PSY RTII brochure

					Penn State York presents


“Successful
                  Approaches
                                                          to
                                                                    RTII”
                                                                     The 2011
                                                                     Summer Institute
                                                                     June 20-24, 2011
                    With special guest
                     Henry Winkler!


Response to Intervention Initiatives (RTII) vary from grade to
grade and from state to state. In fact, in Pennsylvania, the
initiatives even go under the expanded name “Response to
Instruction and Intervention” (RTII). As educators, we are
challenged to decide which instructional models and
intervention plans match our students’ needs.
The keynote speakers at the 2011 Penn State York Summer
Institute will share national and local RTI frameworks that have
had a positive impact on both students’ achievement and
teachers’ professional development. Action plans and tools
described in the institute’s presentations and core and supple-
mentary texts can be used to guide RTI and RTII efforts for
struggling readers of all ages. Attend the Summer Institute to
explore the latest research, collaborate with experienced
educators, and create an action plan for the 2011–12 school year.
Discover what the field’s leaders have learned about differenti-
ated instruction, assessment, and tiered intervention.


Attend the Institute for 3-Nondegree Graduate
       Course Credits or Act 48 Hours
       If you work with students in grades K–12,                    Penn State is committed to affirmative action, equal opportunity and diversity of its workforce.
          you cannot afford to miss this event!                     U.Ed. YK 11-76
COURSE OBJECTIVES                                                          FACULTY
                                                                           Julie B. Wise is the coordinator
 Learn to establish an instructional framework                             of the Summer Institute at
 that infuses theory and research with practical                           Penn State York and teaches
 classroom application.                                                    courses in undergraduate and
                                                                           graduate education. In addition
 Participate actively in thought-provoking                                 to teaching at the college level,
 conversations about assessments that inform                               she provides professional
 future instruction.                                                       development seminars for
                                                                           teachers and administrators
 Define differentiated instruction and                                     throughout central
 intensified intervention in language and                                  Pennsylvania.
 literacy.
 Learn how to incorporate effective techniques
 to boost responsiveness to instruction and         COURSE TEXT
 intensify instruction for nonresponders.           Successful Approaches to RTI, the core text, includes
 Create informal assessments to monitor             ten chapters grounded in research and full of
                                                    instructional strategies. Each chapter is
 students learning and diagnose difficulties.
                                                    supplemented with action plans and tools to guide
 Identify systematic and comprehensive              professional discussion. The book is the perfect fit for
 approaches that support the needs of pre-K–        district-wide or individual professional development.
 12 students.                                       Books can be paid for in
                                                    advance with registration and
                                                    picked up on site on the first
COURSE REQUIREMENTS FOR                             day of the Summer Institute,
                                                    or bought on site during the
GRADUATE CREDIT                                     institute week. Additional
                                                    books by the speakers will be
 Research Articles and Professional Learning        on sale every day.
 Communities: Each participant will be              Autographing sessions will
 required to read and evaluate two chapters in      be held daily.
 his/her area of expertise from the core text for
 the course, Successful Approaches to RTI:          To find out more about this
 Collaborative Practices for Improving K–12         text and other International
                                                    Reading Association (IRA) publications,
 Literacy. Educators will be required to discuss
                                                    visit www.reading.org.
 the authors’ message and recommendations
 for applying the research to improve
 curriculum and teaching practice. (25 points
 each/50 pts)                                       HOTEL
                                                    For those attending from out of the area, a special
 Reflective Blog: The nature of this course         rate is offered at the Heritage Hills Golf Resort and
 requires student engagement, reflection, and       Conference Center, 2700 Mount Rose Avenue, York,
 analysis of the application of concepts            Pennsylvania 17402. Call 877-782-9752 and refer to
 presented. Informal reflections and reactions      booking ID PEN061911 to reserve, or visit
 will be recorded daily on an online discussion     www.hhgr.com.
 board at www.psysummerinstitute.info.
 (5 points each/25 points)

 Educational Initiative Presentation: Educators
                                                    NONDEGREE GRADUATE
 will present the findings and recommendations      STUDENT STATUS
 from the Summer Institute to inform and            Any student who has a baccalaureate degree but has
 motivate other educators in their home             not been admitted to the Penn State Graduate School
 district. (25 points)                              must apply for admission as a nondegree graduate
                                                    student in order for graduate transcripts to be issued.
                                                    Application is required only one time for a fee of $30.
 Note: Special arrangements will be made to         If you are taking the course for graduate credit, your
 accommodate those who experience an extended       registration cannot be processed if you have never
 school year due to weather-related issues.         completed this form. Go to www.yk.psu.edu or call
                                                    717-771-4060 for more information.
MEET THE KEYNOTE SPEAKERS
         Marjorie Y. Lipson, “RTI: Promises, Possibilities,         developmental reading stages provides a more holistic approach
         and Potential Problems.” In this session, Dr. Lipson       to “healing” struggling readers. Students progress in reading in
         will briefly introduce key concepts related to             predictable developmental stages that have important implica-
         response to intervention and demonstrate how this          tions for instruction in fluency, vocabulary, phonemic awareness,
         approach can improve literacy instruction for all          phonics, and comprehension. If we are serious about closing the
students. Using the work of the International Reading Associ-       gap for struggling readers, we must differentiate instructional
ation Commission on RTI, she will identify key attributes           delivery models and include all critical reading components.
necessary for success and signal potential challenges faced
by schools and districts as they move toward adopting an RTI                  Peter Dewitz, “Using Your Core Reading Program
approach to literacy instruction and intervention.                            Effectively: The First Step for RTI.” In this session, Dr.
                                                                              Dewitz will define effective core reading instruction and
         Angela Kirby-Wehr, “RTII in Pennsylvania: What                       describe the attributes critical to effective differentiated
         We’ve Learned.” Angela Kirby-Wehr is currently the                   instruction in elementary and middle school class-
         Director of the Pennsylvania Training and Technical                  rooms. Within this framework, published core reading
         Assistance Network (PaTTAN) located in Harrisburg.         programs provide valuable resources, but even when imple-
         Prior to working at PaTTAN-Harrisburg, Angela              mented with fidelity, they are not synonymous with effective
         served as a special assistant to the secretary of          reading instruction. Teachers must be flexible in the use of core
education in the Bureau of Teaching and Learning at the             programs and assert their own professional prerogative in
Pennsylvania Department of Education. As special assistant,         selecting materials and in designing instruction for all students.
Angela was responsible for helping to build Standards
Aligned Systems for the Commonwealth.                                         Donna Scanlon, “Considering the I in RTI: The Interac-
                                                                              tive Strategies Approach.” The use of RTI as an
          William G. Brozo, “Reframing RTI as Responsive                      alternative to the IQ-based Achievement Discrepancy
          Literacy Instruction for All Adolescent Readers.” Dr.               Approach to Learning Disabled (LD) classification arose
          Brozo reveals the structural and cultural challenges                as a result of research demonstrating that long-term
          of implementing literacy-focused RTI reforms at the                 reading difficulties could be prevented through early
          secondary level. He asserts that when RTI is              intervention for children who were identified as being at risk of
          reframed as responsive instruction for all, a             experiencing reading difficulties. The Interactive Strategies
comprehensive literacy program can be implemented in                Approach (ISA) was used in some of these early studies and has
secondary school contexts. He shares a common core of               since been demonstrated to be effective in reducing the
evidence-based principles that can guide responsive literacy        incidence of reading difficulties when implemented in class-
practices to meet the range of abilities, interests, and cultures   room, small-group, and one-on-one settings. In this session, Dr.
of adolescents. Dr. Brozo further argues that preventing and        Scanlon will briefly review some of the research and focus on the
addressing adolescents’ reading and learning difficulties           premises and goals of the ISA.
within a responsive literacy program demand the highest
quality instruction from secondary classroom teachers.                        Barbara Laster, “The Opportunities and Pitfalls of
                                                                              Collaboration for RTI.” In order for RTI to work systemi-
           Linda Dorn, “RTI: A Systematic and Comprehen-                      cally and effectively in a school, the instructional team
           sive Design for Promoting Literacy Achievement.”                   must have (1) a shared language, (2) time for collabora-
           This session describes a comprehensive interven-                   tion, and (3) skills in assessment and instruction of
           tion model as a systemic RTI method. The essential                 language and literacy. Both elementary and secondary
           elements of the model include school-embedded            settings will be used as illustrations.
           professional development, congruent instruction
across classroom and supplemental programs, a portfolio of                     Barbara Marinak, “The Proximal Practitioner: Guiding
small-group interventions for responding to student needs,                     Principles for Effective RTI.” The session will begin with
and a decision-making framework for selecting interventions                    a legislative and research update, including the reautho-
and monitoring student progress. These principles will be                      rization of No Child Left Behind (NCLB) and Individuals
illustrated with examples from schools.                                        with Disabilities Education Improvement Act (IDEIA) and
                                                                               meta-analyses from Institute of Educational Sciences
           Peter Johnston, “Response to Intervention and            (IES). Following this overview, six leadership attributes will be
           Literacy Development.” Views of literacy develop-        shared. These attributes can be used to guide building planning
           ment, disabilities, assessment, and intervention are     or when strategizing about individual students and can help
           closely linked, and this is particularly evident in      practitioners move toward the systemic, sustained change
           approaches to RTI. This talk will explore those links    required for effective RTI. By embracing these attributes, teams
           and how research can inform the choices we make          can view RTI as an ever-present opportunity for professional
as we implement RTI. Topics will include the nature of              development during what is sure to be a nomadic journey.
literacy, optimizing assessment and instruction, problems
that can occur in RTI, and the need for comprehensive                          Henry Winkler, “An Afternoon with Henry.” Henry
intervention.                                                                  Winkler is an actor, director, producer and best selling
                                                                               author. Winkler’s portrayal of “The Fonz” for ten sea-
         Beverly Tyner, “Differentiating Reading Interven-                     sons on Happy Days (1974-84) made him one of the
         tion Models for Struggling Readers.” More often                       most recognized actors in the world. In 2003, he began
         than not, struggling learners exhibit deficiencies in                 writing a series of children’s novels entitled, Hank
         more than one critical area of reading. For example,       Zipzer: The World’s Most Amazing Under-Achiever. The books are
         students experiencing comprehension difficulties           inspired by Winkler’s struggle throughout his education due to
         frequently also have challenges with decoding or           his learning challenges and have appeared on several best seller
vocabulary; students who fall short in fluency may also be          lists including the New York Times and the Los Angeles Times.
experiencing decoding or comprehension problems.                    Currently he plays Eddie R. Lawson on the USA Network hit
Differentiating intervention based on students’                     “Royal Pains”.
BREAKOUT SESSION TOPICS
Tuesday Breakout Sessions                                         Erik Wittmer, “Sixty Web 2.0 Tools in Sixty Minutes to
                                                                  Differentiate Instruction in the Language Arts Classroom”
for Elementary Teachers:                                          The Web has something for everyone. Knowing where to
Dr. Joan Crouse, “Assessment Should Be a Video Rather             go and how to use the tools you discover is the hard part.
Than a Snapshot” This session will discuss the importance         This session will showcase current online tools that are
of universal screenings along with district benchmarks and        being used in classrooms.
a variety of assessments to determine appropriate
interventions. The tracking of student progress will also be      Wednesday Breakout Sessions
shared.                                                           for Elementary Teachers:
LouAnn Kopenhaver, “QARs and Their Application in                 Amy Hare, “Quick and Effective Interventions” How do
Test Prep” This session will give an overview of the four         you find time to help the struggling readers in your
types of Question–Answer Relationships (QARs) and test            classroom? Are there effective ways to document
prep techniques incorporating the application of QARs in          interventions tried with different students? This session
multiple-choice questioning.                                      will address these questions. Easy, quick methods to
                                                                  determine the areas of need in your classroom will be
Julie Stover, “Beating the Comprehension Conundrum”               shared, and interventions to strengthen those areas will be
They may read fluently . . . even sound ready to perform          discussed.
on the stage . . . but they have no clue what they have read.
Gather strategies for keeping students motivated and              Deborah Hoover, “Using BIG6 to Support and Challenge
engaged while furthering their comprehension. Whether             Students” Begin by learning what the steps in BIG6
students are reading content or narrative texts, these            Information Problem-Solving and then how to provide
strategies can be applied.                                        students with an adaptable, predictable, and repeatable
                                                                  process for doing projects and research, promote critical
Tuesday Breakout Sessions                                         thinking, provide independent practice, and better
                                                                  understand math word problems. Leave the workshop with
for Secondary Teachers:                                           applications to include in your current lessons.
Robert Cousineau, “Effective Teaching Strategies for
Nonfiction Text” This session will provide a variety of           Mary Lehman, “Writing in the Digital Age” Writing today
effective strategies for teachers who use nonfiction texts in     involves more than just penmanship and paragraphs.
the classroom. Participants will leave the session with           Students write, produce media, and share their work
several resources to help them be more effective teachers         outside classroom walls. Students need to take ownership
of reading. Strategies will include summarizing, talking to       for their learning and develop skills to communicate in the
the text, and document-based questioning. These strategies        21st century. This session will explore how writing can
will enable participants to differentiate their instruction to    affect students and others outside the classroom.
meet the diverse needs of their students.
                                                                  Wednesday Breakout Sessions
Kelly Kessler, “Engaging the Secondary Learner”                   for Secondary Teachers:
Engaging and motivating today’s secondary student can be
a daunting task for even the most seasoned educator.              Danielle Runkle, “Tier 1 Vocabulary Instructional
Participants in this session will gain greater insight into the   Practices” Vocabulary knowledge can make or break a
fundamentals of engagement and motivation and learn a             student’s comprehension of text. Participants will gain
few more ingredients to add to their recipes for student          useful background and strategies to improve vocabulary
success and achievement.                                          instruction in core content classes.

Jonathan Reichard, “Differentiated Instruction in the             Suzanne Wimsett and Gina Grolemund,
Secondary Classroom” Discover classroom tested, student           “Implementing Multiple Approaches to Vocabulary
approved strategies to differentiate your instruction.            Instruction” How does an educator meaningfully apply
Participants will engage in hands-on study strategies             research on vocabulary instruction to increase academic
including alpha boxes, story board six, foldables, and            vocabulary in adolescents’ writing and speech? This
choice board groups.
                                                                  session will explore the impact of incorporating the
                                                                  approaches of Michael Graves and Janet Allen to
Tuesday Breakout Sessions                                         broadening vocabulary use in written and oral language
for All Teachers:                                                 activities of middle schoolers. Strategies including
                                                                  Vocabulary Theatre and LocalGPS will be discussed.
Rhonda Waterhouse, “Writing and Autism” This
presentation will examine how Autism Spectrum Disorders
both positively and negatively affect students and their          Wednesday Breakout Sessions
writing. Participants will explore methods, including using       for All Teachers:
students’ interests, to improve their motivation for and          Lynne Dorfman and Rose Cappelli, “Creating
engagement with writing tasks, ultimately improving their         Successful Writers with Mentor Texts” The concept of
writing skills as a whole.                                        mentorship and how books and authors can serve as
mentors will be explored. The presentation will focus on       Thursday Breakout Sessions
the use of a rich variety of literature to demonstrate key
minilessons for the teaching of writing. Facilitators will
                                                               for All Teachers:
                                                               Peter Dewitz, “Using Your Core Reading Program
demonstrate the gradual release of responsibility for
                                                               Effectively: The First Step for RTI” This session will
writing workshop lessons that include reflection as a key
                                                               continue from the presenter’s keynote to address questions
component.
                                                               and offer answers about using your core reading program
                                                               effectively.
BethAnn Pratte, “Intervention: The Brain-based
Approach” Students struggle due to myriad issues. This
                                                               Deborah Hoover, “Using Online Public Access Catalog
session will address the importance of diagnosing before
                                                               System (OPAC) to Support Your Students” Discover how
prescribing interventions. Participants will learn about the
                                                               using your school library’s OPAC can help you help your
role of executive function, multiple representations, and
                                                               students. Demonstrations will be done with Destiny, but
successful programs and resources available to teachers.
                                                               information can be adapted to use with other systems.
Laura Szkudlapski, “Using Manipulatives to Motivate and
                                                               Jennifer Kilmer, “Reciprocal Teaching in Reading” During
Engage Students” Students of all ages like to play!
                                                               this session participants will be introduced to the concept
Manipulatives amp up the classroom environment and
                                                               of reciprocal teaching and its implications for reading
bring even the least-enthused students into learning—
                                                               comprehension. Many techniques will be shared, and you
sometimes without their realizing it. These ideas are easy
                                                               will walk away with great ideas about how to implement
to implement, effective to use, and rewarding for all!
                                                               the ideas and strategies at any grade level. A must-take
                                                               session if you have ever asked yourself, “What can I do to
Thursday Breakout Sessions                                     help my students better understand what they read?”
for Elementary Teachers:
                                                               Emily Kissner, “Writing About Reading: The Challenges of
 Paula Gilbert and Shawn Sipe, “Book Tasting of the
                                                               Open-ended Responses” Open-ended responses are used
Newest Releases” Sit back and hear about new trade books
                                                               to assess student understanding in reading and the content
you can use in your classroom. We will show you picture
                                                               areas. Constructing these kinds of responses pose many
books, read-alouds, fiction, and informational books for
                                                               challenges to students. In this session, we’ll look at what
grades K–6 and suggest uses for them. Copies will be
                                                               students need to be able to do to write proficient
available for participants to examine closely. Past session
                                                               responses, how to scaffold strong writing in the classroom,
attendees have appreciated the handouts and the lively
                                                               and how to support students of varying ability levels.
presentation.
                                                               Justine Kloske, “Literacy Notebooks” This session is
Michael Williams, “Motivating Boys to Read” This session
                                                               designed to help teachers facilitate student organization
will discuss ideas to motivate boys with books. Books that
                                                               and learning as they become literate, strategic readers and
boys enjoy will be highlighted and ways to start a Boys and
                                                               writers. Participants will investigate the use of notebooks
Books Club will be discussed.
                                                               in the areas of reading and writing and explore how they
                                                               serve as a student resource tool as well as an ongoing
Thursday Breakout Sessions for                                 source for assessment.
Secondary Teachers:
                                                               Chris Owens and Aimee Bechtel, “Essential Skills for
Holly and Steve Baublitz, “The Plan: Note-taking               the Love and Logic Classroom” Designed to enhance
Strategy” Fail to plan and the result may be a plan to fail.   teacher instruction and increase student achievement, Love
This session will look at different reading strategies to      and Logic offers a paradigm shift from trying to control
improve reading comprehension in content areas. We will        student behavior through extrinsic motivators to helping
also explore vocabulary builders to increase students’         students increase their critical thinking and become
vocabulary knowledge and use.                                  responsible problem-solvers. Principles of the essential
                                                               skills are applicable to all grade levels.
Carrie Thompson and Kirsty Houck, “Creating a
Collaborative and Reflective Culture: The
Presentation of Student Work” Do you want to
increase academic rigor across your school
district? Engage every teacher in school
improvement? Help create a collaborative
culture? If so, this session is for you. Teachers
can drive the structured study of student work
by creating a collaborative, reflective culture
and by improving academic rigor. Student
work will only be as rigorous as teachers’
expectations. This session will provide
theoretical background and practical hands-on
activities that can drive a district’s focus on
student work.
DAILY AGENDA
Monday, June 20, 2011                                   Thursday, June 23, 2011
 7:30–8:00 a.m.       Registration and Breakfast         7:30–8:00 a.m.       Registration and Breakfast
 8:00–8:15 a.m.       Welcome to Penn State              8:15–9:45 a.m.       Donna Scanlon, “Considering
 8:15–9:45 a.m.       Marjorie Y. Lipson, “RTI:                               the I in RTI: The Interactive
                      Promises, Possibilities, and                            Strategies Approach”
                      Potential Problems”                 9:45–11:45 a.m.     Barbara Laster, “The
  9:45–11:45 a.m.     Angela Kirby-Wehr, “RTII in                             Opportunities and Pitfalls of
                      Pennsylvania: What We’ve                                Collaboration for RTI”
                      Learned”                          11:45 a.m.–12:30 p.m. Lunch
11:45 a.m.–12:30 p.m. Lunch                             12:30–2:00 p.m.       Break-out Session #1
12:30–1:30 p.m.       Professional Learning               2:00–2:30 p.m.      Networking
                      Community (PLC): Course             2:30–4:15 p.m.      Break-out Session #2
                      Requirements
  1:45–3:15 p.m.      William G. Brozo, “Reframing
                      RTI as Responsive Literacy        Friday, June 24, 2011
                      Instruction for All Adolescent
                      Readers”                           7:30–8:00 a.m.       Registration and Breakfast
  3:15–4:15 p.m.      PLCs: Reaction and Reflection      8:00–9:00 a.m.       Barbara Marinak, “The
                      Folder into Registration Table                          Proximal Practitioner: Guiding
                                                                              Principles for Effective RTI”
                                                          9:00–11:15 a.m.     Implementation Plan
Tuesday, June 21, 2011                                  11:45 a.m.–12:30 p.m. Lunch
 7:30–8:00 a.m.       Registration and Breakfast        12:00–1:00 p.m.       Henry Winkler, “An Afternoon
 8:00–9:45 a.m.       Linda Dorn, “RTI: A Systematic                          with Henry”
                      and Comprehensive Design for        1:00–4:15 p.m.      Implementation Plan, Closing
                      Promoting Literacy                                      Reactions and Reflections
                      Achievement”
 10:00–11:45 a.m.     Break-out Session #1
11:45 a.m.–12:30 p.m. Lunch
12:30–2:00 p.m.       Break-out Session #2
  2:00–2:30 p.m.      Networking
  2:30–4:15 p.m.      Peter Johnston, “Response to
                      Intervention and Literacy
                      Development”


Wednesday, June 22, 2011
 7:30–8:00 a.m.       Registration and Breakfast
 8:15–9:45 a.m.       Beverly Tyner, “Differentiating
                      Reading Intervention Models
                      for Struggling Readers”
 10:00–11:45 a.m.     Break-out Session #1
11:45 a.m.–12:30 p.m. Lunch
12:30–2:00 p.m.       Break-out Session #2
  2:00–2:30 p.m.      Networking
  2:30–4:15 p.m.      Peter Dewitz, “Using Your Core
                      Reading Program Effectively:
                      The First Step for RTI”
REGISTRATION FORM
“Successful Approaches to RTII”                                                                                                                           June 20-24, 2011
                             PLEASE MAIL THIS REGISTRATION FORM AND PAYMENT BY MAY 21, 2011, TO
                            Penn State York, Attention: Janet Striebig, 1031 Edgecomb Avenue, York, PA 17403

Name: (Last) __________________________________________________ (First) _________________________________________ (M.I.)_________

Date of Birth: ____________ Home Phone #: ______________________Personal E-mail Address: __________________________________________

Home Address __________________________________________________ City: ____________________________ State: _____ Zip: ____________

School District: ______________________________________________________ Position/Grade(s) You Teach: ______________________________

SSN#* or Penn State ID_____________________________________________________________________________________________________
*The Social Security number (SSN) you provide for enrollment purposes, or when requesting specific services, will be used by the University to verify your identity for official record keeping and reporting. If
you choose not to supply your SSN, certain services such as transcripts, enrollment verification, tax reporting, and financial aid, may not be available to you, and Penn State cannot guarantee a complete
academic record for you. Your SSN will be stored in a central system and used only as a primary source to identify you within the Penn State system; the Penn State ID will be used as the primary identifier.


REGISTRATION FEE:
     3 Graduate Credit Hours                                    EDUC 497D                      $2,162
     Workshop for Act 48 Hours (Full Week)                      EDUC 5202-001                  $520
     Monday Only                                                EDUC 5202-002                  $150
     Tuesday Only                                               EDUC 5202-003                  $150
     Wednesday Only                                             EDUC 5202-004                  $150
     Thursday Only                                              EDUC 5202-005                  $150

                                                                                              Total: ____________

PLEASE INDICATE METHOD OF PAYMENT: A receipt will be forwarded after registration is processed.
*Note: Students taking the Institute for graduate credit can defer payment until July 2011 by enclosing a payment of $100 with registration.

     Enclosed is a check for $ ___________________ payable to Penn State.

     Charge my: MasterCard Visa Card Number ________________________________________________________________________________

     Expiration Date (mm/yy) __________________ Cardholder’s Signature __________________________________________________________

BOX LUNCH WILL BE AVAILABLE AT THE BISTRO JUNE 20-24, 2011.
    Check here if you intend to eat lunch on campus. (Pay when you order lunch daily.) Visit: www.bistroyork.com for more information on menu choices.

CHOOSE your first and second choice for breakout sessions by writing the last name of the presenter in the boxes below. Sessions will be assigned
on a first-come, first-serve basis.

                                           TUESDAY SESSION #1                                       WEDNESDAY SESSION #1                                        THURSDAY SESSION #1

    FIRST CHOICE

  SECOND CHOICE

    FIRST CHOICE

  SECOND CHOICE

INSTITUTE BOOKS AND MATERIALS: If you are taking the course for 3 graduate credits, you will require a copy of the core text, Successful
Approaches to RTI. Collaborative Practices for Improving K-12 Literacy edited by Marjorie Lipson and Karen Wixson, in order to complete assignments.
For your convenience, the book can be ordered and prepaid via this form at a special price; copies will be available to pick up on site when you visit the
registration desk on Monday morning. Books can also be purchased on site at The Pullo Center during the week at a slightly higher cost.

Please check the box to indicate you wish to preorder and enclose a separate check for payment.
   Successful Approaches to RTI. Collaborative Practices for Improving K-12 Literacy edited by Marjorie Lipson and Karen Wixson $23.95

     Enclosed is a check for $ ___________________ payable to Penn State.

     Charge my: MasterCard Visa Card Number ________________________________________________________________________________

     Expiration Date (mm/yy) __________________ Cardholder’s Signature __________________________________________________________


                                                  REGISTRATION IS REQUESTED BY MAY 21, 2011
   Mail to: Penn State York, Attention: Janet Striebig, 1031 Edgecomb Avenue York, PA 17403 717-771-4060

 DEMAND IS HIGH AND SPACE IS LIMITED • PLEASE REGISTER EARLY • THIS FORM MAY BE DUPLICATED
Penn State York                               Nonprofit Org.
1031 Edgecomb Ave.                            U.S. Postage

York, PA 17403                                   PA ID
                                             The Pennsylvania
                                              State University




                            June 20-24, 2011
                              Penn State York
                         The 2011 Summer Institute
        www.yk.psu.edu

				
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