Characteristics of Dyslexia

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1 Meeting the Needs of Students with Characteristics of Dyslexia Top-performing urban school district in Florida

2 Alignment to Strategic Plan Theme: Effective and relevant instruction to meet the needs of all students Objectives: 1.Ensure shared commitment and collective responsibility for the academic success of every student 3.Ensure academic proficiency of all students in prekindergarten through grade 2 2

3 Basic Facts About Dyslexia Florida Statute A Exceptional Education Eligibility for Students with Specific Learning Disabilities. A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability limited English proficiency or environmental, cultural, or economic factors. In the DSM-5, the APA (American Psychiatric Association) defines dyslexia an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities (p.67, DSM-5). 3

4 Current State: Elementary For Tier 1 instruction, all schools were provided with K-2 Phonics Lessons, Word Study Lessons Grade 3, and Words Their Way for Grades 4-5. Additionally, all students have access to i-ready which provides Tier 1 instruction and practice with phonics. (For intervention, schools can utilize a variety of programs including, but not limited to: LLI, Fundations, and Wilson.) Primary teachers monitor phonological awareness of students through the use of Palm Beach Literacy Assessment subtests. These data are submitted via EDW. Percentage of Students Reaching Proficiency on i-ready Phonics Section K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 District 33% 39% 17% 59% 59% 70% National 31% 41% 26% 35% 27% 72% 4

5 Current State: Secondary Middle schools are provided with a phonics screener for students in Tier 2 or Tier 3 and can choose to administer. Students demonstrating need for word study instruction can be placed in a variety of programs including, but not limited to: Mindplay, Wilson, Just Words, and System 44. Curriculum staff members can support teachers with using these interventions. 5

6 Effective and Relevant Instruction to Meet the Needs of All Students Part of a balanced literacy instructional approach includes word study and explicit phonics instruction. Elementary age students engage in word study and phonics instruction as part of Tier 1 instruction. Students who demonstrate characteristics of dyslexia also need a multisensory approach which approaches phonics instruction in an explicit, cumulative, and systematic manner. 6

7 Challenges Limited awareness of the characteristics of dyslexia as well as supportive structures (e.g., resources, SBT process) in place. Few certified teachers and trainers in specific programs used to work with students with characteristics of dyslexia. Funding for programs for students with characteristics of dyslexia. Various viewpoints of how needs of students with characteristics of dyslexia should be addressed. 7

8 Plan for April June, 2017 Elementary schools select a phonics option for Tier 1 instruction and implement with fidelity. K-2 Phonics Lessons, Word Study Lessons in Grade 3, Words Their Way for Grades 4-5 (district-provided) CKLA Skills (pilot program in 5 schools) Fundations (school-funded) *Other programs can be selected if schools have utilized in the previous year and can demonstrate success. Secondary schools select an implementation plan for intervention and implement with fidelity. Professional development provided in the areas of Word Study (including phonics and vocabulary instruction). 8

9 School Year All district- and school-based administrators as well as instructional staff will complete dyslexia awareness overview. (Created by the Dept. of ESE.) All elementary schools will receive professional development in Word Study. Select members of the District Literacy Curriculum Team will become Wilson Level 1 certified. Specialized training for School-Based Team members to recognize characteristics of dyslexia and to match with an appropriate intervention. Additional district-based staff to provide direct support to schools as they meet the needs of students with characteristics of dyslexia. Professional development on creating master boards to support interventions for implementation in the school year. 9

10 School Year Schools implement dyslexia screener with students in grade 1 when barriers continue after providing iii intervention. District-provided teacher toolkit for strategies to address characteristics of dyslexia during intervention time. All secondary schools include Learning Strategies in master schedule. Currently, 13 middle schools and 13 high schools offer this course. 10

11 School Year : Desired State All schools have staff with specialized training and the resources to address the needs of students who exhibit characteristics of dyslexia. 11

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