Prevention and Treatment of Reading and Writing Disabilities within MTSS
Thursday March 16, 2017 8:30 AM - 4:00 PM
This training will examine assessment and design features recommended for adoption and implementation by MTSS teams to effectively meet the needs of students who are presenting with a continuum of reading and writing difficulties. A case study approach will be used to facilitate group analysis and synthesis of reading and writing screening, progress-monitoring and diagnostic data to inform response to reading and writing instruction and intervention planning across the tiers.
- Describe how language development impacts reading and writing skill development
- Identify assessment practices and strengthen interpretation to inform diagnosis and treatment of language-based deficiencies
- Identify characteristics and subtypes of learner profiles who are at-risk or have a language-based disorder
- Define an evidence-based reading and/or writing practice given deeper understanding of language and how deficiencies manifest in reading and writing
- List Tier 1,Tier 2 and Tier 3 supports and services
- Utilize case study analysis to generate instruction and at least 3 intervention recommendations and determine need for psychoeducational evaluation.
Building Principals, Directors of Special Education, General Education Teachers, Special Education Teachers, Speech/Language Therapists, ESL Teachers, School Psychologists,Reading/Writing Specialists, IU TaCs, RtII/MTSS Coordinators
Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.