Orton-Gillingham Phonics

 

The presentation is a Tier III comprehensive intervention. The intervention is Orton-Gillingham Phonics. I have attached the full directions for the presentation and the instructions for the intervention. Please include detailed notes in the notes section and do not worry about a title slide. Feel free to contact me if you have any questions

Presentation of Tier III Intervention
Premise: Tier III interventions are typically “comprehensive” interventions. In other words, they combine a somewhat comprehensive list of reading skills; as opposed to targeted tier II interventions that typically address only one reading skill. Many schools now use at least one Tier III comprehensive intervention; some – typically more affluent and/or progressive – use many of them. As a school psychologist, you will work with these interventions in a number of ways: They may be the intervention that precedes special education placement; they may be used as an intervention in special education placements; you may be asked to help the district choose a reading intervention; you may have to persuade your district that they could benefit from one of these systems; you may have to interpret these interventions for parents and teachers; you must know how to interpret progress monitoring from these interventions; you must know the precise manner in which these interventions operate/function; and you must be able to explain the research-basis for these interventions.

Instructions: You will be assigned a tier III “comprehensive” reading intervention. At the start of class, we will schedule presentations for the last few weeks of the course. To prepare for your presentation, you will:

1. Learn as much about the intervention as possible: website, school psychs, company that makes the product etc.

2. Prepare a presentation (w/ powerpoint or other visual). Details of required components included below.

3. Prepare a basic handout that includes a Cliff Notes explanation of the intervention. (Instructor can copy handouts if need be). Details provided below.

4. Be prepared to answer student and instructor questions about the intervention. Please note that these questions – at least from the instructor – are likely to be similar to those posed by knowledgeable, assertive veteran teachers and administrators. As such, you will want to know the intervention well, and to predict the types of questions that might be asked.

At the end of all the presentations, members of the class will collect their interventions in a notebook that can be used as the start of a tier III reading intervention toolbox.

Scoring: This project will be worth a total of 25 points and will be 25% of your grade.

Presentation (15 points):
• Presentation is clear, articulate, polished, and professional.
• Presenter includes a visual (powerpoint or other).
• Presenter includes information about how long an intervention session lasts and how many students can take part in the intervention at one time.
• Presenter includes detailed information about the research-basis of the intervention. This may come from websites such as the What Works Clearinghouse, or the company that makes the product.
• Presenter includes information about the different reading skills that are addressed by the intervention, and how the intervention addresses them.
• Presenter includes information about what an intervention session with this intervention actually looks like – step-by step.
• Presenter includes information about how this intervention is progress-monitored, and whether or how it ties into DIBELS and AIMSWEB assessments.
• Presenter suggests types of students and/or types of reading problems that may be a good fit for this intervention.
• Presenter comments on what, if anything, is unique about this intervention. What sets it apart from other interventions?
• Presenter includes information about the price of the intervention. How many teachers can use it at once? Does one set need to be bought for each teacher at each grade level? Must new materials be bought each year?
• Presenter includes information about whether training in the intervention is necessary; if so, how long does it take, and how much does it cost?

Handout (5 points): Handout is maximum of one page (front and back) and includes all of the above information in a concise and clearly organized – bullet-point is great – format.

Questions (5 points): Students and course instructor will ask questions which simulate the questions of well-educated and experienced teachers, staff, and administrators. Presenters should do their best to know the intervention well and predict possible questions.

Note: The presentations should, at most, last between 25-30 minutes.