CONFERENCE PROGRAM
2019 Conference on Learning and Instruction for Paraprofessionals
Richard Woodcock Education Center, Western Oregon University
Thursday, August 22, 2019 | 8:00 a.m. – 3:00 p.m.
Schedule at a Glance
Pictures will be taken throughout the day and used for marketing purposes.
Session Descriptions
Invited Keynote – Dr. Hilda Rosselli
Strengthening Oregon’s Educator Workforce and Pathways into Teaching
Hilda started in education as a middle grades teacher in St. Petersburg Florida. Her students inspired her to think deeply about the importance of engaging curriculum and instruction which led to an eventual career in educator preparation, first in Florida at the University of South Florida and then as Dean of the College of Education at Western Oregon University. While at WOU, she partnered with Salem Keizer School District on two Para to Classroom Teacher federal grants. She now serves as Interim Director for the Educator Advancement Council where she is launching Regional Educator Networks to improve strong supports for educators through every stage of their careers. |
Breakout 1 | 10:00 A.M. – 10:50 A.M.
ROOM 102 • ESOL
Part 1: Sheltered Literacy Instruction for Emergent Bilingual Students
Kristen Pratt, Ph.D., Mary Barnett, Carolina Garcia
In this session, participants will learn a variety of sheltered instructional strategies to use with students who speak languages other than English when they are working one-on-one or in small groups in order to maximize content understanding. Note: This is a two part presentation. Part 2 is in Breakout 2.
ROOM 103 • LITERACY
Interactive Strategies and Resources for Working with Readers in Small Group Settings
Marie LeJeune, Ph.D.
This session will offer hands on resources and ideas for engaging with readers individually or in small groups. Learn ways to help keep readers motivated and excited about books and reading. Great titles for engaging reluctant readers and ways to have deeper conversations about literature will be discussed.
ROOM 105 • MATHEMATICS
Teaching Mathematics with an Equity-Based Approach
Kelsey Harris
This presentation will be engaging and interactive, including many inclusive instructional strategies and meaningful discussion topics around equity in education.
ROOM 107 • SPECIAL TOPIC
Out of Suffering, Song: Navigating the Practices of Trauma Informed Teaching
Jackie Caires-Hurley, Ph.D.
Trauma is a buzzword in prek-12 public schools. In this session we will explore the practices of trauma informed teachers, and think critically about our roles as instructional assistants in trauma informed classrooms. A primary outcome of this session is for instructional assistants to learn how to build a counter-narrative to support students who are typically marginalized by deficit-oriented practices.
Breakout 2 | 11:00 A.M. – 11:50 A.M.
ROOM 102 • ESOL
Part 1: Sheltered Literacy Instruction for Emergent Bilingual Students
Kristen Pratt, Ph.D., Mary Barnett, Carolina Garcia
In this session, participants will learn a variety of sheltered instructional strategies to use with students who speak languages other than English when they are working one-on-one or in small groups in order to maximize content understanding. Note: This is a two part presentation. Part 1 is in Breakout 1.
ROOM 103 • SPECIAL EDUCATION, MATHEMATICS
How High Leverage Practice (HLPs) Can Support Student Learning in Mathematics
Maria Peterson-Ahmad, Ph.D., Rachel Harrington, Ph.D
This session will provide an overview of high-leverage practices (HLPs) and how they can be used to support student learning in small groups or one on one instruction, specifically in math. Attendees will have the opportunity to practice specific HLPs in math instruction.
ROOM 105 • MATHEMATICS
Supporting Students' Success: Math Instruction That Includes Learners
Isabel García Cánovas
Each student comes with a story that shapes their talents, and there is always a talent for Math among them. Teaching requires much more than just passing accurate information on: we establish positive relationships, present amazing content, explain useful procedures, and problem solve. I am thankful that you chose to be an educator, so I invite you to come explore some tools that allow us to participate in shaping students' talent for Math by taking into account their life context, language skills, behavior stage, and ability level.
ROOM 107 • SPECIAL EDUCATION
A Paraprofessional’s Role in Mental Health: Strategies to Support Students in Special Education
Colleen Walsh, MS. Ed. in Special Education
It is only in recent years that students with disabilities have received specialized instruction through special education services. These specialized services have provided a more equitable education to students previously perceived by society as unable to perform academically. Even with the progress made in specialized instruction and requirement of special education services for students with disabilities there is a continued rise in diagnosis of mental health disorders in children (Kessler, 2005). With the rise in diagnosis of school-aged children with mental health disorders it is increasingly important for teachers and paraprofessionals to have access to specific and accurate information regarding mental health in this population. This presentation highlights research-based strategies designed to address mental health disorders in adolescents. By utilizing these strategies it is possible to address gaps in knowledge and skills possessed by educators, teachers and paraprofessionals, with the hope of moving towards higher mental health awareness and literacy in schools.
Breakout 3 | 12:45 P.M. – 1:30 P.M.
ROOM 112 / RWEC FIREPLACE AREA • INTERACTIVE SESSIONS
Mursion Virtual Learning Environment Experience / Math Manipulatives Play
These simultaneous sessions will allow you to become immersed in: 1) a virtual experience called Mursion, where you can practice building relationships with simulated avatar students and 2) free-play with a variety of math manipulative stations.
ROOM 102 • SPECIAL TOPIC
Trauma Informed Practices
Alyson Berg
The student behaviors that schools are experiencing today are not what we thought we’d encounter when we signed up for the job. Instead of “just dealing with it,” we can open our minds and hearts to critical information regarding adverse childhood experiences (ACEs) and trauma informed practice. Trauma informed practice calls education professionals to recognize and respond to student behaviors through a framework that aims to provide social/emotional skills, hope, and resiliency to students as they overcome their past or present experiences. This approach is one that all members of a school – teachers, aides, principals, secretaries, custodians, etc. – need to be aware of because everyone plays an important role in students’ lives. I am not an expert by any means, but please join me as I share my involvement of becoming more informed, the growth that I’ve experienced along the way, and its impact in my classroom and school.
ROOM 103 • SPECIAL TOPIC
Exploring Options for Becoming a Teacher
Laurie Burton, Ph.D. (Math), Melanie Landon-Hays, Ph.D. (Elementary Education), Olivia Flores (SPED Graduate Program)
Have you thought about continuing your education? This panel will explore the variety of degree options offered at Western Oregon University through an informational session. Panel participants will discuss each of their programs and answer questions from attendees.
ROOM 107 • SPECIAL TOPIC
Universal Design for Learning (UDL): What and How! Strategies for Using UDL with All Students
Julie Morgan
This session will discuss the premise of universal design for learning and how classroom instruction can facilitate meaningful learning opportunities for all learners. Attendees will have the opportunity to work with and create UDL focused activities during this session.
Breakout 4 | 1:45 P.M. – 2:30 P.M.
ROOM 112 / RWEC FIREPLACE AREA • INTERACTIVE SESSIONS
Mursion Virtual Learning Environment Experience / Math Manipulatives Play
These simultaneous sessions will allow you to become immersed in: 1) a virtual experience called Mursion, where you can practice building relationships with simulated avatar students and 2) free-play with a variety of math manipulative stations.
ROOM 102 • LITERACY
Strategies for Helping Students Understand Genre in Reading and Writing Support
Melanie Landon-Hays, Ph.D.
The Common Core State Standards emphasize three kinds of texts that students need to learn to write: argument, exposition, and narrative. Elementary students who have experience in reading and writing in these genres often increase their chances at understanding more advanced text structures in their secondary schooling. Understanding genre can be a useful tool for deepening understanding of text for both reading and writing. Genre is a way of talking about how people regularly interpret, use and create texts. Genre helps expand definitions of texts. Within this, “texts” can be used broadly: we talk about genres of literature, music, architecture, speech, games, gestures, and even computer interfaces. A genre is a recurring and recognizable communication with particular communicative purposes and particular features to accomplish those purposes.
ROOM 105 • MATHEMATICS
Everything You Ever Wanted to Know about the Math Standards But Were Afraid to Ask
Kait Hodgin
The Common Core State Standards for Mathematics dramatically changed the topics and structure of math teaching in Oregon. Come learn what the standards are and how they are organized. Learn ways to use the standards to help children who are struggling or who need more challenge. Time will be given for open questions and discussion.
ROOM 107 • SPECIAL EDUCATION
Bridging the General & Special Education Gap: Building Co-teaching Strategies for Math
Matthew Gillette
Co-teaching practices should effectively meet the needs of students with disabilities by ensuring that co-teachers are actively working together to design and implement a plan of instruction that meets the individualized needs of a student. As we prepare for co-teaching, considerations surrounding the material being taught and the sub-skills required to be effective when solving those types of problems must be planned as they are foundational to all other processes in mathematics.
This conference was made possible by grant dollars received from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center.
Richard Woodcock Education Center – 1st floor