Findings and Recommendations Virginia Copeland, M. Ed. Vice - PowerPoint PPT Presentation

Findings and Recommendations Virginia Copeland, M. Ed. Vice President for Client Development

Review of Classroom Structured Focus Faculty Parent RISD Observations Interviews Groups Survey Survey Information

1. Richardson ISD is to be commended for its efforts to increase understanding of dyslexia and making services for students with dyslexia a focus and priority. 2. Formulating a District Dyslexia Focus Group has promoted understanding of the full range of programs and issues associated with dyslexia, including curriculum and programming, identification, transition and continued support. 3. Richardson ISD has written published guidelines for dyslexia that address definition, vocabulary, characteristics, identification process, and description of services. These written guidelines provide clarity and serve as a good resource to the schools and teachers. 4. District has a highly qualified full-time expert diagnostician assigned to assess and the individual in this position is viewed as highly supportive and competent. 5. There is a highly collaborative team approach to identification of students with dyslexia, once referred. 6. There is a high level of satisfaction and appreciation for the professional development activities regarding services for students with dyslexia and more training and information is desired. 7. Instructional practices in most classrooms in Richardson ISD are rich, activity-based and include many strategies to support the student with dyslexia.

8. There is a high degree of satisfaction with the execution of the newly adopted MTA program. 9. A philosophy of shared ownership of students with dyslexia is noted and observed, however factors such as time for planning, having “traveling” teachers, and other teacher work load responsibilities are impacting shared ownership. 10. The process in which Richardson ISD engages all stakeholder input regarding services for students with dyslexia is commendable, resulting in increased levels of trust, higher levels of collaboration and higher levels of satisfaction with the quality of services for students with dyslexia. 11. The district decision to assign a coordinator and a diagnostician solely to support the services for students with dyslexia seems necessary and appropriate in view of the status of services yet may be revised at a later time. 12. The determination to serve identified students with dyslexia through a specific program requires creative use of staff and has resulted in an increase in staffing. Monitoring implementation to ensure efficient staff utilization is encouraged. 13. As more teachers are trained and more students are identified, the district may be able to utilize campus-based personnel in a more flexible approach to address the needs of students with dyslexia.

14. A significant number of faculty and parents do not know or understand the identification process, thus the identification process is often misunderstood. 15. While training and professional development has been impressive and widely accepted, a significant number of faculty members do not feel skilled in applying strategies for students with dyslexia. 16. There seems to be a misunderstanding among some faculty that dyslexia is a pervasive issue for the student throughout his or her school day. 17. The use of technology to support students with dyslexia is not systematically or formally addressed and this lack of formal or systematic use may be preventing students with dyslexia from full access to the curriculum. 18. Timelines of initiation of services in the specialized programs is a significant concern and considered a major issue by school leaders, teachers and parents of students with dyslexia. 19. Though implemented with fidelity that results in student growth and progress, teachers and stakeholders cite several issues with implementation that need to be addressed. 20. Parents of students with dyslexia report varying levels of satisfaction and support for their student and for themselves.

1. Continue with the district’s efforts and focus to increase understanding of dyslexia. Provide written information, published in a district or faculty handbook. Post information in faculty work spaces and include information as a required agenda item at faculty meetings at the beginning, middle and end of the school year. 2. Ensure each faculty member who has a student with dyslexia in his or her classroom has sufficient information regarding the student. This includes the characteristics of the student and how his or her dyslexia impacts his or her ability to participate in the classroom. The entire faculty must be aware of any accommodations or modifications the student will need, including adaptive or additional technology resources. 3. Provide and deliver professional development for all faculty relative to characteristics of dyslexia and the description of services across the district. Provide simple resources and suggestions for faculty relative to strategies and accommodations for students with dyslexia. Consider using some of the resources currently available in the dyslexia handbook. Acknowledge what the faculty is presently doing to support students with dyslexia. 4. Provide written guidelines regarding the referral and identification of students with dyslexia. Monitor the timelines from initial referral through the Response to Intervention (RtI) process to formal referral for assessment and identification. Monitor the timelines from identification to initiation of the specialized program of services. 5. Investigate and respond to concerns of parents and teachers regarding timely identification and timely implementation of services.

6. Continue the provision of professional development relative to dyslexia and increase opportunities by providing topics to deepen understanding. Topics should include: Characteristics, Referral and Identification. 7. Provide focused professional development and technical assistance for teachers relative to supporting students with dyslexia in the classroom. Professional development may be direct, job-embedded, offered through individual or small group technical support, or provided on an individual basis for teachers. 8. Address faculty perception that they do not have the skills in applying strategies by identifying the skills necessary and celebrating those strategies they are implementing. 9. Address the use of technology to support students with dyslexia. Use the Dyslexia Focus Group for input and partner with the district technology department for resources and support. Ensure the document provided by the Texas Education Agency, Integrating Technology in The Classroom for Students with Dyslexia, is available at all campuses. While technology will not replace good instruction it is seriously underutilized and not understood.

11. Continue to support and train teachers in the MTA program. 12. Address the serious issue regarding timeline for implementation of services in a specialized program. Though the program is highly sequential, provide more entry or start date windows for students. Once a student is identified, some services should be implemented immediately. 13. Consider other implementation issues described under Goal 5 by offering elective credit for students in high school and find ways for middle school students to participate in meaningful electives. 14. Involve parents of students with dyslexia in decision-making regarding services. Invite them to review this report and participate in action planning with the district. 15. Carefully monitor the staffing and scheduling of services for students with dyslexia and continue to build the capacity at each school level to flexibly serve all students with dyslexia.