EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/22/2017 | 12:45 PM - 1:45 PM | Implementing an Effective MTSS Framework for Students with Dyslexia and Reading Challenges | Ballroom C - 1
Implementing an Effective MTSS Framework for Students with Dyslexia and Reading Challenges
This workshop will provide participants with a review of the elements necessary for creating or modifying an MTSS infrastructure that is effective and sustainable for children with print-based disabilities. These elements include planning, staffing, scheduling, curriculum, and professional development for teachers and paraprofessionals. The presentation will include video of authentic MTSS implementation in a large, diverse K-12 school that includes regular ed, special ed, and English Language Learners. The session will highlight the role and function of the leadership team that is responsible for decision making and problem solving as well as communication with educators, parents, and students. Participants will receive a planning and infrastructure checklist as well as a toolkit for ensuring that the multi-tiered system meets the needs of students with dyslexia (RTI-D).
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Presenters/Authors
Donell Pons
(), American International School of Utah , donell.pons@aisutah.org;
Donell Pons is a reading and dyslexia specialist in Salt Lake City, Utah. Ms. Pons started her career in education when her youngest son was diagnosed with dyslexia. She went on to receive a dual master’s degree in Education and Teaching with a certification in Special Education. Ms. Pons is a dyslexia screener and consultant and is the Literacy and ELL Director at American International School of Utah which serves 1300 K-12 students. She is a member of the Utah State Board of Education Dyslexia Taskforce, currently sits on the board of Decoding Dyslexia Utah, and is a tutor at the University of Utah Reading Clinic. Her mission is to identify, screen, and remediate every student who struggles with reading and engage every K-12 teacher in the reading process.
ASHA DISCLOSURE:
Financial -
Nonfinancial -