Angelica HerreraLead Dyslexia Specialist

July 16, 2012

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and 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 abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Reading:Sometimes confuses letters, sounds, and

words: b/d, p/q, was/saw, on/noDifficulty learning that letters make

sounds and that those sounds are sequenced into words: cat= [k] [a] [t].

Difficulty blending sounds into words.Inefficient decoding of sounds and words

leading to difficulty in reading comprehension.

Writing and SpellingDifficulty hearing syllables within words

and phonemes (sounds) within syllables

Difficulty visualizing the correct spelling of words

Does not seem to understand spelling rules

or sentence structure

Speaking: May have difficulty remembering words.May have difficulty rhyming.May have difficulty sequencing: saying the

alphabet, the days of the week, months of the year, counting, or understanding concepts such as left/right.

Dyslexia can be inherited.Dyslexia is neurologically-based. The brain

of the dyslexic develops and functions differently from other brains. Not better, not worse, just differently.

Dyslexia is associated with differences in brain activation and brain function. There appear to be anatomical differences, including symmetry between the right and left sides of the brain when compared to those without reading disability.

An effective method which is research-based, systematic, direct , structured and multi- sensory. It is often referred to as the Orton-Gillingham approach.

It includes explicit instruction in the structure of language and simultaneously uses all of the learning pathways to enhance memory and learning.

Focus on Instruction for Students with Primary Decoding Deficit

Phonemic Awareness & Phonics- develop accurate and speedy word recognition.

Fluency- develop independent reading of connected text with ease, expression, and meaning.

Vocabulary & Comprehension- develop vocabulary, background knowledge, listening and reading comprehension.

Phonemic Awareness- the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds.

Phonological Awareness- the understanding of different ways that oral language can be divided into smaller components and manipulated.

Sounds have a corresponding letter or combination of letters.

The sound /k/ is regularly represented in English by the letter

c (cut, scream); k (kid, make); or ck (quick, back); and sometimes by ch, qu, or que (chrome, mosquito,

antique)

1. Closed Syllable (van)2. Open Syllable (go)3. Vowel-Consonant-e Syllable(bike)4. R-controlled vowels Syllable(girl)5. Consonant-le (ta-ble)6. Double vowel “D” Syllable (green, new)

Reference Appendix Section

When referring a regular education student for assessment, the following forms should be included in the referral packet:

Copy of RtI Packet (include all Tiers)Health Screening FormParent QuestionnaireNotice of Consent for Initial Section 504/Dyslexia

EvaluationUnedited writing sample (no artwork or workbook

pages)

Refer to Referral Section

Any forms missing from the packet will delay the assessment.

The Dyslexia Specialist has 30 school days to assess the student from the date on the Notice of Consent for Initial Section 504/Dyslexia Evaluation. *Remember to give parents their Notice of Rights.

Once the evaluation is completed, the information and evaluation will be reviewed by a committee to determine qualification for the program.

An RtI meeting will be requested to review the results with the RtI committee and parent.

Refer to Referral Section

A referral for a special education student or speech students will be given to the school’s diagnostician. They will assess the student and schedule an ARD to review the results.

Refer to Referral Section

Wilson Reading System 12-step program Reading and spelling curriculum- all five areas of

reading (plus literature comprehension from curriculum)

Guided readingSystematic direct teaching of decoding,

comprehension, vocabulary, fluency, phonemic awareness, phonics, spelling, and writing.

Instruction is based on student’s reading abilities and levels using multisensory methods.

iStationMatches direct instruction with need and reading

opportunities with ability to maximize student learning.

Webcast on the Wilson Reading System

http://www.wilsonlanguage.com/webcasts/wc_wrs/wrs_presentation.html

With your shoulder partner, discuss what multi-sensory instruction looks like.

A multi-sensory approach to language learning helps students learn through more than one of the senses at the same time. Students are taught using all pathways of learning-visual, auditory, kinesthetic, or seeing, hearing, touching-simultaneously, in order to enhance memory and learning.

What are some basic multi-sensory teaching techniques?TracingFinger or touch spellingArm movement

Refer to Appendix Section

Students should receive this specialized reading instruction at least four days a week for 45 minutes per day.

*Please note: The recommendations are in addition to the 90 minute reading block of instruction using Guided Reading.

Dyslexia can be challenging for both the student and the teacher.

Accommodations should be reasonable and appropriate to student’s individual needs.

Accommodations may involve materials, instruction, and student performance.

Testing accommodations need to be documented on ARD paperwork for special education students, on §504 documents for regular education students, or in the RtI Local Document for regular education students not in special education or §504.

Assign shorter assignments or smaller a number of items for a completed assignment.

Give credit for oral or hands-on assignments instead of written activities.

Allow student to bring a tape recorder to class on review days.

Give the student a desk copy of what the class is to copy from the board.

Give credit for oral participation in class.Make provisions for oral tests and exams

in school.

This document is ONLY for students who are NOT in special education or in §504.

This document should be filled out a few weeks after the student has been in school by the RtI committee.

It will document what testing accommodations the student will have during the state assessment along with any testing done in the classroom.

In order for the student to qualify for these testing accommodations, the student must be identified with dyslexia and the accommodations used routinely and effectively during classroom instruction or testing.

Your school’s rosters includes all the students that are actively in the program and should be receiving services. As students are identified, a new roster will be sent via email.

At the beginning of the school year, please make sure that all these students are scheduled to receive services.

If a student drops, please notify the dyslexia specialists as soon as possible.

Failure reports will be sent via email every three-weeks.

If a regular education student transfers into your campus and the parent indicates that they have been identified with dyslexic characteristics, follow the following steps:Ask parent for copies of identification forms

from the former district that state they are identified with dyslexia.

Contact the dyslexia specialists to review the paperwork with the committee to determine identification and coding in SISD.

The student may be scheduled to begin services after the permission for services has been signed by the parent.

If a special education student transfers into your campus and the ARD paperwork indicates that they have been identified with dyslexic characteristics, follow the following steps:Ask parent for copies of identification forms

from the former district that state they are identified with dyslexia.

Contact the dyslexia specialists to review the paperwork and code the student.

The student may be scheduled to begin services as soon as possible. Meanwhile, permission for services will be obtained by the dyslexia specialist or diagnostician.

Refer to Information & Forms SectionDyslexia Specialists AssignmentsDyslexia Brochure (English & Spanish)Wilson Reading System Scope and SequenceWRS Lesson Plan OutlineThree-week progress reportNine-week progress reportWRS Principal Walk-ThroughWRS Fidelity Observation FormRtI Local Document

Schedules & contact informationPurple folders & calendar cardsBeginning of Program & EOY WADE assessmentFidelity ObservationCollection of EOY Wade assessment & purple foldersMemo & Dismissal form

Ask the dyslexia teacher to give you a schedule of services that includes the time(s), Wilson level being taught, and room number.

Also if they can include their contact information that includes their room phone number and email address.

Please forward a copy via email to Vanessa Salazar (vsalaz04@sisd.net )by August 24th and anytime the schedule changes.

Each student in the program has a purple folder that is considered their “working folder.” It includes parent notification, signed parent permission for services, progress reports, WADE assessments, and classroom accommodations/modifications, if applicable.

Each folder also has a calendar card that tracks the students’ attendance of services.

When a student is identified with dyslexic characteristics, the WADE assessment will be given to the student to give the teacher a baseline of the student’s reading word and spelling knowledge.

End of year WADE assessment window will be April 29th through May 10th.

All materials for WADE testing will be provided and delivered the week of April 15th.

Instructions of how to administer the EOY WADE will be provided.

Fidelity observations will be scheduled during the 3rd nine weeks starting on January 22nd .

The dyslexia specialist will contact the teacher to schedule the observation.

EOY WADE assessments and Purple folders will be collected the week of May 13th.

An email will guide them on how to get the materials ready for pick.

Every year we need to notify parents of students in grades 5-11 that the reading intervention class at the secondary level will take the place of an elective for the following school year. They have the option to opt out.

This school year both the memo and dismissal form will be combined to reduce paperwork and save time.

We will tentatively plan for the week of May 20th to deliver the forms and requesting them back by May 29th .

For questions or concerns about the district dyslexia program contact:

Angelica HerreraLead Dyslexia SpecialistOffice: 937-4308Email: aherre18@sisd.net