RISE 2020


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EARLY BIRD REGISTRATION 

The 18th Annual RISE conference presented by the Tennessee Branch of the International Dyslexia Association will be held April 4, 2020 at Currey Ingram Academy in Brentwood, Tennessee.  The morning will include a keynote presentation from Cheryl Ann Chase PhD, Clinical Psychologist,  followed by a breakout sessions of the attendees choosing.

Program Details

7:30-8:30 a.m.    Registration and Visit Vendors

8:30-8:45 a.m.    Welcome Remarks and Massey-Sexton Award Presentation

KeyNote 8:45-10:15 a.m.

Reading and Executive Functioning: What’s the Link?

Becoming a proficient reader involves many areas of the brain efficiently and seamlessly working together. Once a student is able to “crack the alphabetic code,” issues of fluency and comprehension become critical, and many students with weak executive functions can struggle with these aspects of literacy. Why? Because the executive functions, sometimes dubbed the “air traffic controllers of the brain,” are responsible for the coordination of multiple brain centers. This talk will explain, in easy to understand terms, what the executive functions are and their critical role in the reading process. It will also offer strategies that educators and allied professionals can use to help and support emerging readers with weak executive functions.

 

BREAKOUT SESSION A

10:30 a.m. to 11:45 a.m.

A1. A Picture of Success: The Imagery-Language Foundation for Teaching All Children to Read and Comprehend

Keana Allert M.A., Center Director, Lindamood-Bell Learning Processes Memphis Learning Center

Supported by key research findings and 35 years of instructional experience, this session explores the imagery language foundation for reading and language comprehension, highlighting evidence-based practices to support all students’ learning needs, including those with dyslexia.

Grade Level: K-12

Target Audience: Educator and Parent

Speaker Financial/Nonfinancial Disclosures: None

A2.  Social-Emotional Challenges of Learning and Attention Issues: Learned Helplessness and a Growth Mindset

Cheryl Ann Chase PhD, Clinical Psychologist, Chasing Your Potential, LLC

This talk will explain the construct of learned helplessness, make the connection to children with learning and attention challenges, and offer the audience strategies and tools to combat the development of this condition in children they serve.

Grade Level: K-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: Receiving a stipend for speaking at this conference

A3. Developing Strategic Learners through Genre-Based Cognitive Strategy Instruction

Zoi Traga Philippakos PhD, Assistant Professor, University of Tennessee

The purpose of the session is to address instruction on reading and writing using genre-based strategy instruction. The session will provide information and examples about the instructional approach across grades K to 5 and references to recent research with students in the middle grades.

Grade Level: K-6

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: None

A4. Exploring Morphology Via Anatomy

Melinda Hirschmann Ed.D., CALP, Assistant Director for Educational Services and School Outreach, MTSU Center for the Study and Treatment of Dyslexia

Developing knowledge of affixes, roots, and combining forms supports decoding and vocabulary. We will explore word origins through basic human anatomy terms (from head to phalanges) in order to discover predictable patterns and clues to the sound, spelling, and meaning of words.

Grade Level: 1-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: None

A5. What Districts and Parents Need to Know About the TN Dyslexia Law

Joanna Bivins Ed. S., Director of School Psychology and Behavior Services, Tennessee Department of Education

This session will review state requirements and data trends for screening, interventions, and considerations for students demonstrating characteristics of dyslexia.

Grade Level: K-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: None

 

BREAKOUT SESSION B

1:15 p.m. to 2:30 p.m. 

B1. Advanced Decoding

Natalie R. Hoover M. Ed., CALT, Director/Owner, Hoover Learning Group

Educators will learn how to effectively teach higher-level decoding skills, syllabication, and basic morphology in a multisensory way utilizing evidenced-based Structured Literacy methods.

Grade Level:1-12

Target Audience: Educator

Speaker Financial/Nonfinancial Disclosures: None

B2. Social-Emotional Challenges of Learning and Attention Issues: Learned Helplessness and a Growth Mindset

 Cheryl Ann Chase PhD, Clinical Psychologist, Chasing Your Potential, LLC

This talk will explain the construct of learned helplessness, make the connection to children with learning and attention challenges, and offer the audience strategies and tools to combat the development of this condition in children they serve.

Grade Level: K-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: Receiving a stipend for speaking at this conference

B3. Developing Strategic Learners through Genre-Based Cognitive Strategy Instruction

 Zoi Traga Philippakos PhD, Assistant Professor, University of Tennessee

The purpose of the session is to address instruction on reading and writing using genre-based strategy instruction. The session will provide information and examples about the instructional approach across grades K to 5 and references to recent research with students in the middle grades.

Grade Level: K-6

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: None

B4. Dyslexia 101

Jennifer Fleming M. Ed., CALT, C-SLDS, Teacher, Maury County Schools

Is it possible that the most common learning difference is also the most often misunderstood? The International Dyslexia Association Handbook will be our guide through this introductory session on Dyslexia Basics. The session will cover topics related to the definition, characteristics, assessment, intervention, and early identification of dyslexia. Each participant will receive a copy of the IDA Handbook.

Grade Level: All

Target Audience: Parent, Educator and Advocate

Speaker Financial/Nonfinancial Disclosures: None

 

B5. A Short and Sweet IEP Overview

Allison McAvoy M. Ed., Wilson Dyslexia Therapist, C-SLDT, Director of Curriculum and Instruction, Southeast Reading Center

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP, but not all IEPs are created equally. This session will explain what to look for to ensure your child’s IEP is instructionally sound.

Grade Level: K-6

Target Audience: Parent

Speaker Financial/Nonfinancial Disclosures: None

BREAKOUT SESSION 

2:45 p.m. to 4:00 p.m.

 C1. Helping Students with Dyslexia Achieve Independence using Accommodations and Technology

Mrs. Wendy Boehm M.Ed., Special Education Teacher, Williamson County Schools

With the ultimate goal being independence, how do we guide our students to find the right tools and accommodations?  As a group, we will discuss accommodations and share creative approaches to moving our children towards greater independence while supporting them in their needs. Participants should bring smart phones, tablets, and laptops. This will be a discussion-based seminar.

Grade Levels: All

Audience: Educator, Parent, Advocate

Speaker Financial/Nonfinancial Disclosures: None

C2. Explicitly Teaching Fluency

Lynne Walker M.Ed., CALT, Director-Middle TN, S.M.I.L.A.

Fluency must be taught to those who do not naturally read passages in phrases. This session will demonstrate strategies for teaching fluency and for choosing fluency practice materials, as well as explaining the role that fluency plays in reading success.

Grade Level: K-6

Target Audience: Educator

Speaker Financial/Nonfinancial Disclosures: None

C3. Executive Function: Implications in the School Environment

Jane N. Hannah Ed. D., Upper School Head, Currey Ingram Academy

In this session, you will get the facts about Executive Function (EF) – what EF skills are, what they help us do, how the academic environment is affected when students have EF deficits, and how educators and parents can support and build EF skills in students.

Grade Level: K-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures:  All funding is through my salary at Currey Ingram.

 

C4. It’s a Feature, Not a Bug: The Logic of High Frequency Word Spellings

Aviva Wasserman PhD, Literacy Support Specialist, University School of Nashville

“Sight words” are often perceived as rule-breakers whose spellings must be memorized. Let’s stage a jailbreak and transform those outlaws into law-abiding citizens. Considering factors such as function word status, orthographic markers, and stress will uncover regularity in the spellings of high-frequency words.

Grade Level: K-3

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: No financial gain from presentation or book recommendation

 

C5. Anxiety and Learning Differences: What Educators Need to Know

Allison Edwards M.Ed. Private Practice

Children with learning differences experience higher levels of anxiety due to academic stressors they face in a school setting. This presentation shares practical tools to help ease anxiety and empower students both at home and in the classroom.

Grade Level: K-12

Target Audience: Parent, Educator, and Advocate

Speaker Financial/Nonfinancial Disclosures: None

 

Speaker information

 

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