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2017 feb28mar2 lbd plc (1).pptx
- 1. ECS LBD District PLC Presented by ECS Instructional Coaches February / March 2017
- 2. Read and Respond Find a partner Look to the screen “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities …” We believe that each child with dyslexia is unique and requires a thoughtful approach to optimize performance, including capitalizing on individual strengths and targeting learning needs. We believe our teachers are knowledgeable professionals who are responsive to the instructional needs of students with dyslexia as they implement a problem-solving approach tailored to each individual student’s academic profile. We believe that instructional practices for students with dyslexia should be systematic, structured, and multi-sensory in connection to the reading and writing of continuous text.
- 3. Norms for Learning & Working Agreements Be present Be willing to be disturbed Be willing to think beyond your four walls Be willing to question and be questioned Be cognizant of the strengths Be aware of colleagues' skill sets Two feet rule Refrain from side conversations Quiet signal Cell phones on silent or vibrate
- 4. Learning Outcomes and Agenda Build community across school settings Understand what a "developmental continuum of reading-related skills" means Understand what the experts say about what might work best when teaching students with dyslexia Knowing your role within the Dyslexia Action Plan
- 5. All Students Can Be Taught To Read
- 6. Principles 1. Know where a student is on a developmental continuum 2. Remediate the weakness and access the strength Significant Influences 1. the intrinsic qualities of the students 2. the significant adults in a student's life 3. the nature of the reading approach Shaywitz’s Concept of 2 and 3
- 10. Assess
- 11. Assess Research
- 19. Anchors Developmental Continuum OCS Curriculum Frameworks Kentucky State Standards Use the documents and highlight areas in which instruction may occur around decoding, spelling, and fluency. Decoding = yellow Spelling = blue Fluency = orange
- 21. Learner Profile Review the sample profile. What do you notice? How might this information be helpful? What data sources might be used to complete a profile? Complete this statement: “The purpose of the learner profile is to …. “ Assess
- 22. Break
- 23. Learner Profile Use blank template to transfer your student data. Highlight patterns in performance Decoding = yellow Spelling = blue Fluency = orange Looking for data that indicates gaps or insufficiencies. Consider, “What other assessments do I need to administer to have a complete profile and understanding of student weaknesses and strengths?” Assess
- 25. Hypothetically Speaking Where is the student performing compared to peers? What might be the next steps instructionally to move the student along? What are your hunches about evidence based instruction that might align with the student’s targeted needs? Research
- 26. We believe that instructional practices for students with dyslexia should be systematic, structured, and multi-sensory in connection to the reading and writing of continuous text. Oldham County Schools’ Beliefs What does this really mean for teaching and learning?
- 27. Systematic Organization of instructional material follows the logical order of the language and literacy acquisition.
- 28. Comprehension Vocabulary Fluency Phonics Phonemic Awareness Explicit instruction for the 5 components of reading Structured
- 29. Multi-Sensory
- 31. 5 Questions for Reading Methods 1. Is there scientific evidence that the program/approach is effective? 2. Was the approach reviewed by the National Reading Panel? 3. Are phonemic awareness and phonics taught systematically and explicitly? 4. How are children taught to approach unfamiliar words? 5. Does the approach include opportunities to practice reading, to develop fluency, to build vocabulary, to develop reading comprehension strategies, to write and to listen to and talk about stories? Research
- 33. Develop Learning Plan What programs or approaches will best meet their need to create a targeted learning plan? Consider Shaywitz’s Concept of 2 and 3 Placement on continuum, student strengths, and targeted needs Intrinsic qualities of child, significant adults, and nature of reading program Decide
- 35. Hands in the Plan On Your Own: Correlate the deliverables received with the DAP Recognize the DAP outcomes accomplished today Identify Action Steps accomplished today With a Partner: Align your thinking and identify textual evidence to support With the Whole Group: Share out reactions or thoughts
- 36. Dyslexia Resources SharePoint Dyslexia Resources Website
Editor's Notes
- 20 minutes Definition: What critical components? Belief #1: What value might there be to focus on the strengths and needs of the student? Belief #2: Thinking of your own self efficacy, how do you see yourself in this belief? Belief #3: As experts in teaching students with disabilities, share how you are approaching reading instruction in a structured, systematic, and multi-sensory way?
- 1 minute
- 3 minutes Which outcome speaks to you the most at this point in time? 2 people to share out
- Tammy and Jamie We believe that our students can be taught to read if a thoughtful approach is taken to optimize their performance. Skilled and knowledgeable teaching professionals are equipped with evidence based instructional approaches and are provided the resources to expand on that knowledge and deepen their understanding.
- 2 minutes Jamie and Tammy We are committed to grounding ourselves in Sally Shaywitz’s principles of 2 and 3 for instructing students with dyslexia. Instruction is tailored to specific developmental needs – what works for 6 year old is not the same as 16 year old. 1. 1st step to designing effective reading program= identify where a specific child’s skill level is at on a developmental continuum of literacy acquisition skills 2. Know weakness and tap into higher level strengths – to reason, to analyze, to have empathy, to be creative
- 30 minutes John Roberts
- John Roberts So we know now that you all are here to learn what to do when you are faced with the situation where students have already not been successful, our audience or application of the PSC, for the purposes of this institute will be STUDENTS WHO STRUGGLE; therefore, we will have already known some things about our students we will ALREADY some assessment results, will ALREADY know that some low level strategies have been applied, we will ALREADY know that the traditional approaches may not have been successful what we DO KNOW, is that we must do something differently, we cannot keep doing the same thing and expect different results we are suggesting, that you employ the problem solving cycle to EVERY child who you have identified as a student who struggles without a systematic way to approach these situations, you are setting yourself and your student up for failure you must have an organized, thoughtful and intentional approach to situations that are not easy and not normal So let’s take a look at the PSC (introduce the cycle ARD/TMF) The PSC is a WAY OF THINKING, it’s not a particular strategy; it’s a process by which to approach a new situation consistently We want you to think like CLINICIANS In this institute we want to INFLUENCE YOUR THINKING, we want to CHANGE YOUR BEHAVIOR, we want you to have a COGNITIVE SHIFT. So what better way to help us do that than to put it on a tshirt! (give shirts away in each of my morning sessions) Throughout the institute, we’re going to apply the PSC to our 4 strands of RWMB
- John Roberts To illustrate the problem solving cycle, we are going to jump out of education and over to the medical field So many parallels to this model to teaching… Out patient is our student who struggles our doctor is our highly skilled teacher or interventionist, Our medication is the intervention that will be implemented The medical model beautifully illustrates the problem solving cycle because it reduces error and eliminates chance
- John Roberts Let’s look at each step briefly First we must ASSESS what is going on. Without accurately assessing, we do not have a clear path to intervene To accurately diagnose and ultimately treat, a Dr. wouldn’t jump in and treat, but accurately assess what is going on We have go deeper with our assessment too, just having one assessment or not selecting the right type of assessment may influence our results
- John Roberts Next, we need to research what are the possible options of which direction to go next
- John Roberts And ultimately, we make the best decision possible, based on our assessment’s results and our research, on what to actually do All too often, these 3 steps, especially the research and decide, are left out because we just do what we’ve always done, or do what we were trained to do, without respect for the assessment results
- John Roberts So to recap the RIGHT side of our Problem Solving Cycle, we must first assess (measure), then we research (explore) and ultimately decide (choose) what to do. This side of the cycle is often ignored or done half heartedly and we end up with a situation that doesn’t improve and could get worse
- John Roberts Now that we’ve accurately assessed, done research and made a decision on what to do, it is only then can we do something This doctor would never have even considered performing surgery until he accurately assessed, researched the potential options and then made a decision on what to do. Most often, these decisions are NOT made in isolation but with a team of trained professionals.
- John Roberts After surgery, it is critical that we monitor the patient’s progress to ensure that he is making progress toward the goal of healing
- John Roberts To recap the left side of our cycle This is the side that happens WITH the patient. The other side happens WITHOUT the patient but is equally important These can also happen not in isolation but together and embedded within one another
- John Roberts To recap the left side of our cycle This is the side that happens WITH the patient. The other side happens WITHOUT the patient but is equally important These can also happen not in isolation but together and embedded within one another
- John Roberts It’s a CYCLE! It’s start all over again
- Tammy and Jamie In order to begin our work, we need to also ground ourselves in 3 sources of information: The Developmental Continuum of Reading Skills, the Oldham County Schools Curriculum Frameworks, and the Kentucky State Standards. For this activity, you will work in groups of 3 to review the contents of these documents. Our purpose is twofold – to get you acquainted with navigating these extensive pieces and to identify how they might connect to the instruction of students with dyslexia. In your triads locate where we notice decoding, spelling, and fluency components. You’ll have time to look, talk, and share. 5 minutes to scavenger hunt 5 minutes to dialogue about overlap 5 minutes to share for noticings or wonderings
- Tammy and Jamie 15 minutes In order to capture all that we know about a child’s strengths, targeted areas of weakness, and possible instructional plan, we must first create a comprehensive snapshot of the child through the development of a Learner Profile. To support your understanding of what this document might be or look like, we’ll have you spend some time reviewing some “model” profiles. Dialogue about what you notice, the information that it provides, and what else might be needed? With your partner or table group: Develop a purpose statement for the Learner Profile Write on sentence strip Share out
- Jamie and Tammy Complete your own learner profile: Blank Template Assessment Data Work Samples Provide Diagnostic Assessment List Fill out learner profile using existing assessment data and work samples Highlight 3 areas . decoding, spelling, and fluency (Station Teaching) Determine next assessments needed – Assessment list and tools – What other assessments do I need? Hypothetical – all assessments done and analyzed Revisit the Continuum, Frameworks and Ky Standards Targeted learning plan – Teach – Structured Literacy (systematic, explicit, and multi-sensory)
- Tammy and Jamie Consider for a moment that you’ve completed any supplemental assessments that would help to target specific learning deficits. Ask yourself, “Where is the student performing compared to peers?” and “What might be the next steps instructionally to move the student along?”
- John Roberts
- John Roberts Medical Model of going to the doctor The fact that a system or logical order exists is what is important.
- Jamie and Tammy High quality reading instruction will consist of the 5 areas of reading. Instruction should be explicit. It should include modeling, examples, demonstrations, guided independent practice, and ultimately an independent demonstration of proficiency. For students with dyslexia, emphasis should be placed on fluency, phonics, and phonemic awareness. The IDA definition of dyslexia, identifies fluency, spelling AND decoding as the three primary areas impacted for the student. Secondary impact would affect reading comprehension and/or vocabulary.
- Tammy and Jamie Multi-sensory instruction involves using strategies in which students can integrate their visual, auditory, and kinesthetic abilities to support language/ literacy acquisition.
- John Roberts So, which approaches or programs can deliver the instruction that students with dyslexia might need? Let’s take a look a just a few … What does this look like? How do you react to seeing these images?
- Jamie and Tammy Shaywitz pg 209 5 corners activity Start in a corner With the small group, craft and answer. Move to next poster and modify/add to existing answer. When these 5 questions can be defended, you have a good understanding.
- Tammy and Jamie Based on some of the ideas heard, what might you put onto the learner profile?
- Tammy and Jamie Let’s review the Dyslexia Action Plan by reviewing its contents and located how action steps have been accomplished through our work today. Spend some time on your own to find in the plan the deliverables that you’ve been given (profile, assessment list), make note of the DAP’s outcomes that we may have achieved today, and which Action Steps have been brought to fruition.
- Jamie and Tammy All that you need is right at your fingertips with the help of a computer or device and an internet connection. We’re going to demonstrate how to navigate our websites in order to find the resources you’ll need when supporting a child with dyslexia.