Structured Literacy in Action: Success in a Multi-Tiered System of Supports

Outline

Content and Engagement
The presentation content will be a deep dive into the IDA's Structured Literacy Info Map. I'll walk participants through each section, demonstrating its relevance to providing effective instruction within a Multi-Tiered System of Support (MTSS). Specific examples will be used to illustrate how to apply these principles for all learners, including how they relate to Specially Designed Instruction (SDI) for students with disabilities (SWD). A part of the content will focus on dyslexia and the crucial role of structured literacy in providing appropriate support. The session will conclude by exploring implementation science and the vital role of school and district leadership in creating an effective implementation framework.
Audience engagement will be central to the session. I'll use interactive methods to connect with participants and ensure the content is actionable. Activities will include:
• Polls to gauge prior knowledge and gather real-time feedback.
• Collaborative conversations to facilitate peer-to-peer learning and problem-solving.
• Small-group discussions to apply concepts to their specific local context.
Participants will leave with a personalized plan of action for implementing these strategies in their own schools or districts.
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Time
This is a general outline, and the exact timing may be adjusted based on the flow of the session and audience engagement.
• Part 1: The Why (15 minutes): Introduction to Structured Literacy and its connection to MTSS and SDI, including a discussion on supporting all learners.
• Part 2: The What (15 minutes): Deep dive into the IDA's Structured Literacy Info Map, with specific examples.
• Part 3: The How (15 minutes): Practical application and implementation, including a discussion on implementation science and the role of leadership.
• Part 4: The Now (15 minutes): Participants create their action plan for moving forward.
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Process
Throughout the presentation, I'll use a variety of tactics to keep the audience engaged. The frequency of these tactics will be every 5-10 minutes.
• Initial Poll: A device-based poll at the beginning will gauge the audience's familiarity with structured literacy and MTSS, allowing me to tailor the content to the audience.
• Think-Pair-Share: After explaining a key concept, participants will have a moment for a peer-to-peer discussion to process the information.
• Interactive Q&A: I'll use a platform to allow participants to submit questions, ensuring all voices are heard.
• Collaborative Action Planning: The final activity will be a guided, small-group activity where participants use a provided template to create their implementation plan. This hands-on process solidifies their learning and provides a tangible takeaway.

Outcomes

After this session, participants will be able to:

Integrate Multi-Tiered Systems of Support (MTSS) and structured literacy to benefit all learners.

Identify the crucial role structured literacy plays within an MTSS framework, including its importance for special education.

Apply practical tools, strategies, and resources for the successful implementation of structured literacy in their school or district.

Supporting research

1.Birsh, J. R., & Carreker, S. (2018). Multisensory teaching of Basic language skills. Paul H. Brookes Publishing Co.
2. Catts, H. W., & Petscher, Y. (2021). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55(3), 171–184.
https://doi.org/10.1177/00222194211037062
3. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51.
4. Hasbrouck, J. (2020). Conquering dyslexia: A guide to early detection and intervention for teachers and families. Benchmark Education.
5. International Dyslexia Association (2023) https://dyslexiaida.org/infographics
6.Moats, L. C. (2001). When older students can't read. Educational Leadership, 58(6), 36–40.
7.Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia & other reading problems. International Dyslexia Association.
8. Moats, L. C. (2020a). Speech to print: Language Essentials for Teachers. Paul H. Brookes Publishing Co. 
9. Moats, L. C. (2020b). Teaching reading "Is" rocket science: What expert teachers of reading should know and be able to do. American Educator, 44(2), 4.
10. The nation’s report card: NAEP. The Nation’s Report Card | NAEP. (2024). https://nces.ed.gov/nationsreportcard/