Saturday May 2, 2015
8:00 am to 5:00 pm
251 Charles E. Young Drive West
Los Angeles, CA 90095
From the 405 Freeway: Exit on Sunset Blvd. proceed East on Sunset and enter the UCLA campus by turning RIGHT onto Bellagio Drive. Proceed to the stop sign at De Neve Dr. (at the top of the hill) and turn LEFT. Proceed 3/10 of a mile down the hill to the SV (Sunset Village) parking structure on your right. Purchase a parking permit in the garage. Parking is $12 per car.
Continuing education credits will be provided through BBS and ASHA (0.55 CEUs). For Speaker Disclosures and learning outcomes, go to: www.speakerdisclosuresidala.com
Scholarships are available! Click here for application and details.
Sponsor a Teacher:
If you would like to sponsor a teacher for this event, please Click here to purchase their entrance ticket.
Dana Abrams, Event Planner
International Dyslexia Association, Los Angeles Branch
Exhibitor and sponsorship opportunities
are available. For more information, please call (818) 486-2111 or email email@example.com
Cancellations made by April 19th will be given a full refund minus a $50 processing fee. Refunds will not be provided for cancellations made after April 19th.
Thank you to our sponsors:
(Everyone is invited to attend! Participants do not need to be an educator or an IDALA member. We hope you will join us)
Louisa Moats, Ed.D.
Dr. Louisa Cook Moats, Ed.D., spent four years between 1997 and 2001 directing the NICHD Early Reading Interventions Project in Washington, DC. Her interest in spelling began while she was a doctoral student at the Harvard Graduate School of Education. She has taught teachers at the Greenwood Institute in Vermont and Simmons College in Boston. Dr. Moats has also been a teacher, school psychologist, and licensed psychologist in private practice. She worked on the California Reading Initiative from 1996-1997 as Distinguished Visiting Scholar at the Sacramento County Office of Education. Her research interests include the language knowledge of teachers, spelling development and instruction, and the implementation of schoolwide interventions for improving literacy.
Dr. Moats is known for her many publications on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling. Books include Spelling: Development, Disability and Instruction (York Press), Speech to Print: Language Essentials for Teachers (Brookes), Parenting a Struggling Reader (with Susan L. Hall, Broadway Books), and LETRS (Language Essentials for Teachers of Reading and Spelling (Sopris West).
Understanding Dyslexia Myths and Realities
As neurobiological, genetic, cognitive, and educational research concerning reading disabilities accumulates, scientific evidence clearly diverges from some widely held beliefs about dyslexia. To remain credible, we as professionals, parents, and advocates must be willing to adapt our views. In this session, we will examine some prevalent myths about dyslexia and propose ways to reconcile them with reality.
SCHEDULE OF THE DAY
8:00 am Registration/Exhibitor Area is Open/Continental Breakfast
9:00 am Welcome
9:10 am Keynote Speaker, Louisa Moats, Ed.D.
10:40 am Break/Exhibitor Area is Open
11:00 am Breakout Session 1 (1A), (1B), (1C)
12:15 pm Lunch (provided)/Exhibitor Area is Open
1:30 pm Breakout Session 2 (2A), (2B), (2C)
2:45 pm Break/Exhibitor Area is Open
3:05 pm Breakout Session 3 (3A), (3B), (3C)
4:25 pm Exhibitor Area is Open
5:00 pm Conference Ends
(1A) Dyslexia Intervention at the Secondary Level
Dr. Louisa Cook Moats, Ed.D., President, Moats Associates Consulting, Inc., Author, Teacher Trainer, Consultant in Literacy Development, Disabilities, and Instruction
It is never too late to teach an older student to read. Instruction involves more than accommodations and technology supports. Multi-component programs with explicit teaching of all levels of language processing can make a significant difference in a student’s eventual reading, writing, and general academic survival abilities.
(1B) Using the Common Core Progressions to Inform Instruction for
Students with Mild Disabilities
Susan Tandberg, Ed.D., Director of Instruction, LAUSD
This session will focus on the Common Core progressions in ELA and Math as tools for informing instruction and intervention for students with mild/moderate disabilities in grades K-8. Participants will explore the progressions as a means of identifying present levels of performance, instructional goals, and instructional strategies and grouping. Participants should have an awareness of the structure of the common core state standards to most benefit from this session
(1C) Not What I Expected: Helping Parents Cope with Their Emotional Journey of Having Atypical Children - a Neuropsychological Approach for Professionals
Rita Eichenstein, Ph.D., Pediatric Neuropsychologist
This presentation will guide professionals through creating a neuropsychological and social/emotional understanding of what happens to parents when faced with “not what I expected." All professionals who work with children are trained in their specific fields, yet little is taught about working with parents of those children. This is a newly developed paradigm for understanding parents of children who are atypical.
EARLY AFTERNOON BREAKOUT SESSIONS
(2A) Remember the Brain: The Role of Working Memory in Parallel Learning Systems
Lev Gottlieb, Ph.D., Licensed Psychologist and Pediatric Neuropsychology Fellow, UCLA
This talk reviews the brain science of our three parallel learning systems (explicit, implicit, executive), highlighting working memory (a component of the executive system). How does working memory affect everyday functioning? What methods do we have to assess it? And which treatments really make a difference?
(2B) What Does Oral Language Delay Have to do With Literacy and What are the Implications?
Farryl Dickter, M.A., C.C.C., Licensed Speech/ Language Therapist and Professional Educational Therapist
Research shows that strong oral speech and language development is the key to acquiring strong literacy. Yet many speech and language delays are overlooked, recognized but left untreated, or linger in subtle ways. This presentation will clarify the components of language development and enable participants to recognize subtle speech/language deficits. Simple, specific techniques for enhancing reading and writing skills by addressing these core, underlying deficits will be emphasized.
(2C) Mindfulness, Meditation, and Imagination: Creating Resiliency in Children and Teens
Charlotte Reznick Ph.D., Educational Psychologist, Speaker, Author
In this rich visual presentation, we will explore how nine mindfulness, meditation, and creative imagination strategies can help kids access their own wisdom and develop and trust their intuition to find their own best answers to life's everyday challenges (stress, siblings, sleep, anxiety, achievement, and more) and build emotional resiliency for the 21st Century.
MID-AFTERNOON BREAKOUT SESSIONS
(3A) Stress: An Alternative Explanation for Common Learning and Behavioral Challenges
Daniel Franklin, Ph.D., BCET, Educational Consultant
Peter Murphy, Ph.D., Clinical Psychology
Drawing on the latest findings from the fields of social neuroscience, psychology, and education, this presentation will explore the biological mechanisms of stress and identify how stress impacts learning and behavior. In addition, the connection between healthy attachment and stress will be discussed. This presentation will offer specific strategies that parents, teachers, and clinicians can use to mitigate stress-related learning and behavioral challenges.
(3B) Using Technology to Make the Common Core Writing Standards Accessible to Diverse Learners
Sally A. Spencer, Ed.D., Associate Professor of Special Education, California State University Northridge
This presentation will cover a variety of ways that teachers and parents can use technology to help students plan, write, create, and edit writing in alignment with CCSS. Tools such as the iPad, on-line webbing tools, comic tools, and a variety of apps will be discussed and modeled, and participants will have the opportunity to try out a variety of tools and learn how to explicitly teach students to use them independently.
(3C) Reading Comprehension: Understanding How to Understand
Kathy Futterman, M.A., ET/P, Educational Therapist, Lecturer/Supervisor
Following an overview of assessments and identification of reading comprehension disorders, this session will explore the connection between receptive and expressive language abilities and reading comprehension. Participants will learn how to remediate language difficulties via reading comprehension strategies, how to explicitly teach text structures, and how to improve higher-order thinking skills in alignment with CCSS. Evidence-based strategies to improve reading comprehension will be highlighted.
For Speaker Disclosures and learning outcomes, go to: www.speakerdisclosuresidala.com