From Planning to Feedback: Fletcher Miller’s Inclusive Literacy Model

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

lecture

Subject Level:

intermediate

Age Span:

preschool
kindergarten - grade 6
grades 7-12

Target Audience:

consultant
educator
K-12 administration
occupational therapist
paraprofessional
special educator
speech language pathologist

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Plaza 2

Description:

Participants will explore how Fletcher Miller School, a public special education separate school in Denver, CO, is harnessing general education planning structures to design fun, rigorous, and standards-based comprehensive literacy instruction for students with emergent complex learning needs (grades preK-transition). The session will especially highlight our school’s innovative journey in implementing and adapting emergent phonics instruction by showcasing concrete examples of instructional modifications for learners with complex needs that have helped our students to build phonics skills. Attendees will discover how exemplars and rubrics drive instruction and facilitate meaningful student feedback. They will analyze practical rubric design and how feedback directly shapes instruction, enhancing literacy outcomes for all.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Identify at least three key adaptations to general education planning structures to effectively address the diverse learning needs of students with complex profiles in literacy.

• Describe two specific strategies for adapting phonics instruction using multisensory techniques and visual supports for emergent learners with complex emergent literacy needs.

• Explain how to design and utilize instructional rubrics/exemplars that incorporate clear criteria and facilitate specific, measurable, and actionable feedback from students. Articulate one practical method for creating student feedback gathered through rubrics to inform and adjust ongoing literacy instruction.

Disclosures:

We do not have any financial relationships or relevant non financial relationships that could be interpreted as making us bias on our content we are presenting.
We do not have any financial relationships or relevant non financial relationships that could be interpreted as making us bias to the content we are presenting.