Let's Talk Literacy & Accommodations! |
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Students with reading disorders such as dyslexia require extra support. Educators should utilize online resources to make the acquisition of learning easier for students. One way to accomplish this is through the use of text readers. Lessons, assignments and some assessments can easily be comprehended through text-to-speech tools such as Read&Write by TextHelp and by Don Johnston's Snap&Read. Other innovative tools to help students with reading difficulties include, Learning Ally and Bookshare. For students with reading or learning difficulties, an individualized approach can make all the difference. With these resources, educators can cultivate an inclusive learning environment while encouraging growth at any level.
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Auditory Presentation of FSA ELA Writing and Reading Passages for Students with Severe Decoding Deficits |
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A process is now available for districts to request auditory presentation of passages on the Florida Standards Assessments (FSA) English Language Arts (ELA) Reading and Writing assessments for eligible students in Spring 2021 and beyond. The accommodation of auditory presentation of the FSA ELA Reading and Writing passages is appropriate for a very small number of students with severe decoding deficits. It is intended to be used by students who are truly non-readers, and not students simply reading below grade level. A student must meet the following criteria to qualify for this accommodation:
The student has a documented deficit in decoding, and
- has a current IEP, and
- is receiving evidence-based intervention in addition to core instruction, and
- is receiving accommodations in Tier 1 and Tier 2 daily instruction to access printed text in classroom assignments and tests, and
- has data to support the student’s effective use of a reader, audio recordings or text-to-speech through a reading accommodation assessment such as, but not limited to, Universal Protocol for Accommodations in Reading (uPAR), and
- shows proficient scores in daily instruction, to include formative and summative assessments, when the accommodation is used.
Implementation of this accommodation requires a trained human reader for paper-based tests and access to text-to-speech through the Florida secure browser or a trained human reader for computer-based tests.
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Diagnostic Assessments to Document Decoding Deficits With Your Students |
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Protocol for Accommodations in Reading (PAR) provides you with all you need to make data-based reading accommodation recommendations for students who are not reading at grade level or have physical disabilities that keep them from using printed texts. PAR is a free, downloadable manual that includes a protocol for collecting data to compare different modes of reading to determine what works best for a student. PAR includes reading samples with comprehension quizzes and vocabulary samples for grades 3 through 10.
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The Woodcock-Johnson IV Tests of Achievement is a wide range, comprehensive set of individually administered tests for measuring cognitive abilities, scholastic aptitudes, and achievement. The Woodcock-Johnson IV is composed of three parts: 1. Tests of Cognitive Ability 2. Tests of Oral Language 3. Tests of Achievement. The Tests of Achievement measure three main academic areas: reading, mathematics, and writing. It can be used in the process of determining eligibility for special education services.
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Instructional Tools to Support Dyslexia and Learning Disabilities in the Classroom |
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Articulation Station provides speech professionals, teachers, and parents with ways to help kids improve pronunciation and articulation. Using very specific exercises, games, and stories that focus on just one letter sound for 22 English language sounds, this app can improve pronunciation and understanding of how letter sounds form words. With more than 1,000 target words, kids will likely not get bored with this app.
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Learning Ally Audiobook Reader pairs with a subscription-based program for kids with visual impairments or dyslexia, and users must qualify before subscribing. Text and background colors can be adjusted by preference, rate of reading can be altered, and highlighted text can be set to match a rate that best fits a kid's reading ability.
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Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades |
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Screening: Moderate Evidence |
Screen all students for potential reading problems at the beginning of the year and again in the middle of the year.
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Provide Differentiated Time |
Provide time for differentiated reading instruction for all students based on assessments of students’ current reading level.
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Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening.
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Monitor the progress of tier 2 students at least once a month.
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Provide Intensive Instruction |
Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction (tier 3).
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This practice guide was prepared for the WWC by Mathematica Policy Research under contract ED-07-CO-0062.
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Missing the AEM Navigator? Take a Look at Personalizing the Reading Experience! |
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TLC Presents: PASSPORT TO LEARNING! |
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Join the PS/RtI Technology Project in collaboration with ATIA, the Access Project, FIMC-VI and RMTC-DHH as you embark on a journey to increase your knowledge and skills in the areas of AT-AEM-UDL. We are excited to welcome ALL Florida Educators & Therapists to apply for their passport!
New destinations Launched February 22nd!
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Education /Learning for Students:
- Sensory - Technology for Vision & Hearing
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Education /Learning for Students:
- Augmentative and Alternative Communications
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New Module: RtI-E 3.0 “Appropriate Instruction:
How Do We Know? (Part 1)”
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In 2007, the State of Florida revised its eligibility criteria for Specific Learning Disabilities (SLD). These revisions incorporated evidence-based practices in determining if students respond to instruction/intervention (RtI) as part of a comprehensive evaluation. For the last two years, the Florida Department of Education sponsored a series of face-to-face regional meetings, webinars, and virtual meetings linked through the use of technology to increase district capacity to successfully use RTI within a MTSS as part of a comprehensive evaluation for SLD eligibility determination. Florida’s Problem Solving/Response to Intervention Project staff developed and presented this content made available to all Florida school districts. For our third year, we are pleased to announce RtI-E 3.0 to continue this support to district and schools. Detailed information can be found in the RtI-E 3.0 Launch & Introduction Module (click the icon below to access).
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Tue Mar 9th 3:00pm - 4:30pm
TLC would like to present Chris Kovach and Patrick Brune from Tobii Dynavox in a workshop that will focus on distance learning tools for education & communication success. This presentation will utilize both the Snap Core First communication software and the newly integrated Boardmaker Player. Participants will explore application and implementation strategies while exploring a wide variety of Tobii Dynavox online resources.
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The FDLRS Administration Project is pleased to invite district AT professionals to partner with their local FDLRS Technology Specialist to join us in these upcoming events. Don’t forget to contact your local FDLRS Technology Specialist for training and information on AT, UDL, or AIM/AEM. To locate your local FDLRS center Technology Specialist, visit our website www.fdlrs.org.
WATI Online Study Groups:
Join us for an Online Group Study of OCALI's ATIM Using the WATI AT Assessment Process. In these studies, we will review the steps of information gathering, decision-making, and trial use; become familiar with individual WATI forms for each step, and read examples and case studies to help learn to use the WATI AT assessment process.
Participate in the conversation only or earn in-service points. A certificate of completion will be given to those who complete group study activities and tasks, earning between 6 - 18 in-service points. Participants may use the certificate to apply for in-service credits through their local school district by following their district policies.For more information, contact Susan Saunders @ saunderss@nefec.org 850.792.5826.
Parent & Educator Webinars
Please visit the FDLRS.org website to view and share recorded webinars presented this past spring, developed specifically to assist parents and educators during quarantine and moving to learning remotely.
Topics for parents include:
Topics for educators include:
Free Parent Webinars Fridays with FDLRS
The FDLRS Administration Project and Associate Centers Network are proud to offer a series of parent webinars to take place virtually over the 2020-2021 school year. The 90-minute webinars are conducted during lunch hours, from 11:30AM – 1:00PM EST on a designated Friday. These webinars are free of charge and open to parents, families, and professionals of working with children with disabilities or those with unique needs.
Upcoming webinars include:
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This resource was funded through the Bureau of Exceptional Education and Student Services with IDEA Part B dollars. The information and resources are provided as a free awareness service to the educational community and do not reflect any specific endorsement by any parties involved. Please note that access to some resources may be blocked by individual school districts. |
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