Dyslexia

Screening 

A school corporation and charter school must have a plan that include indicators to screen for risk factors of dyslexia. The school corporation must use a screening tool approved by the department that screens for characteristics of dyslexia.

• This mandatory universal screener, approved by the IDOE, shall include indicators for dyslexia and must be reported for grade levels Kindergarten through Grade Two.
• This screening shall include, as developmentally appropriate, the following:
• Phonological and phonemic awareness
• Sound symbol recognition
• Alphabet knowledge
• Decoding skills
• Rapid Naming skills
• Encoding Skills
• If a student is determined to be at risk or at some risk for dyslexia, after the universal screening, the school corporation or charter school shall administer a Level 1 Dyslexia Screening to the student. Based on the results of the Level 1 Screener, a school may administer a Level 2 Screener. Both level 1 and 2 screeners must include the assessment components listed above:
• Students who must be screened are:
• Students in kindergarten, grade 1 and grade 2
• A student in kindergarten through grade 2 who transfers to a new school; and has not previously been screened during the school year.
• A student in grade 3 or higher who has difficulty as noted by the classroom teacher the tested areas listed above.
• A student in kindergarten through grade 2 from another state who enrolls in an Indiana school for the first time unless the student has documentation that he/she has a dyslexia or similar screen during the school year or is exempt from the screening.
• A school corporation is not required to administer a universal screening if the parent objects to the screening or the student is already receiving intervention services for dyslexia.
• A parent/guardian must consent to a level 1 or 2 screening before it is administered.

Universal Screener: MindPlay; If a student is identified as “at risk” or “at some risk” specific interventions will begin or continue based on student’s academic needs.  The Level 1 screener will be given to identify more specific weaknesses than determined during the universal screener. 

Level 1 Screener:  Mindplay; Screener will be given.  Parents will be notified for consent regarding students determined to be “at-risk” after completing the universal screener.  Students will receive interventions / explicit-direct instruction to address the areas of weakness identified in the Level 1 assessment. 

Level 2 Screener(s): Is given if the team feels it is necessary or if the team feels the child needs to have a formal education evaluation.  It is conducted by the school psychologist.  Parents will be notified for consent before the Level 2 screener is administered.  Specific interventions will continue throughout the screening process to establish student’s progress in areas of weakness. 

Notification and Services

• If the student’s performance on the universal screener indicates he/she is determined to be at risk, or some risk, for dyslexia, the school shall:

• Notify the parent/guardian of the results of the screening(s)
• Provide the student’s parents/guardians with information and resource material that includes:
  • Characteristics of dyslexia
  • Appropriate classroom interventions and accommodations for students with dyslexia
  • A statement that the parent/guardian may elect to have an educational evaluation by the school

For more information regarding GCSC Characteristics of Dyslexia & Intervention programming,

please contact:

Dominique Israel

disrael@garyschools.org

Some Accommodations to Support Students Exhibiting 

Risk Factors for Dyslexia

• Time & Scheduling: extended time, segment/chuck work time
• Reading Accommodations: audio/video books, preview story with partner, introduce specific vocabulary
• Classroom Environment: preferred seating, classroom routines for predictability, visual labels and instructions
• Writing: teacher grades for content not spelling, use speech-to-text software, accept oral answers, use fill in the blank questions with word banks, provide a copy of teacher’s notes