Breakout Sessions

African American Boys: Using Text to Interrupt the Spoils of Failure

Alfred Tatum, Northern Illinois University

 

Closing the Achievement Gap for Limited-English Proficient Students

John Leach, The University of Connecticut

 

An Investigation of Successful Mathematics Instruction in an Urban High School

Michael Egan, Boston College

 

Evidence Based Practices in Classroom Management

Sarah Fairbanks, Amy Briesch, Diane Meyers & Brandi Simonsen, The University of Connecticut

 

Closing the Achievement Gap: Universal Instructional Design Meets Social Network Theory

Na’im Madyun, The University of Minnesota

 

Closing the Achievement Gap through the Development of Critical Thinking Skills through Media Literacy Study

Thomas Goodkind, The University of Connecticut

 

Professional Development for Mainstream Teachers to Work Effectively with Culturally, Linguistically, and Economically Diverse Learners

Michaela Colombo, Carol Shestock, Deborah McMakin & Cynthia Jacobs, The University of Massachusetts, Lowell

 

Improving School Culture to Raise Student Achievement

Soon Nam Choi & Lauren Rodriguez, The University of Connecticut

 

Reducing Achievement Gaps in Mathematics by Accelerating the Development of Computational Fluency with Basic Facts

Anthony Gabriele, The University of Northern Iowa

 

Bridging the Gap between Schools and Language Minority Families

Thomas Levine, The University of Connecticut

 

Closing the Reading Achievement Gap:

Lessons Learned from a Synthesis on Reading Treatment Outcomes

Colleen Klein Reutebuch, Texas Tech University

 

Closing the Gap Before it Widens: A Review of Empirically Supported Interventions for Addressing Problem Behavior in Preschool and Kindergarten

Teri LeBel & Sandra Chafouleas, The University of Connecticut

 

Narrowing the Achievement Gap:  A Success Story 

Vivian Ikpa, Temple University

 

The Daily Behavior Report Card (DBRC) as an Evidence-Based Tool in Intervention and Assessment with At-Risk Students

Amy Briesch & Sandra Chafouleas, The University of Connecticut

 

Evaluating the Impact of a Tailored Education Environment on African American High School Students’ Academic Achievement and Truancy Rates

Dedrick Sims, The University of South Alabama

 

How Reading Comprehension Changed while We Weren’t Looking and what We Need to do about it: Closing Achievement Gaps in Connecticut and our Nation

Donald Leu & Laurie Henry, The University of Connecticut

 

Intelligences Outside the Normal Curve:  Factors That Contribute To the Creation of Social Capital In Young People and Adults

Joseph Renzulli, The University of Connecticut

 

Supporting Literacy Engagement for Upper Elementary and Middle Grade Students

Susannah Richards, Eastern Connecticut State University

 

Using The Schoolwide Enrichment Model Reading Framework to Eliminate the Achievement Gap

Sally Reis, The University of Connecticut

 

Preventing Reading Failure: Supporting Reading Development in the Primary Grades

Yvel Crevecoeur, Athena Lentini, Maureen Ruby & Michael Coyne, The University of Connecticut

 

The Signature Initiative – Developing High-Potential Youth: Take a Closer Look: You May Be Missing What Goldman Sachs Students Have to Offer

Heather Corcoran, Educational Testing Service

 

Getting Parents Informed and Involved: The CMT and CAPT Results

Melissa Barber, Maurice Nelson, Jason Phillips, Linda Tran & Mary Yakimowski, The University of Connecticut

 

Regional School District Collaboration as a Comprehensive Strategy for Closing the Achievement Gap

Robert Jarvis & Claudia Lyles, The University of Pennsylvania

 

Closing the Vocabulary Gap: Intensifying Vocabulary Instruction for At-Risk Students

Susan Loftus, Richard Zipoli, Michael Coyne, D. Betsy McCoach, Michael Faggella-Luby, Stephanie Allen, Emily McCoy & Rebecca Curtin, The University of Connecticut

 

An Examination of Differences in Student Growth

Martha McCall, The Northwest Evaluation Association

 

A School Improvement Framework for Promoting Evidence-Based Academic and Behavior Supports

Michael Coyne, Sandra Chafouleas, Michael Faggella-Luby, Brandi Simonsen & George Sugai, The University of Connecticut

 

The Embedded Story Structure Routine: Teaching Standards While Improving Literacy for All Levels of Learners in Secondary Language Arts

Michael Faggella-Luby, The University of Connecticut

 

Closing the Technology Gap: Incoming Freshman with LD/ADHD Need More than Just a Laptop

David Parker & Manju Banerjee, The University of Connecticut

 

Two-Year Evaluation of the Advancement Via Individual Determination (AVID) Program

Anne Black, The University of Connecticut