Other Resources

This is a list of the next steps for LEAs that are interested in participating in the PD Opportunity related to Strategies for Instructional Access in General Education Classrooms. This opportunity is available for the 2017-2018 school year.

Penn*Link that was sent out in March 2017 regarding Application and Renewal of Identification of Students with Specific Learning Disabilities using the Response to Intervention.

Read how the Pennsylvania Dyslexia Pilot Program's work and findings in the pilot schools is good news for all schools and the students they serve.

When parents and educators use the same terms to describe a child’s challenges,it’s easier for them to communicate and work together.....Eleven diverse national organizations joined together to develop ideas for having this conversation. We hope this resource will add clarity so terminology doesn’t get in the way. Then parents and educators can work together to provide the instruction, services, and support every child needs to succeed.

This Penn*Link, from the Bureau of Special Education, focuses on Significant Disproportionality. On December 19, 2016, the changes to the Individuals with Disabilities Education Act (IDEA) regarding significant disproportionality were published in the Federal Register. The purpose of the final regulations is to promote equity in IDEA, and they must be implemented by July 1, 2018.

The Multi-Sensory Structured Language (MSL) Approach involves teaching reading through multiple senses (hearing, seeing, touching, and moving) at the same time. This document published by Understood.org explains what MSL is, what it looks like, what is meant by structured language, and where you can find out more about it.

The Project MAX 2017 Spring Symposium will feature implementation results from these six universities. Faculty will present how they adopt, adapted, and infused Project MAX professional development materials into courses and across certification programs.

A free event for parents and professionals will focus on how "Emotional and Learning Needs Are Intertwined" and "Dyslexia and Public Education in Pennsylvania".

School districts choosing to use the Response to Intervention process to identify students with specific learning disabilities must complete this application to validate their RtI Implementation status. Districts must provide evidence that they have implemented these 9 characteristics of the PA RtI Framework with fidelity. The document should be completed by a team representing members aware of implementation characteristics in the regular school setting. Districts are encouraged to contact Intermediate Unit or PaTTAN RtI consultants to assist in facilitating the application process.

This is an example of using "heart" words to teach irregular spelling words.