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KSMO IDA Making Sense of Dyslexia
Fri, April 21, 2017, 9:00 AM – 4:00 PM CDT
The conference offers something for everyone interested literacy; teachers, tutors, and parents. The goal is . . . until everyone can read.
Keynote: Marcia Henry, Ph.D. Making Sense of Words: Marcia Henry brings 58 years of experience working in the field of language acquisition and dyslexia as a tutor, teacher, clinician, and professor.
Dr. Henry received her Ph.D. in educational psychology from Stanford University. Prior to retirement in 1995, she was a professor in the Division of Special Education at San Jose State University where she taught and directed the Center for Educational Research on Dyslexia. Marcia became a Fulbright Lecturer/ Research Scholar teaching at the University of Trondheim, Norway in 1991.
She is a fellow in the Academy of Orton-Gillingham Practitioners and Educators. She is a past-president of The International Dyslexia Association (IDA), serving as president from 1992-1996. For IDA’s 50th anniversary in 1999, Marcia compiled and co-edited Dyslexia - Samuel T. Orton and His Legacy for IDA’s. She received the Margaret Byrd Rawson Lifetime Achievement Award from IDA in 2000.
Dr. Henry is the author of WORDS (2nd Ed.) as well as Unlocking Literacy: Effective Decoding
11:30-1:00 - Snack Lunch
12:15 - Join Dr. Michele Berg, one of the participants in the final phase of the development of the Structured Literacy Educator Exam, for an informal lunch session to provide information and address questions regarding the exam, the process for application, and online training. What is the Center for Effective Reading? What is the Structured Literacy Educator Exam? Why is this exam and certification important to classroom literacy teachers? What are the certification levels and how can someone prepare for the exam?
1 p.m.: Break Out Sessions A
A1: Unlocking the Secrets Multisensory Reading Instruction in the Public School System: This session will describe how Derby Public Schools successfully examined its own internal culture, and changed the way it implemented its tier model delivery program. The presenters will discuss the important milestones they encountered in this journey. They will share the initial data that spurred their decision to change the way they responded to their students’ literacy needs. In addition, they will outline how they implemented an Orton-Gillingham reading intervention model and utilized it throughout their 6 A school system. The session will close with a presentation of district data that illuminates the direct positive impact on student literacy growth.
Sandy Chichester, M.Ed, Q.I., Tier III Literacy Coordinator, Derby and Dr. Charlene Laramore, Assistant Superintendent Curriculum/Instruction and Amy Hays, CALT,Title I Literacy Coach , Derby, KS
A2: Assistive Technology for Students with Dyslexia This session will discuss assistive technology accommodations for students with Dyslexia in the classroom. Alternative text access for reading and writing will be discussed including alternative educational materials (AEM) for students not on an IEP. In addition, we will discuss computers and tablets that can be used with software and apps to increase access to text and increase written production.
John Effinger M.S. CCC-SLP, is a speech pathologist with over 25+ years of assistive technology experience in schools and the private sector. Currently, John is the Program Coordinator at Missouri Assistive Technology. He has extensive knowledge and experience in the selection and implementation of technology that supports reading, writing and communication.
2:30 p.m.: Break Out Sessions B
B1: Classroom Instruction for the Dyslexic Student What kind of reading and spelling instruction is most effective for the dyslexic readers in my class? This session will give classroom teachers, special education teachers, and interventionists ideas on the most appropriate instructional strategies for students who struggle to read and spell. These instructional strategies can be implemented in a whole group, small groups, or in one-on-one tutor situations.
Carla Chavez, Program Specialist, Special Education, USD 437, Topeka, Kansas. Terry Hime, USD 437. Title 1 Reading Teacher.
B2: Understanding Your Child’s Data in the IEP or 504 Process Data drives instruction. Understanding and charting your child’s progress toward meeting goals and benchmarks allows for discussions of the effectiveness of interventions. If your child is not making progress, then a change in group size, length of time, or intervention is needed. Using these methods during discussions of need, several students have begun receiving Orton-Gillingham instruction through Memorandums of Agreements with an Outside Provider and Special Education Cooperatives in Kansas. Perhaps, the next child could be yours, if the data speaks, everyone needs to listen.
Angie Schreiber is Executive Director of Cradle to Career Literacy Center in Emporia, KS. She is an academic language therapist and has over 20 years of experience teaching children to read. She is also a DIBELS Mentor and has an understanding of benchmarking, progress monitoring and how children need to meet these goals in order to become readers.
Holly Aranda is a Qualified Instructor and language therapist at Cradle to Career Literacy Center and has over 25 years of experience teaching Special Education in public schools. Her work in public education and understanding of the benchmarking, progress monitoring processes from both sides of the table provides insights needed in this discussion process.