Launching Special Education

What’s new? 1.Teachers 2.Programs and Positions 3.Special Education Elementary Instructional Support Teacher 4.Dyslexia Law 5.Updates to Restraint and Seclusion Law 6.45 day timeline

Programs and Positions OASIS has the support of Effective School Solutions (ESS) at WWMS MHS has a model of tiered behavior supports, one of them being a program with Effective School Solutions as a collaborative Partner Special Education Elementary Support Instruction Teacher (SPEIST)- Katie Seifert will be providing PD and coaching in assessment, IEPs, programming and instructional coaching, analyzing SRBI data as well as facilitating monthly collaboration meetings (voluntary).

Dyslexia

WHAT IT ISN’T DYSLEXIA IS …  NOT A VISUAL PROBLEM  NOT A LACK OF INTELLIGENCE  NOT DUE TO LACK OF EFFORT  NOT RESPONSIVE TO STANDARD READING INSTRUCTION  NOT UNCOMMON – 5 – 17.5 % OF POPULATION A DEVELOPMENTAL LAG.  NOT A DEVELOPMENTAL LAG.

Public Act14-39 An Act Establishing the Office of Early childhood, Expanding Opportunities for Early Childhood Education and Concerning Dyslexia and Special Education Is a Specific Learning Disability/ Neurobiological in Origin Impacts Reading Decoding Accurate Word Recognition Fluent Word Recognition Spelling Is Unexpected and/or Inconsistent with Student’s Other Abilities Persists Despite the Provision of Appropriate Instruction Results from Significant Deficits in Phonological Processing (dyslexia- phonemic awareness, phonics and processing) SERC ‐ 3/12/2015 serc.info/sldwebinar2015

These children we have referred to as “reading disabled” or “dyslexic” A new science based definition -- “Dyslexia is a specific learning disability that is neurobiological in origin. It 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.” (Lyon & Shaywitz, 2003) Dyslexia, and Other Things that Make it Difficult to Learn to Read Proficiently by Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research

TYPICAL LANGUAGE ACTIVATION AREAS SPEECH PRODUCTION AREA AUDITORY PROCESSING AREA VISUAL-LANGUAGE ASSOCIATION AREA VISUAL / VERBAL AREA LEFT HEMISPHERE

TYPICAL READING ACTIVATION AREAS LEFT HEMISPHERE WORD ANALYSIS AUTOMATIC (SIGHT WORD)

Strong activation pattern Weak activation pattern BRAIN ACTIVATION WITH READING “SIGNATURE” BRAIN, Shaywitz, 2005 Simos, Fletcher, Bergman, et al 2002 BACK OF LEFT BRAIN BACKOFRIGHTBRAINBACKOFRIGHTBRAIN

Possible Developmental Manifestation of Dyslexia Language development not to be confused with Speech/Language disability in phonological processing Comprehension Written Language Fluency Encoding

So, what are some red flags we should be aware of?

Red Flags Pre-k May talk later than most children May have difficulty with rhyming May have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawn mower) May have poor auditory memory for nursery rhymes and chants May be slow to add new vocabulary words May be unable to recall the right word May have trouble learning numbers, days of the week, colors, shapes, and how to spell and write his or her name SERC ‐ 3/12/2015 serc.info/sldwebinar2015

Red Flags K-3 Fails to understand that words come apart; for example, that snowman can be pulled apart into snow and man and, later on, that the word man can be broken down still further and sounded out as /m/ /ă/ /n/ Has difficulty learning the letter names and their corresponding sounds Has difficulty decoding single words (reading single words in isolation) Has difficulty spelling phonetically Reads dysfluently (choppy and labored) Relies on context to recognize a word SERC ‐ 3/12/2015 serc.info/sldwebinar2015

Red Flags 4-12 Has a history of reading and spelling difficulties Avoids reading aloud Reads most materials slowly; oral reading is labored, not fluent Avoids reading for pleasure May have an inadequate vocabulary Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell Sources for Common Evidence of Dyslexia:Common Signs, (n.d.). Retrieved July 10, 2006, from The International Dyslexia Association Web site.Overcoming Dyslexia: A New and Complete Science ‐ Based Program (Shaywitz, 2003) SERC ‐ 3/12/2015 serc.info/sldwebinar2015

Screening and Assessment

Screening for Dyslexia Brief Assess Specific Skills Highly correlated with a broader indicator of Reading Achievement Purpose is to identify students likely to be in need of intervention SERC ‐ 3/12/2015 serc.info/sldwebinar2015

Screening for Dyslexia  Letter Naming Fluency  Phonological Awareness Skills  Letter Sound Identification  Single Word Decoding  Rapid Naming  Oral Reading Fluency  Encoding  Reading Comprehension  Handwriting* SERC ‐ 3/12/2015 serc.info/sldwebinar2015

What screening tools do we have within Middletown? Letter Naming Fluency = AimsWeb (LNF) Phonological Awareness Skills = Phonological Awareness Skills Test Letter Sound Identification = Quick Phonics Screener, WADE, Gallistel-Ellis Test of Coding Skills, AimsWeb (LSF) Single Word Decoding = Quick Phonics Screener, WADE, CORE, Gallistel-Ellis Test of Coding Skills, AimsWeb (NWF) Rapid Naming = We are currently looking into this Oral Reading Fluency = AimsWeb (ORF) Encoding = WADE, Gallistel-Ellis Test of Coding Skills Reading Comprehension = NWEA, F & P

Menu of Research-based Grade K-3 Universal Screening Reading Assessments July mentary_assessments_ pdf mentary_assessments_ pdf

Augmenting Existing Frameworks Targeting very specific areas-screening protocols to consider: Red Flag Checklist CORE Phonological Segmentation Test (K ‐ 1) CORE Phoneme Deletion Test (K ‐ 3) CORE Phonics Survey (K ‐ 8) Words Their Way Spelling Inventory: Elementary (1 ‐ 3) Phonological Awareness Skills Test (PAST)* Quick Phonics Screener* Gallistel-Ellis Test of Coding Skills*

Dyslexia: A Formal Evaluation Should Include … Assessment of “red flag” areas (i.e., address specific referral questions) Focused assessments of component language and reading abilities Input from an interdisciplinary team (e.g., speech and language; special education; reading; assistive technology, school psychology) OSEP has taken the position that a district cannot go back and conduct evaluations that it did not do because a parent requests an IEE.

Dyslexia: Formal Evaluation Developmental History Review of Educational Records to include medical/family history Classroom Observations Review of Formal and Informal Assessment Results LD Multidisciplinary Composite form

The Difference Between a Reading Disability & Dyslexia Dyslexia specialized term for a specific set of traits in the reading process that falls under the general category of specific learning disability in reading Reading Disability generic term for a specific learning disability in areas of basic reading skills, reading comprehension and reading fluency

SLI & Dyslexia Dyslexia & SLI are distinct conditions but can co- occur Early signs of dyslexia and SLI may be similar in some young children Possible delays in speaking Articulation errors may be present Difficulty with rhyming and phonological/phonemic awareness Difficulty with word retrieval; imprecise language Development of Language and Literacy: Typical Milestones and Childhood Language Disorders by: Krista Stangel Graduate Student Clinician - MS SLP and Lucas Steuber MA Applied Linguistics Graduate Student Clinician - MS SLP

Reading is individually tailored

Q-mKc

Updates to the Restraint/Seclusion Law Important Changes: Thus, even if seclusion is currently included in a student’s IEP, effective July 1, 2015 that aspect of the IEP may not be implemented. Although we urge school districts to amend IEPs and behavior plans as soon as possible to remove seclusion references, it is important that staff is informed that the state law will preempt the IEP and behavior plan. Therefore, this is an exception to the general rule that an IEP must be followed until it is amended. This legislation is applicable to public school students in grades K-12; students receiving special education in a facility by way of a contract with a board of education; students receiving special education from a regional education service center; and students receiving special education from an approved private special education school. Schools retain the right to use both physical restraint and seclusion as emergency interventions to prevent immediate or imminent injury to the student or others, but seclusion may not be part of a student’s special education program.

References UNLOCKING DYSLEXIA IDA Dyslexia, and Other Things that Make it Difficult to Learn to Read Proficiently by Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, Bartlett, Christopher W., Brzustowicz, Linda M., Flax, Judy F., Hirsch, Linda S., Realpe-Bonilla, Teresa, & Tallal, Paula (June 2003). Specific Language Impairment in Families: Evidence for Co-Occurrence With Reading Impairments. Journal of Speech, Language, and Hearing Research, 46, Development of Language and Literacy: Typical Milestones and Childhood Language Disorders by: Krista Stangel Graduate Student Clinician - MS SLP and Lucas Steuber MA Applied Linguistics Graduate Student Clinician - MS SLP