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Accelerating Foundational Skills and Comprehension for Adolescent Learners: Urgency, Opportunity, and Hope
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Event Details
Event Description
* Complimentary Session for Multnomah County educators
* This is not a sales presentation
* Seating is limited. Please register only if you know you are able to attend. Thank you.
Educators, school leaders, and parents recognize the urgent need to identify and support students in middle, and high school who struggle to read. Foundational reading skills and comprehension are often at the heart of reading difficulties and it is crucial to provide instruction that is research-based, respectful, dignified, and age-appropriate to this vulnerable group of students.
In this engaging and interactive session, participants will:
Unpack the evidence-based strategies within the
IES Practice Guides: Providing Reading Interventions
Bridge the research to practice by experiencing effective instructional routines within structured literacy lessons
Review the essential characteristics of connected texts that engage readers while ensuring appropriate practice leading to mastery of critical skills
Audience:
Grades 6-12 ELA / Reading teachers and instructional coaches
February 20, 2025 Schedule
8:15 - 8:30 am Sign-in and Continental breakfast
8:30 - 11:30 am Part One
11:30 - Noon Lunch (provided)
Noon - 2:45 pm Part Two and Closing
Facilitator
Dr. Jennifer McMahon
is an independent education consultant and professional learning lead partnering with Collaborative Classroom. Dr. McMahon is an experienced school district administrator, professional development specialist, and literacy specialist.
This session is co-hosted by:
Location
MESD Ainsworth Building
11611 NE Ainsworth Circle
Portland, OR 97220
Site
Auditorium
Fee
$0
Contact Information
Penny Plavala
503-319-3127 cell
pplavala@mesd.k12.or.us
Session Information
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Start:
Thursday February 20th, 2025 at 08:15 am
End:
Thursday February 20th, 2025 at 02:45 pm
PDUs:
6.00
Instructor: Jennifer McMahon, Professional Learning Lead, Collaborative Classroom
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