Target Audience: Special Educators, Literacy Interventionists/Specialists, Speech Language Pathologists

This series will address the diagnostic assessment and remediation of learners with varied subtypes of reading difficulties who have not responded to a less intense, targeted level of intervention. The focus of the assessment/intervention will be on foundational skills for K-6 but is still appropriate for students in the upper grades who experience core deficits at the conceptual/perceptual level. Participants will learn how to use a combination of formal and informal assessment results to pinpoint not only the exact barrier and/or core deficit interfering with reading development (including subtypes of dyslexic profiles), but also the readers’ present levels of performance based on a CCSS learning progression. Information related to the “why” of the literacy challenge and baseline performance will then be linked with appropriate, corresponding interventions for each of the reading areas. Intensification strategies meant to inform the development of IEP/EST/504 plans and data collection/progress monitoring systems will also be addressed. Participants will leave the strand with a resource that can be used by problem solving teams (such as ESTs) to reference assessments and interventions for subsequent programming. Each session will follow the same format with varied content based upon the reading focus.

Workshop #1: January 30 (NEW DATE) - Understanding Literacy Intervention within an MTSS Framework
Workshop #2: February 14 - Assessment and Intervention for Phonemic and Orthographic Awareness
Workshop #3: March 13 - Assessment and Intervention for Word Level Accuracy and Automaticity
Workshop #4: April 10 - Assessment and Intervention for Contextualized Fluency and Comprehension