematic teaching, as well as teaching that connects learning from the concrete to the
visual to the abstract.
In the afternoon portion participants will examine the uses and importance of corrective
feedback, especially in juxtaposition to grading student work. We will focus on instruction
for solving word problems. Then we will discuss strategies for providing important daily
practice with math facts and for motivating students both in terms of attentiveness to the
lesson and engagement in the mathematics.
Level: 6-12
Location: Boardroom
Donna Nylander & Lisa Cipriano
Morning: RTI Sails into Preschool
Come on board and learn to chart a course for all preschool learners using RTI. This session
will highlight the importance of a three-tiered system in academics and behavior. Learn
how to enhance Tier 1 universal practices and the elements for planning and implementing
all three tiers. Navigate through a system wide approach to collaborate, collect student
data and select appropriate materials for learning.
Afternoon: Navigating through RTI with a Compass…and a Lifeboat
The focus of this session is how to identify Tier 2 and 3 students through analyzed data and
to examine and discuss examples of interventions for each tier. A problem-solving model
for "top of the tier" students will be shared as well as strategies and supports used for
students to reach their full potential.
Level: Pre-K
Location: Tubughneq’ 5
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Sunday, January 23, 2011
8:30-11:30 A.M.
LEADERSHIP STRAND
Judy Elliott, George Batsche, Randy Sprick, & Kevin Feldman
Integrating RtI: Pulling it altogether
The implementation of RtI is driven by a blueprint, not a prescription. Tailoring the
blueprint to your district or school will be informed by the performance needs of the
students, the organizational structures available to support implementation (e.g., data
systems, professional development, coaching) and the commitment of schooling using a
data-based decision-making model. It is anticipated that participants will have numerous
questions around specific implementation issues (e.g., how do we improved the
effectiveness of core instruction, what is the best approach to professional development for
this process, how do we implement with diminishing resources?). The focus of this
leadership session is on integrating academics and behavior into a comprehensive RTI
service delivery model—a Multi-Tiered System of Supports (MTSS). Elementary, middle
and high school leadership teams will have the opportunity to learn from national experts
in the area of RTI. Common implementation issues will be addressed and participants will
have the chance to ask questions and learn from each other.
Level: K-12, Administrators, Leadership Teams
Location: Ballroom C-F
BEST INSTRUCTIONAL PRACTICES STRAND
Anita Archer
Note time change for this session only: 8:00-11:00am
Explicit Instruction: Effective and Efficient Reading Instruction
In this session, Dr. Archer will review the past 30 years of research on explicit instruction
and show how the major findings can be translated into daily practice for both effective
core reading instruction and reading intervention. Scientifically-based practices for
designing lessons, delivering instruction, and providing appropriate practice will be
discussed, directly modeled, and practiced. Classroom videos will illustrate the major
points.
Level: K-8
Location: Kahtnu1-2
Lexie Domaradzki
Efficiently Using Screening and Diagnostic Data at the Secondary Level
Analyzing screening and diagnostic data should be efficient and effective in helping identify
students who need additional support. Middle school and high school teachers will learn
how to analyze data in order to maximize time spent designing support for students.
Teachers will learn how to use screening and diagnostic data to inform decision making in
a comprehensive secondary setting.
Level: 6-12
Location: Boardroom
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Dean Ballard & Mary Buck
Implementing in the Classroom the Eight Recommendations from the What Works
Clearinghouse for Assisting Students Struggling with Mathematics Elementary Session
This 3-hour session will focus on elementary math. We will define good mathematics
instruction drawing from the National Mathematics Advisory Panel report, and highlight
how tier 1 instruction compares to tiers 2 and 3. Participants will understand how
screening and progress monitoring tools fit into the overall scheme of assessment tools and
receive a sample flow chart for data-driven decision making for RTI. We will explore which
topics are most important for tiers 2 and 3 and the role of data in driving intervention
instruction. Participants will learn through concrete examples and activities what it means
to provide explicit and systematic teaching, as well as teaching that connects learning from
the concrete to the visual to the abstract. Participants will also examine instruction on
solving word problems. Finally, we will discuss strategies for important daily practice with
math facts, and ways to motivate students both in terms of attentiveness to the lesson and
engagement in the mathematics.
Level: K-5
Location: Tubughnenq’ 3-4
Donna Nylander & Lisa Cipriano
The Perfect Storm: Successfully Navigating the Turbulent Waters of Challenging Behaviors
Learn about tiered interventions and a system wide approach to meeting challenging behaviors of
children from diverse backgrounds and those who have stress related behavior due to being
“kicked out of preschool”. Universal expectations, strategies for improving student's behavior and
an environmental assessment will be shared.
Levels: Pre-K
Location: Tubughneq’ 5
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2012 Presenters
Judy Elliott, Ph.D.
Judy Elliott is formerly the Chief Academic Officer of the Los Angeles Unified School District
where she was responsible for curriculum and instruction early childhood through adult,
professional development, innovation, accountability, assessment, afterschool programs, state
and federal programs, health and human services, magnet program, language acquisition for
both English and Standard English learners, parent outreach, and intervention programs for all
students. Before that she was the Chief of Teaching and Learning in the Portland Oregon Public
Schools and prior to that an Assistant Superintendent of Long Beach Unified School District in
CA. She started her career as a classroom teacher and then school psychologist. Judy continues to
assist districts, national organizations, state and federal departments of education in their efforts
to update and realign curriculum frameworks, instruction, and assessment, and accountability
that include all students. She has trained thousands of staff, teachers, and administrators in the
U.S. and abroad in areas of integrated service delivery systems, leadership, effective use of data,
inclusive schooling that include linking assessment to classroom intervention, strategies and
tactics for effective instruction, curriculum adaptation, collaborative teaching and behavior
management. Judy’s research interests focus on systems change and reform, effective instruction
for all students, and data-based decision making for accountability and accelerated student
achievement. She has published over 51 articles, book chapters, technical/research reports and
books.
George Batsche, Ph.D.
George Batsche is currently Professor and Co-Director of the Institute for School Reform in the
School Psychology Program at the University of South Florida in Tampa, Florida. Dr. Batsche
directs the Florida Statewide Problem-Solving/Response to Intervention Project and the Student
Support Services Project for the Florida Department of Education. The Statewide RtI Project is
responsible to the implementation of RtI (Multi-Tiered System of Supports-MTSS) in every
school district in Florida. This Project is in a partnership with the Florida Positive Behavior
Support Project to ensure that a fully integrated (academic and behavior) model of MTSS is
implemented throughout the state. The Student Support Services Project is responsible for policy
development, technical assistance and training, innovative project development and consultation
in the areas of school psychology, school counseling, school social work and school nursing for
the State of Florida through the Florida Department of Education. Dr. Batsche has been involved
in the implementation of the problem-solving model at the state, district and building levels for
the past 30 years and is the recipient of more than $40 million dollars in federal and state
funding to support these projects.
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Randy Sprick, Ph.D.
Randy Sprick is an educational consultant and trainer in Eugene, Oregon. Each year, he presents
practical and entertaining workshops to over 15,000 teachers and administrators throughout the
United States and Canada. Much of his work involves helping teachers, principals, and other staff
set up schools and classrooms that encourage student responsibility and motivation, while
humanely and effectively helping misbehaving students learn to behave in more responsible
ways. As the primary author for the Safe & Civil Schools series, Randy has produced numerous
articles, books, and multimedia programs that assist school personnel in dealing with the issues
of discipline and classroom management. His most recent publications include Interventions 2nd
Edition: Evidence-Based Behavioral Strategies for Individual Students (2008) and Coaching
Classroom Management: A Toolkit for Administrators and Coaches (2007). Randy is currently
working on a companion volume to Interventions. The new book, Behavioral Response to
Intervention, will be available in the spring of 2009. Randy is a courtesy professor at the
University of Oregon. He is a past president of the Association for Direct Instruction (ADI) and
was inducted into the Association's Hall of Fame. Randy also received the CEC's Lifetime
Achievement Award.
Kevin Feldman, Ph.D.
Kevin Feldman is the Director of Reading and Intervention with the Sonoma County Office of
Education (SCOE) and an independent educational consultant working with publishers, schools,
and districts across the country. His career in education spans forty years. As the Director of
Reading and Intervention for SCOE he develops, organizes, and monitors programs related to
PreK-12 literacy and the prevention/remediation of reading difficulties. Dr. Feldman has taught
for nineteen years at the university level in Special Education and Masters’ level programs for
University of California, Riverside and Sonoma State University. To learn more about Dr.
Feldman’s work, please visit the SCOE web site (www.scoe.org/reading).
Anita Archer, Ph.D.
Dr. Anita Archer serves as an educational consultant to state departments, county agencies, and
school districts on explicit instruction and literacy instruction. She has taught elementary and
middle school students and is the recipient of ten Outstanding Educator awards. Dr. Archer has
served on the faculties of San Diego State University, the University of Washington, and the
University of Oregon. She is nationally known for her presentations and publications on
instructional procedures and literacy instruction and has co-authored numerous curriculum
materials with Dr. Mary Gleason including REWARDS, REWARDS Plus, REWARDS Writing (Sopris)
and Skills for School Success (Curriculum Associates). In addition, Dr. Archer was the senior
author of Phonics for Reading Curriculum Associates). Most recently, Dr. Archer wrote a
textbook on explicit instruction with Dr. Charles Hughes entitled Explicit Instruction: Effective
and Efficient Teaching. Under a federal Striving Readers Grant, Dr. Archer is working
collaboratively with New York Department of Education and New York City Schools on a
research project to evaluate the effectiveness of the REWARDS programs with struggling 7th
graders.
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Dean Ballard, M.A.
Dean Ballard is the Director of Mathematics with CORE. He holds a master’s degree in math
education from Sonoma State University (SSU) and secondary teaching credentials for both
mathematics and English. Over the last eight years Dean has specialized in professional development
for both elementary and secondary math teachers. This work has included the formation of state math
exams, coordinating the creation of high school math standards, writing math courses, and directing
math programs for the precollege department at SSU. Over the last five years Dean has focused on
writing, editing, and facilitating math professional development for both online and face-to-face work
with teachers. Dean has 18 years of experience in the classroom teaching all levels of math from 5th
grade through AP Calculus. Dean is a member of NCTM (National Council of Teachers of
Mathematics), NCSM (National Council of Supervisors of Mathematics), and CMC (California Math
Council).
Mary Buck, M.S.
Mary Buck is a Senior Educational Consultant with CORE. She holds a master's degree in
administration from the University of Montana and a master's degree in curriculum and instruction
from Montana State University. Ms. Buck has taught mathematics in the middle grades and high
school; served as a Curriculum Support Specialist for her district in the Office of Curriculum and
Instruction, Division of Mathematics; and was a middle school assistant principal. Ms. Buck has a
broad knowledge of core and supplemental mathematics programs, which has helped her when
presenting research-based strategies to educators to improve their pedagogic approach when assisting
students in the mathematics classroom. In addition to Ms. Buck's experience with explicit mathematics
instruction and professional development, she currently serves on the board of directors for the
Montana Learning Center. She has also served on the board of directors for the National Council of
Teachers of Mathematics and several NCTM committees. She continues to be active in local, state, and
national mathematics education. Ms. Buck is deeply committed to education and believes that all
children deserve high-quality instruction
Lexie Domaradzki, M.S.
Lexie Domaradzki’s primary areas of expertise are early childhood and kindergarten through
Grade 12 reading, with emphases on research-based instruction for beginning readers and
school reform. Currently Ms. Domaradzki is the owner of REACH Education consulting and
provides technical assistance to state departments and district in the area of RTI, assessment and
literacy. Prior to this work, she served as a Research Associate at RMC Research;
Ms. Domaradzki provided technical assistance on the implementation of Reading First grants to
the Northwest State Cluster Team for the National Reading Technical Assistance Center. Her
responsibilities included coordinating and delivering consultation and professional development
services in support of high-quality, research-based reading instructional systems and providing
linkages to resources including national experts, studies, and services. She also provided
consultation and professional development services to the Alaska Staff Development Network in
support of developing and implementing a data driven assessment system in the area of reading.
Her responsibilities included coordinating with state and national stakeholders, conducting
statewide webinars, and providing technical assistance to district and state leaders.
Prior to joining RMC Research Ms. Domaradzki served as the Assistant Superintendent of
Teaching and Learning for the Washington State Office of Superintendent of Public Instruction.
Primary areas of responsibility included: managing kindergarten through Grade 12 content
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standards and supporting effective instructional practices for reading, mathematics, science,
social studies, art, health and fitness, and early learning. During this time she worked actively
with legislators, the Governor’s office, the State Board of Education, and large education
organizations to review policy and make recommendations. She frequently delivered formal
briefings for high level policy officials. From 2004 to 2007 she served as the Washington Reading
First Director, directing the implementation of the Washington Reading First grant. In this
capacity she worked extensively on professional development, data analysis, and intervention
design for beginning reading.
Donna Nylander, M.Ed.
Donna Nylander is Principal of the Valley View School District Early Childhood Center in Illinois.
She has been an educator, Regional Coordinator for the Illinois State Board of Education
professional development system and an Early Childhood Administrator in the public schools for
16 years. Ms. Nylander's master's degree is in Early Childhood leadership and Administration.
Since 2006, the Valley View Center has been learning and implementing RTI practices, Positive
Behavior Strategies using the CSEFEL pyramid, and rating students on the Early Childhood
Outcomes. Additional professional contributions include:
 Workgroup member for Joint Position Statement on RTI in Early Childhood with NAEYC,
DEC and NHSA.
 Appointed to the Illinois Early Learning Council (Special Populations Chairperson)
 Core-Group writer of the Illinois Early Learning Standards
 Presenter on RTI, Leadership, and Early Childhood Outcomes at state and national
conferences
 Served on the executive board of CEC/Division for Early Childhood National Organization
Lisa Cipriano, Program Coordinator for Valley View School District Early Childhood Center, will
co-present with Ms. Nylander.
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