1 / 34

ALSDE-structured literacy & dyslexia support updates

ALSDE-structured literacy & dyslexia support updates. Alabama State Board Work Session May 9, 2019. Timeline. • April 8, 2015 State Board of Education Resolution in Support of Dyslexia Services. • August 2015 Dyslexia Resource Guide Developed. • October 8, 2015

yocum
Download Presentation

ALSDE-structured literacy & dyslexia support updates

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ALSDE-structured literacy & dyslexia support updates Alabama State Board Work Session May 9, 2019

  2. Timeline • April 8, 2015 State Board of Education Resolution in Support of Dyslexia Services • August 2015 Dyslexia Resource Guide Developed • October 8, 2015 Dyslexia Revisions to the Alabama Administrative Code (AAC) • 2009-2010 MSLE Grant Funding Begins in Special Education Section, Cohorts 1-4 • 2015-2016 MSLE Grant Funding Begins in ARI Section, Cohorts 5-7 • January 2016 – May 2017 Dyslexia Awareness Simulation Professional Learning Sessions (119 LEAs) • May 2016 FY2017 Budget Reduced Regional ARI Staff from 67 to 26 & Restricted to 3rd Grade in Tier II Schools • July 2016 MEGA Conference, Dyslexia, and the RtI Process for Administrators

  3. • October 2016, 2017, 2018 Dyslexia Awareness Month Memorandum Timeline • Summer 2017 FY2018 Budget Reduced ARI Regional Staff to Zero (0) Leaving 7 ARI State Staff to Support 137 LEAs • June – August 2017 LEA Train the Trainers, Dyslexia Awareness Simulation Training • Summer 2018 FY2019 Budget Partially Restored ARI Regional Staff from 0 to 9 Fulltime Regional Staff • July 2018 Alabama Campaign for Grade-Level Reading Visit to Mississippi DOE • September 2018 ALSDE State Superintendent Convenes ALSDE Team to Update State’s Dyslexia Comprehensive Support in Alignment with AAC • November 2018 Development of Alabama’s MSLE-Trained Teacher Database • December 2018 Dyslexia Advisory Council Meeting – Share DRAFT ALSDE Dyslexia Planning Updates

  4. • December 2018 - January 2019 Identification of Dyslexia Learning Lab Schools (11) by RIC & CSI Elementary Schools (25 – 30) Support Timeline • February – March 2019 Structured Literacy & Dyslexia Support Professional Learning Sessions • April – May 2019 ARI On-Site Planning Meetings with Dyslexia Learning Lab & CSI Schools to Review Journey to Success Guide and Plan for Future Support • June 2019 Structured Literacy Professional Learning Session in all 11 Regional Inservice Center Regions • July 2019 MEGA Conference Structured Literacy Professional Learning Sessions for Teachers & Administrators

  5. Alabama Administrative Code Companion Resource Alignment Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support AAC Component 19. a. 2. RTI refers to an instructional framework that promotes a well-integrated system connecting general, gifted, supplemental, and special education services in providing high-quality, standards-based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs. RtI combines core instruction, assessment, and intervention within a multi-tiered system to increase student achievement and reduce behavioral problems.

  6. Alabama Administrative Code Companion Resource Alignment Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support Alabama’s Multi-Tiered System of Supports Flowchart AAC Component 19. a. 2. b. …to review data-based documentation regarding students’ progress regularly, advise teachers on specific interventions matched to student needs, and communicate with parents regarding student intervention needs being provided. 19. a. 2. c. The PST will analyze screening and progress-monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students with academic and/or behavioral difficulties, including those students who exhibit the characteristics of dyslexia.

  7. Alabama Administrative Code Companion Resource Alignment Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support Dyslexia Resource Guide ALSDE-Structured Literacy & Dyslexia Support Document DRAFT AAC Component 19. a. 2. d. …to rule out the lack of appropriate instruction in reading or math including the essential components of reading instruction or LEP, as the determining factor in the eligibility decision. 20. Definition of Dyslexia 20. a. The ALSDE will make available a dyslexia-specific training accredited by the IDA to prepare individuals to implement multisensory structured language teaching techniques and strategies.

  8. Alabama Administrative Code Companion Resource Alignment Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support Dyslexia Resource Guide AAC Component 20. b. PD regarding dyslexia and implications for classroom teachers, will be provided. The PD should target dyslexia awareness training, dyslexia screening, dyslexia-specific classroom strategies, academic accommodations, and use of assistive technology. 20. c. Students will be screened for characteristics of dyslexia using screening instruments currently in place for use in public schools.

  9. 20. b. PD regarding dyslexia and implications for classroom teachers will be provided. 2016 – 2019 1. Dyslexia Teacher Learning Opportunities Through eLearning: REA6451: Dyslexia: How To Identify It and What To Do Objectives: Awareness of and characteristics of dyslexia; how to identify dyslexia, necessity of early identification and intervention; understanding of how to instruction of reading, spelling, and writing for children with and without dyslexia; understand set of skills to know how to assist students in coping with specific weaknesses in concentration, memory, and organization to assist in management of dyslexia; and exploration of positive aspects of individual with dyslexia Teacher/Administrator Impact: 846 teachers/administrators enrolled; 618 completed = 73% passing rate • PLUACLD424: ARI Instructional Support Plan for Struggling Students Objectives: Research and understand how to support struggling students, including students with dyslexia, and the Dyslexia Resource Guide; determine mid-year universal screener screening process; formulate a structure for faculty and staff to participate in Dyslexia Simulation Training; collect and analyze student screening data; make adjustments to classroom instruction; and determine how faculty will work in PSTs Teacher/Administrator Impact: 49 teacher leaders/administrators completed

  10. 20. b. PD regarding dyslexia and implications for classroom teachers will be provided. 3. PLUACLD436: ARI Instructional Support Plan for Struggling Students Objectives: Research and understand how to support struggling students, including students with dyslexia, and the Dyslexia Resource Guide; dyslexia-specific screening; accommodations to instruction; multisensory classroom strategies; assistive technology; tiered intervention practices; and participate in PST to develop a support plan for instruction and intervention and develop a structure for communicating results and support plans to parents Teacher/Administrator Impact: 18 teacher leaders/administrators completed • PLUACLD447: ARI Instructional Support Plan for Struggling Students Objectives: Research and understand how to support struggling students, including students with dyslexia, participate in dyslexia simulation training; partner with a school to review their RtI plan and determine updates needed based on October 2015 AAC revisions; support PST in analysis of screening data; develop a plan to coach classroom instruction and intervention; complete a coaching cycle and video the side-by-side portion highlighting one of the following: accommodations, multisensory classroom strategies, assistive technology, or tiered intervention Teacher/Administrator Impact: 29 teacher leaders/administrators completed

  11. Alabama Administrative Code Companion Resource Alignment Dyslexia Resource Guide ALSDE Structured Literacy & Dyslexia Support Guide DRAFT Alabama’s Multi-Tiered System of Supports Flowchart AAC Component 20. d. Based on screening results, the PST will analyze screening and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students with academic and/or behavior difficulties, including those students who exhibit the characteristics of dyslexia. Guidance may include suggestions of appropriate tiered interventions, dyslexia-specific interventions, academic accommodations as appropriate, and access to assistive technology. The dyslexia-specific intervention, as defined in AAC Rule 290-3-1-.02(20) (f) and described in the Dyslexia Resource Guide, shall be provided by an individual who has expertise in providing dyslexia-specific interventions.

  12. Alabama Administrative Code Companion Resource Alignment Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support AAC Component 20. e. The PST will notify the parents of the results of the dyslexia-specific screening, will provide parents with a copy of the goals of the dyslexia-specific intervention plan and with data-based documentation regarding the student’s progress on a regular basis. Independent dyslexia evaluations provided by a parent or guardian to the PST must be considered by the members of the PST.

  13. Alabama Administrative Code Companion Resource Alignment Dyslexia Resource Guide Response to Instruction (RtI): Alabama’s Core Support for All Students, Standards, Resources, Support ALSDE-Structured Literacy & Dyslexia Support Guide DRAFT AAC Component 20. f. Dyslexia-specific interventions shall mean evidence-based, specialized reading, writing, and spelling instruction that is multisensory in nature equipping students to simultaneously use multiple senses (vision, hearing, touch, and movement). Dyslexia-specific employs direct instruction of systematic and cumulative content. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Concepts must be systematically reviewed to strengthen memory. Components of dyslexia-specific intervention include targeting phonological awareness, sound symbol association, syllable structure, morphology, syntax, and semantics.

  14. Ida Framework for informed reading & language instruction: matrix of multisensory structured literacy programs Why was the Matrix Developed? • Aid decision-makers, practicing educators, and help parents gain access to one or more of the manyeffective sequential, multisensory, structured language programs • Enables consumers to see the similarities and differences among various approaches widely used in multisensory, structured language programs Why These Programs? • Underwent many years of development in both classroom and clinical use • Proven successful in teaching students to read, write, and use language when properly implemented • Repeatedly tested (over many years of classroom and clinical use) by practitioners who have met the training standards • Embodies similar principles of instructional design • Places strong emphasis on the necessity for teacher knowledge and teacher training

  15. Designed to be used in whole-class instruction and preventatively to prevent children from experiencing academic failure (Tier I) and small- group intervention (Tier II) • Provides more extensive instruction (Tier III) and favored by clinicians who work with students with severe reading disabilities • “Other programs, not on the matrix, have been proven effective for teaching specific skills to certain kinds of children at particular stages of reading development, but do not identify themselves as MSL programs.”

  16. “Certain programs that have been validated by research target some of these components (phonological awareness; vocabulary development; reading comprehension skills and strategies; beginning and advanced decoding skills, with spelling included; reading fluency; handwriting; grammar; written composition; and strategies for learning) but the strongest contain lesson formats in which these components are interrelated and taught in parallel strands.” • Additional materials and programs may be added to the matrix or included in a similar future matrix, as evidence permits.

  17. Program type Unique features Orton-Gillingham Approach Alphabetic Phonics Association Method Language! Lexia-Herman Method Lindamood-Bell Original MSL program for dyslexic learners; most other MSL programs are based on OG ALTA certifies individuals; ALTA Centers accredits Centers; CALP & CALT Precise artic of phonemes; cursive script; auditory training; delayed use of phonetic rults Comprehensive literacy curriculum (ESL included) Blind writing; behind back writing; sight word reading to metronome; practice software LiPS Program; Nancibell; Seeing Stars; Visualizing & Verbalizing for Language Comp. & Thinking

  18. Program type Unique features Project Read Slingerland Sonday System Sounds in Syllables Spalding Method Starting Over Wilson Fundations & Wilson Reading Complete ELA program; Staff development K-12 curriculum; effective with regular and special needs learners Designed for classroom; strong hand-writing component; screening tests; no specific materials All materials included; recommended for ELL; on-going; in-class; assessment; student-driven pacing Strong emphasis on syllable unit for reading and spelling, materials appropriate for all ages including adults Precise handwriting for establishing letter-sound relationships; sequence goes from phonemic awareness to writing/spelling to reading IMSLEC accredited; curricula K-adult; also program for children 6-16 with their parents Fundations; Geared to children K-3; Wilson Reading: upper elementary and adult with extensive controlled text for older students

  19. ALSDE Teacher knowledge & training • January 2016 – IDA Moved Beyond the Matrix to Shift Towards Teacher Training • Knowledge and Practice Standards for Teaching and Reading Second Edition: 2018 • Educator Training Initiatives Brief – Structured Literacy, An Introductory Guide, 2019 • Dyslexia in the Classroom: What Every Teacher Needs to Know • Implication for ALSDE Dyslexia Support • Three new anchor pieces for ARI Reading Coaches and Reading Teacher Professional Learning for DLL schools, CSI schools, and ARI Coaching Communities • Utilization of Alabama’s MSLE-Trained Educators to Collaborate and Co-Facilitate Professional Learning in districts and through RICs

  20. Alabama Administrative Code Companion Resource Alignment Dyslexia Resource Guide ALSDE Structured Literacy & Dyslexia Support Guide DRAFT AAC Component 20. g. Dyslexia interventionist refers to the teacher or individual who provides dyslexia-specific intervention. The dyslexia interventionist shall have successfully completed a certification training course OR shall have completed training in the appropriate implementation of the evidence-based, dyslexia-specific intervention being provided. 20. h. The ASDE, working with the Dyslexia Advisory Council, appointed by the SBOE shall develop and maintain a dyslexia resource guide for the use of LEAs, public schools, teachers, and grants.

  21. 20.g.The dyslexia interventionist shall have successfully completed a certification training course OR shall have completed training in the appropriate implementation of the evidence-based, dyslexia-specific intervention being provided.

  22. Alsde dyslexia Interventionist Certification option

  23. ALSDE MSLE-trained percentages LEAS: 14 SCHOOLS: 97 8% w/MSLE Trainer LEAS: 10 SCHOOLS: 126 8% w/MSLE Trainer LEAS: 12 SCHOOLS: 147 5% w/MSLE Trainer LEAS: 12 SCHOOLS: 99 2% w/MSLE Trainer LEAS: 08 SCHOOLS: 128 9% w/MSLE Trainer LEAS: 15 SCHOOLS: 124 15% w/MSLE Trainer LEAS: 13 SCHOOLS: 123 7% w/MSLE Trainer LEAS: 08 SCHOOLS: 99 2% w/MSLE Trainer LEAS: 15 SCHOOLS: 116 4% w/MSLE Trainer LEAS: 09 SCHOOLS: 156 4% w/MSLE Trainer LEAS: 21 SCHOOLS: 125 9% w/MSLE Trainer REGION 1 = UNA REGION 2 = ATHENS REGION 3 = AAMU REGION 4 = UA/UWA REGION 5 = UAB REGION 6 = JSU REGION 7 = UM REGION 8 = ASU REGION 9 = AU REGION 10 = USA REGION 11 = TROY

  24. Alabama CALP Trained - 2 Alabama CALT Trained - 39 https://www.altaread.org/members-directory.asp?action=search1

  25. Alsde dyslexia Interventionist Certification option

  26. Example Dyslexia interventionist programs Take flight Sonday system • Two-year OG-based curriculum taught 5 days a week (45 minutes a day) or 4 days a week (60-minutes per day) • 132 lessons with 230 hours of direct instruction • Comprehensive intervention for students with dyslexia • Designed for use by a CALT • For children 7 or older with dyslexia • Pre-Flight curriculum developed for students younger than 7 • OG teaching methodologies in Tier I, II, & III lessons • Tier I includes180 mini-lessons (Grades K – 5) designed to supplement core curriculum by filling the gap of incomplete phonics instruction left by the core curricula • Tier II/III lessons written using the traditional OG format • Includes quick diagnostic assessment to guide placement for intervention starting point & checkpoints every 2–3 weeks • Focuses on morphology, syllabication, Anglo Saxon, Latin, and Greek roots

  27. Alsde dyslexia-specific training: dyslexia LEARNING LABS • Region 1 • Tuscumbia City • – GW Trenholm PS • Region 3 • Boaz City Schools • Region 5 • Trussville City Schools • Region 2 • Blount County • – Blountsville EL • Region 6 • Oxford City Schools • – Oxford EL • Region 4 • Tuscaloosa City • – Verner EL • Region 7 • Sylacauga City Schools • Region 8 • Montgomery County • – Flowers EL • Region 9 • Lee County • – West Smith Station ES • Region 10 • Mobile County Schools • Region 11 • Pike County • – Pike EL

  28. Alsde-continued focus on structured literacy & dyslexia support Summer 2019 Finalize ALSDE Structured Literacy & Dyslexia Support Plan May 2019 Collaboration with REL to discuss future literacy supports June 2019 – June 2020 Collaborative efforts with DECE to expand LETRS training Fall 2019 Dyslexia Learning Labs & Elementary CSI schools On-Site Professional Learning & Support June 2019 Superintendents Primer at SSA 2019-2020 Ongoing research on dyslexia-specific screeners July 2019 ARI-Structured Literacy Professional Learning for Elementary Educators Spring 2020 Possible budget requests for FY2021 MSLE Cohort 8 based on comprehensive MSLE impact analysis and revised MOA

  29. REFERENCES Academic Language Therapy Association, Retrieved May 6, 2019, from ALTA website, https://www.altaread.org/members-directory.asp?action=search1 Administrative Code CH. 290-3-1 Public School Governance, Retrieved April 15, 2019, from ALSDE website, https://www.alsde.edu/sec/ari/Dyslexia/AAC%20Revisions%2010-8-15.pdf Alabama Dyslexia Resource Guide, October 27, 2016, Revision, Retrieved May 6, 2019, from ALSDE website, https://www.alsde.edu/sec/ari/Dyslexia/Dyslexia%20Resource%20Guide.pdf Dyslexia in the Classroom: What Every Teacher Needs to Know, Retrieved May 6, 2019, from IDA website, https://dyslexiaida.org/dyslexia-in-the-classroom/ Educator Training Initiatives Brief – Structured Literacy: An Introductory Guide, 2019, Retrieved May 6, 2019, from IDA website,https://dyslexiaida.org/structured-literacy-works-but-what-is-it-introducing-idas-new-structured-literacy-brief/ Framework for Informed Reading and Language Instruction: Matrix of Multisensory Structured Language Programs, Retrieved May 6, 2019, from IDA website, http://socal.dyslexiaida.org/wp-content/uploads/sites/21/2016/08/matrixForMultisensoryPrograms.pdf IDA Moves Beyond the Matrix, Retrieved May 6, 2019, from IDA website, https://dyslexiaida.org/update-on-idas-matrix/ Knowledge and Practice Standards for Teachers of Reading, Second Edition 2018, Retrieved May 6, 2019, from IDA website, https://dyslexiaida.org/knowledge-and-practices/ Response to Instruction (RtI) Alabama’s Core Support for All Students: Standards, Resources, and Supports, Retrieved May 7, 2019, from ALSDE website, http://web.alsde.edu/general/RESPONSE_TO_INSTRUCTION.pdf What is Take Flight?, Retrieved May 6, 2019, from The Written Word website, https://www.thewrittenwordtww.com/dyslexia-faq/what-is-take-flight/ Winsor Learning: Orton Gillingham Reading Intervention, Retrieved May 6, 2019, from Winsor Learning website, https://www.winsorlearning.com/research

More Related