Remediating and Accommodating Secondary Students with SLD … and... · 2017-07-14 · 3/21/2017 1...

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Remediating and Accommodating Students with SLD/Dyslexia at the

Secondary Level

Co‐sponsored by CSDE and SERC

Live Webinar

March 22, 2017

ModeratorsPatricia L. Anderson, Ph.D.

[email protected]

Education ConsultantConnecticut State Department of Education

Academic Office

and

Donna D. Merritt, [email protected]

Education ConsultantSERC

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Presenters

Margie B. Gillis, Ed.D.

President, Literacy How, Inc.Research Affiliate, Fairfield University

and Haskins Laboratories

[email protected]

www.literacyhow.com

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Presenters

Jane Fefante, MS, Ed., ATACPAssistive Technology Specialist

NEAT

New England Assistive Technology

[email protected]

www.oakhill.org/NEAT‐Center

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Presenters

Allison Van Etten, MSDirector of Special Services

Stonington Public Schools

[email protected]

www.stoningtonschools.org

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Webinar Objectives

• Identify academic and behavioral characteristics of middle and high school students with SLD/Dyslexia

• Summarize essential evidence‐based structured literacy practices appropriate for older students with SLD/Dyslexia

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Webinar Objectives (cont.)

• Describe assistive technology for reading, writing, and notetaking/organizational support options appropriate for different types of learners;

• Examine school/district current staffing and scheduling approaches and consider changes as needed

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Part 1Middle and High School Students

with SLD/Dyslexia8

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Differences between Elementary and Secondary Education and Systems

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Elementary

• Learning to read

• Foundational skills taught

• Phonemic awareness instruction

• Literacy block that includes content learning

• Scheduling is more flexible

Secondary

• Reading to learn

• Foundational skills assumed

• Phonemic awareness is assumed

• Content area/disciplinary literacy takes the place of explicit instruction

• Schedules reign supreme

Differences between Elementary and Secondary Education and Systems

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Elementary

• Language and literacy are integrated

• Students have 1‐2 main teachers

• Teachers read texts aloud to support students’ learning

• Students are learning to write

Secondary

• Quantity and quality of language skills increases

• Many teachers with different styles and expectations

• Students must learn from reading content texts

• Writing is used to demonstrate understanding

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In order to read complex text, students must be able to….

• Read words and text fluently (accurately and automatically).

• Have sufficient background knowledge and understanding of critical vocabulary to understand text.

• Use a variety of reading strategies to monitor comprehension.

• Apply higher order thinking skills to draw inferences and conclusions about what was read.

• Sustain attention and motivation to learn new information from content area texts. 11

However, struggling readers in middle and high school…

• May not read fluently because of weak word recognition skills (i.e., poor sight vocabulary)

• May have a core deficit in phonological processing• Don’t enjoy reading because it’s hard so they don’t

practice• Often have weak background knowledge and vocabulary

knowledge because they don’t read• Do not monitor their comprehension and have less‐

developed comprehension strategies12

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Red Flags: 4‐12

• Has a history of reading and spelling difficulties • Avoids reading aloud • Reads most materials slowly; oral reading is labored, not

fluent • Avoids reading for pleasure • May have an inadequate vocabulary • Has difficulty spelling; may resort to using less

complicated words in writing that are easier to spell ‐

‐ Sources for Common Evidence of Dyslexia: Common Signs, (n.d.). Retrieved from The International Dyslexia Association website. Overcoming Dyslexia: A New and Complete

Science‐Based Program (Shaywitz, 2003)13

The Simple View of Reading (Gough & Tunmer, 1986)

LC X D = RC

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Birth - K 1 2 3 4 5 6 7 8

Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research” Adapted from the work of Hollis Scarborough, 2001

LC

D RC

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Patterns of Reading Difficulties Addressed in Connecticut’s LD Guidelines (2010)

Specific Word Recognition Difficulties

(SWRD)

• NonalphabeticWord Reader

• Inaccurate Word Reader

• NonautomaticWord Reader

Specific Reading Comprehension Difficulties (SRCD)

• Nonstrategic Comprehender

• Suboptimal Comprehender

Mixed Reading Difficulties (MRD)

• Mix of Both Word Recognition and Comprehension Difficulties

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Students with specific word recognition difficulties (SWRD)• Have at least average listening

comprehension and oral vocabularies• Have problems with word recognition that

usually center upon phonemic awareness and decoding

• Often have fluency problems involving inaccurate or non‐automatic word reading

• Have reading difficulties that often emerge early (i.e., K‐3)

• Are referred to as having SLD/Dyslexia ‐ Spear‐Swerling, 2015

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CSDE Working Definition of SLD/Dyslexia: Essential Components

• Is a Specific Learning Disability/neurobiological in origin

• Impacts reading

• Decoding

• Accurate Word Recognition

• Fluent Word Recognition

• Spelling

• Is unexpected and/or inconsistent with student’s other abilities

• Persists despite the provision of appropriate instruction

• Results from significant deficits in phonological processing

‐ IEP Manual and Forms, CSDE, 2006; 2015http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/sld_workgroup/sld_dyslexia_faq.pdf 19

Students with specific reading comprehension difficulties (SRCD)

• Have at least average word recognition and phonological skills

• Have reading comprehension problems that frequently involve oral language comprehension or oral vocabulary knowledge

• Have no history of early decoding problems• Have fluency problems that tend to be based in

language, not single word reading• Have difficulties that often, though not always,

emerge later in schooling (around Grade 4 and up)‐ Spear‐Swerling, 2015 20

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Students with mixed reading difficulties (MRD)• Have difficulties with word recognition and

phonological skills• Have poor reading comprehension that is only partly

accounted for by decoding (e.g., poor comprehension even in text the child decodes well)

• Often have weak oral comprehension or vocabulary • Have poor fluency due to problems in both word

reading and language comprehension• Have difficulties that tend to emerge early in schooling

(K‐3) due to problems with word reading, but may persist even after remediation of decoding skills

‐ Spear‐Swerling, 201521

CSDE Working Definition of SLD/Dyslexia: Essential Components

Without targeted, systematic and explicit instruction and the provision of accommodations, students with dyslexia may have:

• Reduced reading experiences that can impact the growth of vocabulary and background knowledge,

• Difficulty with written expression, • Difficulty learning a second language, and/or • Behavioral or emotional reactions.

‐ IEP Manual and Forms, CSDE, 2006; 2015

http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/sld_workgroup/sld_dyslexia_faq.pdf 22

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“Each new reader comes to reading with a ‘fresh’ brain ‐‐ one that is programmed to speak, see, and think, but not read. Reading requires the brain to rearrange its original parts to learn something new.”(Maryanne Wolf)

“Teaching Reading is Rocket Science.”

‐ Louisa Moats

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Structured Literacy Instruction Includes Two Important Components

• Elements of language are taught to address the language basis of the SLD/dyslexia – for example, sounds and symbols, meaning (semantics), and sentence structure (syntax).

• Principles of instruction guide how the elements are taught (for example, explicit, cumulative; diagnostic teaching).

https://dyslexiaida.org/effective‐reading‐instruction/

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Structured Literacy Instruction Includes Two Important Components

1. Phonology

2. Sound‐symbol Association

3. Syllable Instruction

4. Morphology

5. Syntax

6. Semantics

1‐ 4: Decoding and word recognition skills (including spelling)

4 ‐ 6: Comprehension skills (including vocabulary and written expression)

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The Elements of Structured Literacy

Phonology – the study of sounds and how they work within words.

Sound‐symbol association – knowing the various sounds in the English language and their correspondence to the letter and combinations of letters that represent those sounds.

Syllable instruction – A syllable is a unit of oral or written language with one vowel sound. Instruction in syllables includes teaching the six types of syllables, each one having a different vowel spelling pattern that determines its pronunciation.

Morphology – the study of how morphemes, units of meaning, are combined to form words. Instruction includes the study of base and root words and affixes (i.e., prefixes and suffixes).

Syntax – the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. Instruction includes grammar, sentence variation and the mechanics of language.

Semantics – the aspect of language concerned with meaning. Instruction includes the comprehension of written language.

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Comprehension skills, vocab & written expression

Decoding & word skills (including spelling)

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Principles of Instruction• Explicit: Deliberate teaching and explanation of all concepts with continuous student‐teacher interaction

• Systematic: Material follows the logical order of the language from easier to more difficult and each skill/step requires mastery before moving on

• Cumulative: Each step is based on previously learned concepts

• Diagnostic: Instruction is individualized based on formal and informal data including observation of reading behaviors

• Prescriptive: Scaffolds are used to manage the level of difficulty and corrective feedback is given so students know how monitor their reading errors

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What Should Interventions Include?

Letter Knowledge(Accuracy & Automaticity)

Phonemic Awareness

Phonics / Decoding(Accuracy & Automaticity)

Repeated Accurate Practice(Automaticity)

Nonsense & Real WordsPhrases, Sentences, Passages

High Frequency Words(Accuracy & Automaticity)

Reading ComprehensionText Reading (at reading level)

VocabularyComprehension Monitoring

Inference MakingText Components

Listening ComprehensionText (above reading level)

VocabularyComprehension Monitoring

Inference MakingText Components

Sound – Symbol(Automaticity)Word Spelling(Accuracy)

Sentence Dictation(Accuracy)

Morphology

Morphology

Odegard, 201628

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Interventions for Secondary Students Should…

• Use assessment data to identify the student’s reading profile to determine the primary focus of instruction (i.e., SWRD, SRCD, MRD).

• Integrate reading instruction into content learning.

• Focus on disciplinary literacy learning.

• Monitor student progress often to ensure that the intervention is working to close the academic gap(s).

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Common Core State Standards (CSSS): Importance of Disciplinary Literacy

CCSS for the English Language Arts and Literacy in Social

Studies/History and Science/Technological Subjects

• Includes a specific focus on the literacy abilities to foster in

history/social studies, literature, and science/technical subjects

• Disciplinary reading refers to the specialized ways of knowing

and communicating in the different disciplines/content areas

• Students need to be taught these specialized routines

‐ Shanahan & Shanahan, 200830

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CCSS and Disciplinary Literacy

Goals

• To identify specialized reading skills within

mathematics, science, technology, and history

• To develop instructional materials and strategies

linked to those specialized reading skills

• To implement those strategies successfully in high

schools and with pre‐service teacher education

candidates ‐ Shanahan & Shanahan, 2008

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Basic vs. Advanced Phonemic AwarenessBasic Phonemic Awareness

• Segmentation: stretch = /s/ /t/ /r/ /e/ /ch/ (5 sounds)

• Blending: /f/ /r/ /i/ /t/ = fright

Advanced Phonemic Awareness

• Substitution: Say the word slot. Now say /p/ in place of the /l/. (spot)

• Elision: Say the word spend. Now say it without the /p/. (send)

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For Students with Word Level Reading Difficulties

Three key elements:1. Eliminate the phonological awareness deficits and

teach awareness to the advanced level.2. Teach and reinforce phonics skills and phonic

decoding.3. Provide opportunities for students to apply these

developing skills to reading connected text (i.e., authentic reading).

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What Is Required for Word Recognition*? • Phonological awareness (Basic and Advanced)

• Letter‐sound knowledge

• Phonological blending (i.e., decoding accuracy)

• Automaticity – ‘sight word’ recognition (Orthographic Mapping/Phonological long term memory)

*Instant and effortless recall of familiar words (regular and irregular words) ‐ Kilpatrick, 2015

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What Is Required for Word Recognition?

Sounds in word pronounced

• Letter‐sound Skills

Isolated sounds blended together

• Phonological blending

Pronunciation of word is activated

• Vocabulary/

Phonological long‐term memory

(Wordsbecome “sight words”)

‐ Kilpatrick, 201535

What is a Sight Word?• A word that is recognized instantly regardless of whether or not it is phonetically regular or irregular. It is known as a familiar word rather than an unfamiliar word.

• An unfamiliar ‘sight word’ is one that children either try to sound out or guess.

• Sight vocabulary is a pool of words that an individual can instantly and effortlessly recognize.


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Orthographic Mapping

The process readers use to store written words for immediate, effortless retrieval. It is the means by which readers turn unfamiliar written words into familiar, instantaneously accessible sight words.

This explains how readers build a sight vocabulary.


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For Students with Comprehension Difficulties

Interventions for students with language and/or reading comprehension difficulties should address some of the following:

• Vocabulary Knowledge• Background Knowledge• Grammatical/syntactical Knowledge• Inferencing• Working Memory and Attention• Comprehension monitoring (self‐regulation); use of strategies while readings

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Cognitive Processing: Research Advances

Cognitive processes are mental activities that direct thinking and learning.

• Memory: Involved in all learning (short‐term vs. working memory)

• Attribution: A person’s beliefs about the causes of his or her academic failures and successes

• Attention: The ability to receive and process information.

• Self‐regulation: The ability to regulate one’s behavior by goal setting, monitoring progress toward goals, use of strategies to support learning, and attention.

‐ National Center on Intensive Interventions39

Cognitive Processing: Research Advances

• These processes are important and relevant for learning.

• Students with persistent learning/reading problems often have challenges with some or all of these processes, including executive function and self‐regulation.

• These difficulties negatively affect student learning.

• Interventions should combine practices that reduce the impact of processing deficits with learning of academic content, not treat them in isolation.

‐ National Center on Intensive Interventions

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Adolescent Literacy Interventions• Strategic Instruction Model is a comprehensive adolescent literacy program that tends to both student needs and teacher needs. SIM practices and materials have been proven effective through more than 30 years of research and classroom experience.

• Word Generation builds reading comprehension by incorporating academic vocabulary to engaging texts and providing ample opportunities for discussion and debate. It places heavy emphasis on 21st century learning goals, including academic language, argumentation, analytic reasoning, reading to find evidence, and argumentative writing.

• Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a text. It involves four strategies that guide the discussion: predicting, question generating, summarizing, and clarifying.

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Planning and Placement Team (PPT) Members

Student

Parents/Guardians

Classroom Teacher

Content Area Teachers

Special Educator

School Counselor

School Social Worker

School Psychologist

Reading Specialist

Intervention Specialist

Occupational Therapist

Speech‐Language Pathologist 42

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PPT Considerations

• Continuous and proactive communication between and among team members

• Accommodations and modifications at school and home

• Regular progress monitoring and reporting

• Gradual release of responsibility to student

‐ Moats & Dakin, 2008

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Social‐Emotional Consequences of SLD/Dyslexia

• Frustration, fear, anxiety• Learned, chronic helplessness• Avoidance behaviors/misbehavior• Trouble expressing self in social situations• Feelings of inadequacy

‐Moats & Dakin, 2008

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Who is responsible for students who are not achieving at grade level?

• Administrators

• General education/Content area teachers

• Reading support personnel (e.g., interventionists)

• Special education teachers

• Others? (SLPs, school psychologists, counselors, social workers, Assistive Technology/Integration Specialists)

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Basic Features of Effective Instruction: ALL Teachers Should…• Communicate clear expectations and model them explicitly.• Break learning tasks into small steps and provide feedback after

each step. • Support students’ use of metacognitive strategies (i.e., self‐

monitoring and self‐regulation). • Build students’ background knowledge if/when necessary. • Encourage student engagement by offering some choice and

making connections whenever possible.• Implement a Universal Design for Learning (UDL) framework.• Differentiate instruction by via accommodations.

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Additional Intervention Options

• Reading intervention (specialized instruction) supplements core academic classes in general education and takes precedence over optional electives.

‐ Options exist to provide students with credit for reading intervention coursework.

‐ Identified students will most likely need to receive pull‐out special education interventions.

• Schedules must be flexible in order to address core and intervention needs.

• Consider before‐school, after‐school, or extended school‐year options.

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How will basic literacy skill instruction be provided?

• Requires a double‐block schedule of English/Language Arts and Reading.

• Where does the time come from?

• High School Option

‐ Reading as an elective

• Middle School Options

‐ Reading instruction instead of foreign language

‐ Reading course within the Fine Arts rotation48

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Part 2Assistive Technology (AT) Supports

for Secondary Students with SLD/Dyslexia49

What is Assistive Technology (AT)?

AT is…• any device, piece of equipment, or system that helps bypass, work around, or compensate for an individual's specific learning deficits

AT does not …• cure or eliminate learning difficulties

AT MUST be accompanied by remedial efforts in an educational setting. Independence is the key!

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Considerations for AT

First question to ask . . .

• What accommodations or modifications are currently being used?

• Is the student able to independently complete learning tasks with the current strategies or accommodations?

• If so, AT is most likely not necessary!

CT Assistive Technology Guidelines http://bit.ly/1STVxfh 51

Considerations for AT (cont.)

• Specific and identified needs of each individual student rather than by disability type

• Current level of performance ‐ does it reflect his/her skills/abilities?

• Environmental considerations?• Individual’s learning style • The student’s technology interests

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Reading Essentials

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Read words and text fluently (accurately and automatically)

Sufficient background knowledge and understanding of

critical vocabulary to understand text

Use reading strategies to monitor

comprehension

Apply higher order thinking skills

Sustain attention and motivation

Reading Process Supports

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Electronic text = words seen/heard

Manipulate fonts size screen color Supports

= spelling, comprehension (e.g.,

Kindle)

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Electronic text = words seen/heard Manipulate fonts size screen color

Supports = spelling,

comprehension (e.g., Kindle)

Text to Speech = listen to content

while scanning text

Supports = modeling fluency, comprehension, vocabulary (e.g., Voice Dream

Reader)

Scan to Read/OCR (optical character recognition) =

customizing text, audio visual, bookmarking,

highlighting featured words seen/heard. Manipulate font size,

screen color.

Supports = fluency, vocabulary,

comprehension (e.g., Prizmo)

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Developing Reading Skills

There is a plethora of software available to help students develop specific skills in phonemic awareness, phonics, sight words, vocabulary, and reading comprehension.

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• Flocabulary• Rewordify• News‐2‐You• Text Compactor• Newsela• Snap & Read Universal

• Fluency Tutor• Summarize This• instaGrok• DreamBox• FastFoward

Reading: Alternate Formats

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• Digital text/Text‐to‐Speech

• Free for students with print disabilities, K‐12

• Proof of print disability• Daisy (text) and Braille

Ready Format (BRF)

• Human‐narrated• Some books available w/

VOICEtext• Scaled fee structure• Proof of print disability• Daisy (text)

Bookshare Learning Ally

• Runs across device platforms

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TTS – Text to Speech

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Voice Dream Reader

Read & Write Google

Reading Skills Supports

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Rewordify

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Rewordify.org


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Newsela News‐2‐You

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Writing Process Supports

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Developing Writing Skills

There is a plethora of software available to help students develop specific skills within the process of writing.

• StoryBoard That• Quill ELA• Wolfram Alpha Google Add-on• ReadWriteThink.org• Story Grammar Marker/Thememaker

(Mindwings)• Grammarly 69

Writing Supports/Skills

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Organization: Graphic Organizers

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MindMeister WriteWell1

Organization and Notetaking

Organizational software assists the student in organizing notes, to‐do lists, and documents. Often allows the user to organize with folders and/or with color‐coding.

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Organization and Notetaking

Livescribe Smartpens record lectures that the student is listening to while taking handwritten notes. A student can play back the audio recording that is synced to handwritten notes within the notepad or on a computer.

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Time Management and Organization

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Time

Management ToolsOrganization

TM: plan, sort, store, and retrieve acalendar, task list, contact data, and other information in electronic formSupports: universal –memory, organization & self regulation( Todoly)

Organization: CRITICAL! comprised of many components and skills –self organization, info management, time management, materials management, self regulation. Needs change over timeSupports: universal

(

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Organization: Information Management

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WATI Continuum

Tabs

Sticky notes, index cards

Highlighters

Handheld recorders

Key words

Study guide

Task analysis

Digital highlighters and sticky‐

notes

Handheld scanners/electronic

extraction

Electronic organizing

Study grid generators/grading

rubric

Online search tools

Online web trackers

Online sorting file tools

Digital graphic organizers

Online manipulatives, interactive, tutorials, animations

Assessing Students Needs for Assistive Technology (2009)

Organization: Self‐Management

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Sensory regulation tools

Movement and deep pressure tools

Fidgets

Auditory

Visuals

A Continuum of Considerations For Assistive Technology‐Self‐Management

• Brain Gym• Music• Noise

cancelling headsets

• RespiroGuide

• Head Space• Intelllicare

App Suite• Relax MP• Fidgit Cube


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Organization: Time Management

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Low‐tech organizers

Checklists

Container system

Coding system

Electronic filing and storage

Portable electronic storage

Computer‐based tools

A Continuum of Considerations For Assistive Technology‐Time Management

Assignment Calculator –https://rpc.elm4you.org/NotabilityICalTimely


The Promise of Technology

Most students with disabilities can and do benefit from

technology in the classroom. Incorporating technology

increases students’ motivation to learn and personalizes

lessons to a student’s individual needs. Even students

with the most severe and profound disabilities can use

assistive technology to join a classroom of typical

students and their potential can be reached in ways that

have not been available until recently.

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Part 3Building Capacity: A CT Public School System’s Experience

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Stonington Public SchoolsApproximately 2200 students, PreK‐ 12Six Schools:

• Deans Mill Elementary School, K‐4

• West Vine Elementary School, K‐2

• West Broad Street School Elementary School, 3‐4

• Mystic Middle School, 5‐8

• Pawcatuck Middle School, 5‐8

• Stonington High School, 9‐12

Number of Students with IEPs : 341 (ages 3‐21)

Percentage identified as SLD or SLD/Dyslexia: 32%80

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Where we were in 2013 . . .

• K‐6 reading curriculum/program was in the process of being renewed

• Lack of consistent reading intervention for SLD/Dyslexia

• Outdated instructional materials

• Majority of special education teachers had minimal formalized training in the area of reading instruction

• Multiple parent concerns, specifically from those of students with SLD/Dyslexia

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Where we were in 2013 . . .

• Students reading well below grade level, with limited progress

• Lack of intervention program = lack of progress monitoring

• Students feeling isolated/withdrawn as a result of not being able to read

• Parents were requesting resources beyond the district for support with reading

Initiating the implementation of a structured literacy program became our number 1 priority

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What did we need?A structured literacy program !!

• Formalized, comprehensive and supported training for elementary and middle school special education teachers

• Funding for training/professional development, materials, added teaching hours

• Full support of district administrators and the BOE

• Restoring the trust of our parents

• Teachers committed to participating in the program

• An established timeline for implementation and a goal of where we were headed 83

What did we do?

Based upon consideration of the above needs and researching different programs, our district decided to commit to The Wilson Reading System.

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Implementation and Teacher Training (2014 – Present)

• Identified 4 special education teachers to complete Wilson Level 1 Certification

‐ 1 teacher from each elementary school (2)

‐ 1 teacher from each middle school (2)

• Allocated all professional development funding the first year to this initiative

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Implementation and Teacher Training (2014 – Present)

Teacher Certification Training/Practicum for Certification*

• 3‐Day Wilson Reading Introductory Workshop

• Online course (approximately 60 hours)

• Additional professional development days/ hours throughout the school year for online course completion, working with and on‐site trainer and completing the practicum

• On‐site trainer worked directly with teachers ‐ this level of support is critically important

• No less than 5 lesson observations by on‐site trainer

• Extended school day with on‐site trainer

• Daily lesson planning

*These factors will vary based upon program chosen 86

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How does this professional learning opportunity benefit your teachers?

• Teachers may earn graduate course credits for their training

• Personalized support from on‐site trainer

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Teacher Feedback

“My own confidence as a reading instructor has increased dramatically.”

‐ Amanda Magliari, Deans Mill School

“This reading program has been, without a doubt, the best program I've used and has completely changed me as a teacher.”

‐ Heather Harris, Mystic Middle School88

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Teacher Feedback (cont.)

“This program has made me more confident in my teaching because we no longer have to "piece meal" a program. We have something that works! Handwriting, spelling, reading, vocabulary, fluency and comprehension are all worked into the daily lessons”

‐ Jessica Palumbo, Mystic Middle School

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Teacher Feedback (cont.)

“Our on‐site trainer has made all of it real and meaningful....I know this sounds corny ‐ but I can't thank you enough for this opportunity‐ Amazing opportunity‐ thank you for this!!”

‐ Emilie Cravinho, Pawcatuck Middle School

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Time Challenges

Set a realistic timeframe to implement!

• Teachers’ days will need to be extended; added professional development hours needed

• Teachers’ schedule will need to be flexible during practicum (e.g., two current teachers in training are traveling to another school daily to work with practicum students)

• Time is needed to implement district wide

• Typically 2 years, since first‐year trainees are only able to work with 1 student

• Year 2 or 3 before teachers will be ready to work with small groups of students vs. 1:1

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Scheduling Challenges • Does your school have an intervention block?

• Participate in lieu of something else (e.g., Foreign Language)

• Training multiple staff members provides more flexibility with scheduling

• Select a program that promotes the option for instruction to take place in small groups for greater efficiency

• Schedule transition meetings with receiving schools specific to reading needs of incoming students so that teachers’ schedules can be arranged accordingly

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Fiscal Challenges

• Need to commit to funding over several school years to implement fully and with fidelity!

• 3 Day Initial Training vs. Certification process

• Ongoing Training

• Group Instruction Training

• Level II

• Instructional materials, including consumables

• Compare costs to the costs you would have in the absence of an effective program!

• Share results with your Board of Education for continued support

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Supporting Best Practices in Special Education

• Ensure all students can read

• Provide extra instructional support for struggling students every day

• Ensure that content‐strong staff provide interventions and support

‐ Source: “Special Education, DMC’s Best Practices for Cost Effectively Raising Achievement.” The District Management Journal, Volume 20, Fall 2016

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What’s Next?

• Continued support from our on‐site trainer

• Group Instruction (3 Day Training)

• Modeling group instruction

• Fine tuning

• Two instructors moving on to Level II training

• Looking at alternative structured literacy programs that may better suit other learners ‐ Don’t presume one size will fit all!

• Certified teachers share their experience with other teachers

• By Spring 2017 we will have 13 Wilson Certified Instructors

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Celebrations ‐ WIST Student Data (Word Identification and SpellingTest)

Fundamental Literacy Index ‐ Standard Scores• Students completing one year of Wilson

• Average standard score increase: 10 points

• Students completing two years of Wilson• Average standard score increase: 23 points

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References and Resources• Connecticut Assistive Technology Guidelines (CSDE, 2009).

http://www.sde.ct.gov/sde/cwp/view.asp?a=2663&q=334974

• Dyslexia App Wheel – Callscotland.org http://bit.ly/1L8hoGG

• Gierach, J. (Ed.) (2009). Assessing students’ needs for assistive technology: A resource manual for school district teams (5th ed). Wisconsin Assistive Technology Initiative, http://www.wati.org/content/supports/free/pdf/ASNAT5thEditionJun09.pdf

• International Dyslexia Associationhttps://dyslexiaida.org/

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References and Resources

• Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley & Sons.

• Moats, L. C., & Dakin, K. E. (2007). Basic facts about dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association.

• National Center on Intensive Interventionhttp://www.intensiveintervention.org/

• Odegard, T. Tennessee Center for the Study and Treatment of Dyslexiahttp://www.mtsu.edu/dyslexia/

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• Read&Write for Google Chrome Quick Reference Guide. http://bit.ly/2fRh7ny

• Reciprocal Teaching. www.readingrockets.org/strategies/reciprocal_teaching

• Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents. http://www.literacyinlearningexchange.org/sites/default/files/shanahan_and_shanahan_2008.pdf

• Spear‐Swerling, L. (2015). The power of RTI and reading profiles: A blueprint for solving reading problems. Baltimore, MD: Brookes Publishing.

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• Strategic Instruction Model (SIM). http://sim.kucrl.org/

• Universal Design for Learning (UDL). http://www.cast.org/

• Word Generation. http://wordgen.serpmedia.org/

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Additional Free CSDE/SERC Online Learning Opportunities• Increasing Awareness of Specific Learning Disabilities (SLD)/Dyslexia:

Implications for Connecticut Educators • Identifying Students with SLD/Dyslexia: An Online Course• SLD/Dyslexia: Connecting Research to Practice in Connecticut• It’s Never Too Late: How to Motivate and Teach Older Struggling

Readers with SLD/Dyslexia• A Comprehensive Case Study Review of a Student with SLD/Dyslexia –

Spring 2017• Supporting English Learners (ELs): Is it SLD/Dyslexia? ‐ Spring 2017• Twice Exceptional: Gifted Students with SLD/Dyslexia – Spring 2017

Access on CSDE/SERC SLD/Dyslexia Initiative Webpage101

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We appreciate your feedback –Please submit the participant evaluation and contact us if we can assist you or provide additional professional learning opportunities or resources!

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