Videos

Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence- based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence-based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

This session will focus on the use of Data to Inform Growth and how those data are used to Inform Instruction. First, this webinar will focus on "data interpretation decision-rules" to differentiate between growth, improvement without growth and loss of improvement. Central to these decision rules is consensus (mindset) regarding how to interpret data using these decision rules. Second, this webinar will focus on "instructional decision-rules" regarding instructional decision making based on the data decision rules. LINK TO HANDOUTS: https://drive.google.com/drive/folders/1YRlQPliu1uDVqurJCff4iBUPS9MinxYW

This presentation explains how teams can utilize the self-rating MAX Practice Profile Implementation Rubric, Discussion Guide, and the Status and Implementation Plan for the purpose of action planning.

Become familiar with the Communication Plan tool to for students who are deaf and hard of hearing.

This series will provide participants up to date information around implementation of alternate eligible content through instruction and assessment. Topics will include application of alternate eligible content to IEPs and implementation of essentialization with alternate eligible content using essentialized examples, lesson/unit plans and data based decision making. Additional examples of essentialization of writing and science alternate eligible content will be shared.

This webinar will provide information about selecting and essentializing alternate eligible content to write meaningful and measureable IEP goals and objectives.

Response to Intervention implementation is an ever-changing, dynamic process characterized by progress and set-backs as a normal part of systems change. Listen to Dr. Amanda VanDerHeyden, Nationally known RtI expert, as she speaks to the trials and tribulations of RtI adoption and implementation.

In this session participants will learn use of a Ci3T structure meet students’ multiple needs by integrating positive behavioral interventions and supports (PBIS) and social and emotional learning into core academic instruction. We will introduce Tier 1 efforts, with an emphasis on integrated lessons plans. We will illustrate how to use systematic screening data to support students needing more than Tier 1 has to offer.

Providing speech-language intervention in a virtual world has allowed us unique glimpses into the lives of our speech-language students and their families. Whether it’s being able to talk more often to parents or being unexpectedly introduced to siblings as they walk across the screen, we are able to learn more about our kids than ever before. Such knowledge is particularly useful during speech-language assessment and the IEP writing process. The purpose of this session is to explore the plethora of data that families can provide in a Comprehensive Evaluation, discuss best questions to ask, and identify simple ways to take our traditional methods to the next level to engage families in speech-language evaluation, in order to make more informed and impactful IEP team decisions. Let’s get connected with our families!