Course Description
Course Description: This course will focus on the use of diagnostic literacy assessment to identify and address the needs of students who require targeted intervention. The emphasis will be on interpreting assessment data to inform instructional decisions for learners who are not making expected progress with core instruction.
Participants will learn how to use a combination of formal and informal assessments to pinpoint the barriers or core deficits interfering with literacy development. Participants will learn how to use diagnostic information to understand why a student is struggling, and then identify evidence-based interventions to guide instructional planning in reading and writing.
Audience: This course is for classroom teachers grades K-6, literacy interventionists/specialists, and any educator new to teaching reading.
Session Information
• November 5, 2026, 8:30 - 2:30
• December 4, 2026, 8:30 - 2:30
• January 15, 2027, 8:30 - 2:30
• February 12, 2027, 8:30 - 2:30
Instructors
Nicole Gaboriault, M.S.Ed.
Nicole Gaboriault, M.S.Ed.
Nicole Gaboriault, M.S.Ed., is currently a Literacy Specialist in the North Country Supervisory Union. Her diverse roles include special educator, primary grades teacher, literacy interventionist, teacher mentor, literacy leader coordinator, and instructional coach. Nicole has navigated various shifts in literacy practices, playing a key role in prioritizing needs within NCSU by creating a comprehensive literacy curriculum, developing a balanced assessment system, cultivating literacy leadership, and establishing a system for distributed expertise. Prior to the adoption of Act 139, she began providing professional development in the Science of Reading. Last year, she facilitated the review and pilot process for evidence-based programs, leading to the adoption of a new program, which she is currently implementing while supporting teachers across nine elementary schools.
Additional Content Area
Course Goals:
1. Strengthen educator capacity to identify and address the diverse literacy needs of students through the use of diagnostic data.
2. Build confidence and skill in making data-informed instructional decisions that improve student outcomes.
3. Foster the effective use of evidence-based practices in reading and writing intervention.
4. Promote collaborative approaches to problem-solving and progress monitoring within literacy instruction.