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Dyslexia Program Review

This program evaluation assesses the strengths and weaknesses of the dyslexia program in Northwest ISD, ensuring alignment with the district's mission and goals.

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Dyslexia Program Review

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  1. Dyslexia program reviewFebruary 8, 2016

  2. Vision Statement: The best and most sought-after school district where every student is future ready: Ready for college Ready for the global workplace Ready for personal success Mission Statement: Northwest ISD, in partnership with parents and community, will engage all students in a premier education, preparing them to be successful, productive citizens. Northwest ISD

  3. Stephanie Espinosa, Ed.D.- Executive Director of Curriculum and Professional Development • Jennifer Alexander, Ed.D.- Executive Director of Student Services • Melissa DeSimone, Ph.D. – Director of Research, Assessment, and Accountability • Gina Lee – Director of Student Services • Sunni Johnson, Ph.D.- Coordinator of Elementary Language Arts acknowledgments

  4. The purpose of this program evaluation is multi-faceted: • Ensure program alignment with district mission, vision, and goals; • Assess strengths and weaknesses of the program; • Measure the success of the program in meeting its expressed goals; and/or • Result in improvements in or revisions to the program. Purpose of Report

  5. Texas Administrative Code Pertaining to serving students with Dyslexia and Related disorders: • §74.28. Students with Dyslexia and Related Disorders • §38.003.  Screening and Treatment for Dyslexia and Related Disorders • The Dyslexia Handbook (2014) published by the Texas Education Agency Legal requirements

  6. This evaluation is composed of data from the 2012-2013, 2013-2014, and 2014-2015 school years and will attempt to answer the following questions: • What is the referral and identification process for the dyslexia program? • What is the continuum of services for students receiving services for dyslexia? • What are the instructional support strategies for students with dyslexia currently in place? • What level of progress are students in the dyslexia program making? Research questions

  7. What is the referral and identification process for the dyslexia program? Question #1

  8. Response to Intervention • Tiered intervention process to support individual student learning • Referral Process (All Grades) • Parents or Campus may make a referral • Campuses have Student Support Teams (SST) to review student needs Summary of findings:

  9. Summary of findings: • Screening (Grades K-2) • Gray Oral Reading Test-5 (GORT-5) • Comprehensive Test of Phonological Processing (CTOPP) • Kaufman Brief Intelligence Test (KBIT-2) • Woodcock Reading Mastery Tests (WRMT- III) • Test of Written Spelling (TWS)

  10. Summary of findings: Total Number of Referrals and Total Number of Students who Qualified for Services

  11. SUMMARY OF FINDINGS Number Referrals and Qualified with Percentage of Identification by Grade

  12. In 2011-2012, NISD was serving 402 students. In the three year timespan of the study, 551 students were referred and an additional 343 students have qualified for services. This is a 46% increase in the number of students receiving services for dyslexia. • In 2012-2013 there were 88 parent referrals and in 2014-2015 that number had increased to 167. Of the 167 students referred by parents in 2014-2015, 102 students qualified. Summary of findings

  13. Summary of findings • Strengths • A comprehensive battery of assessments in place • Campus referrals go through a rigorous level of teacher intervention as well as a committee (SST) review before testing • Opportunities • A reflective look at the RtI process and the interventions teachers are using to identify students for referral

  14. What is the continuum of services for students receiving services for dyslexia? Question #2

  15. Traditionally, the majority of dyslexia students have been identified and served through a pull-out program at the elementary level. This instructions in generally done by the campus STAR teacher, who receives annual training on reading instruction and monitors the progress of the students. Secondary campuses also offer a course for increased intervention, although most students receive services through accommodations from their classroom teachers as part of their individual 504 plan. Summary of findings:

  16. Pull Out Models: • The Integrated Curriculum recommendations are as follows: • Rite Flight and SIPPS • The lessons were written for 30-45 minutes, but most choose to do 30 minutes four days a week. • Recommend no more than five to a group. • The Take Flight (Clara Love Elementary and Hughes Elementary) recommendations are as follows: • The lessons are written for 45 minutes five days a week or one hour four days a week. • The Scottish Rite Hospital recommends no more than 6 per group. Most of NISD groups are 2-3 because of scheduling. Summary of findings:

  17. Summary of findings Dyslexia Students being served through pull-out services by an interventionist

  18. Summary of Findings: • Strengths • Time intervals and schedules of services vary to meet student needs • Up to date teacher training to provide the best instruction available • Opportunities • Additional information regarding the Integrated Curriculum Model vs The Take Flight Model of instruction is needed to bring consistency to the program • Secondary interventions may be needed to address needs of the students

  19. What are the instructional support strategies for students with dyslexia currently in place? Question #3

  20. Elementary Pull-Out Instruction: • The majority of students have been instructed using the Systematic Instruction in Phonemic Awareness, Phonics and Sight Words (SIPPS) for the past 3 years. • During the current school year, both the Take Flight and Rite Flight trainings and resources have been utilized, but it is still too early to gain reliable results of significant changes. • Secondary Students: • The vast majority of secondary dyslexia students are serviced through 504 accomodations in their regular education classrooms. Summary of findings:

  21. Summary of Findings • Strengths • A wide-variety of accommodations are available to teachers and students through 504 • The pull-out, direct instruction models target small groups of students (usually less than 5) • Opportunities • At the secondary level, with very few students receiving direct instruction for dyslexia, there may be opportunities to support teachers through additional professional development.

  22. What level of progress are students in the dyslexia program making? Question #4

  23. Summary of findings: DRA2 Growth 2011-2012 to 2014-2015

  24. Summary of findings: STAAR Reading 2011-2012 to 2014-2015

  25. Summary of Findings • Strengths • Dyslexia students that are in NISD continue to show steady progress in reading on standardized tests • Opportunities • Further study is needed to assess the growth in reading for dyslexia students as compared to the general population of NISD students.

  26. Further study regarding the identification/referral process for dyslexia including the overall RtI program for the District. • Conduct a second survey of dyslexia teachers to determine their perceptions of the implementation of new trainings and resources as well as look at the results of their students for the 2015-2016 school year. • Further study at the secondary level is needed to monitor and assess the progress of dyslexia students that are receiving accommodations through 504 plans. A determination of professional development needs that would allow teachers to provide more effective accommodations may be needed. Recommendations:

  27. A recommendation of a primary resource and training for elementary pull-out services should be made after end-of-year assessments. The SIPPS program, the Rite Flight, and the Take Flight programs are the programs being most frequently implemented and a concentrated area is needed to bring consistency and fidelity to the program. • There is a need to compare the growth each year of dyslexia students in reading compared to the general population’s growth. NISD would benefit from determining if the reading gap is getting larger or smaller between the two groups. Recommendations:

  28. The Curriculum and Instruction Department will prioritize the recommendations to be placed in the District Improvement Plan for the 2016-2017 School Year. • A copy of the full report can be found at: Full Dyslexia Program Review Next steps

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