EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/18/2019 | 10:15 AM - 11:15 AM | Utah State Dyslexia Handbook Overview & Panel Q&A | Cascade D
Utah State Dyslexia Handbook Overview & Panel Q&A
On October 4, 2018, The Utah State Board of Education voted unanimously to approve a state dyslexia handbook. This book is filled with excellent resources for screening, remediation, and accommodations. Five members of the Utah State Dyslexia Task Force that created this handbook will explain how to make the most of this resource and answer educators questions about dyslexia in Utah Schools.
Panelist will focus on 3 main objectives. First we will discuss the definition of dyslexia. Second we will talk about how to provide instruction for students with reading difficulties using an MTSS framework. Lastly we will discuss best practices for reading instructions for students that demonstrate characteristics of dyslexia.
Educators will understand how to use the handbook to inform future identification processes in order to more accurately assess students with reading difficulties leading to the most effective intervention and more successful outcomes by using an MTSS framework.
Part 1: 9:00am-10:00am will be an overview of the handbook
Part 2: 10:15am-11:15am will be the Q&A with members of the Utah State Dyslexia Task Force
- What is dyslexia? The Utah State Dyslexia Handbook includes a working definition of dyslexia and clarifies the role of schools in screening for reading difficulties and implementing evidence-based reading interventions. Attendees will leave this session knowing what dyslexia is and what their role is as an educator to help identify students at risk for reading failure and how to provide evidence based instruction that is appropriate for these students.
- Dyslexia and an MTSS framework “Students with dyslexia have diverse needs and demonstrate characteristics across a broad spectrum of learning. Some students with dyslexia are successful with minimal supports and accommodations in the classroom, while some need additional interventions provided through general education; and others need intensive interventions provided through the general education setting and/or special education” USBE Dyslexia Handbook, (12). Panelist will discuss what a tiered system of support should look like and how school collaboration with SLP’s, general education teacher, special education teachers, reading para-professionals, and administrators can provide optimal outcomes for students with reading difficulties.
- Structured Literacy Intervention “The term Structured Literacy was chosen and adopted by the IDA as a means of unifying the methods of reading instruction that conform to IDA’s Knowledge and Practice Standards. It is an umbrella term used to describe programs and methods, including Orton-Gillingham, that teach reading in essentially the same way. Structured Literacy is an explicit, direct, systematic, cumulative and diagnostic approach to teaching reading that includes principles of phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics.” Handbook, (37) Panelist will answer questions and discuss the components of structured literacy and best practices for implementation and intensity.
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Presenters/Authors
Susan Damm
(), Edison Elementary, Salt Lake City School District, susan.damm@slcschools.org ;
Principal Edison Elementary, Salt Lake City School District. Previously an Assistant Principal at Layton Elementary. Has a BS in Elementary Education from Brigham Young University, a Masters in Teaching and Learning with an Emphasis in Reading from the University of Utah and an Administrative Certification from Utah State University. Has presented for State Language Arts Core Academies and a presenter at NUCC. Passionate about ensuring rigorous, accessible curriculum for students.
ASHA DISCLOSURE:
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Sara Wiebke
(), Utah State Board of Education, sara.wiebke@schools.utah.gov;
Sara is currently the K-3 Reading Specialist for the Utah State Board of Education. An ardent educator, Sara has been a classroom teacher as well as an instructional coach. Her passion for ensuring literacy for young students is contagious. Sara is constantly traversing the state of Utah to ensure that all LEA's are meeting or exceeding their literacy goals. If there is a question regarding early literacy and tiered instruction, Sara has a vast amount of knowledge to share!
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Ellen Bailey
(), USBE, ellen.bailey@schools.utah.gov;
Ellen has worked for many years with students in both the special education and general education classroom as a team leader, teacher, mentor and advocate for all student. She has a under graduate degree in English and a masters degree in special education with a focus on early reading development and instruction. She is now working for the Utah State Board of Education as a special education literacy specialist.
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Jennifer Price
(), Decoding Dyslexia Utah, decodingdyslexiaut@gmail.com;
Jennifer is the President of Decoding Dyslexia Utah. Decoding Dyslexia Utah is a volunteer run 501(c)3 non-profit organization that educates, advocates, and legislates for students with dyslexia in the state of Utah. Jennifer has 4 amazing children, 3 of whom have dyslexia. Sense moving to Utah 5 years ago Jennifer has dedicated her time to bringing awareness to dyslexia and the impact it has on Utah children. Jennifer serves on the Utah State Dyslexia Task Force and the Utah Special Education Advisory Panel. She is the Conference Director for the Wasatch Reading Summit a USBE sponsored reading difficulties conference. Jennifer believes that strong educator/parent relations help achieve student success.
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Donell Pons
(), Dyslexia Consultant and Tutor, dbpons@gmail.com;
Donell Pons has a husband and several children with dyslexia. When Ms. Pons discovered her son had dyslexia and was struggling to find appropriate services, she went back to school and received a dual MED and MAT in teaching and learning from Westminster College with a special education certification. Ms. Pons has taught secondary Language Arts and worked at a charter school focusing on supporting students on the Autism spectrum. Ms. Pons is trained in multiple Structured Literacy based reading instruction methods. She was the Literacy and Reading Coordinator and ELL Director at AISU, a public charter school in Murray, Utah. She has presented on dyslexia for national webinars and has had many articles on dyslexia published at a national level.
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Phoebe Beacham
(), Decoding Dyslexia Utah, phoebeab@msn.com;
Phoebe Beacham attended Utah State University and graduated with a B.S. in Business Administration. Phoebe is co-founder and past President of Decoding Dyslexia Utah. She is also the Social Media Manager for Decoding Dyslexia Utah. Phoebe has 3 children, 2 of which are dyslexic. Phoebe is an entrepreneur, owning numerous businesses, from sign shop franchise to vacation rentals. Phoebe is actively involved in her local community council and has been a parent advocate for students with dyslexia for 6 years. Phoebe will moderate the panel discussion.
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