Defining Dyslexia: Ames CSD’s Multi-Tiered System of Support Wendy Robinson, Director of Instructional Services, Heartland AEA 11 Mary Morton, TOSA for literacy, social studies, art, and PE
Iowa Code
Our Response to Students’ Literacy Needs
Already in Place ● MTSS Process ● Dyslexia in the Classroom ● Wilson Reading & Spelling System
Dyslexia in the Classroom Course outcomes: ● Educators will ○ understand what dyslexia is and what it is not. ○ understand the Improving Student Literacy Skills Including Addressing Dyslexia, and Providing Teacher Assistance legislation. ○ increase awareness of impact of dyslexia on learning. ○ increase understanding of the characteristics of multisensory (structured language approach) instruction for reading and spelling.
Wilson Reading and Spelling System ● Responding to specific instructional needs, including dyslexia ● Intensifying instruction through reading & writing: ○ phonics ○ spelling generalizations ○ syllable types ○ word origin (Latin and Greek roots and affixes) ● Continuing Professional Development: Heartland AEA
Upcoming Responses to Students’ Literacy Needs ● Dyslexia Assessment and Intervention ● Literacy Plan
Dyslexia Assessment and Intervention Course Outcomes: ● Educators will ○ understand what dyslexia is and other critical information. ○ understand the impact that dyslexia can have on reading, spelling and writing outcomes. ○ be able to describe structured language instruction to improving reading, spelling, and writing outcomes. ○ be able to describe assessments for reading, spelling, and writing to match the student’s needs.
Ames Literacy Plan ● Clarify District Standard Practices: ○ Tier 1 universal instruction ■ Common Core Standards ■ Materials & Resources ○ Tier 2 & 3 intervention responses to student needs ○ Research-based instructional strategies ○ Assessment practices
Page 1 of 11. Defining Dyslexia: Ames CSD's Multi-Tiered. System of Support. Wendy Robinson, Director of Instructional Services,. Heartland AEA 11. Mary ...
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