In 2018, Ottawa Hills Local Schools partnered with Drs. Katz and Pierson, founders of the Literacy, Language, and Learning Institute (3LI) in Ann Arbor, Michigan. We asked them to help us evaluate our efforts toward providing the best services possible for students with dyslexia. And, our reading program is much stronger for it! After careful examination of our processes and thoughtful discussions with focus groups and analysis of survey data– involving all stakeholders, they presented to us a comprehensive report of our strengths and needs for improvement, along with recommendations for future action. We spent the next three years implementing their recommendations, and we continue to reach out on occasion for their guidance. They are experts in their field who understand passionate educators and their desire to be their best.
Feedback from Participants
-Dr. Bill Miller
Assistant Superintendent of Curriculum and Instruction, Ottawa Hills Local Schools, Ohio
Our professional development focus on neurodiversity was missing a discussion of dyslexia and language-based learning disabilities, so we were thrilled when Drs. Pierson and Katz agreed to drive Up North to share their expertise. Their presentation on the latest research was eye-opening and riveting for our faculty and staff. Folks lined up to talk to Joanne and Lauren after the presentation. Needless to say, feedback was great. We want to have them back!
-Janet Lively
Director, Center for Instructional Excellence
Northwestern Michigan College
3LI’s professional development session on dyslexia was both comprehensive and highly impactful. It went beyond the foundational elements of phonics and phonological awareness to also emphasize strategies for strengthening vocabulary and reading comprehension for all learners, particularly students who exhibit characteristics of dyslexia.
The facilitation was engaging and well-paced. It captured the attention of educators throughout the session. Feedback from teachers, administrators, and instructional staff was overwhelmingly positive. Participants especially appreciated the depth of content, the instructional strategies, and the high-quality resources provided. They also noted the value of the question-and-answer segment at the end, which allowed for meaningful discussion and clarification.
-Intermediate School District Literacy Specialist
Thank you for sharing your expertise with us during the professional development session. The feedback from our participants was overwhelmingly positive.
They found the training highly informative and relevant for all levels of reading, not just for students with dyslexia. Many appreciated the clear explanations of the foundations of reading, for supporting students in reading, and the wealth of resources you provided to share with colleagues. When asked about their key takeaways, they highlighted the importance of explicit teaching, making materials accessible for students with dyslexia, understanding the characteristics of dyslexia, and using structured approaches. Overall, the participants felt that your session offered actionable strategies, rich resources, and a strong rationale for supporting all struggling readers.
-Literacy Team, Lenawee ISD
Our Approach to Professional Development
- Grounded in current research.
- Individually designed to meet the audience members’ backgrounds and learning objectives.
- Engaging and dynamic.
- Practical and meaningful.
- Allows for opportunities to practice, reflect, and refine.
Formats
- In person or virtual.
- From an hour-long to half-day to full-day to multi-day/session.
Participants
- Academic Therapists
- Educators
- Occupational Therapists
- Parents
- Pediatricians
- Reading Specialists
- School Administrators
- School Counselors
- Social Workers
- Speech-Language Pathologists
Sample Topics/Titles
- Analysis of Spelling Errors to Guide Intervention in Reading and Spelling
- Assessing and Promoting Phonological Awareness and Processing
- Building Collaborative Relationships to Improve Reading and Writing Success
- Comprehension and the Sentence Level: The Role of Syntax/Grammar
- Comprehension of Written Text: Promoting Skills and Strategies
- Diagnosing Language and/or Literacy Disorders
- Dyslexia 101
- Early Literacy Instruction
- Effective Teaching Strategies for Students with Language/Literacy Disorders
- How Language Deficits Affect Reading, Spelling, and Writing
- How Oral Language Affects Learning to Read, Spell, and Write
- How Oral Vocabulary Contributes to Reading and Vice Versa
- How to Address the Needs of Students with Language/Literacy Disorders in the Classroom
- How to Adjust the Curriculum to Meet the Needs of Students with Language/Literacy Disorders
- How to Create Learning Contexts that Meet the Needs of Students with Language/Literacy Disorders
- Improving Written Expression in School-Age Children
- Language and/or Literacy Development
- Language/Literacy Disorders in Elementary, Middle School, High School, College, and/or Adulthood
- Morphological Awareness Matters: Improving Decoding, Word Recognition, Spelling, Vocabulary, and Comprehension
- Not all Reading Disorders are Alike: Making Sure the Intervention Matches the Need
- Signs and Symptoms of Language/Literacy Disorders and Learning Disabilities
Other Professional Development
If your profession is not included on our website and you are interested in learning more about the professional development experiences that 3LI could offer you or your organization, please contact us. We are happy to discuss possible options.