I have to share my good news with you. I am a Title 1 Reading Intervention Teacher in a high poverty, low performing public elementary school in Ohio, where we have a large number of students at-risk for reading. At the beginning of this 2015-16 school year, I selected students for my reading intervention groups who fit the profile for dyslexia as I learned about it from the Orton-Gillingham training I received from you (i.e. low performing readers who had excessive difficulty with the decoding/fluency aspect of reading and difficulty with spelling/writing, but who were relatively better at comprehension-this based upon performance on STAR and an instructional reading inventory). I have one group each of lst, 2nd, and 3rd grade students with four to five students in each group. I have had these groups for 40 minutes, four times per week since September. I am using the systematic, explicit instructional strategies from the Orton-Gillingham training in the lesson plan format provided at your training.
We recently completed our STAR Early Literacy/ STAR Reading Winter Benchmark. The median student growth score is what our district uses for teacher evaluation, with a 40th percentile median growth score being considered proficient. The median growth score for my OG kids this benchmark was at the 60th percentile! I've had the opportunity to observe my kids proudly explaining spelling rules to other students and even their teachers! I want to pass my news onto you and thank you for the excellent training.
Title 1 Reading Intervention Teacher
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