This professional learning series is a collaborative offering from the Ohio Department of Education’s Office of Approaches to Teaching and Professional
Learning and the Office for Exceptional Children. The series aims to build the knowledge and skills of special educators in reading science. The series will
introduce the research and theoretical models supporting reading science, assessment and instruction within a multi-tiered system of support and
developing reading profiles that support the instructional design to meet the unique needs of students with disabilities.
Session information, including registration links, can be found on page 2.
Special Education Directors (must attend with team)
IEP Teams (including intervention specialists, general education teachers and building administrators)
Speech Language Pathologists
State Support Team & Educational Service Center Special Education Consultants
• Carolyn Turner, Ohio Literacy Lead
• Michelle Elia, Ohio Literacy Lead
• Mona Burts-Beatty, State Support Team 13
• Alex Pavlik, University of Cincinnati Systems Development & Improvement Center
• Rachel Wakefield, University of Cincinnati Systems Development & Improvement Center
The Science of reading: Meeting the Diverse Needs of Students with Disabilities
This session will provide a background in literacy, including research and theoretical models, critical to providing appropriate assessment and instruction. This session is a general overview and will establish collective knowledge base in the science of reading.
This session will provide an overview of screening, diagnostics, progress monitoring and evaluation assessments for literacy. Specific examples will be given and connections will be made to the use of assessment within a multi-tiered system of support framework.
This session will assist participants in using assessment information to create reading profiles in support of student goals. Please bring in a student-level report with data to create a reader profile as part of the session.
This session will describe the purpose of a multi-tiered system of supports for literacy and how this framework can support students
with disabilities in all tiers of instruction, including through core instruction based on the science of reading. Specific connections will be made to pre-referral interventions and how students identified as having a disability receive instruction in each tier.