Ready Set Teach Summer Institute Program Book 2015

nd
Preschool through 2 Grade
Summer Institute
July 15-16, 2015
Chicago Public Schools
Office of Early Childhood Education

Welcome!
1
Goals for the Institute
Welcome to the Ready…Set …Teach!
Summer Institute: Speak, Listen, Play!
The Institute is designed as a space for collaboration and reflection that builds a community among
preschool through second grade teachers and teacher assistants from across the city. The Institute
symbolizes our collective dedication to providing high quality and cohesive education opportunities
for all early learners. The theme of this year’s institute is Speak, Listen, Play! – a common thread that
connects all Institute sessions. The theme highlights the importance of language development in
young children (SPEAK), reflective practice for teachers (LISTEN), and the important role that
meaningful play has is facilitating growth and learning in children (PLAY). Experience and research
tells us that cultivating students’ language development and providing thoughtful opportunities to
learn through play are essential ingredients to build a strong foundation for students’ success in
college, career, and life.
Thank you for volunteering your time and for your active participation in this collaborative
professional learning opportunity. We look forward to being your partner as you support your students
to Speak, Listen, Play!
Jesse Ruiz
Interim Chief Executive Officer
All Ready…Set…Teach! Summer Institute Sessions will:
1. Support Distinguished Teaching in the CPS Framework for Teaching:
Specifically:
• 1b: Demonstrating knowledge of students
• 2b: Establishing a culture for learning
• 3c: Engaging students in learning
• 4a: Reflecting on teaching and learning
2. Support the Institute Goals:
By attending Ready...Set...Teach! Summer Institute, participants will:
• Develop increased capacity to support students’ language development
• Deepen their understanding of reflective practice
• Feel connected, rejuvenated, and inspired
3. Address the following:
• CPS Framework for Teaching (making connections to topics/strategies explicit)
• Supports for Diverse Learners and Els
• Common Core and Illinois Early Learning & Development Standards

2
Table of Contents / Institute Schedule
8:00 a.m. to 9:00 a.m. – Arrival and Registration:
th
6 Floor
9:00 a.m. to10:20 a.m. – Session One
Two Options:
• Breakout Session #1: Floors 1,2,3,5
• Keynote Address: Room 621
• Professional Learning Lounges: 250
(more information on page 3)
10:40 a.m. to 12:00 noon – Session Two
Three Options:
• Tech/Professional Learning Lounges: 250,
350, 450 (more information on page 3)
12:00 noon to 1:00 p.m. – Lunch and Lounges
• Lunch (see options near Gleacher on
page xx or online at cps.edu/readysetteach)
1:00 p.m. to 2:20 p.m. – Session Three
Three Options:
2:40 p.m. to 4:00 p.m. – Session Four
Two Options:
• Professional Learning Lounges: 250,
350, 450
9:00 a.m. to 10:20 a.m. – Session Five
Two Options:
10:40 a.m. to 12:00 noon – Session Six
Two Options:
12:00 noon to 1:00 p.m. – Lunch and Lounges
• Lunch (see options near Gleacher on
page xx or online at cps.edu/readysetteach)
1:00 p.m. to 2:20 p.m. – Session Seven
Two Options:
2:40 p.m. to 4:00 p.m. – Session Eight
Two Options:
th
Institute Schedule: Wednesday July 15 th
Institute Schedule: Thursday July 16
Welcome/ Goals for the Institute ............................................1
Table of Contents / Institute Schedule....................................2
Professional Learning Options .................................................3
Transportation Options .............................................................4
Gleacher Center Maps / Dining Options ............................5-6
Access Session Materials Online .............................................7
Session Overviews...............................................................8-40

3
Professional Learning Options
Teacher Poster Exhibits
Be sure to check out teacher exhibits located throughout the
institute. Our featured exhibitors:
Heather Duncan Patty Garrity
Johnae Strong Karina Shimkos
Kathryn Wheatly-Koentopp Stephanie Hill
Joan Hoyle Michele Sera
Beth Suskind
Co-Founder, Thirty Million Words
Beth Suskind will discuss the science behind brain development and the critical role that parent talk
plays in optimizing that development in the first three years of a child's life. She'll also share some of
the parent-directed strategies used by the Thirty Million Words Initiative to help parents harness the
power of their words to build their children's brains.
Beth Suskind joined the Thirty Million Words Initiative (TMW) at the University of Chicago in 2011 after
more than 15 years in television. In her former role as a Producer/Show Runner, she was responsible
for all aspects of pre-production, production and post-production for series on such networks as
NBC, TLC and A&E. In her current role, Suskind applies that same set of skills to overseeing the day-
to-day development and implementation of TMW's portfolio of programs. She leads the curriculum
and professional development team. She is also responsible for crafting messaging and creating
multimedia components for the various curricula.
Professional Learning Resource Lounge
Room 250 – Open from 8:00 a.m.-4:00 p.m. on July 15 & 16
Meet and mingle with organizations from across Chicago who offer FREE professional learning resources (including PD!) especially for early
childhood teachers.
• Preschool Application, Enrollment, and Registration: Talk to the team from Office of Access and Enrollment about the preschool
application process!
™
• Creative Curriculum & GOLD : Ask all your burning questions to an expert on Creative Curriculum and GOLD!
• All other preschool questions: “Ask a Preschool Program Manager!” Have a question for a CPS administrator?
Red Carpet hoto Shoot
Come walk our red carpet and have your photo taken with
your friends & colleagues. Then, tweet your image using
#readysetteach to see it on the big screen in Room 350!
P
Apple Tech Lounge
Check out the latest apps for early childhood, get hands on iPads
guided by Apple Educators, and learn from your innovative CPS
colleagues and local tech experts! Be sure to check out the
Apple Tech Demo Slam schedule posted in room 450, or at
cps.edureadysetteach.
Google Tech Lounge
Get hands on with Google, explore new applications, and learn
about the innovations that are happening right here in CPS! Be
sure to check out the Google Tech Demo Slam schedule posted
in room 350, or at cps.edureadysetteach.
Exciting news! All
attendees will receive a
free copy of Beth
Suskind and Dr. Dana
Suskind's forthcoming
book,
, when it’s released
in September! Books will
be sent directly to
teachers or TA's school
or center.
Thirty Million
Words: Building a Child's
Brain
Ready…Set…Teach! Keynote Presentation
th
Room 621 – Keynote offered Wednesday, July 15 in each session 1-4. Plan to attend one!
Featuring:
Dr. Elizabeth Mascitti-Miller
Chief Officer for Early Childhood Education, CPS
A lifelong educator, Dr. Elizabeth Mascitti-Miller is the Chief Officer for the CPS Office of Early
Childhood Education (Birth through 2nd Grade). She previously served as a Deputy Superintendent
for Teaching and Learning. She has also worked as a special education teacher, director of a
preschool program for children with special needs, a building administrator, and principal of World
of Inquiry Elementary, which won the National Change Award. The school also went on to be
recognized with the Excellence in Urban Education Award and the National Blue Ribbon School
Award, all of which were received during her nine years of leadership. Dr. Mascitti-Miller graduated
from Syracuse University and received her doctorate from St. John Fisher College. She currently
serves on several key state committees including the Governor 's Illinois State Early Learning Council.

4
Transportation Options
OPTION 1: FREE SHUTTLE BUS FROM REMOTE LOTS
Park free at Truman College (1145 W. Wilson Ave) Follow
Racine Avenue to the Truman College parking garage on the
south side of campus. Follow signage to Park Free in garage
levels 5, 6, or 7.
Park free at Colman Offices (4655 South Dearborn) by parking
in the office lot. Buses will pick up in the Colman Offices
parking lot.
The buses will make multiple loops throughout
the day to accommodate late arrivals and early departures.
Please arrive at least 10 minutes prior to scheduled departure
time.
Pick up at
Truman
Pick up at
Colman
To: Gleacher To: Gleacher
8:10 a.m. 8:10 a.m.
Leaving
Gleacher
10:40 a.m.
Separate Shuttles to
Colman & Truman
OPTION 2: PUBLIC TRANSIT VIA THE CTA
CTA Buses
Take any of these bus routes running along Michigan Avenue:
(33, 125, 145, 146, 147, 151, 157). Or buses running between
Union Station or Ogilvie Transportation Center and Michigan
Avenue are: 120, 121, 125, 151, 157.
Exit/enter any of the above buses at the 400 block of
Michigan Avenue near the Chicago Tribune Tower.
CTA Subway and Elevated Trains
Take Red Line to State/Grand stop; walk east to Michigan
Avenue, south to Illinois Street, then east one short block to
Cityfront Plaza Drive.
Take the Brown Line or Purple Line to State/Lake stop; walk
east to Michigan Avenue, north over bridge, and right along
river or through plaza to Gleacher Center.
OPTION 3: DRIVING AND PARKING
Driving Directions
For Directions from Interstate 90/94 Lake Shore Drive, and
parking options, visit cps.edu/readysetteach, scan the QR
Code to the right, or visit http://tinyurl.com/rsttransport.
Parking Options
While Gleacher Center does not have its own parking facility,
there are several options nearby. Parking costs at nearby lots
range from about $15-$40 depending on location and arrival
time. To ensure availability, you can use an online service such
as SpotHero to reserve parking in advance.
Scan me
for more information
on Transportation
Options
8:20 a.m.
10:20 a.m.
11:40 a.m.
12:40 p.m.
2:20 p.m.
8:20 a.m.
10:10 a.m.
11:40 a.m.
12:40 p.m.
2:20 p.m.
12:20 p.m.
1:20 p.m.
2:40 p.m.
4:20 p.m.
4:50 p.m.
(Last Bus!)

5
PLAZA
LEVEL
2nd
FLOOR
3rd
FLOOR
Professional
Learning
Resource
Lounge
(Rm. 250)
Google
Tech
Lounge
(Rm. 350)
Rm.
226
Rm.
206
Rm.
204
Rm.
203
Rm.
246
Rm.
244
Rm.
240
Rm.
100
Rm.
304Rm.
306Rm.
308
Rm.
303
Gleacher Center Maps

6
4th
FLOOR
Rm.
400
Rm.
422
Apple
Tech
Lounge
(Rm. 450)
6th
FLOOR
Rm.
600
Keynote
Address
(Rm. 621)
Dining Options
Don’t see anything to your liking?
Scan the QR code and browse for
nearby restaurants!
1. North Bridge Shops
Food Court (Level 4)
520 N. Michigan Ave.
2. Starbucks
3. Riverwalk Café
4. Corner Bakery Café
5. Halsted Street Deli
6. Dunkin’ Donuts
303 E. Wacker Drive
7. LB Bistro & Patisserie
301 E. North Water St.
8. Subway
511 N. McClurg Ct.
Gleacher Center Maps
Dining Options
Registration

7
Access Session Materials Online
Step 1. Download a free QR code reader for your phone or tablet, in the App Store on your
device. Just search "QR code reader."
Step 2. Open the QR code reader app and hold your device over the code next to your
selected session in the program book.
Step 3. Capture the image. The QR code will automatically connect your device to the
session's page on the KC, where you can access any documents. If you are not
logged into your CPS email account on your device, you will be prompted to do so.
Step 4. Need help? Find any CREW member to get assistance.
Step 1. Select the ‘uchicago-guest!’ Wireless Network.
If you are not automatically directed to the login page, please
go to uchicago-guest.uchicago.edu.
If you get an error message, try selecting the ‘uchicago-guest’
network again.
Step 2. Login using the username and password below.
Username: cps@booth.edu
Password: 7sxzy
Step 3. Check the box to accept the terms and conditions, and
click “Accept.”
Smartphone or Tablet
Laptop or Web Browser for CPS Employees
Step 1. Open your Web browser and type in cps.edureadysetteach. You may be asked to
login to your CPS.EDU email address to access.
Step 2. Select your session number on the left hand side of the page.
Step 3. Click on your session title to access all online materials.
Note: Only email addresses ending in CPS.EDU can access this page.
Step 4. Click on the folder to access all materials.
Laptop or Web Browser for Guests (non-CPS Employees)
NO CPS.EDU email? No problem! Open your Web browser on a laptop, mobile,
or tablet and enter http://tinyurl.com/rst15folders OR follow “Smartphone or
Tablet” instructions above and scan the blue QR code.
Do NOT click on “change pass-
word” - doing so will deactivate
the wireless login for the entire
group.

th
SESSION #1: Wednesday, July 15
9:00 a.m.-10:20 a.m.
8
How to Speak So Children Will Listen,
Learn, Know, Do
Room 100
nd
Preschool through 2 Grade, Literacy,
Reflective Practice
Semantics (the way language conveys
meaning) and Pragmatics (appropriate
word choice for the situation) are learned skills. The ability to
listen, respond and clearly express thought is dependent on
oral language development. Unfortunately, many adults in
children's lives are not effective communicators. Comedies,
soap operas and bad relationships are all a result of
ineffective communication. How can you as a teacher or
administrator stop the drama and help young children
express themselves in healthier ways? Gail Conway, M.Ed. is
the Chief Executive Officer for Opening Minds USA, the
trusted advisor and professional resource to people who
educate and care for young children.
generate ideas to increase and support children’s playful
learning in classroom settings. Diane L. Gibson, Community
Programs Manager at Chicago Children’s Museum, holds a
BFA degree in Fine Arts and Early Childhood Development,
and has been advocating play and learning for children in
under-resourced communities since 1985.
Let's Play, Play Matters
Room 203
nd
In this hands-on workshop, participants will
assess the positive impact of play, articulate
how and why play supports developmental
domains essential for lifelong learning, and
Parents and Teachers Working Together
Room 204
nd
Preschool through 2 Grade, Literacy, Math
This session will look at how teachers can
help parents support their children at home.
The session will focus on how to approach
parents, target activities that they can do
at home, and create a bond between parent, child, and
teacher. Rochelle Hayes-Jeffries is an Early Childhood
Specialist with Chicago Public Schools. She holds a Master's in
Administration, Early Childhood, and Counseling. Mrs. Jeffries
uses her training in CLASS to support pre-k teachers. She has
presented at CAEYC conferences and citywide professional
development. Rochelle Hayes-Jeffries is a graduate of Erikson
Institute and Concordia University.
The Keynote will be offered during each sessions 1-4.
Participants should attend one session of the Keynote.
Ready…Set…Teach! Summer Institute
Keynote Presentation, featuring:
Chief Officer for Early Childhood Education
A lifelong educator, Dr. Elizabeth Mascitti-Miller is the Chief
Officer for the CPS Office of Early Childhood Education
(Birth through 2nd Grade). She previously served as a
Deputy Superintendent for Teaching and Learning. She has
also worked as a special education teacher, director of a
preschool program for children with special needs, a
building administrator, and principal of World of Inquiry
Elementary, which won the National Change Award. The
school also went on to be recognized with the Excellence
in Urban Education Award and the National Blue Ribbon
School Award, all of which were received during her nine
years of leadership. Dr. Mascitti-Miller graduated from
Syracuse University and received her doctorate from St.
John Fisher College. She currently serves on several key
state committees including the Governor 's Illinois State
Early Learning Council.
Beth Suskind
Beth Suskind will discuss the science behind brain
development and the critical role that parent talk plays in
optimizing that development in the first three years of a
child's life. She'll also share some of the parent-directed
strategies used by the Thirty Million Words Initiative to help
parents harness the power of their words to build their
children's brains.
Beth Suskind joined the Thirty Million Words Initiative (TMW)
at the University of Chicago in 2011 after more than 15
years in television. In her former role as a Producer/Show
Runner, she was responsible for all aspects of pre-
production, production and post-production for series on
such networks as NBC, TLC and A&E. In her current role,
Suskind applies that same set of skills to overseeing the day-
to-day development and implementation of TMW's
portfolio of programs. She leads the curriculum and
professional development team. She is also responsible for
crafting messaging and creating multimedia components
for the various curricula.
Other events to check out:
Professional Learning Resource Lounge (Room 250)
See page 3 for details
Red Carpet Photo Shoot (Room 450)

9
Making Sense of Number Sense
Room 206
st
Preschool through 1 Grade, Math
In this workshop, teachers will gain a
deeper understanding of foundational
number sense. They will engage in math
investigations, activities that encourage
Play In A Book: Reading
Comprehension Through Drama
Room 240
nd
Kindergarten through 2 Grade, Literacy,
Arts, Language
A hands-on experience in the Play In A
Book process for drama-based reading,
Team Talk: Fostering Positive
Relationships with Paraprofessionals,
Therapists and Special Education Team
Members
Room 226
Preschool, Kindergarten, Cluster Program
(instructional) Classrooms, Special
Education Teachers
teachers to do real-world math, developing their own
knowledge empowering them to engage children at a
deeper level. Through analyzing video teachers will build their
knowledge of children’s learning progressions in number
sense. Teachers will also create plans for implementing
research lessons designed by Erikson’s Early Math
Collaborative. Renee Miller, instructional coach with the Early
Math Collaborative, received her Master’s in ECE from Erikson
Institute. She taught PreK/K for CPS and is co-author of
th
Trailblazers, Kindergarten 4 Edition.
participants will experience the power of bringing reading
comprehension to life through drama. Move beyond reading
and discussing a story, to seeing the story on stage and
becoming part of the story through acting. Incorporate fun
and simple phonics and vocabulary games to create a
unique an engaging learning environment for K-2 readers.
Laura St. John is the creator of Play In A Book and author of
the Act It Read It series. She has served CPS as a Teaching
Artist for 20 years.
This session will help teachers and team members build strong
practices in the collaboration components of the Chicago
Public Schools’ “Framework for Teaching.” This is done by
offering strategies for intentionally building relationships. The
content will be focused on positive approaches to working
with paraprofessionals, as well as therapists, by setting clear
expectations, creating an open communication environment,
scheduling quality collaborative time, and providing positive
feedback. Kathleen Nolan Matthes has taught preschool in
Chicago Public Schools for seven years, four of which have
been in the instructional classroom setting at Chase
Elementary School. She received her master’s degree from
Concordia University and her bachelor’s degree from DePaul
University.
th
9:00 a.m.-10:20 a.m.
Get Them Talking! Grand Conversations
in Primary Classes
Room 244
st nd
1 Grade, 2 Grade, Literacy, Language
Get students talking about texts! In this
session, participants will learn how to do
less talking and let students lead the
Student Problem Solving with the
Classroom Peace Table
Room 246
nd
Kindergarten through 2 Grade, New
Teachers, Student Health and Wellness,
Social and Emotional Learning
This session introduces the peace table
FAQ’s about TDQ’s (Frequently Asked
Questions about Text Dependent
Questions)
Room 303
st nd
1 Grade, 2 Grade, Literacy, New Teachers
In this hands-on session, participants will
learn techniques of using Text Dependent
conversation. Participants will be led through a sample
conversation and will be given tips and techniques for setting
up a classroom community that supports grand conversations.
Anita Spero received her master’s degree from Saint Xavier
University after discovering a passion for teaching literacy. She
st
has taught 1 grade at Hedges School for three years.
as a tool and a space for students to solve problems
independently. Utilizing the peace table will not only enhance
social and emotional development by strengthening
communication and problem solving skills, but will also free up
instructional time for you to continue teaching. Participants
will explore how to introduce the peace table, help students
identify student versus teacher problems, and help students
develop the language to solve problems respectfully. Kelly
st
Fitzgerald has been a 1 grade teacher at De Diego since
March 2012. Prior to that she worked in Early Childhood
Education in a private preschool.
Questioning as a tool to increase rigor and deepen student’s
understanding of a text. Participants will learn how to craft,
adjust, and use high quality questioning to analyze, synthesize,
and evaluate parts of different types of writing. Video clips will
illustrate techniques. Teachers will explore how rigorous text
dependent questions extend thinking and make students
stronger and more capable throughout their academic
career. Sharonda Thomas, a four-time presenter at NCTM,
received her master’s degrees from Rockford University and
American College of Education. She has taught eight years at
Parker Community Academy. Taniko Miller-Davis, a middle
school literacy teacher at Higgins who loves reading,
received a bachelor’s and first master’s degree at Chicago
State University and her second master’s w/Type 75 at
nd
Concordia University. Tiffany Banks, a 2 grade teacher,
received her Master’s Degree in Curriculum and Instruction
and became a certified reading teacher in 2013. She has
taught at Parker Community School for eight years.

10
th
9:00 a.m.-10:20 a.m.
StartWELL – Let’s Get Moving!
Room 304
nd
Preschool through 2 Grade, New Teachers,
Student Health and Wellness
Young children love and need to move
their bodies! Harness the power of physical
activity to help your students learn and
Little Lessons from the Library
Room 306
nd
Preschool through 2 Grade, Technology
Connections, Literacy
We all know there’s a lot to learn from the
library! Librarians love to talk about books,
apps, other technology, and more. We will
Every Child Ready to Read: You and the
Role of Play in Early Childhood Education
Room 308
Preschool, Kindergarten, Literacy
In order to give you a deeper understanding
of how children acquire language pro-
ficiency, we will take you on a tour of the
Early Science Learning Badging
Room 400
nd
Connections, Special Education, Science,
New Teachers
Learn more about the Early Science
Learning program, a flexible, interactive
Strategies and Activities for Students
with Language Delays
Room 422
Preschool, Kindergarten, Special Education
Some students need direct instruction and
structured activities to help close their
language gaps. It is often very difficult
and online professional developmental program that brings
together a community of educators. Through this session,
discover how you can incorporate inquiry-based science into
your early childhood classroom. You will learn more about
inquiry skills, their meaning and how you can use technology
as a resource. In addition, explore the benefits of online
badging and view examples that teachers are creating to
bring science to their early childhood classroom. Jennifer
Slivka, learning Specialist at John G. Shedd Aquarium, earned
her master’s degree from Aurora University and has
st
experience teaching in the 1 grade classroom. Miranda Kerr
is the Coordinator of Digital Learning at Shedd Aquarium,
where she is able to combine her passions for education,
technology, and nature.
deciding how to help these students. This session will help
participants learn to identify areas of need, as well as design
activities to support students with language delays. Case
studies will be used as well as video clips of sample activities
and strategies. Kristin Rice has been a teacher of the deaf
and hard of hearing for 4½ years. She got her degree from
Illinois State University and has been teaching in the Pilsen
neighborhood since she graduated. She works in an
Oral/Aural Deaf and Hard of Hearing preschool classroom.
Her classroom focuses on developing spoken language and
listing skills.
develop healthy habits at the same time. Help your school
become a Healthy CPS school. Learn about district provided
health services that are available to your students and how to
meet required CPS StartWELL criteria. All this and more
presented in a fun interactive format! Abby Rose is a School
Wellness Specialist in the CPS Office of Student Health and
Wellness. Her main focus is supporting schools and teachers in
aligning to StartWELL, the CPS early childhood wellness
initiative.
demonstrate some great new apps that our librarians are
using and of course we will talk about great new books, some
of which you can find at the CPS Virtual Library. Come and
join us as we take a look at the many fun resources for you
and your students! Colleen Herman has a master’s degree
from the University of Nevada-Las Vega. After spending 16
years in classrooms and libraries, she became the Library
Technology Coordinator for Chicago Public Schools.
American Library Association’s Every Child Ready to Read
initiative which focuses on learning through Talking, Singing,
Reading, Writing and Playing. This session will arm educators
with fun, practical and effective strategies for teaching their
students while implementing reflective teaching practices.
Joshua Farnum has an MLIS from Dominican University, and a
Play Facilitator Certification from the U.S. Play Coalition. He
grew up in the South Wedge of Rochester, New York, where he
got his first job shelving books at the tiny neighborhood library.
Josh previously worked with the Legler community in Chicago
to provide joyful books and literacy experiences for kids and
families. Jason Driver is the Early Literacy Specialist with the
Chicago Public Library. He holds a Bachelor’s Degree in
Psychology from Illinois State University and a MLIS from the
University of Illinois. A lifelong Chicagoan and native south
sider, Jason has worked for the Department of Children and
Family Services as a Family Case Worker, a Developmental
Therapist for the Illinois Early Intervention Program, and as a job
coach and instructor for young adults with developmental
disabilities.

11
th
9:00 a.m.-10:20 a.m.
PreK Teachers with Els Survival Kit:
The Basics and Beyond
Room 600
Preschool
The purpose of this workshop is to build
local capacity around the basic
information as it pertains to serving English
Hands On Science
Room 602
Preschool, Kindergarten, Literacy, Math,
Science, New Teachers
Participants will engage in activities that will
enhance their skills as facilitators of science
in their classrooms. Teaching science does
CLASS Everyday: Making CLASS
Accessible and Engaging
Room 604
Preschool
This PD is designed to get preschool
teachers UP and ENGAGED around making
CLASS an everyday part of their classroom.
Teachers will be using children’s read alouds to create and
extent quality language development opportunities for
students. Teachers will take a deep dive into the CLASS
components to practice being intentional with their planning
and practice. Joseph Cella, early childhood teacher,
graduated valedictorian from the University of Illinois
Champaign-Urbana School of Education. He has taught
preschool for five years in CPS. He believes strongly in project
and inquiry-based learning. Jurrate Moore, early childhood
teacher, has Master’s Degrees in CIE and School Leadership.
She has been teaching in CPS for almost 10 years. She is
passionate about being a reflective change agent for her
students.
Language Learners. Participants will be introduced to various
program designs in CPS, the intake, screening, and place-
ment process, the expectations around certification,
OLCE/OECE/CPS expectations, the new WIDA PreK Standards,
best practices and much more. Jaclyn Vasquez is the current
Child-Parent Center manager in the CPS Office of Early
Childhood Education. Ms. Vasquez received her undergrad
and graduate degrees from Northern Illinois University, and is
currently completing a doctorate in Leadership Education
and Curriculum and Instruction Design. Her areas of expertise
are in Early Childhood, English Learners, Early Childhood
Special Education, Parental Involvement, Literacy Specialist,
and Curriculum Design. Pat Fassos, retired CPS teacher and
administrator, is currently working in the Office of Early
Childhood Education providing assistance in the areas of
teacher certification – Bilingual/English as a Second Language
– and Pre-IPT student assessment. Ms. Fassos was involved in
the adaption and adoption of the WIDA English Language
Developmental Standards, as well as the standard’s roll-out
training for CPS teachers.
not have to be a chore. It can be a fun-filled experience for
students as well as teachers. Getting started is easy when
tailoring activities around the children’s interest, and
connecting them to NGSS. Irene Shelton has been a teacher
at Gregory Academy for 23 years. She received her Master’s
in Teaching and Learning from the University of St. Francis.
Mrs. Shelton has been a Science Leader and has presented in
various workshops. She has been a constant promoter of
facilitating hands on science in the classroom.
Miss a session? Can’t decide?
Scan the QR code next to each
presentation header to browse session
materials. Links stay live even after
Institute! To learn how, see page 7.

th
10:40 a.m.-12:00 p.m.
12
How to Speak So Children Will Listen,
Learn, Know, Do
Room 100
nd
Preschool through 2 Grade, Literacy,
Reflective Practice
Semantics (the way language conveys
meaning) and Pragmatics (appropriate
word choice for the situation) are learned skills. The ability to
listen, respond and clearly express thought is dependent on
oral language development. Unfortunately, many adults in
children's lives are not effective communicators. Comedies,
soap operas and bad relationships are all a result of
ineffective communication. How can you as a teacher or
administrator stop the drama and help young children
express themselves in healthier ways? Gail Conway, M.Ed. is
the Chief Executive Officer for Opening Minds USA, the
trusted advisor and professional resource to people who
educate and care for young children.
darlings, where their strengths as well as their struggles are.
When students work in small groups it builds their self-
confidence, and allows them to focus their attention. Come
and collaborate and take away resources to help you
manage your classroom during this time. LaDwonda Hill, early
childhood teacher, received her Master’s Degree in Early
Childhood from National Louis University and has a Master’s
Degree in Administration from Roosevelt University. She has
taught for 17 years at Leif Ericson Scholastic Academy.
Meeting the needs of every child is important to her.
Managing the Process: Small Group
Instruction
Room 203
nd
Connections
Working with small groups allows you the
opportunity to really get to know your little
Parents and Teachers Working Together
Room 204
nd
Preschool through 2 Grade, Literacy, Math
This session will look at how teachers can
help parents support their children at home.
The session will focus on how to approach
parents, target activities that they can do
at home, and create a bond between parent, child, and
teacher. Rochelle Hayes-Jeffries is an Early Childhood
Specialist with Chicago Public Schools. She holds a Master's in
Administration, Early Childhood, and Counseling. Mrs. Jeffries
uses her training in CLASS to support pre-k teachers. She has
presented at CAEYC conferences and citywide professional
development. Rochelle Hayes-Jeffries is a graduate of Erikson
Institute and Concordia University.
Google Tech Lounge (Room 350) – See page 3 for details
Apple Tech Lounge (Room 450) – See page 3 for details
Professional Learning Resource Lounge (Room 250) – See
page 3 for details
Red Carpet Photo Shoot (Room 450) – See page 3 for details
Beth Suskind
children's brains.

It’s All Centered. Creating High Quality
Preschool Centers
Room 206
Preschool
Centers are your co-teacher in the
classroom! This class will show participants
how to create high quality, data driven
SEL & Wellness Strategies to Calm Your
Classroom: One Breath at a Time
Room 226
Yoga, Student Health, IELDS,
Social-Emotional Learning
Mindful Practices will provide a professional
development experience that empowers
Digital Citizenship: It is Never too Early
to Start!
Room 240
nd
Kindergarten through 2 Grade
Kids today grow up in a digital world with
potential for communication, collaboration,
critical thinking, and creation. In this session,
Meeting of the Minds: Intertwining
Literacy with Math
Room 244
nd
Cross curricular instruction! This is something
we hear quite often. Come in and gather
some ideas as to how to combine literacy
Close Reading in the Primary Grades
Room 246
nd
Language
Close reading is a strategy for teaching
students to read, analyze and talk about
complex texts. However, in the primary
and math together, and make it fun to teach and learn! We
will give examples of standards-based lessons, provide
suggestions for some fabulous books to use for cross curricular
instruction, and have time to brainstorm different activities to
take back to use! Lynda Edgeson is a Pre-K teacher at D.S.
Wentworth. She has been teaching for nine years; this school
year will be her fourth in Pre-K. Seeing kids enjoy learning is her
passion. Callie Crump is a Pre-K teacher at Marcus Garvey,
going into her fifth year in Pre-K. Making sure all students have
access to an education with passionate instruction is
important to Callie.
grades, we are still teaching them TO read. Primary teachers
are challenged to teach children phonemic awareness,
decoding and fluency. Incorporating close reading into
instruction will develop the high level thinking of young
readers. Through modeling, read alouds and collaborative
conversations, close reading is easier to incorporate than you
nd
think! Rachel Sweeney, Literacy Coach and 2 grade
teacher, received her master’s degree from Roosevelt
University, and has been coaching and teaching at Corkery
School in Network 7 (Pilsen-Little Village) for eight years. She
earned her National Board Certification in Literacy in 2014.
centers. Additionally, participants will learn which centers
should be in every classroom, how to set up and organize,
and assess effectiveness. Get ready to work collaboratively
with your colleagues to practice what we learn. Crystal Jones
and Stephanie Harris are both early childhood teachers.
Crystal has 24 years of experience. Stephanie is a dynamic
preschool teacher at Mann Elementary School and Crystal is
an Early Childhood Specialist for the Office of Early Childhood
Education helping schools across the city provide high quality
programming.
teachers to use Wellness, Yoga and Social-Emotional Learning
in the classroom to help students learn to self-regulate and
“keep their cool.” The collaborative PD format provides
teachers with unique classroom management techniques by
incorporating movement and mindfulness. This session
addresses ISBE: Certification Standards, Physical Development
and Health, Social-Emotional Learning Standards, Early
Elementary Goals 1-3. Carla Tantillo is an international
presenter, consultant, teacher, author, yogi and founder of
Mindful Practices. As a certified classroom teacher and yogi,
Carla is dedicated to putting yoga and wellness strategies
into the hands of students and teachers across the globe.
learn about three elements that are necessary for a whole
community approach to digital citizenship in schools: educate
students, engage families, and enhance school leadership.
Participants will learn how these elements work together to
build a positive school climate around technology, helping
students maximize the potential of digital tools for learning.
Tamara Kaldor, M.S. is the founder of PLAY is Work and is the
Chicago Education Program Manager for Common Sense
Media. Tamara collaborates on multi-disciplinary teams to
integrate technology into classrooms. She is a child
development specialist with over a decade of experience
teaching parents, educators, and administrators how to
integrate technology to support the social-emotional and
learning needs of ALL children.
13
th
10:40 a.m.-12:00 p.m.

FAQ’s about TDQ’s (Frequently Asked
Questions about Text Dependent
Questions)
Room 303
st nd
1 Grade, 2 Grade, Literacy, New Teachers
In this hands-on session, participants will
learn techniques of using Text Dependent
Questioning as a tool to increase rigor and deepen student’s
understanding of a text. Participants will learn how to craft,
adjust, and use high quality questioning to analyze, synthesize,
and evaluate parts of different types of writing. Video clips will
illustrate techniques. Teachers will explore how rigorous text
dependent questions extend thinking and make students
stronger and more capable throughout their academic
career. Sharonda Thomas, a four-time presenter at NCTM,
received her master’s degrees from Rockford University and
American College of Education. She has taught eight years at
Parker Community Academy. Taniko Miller-Davis, a middle
school literacy teacher at Higgins who loves reading,
received a bachelor’s and first master’s degree at Chicago
State University and her second master’s w/Type 75 at
nd
Concordia University. Tiffany Banks, a 2 grade teacher,
taught at Parker Community School for eight years.
Teaching Spanish Literacy the Right Way
Room 304
nd
Kindergarten through 2 Grade, Literacy
This session s led in Spanish. Participants will
learn best practices for teaching literacy in
Spanish, including initial sequence and
differences with teaching literacy in English.
This workshop will cover the scope and sequence for
teaching reading and writing in Spanish. We will go over fun
and meaningful daily routines and strategies that have been
effective when teaching Spanish literacy. Rosa Padilla, PreK-2
Literacy Coordinator for Waukegan Public Schools and a
dynamic teacher and often requested trainer from National
Autonomous University of México, YWCA, and Child. Serv., is a
dedicated bilingual education (English and Spanish)
professional from Spain with 15 years of teaching experience
and an unwavering commitment to the social and academic
growth and development of every student. She designed,
developed, and implemented tutorials to help professionals,
para-professionals and parents develop communicative and
socilcultural competences to better understand and serve
the Hispanic community. She provided focused instruction in
the nuances of listening, structure, reading, and writing the
Spanish and English languages. Her creative presentations are
filled with practical ideas that are easy to transfer into
everyday practice. Rosa has a B.A. in Early Childhood
Education, a Master of Science in Literacy Education, a
Bachelor of Science in Elementary Education, a Bilingual
Endorsement, and an ESL Approval – all from Northern Illinois
University, and a Bachelor of Science in Education with a
major in Music from the University of Granada, Spain. SIOP
Certification, TESOL, TEFL, TESL Certifications, 2014.
Little Lessons from the Library
Room 306
nd
Connections, Literacy
We all know there’s a lot to learn from the
library! Librarians love to talk about books,
apps, other technology, and more. We will
demonstrate some great new apps that our librarians are
using and of course we will talk about great new books, some
of which you can find at the CPS Virtual Library. Come and
join us as we take a look at the many fun resources for you
and your students! Colleen Herman has a master’s degree
from the University of Nevada-Las Vega. After spending 16
years in classrooms and libraries, she became the Library
Technology Coordinator for Chicago Public Schools.
Every Child Ready to Read: You and the
Role of Play in Early Childhood Education
Room 308
Preschool, Kindergarten, Literacy
In order to give you a deeper understanding
of how children acquire language pro-
ficiency, we will take you on a tour of the
American Library Association’s Every Child Ready to Read
initiative which focuses on learning through Talking, Singing,
Reading, Writing and Playing. This session will arm educators
with fun, practical and effective strategies for teaching their
students while implementing reflective teaching practices.
Joshua Farnum has an MLIS from Dominican University, and a
Play Facilitator Certification from the U.S. Play Coalition. He
grew up in the South Wedge of Rochester, New York, where he
got his first job shelving books at the tiny neighborhood library.
Josh previously worked with the Legler community in Chicago
to provide joyful books and literacy experiences for kids and
families. Jason Driver is the Early Literacy Specialist with the
Chicago Public Library. He holds a Bachelor’s Degree in
Psychology from Illinois State University and a MLIS from the
University of Illinois. A lifelong Chicagoan and native south
sider, Jason has worked for the Department of Children and
Family Services as a Family Case Worker, a Developmental
Therapist for the Illinois Early Intervention Program, and as a job
coach and instructor for young adults with developmental
disabilities.
14
th
10:40 a.m.-12:00 p.m.

Room 400
nd
New Teachers
st
Strategies and Activities for Students
with Language Delays
Room 422
Preschool, Kindergarten, Special Education
Some students need direct instruction and
structured activities to help close their
language gaps. It is often very difficult
Growing Math in Your School Garden
Room 600
nd
We will explore how the big ideas of early
math can come alive in your school
garden. The garden is a motivating and
meaningful context for math investigations.
deciding how to help these students. This session will help
participants learn to identify areas of need, as well as design
activities to support students with language delays. Case
studies will be used as well as video clips of sample activities
and strategies. Kristin Rice has been a teacher of the deaf
and hard of hearing for 4½ years. She got her degree from
Illinois State University and has been teaching in the Pilsen
neighborhood since she graduated. She works in an
Oral/Aural Deaf and Hard of Hearing preschool classroom.
Her classroom focuses on developing spoken language and
listing skills.
We will examine how sets, counting, and measurement
concepts can be built while tending your school garden. Led
by presenters from The Kitchen Community and the Erikson
Early Math Collaborative.
Hands On Science
Room 602
Co-Teaching Students with Disabilities
in the Inclusive Classroom
Room 604
nd
Preschool through 2 Grade, Special
Education, Literacy, New Teachers
Teaching students with disabilities (SwD)
can be challenging. SwDs demand one-
on-one instruction. In this presentation, teachers will learn how
to maximize the use of the Special Education teachers and
Special Education aides in educating SwDs. Participants will
learn ways to make best use of their aide. In addition,
teaching strategies will be discussed that will help teachers
create an inclusive environment. Dr. Clyde Winters is a Special
Education teacher at Bennet Elementary School. He has
taught for many years. In addition to formerly teaching at
Saint Xavier University-Chicago, he makes presentations each
year at the Illinois Computer Educators and Illinois
Connections Conferences on Education and Literacy.
15
th
10:40 a.m.-12:00 p.m.

th
1:00 p.m.-2:20 p.m.
16
Impact of Trauma on Young Students,
School Staff, and the School Community
Room 100
nd
Preschool through 2 Grade, Cluster Program
(instructional) Classrooms, Student Health
and Wellness
This session will address the concerning
Intentional Technology in the Early
Childhood Classroom
Room 203
nd
Connections
From this session, attendees will learn
intentional and appropriate ways to
Intentional Small Groups
Room 204
st
Preschool through 1 Grade, Literacy, New
Teachers
Participants will engage in content and
strategies to effectively plan intentional small
groups. The presenters will give strategies to
effects that exposure to violence and trauma has on young
children. Despite common beliefs that young children do not
remember early events, there can be devastating lasting
effects. This session will focus on strategies for integrating the
traumatic lens into early education practices, beginning with
an overview of the impact of trauma on the developing brain.
Manifestations of traumatic stress in early childhood will be
presented to offer a better understanding of how to identify
and support children by trauma. This session will conclude with
a discussion of self-care for educators working with young
students exposed to trauma. Dr. Claire Coyne and Dr.
Rebecca Ford-Paz are psychologists at Lurie Children’s
Hospital whose work is focused on program development and
evaluation for at-risk youth and families and consultation to
schools and community agencies on best practices for
addressing the mental health needs of children.
integrate digital tools in their classrooms, as well as
approaches to helping families’ technology use at home.
Participants will watch video examples, engage in group
discussions to deepen their understanding, and have the
opportunity to play with various digital tools to discover ways
to apply key messages from the NAEYC/Fred Rogers Center
joint position statement and technology standards from other
institutions. Amanda Armstrong is the Program Coordinator for
the TEC Center at Erikson Institute, and has an M.S. in Child
Development with a specialization in Administration.
plan lessons according to the Illinois Early Learning and
Development Standards, as well as the Common Core
Standards for grades K-1, including differentiating lessons and
instructions for students at multiple cognitive levels, meeting
multiple learning modalities, and facilitating meaningful and
intentional writing centers. Camille Clark, Ed.D. is an Early OECE
Childhood Specialist, and former CPS Preschool for All, Head
st
Start, and 1 grade teacher. Nurturing and supporting teachers
and students is her passion. Benita Green is a preschool
st
teacher at Bennett School and a former kindergarten and 1
grade teacher.
Google Tech Lounge (Room 350) – See page 3 for details
Apple Tech Lounge (Room 450) – See page 3 for details
Professional Learning Resource Lounge (Room 250) – See
page 3 for details
Red Carpet Photo Shoot (Room 450) – See page 3 for details
Beth Suskind
children's brains.

17
Preschool Centers
Room 206
Preschool
Effective and Intentional Literacy
Stations
Room 226
nd
To more productively engage students in
learning, we’ll take a look at five ideas for
literacy stations targeted toward providing
Subitizing, Math Talks, and
Kindergarten, Oh My!
Room 240
st
Learn first hand from an experienced and
effective kindergarten teacher about
subitizing and how to incorporate it into
programming.
learning experiences appropriate for the development of
each student. By discussing interactions at each station and
how to differentiate activities, teachers will be able to
incorporate proper literacy centers in their classrooms so that
they will be able to work more effectively with small-guided
reading groups. Tiffany Banks and Muna Rankin are preschool
teachers at Mason School and have experience leading
professional learning experiences, including the 2012 NAEYC
Conference and a variety of conferences at Mason.
math talks every day. Participants will learn how subitizing is
an important skill early childhood students should be exposed
to every day, as well as ways to incorporate it into your math
block to reinforce mental math skills that help them build
math comprehension and confidence, all while targeting the
Common Core math standards. Suzanne Tobiason has been
teaching kindergarten in CPS for the past 12 years, the past
four years have been as a departmentalized math teacher at
STEM Magnet Academy. She received her BA from the
University of Northern Iowa, and has a reading endorsement.
Meeting of the Minds: Intertwining
Literacy with Math
Room 244
nd
Cross curricular instruction! This is something
we hear quite often. Come in and gather
some ideas as to how to combine literacy
and math together, and make it fun to teach and learn! We
will give examples of standards-based lessons, provide
suggestions for some fabulous books to use for cross curricular
instruction, and have time to brainstorm different activities to
take back to use! Lynda Edgeson is a Pre-K teacher at D.S.
Wentworth. She has been teaching for nine years; this school
year will be her fourth in Pre-K. Seeing kids enjoy learning is her
passion. Callie Crump is a Pre-K teacher at Marcus Garvey,
going into her fifth year in Pre-K. Making sure all students have
access to an education with passionate instruction is
important to Callie.
Close Reading in the Primary Grades
Room 246
nd
Language
Close reading is a strategy for teaching
students to read, analyze and talk about
complex texts. However, in the primary
Building Math Endurance in 10 Minutes
or Less: A Look at the Three Read
Strategy
Room 303
nd
Learn how to effectively help students build
a stamina for math. As we know, too often
grades, we are still teaching them TO read. Primary teachers
are challenged to teach children phonemic awareness,
decoding and fluency. Incorporating close reading into
instruction will develop the high level thinking of young
readers. Through modeling, read alouds and collaborative
conversations, close reading is easier to incorporate than you
nd
think! Rachel Sweeney, Literacy Coach and 2 grade
teacher, received her master’s degree from Roosevelt
University, and has been coaching and teaching at Corkery
School in Network 7 (Pilsen-Little Village) for eight years. She
earned her National Board Certification in Literacy in 2014.
in mathematics, we are eager to simply solve the problem.
This workshop will introduce the three read strategy with sub
components, including ideas for vocabulary instruction,
centers, and small group work. If we catch our scholars at an
early age, we can help show them the road to becoming
mathematicians, critical thinkers, and lifelong learners! Allison
Pargoff recently finished her first year of teaching kindergarten
at Miles Davis Magnet Academy, and moved to Chicago
after graduating from Michigan State. Active engagement is
her passion.
th
1:00 p.m.-2:20 p.m.

18
Systems for Success: Setting the Stage
for Reflective Practice
Room 304
st
Preschool through 1 Grade, New Teachers
How can teachers build reflection into their
practice and into the lives of students in
their classrooms? Set up your space,
Survival Spanish for Educators
Room 306
Literacy, Language, Spanish
¿Habla español? If your answers to this
question is one of the following: “I don’t
understand”, “No”, or “Un poquito,” join us
for a fun session where you will learn useful
Introduction to the PreK Classroom
Assessment Scoring System (CLASS)
Room 308
Preschool
Learn about the PreK CLASS and how to
enhance the quality of the interactions you
have with your students. During this
choose/create forms or media, determine a schedule, and
inform your practice through reflection on feedback. At the
end of this session, teachers will be able to review and reflect
on feedback from various sources, devise methods to identify
and set goals, and create actionable next steps toward
reaching those goals. Heather Duncan Whitt has been a
preschool teacher at South Shore Fine Arts Academy since it
opened in 2010. Her goal is to create classroom environments
where young children can be themselves and explore
learning in ways that make school irresistible. Deneen R. Calm
Miller has worked with young children for 15 years. She has
worked for CPS as a Teaching Assistant for the last seven
years. She is excited that she ended this school year and will
begin the next school year as a Licensed Early Childhood
teacher.
action verbs and classroom expressions to culturally engage
your Spanish-speaking students. Get your kids’ attention by
using simple and sticky key words and songs! Claudia Munoz
Cano and Adriana Peguero work for the National University
of Mexico (UNAM) in its school in Chicago. Their teaching
experience includes Spanish for Educators, Heritage
Speakers, and Teachers of Spanish.
interactive session, you will identify strategies you can use in
your classroom to positively impact your students social,
emotional, and academic development. This session is
presented by the OECE Assessment Team.
Full STEAM Ahead: A Chocolate
Exploration
Room 400
Preschool, Kindergarten, Math, Science,
New Teachers, Arts, Language
Research shows that young children need
to be exposed to STEAM (Science,
Incorporating Critical Thinking
Standards into Literacy and Math
Stations
Room 422
Kindergarten
This interactive session will demonstrate the
benefits of using an innovative instructional
Technology, Engineering, Arts, Math) material early so they
can develop a positive relationship and confidence in these
content areas. In this session, we will explore how to
implement STEAM topics in your early childhood classroom in
an interactive and hands-on way that promotes language
development. Teachers will participate in a guided activity
that explores chocolate and consider applications for their
classroom. Audrey Sherer has her Master’s Degree in Early
Childhood Education and is currently the Manager of
Experiential Learning at the Garfield Park Conservatory. She
creates and leads education STEAM activities and content for
children. Hunter Anderson is pursuing a Master’s Degree in
Early Childhood Education and is the Nature Education
Coordinator at the Garfield Park Conservatory. She teaches
and develops nature education programming for children
and their families.
protocol that promotes critical thinking skills in a kindergarten
classroom. The protocol supports the traditional math
curriculum in kindergarten, while teaching kindergarteners to
being to think critically. Participants will have take-aways that
can be implemented right away into their classrooms. The
protocol supports whole group and small group instruction, as
well as providing curriculum for math stations. Ivy Randle has
taught kindergarten for 11 years with a total of 15 years of
teaching in the classroom. She is passionate about teaching
and has a strong desire to teach students how to think
critically. Ivy is a true innovator, as she has developed a
Protocol to Teach Critical Thinking for the Kindergarten
Classroom. Ivy has received two master’s degrees from
Concordia University, River Forest, Illinois. Ivy teaches
kindergarten at James Ward School, a neighborhood school
in the Bridgeport Community in Chicago.
th
1:00 p.m.-2:20 p.m.

19
Get Your Hands on Learning! An
Object-Based Approach to Learning
Room 600
nd
Preschool through 2 Grade, Literacy, Math,
Science, New Teacher, Arts, Language
Turn your classroom into an interactive
space where students take learning into
their own hands – literally! Through a hands-on experience,
teachers will learn how to bring real artifacts and specimens
into the classroom. They will participate in collaborative
discussions, ask and answer questions about objects in order
to clarify comprehension, gather information, and deepen
understanding. Museum educators will help you map out the
best way to enhance your curriculum through Museum
collections and discover creative ways to incorporate inquiry-
based science in your lessons to encourage students’ natural
curiosity and enthusiasm for learning. Mireya Becker is the
Early Childhood Learning Experiences Coordinator at The
Field Museum and facilitates educational programs for
th
student sin preschool through 5 grade. She received her
Master’s Degree in Education from DePaul University. Aimee
Davis, Volunteer and Public Learning Experiences
Administrator at The Field Museum, facilitates educational
programming for students of all ages. She taught for 10 years
and has a B.S. and M.A. in Education.
Hands On Science
Room 602
Co-Teaching Students with Disabilities
in the Inclusive Classroom
Room 604
nd
Preschool through 2 Grade, Special
Education, Literacy, New Teachers
Teaching students with disabilities (SwD)
can be challenging. SwDs demand one-
on-one instruction. In this presentation, teachers will learn how
to maximize the use of the Special Education teachers and
Special Education aides in educating SwDs. Participants will
learn ways to make best use of their aide. In addition,
teaching strategies will be discussed that will help teachers
create an inclusive environment. Dr. Clyde Winters is a Special
Education teacher at Bennet Elementary School. He has
taught for many years. In addition to formerly teaching at
Saint Xavier University-Chicago, he makes presentations each
year at the Illinois Computer Educators and Illinois
Connections Conferences on Education and Literacy.
th
1:00 p.m.-2:20 p.m.

th
2:40 p.m.-4:00 p.m.
20
Classroom Strategies for Supporting
Young Students Exposed to Stress and
Trauma
Room 100
nd
Building upon participants’ knowledge of
the impact of trauma on the developing
brain and manifestations of traumatic stress in the classroom,
educators will be engaged in a discussion of specific class-
room strategies that can help students whose development
and self-regulation skills are disrupted by exposure to chronic
stress and trauma. This session will help teachers better
understand their students’ behaviors and development.
Teachers will leave the session with specific strategies for
establishing a culture for learning that benefits all students,
not just those exposed to chronic stress and trauma. Dr. Claire
Coyne and Dr. Rebecca Ford-Paz are psychologists at Lurie
Children’s Hospital whose work is focused on program
development and evaluation for at-risk youth and families
and consultation to schools and community agencies on best
practices for addressing the mental health needs of children.
Intentional Technology in the Early
Childhood Classroom
Room 203
nd
Connections
From this session, attendees will learn
intentional and appropriate ways to
integrate digital tools in their classrooms, as well as
approaches to helping families’ technology use at home.
Participants will watch video examples, engage in group
discussions to deepen their understanding, and have the
opportunity to play with various digital tools to discover ways
to apply key messages from the NAEYC/Fred Rogers Center
joint position statement and technology standards from other
institutions. Amanda Armstrong is the Program Coordinator for
the TEC Center at Erikson Institute, and has an M.S. in Child
Development with a specialization in Administration.
Professional Learning Resource Lounge (Room 250)
Red Carpet Photo Shoot (Room 450)
Beth Suskind
children's brains.

21
Using Formative Assessment to Inform
K-2 Reading Instruction (Part 1)
Room 204
nd
New Teachers
This is Part 1 of a two-part session focused
on using formative assessment results to
plan and implement high quality reading instruction in K-2
classrooms. In Part 1, participants will explore the key infor-
mation their reading assessments can provide and practice
using specific analysis strategies, including miscue analysis to
gather critical information about students’ reading ability.
Participants planning to take Part 2 must participate in Part 1
OR have an advanced knowledge of running records and
miscue analysis. Part 2 takes place on July 16th (Session #8) at
2:40 p.m., in room 206. Kate Nestler manages K-2 assessment
st
for CPS. Kate previously taught kindergarten and 1 grade in
CPS and has a passion for teaching and learning from early
readers. Cassandra Davis, Instructional Support Leader, was
previously an early childhood teacher, reading coach, data
strategist, and school administrator. Ensuring every student
can read is her passion. Kaita Haynes, Instructional Support
Leader, has almost 20 years of experience in CPS. She
believes in teaching children by the Maori saying, “highlight
my strengths and my weaknesses will disappear.” Liza
Campbell currently supports eight Networks around goal-
setting and continuous improvement planning. Her previous
CPS roles include Instructional Support Leader and Assistant
Principal at Ray Elementary School.
Preschool Centers
Room 206
Preschool
programming.
CLASS Everyday: Making CLASS
Accessible and Engaging
Room 226
Preschool
This PD is designed to get preschool
teachers UP and ENGAGED around making
CLASS an everyday part of their classroom.
Teachers will be using children’s read alouds to create and
extent quality language development opportunities for
students. Teachers will take a deep dive into the CLASS
components to practice being intentional with their planning
and practice. Joseph Cella, early childhood teacher,
graduated valedictorian from the University of Illinois
Champaign-Urbana School of Education. He has taught
preschool for five years in CPS. He believes strongly in project
and inquiry-based learning. Jurrate Moore, early childhood
teacher, has Master’s Degrees in CIE and School Leadership.
She has been teaching in CPS for almost 10 years. She is
passionate about being a reflective change agent for her
students.
Subitizing, Math Talks, and
Kindergarten, Oh My!
Room 240
st
Learn first hand from an experienced and
effective kindergarten teacher about
subitizing and how to incorporate it into
Using Idioms, Puns, Riddles and Jokes
to Develop Language and Establish a
Positive Classroom
Room 246
nd
We will be sharing simple ways to include
fun activities that can easily be used during
math talks every day. Participants will learn how subitizing is
an important skill early childhood students should be exposed
to every day, as well as ways to incorporate it into your math
block to reinforce mental math skills that help them build
math comprehension and confidence, all while targeting the
Common Core math standards. Suzanne Tobiason has been
teaching kindergarten in CPS for the past 12 years, the past
four years have been as a departmentalized math teacher at
STEM Magnet Academy. She received her BA from the
University of Northern Iowa, and has a reading endorsement.
transitions or across the curriculum to develop language,
comprehension, and vocabulary for all students, especially
English Language Learners. With our knowledge and excite-
ment, we will model and communicate how we include ALL
students from all backgrounds and cultures to maintain a
positive culture in the classroom. Presenters Jennifer Wynne
and Martha Remon-McMaster of Stone Academy recently
both obtained an M.A. in Curriculum & Instruction with an ESL
endorsement. Jennifer presented last year and Martha is a
first-time presenter.
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2:40 p.m.-4:00 p.m.

22
Building Math Endurance in 10 Minutes
or Less: A Look at the Three Read
Strategy
Room 303
nd
Learn how to effectively help students build
a stamina for math. As we know, too often
in mathematics, we are eager to simply solve the problem.
This workshop will introduce the three read strategy with sub
components, including ideas for vocabulary instruction,
centers, and small group work. If we catch our scholars at an
early age, we can help show them the road to becoming
mathematicians, critical thinkers, and lifelong learners! Allison
Pargoff recently finished her first year of teaching kindergarten
at Miles Davis Magnet Academy, and moved to Chicago
after graduating from Michigan State. Active engagement is
her passion.
PreK Teachers with ELs Survival Kit:
The Basics and Beyond
Room 304
Preschool
The purpose of this workshop is to build
local capacity around the basic
information as it pertains to serving English
Language Learners. Participants will be introduced to various
program designs in CPS, the intake, screening, and place-
ment process, the expectations around certification,
OLCE/OECE/CPS expectations, the new WIDA PreK Standards,
best practices and much more. Jaclyn Vasquez is the current
Child-Parent Center manager in the CPS Office of Early
Childhood Education. Ms. Vasquez received her undergrad
and graduate degrees from Northern Illinois University, and is
currently completing a doctorate in Leadership Education
and Curriculum and Instruction Design. Her areas of expertise
are in Early Childhood, English Learners, Early Childhood
Special Education, Parental Involvement, Literacy Specialist,
and Curriculum Design. Pat Fassos, retired CPS teacher and
administrator, is currently working in the Office of Early
Childhood Education providing assistance in the areas of
teacher certification – Bilingual/English as a Second Language
– and Pre-IPT student assessment. Ms. Fassos was involved in
the adaption and adoption of the WIDA English Language
Developmental Standards, as well as the standard’s roll-out
training for CPS teachers.
Introduction to the PreK CLASS
Instructional Support Domain
Room 308
Preschool
In this session, you will learn strategies
related to: Concept Development –
encouraging students to use higher-order
Morning Meeting
Room 306
nd
Teachers will learn how to implement daily
morning meetings to build social and
emotional skills and create a positive
learning environment. Amy Mart of the
thinking skills; Quality of Feedback – providing individualized
feedback that enhances student understanding; and
Language Modeling – helping students develop their
vocabulary and language skills. This session is presented by
the OECE Assessment Team.
Office of Social Emotional Learning received her Master’s of
Education in Human Development Counseling from Peabody
College at Vanderbilt University, and is currently a doctoral
candidate in the Department of Psychology at the University
of Illinois at Chicago.
Full STEAM Ahead: A Chocolate
Exploration
Room 400
Preschool, Kindergarten, Math, Science,
New Teachers, Arts, Language
Research shows that young children need
to be exposed to STEAM (Science,
“Now I Can Teach!”
Room 422
nd
Kindergarten through 2 Grade
This session promotes teaching classroom
expectations, unconditional positive regard
toward students, self-control, and class-
room ecology. These components address
Technology, Engineering, Arts, Math) material early so they
can develop a positive relationship and confidence in these
content areas. In this session, we will explore how to
implement STEAM topics in your early childhood classroom in
an interactive and hands-on way that promotes language
development. Teachers will participate in a guided activity
that explores chocolate and consider applications for their
classroom. Audrey Sherer has her Master’s Degree in Early
Childhood Education and is currently the Manager of
Experiential Learning at the Garfield Park Conservatory. She
creates and leads education STEAM activities and content for
children. Hunter Anderson is pursuing a Master’s Degree in
Early Childhood Education and is the Nature Education
Coordinator at the Garfield Park Conservatory. She teaches
and develops nature education programming for children
and their families.
getting to know your students beyond academics, making
decisions around room arrangement that will best fit effective
learning, and reflection on encouraging positive discipline in
the classroom. As a result of this session, teachers will be
armed with research-based strategies to target disruptive
behavior in their classrooms and thereby spend more time
teaching. Ivy Randle is a kindergarten teacher at James
Ward Elementary School. She has presented at this institute,
as well as the Foundation for Critical Thinking International
Conference in July 2014.
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2:40 p.m.-4:00 p.m.

23
Get Your Hands on Learning! An
Object-Based Approach to Learning
Room 600
nd
Science, New Teacher, Arts, Language
Turn your classroom into an interactive
space where students take learning into
A Look at Preschool Math:
Conversations, Small Group Instruction,
& Math Talks
Room 604
Preschool, Literacy, Math
This interactive session will focus on planning
for successful small group math instruction
their own hands – literally! Through a hands-on experience,
teachers will learn how to bring real artifacts and specimens
into the classroom. They will participate in collaborative
discussions, ask and answer questions about objects in order
to clarify comprehension, gather information, and deepen
understanding. Museum educators will help you map out the
best way to enhance your curriculum through Museum
collections and discover creative ways to incorporate inquiry-
based science in your lessons to encourage students’ natural
curiosity and enthusiasm for learning. Mireya Becker is the
Early Childhood Learning Experiences Coordinator at The
Field Museum and facilitates educational programs for
th
student sin preschool through 5 grade. She received her
Master’s Degree in Education from DePaul University. Aimee
Davis, Volunteer and Public Learning Experiences
Administrator at The Field Museum, facilitates educational
programming for students of all ages. She taught for 10 years
and has a B.S. and M.A. in Education.
with young learners. Participants will rotate through a series of
hands-on stations that will ask them to consider the impor-
tance of mathematical language, questioning techniques,
and the strategic use of math tools. The session will also focus
on beginning math talks in the preschool classroom and
connecting conversations during small group, transition time,
and play. Cyndi Lopardo, early childhood educator, has
been teaching preschool at Onahan School since 1994. She
received her Master’s Degree in Multicultural Education from
Columbia Colege. Jen Hetrick, early childhood educator, has
been teaching Pre-K at Smyser Elementary School since 2006.
She received her Master’s Degree in School Leadership from
Northeastern. Cyndi and Jen are teacher leaders with the P-5
Math Partnership. They love finding ways to engage their
students in mathematical experiences across the curriculum.
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2:40 p.m.-4:00 p.m.

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SESSION #5: Thursday, July 16
9:00 a.m.-10:20 a.m.
24
KCM’s Introduction to Project Approach
Program
Room 100
nd
Science, Arts, Language
For over 10 years Kohl Children’s Museum
(KCM) has provided professional develop-
ment instruction on the Project Approach. During our session,
you will learn the foundation of project approach, and how to
implement project work into your classroom through hands-on
activities and discussion. Learn about our Early Childhood
Connections program and how you can get your classroom
involved in project work, professional development, and field
trips to KCM! Pat Knable is the Manager of Education at Kohl
Children’s Museum. She has over 25 years of experience in the
field. Her degree is in Early Childhood from Southern Illinois
University. Sarah Salto, Education Specialist and Coordinator of
the Early Childhood Connections program at KCM, received
her BA in elementary education and history from Simmons
College.
Using Idioms, Puns, Riddles and Jokes
to Develop Language and Establish a
Positive Classroom
Room 203
nd
We will be sharing simple ways to include
fun activities that can easily be used during
Mirror, Mirror on the Wall, Improving
Reflection for One and All!
Room 204
nd
Are you interested in reflecting on your
teaching and setting goals to improve your
practice but you don’t know where to turn?
transitions or across the curriculum to develop language,
comprehension, and vocabulary for all students, especially
English Language Learners. With our knowledge and excite-
ment, we will model and communicate how we include ALL
students from all backgrounds and cultures to maintain a
positive culture in the classroom. Presenters Jennifer Wynne
and Martha Remon-McMaster of Stone Academy recently
both obtained an M.A. in Curriculum & Instruction with an ESL
endorsement. Jennifer presented last year and Martha is a
first-time presenter.
The Framework for Teaching and the Knowledge Center can
help you do just that! This session will teach you how to
virtually visit hundreds of Chicago classrooms to learn
strategies and find tools that can help you improve your
teaching in all four domains. Lauren Secatore works in the
Office of Professional Learning. She co-leads the Framework
Specialist cohort and manages the Knowledge Center. She
previously taught at Henderson Elementary School in West
Englewood.
Professional Learning Resource Lounge
Room 250
(Open from 8:00 a.m. to 4:00 p.m. on July 15 & 16)
Meet and mingle with organizations from across
Chicago who offer FREE professional learning
resources (including PD!) especially for early
childhood teachers.
Red Carpet Photo Shoot
Room 450
(Open from 8:00 a.m. to 4:00 p.m. on July 15 & 16)
Come walk our red carpet and have your photo
taken with your friends & colleagues. Then, tweet
your image using #readysetteach to see it on the
big screen in
Room 350!

25
Morning Meeting
Room 206
nd
Teachers will learn how to implement daily
morning meetings to build social and
emotional skills and create a positive
learning environment. Amy Mart of the
Facts, Fluency, and Fun
Room 222
st nd
1 Grade, 2 Grade, Math, New Teachers
This presentation will focus on the impor-
tance of fluency concepts in the primary
grades that will allow them to gain mastery
in counting, number facts, computation,
The New Language of Exploration:
Supporting Learning and Interaction
with Technology
Room 240
nd
Connections, Language
Young children are beginning to increasingly
Using the Rekenrek Attendance to
Promote Logical Mathematical Thinking
at ECE Classes
Room 244
nd
Preschool through 2 Grade, Math
Participants will get the opportunity to
explore how using the Rekenrek Attendance
Office of Social Emotional Learning received her Master’s of
Education in Human Development Counseling from Peabody
College at Vanderbilt University, and is currently a doctoral
candidate in the Department of Psychology at the University
of Illinois at Chicago.
and place value. There will be learning discussions, informa-
tional readings, modeling videos, hands-on activities, and
plenty of resources to take right to your classroom. Sharonda
Thomas, four-time presenter at NCTM, received her master’s
degrees from Rockford University and the American College
of Education. She has taught eight years at Parker
nd
Community Academy. Tiffany Banks, 2 grade teacher,
taught at Parker Community Academy for eight years. Taniko
Miller-Davis, a middle school literacy teacher at Higgins who
loves reading, received a bachelor’s and first master’s
degree at Chicago State University, and her second master’s
degree w/Type 75 at Concordia University.
use a variety of technological tools at school and at home.
Educators need to become knowledgeable about effective
and meaningful ways to integrate technology into the early
childhood classroom. In this session, participants will engage
in hands-on experiences with one another to explore using
technology with classroom materials. Participants will also
discuss how using technology has become a new language
for children to express themselves through their play. Yellz
Zurawic currently works in a Tuition-Based Preschool classroom
at Ravenswood Elementary School. She graduated from
DePaul University and received her degree in Early Childhood
Education. She is currently studying at Adler University to
receive her Master’s Degree in Counseling. Yeliz has worked
in various early childhood settings for the past six years, and is
constantly seeking new information and ideas to implement
in her classroom. Erin Stanfill has been working as a preschool
teacher for the past eight years, currently at Burley
Elementary School. She has achieved her National Board
Certification and Master’s Degree in Early Childhood
Education from Erikson Institute. Erin regularly consults and
presents about early childhood practices and loves
collaborating with other educators.
daily in ECE classes can help students develop important
mathematical ideas such as subitizing, one-to-one correspon-
dence, hierarchical inclusion, cardinality, magnitude, as
well as the rules for counting. Participants will be able to
understand the power of using this tool and routine.
Participants will be able to generate questions to support
students as they engage with Rekenrek Attendance.
Participantswill be able to analyze the understanding that
students have about number as they watch children engage
with this daily routine. Nouri Eshafi received a M.S. from
Roosevelt University and Bilingual/ESL certification from Erikson
Institute. She had been coaching Chicago Public Schools’
teachers for 12 years and is currently teaching preschool at
Gale School. She has 16 years experience teaching at city
colleges.
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9:00 a.m.-10:20 a.m.

26
STEAM Powered Classrooms
Room 246
nd
Connections, Literacy, Math, Science, Arts
Science and Math come alive through
STEAM in the early childhood classroom!
Science, Technology, Engineering, Art and
“Will you come up and show your
thinking?” – Inviting Students to Lead
Math Talks
Room 303
st nd
1 Grade, 2 Grade, Math
nd
In the words of one 2 grader, “Math talks
are fun to lead because you get to learn
Sign Language in the Early Childhood
Classroom
Room 304
Preschool, Kindergarten, Special Education,
Literacy, Language, ELL
You can use sign language to improve
literacy and address different learning
Math are combined in an interdisciplinary approach aligned
to Common Core and Next Generation Science Standards.
Explore integrative project-based learning that develops
critical thinking skills, and walk away with a plethora of
project ideas to implement in your own classroom! Anna
Dunskus, Katie Feldmann, Raquel Hallm, and Rocio Salas
make up the kindergarten team at Budlong Elementary
School. They strive to incorporate hands-on learning
experiences through thematic STEAM units that challenge
and include all learners.
more things about math!” Inviting students to come up to the
front and lead a math talk with their peers can encourage
even greater depths of mathematical reasoning and
respectful collaboration. Come share in strategies need to
effectively incorporate student-led math talks into your
nd
teaching practice. Kelly Livingston is a 2 grade teacher at
Sandoval Elementary School.
styles. Using sign language can also create a common
language in a multilingual room, help manage classroom
behavior, and help build community. Learn at least 20 signs
you can use in the classroom. Rosenda Huezo, Early Childhood
teacher at Nixon Elementary School, received her master’s
degree from National Louis University and has taught Pre-K for
14 years. Evelyn Ruiz is a Special Needs Liaison-School Social
Worker for the CPS’ Office of Early Childhood Education,.
Room 308
nd
New Teachers
Formal-Informal Learning Partnerships
in STEM Education
Room 400
nd
During this session, educators will learn the
value in partnering with informal learning
institutions and discover the benefits to
st
students, teachers, and families through discussions, reflective
exercises, and connections to informal educators. Educators
will develop a deeper understanding of what informal
learning is and the connection to what they are doing with
their own students and families in the classroom. Jennifer
Bundy is the Manager for STEM Teen Programs at the Adler
Planetarium. She holds a B.M. in music education and a M.A.
in education. Kyle Sater is the Manager of Special Projects.
He holds a B.A. in history and a M.A. in public history and
museum administration. Colleen Incandela is the Manager for
Family & Community Engagement. She holds a B.A. in
elementary education and a M.A. in early childhood
professions. Collectively, Jennifer, Kyle, and Colleen have
varied professional experiences in formal and informal
settings.
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9:00 a.m.-10:20 a.m.

27
Math Stations: Using Play to Master
the CCSS
Room 422
st
Kindergarten, 1 Grade, Math,
New Teachers
Do you want to bring play into your
instruction but don’t know how it relates
Creative Curriculum: Modifications and
Accommodations for Diverse Learners
Room 600
nd
Kindergarten through 2 Grade, Cluster
Program (instructional) Classrooms, Special
Education, Literacy, Math, Language
Adapt lessons for students with significant
Story Dictation: Using an Authentic
Literacy Assessment for Early
Childhood
Room 602
Preschool
This session will focus on student learning
through their ability to create a story. As
to Common Core? Unsure how to pull it all off with limited
resources? Learn how to incorporate play-based math
stations that keep helping your students stay engaged and
excited about math while mastering CCSS – all without
breaking the bank! Deirdre Garcia is a kindergarten teacher
at Morton School of Excellence.
disabilities, using evidence-based strategies. Walk through a
Creative Curriculum lesson adapted with diverse learners in
mind – then adapt your own! Understand when and how to
use these strategies. Angela Papa is an Instructional Practice
Administrator (IPA) with Chicago Public Schools. She works
with teachers to infuse their classrooms with evidence-based
practices. Previously, she taught primary grade students with
low incidence disabilities. Nina Ellis is an IPA with Chicago
Public Schools. She works with teachers to infuse their class-
rooms with evidence-based practices. Previously, she taught
inter students with high incidence and low incidence
disabilities. Catherine Lee is also an IPA with CPS. She works
with teachers to infuse their classrooms with evidence-based
practices. Previously, she taught primary grade students with
low incidence disabilities.
faculty, we worked together to develop a story dictation
rubric that outlines core literacy development aspects and
also reflects our Reggio philosophy on how children learn. We
will show how this rubric with a story dictation is used in the
classroom to capture students’ literacy growth over time
through an authentic experience. Jessica Spangler is a
preschool teacher at Velma Thomas ECE and is a founding
member of her school’s Instructional Leadership Team. She
will spend the summer teaching education at Columbia
College. She will be joined in her presentation by Jessica
Petertil, Nancy Arredondo, and Bertha Gonzalez.
A Look at Preschool Math:
Conversations, Small Group Instruction,
& Math Talks
Room 604
Preschool, Literacy, Math
This interactive session will focus on planning
for successful small group math instruction
with young learners. Participants will rotate through a series of
hands-on stations that will ask them to consider the impor-
tance of mathematical language, questioning techniques,
and the strategic use of math tools. The session will also focus
on beginning math talks in the preschool classroom and
connecting conversations during small group, transition time,
and play. Cyndi Lopardo, early childhood educator, has
been teaching preschool at Onahan School since 1994. She
received her Master’s Degree in Multicultural Education from
Columbia Colege. Jen Hetrick, early childhood educator, has
been teaching Pre-K at Smyser Elementary School since 2006.
She received her Master’s Degree in School Leadership from
Northeastern. Cyndi and Jen are teacher leaders with the P-5
Math Partnership. They love finding ways to engage their
students in mathematical experiences across the curriculum.
th
9:00 a.m.-10:20 a.m.

Ready Set Teach Summer Institute Program Book 2015

Ready Set Teach Summer Institute Program Book 2015

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