1. Allyson Dawson

2. 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 form 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. (Adopted by the International Dyslexia Assoc. Board of Directors, 11-12-02).

3. From the definition: …It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

4. Phonology affects Decoding, Decoding affects Accuracy and Accuracy affects Spelling.

5.  PreK-K  K-2  2-3 Documentation- TPRI, RTI logs, Reading Records, STAR, District level assessments, TAKS data

6. Grade 2 Grade 3

7.  Early Grades Pre-K-K  talk later than others  Difficulty rhyming  Difficulty pronouncing words  Poor memory for nursery rhymes and chants  Slow to add new vocabulary words or have difficulty recalling the right word  Difficulty learning numbers, days of the week, colors/shapes and how to spell his own name

8.  Primary Grades K-2 Phonemic skills: o Difficulty hearing isolated sound /m/ /a/ /n/ o Difficulty pulling words apart : snow/man Phonics skills: o Difficulty spelling phonetically

9. Phonics strong sight vocab.-poor use of phonetic rules o spelling tests o spontaneous writing

10. Grades 2-3 o Reads dysfluently (choppy, and slow/labored) o Relies on context to recognize words o Continues to have difficulty spelling phonetically o Continued difficulty reading words in isolation o Lacks reading strategies

11. Grades 2-5 Use of rules-prefixes, suffixes, irregular words

12.  Grades 4-H.S.  History of reading difficulty  Avoids reading aloud  Reads slowly, labored, dysfluent  Avoids reading for pleasure  Inadequate vocabulary  Difficulty spelling, resorts to using less complicated words in writing for easier spelling

13. Dyslexia is a Learning Disability. This is a serious label to place on a student. It is not intended for accommodation conveniences. Last year, 34 students were tested for Dyslexia.

14. We do not use the term “Dyslexia Tendencies” anymore. We are actually identifying a Learning Disability from the state definition and guidelines revised in 2007.

15. * Testing results stay in a child’s records for years and years. *A diagnosis of dyslexia does not require 504*

16. We use a 10 step process for referring students for dyslexia testing. Classroom teacher responsibilities prior to referral

17. TIER 1: CORE CLASS CURRICULUM TIER 2: SMALL GROUP INTERVENTION TIER 3: INTENSIVE INTERVENTION All students Homogeneous small group instruction (1:5–10) 10-15% of your students Identified students with marked difficulties who have not responded to Tier 1 and Tier 2 efforts *90 minutes per day or more *20 – 30 minutes per day in small group in addition to 90 minutes of core instruction *50 minutes per day in individual or small group instruction in addition to 90 minutes of core instruction Appropriate setting in the classroom or outside the classroom designated by the school Appropriate setting outside the classroom designated by the school

18. 1. RTI documentation by classroom teachers** 2. Classroom interventions with documentation based on RTI duration of time, and tutorials including your areas of need such as: fluency/accuracy, phonological awareness/memory 3. Reading Intervention –Keep in mind comprehension is NOT a primary characteristic of dyslexia according to the law or definition.

19. 4. Request a referral packet from the campus dyslexia contact.

20. Steps 5-8 involve the examiner, campus contact, and 504 coordinator only. 5. Testing 6. Examiner and committee discuss results and make recommendations 7. Parent Meeting is Scheduled 8. Attend parent meeting

21. 9. 504 coordinator gives paperwork to classroom teachers, parents, and the campus contact (me). 10. Test results and 504 paperwork are placed in student’s permanent record folder.

22. If a child does not qualify for dyslexia, the classroom teacher still provides intervention (steps 1-3). You have already targeted the areas of weakness by looking at history, and your documentation. Focus on those specific needs during required tutorials and tiger day times.

23. Teachers and parents receive notification that a student DNQ. If needed, you may look at all of the testing information located in the permanent record folder for more information.

24.  Brenda Taylor TEA State Dyslexia Coordinator  Region 10 website  August 3-5  Free  Registration begins May 1  Topics include:  Day 1: Preschool-grade 1  Day 2: Late Emerging grades 2-3; Language Dev. 3-5  Day 3: RTI and Dyslexia