Monday through Thursday, sessions begin at 8:30 AM with lunch at ...

Monday through Thursday, sessions begin at 8:30 AM with lunch at 11:30 AM to 1:00
PM and sessions ending at 4:00 PM.
Monday, August 4, 2008
-General Sessions (1G) with Jill Jackson and Frank Smith
Tuesday, August 5 – Thursday, August 7
-Your choice of full-day or half-day sessions
-**Leadership Focus** sessions are open to all participants
Kindergarten – 6 th Grade
Full-day session
-(1D) CANCELLED Tuesday and Wednesday (must attend both days)
-(2D) CANCELLED Thursday Only
-(3D) CANCELLED Tuesday/Wednesday/Thursday
-(4D) Tuesday (Full-day session)
Tuesday Wednesday Thursday
Kathi Tiefenthaler
DIBELS Administration
Questions/DIBELS and Beyond
CANCELLED
Kathi Tiefenthaler
DIBELS Administration
CANCELLED
Kathi Tiefenthaler
DIBELS Administration
CANCELLED
Kathi Tiefenthaler
DIBELS and Beyond
**Leadership Focus**
Essential Reading Components
(1F) Full-day sessions – Must attend all three days.
-This is a comprehensive training that will cover phonemic awareness, phonics, fluency, vocabulary
and comprehension. Assessment, analysis of data, and the forming and management of flexible groups will
also be covered. Multiple resources and materials will be provided.
Tuesday Wednesday Thursday
TBA Barb Johnson Debbie Hunsaker
LETRS Modules
(1L) Full-day sessions – Must attend all three days.
Tuesday Wednesday Thursday
Craig Buscher
LETRS Module #1, #2, #3 (max: 25)
Craig Buscher
LETRS Module #1, #2, #3 (max: 25)
Craig Buscher
LETRS Module #1, #2, #3 (max: 25)
(1L2) CANCELLED Full-day sessions – Must attend all three days.
-Participants must have completed LETRS Modules #1, #2, & #3 before attending #4, #5, & #6.

Tuesday Wednesday Thursday
CANCELLED
Courtney Peterson
LETRS Module #4, #5, #6 (max: 25)
CANCELLED
Courtney Peterson
LETRS Module #4, #5, #6 (max: 25)
CANCELLED
Courtney Peterson
LETRS Module #4, #5, #6 (max: 25)
RTI – Open to All Participants
Full-day sessions – Can attend any combination of Tuesday, Wednesday or Thursday sessions.
Monday Tuesday Wednesday Thursday
(1R) Tara Ferriter-Smith (2R) Mike Vanderwood
Montana RTI Project Implementation of RTI:
AM – Overview of the Moving Beyond the Basics
Montana RTI Project; PM –
Panel Discussion with
Montana RTI Schools
CANCELLED
(4R) Judy Elliot
RTI Keynote Address –
Introduction to RTI
(3R) Mike Vanderwood
RTI and Math: Instructional
Strategies and Assessment
RTI Team Training
No traditional registration - Full-day sessions are by invitation only.
Tuesday Wednesday Thursday
Denise Conrad
RTI School Team Module Training
Denise Conrad
RTI School Team Module Training
Denise Conrad
RTI School Team Planning Day
Kindergarten – 3 rd Grade
Half-day sessions – Each session will repeat in the afternoon.
Tuesday Wednesday Thursday
(IA/IP) Brigid Fitzpatrick
Enhancing Vocabulary Knowledge
for a Variety of Learners
**Indian Education For All
Focus**
(AA/ AP) Annie Edgar & Reba
Strom
Sensational Teaching Strategies and
Ideas
(BA – morning only) Jill Jackson
Instructional Leadership and
Coaching
**Leadership Focus**
(BP – afternoon only) Jill Jackson
Vocabulary and Comprehension
**Leadership Focus**
(CA/CP) Connie Colbaugh
Effective Centers
(DA/DP) Neila Solberg
Writing About Reading, Focusing on
Vocabulary and Summary Writing
(JA/JP) Angela Przychodzin
Explicit “Big 5” Reading
Instructional Strategies, and Specific
Research-Validated Reading and
Vocabulary Programs, K-3
(KA/KP) Wristine Senecal
Study Groups
**Leadership Focus**
(LA/LP) Neila Solberg
Sentence Mastery and Constructed
Responses
(QA/QP) Gwen Poole
Flexible Groups/ Differentiated
Instruction
(RA/RP) Stephanie Atencio &
Katie Leitheiser
Team Collaboration and Walk to
Read Interventions
(max: 40)
(SA/SP) Barbara Johnson
Embedding Vocabulary with Read
Alouds
(max: 40)
CANCELLED
(TA/TP) Rhonda Crowl
Enhancing Classroom Reading
Instruction to Support Struggling
Readers

4 th - 9 th Grade
Half-day sessions – Each session will repeat in the afternoon.
Tuesday Wednesday Thursday
CANCELLED
(UA/UP) Frances Bessellieu
(MA/MP) Rhonda Crowl
Interventions
Supporting Struggling
Readers During Content
Area Instruction
(EA/EP) Angela Przychodzin
Developing Practical Vocabulary
and Comprehension Routines to
Enhance Existing Basal Programs
**LeadershipFocus**
(FA/FP) Frank Smith
Comprehension
(GA/GP) Yolanda Westerberg
The “How-To’s” to Six Traits
Writing + 1, grades 4-9
(HA/HP) Kim Marcum
Summary and Questioning
(NA/NP) Yolanda Westerberg
Reading and Writing in the Content
Areas
(OA/OP) Connie Colbaugh
Effective Centers/Differentiated
Instruction
(PA/PP) Kim Marcum
Study Skills
**Leadership Focus**
(VA/VP) Wristine Senecal
Study Groups
**Leadership Focus**
(WA/WA) Karol Gustin & Rachel
Bright
Success for all Students: Lessons
Learned from a Blue-Ribbon School
**Leadership Focus**
(XA/XP) Mary McGarry Burke &
Phyllis Dorington
Effective Reading Practices in
Middle Schools
**Leadership Focus**
Session Descriptions
Active Engagement and Effective Teaching Practices: A Bridge from Teaching to Learning (Monday Keynote with
Frank Smith) Given the increasing demands placed upon today’s classroom teachers, it is crucial that our schools
implement instructional techniques that are effective for all students. Active engagement on the part of students during the
instructional sequence helps to promote learner success. It also produces more efficient instruction and a more positive
learning environment for students and teachers. This session will focus on ways in which instructors can increase active
engagement and improve instructional techniques and thereby improve the learning environment for all children.
DIBELS Administration Questions/DIBELS and Beyond (with Kathi Tiefenthaler) DIBELS, Dynamic Indicators of
Basic Early Literacy Skills is an assessment used to determine the level of skill applications of early readers. The first part of
the session will be an introduction into the basics of DIBELS and an opportunity to ask questions on its administration. The
second part of the session will deal with the question…. “Now what do I do with this information?” To answer that
question, we will be “digging deeper,” forming flexible groups and planning differentiated instruction to meet student needs.
Participants will need to bring: DIBELS data, any diagnostic data being used, 1 teacher edition, and intervention
material.
DIBELS Administration (with Kathi Tiefenthaler) CANCELLED DIBELS, Dynamic Indicators of Basic Early Literacy
Skills is an assessment used to determine the level of skill applications of early readers. This session will be an introductory
training on how to administer each of the probes for early detection reading difficulties. Each DIBELS measure has
standardized administration and scoring procedures so that the scores have meaning with reliability and validity. Please bring
your stopwatch or timer to this session.
DIBELS and Beyond (with Kathi Tiefenthaler) CANCELLED We have DIBELed, now what? This session will give the
participants a chance to look at DIBELS, analyze the data it offers, and determine if there is a need to dig deeper. Students
will be identified benchmark, strategic, and intensive…Then comes the question…”Now what do I do with this
information?” To answer that question, we will be “digging deeper,” forming flexible groups and planning differentiated
instruction to meet student needs. Participants will need to bring: DIBELS data, any diagnostic data being used, 1 teacher
edition, and intervention material.

LETRS (with Craig Busher) LETRS Modules 1, 2, and 3. LETRS (Language Essentials for Teachers of Reading and
Spelling) are professional development modules created by Dr. Louisa Moats. Module 1: The Challenge of Learning to Read
discusses why reading is a national priority, how good readers read, the components of effective reading instruction, and why
some children have difficulty learning to read. Module 2: The Speech Sounds of English: Phonetics, Phonology, and
Phoneme Awareness reveals the phonological processor, discusses the importance of phonology in learning to read, and
examines the 43 speech sounds. Module 3: Spellography for Teachers: How English Spelling Works covers these big ideas:
letters and letter combinations, syllables and sound position, letter patterns, meaning, and word origin. Each module lasts one
day and is appropriate for K - 9 teachers.
LETRS Language Essentials for Teachers of Reading and Spelling (with Courtney Peterson) CANCELLED
(Language Essentials for Teachers of Reading and Spelling) are professional development modules created by Dr. Louisa
Moats. After attending the first three modules, participants are invited to attend Modules 4, 5, and 6. These modules build
on previously introduced concepts such as automaticity, the reading brain, and why some people struggle to learn to read.
Modules 4, 5, and 6 complete the overview of the essential components of reading instruction. In Module 4, The Mighty
Word: Building Vocabulary and Oral Language, participants will define vocabulary knowledge and will learn many
instructional techniques to enhance vocabulary instruction in the classroom. Module 5 focuses on Fluency. Titled Getting
Up to Speed: Developing Fluency, this module will explore the difference between automaticity and fluency. Participants
will review the general guidelines for fluency instruction and the most effective practices to use to build fluency. Fluency is
also discussed as the critical "bridge" to comprehension. Finally, Module 6, Digging for Meaning: Teaching Text
Comprehension outlines text comprehension instruction and its critical role in reading for students in all grades. Each session
lasts one day and is appropriate for teachers of grades K - 9.
Instructional Leadership and Coaching (with Jill Jackson) In this interactive session we will focus on “real life”
examples of what it takes to build and sustain a strong literacy system. The system approach focuses on building a strong link
between teacher quality and performance and the overall health of the school. When “business as usual” is first-class teacher
and student performance, high levels of collaboration, habitual data analysis, all led by a visionary literacy leader and coach,
then we know we’re on the right track! We’ll focus on all of the necessary elements that are “must haves” as you implement
a literacy system at your school or district and you will leave with very clear next steps tailored specifically for your site.
Vocabulary and Comprehension (with Jill Jackson) Most of us have read the research on increasing the effectiveness of
vocabulary and comprehension and recognize the important tenets of that instruction. So, why are we not seeing a huge
increase in our students’ overall vocabulary or their ability to synthesize all of the reading strategies into their independent
reading? We will take a look at what we know works in the classroom for all students and spend a significant amount of time
looking at what excellent instruction and delivery looks like when we implement “what works” in the area of vocabulary and
comprehension.
Building Vocabulary and Comprehension in Grades 4-9 (with Frank Smith) The effects of insufficient reading skills are
not just confined to the language arts classroom. Students who lack appropriate literacy abilities are at a greater risk for not
performing proficiently in content areas such as science, social studies and mathematics. This session will focus on
instruction that improves vocabulary and comprehension for all subject areas. Special emphasis will be given to specific
comprehension strategies, scaffolding techniques, vocabulary development, and the elimination of tool skill deficiencies that
may hamper understanding.
Managing Intervention Instruction for Student Success, 4-9 (with Frances Bessellieu) This session is designed to help
4-9 teachers, coaches and principals identify the critical components necessary for creating an effective intervention plan for
even the most fragile students. Setting up and teaching flexible groups, scheduling, time allocation, monitoring, professional
development, coaching and leadership will be covered. Motivational techniques for older students who need additional
incentives will be presented. Several tools will be disseminated to help schools improve instructional planning for students
who require the most support.
Robust Vocabulary Instruction Through Read Alouds (with Barb Johnson) Let's read stories and increase vocabulary
acquisition for students. Participants will learn a process for embedding vocabulary instruction in read alouds including
picture books, chapter books, and short stories. We will practice robust vocabulary instruction through fast mapping.
Participants will create examples of their own and also practice the process. Leaving the session with specific examples that
can be used in the fall will be an added bonus.

Enhancing Classroom Reading Instruction to Support Struggling Readers, K-3 (with Rhonda Crowl) CANCELLED
If you have ever had a struggling reader in your classroom then this is the session for you! You will learn about proven
research based techniques and tools for tightening up your classroom reading instruction. You will learn how to better focus
the whole group instruction from your basal reading programs, and also examine the processes behind differentiated
instruction and flexible grouping to meet the specific needs of your students. You will leave this session with ready-to-use
techniques and materials to help you focus your reading instruction in all areas of reading, as well to provide all of your
students with additional guided practice and repetition which research states is critical for skill mastery. You will need to
bring one teachers edition for the core program you are currently using.
Successful Small Groups (with Stephanie Atencio and Katie Leitheiser) Do you struggle with knowing exactly what to
teach during small group instruction? Or how to group your students most effectively? Come learn how to pinpoint
instructional strategies for every student. We will focus on CORE phonics survey, Orton Gillingham, fluency reads and
motivational approaches to make your readers soar. We will share our personal experiences and collaborative strategies so
that you too can have successful small groups.
Supporting Struggling Readers During Content Area Instruction, 4-9 (with Rhonda Crowl) CANCELLED If you have
ever had a struggling reader in your classroom then this is the session for you! You will learn about proven research based
techniques and tools for enhancing your classroom instruction. You will learn how to better focus the whole group instruction
from your content area programs to support students who struggle with reading, and examine the processes behind
differentiated instruction and flexible grouping to meet the specific needs of your students. You will leave this session with
ready-to-use techniques and materials to help you modify your content area instruction for struggling readers, as well to
provide all of your students with additional guided practice and repetition which research states is critical for skill mastery.
You will need to bring one teachers edition for the core program you are currently using.
Developing Practical Vocabulary and Comprehension Routines to Enhance Existing Basal Programs (with Angela M.
Przychodzin) This session will focus on building practical, explicit vocabulary and comprehension routines to enhance preexisting
basal programs. Research-validated programs for grades 4-9 and leadership guidance on supporting staff with
program enhancements and implementation will also be discussed.
The Big 5 and Beyond (with Angela M. Przychodzin) Are you fortunate enough to be able to purchase a new reading
program or programs for next year? If not, how can you make your current program more explicit for students who need this
level of support? This session will focus on a variety of explicit reading strategies to enhance existing programs, as well as
research-validated reading and vocabulary programs for grades K-3.
Reading and Writing in the Content Area, 4-12 (with Yolanda Westerberg) Demanding grade level content area
reading and writing simply cannot be successfully taught using the same old approach as teaching a favorite novel. Students
need to be taught the critical tools of informational reading, writing, and thinking within their content area classes. This
session will explore classroom tested strategies to ensure that all students learn how to learn and write effectively. A
particular focus will explore how teachers can intentionally develop their students’ vocabulary, comprehension, and summary
writing skills.
Literary Essays-Accessing the How To’s of Six +One Traits, 4-12 (with Yolanda Westerberg) Expanding on Solberg’s
primary workshop, this powerful interactive session will provide classroom teachers with relevant teaching strategies that
will assist in raising the level of literary essays. In order for students to be ready for what they will encounter eventually
when writing literary essays, we need to plan a sequence of opportunities that will equip them by moving them step-by-step
along a “gradient of difficulty” as they learn to write about reading accessing Six + One Traits
Constructed Response (with Neilia Solberg) Many children’s first exposure to written response comes in third or fourth
grade when they are assigned to read difficult texts “across the curriculum” about unfamiliar and conceptually challenging
topics. Students are expected to take notes (something they may never have been taught to do) and then write a lengthy
response (“in your own words”). Not surprisingly, some children are not prepared for so many new challenges all at once.
Expanding on the ideas in Writing About Reading, this session will focus on specific characteristics of constructed response
and the how-to’s of sentence styling.
Writing About Reading (with Neilia Solberg) If we want children to be ready for what they will encounter eventually
when writing literary essays, we need to plan a sequence of opportunities that will equip them by moving them step-by-step
along a “gradient of difficulty” as they learn to write about reading. Learn how to choose mini-lessons about character
study, episodes or tiny moments in a story, settings and vocabulary. This session will focus on planning a unit of study for
young readers and writers using picture books and core reading materials.

Study Groups (with Wristine Senecal) Looking for professional development resources and ideas that are informative,
have practical classroom applications and are MOTIVATING? This session will provide you with all that and more. You
will walk away with materials and resources to conduct study groups for Overcoming Dyslexia by Sally Shaywitz, M.D.,
Bringing Words to Life by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (back by popular demand). Articles
from American Educator will also be highlighted as resources for professional development sessions that can occur right in
your school!
Differentiated Instruction/Flexible Groups (with Gwen Poole) Do you find it difficult to reach all of your students'
needs? The variety of instructional needs within one classroom is large and can feel overwhelming. Differentiated
instruction and flexible grouping is possible at any grade level. This session will address how to match instruction to meet
the differing needs of your learners and how to manage those flexible groups.

The Essential Components of Reading (with Rhonda Crowl, Barb Johnson and Debbie Hunsaker) Course Overview:
Participants will meet for six, three-hour sessions over the course of three days. The first session will be a general overview
of scientifically-based reading research, the five components of reading, assessment, flexible grouping, and why children
have difficulties learning to read. The following sessions will cover the five components of reading; Phonological
Awareness, Phonics and Word Study, Vocabulary, Fluency, and Text Comprehension. Core program alignment, best
practices, assessment, and small-group techniques will be outlined for each of the five components. Throughout all sessions,
teachers will learn active participation techniques to increase student engagement. Course Expectations: Course materials
are provided. Participants are asked to bring general note taking supplies and teacher’s editions. There are many
opportunities throughout the course for participants to interact and discuss. We ask for your respectful participation in these
activities
August 5 – Tuesday Morning – Rhonda Crowl / Session 1: The Big Five! – During this opening session, participants will
receive a course overview and complete an introductory activity. After a brief description of current reading research, group
members will read an article that outlines the five components of reading. Assessment is a critical element of any reading
program. Teachers will evaluate their own assessment methodology and will share current assessment practices with the other
participants. Effective grouping practices will be shared and discussed. Finally, the group will discuss the environmental and
constitutional factors that influence a child’s learning to read.
August 5 – Tuesday Afternoon – Rhonda Crowl / Session 2: Phonological Awareness – Can You Hear Me Now?-
Phonological Awareness is an umbrella term that encompasses many areas of instruction in the primary classroom. Teachers will
discover why it is important to know about phonological awareness and how it relates to later reading ability. We will start with
the Phonological Awareness continuum and discover how the core program addresses the continuum. The highest level of
phonological awareness is phonemic awareness. The session will cover engaging techniques for teaching phonemic awareness
and letter naming. At the end of the session participants will learn about assessing PA and addressing PA issues in small groups.
August 6 – Wednesday – Barb Johnson / Sessions 3 and 4: Phonics and Word Study –Hoked on Foniks Wrkd for Me!
Participants will define phonics and word study and will see its application to the K – 3 classroom. The presentation will detail
sound/spelling correspondences, the layers of language, and phonics instruction within the core reading program. The purpose of
decodable text, teaching multi-syllabic words, assessing phonics, using student writing samples to assess decoding, and
addressing phonics gaps in small group will also be discussed.
August 7 – Thursday – Debbie Hunsaker / Sessions 5 and 6: Fluency – To Prosody and Beyond! We use fluency as
indicator of overall reading ability, but our understanding of fluency needs to go beyond rate to its connection to comprehension.
Session participants will discover the many aspects of effective fluency instruction. We will detail why fluency is important,
how and when it is included in the core reading program, and how monitoring fluency can reveal student success. A special
focus will be fluency activities for small groups.
Vocabulary – The Rich get Richer! – Our discussion will start with outlining what vocabulary is and why it is important for
reading. Vocabulary is often included in the core reading program but instruction needs to be enhanced and supplemented.
We’ll explore effective ways to build the three types of vocabulary instruction: Specific Word Instruction, Word Learning
Strategy Instruction, and Promoting Word Consciousness into every day, and participants will walk away with a variety of
instructional strategies to implement immediately. The assessment of vocabulary and ELL/LEP issues will be woven throughout
the discussion.
Text Comprehension – That’s What Its All About! Comprehension instruction varies according to grade level but must start
early and must include text structure, before, during, and after reading techniques, comprehension strategies, and comprehension
skills. We’ll look carefully at the influence of fluency and vocabulary on comprehension and how teachers can successfully
assess comprehension.
Wake Them Up! So You Can Teach Them: Effective Reading Practices in Middle School (with Mary McGarry Burke
and Phyllis Dorrington) Not all middle students dive into the smorgasbord of learning, many are turned off and tuned out.
They sit and watch the teacher perform with limited buy in. In this session we will go over the effective components
involved in a successful, well taught lesson, while including planned academic engagement activities that will motivate your
students to think and participate, thus becoming more involved in each lesson. Students will learn in spite of themselves.
When students are engaged in class, they think more, respond more and learn more. All of this has considerable impact on
both listening and reading comprehension. You will leave with materials that will remind you to use these methods, as well
as materials to help you incorporate these into your daily teaching practices.
Language! The Comprehensive Literacy Curriculum (with Mary McGarry Burke and Phyllis Dorrington) This
session focuses specifically on Language! The Comprehensive Literacy Curriculum. It is an opportunity for Language
teachers around the state to learn from each other, support each other and collaborate together. Let’s share effective
practices, helpful hints, roadblock remedies and more!

Success for All Students-Lessons Learned From a Blue Ribbon School (with Karol Gustin and Rachel Bright) This
workshop will highlight the process of improvement and the story of student achievement made by Radley Elementary
School and the East Helena School District in the last six years. We will share components we put into place including
professional development, effective academic programs, grade level team meetings, and school-wide leadership teams.
Effective Centers (K-3) (with Connie Colbaugh) Discover how primary students are achieving increased reading
proficiency through appropriate, independent practice. This hands-on session will include motivational games, activities, and
a plan for implementing effective centers in the classroom. The presentation will focus on (1) a format in which activities are
explicitly taught and organized for independence (2) activity content that matches individual students’ needs and is congruent
with instruction, and (3) a system of accountability that supports high student engagement.
Effective Centers/Differentiated Instruction (4-9) (with Connie Colbaugh) Discover how teachers are meeting a variety
of student needs through appropriate, independent practice activities. This hands-on session will include motivational games
as well as a plan for implementing effective practice centers in the classroom. The presentation will focus on (1) a format in
which activities are explicitly taught and organized for independence (2) activity content that matches individual students’
needs and is congruent with instruction, and (3) a system of accountability that supports high student engagement.
Sensational Teaching Strategies and Ideas (with Annie Edgar and Reba Strom) Do you have days when only one or two
of the same students answer teacher’s questions? Well, come in and learn techniques and strategies to enhance student
learning in the classroom, as well as transition time.
Effective Instructional Strategies for Struggling Leaners (with Frances Bessellieu) Like any other population of learners
with academic difficulties, struggling learners require effective instructional approaches to prevent further difficulties and
support their academic achievement. This session focuses on practical and engaging strategies to effectively scaffold the
learning of at-risk students. Participants will explore vocabulary research and research-based interactive vocabulary teaching
strategies to use before, during, and after reading. Effective reading comprehension strategies will also be explained and
demonstrated, including practical strategies for helping students to comprehend nonfiction texts. Participants will actively
experience all strategies in action and leave with the confidence to implement these strategies into the classroom.
Enhancing Vocabulary Knowledge for a Variety of Learners (with Brigid Fitzpatrick) Profound differences exist in
vocabulary knowledge among learners. The word knowledge gap between groups of children begins before children enter
school. Children who are economically disadvantaged or who have limited-english proficiency are often behind their peers
when entering Kindergarten. Without intervention, this gap grows ever larger as students proceed through school. In this
session, we will briefly review SBRR in oral language, background knowledge, and vocabulary. We will explore the role of
vocabulary in reading development and provide K-3 classroom-tested approaches for explicit instruction of vocabulary
development.

Presenters
Stephanie Atencio is currently teaching second grade at Queen Palmer elementary in Colorado Springs, Colorado. She is
entering her fourth year with the Colorado Read First grant and second year with a Read to Achieve grant. Prior to working at
the elementary level Stephanie worked at a Residential Childcare Facility where she worked with emancipating teens for the
Department of Human Services and Division of Youth Corrections.
Frances Bessellieu is an independent educational consultant. She works with state education officials, districts,
administrators, teachers and coaches nationwide in implementing comprehensive, scientifically-based reading models, and
effective instructional practices especially for the most fragile learner. Her expertise in assessment, data analysis, and
intervention has helped districts put the three-tiered model of instruction with a Response to Intervention (RtI) component
into practice. Frances served as the Director of Reading K-12 for Charlotte-Mecklenburg Public Schools and as an expert
reading consultant with the US Department of Education. As a teacher, Frances spent several years working with general
education students and those students (Pre-K- 12) with behavioral, emotional, cognitive and hearing difficulties in
Southeastern North Carolina.
Rachel Bright is a 3rd grade teacher at Radley Elementary School in East Helena. She has taught 3 years, and she has a BS
in Business Marketing from MSU and a Masters in Teaching from Gonzaga University.
Connie Colbaugh is senior consultant and coach for the Closing the Achievement Gap (CTAG) Initiative of Sopris West. In
this capacity, she provides professional development and classroom demonstrations for teachers, coaches and administrators
in districts throughout the nation and in American Samoa. She regularly presents at national institutes on classroom
management strategies, effective instructional practices and appropriate independent practice to support student achievement
in both general education and special education classrooms.
A. Denise Conrad retired Director of Special Education for Great Falls Public Schools in Great Falls, Montana, has past
experience as a teacher and administrator in both regular and special education. Dr. Conrad has developed numerous
classroom curriculum and teacher training materials and provided consultation, workshop and university level training to
educators and other professionals throughout the United States and elsewhere since 1973.
Phyllis Dorrington is a literacy/instructional coach at C. R. Anderson Middle School in Helena, MT. She has focused on
improving students reading through academic engagement opportunities for all students, reading strategies,
formative/summative assessments and presenting professional development workshops related to reading. Her 25 years of
teaching experience includes 5 th grade, primary, middle school, Title Reading and special education. She received her
Masters of Arts of Teaching at the University of Great Falls.
Annie Edgar received her Bachelor of Arts degree in Education at Carroll College, in 1991. She spent her first year of
teaching in a multi-age classroom, grades 2 and 3 at St. Mary's School in Livingston. Then continued to teach in Hardin,
MT in first grade for one year and second grade the last fifteen years. Currently she is a second grade teacher at Hardin
Primary School.
Brigid Fitzpatrick is currently a K-6 Reading Coach in Harlem, Montana and has been an educator since 1996. She
recieved an undergraduate degree from Universtiy of California, Davis and a Masters degree from Montana State University,
Northern. Originally from Northern California, she has taught in both urban and rural communities including first, second,
and fourth grade.
Chuck Gameon has been in education for 18 years, 10 as a teacher and 8 as a principal. His school has been working with
the RTI model for three years.
Karol Gustin is currently a reading coach for grades 2-5 at Radley Elementary School in East Helena. She has a BA
degree from Carroll College with a M Ed. from Lesley University.
Debbie Hunsaker is the Reading First Program Director for the Office of Public Instruction. Before being employed by the
state of Montana, Debbie taught first grade, third grade, fourth grade, and fifth grade. She received her undergraduate degree
from Southern Utah University where she minored in reading and language arts. She also has a master's degree in literacy
and curriculum with an emphasis in diversity.
Jill Jackson is an approved technical assistance provider for the Western Region Reading First Technical Assistance Center
(WRRFTAC) and has provided extensive K-12 professional development and technical assistance for state and district
leaders, principals, coaches and teachers in Hawaii, Idaho, Montana, Florida, West Virginia, Colorado, New Jersey, Arizona,

Wyoming, California, Utah, Virginia, Washington, District of Columbia, South Dakota, Nevada, New Mexico, Oregon,
Alaska, Georgia, Illinois, Wisconsin, Maryland. Jill has been a featured speaker and consultant for the following
organizations: The Bureau of Indian Affairs, American Institutes for Research and the National Reading First Technical
Assistance Center.
Barbara Johnson, an Iowa native, graduated from U of M. Upon graduation Barbara started teaching with the Billings
School District. During her years in Billings, she taught primary grades, K-3. Barbara had the opportunity to spend a year at
the University of Latvia in Riga, Latvia working with educators to enhance their classroom instruction. After retiring from
Billing’s school district, she works as a Montana Reading First Specialist.
Katie Leitheiser formerly taught in Oregon where she worked with 3 rd -5 th grade ELL students at a Title 1 school. Katie also
directed a reading and GED program for incarcerated adults at the Yamhill County Jail . She is currently teaching second
grade in Colorado Springs, Colorado. She is looking forward to being a part of the 4 th year of a Colorado Read First grant.
Kim Marcum, M.Ed. co-authored the Administrator’s Desk Reference of Behavior Management and has an extensive
background in special education serving students with behavioral disabilities. She worked as an elementary-school principal
for over 15 years in the Central Kitsap school district, and was awarded the Regional Distinguished Principal Award for
Washington State. Kim has provided leadership to other educators as they move to implement plans for improving student
achievement and develop safe and civil schools. She is currently working with school districts across the country providing
coaching for teachers working with high risk students. Her work supports her passion for bringing out the best in every
student, and reflects her belief that today’s students become tomorrow’s citizens and leaders.
Mary McGarry Burke has been an educator for 30 years. She has taught Kindergarten, first, second, fourth and fifth grades
as well as primary and intermediate multiage. Mary is presently an literacy/instructional coach at Helen Middle School in
Helena MT. She has a Masters degree from Lesley University. Mary has presented on effective practices and reading
strategies at the Kindergarten, First and Second Grade Academies, the Montana Reading Conference, the Montana Reading
Institute and in the Helena School District.
Courtney Peterson is a Montana educator who currently works as a Reading First Specialist for the Office of Public
Instruction. During her classroom experience, she held a variety of teaching positions including Kindergarten, Title I,
Intermediate, and Reading Coach. She first attended LETRS trainings as a classroom teacher. In the last year, she has
become a Regional LETRS Trainer and is excited about the possibilities the LETRS Modules hold for other Montana
educators.
Gwen Poole is a passionate Montana educator. Her twelve years of educational experiences include Kindergarten, first
grade, and being a Reading First reading coach. Currently, she is a Title 1 educator serving grades Kindergarten through fifth
grade.
Angela M. Przychodzin, M.Ed., has served as a reading consultant and as a Reading Intervention Review panel member in
Washington State. She has also published articles in the areas of explicit instruction and research-validated programs and is
an author of Lesson Connections (a supplemental vocabulary and comprehension program).
Wristine Senecal received her undergraduate degree in education at Carroll College and has a Masters degree in literacy.
She has worked at Radley School in East Helena, MT as a special education teacher for one year and a first, multiage and
fourth grade classroom teacher for the past 12 years. Wristine is a DIBELS trainer and is actively involved in all facets of her
school's literacy program.
Frank Smith serves as the Director of Elementary Education for the Stanislaus County Office of Education in Modesto,
California. He has taught at the intermediate elementary level and in both regular and special education settings and
specializes on issues relating to intervention and accelerated reading instruction for “intensive needs” students. Frank has
presented nationally on numerous research-proven instructional programs, as well as conducted staff development related to
topics including vocabulary, fluency, strategies for supporting reading in the content areas and effective strategies for
promoting active engagement. As part of his work in these areas, he regularly presents demonstration lessons utilizing these
skills and programs.
Neilia Solberg is an educational consultant for school districts presenting effective writing and reading instruction. She is
nationally known for her work in instructional procedures, coordination of programs, and yearlong planning. Her expertise
includes systemic strategy implementation K-12, many years of classroom instruction, and school wide writing plans that
work for state assessment. As a national Step Up to Writing trainer and CTAG coach for Sopris West Educational Services
she has facilitated workshops across the country. Neilia lives in Seattle, Washington.

Reba Strom received her Bachelors of Arts in Elementary Education at Montana State University. She has spent the last 17
years teaching Native American students. She has completed her Masters in Reading Instruction. Currently she is a second
teacher at Hardin Primary School.
Kathi Tiefenthaler has an Elementary Education Degree and a Masters Degree in Literacy. With over 14 years of
elementary and middle school teaching experience, she currently oversees nine schools for Montana Reading First and trains
teachers across the state of Montana. One focus of her trainings is assessment and how to use data to make instructional
decisions.
Mike Vanderwood is an associate professor and School Psychology Program Coordinator at the University of California-
Riverside. He worked as a school psychologist in Iowa using RTI and currently conducts RTI related research for all students
with a special focus on English Learners. He has helped implement RTI in districts in five different states.
Yolanda Westerberg is a national trainer for Step Up to Writing and Six Traits of Reading. In addition, she is a CTAG
coach for Sopris West Educational Services. She has worked in the classroom, on state projects, and at the national level
bridging the achievement gap. Her expertise is in statewide planning and implementation of practical strategies that benefit
the classroom educator. Her emphasis is on state standards, classroom assignments, and literacy for life. Yolanda has k-12
experience and 20+ years of classroom instruction. Her workshops offer instructional procedures, coordination of programs
and steps for yearlong planning. She lives in Spokane, WA.