FOC FOCUS ON US ON D DYSLE YSLEXIA XIA Charles Countys Response - PowerPoint PPT Presentation

FOC FOCUS ON US ON D DYSLE YSLEXIA XIA Charles County’s Response to Dyslexia Task Force Recommendations

Defining Dyslexia • Dyslexia is a language-based, reading disorder distinguished by neurobiological origins and specific neurological activation patterns (neural signatures) during reading (Pugh, et al., 2003). • Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. • These difficulties typically result 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.

Maryland Task Force on Dyslexia: • Was formed to study the implementation of a Dyslexia education program across Maryland; • Consisted of experts in the field of reading; • Resulted in recommendations for best practices in screening, identification, and instruction for students at risk for or identified as students with dyslexia.

Task Force Recommendations: Recognize dyslexia as a condition of Specific Learning Disability in all Maryland public schools, providing Maryland educators, parents, and the general public with evidence based comprehensive resources to facilitate best practices in schools and systems for the identification, assessment, and intervention of dyslexia. MSDE Response:

Recommendation 2: Implement Universal Screening for all students, beginning in kindergarten, using a systems- based approach to screening, identification, and intervention for struggling readers. Currently Kindergarten students are assessed using... Kindergarten Readiness Assessment (KRA) -The KRA looks at the knowledge, skills, and behaviors necessary to be successful in kindergarten. -Kindergarten teachers use this information to better understand the needs of their students and align classroom instruction. -One of the four domains assessed is Language and Literacy Initial Language Assessment (ILA) -Assesses Letter Identification, Concepts about Print, Hearing Sounds in Words, and Rhyming -Used to establish small groups for data-driven instruction

Recommendation 3: Use a multi-tiered system of supports (MTSS) for struggling readers, to support the development of grade level reading and include as one of the tools to support a child through the identification process for special education eligibility as appropriate. Professional Development for SST 2018 SST Kickoff Conference – ___ SST Members Trained • High Schools – August 2nd • Middle Schools – August 7th • Elementary Schools – August 8th & 9th SST End of 1st Quarter Training – November 14th SST End of 2nd Quarter Training – January 23rd

Recommendation 4: Use a Structured Literacy approach for reading instruction for struggling readers including students who have dyslexia, as well as for all beginning readers in grades k – 3. • .Phonics interventions for struggling readers: • Fundations • Wilson • Just Words • Spire (Pilot) • Language! Live (Core Self-Contained Curriculum) • Pilot Pearson ReadyGen

Recommendations 5: Transform curricula and instructional strategies currently utilized in teacher preparation programs for reading at the undergraduate (pre- service), graduate levels of university preparation, as well as in professional development (in-service) training. # of Trained Teachers since 16-17SY • Fundations Level K / 1 – 204 teachers • Just Words - 40 teachers • Wilson – 191 teachers

Recommendation 6: Implement a Pilot Dyslexia Education Program that includes students served (targeted students), teacher preparation, universal screening, program design, and use of a Structured Literacy approach to instruction, accommodations, fidelity measures and reporting. • This is a state level recommendation.

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