1. Welcome to DYSLEXIA PARENT NIGHT LPISD March 23, 2017

2. Dyslexia

3. District Personnel
Dr. Linda Wadleigh – Deputy Supt. for Curriculum & Instruction
Jewel Whitfield – Exec. Director of Elementary Education
Danette Tilley– Exec. Director of Secondary Education
Cynthia Anderson – Exec. Director of Special Programs
Jennifer Green – Coordinator of Special Programs
Sonya Donahoe – Lead Diagnostician

4. Campus Dyslexia Interventionists
Lori Siltman – La Porte Elementary
Mazben Momin-College Park Elementary
Anne Eadie – Bayshore Elementary
Vicki Black– Leo A. Rizzuto Elementary
Pam Polansky - Lomax Elementary
Ashley Wenckens- Jennie Reid Elementary
Alma Sosa-Garza- Heritage Elementary
Deborah Gardner – James H. Baker Sixth Grade Campus
Dr. Dolly Liburd – La Porte Junior High
Tina Imme – Lomax Junior High
Justin Myers/Kim Kostelnik/Jessica Emmons/Melissa Wood – La Porte High School

5. Dyslexia
Dyslexia is a specific learning disability 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.
From: International Dyslexia Association

6. Specifications of Dyslexia

7. Oral Language Late in learning to talk Trouble pronouncing words
Struggles with learning the alphabet, nursery rhymes or songs
Unable to follow oral directions

8. Reading Difficulty learning to read
Struggles to identify or generate rhyming words or counting syllables in words (phonological awareness)
Unable to hear and manipulate sounds in words (phonemic awareness)
Reverses letters or the order of letters when reading
Misreads or omits common small words
“Stumbles” through longer words
Poor reading comprehension during oral or silent reading
Slow, laborious oral reading

9. Dyslexia is a learning disability that makes it hard to learn to read and understand written language. Even students with average or above-average intelligence can have dyslexia.
A common assumption about dyslexia is that letters or words seem reversed, like the word "was" appearing like "saw." But the major problems for students with dyslexia are phonemic awareness, phonics, and rapid word recognition. To a person with dyslexia, words may look like this:
Dyslexia is not a visual problem. Dyslexia occurs because of subtle problems in information processing, especially in the language regions of the brain.

10. Written Language Difficulty putting ideas on paper
Many spelling mistakes
May do well on weekly spelling tests, but there are many spelling mistakes in daily work.
Difficulty in proofreading

11. Other Characteristics
Loses papers
Poor sense of time
Forgets homework
Messy desk
Works slowly
Overwhelmed by too much input

12. Other Characteristics (cont.)
Difficulty naming colors objects and letters (Rapid Naming)
Needs to see or hear concepts many times in order to learn them
Memory problems
Work in school is inconsistent
Relatives may have similar problems

13. Henry Winkler

15. Examined (Assessed) Areas
Academic Skills
Letter knowledge (name and associated sound)
Reading words in isolation
Reading fluency (both rate and accuracy are assessed)
Decoding unfamiliar words accurately
Reading comprehension
Spelling
Cognitive Process
Phonological/phonemic awareness
Rapid naming of symbols or objects

16. Additional Examined Areas
Vocabulary
Listening comprehension
Verbal expression
Written expression
Handwriting
Memory for letter of symbol sequences (orthographic processing)
Mathematical calculation/reasoning
Phonological memory
Verbal working memory
Processing speed

17. Changes to STAAR Beginning Spring 2017
STAAR A and STAAR L will not longer be offered.
STAAR will be offered on paper and online in all grades and subjects.
The enhanced online version of the STAAR will eliminate the need for separate STAAR A and STAAR L test forms going forward.
Districts may administer all grades and subjects of the general STAAR (English version only) tests online to any or all of their students.

18. Changes to STAAR Beginning Spring 2017
The online version of the STAAR with all 3 embedded accommodations and available accessibility features will be comparable to the features that were included in STAAR A.

19. Accessibility Features
Include things that may be provided to students based on their needs. In general, these procedures and materials are available to any student who regularly benefits from the use of these procedures or materials during instruction.
General Reminders to Stay on Task
Third Grade Math Reading Assistance
Read Aloud Writing Prompt to Student
Scratch Paper
Color overlay/Color
Read Test Aloud to Self
Highlighter, etc.
Signing Test Directions
Small Group
Individual Administration
Place Marker/Guideline
Magnifying Devices/Zoom
Minimize Distractions
Translating test administration directions

20. Designated Supports
Formerly known as Type 1 or Linguistic Accommodations
Available to students who meet eligibility criteria, which in many cases has broadened.
The decision to provide a Designated Support to a student is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, LPAC committee , EIT team).
The decision to use a Designated Support during a state assessment should be made on an individual-student basis and take into consideration the needs of the student and whether the student routinely receives the accommodation during classroom instruction and testing.

21. Designated Supports
Common designated supports for students with dyslexia:
Content Supports
Extra Time (Same Day)
Language and Vocabulary Supports
Oral Administration
Paper STAAR – human reads test
Online STAAR – text-to-speech – student controlled option
Spelling Assistance
Supplemental Aids

22. Content Supports Pop-ups Rollovers Supplementary Material
isolate specific information in a question that corresponds to each answer choice
isolate specific text or information in a selection that is referenced in the question or answer choices
isolate specific information in a graphic or list that is referenced in the question
apply an allowable supplemental aid (e.g., graphic organizer, place-value chart, t-chart, graphic of scientific concept, timeline, map) to specific questions or answer choices
include the formula from the grade-specific Reference Materials when the question specifies the measure or conversion to be performed
direct student attention to parts of the grade-specific Reference Materials
provide clarifying information for a graphic organizer, political cartoon, or map
provide scaffolded instructions for responding to short answer questions (English I and II only)
Rollovers
bullet or separate steps in a process (e.g., multi-step problem, sequence of events)
Supplementary Material
blank Punnett squares (biology only)
writing checklists (writing , English I, and English II only)

23. Examples of Embedded Supports

24. More Pop-ups and Rollovers

25. Language and Vocabulary Supports
Pop-ups
define or clarify construct-irrelevant words, phrases, and sentences using plain language, synonyms, definitions, examples, and consistent language
provide a visual representation in the selection, question, answer choices, or in the writing prompt by adding graphics, photographs, or animations
Rollovers
reword complex question or answer choices to condense text
paraphrase historical excerpts
prereading text prior to selection (reading, writing, English I, and English II only)

26. Examples of Language & Content Support

27. Examples of Language & Content Support

28. Online Student Tutorials
Access tutorials via STAAR Online Testing Platform
Students can practice the online features and supports
Students follow tutorial at their own pace
Practice released tests are also available to take.

29. Additional STAAR Resources
For additional information regarding the STAAR state assessment program, accessibility features, or designated supports, go to:

30. Tips for Parents Managing the Education of a Student with Dyslexia
Foremost, Educate Yourself
Create a Notebook of Your Child’s Work
Keep Your Expectations High
Keep a File of Potential References
Be Patient on “Off” Days
Read Aloud With Your Child Every Day
Let Your Child Be An “Expert”
Start A Dialogue With Your Child
Keep a Sense of Humor
Thank you for coming and helping us support your child!!!