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Join us for our 35th Annual Symposium!The Next Chapter, Ohio's Dyslexia LawVirtual and on-demand access is available until February 15, 2024.12+ Contact Hours Available Register Now!
Our virtual, on-demand symposium includes presentations related to best practices and methods for universal screening, intervention, and remediation highlighted in Ohio’s Dyslexia Guidebook. Registration Details:
The Next Chapter: Ohio's Dyslexia Law presentations will cover the most effective, evidence-based literacy practices to implement Ohio's Dyslexia Law within a Multi-Tiered System of Supports (MTSS.) Our presenters will focus on multiple subject areas and provide an array of perspectives including:
Learn along with us! The Next Chapter, Ohio's Dyslexia Law Session 1
Best Practices in Literacy Instruction
Michelle Elia, M.Ed.
 The term “science of reading” is often mentioned in professional learning, Ohio’s Plan to Raise Literacy Achievement or Ohio’s Dyslexia Laws. The science of reading refers to research, but the science of teaching reading relates to instruction. This session will demonstrate multiple instructional practices grounded in reading science while highlighting practices to discontinue. After all, reading science is based on evidence, which means that scientific literature and empirical evidence should inform how to teach children to read, not personal opinions or beliefs. 2023 virtual attendees appreciate her practical explanations, as one remarks: "This was an excellent presentation with very applicable info for classroom teachers. I plan on using much of its content with my own staff.” Register today and learn from her in an on-demand format. Michelle Elia is an assistant professor at Marietta College and helps to prepare pre-service teachers to teach reading using evidence-based language and literacy practices. Elia previously worked on behalf of the Ohio Department of Education as one of two Ohio Literacy Leads, a role that allowed her to train district administrators, teachers, and regional consultants across Ohio in the science of reading. This year, Michelle will be starting her term as the president of The Reading League Ohio. A lifelong learner, Elia is pursuing her doctorate in Reading Science at Mount St. Joseph University. Session 2
This session will provide participants with a description of the four purposes of assessment required by Ohio's Dyslexia Guidebook. Examples will be provided of assessments that can be used for each of the purposes. A case study will be used to illustrate how Tier 1 Dyslexia Screening is different from but related to Tier 2 Dyslexia Screening. 2023 virtual attendees appreciate the clarity she provides, as one remarks: “I have read through the Dyslexia guidebook but this presentation really helped clear up some questions that I still had.” Register today and learn from her in an on-demand format. Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of The Reading Science Academy. Dr. Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University and a founding member of a national alliance for supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. Dr. Stollar has worked as a school psychologist, an educational consultant, and as Vice President for Professional Learning for Acadience Learning Inc. She has provided professional development, conducted research, and published in the areas of assessment, early intervention, and collaborative problem solving. Session 3
In this session, participants will be introduced to the characteristics of progress monitoring assessment. Case examples will be used to illustrate the important decisions that can be made with progress monitoring data, including when to change, intensify, and fade intervention. The factors that impact effective instruction and intervention will be shared. 2023 virtual attendees appreciate her instructions, as one remarks: “...I feel much more confident in my ability to accurately measure student performance and use this to inform my teaching.” Register today and learn from her in an on-demand format. Session 4
This session features the journey for three districts in leveraging Structured Literacy certified staff to meet the needs of their students with dyslexia. Each story has a unique lens from the demographics of their student population. The presenter shares her personal journey with certification and one from an Ohio university. Through dyslexia certification, districts in Ohio can leverage talents that positively impact literacy for some of our most at-risk populations, such as dyslexia. 2023 virtual attendees appreciate hearing about different journeys to certification, as one remarks: “Having people from different school environments speak on their role in this certification helped me connect the significance of what this means for students and teachers. I also enjoyed how the speaker introduced different paths you can take in receiving this certificate as well as additional resources/organizations to receive more information from.” Register today and learn from her in an on-demand format. Rebecca Tolson has a Ph.D. in Elementary Education from the University of Akron and is a Certified Dyslexia Therapist through the International Dyslexia Association. She began her career in education as a fifth-grade teacher and later transitioned to teaching both children and adults with learning disabilities. She specializes in using Structured Literacy techniques as an intervention for dyslexia and dysgraphia. Tolson teaches as an adjunct professor for Walsh University in the Masters of Dyslexia Therapy program and serves as chair of the Ohio Dyslexia Committee. She has worked for over a decade on state policies for individuals with dyslexia. Session 5
School leaders are faced with a wide range of challenges involved with literacy instruction, assessment, and compliance. In this session, participants will travel through a series of practical issues from understanding foundational literacy issues, to compliance with current laws, to providing teachers with needed support so that all children have access to quality means and methods to be a “proficient” reader. Our viewers who are district leaders/administrators can be assured that this session is focused on your perspective. One attendee shared that the presentation was “informative and presented from a leadership view supporting the need to update reading instruction.” Register today and learn from him in an on-demand format. David Brobeck is a Research Associate with the University of Cincinnati Systems Development & Improvement Center where his work intersects literacy and leadership. David taught middle and high school reading and language arts for 17 years before serving as a principal and superintendent for over 18 years. Prior to his work with UC SDI, David was a graduate professor at Walsh University. He holds a Ph.D. in Education Leadership from Kent State University. Session 6
Participants will be introduced to the Active Implementation Formula - the formula for the successful implementation of literacy (and other) evidence-informed practices or programs. The components of the Active Implementation Formula are defined by five (5) Active Implementation Frameworks (AIF). The AIFs are the key ingredients necessary to achieve socially significant student outcomes. Learn how to apply implementation science to your school or district literacy efforts. There will be opportunities in the recording to pause, reflect, and try out a few activities! Sophia Farmer is an Implementation Specialist and the K-12 Education Portfolio Lead at the National Implementation Research Network where she provides implementation science support to a variety of education and other child serving agencies. She is also the Co-Director of the State Implementation and Scaling Up of Evidence-Based Practices Center providing coaching and support to three State Departments of Education and designing and implementing Communities of Practice for a variety of university educator preparation programs including doctoral and leadership programs. Most recently, Sophia is excited to be leading the creation of a new micro-credentialing program in implementation practice frameworks and competencies. Session 7
This session will offer an in-depth look at Multi-Tiered Systems of Support (MTSS) and how the planning and implementation process evolved in one district. Discussion will also center on how the MTSS model relates to the Dyslexia Guidebook, compliance requirements, and how all stakeholders can support young students on their journey to becoming fluent readers. Symposium viewers express their appreciation for the practical advice from this session, one comments: “This was a helpful, detailed explanation for the MTSS process in a school district. I plan to use this knowledge for MTSS at my school.” Register today and learn from these presenters in an on-demand format. Jessica Lauer is a Literacy Specialist at Avondale Elementary, which is part of the Plain Local School District in Stark County, Ohio. For the past eight years, she has been helping struggling students reach grade level achievement in reading. Ms. Lauer received a Bachelor’s Degree in Early Childhood Education and a Master’s Degree in Education with a Leadership Endorsement from Walsh University. She also has a K-12 Reading Endorsement. In 2017, she became trained in Orton-Gillingham through IMSE and her love of structured literacy took shape. She is trained in LETRS and has recently become a LETRS facilitator. Maggie Hatcher has been in education for 16 years, spending 10 years teaching fourth grade English Language Arts, and recently moved into a literacy specialist position. With experience working at both the elementary and pre-kindergarten levels, as well as activities outside the traditional classroom setting, she has a diverse background. She is the co-founder and co-director of a fourth grade female empowerment group Fierce Females. Fierce Females encourages our students to dream big while supporting each other on their way to achieving their goals. She is currently serving as the building team leader, a district lead, and a literacy council team member. Session 8 Supporting Emergent Bilingual Students within an MTSS Framework
Much research has demonstrated the gap between monolingual students and their Emergent Bilingual(EB)/English Learner (EL) peers; however, this research has not translated to practical application that moves the needle for these students. In this presentation, Dr. Karol Ann Moore will provide a background on the history of literacy education for EB/ELs and challenges that have limited growth for these students over a number of years. Dr. Moore will synthesize current statistics and research regarding what should be included in literacy instruction for EBs/ELs, followed by practical application to support teachers when making decisions regarding instruction and intervention within the tiered instruction framework. Viewers are thrilled that this session is full of EB and EL student-centered details! One attendee shared: “This presentation provided a plethora of information for ELL including classroom strategies and suggestions for MTSS.” Register today and learn from her in an on-demand format. Karol Ann Moore serves as the Director of Research and Associate Vice President of Curriculum and Instruction at Neuhaus Education Center (NEC). She is a Ph.D. graduate of Texas A&M University with an endorsement in Advanced Research Methods. Her research centered around dyslexia identification, structured literacy, and teacher knowledge. As Director of Research at NEC, she is building a framework of research to inform course revisions, develop future course offerings, as well as build a library of presentations, publications, and policy as a result of Neuhaus’ 40 years of delivering professional development in structured literacy and the Science of Reading. She is a Licensed Dyslexia Therapist, Certified Academic Language Therapist, and Certified Structured Literacy Dyslexia Specialist with a variety of educational experiences serving as a classroom teacher, reading specialist, and instructional coach. Session 9
This session will provide participants with a road map to re-imagine MTSS continuum of supports and services from an urban perspective, and with keen consideration for literacy and biliteracy instructional models. Dr. Bell Jiménez is the K-5 Director of C & I for Literacy, Biliteracy, and Social Studies in the Madison Metropolitan School District in Madison, WI. She is passionate about early reading for socially, culturally, and economically diverse students. Her research centers on the science of reading in multi-linguistic instructional settings with adolescent learners. Dr. Bell Jimenez graduated with her Ph.D. from la Universidad Estatal a Distancia in Costa Rica. Dr. Caroline N Racine Gilles is the Executive Director of Assessment and Learning Supports at Madison Metropolitan School District in Wisconsin. She also teaches graduate courses in the Department of Educational Psychology at the University of Wisconsin-Madison. Dr. Racine Gilles holds a Ph.D. in Educational Psychology. Session 10
Join presenters Betty Marko and Lindsey Roush as they show a variety of manipulatives to incorporate into an intervention setting. You will also be able to see the manipulatives being utilized by Walsh University teacher candidates as they teach Tier II math and literacy lessons in an elementary classroom setting. Betty Marko recently retired as a Professional Associate Professor in P-5 Elementary and Intervention Specialist Education at Walsh University; she continues as an adjunct instructor and clinical supervisor. She holds a B.S.Ed from Baldwin-Wallace College and M.Ed and Ed.S degrees from Kent State University. Her doctoral work was at Case Western Reserve University in early language development. Prior to teaching at Walsh, Professor Marko served for over 30 years in teaching roles including preschool, kindergarten, first grade, and early childhood intervention specialist. Professor Marko's research involves juvenile bipolar disorder, autism spectrum disorder, Universal Design for Learning (UDL), and familial trauma. Dr. Roush, Assistant Professor of Education at Walsh University, teaches undergraduate courses in P-5 Elementary Education as well as online courses for the Masters of Education Program. She has taught or is currently teaching EDUC 351 Methods of Teaching Developmental Literacy, EDUC 313 P-5 Elementary Education - Language Arts and Social Studies, EDUC 315 P-5 Elementary Education - Math and Science, EDUC 264 Education Psychology, EDUC 320 Assessment and Instructional Planning, EDUC 450 Preclinical- Profession in Practice, EDUC 468 Clinical Seminar, EDT 614 Instructional Leadership, EDT 710 Assessing Student Performance, EDF 709 School Finance, and is also the Language Essentials for Teachers of Reading and Spelling (LETRS) accreditation coordinator. Session 11
This presentation will focus on understanding how the dyslexia diagnosis fits into the MTSS/RTI model within the public school system and will equip parents with what kinds of questions to ask to ensure their child's educational needs are being met effectively. Viewers are optimistic after watching this session. They have found great relief in learning how to "decode" this challenging process! One attendee shared that information was “clearly presented, easy to follow, and gave a concrete understanding of the terminology.” Register today and learn from her in an on-demand format. Lauren McClenney-Rosenstein has a passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels. She has been a certified Special Educator for over a decade and earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum from Northeastern University and holds a dual master's in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University. The CEO and founder of Think Dyslexia LLC, she has delivered training and professional development to teachers and administrators at the district level focusing on dyslexia awareness, dyslexia screening, and MTSS. Session 12
This presentation will strengthen parents, guardians, and advocates’ understanding of how schools typically monitor academic progress on behalf of students. The presentation will cover evaluation information that likely ALL students have, all the way through the special education process where only some students receive individual school learning evaluations. What do all those results mean? Finding meaning with all the numbers. Families will be equipped to understand test results from past, present, and future learning evaluations on behalf of their children. Parent viewers appreciate this down to earth explanation of how schools track student growth. As one remarks, “I enjoyed the presentation and think the information will definitely be helpful for those unfamiliar/not well-versed in his topics!” Register today and learn from him in an on-demand format. Bill Musolf has spent his entire education career working on behalf of those who learn differently and has completed his 30th year in education in June 2023. He attended Michigan State University where he earned a Master of Arts degree in Educational Psychology and an Ed.S. degree in School Psychology. He has worked in both Michigan and Ohio as a public school psychologist. He remains a State of Ohio certified school psychologist. He devoted his passion to helping children with learning differences at Lawrence School for 16 years and looks forward to continuing his work with this population in the state of Ohio. Join us and learn from all of these amazing presenters online. Register for Symposium Today! |
