Presented by: Dr. Amy Thompson, Mrs. Sheri Hight, and Dr. Susan Perry
July 22, 2020 from 10:00 AM – 12:00 PM CDT
In light of the ongoing pandemic, schools and teachers need to be prepared for hybrid learning in the fall. Our struggling learners will need our help now more than ever. RTI needs to continue in order for these students to be served. Participants will learn and discuss ways to continue RTI utilizing small groups online. Participants will focus on the organization, materials, and strategies needed to effectively pivot with uninterrupted instruction.
This session is meant for teachers of all grades who want to learn more about how to engage with and conduct literacy instruction in small groups online. Participants will build their literacy toolbox and leave with evidence-based strategies and technologies to address this important need.
About the presenters:
Dr. Amy Thompson, Assistant Professor and Graduate Reading Program Coordinator in the Elementary, Literacy, and Special Education Department at the University of Central Arkansas, has a passion for helping teachers understand dyslexia, the science of reading, RTI, and assessment and intervention. Dr. Thompson has created webinars entitled Dyslexia 101 and Supporting Students with Dyslexia through Technology for Accutrain Professional Development in Virginia Beach, Virginia. She has delivered numerous professional development workshops and presentations at local, state, national, and international schools and conferences. She has served on an International Dyslexia Association accreditation team. Dr. Thompson has authored and co-authored book chapters and journal articles focusing on preparation of literacy teachers and technology in literacy. Dr. Thompson has a BSE in Elementary Education, a M.Ed. in Reading, and she holds a Ph.D. in Leadership with an emphasis in reading and dyslexia. Before coming to higher education, Dr. Thompson taught in the Little Rock School District in 3rd and 4th grades and is in her 21st year in education. She is a National Board Certified Teacher in Literacy and a licensed Reading Specialist.
Mrs. Sheri Hight is a PALS Interventionist/Support Specialist for the Virginia Beach City Public Schools in Virginia Beach, Virginia. She is a Reading Interventionist that is student-centered and advocates for students with learning differences. Sheri utilizes multisensory and structured literacy interventions to ensure her students individual needs are met. Sheri is also a founding member of the Decoding Dyslexia Virginia, Hampton Roads chapter. She also volunteers on the Virginia Beach City Public Schools Special Education Advisory Committee. Additionally, Sheri has had speaking engagements at local and state reading and education conferences. Presentations include: Dyslexia for a Day Simulation and What is Dyslexia?, Dyslexia and the Orton Gillingham Approach and RTI, and Breaking the Reading Code and the Emotional Impact on the Dyslexic Student. Mrs. Sheri Hight holds a Bachelor of Art in Psychology from Texas Tech University and a Master of Science in Reading with a Dyslexia certificate from the University of Central Arkansas.
Dr. Susan Perry has a B.S. in elementary education from Oklahoma State University, M.Ed. in special education from Loyola College, Ed.S. in Reading from the University of Arkansas at Little Rock, and an Ed.D. in Higher Education with an emphasis in Attention Deficit Disorder (ADD). She is also a retired Reading Recovery Teacher Leader, National Board Certified in Literacy and is an Alphabetic Phonics Academic Language Therapist. Susan has been an educator for more than 20 years. During this time, she has served as an elementary education teacher, special education teacher, literacy coach, Reading Recovery Teacher Leader, K-12 Literacy Specialist with the Arkansas Department of Education, Research Associate, Visiting Professor, and Assistant Professor. Susan’s research interests include RtI, literacy disorders, higher education and disabilities, ADD, best practices in teaching children how to write, and the reciprocal relationship between reading and writing.