Hannah Educational Resources & Evaluations (H.E.R.E.)
Melissa will be providing 3 different Dyslexia training this summer. Early registration is now open.
June 2, 2022 Dyslexia: Fact and Fiction
June 9 & 10, 2022 Level 2 Dyslexia Screenings
July 14 & 15, 2022 Dyslexia: Diagnosis and Treatment
June 2, 2022 Dyslexia: Fact and Fiction
June 9 & 10, 2022 Level 2 Dyslexia Screenings
July 14 & 15, 2022 Dyslexia: Diagnosis and Treatment
Contact Melissa if you would like a training in your area.
DuBard Association Method Basic Course 6 day course
The DuBard Association Method® is a structured, phonetic, scientifically based, multisensory teaching-learning strategy that is Orton-Gillingham based in content and principles of instruction. This structured literacy approach conforms to the International Dyslexia Association’s Knowledge and Practice Standards. By educating yourself in this unique method, you are equipping yourself with the tools needed to assist individuals with language disorders, including the written language disorder of dyslexia.
School or District Designed Professional Development
Number of days depends on the specific needs of the school and district
Melissa is open to collaboration with schools, administrators, and school districts in order to provide quality professional development tailored to their individual and specific needs. In the past districts have requested for trainings to include a mixture of information provided in other trainings while some have requested topics more unique to the school. Please contact Melissa at melissahannahcccslp@gmail.com to discuss the training needs of your school or district.
Dyslexia: Facts and Fiction Typically a 1 day course
This course identifies several common myths associated with Dyslexia and provides scientific research to educate both educators, administrators, and parents on what Dyslexia is and is not. This is a general overview of Dyslexia filled with a variety of research and overview of teaching methods best suited for children with Dyslexia.
Diagnosis and Treatment of Children with Dyslexia Typically a 2 day course
Day 1 will focus on identifying warning signs as well as which tests to use depending on the age of the child and the red flags identified.
Day 2 will focus on the scientifically proven methods that are most effective to use with children with Dyslexia and related language-based learning disabilities. Participants will learn the required components for these Multi sensory Structured Language Education approaches (MSLE) like in Orton-Gillingham Based Approaches.
Who’s At Risk: An Introduction to Dyslexia Screening and Intervention Typically a 1day course
This training focuses on identifying students who are at-risk for reading difficulties beginning as early as preschool. This course will review inherited risk factors as well as educational risk factors. An overview of commonly used universal screenings will be provided with a brief discussion regarding more advanced screenings needed to differentiate those students who are behind from those who have a neurological language-based learning disability.
Introduction to Level 2 Screenings & Designing Treatment Typically a 2 day course
This training will focus on teaching participants how to administer approved level 2 dyslexia screening instruments, how to interpret the results, and how to design interventions based on the results.
Day 1 will focus on how to choose appropriate assessments based on the reason for the referral and the child's specific needs. Participants will learn how to administer and score each test.
Day 2 will focus on interpreting test results and designing intervention that best meets the needs of an individual child.
Advanced Training: Level 2 Screening and Dyslexia Assessments Typically a 2 day course
This course is specifically for professionals who interested in receiving more specific training on commonly used norm-referenced assessments. It is recommended that participants have taken one of Mrs. Hannah’s introductory assessment and screening courses.
This course focuses specifically on administering norm-referenced assessments in order to confirm the profile of a child exhibiting characteristic of Dyslexia. Participants will become familiar with the purpose and design of commonly used norm-referenced assessments. In addition, participants will have the opportunity to practice scoring and interpreting the results of these assessments.
The following assessments may be discussed as part of this training: Comprehensive Test of Phonological Processing -2 (CTOPP-2), Woodcock Reading Mastery Test – III (WRMT-III), Kaufman Test of Educational Achievement -3 (KTEA-3), Wilson Identification and Spelling Test (WIST), Feifer Assessment of Reading (FAR), and others as deemed appropriate.
Stages of Reading Development, Dyslexia and Related Language Based Learning Disabilities Typically a 1 day course
Stages of Reading & Dyslexia and Related Language-based learning disabilities will focus on the stages of reading that are developmentally appropriate. This training will focus on how to further stimulate growth in these stages as well as how to identify those children who are not making the expected progress.
What’s the Big Deal About Orton Gillingham Methods of Reading Instruction Typically a 1 day course
This course focuses on outlining the specific components of a Multisensory Structured Language Education (MSLE) approach to reading, which is most often referred to as Orton Gillingham. There are specific components required for an authentic MSLE approach. This course will not only identify those components but also outline how this approach meets the unique needs of children with Dyslexia and related language-based learning disabilities.
Maximizing Spelling and Word Study Instruction in the General Education Classroom Typically a 1 day course
This course reviews the reciprocal relationship of phonological and orthographic processing. It also outlines how utilizing spelling instruction in a multisensory format will translate into improved reading and writing skills. This course is more hands on and typically requires a smaller number of participants.
The DuBard Association Method® is a structured, phonetic, scientifically based, multisensory teaching-learning strategy that is Orton-Gillingham based in content and principles of instruction. This structured literacy approach conforms to the International Dyslexia Association’s Knowledge and Practice Standards. By educating yourself in this unique method, you are equipping yourself with the tools needed to assist individuals with language disorders, including the written language disorder of dyslexia.
School or District Designed Professional Development
Number of days depends on the specific needs of the school and district
Melissa is open to collaboration with schools, administrators, and school districts in order to provide quality professional development tailored to their individual and specific needs. In the past districts have requested for trainings to include a mixture of information provided in other trainings while some have requested topics more unique to the school. Please contact Melissa at melissahannahcccslp@gmail.com to discuss the training needs of your school or district.
Dyslexia: Facts and Fiction Typically a 1 day course
This course identifies several common myths associated with Dyslexia and provides scientific research to educate both educators, administrators, and parents on what Dyslexia is and is not. This is a general overview of Dyslexia filled with a variety of research and overview of teaching methods best suited for children with Dyslexia.
Diagnosis and Treatment of Children with Dyslexia Typically a 2 day course
Day 1 will focus on identifying warning signs as well as which tests to use depending on the age of the child and the red flags identified.
Day 2 will focus on the scientifically proven methods that are most effective to use with children with Dyslexia and related language-based learning disabilities. Participants will learn the required components for these Multi sensory Structured Language Education approaches (MSLE) like in Orton-Gillingham Based Approaches.
Who’s At Risk: An Introduction to Dyslexia Screening and Intervention Typically a 1day course
This training focuses on identifying students who are at-risk for reading difficulties beginning as early as preschool. This course will review inherited risk factors as well as educational risk factors. An overview of commonly used universal screenings will be provided with a brief discussion regarding more advanced screenings needed to differentiate those students who are behind from those who have a neurological language-based learning disability.
Introduction to Level 2 Screenings & Designing Treatment Typically a 2 day course
This training will focus on teaching participants how to administer approved level 2 dyslexia screening instruments, how to interpret the results, and how to design interventions based on the results.
Day 1 will focus on how to choose appropriate assessments based on the reason for the referral and the child's specific needs. Participants will learn how to administer and score each test.
Day 2 will focus on interpreting test results and designing intervention that best meets the needs of an individual child.
Advanced Training: Level 2 Screening and Dyslexia Assessments Typically a 2 day course
This course is specifically for professionals who interested in receiving more specific training on commonly used norm-referenced assessments. It is recommended that participants have taken one of Mrs. Hannah’s introductory assessment and screening courses.
This course focuses specifically on administering norm-referenced assessments in order to confirm the profile of a child exhibiting characteristic of Dyslexia. Participants will become familiar with the purpose and design of commonly used norm-referenced assessments. In addition, participants will have the opportunity to practice scoring and interpreting the results of these assessments.
The following assessments may be discussed as part of this training: Comprehensive Test of Phonological Processing -2 (CTOPP-2), Woodcock Reading Mastery Test – III (WRMT-III), Kaufman Test of Educational Achievement -3 (KTEA-3), Wilson Identification and Spelling Test (WIST), Feifer Assessment of Reading (FAR), and others as deemed appropriate.
Stages of Reading Development, Dyslexia and Related Language Based Learning Disabilities Typically a 1 day course
Stages of Reading & Dyslexia and Related Language-based learning disabilities will focus on the stages of reading that are developmentally appropriate. This training will focus on how to further stimulate growth in these stages as well as how to identify those children who are not making the expected progress.
What’s the Big Deal About Orton Gillingham Methods of Reading Instruction Typically a 1 day course
This course focuses on outlining the specific components of a Multisensory Structured Language Education (MSLE) approach to reading, which is most often referred to as Orton Gillingham. There are specific components required for an authentic MSLE approach. This course will not only identify those components but also outline how this approach meets the unique needs of children with Dyslexia and related language-based learning disabilities.
Maximizing Spelling and Word Study Instruction in the General Education Classroom Typically a 1 day course
This course reviews the reciprocal relationship of phonological and orthographic processing. It also outlines how utilizing spelling instruction in a multisensory format will translate into improved reading and writing skills. This course is more hands on and typically requires a smaller number of participants.
Professionals AND Parents!!!
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I am dedicated to professional development, not only developing quality trainings for professionals but also educating parents. Professional development can be designed specifically to meet the unique needs of specific educators or parents. Please contact me so together we can identify the best training to fit the needs of your child or your population of children. Below is a brief list of some of the topics previously presented to other parent and professionals.
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Below are a few topics I have presented on for others.
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Other Trainings
Evaluation Options for the Struggling Student
- There are many possible reasons as to why a child struggles in school. It is extremely important to know the different types of evaluations available and how to determine which evaluations will provide the most useful information for parents and teachers.
Specific Learning Disabilities (SLD): What Parents and Professionals Need to Know
- Every child learns differently and it can be difficult to determine if a child is struggling because he or she needs more time, extra help, or if the child has a Specific Learning Disability. Regardless, these children will require specific teaching techniques in order to promote success.
Diagnosis and Treatment for the Student with Dyslexia
- The role of a speech pathologist in diagnosis and treatment is critical. Many of the myths of Dyslexia have prevented SLPs from taking a more active role in diagnosis and treatment. Dyslexia is more than simply a reading disability. The individual language skills of the child have a direct influence on choosing treatment approaches and the prognosis of that treatment.
Multisensory Structured Language Education (MSLE) for the Struggling Student
- It can be very difficult and frustrating for children, classroom teachers and parents to pinpoint why a child is struggling but even more frustrating trying to promote success. This training focuses on identifying the factors that place children “at-risk” and the various treatment options available. There are a multitude of IMSLEC certified approaches but some are more suited to meet the educational needs and learning profiles of children than others.
Reading is More Than Decoding
- Children learn to read long before they are ever expected to read a book. These skills are the foundation for learning how to decode sounds and words phonetically. Often the only focus of instruction is decoding, but if comprehension skills are not simultaneously developed, a child is not really reading.
Language Needs of Children with a Specific Learning Disability
- Language development is not limited to early years of life. It continues into adulthood and is the foundation from which academic success is built. Over time the academic deficits accumulate and by 3rd grade the child will be labeled with some kind of learning disability.
Autism Spectrum Disorders: Characteristics, Treatment Designs, and Strategies
- Differential diagnosis using the DSM-IV and other standardized and criterion referenced tools. Designing treatment programs which maximize and build on existing strengths in order to build a foundation for communication and social interactions.
Autism: Using Picture Schedules and Picture Exchange Systems
- Utilizing picture schedules and picture exchange systems to maximize communication skills and success in the classroom. Provide a comprehensive overview of diagnostic characteristics and treatment approaches for children with an Autism Spectrum Disorder.
Behavior: Matching Student Learning Styles and Sensory Needs
- Examining the relationship between teaching styles and student learning styles (visual, auditory, and kinesthetic). Identifying and accommodating student sensory needs and the impact these needs have on student learning.
Response To Intervention (RTI) in the Classroom
- Overview of the changes in the special education referral process and the need for research based interventions. Review the 3 Tier model for intervention and identifying students and analyzing student data to determine movement between the tiers. Overview of components of the curriculum, which are research based interventions that can be used when identifying students in need of intervention.
RTI and the RIDE Program
- Utilizing and navigating the RIDE program available from Sopris West to design individualized research based interventions to meet student’s academic needs. Overview of the RTI model as well as discussion about analyzing the assessment data to find interventions, which address a student’s individual needs.