Summit 15 Rate $395.00 plus GST Recent Summits were full. Book early.Block bookings are available to schools and districts. Purchase spaces now and provide names later. Registrations cannot be cancelled. However, substitutions are welcome.

Request your registration form by emailing vulnerablereaders@shaw.ca

Summit 15

CalgaRy Oct 27-28, 2016

Calgary Telus Convention Centre

O n t h e S h O u l d e r S O f G i a n t S in the Preschool and Primary Literacy Field

EarlyA First Class Beginning:

Learning INC.(Janet Mort PhD)

The Summits are Non-Profit Events Co-sponsored by

When Struggling Readers Thrive

Dreams Come True

Join Our International literacy Experts

H Dr. Richard Allington H Dr. Anne Cunningham H Ruth Culham H Charlotte Diamond H Lori Jamison H Dr. Janet Mort H Margo Southall H Dr. Carol Tomlinson H Miriam Trehearne

New! Keynote Speaker:

Dr. Carol Tomlinson

Registration Instructions: Page 4

A Summit for Early Literacy Leaders:Scholars and Practitioners Working Together

AN IMPLEMENTATION SUMMIT!Vision: Thriving Readers by K - 3!

action: Implementing Joyful Interventions!

Target Audience: Teams of teachers, coaches, and administratorsEveryone Who Teaches Struggling Children

WHAT’S NEW AND DIFFERENT?This is an IMPLEMENTATION SUMMIT!All participants will attend plenary sessions with dynamic keynote speakers who will remind us of the research and theoretical base of the Summit.General workshops will focus on practical classroom strategies that can be implemented on Monday. We now have multiple stories to share about classrooms and districts that are implementing their version of Joyful Literacy Interventions and experiencing significant success towards the 90% success goal. Participants in the K/1 special ‘Summit within a Summit’ will leave with a step-by-step plan for reaching 90% success plan with students in a play- and research-based classroom environment – led by practicing teachers who have already accomplished the same.

Dr. Richard Allington

World Renowned Intervention Expert

Dr. Carol TomlinsonWorld Renowned Differentiation Expert

F e a t u r i n g

P r o g r a m C o n t e n t

Early Years ResearchEach speaker will reference the key research that makes it unequivocally clear that even if children begin school with challenges or deficits, over 90% of them are fully capable of reading at grade level by the end of third grade. The entire Summit is built on this conviction. If we want to change the trajectory of struggling readers’ lives, we must rely on this research to guide our path. The Summit program will include the following six essential components. A variety of the listed speakers will be selected to address each of these topics. The detailed program will be available in the fall.

How the Summit is OrganizedWhile there are many components in a balanced literacy program, we have selected six key topics as our focus for Struggling Children Thrive, as the research has identified these essential components as foundational to any successful early literacy program. Our keynote and workshop speakers will specifically target these areas in their addresses.

1. a dynamic learning environment“Learning environments are largely invisible yet permeate everything that happens in the classroom. Perhaps because of their invisibility, we tend not to talk about them very much… These missed opportunities diminish teachers’ awareness of this critical aspect of schooling and their intentionality in developing environments that actively invite learning.” (Sousa & Tomlinson, 2011)

2. foundational Skills and KnowledgeContrary to recent decades of practice, it is now clear that explicit instruction must begin in kindergarten (or earlier) for struggling children. Research tells us that mastery of alphabet knowledge and phonological awareness will have the greatest impact on a child’s future literacy success, as will knowledge of high frequency words learned by memory (NELP, 2008). How do we incorporate the instruction of these essential skills and knowledge into a play-based learning environment?

3. assessment to inform instructionThe Summit is guided by research showing that children must learn over 41 sets (Mort, 2014) of essential skills in their first three years of school, and some of these key skills have sub-sets of skills within them. The teacher needs to know if children have been taught the skill, if they require review of the skill, and if they need to be referred for special assistance. The teacher needs to be able to assess each child, track mastery of each skill and be able to group children according to skill needs. The teacher needs to use all of this information to inform daily instruction.

4. emergent Shared reading and Shared WritingShared Reading and Shared Writing are listed in the research (NELP, 2008) as two of the most impactful practices that accelerate future literacy success. What is Shared Reading and Shared Writing and why do they have such an impact? What makes these two practices different from guided reading or other traditional approaches to emergent reading and writing? How do we merge the best of all approaches? How do we introduce reading and writing in kindergarten and grade one?

5. Brain-based differentiated instructionRecent research has revealed so much about how the brain learns, and we can no longer ignore the implications of these discoveries for educational practice. Teachers need to find ways to use this brain research to develop strategies that will allow students to succeed in classrooms that enroll students with a diversity of abilities, cultural backgrounds, and languages. This research pool (called educational neuroscience) offers information and insights that can help educators make implementation decisions.

6. leadership and Change for early learningThere is no more powerful way to initiate systemic change than to implement “pilot sites” or “demonstration sites” as laboratories where we can implement research-based change, apply theories, and measure success with hard data and qualitative stories. These sites can provide a snapshot of what the change would look like for those who are not yet ready for full implementation. We can celebrate victories and provide evidence to skeptics or critics. These sites will not only require key leaders to be on board, but also committed teachers who feel ready to take a big implementation step.

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dr. richard allington is a well-known author and co-author of: What Really Matters for Struggling Readers; What Really Matters for Response to Intervention; Learning to Read: Lessons from exemplary first- grade classrooms; Classrooms that Work: They can all read and write; and Schools That Work: Where All Children Read and Write; as well as over 100 other articles and publications. He serves on

numerous editorial boards for research journals. Past President of the International Reading Association and the National Reading Panel he has been an outspoken critic of failed government initiatives and a powerful advocate for the rights of children who struggle with reading.

dr. anne Cunningham (Researcher and Author) has a PhD in Developmental Psychology and is known for her research on literacy, child development and special education (conducted at the University of Berkeley, CA). She examines the cognitive and motiva-tional processes underlying reading ability and the interplay of context, development, and literacy instruction. Dr. Cunningham has been awarded several prestigious research fellowships. She currently serves as principal investigator of Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy. She is a member of multiple journal editorial boards. She has served on several expert panels for literacy initiatives, which included the National Early Literacy Panel (NELP). Anne elegantly balances public school reading experience with rigorous scientific research work and university level teacher training.

ruth Culham (Author) is a featured speaker nationally on traits of the writing and effective writing instruction. Ruth is a recognized expert in the traits of writing and author of over 40 Scholastic resources including 6+1 Traits of Writing: The Complete Guide, Grades 3 and Up; 6+1 Traits of Writing: The Complete Guide for the Primary Grades; and Traits of Writing: The Complete Guide for Middle School, winner of the 2011 Teacher’s Choice award. She launched a writing revolution with a culmination of 40 years of educational experience, research, practice, and passion. She has two new books: What Principals Need to Know About Teaching and Learning Writing (2014) and The Writing Thief: Using Mentor Texts to Teach the Craft of Writing (2014) from IRA. Ruth is the president of the Culham Writing Company and former Unit Manager of the Assessment Program at Education Northwest in Portland, Oregon.

Miriam trehearne (Author) will focus on the best literacy practices teachers can use to build the vulnerable reader’s oral language, knowledge of high frequency words, comprehension, and fluency. She will describe many research-based, practical, engaging, and developmentally appropriate strategies, mini-lessons and activities, that are designed both to assess and develop early literacy skills. Miriam has worked as a classroom teacher, resource teacher, special needs coach, literacy specialist and University Associate. Miriam Trehearne books

Margo Southall (Author) will demonstrate how to make standards achievable for struggling readers with lesson sequences and hands-on learning activities that apply current brain research on how children learn. She has designed a doable framework for differentiating both classroom and intervention programming that targets specific profiles of reading difficulties and addresses the underlying cognitive factors behind a slow rate of progress. Margo enjoys working collaboratively with teachers in professional learning contexts across the U.S. and has authored five books on differentiated practice, including a best-seller. http://www.margosouthall.com

lori Jamison (Teacher and Author) will present best practices in literacy instruction for diverse learners. Lori believes that we need to stop thinking about our struggling learners as “at risk” and instead to start thinking of them as “with promise.” In this way, we can focus on meeting students where they are on the learning continuum and scaffolding them to higher levels of proficiency. A former K-12 Language Arts Consultant and past board member of the International Reading Association, Lori is first and foremost a teacher. In her sessions, she will share new ways of thinking about classroom structures designed to meet the needs of all the students in the class. She will discuss practical ideas for making the most of interactive, read-aloud activities that integrate literacy with play. Lori will also outline ways for planning goal-based guided reading, and for creating powerful mini writing lessons. http://lorijamison.com

Charlotte diamond (Performer and Educator) The Seven Intelligences Through Music: Primary educators know that struggling learners experience joyful learning through music but often are not trained to instruct through song. Juno Award winning Charlotte Diamond has always had a special interest in children with learning challenges. As well as being an internationally renowned singer, composer, and performer of family and children’s music, Charlotte is also known as an educator, and has participated in many educational conferences as a keynote speaker and workshop leader throughout North America. Charlotte’s music is part of many classroom curricula, as the songs are easily “singable”, teachable, and relevant to literacy... one more way to close the gap and open joyful learning possibilities for young children.

C a l g a r y S u m m i t S p e a k e r s | O c t o b e r 2 7 - 2 8 , 2 0 1 6

dr. Carol ann tomlinson is Chair of Educational Leadership, Foundations, and Policy at the University of Virginia’s Curry School of Education. She was a public school teacher for 21 years in high school, preschool, and middle school and administered programs for struggling and advanced learners. Carol is author or co-author of over 300 books, book chapters and articles, including: How to Differentiate Instruction in Mixed Ability Classrooms; The Differentiated Classroom: Responding to the Needs of All Learners; Fulfilling the Promise of the Differentiated Classroom; Differentiating

Instruction and Understanding by Design; The Differentiated School; Leading and Managing a Differentiated Classroom; Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom and others. Carol works internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.

dr. Janet Mort has created a powerful intervention system for primary grades. Instead of retiring she returned to university to determine how to help struggling young learners achieve literacy success. She systematically analyzed the prevailing Early Learning research; designed a strategy to apply the research in primary classrooms; and created an innovative assessment and tracking tool. Since then she has worked with over 100 teachers to apply the system in their classrooms. She has documented the research and her system in a new book – Joyful Literacy Interventions. The results have been outstanding: The goal was to begin applying the system in kindergarten with the goal of ensuring that vulnerable children reach grade level in literacy by the end of grade three. Hard data demonstrates that teachers are succeeding in achieving that goal in most classrooms - even in a Tribal School where success rates had previously been very low. Janet’s system features a play-based environment where skills are embedded in practice activities in centers and each child’s progress is tracked skill by skill. Janet will describe her strategy in a keynote address: Representatives from the Tribal School and a school district that has implemented throughout their system will subsequently provide workshops to provide detail, tell their stories and provide evidence of success.

A SUMMIT for Early Literacy Leaders: Scholars and Practitioners Working Together | Primary teachers; ATA members; School trustees; Literacy Coordinators; Aboriginal leaders; Special Education Leaders; ECE leaders; College and University leaders; Ministry leaders and others who have opportunities to enhance programs for vulnerable readers

Payment Payment is by credit card (Visa or Mastercard) or school district invoice; we guarantee security. The registration fee is $395 plus GST for Option 1 and $420 plus GST for Option 2. (Option 2 includes a boxed lunch on Day 2.) Registrations cannot be cancelled after payment; however you can hold spaces and provide names later if payment is included in the registration. The registration fee includes two nutrition breaks. The program will be offered on Oct 27 and 28 from 8:30 am to 4:00 pm. To ensure your space please register early. Registrations cannot be cancelled; however substitutions are welcome.

how to register1. Review this page. This is the information that you require.2. Email vulnerablereaders@shaw.ca for a registration form.3. You will receive a fill-able registration form. the form will ask you to select one of two options.

One option is attending both days of the regular Summit ($395 plus GSt). the other option is attending day One of the regular Summit, and the special full-day K and Grade 1 session on day 2 ($420 plus GSt).

4. Complete the form and return it to the same email address. You are now registered! 5. Our mailing address is: Early Learning, Inc., Raincoast Business Centre, 1027 Pandora Ave, Victoria, BC, Canada V8V 3P6

room reservations Limited room rates are available in Calgary at the following hotels. Other hotels may have available space. Registrants may be eligible for Alberta teacher rate at the hotel of your choice.

Calgary Marriott downtown hotel 110 – 9th Avenue SE, Calgary, Alberta T2G 5A6. Located downtown Calgary, adjoining the Calgary Telus Convention Centre. For reservations call: 1-888-236-2427 and quote “Summit 15: Calgary”

hampton inn and Suites 2231 Banff Trail NW, Calgary, Alberta T2M 4L2. Located near the University of Calgary. Conference rate is $159 plus taxes. Breakfast included. For reservations call: 1 888 432 6777 and quote “Summit 15: Calgary Vulnerable Readers”

Other downtown hotels include:delta Calgary downtown 209 Fourth Ave SE, Calgary, AB Phone 1 403 266 1980fairfield inn and Suites downtown 239 12th Avenue SW, Calgary, AB Phone 1 403 351 6500hyatt regency Calgary 700 Centre Street SE, Calgary, AB Phone 1 403 717 1234

To reach Registrar or to

request a registration form, please email vulnerablereaders

@shaw.ca

REgISTER NOW!

For special circumstances contact the Summit Manager Neil Hughes by emailing neilhughes@me.com.

(Previous Summits were fully booked weeks before the event. As we turned many away, you may wish to register early.)

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OCtOBer 27-28, 2016 | CalGary, aBCalgary Telus Convention Centre 120 - 9th Avenue SE, Calgary, AB 8:30 am to 4:00 pm

NameJob RoleSchool DistrictEmail Address

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InvoiceSchool or District NameAddressAttention

Along with selecting one of two options, the following information is required on the registration form you will receive:

EarlyA First Class Beginning:

Learning INC.(Janet Mort PhD)

The Summits are Non-Profit Events Co-sponsored by

15SUMMIT