Enhancing Early Literacy Outcomes within Tiered Systems
Bridging Research to Practice Gaps in Literacy via an MTSS Framework
Tuesday October 15, 2019 8:30 AM - 4:00 PM
Participants will expand their knowledge and practices based upon the empirical reading research and data-based decision-making in a Multi-Tiered System of Support (MTSS) Framework. Participants will develop knowledge and skills related to the different types of text used in reading instruction in the early grades. Participants will learn techniques to select and align text types to instructional goals to maximize student learning.
When discussing and practicing training content related to principles and tenets associated with tiered systems, the empirical reading research and effective instruction and instructional routines, participants will be able to:
- Describe the conceptual underpinnings and components of a tiered system of support and connections to the prevention of early reading failure.
- Identify a major theoretical literacy framework and the big ideas in reading through Scarborough’s Reading Rope.
- Compare and analyze differing text types and their uses in primary classrooms.
- Calculate Lesson-To-Text Match for improved student outcomes.
- Determine when to use decodable and leveled text based on literacy instructional goals.
Administrator, General Education Teachers (K-2) full complement of grade-level teachers associated with scope of impact), Special Education Teachers (K-2), School Psychologist,
Literacy Specialist/Coach, MTSS Coordinator/School Improvement Specialist,
ESL Provider, Speech/Language Therapist, Family Member, Curriculum Coordinator and/or Special Education Director, IU TaC