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Lynne Ecenbarger
spent 8 years in Central Administration with the Fort Wayne Community Schools Corporation, where her duties included District Title 1 Coordinator, Staff Development Coordinator, Curriculum Coordinator, and Gifted and Talented Coordinator. Prior to administration she was an elementary special education teacher, as well as grades K, 2, and 5. She has consulted with over 700 schools throughout 48 states. Lynne presents workshops and seminars promoting literacy across the United States. She is the author of three teacher resource books: Method Mania: Activities to Teach Comprehension Skills and Strategies, Method Mania: Activities to Teach Phonological Awareness Skills and Strategies, and Spelling P.A.C.T. Lynne also served as an adjunct faculty member for the Teachers' College at Indiana/ Purdue University, Fort Wayne for ten years.
Response to Intervention: The Path from Policy to Process
Learner Outcomes:
- Select a comprehensive school-wide screening
tool that will best guide instructional decisions
using a diagnostic/prescriptive formula.
- Explain the pedagogy underlying skills being
learned in order to truly differentiate and customize
learning experiences for each student
that reflect scientifically researched-based
strategies.
- Implement high quality, differentiated instruction
matched to students’ learning needs in universal,
selected, and intensive interventions.
- Closely monitor student progress in order to
adjust the level of intervention as needed.
- Collaborate and plan effectively with other
school-based personnel to explore supplemental
instructional options in addition to the
prescriptive instruction provided by the classroom
teacher.
Program Abstract:
After a brief review of the IDEIA 97 / RtI policies, the
thrust of this seminar would be on assisting schools
in answering the question, “What needs to be considered
when selecting the most effective interventions
to enhance the performance of all students:
programs or practices?” Using a problem-solving
model, educators will be asked to develop a hypotheses
regarding 1) whether individual student’s
reading problems represent a skill or performance
difficulty; 2) why the problem is occurring; and 3) the
circumstances and factors that are associated with the
occurrence and/or nonoccurrence of the problem.
This should then reinforce that “high-quality reading
instruction simply cannot be boxed up and shipped to
a site.” (Allington) Rather, scientifically researchbased
best practices allow a teacher to more closely
match assessment with differentiated instructional
methods and grouping frameworks. The range of
instructional opportunities must match the range of
diversity among students or many students will be
left behind. This problem-solving model will also be
used for discussing how to: 1) select the most effective
screening and progress monitoring tools; 2)
structure universal prescriptive interventions for classroom
teachers and supplemental selected and intensive
interventions for auxiliary staff; 3) implement collaborative
teams that focus on timely decisions regarding
students’ educational and plans; 4) analyze the
core reading program for evidence of best instructional
practices that lead to high expecta-tions respectful of
student learning differences; 5) and determine ongoing
professional development needs for schools implementing
the RtI model.
Data-Driven Interventions for Implementing Response to Intervention
Learner Outcomes:
- Explain the pedagogy underlying skills being learned
that reflect scientifically researched-based strategies.
- Analyze the benefits and risks of using commercialized
programs for interventions.
- Plan and implement high-quality small group interventions
aligned with students’ academic needs
in universal, selected, and intensive interventions.
- Design and implement high-quality center-based
interventions aligned with students’ academic needs
in universal, selected, and intensive interventions.
- Closely monitor student progress in order to adjust
the level of intervention as needed.
Program Abstract:
Knowing that the range of instructional opportunities
must match the range of diversity among students,
schools are needing assistance with a problem-solving
approach to interventions that can be implemented with
the fewest resources (materials and personnel) available.
Therefore, the emphasis on this seminar would be more
on the interventions than on selecting the assessment
tools and/or organizing the support team. Participants will
develop a systematic approach to selecting the most
effective interventions to enhance the performance of all
students. After a review of scientifically research-based
best practices, they will briefly analyze commercialized
programs for evidence of these components. Then alternative
approaches for designing and implementing threetiered
interventions will be explored. These will allow
teachers to more closely match assessments with differentiated
instructional methods and grouping frameworks.
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