MTSS Tier 3 Problem-Solving Series: Prevention of Early Reading Failure
Wednesday October 05, 2016 8:30 AM - 4:00 PM
Thursday October 06, 2016 8:30 AM - 4:00 PM
Friday October 07, 2016 8:30 AM - 4:00 PM
Tuesday January 17, 2017 8:30 AM - 4:00 PM
Wednesday January 18, 2017 8:30 AM - 4:00 PM
Wednesday May 24, 2017 8:30 AM - 4:00 PM
This event is by invitation only. You must have a registration key in order to register.
Tier 3 Problem-Solving teams will be offered intensive training and technical assistance relative to the implementation of Tier 3 problem-solving practices and evidence-based methodologies, technically adequate assessment practices and instructional/intervention alignment within and across tiers 1,2 and 3 toward SLD determination in reading.
Throughout the training teams will refine adoption and implementation of evidence-based core reading and supplemental instruction/intervention methodologies across tiered supports and providers; engage in intensifying reading instruction and intervention via direct, explicit and systematic and/or multisensory instruction; distinguish between tier 2 and tier 3 levels of intensity based upon degree of need and continuum of methodologies available to treat varying needs; adopt a continuum of technically adequate reading assessment measures to include screening, progress monitoring/formative assessment, diagnostic and benchmark measures across the big ideas in reading; use assessment measures to inform reading instruction and intervention relative to degree of need and deficiencies at the systems, grade and individual levels based upon sophisticated data analysis and instructional matching skills; understand the concept and mechanics associated with Rate of Improvement as it relates to determining response to instruction and intervention in reading;
identify systems level indicators associated with effective MTSS models for reading and refine prioritized needs in reading at system, grade and individual levels; Develop better diagnostic, treatment and prevention capabilities as it relates to a continuum of language-based deficiencies; and understand what constitutes inadequate response to instruction and intervention toward SLD determination in reading.
Participants will be able to:
- Explain Interdisciplinary Collaboration & Systematic Decision-Making
- Give examples of applying Application of Research to Practice
- List Evidence-based methodologies and technically adequate assessment measures
- List ways to refine Tier 3 Supports and Services
- Recognize characteristics, diagnosis and treatment of Early Reading Failure.
School administrators, their elementary school-based teams, and IU consultants
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.