Workshops and Events for Educators

2021-2022 Dyslexia Success Series

Destination Intervention: Using data and error analysis to plan intervention

Destination Intervention: Using data and error analysis to plan intervention

This four-part series will support your ability to act on the results of screening data to deliver tiered intervention to students with characteristics of dyslexia. We will use case studies to build your confidence in using data and evidence-based instruction. We will focus on applying your knowledge and skills to intensifying instruction and giving differentiated and meaningful student feedback in the intervention setting. Although this series will include content specifically related to the K-8th grade band, secondary educators will benefit from the same procedures in the use of dyslexia-specific screening data.  The content is aligned with Tennessee’s 2016 Say Dyslexia law and the 2021 Tennessee Literacy Success Act.

This workshop is beneficial for general educators, exceptional educators, RTI interventionists, literacy coaches, and administrators. This intermediate-level series assumes general knowledge of reading development, instructional content, assessment, and dyslexia. Tools developed by the center to support data and error analysis as well as instructional planning will be modeled and shared.

Educator workshops delivered by the Tennessee Center for the Study and Treatment of Dyslexia are informed by the Knowledge and Practice Standards (KPS) for Teachers of Reading as developed by the International Dyslexia Association (IDA). For detailed information on these standards, please see https://dyslexiaida.org/knowledge-and-practices/

 

Sesssions

Each Saturday session will be held from 9:00 am – 12:00 pm Central Time.
November 13, 2021   Compass   Don't we just need more of the core? Intensifying instruction for Tier 2    
Comprehensive Intervention for Tier 3 & Special Education Settings    
December 11, 2021   Compass

Using data and error analysis to guide instruction for phonemic awareness, alphabet knowledge, and sound-symbol correspondences

   
January 8, 2022   Compass

Using data and error analysis to guide instruction for decoding, spelling, word, phrase, and sentence reading

   
February 19, 2022   Compass

Paving the way for meaning: morphology, vocabulary, and sentence-level reading comprehension

   

 

 

From the District to the Reading Teacher: A Roadmap for Using Screeners to Identify Students with Characteristics of DyslexiaLaunch your learning for this series by attending this one-day conference!

From the district to the reading teacher: A roadmap for using screeners to identify students with dyslexia

This full-day workshop provides straightforward information to support your general education practices, from the district level to the reading teacher.  The workshop specifically focuses on understanding student data generated from universal screening and how core literacy instruction influences universal screening data. Attendees will: 

              • gain insight into the purpose of screening
              • reflect on their current screening practices at the district, school, and classroom levels
              • learn how to use screening data to differentiate student reading profiles. 
              • develop insights into core instructional practices and student needs

 

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Presenter Information

Melinda Hirschmann, Ed.D., CALT

Melinda Hirschmann is Assistant Director for Educational Services and School Outreach at the Tennessee Center for the Study and Treatment of Dyslexia. Melinda collaborates with Tennessee schools to provide professional development for literacy instruction and intervention in grades K-12. She also instructs aspiring special education teachers as an adjunct professor at Middle Tennessee State University. She earned her Master of Education degree in Special Education from Tennessee State University and her Doctor of Education degree from Lipscomb University. She served adolescent struggling readers as a middle school special education reading interventionist for 10 years. Melinda is a Certified Academic Language Practitioner and regularly tutors children using structured literacy instruction. She is a board member of the Tennessee branch of the International Dyslexia Association.

 

 

 

 

Session Details

 

November 13, 2021

Don’t we just need more of the core? Intensifying instruction for Tier 2

A tiered system of support is dependent on evidence-based, robust core instruction. For reading, this must include explicit, systematic foundational skills instruction. That serves as a preventative for students at-risk of dyslexia while optimizing literacy development for all students. If students are not making adequate progress with the core instruction, they will likely benefit from targeted, intensive support in building their skills and getting the practice they need to make progress meeting grade level expectations.

We will examine how to intensify appropriate core instruction to support students whose screeners indicate tier-2 level support. How do we optimize the extra time and smaller group sizes found in the tier 2 setting? How do we use screening data to guide instructional targets and progress monitoring?

Knowledge and Practice Standards for Teachers of Reading  
       2.3   Identify the distinguishing characteristics of dyslexia.  
  2.5   Understand how and why symptoms of reading difficulty are likely to change over time in response to development and instruction.  
  3.1   Understand the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments.  
  3.6   Know and utilize in practice informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing.  
  4A.1   Understand/apply in practice the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction.  
 
Educator Objectives:
  • I can recognize characteristics of dyslexia. 
  • I know the instructional content and delivery for structured literacy. 
  • I can analyze data to determine student needs, plan instruction, and monitor progress. 
  • I can deliver dyslexia-specific intervention. 
  • I can use error analysis to differentiate instruction. 

December 11, 2021  

Comprehensive intervention for Tier 3 and special ed settings: Using data and error analysis to guide instruction for phonemic awareness, alphabet knowledge, and sound-symbol correspondences

Students whose data reveal the need for significant support will need comprehensive intervention to make progress toward meeting grade level expectations. These students require intervention that is designed to optimize their progress. Over the next three sessions, we will focus on specific areas of integrated, comprehensive, programmatic intervention in Tier 3 and special education settings.

In this session, we will focus on how to support your students’ development of automaticity with segmenting and blending phonemes, alphabet knowledge, and sound-symbol relationships. How do we use error analysis to further differentiate your programmatic instruction and guide your student feedback? How do we add instructional intensifiers to maximize the intervention time in support of student progress? How do we ensure that we are using progress monitoring probes that measure these skills?

Knowledge and Practice Standards for Teachers of Reading
      4B.3   Understand/apply in practice considerations for phonemic-awareness difficulties.  
  4C.1   Know/apply in practice considerations for the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading.  
  4C.2   Know/apply in practice considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills.  
  4C.4   Know/apply in practice considerations for using multisensory routines to enhance student engagement and memory.  

 

Educator Objectives:
  • I can use data to identify students with comprehensive literacy weaknesses. (review screener and profile of characteristics).
  • I can delivery comprehensive dyslexia-specific intervention. (model and practice instruction)
  • I can deliver explicit, systematic instruction in phonemic awareness, alphabet knowledge, and sound-symbol recognition. (model and practice instruction)
  • I can use error analysis to differentiate instruction. (model and scenario/case studies)
  • I can use instructional intensifiers to differentiate support. (model and scenario/case studies)

January 8, 2022     

Comprehensive intervention for Tier 3 and special ed settings: Using data and error analysis to guide instruction for decoding, spelling, word, phrase, and sentence reading

In this session, we will focus on how to support your students’ development of automaticity with decoding, spelling, word, phrase and sentence reading. How do we connect phonemic awareness to letter knowledge and vocabulary to support word reading automaticity? We’ll continue to focus on the use of error analysis and instructional intensifiers to further differentiate your programmatic instruction and guide your student feedback. What progress monitoring tools appropriately measure student development of these skills?

Knowledge and Practice Standards for Teachers of Reading  
  4C.2   Know/apply in practice considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills.  
  4C.3   Know/apply in practice considerations for organizing word recognition and spelling lessons by following a structured phonics lesson plan.  
  4C.4   Know/apply in practice considerations for using multisensory routines to enhance student engagement and memory.  
  4C.7   Know/apply in practice considerations for systematically teaching the decoding of multisyllabic words.  
  4C.8   Know/apply in practice considerations for the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers.  
  4D.1   Know/apply in practice considerations for the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read.  
  4G.2   Know/apply in practice considerations for research-based principles for teaching letter formation, both manuscript and cursive.  

 

Educator Objectives:
  • I can use data to identify students with comprehensive literacy weaknesses. (review screener and profile of characteristics).
  • I can delivery comprehensive dyslexia-specific intervention. (model and practice instruction)
  • I can deliver explicit, systematic instruction in decoding, word, phrase, and sentence reading. (model and practice instruction)
  • I can use error analysis to differentiate instruction. (model and scenario/case studies)
  • I can use instructional intensifiers to differentiate support. (model and scenario/case studies)

February 19, 2022    

Comprehensive intervention for Tier 3 and special ed settings
Paving the way for meaning: morphology, vocabulary, and sentence-level reading comprehension

In this final session, we will focus on word meanings and their impact on reading comprehension. We will connect morphology and vocabulary to reading comprehension, and examine sentence-level comprehension in particular. How do we ensure that we include all layers of language in comprehensive, dyslexia-specific intervention in order to teach it with fidelity? What progress monitoring tools are appropriate?

Knowledge and Practice Standards for Teachers of Reading 
      4E.2   Know/apply in practice considerations for the sources of wide differences in students’ vocabularies.  
  4E.3   Know/apply in practice considerations for the role and characteristics of indirect (contextual) methods of vocabulary instruction.  
  4E.4   Know/apply in practice considerations for the role and characteristics of direct, explicit methods of vocabulary instruction.  
  4F.3   Know/apply in practice considerations for the role of sentence comprehension in listening and reading comprehension.  

 

Educator Objectives:
  • I can use data to identify students with comprehensive literacy weaknesses. (review screener and profile of characteristics).
  • I can delivery comprehensive dyslexia-specific intervention. (model and practice instruction)
  • I can deliver explicit, systematic instruction in vocabulary, morphology and sentence-level reading comprehension. (model and practice instruction)
  • I can use error analysis to differentiate instruction. (model and scenario/case studies)
  • I can use instructional intensifiers to differentiate support. (model and scenario/case studies)
Registration for the 2021-22 Dyslexia Success Series opens September 1, 2021.