DyslexiaDyslexia

Learning Team:Learning Team:Londrea JohnsonLondrea Johnson

Angela NashAngela Nash

Jeff PerritteJeff Perritte

Chris MartinChris Martin

The Differentiated The Differentiated ClassroomClassroom

The Purpose of Dyslexia The Purpose of Dyslexia ProgramsPrograms

Research shows that children who read well Research shows that children who read well in the early grades are far more successful in the early grades are far more successful in later years; and those who fall behind in later years; and those who fall behind often stay behind when it comes to often stay behind when it comes to academic achievement. academic achievement.

The Purpose of Dyslexia The Purpose of Dyslexia ProgramsPrograms

Reading is the fundamental skill upon which Reading is the fundamental skill upon which all formal education depends. Research now all formal education depends. Research now shows that a child who doesn’t learn the shows that a child who doesn’t learn the reading basics early is unlikely to learn reading basics early is unlikely to learn them at all. Any child who doesn’t learn to them at all. Any child who doesn’t learn to read early and well will not easily master read early and well will not easily master other skills and knowledge, and is unlikely other skills and knowledge, and is unlikely to ever flourish in school or life. to ever flourish in school or life.

The Purpose of Dyslexia The Purpose of Dyslexia ProgramsPrograms

There are millions of cases where There are millions of cases where individuals have overcome and triumphed individuals have overcome and triumphed over dyslexia with the proper assistance, over dyslexia with the proper assistance, program, and support. These programs program, and support. These programs present and offer that opportunity to do so. present and offer that opportunity to do so.

Qualification Qualification RequirementsRequirements

Student Success Initiative (SSI) as Student Success Initiative (SSI) as mandated by TEC §28.006. This education mandated by TEC §28.006. This education code requires districts and charter schools code requires districts and charter schools to administer early reading instruments to to administer early reading instruments to all students in kindergarten and grades 1 all students in kindergarten and grades 1

and 2 to assess their reading development and 2 to assess their reading development and comprehension. and comprehension.

Qualification Qualification RequirementsRequirements

If students are at risk for dyslexia or other reading difficulties, the district or charter school must: Notify the students’ parents or guardians. Implement an accelerated (intensive) reading program that appropriately addresses the students’ reading difficulties

Assessing students for dyslexia must involve the following Assessing students for dyslexia must involve the following domains:domains:

Reading real and nonsense words in isolation (decoding)Reading real and nonsense words in isolation (decoding)Phonological awarenessPhonological awarenessLetter knowledge (name and associated sound)Letter knowledge (name and associated sound)Rapid namingRapid naming Reading fluency (rate and accuracy)Reading fluency (rate and accuracy)Reading comprehensionReading comprehensionWritten spelling. Written spelling.

Qualification Qualification RequirementsRequirements

Requirements that teachers must meet during instruction:Requirements that teachers must meet during instruction:

phonemic awareness instructionphonemic awareness instruction

language structure instructionlanguage structure instruction

linguistic instruction and fluency of patterns in languagelinguistic instruction and fluency of patterns in language

strategy-oriented instruction where student learn to decode, strategy-oriented instruction where student learn to decode, encode, word recognition, fluency and comprehensionencode, word recognition, fluency and comprehension

explicit direct structured instructionexplicit direct structured instruction

individualized instruction that meets students’ needs; intensive, individualized instruction that meets students’ needs; intensive, highly concentrated instruction that maximizes student highly concentrated instruction that maximizes student engagementengagement

emphasis on comprehension and compositionemphasis on comprehension and composition

Instructional Instructional RequirementsRequirements

The Individualized Education Program must include:The Individualized Education Program must include:

Instructional decisions for a student are made by knowledgeable Instructional decisions for a student are made by knowledgeable teamteam

School districts shall purchase a reading program or develop their School districts shall purchase a reading program or develop their own reading program for the students own reading program for the students

Each school must provide students access at his/her campus to the Each school must provide students access at his/her campus to the services of a teacher trained in dyslexia .services of a teacher trained in dyslexia . Parents/guardians of students eligible must be informed of all Parents/guardians of students eligible must be informed of all services and options available to the student under that federal services and options available to the student under that federal statute. statute.

Teachers who provide the appropriate instruction for students with Teachers who provide the appropriate instruction for students with dyslexia must be trained in instructional strategiesdyslexia must be trained in instructional strategies

Instructional Instructional RequirementsRequirements

Dyslexia HandbookDyslexia Handbook

The Texas Education Agency provides a one-The Texas Education Agency provides a one-stop source to assist every level of stop source to assist every level of education understand their role in education understand their role in combating dyslexiacombating dyslexia

The Dyslexia Handbook – Revised 2007: The Dyslexia Handbook – Revised 2007: Procedures Concerning Dyslexia and Procedures Concerning Dyslexia and Related DisordersRelated Disorders

94 pages in length; features related laws in 94 pages in length; features related laws in their entirety their entirety

http://www2.ednet10.net/dyslexia/Documents/2007EnglishHandbook.pdf

Federal LawsFederal Laws

The The Dyslexia HandbookDyslexia Handbook must abide by must abide by federal education laws, which include:federal education laws, which include: Education for All Handicapped Children Act Education for All Handicapped Children Act

(1975) (1975) [reworked as IDEA in 1990][reworked as IDEA in 1990]

Individuals with Disabilities Act (IDEA) (1990, Individuals with Disabilities Act (IDEA) (1990, reauthorized in 2004)reauthorized in 2004)

Rehabilitation Act of 1973 (Section 504)Rehabilitation Act of 1973 (Section 504) No Child Left Behind (2001)No Child Left Behind (2001)

Data-Driven TestingData-Driven Testing

Texas Education Code requires all dyslexia Texas Education Code requires all dyslexia efforts to be data driven.efforts to be data driven.

Testing of all students must be conducted Testing of all students must be conducted during kindergarten, 1st, and 2nd gradesduring kindergarten, 1st, and 2nd grades

Parents of “at risk” students must then be Parents of “at risk” students must then be notified (and in their native language)notified (and in their native language)

Teacher ObligationsTeacher Obligations

Teachers must “implement an accelerated Teachers must “implement an accelerated (intensive) reading program that (intensive) reading program that appropriately addresses the students’ appropriately addresses the students’ reading difficulties and enables them to reading difficulties and enables them to ‘catch up’ with their typically performing ‘catch up’ with their typically performing peers.” peers.”

Under NCLB, this program must be the Under NCLB, this program must be the Three-Tier Reading Model (called RTI in Three-Tier Reading Model (called RTI in Texas).Texas).

Response to Response to Intervention (RTI)Intervention (RTI)

Tier 1Tier 1 Teachers are granted freedom to group Teachers are granted freedom to group

students in a manner designed to accelerate students in a manner designed to accelerate reading improvement in the mainstream classreading improvement in the mainstream class

Tier 2Tier 2 Teachers may separate students from the Teachers may separate students from the

mainstream for small-group instructionsmainstream for small-group instructions

Tier 3Tier 3 Teachers may work individually with a student Teachers may work individually with a student

from Tier 2 on a bi-monthly basisfrom Tier 2 on a bi-monthly basis

Teacher Teacher DocumentationDocumentation

As a result of all interventions, teachers are As a result of all interventions, teachers are required to provide “ongoing assessment required to provide “ongoing assessment and progress monitoring” for all at-risk-for-and progress monitoring” for all at-risk-for-dyslexia students. dyslexia students.

Teachers must document all progress Teachers must document all progress extensively.extensively.

Data from schools and teachers is also used Data from schools and teachers is also used to determine if a student qualifies for to determine if a student qualifies for Section 504 protections for dyslexia.Section 504 protections for dyslexia.

Section 504 Special Section 504 Special EducationEducation

If dyslexia is proven to “substantially limit If dyslexia is proven to “substantially limit the student’s learning,” they can qualify for the student’s learning,” they can qualify for Section 504 special education.Section 504 special education.

Upon beginning special education, a Upon beginning special education, a committee will provide an Individualized committee will provide an Individualized Education Program (IEP) for a student.Education Program (IEP) for a student.

All teachers of 504 students are legally All teachers of 504 students are legally bound to follow an IEP.bound to follow an IEP.

Secondary-Grade Secondary-Grade DetectionDetection

While most dyslexia intervention is While most dyslexia intervention is centered on primary students in keeping centered on primary students in keeping with the with the Dyslexia Handbook’sDyslexia Handbook’s “earlier the “earlier the better” stance, there is never a legal better” stance, there is never a legal opportunity for teachers to not report opportunity for teachers to not report suspicions of dyslexia regardless of a suspicions of dyslexia regardless of a student’s age.student’s age.

CommunicationCommunication

Every aspect of the Every aspect of the Dyslexia HandbookDyslexia Handbook calls calls for school and teacher communication with for school and teacher communication with parents and guardians. parents and guardians.

Teachers must provide confidential and Teachers must provide confidential and professional communication in the spirit of professional communication in the spirit of transparency and cooperation.transparency and cooperation.