Dyslexia, Data, Intervention and IEPs for School Psychologists

In this course, we will discuss what dyslexia is and isn't. You will understand the components of structured literacy, and how this instruction is beneficial for all students.  Data is an important factor to consider, and you will study a data set and discuss the implications. You will look at key components of effective instruction for students with dyslexia and how progress should be monitored.  Finally, you will learn the components of an effectively written IEP goal and be able to identify if a goal is measurable. 

The competencies for this course will be met through the assessment at the end of the course. 

Competencies align to Professional Standards for Educational Leaders (NPBA, 2015) see downloads for the full copy. To earn the micro-credential for this course, you must complete all of the modules in the course and pass the final assessment with an 80% or better. 

COMPETENCIES

Standard 4: Curriculum, Instruction and Assessment

4C. Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.

4F. Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.

4G. Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction. 

Standard 6: Professional Capacity of School Personnel

6D. Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. 

The course is set up in about 15-minute increments. It is meant to be viewed and digested in parts. If you only have 15 minutes to spend in a lesson, you can view the content and come back to the next part when you have time. Some content may take longer than 15 minutes to explain, so some sections may take a bit longer.