Why Attend?

Explore the latest developments and research on Formative Assessment, Differentiated Instruction, and Response to Intervention.

Participate in informative, interactive sessions focused on best practices in implementing, supporting, and sustaining successful literacy and math programs that lead to student success.

Gain a deep understanding of what is needed to support and sustain successful literacy and math programs.

Discover new approaches to challenges in public education.

Learn and discuss breakthrough strategies for school-wide and system-wide restructuring.

Hear the latest research around current educational initiatives.

Develop tips for maximizing the role of the coach.

Explore methods and strategies to build strong learning communities.

Discover methods for how to use Formative Assessment to inform and individualize instruction in the classroom.

Engage in curriculum planning and best practices.

Share implementation successes, tools, and classroom ideas.

*Please note: Additional fee required. See “Registration Information” for details.

Dr. Herbert Ginsburg
Professor, Columbia University Teacher’s College

I Didn’t Know They Knew That! Using Formative Assessment to Promote Children’s Early Math Development
Formative Assessment can reveal what reasoning underlies grades K-3 students’ math performance and help teachers deliver effective instruction. Join us as Dr. Herb Ginsburg, leading researcher on development of mathematical thinking and assessment of the cognitive function, explores various assessment techniques.

Dr. Roland H. Good III
Associate Professor of Psychology, College of Education, University of Oregon; DIBELS^® Author

Using Formative Assessment Data to Individualize Instruction: How to Meet Every Student’s Needs
Hear from Dr. Roland Good, the author of DIBELS^®, as he discusses the importance of individualizing instruction for each student through the use of Formative Assessment Data. Dr. Good will explore ways to target instruction and intervention so that each student is a successful learner.

Margaret Heritage
Assistant Director for Professional Development National Center for Research Evaluation, Standards, and Student Testing (CRESST) at UCLA

Making High-Quality, District-Wide School Improvement Decisions
District-wide data collected through the administration of literacy and math assessments is crucial in determining curriculum content, professional development needs, and instructional modeling. Margaret Heritage will discuss the importance of high-quality data systems, as well as the use of data for school improvement supported by technology.

Dr. Catherine Snow
Henry Lee Shattuck Professor of Education, Harvard University

Ready! Set! Achieve! Understanding How To Improve Reading Comprehension Outcomes
Recent research on reading instruction has led to significant improvements in the knowledge base for teaching primary-grade readers and for ensuring that those children have the early childhood experiences they need to be prepared for the reading instruction they receive when they enter school. Join us as Catherine Snow, leading educational expert on language and literacy development in children, explores and discusses how to improve reading comprehension outcomes­—not just for students who are failing in the later grades but for all stu­dents who are facing increasing academic challenges.

Joann Angelini
Educational Consultant

The Importance of Seeing the Student as an Emergent Reader
Recent research shows that enhancing literacy assessments with the inclusion of observations of students reading authentic text provides educators with a more holistic view of each student as an emergent reader. In this session, participants will explore the benefits and best practices to taking a balanced approach to literacy assessment.

Carin Contreras
Principal, Thomas Jefferson Elementary School, Roseville School District, CA

Implementing Response to Intervention: A First-Hand Account
Thomas Jefferson Elementary School realized that traditional formative assessment data management tools were only going to make RTI more difficult for teachers to understand and implement. Learn about how Thomas Jefferson Elementary School has developed and executed their RTI program.