Connecting Research to Practice

8:30 – 9:00	Registration: VCU Student Commons (second floor)
9:00 – 9:50	Plenary Session: Commonwealth Ballroom · Conference Introduction – Jim McMillan, Professor, School of Education, VCU, and MERC Director · Welcome – Beverly Warren, Dean, School of Education, VCU Keynote – Maximizing Student Achievement Through the Power of Data · Jo Lynne DeMary, Director, Center for School Improvement, Commonwealth Educational Policy Institute, School of Education, VCU
9:50 – 10:00	Break
10:00 – 10:40	Breakout Sessions (see descriptions on enclosed sheet) Richmond Salon I: A Theory Into Practice: Disaggregating Data to Find Success in Student Learning Tarnee´ A. Kendell Hudson, Henrico County 4^th Grade Chair, Lead Science Teacher Richmond Salon II: Middle School Students with Learning Disabilities and English SOLs: Part II, Best Practices Paul Gerber, Professor, School of Education, VCU Richmond Salon III: The At-Risk Alternative Education Student: Building One Block at a Time Beverly B. Allen-Hardy, Administrator Basic/New Start Program, Henrico County
10:40 – 10:50	Break
10:50 – 11:30 11:30 – 12:15	Breakout Sessions Richmond Salon I: Employers and Educators Sharing Insights on the Abilities of High School Graduates Martin Reardon, Assistant Professor, Wendy Balliet, MERC Research Assistant, School of Education, VCU Richmond Salon II: Instructional Behavior of Teachers of Students with Emotional or Behavioral Disorders Angela Snyder, Ph.D., School of Education, VCU Richmond Salon III: Using Technology for Data Collection at the Classroom Level Susan Ramsey, Coordinator of Assessment & Remediation, Ann Nash, Instructional Technology Resource Teacher, Henrico County Plenary Session: Commonwealth Ballroom: Realizing Whole-School Reform Through Confrontation of the Brutal Facts, David Sovine, Principal, Monacan High School, Harold Saunders, Principal, Providence Middle School, Aubrey Lindsey, High School Reform Coordinator, Chesterfield County, Kevin Hughes, Assistant Director School Improvement and Instructional Support
12:15 – 1:00	Lunch: Commonwealth Ballroom
1:00 – 1:40 1:45 – 2:30 2:30 – 3:00	Plenary Session: Commonwealth Ballroom A Powerful Connection: Data and Instruction, Debbie Wickham, Ph.D., Mathematics Specialist, Virginia Department of Education Best Practices Project, Martha Tompkins, Ph.D., Virginia Beach Public Schools, Department of Accountability Conference Evaluation and Wrap-up – Jim McMillan

Tarnee´ A. Kendell Hudson - Connecting Research to Practice: How Data are Used to Improve Education

Educators will come to realize the truths in disaggregating data with a usable “theory.” The techniques used will promote more effective remediation in any learning atmosphere. Students are encouraged to take an active role in understanding data. Actual SOL scores will be utilized for hands-on experiences.

Paul J. Gerber - Middle School Students with Learning Disabilities and English SOLs: Part II, Best Practices

Best practices used in MERC school divisions were identified in this research, including the following areas: professional development, IEP design, instructional strategies, inclusive practices, and school leadership.

Susan B. Ramsey and Ann Nash - How Teachers are Using Data to Drive Instruction

The CAR and the ITRT are instructional support personnel who work with classroom teachers to collect and use data and present technology respectively. This presentation will show current technologies that are used by teachers to gather data. These data are then used to decide about re-teaching, remediation, and future curriculum decisions.

Martin Reardon - Employers and Educators Sharing Insights on the Abilities of High School Graduates

The gap between the skills that high school graduates possess and what employers and colleges want to see in their 'freshmen' has been a long-standing concern at the national level. As a first step in an evolving change process, this MERC study is focusing initially on validating the dimensions of the gap as perceived by local area employers, but then takes a proactive stance in inviting educators and employers to dialogue together about how to modulate the process of schooling to ensure improved outcomes for all.

Kevin Sutherland and Angela Snyder - Instructional Behavior of Teachers of Students with Emotional or Behavioral Disorders

The purpose of this study was to examine (a) the relationship between critical teaching behaviors in classrooms including students with EBD, and (b) rates of teaching behaviors in different educational settings including students with EBD. Direct observation data of teacher-student interactions in 41 classrooms including students with EBD (N = 87) were conducted on a variety of behaviors, including teachers' provision of opportunities to respond (OTR), teacher praise and instructional talk.

Beverly B. Allen-Hardy, The At-Risk Alternative Education Student: Building One Block at a Time

A review of research in alternative education is presented as a basis for implementing a servant leadership approach to teaching and learning to meet the needs of at-risk alternative education students.

Break

Breakout Sessions (see descriptions on enclosed sheet)

Breakout Sessions