Patty Graner serves to support over 2100 Strategic Instruction Model (SIM®) professional developers in the US and internationally and oversees the Professional Development Research Institute. She is the PI for the VA SPDG and oversees all KUCRL SIM related activities. This includes the annual International SIM Conference/KUCRL Learning Conference, regional conferences, and SIM institutes. She has been a SIM professional developer since 1988. She was a classroom teacher for students with disabilities in Pennsylvania and Florida; a district resource teacher, district program planner, and a professional development specialist in Palm Beach County, Florida schools. A founding member of the Strategic Learning Center in Seattle with responsibility for professional development and practice integration, Patty was also the Assistant Director of Education for Casey Family Programs. Her professional interests are inservice and preservice professional learning, secondary literacy, and adolescents with disabilities. ?
Graner, P. S. (2013). General and discipline specific strategies and adolescents who struggle: what can an SLP do? Perspectives Special Interest Group 16 Perspectives on School–Based Issues, 14, 55-60.
Bulgren, J. Graner, P. S., & Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history. Learning Disabilities Research and Practice, 128(1), 17-7.
Graner, P. S., & Deshler, D. D. (2012). Improving outcomes for adolescents with learning disabilities. In B. Wong & D. Butler (Eds.), Learning about learning disabilities (pp. 300-323). New York, NY: Springer-Verlag.
Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. (2012). Building a house on sand: Why disciplinary specific strategies are not sufficient to replace general strategies for adolescent learners who struggle. Topics in Language Disorders, 32(1), 69-84.
Graner, P. S., Ault, M. M., Mellard, D. F., & Gingerich, R. A. (2012). Effective Professional Development for Adult Learners. Lawrence, KS.
Faggella-Luby, M. N., & Graner, P. S. (2010). Literacy supports for adolescent struggling readers: Taking action through comprehension instruction. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavior disabilities: Literacy and learning. UK: Emerald.
Ehren, B. J., Deshler, D. D., & Graner, P. S. (2010). Using the content literacy continuum as a framework for implementing RTI in secondary schools. Theory Into Practice, 49(42), 315-322.
Scheuermann, A. Harris, M. L., Faggella-Luby, M. N., Fritschmann, N. Graner, P. S., & Deshler, D. D. (2009). Closing the performance gap: Learning strategies instruction for adolescents with learning disabilities. In G. Sideridis & T. Citro (Eds.), Educating students with learning disabilities: Validated instructional practices. Boston, MA: Learning Disabilities Worldwide.
Graner, P. S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005). An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25(2), 93-105.
Simpson, R. L., LaCava, P. G., & Graner, P. S. (2004). The No Child Left Behind Act: Challenges and implications for educators of students with special needs. Intervention in School and Clinic, 40(2), 67-75.
Lenz, K. Graner, P. & Adams, G. (2003). Learning express-ways: Building academic relationships to improve learning. Teaching Exceptional Children, 35(3), 70-73.
- PhD, Learning Disabilities, Minor: Reading, University of Kansas, Lawrence, KS, 2007
- MEd, Special Education, Edinboro University, Edinboro, PA, 1979
- BS, Elementary Education, Minor: Special Education, Edinboro State College, Edinboro, PA, 1975
- AA, Community College of Allegheny County, Pittsburgh, PA, 1973