Events

Events sponsored by Decoding Dyslexia CA (DDCA) are indicated on the events calendar.  Local events held by other organizations may also be listed that may be of interest to our members. DDCA does not endorse any specific program or company.

Jul
9
Mon
2018 Orton-Gillingham Approach: Associate-Level Extra Workshop @ Los Altos Christian School
Jul 9 @ 8:30 am – Jul 11 @ 4:30 pm

2018 Orton-Gillingham Approach:  Teacher/Tutor Training for Dyslexia and Literacy Instruction

Hosted by Academy of Orton-Gillingham Practitioner and Educators / Instructor: Nancy Redding, Fellow in Training

To register for this event, please email Nancy Redding:  nancy.c.redding@gmail.com

Registration Closes June 10th. Class will close once full. (Note: a subsequent practicum, in keeping with the Academy’s standards (www.ortonacademy.org) for application as a Classroom Educator or Associate member, is available for an additional cost.)

Jul
30
Mon
Yoshimoto Orton-Gillingham International Basic Training @ Mercy High School, San Francisco
Jul 30 @ 9:00 am – Aug 3 @ 5:00 pm

Yoshimoto Orton-Gillingham International Basic Training (Hosted by NorCA Branch of the International Dyslexia Association / Instructor:  Ron Yoshimoto)

When:   July 30 – August 3, 2018 (M–F TBD) (40 hours)

Where:  Mercy High School, 3250 19th Ave, San Francisco, CA 94132

Cost:     $720 per person for IDA members. $750 per person for non-IDA.

More Info:Registration info will be available on NCBIDA website soon (http://norcal.dyslexiaida.org).

**TEACHER SCHOLARSHIPS: (NOTE: Some trainings may qualify for teacher scholarships, see details athttp://norcal.dyslexiaida.org/teacher-training-2/teacher-training-scholarships/)

 

Aug
6
Mon
2018 Orton-Gillingham Approach: Teacher/Tutor Training for Dyslexia and Literacy Instruction @ Frostig School , Pasadena
Aug 6 @ 8:30 am – Aug 10 @ 5:00 pm

2018 Orton-Gillingham Approach:  Teacher/Tutor Training for Dyslexia and Literacy Instruction

Hosted by Academy of Orton-Gillingham Practitioner and Educators / Instructor: Nancy Redding, Fellow in Training.  For course details, view the course flyer.

The OG Approach is for implementation in a classroom, or in small group or individual tutoring. All coursework needed to achieve Classroom Educator certification, for those working in a school, will be taught in a 40 hour course from August 6 – 10.

For those desiring to be certified at the Associates Level, appropriate for 1–1 tutoring, this course will fulfill 40 of the 60 required hours of classroom instruction. The additional 20 hours will be taught November 18 – 21, 2018, at the same location for an additional cost.

Participants in this 40-hour course will be eligible for Classroom Educator Level certification from the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). This course is a pre-requisite to the Associate Level Course (an additional 20 hours of instruction), which will be offered in November. Certification (at either level) requires a practicum, which may be arranged with instructor, if desired.

More information about these levels of OG training can be found at: www.ortonacademy.org or by contacting Nancy Redding at nancy.c.redding@gmail.com

 

Wilson Reading System Introductory Workshop @ Courtyard Marriott, Sherman Oaks
Aug 6 @ 9:00 am – Aug 8 @ 3:30 pm

Wilson Reading System Introductory Workshop

August 6-8, 2018

Duration 3 consecutive days

Time 9:00am – 3:30pm

This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
7
Tue
Wilson Reading System Introductory Workshop @ Marriott Riverside at Convention Center
Aug 7 @ 9:00 am – Aug 9 @ 3:30 pm

Wilson Reading System Introductory Workshop

This three day (15-hour) workshop, co-sponsored by IDA Southern California Tri-Counties Branch, provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
15
Wed
Wilson Reading System Introductory Workshop @ CHC, Palo Alto
Aug 15 @ 9:00 am – Aug 17 @ 3:30 pm

This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

This workshop is co-sponsored by the IDA Northern CA Branch

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
21
Tue
Wilson Reading System Advanced Strategies for Multisensory Structured Language Group Instruction Workshop @ CHC, Palo Alto
Aug 21 @ 9:00 am – Aug 23 @ 3:30 pm

Wilson Reading System 

Advanced Strategies for Multisensory Structured Language Group Instruction Workshop

August 21 – 23, 2018

Duration 3 consecutive days

Time 9:00am – 3:30pm

Prerequisite

  • WRS Level 1 Certification
  • Bachelor’s Degree in Education or a related field

This three-day (15-hour) workshop delves into essential techniques and strategies to improve all aspects of Wilson Reading System® (WRS) group instruction through hands-on practice and discussion, and prepares participants for the Group Mastery Practicum. The workshop examines the specifics of each WRS Block, with an increased focus on vocabulary, comprehension, and fluency instruction. At the completion of the workshop, participants will be able to:

  • Identify factors for successful WRS group instruction.
  • Review the planning for and execution of WRS Lesson Blocks 1, 2, and 3 for maximum group success.
  • Develop a word-conscious lesson.
  • Understand the role of spelling in writing fluency.
  • Determine how to incorporate complex text, both literary and informational text structures.
  • Understand and practice important aspects of fluency instruction with Wilson Fluency®/Basic.
Sep
20
Thu
Structured Word Inquiry @ Marina Village Conference Center
Sep 20 @ 9:00 am – Sep 21 @ 3:30 pm

Both days will draw on classroom/tutoring lessons across the grades to help teachers/tutors make sense of English spelling and ways to bring that understanding in their own educational contexts. Both days will be driven by the participants questions and both will have investigations teachers will engage in, but there will be more time for digging into activities on Day 2 with the basics in place. The basic story will be something like this:

Day 1: 
– A general introduction to the big picture of English orthography and SWI
– Working with word morphological and etymological word families
– Making sense the interrelation of morphology, etymology and phonology by working with matrices, word sums (spelling-out-loud and writing-out-loud), grapheme-phoneme correspondents and synchronic and diachronic etymology
– How to draw on SWI in the process of reading instruction, and to deepen understanding of key concepts and terms in any subject area. 
– Brief description of the research

Day 2:
– A revisiting of the key concepts of Day 1, but now with much more time for activities. 
– More time for activities
– much more time for the details of “writing-out-loud” and “spelling-out-loud”, bigger investigations 
– more time learning how to work with Etymonline to inform SWI investigations
– more practice on grapheme-phoneme-correspondences and the interrelation with morphology and phonology
– a more detailed account of the research
The point is that people can get an introduction on Day 1 if they can only commit to one day. Day 2 is hugely valuable to have time to process the concepts and terms of Day 1 and to refine understanding.

Flyer

Sep
29
Sat
Structured Word Inquiry @ Athena Academy
Sep 29 @ 9:30 am – 3:30 pm

Register for the class directly through the instructor:  peterbowers1@mac.com

Full day workshop!  Who is this workshop for?

This workshop is appropriate for teachers and tutors new to SWI and those who have attended workshops and worked with SWI for some time.  Those who have attended Pete’s workshops multiple times know that revisiting these introductory sessions is particularly rich for deepening understanding and confidence in their instructional practice.  The content addresses instruction of children of all ages and abilities.

Download the Flyer for more information

Oct
20
Sat
Dyslexia and AB 1369 @ Ed Roberts Campus
Oct 20 @ 10:00 am – 3:30 pm

Register now as this event will sell out! Please join IDA NorCal and our co-sponsors Decoding Dyslexia CA and Learning Ally for an interactive and engaging panel discussion with dyslexia experts, former members of the CDE Dyslexia Guidelines workgroup, teachers and school administrators as we discuss how to implement AB 1369 best practices in improving outcomes for our students with dyslexia. Learn about real examples of how school districts are making a difference and discuss the challenges ahead as we join together to address this important topic. Event will include an opportunity to participate in an Experience Dyslexia® simulation. In addition, the event will feature booths and exhibitors with information on assistive technology and local dyslexia resources.

This event is intended for school administrators, educators, parents/guardians and other interested community members.

Please click here for the event schedule.
Please click here for the event flyer.
Please click here to register for the event.

The panelists for the event are as follows:

  • Wendi Aghily, Ed.D., Director of Special Education, Mt. Diablo USD/SELPA
  • Kathy Futterman, Ed.D., Adjunct Faculty CSU East Bay, Educational Specialist Mt. Diablo USD, CDE Dyslexia Guidelines Work Group Member, Dyslexia Consultant Decoding Dyslexia CA
  • Tobie Meyer, State Director Decoding Dyslexia CA, CDE Dyslexia Guidelines Work Group Member
  • Monina Salazar, Assistant Principal Parkside Intermediate School, San Bruno Park School District, Former District Teacher on Special Assignment – Literacy Intervention Instructional Coach San Ramon Valley USD
  • John Santonastaso, Brier Elementary First Grade Teacher, Fremont USD,International Dyslexia Association NorCal Vice President
  • Amy Bull, Vintage Hills Elementary School Kindergarten Teacher, Pleasanton USD, AppRISE Pilot Program Participant (dyslexia screener app)

Sponsored By:

Co-Sponsors: