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

2. 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.

3. 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

4. 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)

5. 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 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

6. 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

7. 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.

8. Dyslexia Contact Hardy Oak
Ashlee Lara, Instructional Intervention Teacher
North East ISD
Janet Tracy, District Dyslexia & 504 Coordinator

9. 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.

10. 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

11. 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

12. 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.