IDA Ontario event recordings

Le Droit de lire dans nos écoles francophones et d’immersion: nos responsabilités et les ressources à notre disposition avec Nika Farahani, Conseillère juridique de La Commission ontarienne des droits de la personne et Michèle Minor-Corriveau, Ph.D. de l’Université Laurentienne.

Nika Farahani fournira un bref historique de l'origine de l’enquête, de son processus et de ses résultats. Elle résumera les recommandations les plus importantes du Rapport sur l’enquête “Le droit de lire”. Suivront certaines observations de pratiques dans nos écoles francophones et anglophones. Elle terminera avec les responsabilités et les obligations des écoles à l’égard des recommandations et le mandat de la CODP face à celles-ci.

Michèle Minor-Corriveau démontrera qu’il est possible de mettre en œuvre les recommandations du rapport (la science de la lecture) dans nos salles de classe francophones et d’immersion. Elle partagera quelques exemples de réussite en Ontario et elle suggérera le réseautage d’entraide entre les écoles et les conseils scolaires. Par la suite, elle nous fera part de plusieurs ressources qui existent déjà et qui sont très accessibles.

Handouts

At IDA Ontario, all of our efforts are directed toward improving literacy for all persons who struggle with reading. In this webinar, three students will share their experiences at school: some positive, some challenging, and some heart-wrenching. Their goal is to describe solutions that are working for them, and others that they would like to see in their learning environments now and in the future. Our student panel will also describe how they are learning to advocate for their needs. We hope that our webinar participants will reflect on the wide-ranging implications of reading difficulty, and how to address struggling readers’ academic and social-emotional needs.

Free documents: reussLirE Teaching Resources | Teachers Pay Teachers

Are you looking for a science-based progression to teach the alphabetic principle in French as a mother tongue or in an immersion context? Michèle Minor-Corriveau, speech-language pathologist and researcher and Alex-Andrée Madore, school psychologist, look forward to introducing AlphaGraphe. What's there?

• AlphaGraph: the progression of teaching the alphabetic principle, explained.
• The Class Posters of the Integrated Mnemonic Alphabet (friend)
• The student's placemat (friend)
• Cutting cards
• Letters to trace (portrait and landscape), uppercase, lowercase, friend, with and without sidewalks or sky/water/sand guides; sky/grass/earth
• Scientific evidence
• Letter-to-sound (reading) and sound-to-letter (writing) correspondence checklists
• .... and more!

Resources: Stephanie Stollar MTSS Handouts

This workshop will provide an introduction to multi-tiered systems of support (MTSS) as the framework for implementing the science of reading in elementary schools. A clear description of MTSS will be contrasted with the current service delivery models it is designed to replace. Participants will have an opportunity to reflect on the components of MTSS in relationship to current practices in their schools. Several examples, tools, and success stories will be shared from schools that have improved their reading outcomes.

Part 1:

A definition of MTSS

• how it relates to the science of reading
• how it is different from current service delivery models
• how it can be used to improve reading outcomes in elementary school

Part 2:

An overview of the key elements of MTSS including teaming and collaboration, data-based decision-making, assessment, tiered instruction.

Case examples of implementing MTSS for

• systems change
• phases of implementation
• improving student reading outcomes

Ressources: https://drive.google.com/drive/folder...

Animatrice: Michèle Minor-Corriveau, PH.D.
UNIVERSITÉ LAURENTIENNE
PROFESSEURE AGRÉGÉE,
ORTHOPHONISTE
Michèle et Lise présenteront le rapport de l’enquête «Le droit de lire» et son impact sur le nouveau curriculum ontarien. Un tableau des recommandations et des organismes/personnes responsables pour leur mise en oeuvre sera partagé. De plus, les défis liés à évaluer la lecture en milieu minoritaire seront discutés, ainsi que des pistes de solution, en attendant que les facultés des sciences de l'éducation incluent ce contenu à leur formation initiale.

La formation du personnel enseignant en exercice de la profession, la programmation du service à l'élève (régulier et EED) et la recherche au sein de conseils scolaires seront considérés. Des modèles de formation, de planification et de recherche pour donner le goût aux conseils d'embarquer et de se sentir soutenus dans leurs efforts seront décrits, ainsi que les outils à leur disposition seront élucidés.

Animateur: Ron Cadez, M. ÉD.
LA DIVISION SCOLAIRE LOUIS-RIEL -
DIRECTEUR DU SOUTIEN AUX ÉCOLES ET AUX CLASSES
Tel que recommandé dans le rapport «Le droit de lire», Ron partagera le processus de dépistage, la collection de données, et la transformation de la pédagogie dans la salle de classe pour mieux refléter la recherche. La littératie basée sur la science de la lecture est très possible. Ron décrira l’implantation du dépistage avec le CTOPP-2 pour tous les élèves en jardin et première année et fera un parallèle avec d’autres outils francophones. Suivront un résumé du processus de collection de données et l’analyse de ces celles-ci de la perspective divisionnaire, de l’école entière et de la salle de classe, le développement des outils d’évaluation en français pour évaluer la fluidité en lecture pour les élèves M-1, et finalement, le développement d’une progression des apprentissages en littératie divisionnaire en anglais et en français pour guider l’enseignement et l’intervention.

Animatrice: Lise L'Heureux, M.A.
FACULTÉ DE LEXIE ET GRAPHIE - FORMATRICE,
CONSULTANTE, ORTHOPÉDAGOGUE
Michèle et Lise présenteront le rapport de l’enquête «Le droit de lire» et son impact sur le nouveau curriculum ontarien. Un tableau des recommandations et des organismes/personnes responsables pour leur mise en oeuvre sera partagé. De plus, les défis liés à évaluer la lecture en milieu minoritaire seront discutés, ainsi que des pistes de solution, en attendant que les facultés des sciences de l'éducation incluent ce contenu à leur formation initiale. La formation du personnel enseignant en exercice de la profession, la programmation du service à l'élève (régulier et EED) et la recherche au sein de conseils scolaires seront considérés. Des modèles de formation, de planification et de recherche pour donner le goût aux conseils d'embarquer et de se sentir soutenus dans leurs efforts seront décrits, ainsi que les outils à leur disposition seront élucidés.

Animatrice: Joanne Bertrand
Michèle et Lise présenteront le rapport de l’enquête «Le droit de lire» et son impact sur le nouveau curriculum ontarien. Un tableau des recommandations et des organismes/personnes responsables pour leur mise en oeuvre sera partagé. De plus, les défis liés à évaluer la lecture en milieu minoritaire seront discutés, ainsi que des pistes de solution, en attendant que les facultés des sciences de l'éducation incluent ce contenu à leur formation initiale. La formation du personnel enseignant en exercice de la profession, la programmation du service à l'élève (régulier et EED) et la recherche au sein de conseils scolaires seront considérés. Des modèles de formation, de planification et de recherche pour donner le goût aux conseils d'embarquer et de se sentir soutenus dans leurs efforts seront décrits, ainsi que les outils à leur disposition seront élucidés.

Tel que recommandé dans le rapport «Le droit de lire», Ron partagera le processus de dépistage, la collection de données, et la transformation de la pédagogie dans la salle de classe pour mieux refléter la recherche. La littératie basée sur la science de la lecture est très possible. Ron décrira l’implantation du dépistage avec le CTOPP-2 pour tous les élèves en jardin et première année et fera un parallèle avec d’autres outils francophones. Suivront un résumé du processus de collection de données et l’analyse de ces celles-ci de la perspective divisionnaire, de l’école entière et de la salle de classe, le développement des outils d’évaluation en français pour évaluer la fluidité en lecture pour les élèves M-1, et finalement, le développement d’une progression des apprentissages en littératie divisionnaire en anglais et en français pour guider l’enseignement et l’intervention.

Cet atelier offrira toute une journée qui mettra en évidence des progressions explicites, systématiques, cumulatives, multisensorielles, multimodales, multilinguistiques, structurées et adaptées, afin de pouvoir accéder au code écrit dans les milieux de l’immersion ainsi que du français langue première. Pour débuter, Michèle Minor-Corriveau, Ph.D. de l’Université Laurentienne décrira les fondements du langage oral essentiels pour accéder à l'écrit en fonction de la science de la lecture.

Ensuite, Lise L’Heureux, M.A., orthopédagogue et formatrice à La faculté de Lexie & Graphie, présentera sur la phonologie et la morphologie du français, un besoin important chez le personnel enseignant en immersion et en français langue première. Elle nous aidera à mieux comprendre le rôle des sons, des syllabes, des familles de mots et des conventions linguistiques et orthographiques qui les régissent. Mme L’Heureux terminera en élaborant la formation qui préparera le personnel enseignant afin de devenir efficace dans leur enseignement du français dans un modèle de conception universelle, où tous les élèves bénéficient d'un enseignement phonologique et morphologique efficace en lecture-écriture.

Lors de l’après-midi, une enseignante démontrera comment les fondements sont appliqués en salle de classe. Par la suite, une direction d’école décrira son cheminement et les façons dont le personnel enseignant est appuyé dans leur application des stratégies auprès de leurs élèves.

Join us for a series of panel discussions with educators who are at the forefront of implementing structured literacy in Ontario. They will discuss the changes they have made and how they overcame the challenges they encountered along the way. They will provide concrete examples of small actions that individuals educators can take to spark big changes in their schools and the lives of their students.

August 31, 2022 Recording

Presentation's handouts, resources, and more

October 26, 2022 Recording

Presentation's handouts, resources, and more

November 30, 2022 Recording

Presentation's handouts, resources, and more

https://www.youtube.com/watch?v=XtUboLmetqU&t=9s

Teachers and parents, if you're looking to celebrate dyslexia awareness month with your students and kids, check out this video. We encourage you to play this video with your students.

As a teacher do you have questions about dyslexia? Are you uncertain how to approach parents if you suspect a student may have dyslexia? Do you want to learn more about how to positively engage the students with dyslexia in your class?

Join us for this webinar with Sarah Cassidy, special assignment teacher from the Algonquin and Lakeshore Catholic District School Board in Eastern Ontario. Sarah will help unpack these topics and answer your questions

Slides: https://drive.google.com/file/d/1lJ-c...

Several educators have been sharing their concerns regarding the arguments and opposition to some of the findings and recommendations of the Ontario Human Rights Commission’s Right to Read Inquiry Report. For anyone who is looking to advance the Right to Read recommendations in their school, we have put together information clarifying the issues mentioned in these opposing arguments. Our presenters will guide us through these with important data and peer-reviewed research findings.

Speakers: Jennifer Buckingham, Todd Cunningham, Marc Joanisse, Perry Klein & Una Malcolm

Presentation's handouts, resources, and more.

FSL and Francophone Resources at IDA Ontario

Experienced Ontario teacher, language arts instructor, and dyslexia interventionist Martha Kovack will help you sift through the science of reading to show you how to organize a 90-minute daily schedule for grade one (or early grade two).

Martha will provide practical suggestions, a scope & sequence, and a primary code pack on Google Slides (available here: https://www.letsgetreadingright.com/p...) to help ease the transition toward a more equitable approach to beginning reading instruction.

Original live stream: September 14, 2022

Presentation's handouts, resources, and more.

In this practical webinar, kindergarten teacher and education writer Kate Winn will outline five key changes she made in her classroom to move from balanced to structured literacy, resulting in all students leaving the class reading. As a webinar attendee you can look forward to a candid presentation, Q & A, and a shared slideshow packed full of links and ideas to help you bring evidence-based literacy practices to your classroom, school, board or home.

Click here to view the presentation's handouts, resources, and more.

This Webinar discussed:

• Scope and Sequence Examples for Primary and Junior Grades / Exemples de progressions d’apprentissages: The What, The Why, The How and Look For’s, with Leigh Fettes and Joanne Bertrand. Leigh Fettes is a Grade 4 French Immersion teacher who is trained in Structured Literacy, LETRS, Orton-Gillingham, Top 10 Tools for Reading Teachers, and Basics of Decoding and Spelling. Joanne Bertrand is a CERI certified Structured Literacy Dyslexia Specialist and board member of IDA Ontario.
• Structured Literacy Lesson Plan Activities for Primary and Junior Grades: Kim Lockhart, a French Immersion classroom teacher with specialized training in the Science of Reading, will share practical, evidence-based strategies that support the learning needs of French Immersion students who struggle to read and write. Using her knowledge from her M.Ed research and skills learned in her Orton-Gillingham training, Kim will demonstrate essential instructional strategies that help meet the diverse learning needs of FSL students.  Educators will leave this workshop knowing the reading research, how it connects to classroom practice, and with the practical tools and strategies they need to support all students learning to read and write in French Immersion.
• Adaptation française de "Teaching Is Rocket Science”: Le document de référence dans le domaine de l'enseignement de la lecture - Teaching Reading Is Rocket Science - a été publié par Dr. Louisa Moats en 1999, et révisé en 2020. Avec la permission expresse de l'auteure, une adaptation canadienne française a été publiée et sera présentée sommairement, avec Line Roberge. Line est enseignante depuis 2001 et a une maîtrise en éducation et un spécialiste en lecture. Dans son rôle de consultante FLS et les arts de M-12. Son but est de faire la recherche et de trouver des façons gagnantes pour assurer que chaque enfant ait le droit d’être alphabétisé. À cette fin, elle a créé des ressources, et des formations pour appuyer les enseignantes et les enseignants dans leurs cheminements de la science de la lecture, la conscience phonologique et phonémique et tout ce qui suit après dans le monde merveilleux de lire!
• Facile à lire: Toujours en lien avec les compétences essentielles à développer chez l'apprenti lecteur, vous découvrirez ce qui est proposé par Educo Entrepôt Canada pour rendre la série de livres déchiffrables Facile à lire un outil d'enseignement qui respecte une progression explicite et structurée des apprentissages sur le plan phonologique/phonémique, avec Line Roberge et Caroline Sorensen. Caroline est Conseillère en petite enfance avec Éduco Entrepôt Canada.

Click here for additional website resources

Click here to download the presentation slides

Current pedagogical beliefs have normalized the resigned acceptance that we have a disproportionate number of students from marginalized populations leaving school with low literacy. We at IDA Ontario do not accept this as an inevitability. The evidence clearly shows that when provided with evidence-based instruction within a system that implements equitable policies for assessment and support, marginalized students can learn to read as well as their privileged peers.

This webinar panel discussion explored how we could dismantle the ideas and disrupt the systems that have perpetuated and excused inequity for too long.

Presenters: 

Cheryl Urbanczyk - Dyslexia & Literacy Specialist

Cheryl is a dyslexic parent, an Ontario elementary public school vice principal, an Orton-Gillingham Fellow-in-Training, and a member of the OG Academy equity, diversity, and inclusion committee. 

Resha Conroy - Founder of the Dyslexia Alliance for Black Children

She is also a speech and language pathologist, executive functioning coach, and mother of two children with learning disabilities.

Amuna Baraka-Clark - Amuna is a proud mother of two teenage girls and a committed senior leader in the community healthcare sector. She believes that we should all have the opportunity to use our powers for good.

Camesha Cox - Camesha is an Ontario certified teacher and founder of The Reading Partnership, a charity dedicated to improving literacy outcomes in her community and beyond.

Anthony Edwards - Anthony is a recently retired Superintendent of the Dufferin-Peel Catholic District School Board, the second largest school board in Ontario. He is also in training as an O-G associate, and is passionate about teaching and aiding children with dyslexia.

This free workshop series in the fall of 2021 is open to all Canadian educators interested in evolving classroom practices to align with the science of reading. Each session has an interactive panel discussion with a team of educators from a school or board who have begun to make exciting changes in their approach to literacy. Following the panel discussion, participants will be invited to join breakout rooms to share their own stories of success and ideas about how we can work together to improve outcomes for all students.

Information gathered in the breakout rooms will be used to create a resource for Ontario educators interested in creating a culture shift towards the science of reading in their own boards.

#1 August 18, 2021

This workshop involved a panel of educators from Winston Churchill Public School in Kingston, ON -  Emily Moorhead, Hayley Johnston, and Laura Lamarche.

#2 September 22, 2021

The workshop involved educators from Algonquin and Lakeshore Catholic District School Board -  Director of Education David DeSantis, Special Assignment Teachers Sarah Cassidy & Lori McCaw, and Principal Sandra Fragoso.

#3 October 27, 2021

This workshop involved a panel of Speech Language Pathologists.

This webinar describes four types of reading assessments (outcome, screening, diagnostic, and progress monitoring) and explains the role that each one plays in the selection and use of appropriate and effective interventions for struggling readers.

The slides for this presentation may be downloaded here.

Presenter: Margie B. Gillis, Ed.D. is a Certified Academic Language Therapist, a research affiliate at Haskins Laboratories, and the president of  Literacy How, a non-profit organization that provides professional development on the Science of Reading. Margie is also the president of the Anne Fowler Foundation providing scholarships for educators. She is the co-founder of Smart Kids with LD, the former president of ConnBIDA, a board member of the Academic Language Therapy Association, Dyslexia Society of CT, and New Alliance Foundation, and a professional advisor for Understood, ReadWorks, and the International Foundation for Effective Reading Instruction.

The presentation slides are available here.

During this webinar, Kim and Natalie share a variety of strategies and tools that educators (and parents) can implement both at home and in school to support students enrolled in French as a Second Language programming. They discuss the importance of creating a systematic, explicit, cumulative, and multi-sensory literacy program in French while offering science-based ideas and resources that can be implemented and incorporated into your current literacy program. They want you to have the tools necessary to support all learners in your classroom so that they can achieve success in reading, writing, and spelling.

Presenters: Kim Lockhart and Natalie George

Kim Lockhart is a French Immersion, elementary Student Support Teacher (SST) with the Limestone District School Board in Kingston, Ontario. She graduated from Trent-Queen's Concurrent Education Program in 2000, with a double major in French and Biology. In 2015, Kim earned her Master of Education degree from Queen's University. She focused her research on evidence-based instructional practices that support students with reading difficulties in French Immersion Programs and developed a resource for parents: "Supporting and Inspiring Your Child with Reading Difficulties in the French Immersion Program". In 2020, Kim received her Associate level, Orton-Gillingham certificate, and most recently, worked with the International Dyslexia Association, Ontario Branch to facilitate workshops for educators and parents of dyslexic children across Ontario. Kim volunteers her time with the Learning Disability Association of Kingston (LDAK) and is a strong advocate for parents of students.

Natalie George is a french immersion educator with the Limestone District School Board. Natalie graduated from Brock University with a Bachelor in Child and Youth Studies in 2004 and a Bachelor of Education in 2005. Natalie received her Orton Gillingham associate training in 2018 from Fundamental Learning in Toronto, Ontario, and is currently enrolled in a Multisensory Math Training with The Atlantic Seaboard Dyslexia Education Centre in Rockville, MD. Natalie is a consultant with Dyslexia Canada where she works to advocate for children and families with dyslexia across Canada. Natalie has received her FSL Specialist and Special Education AQs and is registered with the Ontario College of Teachers. Natalie volunteers her time as a board member with Youth Diversion - a local non-profit supporting at-risk youth and is a volunteer mentor with the Rise - a charity that provides people with a history of mental health or addictions a path forward toward sustained self-employment.

Presenter: Dr. Nancy Wise is an educational consultant who specializes in French immersion. She has a Ph.D. in Second Language Education and a M.Ed. in Special Education from OISE/University of Toronto. Nancy worked for 28 years as a Special Education teacher for the York Region District School Board. She spent 20 of those years in the French immersion context, advocating for students with diverse learning needs. Nancy has done presentations for school boards, teacher organizations, and parent groups. Her research has been published by the Ontario Ministry of Education and in peer-reviewed educational journals.

Click HERE to download the presentation slides.

Speech Language Pathologists have always provided assessment and treatment to children with speech, language, and communication difficulties.  Speech and oral language development were often the focus of SLPs in the early years of the profession, however, as research into oral language development began to overlap with how written language is learned, SLPs have fulfilled the role of professionals who can assess and treat those children who have difficulties with their literacy skills.  Indeed, with proper screening in Kindergarten and grade one, SLPs can predict those children who will likely need some extra support to crack the code of English.

Unfortunately, educators and parents are not always aware that their school SLP can provide support in this area.  Often teachers need to seek out answers to their questions about students who are struggling to read, and it is only after an exhaustive search that they connect with the SLP at their school.  However, once they do, they invariably laud the collaboration and feel they have the support they require to deal with reading instruction and remediation.

This webinar outlines the services that Speech Language Pathologists can provide to students, their teachers, and families.  It highlights the connection between oral and written language and outlines the language skills (e.g., phonological awareness, phonics, oral receptive language, etc.) that need to be taught to children as young as three and as old as high school, in order to ensure literacy.

Presenter: Corina Murphy is a co-manager of the Speech Language Pathology department at Peel District School Board, the second-largest school board in Ontario.  In her 29 years as an SLP clinician, she provided assessment, treatment, and consultation to children, their families, and, their allied health and educational teams in various settings including Health Units, Hospitals, Children’s Treatment Centres, Boards of Education, Community Care Access Centres, and Private Practices (including her own).  Most recently, she taught courses at the newly-developed Masters of Speech Language Pathology Program at McMaster University, provided services to First Nations in Communities in and around Sioux Lookout, and co-authored a Chapter in a College Textbook, “Developmental Disabilities in Ontario”.