PROFESSIONAL DEVELOPMENT COURSES

Dyslexia Keynote Presentation

Description: Learning about dyslexia requires the development of a common vocabulary and a solid foundation of knowledge among staff. This keynote presentation is 2 hours in length. It defines dyslexia and the science of reading, debunks common myths about dyslexia, looks at common characteristics of dyslexia, explains the neural signature of dyslexia, and describes what instructional methods look like that are Orton Gillingham or Structured Literacy based. Furthermore, we’ll look at the prevalence and characteristics of coexisting conditions such as dysgraphia and executive functioning skills deficits. This presentation wraps up with information on dyslexic strengths and a powerful message of hope.

Who is this for?
The Dyslexia Keynote presentation is an excellent fit for school districts who are newly learning about dyslexia or already know about dyslexia, but need to unite staff, creating cohesion through building a common foundation of knowledge. Dyslexia is not often identified or diagnosed yet is the main cause for reading and spelling struggles. If teachers know what to look for they can identify characteristics of dyslexia. This will inform their instructional choices and allow students to close the gap in their reading skills.

Breakout Workshops on Dyslexia Interventions & Instructional Methods

Background: Dyslexia is a learning disability in reading that primarily affects decoding, fluency, and spelling. It's the most common type of learning disability (LD) encompassing 80-90% of all LD's. All too often, students hit a wall in the early alphabetic phase of reading (Linnea Ehri, 2005). They can get stuck in this phase for years, and some never leave this phase, because their instruction doesn't meet
their brain's needs. This is where knowing about the Science of Reading gets really important. Our brains learn to read through orthographic mapping. This is a concept that many teachers don't know about. This is why having a deep understanding of Orton Gilingham (OG)/Structured Literacy (SL) based interventions is of utmost importance for anyone working with struggling readers.

Description: This breakout will begin with an overview of a continuum of approaches to reading by language structure. Next, we’ll explore the building blocks of OG influenced programming/lessons. Participants will gain insights into how this type of programming is laid out, why each component is essential as an instructional tool, and how it improves student learning.

Testimonial: Dyslexia Keynote Presentation & Breakout Session

We hired Kelly Steinke with READ Learning Educational Services to provide a district-level keynote dyslexia presentation and subsequent breakout session for our special education teachers, psychologists, and Speech therapists. Our district goals for the keynote were:
● Examine the characteristics of dyslexia
● Discuss how the brain works and its role in the reading process and dyslexic readers
● Dyslexic brain strengths and needs within the T1 classroom
● Investigate the teaching processes for students with dyslexia

These goals were met and helped our district start a conversation about what dyslexia is now that we can talk about it and support our students with it. There have been lots of questions from teachers about specific student concerns.

Our district goal for the breakout session was to examine interventions for students with dyslexia. These goals were met with a recap of important information to consider working with Special Education and Dyslexia. The team appreciated the specific ideas to support students. It also helped them consider that more of their caseload than previously considered had characteristics of Dyslexia. Kelly is very
easy to engage with. She is not confrontational about what our district wasn't doing for students but instead helped us learn more to do better to support our dyslexic students. She was highly informed and her expertise was appreciated. The benefit of working with READ is connecting our staff to the information that will help adjust their understanding and instructional practices.

Our team Highly recommends READ for continuing to build the professional knowledge and capacity of staff.

Michelle Boquist, District Reading Specialist, Portage Community School District

Building Better Executive Functioning Skills

Background: Executive functions are the set of mental skills that help us complete daily tasks and achieve our goals. Many students and adults with executive functioning deficits have difficulty with time management, planning, organization, focusing their attention, staying on task and work completion. This may appear to be due to laziness or lack of motivation, but most often is due to a lack of skills.

Description: This professional development workshop is 2.5 hours in length. We’ll define executive functions as they relate to school and learning. We’ll discuss the correlation between brain development and student responses to situations and learning. Teachers will be able to define 11 executive functioning skills, know how to identify areas of strength and weakness, and be able to support executive functioning skills through the use of visual strategies. Ten tools will be given for immediate use in the classroom. Bonus content will be provided on the impact of
sleep, nutrition, and exercise on executive functions.

Testimonial: Building Better Executive Functioning Skills

Kelly provided an outstanding presentation for our staff in-service this fall. She is a highly skilled presenter who kept a room full of teachers fully engaged. Kelly is extremely competent in her subject matter and delivers the material in such a way that those in attendance have several take-aways, ready for use in the classroom the very next day.

Kris Austin, Principal, Ozaukee Christian School

Helping Struggling Readers: 
The Science of Reading & Dyslexia 3 Part Workshop

Description: Scientific research across multiple fields has shown consistent and converging evidence about why some students have trouble with reading, writing, and spelling. As a result of this research, the term “Science of Reading” (SOR) has been coined. SOR is not a specific curriculum. SOR is a field of study on how our brains learn to read, write, and spell. Despite this research being readily available, many students still struggle to read, write, and spell. Furthermore, these students are intelligent and usually have good teachers. This predicament leaves us with two big questions. What’s the problem, and how do we begin to fix it? This 3-part workshop is 3 hours in total length and will introduce participants to the SOR, dyslexia, and solutions and support for struggling readers.

Participant Feedback:

What did you appreciate most about this workshop and who would you recommend this workshop to?
● The instructor presents in a clear and concise manner. The visuals were helpful for me.
● The breakdown of each important thing. Learning characteristics of dyslexia and then learning strategies to work around those struggles and help the kids.
● The simplicity of the presentation - yet filled with a lot of information.
● Time for questions at the end was helpful.
● I think this is a nice offering that helps parents and teachers expand their knowledge.
● Recommend for all teachers or people working with children on reading. It is a valuable tool and resource to help us all learn to best serve the students they are working with or teaching.
● Recommend for any teachers - especially of young children and administrators.

Comprehensive Training in Systematic & Explicit Spelling
Instruction Using Silver Moon Spelling Rules (4 trainings total)

Background: Effective spelling instruction is a powerful tool that can be used as a vehicle to improve basic reading and writing skills. Contrary to what many believe, good spelling is not a result of strong visual memory or a feat of sheer determination; instead good spelling has many layers and takes skill and critical thinking. American English words are largely governed by spelling rules. Together we will explore reliable rules that when combined with an understanding of word structure and word meaning help facilitate orthographic mapping. Let's empower students to stop guessing and start building a deeper understanding of why we spell the way we do. "In sum, these and other studies have found that effective spelling instruction explicitly teaches students sound-spelling patterns. Students are taught to think about language, allowing them to learn how to spell—not just memorize words. Joshi, Treiman, Carreker, & Moats (2008/2009)

Introductory Presentation
Description: Are you a teacher, parent or specialist who would like a fun and engaging way to teach spelling rules so they stick? Maybe you’ve wondered which spelling rules you should teach and in what order you should teach them. The Silver Moon(R) Spelling Rules Program facilitates mastery of American English spelling rules. This program gives students the understanding necessary to improve their spelling skills which in turn, improves reading and writing, promotes independence, and improves self-confidence. Your students will not have to memorize words for a weekly spelling test anymore. They will apply mastered spelling rules on unmemorized and unrehearsed words and experience success in spelling. This introductory presentation is 30 - 40 minutes in length.

Workshop 1: Set 1 of Silver Moon Spelling Rules
This workshop is 3 hours in length and can be broken into 3 - 1 hour workshops.
Workshop 2: Set 2 of Silver Moon Spelling Rules
This workshop is 2.5 hours in length and can be broken into 2 - 1 hour and 15 minute workshops.
Workshop 3: Set 3 of Silver Moon Spelling Rules
This workshop is 2.5 hours in length and can be broken into 2 - 1 hour and 15 minute workshops.

Testimonial:

Kelly is an insightful, dynamic, and passionate speaker as well as educational professional. Her Silver Moon program utilizes an explicit, cumulative, and multi-sensory approach that is beneficial for everyone, regardless of age.

Sherry Nedens, Reading Specialist, University of Wisconsin Oshkosh

Spelling: The Common Denominator in Dyslexia & Dysgraphia

Description: Learning to spell and learning to read require much of the same skills. This presentation is 1 hour in length and will compare and contrast dyslexia and dysgraphia and review developmental spelling norms.

Conquering the Spelling Conundrum

International Dyslexia Association Conference, 2021, Breakout Session

Background: "As children learn to spell their knowledge of words improves and reading is reinforced." Linnea C. Ehri (1997). The purpose of this presentation is to give practical information that teachers, parents, and administrators can learn and immediately apply during structured literacy lessons in their classrooms. I will highlight the reciprocal relationship spelling has with reading because, “Spelling and reading build and rely on the same mental representation of a word. Knowing the spelling of a word makes the representation of it sturdy and accessible for fluent reading.” Catherine Snow et al. (2005) Having a deep understanding of spelling means that students are proficient not only in phonics, but also phonemic awareness, syllabication, word structure, and meaning. Scarborough's rope and the Simple View of Reading will be used as a visual to support the interconnectedness of spelling and reading.

Description: Participants will learn spelling conventions (rules) that inform how students spell single and multi-syllabic words. Examples will be given that demonstrate how to present spelling in a systematic, explicit, and cumulative manner. Simultaneously multi-sensory spelling strategies will be modeled while participants practice identifying and applying spelling rules. Syllabication procedures will be used to spell and check spelling. Mnemonics, building on background knowledge, and visual/ auditory/kinesthetic strategies will be shared because these serve as a memory trigger aiding in the retention of material.
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