Based Learning Disabilities Emily Russin & Christina Gentile - - PowerPoint PPT Presentation

Updates & Future Planning-Language Based Learning Disabilities

Emily Russin & Christina Gentile SEPAC May 21, 2019

Data Meetings & Case Studies

Data Meetings: These grade-level meetings facilitated by Literacy Coordinator and principals, allow teachers to deeply analyze the class results on various assessments. Teachers progress monitor students of concern to make adjustments to Tier 1

• instruction. These meetings occurred quarterly at the Bresnahan and the

Molin. Case Studies: Special educators and interventionists studied a comprehensive battery of diagnostic assessments to interpret profiles of readers based on Dr. Stephanie Gottwald’s presentation on subtypes of dyslexia. Dr. Gottwald facilitated discussion for analysis of targeting individual student needs.

Professional Development

The Science of Reading: PD presentation to grades PreK-2 with Dr. Gottwald The Science of Reading & Subtypes of Dyslexia: PD presentation to all special educators Language-based Classroom Support (Tier III): Language! Program consultant

• n-site grades 5-8; teacher collaboration weekly Sept-Dec.; Language Live Training

at high school with pilot RAVE-O: 2-day training with Dr. Gottwald for K-3 special educators, ELL, and interventionists Keys to Literacy: grades 4-5 had 5 days of PD studying research-based vocabulary and comprehension instructional routines with Becky DeSmith; coaching in-classroom as well

Professional Development

Reciprocal Teaching: Expanded use of this research-based routine by studying Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving Reading Comprehension with grades 4-5 during 3 staff meetings Self-Regulated Strategy Development (SRSD): Grades 3-5 continued study of the SRSD pedagogy with Jennifer Traverso, consultant, and worked on extending this work to content areas, such as science Dyslexia Association Conference: Language Connections to Reading: Attendance from Bresnahan teachers and special educators, Nadine Gaab featured speaker IDA 2018 Conference, Foxwoods: leadership and teachers attended this multi-day event

General Education Intervention Refinement

• Title I Book Study: 10 Success Factors for Literacy Intervention, by Susan Hall
• Diagnostic Assessment: worked with Dr. Gottwald to better utilize

information from CTOPP and DIBELS to build reader profiles

• Targeted Intervention: Worked with Dr. Gottwald and Emily Russin to

refine lessons for most struggling students; in some cases this meant program changes

• Extended use of Learning Ally to students in grades 3-5

Leadership Learning, Early Intervention K-5

• Seven study group sessions discussion of 10 Success Factors for Literacy

Intervention, by Susan Hall

• Data analysis at the school-level; trends; comparing 40th to 70th

percentiles

• PD with Dr. Stephanie Gottwald on targeting student need
• Literacy Vision planning for 2019-2020 based on needs
• Collaborative Walkthroughs in classrooms
• CACE (Council of Administrators of Compensatory Education) Conference

for Title I leaders

Screening

• Chapter 272:

○ The Legislature approved Chapter 272 of the Acts of 2018 on October 19, 2018. The new law requires the DESE, in consultation with the Department of Early Education and Care, to "issue guidelines to assist districts in developing screening procedures or protocols for students that demonstrate one or more potential indicators of a neurological learning disability, including, but not limited to, dyslexia." ○ Although state guidelines have not yet been published, we piloted using Rapid Automatic Naming screening in K-1 in coordination with

• ur DIBELS assessment

○ DIBELS 8th Edition: dyslexia screening component

• Boston Children’s Hospital:

○ Boston Children’s Hospital Early Language & Literacy Screener validity study ongoing at K ○ Approximately 60 students participated

Collaboration

• Strengthening alignment of services to student need, especially

transitions school-to-school

• Special Education Advisory Group of the Boston Children’s Hospital

Learning Disabilities Program

• Collaboration with Immaculate Conception regarding students with

disabilities, particularly those with reading disabilities

• Continued collaboration with consultant, Dr. Gottwald
• Regional collaboration with Essex County Curriculum Directors

Looking Ahead

• Northshore Leadership Series on Reading, June 4th & June 12th + 3 days

next school year

• Continued work and consultation with Stephanie Gottwald
• Targeted professional development for teachers in programs and

interventions

• Nadine Gaab, September 4th
• Feedback Cycle

Stephanie Gottwald, Ph.D

Collaborating with Newburyport Schools to Improve Reading for All

Who am I?

• Ph.D. in Literacy and Linguistics- Tufts

University

• Assistant Director of Center for

Reading and Language Research @

Tufts

• Co-Founder of Curious Learning
• Collaborator in Crafting Minds with Dr.

Melissa Orkin

• Consult with schools and governments
• n reading instruction and dyslexia
• Authored a bunch of stuff

Aim- 90% reading goal

• Set and reach a clear reading

achievement goal

• By grade, by classroom, by

student

• Build and sustain teacher capacity

using assessment

• Deliver efficient, needs-based

reading instruction by strengthening all Tiers

Activities in 2018-2019

• Identifying Struggling Readers
• Workshop for PreK-2
• Workshop for Literacy Teams/ Special Ed. Team
• Workshop for Middle School
• Data Meetings and Consultations on Data Analysis Process
• Case Study Sessions for Specialists

4

Core Deficits of Struggling Readers

1 2 3 4

Phonological Deficit Naming Speed Deficit Oral Language Deficit Working Memory Deficit

Case Study Sessions

• Present Reader Profiles and Assessment Plans
• Teacher Present Case Study Data
• Team Practices Skills for Data Analysis:
• What Profile is this child?
• Do we have the right Data to make decision?
• Does the Profile model allow for better intervention

planning?

The RAVE-O Approach

Reading through Automaticity Vocabulary Engagement and Orthography Plus

• Multi-componential approach
• Improve fluent comprehension
• Automatizing word recognition

Proposed Activities for 2019-2020

• PD for Tier 1 teachers- How do children learn to read? What

does the science say? How to pinpoint reading deficits? How to analyze the data and plan instruction

• Ongoing coaching of profiling case studies and evaluation of

interventions

• Provide support for Literacy Leaders- as needed

Virtuous Feedback Loop

What can Parents do?

• Provide a good role model — read yourself and read often to your child.
• Provide varied reading material — some for reading enjoyment and some with information about

hobbies and interests.

• Encourage activities that require reading — for example, cooking (reading a recipe), constructing

a kite (reading directions), or identifying an interesting bird's nest or a shell collected at the beach (using a reference book).

• Establish a reading time, even if it is only ten minutes a day.
• Write notes to your school-age child; encourage written responses.
• Ask your child to bring a library book home to read to a younger sibling.
• Establish one evening a week for reading (instead of television viewing).
• Encourage your child in all reading efforts.

Thank you

Questions?

slgottwald@gmail.com