Dyslexia Learning Session A presentation to the Colorado S tate - - PowerPoint PPT Presentation

Dyslexia Learning Session

A presentation to the Colorado S tate Board of Education S eptember 12, 2018

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Introductions

• Dr. Floyd Cobb, Executive Director, Teaching and

Learning Unit

• Dr. Melissa Colsman, Associate Commissioner, S

tudent Learning Alex Frazier, Principal Literacy Consultant, P – 3 Office

• Dr. Paul Foster, Executive Director, Exceptional S

tudent S ervices Unit Ellen Hunter, Literacy S pecialist, Exceptional S tudent S ervices Unit

• Dr. Colleen O’ Neil, Associate Commissioner, Educator

Talent

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Dyslexia Overview

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Introductions

• Dr. Paul Foster, Executive Director, Exceptional S

tudent S ervices Unit Ellen Hunter, Literacy S pecialist, Exceptional S tudent S ervices Unit

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What is Dyslexia?

Dyslexia:

• Is a specific learning disability
• Results in difficulties with accurate and/ or fluent

word recognition

• Is characterized by a deficit in the phonological

component of language

• Is unexpected given an individual’s cognitive abilities

and experience with effective instruction

• May result in difficulties with reading comprehension,

growth in vocabulary, and development of background knowledge

From the International Dyslexia Association

Prevalence of Dyslexia

• Colorado does not collect specific data on the

incidence of dyslexia among school-age children.

• Based on current research, dyslexia may affect about

15 to 20 percent of the population as a whole.

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Impact of Dyslexia

• The impact of dyslexia will be different for each

person based on:

• Severity
• Effectiveness of early instruction
• Quality of interventions
• Early identification can help to minimize the impact of

dyslexia.

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Screening for Reading Challenges Including Dyslexia

• Early screening identifies risk factors that are known

to be correlated with future reading difficulties.

• When determining risk for later reading challenges,

screening should include:

• Brief assessment of phonological processing and early letter

knowledge skills

• A brief review of family history of dyslexia, reading difficulties and

academic underachievement

• A brief review of the child’s early developmental and medical

history, including basic hearing and vision screening

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Screening and Diagnosis for Dyslexia

• Early screening should be supplemented by progress-monitoring

at suitable intervals as the child receives focused instruction and/ or intervention that addresses their early language and phonological processing challenges.

• Children found to have significant risk for reading challenges

and/ or dyslexia should be provided with direct and explicit instruction.

• A lack of improvement following evidence-based interventions in

areas of identified risk should trigger further diagnostic assessment.

• A formal diagnosis of dyslexia involves an evaluation of essential

cognitive, language and academic skills. S uch evaluation are typically completed by individuals trained in the identification of learning disabilities, including dyslexia.

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Effective Instruction for Students with Dyslexia

• S

tudents with dyslexia should be provided evidence- based instruction that includes:

• Direct and explicit instruction based on the structure of the English

language

• Careful sequencing of skills
• Opportunity for ongoing practice of previously taught skills
• Alignment of regular classroom instruction with targeted and

intensive support

• To be effective, teachers should have knowledge of

reading research and evidence-based practices.

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Dyslexia and Special Education Services

• S

tudents with dyslexia can be considered for special education services.

• The determination of eligibility for special education

services is based on the impact dyslexia has on the student’s academic performance.

• S

pecial education eligibility requires:

• The child have a disability identified under the Individuals with

Disabilities Education Act

• Special education and/or related services are required in order to

receive educational benefit

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Early Interventions

• Under the Individuals with Disabilities Education Act,

children are able to be identified for special education services through Part C (birth to age 3) and Part B (ages 3 to 21).

• The READ Act is designed to support intervention for

reading challenges including dyslexia beginning in kindergarten.

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Questions?

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Colorado READ Act & Dyslexia

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Introductions

• Dr. Floyd Cobb, Executive Director, Teaching and

Learning Unit Alex Frazier, Principal Literacy Consultant, P – 3 Office

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Colorado Reading to Ensure Academic Development (READ) Act

• Passed in the 2012 session, the READ Act:
• Focuses on students identified highest risk category
• Requires continual parent communication (READ Plan)
• Provides funds to support intervention
• Includes a provision related to advancement decisions for students

completing K-3 who remain in the highest risk category

• Focuses on universal screening assessment,

identification and intervention for students at risk to not read at grade level by the end of the third grade

• Early screening for risk of reading challenges
• Diagnostic assessment to identify specific reading skill gaps
• Evidence-based instruction for all students and those receiving

intervention supports

• Continuous progress monitoring

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District Support for the READ Act

• Districts are provided additional per pupil funds to

provide intervention support to students who are identified with a significant reading deficiency.

• Approximately $33 million in READ funds is allocated

annually and can be used for:

• Full day kindergarten
• Summer school literacy programs
• To purchase tutoring services
• To provide other targeted, scientifically based or evidence-based

intervention services to student

• Literacy professional development (new as of 2018)
• Literacy specialist services (small rural only)

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Individual READ Plans

• The READ Act requires the creation and

implementation of an individual intervention plan (called a READ Plan) for students identified with a significant reading deficiency.

• Each READ plan must:
• Be tailored to meet the individual needs of the student
• Include assessment information and evidence-based instruction and

intervention

• Include parental involvement

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How Does the READ Act Support Students with Dyslexia?

Identification of Dyslexia Do the screeners for the READ Act identify dyslexia? These screeners ident if y early reading risk. Furt her diagnost ic assessment s are needed t o ident if y t he specif ic reading skill def icit s a child is experiencing, including dyslexia. S upport for S tudents with Dyslexia How are students with dyslexia supported by the READ Act? The READ Act promot es evidence-based reading inst ruct ion f or all st udent s. S t udent s wit h dyslexia who are ident if ied wit h a signif icant reading deficiency qualify for per pupil READ funds and associat ed int ervent ion support s.

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Department Support for Families: Dyslexia Focus Group

• The Office of Literacy and Exceptional S

tudent S ervices Unit formed a focus group in 2017 in response to parent questions regarding dyslexia.

• The purpose is to create a common understanding and

guidance for meeting the needs of students who struggle to read including those with dyslexia across the state of Colorado.

• Establish common language and understanding of dyslexia and the

READ Act

• Identification of needs and creation of supports for educators,

leaders, families and communities

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Questions

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Teacher Preparation and Professional Development and Dyslexia

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Introduction

• Dr. Colleen O’ Neil, Associate Commissioner, Educator

Talent

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Educator Preparation in Colorado

• Educator preparation programs for elementary educators align to

the Colorado S tate Board of Education Rules, 4.02 Elementary Education Endorsement (K-6).

• The primary focus of elementary educator preparation programs

is literacy as prescribed in the rules with a focus on S tructured Literacy components.

• All educator preparation programs approved by the Board of

Education undergo reauthorization reviews every 5 years. Literacy instruction for preservice teachers is reviewed during reauthorization visits for alignment with rules.

• The adopted assessment for prospective elementary teachers

includes a section on literacy. There is continued discussion of the depth of the literacy content required.

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Elementary Teacher Preservice Programs in Colorado

• Preservice teachers must demonstrate knowledge in the science of reading,

which provides essential information concerning how to teach reading.

• Educator preparation programs require the demonstration of competency in

teaching reading.

• Preservice teachers learn to identify student reading challenges.
• Preservice teachers learn explicit, targeted, and systematic instruction

(structured literacy) and how to provide multiple opportunities for practice with immediate, corrective feedback.

• Preservice teachers receive training in the assessment and appropriate

interventions and accommodations for students with literacy challenges, including dyslexia.

• Preservice teachers learn how to design and implement interventions that

remediate reading difficulties and ensure students’ needs are being met.

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• The READ Act requires the

department to identify quality reading instructional programs and professional development programs that local education agencies may use.

• Districts and schools provide

additional professional development based on local needs. Teacher Professional Development

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Questions

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Thank You

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