Dyslexia Learning Session A presentation to the Colorado S tate Board of Education S eptember 12, 2018 1
Introductions Dr. Floyd Cobb, Executive Director, Teaching and Learning Unit Dr. Melissa Colsman, Associate Commissioner, S tudent Learning Alex Frazier, Principal Literacy Consultant, P – 3 Office Dr. Paul Foster, Executive Director, Exceptional S tudent S ervices Unit Ellen Hunter, Literacy S pecialist, Exceptional S tudent S ervices Unit Dr. Colleen O’ Neil, Associate Commissioner, Educator Talent 2
Dyslexia Overview 3
Introductions Dr. Paul Foster, Executive Director, Exceptional S tudent S ervices Unit Ellen Hunter, Literacy S pecialist, Exceptional S tudent S ervices Unit 4
What is Dyslexia? Dyslexia: • Is a specific learning disability • Results in difficulties with accurate and/ or fluent word recognition • Is characterized by a deficit in the phonological component of language • Is unexpected given an individual’s cognitive abilities and experience with effective instruction • May result in difficulties with reading comprehension, growth in vocabulary, and development of background knowledge From the International Dyslexia Association
Prevalence of Dyslexia • Colorado does not collect specific data on the incidence of dyslexia among school-age children. • Based on current research, dyslexia may affect about 15 to 20 percent of the population as a whole. 6
Impact of Dyslexia • The impact of dyslexia will be different for each person based on: • Severity • Effectiveness of early instruction • Quality of interventions • Early identification can help to minimize the impact of dyslexia. 7
Screening for Reading Challenges Including Dyslexia • Early screening identifies risk factors that are known to be correlated with future reading difficulties. • When determining risk for later reading challenges, screening should include: • Brief assessment of phonological processing and early letter knowledge skills • A brief review of family history of dyslexia, reading difficulties and academic underachievement • A brief review of the child’s early developmental and medical history, including basic hearing and vision screening 8
Screening and Diagnosis for Dyslexia • Early screening should be supplemented by progress-monitoring at suitable intervals as the child receives focused instruction and/ or intervention that addresses their early language and phonological processing challenges. • Children found to have significant risk for reading challenges and/ or dyslexia should be provided with direct and explicit instruction. • A lack of improvement following evidence-based interventions in areas of identified risk should trigger further diagnostic assessment. • A formal diagnosis of dyslexia involves an evaluation of essential cognitive, language and academic skills. S uch evaluation are typically completed by individuals trained in the identification of learning disabilities, including dyslexia. 9
Effective Instruction for Students with Dyslexia • S tudents with dyslexia should be provided evidence- based instruction that includes: • Direct and explicit instruction based on the structure of the English language • Careful sequencing of skills • Opportunity for ongoing practice of previously taught skills • Alignment of regular classroom instruction with targeted and intensive support • To be effective, teachers should have knowledge of reading research and evidence-based practices. 10
Dyslexia and Special Education Services • S tudents with dyslexia can be considered for special education services. • The determination of eligibility for special education services is based on the impact dyslexia has on the student’s academic performance. • S pecial education eligibility requires: • The child have a disability identified under the Individuals with Disabilities Education Act • Special education and/or related services are required in order to receive educational benefit 11
Early Interventions • Under the Individuals with Disabilities Education Act, children are able to be identified for special education services through Part C (birth to age 3) and Part B (ages 3 to 21). • The READ Act is designed to support intervention for reading challenges including dyslexia beginning in kindergarten. 12
Questions? 13
Colorado READ Act & Dyslexia 14
Introductions Dr. Floyd Cobb, Executive Director, Teaching and Learning Unit Alex Frazier, Principal Literacy Consultant, P – 3 Office 15
Colorado Reading to Ensure Academic Development (READ) Act • Passed in the 2012 session, the READ Act: • Focuses on students identified highest risk category • Requires continual parent communication (READ Plan) • Provides funds to support intervention • Includes a provision related to advancement decisions for students completing K-3 who remain in the highest risk category • Focuses on universal screening assessment, identification and intervention for students at risk to not read at grade level by the end of the third grade • Early screening for risk of reading challenges • Diagnostic assessment to identify specific reading skill gaps • Evidence-based instruction for all students and those receiving intervention supports • Continuous progress monitoring 16
District Support for the READ Act • Districts are provided additional per pupil funds to provide intervention support to students who are identified with a significant reading deficiency. • Approximately $33 million in READ funds is allocated annually and can be used for: • Full day kindergarten • Summer school literacy programs • To purchase tutoring services • To provide other targeted, scientifically based or evidence-based intervention services to student • Literacy professional development (new as of 2018) • Literacy specialist services (small rural only) 17
Individual READ Plans • The READ Act requires the creation and implementation of an individual intervention plan (called a READ Plan) for students identified with a significant reading deficiency. • Each READ plan must: • Be tailored to meet the individual needs of the student • Include assessment information and evidence-based instruction and intervention • Include parental involvement 18
How Does the READ Act Support Students with Dyslexia? Identification of Dyslexia Do the screeners for the READ Act identify dyslexia? These screeners ident if y early reading risk. Furt her diagnost ic assessment s are needed t o ident if y t he specif ic reading skill def icit s a child is experiencing, including dyslexia. S upport for S tudents with Dyslexia How are students with dyslexia supported by the READ Act? The READ Act promot es evidence-based reading inst ruct ion f or all st udent s. S t udent s wit h dyslexia who are ident if ied wit h a signif icant reading deficiency qualify for per pupil READ funds and associat ed int ervent ion support s. 19
Department Support for Families: Dyslexia Focus Group • The Office of Literacy and Exceptional S tudent S ervices Unit formed a focus group in 2017 in response to parent questions regarding dyslexia. • The purpose is to create a common understanding and guidance for meeting the needs of students who struggle to read including those with dyslexia across the state of Colorado. • Establish common language and understanding of dyslexia and the READ Act • Identification of needs and creation of supports for educators, leaders, families and communities 20
Questions 21
Teacher Preparation and Professional Development and Dyslexia 22
Introduction Dr. Colleen O’ Neil, Associate Commissioner, Educator Talent 23
Educator Preparation in Colorado • Educator preparation programs for elementary educators align to the Colorado S tate Board of Education Rules, 4.02 Elementary Education Endorsement (K-6). • The primary focus of elementary educator preparation programs is literacy as prescribed in the rules with a focus on S tructured Literacy components. • All educator preparation programs approved by the Board of Education undergo reauthorization reviews every 5 years. Literacy instruction for preservice teachers is reviewed during reauthorization visits for alignment with rules. • The adopted assessment for prospective elementary teachers includes a section on literacy. There is continued discussion of the depth of the literacy content required. 24
Elementary Teacher Preservice Programs in Colorado • Preservice teachers must demonstrate knowledge in the science of reading, which provides essential information concerning how to teach reading. • Educator preparation programs require the demonstration of competency in teaching reading. • Preservice teachers learn to identify student reading challenges. • Preservice teachers learn explicit, targeted, and systematic instruction (structured literacy) and how to provide multiple opportunities for practice with immediate, corrective feedback. • Preservice teachers receive training in the assessment and appropriate interventions and accommodations for students with literacy challenges, including dyslexia. • Preservice teachers learn how to design and implement interventions that remediate reading difficulties and ensure students’ needs are being met. 25
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