18th Annual Region 4 Dyslexia Conference
November 30, 2017
This annual conference features various sessions in relation to dyslexia, including research, response to intervention, assessment, accommodations, legal issues, and much more. The goal of the conference is to bring current and practical information to a diverse audience of teachers, reading specialists, interventionists, speech language pathologists, diagnosticians, administrators, and others. Learn more.
Dyslexia Program Basics with Teacher Resources (5-Day Session)
Acquire the skills necessary to deliver a dyslexia intervention program. Learn current dyslexia laws, characteristics of dyslexia, components of effective reading instruction, and how dyslexia is integrated into Response to Intervention (RtI) models. Teachers will receive a teacher’s manual and student materials needed to facilitate small-group instruction.
The Dyslexia Handbook-Revised 2014, Procedures Concerning Dyslexia and Related Disorders from the Texas Education Agency outlines the Domains to Assess in a formal Dyslexia Evaluation. This session will train participants on administering and scoring the CTOPP-2, GORT-5, and the TWS. The CTOPP-2, Comprehensive Test of Phonological Processing, Second Edition, by Richard K. Wagner, Joseph K. Torgesen, Carol A. Rashotte, and Nils A. Pearson is one assessment tool that may be used to measure phonological domains. The GORT-5, Gray Oral Reading Tests- 5th Edition is a tool that measures areas of reading ability. TWS-5, Test of Written Spelling is a dictated assessment for grade level spelling. These tests are valuable instruments for formal dyslexia assessment. DETAILS
This one-day workshop will cover the specific assessment components necessary for evaluating ELLs for dyslexia with emphasis on Spanish-speaking students. Multiple case studies and cross-linguistic interpretation of student data will be shared along with a sample report template for bilingual students. Bilingual dyslexia specialists and evaluation personnel are invited to attend this workshop. It is recommended that participants attend Module 3 of the Texas Dyslexia Identification Academy prior to attending this training. DETAILS
This training is for educators using the Dyslexia Intervention Program (DIP) who would like to review the lesson cycle. We will also go through different ways to freshen up lessons using multisensory techniques. DETAILS
Gain greater understanding of the connection between dyslexia and Section 504. Learn more about the role of the Section 504 committee in the dyslexia identification process. DETAILS
Explore the social/emotional struggles of students with dyslexia. Teachers will learn total participation strategies and multisensory techniques to engage students who have difficulty with the reading process. DETAILS
Attend this session to understand current research and characteristics of dysgraphia. Presenters will use the Dyslexia Handbook as a model for creating policies and procedures for dysgraphia assessment that could be implemented in districts. Learn about best practices for dysgraphia intervention and how dysgraphia fits within the RtI and SPED processes. DETAILS
After students have mastered the alphabet and reading single-syllable words, what are the next steps to advance student skills with decoding? This session will address the aspects of advanced decoding by delving into syllable division rules, morphology (i.e., affixes, roots), and etymology. Participants will learn the what, why, and how for each topic, including some make-and-take activities. DETAILS
Participants will gain the skills necessary to administer, score, and interpret the Woodcock Reading Mastery Test, 3rd Edition (WRMT-III) used in the determination of dyslexia. This instrument addresses many of the domains (including letter knowledge, reading words in isolation, decoding unfamiliar words, reading fluency, phonological awareness, and rapid naming plus vocabulary, reading comprehension, and listening comprehension) specified in "The Dyslexia Handbook-Revised 2014: Procedures Concerning Dyslexia and Related Disorders" from the Texas Education Agency. This session is appropriate for education professionals who assess for dyslexia. DETAILS
Participants will gain the skills necessary to administer, score, and interpret the Woodcock Johnson Fourth Edition (WJ IV). The WJ IV provides three independent co-normed batteries: WJ IV Tests of Cognitive Abilities, WJ IV Tests of Oral Language, and WJ IV Tests of Achievement. The three batteries can be used independently or in any combination. This session is designed to address the WJ IV features of a carefully constructed organizational plan, new tests and clusters, an updated theoretical model, and customized interpretive analyses. DETAILS
Participants will gain the skills necessary to administer, score, and interpret the Kaufman Test of Educational Achievement, Third Edition (KTEA-3). This session will highlight the new features, test content, and usability of touch-screen digital technology can be used for test administration. This comprehensive assessment of key academic skills maintains all the important features of the KTEA-II and offers a wealth of exciting updates for targeted interventions. Specifically, during the session we will discuss the changes from the KTEA-II to the KTEA-3 and describe how these changes will impact your assessment of achievement. This session is appropriate for education professionals who assess for dyslexia. DETAILS
Texas Dyslexia Identification Academy
Module 1 is the first of five modules developed by TEA to assist school districts and charter schools in the identification of students with dyslexia. The objectives for Module 1 are to define dyslexia and related disorders, explore the characteristics and common risk factors of dyslexia at varying age and grade levels, explore elements of reading, and review associated academic difficulties and conditions that may co-exist with dyslexia. DETAILS
Module 2 is the second of five modules created by TEA to assist school districts and charter schools in the identification of students with dyslexia. The objectives of Module 2 are to review the why and when for assessing dyslexia. Module 2 will also review the processes for dyslexia assessment and related disorders as outlined in The Dyslexia Handbook, 2014. DETAILS
Module 3 is the third of five modules developed by TEA to assist school districts and charter schools in the identification of students with dyslexia in the ELL student population. The objective of Module 3 is to review the process of second language acquisition, research on the relative effectiveness of different language programs, the various types of orthography that exist around the world, and the benefits of bilingualism. Data gathering and formal evaluation, as well as, instructional programming for ELLs will also be reviewed. DETAILS
Interpret both quantitative (formal) and qualitative (informal) data used in compliance with federal and state guidelines to identify students with dyslexia. Participants will be instructed on the significance of quantitative data from normed assessment scores. DETAILS
Learn to take a methodical approach to processing dyslexia assessment data, such as the use of a structured written report, to help inform the appropriate committee before it makes any decisions regarding dyslexia identification. Participants will work through data for report writing and several case studies. DETAILS
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