| WEDNESDAY, SEPTEMBER 19 | |
| 5:00 – 7:30 pm | OPENING SESSION and POSTER SYMPOSIUM |
| THURSDAY, SEPTEMBER 20 | |
| 8:45 – 10: 00 am | PLENARY PANEL: Promising Directions for Promoting Oral Language and Comprehension in Young ChildrenFostering Language in Preschool Classrooms: Challenges and Promising Avenues David Dickinson D. Dickenson Handout 2 Opportunities for Language Learning: Is Tier 1 Meeting Children’s Needs? |
| 10:30 – 12:00 pm | BREAK OUT SESSIONS: |
| Lessons Learned from States Dee Gethmann, Misty Goosen & Pam Kennedy D. Gethmann Handouts 1, 2, 3; M. Goosen Handouts 1, 2; P. Kennedy Handouts 1, 2, 3, 4 |
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| A Promising RTI Tier 2 Early Literacy Intervention: Results from Cluster Randomized Controlled Studies and Longitudinal Follow-Up Laura L. Bailet |
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| Innovative Application of RTI Practices in School District ProgramsImplementing an Innovative Tier 2 Intervention that Improved Vocabulary and Comprehension Skills for Preschoolers Donna Nylander Research-to-Practice In Action: Implementing Screening, Data-Based Decision-Making, and Tier 2 Intervention In District-Based PreK Rebecca Holland and Elizabeth Spencer |
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| Developmental, Assessment, and Promotion of Early Literacy Skills for Preschoolers Who are Spanish-Speaking Language-Minority Children Chris Lonigan |
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| IGDIs and Beyond: Measurement and Decision-Making for Language and Literacy RTI Efforts in Early Childhood SettingsTracy Bradfield, Scott McConnell & Alisha Wackerle-Hollman | |
| 1:30 – 2: 45 pm | PLENARY PANEL: Lessons Learned from RTI Research in K-3Teaching Early Literacy to Students Who are Bilingual (English and Spanish): Findings Overtime Sharon Vaughn Response to Kindergarten Reading Intervention: What We Know and What We Need to Know Deborah Simmons |
| 3:15 – 4:45 pm | BREAK OUT SESSIONS |
| Research to Practice Roundtable (No handout) |
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| Storytelling to Story Comprehension: A Narrative Intervention Approach Trina Spencer |
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| Frameworks for Response to Intervention in Early Childhood Education: Description and Implications Kristie Pretti-Frontczak; Pretti-Frontczak Handout 2 |
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| Development of the Spanish Version of the Individual Growth and Development Indicators Lillian Duran, Alisha Wackerle-Hollman, Scott McConnell L. Duran Handout |
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| Tier 3 Support for Early Literacy and Language: Individual Differences and Lessons Learned Ruth Kaminski |
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| FRIDAY, SEPTEMBER 21 | |
| 8:30 – 10: 00 am | PLENARY PANEL: Lessons Learned in Scaling up Multi-Tiered Systems of SupportScaling up Multi-tiered Systems of Support: Experience with School-wide PBIS Rob Horner Scaling Up the Implementation of an RTI for Social Emotional Competence: The Pyramid Model |
| 10:30 – 12:00 pm | BREAK OUT SESSIONS: |
| Emerging Standards for Design and Evaluation of Single-Case Research Designs: Documenting “Evidence-Based Practices” Rob Horner and Charles Greenwood; Greenwood Handout 2 |
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| Program-Wide Adoption of the Pyramid Model: Building the Infrastructure to Support Implementation and Decision-Making Lise Fox; L. Fox Handouts 2, 3 |
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| Early Childhood Syntax and Theory of Mind: Intervention Development and Implementation Beth Phillips |
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| The Importance of Tier 1 Interventions for Dual Language Learners: The Nuestros Niños Program Dina Castro |
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| CRTIEC Updates: Tier 2 Vocabulary and Comprehension Intervention ResultsBeth Spencer, Howard Goldstein, Amber Sherman, Trina Spencer |
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| 2:00 – 4:00 pm | POST SUMMIT WORKSHOPS: |
| Using the Individual Growth and Development Indicators in Early Literacy and LanguageScott McConnell & Tracy Bradfield |
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| Implementing Tier 2 Language and Literacy Interventions in Listening Centers Laura Walaszek, Beth Spencer, Trina Spencer & Howard Goldstein |
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| RTI Early Childhood Summit—What’s Next? Judy Carta, Charlie Greenwood & Ruth Kaminski |
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