TRL Louisiana

Louisiana K-3 Literacy State Standards Study: A 4-Part Series; Session 4: Third Grade
2023-04-20 15:30 - 16:30 (America/Chicago) | Zoom Registration Required
A Standards Study: K-12 Student Standards for English Language Arts
Louisiana has made great strides to support the literacy foundation necessary to ensure students’ success. In the development of the K-12 ELA Student Standards, “educators envisioned what proficient students should know and be able to do to compete in our society and focused their efforts on creating standards that would allow them to do so. The goal of the Louisiana Student Standards for English Language Arts (ELA) is to produce a literate person in the twenty-first century.”

This 4-part series will review and revisit the standards for ELA content for Kindergarten through Third Grade to ensure parents, teachers, administrators, and other stakeholders are aware of the connection and logic across grade bands in an effort to support literacy instruction based on the science of reading. Join The Reading League Louisiana for a discussion as we explore the Louisiana K-3 ELA Student Standards and continue to be fully aware of the literacy learning continuum and expectations of our students.

To join the session, please become a member of The Reading League Louisiana and a Zoom registration link will be emailed to you. Please note this will be an open discussion, please review the standards document ahead of the session.

Virtual Coffee Chat With Andria Slipp
2023-06-10 09:00 - 10:00 (America/Chicago)
“Linking Reading Comprehension and Executive Function: A Pathway to Improved Instruction”
Register now!Session Description:
Students with comorbid attention deficit hyperactivity disorder (ADHD) and specific learning disorder in reading (SLD-R) require reading comprehension instruction that is mindful of executive function deficit. Grounded in the notion that remediation is most successful when it is based on an understanding of the possible sources of failure, this presentation examines the interplay between executive function and reading comprehension and explores how reading comprehension instruction might integrate executive function support for students with ADHD and SLD-R. This proposed instructional framework integrates executive functions into the reading comprehension process. A lack of consensus with regard to how executive functions are identified, defined, and measured indicates avenues for future research. These findings are hoped to provide insight to teachers, administrators, curriculum developers, and those who provide teacher professional development.
Andria Slipp is the Head of Literacy, Admissions Officer, and senior high teacher at Rundle Academy, an independent day school in Calgary, Alberta which specializes in supporting students with Learning Disabilities. Her areas of professional interest include structured literacy for older students (grades 4-12), writing interventions, ADHD, and educational leadership. Away from the school setting, Andria enjoys experiencing the world through travel, exploring the Rocky Mountains in her backyard, and watching her teenage children grow into amazing people.

Webinar with The Center for Literacy & Learning
2023-09-21 16:00 - 17:00 (America/New_York)
Family Literacy Engagement and School-Based Literacy Plans partnering with The Center for Literacy & Learning’s Family & Community Initiatives Team

Monique Jolla, Director of Family & Community Initiatives & Miranda Gremillion, Literacy Engagement Specialist
REGISTER NOW!Session Description:
Calling all Louisiana schools…Dinner is served! Explore the Family Literacy Engagement Menu which encompasses vital aspects of creating a Science of Reading aligned School-Based Literacy Plan and its components. This presentation delves into family literacy engagement and the significance of a robust literacy engagement plan for fostering family involvement for district personnel, principals, teachers, families, and community stakeholders. Gain a comprehensive understanding of the concept of Family Literacy Engagement and its transformative impact on educational environments.

Monique Jolla
Director of Family & Community Initiatives at The Center for Literacy & Learning
Monique Jolla began her educational journey over 24 years ago. It was then that she developed a burning desire to be a part of molding young minds inside the classroom and beyond. Her journey has led her on many roads all of which she has had the opportunity to be an advocate for youth. She obtained her Associate in Early Childhood Development and a Bachelor of Science in Business Management. Her career began as a Pre-K teacher, later transitioning to Center Director and Family Advocate of Early Childhood. She has been afforded the opportunity to work as Program Director of several afterschool and summer literacy programs throughout the years. Her current role as Director of Family and Community Initiatives with The Center for Literacy & Learning allows her to continue to provide resources to families that build communities that promote literacy, family engagement, and lifelong readers.

Miranda Gremillion
Literacy Engagement Specialist at The Center for Literacy & Learning
Miranda has over 15 years of experience in early education, where she has worked in different capacities. Miranda’s career journey began in the United States Army. After serving nine years in the military, obtaining a B.A. in Business Administration and an M.B.A., her passion for early childhood literacy and advocating for children and their families was realized. Miranda’s work focuses on ensuring parents understand how to meet their child’s literacy needs. Miranda is currently the Family Engagement Specialist with The Center for Literacy & Learning, where she works with school districts and community organizations to bridge the gap between classroom instruction and at-home learning.

Dyslexia: Discovering the Diamonds
2023-10-18 16:00 - 17:00 (America/New_York)
Dyslexia: Discovering the Diamond The Reading League Louisiana webinar partnered with the Louisiana Department of Education and The Center for Literacy & Learning. REGISTER NOW!Session Description: Louisiana Department of Education’s Literacy Mission: Louisiana students will have improved literacy outcomes through high-quality instruction and interactions from an effective teacher who is supported by leaders and families. With so many great changes happening recently for students surrounding the implementation of structured literacy, students with dyslexia will still require continued support beyond whole-group instruction. We will discuss what that support can and should look like, where educators can go to look for resources, and how educators can recommend a greater level of service through special education services.
Presenters:
Charleen Long, Director of Instruction & Intervention for Diverse Learners
Throughout her career, Charleen Long has sought to enhance her knowledge and skills to improve outcomes for students with disabilities. She believes that knowledge is power and that it is through the application and sharing of knowledge that true change happens.
Throughout her 23 year career, Charleen has held various roles working to improve academic support and interventions for diverse learners. She has worked as the state’s 619B coordinator, middle school teacher, special education teacher, school counselor, reading specialist, and diagnostician. As the mother of a student with dyslexia, Charleen has learned to navigate the processes and supports as a parent and educator. She is an advocate and champion for all students, but has a heart for the diverse learner. Charleen currently serves as the director of instruction and intervention for the Division of Diverse Learners at the Louisiana Department of Education. She leads the Department’s overall strategy in designing, implementing, and coordinating activities associated with content, standards, professional development, assessment, and instruction for students with diverse needs and English Learners.
SueEllen Bates, Education Consultant for Diverse Learners with High Incidence Disabilities
SueEllen Bates has been a dedicated supporter of meeting the needs of all students. Through her experiences in the classroom and school systems in Louisiana, she recognized the matchless impact the right educator has in the lives of students. She is a believer in the power of words matched with actions within a professional learning community, high-quality curriculum with supports for struggling students, and inclusivity for all students.
SueEllen has dedicated her career to improving experiences and outcomes for students with disabilities. SueEllen spent her classroom career teaching pre-K, ELA, and special education. She worked with school system leaders to create systems that allowed collaboration between general education and special education teachers, further benefiting all students. She worked on a comprehensive list of panels, committees, and teams. She joined the Louisiana Department of Education this year as an Education Consultant and will be supporting studentswith mild/moderate disabilities, including those with specific learning disabilities in reading or dyslexia.

Supporting Louisiana Schools’ Literacy Plans: Elementary Intervention Structures
2024-03-13 16:00 - 17:00 (America/Chicago)
Supporting Louisiana Schools’ Literacy Plans: Elementary Intervention Structures REGISTER NOW!Session Description: Participants will engage in conversation with a Louisiana school system that is effectively implementing structured literacy supports that assist all students in their learning needs. This session will be the first of a series of presentations centered around responses to intervention systems and intervention structures that are making significant impacts on student reading achievement. During this session, participants will focus on elementary intervention systems and the logistical structures of a successful system.
Presenters:
Jodi Lemoine is the Director of Accountability for West Feliciana Parish Schools. With 21 years experience as a middle school teacher, instructional coach, and former principal at Bains Elementary Schools, her focus now is on the success of curriculum, instruction, and assessment at all schools within the parish.
Tonya Holliday is a former kindergarten teacher and instructional coach at Bains Lower Elementary School. She now serves Bains Lower as Assistant Principal with a focus on curriculum and instruction for early childhood learning. She advises the West Feliciana Headstart program through professional development and leading professional learning communities for those teachers as well. Tonya has been part of leading Bains Lower through several curriculum changes and has coached teachers leading to improved reading performance for our students

TRL-LA MTSS Best Practices
2024-08-10 10:00 - 11:00 (America/Chicago)
MTSS Best Practices: Connecting Assessment and Instruction REGISTER NOW!Session Description: MTSS provides a framework for implementing the science of reading. This session will outline the MTSS model for reading improvement in elementary schools. Best practices will be shared for connecting screening and instruction, specifically using universal screening data for planning literacy improvement.
Presenter:
Dr. Stephanie Stollar
Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of The Reading Science Academy. Dr. Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. Dr. Stollar has worked as a school psychologist, an educational consultant, and as Vice President for Professional Learning for Acadience Learning Inc. She has provided professional development, conducted research and published in the areas of assessment, early intervention, and collaborative problem solving. She is passionate about improving educator knowledge and aligning school systems to prevent reading failure.
