Literacy/Dyslexia Updates Deputy Superintendent of Instruction Dr. Tammy Summerville Deputy Superintendent of Instruction Mrs. Janet Kaylor Dyslexia Coordinator August 24, 2017

From the Alabama Administrative Code (AAC) Chapter 290-3-1- From the Alabama Administrative Code (AAC) Chapter 290-3-1-.02(20)(c-d) (c) Students will be screened for characteristics of dyslexia using screening instruments currently in place for use in public schools. (d) Based on the screening results, the problem solving teams will analyze screening and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students with academic and/or behavioral difficulties, including those students who exhibit the characteristics of dyslexia. On October 8, 2015, the State Board of Education voted to approve revisions to the Alabama Administrative Code. Official memo dated Dec. 11 was sent to school superintendent. Among the revisions are these screening guidelines.

Difficulties associated with dyslexia The core difficulty is with word recognition and reading fluency, spelling, and writing. The cause of these difficulties relates to the way the brain processes information.

4/25/2018 Dyslexia Definition Adopted by IDA, 2002 adapted for the Alabama Resource Guide Dyslexia is a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

The goal of dyslexia-specific screening is NOT to diagnose dyslexia. The goal is to identify those students who exhibit some of the characteristics of dyslexia and who are struggling with the challenges associated with dyslexia. This information will assist teachers in planning and implementing appropriate instruction and intervention for all struggling readers, including those with the characteristics of dyslexia. Universal screening tools for reading and math are selected by individual school systems. In the lower grades (K-3), many schools use DIBELS, STAR, or Scantron Performance Series (formerly Global Scholar) as universal screening tools for reading. The State Department provides DIBELS and Scantron at no cost to schools. In order to identify students in the upper grades who are struggling with proficiency of grade level standards, many schools use the Aspire data from the previous spring administration as a universal screener. Additionally, some schools use Scantron Performance Series and some use STAR.

The goal of every school should be to provide interventions for all struggling readers that are sufficiently powerful to bring reading skills up to grade-level standards. If this is accomplished for all struggling readers, then it will automatically be accomplished for all students with dyslexia. Dr. Joseph Torgeson (Florida Center for Research on Reading, 2010) If we know that we need to screen and that we screen to intervene and not just screen. Let’s look what this means to RtI.

The Plan Screening Process Response to Instruction & Problem-Solving Teams Dyslexia-Specific Intervention Interventions Interventionist MSLE (Multi-Sensory Language Education) training provided by the Alabama Reading Initiative office Handout outlines specifics.

Time spent reading each day This graph represents the results of an interview survey with fourth grade students on how much they read outside of school, unrequired reading. The percentage numbers reflect the reading ability level of the students interviewed. Students at the 10% reported reading less than a minute a day. The average reader reported reading 4.6 minutes a day. Readers in the 90th percentile reported reading 20 minutes a day. This is a good opportunity to point out that they used books rather than a bar graph, encouraging us to make books available via other methods until these weaker readers have improved reading skills. Time spent reading each day Overcoming Dyslexia by Sally Shaywitz