In October 2016 Michigan lawmakers passed Public Act 306 to ensure that all students are reading at benchmark by the end of 3rd grade. However, long before the Michigan reading law was passed, Lake Orion Community Schools was already working hard to improve instructional practices and increase reading achievement across the district. Not only have reading scores improved, but the district’s early literacy intervention program has received international recognition.

Listen to Lake Orion’s Tamura Oberle, Educational Leadership and Teacher Consultant, and Jillian Knapp, School Psychologist, Special Education Coach and District Data Specialist, during this hour-long webinar as they:

• Share a structure of an effective early literacy intervention model
• Review how to triangulate student data
• Discuss how to target the five areas of reading including assessment, research based strategies/intervention, and progress monitoring of the five areas
• Share how to ensure continued student growth and continued professional learning for staff

Linda Diamond, author of the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, also joins the Lake Orion team to discuss how these professional books have helped shape the district’s reading instruction.

This is a wonderful opportunity to learn how another district is tackling the challenge of ensuring all students, including English learners and those with disabilities, have strong reading skills.

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One in five students has a language-based learning disability, the most common of which is dyslexia. 37 states now have laws on dyslexia and more have legislation in the works. With so much focus on dyslexia, teachers must be knowledgeable about how to screen for, identify and support students with dyslexia.

This recorded webinar provides a foundation for addressing dyslexia in your district. Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, review:

• What dyslexia is and what it is not
• What causes difficulty learning to read and spell written words
• How to recognize the signs of dyslexia
• The principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework

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The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.

During this one-hour webinar conducted by Dr. Mark Shinn you will learn:

• How the ruling is consistent with the Office of Special Education Program’s Results Driven Accountability (RDA) Initiative.
• How appropriately intensive, research-based intervention(s) driven by scientifically sound, easily measurable IEP goals reduce the achievement gap.
• How progress monitoring practices drive intervention intensity and effectiveness.
• Strategies to improve instruction and academic achievement for students with disabilities in your district.

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Mastery-based learning provides a solid foundation for students to build and develop their knowledge at their own pace. Pajaro Valley Unified School District in California has made the move to a mastery-based, individualized learning and has seen improved student outcomes, particularly in the area of literacy.

In a recent webinar, Superintendent Dr. Michelle Rodriguez and Early Literacy Coordinator Lynda Pate shared:

• Key components of mastery-based, individualized learning
• District and Site systems needed to support significant change
• Critical steps to take an initiative from pilot to scale
• Milestones/checkpoints to monitor along the way to track intended impact

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The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.

During this one-hour webinar conducted by Dr. Mark Shinn you will learn:

• How the ruling is consistent with the Office of Special Education Program’s Results Driven Accountability (RDA) Initiative.
• How appropriately intensive, research-based intervention(s) driven by scientifically sound, easily measurable IEP goals reduce the achievement gap.
• How progress monitoring practices drive intervention intensity and effectiveness.
• Strategies to improve instruction and academic achievement for students with disabilities in your district.

READ MORE