Embedded Files
An MTSS framework looks to leverage data to develop a system of instruction and intervention to meet the needs of ALL students. This symposium strand contains the presentations to support that system.
List of Presentations
List of Presentations
Dr. Anita Archer: Endnote: Motivation May Not Predict Achievement, BUT Achievement DOES Predict Motivation
Dr. Cortney Lapore, Heather Lilly, Lisa Dente, Michele Possinger, Bangor Area SD: Journey to Student Reading Success
Francine Dutrisac, Anna la Pena EL: How to Leverage EL's Life Experiences to Address Their Literacy Needs in Tier 1
Erin Eighmy, Lisa Bolla, and Laura Lamont: Fine Tuning Data Teaming to Improve Student Outcomes
Melinda Hirschman: Identification to Instruction: Tools to Organize Student Data and Structure Tiered Intervention
Dr. Jack Fletcher: SLD Identification Methods: Cognitive Tests vs Instructional Response
Amy Healey: Selecting and Evaluating Literacy Programs and Interventions
Dr. Anita Archer: Endnote: Motivation May Not Predict Achievement, BUT Achievement DOES Predict Motivation
Dr. Anita Archer: Endnote: Motivation May Not Predict Achievement, BUT Achievement DOES Predict Motivation
Recent research in Cognitive Science leads us to the following conclusion: Motivation may not predict achievement but Achievement does predict Motivation. This understanding directs us to instructional practices that increase students' attainment, their motivation, and subsequent concentration and effort in the pursuit of learning. In this end-session, Dr. Archer will review the Big Ideas offered throughout the 2020 PaTTAN Literacy Symposium that put our students on a path of Success.
Facilitation Guide Coming Soon!
Dr. Cortney Lapore, Heather Lilly, Lisa Dente, Michele Possinger, Bangor Area SD: Journey to Student Reading Success
Dr. Cortney Lapore, Heather Lilly, Lisa Dente, Michele Possinger, Bangor Area SD: Journey to Student Reading Success
The Bangor Area School District has been persistently working to improve student reading achievement for the past eight years. During this time period, the students at the K-2 level had been unable to consistently meeting the district goal of 90% proficiency as measured by DIBELS. Over the course of the last year, the district took further steps to improve their practice. The first step was forming a district-wide kindergarten through second grade elementary school focusing on ensuring all students are reading on grade level by grade three. The second step was to closely examine the core reading program to ensure that all components aligned with the evidence in reading research. In order to assist with this undertaking, the district implemented Michael Heggerty Phonological Routines and Enhanced Core Reading Instruction (ECRI) in all kindergarten through second grade classrooms. Through administrative commitment and embedded teacher leadership, teachers rose to challenge and vastly improved their core reading instruction through the implementation of the routines. The number of students achieving core levels reached an all-time high as well of the percentage of students achieving reading achievement in the blue zone. In addition, there was an increased consistency of reading instructional classrooms across all 27 classrooms. The district’s journey to improve student reading achievement shows to the power of steadfast commitment, investment in teacher knowledge, and data informed decision making. This long-term commitment and desire to provide the best reading outcomes possible for kids have led to results of which the district only previously dreamed. We will share our journey and what we learned along the way.
Facilitation Guide Coming Soon!
Francine Dutrisac, Anna la Pena EL: How to Leverage EL's Life Experiences to Address Their Literacy Needs in Tier 1
Francine Dutrisac, Anna la Pena EL: How to Leverage EL's Life Experiences to Address Their Literacy Needs in Tier 1
Designing and facilitating meaningful classroom talk is essential for secondary English learners to develop more extended and sophisticated language use, while simultaneously learning subject matter. This session will address the components of the Scarborough Rope and connect them to the role of social interaction in language and literacy development, while exploring student interactions focusing on quality learning
Erin Eighmy, Lisa Bolla, and Laura Lamont: Fine Tuning Data Teaming to Improve Student Outcomes
Erin Eighmy, Lisa Bolla, and Laura Lamont: Fine Tuning Data Teaming to Improve Student Outcomes
This session will provide an overview of various components of data teams. Teams will gain a clear purpose for conducting data meetings ranging from district to individual student focus. Efficient and effective tools, planning guides and protocols will be explored to improve the teaming processes through goal setting and action planning.
Facilitation Guide Coming Soon!
Melinda Hirschman: Identification to Instruction: Tools to Organize Student Data and Structure Tiered Intervention
Melinda Hirschman: Identification to Instruction: Tools to Organize Student Data and Structure Tiered Intervention
The Tennessee Center for the Study and Treatment of Dyslexia has developed graphic organizers that support schools in identifying and instructing students with characteristics of dyslexia. Dr. Hirschmann will provide an overview of three tools: The Student Literacy Profile is a tool used to organize observation and assessment data to reveal a student’s pattern of strengths and weaknesses; Our word-level error analysis form helps educators capture and categorize word reading errors in order to determine targets for intervention; Tier-2 lesson frames model a structured literacy format for intervention focused on specific skills gaps: phonological awareness, letter knowledge & phonics, spelling & decoding, and reading fluency.
Dr. Jack Fletcher: SLD Identification Methods: Cognitive Tests vs Instructional Response
Dr. Jack Fletcher: SLD Identification Methods: Cognitive Tests vs Instructional Response
The purpose of assessment should be to plan intervention, but identification issues for students with SLD often emphasize eligibility and “finding the right child.” Multiple methods have been proposed for the identification of SLD, including different forms of cognitive discrepancy methods as well as newer methods that emanate from RTI and MTSS. This presentation reviews the reliability and validity of methods of identification based on these classifications, including IQ-achievement discrepancy, Patterns of Strengths and Weaknesses, and methods based on RTI. Presently there is little evidence supporting a role for systematic assessment of cognitive processes for identification or intervention of SLD, especially if methods incorporate assessments of intervention response. However, all identification methods function weakly if based on a single criterion, rigid cut points, or strict formulae. A hybrid method for identifying SLD in the context of MTSS is presented.
Amy Healey: Selecting and Evaluating Literacy Programs and Interventions
Amy Healey: Selecting and Evaluating Literacy Programs and Interventions
This session will provide guidance for selecting interventions and evaluating literacy programs. Differences in research-based and evidence-based practices will be covered. Participants will also explore the Pennsylvania State Literacy Plan’s tools for evaluating literacy programs.
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