2022 Literacy Symposium: MTSS Literacy Assessment/ Intervention Strand

Multi-Tiered Systems of Support (MTSS), the framework for implementing the science of reading, requires a coordinated system of assessment. Each assessment is linked to specific instructional decisions in the MTSS model, such as supplementing core reading instruction, forming small groups, and intensifying intervention. Participants will gain knowledge of how the four purposes of assessment link to instruction within MTSS for the benefit of all students.

Speech-language pathologists (SLPs), educators, and other practitioners have consistently noted the diagnostic challenge observed when attempting to distinguish between the typical linguistic variation of African American English (AAE) speakers, the clinical indicators of language disorder and language delay based on the impact of being reared in poverty. We will discuss evidence-based assessment and treatment practices that practitioners can utilize when working with speakers of AAE and other non-mainstream dialects.

Effective MTSS implementation starts with a strong core. This interactive session will demonstrate how to use reading data to identify class wide needs in tier 1 and class wide interventions that can be used to address them. All practices will be supported with research data and can be implemented the next day.

Join reading intervention author, Marilyn Sprick. Explore what it takes to help older students move out of the reading doldrums to reading with confidence and motivation. Listen to and hear the difference as intervention students take pride in their improvements.

But, I’ve already tried that? Every participant has heard that at a problem-solving team meeting from a frustrated teacher. Many intervention intensification efforts are not successful because they do not address what the student actually needs. This session will demonstrate a data-based framework to intensify reading interventions based on the Taxonomy for Intervention Intensification. Participants will leave with intervention strategies and decision-making processes that are research-based and can be implemented the very next day.

Students may struggle with reading comprehension for a variety of reasons, including difficulty with word recognition, lack of background knowledge, trouble drawing inferences, low levels of word knowledge, slow reading rate, and others. Although universal screening can identify the students who are not comprehending, more in-depth, diagnostic assessments are needed to guide next steps for instruction. Diagnostic assessment will be defined and differentiated from screening and progress monitoring assessment. A case study will be used to illustrate how the Simple View of Reading can guide the selection of assessment questions and assessment tools that can inform classroom instruction and intervention.

During this session participants will be engaged in a discussion regarding the changes made in the instruction of reading by the Northgate School District during the pandemic. Information will be shared regarding the Pennsylvania Dyslexia Pilot and how this was critical in moving these efforts forward. The critical aspects of the change process will be shared and pitfalls will be discussed.

Do the best you can until you know better. When you know better, do better. Maya Angelou This quote reflects why we attend the Pennsylvania Training and Technical Assistance (PATTAN) Conference; to gather information on high-leverage practices drawn from the Science of Reading and the Science of Instruction, so that we can implement those practices to improve the learning and lives of the children we serve. In this end-note, Dr. Archer will focus on these highly effective practices, some are old (Gold) and some are new (Silver), but none of them should be forgotten. This Endnote is designed to summarize and wrap up our great conference.