This year, I had the opportunity to attend my first Orton-Gillingham Academy (OGA) conference since earning my OG certification. In order to keep our certification current and valid, OGA practitioners must submit continuing education units (CEUs)—also known as professional development credits. Currently, attending this conference is the only way to obtain those CEUs.
I hope this changes in the future, as there are many excellent professional development options out there.
Below is a summary of a few standout sessions I attended, with highlights and key takeaways that continue to inform my practice.
Session: Assessing Dyslexia
Speaker: Melissa Farrall
Instruction, Not Just Identification
Assessment should do more than label—it should guide instruction. The goal is to understand how a child learns and what supports will help them thrive.
“A diagnosis of dyslexia is not a conclusion—it’s a beginning.”
It should trigger a plan for specific, structured instruction tailored to the child’s needs.
The Bigger Picture of Dyslexia
Dyslexia doesn’t exist in a vacuum. It affects and is affected by:
- Language
- Memory
- Attention
- Processing speed
Each student’s profile looks different. Some struggle more with phonological awareness, while others face challenges with naming speed or working memory. A high-quality evaluation will uncover these patterns.
Screeners vs. Diagnostics
- Screeners are like a car’s check engine light: helpful, but nonspecific.
- Diagnostic tests dig deeper to pinpoint which skills are missing—and where instruction should begin.
The Risks of Misidentification
Cutoff scores matter. If the threshold is too high, we risk over-identifying students. Too low, and we miss those who need help.
Not every struggling reader has dyslexia, and not every student with dyslexia will be flagged by a basic reading test. A full cognitive and language profile is essential.
From Testing to Teaching
Melissa Farrall emphasizes the importance of making a clear connection between test data and structured literacy instruction.
Teachers and tutors must:
- Understand what tests are really measuring
- Use results to inform lesson planning and support
Team-Based Approach
Assessment isn’t a solo task. It’s a collaborative process that includes:
- Psychologists
- Teachers
- Tutors
- Families
All parties should be aligned in both planning and adjusting instruction based on student growth.
⚖️ Session: Special Education Law
Speaker: Alexis Greenberg, Esq.
Legal Strategy vs. Student Outcomes
A legal win doesn’t always mean an educational win. The child’s actual needs must remain central to any strategy.
“What’s best for this child?” should always take priority over “What are we entitled to?”
Child-Centered Advocacy
Each case is unique. Special education law should enable individualized solutions, not one-size-fits-all fixes.
IEPs: Contracts and Living Documents
An Individualized Education Program (IEP) is a binding legal document—but it should also evolve as the student grows and changes.
Compliance is important, but the real focus should be on:
- Meaningful educational progress
- Real outcomes, not just procedural checklists
Collaboration Over Confrontation
Legal conflict should be a last resort.
Open, respectful communication between families and schools usually leads to better and faster solutions.
Due process hearings can be:
- Stressful
- Expensive
- Time-consuming
Whenever possible, aim for resolution through cooperation and clarity.
Protecting Vulnerable Students
Special education law must also protect students from:
- Bullying
- Improper discipline
- Exclusion
Students with disabilities deserve equal access and participation—not just placement on paper.
Planning for the Long Term
Early intervention is key, but so is long-term planning. Transition support for:
- Middle and high school
- Post-secondary education
- Independent living
Law and advocacy should support independence, dignity, and life skills well beyond K–12.
Final Thoughts
These sessions served as an important reminder: whether we’re assessing, teaching, or advocating, we must keep the child at the center.
The work is never just about compliance or checklists. It’s about building confident, capable learners—and doing it together.
