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Dyslexia Advisory Council Meeting February 2019

Get the latest updates and resources on dyslexia, including department updates, professional learning opportunities, SPDG 2.0, and ACCESS Part 2 trainings. Register for the upcoming ACCESS Regional Trainings and learn about dyslexia-specific interventions, district reporting, and improving the accessibility of resources through the Professional Learning and Resources Website.

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Dyslexia Advisory Council Meeting February 2019

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  1. Dyslexia Advisory Council MeetingFebruary 2019

  2. Department Updates

  3. Updates • Professional Learning • SPDG 2.0 • ACCESS Part 2 Trainings

  4. ACCESS Regional Training Dates Feb 21: Murfreesboro, TN Feb 27: Jackson, TN Feb 28: Cookeville Mar 28: Lenoir City Mar 29: Kingsport

  5. Dyslexia Training Update

  6. Training Participants Those registered who had previously participated in a department dyslexia training:

  7. Training Registered Participants Total registered= 184

  8. Literacy Updates

  9. Teachers + Students + Materials Students learn primarily through interactions with teachers and instructional materials. “...instructional materials exercise their influence on learning directly as well as by influencing teachers’ instructional choices and behavior, which makes instructional materials all the more important.” Source: Chingos and Whitehurst (2012)

  10. English Language Arts Adoption

  11. Ready with Resources Network

  12. Legislative Report

  13. Next Steps

  14. Universal Screening Process

  15. Universal Screening and Progress Monitoring Request for Proposals (RFP) • Districts need optimal tools to screen and progress monitor students due to their part in high stakes decision making and Child Find obligations • District feedback about universal screening and progress monitoring tools indicated the desire to explore other options • Contracts with approved vendors expire July 2019 • Measures have changed since original RFP • Additional measures may have been developed since 2014 • “Say Dyslexia” legislation outlines specific requirements about screening involving characteristics of dyslexia

  16. What is the timeline of the RFP and what does it entail? • Collecting feedback on the RFP from department and district focus groups • Extensive review of submitted vendor proposals by a cross-divisional department team • Release of a list of department-approved vendors for universal screening and progress monitoring tools from which districts are encouraged to select

  17. How will the RFP impact districts? • Selection of universal screening and progress monitoring tools • Budgeting and resources • Supplemental IDEA progress monitoring funds

  18. Feedback • How do we continually help districts improve and refine their screening processes?

  19. Dyslexia-Specific Interventions

  20. Dyslexia-Specific Interventions Systematic and cumulative Explicit Multisensory Intervention Aligned to individual student need Language based

  21. Dyslexia-Specific Interventions Imagine this is a reading intervention you are considering purchasing for your district. Use the provided markers to identify the category of the characteristic. Systematic & cumulative Explicit Multisensory Language based Aligned to individual student need

  22. Feedback • How do we continue to support districts in improving and refining effective dyslexia-specific interventions?

  23. District Reporting

  24. District Reporting • Soft data pulls occurring periodically throughout the school year • Technical assistance shifting more towards refining “who” is being coded and not “if” students are being coded

  25. Professional Learning and Resources

  26. Website • In what ways can we make the current resources more accessible to districts through the website? • What avenues can the current resources be shared in order to increase access?

  27. Professional Learning • In what ways can professional learning facilitated by the department be more accessible to districts? • What key audiences need to be prioritized in building their knowledge? • What are ways we can optimize information getting to the school/teacher level? • How can we encourage districts to initiate and lead their own professional learning opportunities? • What does the specific focus of future professional learning need to center around?

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