2017 feb28mar2 lbd plc (1).pptx
TRANSCRIPT
ECS LBD District PLCPresented by ECS Instructional Coaches
February / March 2017
Read and Respond Find a partner Look to the screen
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities …”
We believe that each child with dyslexia is unique and requires a thoughtful approach to optimize performance, including capitalizing on individual strengths and targeting learning needs.
We believe our teachers are knowledgeable professionals who are responsive to the instructional needs of students with dyslexia as they implement a problem-solving approach tailored to each individual student’s academic profile.
We believe that instructional practices for students with dyslexia should be systematic, structured, and multi-sensory in connection to the reading and writing of continuous text.
What critical components do you note?
What value might there be to focus on the strengths/needs?
How do you see yourself in this belief?
How are you approaching reading instruction in a structured, systematic, and multi-sensory way?
Norms for Learning & Working Agreements Be present Be willing to be disturbed Be willing to think beyond your
four walls Be willing to question and be
questioned Be cognizant of the strengths Be aware of colleagues' skill sets
Two feet rule Refrain from side
conversations Quiet signal Cell phones on silent or
vibrate
Learning Outcomes and Agenda
Build community across school settings Understand what a
"developmental continuum of reading-related skills" means
Understand what the experts say about what might work best when teaching students with dyslexia
Knowing your role within the Dyslexia Action Plan
All Students Can Be Taught To Read
Principles
1. Know where a student is on a developmental continuum
2. Remediate the weakness and access the strength
Significant Influences
1. the intrinsic qualities of the students
2. the significant adults in a student's life
3. the nature of the reading approach
Shaywitz’s Concept of 2 and 3
The Problem Solving Cycle
ARD/TMF
Assess
Research
DecideTeach
Monitor
Feedback
Assess
Assess
Research
Assess
Research
Decide
Assess
Research
Decide
A
R
D
Assess
Research
DecideTeach
Assess
Research
DecideTeach
Monitor
Assess
Research
DecideTeach
Monitor
Feedback
Assess
Research
DecideTeach
Monitor
Feedback
FMT
Assess
Research
DecideTeach
Monitor
Feedback
AnchorsDevelopmental ContinuumOCS Curriculum FrameworksKentucky State Standards
Use the documents and highlight areas in which instruction may occur around decoding, spelling, and fluency. Decoding = yellow Spelling = blue Fluency = orange
Assess
Research
DecideTeach
Monitor
Feedback
Learner ProfileReview the sample profile. What do you notice? How might this information be helpful? What data sources might be used to complete a profile?
Complete this statement:“The purpose of the learner profile is to …. “
Assess
Break
Learner ProfileUse blank template to transfer your student data.
Highlight patterns in performance Decoding = yellow Spelling = blue Fluency = orange
Looking for data that indicates gaps or insufficiencies.Consider, “What other assessments do I need to administer to have a complete profile and understanding of student weaknesses and strengths?”
Assess
Assess
Research
DecideTeach
Monitor
Feedback
Hypothetically SpeakingWhere is the student performing compared to peers?
What might be the next steps instructionally to move the student along?
What are your hunches about evidence based instruction that might align with the student’s targeted needs?
Research
We believe that instructional practices for students with dyslexia should be systematic, structured, and multi-sensory in connection to the reading and writing of continuous text.
Oldham County Schools’ Beliefs
What does this really mean for teaching
and learning?
Systematic
Organization of instructional material follows the logical order of the language and literacy acquisition.
Comprehension Vocabulary Fluency Phonics Phonemic
Awareness
Explicit instruction for the 5 components of reading
Structured
Multi-Sensory
5 Questions for Reading Methods1. Is there scientific evidence that the program/approach is
effective?
2. Was the approach reviewed by the National Reading Panel?
3. Are phonemic awareness and phonics taught systematically and explicitly?
4. How are children taught to approach unfamiliar words?
5. Does the approach include opportunities to practice reading, to develop fluency, to build vocabulary, to develop reading comprehension strategies, to write and to listen to and talk about stories?
Research
Assess
Research
DecideTeach
Monitor
Feedback
Develop Learning PlanWhat programs or approaches will best meet their need to create a targeted learning plan?
Consider Shaywitz’s Concept of 2 and 3 Placement on continuum, student strengths, and
targeted needs Intrinsic qualities of child, significant adults, and
nature of reading program
Decide
Assess
Research
DecideTeach
Monitor
Feedback
Hands in the PlanOn Your Own: Correlate the deliverables received with the DAP Recognize the DAP outcomes accomplished today Identify Action Steps accomplished today
With a Partner: Align your thinking and identify textual evidence to support
With the Whole Group: Share out reactions or thoughts
