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?
Beth Phillips

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 12; P. Kennedy Handouts 123, 4 
  
A Promising RTI Tier 2 Early Literacy Intervention:  Results from Cluster Randomized Controlled Studies and Longitudinal Follow-Up
Laura L. Bailet
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
Developmental, Assessment, and Promotion of Early Literacy Skills for Preschoolers Who are Spanish-Speaking Language-Minority Children
Chris Lonigan
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)
Storytelling to Story Comprehension: A Narrative Intervention Approach
Trina Spencer
Frameworks for Response to Intervention in Early Childhood Education: Description and Implications
Kristie Pretti-FrontczakPretti-Frontczak Handout 2
Development of the Spanish Version of the Individual Growth and Development Indicators
Lillian Duran, Alisha Wackerle-Hollman, Scott McConnell
  L. Duran Handout
Tier 3 Support for Early Literacy and Language: Individual Differences and Lessons Learned
Ruth Kaminski
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
Lise Fox

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 GreenwoodGreenwood Handout 2
Program-Wide Adoption of the Pyramid Model:  Building the Infrastructure to Support Implementation and Decision-Making
Lise Fox; L. Fox Handouts 2, 3
Early Childhood Syntax and Theory of Mind: Intervention Development and Implementation
Beth Phillips
The Importance of Tier 1 Interventions for Dual Language Learners: The Nuestros Niños Program
Dina Castro
CRTIEC Updates: Tier 2 Vocabulary and Comprehension Intervention ResultsBeth Spencer, Howard Goldstein, Amber Sherman, Trina Spencer
2:00 – 4:00 pm POST SUMMIT WORKSHOPS:
Using  the Individual Growth and Development Indicators  in Early Literacy and LanguageScott McConnell & Tracy Bradfield
Implementing Tier 2 Language and Literacy Interventions in Listening Centers
Laura Walaszek, Beth Spencer, Trina Spencer & Howard Goldstein
RTI Early Childhood Summit—What’s Next?
Judy Carta, Charlie Greenwood & Ruth Kaminski