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Act-Vocate for Dyslexia on Feb. 8 with Decoding Dyslexia Maryland!

12/22/2017

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Dyslexia Workshop Focuses on Maryland Law & Effective Instruction

11/21/2017

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On Sunday, November 19, parents and teachers listened to presentations at the Chelsea School to learn more about dyslexia.  The Next Steps for Dyslexia Networking Forum featured experts and informed parents who know the challenges of trying to “figure it out.”  Just as every learning difference has its unique elements, each family’s journey is also unique.  However, there are laws and resources that can help educators and families find the best path forward.  

The Next Steps Forum featured Attorney Nicole Joseph, with Nicole Joseph Law who provided attendees with an overview of special education law and rights under both the Individuals with Disabilities Education Act and the Rehabilitation Act (Section 504).  Ms. Joseph covered the special education process including identifying a disability; school system and outside evaluations; developing IEPs; reviewing progress; and options when there is disagreement and also included specific advocacy strategies for students with learning disabilities like dyslexia.

The next presentation, by Laura Schultz, Parent and Decoding Dyslexia Maryland State Leader, provided an overview of the Maryland State Department of Education Technical Assistance Bulletin on Dyslexia, Dysgraphia and Dyscalculia. She provided information on how interested families and teachers can use this document to ensure that students are identified and receive instruction and accommodations for success in school.  See the Facts Sheets page for more resources for families and schools.

Amy Siracusano, Literacy Integration Specialist, Calvert County Public Schools explained to attendees exactly what early effective instruction should look like.  Ms. Sircusano is a firm believer in making sure teachers are trained using structured literacy to teach all students how to read using diagnostic and prescriptive approaches to teach foundational reading skills.

Laurie Moloney, CALT,  DCIDA President explained what effective instruction would look like for a student with dyslexia and said that the more severe the dyslexia, the more comprehensive and intensive the intervention typically must be. She provided an overview of the specific elements of instruction that can dramatically improve outcomes for severely dyslexic students who struggle even after receiving a targeted intervention, including those considered to be Orton-Gillingham-based. 

About the Presenters:
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Nicole Joseph: Nicole provides legal representation for children with disabilities in the special education process from eligibility and IEP development through administrative hearings. She is also the proud parent of an amazing dyslexic child.

Amy Siracusano is a Literacy Integration Learning Specialist in Calvert County Public Schools and a teacher member of Decoding Dyslexia

Laurie is an academic language therapist in private practice serving moderately to severely dyslexic students.
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Research Helps Those with Dyslexia: By Reps. Smith, Westerman and Brownley

11/15/2017

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Dyslexia differs from other learning disabilities. These differences are highly specific and readily identifiable. In dyslexic readers, these neural systems function inefficiently – the signature of dyslexia. There may be other indicators, as well.
With early identification and timely intervention, affected individuals can live productive lives and accomplish great things. Even Nobel Prize-winning scientists, some of the greatest and most creative individuals, have overcome dyslexia. 
Dr. Sally Shaywitz, one of the nation’s leading authorities on dyslexia, told a hearing of the House Science, Space, and Technology Committee, “The really good news is that science is there for those who are dyslexic. We have not a knowledge gap but an action gap.”

In order to close the action gap, we authored the Research Excellence and Advancements for Dyslexia Act – the READ Act. After winning unanimous Congressional support, the READ Act was signed into law in February 2016. The new law directs the National Science Foundation (NSF) to prioritize dyslexia research that supports action: “early identification of children and students with dyslexia, professional development for teachers and administrators of students with dyslexia, and curricula and educational tools needed for children with dyslexia.” 

Thirty states now mandate early dyslexia screening. More teachers and school administrators are receiving special training to recognize dyslexia and deliver individualized instruction and support for affected students. More schools are implementing proven new teaching methods and learning tools. These successes are encouraging. 

Nevertheless, millions of Americans with dyslexia remain undiagnosed and untreated. In thousands of public schools, children are not effectively screened. Even when a young student is identified as having dyslexia, many teachers do not have the training and learning support tools to deliver needed intensive reading skills intervention. 

Further, undiagnosed dyslexia leads to heart-breaking problems. More than eight million of our schoolchildren are affected, according to estimates. Children with undiagnosed and untreated dyslexia have reading struggles that make learning in every subject more difficult. They are more likely to drop out of high school and half as likely to go to college. 

As adults, individuals with untreated dyslexia face lifelong challenges and their reading difficulties are likely to be permanent. They have significantly lower lifetime earnings and much higher unemployment. They also experience higher rates of mental health issues and incarceration and lower life expectancy. Their children face substantial risks of the same problems. The accumulated costs of millions of cases of unfulfilled potential are an enormous burden and an ongoing tragedy that deserves our attention.

Last month, an NSF-supported conference about the READ Act brought together learning disability researchers from across the country. Information presented at the conference underscored the importance of timely, results-driven actions. Studies show that nearly three-quarters of children with dyslexia will attain their expected educational development if two practical actions are adopted in every school district: simple, standardized screening for reading difficulties among children in kindergarten and first grade, and explicit, comprehensive reading instruction for those who are identified as having dyslexia.

Changing the way we approach dyslexia will create opportunities for brighter, more productive futures for millions of young Americans. It also will help individuals follow in the footsteps of geniuses like Steve Jobs, the former CEO of Apple, who overcame dyslexia and achieved wonderful, helpful innovations for our country and humankind. 
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The READ Act was authored by Rep. Lamar Smith (R-Texas), chairman of the House Science, Space, and Technology Committee, and cosponsored by Rep. Julia Brownley (D-Calif.) and Rep. Bruce Westerman (R-Ark.). Chairman Smith and Rep. Brownley co-chair the bipartisan Congressional Dyslexia Caucus.
Chairman Lamar Smith leads a hearing on the Science of Dyslexia, US Congress Science, Space and Technology Committee, 2016
Then Rep. Bill Cassidy (now Senator) R-LA and Dyslexia Caucus Co-Chair, Rep. Julia Brownley, D-CA
National Science Foundation Symposium attendees from L-r: Dr. Eden, Kathy Stratton, Laura Schultz, Vicki Myers, Kristin Kane, Robbi Cooper and Deborah Lynam
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We Know How to Teach Reading -- So Why Aren't We?

10/26/2017

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Maryland student reading performance is subpar -- 60% of students read below grade level -- that is 6 out of 10 students.  93% of special education students read below grade level (9 out of 10 students) and these students are not only capable of learning to read, they also supposedly receive "specially designed instruction" to get them to grade level proficiency.

Many Maryland school districts acknowledge that they have a problem with reading and writing literacy and are making changes to inservice teacher training, curricula choices and program purchases for reading.  Other Maryland school districts deny there is a problem and continue to be happy with their students' poor reading performance and high rate of required college remedial reading coursework.
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The Kirwan Commission -- an Effort to Change MD Education & Funding

Jeanne Brady Saum​ w/ Decoding Dyslexia MD waited her turn to speak at the 10/25 public meeting and was presenter 58/61. The microphone broke at speaker #56 but she persevered and spoke without a microphone at the end of a very long day.  Her remarks are included here to ensure that she is heard.  #saydyslexia #soallcanREAD
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Maryland Families Featured in National Documentary on Dyslexia, by APM Reports

9/18/2017

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Subscribe Educate Podcast
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"And I talked to a lot of these upper-class white families who were able to take their kids out and send them to private school. I couldn’t afford to do that. But those kids are doing well now, and they’re able to go to college. And we didn’t have the opportunity."  Pamela Guest, parent and Decoding Dyslexia MD State Leader in APM Report on Dyslexia

Pamela Guest, a state leader for Decoding Dyslexia Maryland, and her son Dayne, were recently featured in a documentary by APM Reports on dyslexia.  The documentary features an in depth podcast on dyslexia and the problems parents and students face in Maryland public schools.  Interviews are conducted with Baltimore County Public Schools officials and their responses to questions about dyslexia identification and interventions point to a change in efforts to help students with dyslexia in the school system.

"Rebecca Rider and Megan Shay are both relatively new to their positions. And they acknowledge the school system has a problem when it comes to kids with dyslexia. It’s something they say they’re beginning to fix. We need to do better."
Baltimore County Public Schools, excerpted from the full transcript

Please listen to the podcast, read the articles and watch the videos.  This is a very thorough evaluation of the problems and solutions that exist today.  If you have a comment on the podcast or article, APM reports would like to hear from you.  Links to all of the documentary parts are listed below.
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APM Documentary on Dyslexia:  Links to Podcast, Videos & Resources

Hard to Read: How American Schools Fail Kids with Dyslexia
Full Transcript of Documentary
What is dyslexia? An interview with neuroscientist Guinevere Eden
Proven Techniques to Help Children with Dyslexia
A mother and her dyslexic daughter tell their story
Saying Dyslexia in Schools: An Interview with Michael Yudin
In Ohio, parents demand change for dyslexic kids
Cameron James: Letter about his son Joe
Further Reading on Dyslexia
Where to Get Help
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Kids w/ Dyslexia Not Getting What They Need in American Public Schools

4/4/2017

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.@EducatePodcast: Dyslexia in public school. "Teachers knew how to teach them but they didn't know how to teach me." https://t.co/Wse9oNLukd

— APM Reports (@apmreports) April 4, 2017
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When Parents Choose Public School:  A Struggle to Graduate “College & Career Ready”

1/24/2017

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News Release 1.27.17
MEDIA ADVISORY
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Dayne Guest and his mother, Pamela Guest. Dayne will offer his perspective on his public school experience and dyslexia on Dyslexia Advocacy Day.
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Dyslexia Advocacy Day -- An Opportunity to Learn and ACT-vocate

Please join us and wear RED to show your support for erasing years of red ink on work with poor spelling and grammar, but full of great ideas that get lost in a sea of red.  Join us to learn about dyslexia and reading solutions that will help narrow the reading and writing achievement gap in Maryland.  These students are in every class, in every underserved subgroup and in every neighborhood -- they all need help early to prevent failure and the trauma that sticks to a child who thinks he or she is stupid, dumb or lazy.  

WHEN:           Thursday, February 2, 2017, 12:00pm-1:00pm
 
WHERE:         Room 180, Lowe House Office Building, 6 Bladen Street, Annapolis, 21401

Morning Program


8:00 - 10:30am
  • Community Partner Open House
  • Lisa Blottenberger: Decoding Dyslexia Maryland: The Science of Reading: How to Help Struggling Readers Thrive!
  • Dr. Joan Mele-McCarthy: Chair, Task Force to Study the Implementation of a Dyslexia Education Program in Maryland: Task Force Findings & Recommendations     
  • Delegate Anne Kaiser: Chair, House Ways & Means Committee, D-Montgomery: What Legislators Need to Know About Dyslexia & Reading  
  • Marcella Franczkowski: Assistant State Superintendent, Special Education & Early Intervention Services, MSDE:  Newly Released Technical Assistance Bulletin Drives Identification and Instruction for Students with Disabilities & Dyslexia
  • Susie Fowler: Director of Special Education, St. Mary's County: Practical Advice on How to Implement the Dyslexia Technical Assistance Bulletin
  • Rick Smith, CEO, International Dyslexia Association: How Revisions to University Accreditation on Reading will Improve Student Learning
  • Laura Schultz: Decoding Dyslexia Maryland: How to be an ACT-vocate for Dyslexia

Lunch & Panel Discussion: 12:00-1:00pm
Reading & Dyslexia Policy Solutions


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Dyslexia Advocacy Day attendees listen to a presentation from MSDE before meeting with legislators.
On February 2 in Annapolis, Dayne Guest and Ella-Jane Miller will talk about their experiences with dyslexia in Maryland public schools to a room of legislators, parents and teachers interested to know of their experiences and solutions.

7th grade student Ella-Jane Miller, Montgomery County Public Schools and Dayne Guest, recent graduate, Baltimore County Public Schools, will offer their perspective on the impacts of delayed dyslexia identification and the fight for effective reading instruction. Unfortunately their stories are joined by a chorus of Maryland students who continue to struggle through school without identification or appropriate instruction for their reading difficulties.  Many families join Decoding Dyslexia Maryland to tell their stories and to work for educational change; students, parents and teachers alike provided testimony during the public comment period for the Task Force to Study the Implementation of a Dyslexia Education Program; public TESTIMONY is available at this link. 
Additional panelists include Calvert County Public Schools  teacher educator Amy Siracusano, who will offer her perspective about what we can do differently to help teachers.  Also joining the panel are Pennsylvania School District Superintendent Monica McHale-Small, Dr. Fran Warkomski, Dyslexia Pilot Coordinator for the PA Department of Education and a Q&A session, time permitting.

Solutions for Students & Families with Dyslexia

Over the last 4 years, Decoding Dyslexia Maryland families tirelessly advocated for change by forming coalitions, working with the Maryland State Department of Education (MSDE), meeting with stakeholder groups and participating in the work groups, Task Forces and advisory committees to shed a light on the problems and solutions.  That work produced two important changes for families and educators:

1) The “Task Force to Implement a Dyslexia Education Program in Maryland” commissioned by a joint effort by the Governor & the MD General Assembly, produced six compelling solutions to change literacy education in Maryland.  The report was created by a diverse group of Maryland leaders including the MSDE (education department), MSDE (teachers union), MSPA (school psychologists), leading speech language pathologists, MABE (school board association), PSSAM (school superintendents), parents, Decoding Dyslexia MD, and MD teachers and administrators.

This diverse group developed "Best Practices for Dyslexia," "A Pilot Program for Dyslexia," and 6 policy recommendations on dyslexia identification, instruction, teacher preparation and professional learning.  There are also a number of useful appendices that review dyslexia programs and laws in other states, funding opportunities (both private and public) and a cost analysis.  

LINK:  Dyslexia Task Force FINAL REPORT.

2) The second important change is the Maryland State Department of Education's Technical Assistance Bulletin on Specific Learning Disabilities, with a Focus on Dyslexia, Dysgraphia and Dyscalculia. This bulletin from Maryland's education leadership recognizes and attempts to fill a knowledge gap in schools about dyslexia -- the technical assistance defines dyslexia, provides a brief summary of early warning signs for dyslexia and and lists the elements and principles of effective instruction, known as "structured literacy."  

​Teaching the structure of language shows positive results for students with learning disabilities as well as culturally and linguistically diverse students.  Structured literacy is marked by several elements and principles: elements of instruction include: phonology, sound symbol association, syllable instruction, morphology, syntax and semantics and principles of instruction that are: systematic, sequential, explicit, comprehensive, and individually diagnostic.  Brain scans of students with reading difficulties show that the brain can be re-wired using a structured literacy approach to teach reading and writing (Norton, Gabrieli, Wolf, 2016).

What's Next?

Although families feel empowered by the new Dyslexia Technical Assistance Bulletin and are hopeful about implementation of a Dyslexia Pilot Program, more advocacy work remains.  Families report that school teams continue to avoid the term dyslexia and don't know how to identify dyslexia or provide effective instruction.  A few school districts are providing structured literacy professional learning to their teachers, which we applaud; but there are many classrooms without an educator who can identify and provide interventions for dyslexia.  
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Students from Wye River Upper School pose for a picture before heading off to visit with their legislators in 2016.

Structured Literacy: 
Effective Instruction for Dyslexia & Reading Difficulties

Who Can Benefit?
  • Struggling Readers in Response to Intervention in K-2 (general education students). In 2016, Partnership for the Assessment of Readiness for College & Career (PARCC 2016) results showed that 60% of all students in Maryland read below grade level. Similarly, 2015 National Assessment for Educational Progress (NAEP) data revealed that 63% of Maryland students are below proficient in reading.  Maryland community colleges report that students are not college ready and those who enroll in remedial courses in English are more likely to drop out of college.
  • Economically Disadvantaged Students – 82% of MD 4th grade low-income students read below proficient (NAEP 2015) and 78% of low-income 4th grade students read below grade level as measured by the PARCC 2016.
  • English Learners (culturally & linguistically diverse students) – 97% of 4th grade MD English Learners (EL) are below grade level in reading (PARCC 2016) and 93% of ELs are below proficient according to NAEP 2015.
  • Specific Learning Disabilities (SLD)/Dyslexia – SLD is the largest disability category of students with disabilities (SWD) in MD who receive special education.  89% of MD 4th grade SWD read below proficient on NAEP 2015 and on PARCC 2016 91.4% read below grade level.

Policy Solutions that Can Improve Reading Outcomes in Maryland
  • Require Universal Early Identification of Dyslexia.  MD statistics show that special education identification increases in 4th grade after a student fails.  Dyslexia is identifiable using simple screening tests in Kindergarten (Final Report of the Legislative Task Force to Study Implementation of a Dyslexia Education Program (Dyslexia Task Force))
  • Transform Maryland Teacher Preparation in Reading at the Undergraduate, Graduate and Professional Development Levels.  20 years of NAEP results show that a segment of students is not learning to read in public schools. “Professional preparation programs have a responsibility to teach a defined body of knowledge, skills and abilities that are based on the best research in the field.” (AFT, Reading is Rocket Science: Adams, 1990; Pressley, 1998; Osborn & Lehr, 1998; Moats, 2009 & Dyslexia Task Force Recommendation #5)

Why Should We Care about Reading Reform?

The costs of reading failure are extraordinary and these costs begin with emotional, financial and downstream socio-economic impacts on individuals and communities.  Young students believe they are stupid – they read less and struggle more than their peers; and those without a support system at home often end up as a statistic in the school-to-prison pipeline. Some academics like to say that poor readers “lack motivation” and just need to read more; but if you talk to parents they will tell you their children work harder than their peers. Motivation is one symptom of a crisis in Maryland’s teacher preparation programs.  Teachers often report that they “never learned about dyslexia and they don’t know how to teach struggling students to read.” 

What is really needed? A change in the approach and practice of teacher education in reading instruction in Maryland university teacher preparation programs, along with state and district-wide professional learning that focuses on the science of reading and the principles of effective instruction. 
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The State of Reading & Dyslexia in Maryland: Policy Solutions

1/15/2017

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The State of Reading & Dyslexia in Maryland
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Reading & Dyslexia Policy Solutions

FREE EVENT, REGISTER HERE


Thursday, February 2, 2017 ~ Room 180 ~ Lowe House Office Building, Annapolis, Maryland


2016 was a year of solution finding for families and educators concerned about access to effective instruction for dyslexia and reading.  The “Task Force to Implement a Dyslexia Education Program in Maryland” completed its recommendations and provided a report to the Maryland General Assembly and the Governor.  The Maryland State Department of Education (MSDE) developed a Technical Assistance Bulletin on Specific Learning Disabilities (SLD) with a focus on dyslexia to help facilitate and implement effective instruction for students with dyslexia, dysgraphia and dyscalculia.

But we must do more.  Join us to learn about dyslexia and reading solutions that will narrow the reading and writing achievement gap in Maryland.  Many students with average to above average intelligence have trouble learning to read, write and/or spell in Maryland public schools.  The 2016 Maryland state assessment (PARCC) for 4th grade students shows that 91% of special education, 77% of African American, 98% of limited English proficiency and 79% of students in poverty are not on grade level for reading and writing.  Maryland can change this outcome with your help.


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Dyslexia Advocacy Day 2017

PROGRAM


8:00 - 9:00am -- Community Partner Open House 

8:00am -- Delegate Al Carr, Montgomery County, Welcome Message

9:00 - 9:20am -- Lisa Blottenberger: Decoding Dyslexia Maryland: The Science of Reading: How to Help Struggling Readers Thrive!

9:20 - 9:35am -- Dr. Joan Mele-McCarthy: Chair, Task Force to Implement a Dyslexia Education Program in MD: Best Practices to Serve Students with Dyslexia in Maryland: Task Force Update

9:35 - 9:45am -- Delegate Anne Kaiser: Chair, House Education Subcommittee, D-Montgomery
What Legislators Need to Know About Dyslexia & Reading

9:45 - 10:00am -- Marcella Franczkowski: Assistant State Superintendent, Special Education & Early Intervention Services, MSDE:  Newly Released Technical Assistance Bulletin Drives Identification and Instruction for Students with Disabilities & Dyslexia

​10:00 - 10:10am --  Susie Fowler: Director of Special Education, St. Mary's County: Practical Advice on How to Implement the Dyslexia Technical Assistance Bulletin

10:10 - 10:20am -- Rick Smith, CEO, International Dyslexia Association: How Revisions to University Accreditation on Reading will Improve Student Learning

10:20 - 10:30am -- Laura Schultz: Decoding Dyslexia Maryland: ACT-vocate for Dyslexia


10:30 - 11:45am -- BREAK -- Pre-scheduled individual/group legislator meetings

​12:00 - 1:00pm -- Panel Discussion (see below)

Lunch & Panel Discussion: Reading & Dyslexia Policy Solutions

12:00 - 1:00pm    
PANELISTS -- Moderator: Karleen Spitulnik, Decoding Dyslexia MD, State Leader

  • Dayne Guest, Recent Graduate, Baltimore County Public Schools: What I Needed from my School

  • Ella Jane Miller,  7th grade student, Earle B. Woods Middle School in Rockville: What I Need for School Success

  • Amy Siracusano, MS, Ed., Maryland Teacher, Literacy Coach, Higher Education Adjunct:  What Teachers Need to Know about Reading and Dyslexia

  • Monica McHale-Small, Superintendent, Saucon Valley School District, PA & Dr. Fran Warkomski, Dyslexia Pilot Coordinator, PA Dept. of Ed: Creating and Sustaining Reading Achievement Through Teacher Training

  • Delegate Anne Kaiser, Chair, House Ways & Means Committee and Member, Task Force to Study the Implementation of a Dyslexia Education Program
    Next Steps for Reading and Dyslexia Policy

1:00 - 4:00pm -- Pre-scheduled legislator meetings

Downloadable Advocacy Day Flyer, 3-color, Legislator Invite
legislatorinvitedyslexiaadvocacyday2017panel.pdf
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Downloadable Dyslexia Advocacy Day Panel, Multi-color Legislator Invite
multicolor_dyslexia_panel_invite_2017.pdf
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Downloadable Advocacy Day Flyer, Public Flyer Invite
public_final_advocacy_day_invite_2017.pdf
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Downloadable Advocacy Day Program, 2017
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Media Alerts, Advisories & Press Releases
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Register Now for Dyslexia Advocacy Day 2017!

12/21/2016

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Dyslexia Advocacy Day in Annapolis 2017!
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MD Dept. of Education Says Dyslexia -- Issues Technical Assistance Bulletin to Help Schools Identify & Support Students

11/18/2016

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KEY ELEMENTS
  1. Defines dyslexia, dysgraphia and dyscalculia (p. 5, Definitions)
  2. Early Screening: Clarifies that MD Public Schools do NOT screen for dyslexia, dyscalculia and dysgraphia, but acknowledges that early screening is a best practice (p.6, Identification, Do Maryland Public Schools screen all students for these conditions?)
  3. Identification of dyslexia, dysgraphia and dyscalculia: provides information on who can identify these conditions both within and outside the school system. Within the school system a school psychologist, speech language pathologist and reading specialist are named as qualified to identify dyslexia (p. 6, Identification, Who can identify one of these conditions?)
  4. The IEP and Dyslexia: Clarifies that dyslexia, dysgraphia and dyscalculia can be referenced in the IEP to address the student’s needs resulting from that disability; further clarifies that the IEP should include information about the disability and how it relates to eligibility, educational needs, and specially designed instruction to address dyslexia, dyscalculia and dysgraphia (p. 7, Can these conditions be referenced in a student’s IEP?)
  5. Lists general problems experienced by students with dyslexia, dysgraphia and dyscalculia (p. 7-8, Instruction)
  6. Instruction: Acknowledges that dyslexia, dyscalculia and dysgraphia may impact achievement across academic content and explains that ALL students should be provided evidence based practices and interventions “matched to their identified area of need.”
    1. Progress Monitoring: clarifies that general education students who receive interventions for reading, writing and/or math and who are not achieving adequately may require more intense specially designed instruction and should be evaluated for an IEP. (p. 8, Instruction: How do I know if one of these conditions requires specially designed instruction?)
    2. Dyslexia Assessments:  Lists assessments (universal screeners) known to identify dyslexia including Rapid Automatized Naming (RAN) and Rapid Automatized Spelling (RAS) (p. 9, Instruction)
    3. Specially Designed Instruction: Delineates the elements and principles of Structured Literacy, “a highly recommended approach” to address dyslexia.  The elements of structured literacy include phonology, sound-symbol association, syllable instruction, morphology, syntax and semantics and is taught in an explicit, systematic, cumulative and diagnostic way (p. 10, Instruction, What might specially designed instruction look like?).

dyslexia_tab_final_2016.pdf
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RESOURCES:

Dyslexia Technical Assistance Bulletin (TAB), Maryland State Department of Education, November 2016
DDMD Summary of MSDE Dyslexia TAB (coming soon)
Federal Department of Education Dyslexia Guidance Letter, October 2015 
DDMD Summary of Federal DOE Guidance
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DDMD Dyslexia TAB Press Release (coming soon)
Maryland Reading Scores, 2015 and 2016

Dyslexia, Dysgraphia and Dyscalculia

Maryland Technical Assistance Bulletin, November 16, 2016

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