Increasing Awareness Webinar 3-12-15...Webinar Presenters •Patricia Anderson, Ph.D....
Transcript of Increasing Awareness Webinar 3-12-15...Webinar Presenters •Patricia Anderson, Ph.D....
Identifying SLD/Dyslexia Webinar 3/11/2015
SERC ‐ 3/12/2015 ‐ serc.info/sldwebinar2015 1
IncreasingAwarenessofSpecificLearningDisabilities(SLD)/Dyslexia:ImplicationsforConnecticutEducators
Moderator: Donna D. Merritt, Ph.D.www.ctserc.org
Projects and Initiatives
SLD/Dyslexia Initiative
March12,2015
#ctdyslexia@ctserc
WelcomeandIntroductions
WebinarPresenters• PatriciaAnderson,Ph.D.
• Jule McCombes‐Tolis,Ph.D.
• MargieGillis,Ed.D.
• Perri Murdica,Ed.D.
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Jointheconversation!
#ctdyslexia
Identifying SLD/Dyslexia Webinar 3/11/2015
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WebinarAgenda
9:00‐9:10Introductions9:10‐9:20CSDEUpdates9:20‐9:45 IdentifyingSLD/Dyslexia9:45‐10:00 QandA10:00‐10:25LinkingAssessmenttoInstruction10:25‐10:40QandA10:40‐11:05ConsideringtheDistrictPerspective11:05‐11:25QandA11:25‐11:30Wrappingup
CSDEUPDATES 4
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NewLegislation
PublicAct14‐39
AnActEstablishingtheOfficeofEarly
Childhood,ExpandingOpportunitiesfor
EarlyChildhoodEducationand
ConcerningDyslexiaandSpecialEducation
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LegislativeLanguage
Notlaterthan January1,2015,theDepartment
ofEducationshalladd"SLD‐ Dyslexia"under
"SpecificLearningDisabilities"inthe"Primary
Disability"sectionoftheindividualized
educationprogramformusedbyplanningand
placementteamsfortheprovisionofspecial
educationandrelatedservicestochildren
requiringspecialeducationandrelated
services.6
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CSDEActions
Assembledaninternal SpecificLearningDisabilities/Dyslexia(SLD/Dyslexia)advisorygrouptoaddresstherequirementsofthelegislationandconsidertheneedsofthefieldregardingtheupcomingchangeinthe“PrimaryDisability”sectionoftheIEPdocument.
Compiledanexternal SLD/DyslexiaWorkgroupcomprisedofawiderangeofstakeholderswhohavemetmonthlytoguideCSDE.
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CSDEActions
RevisedIEPdocumenttoinclude“SLD/Dyslexia”inthePrimaryDisabilitysectiononpageone
RevisedIEPManual
CommunicatedchangestoelectronicIEPvendors
RevisedSEDACdatacollectionfilelayout
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SLD/DyslexiaWorkgroupObjectives
ExploredissuessurroundingtheidentificationandinstructionofstudentswithSLD/Dyslexia
Reviewedandidentifiedasharedunderstandinganddefinitionof“dyslexia”
Identifiedpertinentlegislationandimplementationpracticesfromotherstates
Discussedevidence‐basedpracticesforthescreening,identification,andinstructionofstudentswithSLD/Dyslexia
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FrequentlyAskedQuestions(FAQs)
1. Whatisdyslexia?
2. WhocanidentifyachildwithaSpecificLearningDisability(SLD)/Dyslexia?
3. WhatisacomprehensiveevaluationforachildsuspectedofhavingSLD/Dyslexia?
4. IsachildidentifiedwithSLD/Dyslexiaautomaticallyqualifiedforspecialeducationservices?
5. WhatisappropriatespecializedinstructionforastudentwithSLD/Dyslexia?
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FrequentlyAskedQuestions(FAQs)
SLD/DyslexiaFAQsarelocatedunder
“EligibilityDocuments”followingthe
GuidelinesonIdentifyingChildrenwithLearningDisabilities:http://www.sde.ct.gov/sde/cwp/view.asp?a
=2626&q=322672#Elig
TheresponsestotheFAQsarebasedon
informationfromtheLDGuidelinesandupdatedwithnewresearchandinputfrom
theSLD/DyslexiaWorkgroup.
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FrequentlyAskedQuestions(FAQs)
ThecompleteCSDEWorkingDefinition
ofDyslexiacanbefoundastheresponse
tothefirstFAQ‐ “WhatisDyslexia.”
TheIEPManualcontainstheIDEA
definitionofspecificlearning
disabilitiesandtheinitialsegmentof
theCSDEWorkingDefinitionof
Dyslexia. 13
DEFININGDYSLEXIA 14
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SpecificLearningDisabilities
UnderIDEA,“SpecificLearningDisability(SLD)meansadisorderinoneormoreofthebasicpsychologicalprocessesinvolvedinunderstandingorinusinglanguage,spokenorwritten,thatmaymanifestitselfintheimperfectabilitytolisten,think,speak,read,write,spell,ortodomathematicalcalculations,includingconditionssuchasperceptualdisabilities,braininjury,minimalbraindysfunction,dyslexia,anddevelopmentalaphasia.Specificlearningdisabilitydoesnotincludelearningproblemsthatareprimarilytheresultofvisual,hearing,ormotordisabilities,ofmentalretardation,ofemotionaldisturbance,orofenvironmental,cultural,oreconomicdisadvantage.”(34C.F.R.Section300.8(c)(10))
IEPManualandForms(CSDE,2006,2015)15
DyslexiaasaSubcategoryofSLD
• Dyslexia is a sub‐category of Specific Learning Disability (SLD) and has been added so that the Department can distinguish students with Dyslexia from other students with SLD who are reported in this disability category. For a child to be identified as “SLD/Dyslexia,” the child must first meet the overall eligibility requirements for SLD and then meet the more specific requirements for Dyslexia as follows:
• Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia impacts reading, specifically decoding and accurate and/or fluent word recognition and spelling. Dyslexia is neurobiological in origin and is unexpected and/or inconsistent with a student’s other abilities despite the provision of appropriate instruction. Dyslexia results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language).
Continued …IEPManualandForms(CSDE,2006,2015) 16
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CSDEWorkingDefinitionofDyslexia:EssentialComponents
• IsaSpecificLearningDisability/NeurobiologicalinOrigin
• ImpactsReading• Decoding• AccurateWordRecognition• FluentWordRecognition• Spelling
• IsUnexpectedand/orInconsistentwithStudent’sOtherAbilities
• Persists DespitetheProvisionofAppropriateInstruction• ResultsfromSignificantDeficitsinPhonologicalProcessing
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CSDEWorkingDefinitionofDyslexia:EssentialComponents(cont.)
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CSDEWorkingDefinitionofDyslexia:EssentialComponents(cont.)
• Earlyidentificationofphonologicalprocessingdeficitsandinterventionmayminimizeeducationalimpact
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CSDEWorkingDefinitionofDyslexia:EssentialComponents(cont.)
• Withouttargeted,systematicand explicitinstructionandtheprovisionofaccommodations,studentswithdyslexiamayhave:
• Reducedreadingexperiencesthatcanimpactthegrowthofvocabularyandbackgroundknowledge,
• Difficultywithwrittenexpression,• Difficultylearningasecondlanguage,and/or• Behavioraloremotionalreactions
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IDENTIFYINGSLD/DYSLEXIA 21
Dyslexia:AddressedinLDGuidelines
SpecificWordDecodingDifficulties
• NonalphabeticWordReader
• InaccurateWordReader
• NonautomaticWordReader
SpecificReadingComprehensionDifficulties
• NonstrategicComprehender
• SuboptimalComprehender
MixedReadingDifficulties
• MixofBothWordRecognitionandComprehensionDifficulties
GuidelinesforIdentifyingChildrenwithLearningDisabilities(2010) 22
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RedFlags:Pre‐School
• Maytalklaterthanmostchildren
• Mayhavedifficultywithrhyming
• Mayhavedifficultypronouncingwords(i.e.,busgetti forspaghetti,mawn lowerforlawnmower)
• Mayhavepoorauditorymemoryfornurseryrhymesandchants
• Maybeslowtoaddnewvocabularywords
• Maybeunabletorecalltherightword
• Mayhavetroublelearningnumbers,daysoftheweek,colors,shapes,andhowtospellandwritehisorhername 23
RedFlags:K‐3
• Failstounderstandthatwordscomeapart;forexample,thatsnowmancanbepulledapartintosnowandmanand,lateron,thatthewordmancanbebrokendownstillfurtherandsoundedoutas/m//ă//n/
• Hasdifficultylearningtheletternamesandtheircorrespondingsounds
• Hasdifficultydecodingsinglewords(readingsinglewordsinisolation)
• Hasdifficultyspellingphonetically• Readsdysfluently (choppyandlabored)• Reliesoncontexttorecognizeaword 24
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RedFlags:4‐12
• Hasahistoryofreadingandspellingdifficulties• Avoidsreadingaloud• Readsmostmaterialsslowly;oralreadingislabored,notfluent
• Avoidsreadingforpleasure• Mayhaveaninadequatevocabulary• Hasdifficultyspelling;mayresorttousinglesscomplicatedwordsinwritingthatareeasiertospell
SourcesforCommonEvidenceofDyslexia:
CommonSigns,(n.d.).RetrievedJuly10,2006,fromTheInternationalDyslexiaAssociationWebsite.
OvercomingDyslexia:ANewandCompleteScience‐BasedProgram(Shaywitz,2003)
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ScreeningforDyslexia
• Brief
• AssessSpecificSkillsHighlyCorrelatedwithaBroaderIndicatorofReadingAchievement
• PurposeistoIdentifyStudentsLikelytoBeinNeedofIntervention
LetterNamingFluency
PhonologicalAwarenessSkills
LetterSoundIdentification
SingleWordDecoding
RapidNaming
OralReadingFluency
Encoding
ReadingComprehension
Handwriting26
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ScreeningforDyslexia:ExistingFrameworks
• MenuofResearch‐BasedK‐3UniversalScreeningReadingAssessments(CTDepartmentofEducation)
• http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/language_arts/the_approved_menu_grade_k_3_reading_assessments.pdf
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ScreeningforDyslexia:ExistingFrameworks(cont.)
• IfyourdistricthasalreadyadoptedoneofthemeasureslistedaboveaspartofyourSRBImodel,youaremorethanhalf‐waythere!
LetterNamingFluency(K)
LetterSoundFluency(K;1(F/W)
OralReadingFluency:(1‐6)
ReadingComprehension:(1‐6) 28
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AugmentingExistingFrameworks
Consideraddingthefollowingtoyouruniversalscreeningprotocols:
• RedFlagChecklist
• COREPhonologicalSegmentationTest(K‐1)
• COREPhonemeDeletionTest(K‐3)
• COREPhonicsSurvey(K‐8)
•WordsTheirWaySpellingInventory:Elementary(1‐3)
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ScreeningforDyslexia– AtRisk…NowWhat?• DistrictsmustdevelopdecisionrulesforinclusionofstudentsinSRBItiersofinterventionusingperformanceprofilesandcutpoints
• Non‐respondersorslowrespondersreceivingTier3interventionsshouldreceiveadditionaldiagnosticreadingassessments;ifadisabilityissuspectedatanypoint, thenthestudentshouldbereferredtospecialeducation 30
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Dyslexia:AFormalEvaluationShouldInclude…
• assessmentof“redflag”areas(i.e.,addressspecificreferralquestions)
• focusedassessmentsofcomponentlanguageandreadingabilities
• inputfromaninterdisciplinaryteam(e.g.,speechandlanguage;specialeducation;reading;assistivetechnology,schoolpsychology)
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Dyslexia:FormalEvaluation– Eli
Developmental HistoryReview of Educational
Records
Classroom Observations
Review of Formal Assessment Results
Identification
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DyslexiaIdentification:SummaryofBigIdeas
11• Develop/AdministeraRedFlagChecklistforK‐8
22• AdministerEarlyScreeningtoK‐3
33• TrainFaculty:ClassroomObservationProtocol
44• TrainFaculty:DiagnosticReasoningforIdentification 33
QUESTIONSANDANSWERS 34
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LINKINGASSESSMENTTOINSTRUCTION 35
Youhaveanidentificationofdyslexia.Youknowwhatthestudent’sreadingdifficultiesare.Nowwhat?
Threemainpoints:
1.Chooseaninterventionthatmatcheseachstudent’sprofile(i.e.,learning/language/literacystrengthsandweaknesses)
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NowWhat?(cont.)
2. Monitoreachstudent’sprogressfrequentlyinordertoindividualizeandadjusttheinstruction.
3. Nurtureeachstudent’sassetsandtalentstocounterbalancelearningchallenges.
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Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
Skilled Reading- fluent coordination of word reading and comprehension processes
D
LC
RC
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Garden Variety Poor Readers: Majority of
poor readers(weak phonologprocessing AND
comprehension-related issues)
Specific Comprehension
Deficit(weak vocabulary, syntax, discourse-level processing
and comp strategies)
Dyslexic/RD(phonological
processing problems - including
decoding and encoding)
Skilled readers
PoorComp
GoodComp
Poor Word Reading Good Word Reading
SimpleViewofReading(DxLC=RC)(Gough&Tunmer,1986)
Phonological Skills
Language Comp Skills (non-phonolog)
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OneSizeDoesn’tFitAll
Astudent’sdifficultiesmustbeidentifiedandinterventionsadjustedtomeeteachone’sindividualneeds.
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LiteracyHowReadingWheel
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PhonemeAwareness
Phonemeawarenessisanawarenessofandtheabilitytomanipulatetheindividualsounds(phonemes)inspokenwords.
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Research
• Phonemicawarenessconstitutesanecessaryunderlyingskillformappingalphabeticsymbolstospokenwordsandcanbedeveloped throughinstruction(Ehri,2004).
• Itisoneofthestrongestpredictorsofreadingsuccess(Blachman,1989;Adams,1990).
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Research(cont.)
• Teachingphonemeawarenessreducestheincidenceofreadingproblems(Fowler,2001).
• Linkingphonemeawarenesswithletterinstructionfacilitatestransfertoreadingandspelling(Ehri,2004).
• Instructionalapproachesthatarethemostphonemicallyexplicithavethegreatestimpact(Torgensen,2002).
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WhattoDo
• Picturesorts• SayItandMoveIt(Blachman,RoadtotheCode)
• Elkonin Boxes• Teacharticulatorygestures(i.e.,whatyourmouthisdoing)
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PhonicsandSpelling
Phonicsisthestudyanduseofsound/spellingcorrespondencesandsyllablepatternstohelpstudentsreadwrittenwords.
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PhonicsandSpelling(cont.)
Spelling,alsoreferredtoasencoding,isreciprocaltodecoding.Inordertospellaword,wemustfirstheartheindividualsounds,andthenwritetheletter(s)thatrepresentthesounds. Whenspelling,wegofromspeechtoprint.Whenreading,wegofromprinttospeech.
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Research
• Systematicphonicsinstructionismoreeffectivethaninstructionthatincludesnonsystematicornophonicsinstruction
(NationalReadingPanel,2000).
•Wordrecognitionskillfosterscomprehension(Ehri,2004).
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Research(cont.)
• Skillinwordrecognitionandreadingcomprehensionarewellcorrelated,especiallyinbeginningreaders(Shankweiler etal.,1999).
• Teachingthevowelpatternsensuresthatabout85%ofwordscanbedecodedaccurately(May,1988).
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WhattoDo
• Practicethespeechtoprintmatch(mappingsoundstoletters).
• Beginwithclosedsyllablesbecausetheyarethemosttransparentandregular.
• Sequentiallyteachthesyllable/vowelpatternstomastery.
s a d
th i n
s l ee p
s t r ea m
f l u ff
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DyslexiaandSpelling
• Individualswithdyslexiacanlearntodecodewordsaccuratelyandmostcanlearntospellphonetically.
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DyslexiaandSpelling(cont.)
• Accommodatingforspellingdifficultyisessential!
• Gradeworkoncontent.
• Useassistivetechnologyandproofreadingassistance.
• Encouragestudentstoturninroughdraftssothatspellingerrorscanbecheckedandcorrectedspellingscanbeincorporatedintorevisions.
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WhatItTakestoBeaFluentReader
• Accuracy – knowthesyllabletypesandspellingpatternsinordertodecode awordaccurately
• Automaticity– recognizeandapplythosepatternsinwordsinstantly– i.e.,lessthanonesecond(akarate)
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FluentReading(cont.)
• Prosody(IntonationandPhrasing) –groupthewordsingrammaticalentities– i.e.,elaboratednounphrases,prepositionalphrases,verb+adverbphrases
Agiganticpinetreeinmyfrontyardwascoveredwithsnowthroughoutthewinter.
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DyslexiaandFluency
WhatToDo Developaccuratereadingusingdecodabletext.
Userepeatedreadingtodevelopprosody.
Understandthatoralreadingisdifficultformoststudents.
WhatNotToDo
Promotememorizationofsightwords.
Emphasizespeed.
Usethe3CueingSystemmodel.
Drillandkill.55
TextComprehensionandWrittenExpression
• Textcomprehension,theabilitytomakemeaning,istheultimategoalofreading.Itrequiresspecificskillsandstrategies,vocabulary,backgroundknowledgeandverbalreasoningskills.
• Writtenexpressionreferstoahighlycomplex,cognitive,self‐directedprocess.Componentsoftheprocessincludeplanning,drafting,sharing,revising,editing,evaluating,andpublishing.
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TextComprehension
• Interventionmustoccurattheword,phrase,sentence,paragraph,anddiscourselevels
• Developstudents’ syntacticawareness(i.e.,sentencelevelcomprehensionskills)toensurethattheyarebuildingcoherence
• Teachtextstructures(paragraphs,narrative,andinformational)andgenres
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WrittenExpression:AComplexProcess
Writingrequiresthesimultaneousandsequentialintegrationofmanysubprocesses:
• Lower‐level skills• Handwriting(grossandfinemotor)
• Spelling
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WrittenExpression:AComplexProcess(cont.)
• Higher‐level (languageandhigherordercognition)
• Sentencestructure
• Textstructure(narrativevs.expository)
• Ideation
• Vocabulary
• ExecutiveFunctions(i.e.,attention,organization,workingmemory,self‐monitoring)
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HandwritingInstruction
Handwritingautomaticityatanearlyage(writingalphabetlettersquicklyfrommemory)isastrongpredictorofthequalityofcompositioninolder,normallydevelopingwriters.
Ifletterproductionisautomatic,thenthechildisabletoattendtohigherlevelcomposingprocesses,suchasdecidingwhattowriteabout,whattosay,andhowtosayit.
Spear‐Swerling,2006
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It’s AllAbouttheTeacher!!
“Oneofthemostimportantconclusionsfromresearchisthatforchildrenwithlearningproblems,learningishardwork.Acorollarytothisfindingisthatfortheirteachers,instructionisveryhardworkandrequiresanenormousamountoftrainingandsupport.Childrenwhohavedifficultylearningtoreadorcompletingmathematicsproblemswilllikelynotbenefitfrom‘moreofthesame’butrequireanalternativemethodofteaching toassisttheirlearning.”
Semrud‐Clikeman,2005
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KnowledgeandPracticeStandardsforTeachersofReading
Thedocumentservesasaguideinreviewingandaccreditingprogramsthatprepareteachersofreadingand/orprogramsthatspecializeinpreparingteacherstoworkwithstudentswhohavereadingdifficultiesanddisabilities.
https://eida.org/knowledge‐and‐practices/
TheInternationalDyslexiaAssociation 62
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CommonElementsofSuccessfulInterventions
1. Theyincludemultipleinstructionalcomponents,butalwaysfocusonexplicitandsystematic instructioninphonologyandthealphabeticcode.
2. Theyareengaging andinteractive,oftenincorporatingmanipulatives.
3. Theyallowstudentsmanyopportunitiestorespond.
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CommonElementsofSuccessfulInterventions(cont.)
4. Studentsareprovidedmanyopportunitiestopractice throughcumulativereviews tosupportmasterylearning.
5. Dataareusedtomonitorprogress andensureinterventionfidelity.
AlOtaiba,Connor,etal.,2009
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‘StructuredLiteracy’ Interventions
Theseinterventionsuseanapproachthatincludesseveralimportantcharacteristics:
• Language‐based
• Diagnosticandprescriptive
• Systematic
• Explicitanddirect
• Sequentialandcumulative
• Immediatecorrectivefeedbackprovided 65
Dyslexia:ASeaofStrengths
Decoding
ConceptFormation
Reasoning
Critical Thinking
VocabularyProblem Solving
General Knowledge
Comprehension
In dyslexia, an encapsulated weakness in decodingis surrounded by many strengths (Shaywitz, 2003)).
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QUESTIONSANDANSWERS 67
CONSIDERINGTHEDISTRICTPERSPECTIVE 68
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PrimaryResources
• UsingScientificResearch‐BasedInterventions(SRBI)Framework
• PreventionandEarlyIntervention
• GuidelinesforIdentifyingChildrenwithSpecificLearningDisabilities(ReadingDisabilities)• DefinitionofSpecificLearningDisabilitieshasincludedthetermDyslexia(PublicLaw94‐142,IDEA1997,IDEA2004)
• ReadingWorksheet69
DistrictReviewofScientificResearch‐BasedInterventionProcessSRBIFrameworkandProcess
• Identifycurrentinstructionandinterventiontechniquesbeingusedindistrict
• Identifycurrentprogressmonitoringmeasuresbeingusedindistrict
• Ensurecoreinstructionisimplementedwithfidelity(Partnershipbetweengeneralandspecialeducation)
• Determineanychangesthatmaybenecessary
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DistrictReviewofOurStudentswithSLD
Whoarethesestudents?• Whohaveweidentifiedashavingacode‐basedreadingdisability?
• Whoarethestudentsforwhomweareprovidingdirectandexplicitreadinginterventions?
Whoarethestafftrainedinexplicitsystematiccode‐basedinstruction?
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ConnectingtheDotsThroughProfessionalLearning
KNOWLEDGE
UNDERSTANDINGAPPLICATION
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PracticalConsiderations
• ConnectionstoLDGuidelinesandReadingDisabilities
• Staffconfidenceintheirknowledgeofdyslexia
• StaffcapacitytohavecollaborativeandresponsiveconversationswithfamiliesatPPTmeetings 73
ProfessionalLearning
EvaluationandIdentification• Staffneedtherightevaluationtoolsandprotocolstodetermineeligibility
• Reviewandrefineassessmentandevaluationprotocols
• Determineanynewassessmentsyouneedtoconductacomprehensiveevaluation
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ProfessionalLearning
Programming• Improvediagnosticapproachesindesigninginterventions(connectassessmentandinstruction)
• Determineprotocolsforinterventionandprogressmonitoring(phonemicawareness,phonics,fluency)
• Sharpenstaffskillsindeliveringexplicit,systematic,code‐basedinterventionsandprogressmonitoring(fidelity) 75
QUESTIONSANDANSWERS 76
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WRAPPINGUP 77
AdditionalResources
SERCSpecificLearningDisabilities/Dyslexiawebsite
http://ctserc.org/s/index.php?option=com_content&view=article&id=1344:specific‐learning‐disabilitiesdyslexia‐initiative‐related‐links&catid=150:specific‐learning‐disabilitiesdyslexia‐initiative&Itemid=110
SERCLib.GuideonSLD/Dyslexiawebsite
http://ctserc.libguides.com/content.php?pid=612445&sid=5061131
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CSDEWorkingDefinitionofDyslexia*• DyslexiaisincludedintheIndividualswithDisabilitiesEducationAct(IDEA,2004)asaspecificlearningdisability(SLD).Dyslexiaimpactsreading,specificallydecodingandaccurateand/orfluentwordrecognitionandspelling.Dyslexiaisneurobiologicalinoriginandisunexpectedand/orinconsistentwithastudent’sotherabilitiesoftendespitetheprovisionofappropriateinstruction.Dyslexiaresultsfromasignificantdeficit inphonologicalprocessing(i.e.,apersistentdifficultyintheawarenessofandabilitytomanipulatetheindividualsoundsofspokenlanguage).
• Typically,studentswithdyslexiahavestrengthsandcognitiveabilitiesinareassuchasreasoning,criticalthinking,conceptformation,problemsolving,vocabulary,listeningcomprehension,andsocialcommunication(e.g.,conversation).Earlyidentificationandappropriateinstructiontargetingtheunderlyingphonologicalprocessingdeficitsthatcharacterizedyslexiamayminimizeitseducationalimpact.
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CSDEWorkingDefinitionofDyslexia*(cont.)EssentialClarifications• Dyslexiaisnotprimarily theresultofvisual,hearing,ormotordisability;anintellectualdisability;emotionaldisturbance;alackofappropriateinstruction;culturalfactors;environmentaloreconomicdisadvantage;orlimitedEnglishproficiency.
• Earlyidentificationofthecharacteristicsofdyslexiaiscritical,leadingtofocused,evidence‐basedinterventions,accommodations,self‐awareness,self‐empowerment,andschoolandlifesuccess.
• Withouttargeted,systematicandexplicitinstruction/interventionsalongwithaccommodations(e.g.,accessibleeducationalmaterialsincontentareasubjects),studentswithdyslexiamayhave:• reducedreadingexperiencesthatmayimpactthegrowthofvocabularyandbackgroundknowledge,
• difficultywithwrittenexpression,and/or• difficultylearningasecondlanguage.
• Studentswithdyslexiamaydemonstrateadditionalbehavioraland/oremotionalreactionstotheirdifficultywithlearningtoread.
*ThisworkingdefinitionwasdevelopedbytheConnecticutStateDepartmentofEducation(CSDE)withinputfromanexternalstakeholderworkgroupandisbasedonareviewofapplicableliterature,theIDEA,andcurrentdefinitionsinusebyotherstates,organizationsandlegislation.
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Identifying SLD/Dyslexia Webinar 3/11/2015
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ContactInformationDonnaMerritt,Ph.D.,SERC,[email protected],www.ctserc.org
StephenProffitt,SERC,[email protected],www.ctserc.org
PatriciaAnderson,Ph.D.,CSDEBureauofSpecialEducation,[email protected],www.sde.ct.gov
Jule McCombes‐Tolis, Ph.D., Independent Educational Evaluator/Professor of Special Education, [email protected], www.independentevaluatorct.com
MargieGillis,Ed.D.,ReadingResearcher,Learning How/Haskins Laboratories, [email protected],www.literacyhow.com,
Perri Murdica,Ed.D.,DirectorofPupilPersonnelServices,CantonPublicSchools,[email protected],www.cantonschools.org
Workgroup Member Title/Role Stakeholder Group
Dr. Patricia Anderson Workgroup Lead BSE Consultant – LD/Secondary CSDE
Michelle Baker Waterbury – Principal/Elementary Administrator/Reg Ed
Don Briere BSE Consultant – Literacy/SRBI/SPDG CSDE
Marie Broadway Meriden – (MS/SpEd) AFT
Linda Carabis RSD #10 – Director/Student Support Services CAS
Christine Carver Bethel – Superintendent CAPSS
Sarah Galatie Cromwell – Reading Specialist/MS ‐ HS CEA
Margie Gillis Haskins Laboratories/Learning How Reading Researcher
Bridgette Gordon‐Hickey LEARN – Director Student Support Services RESC Alliance
Joan Hofmann CSPD/University of St. Joseph/Special Ed CSPD
Gail Mangs BSE Consultant – Due Process Attorney CSDE
Maureen Masson SAC – School Psychologist, Stonington/Parent State Advisory Council (SAC)
Jule McCombes‐Tolis University of St. Joseph/SpEd, Rdg, CEEDAR Higher Education
Donna Merritt Facilitator – Consultant – SLD/SLP SERC
2014‐2015 SLD/Dyslexia Workgroup Members
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Identifying SLD/Dyslexia Webinar 3/11/2015
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Ann Marie Mulready CT Association for Reading Research/ K‐12 Independent Reading Consultant
Reading Instructor ‐ ES
Perri Murdica Canton – SpEd Director/LD Guidelines/SRBI
District SpEd Director
Cathy Osten State Senator CT General Assembly
Nancy Prescott Executive Director CPAC
Stephen Proffitt Logistics Coordinator – Consultant –CSPD/SpEd
SERC
Allison Quirion Parent/Decoding Dyslexia Decoding Dyslexia
Laura Raynolds SCSU – Reading/EL/Haskins Laboratories English Learners
Michael Regan CES – SpEd Director /School Psychology ConnCASE
Sally Shaywitz Yale Center for Dyslexia and Creativity Dyslexia Researcher/MD
Mary Jean Schierberl BSE Consultant – Due Process Attorney CSDE
Ian Spence Ben Bronz Academy – West Hartford Dyslexia Practitioner
Maria Synodi BSE Consultant – Early Childhood Special Ed
CSDE
Jennifer Webb Academic Office Consultant/English ‐LA/SRBI
CSDE
Joanne White Academic Office Consultant/English –Language Arts/K‐3 Literacy
CSDE
2014‐2015 SLD/Dyslexia Workgroup Members
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