Ashlee Lara & Janet Tracy Dyslexia Lunch & Learn Ashlee Lara & Janet Tracy

What Do You Already Know About Dyslexia? Ask participants to brainstorm what they already know about dyslexia. Address any myths mentioned. Click on “watch” icon to play video.

Sea of Strengths Dyslexia Decoding Vocabulary Concept Formation Unexpected Dyslexia Concept Formation Critical Thinking Sally Shaywitz says that dyslexia floats on a sea of strengths. Decoding is the only skill that stands out as a struggle. All the other skills are average or above average for the child's grade and instruction. Reasoning Problem Solving Gen. Knowledge Comprehension Sally Shaywitz; Overcoming Dyslexia

Rti process How does it help students? RTI is designed to provide intervention to fill in learning gaps What happens when a student is identified as having reading difficulties? Prescriptive interventions What steps does a parent take to have their child tested? RTI-Response to Intervention Interventions based on the difficulty noted—K-2 Early Reading Instruments such as Istation Parents may request testing for dyslexia. The school must respond within a reasonable amount of time by obtaining consent and moving forward to testing or if there is a lack of evidence to suggest the need for testing, the school may refuse. (Dyslexia Handbook, page 64, question 16)

Testing Does the district accept outside testing? Outside testing is reviewed and considered on a case by case basis What happens if the parent disagrees with the testing? Parent rights are outlined in Section 504 No Screening, just testing When parents present outside testing, the district has the responsibility of documenting it and carefully considering it. (page 64, Dyslexia Handbook) While outside testing may be brought to the 504 committee and must be reviewed, it is part of the evaluation data but does not, independently, create eligibility. If the parent does not agree with the testing, the parent procedural protections are outlined in Section 504. Same for students served in SPED, except follow SPED procedures. Parent may request a hearing, file an OCR complaint, etc. For SPED, possibly file a TEA complaint. Parents can refer to 504 Parent Rights for options—request hearing, OCR complaint

Dyslexia Intervention Comprehensive, multisensory Orton-Gillingham based program Components include Phonological awareness Phonics Fluency Vocabulary Spelling Comprehension and handwriting Dyslexia intervention…We do have a program for Spanish Multisensory-Auditory, Visual, Kinesthetic

Staar Testing STAAR-A Online version of STAAR Embedded accommodations Eligibility requirements Accommodations Allow students to access written material Are routinely, effectively used Are proven successful The latest information from the Texas Education Agency says that there will not be a separate STAAR A or STAAR L test. We will share additional information as it becomes available.

Dyslexia Contact Hardy Oak Ashlee Lara, Instructional Intervention Teacher alara5@neisd.net North East ISD Janet Tracy, District Dyslexia & 504 Coordinator jtracy@neisd.net

Monitoring success Ongoing progress checks Within program Informal Annual 504 Meetings Review current plan Update based on data Dyslexia intervention usually takes 2-3 years, depending on the placement, for the student to complete. Once intervention is complete and/or reading level and other data shows student no longer needs a specialized intervention, it is discontinued. Accommodations can continue if needed.

Teacher Training Training includes Definition Characteristics Referral procedures Strategies for the classroom Training is offered on Super Saturdays, During the summer, after school Several district level options Campuses also present at faculty meetings

Support Classroom placement Teachers receive student accommodations Intervention provided by a trained teacher Section 504 plans Eligible students receive accommodations Each school has a 504 coordinator Lisa Noll, Assistant Principal & 504 Coordinator Teachers receive copies of the student 504 plans

Famous Dyslexics The purpose of showing this video is for participants to consider what common characteristics these people have that have helped them be successful. Dyslexics are good with 3D activities (drawing, photography, dance, architecture). They are not so good with 2D activities (reading, writing) Click on the “play” icon to play the video.