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Addressing the Literacy Crisis: Creating a School-Wide Dyslexia Assessment Plan_x000D_
For the past several years, one issue has commanded education headlines nationwide: Two-thirds of 4th and 8th grade students in the U.S. are not proficient readers (National Center on Education Statistics, 2024). At the forefront of the response to this literacy crisis are those advocating for students with dyslexia—because what works for students with dyslexia works for every student learning to read. Educators are often tasked with identifying dyslexia in individual students, but what is needed are assessment plans that work school-wide. How can educators design and implement such plans, given the strain on resources and the many competing regulations and guidelines? _x000D_
This session offers a five-step framework designed to help educators: _x000D_
• locate relevant national, state, and local requirements for dyslexia evaluation and response; _x000D_
• evaluate the school’s current dyslexia screening, intervention, and assessment processes; _x000D_
• collaborate with school leaders to design a school-wide plan that involves universal dyslexia screening, targeted interventions, comprehensive assessment for those with high dyslexia risk, and progress-monitoring; _x000D_
• identify multidisciplinary team members, evidence-based tools, and other resources needed to implement the plan; and _x000D_
• marshal support among parents, administrators, and district personnel. _x000D_
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The presentation will begin with an overview of the national legislative and advocacy landscape. Once educators have a basic understanding of overarching priorities, they will learn where to find their state and local mandates and guidelines. In this session, the instructor will guide participants through online resources including state education agency dyslexia pages, Decoding Dyslexia chapters, and state dyslexia handbooks. The aim is to enable educators to understand their own state’s policies as well as to learn new concepts and possibilities from other states. _x000D_
Before designing a school-wide plan, it is vital that educators review current processes within their districts or schools, working with school literacy leaders from the earliest stages of planning to improve buy-in among their colleagues. For many educators, this will be an opportunity to learn more about how RTI, MTSS, and other models have shaped the response to dyslexia in their school thus far. According to the National Center on Improving Literacy, response to intervention (RTI) plans have evolved since they were originally designed (Berkeley et al., 2020). _x000D_
All 50 states offer guidance to districts related to multi-tiered systems of support (MTSS), and 39 states have a systematic model in place. Equipped with a better understanding of how their school currently addresses dyslexia, educators can conduct a needs assessment to identify any gaps that currently exist. A needs assessment helps schools: _x000D_
• understand how well their existing processes and services are meeting their students’ needs; _x000D_
• identify systemic strengths and weaknesses; and _x000D_
• prioritize future actions. _x000D_
To design a comprehensive dyslexia assessment plan, educators will need to include four essential, evidence-based components: screening, progress monitoring, multi-level prevention system, and data-based decision making. It is imperative that a comprehensive structured literacy instructional plan be in place for all students. Effective assessment practices should also be employed, including universal screening, diagnostic assessment, and progress monitoring. To aid in this process, state departments of education offer approved test lists. Tiered intervention offerings, data reviews, and a clear path for access to more intensive supports are also essential in helping students with dyslexia progress, whether they are in general or special education (Miciak & Fletcher, 2020). _x000D_
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Several free resources can be tapped to aid educators in this process. The Center on Multi-Tiered System of Supports and the National Center on Improving Literacy both offer frameworks, supporting research, implementation guides, partnerships, and many other free resources to keep educators from having to “reinvent the wheel.” _x000D_
After assessing needs and outlining an evidence-supported plan, school psychologists will explore the process of resource mapping. Resource mapping can help schools/districts understand the broader offering of supports and resources available to students and families (National Center for School Mental Health, n.d.). These resources or assets include knowledgeable people within the school, community, and district, as well as monetary supports, professional development resources, assessment tools, and other information systems to help track data. _x000D_
With an evidence-based, collaboratively designed school-wide plan on the table, educators can be instrumental in getting buy-in from the stakeholders schools serve. Partnering with advocacy organizations such as Decoding Dyslexia can help win parent participation, which is key for student success. The presenter will also offer further guidance on winning support from other educators throughout the school. _x000D_
While special educators cannot tackle this process alone, they can act as leaders and liaisons throughout the process. Special educators can help schools evaluate their screening and assessment processes and plan ways to utilize available resources to create a plan that effectively addresses dyslexia—and the broader literacy crisis. _x000D_
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References_x000D_
Berkeley, S., Scanlon, D., Bailey, T. R., Sutton, J. C., & Sacco, D. M. (2020). A snapshot of RTI implementation a decade later: New picture, same story. Journal of Learning Disabilities, 53(5), 332–342. https://doi.org/10.1177/0022219420915867 _x000D_
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Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343–353. https://doi.org/10.1177/0022219420906801 _x000D_
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National Center on Education Statistics. (2024, March 5). Reading. https://nces.ed.gov/nationsreportcard/reading/ _x000D_
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National Center for School Mental Health. (n.d.) Needs assessment & resource mapping. https://www.schoolmentalhealth.org/resources/needs-assessment--resource-mapping/ _x000D_
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