+ List of Possible Modifications and Accommodations I: Textbooks and Curriculum

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This list contains suggestions for school, but some should be used by parents and students at home

Books

• Provide alternative, easier to read books with similar concepts
• Provide audio version of textbooks as well
• Provide chapter summaries
• Provide high interest reading material at or slightly above student’s comfort zone
• Use peer readers
• Use marker to highlight important textbook sections
• Use word-for-word sentence fill-ins
• Provide two sets of textbooks so one can go home
• Record major themes on index cards
• Provide the student with a list of discussion questions before reading
• Provide books/written materials in other formats (Braille; large print)

Curriculum

• Shorten assignments to focus on mastery of key concepts
• Shorten spelling tests to focus on mastering the most functional words
• Written assignments: substitute alternatives (clay models, posters, panoramas, collections, etc)
• Specify and list exactly what student will need to learn in order to pass the class; review frequently
• Modify expectations based on student needs (e.g. “When you’ve read this chapter you should be able to list three reasons for the Civil War”)
• Give alternatives to long written reports (e.g. write several short reports, preview new audiovisual materials and write a short review, give an oral report on an assigned topic)

Classroom Environment

• Develop individualized rules for the student
• Evaluate the classroom structure against the student’s needs
• Keep workspaces clear of unrelated materials
• Keep classroom quiet during intense learning times
• Reduce visual distractions in the classroom (mobiles, etc)
• Provide computer foe written work
• Seat student close to teacher (or positive role model)
• Use a study carrel; provide extras so student is not singled out
• Seat student away from windows or doorways
• Provide an unobstructed view of chalkboard, teacher, screen
• Keep extra supplies of classroom materials (pencils, books) on hand
• Use alternatives to crossword puzzles or word finds
• Maintain adequate space between desks

source: handout from Families and Advocates for Education (FAPE)

Orton-Gillingham instruction in Columbus OH:  Adrienne Edwards 614-579-6021   0r email aedwardstutor@columbus.rr.com 

+ Forest Alliance Coaching: Accommodations at College

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ACCOMMODATIONS AT COLLEGE

What Every Parent (and Student) Should Know

Forest Alliance Coaching

If your child needs to have accommodations in college you need to know that it is not about having an IEP or 504 Plan.  It doesn’t matter if the student has received IEP services since Kindergarten and has been receiving accommodations for over 12 years.  Without the right documents there may be no accommodations in college.

Here’s what you need to have for most colleges (please make sure you check directly with the Disability Service Center of the college of your choice for accurate forms and documents):

1. A recent (meaning no older than 3 years) comprehensive psycho-educational evaluation consisting of:

▪   Standardized Assessments: Cognitive (IQ); Achievement; and Other Assessments that validate the disability (ADHD, Dyslexia, Dysgraphia, Asperger’s, NLD…).  It is very important that ALL test scores are reported, this means ALL subtest scores too.  Many colleges do not accept a report that states “Below Average…” in place of actual scores.  Furthermore, when rating scales (Conner’s/BRIEF…) are used in the report all scores need to be reported but also narratives explaining the results.

▪   A specific statement of diagnosis and DSM diagnostic code (especially for ADHD). The diagnosis of “Dyslexia” instead of “Specific Learning Disability in Reading” provides more accurate accommodations.

▪   Academic limitations resulting from the disability.  Explicit statements using the data to explain the diagnosis and the academic limitations.  This is especially important if a student is bright but still needs extended time.  They may see that the student has a high IQ and think the student doesn’t need extended time, so the data needs to be used to explain how the disability creates an impairment academically (thinking, learning, concentrating, reading, writing, math…).

▪   Recommendations for Accommodations with data and explanations supporting the rational for these accommodations.

2.       A copy of a recent IEP, 504 Plan, and Multifactored Evaluation if available.

3.       Some colleges also have their own Professional Verification Form that is to be filled out by the professional who diagnosed or is treating the student.  This form will have basic student information but will also require the professional to fill out questions regarding the DSM diagnosis, date of diagnosis, symptoms that meet the criteria for the diagnosis (with test scores), explanation of the functional limitations academically as a result of the diagnosis, recommendations for academic accommodations and rationale for these recommendations, and professional credentials (signature, licensure number, phone number…)

If you child is on an IEP make sure that a FULL psycho-educational evaluation is completed in their Junior or Senior year (usually during the re-evaluation process).  Make sure it is written with the details listed above and with a specific diagnosis.  You must be careful here though because the school district may see this new data and reduce the IEP to a 504 or eliminate it completely.  During both of these cases the report will not be supportive of specific accommodations and the college will not provide accommodations.  If you child only has a 504 Plan they will need to have this evaluation completed.  You can ask the school but remember that it may not be written with the exact details the college is looking for.  Furthermore, school psychologists do not clinically diagnosis (for more details on this topic see the notes:https://www.facebook.com/notes/forest-alliance-coaching/difference-between-a-diagnostic-evaluation-and-a-school-evaluation/414387178639145).

Finally, you also have to understand a few other things about accommodations in college.  First, if your child is 18 years or older your child must advocate for themselves.  As an adult the college does not want to communicate with you, it is up to the student to make contact.  Second, students must be the ones who request services.  It is up to the student to self-identify.  Third, most colleges want to help all students be successful so when interested in going to a college speak with someone in disability services so you will know exactly what is needed to receive accommodations.

*Note: Thanks Jill Grandstaff Lam

Phone	(614) 785-6405
Email	ForestAllianceCoaching@yahoo.com
Web	http://www.forestalliancecoaching.com

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com 

+ Ohio: Write Letters to Ensure School Reading Teachers are Properly Certified

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Ohio READING Instruction — Letters needed (see the letter below)

Call to Action: Send Letters to Make Sure your Child is Taught Reading by Someone with the Proper Certification

The committee responsible for implementing the Third Grade Reading Guarantee is watering down language regarding teacher and intervention training for our kids. This is like rolling back the hands of time in terms of service delivery and programs that help our students. Please be aware that this letter has gone through a “fact check” via a myriad of dyslexia experts.

thirdgradeguarantee@education.ohio.gov

Senator Peggy Lehner, lehner@ohiosenate.gov

Senator Kris Jordan, jordan@ohiosenate.gov

Representative Andrew Brenner, rep67@ohiohouse.gov

Michael Collins, State Board of Education Member, District 6, michael.collins@education.ohio.gov

Jim Herrholtz, Associate Superintendent Divisionof Learning, ODE,
james.herrholtz@education.ohio.gov

Here is the letter:

The Ohio Department of Education

Third Grade Reading Guarantee Committee,

As parents and advocates for our dyslexic children, we have often been frustrated by our children’s classroom teachers’ and intervention specialists’ lack of SBRR knowledge and training. Our children do not respond to Reading Recovery, Whole Language or ‘guessing’ strategies. We seek out professional highly trained tutors and teachers who have been trained and certified in Multisensory Structured Language Education, otherwise known as the Orton Gillingham Approach. Successful certified MSLE/OG teachers go through intensive rigorous training – usually taking a year to complete. These teachers undergo a supervised practicum under qualified coaches. Currently only one Ohio university offers this type of graduate level training – Mt. St. Joseph in Cincinnati.

Teachers and school districts who would like this type of training must seek it out from IMLSEC (International Multisensory Structured Language Education Council) or AOGPE (Academy of Orton Gillingham Practitioners and Educators) accredited courses, or certified ALTA (Academic Language Therapist Association) or AOGPE Fellows. The Third Grade Reading Guarantee document takes away this option for teachers (credentialed training from an ODE approved list of SBRR programs) after 2013-14. This option should remain and be recognized as effective teacher training until universities improve teacher preparation programs.

Our universities should be providing this training for our teachers to equip them to successfully teach our dyslexic and struggling readers. But as we wait for that to occur, please continue the provision for credentialed MSLE/OG teachers beyond 2013-14. Our state must provide the scientifically proven reading and writing instruction that our dyslexic and struggling children require.

Signed:

This is important so thank you for your help!
Cassaundra Crawford
COBIDA

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

+ Central Ohio Branch of IDA Conference Friday March 1, 2013

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COBIDA Annual Spring Conference

The Central Ohio Branch of the International Dyslexia Association, COBIDA is holding its annual spring conference on Friday March 1, 2013;  8 am to 4 pm at the OCLC Conference Center 6600 Kilgour Place, Dublin OH 43017

PROFESSIONAL TRACK: 6 Contact Hours

Unlocking Literacy: Teaching decoding, spelling, and vocabulary to older students.

Presentation specifically designed to give teachers numerous strategies and activities for use in the classroom or tutoring including morphology, context clues, dictionary/thesaurus use, word association, multiple meanings and figurative language.

Presented by Marcia Henry, PhD, Professor Emeritus, San Jose State University.  Past President, The International Dyslexia Association (1992-1996)

PARENT TRACK

Presentation specifically designed to focus on issues that impact dyslexic children and their parents.  Areas addressed will include

 Special Education Advocacy: Doug Shank, Parent of a dyslexic child

Update: Ohio Dyslexia Legislation: Earl B Oremus, M Ed, Central Ohio Member of the Ohio Board of Regents, Dyslexia Task Force, Marburn Academy Head of School

Legal Tools for Attacking Reading: Judith Saltzman, Attorney, Hickman & Lowder Co., LPA

Unlocking Self-Esteem in Children With Dyslexia: Susan Weltner-Brunton PhD , Licenced Psychologist

Contact Casaundra Crawford, COBIDA, crcoption8@yahoo.com  or phone 216-333-5558

COBIDA PO Box 340426 Columbus OH 43234

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

+ AOGPE Conference March 15+16 2013 in Providence

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The Academy of Orton-Gillingham Practictioners and Educators (AOGPE) will hold its annual conference in Providence RI on March 15+16, 2013.

“Orton-Gillingham Through the Lifespan: A Multi-Tiered Intervention” is the theme, and all individuals are invited to attend: members of the Academy, administrators, educators, professionals, parents and students, as well as individuals with dyslexia.

The Conference will be held at the Providence Marriott Downtown, 1 Orms Street, Providence RI.

Information available on the Academy website http://www.ortonacademy.org.

Orton-Gillingham tutoring in Columbus OH: Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com 

+ Teaching Tip from Dr Kathie Nunley

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Teaching tip from Dr Kathie F Nunley — have a “pack up song” to play when there are just 3 or 4 minutes left in class. The kids hear the song and know it’s time to organize their materials, jot down last minute assignments or notes and pack up– makes a smoother end of class without teacher having to give oral directives and reminders. Students must be ready before the song ends.

sign up for Dr. Nunley’s emails athttp://www.Brains.org   or send your tips to kathie@brains.org

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

+ National Book Award Process Expanded

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The National Book Awards are given out each year to the best American books published in each of four genres — Fiction, Non-fiction, Poetry, and Young People’s Literature.

The Board of Directors of the National Book Foundation has spent a year in discussions, and following a study by an independent consulting firm which solicited input from hundreds of members of the book community, they now announce changes to their NBA selection process.

The National Book Foundation perceives its mission to be to  increase the impact of great writing on American culture; they feel these changes offer concrete steps to further the mission.  (The full mission is “to celebrate the best of American literature, to expand its audience, and to enhance the cultural value of good writing in America.”)

One change will increase the number of honored books by selecting a “Long List” of ten titles in each of the four genres, to be announced five weeks before the Finalists Announcement .  In 2013, the Long List will be announced on September 12th (forty titles), the Finalists on October 15th (twenty titles) and the National Book Award Winners on November 20th (four titles).

Morgan Entrekin, Vice Chairman of the Board of Directors and publisher of Grove Atlantic, says “Every year many worthy titles don’t make it all the way to becoming Finalists.  The Long List will allow us to recognize more good books and broaden the conversation.”

In addition, the judging pool will be expanded, adding critics, librarians and booksellers to their current list of writers.  By enlarging the judging pool, they feel, new and exciting voices will “deepen and enrich the process.”

For the complete announcement,  http://www.nationalbook.org/2013_01_15_nba_changes.html?utm_source=January+2013+eNewsletter+FINAL&utm_campaign=January+2013+eNews&utm_medium=email#.UPYSSKU1b8s

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com