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

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

Dyslexia: Policy and Prac6ce in Minnesota Amy Schul6ng, PhD, M.Ed, LP Vicki Weinberg, PhD Dyslexia Specialist SLD Specialist Amy.Schul6ng@state.mn.us 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 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 4

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) 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 5

2018 Dyslexia Listening Sessions - 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. 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 6

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 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 7

Dyslexia: MN Statutes 8

Dyslexia Iden6fica6on: Minnesota Laws 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 9

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. Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 10

Visual Defini6on of Dyslexia Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 11

Screening Procedures Stem from The Science of Reading 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 12

Skilled Reading Requires Integra6on of Many Skills Figure 1.9 Reading Rope (Scarborough, 2001) With Permission Voyager Sopris Learning, 2019

Simple View of Reading and Specific Strands Impacted by Dyslexia 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 14

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) 1/23/19 15

Given Measures of Defini6on, We Know What to Teach Figure 2.5 The Hourglass Figure, Completed Figure 1.7 The Four-Part Processing Model for Word RecogniFon (Courtesy of Carol A. Tolman) 1/23/19 16 (based on Seidenberg & McClelland, 1989)

If Schools Can Measure and Teach Reading, then… Leading for educa6onal excellence and equity, every day for every one. | educa6on.state.mn.us 17

Dyslexia Screening and Iden6fica6on 18

A. Iden6fica6on Happens Outside the School 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 19

“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 RAN is rapid automa6zed naming 1/23/19 21

C. Dyslexia can be Synonymous with SLD Iden6fica6on and Eligibility MN Statute 125A.56 subp. 1c. ….Interven6on must be mul6sensory, systema6c, sequen6al, cumula6ve, and explicit…[Intensifies across the Tiers] Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 22 1/23/19

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

What Gets Entered into Read-Well By Grade 3 Report 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 24

Process for Screening and Iden6fying Dyslexia Step 2: Step 1: Step 3: Collect addi6onal Screen all students Interpret data: Who data to verify with universal has characteris6cs vs. characteris6cs screeners not 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. 1/23/19 Leading for educa6onal excellence and equity, every day for every one. | educa6on.mn.gov 25