33rd Annual Symposium: Defy Gravity Presentation Details


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IDA of Northern Ohio’s 33rd Annual Symposium*

Thank you to all registrants, presenters, and sponsors for helping make our 33rd Annual Symposium a success! We appreciate all of our community’s support and ongoing dedication to our mission. 

We extend a special thank you to all of our sponsors including our Premiere Level Sponsor, Lawrence School, and our Symposium Level Sponsor, Wilson Reading System! 

 

Event Details:

Kick-off and Keynote Presentation

Marilyn Zecher, Math and Literacy Specialist

How to Utilize Orton Gillingham Strategies Across the Curriculum

Multisensory instruction has been around for a long time. It dates back to the early twentieth century with pioneers such as Maria Montessori, Samuel T. Orton and Anna Gillingham. Though “multisensory” is at the heart of the Orton Gillingham tradition, it is associated primarily with literacy instruction. More recently, research has suggested that students learning math benefit from multiple representations of concepts including the use of manipulative objects included in the CRA Instructional Sequence. Though true, no one seems to be talking about is how we can use “multisensory” techniques across curricular areas. This presentation will explore the possibilities. 

Marilyn Zecher is a teacher, Nationally Certified Academic Language Therapist specializing in the application of O-G Multisensory Strategies for teaching Math, Study Skills, Reading & Language, Spanish, and Content Area Subjects. Ms. Zecher is a former classroom and demonstration teacher in an Orton-Gillingham based public school program. She holds a BA in education and a BA and MA in English. In 2004, Ms. Zecher received her certification as an Academic Therapist specializing in multisensory mathematics and study skills. She helped to develop ASDEC’s Multisensory Mathematics program that apply Orton-Gillingham instructional techniques to the teaching of mathematics. 

 

10 Break Out Presentation Speaker Sessions

Michelle Elia

Teaching, Storing, Reading, and Retrieving Those Pesky Sight Words 

The key to reading fluency and comprehension is automatic retrieval of words, but the instructional pathway to developing sight word recognition is misunderstood.  According to Dr. David Kilpatrick, “We will not improve the performance of poor readers until we adopt a proper understanding of how we store words.”  In this session, participants will learn how sight words are stored in the brain, the connection of reading research to practice, and the process for explicit instruction in phoneme-grapheme mapping.  Participants will leave with a clear understanding of neuroscience, research, and practices to make any word into a sight word.  Multiple instructional strategies for promoting sight word recognition will be explored, modeled, and practiced to ensure all students can read those pesky sight words.

Michelle Elia has served students in Ohio in multiple roles – intervention specialist, special education consultant, and Regional Early Literacy Specialist.  She currently works on behalf of the Ohio Department of Education as one of 2 Ohio Literacy Leads, a role that allows her to work with district administrators, teachers, and students across the state.   She provides professional development and coaching for teachers in evidence-based instructional practices for literacy to engage ALL students in the learning process.  She also coaches district and building leaders to make appropriate systems changes in their school-wide reading model.  Michelle serves as a board member of the International Dyslexia Association Northern Ohio, is a member of Ohio’s What Matters Now Network, is a national LETRS trainer, and works as a literacy advisor for both Youngstown State and Walsh Universities.

Ellen Brick and Morgan Amend

Wilson Programs: Which One When?

Wilson Language Training’s three programs: Fundations, Just Words, and Wilson Reading System each address a different type of learner.  This overview will include content, which program addresses which type of learner, and how each fits into the Tier 1, Tier 2, Tier 3 framework. 

Ellen Brick earned a B.A. from the University of Cincinnati and an M.A. from California State University, Los Angeles, both in Special Education. Her experience includes numerous roles in special education both at the teaching and administrator level, in both private and public settings. She also spent time as a supplemental services teacher in a countywide program for students with behavior and emotional issues, as an educational evaluator with the Cleveland Clinic, a private tutor, and a Wilson Language trainer. Ellen is a founding board member of IDA of Northern Ohio, served as its second president, and remains active as an Advisory Committee member.

 

Carolyn Turner

Know Your Pho – The Role of Phonemic Proficiency

There is substantial evidence that learners benefit from explicit teaching in perceiving the sounds in spoken words and linking the sounds with letter(s). We also know that rote memorization is not an efficient method of learning words. What can be done through instruction to facilitate the process of orthographic mapping? In this session, we will review what is known about phonemic proficiency and its relationship to the word storage process.

Carolyn Turner works on behalf of the Ohio Department of Education as one of 2 Ohio Literacy Leads, a role that allows her to work with district administrators, teachers, universities, and students across the state. Carolyn serves on literacy advisory boards at Mount St. Joseph University and Walsh University, working as an adjunct professor. She also provides professional learning in literacy as a national LETRS trainer. In her spare time, she enjoys reading, yoga, watching college football, and spending time with her husband, children, and dog, Crosby.

Dr. Cheryl Chase

Still Not Back to Normal: Strategies to Manage Pandemic Stress

I know we are all sick of hearing it, but these remain unprecedented times. The COVID pandemic continues to wreak havoc on our children’s sense of predictability and certainty, and this stress can manifest in our children in many ways including irritability, behavioral outbursts, emotional lability, difficulty eating, and sleeping, and physical illness. This talk will help audience members notice and identify the signs of stress, and offer several strategies to help improve wellbeing both at home and school. Strategies taught will be helpful for both children and adults.

Cheryl Chase, Ph.D. is a licensed clinical psychologist in private practice in Independence, a suburb of Cleveland, Ohio. She specializes in the diagnostic and neuropsychological assessment of various conditions impacting children, adolescents, and young adults including ADHD, Pervasive Developmental Disorders, Learning Disorders, and emotional concerns. In addition to her clinical practice, Dr. Chase is also an accomplished speaker at the local and national levels, leading workshops on such timely topics as executive functioning, dyslexia/dysgraphia, and creative ways to support those who struggle in school. Finally, Dr. Chase serves as an adjunct instructor at several colleges in the Cleveland area. She is an active member of the International Dyslexia Association, the American Psychological Association, and Learning Disabilities Association of America. For more information, please visit ChasingYourPotential.com or Dr. Chase’s LinkedIn page.

Marilyn Zecher (2 presentations available)

Foundational Math Skills and Manipulatives

What is so very important about teaching foundation skills in mathematics with manipulative objects?  When we take a deep dive into the standards we see that the content of the first years of mathematics instruction pervades all standards for the following years; yet when we explore testing data we see that the majority of special needs students are not proficient in math when they enter third grade. We must consider whether they are unable to learn on par with their peers, or that we are not meeting their needs.  Are they instructional casualties of a system based on rote memorization and procedural strategies?  Conceptual math instruction is the model for today’s curricula. Can we fix the problems with conceptual instruction alone, or do we need instructional strategies which enhance this instructional paradigm?

Teaching Algebra with Manipulative Objects

Just when students begin encountering BIG numbers, many curricula abandon the representations which would allow our students to visualize them. When math becomes more and more abstract with a heavy impact on language, we fail to offer models which would provide “portable” memory.  This presentation will focus on making the” abstract” – concrete.  We will focus on linkages between known and new concepts with manipulative objects.  This presentation will focus on specific algebraic concepts and ways to present them visually to students who need to activate the visual and tactile modes of learning to impact long-term memory.

Marilyn Zecher is a teacher, Nationally Certified Academic Language Therapist specializing in the application of O-G Multisensory Strategies for teaching Math, Study Skills, Reading & Language, Spanish and Content Area Subjects. Ms. Zecher is a former classroom and demonstration teacher in an Orton-Gillingham based public school program. She holds a BA in education and a BA and MA in English. In 2004, Ms. Zecher received her certification as an Academic Therapist specializing in multisensory mathematics and study skills. She helped to develop ASDEC’s Multisensory Mathematics program that apply Orton-Gillingham instructional techniques to the teaching of mathematics. 

Dr. Deb Glaser

Morphemes are Mesmerizing

Are you curious and want to learn more about teaching morphological awareness? Gain a deeper appreciation for how the reading brain integrates morphological awareness to enhance vocabulary, comprehension, oral language skills, spelling, and writing. We will explore what morphological awareness means, and discuss how to teach morpheme awareness through oral language, writing, and vocabulary instruction. If you are hesitant about teaching morphology, curious about structured literacy at advanced word levels, or just want to learn more about incorporating morphology throughout your day with students, come join us for some word fun. Participants will leave with a deeper understanding and appreciation for this instruction and tools they can implement right away with their students.  Come be mesmerized by morphological awareness… it’s the new awareness! This session is designed for intermediate and middle school teachers.

Dr. Glaser is a consultant, author, and teacher educator with expertise in reading assessment and proven instructional methods. Following her teaching career, she directed the educational arm of a non-profit dyslexia learning center where she developed programs to teach teachers and students.  She was an original National LETRS trainer, is a policy advisor to the National Council on Teacher Quality and regularly contributes to the evaluation of university programs that prepare our teachers to teach reading. Dr. Glaser is the author and co-author of five books. Her most recent contributions to the field are an online reading course The Reading Teacher’s Top Ten Tools: Instruction that Makes a Difference, and Morpheme Magic: Lessons to Teach Morphological Awareness.

Mary Ellis Dahlgreen, Ed. D.

What’s the Story with Word Walls?

Word walls have been posted in our classrooms for years; some as a mandate by the district, others due to status quo, ”It’s the way we have always done things.” During this session, we will discuss how the exploration of articulatory features helps students to gain an awareness of how print is designed to represent speech and why this is a more effective way to connect phonology and orthography.

Mary Ellis Dahlgren, Ed.D., is the founder and President of Tools 4 Reading. She is an experienced educator with over 35 years in the field of education having served as a dyslexia therapist, elementary classroom teacher, international literacy consultant, and author. She is the author of a highly successful phonics tool kit that includes Kid Lips and Phoneme-Grapheme Instructional Cards for elementary, special education, and English language learner teachers. She was also a national trainer for the distinguished teacher curriculum Language Essentials for Teachers of Reading and Spelling (LETRS) for 18 years. Mary is also the President of The Reading League Oklahoma Chapter.  Her passion is to help everyone involved in reading instruction to feel equipped and confident in providing the highest quality instruction possible. 


Van Lemmon

Assistive Technology Assessments Practices and Scaffolding Instruction for Tool Usage

The presentation will examine assessment practices to aid the matching of assistive technology tools for reading and written expression. A myriad of assistive technology tools will be identified relative to academic performance in literacy. Strategies to facilitate tool usage will also be discussed.

 

Van Allen Lemmon is the proprietor of Central Ohio AT. Van is a graduate of The Ohio State University’s Occupational Therapy Program. Throughout his 20 year career as an occupational therapist, Van has primarily worked in the school setting. As a school-based occupational therapist, Van has worked with educational teams to complete assistive technology (AT) evaluations and supported usage of recommended AT tools students through 1-to1 student support, staff training and professional development, and consultation with the Individualized Education Program (IEP) teams. Van has also worked with school district administrators and vendors to acquire AT tools on a district-wide and individual level. In 2014, Van completed Bowling Green State University’s (BGSU) Assistive Technology Certificate Program. In 2017, he received a Master of Education in Special Education from BGSU.

 

*International Dyslexia Society – Northern Ohio owns the copyright and has exclusive right to use, copy, publish, distribute, license, display, or publicly perform all written materials and any audio/visual presentation provided in this conference. As a registrant, participant or viewer of the conference or this video/live stream event, you agree not to record, copy, use, publish, distribute, license, display or otherwise stream the live or recorded presentation, and agree that International Dyslexia Society – Northern Ohio owns sole right to all copyrighted materials and the live-streamed and/or recorded audio/video content created at the conference.”


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