Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration STAR Autism Support: Launching Every Learner to Reading Success! April 29th at 2 PM Kaleen Schultz Illustration of a student sitting in a beanbag chair reading a book in front of a bookshelf Introductions Kaleen Schultz, M.Ed «Former Special Education Teacher «Parent to a child with autism «STAR Training Specialist «Minnesota« A image of Kaleen, the presenter, with long hair smiling Handouts A blue and orange pencil on a piece of paper used for handout icon «Our handouts include resources! «Anytime you see this icon on the bottom, left corner – that resource is included! Who is STAR Autism Support? «Evidence-basedcurricula and resources «Training and support for educational staff and caregivers «Building school - and district-widecapacity to serve students with autism and other developmental disabilities «Comprehensive approach across all grade levels «Student growth and achievement in all learning environments Getting to Know You: Raise Your Hand! «What age - level do you currently teach? «Preschool «Elementary «Middle School «High School «Post - Secondary «Other Getting to Know You: Raise Your Hand! «What brings you to this presentation? I am a/an . . . «Student in the field of education «Educator «Administrator «Parent Getting to Know You: Use Your Fingers! «How familiar are you with our products? The STAR Program, Links Curriculum or SOLER «Show 1 – I haven’t heard if any of these tools! «Show 2 – I have some experience, but it’s been a while! «Show 3 – I use STAR, Links or SOLER in my district, and I am looking for more in - depth info! Goals for Today «Discuss the benefits of using a comprehensive curriculum to teach acquisition of reading skills to students with significant learning challenges. «Review tools for aligning reading lessons to IEPs and state standards. «Provide examples of digital and printable reading tools that aligned to state standards and can be used with a variety of learners! Challenges Teaching Reading or Pre - Reading Skills Headphones and a pencil on a green board in a special education classroom «Diverse learner needs in one classroom «Language and communication deficits affect instruction «Attention to task and behavior issues disrupt learning small group learning «Lack of resources for reading or pre- reading skills «Foundational gaps in early literacy skills What else do you experience? Using a Comprehensive Curriculum Comprehensive Systems to Teach Foundational Skills Assessment and progress monitoring Data collection Detailed lesson plans in core curricular areas Differentiated learning for 1:1 and group instruction Digital tools Strengths-based Preschool and Elementary: STAR Program Image of the STAR kits Themes First! Academic Teaching Units Screenshots of images showing content from Themes First! and Academic Teaching Units Screenshots of images showing content from Themes First! and Academic Teaching Units Secondary: Links Screenshot of the Links logo Instructional Strategies for Students with Autism «Behavioral Interventions (ABA methods) «Pivotal Response Training «Visual Schedules/Visual Supports «Language Training «Self - Management «Task Analysis Instruction «Alternative Communication Devices «Modeling «Naturalistic Teaching Strategies «Peer Mediated Instruction «Parent Training Screenshots from the National Professional Development Center publications Screenshots from the National Professional Development Center publications (The National Professional Development Center, 2015) Instructional Strategies for Students with High Support Needs «Systematic Instruction Based on the Principles of ABA «Task Analysis «Data Collection «Prompting and Fading Procedures «Reinforcement «Generalization «Self-Directed Learning Screenshot from Evidence-Based Practices for Students with Severe Disabilities Publication Screenshot from Evidence-Based Practices for Students with Severe Disabilities Publication (CeedarCenter, 2014) Five Pillars of Reading Instruction A colorful wooden structure with text showing the five pillars of literacy (phonemic awareness, phonics and word recognition, vocabulary, fluency, and comprehension). 1.Phonemic Awareness: individual sounds 2.Phonics: letters have sounds to form letter- sound relationships and are put together to form/spell words 3.Fluency: ability to read correctly with speed and expression 4.Vocabulary: knowing what words mean 5.Comprehension: understanding what is being read (Teaching Strategies, 2025) Levels of Instruction for Learning Student Skill AcquisitionRoutine Instruction Students apply learned skills during classroom routines and activities Illustration of students standing in a line One-to-one Instruction Students engage with individualized learning with educator Independent Instruction Students work independently and work on reinforcing learned skills through practice Illustration of a student sitting at a desk working on tasks Illustration of a student sitting at a desk working on tasks Small Group Instruction Educators are focused on providing reteaching learning skills Foundational Academic Lessons in STAR image of a STAR lesson level 2: reading - receptive identification of first name, match to picture «Letter identification «Name identification «Letter sounds «Matching words to pictures «Sight word identification «Reading a simple book «Writing from dictation «And more! Foundational Academic Lessons in Links Image of Links lesson advanced level, Reading a simple set of instructions (expanded) lesson 113 «Matching letters «Reading a simple set of instructions «Matching phrases to pictures «Typing words «Using a sight word daily schedule «Social scripts «Writing academic content «And more! Illustration showing resource included in the handout pages 3 to 4 What is Discrete Trial (DT)? «DT is an evidence - based teaching strategy where skills are taught in a logical sequence building on previously learned skills «Concepts taught are identified, then broken down into specific steps for instruction A teacher and a child sitting at a table with teaching materials showing a DT lesson Screenshot of sample lesson plan with descriptors of what is included Lesson objective Prerequisites Evidence - based practices embedded in the lesson Procedures for Teaching Recommended Concepts to Teach/Targets Illustration showing resource included in the handout page 5 Elementary ELA Example Video image http://https/cdn.jwplayer.com/previews/oR6Rkpap-CeEBvWnE Secondary ELA Example Video image http://https/cdn.jwplayer.com/previews/YzSLQ7nD-CeEBvWnE Reading Lessons What Guides Our Content Development Illustration of a child reading. «Evidence - based strategies rooted in education research «Structured literacy methods aligned with the science of reading «Need for easy - to - access lesson plans and supports for differentiation «Built for real-world success— various digital and printable lessons for all students! Understanding Scarborough’s Reading Rope «Scarborough's Reading Rope, developed by Hollis Scarborough in 2001, explains how various language skills intertwine to develop proficient reading abilities. «A weakness in any strand can impact reading development, emphasizing the need for a balanced approach to instruction. A child and child reading books on a slide Scarborough’s Reading Rope A diagram of Scarborough's reading rope. The rope connects language comprehension and word recognition. It identifies that these strands are woven together into skilled reading becoming both increasingly strategic and automatic. ELA Lesson Alignment for Both Strands «Each month, four lessons align with the monthly unit themes, thereby enhancing student engagement with the content. «Two word - recognition lessons include a focus on sight words. «Two language comprehension lessons support diverse learning needs. «Lessons utilize gradual release to increase effective teaching for a variety of learners. A desks and chairs in a classroom Monthly Thematic Content Primary: Themes First! A group of children in a classroom interacting with STAR morning meeting materials at a table. Secondary: Academic Teaching Units A student using Links content to identify big and small shapes. The student is cutting along the dotted lines. 2025-2026 Themes Screenshot of STAR upcoming themes Illustration of a student in wheelchair cheering The Academic Teaching Units in Links for the 2025-2026 school year, listed by month. Illustration showing resource included in the handout pages 6 to 7 The STAR Themes First! enlarged table of standards alignment form focused on ELA. Screen capture of themes for the ELA Alignment in STAR First Screenshot of ELA Alignment in Links Academic Teaching Units Links Academic Teaching Units Group Activities Standard Alignments for ELA. Newsletter to Include Caregivers Image of a STAR Themes First! newsletter to caregivers Image of STAR Themes First Unit Vocabulary and area for teacher to type personal message to caregivers. Circle (TF): Introduction Stories Images of STAR Themes first circle time lesson plan Images of the second page of STAR TF circle time lesson plan Images from STAR Themes First! circle time introduction story Images from a page in STAR TF circle time introduction story Images from TF circle time introduction story Images from TF circle time introduction story Images from TF circle time introduction story Morning Meeting (ATU): Conversation Starters Images from ATU conversation starters Images from ATU conversation starters Images from ATU conversation starters Images from ATU conversation starters Illustration of diverse group of learners sitting in a circle Images from ATU conversation starters ATU vocabulary activities Flashcards ATU vocabulary activities Group Activities ATU vocabulary activities ELA: Sequencing Events ELS sequencing events activities ELA Leveled Practice Activities Samples of leveled academic goals ELA Leveled Practice Activities Lesson Structure Links ATU Lesson plan Examples Embedded Skill Targets embedded skill targets in a Links ATU lesson plan An instructional document titled "Activity Variation" provides ideas for keeping students engaged while practicing sight words. The enlarged section highlights three strategies: Students place cards in front of them and tap if they have a matching word, with the quickest student placing the card on top. The teacher presents calling cards in a flashcard style for timed identification. A memory game using two sets of sight word cards, arranged face down in rows for students to find matching pairs. Screen capture of a Lesson Variation A set of printable sight word activity cards for early learners. Some cards show individual sight words like "on," "eat," "four," "put," "like," and "into." Others are formatted as “I have / Who has” game cards. A small illustrated instructional strip at the bottom shows students participating in a group activity, holding cards, listening to a teacher, and matching words. Screen capture of Printable Lesson Examples Digital Lesson Examples A series of four illustrated digital flashcard-style slides used for teaching sight words. Each slide features a character holding a speech bubble with a sight word such as "eat," "must," or "say." Students are prompted to either match the word from multiple choices, identify who has the matching sight word, or read the word aloud. A QR code is shown on the bottom left, suggesting a way to access the activity. Let’s Explore! An illustration of a laptop displaying the logos for "STAR Autism Support" and "LINKS Curriculum" on the screen. The background is light green, and the laptop is shown in gray with a visible keyboard and menu bar at the top of the screen. Scheduling for Success Schedule Samples A collage of three images showing classroom organization and visual schedules: On the left, a printed “Primary Schedule” from STAR Autism Support outlines a detailed daily classroom routine with start and end times, activity names, and descriptions. In the center, a student stands in front of brown lockers, interacting with a visual schedule posted on the locker doors. On the right, a display titled “OUR GAME PLAN” shows rows of vertical visual schedules or charts, each personalized for individual students, likely showing daily tasks or goals. IEP Alignment tools Screen capture of IEP Alignment tools Resources Free Home Supports A qr code with a logo to access Home Supports An image of the STAR Media Center www.starautismsupport.com Home Support Activities and Visuals Image of the STAR Media Center showing Home Activities Image of the STAR Media Center showing Home Visual Supports A blue and white chore chart Visuals showing a child getting ready for bed Home Support Webinars «Routines «Motivation «Schedules «Visual Supports «Prompting «And more! Video images on blue showing how to access Home Supports Thank you for joining us! A qr code to scan for newsletter sign up https://starautismsupport.com/newsletter-sign-0 Questions? Visit our website: www.starautismsupport.com Email: information@starautismsupport.com A qr code with blue text saying contact us References «Brainspring Publications. (2020). Scarborough’s reading rope . https://brainspring.com/content/blog-files/Scarboroughs-Reading-Rope-rgb-G1-102-UNI- 032422.jpg «Browder, D. M., Wood, L., Thompson, J., & Ribuffo , C. (2014). Evidence - based practices for students with severe disabilities. CeedarDocument NO. IC-3. CeedarCenter. «Scarborough, H. S., Neuman, S., & Dickinson, D. (2009). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. Approaching difficulties in literacy development: Assessment, pedagogy and programmes, 10, 23-38. «Teaching Strategies. (2025, April 7). Science of Reading in early childhood classrooms: 6-part webinar .https://teachingstrategies.com/solution/science - of - reading/ «Wong, C., Odom, S. L., & Hume, K. A. (2015). Evidence - based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders , 45(7), 1951 – 1966. https://doi.org/10.1007/s10803-014-2351-z Charting the Cs logo with black and blue text Charting the Cs Conference 2025 Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas in the State of Minnesota. This presentation is partially funded with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grants to States.