Target Audience: Special Educators, Literacy Interventionists/Specialists, Speech Language Pathologists
ORIGINAL DATE HAS BEEN RESCHEDULED TO JAN. 30 DUE TO WEATHER
NOTE: This first workshop IS A PREREQUISITE for the other 3 workshops (which can then be taken individually).
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.
The topic for this first workshop (which is a prerequisite for the other 3 workshops in the series) is: Understanding Literacy Intervention within an MTSS Framework