Special Education After AAC Dyslexia Amendments: Need to Identify Dyslexia Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Alabama Dyslexia Advisory Council denisepgibbs@gmail.com http://alsrlcenter.org/ Gibbs 2016

This presentation is provided as part of the philanthropic work of the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950’s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading - particularly those students with dyslexia. Gibbs MEGA 2016

Materials used in this presentation are available at: www. tinyurl Materials used in this presentation are available at: www.tinyurl.com/DG-Mini-Mega-2016 Additional Dyslexia Professional Development materials are available at www.tinyurl.com/DG-Dyslexia-Webinars Gibbs MEGA 2016

Two important events that occurred in October 2015! The Dyslexia Amendments were passed unanimously by the State Board of Education on October 8, 2015. OSERS issued Dear Colleague Letter providing dyslexia guidance on October 23, 2015. Gibbs 2016

Impact of AL-AAC Dyslexia Amendments… While still in general education, students will have been provided with: dyslexia-specific instruction and intervention accommodations assistive technology classroom supports Parents may have become experienced in “how these services feel” and how they provide support for their children.  So how does special education provide even more intensive and specialized services for these students? Gibbs 2016

Dyslexia Guidance Document urges SEAs to ensure that LEAs….. Include information about the condition (dyslexia, dyscalculia, dysgraphia) in documenting how it relates to eligibiity determination. Address the unique educational needs of children with SLDs resulting from dyslexia, dyscalculia, or dysgraphia during IEP meetings and other meetings Gibbs 2016

Include information about how dyslexia relates to eligibility….or.... How can you….. Include information about how dyslexia relates to eligibility….or.... Address “unique educational needs resulting from dyslexia”….. If you don’t IDENTIFY the dyslexia?? Gibbs 2016

SPED really needs to …... Complete a dyslexia evaluation as part of this SLD eligibiity determination process! Because..... These students will have failed dyslexia screenings.... and will have evidence of characteristics of dyslexia and did not close gaps even with these dyslexia services and you “have reason to suspect that dyslexia is the underlying cause of the SLD”! Gibbs 2016

Sight word reading efficiency * Phonemic decoding efficiency * Identifying Dyslexia as the Underlying Cause of SLD: Skills to be assessed Sight word reading efficiency * Phonemic decoding efficiency * Spelling skills * Grade-level passage reading (accuracy and fluency) * Phonological processing skills (phonological awareness, phonological memory, rapid naming) (CTOPP-2) Cognitive skills Oral language skills Other baseline measures? * Included in AL dyslexia screening Gibbs 2016

Real Word and Nonsense Word Skills Test of Word Reading Efficiency-2 (TOWRE-2) Orally read sight words and nonsense words for 45 seconds each. Percentiles and standard scores sight words, phonemic decoding of nonsense words, and total word reading efficiency (fluency) less than 2 minutes per student multiple equivalent forms www.proedinc.com

Spelling Skills Test of Written Spelling-5 (TWS-5) Ages 6-adult standard scores, spelling to dictation 5 minutes www.proedinc.com

Phonological Processing Skills Comprehensive Test of Phonological Processing-2 (CTOPP-2) Ages 5-24 Phonological awareness, phonological memory, and rapid naming 15 minutes to administer www.proedinc.com

Other skills that are within the average range Oral and Written Language Scales -2 (OWLS-2) published by AGS Ages 5-24 administer the language comprehension scale (will not need to administer the oral expression or written expression scales unless desired) 20 minutes to administer

Criterion-Referenced Assessments to obtain baselines Assessing Reading Multiple Measures for All Educators Working to Improve Reading Achievement (2nd ed, 2008) Phonics Screener Phoneme Deletion Test Phonological Segmentation Test Phoneme Segmentation Test Graded High Frequency Word Survey San Diego Quick Assessment of Reading Ability Maze passages Oral reading fluency passages

Alabama Scottish Rite Dyslexia Profile A graphic organizer to assist in determining if dyslexia is an underlying cause for an identified SLD. Dyslexia Profile Dyslexia Profile with sample data

Thank you for your interest in Dyslexia! Questions? Gibbs 2016