Ten 4. Go local. Minnesota 5. Follow the money. Commitments 6. - - PowerPoint PPT Presentation

Ten Minnesota Commitments to Equity

• 1. Priori'ze equity.
• 2. Start from within.
• 3. Measure what ma:ers.
• 4. Go local.
• 5. Follow the money.
• 6. Start early.
• 7. Monitor implementa'on of standards.
• 8. Value people.
• 9. Improve condi'ons for learning.
• 10. Give students op'ons.

Amy Schul6ng, PhD, M.Ed, LP

Dyslexia Specialist

Amy.Schul6ng@state.mn.us

Dyslexia: Policy and Prac6ce in Minnesota

Vicki Weinberg, PhD

SLD Specialist

Vicki.Weinberg@state.mn.us

AGENDA

• Overview of Dyslexia Listening Sessions
• Statutory requirements for screening
• Science of Reading: screening, iden6fica6on and instruc6on
• Screening and “Iden6fica6on” of Dyslexia
• Screening Tool Selec6on Process and Criteria
• List of Screening Tools
• Organiza6onal and System Supports
• Discussion and Q & A

Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us

Dyslexia Team at MDE

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The MDE dyslexia team includes specialists from general and special educa6on divisions:

• Amy Schul6ng, Dyslexia Specialist
• Jenny Wazlawik, Literacy Specialist
• Vicki Weinberg, SLD Specialist

Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us

2018 Dyslexia Listening Sessions

Completed Listening Sessions:

• Parents (at LDA & PACER)
• Special Educa6on Directors
• Curriculum Directors
• Directors of Teaching and Learning
• Speech-Language Pathologists
• School Psychologists
• Superintendents
• Professors - Ins6tutes of Higher Educa6on (TBD)

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• General educa6on and special educa6on administrators ofen agended listening sessions together as a
• team. They are working to determine how to share this responsibility.
• Speech-Language pathologists reported feeling under-u6lized given their exper6se in language

development and language disorders. Dyslexia is a language-based learning disorder.

• School psychologists ques6oned whether it was within their scope of prac6ce to iden6fy dyslexia.
• Parents are concerned that teachers don’t know what dyslexia is or how to teach students with
• dyslexia. Their children are making progress with private tutoring, but parents are concerned about

similar students in their school district who may not be able to afford tutoring.

• Some administrators report that teachers need addi6onal professional development on the science of

reading and training on evidence-based instruc6on for this popula6on.

• Some administrators report that their schools already provide phonics instruc6on and it is unclear

what addi6onal strategies should be used.

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2018 Dyslexia Listening Sessions

2018 Dyslexia Listening Sessions: Special Educa6on Specific

Expressed Concerns RE: Special Educa6on and Dyslexia

• Discussions that special educa6on evalua6ons are cookie cuger and focus on eligibility not

informa6on relevant for growing students reading skills.

• Parents are experiencing refusals to evaluate because the student would “not likely meet

criteria.”

• Students presen6ng with symptoms of anxiety because reading is not being addressed.
• Waiving right to special educa6on because it does not include more intensive and effec6ve

instruc6on than general educa6on

• Special educa6on teachers are not trained or supported to address “characteris6cs of

dyslexia” [a.k.a phonology, orthography, morphology]

• Materials adop6on can run counter to what teachers know students need

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Dyslexia: MN Statutes

Dyslexia Iden6fica6on: Minnesota Laws

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Most states have passed legisla6on related to dyslexia. MN dyslexia statutes include:

• Dyslexia defined in statute, MN. Statute 125A.01
• Dyslexia Specialist at MDE, MN. Statute 120B.122
• Read Well No Later than Grade 3, MN. Statute 120B.12
• Alterna6ve Instruc6on Prior to Evalua6on for Special Educa6on, MN. Statute 125A.56

125A.01 Defini6on of Dyslexia

§ Subd. 2.Dyslexia. "Dyslexia" means a specific learning disability that is neurological in origin. It is characterized by difficul6es with accurate or fluent recogni6on of words and by poor spelling and decoding abili6es. These difficul6es typically result from a deficit in the phonological component of language that is ofen unexpected in rela6on to other cogni6ve abili6es and the provision of effec6ve classroom

• instruc6on. Secondary consequences may include problems in reading

comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Students who have a dyslexia diagnosis must meet the state and federal eligibility criteria in order to qualify for special educa6on services.

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Visual Defini6on of Dyslexia

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Screening Procedures Stem from The Science of Reading

Skilled Reading Requires Integra6on of Many Skills

With Permission Voyager Sopris Learning, 2019 Figure 1.9 Reading Rope (Scarborough, 2001)

Simple View of Reading and Specific Strands Impacted by Dyslexia

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1/23/19 15

Simple View of Reading Can Be Opera6onalized and Measured

1.Can we measure accuracy and automa6city of:

• Phonological awareness?
• Orthography/spelling?
• Phonics?
• Making sense of words?
• Making sense of text?
• 2. Measurement tells what to teach

to improve overall performance.

LETRS Figure 1.7 The Four-Part Processing Model for Word RecogniFon (based on Seidenberg & McClelland, 1989)

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Given Measures of Defini6on, We Know What to Teach

Figure 1.7 The Four-Part Processing Model for Word RecogniFon (based on Seidenberg & McClelland, 1989) Figure 2.5 The Hourglass Figure, Completed (Courtesy of Carol A. Tolman)

If Schools Can Measure and Teach Reading, then…

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Dyslexia Screening and Iden6fica6on

• A. Iden6fica6on Happens Outside the School

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“Screening and Iden6fying Dyslexia”

• MN. Statue 120B.12

Subd.2. … The district also must annually report a summary of the district's efforts to screen and iden6fy students with dyslexia or convergence insufficiency disorder to the commissioner by July 1. (c) A student iden6fied as being unable to read at grade level under sec6on 120B.12, subdivision 2, paragraph (a), must be provided with alternate instruc6on MN Statute [125A.56] under this subdivision that is mul6sensory, systema6c, sequen6al, cumula6ve, and explicit.

Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us

• B. Screening and Iden6fica6on Now Happens in the School

Minnesota Statute 120B.12

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RAN is rapid automa6zed naming

• C. Dyslexia can be Synonymous with SLD Iden6fica6on and

Eligibility

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MN Statute 125A.56 subp. 1c. ….Interven6on must be mul6sensory, systema6c, sequen6al, cumula6ve, and explicit…[Intensifies across the Tiers]

Three Types of Dyslexia Iden6fica6on

• 1. Diagnosis of dyslexia provided by clinical prac66oner (“medical” diagnosis)
• 2. Characteris6cs of dyslexia iden6fied through screening and addi6onal

diagnos6c assessment process (Local Literacy Plan assessments)

• 3. Student iden6fied with a disability (Special Educa6on comprehensive

evalua6on)

1. Student has cri6cal features of dyslexia that would be iden6fied outside of school 2. Student has cri6cal features of SLD and meets eligibility for special educa6on SLD in reading is synonymous with Dyslexia

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What Gets Entered into Read-Well By Grade 3 Report

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Process for Screening and Iden6fying Dyslexia

Step 1: Screen all students with universal screeners Step 2: Collect addi6onal data to verify characteris6cs Step 3: Interpret data: Who has characteris6cs vs. not

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The “steps” are defined to connect the system of assessments put in place to meet Local Literacy Plan requirements and MTSS framework. Diagnos6c informa6on should include use of universal screening and data teachers gather to inform instruc6on.

Screeners for 2018-2019

List Will Be Updated Annually Current List

AIMSweb DIBELS FASTBridge Early Reading MAP for Primary Grades STAR Early Literacy

Criteria to be on the List

• Measures phonemic awareness,

decoding, leger-naming fluency, oral reading fluency.

• Used in Minnesota
• Can be administered by range of staff
• Adequate classifica6on accuracy, and

reliability or validity

• Norming popula6on is defined

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Step 1: Universal Screening

Purpose: To iden6fy which students are not likely to read within grade- level by end of year. Data: Looking for scores below cut-off

• Le:er Naming Fluency
• Phonemic Awareness
• Decoding (Real or Nonsense)
• Oral reading fluency

Ra6onale:

• 1. Leger naming fluency and leger

name iden6fica6on are cri6cal skills

• 2. Phonemic awareness is great

predictor un6l 2nd grade

• 3. Nonsense/pseudo word fluency

compensates for memoriza6on

• 4. Oral reading fluency is highly

correlated with poor decoding

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McGill-Franzen, A. and Allington, R. (2011). Pagerns of Reading Disabili6es Across Development. In Handbook of reading disability research p. 162-173.

General Educa6on Sees Many Root Causes of Reading Difficulty Screening Targets Developmentally Cri6cal Skills

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Insufficient Oral Language Under-developed concepts of print Inaccurate or dysfluent (Ltd.) phonemic awareness (blending, segmen6ng, manipula6on)

• Ltd. Decoding skills

(legers, syllables, morphemes) Cogni6ve inputs

(auditory processing, working memory, agen6on, RAN)

• Ltd. Sight words
• Ltd. Listening

comprehension Morphology/ seman6cs

• Ltd. depth and

breadth of vocabulary Execu6ve func6ons to use language to learn language Ltd. Comprehension strategies Insufficient metacogni6on

• Ltd. Knowledge

use of discourse structure

Insufficient explicit and systema6c prac6ce with specific feedback

Step 2: Collect Addi6onal Diagnos6c Informa6on

Purpose: To iden6fy students demonstra6ng characteris6cs of dyslexia. To iden6fy gaps in skills and level of interven6on

• A. Previously collected data from Universal Screeners
• B. New –Diagnos6c Informa6on (triangulate from each
• f these categories1)

1. Assessment data such as:

• GOM measures (AIMS, FAST, DIBELS etc.)
• Rapid Automa6c Naming (RAN)2
• Inventories (PA, phonics, spelling) (when

available)

• Progress monitoring (when available)
• 2. Family and child history (samples to come)
• Close rela6ve has reading difficul6es or

diagnosed Dyslexia

• Child has been tested or diagnosis of

dyslexia

• Prior history of services (ECSE, Speech-

Language, tutoring, etc)

• 3. Classroom data:
• Observa6ons of learning (checklist,

performance notes, etc.)

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1False posi6ve: A student who was iden6fied at-risk in screening but has skills necessary. Examples can be related to a student having a bad

day, errors in scoring, errors in administra6on of screening, overruling screening results.

2 Rapid automa6c naming measure is not valid if student is not capable of naming all the targets un6med. More guidance to come.

Step 3: Interpret Data and Iden6fy Students

Triangulate and Interpret Data:

• Assessment Data
• Family and Child History
• Classroom Data

Three Types of Iden'fica'on of Dyslexia:

• 1. Characteris6cs of Dyslexia
• Minnesota Statute 120B.12 Reading

Proficiently No Later than the End of Grade 3

• Referral Minnesota Statute 125A.56 Alternate

Instruc6on Required Before Assessment Referral.

• Minnesota Statute 125A.50. Alterna6ve

Delivery of Specialized Instruc6onal Supports.

• 2. Specific Learning Disability
• Minnesota Rule 3525.1341. Iden6fica6on of

Specific Learning Disability.

• 3. Diagnosis of Dyslexia

1/23/19 30 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov

Create System to Support Results of Screening

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Build language processing, vocabulary and funds of knowledge Build accuracy and fluency of phonological,

• rthographic,

morphographic skills Build comprehension skills across increasingly larger sec6ons of text

Focus of supplemental interven6ons and differen6a6on within core

What is the Evalua6on and Instruc6onal Plan?

• Do we have data that targets

what we think is constraining growth?

• What is the appropriate systema6c

explicit, and mul6-sensory interven6on?

• Who, when, and how ofen will the

interven6on be delivered?

• What data will we gather to

monitor progress? Need for next step planning?

• When will we review progress?

Grade Level Expecta6on

Most intensive, high frequency, focused, systema'c, explicit instruc'on in reading skills we can provide. Maximize our impact within the developmental window.

Repeat Informa6on Gathering and Problem Solving Across the Tiers

Problem Solving cycle Study—results of latest effort Act-- on data in 6me to change result Plan– to intensify (taxonomies) Do– implement with fidelity (IEP)

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Specially Designed Instruc6on, Related Services and Supports Interven6ons Core and Differen6ated Instruc6on

Cycles of Problem Solving Always Build off Previous Efforts

Ques6ons Evalua6on Teams Should Be Answering

Given screening and diagnos6c informa6on, and response to instruc6on/interven6on, what data are missing? Given all the data from comprehensive evalua6on, how should instruc6on be intensified to alter level of performance and rate of growth? If increasingly intense instruc6on is needed to access and make progress, is it essen6ally special educa6on? Given all the data is the student eligible? How will the student receive instruc6on that is targeted, mul6sensory, systema6c, sequen6al, cumula6ve, and explicit regardless of where student is served?

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Use taxonomies to intensify instruc6on Needs drive services. Comprehensive evalua6on results need to be ac6onable

What are the Organiza6onal and System Supports We Have to Build?

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Many Root Causes for a Student’s Lack of Response

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Lack of fluency in evidence-based prac6ces Insufficient content knowledge Knowledge and 6me to interpret data Shared understanding of expecta6ons and “Look For’s” Insufficient training and coaching Fidelity data Aligned resources Under-developed understanding of standards Sufficient 6me to implement Discipline to make itera6ve improvements Efficient and 6mely access to date Organiza6onal supports

Which root causes of adult and

• rganiza6onal

behavior will have us blaming the ini6a6ve for poor results?

Thank you!

Amy Schul'ng Ph.D., M.Ed.

Amy.schul6ng@state.mn.us

Vicki Weinberg Ph.D

Vicki.weinberg@state.mn.us

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Start with Deep and Effec6ve Professional Development Commizng to the Outcome