Accommodating Dyslexia in GCSC

Dyslexia can pose unique challenges for students but it doesn’t have to hold you back from achieving your goals. Acknowledging and addressing dyslexia can unlock resources and support to help your scholar reach their full potential.

IDOE has updated the Dyslexia Programming Guidance for Schools to provide additional guidance for supporting English learners. Refer to Appendix D (page 14) for details. As a reminder, all students in kindergarten through grade two must be screened for learning characteristics related to dyslexia within the first 90 calendar days of school. Additional resources can be found on IDOE’s Dyslexia webpage. Contact IDOE’s Office of Student Assessment for support with assessments related to dyslexia screening and Office of Teaching and Learning with general questions regarding dyslexia.



Dyslexia Screening Program for Our Students

In our commitment to providing an inclusive and supportive learning environment, our school district has implemented a comprehensive dyslexia screening program. This initiative is designed to identify students who may be at risk of dyslexia early, ensuring timely intervention and support.

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Our program utilizes a universal screening tool approved by the Indiana Department of Education (IDOE) to look for signs of dyslexia. This screening is mandatory for all students from Kindergarten through 2nd grade and includes assessments of:

  • Phonological and phonemic awareness
  • Sound-symbol recognition
  • Alphabet knowledge
  • Decoding skills
  • Rapid naming skills
  • Encoding skills
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  • All students in kindergarten, 1st, and 2nd grade.
  • New transfer students in grades K-2 who haven’t been screened during the current school year.
  • Students in grade 3 or above showing difficulties in the areas listed above, as noted by their classroom teacher.
  • New students from other states in grades K-2, unless they have documentation of similar screening during the current school year or are exempt.
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If a student is found to be at risk or some risk for dyslexia based on the universal screener, we will proceed with a Level 1 Dyslexia Screening. Depending on those results, a more detailed Level 2 Screening might follow to better understand the student’s needs. Both levels of screening encompass the assessment components mentioned above.

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We require consent from parents or guardians before conducting Level 1 or 2 screenings. Additionally, if a parent objects to the initial universal screening or if the student is already receiving dyslexia intervention services, the screening will not be conducted.

Our goal is to ensure every student has the opportunity to succeed academically. Early identification and support for students with dyslexia are vital steps towards this goal. For more information or if you have any questions, please feel free to contact our office.

We Believe

· All students are entitled to a quality education.

· All students are entitled to learn in a positive and safe environment.

· Parents are an essential member of their child’s educational process.

· Learning is a shared responsibility among students, families, and staff.

Our Mission

To continue to improve the education, social-emotional growth, and post-secondary success of students with special needs.


Our Accomplishments

Significantly, increased inclusion (least restrictive environment-LRE) opportunities. Last year 65% of students in self-contained, isolated classroom, This year only 40%. Students with increased general education opportunities when from 15% to 34%.

Revised procedures and processes to address areas of concern (LRE, discipline, timeliness of initial evaluations).

Employed special education case managers to oversee the special education processes and IEP meeting of all schools.

Instituted Response to Intervention (RTI) in all school to address students academic and behavioral needs without referring to special education as the only means of intervention.

Increased professional development opportunities for special education staff, service personnel ( social workers, speech therapists, school psychologists), case managers and RTI facilitators to ensure best practice implementation.

Increased Child Find opportunities, especially for students ages 3-5 years, to ensure early interventions.

Instituted early intervention literacy development for K, 1st, 2nd grade students.

District Hours of Operation

M-F: 7:00am – 4:00pm


9th Avenue & Gerry Street
Gary IN 46406






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1234 Divi St. #1000, San Francisco, CA

Call Us: (235) 135-2351