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 on-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 our 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 ●
Collaborating with Newburyport Schools to Improve Reading for All Stephanie Gottwald, Ph.D
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 on 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 1 Phonological Deficit 2 Naming Speed Deficit 3 Oral Language Core Deficit Deficits of 4 Working Memory Struggling Deficit Readers
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 R eading through A utomaticity •Multi-componential approach V ocabulary •Improve fluent comprehension •Automatizing word recognition E ngagement and O rthography Plus
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
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