Making a Dyslexia Program Work for YOUR District!

Making a Dyslexia Program Work for YOUR District!

Welcome! Taylor Doan Bryant Public Schools District Dyslexia Specialist tdoan@bryantschools.org

Ask yourself the following questions... Are administrators familiar with dyslexia and the Arkansas Law? Are all K-2 students given an initial screener? Does your district have a Response to Intervention plan? Has your core reading instruction been evaluated to support the science of reading? Do you have a systematic, sequential, and cumulative dyslexia intervention program? Are the appropriate staff trained in the dyslexia program?

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 the growth of vocabulary and background knowledge. Adopted by the Board of Directors, International Dyslexia Association: November 2002

How did we get here? The Arkansas State Legislature enacted Act 1294 of the 2013 regular session to ensure that children with dyslexia have their needs met by all Arkansas public school systems. ACT 1268 of 2015 amended parts of the original legislation. The legislation defines dyslexia, describes required screening and intervention, and lists required actions of the state, education cooperatives, and school districts. Arkansas Department of Education

How to start developing a dyslexia program? We have to look at the law...

AR Code 6-41-601 (2016) Findings Effective: July 22, 2015 The General Assembly finds that: (1) Dyslexia, if not diagnosed early, can be severely detrimental to a child s academic success as well as his or her self-esteem; (2) Most children identified as having characteristics of dyslexia and related disorders can be treated successfully; and (3) The cost of screening and treating dyslexia or a related disorder early is significantly less than the cost of intensive remediation in the later school years for a child with dyslexia or a related disorder.

AR Code 6-41-602 (2016) Definitions Effective: July 22, 2015 As used in this subchapter: (1) Dyslexia means a specific learning disability that is: (a) (b) (c) Neurological in origin; Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language;and Often unexpected in relation to other cognitive abilities;

AR Code 6-41-602 (2016) Definitions Effective: July 22, 2015 (2) Dyslexia interventionist means a school district or public school employee trained in a dyslexia program, such as a: (i) Dyslexia therapist; (ii) Dyslexia specialist; (iii) Reading interventionist; (iv) Certified teacher; or (v) Tutor or paraprofessional working under the supervision of a certified teacher.

AR Code 6-41-602 (2016) Definitions Effective: July 22, 2015 (3) Dyslexia program means explicit, direct instruction that is: (A) (B) (C) Systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student; Systematic, multisensory, and researched-based; Offered in a small group setting to teach students the components of reading instruction, including without limitation: (i) (ii) (iii) (iv) (v) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language; Graphophonemic knowledge for teaching the letter sound plan of English; The structure of the English language that includes morphology, semantics, syntax, and pragmatics; Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and

AR Code 6-41-602 (2016) Definitions Effective: July 22, 2015 (D) Delivered with fidelity. (ii) Fidelity means the intervention is done as the author of the program intended; (4) (A) Dyslexia specialist means a professional at each educational service cooperative or school district who has expertise and is working towards an endorsement or certification in providing training for: (i) Phonological and phonemic awareness; (ii) Sound and symbol relationship; (iii) Alphabet Knowledge; (iv) Decoding skills; (v) Rapid Naming skills; and (vi) Encoding skills.

AR Code 6-41-602 (2016) Definitions Effective: July 22, 2015 (B) A dyslexia specialist shall be fluent in the Response to Intervention (RTI) process and provide training in administering screenings, analyzing and interpreting screening data, and determining appropriate interventions that are systematic, multisensory, and evidence-based; (5) Dyslexia therapist means a professional who has completed training and obtained certification in dyslexia therapy from a dyslexia therapy training program defined by the Department of Education; and (6) Dyslexia therapy means an appropriate specialized reading instructional program specifically designed for use in a dyslexia program that is delivered by a dyslexia interventionist.

AR Code 6-41-602 (2016) Required Screenings & Interventions Effective: August 1, 2017 (a) (1) A school district shall screen each student (K-2) and others required by the Department of Education rule using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or an equivalent screener. (2) The initial screening of students shall be performed with fidelity and include without limitation: (A) (B) (C) (D) (E) Phonological and phonemic awareness; Sound symbol recognition; Decoding skills; Rapid naming skills; and Encoding skills. Pg. 22 AR Dyslexia Resource Guide

AR Code 6-41-602 (2016) Required Screenings & Interventions Effective: August 1, 2017 (3) (A) If the screener under subdivision (a)(1) of this section shows that a student is at risk, or at some risk, then a level 1 dyslexia screener shall be administered. (B) The level 1 dyslexia screening of a student shall be performed with fidelity and include the components listed under subdivision (a)(2) of this section. Pg. 24 AR Dyslexia Resource Guide (b) The Department of Education shall adopt rules to ensure that students will be screened using DIBELS or an equivalent screener: (1) In K through 2; (2) When a student in K through 2nd transfers to a new school and has not been screened; (3) When a student in 3rd or higher has difficulty, as noted by a classroom teacher.

AR Code 6-41-602 (2016) Required Screenings & Interventions Effective: August 1, 2017 (4) When a student from another state enrolls for the first time in Arkansas in K-2 unless the student presents documentation that the student: (A) (B) Had the screening or a similar screening; or Is exempt from screening (students with existing dyslexia diagnosis or with sensory impairment) (c) (1) If the initial, level 1, or level II dyslexia screening indicates that a student has characteristics of dyslexia, the RTI process shall be used to address the needs of a student. (2) (A) If the level II dyslexia screening conducted by the school district indicates that a student exhibits characteristics of dyslexia, the student shall be provided intervention services.

AR Code 6-41-602 (2016) Required Screenings & Interventions Effective: August 1, 2017 (B) If it is determined that the student has functional difficulties in the academic environment due to characteristics of dyslexia, the necessary accommodations or equipment for the student shall be provided under Section 504 of the Rehabilitation Act of 1973, 29 U.S.C 794 and Title II of the Americans with Disabilities Act, 42, U.S.C. 12131-12165, as they existed on February 1, 2013, if qualified under the applicable federal law.

AR Code 6-41-604 (2016) Level II Dyslexia Screening & Services-Parent Notification Effective: July 22, 2015 (a) If a student s performance on an initial screener, level 1 screening, or level II dyslexia screening under 6-41-603 indicates a need for dyslexia intervention services, the student s parent or legal guardian shall be: (1) Notified of the results of the dyslexia evaluation; and (2) Provided with information and resource materials, including without limitation: a) The characteristics of dyslexia; b) Appropriate classroom interventions and accommodations for students with dyslexia; and

AR Code 6-41-604 (2016) Level II Dyslexia Screening & Services-Parent Notification Effective: July 22, 2015 (C) The right of the parent or legal guardian to have the student receive an independent comprehensive dyslexia evaluation by a: Licensed psychological examiner, school psychology specialist, licensed speech-language pathologies, certified dyslexia testing specialist, or dyslexia therapist. (b) (1) If a parent or legal guardian chooses to have an independent comprehensive dyslexia evaluation for the student, the parent or legal guardian shall: (A) (B) Select an individual qualified under subdivision (a)(2)(c) of this section to perform the comprehensive dyslexia evaluation; and Cover the cost of the comprehensive dyslexia evaluation. (2) A school district shall consider the diagnosis and provide the student with interventions determined to be appropriate by the school district from a dyslexia interventionist at the school district.

AR Code 6-41-604 (2016) Reporting by School District Effective: August 1, 2017 (a) The superintendent of a school district annually shall report the results of the school district screening required under 6-41-603. (b) Before July 15, a public school district shall report on the websites of the public school district or in writing to the parents of each student in the public school district the following information: (1) The dyslexia intervention programs used during the previous school year that were specifically responsive to assisting students with dyslexia; (2) The number of students during the previous year who received dyslexia intervention under this subchapter; and (3) The total number of students identified with dyslexia during the previous school year. Link sample reporting (goes under state required information)

AR Code 6-41-604 (2016) Dyslexia Professional Awareness Effective: July 22, 2015 (a) No later than the 2014-2015 school year, the Department of Education shall ensure that each teacher receives professional awareness on: (1) The characteristics of dyslexia; and (2) The evidence-based interventions and accommodations for dyslexia. (b) Professional awareness may be provided online, at an educational service cooperative, or at another venue approved by the department. From ADE: The Arkansas Department of Education (ADE) has approved a course offered through ArkansasIDEAS online professional development portal (http://www.arkansasideas.org). This course, Dyslexia: A Three Part Professional Development, meets the requirements of the law.

What have we done? Ensured our tier 1 literacy instruction follows the science of reading. All SpED, ESOL, Kindergarten, First, and Second teachers will complete the R.I.S.E. Academy by the end of 2018-2019 school year. District Data Sheets How To videos to give Initial Screeners RTI Handbook Dyslexia Handbook for Staff Dyslexia Report Template Parent Dyslexia Packet Waiver of Services, time reduction, and dismissal process