Dyslexia NOW! By Mrs. Murray Bergman, M.S.Ed

slide1. Dyslexia NOW!

By Mrs. Murray Bergman, M.S.Ed
Section 504/Dyslexia Coordinator CCISD<br>
slide2. Dyslexia
- by 10 year old Dyslexic student in UK I am stupid
Nobody would ever say
I have a talent for words
I was meant to be great
That is wrong
I am a failure
Nobody could ever convince me to think that
I can make it in life

NOW READ UP<br>
slide3. 1. What is Dyslexia2. Neurology of Dyslexia3. Dyslexic Experience4. Symptoms of Dyslexia 5. Screening6. Referrals7. Section 504 versus SPED for Dyslexia8. Evaluations9. Standard Protocol Intervention 10. Instructional Accommodations11. COVID considerations Training Agenda<br>
slide4. What is Dyslexia? Texas Education Code (TEC) §38.003 defines dyslexia and related disorders in the following way: “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. “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

TEC §38.003(d)(1)-(2) (1995)

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003<br>
slide5. Dyslexia<br>
slide6. Neurological in Nature “The right hemisphere of the brain is known as the creative side. It is primarily responsible for creativity, imagination, and musical awareness. This side “thinks” holistically and in pictures rather than words. This larger, more dominant hemisphere is the reason why dyslexics are known to have strengths relating to creativity.

The left hemisphere of the brain is known as the language center side of the brain. Its primary function is to process language both written and spoken. This side “thinks” methodically. It has been proven that the left hemispheres of dyslexic brains are not damaged in any way. The reason dyslexics struggle so much with processing language is due to the right hemisphere being dominant.

In a non-dyslexic, left dominant brain, the language comes into the brain and goes to the left side to be processed like it was intended to. In a right dominant brain, the language comes in and goes to the right side and the right side doesn’t recognize it so it sends it to the left side to be processed. This process takes time and the information can sometimes get lost in transit. This is the reason why it can take dyslexics longer to process language information.”-Joellyn Hartley, Dyslexia Specialist<br>
slide7. What does it feel like to be a student with Dyslexia? Although there is no one experience that all dyslexic students have, this is a simulated experience. Often times letters change shape, and words change.

Because of the neurological aspect of dyslexia, it is often seen as a spectral disorder. There are some severe cases, and others may never even be identified.

Overall the common statistic accepted in the field is that one in nine students have a form of dyslexia.

It is our duty as educators to identify, evaluate, and service these students accordingly.<br>
slide8. Symptoms in Kinder-1st Difficulties
Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog
Does not understand that words come apart
Complains about how hard reading is; “disappears” when it is time to read
A history of reading problems in parents or siblings
Cannot sound out even simple words like cat, map, nap
Does not associate letters with sounds, such as the letter b with the “b” sound
Strengths
Curiosity
Great imagination
Ability to figure things out; gets the gist of things
Eager embrace of new ideas
A good understanding of new concepts
Surprising maturity
A larger vocabulary than typical for age group
Enjoys solving puzzles
Talent for building models
Excellent comprehension of stories read or told to him
© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123<br>
slide9. 2nd grade-High School Reading
Very slow in acquiring reading skills. Reading is slow and awkward
Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word
Doesn’t seem to have a strategy for reading new words
Avoids reading out loud
Speaking
Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object
Pauses, hesitates, and/or uses lots of “um’s” when speaking
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Mispronunciation of long, unfamiliar or complicated words
Seems to need extra time to respond to questions<br>
slide10. 2nd grade-High School School and Life
Trouble remembering dates, names, telephone numbers, random lists
Struggles to finish tests on time
Extreme difficulty learning a foreign language
Poor spelling
Messy handwriting
Low self-esteem that may not be immediately visible
Strengths
Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
Learning that is accomplished best through meaning rather than rote memorization
Ability to get the “big picture”
A high level of understanding of what is read to him
The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks
Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is developed that allows for reading in that subject area
A surprisingly sophisticated listening vocabulary
Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing
© Sally Shaywitz, Overcoming Dyslexia, pp. 123–125<br>
slide11. Screening "The Importance of Early Screening If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition. The persistent achievement gap poses serious consequences for dyslexic readers, including lower rates of high school graduation, higher levels of unemployment, and lower earnings because of lowered college attainment. Implementing effective reading programs early, even in preschool and kindergarten, offers the potential to reduce and perhaps even close the achievement gap between dyslexic and typical readers and bring their trajectories closer over time.”
—Ferrer, et al., Achievement Gap in Reading Is Present as Early as First Grade and Persists through Adolescence, 2015

“In 2017, the 85th Texas Legislature passed House Bill (HB) 1886, amending Texas Education Code (TEC) §38.003, Screening and Treatment for Dyslexia,1 to require that all kindergarten and first-grade public school students be screened for dyslexia and related disorders. Additionally, the law requires that all students beyond first grade be screened or tested as appropriate.”(The Texas Dyslexia Handbook, pg.<br>
slide12. Screening "Texas Education Code §28.006, Reading Diagnosis, requires each school district to administer to students in kindergarten, first grade, and second grade a reading instrument to diagnose student reading development and comprehension. This law also requires school districts to administer a reading instrument at the beginning of seventh grade to students who did not demonstrate reading proficiency on the sixth-grade state reading assessment.”

These screenings will occur throughout the year using M-Class and/or Dibels evaluations for the lower grades. More guidance will come throughout the year.<br>
slide13. Per Texas Dyslexia Handbook 2018, we use the Universal Screener for reading and dyslexia as a tool in determining testing of studentsThere is no one set of data that a referral committee should use for determination of testing qualification.  Test grades, reading screeners, classroom observations, dyslexia characteristic checklists, along with observations from the parents and school employees about the student’s struggles should all be taken into consideration.The RTI committee, Universal Screening committee, or Section 504 referral committee needs to look at the quantitative and qualitative data and determine how the student’s education is being substantially limited and what educational tools and intervention has been used and to what success levels?<br>
slide14. Something to Consider When we are simply looking at if a child may possibly be dyslexic there is no one piece of data we can use.
Often times dyslexic students are GT and very bright. They often learn coping mechanisms early in their education to hide their “secret”. They over compensate by earning high marks. The question is, at what price?
When you hear a parent stating that their 2nd grader is taking 4 hours to complete homework, or having melt downs when asked to write appropriate amounts or having mistakes corrected, that is something to consider.
When you see writing that is missing vowels completely, or writing phonetically at an older grade, that is something to consider.
When the student has above age appropriate vocabulary and is extremely articulate, but cannot write what they just talked to you about or read appropriate text, or decode multi syllable words, that is something to consider.<br>
slide15. Referrals There are a few ways students are referred for Dyslexia Evaluation in CCISD.
First through the state mandated Kinder, 1st and 7th grade screening process at certain times of the year.

Through the RTI process, if the committee determines the child is not making appropriate growth in reading, writing or spelling, or showing symptoms of being a student with dyslexia.

If a parent requests dyslexia testing, a committee will convene and review the appropriate data to determine if testing is appropriate.

The determination of if the testing is going to be conducted by Section 504 or by the Special Education department then the campus counselor will begin the referral process.<br>
slide16. Referrals This flowchart can be accessed through the counselor’s Canvas page.
There must be data to support the evaluation of the student suspected.
For the Kindergarten and 1st grade screening process, CCISD will be using M-Class and Dibels data per TEA recommendations.
There is no magical amount of time a student must be in RTI before they can have data reviewed for possible dyslexia evaluation.<br>
slide17. Section 504 versus Special Education A child with a disability is not automatically eligible for special education and related services under IDEA. The key phrase is "who, by reason thereof, needs special education and related services."Does your child's disability adversely affect educational performance?To be eligible for a free, appropriate public education (FAPE) under the IDEA, the child must have a disability and must need special education and related services.
https://www.texastribune.org/2018/02/26/texas-services-dyslexia-students/

“The law requires schools to evaluate students for special education when teachers or parents suspect they may have a learning disability that warrants the additional services.
Students with varying levels of dyslexia are eligible for special education and can receive services and tools to access the curriculum, such as voice dictation technology or help from an aide. They can receive that help in regular classes or in separate special education classes, and their parents are guaranteed certain legal rights to collaborate on the school’s decisions.
Many Texas educators told federal investigators they interpreted state policy to mean that students couldn’t qualify for special education unless they had a second disability along with dyslexia. But that interpretation of policy violates federal law, the January federal report says.
Many educators lack training to know when they should refer struggling learners to special education. A student with dyslexia could be directed through drastically different plans of action depending on his or her individual district, school or even teacher.” (Texas Tribune, 2018)<br>
slide18. Section 504 versus Special EducationLet’s break this down Section 504
School suspects student has dyslexia and screens for characteristics and finds that student does show signs of dyslexia

Student is evaluated under Section 504

Committee determines that student can be given FAPE through Standard Protocol Dyslexia Intervention and an Individual Accommodation Plan (IAP) with no need for further intervention for other learning concerns.

Every Section 504 committee meeting reviews students success in dyslexia intervention and with classroom accommodations. If student is struggling in a way that is substantially limiting their access to success in education with quantitative data to show areas of need then committee may refer to special education for further review. Special Education
School suspects student has dyslexia or reading impairment that is substantially limiting their access to education with quantitative data and observations showing areas of need.
Student is evaluated under Special Education
ARD committee determines that student can be given FAPE through an Individual Education Plan (IEP), Standard Protocol Dyslexia Intervention, and other interventions to address IEP goals.
ARD Committee reviews student’s success and growth each meeting and when student has mastered goals and is at grade level expectations, committee may refer student to support directly through Section 504 for academic support through accommodations<br>
slide19. Evaluations “Science has moved forward at a rapid pace so that we now possess the data to reliably define dyslexia, to know its prevalence, its cognitive basis, its symptoms and remarkably, where it lives in the brain and evidence-based interventions which can turn a sad, struggling child into not only a good reader, but one who sees herself as a student with self-esteem and a fulfilling future.”
—Shaywitz, S.E. Testimony Before the Committee on Science, Space, and Technology, U.S. House of Representatives, 2014<br>
slide20. Determinations "If the student has dyslexia, the Section 504 committee also determines whether the student is eligible under Section 504.
A student has a disability under Section 504 if the physical or mental impairment (dyslexia) substantially limits one or more major life activities, such as the specific activity of reading (34 C.F.R. 32 §104.3(j)(1)).
If the Section 504 committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student, eligibility for Section 504 services related to the student’s other condition or disability should be considered. Based on the student’s pattern of performance over time, test evaluation results, and other relevant data (e.g., RTI and classroom data, observations, etc.) the committee will determine whether the student meets Section 504 eligibility criteria.
For eligible students, the Section 504 committee will develop the student’s Section 504 Plan, which must include appropriate reading instruction as appropriate to meet the individual needs of the student. Appropriate reading instruction includes the components and delivery of standard protocol dyslexia instruction identified in Chapter IV: Critical, Evidence-Based Components of Dyslexia Instruction.
The Section 504 committee will also consider whether the student requires additional accommodations and/or related services for the provision of FAPE.”
-Per The Texas Dyslexia Handbook 2018<br>
slide21. Standard Protocol Instruction “ SBOE rules in 19 TAC §74.28 require that each school must provide an identified student access at his/her campus to an instructional program that meets the requirements in SBOE rule and to the services of a teacher trained in dyslexia and related disorders. While the components of instruction for students with dyslexia include good teaching principles for all teachers, the explicitness and intensity of the instruction, fidelity to program descriptors, grouping formats, and training and skill of the teachers are wholly different from core classroom instruction and must be considered when making individual placement decisions.” 
(The Texas Dyslexia Handbook 2018, pg. 51)

In CCISD’s adopted elementary English curriculum, there is a section of curriculum used solely for K-5 reading intervention.  This section is referred to as the “Pink Group” by Classroom teachers and Reading Interventionists. When evaluated through the scope of dyslexia standard protocol instruction, otherwise known as SPI, these materials meet the legal and educational needs of this population of students.  The intervention addresses phonemic awareness, phonics/word student, high frequency word study, handwriting, automatic word reading, comprehension, fluency, and decoding while using SPI teaching practices including a multisensory approach in a  small group setting.  It is set in grade appropriate scope and sequence and would allow the student to master these vital reading and spelling skills in an equitable manner to their counterparts identified as needing added support through special education.  For 6-8th grade the dyslexic identified student may be placed in the Language Live class for SPI and 9-10th grade students would be placed in Rewards program if committee deems this appropriate.

The Section 504 Committee may determine the student needs both for intervention and accommodations.<br>
slide22. Accommodations A student’s Individual Accommodation Plan allows the student to access their education and show their comprehension of such in an equitable way.
Accommodations do not change or alter curriculum or TEK expectations. Instead, Accommodations are changes made within the classroom setting to allow the student equability within classroom learning.
The committee just needs to ask themselves every meeting “Where is the substantial learning limited and how can we use classroom accommodations to help the student to be successful? Who will offer this accommodation and how will we track the success of this accommodation?” We want accommodations that address the reading, spelling and writing challenges but we may also need accommodations that address:
presentation
response
setting
note taking
anxiety and test taking
timing/scheduling
organization
study strategies
state and national exams<br>
slide23. Technology is here to help! Speech to text technology like on Google VoiceNote
Kurzweil software-"Students can highlight different colors, add sticky and voice notes, and extract all the notes and highlights into a separate study guide," she said. "Files can also be exported into sound files like mp3.“
Livescribe Smart pen-computerized pen that allows students to record what is being said, as well as what they are writing.
Franklin Speller-mini electronic speller with print and cursive
ClaroPDF-reads PDF with synchronized highlighting
Voice Dream Reader-it contains multiple visual and auditory options to customize the experience Listening to reading is STILL READING
WhisperSync
Audiobooks-Immersion Reader
VOICEText by Learning Ally Writing:
Ginger Page: catches non traditional spelling errors using context

Snaptype Pro: turns worksheets into typeable and fill in the blank forms

Inspiration Maps: allows visual brainstorming electronicaly<br>
slide24. COVID-19 Considerations The Office of Civil Rights and TEA have very clearly stated the following when it comes to students with dyslexia and virtual learning:
It is the school’s responsibility to still offer instructional accommodations and FAPE.
It is the schools’ responsibility to offer standard protocol dyslexia instruction virtually. If not the school may be responsible for compensatory services, even if the student is identified as a Section 504 protected student, not a student in special education.
Per the OCR letter dated March 21,2020 “ensuring compliance with the Individuals with Disabilities Education Act (IDEA), † Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act should not prevent any school from offering educational programs through distance instruction. “
It is the school’s responsibility to identify and when safely possible, evaluate students for dyslexia and begin SPI and offer classroom accommodations either virtually or in person depending on the student’s educational location.<br>
slide25. COVID-19 Accommodations In Person Oral Administration
Speech to Text technology for writing
Chunking work for comprehension
Extra time for completion by 1 day
Graphic Organizer Online Immersion Reader in CANVAS, teacher reads test and places MP file in classroom for student to use
Student can continue to use multiple technology outlets for writing success
Teacher assigns one worksheet or assignment at a time, and once student completes that they may start the next one with directions.
Student’s assignment does not lock at 11:59 same day, instead teacher keeps open until 11:59 next day.
Teacher role models using graphic organizer in lesson and then places same organizer in document for student to use<br>
slide26. Thank you for your time! Persons with dyslexia make up 50% of NASA staff.
25% of all Fortune 500 CEOs are dyslexic
60% of all self made millionaires are dyslexic

Dyslexic strengths include:
 Good problem solvers.
 Creative.
 Observant.
 High levels of empathy.
 Excellent big-picture thinkers.
 Good at making connections.
 Strong narrative reasoning.
 Three-dimensional thinking.
Let’s make CCISD the place for every Dyslexic student to SHINE!<br>