The Writing Rope: A Framework for Evidence-Based Writing Instruction
Joan Sedita, Founder & Author of Keys to Literacy Keys to Literacy
This workshop includes an overview of The Writing Rope model for writing instruction (Sedita, 2019). Many teachers do not recognize that effective writing instruction must address multiple components, represented as strands in a rope in this model. An explanation with references to research findings will be provided for the five strands: 1) Critical Thinking (generating ideas and information, stages of the writing process), 2) Syntax (syntactic awareness, sentence elaboration, punctuation), 3) Text Structure (narrative, informational, opinion; paragraph structure; patterns of organization, 4) Writing Craft (awareness of task, audience, purpose; word choice; literary devices, 5) Transcription (spelling and handwriting fluency). This workshop addresses writing instruction across grades 3-12.
Word Connections: Implementation of a Multisyllabic Word Reading Intervention Program for Upper Elementary Students
Jessica R. Toste, PhD, Associate Professor, Department of Special Education, The University of Texas at Austin
This session will provide an overview of processes involved in multisyllabic word reading and describe research-based instructional practices that comprise Word Connections. Word Connections is a supplemental, targeted reading intervention program for students in third grade and above. This intervention has been tested with students identified as with or at-risk for reading disabilities, including dyslexia, with demonstrated positive effects on word reading and decoding skills. In this session, we will demonstrate the instructional routines used for each of the seven Word Connections activities and discuss considerations for effective implementation.
Accessibility Features within Google Workspace & Chromebook
Katie Sweeney, Workspace for Education Lead and Samanth Reeder, Recruiter
Participants will receive an overview of accessibility features within Google Workspace and Chromebooks, where to find these features, the diverse learners they serve, and how to navigate the tools as educators.
The Section 504 & ARD Committees: Parents are Partners
Dawn Rudolph, District 504 Coordinator. M.Ed
The relationship between families and educators is foundational in creating supports and services that meet the needs of students. Parents are partners with educators and should be provided ample opportunity to participate in 504 meetings. We will discuss best practices that encourage parents to actively participate and collaborate in creating and implementing realistic support plans for their child.
High-Leverage Instruction Strategies
Amy Cox & Lisa Vásquez-Saldaña
In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. When instruction is well designed, strategic, and adaptable, special education teachers have the skills to improve student learning. This session will focus on the 12 instructional high-leverage practices and how to implement them with students with disabilities.
Blending Assistive Technology into Universal Design for Learning and Multi-Tiered Systems of Support
NeCol Roager, Carye Edelman, & Shira Goldberg, Assistive Technology Specialists
In this session, the Austin ISD AT Team will share knowledge of the concepts of UDL and MTSS, and how the technology built into or added to students’ Everyone to One devices can support their success. Participants will come away with a greater understanding of how to blend the assistive technology into the frameworks of UDL and MTSS in the classroom. Participants will discover how to blend Assistive Technology tools into the frameworks of UDL and MTSS in order to promote and encourage student success.