Parents,Educators, Professionals & Students
Navigate the Maze of Learning Disabilities & Attention Issues
Fall ConferenceResource Expo
Information for Preschool thru High School & Beyond
Sunday, November 11, 2018
The College of New Jersey (TCNJ), Education Building
2000Pennington Road, Ewing 08628
Conference Schedule
8:00-8:30 Registration, Breakfast & Resource Expo Open
8:30-9:45 Session A
9:45-10:15 Resource Expo
10:15-11:30 SessionB
11:30-1:00 Lunch & Learn -Resource Expo
1:00-2:15 SessionC
2:15-2:45 Resource Expo
2:45-4:00 Session D
4:00 Certificates*
* 6 Professional Development Units (NJ Provider Identification #568)
Special thank you to DDNJ for their support.
8:30-9:45 Session A
Workshop 1: Learning Disability: What the Heck is It? Dickman (All)
In spite of the ubiquitous use of the term, there remains significant disagreement regarding the concept of learning disability. Is LD a disease, disability, difference or simply a natural variation in brain function that impacts the acquisition of adaptive skills? The objective of this presentation is to develop a consensus as to the nature of LD that conveys the understanding that failure is not a prerequisite, successful intervention must be informed, and the empowered child is a successful child.
Workshop 2: The Value of a Neuropsychological Assessment to the IEP Process-Butler (E-HS)
The IEP process can seem overwhelming for parents new to the process. This workshop will explore the benefits of having a comprehensive neuropsychological evaluation and, more specifically, how the information collected can provide clarity and direction in determining educational recommendations for a student. Dr. Butler will also review when and how a parent should consider scheduling an evaluation.
Workshop 3: Bringing Reading/Writing Skills to Grade Level-Van Brocklen & Julie Halpert (E-HS+)
This workshop will present a three-step process to quickly bring learning difference students reading level to grade level. Also presented is a step-by-step process to write a standard five-paragraph essay focused on natural strengths of a student with LD, not on their weaknesses. This writing program has also been used by many AP English students.
Workshop 4: Develop an IEP to Be “Appropriate” Under the New Standard-Freeman (P-HS)
The Supreme Court inEndrew F.set a new uniform standard for what an IEP should include to be appropriate under the IDEA. This presentation will help guide parents and professionals on how to work together to develop the IEP so it is “appropriately ambitious” and include “challenging objectives” for all students.
Workshop 5: Advocating For A Child with Dyslexia: Reflections of a Lawyer and Mom-Francullo (E-M)
This presentation is from the perspective of an attorney/mom who has journeyed through the special education process with her own children who have dyslexia and has represented many students with dyslexia. The presentation is designed to help parents understand what their child’s basic legal rights are (K-12), how to advocate on behalf of their child to get the school district to identify, evaluate and teach their child to read. This is good information for educators/professionals, too!
Workshop 6: It’s Complicated! Understanding Learning Challenges-Glass(M-HS)
With a firm knowledge base and a willingness to learn, all parents and professionals can untangle and support the “black box” that most kids are. Attendees will learn the following: Issues that impact learning are heterogeneous;Learning differences are complicated and almost never occur in isolation; Learning challenges do not start and stop at the classroom door; and Most kids with learning challenges also struggle with low self-esteem, depression, and/or anxiety. They require and deserve an empathic “Learning and Wellness” approach.
Workshop 7: Reaching All Learners with Engaging Mathematics Activities-Osondu (E-M)
This workshop supports the educator’s efforts to reach all learners with strategies for engagement and redesigning the classroom environment. Participants will enjoy hands on activities that boost mathematics understanding and reduce barriers to learning. They will also leave with numerous ideas and resources that provide math access to all students irrespective of ability or disability.
Workshop 8: Guide to Transition Services in New Jersey-Pratt (M-HS)
SPAN/REACH for Transition Project ispleased to provide the Guide to Transition Services in New Jersey. By providing one cohesive document on the transition process, services, and supports, we hope to make the journey easier for everyone.The transition can be a complicated time—this guide can answer your questions and can make the transition a successful period for families and youth/young adults with disabilities. This session will also discussIEP measurable academic and transition smart goals andself-advocacy skill building for students ages 14-21. Hands-on activities included.
10:15-11:30 SessionB
Workshop 1: Dyslexia for a Day: A Simulation- Barnes/Mitchell (All)
Gain a better understanding of and empathy for those children and adults who struggle with dyslexia. Attendees will have the opportunity to experience dyslexia in the classroom simulations which will include reading comprehension, fluency, writing, spelling, and processing speed. This workshop will also include an overview of dyslexia, practical tips, and accommodations that can be implemented in any classroom to aid those students who are struggling with dyslexia.
Workshop 2: Neurobiology and Clinical Implications of Co-occurring Reading and Anxiety Problems-Davis (All)
Pediatric reading disorder (RD) is associated with an increased risk of anxiety symptoms, yet understudied are the neurobiological factors that might underlieanxiety in children with RD. This session will highlight Dr. Davis’s research in this area and present practical applications to address symptoms of anxiety when trying to improve reading.
Workshop 3: Navigate the Maze of Writing Instruction: A Structured Roadmap that Works!-Patel (E-M)
Navigate the maze of writing instruction with the ‘power-tool’ evidence-based writing model: Self-Regulated Strategy Development (SRSD). Extensive scholarly, empirical research validates this approach for all, especially those who struggle. Learn how to progress monitor writing, model effective strategies, leverage goal setting, decide which graphicorganizers are best, as well as how to cultivate the self-regulation that expert writers possess. See data and pre to post student-writing samples that show significant gains, including students on IEPs.
Workshop 4: Orton-Gillingham Online-Levy (K-HS)
The scope and sequence of Orton-Gillingham will be taught: short vowels through Orton morphology, prefixes and suffixes. Orton-Gillingham is a research and evidence based method that teaches phonemic awareness, phonics, fluency, syllabication, spelling rules, prefixes and suffixes, and Latin and Greek Roots which improves vocabulary by 16,000 words. It is Explicit, Systematic, and Multisensory. It is the best remediation for Dyslexia and Learning Disorders.
Workshop 5: Where Personalized Learning Meets Special Education-Corto (E-HS)
For the past 40 years, special education has focused on compliance, with a bird's eye view on the Individualized Education Plan (the IEP). Yet, research has shown that compliance does not equate to outcomes and more and more students are being properly identified AND placed in general education settings. Education Modified’s mission is to bring special education back into classroom instruction in a research-driven way in order to close the achievement gap for students with special needs. By integrating directly within Schoology, our team takes an innovative approach to leverage technology to meet teachers where they areinside products they use everyday for attendance, grades, lesson planning, curriculum and communication. Learn about the history of special education compliance and the future of where personalized learning meets special education.
Workshop 6: How Visual Processing Impacts Reading and Learning- Roth (All)
A child’s reading problem may have an underlying vision component that glasses can’t solve. Visual/spatial problems cause difficulties with learning math concepts and contribute to problems in interpersonal relations. Visual defects can affect behavior and function. This workshop will discuss how visual processing and perception affect attention, concentration, and learning and the observable symptoms, screening techniques, and referral criteria for further evaluation.
Workshop 7: True Grit: Building Resiliency in Students with Learning Challenges- Scully (All)
Participants will gain knowledge of resiliency techniques. Tools and resources will be provided that educators and parents can use immediately to build students’ resiliency.
Workshop 8: Reading Success by Third Grade or Sooner-Mira & Mark Halpert (K-3)
Most LD students do not achieve reading success by third grade. This presentation will focus on a collaborative process to significantly improve the chances for success by third grade. Learning differences, working memory, visual skills, and systemic ways to help students succeed will be discussed. Issues from parent, professional, and public policy perspectives will also be addressed.
Lunch & Learn 1: Your Kid’s Gonna be Okay: Building Executive Function Skills-Delman (All)
Parents worry about their kids and even more so when their kids have learning differences. Michael Delman, anationally recognized expert on teaching Executive Function skills, shares specific ways that parents, educators and professionals can helpkids develop competence and confidence in a world that is filled with distractions and roadblocks. Michael illustrates his talk with vivid stories from his career as an educator and experience as a father of two daughters.
Lunch & Learn 2: Universal Design for Learning and Assistive Technology: Perfect Together-Krass (All)
Universal Design for Learning (UDL) is intended to help teachers create flexible ways to address their students’ needs with connecting to topics, learning new information, and demonstrating knowledge. Teachers must understand the range of their students’ interests, learning styles, intelligences, abilities, and challenges. Assistive technology is a key building block for creating flexible ways students can engage with an activity, flexible instruction/learning modalities and ways to access content, and flexible ways for students to complete assignments. Of interest to parents, too!
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1:00-2:15 Session C
Workshop 1: Neuropsychology & the Role of Executive Functioning in Academic Achievement-Murphy (All)
Executive functions are a commonly discussed but often misunderstood set of skills which become increasingly important for all areas of social and academic success. This workshop seeks to provide an overview of the skills whichcompriseexecutivefunctions,theroleneuropsychologistsplayinidentifyingweaknessesinthesedomains,and the impact these skills have on academic performance. A review of techniques which are effective in remediating these weaknesses will also beprovided.
Workshop 2: The Role of Executive Functions in Math-McCloskey (All)
This presentation will describe executive functions and discuss how they are involved in learning Math and in applying Math skills in a productive manner. Math difficulties related to executive function deficits will be discussed as well as some intervention approaches that address executive function difficulties in a manner that can help to improve math skill development.
Workshop 3:Teaching Vocabulary, Spelling, and Decoding-Chambre (P-E)
This session will provide an overview of instructional techniques that support vocabulary acquisition in classroom settings. Participants will learn methods for inclusion of orthographic exposure (word spellings) and decoding into instructional routines across curricular areas. The session will also provide hands-on demonstrations on selection of high impact vocabulary for instruction during classroom read-alouds as well as routines that support vocabulary development for emergent readers.
Workshop 4: Comprehension, Vocabulary, and Writing-Levy (M-HS)
This workshop will cover research based reading comprehension, vocabulary, and writing strategies. Participants will learn research based strategies in highlighting, vocabulary, reading comprehension, outlines, note- taking, and writing. All of the strategies are evidence based and give students the tools to be successful in content based classes as well as improve their study strategies.
Workshop 5: Google for Dyslexia-Assistive Technology Resources for Reading and Writing-Mendez (E-HS)
Did you know that your Chromebook has assistive technology features? This presentation will focus on built-in resources and tools to support students with Dyslexia. It will also focus on Google Docs, Add-ons, and Extensions. Attendees will leave with a variety of resources and tools to better support their students with learning disabilities.
Workshop 6: Navigating Classroom Management of Students with Learning Disabilities-Belgrave (E-HS)
Students with Learning Disabilities need to be in classrooms that are effective and efficient in delivering content in a timely manner. This session will discuss how some proven techniques involving using diffusers and redirecting negative behavior in class withour disrupting lessons can provide a stable classroom with controlled behaviors.
Workshop 7: Customizing Reading Strategies for High School and Beyond -Mannis (HS-HS+)
High school students and adults with LD/ADHD need to both resolve underlying reading challenges and also comprehend complex school or work material. This workshop provides practical tools to manage these two goals by connecting neuropsychology to customized reading instruction. Clinical examples demonstrate print and digital techniques that are brain-based and effective for students diagnosed/treated in childhood and also for clients whose reading issues emerge in adolescence or adulthood.
Workshop 8: A Success MAP for the Smart Struggling Student-The Halperts (All)
Too often the focus is on a child’s disability. This presentation will focus on the following: a mindset that success is the only option; assessing for success, which incorporates in-school and outside resources; a parent and professional plan to go from stress to outrageous success; and a Student Success MAPP.
2:45-4:00Session D
Workshop 1: Dyslexia Handbook-Tellier (P-HS)
What’s included in the newly released Dyslexia Handbook by the New Jersey Department of Education and how to use it to your advantage!
Workshop 2:The Role of Executive Functions in Writing-McCloskey(All)
This presentation will describe executive functions and discuss how they are involved in learning to write and in applying writing skills in a productive manner. Writing difficulties related to executive function deficits will be discussed as well as some intervention approaches that address executive function difficulties in a manner that can help to improve writing skill development.
Workshop 3: Erasing the Misery of Reading and Spelling MultisyllabicWords-DeSimone (E-HS+)
Participants will learn how to teach students to read and spell long words using some very simple, yet functional, strategies. Explicit instruction and scaffolded teaching with various multisensory techniques will be demonstrated. Additionally, participants will learn a simple scope and sequence that can be used to teach powerful multisyllabic words, and they will receive a list of words that are effective for teaching skills at various points throughout the scope and sequence.
Workshop 4: How to Engage Children and Keep Them Engaged so They Learn-Silbert (P-E)
The secret to keeping children engaged in schoolwork-especially those with LD or ADHD-is playing specially designed games they love to play. They won’t realize that they’re learning to read or to do math. Expect to hear the question: “Please, can we have more time to practice?” The reason? They want to win, and if learning phonics rules or math facts is what it takes to win, they’ll do what it takes.
Workshop 5: Misconceptions of Assistive Technology: Where to Start the Conversation-Vargas (M-HS+)
This workshop will present on the changing role of assistive technology. Discussions will revolve around the technological support available today that will be able to support student learning and vocational planning. Components of the presentation may be interactive. Participants will get answers to the following questions: What is assistive technology? Who can benefit? What is the evaluation process? Sample evaluations and types of assistive technology available for teachers and students will be shared.
Workshop 6: Teaching Financial Literacy to Our Students-Nadler (E-M)
The presenter will introduce why teaching financial literacy at an early age is critical to developing life-long healthy financialhabits;andintroduceaneffectivecurriculumandworkshopfortheLDcommunitycallediPiggiBankMoney Management 4 Kids. It is designed for students in Grades 1st-6th, aligned to common core and leverages art, writing, literacy and play in each lesson plan to reach all learners in aclassroom.
Workshop 7: Dyslexia - High School Students’ Perspectives - ScheinerStampe (M-HS+)
While the adults will be there for support, this presentation will actually be done by four middle/high school students who are dyslexic. Among the points they cover are characteristics of dyslexia, myths, accommodations, assistive technology, self-advocacy and how teachers can help. Included are the students’ personal stories.
Workshop 8: The 3 R’s of Transition to Adulthood: Responsibility, Regulation, Relationships-DeSando (M-HS+)
There are differences in skill set expectations between secondary and postsecondary education and employment. This transition can be overwhelming for young adults, and even more so for those with executive functioning deficits. Regulation, Responsibility and Relationships are critical skills to develop to be successful on the journey to independence. The presenter will discuss evidence-based strategies to improve self-regulation including problem-solving and critical thinking, teaching responsibility through self-advocacy, making choices and goal setting, and growing skills to relate positively to people in the communityto create success in college, employment, and independent living.