World Kindness Week takes place the week of November 13th, with the 13th being a specific day to celebrate kindness. We encourage you to participate in acts of kindness that week, and all throughout the month of November! Our staff has compiled a list of great books along the lines of kindness for each grade range. Check it out here! (Click the pictures to open up Read Aloud videos for each book).
Our 7th Annual Symposium on October 12th was a success! We had such a fun time hearing from some great speakers throughout the day and left inspired and ready to help our learners. You can check out a few of our recordings from the event here.
While milestones most certainly vary from child to child, there are certain landmarks of developing readers as well as ways parents and adults can foster these developing skills. Take a look at this chart below.
| Age | Typical Reading Milestone | Activities to Support Milestones |
| 6 months | At this stage, a child begins to initiate speech sounds and can develop an interest in picture books. | Talk with your child, read books with various faces, objects, and animals to your child. |
| 1 year | At this age, a child begins to understand several simple phrases and has short words or utterances. | Have “conversations” with your child at this stage. Begin to read interactive books. |
| 2 years | A child typically has 250-350 words at this age. Children can hold books and look at pictures. | This is a great time to begin reading and reciting nursery rhymes. Get your child engaged by having them pick out books to read. |
| 3 years | A child typically has 800-1,000 words and can repeat common rhymes. | Begin pointing at pictures and words as you read with your child. Play games that involve rhyming. |
| 4 years | At this stage, a child begins using long sentences. Children can rhyme and play with various words. | Introduce new vocabulary when reading and in everyday situations. |
| 5 years | A child typically has 3,000-5,000 words and begins to match letters with sounds. At this stage a child can speak with complex and compound sentences. | Begin to call attention to letters and signs. Talk about letter sounds when driving around, walking through the grocery store, and simple words around the house. |
| 6 years | A child begins to read words and pages and makes predictions using background knowledge. | Have various high-interest books, both fiction and non-fiction, to allow for choice and opportunities to read. Visit libraries. |
| 7 years | A child is now reading words automatically and expanding knowledge by reading and listening to words. | This is a time to encourage reading and rereading books. Limit screen time to encourage reading. |
| 8-9 years | Learners transform from learning to read to reading to learn. They can read chapter books and are learning thousands of new words a year. | Encourage and establish an independent reading time throughout daily schedules. |
In the 1930’s Orton-Gillingham was created as an approach to reading instruction to readers with “word-blindness”. Today the approach has been designed to combine direct, multi-sensory teaching strategies paired with systematic, sequential lessons focused on phonics.
Today learners across the iLEAD landscape are using the Orton-Gillingham approach to help them learn to read.We are thankful to have two wonderful instructors of OG share a little bit of their background and experience with working with OG. Laura Sherwin Rittenhouse has worked for iLead for over 5 and a half years and Rebecca Brower has been with iLEAD for two years.
Laura Sherwin Rittenhouse Rebecca Brower
Experience:
Laura Sherwin Rittenhouse: I have been teaching for over 20 years. I received my Multiple Subjects Teaching Credential and began my career teaching in the classroom. After having my 4 children, I took a break from teaching to raise them. During that time period, I became part of a homeschooling community and began homeschooling my own children for 10 years. I started teaching in the classroom again as my children grew older, however, I really missed teaching in a homeschool environment. A friend of mine suggested I teach for iLEAD Exploration because of my passion for homeschooling. I was hired as an EF in 2018 and truly loved all the families I served. A year ago my husband changed jobs which required us to move to Northern Virginia. That is when I made the switch from the general education side of iLEAD Exploration to the SPED side. I began working on the Care Team last year and became certified as an Orton Gillingham instructor. I am thrilled to still be with iLEAD! I love doing SAI sessions with learners and helping them achieve their goals.
Rebecca Brower: I love the special education field and I have been teaching special education for the past 17 years. I have taught the mild/mod and the mod/severe programs in many diverse areas including the virtual environment. I have devoted my career to education working my way to completing my doctorate degree in 2020.
Explain OG in your own words:
Laura: Orton Gillingham approach of teaching is intentionally focused on the learning needs of each individual student. It is structured and multi-sensory, the lessons build upon each other and the pacing of the lessons is dependent upon each student’s strengths and weaknesses. OG is a powerful tool that has helped so many students become confident readers.
Rebecca: The Orton-Gillingham reading program is a multi-sensory reading intervention that focuses on phonic skills, rules of decoding, encoding, and non-phonic words. The OG program is designed to develop phonemes skills for reading and spelling, with the opportunity to practice these skills within auditory, blending, and visual drills. Unlike other reading interventions, OG incorporates nonsense words for extra decoding practice, has the opportunity to develop sentence writing, and reading comprehension skills.
What about OG excites you the most?
Laura: That even those learners, no matter the age, can become confident in their abilities. I have personally witnessed students that are discouraged and struggling with their reading and writing skills soar in their abilities after only a few months of OG instruction. As a teacher nothing gives me more joy than seeing my struggling learners become confident readers.
Rebecca: With the use of OG, I have seen so many non-readers become successful readers within a short period of time. I am also excited to see how elated learners are when reading “clicks” for them when using this program.
What are the benefits of OG for struggling readers?
Laura: OG is beneficial to learners because students learn to read and spell sequentially. Each lesson builds intentionally on the previous, so there are no gaps. It is explicit in teaching students the connection to letters and sounds. The OG method helps struggling readers transition from simple concepts to more complex ones. The OG method is also cumulative, with consistent and constant review.
Rebecca: OG is a multi-sensory reading program designed for all types of learning styles. After a learner has developed basic alphabet recognition and letter sounds, the program is scaffolded to build upon each phoneme and rule for reading and spelling. OG also permits multiple reviews of phonemes rules for additional practice and does not take a large amount of time to complete each lesson.
What does an OG virtual classroom look like?
Laura: In my virtual sessions we always begin with an activity that the student was struggling with from the last session. We then move on to the lesson which is presented on a google slide show. The learner first reviews the concepts that were taught in the last two sessions. We then go through a visual drill where the student says the sounds of the letter(s) they see. Next, is the auditory drill where I say the sound(s) of the letter(s) and the student repeats the sound(s) and writes the letter(s) I am saying. The last drill is the blending drill, this is where the students are able to use all their previous knowledge to sound out words. The next part of the lesson is to introduce a new phoneme or rule that is connected to something they have already learned. The new concept uses reading and writing to reinforce the concept. The last part of the lesson focuses of red words, those are words that don’t follow rules of the English language. The red words need to be memorized and a multi-sensory approach to the learning of these words is very important.
Rebecca: The OG virtual classroom looks similar to an in-person classroom. Each lesson is taught by a certified OG teacher, with the support of OG slides and visuals. All lessons are presented in digital format. The learners are able to write on paper, dry-erase boards, or the instructor’s screen. Each lesson follows the same routine, including reviews, drills, the introduction of new phonemes, and non-phonic words.
What is one thing that sticks out the most with your time teaching OG?
Laura: How important it is to make the session time a safe and comfortable space. The student. needs to feel supported and cared for to get the most out of the sessions. It is also important that students attend every session, it is difficult for growth when a learner is not consistently attending their sessions.
Rebecca: I have used several multisensory reading interventions over the years and OG is the only one that truly embeds a review of all previous taught word patterns. This allows learners to practice these skills for mastery.
Anything else:
Laura: That it is never too late to use the OG approach to help anyone who struggles with reading and writing!
Rebecca: OG is not just for learners who have identified with an area of disability. It can be used with any learner who may need some additional intervention.
These two are just a few in a handful of wonderful instructors we have available for OG instruction with iLEAD. Thank you both for doing an amazing job and changing lives one day at a time.
A fun way to encourage your learner to read is by using a printable reading log, such as this one! Your learner can color in their reading log & decorate it however they like. Every time that they finish reading a book, they get to color a book on the log & write the title of the book on the spine. This reading log provides a great visual for our learners so that they can see all that they’ve accomplished!
The El Dorado Charter SELPA’s Community Advisory Committee (CAC) is a dynamic, collaborative partnership comprised of educators, parents/guardians, and community members. The CAC provides an opportunity for members to be involved and provide input to the Charter SELPA regarding the Special Education Local Plan, annual priorities, parent/guardian education, and other special education-related activities. The CAC holds three meetings annually to support topics of interest to families of children and young adults with disabilities.
El Comité asesor comunitario de El Dorado Chárter SELPA es una asociación dinámica y colaborativa compuesta por educadores, padres/tutores y miembros de la comunidad. El CAC brinda una oportunidad para que los miembros se involucren y proporcionen ideas al Chárter SELPA con respecto al Plan Local de Educación Especial, las prioridades anuales, la educación para padres/tutores y otras actividades relacionadas con la educación especial. El CAC lleva a cabo tres reuniones anualmente para apoyar temas de interés para las familias de niños y jóvenes con discapacidades.
Why Join the CAC?
¿Por qué unirse al CAC?
Assist in building relationships and communication between schools, parents/guardians and related agencies.
Encourage community and parental/guardian involvement in the review of the Special Education Local Plan.
Provide families an opportunity to share resources and support within their school and community.
Asistir en el desarrollo de relaciones y comunicación entre las escuelas, los padres/tutores y las agencias relacionadas.
Fomentar la participación de la comunidad y de los padres/tutores en la revisión del Plan Local de Educación Especial.
Brindar a las familias una oportunidad para compartir recursos y apoyo dentro de su escuela y comunidad.
Meeting Dates
Fechas de las reuniones
October 4, 2022 | 4 de octubre de 2022
January 24, 2023 | 24 de enero de 2023
March 28, 2023 | 28 de marzo de 2023
4:00 PM – 5:00 PM
Click on the link below to view more information on the
Parent Resources portion of the El Dorado Charter SELPA website.
Puede encontrar más información en la porción de Recursos para padres de nuestro sitio web
It is not uncommon to be contacted by a school representative asking you to attend a meeting of some kind for your learner. It can be difficult to decipher and understand the types of meetings held by school representatives for our learners and their academic journey. Below you will find a few of the most common types of school meetings, a little bit of information about each one, and other quick references to help better understand the many meetings we can be faced with during the school year.
504 Meetings –
What is a 504 Plan?
A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school. The law governing these is Section 504.
504 Meetings
These meetings are held for learners who currently have a 504 plan. The 504 Coordinator will schedule and facilitate a 504 team meeting on an annual basis at minimum to review and make any necessary updates to the 504 plan. Any member of the 504 team can request a meeting to discuss at any time.
Does my learner have a 504 plan?
504 plans require parental consent. If you are unsure if your learner has a 504 plan, it would be best to connect with your learner’s EF to discuss. If you have questions regarding 504 plans, meetings, or eligibility, contact your school’s 504 Coordinator.
Resource
Section 504 Fact Sheet
What is SST?
A Student Support Team (SST) is a multidisciplinary team that considers, plans, and assesses general education interventions and supports for learners who are considered to be at risk and experiencing academic, speech/language, and/or social-emotional/behavioral difficulties. The SST process is a function of the general education program.
SST Meetings
SST meetings are conducted throughout the school year to review interventions and supports that have been implemented into the learner’s academy journey to determine if they are positively impacting the learners ability to access and perform academically. The SST team (Educational Facilitator, facilitator, Education Specialist, and parent – sometimes learner) will discuss and review these interventions, brainstorm additional interventions, and many times, set a time in 8-12 weeks to meet to review the implementation of supports and efficiency.
Does my learner receive SST interventions and supports?
If you are unsure whether your learner receives SST supports and interventions, it is best to connect with your learner’s EF. They can then refer you to the SST coordinator if additional support or communication is warranted.
Resource
SST Portion of the Hub
IEP Meetings –
What is an IEP?
An IEP is an Individualized Education Plan that is mandated federally by IDEA for learners with disabilities that negatively impact their access to general education curriculum to the extent that specially designed instruction is required to provide equal access. Learners grades K-12 can be found eligible for an IEP.
IEP Meetings
Each learner with an IEP is assigned a Case Manager/Education Specialist for the school year to aid in this process for the year. They also provide the support services listed in the learner’s IEP. Annual IEP meetings are held annually to evaluate student growth and progress, as well as, make updates and adjustments to the learner’s IEP. There may be other IEP team meetings held throughout the school year for a multitude of reasons. Any member of the IEP team can request an IEP team meeting at any time.
Does my learner have an IEP?
If you are unsure if your learner has an Individualized Education Plan, it would be best to first connect with your EF. In doing so, if there is further support needed, they can connect you with one of the Student Support Leads or Coordinators depending on your learner’s school site and grade level. If you have questions related to IEPs, you can gather the lead contact information from your learner’s EF, too.
Resource
Parent Guide
Laura MattieLaura Mattie has been with iLead Exploration as a Education Specialist for the past three years. Her heart for teaching learners who need extra support comes from watching her Aunt in the education field for over 25 years.
My aunt taught the gifted for 35 years; she was amazing with children. I decided to follow in her footsteps and teach as well. I always had a soft spot for kids that had a hard time in school. I felt like they needed someone with patience and who could see things from their perspectives- so I decided to teach in the area of special education. I found iLead through a mutual friend who was really happy working here, so I decided to see what it was all about.
But when it comes to role models, it doesn’t stop with her aunt. Laura also tries mirror her life after a few other inspirational people.
My mother is my role model and has been forever. She may not have taught in the classroom, but she is the strongest person I know. I also think Elon Musk is pretty amazing- he sees things from a different perspective, uses creativity, and makes things happen, even when people say it is impossible. I love that in a person.
Teaching can be very stressful at times and we constantly look for a balance between making it through the good and bad days. Laura uses a very unique and effective method to keep those bad days away.
The use of neuro linguistic programming. It helps me reframe my thoughts. A friend taught me this and it helps keep things in perspective. I struggle with major anxiety and depression, and this helps me break patterns of thought that can stop me from being productive. I will listen to uplifting music, use grounding techniques, and sometimes phone a friend to talk me through what is troubling me.
Laura is a morning person, rushing around the house getting her kids ready for school, feeding them breakfast, and out to the bus pick up spot waiting for that yellow tube on wheels to take her children to school before she can sit down with a warm drink and start her lesson planning for the day. Don’t get her wrong, she absolutely loves her children but who doesnt work better in silence from time to time.
Laura is not only an amazing teacher but she also has some experience with singing opera and we may have to encourage a sample at the staff symposium in October. (We may not all understand it though)
I was cast as Snow White in Disney World. I think I look ridiculous with black hair! I’ve also sung opera in public- in German.
But getting her on that stage may be a little difficult based on her enneagram.
I am a solid type 1- and I am trying very hard to not be so rigid. I always want to do my very best in everything I attempt, and I am my worst critic!
Shout out to the other 1’s in iLead Land, we wouldn’t be us without you.
For fun Laura was asked which fictional character did she feel she was most like? What traits do she share with them? Her reply not only was perfect but also tested the google skills for the young staff members at iLead.
Holly Golightly from Breakfast at Tiffany’s. She marches to the beat of a different drummer, and doesn’t mind what other people think- she is a free spirit but sometimes doesn’t know what to do with that freeness and attention.
And lastly, Laura offers some advice that has fueled her in life that she lives by on a daily basis.
Always assume good intentions. People have a lot going on that you may not be aware of. Don’t take things personally and do your best to be kind and understanding.
If you dont know Laura, take a minute and say hello, she is a wonderful person with a warm spirit that will instantly connect with anyone she meets. This can be seen from the respect and love given to her from her learners, parents, and co-workers she works with everyday.
Thank you Laura Mattie for being part of the iLead Family.
Is There Something I’m Forgetting? – the back to school checklist
If we are being honest, getting back into the routine of school can be a bit overwhelming – for the whole family! To ease the transition, we’ve put together a checklist to hopefully make things easier.
Hello Parents and Families,
The Student Support Counseling Team is hosting an Education and Health Awareness Campaign for the 2022-2023 school year. Each month various awareness topics will be discussed through presentations, flyers and resources. For the month of September, the focus will be Suicide Awareness/Prevention for all grades:
K-8th grade will have lessons available on building healthy friendships, kindness, gratitude, and other age appropriate information that contributes to building positive mental health.
9-12th grade will have lessons available on suicide awareness, prevention and support. These presentations are in line with iLEAD Schools Mental Health Policy found on your school’s website.
For more questions on this or other campaigns, please contact your student support counselor through our student support counseling page or follow us on instagram.com/studentsupport
