All titles are available to members of the
Region 10 Professional Development Cooperative as of July 1, 2011.
*Sessions Offered at Region 10 or at Clustered Locations Only*
Comprehensive Test of Phonological Processing (CTOPP) and Woodcock Reading
Mastery Test (WRMT III): Test Administration (K-12)
This full-day workshop is a step-by-step test procedure for the administration and scoring of both the Comprehensive Test of Phonological Processing (CTOPP) and the Woodcock Reading Mastery Test-Revised (WRMT-R). Each subtest of the CTOPP and WRMT-R will be explained in detail, along with practice scoring for each instrument. Participants will learn how to complete the intricate score report of the WRMT-R, as well as how to use taped administration for parts of the CTOPP. Demonstration, practicum, and case studies will be included. Question and answer time will follow the practicum.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (K-6)
During this session, participants will learn to administer and score DIBELS subtests of Oral Reading Fluency (ORF), Benchmarks and Progress Monitoring, Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Word Use Fluency (WUF), and Retell Fluency.
Dyslexia and the English Language Learner (ELL) (K-12) NEW
This workshop will explore the differences in how Spanish and English reading is taught. The unique manifestations of dyslexia in the Spanish orthography will be examined and discussed. Participants will also learn more about the characteristics of dyslexia in individuals learning to read in two languages. Because of differences between writing systems, the measurement models used to identify dyslexia must also be altered. This workshop will examine how eval.uation profiles change when testing Spanish monolinguals, and bilingual (English/Spanish) students. Participants will also learn about the research investigating the transfer of skills from one language to another and how this impacts the language of intervention for students identified as having dyslexia.
Dyslexia Assessment: The Process (K-12)
This session will outline Dyslexia State Law, State Board of Education Rule, and procedures for assessment of dyslexia from The Dyslexia Handbook ~ Revised 2007. Also covered will be areas to assess, the meaning of collected data, and the profile of a typical dyslexic student. Dyslexia and how it links to the Section 504 process, as well as Individuals with Disabilities Education Act (IDEA) will also be discussed.
Dyslexia Coordinators’ Roundtable
Held in the fall and spring, the Dyslexia Coordinators’ Roundtable will address current issues pertaining to dyslexia, state law, state board of education rule, accommodations, and research. The sessions are intended for personnel responsible for coordinating and implementing district programs.
ESPERANZA Developed by Dr. Elsa Cardenas-Hagen (K-12)
This 2-day curriculum workshop will instruct teachers on how to deliver Esperanza, a Spanish multisensory, structured language approach for reading, writing, and spelling. The goal of the Esperanza program is to provide a sequential, systematic and multisensory approach to achieve Spanish literacy. The Esperanza program can be used as an intervention program for Spanish-speaking students.
Follow-Up for the Gray Oral Reading Test-4 (GORT-4), Comprehensive Test of
Phonological Processing (CTOPP), and Woodcock Reading Mastery Test (WRMT III) (K-12)
This half-day session will provide time for questions about of the administration and scoring of the Gray Oral Reading Test-4 (GORT-4), Comprehensive Test of Phonological Processing (CTOPP), and Woodcock Reading Mastery Test-Revised (WRMT-R). Participants are asked to bring previously administered practice tests to discuss. The session will also include discussion about the use of results of the GORT-4, CTOPP, and WRMT-R in relation to other areas assessed when determining dyslexia. Participants will learn about the importance of using all three assessments (along with additional data) for the identification of dyslexia.
Gray Oral Reading Test (GORT-4) Test Administration (1-12)
This full-day workshop will provide a step-by-step test procedure for the administration and scoring of the Gray Oral Reading Test Fourth Edition (GORT-4). Taped readings, guided practice, and independent practicum are also included in this session. Special attention will be given to explaining multiple miscue marking systems and error tally. A Question and answer time will take place after participants have practiced administering the instrument. Case studies will be provided.
Oral and Written Language Scales (OWLS) and Test of Written Spelling: Test Administration NEW
This full-day workshop is a step-by-step test procedure for the administration and scoring of both the Oral and Written Language Scales (OWLS-Listening Comprehension Scale only) and the Test of Written Spelling (TWS). The Listening Comprehension Scale of the OWLS, and complete TWS will be explained in detail, along with practice scoring for each instrument. Demonstration and practicum will be included. Question and answer time will follow the practicum.
Post-Secondary Fair for Students with Dyslexia and Reading Disabilities (9-12)
Saturday, October 1, 2011
Come students, parents, teachers, and administrators to the Region 10 sponsored Post-Secondary Fair for Students with Dyslexia and Reading Disabilities. This all day event will include options for students on selecting a college, university, or technical school. Local and out-of -state representatives will be in attendance to assist students and parents with their post-secondary options questions.