Calendar

• December 16, 2016 (Inactive)
• Polly Hays

      NOTE:  For those who didn't attend the August 9, 2016 Day 1 Training, e-mail Judy Lauby at jlauby@esu10.org for links to the videos.

Day 2 of Narrative Story Retell -- Assessment and Intervention will review assessment procedures and provide in-depth training on interventions, with the opportunity for staff who have been using interventions to share data, videos, and ask questions.

Presenter:  Theresa Mourey is a practicing speech-language pathologist in both Connecticut and Nebraska.  She has a teaching license as well as a Master of Arts Degree in Speech-Language Pathology and Bachelor of Science in Special Education from the University of Connecticut.  Her career has spanned over 28 years focusing on many age groups ranging from birth to the elderly.
Programming for students with language-learning disability involving literacy and written expression has been an area of specific interest for Theresa.  She has utilized a variety of tools and strategies in both small group therapy sessions and collaboration with regular and special education teachers for whole class application.  In addition, she has provided professional development to special education and regular education staff in the areas of language development, vocabulary, story grammar and written expression.  Theresa has collaborated with regular education teachers to target the NESA writing assessment.

Learning Objectives for August and December Narrative Presentations:

1.  Participants will become familiar with a variety of assessments and progress monitoring tools targeting narrative retell skills.
2.  Participants will improve their narrative analysis and assessment to determine a student’s developmental narrative retell level.
3.  Participants will formulate specific measurable objectives for students who exhibit weaknesses in narrative skills based on their narrative developmental level.
4.  Participants will identify the pertinent elements needed in planning a complete story narrative, using visual/manipulative tools.
5.  Participants will identify items that should be included in individual student’s narrative toolbox.
6.  Participants will utilize progress monitoring tools to report accurate student performance across marking periods.
7.  Participate will develop lesson plans that scaffold and target narrative skills using a variety of visual/manipulative tools, children’s literature, videos, modeling, and blogs.

Maryellen Rooney Moreau, the author and creator of Story Grammar Marker, noted that “Narrative language is vital for telling and re-telling stories orally and in writing, listening and reading comprehension and for social-emotional growth”. The narrative organization is comprised of elements referred to as story grammar which increase in complexity at both the macrostructure and microstructure of story narration. The presentations/workshops will focus on the developmental nature of narration and the patterns and linguistic structures.  A variety of assessment and progress monitoring tools will be reviewed.  In addition, the Stages of Narrative Development will be defined and applied in the assessment and progress monitoring process.  A variety of research-based strategies and tools will be discussed and how they can be implemented with students at the different developmental levels.  These visual, kinesthetic and tactile tools and icons will assist students in improving narrative structure, length and complexity with their own stories at the sentence level (microstructure) also.  Discussion will focus on designing intervention and instruction using scaffolding strategies through ongoing data collection.