Winter 2015

Academy Holds Its First Webinar by Amy Lawrence, F/AOGPE On October 21, 2014, President Shelia Costello introduced Deb Morris of the Met School presented how to teach mor- the first Fellow Webinar for the Academy of Orton-Gilling- phology and the history of our language at the high school ham Practitioners and Educators. level. Met School students use a During the webinar, three Fel- morphology notebook to record lows and one Fellow-in-Training and color code prefixes, stems, shared their expertise regarding and suffixes. Trainees learn how training at the Classroom Educa- to set up this notebook and make tor level. The presenters included jewel boxes. They also become Fellows: Norma Jean McHugh, familiar with the history of the Georgia, Deb Foster Morris, Academy and its code of ethics. Massachusetts, Dawn Nieman, New York, and Fellow-In-Train- Peggy Price from the Cynthia K. ing Peggy Price, Vermont. Hoehl Institute for Excellence, housed within Stern Center for Norma Jean described twenty- Language and Learning, spoke two essential components of the about the Classroom Educator Classroom Educator syllabus, training, under her supervising which include: the Orton-Gill- Fellow, Chris Evans. Stern Cen- ingham Approach involving the ter has narrowed Classroom Edu- how and why of the Approach, cator training for K-5 classroom brain research, the history of our teachers with the focus on Tiers language, and the articulation of I and II. The four day course in- the letters. She stresses the im- cludes many video clips of whole portance of helping teachers re- group and small group OG in- alize that this approach is good struction in primary grades. This for all learners, not just those with . She year, all OGCE candidates are enrolled in a requires that her trainees write a decodable text year-long practicum. Eighty percent are within using the scope and sequence and concepts/pho- the same school district. Improved student out- nemes previously taught, excluding those con- comes have been reported. cepts that have not yet been introduced. Each trainee must take a final exam, which includes Questions were collected throughout the we- being able to correctly articulate each phoneme. binar, and Josie Calamari facilitated a question and answer period at the end of the presentation Dawn Nieman shared how she uses videos and allowing for audience participation. simulations to help train classroom educators in the Orton-Gillingham Approach. In the simula- Seventy members of the Academy attended tions, trainees participate in numerous stations, which allow the webinar from all over the country. If you were not able them to experience the situations their students with dyslexia to attend this event, a recording of the webinar is avail- encounter. Nieman, who also uses technology in her train- able in the Member section of our website for Fellow and ing, recommended Letter School for the iPad, which allows Certified members. students to trace/copy/cover lowercase letters.

1 President’s Message

In 2015 the Academy will celebrate its twentieth anniversary. Since the inception of the Academy, we have seen significant progress in neuroscience and the understanding of the nature of dyslexia. Sadly, national statistics on have shown little improvement and many dyslexic individuals continue to be un- diagnosed and inadequately remediated. To quote Sally Shay- Academy News is published bi-annually witz in a recent congressional hearing, “There is not a knowledge by the Academy of Orton-Gillingham gap, but rather an action gap.” Practitioners and Educators. As many of you know, IDA has recently adopted the term AOGPE “Structured ” to describe an approach to reading in- PO Box 234, Amenia, NY 12501-0234 struction that is structured, sequential, multisensory, and explicitly taught. IDA is taking action T | 845.373.8919 where reading instruction is first taught, in K-3 general education classrooms throughout America. First, in developing knowledge and practice standards for classroom teachers, next in credentialing F | 845.373.8925 colleges that teach to this standard, IDA aims to improve the knowledge base of teachers so they [email protected] are trained and prepared to teach beginning readers and to identify those who struggle. Former www. ortonacademy.org AOGPE president, Rosalie Davis, was a member of the committee that developed those standards and remains involved as IDA moves towards credentialing practitioners and organizations. Grass The purpose of the Academy is to es- root advocacy groups such as Decoding Dyslexia aim to raise dyslexia awareness, act as a resource tablish and maintain the highest profes- for parents, and attempt change at the state level by informing policy-makers on best practices to sional standards for the practice of the identify, remediate, and support students with dyslexia. Orton-Gillingham Approach. We certify practitioners and accredit practitioner In these changing times it is critical that we as an Academy remain focused on our mission, and training programs and student instruc- reflect on the origins of the Academy. There is no patent or trademark on the term Orton-Gill- tional programs that use the Approach ingham, and there are many interpretations of the training requirements and practice of the Ap- to address the language-based learning proach. Over twenty years ago a diverse group of highly experienced practitioners representing difficulties associated with dyslexia. expertise in remediating dyslexic individuals came together to determine what constituted the The Academy is also active in profession- Orton-Gillingham Approach. Paula Rome was one of the mentors of this group. She suggested al development and public awareness. that Orton-Gillingham practitioners meet and talk about uniting and forming an Orton-Gilling- ham Institute. Margaret Rawson and Roger Saunders were also mentors. The group of individuals BOARD OF TRUSTEES who met over a period of five years became our founding Fellows. They represented different Sheila Costello, President regions of the , had trained with students of Anna Gillingham, Paula Rome, or June Marcia Mann, 1st Vice President Orton but came together to articulate what were the essentials of the Approach and the training Susan Santora, 2nd Vice President required for teachers to teach it with competence. The Academy came about when these highly ex- perienced practitioners formulated what were the essentials of Orton-Gillingham instruction and John Howell, Treasurer the requirements for training practitioners. The Academy stands alone in embracing the diversity Rosalie Davis, Secretary of the seminal works and basing theory and practice on the flexibility of the Orton-Gillingham Mary Briggs Approach. The sole reason for its being is to set and maintain professional and ethical standards Ann Edwards for Orton-Gillingham practice and certify those individuals and accredit instructional programs Janet George that meet those standards. This is a critical difference between the Academy and other Orton- Jean Hayward Gillingham programs. Kay Howell Edith “Dee” LaFrance As IDA moves forward in implementing Structured Literacy for all beginning readers, it is essential Amy Lawrence that the Academy is clear in articulating to parents and professionals the difference between good Karen Leopold reading instruction in the classroom and remedial instruction that is individualized, diagnostic, and prescriptive, and is delivered by highly trained and mentored teachers with the intensity nec- Diane Milner essary for remediation of a dyslexic child. The Academy clearly articulates the essentials of the Theresea Petersen Orton-Gillingham Approach and the level of training necessary for individuals to thoroughly un- NEWSLETTER STAFF derstand the dyslexic learner and to match a student’s individual needs with effective, diagnostic, and prescriptive lessons. Dawn Nieman, Editor Maryann Chatfield, Assistant Editor Academy members have met these standards and must continue to uphold them for remedial Rosalie Davis, Advisor instruction for dyslexic students. We know that this approach certainly benefits all students, but it Alicia Sartori, Administrative Director is essential in addressing the specific language learning needs of our dyslexic learners. I hope you will join us this April in White Plains, NY as we celebrate twenty years of working together to help our dyslexic learners and their families.

Sincerely,

Sheila Costello, F/AOGPE President, Board of Trustees

2 Reversals by Diana Hanbury King, Founding and Honorary Fellow/AOGPE

If you believe in Dog, think life has given you melons, walk even for teenagers. into a bra, worry about Santa taking your soul, think DNA stands for the National Dyslexia Association, and are still in In reading we fi nd the was/saw as well as confusion between daniel, you are probably dyslexic. b/d, p/q, f/t, m/w, and n/u. Th e most frequently transposed letters are the liquids, l and r, e.g. gril for girl and i m for  l m . Jokes aside, reversals and transpositions are very much a part Th e Latin prefi xes pre- and per- are another common source of the syndrome. Dyslexic children and even adults reverse of confusion. when they speak, read, write, and do math. and handwriting are actually the two areas in which Dr. Orton coined the term , from the Greek reversals are likely to be the most evident. Just look at this meaning “twisted symbol,” to describe the phenomenon he sample of a fi fteen-year-old girl’s attempt to write the alphabet. observed. He theorized that the confusion arose from a re- verse image stored in the right side of the brain. It is not uncommon to fi nd high-school students spelling at a second or third grade level. He observed the high incidence of left-hand- edness and of mixed dominance in the population of dyslex- ics. For many years, tests for handedness, Reversals are less common in math, but they do occur. Nu- footedness, and eyed- merals are fewer in number, but nevertheless, they do get re- ness were routinely in- versed. I asked a sixteen-year-old to write the numbers from cluded in any diagno- one to twenty on the board. To my surprise, his 9 was a p. I sis. Anna Gillingham waited for him to catch his error. When I fi nally pointed it thought it important out he said, “But that’s the way I always make it.” Of course, enough to test eyed- errors do occur in computation, e.g. “13 -- put down the one ness (have the child play with a tachistoscope or a toy tele- and carry the three”. scope), footedness (watch the child kick a ball or step up a stairway), as well as handedness (“Show me how you brush your teeth,” or “Reach up and turn off that light switch.”). Dr. Orton believed that there was a continuum between the wholly left-handed and right-handed.

Certainly, in diagnosing dyslexia it is important to inquire about handedness - not just in the immediate family, but in the extended family. Again and again, I fi nd patterns of left-hand- edness, ambidexterity, and mixed dominance of the grandpar- ents, uncles and aunts, and nieces and nephews in the family of a dyslexic child.

Dr. Orton titled his book Reading, Writing, and Speech Prob- lems in Children. His title refl ects his belief that these are all aspects of language, and that all are to some extent aff ected by dyslexia. What, if anything, can be done to help the problem? Th e best remediation is in the careful teaching of handwriting. Th e Reversals of concepts are often involved in speech. Roger motor component is the strongest of our memories. Cursive Saunders reported a child as saying, “An umbrella is what you handwriting is preferred, but the correct teaching of print put under you when it rains,” and I remember a child saying from the beginning is essential. Th e child should work at to me, “If I come back to camp last summer, will you be my fi rst on a whiteboard using large muscles. Th e “Trace, Copy, tutor?” Classic examples of transposed syllables include ut- Cover, Eyes closed” sequence is important. Forming the let- terby, gaspetti, and lysdexia. Sequencing the alphabet, the days ters with eyes closed provides especially strong reinforcement. of the week, and the months of the year can be a problem continued on page 4... 3 Reversals ...continued from page 3 Mnemonic devices are useful, e.g. “b is tall and has a ball, and d is the “cd” letter…start like c and then go up to make the d” and “When you pee it goes down, and q starts like a.” Th e practice of asking a child to name the b’s and d’s on a chart in rapid succession is probably useless.

Directions are another source of frustration. Driving with my dyslexic sister, I am prone to ask, “Which left do you mean?” and have her indicate by pointing.

Indeed, for the dyslexic, these reversals are not a laughing matter. It is impor- tant to realize that reversals do seem to be associated with increased activity in the right side of the brain and may well be responsible for the ability to deal with spatial relationships in the arts, in engineering, in mechanics, and in every aspect of design.

For further interesting reading, see: 1973 Louise Clark: Can’t Read Can’t Write, Can’t Talk Too Good Either includes mistakes made by her son, frog bell, three or two, Flopsy, Mopsy, and Cocktail as well as this spelling Nloond (the capital of England, of course).

1979 Eileen Simpsom: Reversals includes this note to her husband: Deare Time for olny a hurried note....Swimming every day despite gary skies. Tomorrow we canlabrent M’s birthdaqy.

1981 Susan Hampshire: Susan’s Story Th ank you it was delieghtfull deleightfull deleightful—it was lovely. 2015 Gifts Doreen Agena John & Kay Howell Dorothy Whitehead Rosanne Aman Steven Johnson Carol Woods C. Wilson Anderson Kelley Joseph Alice Sargie Woodward Diana Andrews Kristin Lane Judith Zuieback Linda Atamian Patricia Langston Amy Bailin Karen Leopold In Memory of Alice Garside Rheleta Bernard Marcia Mann Mary Briggs Cynthia Boller Martha Matthews Jan Box Sandra Garrison Maund In Memory of Jean Foss Christina Bruno Norma Jean McHugh Amy Bailin Chere Campbell Joseph Metzker Karen Leopold Maryann Chatfi eld Gabrielle Miller Barbara Muench Nita Christopher Sandra Minichetti Heather Redenbach Frederick Confalone Elizabeth Moore Carol Specht Sheila Costello Jeanie Munsterman Mary Beth Crosby Carroll Dawn Nieman In Memory of Elaine Felzani Joan Desfosse Gwen Norris Judith Karlin C. Melinda Desposito Peggy Price Patricia Elliott Marcia Ramsey In Honor of Helaine Schupack Louise Freese Susan Rapp Mr & Mrs. Theodore Smalletz Jocelyn Gasaway Arlene Sonday Janet George Trudy Stegelman Olde In Honor of Diana H. King Joan Gerken Sharon Sudman-O’Neill Karen Leopold Virginia Greaney Powers Geraldine Th eadore Lois Hass Laura Towers Ronald Yoshimoto Scholarship Fund Julie Hiefi eld Eileen Tresansky Ronald Yoshimoto Paulette Hirsch Kathryn Trudell Kathryn Holinger Christine van de Vijsel

4 Fortune Academy - Indianapolis, Indiana by Janet George, F/AOGPE Just a few years ago, a day school for dyslexic chil- takes place for one hour, four days per week ei- dren began in a small donated building on the ther in a small group setting or 1:1 depending east side of Indianapolis with six children upon the needs of the student. and two teachers. Fast forward, and now, as Fortune Academy enters its thir- Our High School offers three diploma teenth year, we are proud to share our tracks - General, College Prep, and many accomplishments. Fortune is Honors. We offer dual credits for the only AOGPE accredited school in courses taken at a local college lo- Indiana and was just recently ranked cated half a mile from our campus. 18th of the Top 50 Best Private Special Needs Our growing partnership with the college Schools in the United States. We have pur- allows us to tailor advanced coursework and chased our permanent facility on ten acres of land electives for our juniors and seniors to meet their in beautiful Fort Benjamin Harrison individualized academic goals. in Indianapolis. Our grounds have plenty of open space and large his- Our “all play” athletics encompasses toric trees, a shaded playground, ten- volleyball, basketball, cross country, nis courts, and an outdoor classroom and track and fi eld. Our full-time which makes our campus a beautiful Performing Arts Director conducts and safe place to learn and grow. We multiple all-school performances are a quarter of a mile from Ft. Har- throughout the year, completing rison State Park, which adds to the plays such as The Wizard of Oz, Pe- beauty of our surroundings. ter Pan and spoofs of Romeo and Ju- liet. Our Visual-Arts teachers have Fortune Academy, with a student to successfully submitted and earned teacher ratio of four to one, currently multiple art awards for students in- serves 90 children in fi rst through cluding VSA Awards and Indianap- twelfth grade. The school special- olis Children’s Museum Haunted izes in serving children who are diag- House Contest winners. nosed with language based learning differences and have average to above Fortune Academy employs thirty average academic potential. Students employees some of which work full travel from 32 different zip codes or part-time including both educa- across the state of Indiana to attend tors and therapists. Every student our school, with our farthest traveler enrolled at Fortune benefi ts from journeying an hour and a half each working with a Speech and Lan- way. We project to enroll 100 chil- guage pathologist. They work on dren by the end of the 2014-2015 articulation and speech, vocabulary academic year. development, public speaking, SAT prep, and interviewing skills. The foundation of Fortune Acad- emy is the Orton-Gillingham Ap- Fortune Academy has been success- proach. All academic subjects are ful over the years due in large part woven into this approach. We fi rmly to a highly trained staff passionate believe that all children learn best and full of love for these amazing from concrete to abstract, simple to children. All staff members have complex, in a structured, sequential, received training under a Fellow of multi-sensory approach. Our class- the AOGPE and receive continu- rooms are active with children mov- ing staff development every Friday ing, doing, and experiencing! afternoon in multi-sensory instruction. This past summer the entire lower school staff, along with some high school faculty, Lower School students participate in all academic subjects in completed a thirty hour multi-sensory Math training which small group or 1:1 instruction. Orton-Gillingham instruction continued on page 6... 5 Historical Perspectives Article of David Schenck by Rosalie Davis, F/AOGPE David Schenck would be one of the first by 1985 there were 74 students. In the Atlanta and spoke to a group of parents people to tell you about the struggles he 1980’s, additional adjoining property and learned about the work David and had in school. However, it was not un- was purchased, and plans were being Dee were doing. She later sent David a til he and his wife Dee volunteered to made to remodel the house. During the letter commending him on his school. work at Camp Waya-Awi, a camp for remodeling, the structure caught on fire He really was a pioneer in the teaching of struggling readers in Range- OG in groups. Over the years, ley, Maine, that he came face several private schools for chil- to face with his “disability.” It dren with dyslexia have adopt- was also at this time he realized ed the practice of small group that his struggles had a name. OG instruction, and more and Dr. Samuel Orton called the more public school teachers are difficulty “strephosymbolia,” being trained to deliver OG to meaning “twisted symbols,” their entire class. but later the condition became knows as “specific language dis- When you look back on all that ability,” then “dyslexia,” mean- came together to make The ing difficulty with language or Schenck School, it really was words. The couple who ran the miraculous. There is no way camp, Page and Laura Sharp, trained un- and the building was a total loss. Because David could have envisioned the impact der Dr. Samuel T. Orton. David and Dee of the fine reputation of the school, Da- he would have. He just “happened” upon worked at the camp for two summers be- vid was able to raise the money to get a camp that helped children with the fore coming to Atlanta. the school rebuilt. For the first time, the same struggles in school that he had. He school was housed in a professional look- just “happened” to start a school for kids In 1959, David and Dee Schenck started ing building. By the 1989 school year, with dyslexia. There just “happened” to The Reading School of Atlanta with sev- enrollment had grown to 121 students, be a fire that destroyed the school in the en students in the basement of St. Anne’s and by 1994, the enrollment was 150. mid 1980’s which led to the expansion Episcopal Church. David noted that “It of the school and the number of children was an insane idea. [He] had no idea At the time the school began, it was rare it could serve. And of course, it was just what was involved. All those hundreds for private schools serving children with happenstance that drew in many tal- of little details a sensible person would dyslexia to offer the Orton-Gillingham ented people to the school over the years solve before starting a business never en- Approach in one-on-one tutorial set- to teach, lead, and expand the school’s tered [his] thoughts. For a dyslexic per- tings. Those schools had to limit the outreach and mission. Most importantly, son, it is impossible to keep focused on number of children who could be helped though, has been David Schenck himself details for any length of time. You just because of their one-on-one delivery. with his sweet, quiet, reassuring man- say, “Let’s do it; let’s do it.” David’s school went counter to this ner and his love for the school, those “norm” in that he believed this approach who have worked here, and all the chil- In 1966, a brick house with three acres could be delivered effectively in small dren who have attended which make the at the present location of 282 Mt. Paran groups. He also knew that it was essen- school what it is today. His legacy contin- Road was purchased. The school became tial that teachers be well trained in the ues through the people who have known incorporated, and the name changed to OG Approach, and that they must also and have learned from David, and it will The Schenck School. By 1974, the en- enjoy teaching the language. In the early continue for many years to come. rollment had grown to 62 students and 1960’s, Mrs. Samuel T. Orton came to

Fortune Academy ...continued from page 5 follows the systematic, structured, se- est level of fidelity is being administered. gold standard in multi-sensory language quential approach that is the foundation instruction. We are extremely proud of our of Orton-Gillingham instruction. In ad- Fortune Academy holds firm the belief affiliation with the Academy and strongly dition, Fortune Academy annually offers that the school should obtain the highest encourage other schools to actively seek an Associate and Certified level training credentials possible. That is why the school AOGPE membership as well. course to teachers outside of Fortune sought out membership in the Academy Academy. Practicums must be completed of Orton-Gillingham Practitioners and We welcome visitors to our campus and at Fortune Academy to ensure the high- Educators. The Academy represents the would love to show you around! 6 Thinking Differently Reviewed by Theresa Collins, F/AOGPE

David Flink’s Thinking Differently is a road map for parents smarter (not harder), modify strategies as needed, and ask of children with learning differences. Cofounder and CEO for help. Above all, children need encouragement to dream (Chief Empowerment Officer) of Eye to Eye, Flink shares his about their futures and develop the resilience necessary for own educational experiences as well as advice academic risk taking. gleaned from experts in the field and success- ful individuals with learning differences who Flink’s mantra is that success for individuals offer information, leadership, and hope. with learning differences relies on the power of accommodations, allies, and advocates. He For parents, the journey begins with recog- discusses a wide range of accommodations nizing that their children are different; al- available to students with learning differenc- though that process can be painful, it allows es but emphasizes the need to tailor them to parents to open themselves to the support of each student’s unique profile: “Accommoda- other parents and professionals. Accepting tions free us from preconceptions about how that learning disabilities are lifelong is chal- to learn and enable different thinkers not lenging, but recognizing that learning dis- only to meet their potential, but to thrive.” abilities and ADHD have nothing to do with Allies play an important role in the success intelligence and beginning to identify and of students with LD and come in many dif- develop their children’s strengths can help ferent personas. Children need to know there parents imagine successful futures for their are people on their side, both caring adults children. Because early identification is cru- and peers, such as Eye to Eye mentors, who cial to successful remediation, Flink identifies are uniquely qualified to understand their some of the early signs of learning differences. struggles. Children who feel different may He provides accessible background about learning differences, become overwhelmed by failure and shame that undermines dispels common myths, and helps parents make sense of some their ability to communicate and may lead them to shut down of the terms and acronyms they frequently encounter. or to resort to risky behaviors. For parents, knowing when to help and when to step back and provide a supportive safety Getting to know their own children is one of the most im- net can be a fine line, but achieving that balance helps chil- portant parts of the process for parents. Obtaining a compre- dren develop competence. Advocates go beyond supporting hensive evaluation that identifies both individuals with learning differences strengths and weaknesses is essential. to fighting for what they need. Part While many parents are reluctant to of raising successful children with “label” their children, most children learning differences is helping them find it a relief to assign words to their find their voices and ask for what everyday struggles. Recognizing and they need; owning their differences building strengths is as important and knowing how to ask for help to building self-esteem as identify- are essential parts of their journeys. ing weaknesses, and in turn supports Once they can advocate for them- the development of resilience, one of selves, children may become pow- the most important keys to success. erful players in the learning rights Armed with an overview of their chil- movements as they take on the role dren’s legal rights and general guide- of advocating for others. lines for choosing evaluators, parents can begin the assessment process. On a personal level, Thinking Differ- Flink describes the role of a neuro- ently encouraged my family to adopt psychological assessment in providing changes that have dramatically im- an in-depth description of the child’s proved our quality of life as we strug- academic, cognitive, and social func- gle with the challenges of raising a tioning and provides an overview of interventions, including child with ADHD. My husband understood ADHD for the his success with Orton-Gillingham at The Schenck School. first time since our son was diagnosed three years ago. In his chapter about accommodations, Flink points out that “Altera- Children also need to develop metacognitive skills so they tions in setting, timing, scheduling, and response type may be- can understand how they think, develop strategies to work continued on page 8...

7 Thinking Diff erently ...continued from page 7 The Academy Has Joined... gin to address some of your child’s learning differences.” We began to experiment with changes in our environment to cope during the hours from 3:30 to 8:30 p.m., which had become disastrous in our household. Moving homework to 7 a.m. was diffi cult for us as parents, but our son is What is Amazon Smile? fresh and well rested then, and the difference in his focus AmazonSmile is a simple and automatic way for you to and quality of work is remarkable. Open to our son’s ideas support your favorite charitable organization every time about what might work for him, we changed his evening you shop, at no cost to you. When you shop at smile. routine to reduce transitions and provide him with lon- amazon.com, you’ll fi nd the exact same low prices, ger stretches of “alone time.” We talk openly now about vast selection and convenient shopping experience as handling transition times, building realistic routines, and Amazon.com, with the added bonus that Amazon will planning activities so that they work with, instead of donate a portion of the purchase price to your favor- against, his changing focus and energy levels. In a short ite charitable organization. You can choose from nearly time, peace was restored to our household, allowing us to one million organizations to support. focus on identifying and building our son’s strengths. Amazon Smile Info As an Orton-Gillingham practitioner and school admin- The Academy is registered as an eligible charitable or- istrator, I am grateful to have Thinking Differently as my ganization with Amazon Smile. When purchasing any fi rst resource for parents who are beginning their journeys product from Amazon, our members and friends can with children who learn differently. Its pragmatic ap- choose to use Amazon Smile and have 0.5% of their proach highlights the essential steps in the process while purchase price donated to the Academy. This is a fund- Flink’s anecdotes, in turn comical, frustrating, heartbreak- raiser for the Academy that requires no other input from ing, and triumphant, allow parents to relate to their own us. Information on Amazon Smile can be found at smile. experiences and begin to imagine successful futures for amazon.com. This information will also be available on their children. the Academy’s website.

In Memoriam, Sylvia Onesti Richardson, MD By Marica Mann, Founding Fellow/AOGPE

“Flunking penalizes children for the failure of school systems to develop effective instruc- tional plans for children who need more and better instruction if they are to succeed. More of the same just does not work.”

Who better to make this statement, than one of the giants in our fi eld, Sylvia O. Richardson, MD, Past President of the Orton Dyslexia Society, (now the International Dyslexia Associa- tion), Past President of the American Speech and Hearing Association (ASHA), Chair of the National Joint Committee on Learning Disabilities, Professor Emeritus of Pediatrics and Distinguished Professor of Communication at the University of South Florida in Tampa, and Honorary Trustee of the Academy of Orton-Gillingham Practitioners and Educators.

Sylvia spent her career with a hand in every dimension of the language spectrum, bring- ing together the disciplines of neuroscience and medical research with the best practices in education. Drawing on her experiences as a Montessori teacher, she championed the move- ment to establish diagnostic preschools and wrote, “Montessori principles and practices pertain specifi cally to the direct and indirect preparation of the child for writing and reading”.

In a world all too often fl ooded with mediocrity, Sylvia was a giant among giants. She listened and reached out to parents and chil- dren to fi nd out where they were, and then she would meet them there. She spoke, as Margaret Byrd Rawson said, “in plain English.” No airs, no pretensions, Sylvia was the real deal. The world is better for it, and we are blessed and honored to have known her.

8 In Memory of Ruth Harris by Julie D. Wingfield, M.Ed., Head of School, Riverside School Ruth S. Harris dedicated her life and her career to help- In the 1970’s, Ruth brought her knowledge of the Orton- ing children with dyslexia. She was an educator, an ad- Gillingham Approach to Riverside and established our vocate, and a friend. Riverside School would not have hallmark Language Fundamentals program. Ruth served been the same without her guidance, knowledge, and pas- countless students with dyslexia at Riverside, both directly sion. It is with great sadness that we say goodbye to our in one-on-one instruction and through training our teaching dear friend who passed away at the age of 94 on faculty in the Orton-Gillingham Approach. She was a May 26, 2014. visionary educator and dedicated colleague.

Anyone who had the pleasure to know Ruth Ruth and her husband Louis Harris also re- through the years knew that she was a cently gave Riverside School our first major champion for education and a passion- gift towards establishing a scholarship en- ate supporter of providing the right in- dowment - the Ruth Harris Scholarship structional approach for children with Fund. Ruth believed wholeheartedly in dyslexia. Ms. Harris began focusing her Riverside’s mission and the Harris’s gift will career on dyslexia when her son Charles have a monumental impact on our school’s was diagnosed with the learning differ- ability to serve more students in need. ence in the 1960’s. She studied with June Orton, wife of Samuel T. Orton and pio- Riverside School will be forever grateful for neer of the Orton-Gillingham Approach to Ruth’s passion for helping children and the teaching dyslexic children. They conducted priceless gift of knowledge that she imparted research, trained teachers in the Approach, on so many of our students throughout the years. and worked with children with reading and writ- With very sad hearts, we say goodbye. Ruth’s legacy ing difficulties. Ms. Harris also continued her studies will continue to live on through the good work that each in the field of dyslexia and learning differences at Greens- of you do to help children with dyslexia and to advocate for boro College, the University of Richmond, and Virginia dyslexia awareness in your communities. Commonwealth University.

Remembering Ruth Harris by Marcia Mann, Founding Fellow/AOGPE Ruth Harris, who dedicated her life and career to helping working diligently to establish our professional library. She, children with dyslexia, began her studies by working with and her husband, Louis Harris, established a fund to ensure June Lyday Orton. Academia was no stranger to Ruth, who the continuity of the library, and a scholarship fund to sup- held degrees from Simmons College and Boston University, port members with limited funds who wished to continue and later attended Greensboro College, The University of their Academy training by attending our conferences. The Richmond, and Virginia Commonwealth University. Harrises also established scholarship funds at the Riverside School and at Virginia Commonwealth University. It was a Ruth began tutoring other youngsters in the 1970’s, and even- remarkable legacy from an exceptional couple. tually joined Patricia De Orio at the Riverside School, helping to turn it into a premier school for the education of dyslexic A gentle and soft spoken woman, Ruth Harris will be remem- children. Ruth was a Board Member of the Virginia Branch bered as a scholar, educator, and philanthropist, whose work of the Orton Dyslexia Society, President of the Association for on behalf of children with dyslexia will continue through the Children with Learning Disabilities, and a recipient of many institutions she has supported and to the many, many stu- prestigious awards in the field of education and dyslexia. dents and teachers who are the beneficiaries of her training. Ruth was elected to the board of the Academy of Orton- Gillingham Practitioners and Educators in 2002 and began

The Academy of Orton-Gillingham Practitioners and Educators is the only organization expressly established and authorized to set standards for the practice of the Orton-Gillingham Approach, to certify teachers, and to accredit instructional programs that meet these standards. Incorporated in 1995, the Academy derives its authority from action taken by the Board of Regents of the University of the State of New York and operates under New York State Education Law. For comprehensive information regarding training opportunities, requirements, and applications for Academy membership at all levels, visit our website at: www.ortonacademy.org 9 AOGPE Principal/Administrator Recognition Awards by Maryann Chatfield, F/AOGPE

Two principals were awarded the AOGPE Principal/Admin- in our classrooms. Our teachers’ enthusiasm for the O-G istrator Recognition Award this past year. This award goes Approach has been contagious, and I’m looking forward to to a principal who “has been responsible for incorporating continue seeing results. Hopefully this is just the beginning.” the Orton-Gillingham Approach training and instruction in their school.” Diane Reilly, principal of Hyde Park Elementary School, was another recipient of the Principal Recognition Award. Specifically, the certificate goes on to say: “The Academy recognizes your dedication and commit- The Orton-Gillingham Approach was originally used as a ment to excellence in education as you incorporate training Tier 3 intervention at Hyde Park Elementary School. Ms. and support for teachers in your school in using the Orton- Reilly says, “Once my teachers saw the significance of the Gillingham Approach as a fundamental foundation of your results from using the Approach they requested training. school’s reading and written language curriculum.” There has been a domino effect in our school and we now use the Orton-Gillingham Approach at all 3 Tiers.” All Chris Hennessey from Union Elementary School in Montpe- special educators at Hyde Park Elementary have also taken lier, Vermont and Diane Reilly from Hyde Park, Vermont ex- Orton-Gillingham coursework and practicum. Three first emplified and embraced Orton-Gillingham in their schools. through fourth grade classroom teachers have Orton-Gill- ingham Classroom Educator certification thanks to Chris Hennessey, the principal at Union El- the same AOGPE grant. This year, Ms. Reilly ementary says, “As a new principal and for- encouraged one of her teachers, a Class- mer special educator, I was so happy to be room Educator, to continue to Associate able to support our teachers getting Or- level membership. ton-Gillingham training last year. My experience working with struggling At the bequest of the teachers and learners over the years made it clear support by both Chris Hennessey to me that all students can benefit and Diane Reilly, respectively, both from the O-G Approach, and an op- schools had end-of-year practicum portunity to give our classroom teach- meetings to discuss the benefits of ers this training was a gift we couldn’t AOGPE membership and ways to con- afford to pass up.” tinue collaboration across grade level.

Union Elementary School, like many public Additionally, Ms. Reilly explains, “Using schools in Vermont, has a model where a teach- the Orton-Gillingham Approach has brought er “loops” with the same group of students for a two a new energy to the classroom, and teachers across year period. This looping model allows students to receive the grade levels are excited about being trained. The enthu- Orton-Gillingham instruction for two consecutive years with siasm the teachers have for the Approach is reflected in the the same teacher, maximizing the instructional power of each students’ active engagement in the activities and learning Orton-Gillingham Classroom Educator. Thanks to an AOG- process. Parents are astounded by their first graders’ depth of PE grant for classroom teachers, provided to the Cynthia K. understanding and ability to articulate and explain the nu- Hoehl Institute for Excellence, housed within Stern Center ances of the English language system.” for Language and Learning, eight K-3 grade teachers from Union Elementary took the Classroom Educator course, Principal Hennessey and Principal Reilly were nominated by and seven completed their practicum. This school year, one Peggy Price, FIT/AOGPE from Stern Center for Language Classroom Educator is continuing to Associate level mem- and Learning in Williston, Vermont. Ms. Price states, “At a bership and another K-1 teacher is pursuing her Classroom time when school budgets for professional learning are being Educator membership. drastically cut, and teacher morale is suffering nationwide, it is inspiring to work with two principals who have allowed Mr. Hennessey continues, “More than anything else, I’m ex- neither to happen at their schools, for the betterment of cited to give our teachers a chance to work together and col- teachers and students alike.” laborate on improving Tier 1 instruction and differentiation

10 2015 AOGPE ANNUAL CONFERENCE Celebrating 20 Years!

“Remembering Our Past, Celebrating The Present, Embracing Our Future”

April 24 - 25, 2015 (Friday and Saturday) Crowne Plaza White Plains - Downtown White Plains, New York 10601 www.cpwestchester.com

Friday, April 24th - Keynote Address Guinevere Eden, D. Phil. Director, Center for the Study of Learning (CSL) Professor, Department of Pediatrics, Georgetown University Medical Center

Saturday, April 25th - Keynote Address Sally E. Shaywitz, M.D. and Bennett A. Shaywitz, M.D. The Yale Center for Dyslexia & Creativity Sally and Bennett Shaywitz

Open to all those interested in the Orton-Gillingham Approach: Members of the Academy, Administrators, Educators, Individuals with Dyslexia, Parents, Physicians, Psychologists, Speech Therapists, Teachers

Check the Academy’s website for updates and information on registration: www.ortonacademy.org

SCHOLARSHIPS FOR THE CONFERENCE 1. The Ruth Harris Travel Award 2. Ronald Yoshimoto Scholarship for Public School Teachers

Please visit the academy’s website for more information: www.ortonacademy.org Scholarship application deadline is March 20, 2015

11 New Members - Winter 2015 The Academy congratulates the following new members

Fellows Jannie Korchinski, Forest Grove, OR Ellen Giannino, Monroe, CT Renee Greenfield, Hatfield, MA Christi Kubeck, Matthews, NC Peri Giella, Stamford, CT Suzanna Greer, Taylors, SC Amy Kuenzel, Charleston, SC Carol Grodin, Atlanta, GA Adriane Kuller, Newton Center, MA Sandra Harris, Charlotte, NC Certified Marsha Kunkel, East Bend, NC Lisa Hill, Norwalk, CT J. Corbin Bettencourt, Charleston, SC Stacy Lanzetta, Oceanside, NY Paulette Hirsch, Brooklyn, NY Jill Dejak, Pinehurst, NC Leslie Leland, North Reading, MA Rebecca Inselman, Nashua, NH Judith Fell, Mt. Pleasant,SC Jaqueline Lin Xiaomei, Singapore Sharon Jaffe, Wilton, CT Denise Gerstmyer, Concord, MA Kellie Lunsford, Marietta, GA Sheri James, Olive Branch, MS Nancy Grant, Charleston, MA Kathleen McCann, East Rockaway, NY Susan Jeavons, Hamilton Square, NJ Yu Huei Huei, Singapore Lauren McClenney, Ellicott City, MD Christine Johnson, Guilford, CT Meredith Hutchings, Halifax, Nova Scotia, CAN Jessica McKinney, Wrentham, MA William Jones, Stamford, CT Catharine Irwin, New Canaan, CT Megan Mecum, Boylston, MA Betsy Kaplan, Killingworth, CT Gabrielle Miller, Wellsley, MA Susanne Menken, Cedar Rapids, IA Barbara Kisken, Darien, CT Gwen Norris, Newton, MA Debra Mitchell, Midlothian, VA Lisa Lane, Norwalk, CT Susan Nyman, Mt. Pleasant, SC Alison Morris, Massapequa Park, NY Catherine Larson, Decatur, GA Kathleen Loftus Stewart, Kent, CT Subhasree Mukherjee, Kolkata, WB India Wai Sum Sandy Leung, Tseung Kwan, Hong Kong Christine van de Vijsel, Manitoba, Canada Alison Munro, Rockville Centre, NY Donna B. Mann, Cumming, GA Reba Walden, Granite Falls, NC Emer Murphy, Woburn, MA Kimberly Martin, Waxhaw, NC Kim Myette, Morrisville, VT Erica Mueller, Hoboken, NJ Associates Sarah Null, Marietta, GA Heidi Pauletti, Greenwich, CT Laurie Andrews, Bennington, VT Ellen O’Brien, Vancouver, BC Canada Courtney Presti, Branford, CT Charlotte Andrist, Columbus, OH Lindsay Oberschlake, Hilliard, OH Stacey Prusak, Dunwoody, GA Stephanie Aulds, Indianapolis, IN Leigh Ann Oliger, Charleston, SC Margaret H. Rudisill, Charlotte, NC Keriann Bartley, North Andover, MA Anne Paidas, Madison, CT Virginia Russo, Westport, CT Meredith Black, Florence, AL Beth Perkins, Dallas, TX Ruth Sanzari, Ossining, NY Carol Bryant, Forest Dale, VT Jill Pompi, Adams, MA Patricia Short, Atlanta, GA Shirley Cappell, Long Beach, NY Heather Powers, Concord, MA Greg Shyloski, Clinton, CT Donna Castiglione, Delaware, OH Hilde Price-Levine, Portland, OR Caryn Silverman, Atlanta, GA Linda Cherubino, Southborough, MA Melissa Quinn, Preston, CT Chelsea Smith Bertani, Albertson, NY Downing Child, Charleston, SC Will Rennie, Providence, RI Lynn Sterner, Rye Brook, NY Laura Chiu, Kowloon Tong, Hong Kong Lorna Restagno, Atlanta, GA Angie Strack, Marietta, GA Kinley Christensen, Highland, UT Kimberly Rogers, Allston, MA Lynn Tamashire-Ching, Honolulu, HI Ashley Cirrone, Malden, MA Sarah Rose, Portsmouth, MA Alexandria Teryek, Staten Island, NY Barbara Combs, Madison, FL Victoria Russell, Arlington, MA Tiffany Vaccari, Norwalk, CT Susan Comerford, Oceanside, NY Katie Salois, Andover, MA Elizabeth Wells, Marietta, GA Lauren Dariano, Columbus, OH Susan Santaniello, Edwards, CO Jennifer Won, Honolulu, HI Mackenzie Davis, Belmont, MA Anne Schramm, North Bennington, VT Joan Dillon, Centerville, MA Christina Spano, Stamford, CT Subscribers Christine Dinolfo, Levittown, NY Maggie Stines, Rockville Centre, NY Sunita Agarwal, Bangkok, Thailand Karen DiSandro, Providence, RI Janel Stover, Duluth, GA Kristin Allen, Durham, CT Colby Doetzer, Mt. Pleasant, SC Jane Tanner, Richmond, VA Susan C. Autry, Annandale, VA Emily Dossa, Damascus, OR Jennifer Tappendorf, Boxford, MA Julia Bang, Annandale, VA Kathryn Dowdall, Waban, MA George Taylor, Columbia, SC Jonathan Bisson, Pine Plains, NY Julie Dutczak, Boylston, MA Marnie Trombi, Marstons Mills, MA Judy Brown, Annandale, VA Patricia Flaherty, Johnston, RI Majella Warren, New York, NY Carrie Bryant, Milton, NY Susan Friedrichs, Alpharetta, GA Mona Webster, Lawrenceville, GA Lisa Carron, Ridgeland, MS Page Frisch, Portland, OR Casey Welsh, Savannah, GA Beth Compton, Buford, GA Sandra Giglio, Concord, MA Sara Wishner, Brookline, MA Amber Davis, Vernal, UT Michelle Gilbert, Burlington, MA Donna Wood, Lancaster, MA Christine Fekete, Asheville, NC Jamie Lyn Greseth, Central, Hong Kong Renee Zebersky, Oceanside, NY Carla Goins, Falls Church, VA Nicole Hammond, Shelton, CT Mary Gundersen, Nacogdoches, TX Sonia Hammond, Suwanee, GA Classroom Educators Kelly Hanson, Asheville, NC Alison Hirsch, Atlanta, GA Lori Abraham, Wilton, CT Marion Idol, Matthews, NC Cynthia Hoemann, Rye Brook, NY Kristen Backus, Bethel, CT Mary Jennings, Cleveland, MS Amy Holmes, Huntsville, AL Michael Bean, Mattapoisett, MA Lisa Lake, Lithonia, GA Patsy Homberg, Portland, OR Lisa Beck, Johns Creek, GA Susan Lake, Lake Winnebago, MO Lorin Hosmer, South Ryegate, VT Allie Byrd, Atlanta, GA Angela McCarty, Lumberton, NJ Lisa Howarth, Berlin, VT Megan Cairns, Bethel, CT Staci McCauley, Scottsdale, AZ Andrea Hume, Norwood, MA Kelli Chong, Aiea, HI Christopher McKittrick, Belfast, Antrim UK J.J. Imperatori, Atlanta, GA Megan Collins, Port Chester, NY Constanza Pico Estrada, Sao Paulo, Brazil Patricia Innes, West Newbury, MA Maureen Conboy, Atlanta, GA Wendy Ricks, Henrico, VA Renea Jacobs, Easton, CT Jill Costello, Purchase, NY Gina Rogers, Daphne, AL Alissa Jarmusik, Reading, MA Thomas Curley, Brewster, NY Sarah Samuel, Metairie, LA Kelley Joseph, Bolton, MA Jennifer Darrow, Morrisville, VT Lucille Samuels, Jamaica, NY Anne Kahl, Scarsdale, NY Erin Davies, Stamford, CT Kristin Schaub, Worthington, OH Allison Kamlet, Merrick, NY C. Melinda Desposito, Bethel, CT Verlena Sexton-Walker, Detroit, MI Kelly Kattos, Huntsville, AL Jennifer DiCarlo, Cos Cob, CT Nikki Shearer, Cochranton, PA Emilie Kauffman-Woody, Sayville, NY Ketty Fong, Honolulu, HI Bronwyne van Zyl, Doha, Qatar Kathleen Kearnan, West Roxbury, MA Teresa Franks, Hattiesburg, MS Richard von der Schmidt, Princeton, NJ Lennette Koh Huishuang, Singapore Joanna Gerber, Tucker, GA Natea Wallace, Roswell, GA 12 AOGPE Standing Committees

AOGPE Standing Committees Standards Committee - determines the curricular The Academy relies on the work of its committees to assist requirements for certification and accreditation. in governing the activities of the organization. Commit- Mary Briggs, Chair tees have agendas and rules, work on assigned tasks, and Kay Howell make recommendations to the Board of Trustees. Each of Edith “Dee” LaFrance the committees reports on its progress, while the Board of Norma Jean McHugh Trustees makes decisions on committee recommendations. Trudy Stegelman Odle Concha Wyatt Accreditation Committee - reviews all applications and recommends qualified programs for accreditation/ Standing Committees with Anonymous Members approval by the Board of Trustees. Membership on the Accreditation Committee is limited to Fellows of the Certifying Committee - reviews applications and rec- Academy. ommends qualified candidates for approval by the Board. Terri Petersen, Chair Marcella Fulmer Membership on the Certifying Committee is limited to Lisa Brooks, Co-Chair Janet George Fellows of the Academy. Gena Calloway Pam Reynolds Professional Ethics Committee - inquires into com- Louise Freese Susan Santora plaints bearing upon alleged failure by individual mem- bers and Institutional members of the Academy to adhere Fundraising Committee - responsible for the planning to the professional standards of the Academy. and implementation of fund raising. Rosalie Davis, Chair Additional Standing and Ad Hoc Committees Bylaws Committee Information Outreach Committee (IOC)- plans, John Howell, Chair prepares, and sees to the timely distribution of Academy Mary Briggs information. This includes the planning of educational programs and conferences. Council of Organizational Members - promotes the Karen Leopold, Chair Amy Lawrence Academy’s mission with special attention to its accredited Rosalie Davis, Advisor Carrie Malloy schools, camps, and clinics. Josie Calamari Kerri McDonald-Schaub Honorary Membership Maryann Chatfield Dawn Nieman Edith “Dee” LaFrance, Chair Colleen Chow Peggy Price Jean Osman Louise Dowd Alicia Sartori John Howell Library Committee Marcia Mann, Chair Nominating Committee - nominates candidates to John Howell serve as members of the Board and as Board officers. David Katz Kay Howell, Chair Ruth Harris Travel Award Scholarship Committee Helaine Schupack Trudy Stegelman Odle Ronald Yoshimoto Scholarship For Public School Teachers

Research Committee - encourages research relevant to the Orton-Gillingham Approach and promotes dissemi- nation of such data. John Howell, Chair

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