1. Every Student Reading on Grade Level: Successful Systems and Supports for Students with Dyslexia Interventions Office Dr. Natalie Blasingame Dr. Jennifer D. Montgomery Ms. Tammy Nick Principal Lindsey Pollock June15, 2016

2. http://www.livebinders.com/play/play?present=tr ue&id=2004326 2

3. Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life. L.C. Moats,1999 3

4. Istation Overall Reading, Average Tier, EOY 2016 Dyslexia Grade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8 Yes2.62.52.6 2.5 2.72.8 No1.91.8 2.12.2 4

5. Dyslexia Identification in HISD

6. Objectives Understand and verbalize key markers of dyslexia appropriate to campus grade levels Self-analyze current services for students with dyslexia on their campuses Learn where to find information about their identified students with dyslexia Develop a plan to provide interventions/accommodations to support students, comply with the law, and reach campus academic laws 6

7. What Is Dyslexia? Texas Education Code (TEC) §38.003 defines dyslexia in the following way: (1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. (2) “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38. htm#38.003 7

8. What Is Dyslexia? Dyslexia is a specific learning disability that is neurological 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (International Dyslexia Association (IDA, 2002) 8

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10. What Are the Key Markers of Dyslexia? Individuals will demonstrate differences in degree of impairment for the following primary characteristics of dyslexia: –Difficulty reading words in isolation –Difficulty accurately decoding unfamiliar words –Difficulty with oral reading (slow, inaccurate, or labored); dysfluent reading –Difficulty spelling 10

11. What Are the Key Markers of Dyslexia? The primary characteristics of dyslexia are most often associated with the following: –Segmenting, blending, and manipulating sounds –Learning the names of letters and their associated sounds –Holding information about sounds and words in memory –Rapidly recalling the names of familiar objects, colors, or letters 11

12. Self-Analysis What services and supports are currently offered on your campus for students with dyslexia? 12

13. LEARNING FROM OTHERS: PERSHING MIDDLE SCHOOL Ms. Tammy Nick 13

14. GARDEN OAKS MONTESSORI Principal Lindsey Pollock 14

15. Self-Analysis What practices, services, and supports did I hear about that I might use to refine the services for students at my campus? 15

16. What are campuses required to do to support students? TAC §74.28 (f) Each school must provide each identified student access at his or her campus to instructional programs … and to the services of a teacher trained in dyslexia and related disorders. HISD School Guidelines –Each principal must assign a dyslexia instructional support teacher. This teacher/interventionist must be trained in dyslexia and related disorders. –Each principal must ensure students with dyslexia receive the services specified in their 504 plan or IEP. The instructional program used must meet the guidelines of the Texas Dyslexia Handbook, Rev. 2014 [TAC §74.28(c)] 16

17. What are campuses required to do to support students? Who might serve as the dyslexia interventionist? When might dyslexia services/intervention be delivered? How should my campus document services? 17

18. Scheduling and Documentation Maintain program fidelity (HB p. 72) “The selected dyslexia program should be delivered with fidelity in order to remain in compliance with the law.” (HISD School Guidelines, 2015-16, XII-5 (SG)) Recommended: 45-60 minutes, 4-5 times per week, as appropriate to the needs of the student (SG, XII- 5) “Students’ dyslexia services occur outside of their core instructional time.” (SG, XII-5) 18

19. Identifying and Monitoring Students with Dyslexia Identifying Students with Dyslexia –Running the Chancery report –Three categories Monitoring Students with Dyslexia –Services delivered with fidelity –Progress monitoring 19

20. Self-Analysis Who are my students with dyslexia? What services and supports do they have? How are they monitored with fidelity? 20

21. Develop a Plan for Success for Students with Dyslexia School Improvement Plan –Goal Area III: Special Populations (e. Dyslexia Program) –Strategies: “newly prescribed changes in procedures and activities in response to the needs assessment” –Evaluation: how you will monitor progress or your plan 21

22. Contact and Support Information Dr. Natalie Blasingame, Asst. Supt., Interventions Office, nblasing@houstonisd.org nblasing@houstonisd.org Dr. Jennifer D. Montgomery, RtI Manager, Interventions Office, jmontg10@houstonisd.org jmontg10@houstonisd.org http://www.houstonisd.org/Page/125988 22

23. THANK YOU