Reading Difficulties, Disabilities, and Dyslexia

Follow-up Activity for

DISTRICT INSERVICE POINTS

In addition to reviewing all of the course content and passing the Check Your Knowledge
activities and final assessment; completion of a follow-up activity is required for participants
who want to earn district in-service points.

In-service points can only be awarded by a Florida school district or organization with an
approved Professional Learning Catalog. If you are NOT currently employed by a Florida school
district/organization with an approved Professional Learning Catalog, contact your local Florida
school district/organization to inquire if they are willing to review your follow-up activity and
submit your in-service points. FDLRS can NOT verify your follow-up activity.

1. To demonstrate successful completion of the follow-up activity, you must complete ONE
of the following options:
• Option 1: Professional Learning Community with other Educators
• Option 2: Professional Learning Community with other Literacy Leaders
• Option 3: Presentation
• Option 4: Case Study
2. Once you have completed the follow-up activity, submit the option you chose, your
completed Your Complete the Teacher Toolkits and the Tying it All Together Critical
Tasks, and the Verification Form to your supervisor to sign, acknowledging they have
reviewed your follow-up activity.
3. Once the verification form has been signed by your supervisor, return to the course on
the BEESS Portal site. Select “Verify follow-up activity” and upload your signed
verification form.
4. You can then access the satisfaction survey. Once you have completed the satisfaction
survey, you will be able to view/download your Certificate of Completion.

Your local Florida Diagnostic and Learning Resources System - Professional Learning Alternatives
(FDLRS-PLA) coordinator will submit a quarterly report of completers in their service region to
the appropriate school district/organization.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Option 1: Professional Learning Community with other Educators

Instructions
1. If there are a team of educators at your school or neighboring school also working in this
course, you may choose to form a Professional Learning Community (PLC) to complete
this required follow-up activity. It can be completed during a grade level or team
meeting, during faculty meetings, or with individuals during common planning time or
after school hours.
2. After the online portion of the course is complete, appoint a facilitator to guide the
group session(s).
3. Determine a schedule. At each session, an agenda should be distributed and a sign in
sheet should be collected. The agenda and attendance documents will be presented,
along with written reflections, to a supervisor who will verify completion of this activity.
The verification form signed by the supervisor will be uploaded into the system to access
the course Certificate of Completion.
4. Each participant should select a student they teach who has a reading deficiency and
gather assessment data (screening, diagnostic, progress monitoring and outcome data)
to analyze as well as information about the intervention(s) that the student is receiving
and student work samples. If available, gather charts or spreadsheets that display
student data over time to help determine if students are making appropriate growth as a
result of receiving intervention. The data will become part of the meeting minutes.

Directions for PLC

• Discuss the topic of the course (i.e., dyslexia and reading disabilities) with colleagues who
have worked together and have a common understanding of how the MTSS system
works in their school/district.
• Analyze assessment data with colleagues for at least one student per participant and
focus the conversation on identifying a specific reading profile for each student identified
with a reading difficulty.
• Evaluate assessment data with colleagues using the problem-solving approach and
determine which evidence-based interventions are needed to target identified
weaknesses in reading skills.
• Analyze progress monitoring data to determine if the intervention is meeting the
student’s needs.
• Discuss the elements and principles of Structured Literacy with colleagues and determine
if these criteria are addressed in evidence-based interventions offered in your school.
• Discuss some of the assistive technology tools and UDL resources that were suggested to
make instruction more accessible to students and ways to implement or utilize these in
your classroom.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

The PLC should use the following guidance to drive their conversations, reflections and problem
solving. Individuals will record their reflections and present to their supervisor for review as
verification of completion of the activity.

Unit 1: Overview of Reading Disabilities and Dyslexia

• Students with reading disabilities, including dyslexia, may have difficulty with a variety of
skills. Discuss the three different reader profiles and describe what is unique to each
profile. Then, share with the other members of the study group what you believe your
student’s profile is and why.
• If you have a student that you have worked with who is dyslexic or exhibited
characteristics of dyslexia, please describe that student and their characteristics. Share
examples of the student’s work to provide evidence of those characteristics.
• Explain what you learned from the course module about dyslexia that is different than
what you knew before. Share with your study group the dyslexia infographic you created
and discuss how you can share that resource with parents, teachers and students.

Unit 2: Data-based Planning and Problem-solving

• As a group, discuss your school’s MTSS framework and how it works on behalf of
students with reading difficulties.
• What assessments are used for each of the four types of reading assessments covered in
unit 2? How can this assessment data be used in the problem-solving approach to
determine which students need interventions and what interventions they need? Share
the four types of assessment data you brought on your target students and explain to the
group what you can learn about your student’s reading ability (strengths and
weaknesses).
• Review the progress monitoring data and charts for each of your students. How does the
team know if the student is meeting their learning goals (progress monitoring
benchmarks or IEP)? What process exists for reviewing student progress monitoring data,
and what happens when students don’t meet their goals?

Unit 3: Evidence-based Instruction

• What evidence-based interventions (EBI) are utilized at your school? Is your target
student receiving an evidence-based intervention? Based on the data you shared earlier
with your study group, what suggestions would you make for the type of evidence-based
intervention your target student should receive and why?
• What do you do if the EBI is not meeting the needs of your student? How do you know
what to change? Who makes the decision? What type of reaction to the intervention
does the progress monitoring data show for your target student? Does the data show
that your target student is matched to the correct intervention?

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit 4: Multisensory Instruction and Structured Literacy

• There is no one perfect program that meets the needs of all students. Instead, programs
include specific elements of language and principles of instruction that are integrated
into a cohesive instructional approach called Structured Literacy. Describe those
elements and principles of Structured Literacy and tell why they are important for
students with reading disabilities.
• Discuss your findings from the task that was included in the toolkit for unit four. Were
each of the six elements of a Structured Literacy program addressed in the available
interventions you reviewed? If not, what gaps exist in the interventions available to
students in your school or district?

Unit 5: Supporting Students in Mastering Grade Level Standards

• Most students who have reading difficulties benefit from technology supports that make
learning more accessible and in some cases, engaging. What type of supports would
benefit your target student? How can you ensure that students in your class or school
have access to technology supports?
• Share with your study group the UDL resource you chose to implement as part of the
task included in the toolkit in unit five. What barriers to learning did that resource help to
remove? Which area did you select under the third UDL Principle, “provide multiple
means of engagement,” that you would like to improve in? Share the steps you have
taken to improve in this area and the next steps that are needed.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit Written responses/notes should be included for each of the following questions.
Check The participant:
Discusses the three different reader profiles and describe what is unique to each profile.
Explained what they felt their target student’s profile is and why.
1 Described the reading characteristics of a student with dyslexia and noted any similar
characteristics their target student displays.
Included examples of student work to provide evidence of those characteristics.
Explained what they learned from the course module about dyslexia that is different than
what
they knew before.
Included ideas for sharing information about dyslexia with parents, teachers and students.
Discusses the school’s MTSS framework and how it works on behalf of students with reading
difficulties.
Identified the four types of reading assessments that can be used in a problem-solving
approach to determine which students need interventions and what interventions they need.
Described the strengths and weaknesses the student has in the area of reading according to
2 the assessment data reviewed.
Described how the school’s data/grade level team knows if the student is meeting their
learning goals (benchmark and/or IEP)
Described the progress monitoring assessments used in the school, what process is followed
for reviewing the progress monitoring data, and what happens when students don’t meet
their goals?
Described what evidence-based interventions are utilized at the school.
Described the evidence-based instruction the target student is receiving, or mad suggestions
3 for the type of evidence-based intervention the target student should receive.
Described what should be done if the intervention is not meeting the needs of the student.
Described the type of reaction to the intervention the progress monitoring data show for the
target student and determined if target student is matched to the correct intervention.
Described the elements and principles of Structured Literacy and told why they are important
for students with reading disabilities.
4
Determined if each of the six elements of a Structured Literacy program was addressed in the
available interventions they reviewed and identified if any gaps exist in the interventions
available to students in the school.
Described the types of supports that would benefit their target student.
Explained how they can ensure that students in their class or school have access to technology
supports.
5 Described the UDL resource they chose to implement as part of the task included in the toolkit
in unit five and discussed the barriers to learning that resource helped to remove.
Described which area they you select under the third UDL Principle, “provide multiple means
of engagement,” that they would like to improve in and shared the steps they have taken
to improve in this area and the next steps that are needed.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Option 2: Professional Learning Community with other Literacy Leaders

Instructions
1. If there are a team of literacy leaders at your school, neighboring school or district, also
working in this course, you may choose to form a Professional Learning Community (PLC)
to complete this required follow-up activity.
2. After the online portion of the course is complete, appoint a facilitator to guide the
group session(s).
3. Determine a schedule. At each session, an agenda should be distributed and a sign in
sheet should be collected. The agenda and attendance documents will be presented,
along with written reflections, to a supervisor who will verify completion of this activity.
The verification form signed by the supervisor will be uploaded into the system to access
the course Certificate of Completion.
4. Gather assessment data (screening, diagnostic, progress monitoring and outcome data)
to analyze as well as information about the intervention(s) that the students are
receiving in your school or district. If available, gather charts or spreadsheets that display
student data over time to help determine if students are making appropriate growth as a
result of receiving intervention. The information gathered from the assessment data will
become part of the meeting minutes.

Directions for PLC

• Discuss the topic of the course (i.e., dyslexia and reading disabilities) with colleagues who
have worked together and have a common understanding of how the MTSS system
works in their school/district.
• Analyze assessment data for a large group of students at the district and/or school level
who are not meeting benchmark goals and group the students into the three reading
profiles based on additional assessment data.
• Evaluate assessment data with colleagues using the problem-solving approach and
determine which evidence-based interventions are needed to target identified
weaknesses in reading skills.
• Analyze progress monitoring data to determine if the intervention is meeting the
student’s needs.
• Discuss the elements and principles of Structured Literacy with colleagues and determine
if these criteria are addressed in evidence-based interventions offered in your district.
• Discuss some of the assistive technology tools and UDL resources that were suggested in
the course module to make instruction more accessible to students and how you could
implement these tools and resources in your district.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

The PLC should use the following guidance to drive their conversations, reflections and problem
solving. After each session, individuals will need to record their reflections to be complied and
presented to their supervisor for review to receive inservice points after completing the module.

Unit 1: Overview of Reading Disabilities and Dyslexia

• Students with reading disabilities, including dyslexia, may have difficulty with a variety of
skills. Discuss the three different reader profiles and describe what is unique to each
profile. Discuss ways to distribute information about the three reader profiles to teachers
and ways to use this information in school-based problem-solving meetings.
• If you have a student that you have worked with who is dyslexic or exhibited
characteristics of dyslexia, please describe that student and their characteristics. If
possible, share examples of the student’s work to provide evidence of those
characteristics.
• Explain what you learned from the course module about dyslexia that is different than
what you knew before. Share with your study group the dyslexia infographic you created
and discuss how you can share that resource with parents, teachers and students.

Unit 2: Data-based Planning and Problem-solving

• As a group, discuss your district or school’s MTSS framework and how it works on behalf
of students with reading difficulties.
• What assessments are used for each of the four types of reading assessments covered in
unit 2? How can you encourage and ensure that all four types of assessment data are
used in the problem-solving approach at the school level to determine which students
need interventions and what interventions they need? Review the four types of
assessment data you brought and explain to the group what you can learn about trends
in strengths and weaknesses for students’ reading ability in your district or school.
• In your district or school, what process exists for reviewing student progress monitoring
data (including guidelines for how often progress monitoring should be collected and
reviewed for students receiving Tier 2 intervention and then for students receiving Tier 3
intervention), and what the protocol is for when students don’t meet their goals? How is
this communicated to teachers?

Unit 3: Evidence-based Instruction

• What evidence-based interventions (EBI) are utilized in your district or school?
• Does your district or school have a reading intervention resource map and why would
this be or is this helpful?
• How often are trainings held for teachers to review how to implement the evidence-
based interventions identified above?

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

• Did the data you reviewed as a team indicated that the evidence-based interventions are
helping to close achievement gaps? What do you do if the EBI is not meeting the needs of
your student? How do you know what to change? Who makes the decision?

Unit 4: Multisensory Instruction and Structured Literacy

• There is no one perfect program that meets the needs of all students. Instead, programs
include specific elements of language and principles of instruction that are integrated
into a cohesive instructional approach called Structured Literacy. Describe those
elements and principles of Structured Literacy and tell why they are important for
students with reading disabilities.
• Discuss your findings from the task that was included in the toolkit for unit four. Were
each of the six elements of a Structured Literacy program addressed in the available
interventions you reviewed? If not, what gaps exist in the interventions available to
students in your district or school?

Unit 5: Supporting Students in Mastering Grade Level Standards

• Most students who have reading difficulties benefit from technology supports that make
learning more accessible and in some cases, engaging. What type of supports would
benefit striving readers? How can you ensure that students in your district or school have
access to technology supports?
• The K-12 Comprehensive Research-Based Reading Plan requires that all classroom
instruction is accessible to the full range of learners using UDL principles. How are
teachers trained on Universal Design for Learning (UDL) in your district or school? What
role can you play in supporting administrators and/or teachers in continuing to ensure
that instruction is designed using UDL guidelines?

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit Written responses/notes should be included for each of the following questions.
Check The participant:
Discusses the three different reader profiles and describe what is unique to each profile.
Explained ways to distribute information about the three reader profiles to teachers.
Explained ways to use information about the three reader profiles in school-based
1
problem-
solving meetings.
Described the reading characteristics of a student with dyslexia.
Explained what they learned from the course about dyslexia that is different than
what they knew before.
Included ideas for sharing information about dyslexia with parents, teachers and students.
Discusses the district or school’s MTSS framework and how it works on behalf of students
with reading difficulties.
Identified the four types of reading assessments that can be used in a problem-solving
approach to determine which students need interventions and what interventions they
need.
Explained how they can encourage and ensure the four types of reading assessments are
2 used at the school level in a problem-solving approach to determine which students need
interventions and what interventions they need.
Described the process for reviewing progress monitoring assessment data in their district
or school (including guidelines for how often progress monitoring should be collected and
reviewed for students receiving Tier 2 intervention and then for students receiving Tier 3
intervention).
Described the protocol for what action to take when students don’t meet their goals.
Described what evidence-based interventions are utilized in the district or school.
Identified if the district or school has created a reading intervention resource map and why
would this be or is helpful.
3 Identified how often trainings are held for teachers to review how to implement evidence-
based interventions used in the district or school.
Explained if the data reviewed indicated that the evidence-based interventions are helping
to close achievement gaps.
Described the process for implementing a change in intervention when needed.
Described the elements and principles of Structured Literacy and told why they are
important for students with reading disabilities.
4
Determined if each of the six elements of a Structured Literacy program was addressed in
the available interventions they reviewed and identified if any gaps exist in
the interventions available to students in their district or school.
Described the types of supports that would benefit striving readers.
Explained how they can ensure that students in their district or school have access to
5 technology supports.
Described the way teachers are trained on Universal Design for Learning (UDL).
Described the role they can play in supporting administrators and/or teachers in continuing
to ensure that instruction is designed using UDL guidelines.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Option 3: Presentation

Instructions
1. Present the information that you have learned to a group of colleagues. For example, this
activity can be completed during a grade level or team meeting, or during common
planning time or after school hours.
2. Prepare an agenda, presentation materials, handouts, and a sign-in sheet for
participants.
3. Include information on the unit objectives in your presentation.
4. If your supervisor is unable to attend, present the presentation materials as evidence.
Also include the sign-in sheet as evidence of the participants in attendance.

Directions for Presentation

• Conduct an awareness presentation for colleagues (faculty/staff/colleagues or district
administrators) on what you have learned in the course and relate it to your shared
work.
• Use the following information to guide the structure of your presentation.
o Include information related to the specific objectives covered in the course. These
topics are outlined in the rubric provided for supervisor review.
o Relate the topics to the students in your own school or district.
o Elicit feedback and conversation from colleagues about the content of the
presentation.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit Presentation to colleagues should exhibit an understanding of the following information.

Check Specific unit objectives
Define the terminology commonly associated with reading disabilities.
Identify the characteristics of the various subtypes of reading disabilities, including
dyslexia.
1 Recognize the language and neurobiological basis of reading disabilities.
Summarize current research on dyslexia.
Define the terminology commonly associated with reading disabilities.
Identify the characteristics of the various subtypes of reading disabilities, including
dyslexia.
Explain how a multi-tiered system of supports identifies and supports students with reading
difficulties/disabilities.
Show an awareness of the four types of reading assessments.
Describe how the problem-solving approach is used to determine the specific needs of
2 students with reading disabilities.
Use the progress monitoring process to engage data-based problem solving within a multi-
tiered system of supports approach to serving students with a variety of reading difficulties
and disabilities.
Explain how a multi-tiered system of supports identifies and supports students with reading
difficulties/disabilities.
Show an awareness of the four types of reading assessments.
Define what is meant by evidence-based instruction.
Explain how to match evidence-based instruction to the instructional needs of individual
3 students.
Determine if and when a change in content or pedagogy is needed within an intervention.
Consider alternative options for instruction as necessary.
Define what is meant by evidence-based instruction.
Describe the six elements of a structured literacy instructional approach/program.
Relate the core principles of instruction that guide how the elements of structured literacy
4 are taught.
Explain some practices and strategies of instruction that support students with reading
disabilities.
Describe the six elements of a structured literacy instructional approach/program.
Define what is meant by universal design for learning and instruction (UDL).
Define what is meant by assistive technology (AT).
5 Access UDL and AT technology supports for your students with a variety of reading
difficulties and disabilities.
Relate the importance of integrating AT into evidence-based and structured literacy
practices.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Option 4: Case Study

Instructions
1. After the completion of the online portion of the course, you may choose to engage your
principal or reading coach in a problem solving cycle case study to complete this required
follow-up activity.
2. Present written reflections, and required data (see below) to a supervisor who will verify
completion of this activity. The verification form signed by the supervisor will be
uploaded into the system to access the course Certificate of Completion.
3. Each participant should select a student they teach who has a reading deficiency and
gather assessment data (screening, diagnostic, progress monitoring and outcome data)
to analyze as well as information about the intervention(s) that the student is receiving
and student work samples.
4. If available, gather charts or spreadsheets that display student data over time to help
determine if students are making appropriate growth as a result of receiving
intervention.

Directions
• Discuss the topic of the course (i.e., dyslexia and reading disabilities) with principal or
reading coach who has a common understanding of how the MTSS system works in
your school/district.
• Analyze assessment data with principal or reading coach for at least one student per
participant and focus the conversation on identifying a specific reading profile for each
student identified with a reading difficulty.
• Evaluate assessment data with principal or reading coach using the problem-solving
approach and determine which evidence-based interventions are needed to target
identified weaknesses in reading skills.
• Analyze progress monitoring data to determine if the intervention is meeting the
student’s needs.
• Discuss the elements and principles of Structured Literacy with principal or reading
coach and determine if these criteria are addressed in evidence-based interventions
offered in your school.
• Discuss some of the assistive technology tools and UDL resources that were suggested
to make instruction more accessible to students and ways to implement or utilize
these in your classroom.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Use the following guidance to drive conversations, reflections and problem solving. Record
reflections and present to supervisor for review as verification of completion of the activity.

Unit 1: Overview of Reading Disabilities and Dyslexia

• Students with reading disabilities, including dyslexia, may have difficulty with a variety
of skills. Discuss the three different reader profiles and describe what is unique to each
profile. Then, share what you believe your student’s profile is and why.
• Explain what you learned from the course module about dyslexia that is different than
what you knew before. Share the dyslexia infographic you created and discuss how you
can share that resource with parents, teachers and students.

Unit 2: Data-based Planning and Problem-solving

• Discuss your school’s MTSS framework and how it works on behalf of students with
reading difficulties.
• What assessments are used for each of the four types of reading assessments covered
in unit 2? How can this assessment data be used in the problem-solving approach to
determine which students need interventions and what interventions they need?
Share the four types of assessment data you brought on your target students and
explain what you can learn about your student’s reading ability (strengths and
weaknesses).

Unit 3: Evidence-based Instruction

• What evidence-based interventions (EBI) are utilized at your school? Is your target
student receiving an evidence-based intervention? Based on the data you shared
earlier, what suggestions would you make for the type of evidence-based intervention
your target student should receive and why?

Unit 4: Multisensory Instruction and Structured Literacy

• There is no one perfect program that meets the needs of all students. Instead,
programs include specific elements of language and principles of instruction that are
integrated into a cohesive instructional approach called Structured Literacy. Describe
those elements and principles of Structured Literacy and tell why they are important
for students with reading disabilities.
• Discuss your findings from the task that was included in the toolkit for unit four. Were
each of the six elements of a Structured Literacy program addressed in the available
interventions you reviewed? If not, what gaps exist in the interventions available to
students in your school or district?

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit 5: Supporting Students in Mastering Grade Level Standards

• Most students who have reading difficulties benefit from technology supports that
make learning more accessible and in some cases, engaging. What type of supports
would benefit your target student? How can you ensure that students in your class or
school have access to technology supports?
• Share the UDL resource you chose to implement as part of the task included in the
toolkit in unit five. What barriers to learning did that resource help to remove? Which
area did you select under the third UDL Principle, “provide multiple means of
engagement,” that you would like to improve in? Share the steps you have taken to
improve in this area and the next steps that are needed.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Unit Written responses/notes should be included for each of the following questions.
Check The Participant:
Discusses the three different reader profiles and describe what is unique to each profile.
Explained what they felt their target student’s profile is and why.
Described the reading characteristics of a student with dyslexia and noted any similar
1 characteristics their target student displays.
Included examples of student work to provide evidence of those characteristics.
Explained what they learned from the course module about dyslexia that is different than
what
they knew before.
Included ideas for sharing information about dyslexia with parents, teachers and students.
Discusses the school’s MTSS framework and how it works on behalf of students with reading
difficulties.
Identified the four types of reading assessments that can be used in a problem-solving
approach to determine which students need interventions and what interventions they need.
Described the strengths and weaknesses the student has in the area of reading according to
2 the assessment data reviewed.
Described how the school’s data/grade level team knows if the student is meeting their
learning goals (benchmark and/or IEP)
Described the progress monitoring assessments used in the school, what process is followed
for reviewing the progress monitoring data, and what happens when students don’t meet
their goals?
Described what evidence-based interventions are utilized at the school.
Described the evidence-based instruction the target student is receiving, or mad suggestions
for the type of evidence-based intervention the target student should receive.
3
Described what should be done if the intervention is not meeting the needs of the student.
Described the type of reaction to the intervention the progress monitoring data show for the
target student and determined if target student is matched to the correct intervention.
Described the elements and principles of Structured Literacy and told why they are important
for students with reading disabilities.
4
Determined if each of the six elements of a Structured Literacy program was addressed in the
available interventions they reviewed and identified if any gaps exist in the interventions
available to students in the school.
Described the types of supports that would benefit their target student.
Explained how they can ensure that students in their class or school have access to technology
supports.
5 Described the UDL resource they chose to implement as part of the task included in the toolkit
in unit five and discussed the barriers to learning that resource helped to remove.
Described which area they you select under the third UDL Principle, “provide multiple means
of engagement,” that they would like to improve in and shared the steps they have taken
to improve in this area and the next steps that are needed.

BEESS Portal to Professional Learning Alternatives [Link]

 Reading Difficulties, Disabilities, and Dyslexia

Follow-up Activity
VERIFICATION FORM

Participant Information

Name: Date:

Work Location (school/district or other organization):

Email Address:

I confirm that I have completed the following follow-up option:

Signature:

Principal or Supervisor Verification of Completion

Name: Date:

Work Location (school/district or other organization):

Position:

I have reviewed the above named participant's Follow-up Activity and any associated
documents described in the Follow-up Activity instructions. I used the accompanying rubric to
review the activity (if applicable). I confirm that the participant successfully completed the
Follow-up Activity and any associated documents.
Signature:

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 Reading Difficulties, Disabilities, and Dyslexia

CONTINUING EDUCATION UNITS (CEUs)

In order for an occupational, physical, or speech-language therapist to receive CEUs, you must
complete all of the following steps in the order listed:

• Review the course content.

• Pass the Final Assessment.
• Sign and upload the Intent to Seek CEUs Form under Follow-up Activity step.
• Complete the Satisfaction Survey.
• Download your Certificate of Completion

Intent to Seek Continuing Education Units (CEUs) Form

Participant Information

Name: Date:

Email:

Home Address:

ASHA Number (SLP Only):

I verify that I have completed the course and passed the final assessment.

Participant’s Signature:

BEESS Portal to Professional Learning Alternatives [Link]