Course Listing

2 Day Seminars

A Diagnostic Approach to Planning Decoding and Reading Fluency Lessons: Using Assessments to Drive Instructional Choices, In-Person – Summer Institute 2021

If you are signing up for this section, you are signing up for an in-person section with a limited number of spaces. This course can also be taken virtually. If you want to take the course virtually, you must register for the virtual section so we can ensure you receive login instructions.

The content for the virtual section and in-person section is the same.

COURSE LOGISTICS

• Event type: Two-day seminar
• Section delivery mode: In-person. All recommended guidelines around social distancing, masks, hand washing, etc. will be followed and communicated to participants.
• Attendance: Live, on the date and time listed in the course information section.

COURSE DESCRIPTION

Basic reading skills (phonological awareness, decoding, and fluency) are essential to academic achievement. Within each area, there are many subskills and patterns that may determine a specific direction for instruction. This course will look at each component of basic reading through the lense of assessment to help determine appropriate interventions. For each area of reading, there will be review of formal assessments (e.g., CTOPP-2, WIAT-III, KTEA-3, GORT-5) and informal assessment tools (e.g., aimswebPlus, teacher-generated assessments). After reviewing testing, case studies will be used to guide a discussion around developing long-term and daily lesson plans to address student needs. 

Upon completion, participants will be able to:

•  Define three of the components of reading (phonemic awareness, phonics/decoding, oral reading fluency) 
•  Distinguish which standardized tests assess each component of reading.
•  Differentiate between tests to determine how the mode of assessment may impact the results of various tests.
•  Deepen their understanding of types of test scores (raw, percentile, standard score) to gain more meaningful information when analyzing formal assessments.
•  Analyze results of various assessments to determine areas of strength and development for students with reading difficulties.
•  Identify instructional goals for students based on areas of need.
•  Create need-based weekly plans to outline an approach for these instructional goals. 
•  Supplement formal, standardized assessments with informal assessments, progress monitoring tools, and daily data collection depending on a student’s individual needs.  
•  Select appropriate activities to use in daily planning that will address specific needs for an individual student based on formal and informal testing.

LEVEL

This course is appropriate for educators at the elementary and middle school levels.

MATERIALS

In-person participants should bring a laptop and a textbook/materials that they will use with students for the application portions of the seminar. This will facilitate participants’ ability to see how the skills apply to their own curriculum.