FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017

The​ ​AOGPE​ ​Associate​ ​Student​ ​Profile

The​ ​Student​ ​Profile​ ​is​ ​the​ ​foundation​ ​for​ ​the​ ​diagnostic/prescriptive​ ​Orton-Gillingham​ ​Approach​ ​to​ ​teaching
reading,​ ​spelling,​ ​and​ ​writing.​ ​It​ ​is​ ​a​ ​brief​ ​and​ ​concise​ ​report​ ​that​ ​contains​ ​a​ ​summary​ ​and​ ​interpretation​ ​of
relevant​ ​background​ ​information​ ​about​ ​the​ ​child.​ ​The​ ​purpose​ ​of​ ​the​ ​profile​ ​is​ ​to​ ​demonstrate​ ​that​ ​the​ ​applicant
can​ ​interpret​ ​pertinent​ ​information​ ​about​ ​the​ ​student​ ​in​ ​order​ ​to​ ​design​ ​and​ ​implement​ ​a​ ​starting​ ​place​ ​for
instruction​ ​and​ ​develop​ ​a​ ​plan​ ​for​ ​the​ ​subsequent​ ​lessons.

Role​ ​of​ ​the​ ​Supervising​ ​Fellow:​ ​Assist​ ​and​ ​support​ ​the​ ​applicant​ ​without​ ​reading​ ​the​ ​profile.​ ​Provide​ ​the​ ​AOGPE
checklist​ ​and​ ​AOGPE​ ​rubric​ ​as​ ​a​ ​part​ ​of​ ​training​ ​and​ ​preparing​ ​the​ ​applicant​ ​to​ ​write​ ​a​ ​profile.​ ​Provide​ ​an​ ​outline
of​ ​required​ ​components​ ​along​ ​with​ ​models​ ​and​ ​samples​ ​of​ ​completed​ ​profiles.

Associate​ ​Level​ ​Profile:​ ​The​ ​Associate​ ​candidate​ ​works​ ​under​ ​the​ ​supervision​ ​of​ ​the​ ​Supervising​ ​Fellow​ ​in​ ​a
cooperative​ ​format​ ​to​ ​review​ ​intake​ ​information,​ ​testing​ ​data,​ ​and​ ​informal​ ​assessment.​ ​The​ ​Fellow​ ​is​ ​expected
to​ ​guide​ ​and​ ​supervise​ ​the​ ​applicant​ ​in​ ​the​ ​development​ ​of​ ​the​ ​profile​ ​for​ ​Associate.

Format​ ​and​ ​Contents​ ​of​ ​the​ ​Student​ ​Profile​:​ ​For​ ​the​ ​Academy​ ​application,​ ​the​ ​applicant​ ​will​ ​not​ ​submit​ ​the
name​ ​of​ ​the​ ​student​ ​or​ ​Supervising​ ​Fellow​ ​/Training​ ​Program.​ ​ ​All​ ​personally​ ​identifying​ ​information​ ​about​ ​the
Fellow​ ​and​ ​ ​student​ ​should​ ​be​ ​anonymous.

Items​ ​included​ ​in​ ​the​ ​profile​ ​are:​ ​background​ ​information,​ ​academic​ ​achievement,​ ​language​ ​development,​ ​and​ ​if
known​ ​cognitive​ ​functioning​ ​and​ ​processing​ ​abilities.

The​ ​applicant​ ​must​ ​include​ ​interpretation​ ​of​ ​informal​ ​assessments​ ​and​ ​the​ ​rationale​ ​for​ ​the​ ​starting​ ​place​ ​for
instruction.​ ​The​ ​Orton-Gillingham​ ​scope​ ​and​ ​sequence​ ​(e.g.,​ ​what​ ​has​ ​been​ ​covered​ ​and​ ​what​ ​is​ ​to​ ​be​ ​taught
next),​ ​frequency/length​ ​of​ ​sessions​ ​over​ ​what​ ​period​ ​of​ ​time,​ ​and​ ​learning​ ​strategies​ ​that​ ​are​ ​appropriate​ ​for
the​ ​child​ ​are​ ​included​ ​at​ ​the​ ​end​ ​of​ ​the​ ​profile​ ​to​ ​segway​ ​into​ ​the​ ​Annotated​ ​Lesson.

HANDOUT​ ​TABLE​ ​OF​ ​CONTENTS

HANDOUT​ ​PART​ ​1 -​ ​ ​ASSOCIATE​ ​PROFILE​ ​OUTLINE Pages 2-4
HANDOUT​ ​PART​ ​2 -​ ​ ​SAMPLE​ ​ASSOCIATE​ ​PROFILE Pages 5-11
HANDOUT​ ​PART​ ​3 -​ ​ ​ASSOCIATE​ ​APPLICATION​ ​RUBRIC Pages 12-14
HANDOUT​ ​PART​ ​4 -​ ​ ​ASSOCIATE​ ​APPLICATION​ ​CHECKLIST Pages 15-17

Contents​ ​of​ ​this​ ​handout​ ​are​ ​based​ ​on​ ​previous

AOGPE​ ​Profile​ ​Presentation​ ​Handouts​ ​and​ ​AOGPE​ ​Application​ ​Documents
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

HANDOUT​ ​PART​ ​1
Student​ ​Profile​ ​Outline

–​ ​Associate​ ​Profile​ ​Outline​ ​Section​ ​I​ ​–

Background​ ​Information
1.​ ​Name,​ ​age,​ ​grade,​ ​and​ ​gender​ ​of​ ​the​ ​student​ ​at​ ​the​ ​time​ ​this​ ​profile​ ​was​ ​written.
​ ​ ​ ​ ​(This​ ​should​ ​be​ ​anonymous​ ​for​ ​the​ ​purpose​ ​of​ ​submission​ ​to​ ​AOGPE.)

2.​ ​Family​ ​(Address​ ​Any​ ​Areas​ ​Relevant)

a.​ ​Adopted,​ ​siblings
b.​ ​Primary​ ​language​ ​used​ ​at​ ​home,​ ​ESL?
c.​ ​Frequent​ ​moves
d.​ ​Parent​ ​education;​ ​family​ ​involvement​ ​in​ ​education​ ​of​ ​child
e.​ ​History​ ​of​ ​LD/dyslexia​ ​and​ ​other​ ​learning​ ​issues​ ​in​ ​the​ ​family​ ​(bloodrelatives)

3.​ ​Medical​ ​history​ ​(Address​ ​Any​ ​Areas​ ​Relevant)

a.​ ​ ​Significant​ ​birth​ ​issues​ ​(e.g.,​ ​birth​ ​weight,​ ​jaundice,​ ​respiratory​ ​distress,
oxygen​ ​required).​ ​Did​ ​mother​ ​use​ ​drugs​ ​or​ ​ingest​ ​alcohol​ ​during​ ​pregnancy?
b.​ ​ ​Health​ ​issues​ ​-​ ​e.g.,​ ​recurring​ ​ear​ ​infections,​ ​allergies,​ ​asthma,
hospitalizations,​ ​seizures,​ ​etc.
c.​ ​ ​Vision/hearing​ ​problems/evaluation
d.​ ​ ​Developmental​ ​milestones​ ​-​ ​speech/language,​ ​motor,​ ​etc.
e.​ ​ ​Speech​ ​and​ ​language​ ​problems/evaluation
f.​ ​ ​Fine​ ​and​ ​gross​ ​motor​ ​issues
g.​ ​ ​Attention​ ​problems
h.​ ​ ​Medication

4.​ ​Other​ ​information​ ​(Address​ ​Any​ ​Areas​ ​Relevant)

a.​ ​ ​Child’s​ ​and​ ​parent’s​ ​understanding​ ​of​ ​learning​ ​problem​ ​and​ ​issues
b.​ ​ ​Attitude​ ​towards​ ​school​ ​and​ ​learning
c.​ ​ ​Peer​ ​interactions,​ ​socializations
d.​ ​ ​Counseling​ ​-​ ​past​ ​and​ ​present​ ​-​ ​for​ ​what​ ​issues/problems
e.​ ​ ​Strengths​ ​and​ ​talents
f.​ ​ ​ ​Interests

​–​ ​Associate​ ​Profile​ ​Outline​ ​Section​ ​II​ ​–

Educational​ ​History
1.​ ​ ​School​ ​history​ ​(Address​ ​Any​ ​Areas​ ​Relevant)
a.​ ​ ​Have​ ​problems​ ​learning​ ​letters,​ ​writing,​ ​reading​ ​in​ ​K,​ ​1st,​ ​or​ ​2nd?
b.​ ​ ​Repeated​ ​a​ ​grade?​ ​Why?
c.​ ​ ​Frequent​ ​moves
d.​ ​Public/Private/Charter/Home-schooling
e.​ ​ ​Title​ ​One​ ​Remedial​ ​Reading​ ​intervention,​ ​Reading​ ​Recovery,​ ​English​ ​Second
Language
f.​ ​ ​Special​ ​Education​ ​services-​ ​Academic,​ ​Speech​ ​Language,​ ​Occupational

Page​ ​2​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

​ ​Therapy,​ ​Physical​ ​Therapy,​ ​adaptive​ ​Phys.​ ​Educ.,​ ​counseling,​ ​504​ ​Plan

h.​ ​ ​History​ ​of​ ​multisensory​ ​language​ ​training​ ​for​ ​reading,​ ​what​ ​programs​ ​used?

2.​ ​ ​Academic​ ​strengths​ ​and​ ​weaknesses

​ ​ ​ ​(Include​ ​any​ ​information​ ​relevant)
a.​ ​Processing​ ​deficits,​ ​listening​ ​issues,​ ​attentional​ ​problems,​ ​vocabulary,
decoding,​ ​reading​ ​comprehension,​ ​math,​ ​memory,​ ​word​ ​retrieval,​ ​background
knowledge,​ ​handwriting,​ ​art,​ ​science,​ ​etc.
b.​ ​How​ ​are​ ​they​ ​doing​ ​in​ ​other​ ​academic​ ​areas​ ​beside​ ​reading/literacy?

3.​ ​Outside​ ​tutoring:​ ​how​ ​long/​ ​level​ ​completed​ ​(Address​ ​Any​ ​Areas​ ​Relevant)
a.​ ​Sylvan,​ ​Kumon,​ ​Lindamood,​ ​etc.
b.​ ​Wilson,​ ​other​ ​OG​ ​based​ ​programs​ ​or​ ​approaches

–​ ​ ​Associate​ ​Profile​ ​Outline​ ​Section​ ​III​ ​–

Formal/Standardized​ ​Testing​ ​Information
Note:​ ​Standardized​ ​Testing​ ​is​ ​not​ ​required​ ​in​ ​an​ ​Associate​ ​Profile.​ ​If​ ​there​ ​was​ ​no​ ​cognitive​ ​testing​ ​done,
then​ ​applicant​ ​must​ ​explain​ ​why​ ​the​ ​student​ ​is​ ​an​ ​appropriate​ ​Associate​ ​Portfolio​ ​student.

(Include​ ​any​ ​information​ ​available)

1.​ ​ ​Cognitive​ ​-​ ​IQ​ ​testing​ ​strengths,​ ​weaknesses,​ ​and​ ​identified​ ​discrepancies
2.​ ​ ​Processing​ ​-​ ​visual-motor,​ ​listening,​ ​phonological,​ ​visual/auditory​ ​processing,​ ​rapid​ ​naming
3.​ ​ ​Speech/Language​ ​battery​ ​-​ ​articulation,​ ​syntax,​ ​semantics,​ ​pragmatics,​ ​vocabulary​ ​(receptive​ ​and
expressive)
3.​ ​ ​Academic​ ​tests​ ​-​ ​test​ ​names,​ ​scores,​ ​what​ ​it​ ​measures,​ ​outcomes
4.​ ​ ​Teacher​ ​ratings​ ​of​ ​behavior/attention
5.​ ​ ​Relevant​ ​behavioral​ ​observations​ ​during​ ​testing​ ​or​ ​any​ ​attentional​ ​or​ ​behavioral
findings​ ​that​ ​may​ ​influence​ ​academic​ ​success​ ​or​ ​performance

​–​ ​Associate​ ​Profile​ ​Outline​ ​Section​ ​IV​ ​–

Informal​ ​Assessment​ ​Information
1. Name​ ​of​ ​all​ ​tests​ ​or​ ​assessments​ ​given​ ​include​ ​informal​ ​assessments​ ​administered​ ​by​ ​the​ ​applicant
2. Test​ ​results​ ​including​ ​types​ ​of​ ​errors
3. Applicants​ ​diagnostic​ ​impression​ ​and​ ​connection​ ​to​ ​Section​ ​V​ ​should​ ​be​ ​evident

–​ ​ ​Associate​ ​Profile​ ​Outline​ ​Section​ ​V​ ​–

Orton-Gillingham​ ​Therapy/Learning​ ​Strategies
(after​ ​tutoring​ ​has​ ​commenced)
1.​ ​ ​Tutoring:​ ​Number​ ​of​ ​sessions​ ​per​ ​week,​ ​length​ ​of​ ​sessions,​ ​over​ ​what​ ​period​ ​of​ ​time,​ ​setting,​ ​number
​ ​of​ ​lessons​ ​taught​ ​at​ ​time​ ​Annotated​ ​Lesson​ ​was​ ​written
2.​ ​ ​Learning​ ​issues,​ ​needs,​ ​goals
a.​ ​ ​Strengths,​ ​weaknesses
b.​ ​ ​Blending,​ ​vowel​ ​confusion,​ ​phonological​ ​memory,​ ​handwriting,​ ​writing​ ​skills,
​ ​ ​ ​ ​ ​comprehension,​ ​type​ ​of​ ​errors,​ ​etc.
c.​ ​ ​Needs/issues​ ​should​ ​based​ ​on​ ​testing​ ​results
3.​ ​ ​Provide​ ​a​ ​specific​ ​list​ ​of​ ​items​ ​taught.

Page​ ​3​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

a. Do​ ​not​ ​simply​ ​copy​ ​the​ ​sequence​,​ ​rather​ ​create​ ​a​ ​specific​ ​list​ ​of​ ​OG​ ​elements​ ​taught​ ​up
until​ ​submitted​ ​Annotated​ ​Lesson.​ ​ ​Include​ ​graphemes/phonemes​ ​(ex.​ ​/f/),​ ​syllables​ ​types,
spelling​ ​patterns,​ ​skills​ ​(e.g.,​ ​blending)​ ​taught.
b. Successful/unsuccessful​ ​strategies:
Examples:​ ​“likes​ ​writing​ ​in​ ​sand​ ​tray”,​ ​“consistently​ ​uses​ ​finger-spelling”,​ ​“enjoys​ ​readings
books​ ​about​ ​cars”,​ ​“needs​ ​to​ ​be​ ​reminded​ ​to​ ​use​ ​Simultaneous​ ​Oral​ ​Spelling
4.​ ​ ​Rationale​ ​for​ ​what​ ​you​ ​have​ ​chosen​ ​for​ ​your​ ​application​ ​Annotated​ ​Lesson

Page​ ​4​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

HANDOUT​ ​PART​ ​2
Student​ ​Associate​ ​Level​ ​Profile
–​ ​SAMPLE​ ​–

Associate​ ​Level​ ​Trainee/Applicant:​​ ​Jane​ ​Applicant

Student:​​ ​ ​A.C. Age/Grade​ ​at​ ​time​ ​of​ ​Annotated​ ​Lesson:​​ ​8​ ​years,​ ​8​ ​months​ ​/​ ​3rd​ ​grade

–​ ​Associate​ ​Profile​ ​Section​ ​I​ ​–

Background​ ​Information
Family​ ​History
A.C.​ ​has​ ​one​ ​older​ ​sister.​ ​She​ ​and​ ​her​ ​sister​ ​have​ ​been​ ​living​ ​part​ ​time​ ​with​ ​their​ ​mother​ ​and​ ​part​ ​time​ ​with​ ​their
father​ ​since​ ​early​ ​2015.​ ​Both​ ​parents​ ​are​ ​college​ ​graduates.​ ​The​ ​family​ ​is​ ​English​ ​speaking.​ ​A.C.’s​ ​older​ ​sister​ ​has
dyslexia​ ​and​ ​attends​ ​a​ ​private​ ​school​ ​for​ ​bright​ ​children​ ​with​ ​language-based​ ​learning​ ​differences​ ​in​ ​Ameriville,
USA.

Medical​ ​History
There​ ​is​ ​no​ ​record​ ​of​ ​significant​ ​health​ ​problems​ ​for​ ​A.C​ ​and​ ​her​ ​birth​ ​had​ ​no​ ​complications.​ ​She​ ​wears
corrective​ ​eyeglasses.​ ​Her​ ​hearing​ ​ability​ ​is​ ​normal.​ ​A.C.’s​ ​early​ ​developmental​ ​milestones​ ​were​ ​within​ ​normal
ranges;​ ​she​ ​began​ ​walking​ ​at​ ​nine​ ​months​ ​of​ ​age.​ ​According​ ​to​ ​her​ ​mother,​ ​A.C.​ ​began​ ​talking​ ​early.​ ​She​ ​easily
picks​ ​up​ ​new​ ​words​ ​to​ ​expand​ ​her​ ​oral​ ​vocabulary.

Other​ ​Information
A.C.’s​ ​mother​ ​expressed​ ​concern​ ​about​ ​A.C.’s​ ​spelling​ ​ability​ ​and​ ​her​ ​aversion​ ​to​ ​writing​ ​tasks.​ ​Having​ ​another
daughter​ ​with​ ​dyslexia,​ ​A.C.’s​ ​parents​ ​are​ ​open​ ​to​ ​the​ ​idea​ ​of​ ​an​ ​appropriate​ ​plan​ ​for​ ​A.C.’s​ ​specific​ ​learning
needs.

A.C.​ ​struggles​ ​with​ ​graphomotor​ ​skills;​ ​she​ ​often​ ​needs​ ​to​ ​take​ ​a​ ​break​ ​in​ ​writing​ ​tasks,​ ​complaining​ ​that​ ​her
wrist​ ​and​ ​hand​ ​hurts.​ ​ ​A​ ​naturally​ ​athletic​ ​child,​ ​A.C.​ ​is​ ​very​ ​coordinated​ ​in​ ​her​ ​gross​ ​motor​ ​skills.​ ​A.C.’s​ ​interests
mostly​ ​gravitate​ ​around​ ​sports,​ ​but​ ​she​ ​also​ ​enjoys​ ​jokes,​ ​the​ ​movie​ ​Frozen,​ ​and​ ​imaginary​ ​play.​ ​A​ ​confident
child,​ ​A.C.​ ​is​ ​naturally​ ​conversational​ ​and​ ​uses​ ​larger​ ​words​ ​correctly.

​ ​–​ ​Associate​ ​Profile​ ​Section​ ​II​ ​–

Educational​ ​History
A.C.​ ​has​ ​attended​ ​an​ ​independent​ ​school​ ​since​ ​preschool​ ​with​ ​no​ ​reported​ ​support​ ​or​ ​special​ ​settings​ ​until
beginning​ ​O-G​ ​tutoring​ ​at​ ​the​ ​request​ ​of​ ​the​ ​mother.​ ​A.C.​ ​is​ ​strong​ ​in​ ​math​ ​and​ ​social​ ​studies.​ ​She​ ​is​ ​able​ ​to
approach​ ​problems​ ​in​ ​a​ ​flexible​ ​manner,​ ​and​ ​she​ ​can​ ​adapt​ ​to​ ​changing​ ​situations​ ​easily.​ ​Decoding​ ​is​ ​especially
difficult​ ​for​ ​A.C.,​ ​and​ ​her​ ​handwriting​ ​is​ ​sometimes​ ​laborious.​ ​A.C.​ ​is​ ​often​ ​fidgety​ ​and​ ​restless,​ ​even​ ​while
staying​ ​on​ ​task.​ ​ ​Although​ ​not​ ​impulsive,​ ​she​ ​can​ ​be​ ​easily​ ​distracted.​ ​A.C.​ ​is​ ​outgoing​ ​and​ ​well-liked​ ​by​ ​her
peers;​ ​she​ ​has​ ​many​ ​friends​ ​at​ ​school​ ​and​ ​on​ ​her​ ​basketball​ ​team,​ ​and​ ​she​ ​makes​ ​new​ ​friends​ ​easily.​ ​Overall,
A.C.​ ​has​ ​an​ ​upbeat,​ ​positive​ ​attitude​ ​toward​ ​school​ ​and​ ​is​ ​normally​ ​undaunted​ ​by​ ​academic​ ​challenges.

Applicant’s​ ​Review​ ​of​ ​Educational​ ​History​ ​and​ ​other​ ​information:

A​ ​spirited​ ​second​ ​grade​ ​girl,​ ​A.C.​ ​enjoys​ ​school​ ​and​ ​beams​ ​with​ ​healthy​ ​self-confidence.​ ​As​ ​both​ ​of​ ​her​ ​parents
are​ ​basketball​ ​coaches,​ ​physical​ ​activity​ ​is​ ​ingrained​ ​in​ ​A.C.’s​ ​family​ ​culture.Therefore,​ ​it​ ​comes​ ​as​ ​no​ ​surprise

Page​ ​5​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

that​ ​A.C.​ ​is​ ​athletically​ ​talented,​ ​courageous,​ ​and​ ​full​ ​of​ ​energy.​ ​These​ ​qualities​ ​shine​ ​through​ ​in​ ​her
determination​ ​to​ ​tackle​ ​challenging​ ​academic​ ​tasks.

Because​ ​A.C.​ ​is​ ​such​ ​a​ ​hard​ ​worker,​ ​it​ ​is​ ​possible​ ​that​ ​some​ ​of​ ​her​ ​academic​ ​struggles​ ​have​ ​until​ ​now​ ​gone
unnoticed.​ ​Her​ ​mother​ ​reports​ ​that​ ​recently,​ ​A.C.​ ​has​ ​uncharacteristically​ ​begun​ ​to​ ​question​ ​her​ ​own
intelligence.​ ​As​ ​the​ ​gaps​ ​in​ ​A.C.’s​ ​reading​ ​and​ ​spelling​ ​knowledge​ ​are​ ​becoming​ ​more​ ​apparent,​ ​A.C.’s​ ​parents
want​ ​to​ ​make​ ​sure​ ​she​ ​receives​ ​appropriate​ ​intervention​ ​before​ ​A.C.​ ​loses​ ​self-esteem.

​ ​–​ ​Associate​ ​Profile​ ​Section​ ​III​ ​–

Formal/Standardized​ ​Testing​ ​Information

NOTE:​​ ​A​ ​Standardized​ ​Test​ ​is​ ​not​ ​required​ ​for​ ​the​ ​Associate​ ​Profile
Weschler​ ​Intelligence​ ​Scale​ ​for​ ​Children-IV​ ​(Cognitive​ ​Potential)
Full​ ​Scale​ ​IQ:​ ​126,​ ​96th​ ​percentile
Perceptual​ ​Reasoning​ ​Index:​ ​135,​ ​99th​ ​percentile
Verbal​ ​Comprehension​ ​Index:​ ​124,​ ​95th​ ​percentile
A.C.’s​ ​overall​ ​verbal​ ​ability​ ​scored​ ​significantly​ ​above​ ​average​ ​in​ ​all​ ​areas.​ ​Even​ ​stronger​ ​than​ ​her​ ​verbal​ ​skills​ ​are
her​ ​visual​ ​spatial​ ​skills,​ ​which​ ​suggests​ ​that​ ​she​ ​is​ ​strong​ ​in​ ​flexible,​ ​abstract​ ​reasoning.

Processing​ ​Speed​ ​Index:​ ​109,​ ​73rd​ ​percentile

Working​ ​Memory​ ​Index:​ ​110,​ ​75th​ ​percentile
A.C.​ ​shows​ ​a​ ​relative​ ​weakness​ ​in​ ​Working​ ​Memory​ ​and​ ​Processing​ ​Speed,​ ​although​ ​those​ ​scores​ ​still​ ​fall​ ​within
the​ ​upper​ ​average​ ​range.​ ​Her​ ​performance​ ​on​ ​tasks​ ​requiring​ ​high​ ​levels​ ​of​ ​concentration​ ​and​ ​attention​ ​to​ ​detail
is​ ​relatively​ ​weak.

Examiner​ ​Observations
​ ​A.C.’s​ ​communication​ ​skills​ ​are​ ​typical​ ​for​ ​her​ ​age​ ​group.​ ​The​ ​evaluator​ ​observed​ ​that​ ​A.C.​ ​was​ ​spontaneously
conversant​ ​and​ ​demonstrated​ ​a​ ​well-developed​ ​oral​ ​vocabulary​ ​for​ ​her​ ​age​ ​group.

Woodcock-Johnson​ ​Tests​ ​of​ ​Achievement-IV​ ​(Academic​ ​Acheivement)

Broad​ ​Reading:​ ​81,​ ​10th​ ​percentile
Basic​ ​Reading​ ​Skills:​ ​94,​ ​34th​ ​percentile
Reading​ ​Fluency:​ ​70,​ ​2nd​ ​percentile
Broad​ ​Written​ ​Language:​ ​84,​ ​15th​ ​percentile
Written​ ​Expression:​ ​82,​ ​11th​ ​percentile
The​ ​psychologist​ ​notes​ ​that​ ​“A.C.’s​ ​WJ-IV​ ​scores​ ​were​ ​all​ ​below​ ​what​ ​would​ ​be​ ​expected,​ ​given​ ​her​ ​intelligence
as​ ​measured​ ​by​ ​the​ ​WISC-IV”.

The​ ​low​ ​Basic​ ​Reading​ ​Skills​ ​score​ ​indicates​ ​that​ ​A.C.​ ​is​ ​lacking​ ​in​ ​awareness​ ​of​ ​sound-symbol​ ​associations.​ ​A.C.
misread​ ​consonant​ ​and​ ​vowel​ ​sounds,​ ​and​ ​demonstrated​ ​insertions​ ​and​ ​deletions​ ​of​ ​sounds.​ ​She​ ​struggled​ ​to
read​ ​short​ ​sentences​ ​fluently.

Comprehensive​ ​Test​ ​of​ ​Phonological​ ​Processing​ ​-​ ​II

(Phonemic​ ​Awareness​ ​and​ ​Rapind​ ​Naming)
Phonological​ ​Awareness:​ ​112,​ ​79th​ ​percentile

Page​ ​6​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

Phonological​ ​Memory:​ ​110,​ ​75th​ ​percentile

Rapid​ ​Symbolic​ ​Naming​:​ ​88,​ ​21st​ ​percentile
Alt.​ ​Phonological​ ​Awareness:​ ​116,​ ​86th​ ​percentile
A.C.​ ​successfully​ ​segmented​ ​words​ ​and​ ​nonwords,​ ​as​ ​well​ ​as​ ​blended​ ​sounds​ ​together​ ​to​ ​make​ ​whole​ ​words.
A.C.’s​ ​Rapid​ ​Symbolic​ ​Naming​ ​score​ ​is​ ​in​ ​the​ ​low​ ​average​ ​range.​ ​This​ ​indicates​ ​that​ ​she​ ​is​ ​slower​ ​than​ ​average​ ​in
retrieval​ ​of​ ​the​ ​sounds​ ​and​ ​names​ ​associated​ ​with​ ​letters​ ​and​ ​numbers.

Behavior/​ ​Attention
To​ ​my​ ​knowledge,​ ​there​ ​was​ ​no​ ​formal​ ​test​ ​administered​ ​to​ ​evaluate​ ​A.C.’s​ ​level​ ​of​ ​attention.​ ​However,​ ​the
psychologist​ ​noted​ ​that​ ​A.C.​ ​was​ ​often​ ​restless​ ​and​ ​fidgety​ ​during​ ​testing,​ ​and​ ​sometimes​ ​became​ ​distracted.

Applicant’s​ ​review​ ​of​ ​formal​ ​testing​ ​information:

The​ ​examiner​ ​for​ ​this​ ​report​ ​states​ ​that​ ​A.C.’s​ ​academic​ ​achievement​ ​scores​ ​on​ ​this​ ​evaluation​ ​are​ ​significantly
lower​ ​than​ ​what​ ​would​ ​be​ ​expected​ ​of​ ​a​ ​child​ ​with​ ​her​ ​intelligence.​ ​She​ ​goes​ ​on​ ​to​ ​state​ ​that​ ​A.C.’s​ ​performance
on​ ​this​ ​evaluation​ ​is​ ​not​ ​attributable​ ​to​ ​intellectual​ ​factors;​ ​rather,​ ​it​ ​is​ ​consistent​ ​with​ ​dyslexia.​ ​The​ ​examiner
concludes​ ​in​ ​stating​ ​that​ ​A.C.’s​ ​verbal​ ​reasoning,​ ​practical​ ​and​ ​social​ ​reasoning,​ ​and​ ​visual​ ​spatial​ ​skills​ ​are​ ​her
relative​ ​strengths.​ ​In​ ​contrast,​ ​A.C.’s​ ​auditory​ ​attention,​ ​auditory​ ​memory,​ ​working​ ​memory,​ ​and​ ​sequencing​ ​of
details​ ​are​ ​some​ ​of​ ​her​ ​relative​ ​weaknesses.​ ​Another​ ​area​ ​of​ ​challenge​ ​for​ ​A.C.​ ​is​ ​her​ ​lack​ ​of​ ​graphomotor
accuracy.

EXAMPLE​ ​ALTERNATIVE​ ​Section​ ​III:

​ ​–​ ​Associate​ ​Profile​ ​Section​ ​III​ ​–
Formal/Standardized​ ​Testing​ ​Information
A.C.​ ​does​ ​not​ ​have​ ​a​ ​psychoeducational​ ​evaluation​ ​but​ ​has​ ​school​ ​records​ ​including​ ​DIBELS,​ ​running​ ​records,​ ​and
report​ ​cards.​ ​DIBELS​ ​scores​ ​indicate​ ​that​ ​A.C.​ ​is​ ​below​ ​grade​ ​level​ ​with​ ​weaknesses​ ​in​ ​Nonsense​ ​Word​ ​Reading
and​ ​Oral​ ​Reading​ ​Fluency.​ ​The​ ​classroom​ ​teacher​ ​notes​ ​on​ ​the​ ​non-graded​ ​report​ ​card​ ​that​ ​she​ ​is​ ​a​ ​slow​ ​reader,
takes​ ​a​ ​long​ ​time​ ​to​ ​complete​ ​writing​ ​assignments,​ ​and​ ​has​ ​many​ ​spelling​ ​errors,​ ​however​ ​has​ ​great​ ​oral​ ​recall
and​ ​good​ ​vocabulary​ ​in​ ​class​ ​discussions.​ ​A.C.​ ​appears​ ​to​ ​have​ ​normal​ ​intelligence​ ​and​ ​has​ ​responded​ ​well​ ​to​ ​the
one-one​ ​instruction​ ​with​ ​the​ ​O-G​ ​approach​ ​which​ ​indicates​ ​she​ ​is​ ​a​ ​good​ ​candidate​ ​for​ ​a​ ​profile​ ​student.

​ ​–​ ​Associate​ ​Profile​ ​Section​ ​IV​ ​–

Informal​ ​Assessment​ ​Information
Initial​ ​Language​ ​Screening​ ​Information
Assessment​ ​Date:​​ ​January​ ​26​ ​&​ ​28,​ ​2016
In​ ​order​ ​to​ ​find​ ​an​ ​appropriate​ ​starting​ ​point​ ​for​ ​Orton-Gillingham/​ ​MSLE​ ​tutoring,​ ​an​ ​informal​ ​screening​ ​was
administered.​ ​The​ ​goal​ ​was​ ​to​ ​determine​ ​phonemic​ ​awareness​ ​skills,​ ​sound​ ​to​ ​symbol​ ​knowledge​ ​in​ ​both
reading​ ​and​ ​spelling,​ ​knowledge​ ​of​ ​spelling​ ​patterns,​ ​grammar​ ​and​ ​punctuation​ ​skills,​ ​and​ ​reading​ ​skills​ ​in
fluency,​ ​decoding​ ​and​ ​comprehension.​ ​The​ ​information​ ​is​ ​summarized​ ​below:

Page​ ​7​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

Yopp-Singer​ ​was​ ​used​ ​to​ ​assess

Phonemic​ ​Awareness
A.C.​ ​correctly​ ​segmented​ ​12​ ​out​ ​of​ ​15​ ​words​ ​into​ ​phonemes,​ ​and​ ​had​ ​some​ ​difficulty​ ​isolating​ ​and​ ​identifying
embedded​ ​phonemes​ ​in​ ​an​ ​initial​ ​or​ ​final​ ​blend​ ​(spread​ ​as​ ​s-pr-e-d).​ ​She​ ​easily​ ​identified​ ​the​ ​initial​ ​and​ ​final
sounds​ ​of​ ​words​ ​auditorily,​ ​but​ ​when​ ​it​ ​came​ ​to​ ​isolating​ ​and​ ​deleting​ ​initial​ ​or​ ​embedded​ ​sounds​ ​in​ ​a
consonant​ ​blend,​ ​A.C.​ ​had​ ​difficulty.

CORE​ ​Phonics​ ​Survey​ ​was​ ​used​ ​to​ ​assess

Single​ ​Word​ ​Decoding
When​ ​confronted​ ​with​ ​new​ ​or​ ​nonsense​ ​words,​ ​especially​ ​those​ ​with​ ​consonant​ ​blends,​ ​ ​A.C.​ ​ ​tried​ ​to​ ​guess​ ​the
words,​ ​usually​ ​substituting​ ​another​ ​word​ ​that​ ​looked​ ​similar​ ​(tramp​ ​for​ ​trap,​ ​shuck​ ​for​ ​shut,​ ​ ​bow​ ​for​ ​blow,
Connie​ ​for​ ​coin).​ ​Reading​ ​nonsense​ ​words​ ​throughout​ ​all​ ​categories​ ​was​ ​especially​ ​challenging​ ​for​ ​A.C.,​ ​and​ ​she
read​ ​no​ ​more​ ​than​ ​two​ ​out​ ​of​ ​five​ ​nonsense​ ​words​ ​correctly​ ​per​ ​section.

CORE​ ​Graded​ ​High​ ​Frequency​ ​Word​ ​Survey​ ​was​ ​used​ ​to​ ​assess
High​ ​Frequency​ ​Words
A.C.​ ​read​ ​22​ ​out​ ​of​ ​24​ ​words​ ​correctly​ ​in​ ​Lists​ ​I​ ​and​ ​II,​ ​as​ ​well​ ​as​ ​all​ ​words​ ​correctly​ ​in​ ​List​ ​K.​ ​While​ ​reading​ ​List​ ​III,
A.C.​ ​sometimes​ ​substituted​ ​words​ ​that​ ​looked​ ​similar​ ​to​ ​the​ ​word​ ​she​ ​was​ ​reading​ ​(every​ ​for​ ​very,​ ​are​ ​for​ ​or,
and​ ​thing​ ​for​ ​think).

Qualitative​ ​Inventory​ ​of​ ​Spelling-​ ​Elementary​ ​Level​ ​was​ ​used​ ​to​ ​assess
Single​ ​Word​ ​Spelling
Spelling​ ​is​ ​a​ ​difficulty​ ​for​ ​A.C.,​ ​as​ ​she​ ​spelled​ ​7​ ​out​ ​of​ ​25​ ​phonetically​ ​regular​ ​words​ ​correctly​ ​(wate​ ​for​ ​wait,​ ​cuck
for​ ​chunk,​ ​blad​ ​for​ ​blade).​ ​ ​A.C.​ ​demonstrates​ ​a​ ​limited​ ​knowledge​ ​of​ ​spelling​ ​patterns​ ​and​ ​generalizations,​ ​as
well​ ​as​ ​syllable​ ​types​ ​and​ ​rules.​ ​Specifically,​ ​she​ ​had​ ​difficulty​ ​with​ ​silent​ ​e​ ​words,​ ​vowel​ ​teams,​ ​short​ ​vowel
flags,​ ​consonant​ ​blends,​ ​and​ ​some​ ​digraphs.

An​ ​informal​ ​teacher-chosen​ ​passage​ ​was​ ​used​ ​to​ ​assess

Untimed​ ​Oral​ ​Reading​ ​Fluency
A.C.​ ​omitted​ ​and​ ​inserted​ ​words​ ​while​ ​reading​ ​connected​ ​text.​ ​She​ ​substituted​ ​words​ ​like​ ​his​ ​for​ ​has​ ​and​ ​he​ ​for
the.​ ​Her​ ​rate​ ​of​ ​reading​ ​was​ ​slow​ ​and​ ​often​ ​laborious,​ ​lacking​ ​in​ ​fluency​ ​and​ ​natural​ ​expression.​ ​She​ ​often
became​ ​stuck​ ​on​ ​a​ ​word​ ​she​ ​was​ ​struggling​ ​to​ ​decode,​ ​and​ ​sometimes​ ​would​ ​simply​ ​guess​ ​in​ ​order​ ​to​ ​move​ ​on
past​ ​the​ ​difficult​ ​word.

Page​ ​8​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

An​ ​informal​ ​teacher-made​ ​prompt​ ​was​ ​used​ ​to​ ​assess

Written​ ​Expression​ ​and​ ​Handwriting
The​ ​sentences​ ​A.C.​ ​wrote​ ​based​ ​on​ ​her​ ​chosen​ ​picture​ ​contained​ ​capitalization​ ​and​ ​spelling​ ​errors​ ​(tigr​ ​for​ ​tiger,
posing​ ​for​ ​pouncing​ ​and​ ​are​ ​for​ ​air).​ ​Even​ ​though​ ​A.C.​ ​orally​ ​brainstormed​ ​several​ ​interesting​ ​ideas​ ​to​ ​describe
the​ ​picture​ ​she​ ​chose​ ​(a​ ​tiger​ ​leaping​ ​through​ ​the​ ​air),​ ​she​ ​wrote​ ​only​ ​the​ ​minimum​ ​number​ ​of​ ​simple​ ​sentences
which​ ​did​ ​not​ ​reflect​ ​the​ ​level​ ​of​ ​sophistication​ ​of​ ​her​ ​thoughts.​ ​However,​ ​her​ ​sentences,​ ​although​ ​simple​ ​in
structure,​ ​were​ ​complete.

A.C.​ ​demonstrated​ ​good​ ​cursive​ ​formations​ ​with​ ​consistent​ ​size​ ​and​ ​spacing.​ ​However,​ ​her​ ​handwriting​ ​was
laborious​ ​and​ ​slow,​ ​and​ ​there​ ​was​ ​inconsistency​ ​to​ ​her​ ​writing​ ​posture.​ ​She​ ​described​ ​having​ ​difficulty​ ​with
some​ ​of​ ​the​ ​capital​ ​cursive​ ​letters.​ ​A.C.​ ​was​ ​taught​ ​cursive​ ​since​ ​Kindergarten.

–​ ​Associate​ ​Profile​ ​Section​ ​V​ ​–

Orton-Gillingham​ ​Therapy/Learning​ ​Strategies
(after​ ​tutoring​ ​has​ ​commenced)
Language​ ​Therapy
Date​ ​Therapy​ ​Began:​ ​January​ ​2016 Frequency​ ​of​ ​Sessions:​ ​3​ ​times​ ​weekly
Number​ ​of​ ​Sessions:​ ​ ​40 Length​ ​of​ ​Sessions:​ ​45​ ​minutes

Student​ ​Goals
1. Establish​ ​and​ ​apply​ ​knowledge​ ​of​ ​syllable​ ​types​ ​and​ ​syllable​ ​division​ ​rules​ ​as​ ​a​ ​strategy​ ​to​ ​decode
unfamiliar​ ​words.
2. Increase​ ​knowledge​ ​of​ ​spelling​ ​patterns​ ​and​ ​rules​ ​in​ ​application​ ​to​ ​improve​ ​encoding​ ​ability.
3. Build​ ​recognition​ ​of​ ​individual​ ​sounds​ ​within​ ​words,​ ​including​ ​isolating​ ​and​ ​identifying​ ​the​ ​embedded
phonemes​ ​in​ ​blends.
4. Read​ ​accurately​ ​and​ ​with​ ​expression​ ​while​ ​accounting​ ​for​ ​each​ ​word​ ​in​ ​a​ ​sentence​ ​or​ ​connected​ ​text.
5. Increase​ ​awareness​ ​of​ ​grammar​ ​concepts,​ ​including​ ​proper​ ​sentence​ ​structure​ ​and​ ​the​ ​basic​ ​parts​ ​of
speech​ ​to​ ​strengthen​ ​written​ ​expression

Starting​ ​Place​ ​for​ ​Instruction

(Based​ ​on​ ​assessment​ ​information)
1. Setting​ ​out​ ​on​ ​tutoring​ ​instruction,​ ​a​ ​major​ ​goal​ ​is​ ​to​ ​equip​ ​A.C.​ ​with​ ​effective​ ​strategies​ ​to​ ​attack
unfamiliar​ ​words.​ ​These​ ​decoding​ ​strategies​ ​should​ ​be​ ​built​ ​upon​ ​a​ ​solid​ ​foundation​ ​of​ ​knowledge​ ​of
syllable​ ​types​ ​and​ ​how​ ​they​ ​function​ ​within​ ​words.​ ​Building​ ​from​ ​simple​ ​to​ ​complex,​ ​syllable​ ​division
rules​ ​should​ ​be​ ​introduced​ ​as​ ​A.C.​ ​is​ ​ready​ ​for​ ​them.
2. While​ ​syllable​ ​work​ ​is​ ​taking​ ​place,​ ​the​ ​gaps​ ​of​ ​any​ ​unknown​ ​phonemes​ ​should​ ​be​ ​filled​ ​in,​ ​while​ ​the
recall​ ​of​ ​learned​ ​sound-symbol​ ​associations​ ​should​ ​be​ ​firmed​ ​up​ ​through​ ​daily​ ​multisensory​ ​review​ ​and
reinforcement.
3. A.C.​ ​should​ ​be​ ​taught​ ​to​ ​practice​ ​strategies​ ​such​ ​as​ ​clapping​ ​syllables​ ​in​ ​words​ ​and​ ​tapping​ ​the​ ​sounds​ ​in
each​ ​syllable​ ​as​ ​methods​ ​to​ ​transpose​ ​the​ ​sounds​ ​that​ ​she​ ​hears​ ​onto​ ​paper.​ ​Knowledge​ ​of​ ​spelling
patterns​ ​should​ ​be​ ​explicitly​ ​taught​ ​and​ ​routinely​ ​reinforced.
4. A.C.’s​ ​low​ ​level​ ​of​ ​reading​ ​fluency​ ​should​ ​be​ ​addressed​ ​through​ ​reading​ ​decodable​ ​sentences​ ​and
connected​ ​text,​ ​using​ ​pencil​ ​tracking​ ​to​ ​account​ ​for​ ​all​ ​words​ ​in​ ​a​ ​text.​ ​Fluency​ ​should​ ​be​ ​regularly
practiced​ ​through​ ​re-reading​ ​passages​ ​and​ ​chunking​ ​sentences​ ​into​ ​meaningful​ ​phrases.

Page​ ​9​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

5. To​ ​help​ ​remove​ ​barriers​ ​to​ ​written​ ​expression,​ ​grammar​ ​work​ ​beginning​ ​with​ ​basic​ ​parts​ ​of​ ​speech
should​ ​be​ ​woven​ ​in​ ​throughout​ ​the​ ​lesson.​ ​This​ ​is​ ​so​ ​that​ ​A.C.’s​ ​writing​ ​can​ ​more​ ​closely​ ​match​ ​her
cognitive​ ​potential​ ​and​ ​verbal​ ​ability​ ​as​ ​evidenced​ ​in​ ​her​ ​evaluation.

Sequence​ ​of​ ​Concepts​ ​Taught

Listed​ ​in​ ​order​ ​of​ ​introduction
(Listed​ ​side-by-side​ ​as​ ​the​ ​work​ ​progresses​ ​simultaneously​ ​or​ ​closely​ ​together)
Phonemes​ ​and​ ​Spelling​ ​Patterns Syllable​ ​Types​ ​&​ ​Syllable​ ​Division​ ​Patterns

consonsants​ ​and​ ​short​ ​vowels concept​ ​of​ ​a​ ​syllable

were​ ​reviewed and​ ​closed​ ​syllable

/th/​ ​voiced​ ​with​ ​other​ ​digraphs​ ​reviewed combine​ ​two​ ​closed​ ​syllables

-ng,​ ​-nk open​ ​syllable,​ ​long​ ​vowel

FLOSS​ ​spelling​ ​pattern combine​ ​two​ ​open​ ​syllables,​ ​combine​ ​open

x combine​ ​open​ ​and​ ​closed​ ​syllable

-ck​ ​spelling​ ​pattern silent​ ​e​ ​syllable

combine​ ​first​ ​syllable​ ​open​ ​or​ ​close,​ ​and​ ​second

s​ ​as​ ​/z/
silent​ ​e​ ​syllable

-tch​ ​spelling​ ​pattern divide​ ​vc-cv

ai​ ​and​ ​ay​ ​for​ ​reading​ ​only

ee,​ ​ea,​ ​oa​ ​for​ ​reading​ ​only vowel​ ​team​ ​syllable

all​ ​welded​ ​sound divide​ ​v-cv​ ​and​ ​vc-v

concept​ ​of​ ​y​ ​as​ ​a​ ​vowel​ ​sound​ ​in​ ​preparation​ ​to
teach​ ​“cry​ ​baby”

Trainee​ ​Diagnostic​ ​Impressions

A.C.​ ​has​ ​demonstrated​ ​that​ ​she​ ​benefits​ ​from​ ​a​ ​multisensory​ ​presentation​ ​of​ ​systematic​ ​and​ ​scaffolded
instruction.​ ​Continuous​ ​review​ ​and​ ​reinforcement​ ​through​ ​visual,​ ​auditory,​ ​and​ ​kinesthetic​ ​modes​ ​is​ ​a​ ​successful
strategy​ ​of​ ​instruction​ ​for​ ​A.C..​ ​As​ ​A.C.​ ​learns​ ​to​ ​embrace​ ​her​ ​strategies​ ​and​ ​consistently​ ​apply​ ​them​ ​as​ ​a​ ​first
line​ ​of​ ​attack​ ​when​ ​encountering​ ​difficult​ ​words,​ ​her​ ​success​ ​and​ ​level​ ​of​ ​comfort​ ​with​ ​reading​ ​and​ ​writing​ ​will
undoubtedly​ ​improve.

Follow-up​ ​Report
(At​ ​Lesson​ ​40)
Through​ ​the​ ​study​ ​of​ ​syllable​ ​types​ ​and​ ​syllable​ ​division​ ​rules,​ ​A.C.​ ​is​ ​able​ ​to​ ​describe​ ​the​ ​patterns​ ​of​ ​closed,
open,​ ​silent​ ​e​ ​and​ ​vowel​ ​team​ ​syllables,​ ​as​ ​well​ ​as​ ​demonstrate​ ​a​ ​solid​ ​understanding​ ​of​ ​how​ ​they​ ​work​ ​within
words.​ ​A.C.​ ​is​ ​now​ ​decoding​ ​and​ ​encoding​ ​many​ ​two-syllable​ ​words​ ​independently.

Page​ ​10​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

A.C.​ ​continues​ ​to​ ​need​ ​teacher​ ​support​ ​in​ ​applying​ ​spelling​ ​rules,​ ​such​ ​as​ ​the​ ​short​ ​vowel​ ​flags,​ ​and​ ​benefits
from​ ​reminders​ ​to​ ​ ​slow​ ​down​ ​to​ ​deliberately​ ​recall​ ​the​ ​information​ ​before​ ​hurriedly​ ​putting​ ​pencil​ ​to​ ​paper.

Through​ ​daily​ ​oral​ ​readings​ ​of​ ​decodable​ ​connected​ ​text,​ ​A.C.​ ​is​ ​able​ ​to​ ​build​ ​vocabulary,​ ​increase
comprehension,​ ​and​ ​practice​ ​good​ ​fluency.​ ​Pencil​ ​tracking​ ​is​ ​a​ ​good​ ​multisensory​ ​strategy​ ​for​ ​A.C.​ ​that
promotes​ ​fluent,​ ​expressive​ ​reading​ ​and​ ​helps​ ​her​ ​account​ ​for​ ​all​ ​words​ ​in​ ​a​ ​sentence.

Page​ ​11​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

HANDOUT​ ​PART​ ​3
ASSOCIATE​ ​LEVEL​ ​RUBRIC

FLUID​ ​REVIEW​ ​FILE:​​ ​AOGPE​ ​ASSOCIATE​ ​LEVEL​ ​RUBRIC

Profile

1 Relevant​ ​Family​ ​History Family​ ​history​ ​of​ ​dyslexia​ ​or​ ​LD

2 Relevant​ ​Medical​ ​History Ear​ ​infection,​ ​co-morbidities
3 Physical​ ​Description Age,​ ​motor​ ​control
4 Personality,​ ​Talents,​ ​Interests Social​ ​Functioning
5 Educational​ ​History Grade,​ ​Retention;​ ​special​ ​Services
6 Cognitive​ ​Functioning​ ​(WISC/WJ​ ​III) VCI___​ ​PRI___​ ​WM___​ ​PS___
7 Educational​ ​Achievement WIAT/WJ​ ​III;​ ​etc.
8 Diagnosis​ ​(es)
9 Informal​ ​Testing:​ ​results​ ​of​ ​informal​ ​assessments Essential​ ​if​ ​no​ ​formal​ ​testing
performed​ ​by​ ​tutor
10 Summary Testing​ ​Data​ ​is​ ​summarized
11 Discussion And​ ​Discussed
12 Interpretation Expected​ ​at​ ​Certified
13 Appropriateness​ ​of​ ​Student Is​ ​the​ ​student​ ​dyslexic?
14 OG​ ​Skills​ ​Taught​ ​-​ ​listed List​ ​or​ ​checklist​ ​included
15 Logical​ ​Sequence Simple​ ​to​ ​complex,​ ​common​ ​to​ ​less​ ​common
16 Adequate​ ​detail​ ​for​ ​OG​ ​tutor​ ​to​ ​design​ ​a​ ​lesson
for​ ​this​ ​student
17 Number​ ​of​ ​sessions​ ​taught/week/45-60​ ​minutes Minimum​ ​of​ ​2
18 Number​ ​of​ ​lessons​ ​prior​ ​to​ ​submitted​ ​lesson Sufficient​ ​for​ ​trainee​ ​to​ ​develop​ ​understanding​ ​of​ ​the
scope​ ​and​ ​sequence​ ​and​ ​nature​ ​of​ ​learner
19 Applicant’s​ ​Writing​ ​Style Uses​ ​correct​ ​grammar​ ​and​ ​sentence​ ​structure
20 Applicant’s​ ​Professionalism Profile​ ​demonstrates​ ​the​ ​professional​ ​standard
expected​ ​at​ ​this​ ​level​ ​of​ ​OG​ ​certification

Pre​ ​and​ ​Post​ ​Lesson​ ​Plans

1 Lesson​ ​Numbered​ ​in​ ​the​ ​sequence

2 Objective​ ​stated​ ​in​ ​the​ ​lesson
3 Logical​ ​sequence​ ​followed​ ​with​ ​appropriate
pacing
4 Review​ ​of​ ​confusions​ ​from​ ​previous​ ​lesson
5 Review​ ​of​ ​most​ ​recently​ ​introduced​ ​element​ ​or Evidence​ ​of​ ​review​ ​and​ ​reinforcement​ ​of​ ​previously
concept learned​ ​material

Page​ ​12​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

6 Comments​ ​noted​ ​on​ ​the​ ​lesson​ ​plan Evidence​ ​that​ ​the​ ​teacher​ ​is​ ​recording​ ​errors​ ​so​ ​that
they​ ​can​ ​be​ ​addressed​ ​in​ ​the​ ​next​ ​lesson

7 Evidence​ ​of​ ​multisensory​ ​instruction/kinesthetic

reinforcement
8 Error​ ​repair​ ​procedures​ ​evident
9 Visual​ ​Drill
10 Auditory​ ​Drill
11 Blending​ ​Drill/Practice
12 Syllabication​ ​Practice
13 Spelling​ ​of​ ​words Appropriate​ ​words,​ ​separating​ ​and​ ​sequencing
sounds​ ​syllables
14 Sentences Evidence​ ​of​ ​spiraling​ ​back
15 Oral​ ​Reading Appropriate​ ​level​ ​and​ ​content

Annotated​ ​Lesson

1 Lesson​ ​Numbered​ ​in​ ​Sequence

2 Clear​ ​objective​ ​for​ ​lesson​ ​stated
3 Acceptable​ ​level​ ​of​ ​annotation Description​ ​of​ ​what​ ​applicant​ ​did,​ ​why​ ​it​ ​was​ ​done,​ ​and
what​ ​the​ ​student​ ​did
4 Visual​ ​Drill Acceptable​ ​process/kinesthetic​ ​reinforcement
5 Auditory​ ​drill
6 Auditory​ ​Spelling​ ​Order​ ​(multiple​ ​spelling Gives​ ​the​ ​most​ ​common​ ​form​ ​first
in​ ​order)
7 Blending​ ​Drill
8 Reading:​ ​ ​ ​ ​ ​Words Appropriate​ ​choice​ ​of​ ​words
9 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Syllable​ ​Division Practice​ ​and​ ​application​ ​strategies
10 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Sentences Fluency,​ ​vocabulary,​ ​comprehension
11 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Text Appropriate​ ​level​ ​and​ ​content
12 Instruction​ ​in​ ​non​ ​phonetic​ ​words
13 Evidence​ ​of​ ​handwriting As​ ​applicable
Instruction/reinforcement
14 Student​ ​work​ ​included On​ ​student​ ​work
15 Evidence​ ​of​ ​good​ ​error​ ​correction
16 Old/new​ ​review Evidence​ ​of​ ​review​ ​and​ ​spiraling​ ​back​ ​of​ ​previously
learned​ ​material
17 Introduction​ ​of​ ​new​ ​material​ ​–​ ​appropriate As​ ​appropriate
choice
18 Integration​ ​with​ ​what​ ​is​ ​already​ ​known
19 Spelling​ ​of​ ​words​ ​and​ ​sentences
20 Multisensory​ ​instruction/kinesthetic Appropriate​ ​choice​ ​of​ ​words,​ ​spirals​ ​back.​ ​Applies
reinforcement​ ​throughout​ ​lesson strategies​ ​to​ ​separate​ ​and​ ​sequence​ ​sounds​ ​and
syllables.
21 Notation​ ​of​ ​errors​ ​by​ ​tutor

Page​ ​13​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

22 Error​ ​Repair Tutor​ ​leads​ ​student​ ​to​ ​understanding​ ​and​ ​correction​ ​of
errors
23 Diagnostic​ ​and​ ​prescriptive​ ​teaching
24 Tutor’s​ ​common​ ​sense​ ​and​ ​knowledge
25 Pace​ ​and​ ​process​ ​meets​ ​the​ ​needs​ ​of​ ​the
student

Notes:

Page​ ​14​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
 FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

HANDOUT​ ​PART​ ​4
ASSOCIATE​ ​LEVEL​ ​APPLICATION​ ​CHECKLIST

FLUID​ ​REVIEW​ ​FILE:​ ​ASSOCIATE​ ​ ​APPLICATION​ ​CHECKLIST

This​ ​checklist​ ​outlines​ ​the​ ​requirements​ ​of​ ​an​ ​Associate​ ​Level​ ​Membership​ ​to​ ​the​ ​Academy.
This checklist will help you in preparing a complete application for submission and will assist the Academy in its review of
your application. During the online application process you will be asked to fill out an electronic version of this form and
submit​ ​it​ ​along​ ​with​ ​your​ ​application.
In​ ​order​ ​to​ ​preserve​ ​anonymity,​ ​please​ ​do​ ​not​ ​reference​ ​your​ ​Fellow​ ​by​ ​name​ ​and/or​ ​Training​ ​Site​ ​in​ ​your​ ​statement.
✓ I​ ​have​ ​listed,​ ​included​ ​or​ ​documented:
1 Two​ ​AOGPE​ ​Letters​ ​of​ ​Support.​ ​One​ ​letter​ ​must​ ​be​ ​from​ ​your​ ​Principal​ ​Training​ ​Fellow;​ ​the​ ​second
should​ ​be​ ​from​ ​your​ ​Supervising​ ​Fellow​ ​(if​ ​different​ ​from​ ​your​ ​Principal​ ​Training​ ​Fellow)​ ​or​ ​someone
who​ ​is​ ​familiar​ ​with​ ​your​ ​work​ ​as​ ​an​ ​Orton-Gillingham​ ​Practitioner.​ ​ ​If​ ​the​ ​individual​ ​is​ ​not​ ​a​ ​member
of​ ​the​ ​Academy,​ ​they​ ​will​ ​be​ ​prompted​ ​to​ ​fill​ ​out​ ​a​ ​letter​ ​of​ ​recommendation​ ​supporting​ ​your
application.​ ​It​ ​is​ ​your​ ​responsibility​ ​to​ ​provide​ ​the​ ​online​ ​forms​ ​to​ ​the​ ​people​ ​who​ ​will​ ​be​ ​completing
your​ ​Letters​ ​of​ ​Support.​ ​When​ ​the​ ​Academy​ ​office​ ​receives​ ​the​ ​forms,​ ​a​ ​confirmation​ ​email​ ​will​ ​be
sent​ ​to​ ​you.
2 Complete​ ​C.V.​ ​or​ ​Resume
3 I​ ​have​ ​confirmed​ ​with​ ​my​ ​Fellow​ ​that​ ​I​ ​have​ ​completed​ ​all​ ​of​ ​the​ ​required​ ​readings.
4 College​ ​degree(s):​ ​at​ ​least​ ​a​ ​Bachelor's​ ​Degree​ ​for​ ​Associate​ ​level.
5 All​ ​related​ ​Orton-Gillingham​ ​training.
6 All​ ​experience​ ​as​ ​an​ ​Orton-Gillingham​ ​Practitioner​ ​listed.
7 A​ ​brief​ ​statement​ ​that​ ​includes​ ​your​ ​reason​ ​for​ ​applying​ ​along​ ​with​ ​additional​ ​information​ ​you​ ​want
the​ ​Certifying​ ​Committee​ ​members​ ​to​ ​consider.
8 All​ ​Orton-Gillingham​ ​based​ ​conferences​ ​and​ ​workshops​ ​related​ ​to​ ​dyslexia​ ​that​ ​you​ ​attended.
Conferences/workshops​ ​and​ ​related​ ​training​ ​are​ ​important​ ​and​ ​strengthen​ ​your​ ​application.
9 Orton-Gillingham​ ​Training​ ​For​ ​Option​ ​A
a Associate​ ​level​ ​coursework​ ​totaling​ ​a​ ​minimum​ ​of​ ​60​ ​hours.
b Orton-Gillingham​ ​supervised​ ​practicum​ ​experience​ ​of​ ​at​ ​least​ ​100​ ​hours​ ​teaching​ ​1:1,​ ​twice​ ​a​ ​week
on​ ​non-consecutive​ ​days​ ​for​ ​a​ ​minimum​ ​of​ ​40-60​ ​minutes​ ​each​ ​session,​ ​over​ ​a​ ​minimum​ ​period​ ​of
eight​ ​months​ ​to​ ​one​ ​year.
c 10​ ​entire​ ​40-60​ ​minute​ ​lessons​ ​observations​ ​by​ ​a​ ​Fellow​ ​(on-site,​ ​web​ ​based​ ​platform​ ​or​ ​video​ ​and​ ​if
videoed,​ ​unedited).​ ​--​ ​continue​ ​to​ ​number​ ​10
Orton-Gillingham​ ​Training​ ​For​ ​Option​ ​B
d. Associate​ ​level​ ​coursework​ ​totaling​ ​a​ ​minimum​ ​of​ ​70​ ​hours​ ​(60​ ​hours​ ​+10​ ​additional​ ​hours​ ​on
adapting​ ​the​ ​Orton-Gillingham​ ​Approach​ ​to​ ​group​ ​or​ ​classroom​ ​instruction).
e. Orton-Gillingham​ ​supervised​ ​practicum​ ​experience​ ​of​ ​at​ ​least​ ​100​ ​hours​ ​over​ ​a​ ​minimum​ ​of​ ​eight
months​ ​to​ ​one​ ​year,​ ​50​ ​hours​ ​of​ ​which​ ​are​ ​1:1​ ​and​ ​50​ ​hours​ ​in​ ​a​ ​group​ ​or​ ​classroom​ ​setting.
f. 10​ ​entire​ ​40-60​ ​minute​ ​lessons​ ​observations​ ​by​ ​a​ ​Fellow​ ​(on-site,​ ​web​ ​based​ ​platform​ ​or​ ​video​ ​and​ ​if
videoed,​ ​unedited.​ ​--​ ​continue​ ​to​ ​number​ ​10
With​ ​my​ ​Student​ ​Profile​ ​I​ ​have​ ​included:
10 A​ ​personal​ ​description​ ​of​ ​the​ ​learner(s)*,​ ​including​ ​age(s)​ ​and​ ​grade(s)​ ​which​ ​is​ ​detailed,​ ​specific,​ ​and
prescriptive.

Page​ ​15​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
 FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

*​For​ ​Option​ ​B​ ​you​ ​may​ ​either​ ​submit​ ​a​ ​profile​ ​and​ ​lesson​ ​plans​ ​for​ ​your​ ​1:1​ ​student​ ​or​ ​for​ ​your​ ​group
of​ ​students.​ ​ ​The​ ​profile​ ​for​ ​your​ ​group​ ​should​ ​contain​ ​information​ ​about​ ​each​ ​student;​ ​in​ ​addition,
your​ ​group​ ​lesson​ ​plan​ ​should​ ​be​ ​accompanied​ ​by​ ​each​ ​student’s​ ​written​ ​work​ ​for​ ​each​ ​lesson.
11 Information​ ​if​ ​there​ ​is​​ ​or​ ​is​ ​not​​ ​a​ ​history​ ​of​ ​reading​ ​and/or​ ​writing​ ​difficulty​ ​amongst​ ​the​ ​learner’s
blood-related​ ​relatives.
12 Information​ ​about​ ​the​ ​learner’s​ ​cognitive​ ​functioning​ ​including​ ​test​ ​scores​ ​and​ ​my​ ​discussion.​ ​ ​If
there​ ​is​ ​no​ ​standardized​ ​testing,​ ​provide​ ​anecdotal​ ​evidence​ ​regarding​ ​the​ ​learner’s​ ​cognitive
functioning​ ​with​ ​my​ ​discussion​ ​of​ ​the​ ​learner.
13 Informal​ ​testing​ ​administered​ ​to​ ​determine​ ​the​ ​learner’s​ ​reading​ ​and​ ​spelling​ ​strengths​ ​and
weaknesses.
14 Information​ ​about​ ​the​ ​learner’s​ ​academic​ ​achievement​ ​(including​ ​other​ ​areas​ ​in​ ​addition​ ​to​ ​reading
and​ ​spelling).
15 A​ ​sequence​ ​of​ ​Orton-Gillingham​ ​elements​ ​and​​ ​the​ ​number​ ​of​ ​lessons​ ​taught​ ​prior​ ​to​ ​the​ ​submitted
pre​ ​lesson.
16 The​ ​scheduled​ ​length​ ​in​ ​minutes​ ​of​ ​each​ ​lesson​ ​and​ ​the​ ​scheduled​ ​frequency​ ​of​ ​lessons.
With​ ​my​ ​Lesson​ ​Plans​ ​I​ ​have​ ​included:
17 For​ ​Option​ ​A
Three​ ​lesson​ ​plans​ ​and​ ​a​ ​profile​ ​for​ ​one​ ​student:​​ ​a​ ​pre​ ​lesson,​ ​an​ ​annotated​ ​lesson​ ​(explaining​ ​in
depth​ ​what​ ​I​ ​did,​ ​how​ ​I​ ​did​ ​it,​ ​and​ ​the​ ​student’s​ ​response​ ​for​ ​each​ ​section​ ​of​ ​my​ ​lesson),​ ​and​ ​the
post​ ​lesson,​ ​so​ ​the​ ​committee​ ​can​ ​get​ ​a​ ​sense​ ​of​ ​continuity​ ​as​ ​it​ ​relates​ ​to​ ​scope​ ​and​ ​sequence,
in​ ​addition​ ​to​ ​diagnostic​ ​and​ ​prescriptive​ ​practice.​ ​It​ ​is​ ​detailed,​ ​specific,​ ​and​ ​prescriptive​ ​and
includes​ ​specific​ ​phonemes,​ ​graphemes,​ ​words,​ ​and​ ​sentences.​ ​ ​--​ ​continue​ ​to​ ​number​ ​18
For​ ​Option​ ​B
Three​ ​lesson​ ​plans*​ ​and​ ​a​ ​profile*​ ​for​ ​a​ ​group​ ​or​ ​an​ ​individual​ ​student:​​ ​a​ ​pre-lesson,​ ​my​ ​annotated
lesson​ ​(explaining​ ​in​ ​depth​ ​what​ ​I​ ​did,​ ​how​ ​I​ ​did​ ​it,​ ​and​ ​the​ ​student​ ​responses),​ ​and​ ​the​ ​post
lesson,​ ​so​ ​the​ ​committee​ ​can​ ​get​ ​a​ ​sense​ ​of​ ​continuity​ ​as​ ​it​ ​relates​ ​to​ ​scope​ ​and​ ​sequence,​ ​in
addition​ ​to​ ​diagnostic​ ​and​ ​prescriptive​ ​practice.​ ​It​ ​is​ ​detailed,​ ​specific,​ ​and​ ​prescriptive​ ​and​ ​includes
specific​ ​phonemes,​ ​graphemes,​ ​words,​ ​and​ ​sentences.​ ​It​ ​explains​ ​how​ ​you​ ​teach​ ​each​ ​section​ ​of​ ​the
lesson.*​For​ ​Option​ ​B​ ​you​ ​may​ ​either​ ​submit​ ​a​ ​profile​ ​and​ ​lesson​ ​plans​ ​for​ ​your​ ​1:1​ ​student​ ​or​ ​for​ ​your
group​ ​of​ ​students.​ ​ ​The​ ​profile​ ​for​ ​your​ ​group​ ​should​ ​contain​ ​information​ ​about​ ​each​ ​student;​ ​in
addition,​ ​your​ ​group​ ​lesson​ ​plan​ ​should​ ​be​ ​accompanied​ ​by​ ​each​ ​student’s​ ​written​ ​work​ ​for​ ​each
lesson​ ​--continue​ ​to​ ​number​ ​18
18 Each​ ​lesson​ ​presented​ ​with​ ​the​ ​lesson​ ​number​ ​and​ ​the​ ​date​ ​it​ ​was​ ​given,​ ​is​ ​clearly​ ​shown​ ​on​ ​each
page.
19 All​ ​work-papers​ ​created​ ​by​ ​the​ ​student(s)​ ​during​ ​all​ ​three​ ​lessons.​ ​ ​Note:​ ​a​ ​reference​ ​that​ ​the​ ​student
did​ ​the​ ​written​ ​work​ ​on​ ​a​ ​chalk​ ​or​ ​dry-erase​ ​board,​ ​or​ ​in​ ​a​ ​certain​ ​commercial​ ​publication,​ ​is
unacceptable​ ​for​ ​the​ ​submitted​ ​lessons.​ ​If​ ​a​ ​portion​ ​of​ ​the​ ​work​ ​was​ ​not​ ​written​ ​on​ ​paper,​ ​you​ ​must
submit​ ​a​ ​picture​ ​of​ ​the​ ​completed​ ​student’s​ ​work.
20 As​ ​appropriate,​ ​evidence​ ​of​ ​instruction​ ​with​ ​syllable​ ​types​ ​and​ ​syllable​ ​division​ ​patterns​ ​including​ ​the
steps​ ​used​ ​to​ ​provide​ ​review​ ​and​ ​practice​ ​with​ ​these​ ​concepts.
21 Discussion​ ​of​ ​the​ ​procedures​ ​used​ ​for​ ​the​ ​student’s​ ​“error​ ​repair"​ ​with​ ​examples​ ​included​ ​on​ ​the
student’s​ ​work-papers.
22 Appropriate​ ​notations​ ​of​ ​student​ ​responses​ ​on​ ​the​ ​lesson​ ​plans​ ​or​ ​the​ ​student’s​ ​work-papers​ ​to​ ​help
in​ ​planning​ ​the​ ​next​ ​lesson(s).
23 Student’s​ ​work-papers​ ​that​ ​demonstrate​ ​all​ ​aspects​ ​of​ ​drills,​ ​concepts,​ ​skills,​ ​and​ ​other​ ​procedures
appropriate​ ​in​ ​an​ ​OG​ ​lesson​ ​whether​ ​the​ ​student​ ​is​ ​at​ ​a​ ​lower​ ​or​ ​advanced​ ​level​ ​of​ ​instruction.

Page​ ​16​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE
 FELLOW​ ​WEBINAR​ ​OCT​ ​19,​ ​2017​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​PROFILE​ ​HANDOUT

24 Copies​ ​of​ ​all​​ ​materials​ ​used​ ​during​ ​the​ ​lesson;​ ​reading​ ​lists,​ ​content​ ​reading,​ ​teacher​ ​designed
worksheets,​ ​etc.​ ​(References​ ​to​ ​materials​ ​such​ ​as​ ​"​see​ ​Such​ ​and​ ​Such…page​ ​l5​”​ ​are​ ​unacceptable).
Any​ ​cards​ ​or​ ​other​ ​loose​ ​lesson​ ​materials​ ​have​ ​been​ ​copied​ ​on​ ​8-1/2​ ​x​ ​11​ ​inch​ ​paper,​ ​scanned​ ​into​ ​a
PDF,​ ​and​ ​uploaded​ ​in​ ​the​ ​appropriate​ ​section​ ​of​ ​the​ ​online​ ​application.
25 Written​ ​comments​ ​on​ ​the​ ​lesson​ ​plan​ ​or​ ​the​ ​student’s​ ​work-papers​ ​about​ ​“​why​ ​I​ ​did​ ​what​ ​I​ ​did​”​ ​with
the​ ​student​ ​during​ ​the​ ​OG​ ​lesson.

Page​ ​17​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Presented​ ​by​ ​Key​ ​Learning​ ​Center:​ ​Candi​ ​Sellers,​ ​F/AOGPE​ ​and​ ​Concha​ ​Wyatt,​ ​F/AOGPE