Making the Most of Conferring in Reading Workshop

Reading conferences with students are an integral part of the reader’s workshop format. Conferring provides the opportunity for students to reveal their thinking and reading processes to the teacher. This workshop will explore ways to target the needs of your students and gain deeper insight into their strengths and learning needs

Conferring Made Easier Using Writing Toolkits

Many teachers struggle with making their conferences effective and meaningful. What do you do when faced with that immediate challege of what to focus on in a writing piece that has many areas that need support? Discover the different types of conferences and the tools that will help make your conferences memorable, supportive and efficient

Launching and Supporting Writing Workshop

This teacher friendly workshop will provide participants with a fast-paced overview of some of the most practical and effective strategies for supporting students to write clear, coherent pieces of writing across genres. Throughout the workshop, participants will learn specific strategies for supporting a wide range of students. This workshop will touch up ways to help students brainstorm ideas and plan sections of their work. This workshop will help support the new ELA Standards of Learnin

Adjunctive rifampicin for Staphylococcus aureus bacteraemia (ARREST): a multicentre, randomised, double-blind, placebo-controlled trial.

BACKGROUND: Staphylococcus aureus bacteraemia is a common cause of severe community-acquired and hospital-acquired infection worldwide. We tested the hypothesis that adjunctive rifampicin would reduce bacteriologically confirmed treatment failure or disease recurrence, or death, by enhancing early S aureus killing, sterilising infected foci and blood faster, and reducing risks of dissemination and metastatic infection. METHODS: In this multicentre, randomised, double-blind, placebo-controlled trial, adults (≥18 years) with S aureus bacteraemia who had received ≤96 h of active antibiotic therapy were recruited from 29 UK hospitals. Patients were randomly assigned (1:1) via a computer-generated sequential randomisation list to receive 2 weeks of adjunctive rifampicin (600 mg or 900 mg per day according to weight, oral or intravenous) versus identical placebo, together with standard antibiotic therapy. Randomisation was stratified by centre. Patients, investigators, and those caring for the patients were masked to group allocation. The primary outcome was time to bacteriologically confirmed treatment failure or disease recurrence, or death (all-cause), from randomisation to 12 weeks, adjudicated by an independent review committee masked to the treatment. Analysis was intention to treat. This trial was registered, number ISRCTN37666216, and is closed to new participants. FINDINGS: Between Dec 10, 2012, and Oct 25, 2016, 758 eligible participants were randomly assigned: 370 to rifampicin and 388 to placebo. 485 (64%) participants had community-acquired S aureus infections, and 132 (17%) had nosocomial S aureus infections. 47 (6%) had meticillin-resistant infections. 301 (40%) participants had an initial deep infection focus. Standard antibiotics were given for 29 (IQR 18-45) days; 619 (82%) participants received flucloxacillin. By week 12, 62 (17%) of participants who received rifampicin versus 71 (18%) who received placebo experienced treatment failure or disease recurrence, or died (absolute risk difference -1·4%, 95% CI -7·0 to 4·3; hazard ratio 0·96, 0·68-1·35, p=0·81). From randomisation to 12 weeks, no evidence of differences in serious (p=0·17) or grade 3-4 (p=0·36) adverse events were observed; however, 63 (17%) participants in the rifampicin group versus 39 (10%) in the placebo group had antibiotic or trial drug-modifying adverse events (p=0·004), and 24 (6%) versus six (2%) had drug interactions (p=0·0005). INTERPRETATION: Adjunctive rifampicin provided no overall benefit over standard antibiotic therapy in adults with S aureus bacteraemia. FUNDING: UK National Institute for Health Research Health Technology Assessment

Planning for Instruction Possibilities In A Primary Writing Workshop

One of the challenges teachers face is deciding what to teach each day in writing. This session investigates the concept of units of study with examples of student work, lessons and resources . Using different units of study in writing workshop- narrative, informational, persuasive and poetry. Participants will be asked to share their current writing curriculum used in their classroom. Together we will construct a graphic of the types of writing our students need to become proficient in. Participants will examine examples of different types of primary student writing and identify their components. Participants will be able to identify 3 possible units of study they may choose to implement in their own classroom. Sample lessons, student examples and other resources will be share