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Dyslexia

Dyslexia Guidance

The General Assembly passed SEA 217, which addresses “Dyslexia” in Indiana schools. Requirements of this legislation went into effect within the beginning of the 2019-2020 school year.

House Enrolled Act 1108 defines dyslexia as:

A specific learning disability that:

  • Is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities
  • Typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction
  • May include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge
  • May require the provision of special education services after an eligibility determination is made in accordance with Article 7.

 

 

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.

 

Gary will be using the following state approved screeners

 

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:

Shavette Grady

sgrady@garycsc.k12.in.us

219-881-5425

What Does Dyslexia Look Like in the Classroom?

K-1st Grade

K- 1st Grade

  • Difficulty with developing basic foundational reading skills (producing rhyming words, phonological awareness, recognizing common words by sight)
  • Not uncommon for students to recognize their weaknesses, begin to develop anxiety, and try to avoid reading altogether

2nd/3rd Grade

2nd/3rd Grade

  • Difficulty identifying sight words automatically, sounding out or decoding words
  • Spelling may have sounds omitted, letters used incorrectly for sounds
  • Typically continue to demonstrate difficulties with reading, writing, and spelling

Upper Elementary

Upper Elementary

  • May still struggle with skills listed in previous grades
  • May also experience difficulty with timed oral reading fluency tests
  • Dysfluent reading may persist, even after or while receiving appropriate instruction and intervention

Secondary

Secondary

  • May still struggle with skills listed in previous grades
  • Often have issues with note-taking, time management, and organization
  • May experience a slower reading rate which results in an increased time needed to complete literacy tasks when compared to peers

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

Dyslexia Data