Dyslexia Pilot Project Bonnie Nelson ∙ October 23, 2014

Evaluate early screening and reading assistance programs for children at risk for reading failure Includes students who exhibit risk factors associated with dyslexia Primary Goal

Project Requirements The pilot project must operate for three full school years, beginning with the school year Kindergarten, first and second grades will be targeted At least one district must be located in an urban setting, one in a suburban setting and one in a rural setting (a minimum of three districts)

Project Requirements Screening Multisensory Structured Language Instruction Progress Monitoring

Evidence-based reading instruction provided to all students in kindergarten – 2nd grade. How screening data would be used to differentiate instruction within the core curriculum. Tier 1 Implementation Components

The implementation of intensive, systematic small group reading intervention including multisensory- structured language instruction Tier 2 Implementation Components

Individualized, intensive, systematic reading intervention for students who demonstrate minimal progress in Tier 2 Tier 3 Implementation Components

Progress monitoring data Referral for suspected disability Teacher training Parent Involvement

Participating Districts Cincinnati Public Schools Edison Local Schools Indian Creek Local Schools Medina City Schools Shawnee Local Schools Trimble Local Schools

Pilot Project Participants Assessments chosen by districts for the purposes of screening, intervention planning and progress monitoring. 5 selected DIBELS Next 1 selected DIBELS, 6 th Edition

Professional Development All of the participating districts provided professional development to K-2 teachers to implement core evidence-based reading instruction, multi-sensory structured language instruction and specific reading intervention programs at each tier.

Professional Development Orton-Gillingham Multisensory Lindamood Bell Step By Step Learning (with DIBELS Next)

Strengths High quality, comprehensive, embedded professional learning opportunities

Strengths Effective practices in place to use assessment data to determine students’ specific reading deficits This provides evidence- based intervention matched to specific needs

Strengths Two additional schools were added in Year 2 High proportion of students entering kindergarten at benchmark

Challenges Intense needs of the students High proportion of students who are English Language Learners Need for greater differentiation and increased intensification of interventions going into Year 2.

Challenges Universal screening process was only partially implemented in Year 1. Teacher turnover created instability in Year 1. Need to building local capacity to reduce reliance on external support.

Lessons Learned Among the participating school districts, exemplary practices have emerged in meeting the needs of students at risk of reading failure. Building a proactive, tiered system of support requires systemic change for reducing student risk and providing teacher professional learning opportunities. Sustainability requires building internal capacity and leadership for implementation fidelity.

Pilot Project Evaluation Requirement to evaluate the pilot project Recommendations whether to continue, expand or make changes to the pilot

Contact Bonnie Nelson Office for Exceptional Children Supports and Services for Diverse Learners

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