Literacy for All
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Equitable Practices for Reading & Dyslexia
Decoding Dyslexia Maryland and the National Center on Improving Literacy

On Feb. 20, 2020, Decoding Dyslexia Maryland held a Literacy for All Conference for parents and educators.  The parent portion of the conference was recorded on video by Reading Rockets and is now available.  The videos are posted on the National Center for Improving Literacy website and the narrative below was retrieved from the NCIL You Tube Channel on 4.9.20.

Implementing Strong Screening, Instruction, and Interventions for Reading, ANNAPOLIS, Sarah Sayko, Keynote

Implementing Strong Screening, Instruction, and Interventions for Reading Sarah Sayko, M.Ed., is a Deputy Director of the National Center on Improving Literacy (NCIL). She is a Senior Research Associate at RMC Research Corporation in Arlington, VA.

The Keynote session describes the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia. Participants in the session will benefit from information about national efforts to improve achievement for students with dyslexia and access to resources for effectively implementing evidence-based literacy practices in school settings.

Screening for Dyslexia and Reading Difficulties, Kelli Cummings, Scott Szczerbiak, Cortney Dvorak

Literacy for All: Equitable Practices for Reading & Dyslexia Decoding Dyslexia Maryland and the National Center on Improving Literacy Screening for Dyslexia and Reading Difficulties Kelli Cummings, Ph.D., NCSP, Assistant Professor of Special Education at the University of Maryland, College Park/NCIL, Scott Szczerbiak, Director of Special Education and Cortney Dvorak, Supervisor of Instruction/Reading, St. Mary’s County Public Schools

Figuring out which children may be at risk for reading difficulty before the onset of reading struggles is a primary goal of Maryland’s reading screening requirements. Many local school districts are reviewing reading screening protocols and establishing “response to screening” frameworks. This session discusses the characteristics of strong reading screening assessments and investigates the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.

The video features St. Mary’s County Public Schools and NCIL on the universal Beacon Site reading screening partnership to identify at-risk readers and students with dyslexia. The content will help viewers understand how to choose and implement a strong screening measures with the goal to prevent reading failure.

 Reading Instruction and Supplemental Interventions to Support Equitable Literacy Development Jess Surles

 Jess Surles, M.Ed., Professional Development Literacy Coach at the National Center on Improving Literacy

​This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia. The session will address the critical nature of core instruction and the essential components of reading that are central to early literacy development and reading success.

It will describe and model how to deliver evidence-based instruction and will leverage effective intervention practices, identified by the Institute for Education Sciences (IES) and NCIL, to support struggling readers and students with dyslexia. The session will also examine students who demonstrate substantial need for reading intervention that has not been successfully remediated through high quality, explicit core instruction, and supplementary supports.

​By the end of this session, participants will understand how and why (a) using evidence-based practices during reading instruction and intervention can support students with dyslexia, and (b) using evidence-based practices to deliver reading instruction can lead to higher literacy outcomes for all children, including students with dyslexia. ​
​The research reported here is funded by a grant to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions or policies expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. You should not assume endorsement by the Federal government. Copyright © 2020 National Center on Improving Literacy.

Bill to Develop a Reading & Dyslexia Handbook Introduced by Delegate Eric Luedtke & Senator Katie Fry Hester

On January 31, 2020, Delegate Eric Luedtke and Senator Katie Fry Hester introduced HB 718 and SB 575, the Reading and Dyslexia Handbook bills.  

  • Maryland’s 2017 Legislative Dyslexia Task Force Report includes a recommendation to create a Dyslexia Handbook because the Task Force found that administrators, educators, and parents would benefit from a resource on dyslexia that is electronically accessible to all (p. 52).  The Recommendation says:
“This Handbook should reflect the neurobiological and operational definition of dyslexia provided in the dyslexia Technical Assistance Bulletin and mirrored in this document, and should include evidence-based practice guidelines for identification, assessment, and intervention, service delivery model(s), and progress monitoring strategies and tools. This is a legislative opportunity to establish and fund a Working Group or Dyslexia Advisory Committee to develop the handbook using the Best Practices document presented by the Task Force.”

  • The Maryland Ready to Read Act (2019, SB 734, Ch. 512), originally included language to create a Dyslexia Handbook.  The final bill did not include the handbook language in order to shorten and tighten the bill. The recommendation to create a Dyslexia Handbook is an inexpensive means to provide supplemental information to Maryland’s 24 local control districts so they have access to the best practices to identify and address dyslexia in Maryland.

Other State Reading/Dyslexia Handbooks  
  • 23 States have handbooks (AR, CA, MO, TX)
  • 14 were legislated while others were the result of a collaborative working group, task force and/or resolution by a Governor or State Board of Education.

Handbook Purpose
  • Support educator efforts to address struggling readers and students with dyslexia
  • Encourage collaborative community & educator engagement around early literacy, reading and dyslexia practices in public schools; 
  • Provide access to best practice for early literacy;
  • Provide a resource for districts that includes research and information about how to address reading and dyslexia; 
  • Ensure assessment, intervention and accommodations for students are based on evidence aligned practices.

Why Legislation?
  • To ensure specific content and periodic updates are included;
  • To set deadlines for release and sharing of information;
  • To ensure all stakeholders have access to best practices;
  • To ensure participation by stakeholders; and
  • To provide a source of funds to cover any expenses of production.

2019 Legislative Action: Passage of Ready to Read Act

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Governor Hogan speaks to Madeline Neilson, from St. Mary's County, between photos for the Ready to Read Bill signing on May 13, 2019.

Ready to Read Act Signed by Governor HOGAN on May 13th

The Ready to Read Act, SB 734, was signed by Governor Hogan, Senate President Mike Miller and Speaker Adrienne Jones on Monday, May 13th while more than 50 Decoding Dyslexia Maryland advocates looked on.  In fact, the group was so large, the official photographer took two photos!  

Upon the bill's signing, the Ready to Read Screening and Interventions bill became Maryland law and requires all Kindergarten students be screened for reading difficulties including dyslexia. The bill takes effect on July 1, 2019 and school districts are required to have screening and interventions at the ready by  the 20-21 school year.

On or before June 1, 2020, MSDE "shall consult with parents, teachers and other interested stakeholders, to develop resources for use by a county board." The resources developed can help guide implementation of reading screening and implementation best practices.  

For more information on Ready to Read, please scroll down and read the law's summary.  To read the bill language, CLICK HERE.

Ready to Read Act Awaits Signature by Governor Hogan, Provides Reading Screening & Interventions

SB 734, The Ready to Read Act, made it through the legislative process and now awaits signature by Governor Larry Hogan. If you want to know more about Ready to Read, please watch this 3 minute video and celebrate the advocates who made it possible!

Please thank Senate sponsor Craig Zucker (D-Montgomery) and House sponsor Eric Luedtke (D-Montgomery) who championed the Ready to Read Screening and Interventions bill to victory this session!

About the bill: Beginning in the 2020-2021 school year, SB 734 will enable Maryland’s twenty-four school districts to provide reading screening to ALL Kindergarten students to determine if they are at risk for reading difficulties. If screening data indicates that a student may be at risk, a prevention framework is set in motion and students at risk for reading difficulties will receive supplemental reading instruction in their areas of need. 
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SB 734 also requires parent engagement, reporting, and funding through the Blueprint for Maryland’s Future (SB 1030).

Ready to Read Act & Why It Matters

Watch DDMD's Ready to Read video and learn more about why students, parents, legislators and reading experts support reading screening and interventions. #addressdyslexia #soallcanread

Ready to Read, SB 734, Receives Unanimous Vote in House

The Ready to Read bill, SB 734, requires screening & interventions for students at risk for reading difficulties and was heard by the House Ways & Means Committee on Thursday, March 21.  Senator Craig Zucker testified in support of the bill in a "sponsor only" hearing.  There were no questions for Sen. Zucker.  Later in the afternoon, the House Ways & Means Education Subcommittee, Chaired by Del. Eric Luedtke, brought the bill up for discussion -- three technical amendments were read and are noted in the bill text below.  Those amendments and the bill were agreed to unanimously by the subcommittee with Del. Reilly (Harford) making the motion and Del. Guyton (Baltimore County) providing the second.  The bill was then referred back to the full committee where it received unanimous support, with one excused absence.  The bill was scheduled for second and third reading on the House floor last week and received a unanimous vote on the House floor on Wednesday, March 27, 2019.  The Senate is expected to concur with the technical amendments and no further changes to the legislation are expected.  Once the Senate concurs, the bill is expected to be signed by the Governor.

BILL HISTORY
On March 18, after a moving floor speech by Senate sponsor Craig Zucker, D-Montgomery, the bill was approved unanimously by the Maryland Senate. Senator Zucker noted that he would have benefited from reading screening because he struggled to learn for many years.  By the time he was tested, he had significant gaps in his learning. Senator Zucker described overhearing someone say that he "would never amount to anything" and he made a promise to himself to someday run for office -- and now here he is in the Maryland Senate! LISTEN HERE
​Summary of Senate Amendments
Amended Version of Ready To Read, SB 734
History & Documents

(A): DEFINITIONS
  1. Screening is defined as a brief, valid, and reliable measurement procedure used to identify or predict whether a student may be at risk for poor learning outcomes.
  2. Other definitions include supplemental reading instruction, phonemic awareness, phonics, fluency, phonological awareness, student.  
  3. DELETED: informal diagnostic assessment, progress monitoring and amended definition of student.
​(A)(7): WHO IS SCREENED: Student is amended and defined as:
  1. All students in Kindergarten;
  2. First grade is screened only if the student was not screened in K or demonstrated difficulty mastering grade level reading in K.
  3. Students who enter or transfer to an elementary school from an elementary school, are screened unless a county board determines the student has already been screened and does not demonstrate difficulty mastering grade-level reading.
(B)(1): EFFECTIVE DATE
  1. Beginning in 2020-2021 school year, each county board shall ensure that a student is screened to identify if the student is at risk for reading difficulties.​
(B)(3): PARENT NOTIFICATION
  1. description of the screening and supplemental instruction process in the districts; and
  2. any checklists or forms needed to support the screening protocol.
(C)(1): REQUIREMENT FOR SCREENING: A county board shall select one or more appropriate screening instruments that:
  1. accurately and reliably identify students at risk for poor learning outcomes; 
  2. are developmentally appropriate; 
  3. are economical to administer in time and cost; and 
  4. use norm-referenced or criterion-based scores.
(C)(2): WHAT IS SCREENED: Schools must screen all K students for risks of reading difficulties in the following areas beginning in the 20-21 school year:
  1. phonemic and phonological awareness and processing;
  2. DELETED: 
    1. knowledge of letter names and letter sounds
    2. rapid automatized naming
    3. PK, Grade 1 and students in 2+ if concerns are noted. Grade one skills included phonological and phonemic awareness and processing, knowledge of letter names and letter sound associations for uppercase and lowercase letters, normed rapid automatized naming, automatic and fluent single word recognition and oral reading fluency.
(D)(1): SCREENING FREQUENCY
  • Student shall be screened according to the schedule established by the county board;
(D)(2): SUPPLEMENTAL READING INSTRUCTION. If the screening results indicate that a student is at risk of reading difficulties, the county board shall provide supplemental reading instruction in the students’ areas of need.  
  • Supplemental reading instruction is defined; technical amendment corrected "systemic" to "systematic" in the definition.
(D)(2): PARENT NOTIFICATION
  1. Provide a notification letter to the parent or guardian of the student that includes:
    1. The screening results; and 
    2. A description of the supplemental reading instruction that will be provided to the student.
(E): RESOURCES: Each county board shall provide resources on the school district website that include:
  1. Reading screening instruments used in the school district; and
  2. A checklist of early warning signs of reading difficulty/dyslexia by age.
(F): REPORTING: On or before October (was September) 1 each year, beginning in 2020-2021 school year, each district shall report:
  1. # students in each grade, 
  2. # students in each grade screened, 
  3. # students at risk on screening instrument;
  4. # students who received supplemental reading help, 
  5. data must be disaggregated and searchable by district and posted on the state website
(G): RESOURCES FOR COUNTY BOARD: On or before June 1, 2020, MSDE will write regulations with advocates and other interested stakeholders, to develop and update resources for use by a county board.  Resources developed under this subsection shall be available on the department’s website.

(H) TECHNICAL SUPPORT: The Department shall provide: technical support for the county boards to provide:
  1. Training opportunities annually for individuals who conduct screenings under this section and for school administrators.  
  2. Training may include:
    1. The administration and interpretation of screenings, informal diagnostic assessments, progress monitoring instruments, and student data;
    2. Interpreting screenings and assessments for parents;
    3. Best practices for designing and implementing supplemental reading instruction; and
    4. The elements, principles, and best practices of supplemental reading instruction.
(I) REGULATIONS. The department (MSDE) shall adopt regulations to implement the requirements of this section.
  1. Section 2: It is the intent of the GA that money appropriated in accordance with The Blueprint for Maryland’s Future, Chapter xx, Senate Bill 1030 (HB 1413) of 2019, shall be used to offset the cost of implementation of Section I of this act.
LISTEN to House discussion on SB 734.  Delegate Krebbs, R-Carroll and Delegate Luedtke, D-Montgomery, both speak about the legislation.  Start at 1:42:18
LISTEN to the moving speech by Senator Craig Zucker on the Ready to Read bill, SB 734: start at 51:03.

Ready to Read: SB 734, Status Updates

PASSED SENATE WITH AMENDMENTS ON 3.18.19
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HEARING SCHEDULED IN HOUSE WAYS AND MEANS on 3.21.19

​BILL HISTORY
  • SB0734: Education - Students With Reading Difficulties - Screenings and InterventionsSponsored by: Senator Zucker
  • Status:On 3/21/2019: Hearing in House Ways & Means at 1:00 p.m., sponsor only hearing
  • Senate 2/4/2019 First Reading Education, Health, and Environmental Affairs
  • 2/5/2019 Hearing 2/26 at 1:00 p.m.
  • 3/14/2019: Favorable with Amendments Report by Education, Health, and Environmental Affairs
  • 3/18/2019: Third Reading Passed (46-0)
  • House 3/19/2019: First Reading Ways and Means
  • 3/19/2019: Hearing 3/21 at 1:00 p.m.

ACTION ALERT
3.11.19

The Senate Education, Health and Environmental Affairs Committee considered the Ready to Read Act and amendments in committee on Friday, March 8.  During that discussion, Senators were concerned about the legislation's fiscal note and the bill was held over for further discussion on Tuesday, March 12.

Prior to that discussion, it is imperative that Senators understand the importance of the bill, the current spending and costs of not addressing reading problems in a preventative way, and the costs of addressing reading failure in special education.  The information to address these concerns is highlighted below.

PLEASE CLICK HERE FOR A FULL LIST OF INFORMATION AND RESOURCES TO RESPOND TO THE FISCAL CONCERNS OF SENATORS.  

We do appreciate that a thorough vetting is done on how tax dollars are spent.   It is unacceptable to continue sinking money into processes, practices, policies and procedures that do not support students, prevent reading failure and/or put the burden of learning to read on the system's most vulnerable students and families.  

​Educators, please join this effort -- MSEA supports Senate Bill 734 and we welcome your wisdom and knowledge about reading screening and prevention.  Thank you to local districts that are attempting to do this on your own, without the benefit of consistent policies and funding support.
SB 734 Ask Senators to VOTE YES
Tuesday, March 12, 2019
Time: AM, Senate convenes in chambers in the afternoon
11 Bladen Street, Annapolis, Maryland
Education, Health & Environmental Affairs Committee Room 2 (second floor)
West Miller Senate Building
​
Committee Members
Bailey, Jack: jack.bailey@senate.state.md.us 
Carozza, Mary Beth: marybeth.carozza@senate.state.md.us 
Ellis, Arthur: arthur.ellis@senate.state.md.us 
Gallion, Jason C.:  jason.gallion@senate.state.md.us 
Kagan, Cheryl C.: Cheryl.Kagan@senate.state.md.us 
Lam, Clarence K.: clarence.lam@senate.state.md.us 
Patterson, Obie: obie.patterson@senate.state.md.us 
Simonaire, Bryan W.: bryan.simonaire@senate.state.md.us 
Young, Ronald N.: ronald.young@senate.state.md.us
White Paper on Reading & Dyslexia Screening: National Center on Improving Literacy (NCIL)
The Science of Learning: Deans for Impact

POINTS TO INCLUDE IN EMAILS TO THE SENATE EDUCATION COMMITTEE
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MORE POINTS/DETAILS ON COSTS, FUTURE SAVINGS
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​Emails to the Committee


  • Kirwan Budgets $23 Million in FY2020 for Reading Screening and Interventions for K-3. The Blueprint for Maryland's Future (Kirwan Commission) contains millions of dollars to provide supplemental reading instruction to students in grades K-3.  Passing the Ready to Read Act is the only way to ensure that the $23 million earmarked for fiscal year 2020 for Transitional Supplemental Instruction is spent responsibly. 
  • Reading screening will ensure that the $312 million allocation for Transitional Supplemental Instruction (TSI) is spent wisely.  
    • K-2 students don’t take standardized reading assessments and reading screening can determine which students may need supplemental instruction or interventions before they fall behind.  
    • Screening data allows districts to target reading instruction to students in their specific areas of need and provides districts and schools with feedback on how well (or poorly) its current reading instruction is meeting student needs.
  • Highlight the cost savings of addressing a reading problem early versus waiting for a student to fall behind:
    • ​Special education costs, in 1999 dollars: ~$6,000 per student;
    • Reading Screening: rough cost per student (Georgia Legislative Committee): $8 per student;
    • See the Fact Sheet on early intervention versus late identification and intervention: PREVENTION MODEL GRAPH
  • EXAMPLE of Cost Savings:
    • Maryland Students in special education (2017):  107,189 students
    • Assume 1/3 reduction in special education population: 35,801 fewer students
    • Annual cost of special education student  (1999) $5,918
    • Cost Savings:   ~$212 million annually
  • In 2018, 58% of students across the State in Grades 3 and 10 did not demonstrate proficiency on the English Language Arts PARCC.  These students are the most vulnerable to lack of a prevention model for reading literacy and the academic gaps are reflected in both human costs (emotional, social, mental health concerns), economic costs (underemployment, unemployment, drug use, incarceration) and acadmic costs to school districts for special education: more than $6,000 per student per annum.  
  • Students most impacted by lack of reading screening include:
    • African American students
    • English learners
    • Students at risk for reading disabilities like dyslexia
    • Students living in poverty or in neighborhoods where poverty is prevalent;
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SISTER FIGHTS FOR LITTLE BROTHER: ​Keyon is fighting to read; it's time to help children read before they fall behind. #nomoreWTF
Coalition to Support Ready to Read: Contact Information

Janice Lepore, Psy.D. and State Leader, Decoding Dyslexia MD  janice_lepore@verizon.net
Audrey Potter, Legislative Chair, Maryland School Psychologists’ Association, legislative@mspaonline.org
Laura Schultz, State Leader, Decoding Dyslexia MD, MD Dyslexia Task Force Member, 703-477-4847, decodingdyslexiamd@gmail.com
Amy Siracusano, Board Member, The Reading League, MD Dyslexia Task Force, MD Educator, amysiracusano@me.com
Karleen Spitulnik, State Leader, Decoding Dyslexia Maryland, 443-850-6493 k.spitulnik@verizon.net
Robin Szymanski, DDMD, MD Dyslexia Task Force Member, Maryland Educator, 18happyelephants@gmail.com
Resources: Costs of Illiteracy
  1. uis.unesco.org/literacy/Pages/literacy-data-release-2014.aspx
  2. worldliteracyfoundation.org/wp-content/uploads/2015/05/The-Economic-Social-Cost-of-Illiteracy.pdf
  3. oecd.org/site/piaac/SkillsOutlook_2013_ebook.pdf
  4. worldliteracyfoundation.org/wp-content/uploads/2015/05/The-Economic-Social-Cost-of-Illiteracy.pdf
  5. literacypartners.org/literacy-in-america/literacy-facts
  6. oecd.org/site/piaac/SkillsOutlook_2013 _ebook.pdf

READY TO READ: SUPPORT 

Education Advocacy Coalition (EAC)
Sean Malone
Maryland NAACP
Maryland Psychological Association (MPA)
MD Speech-Language Hearing Association
Maryland School Psychologists Association (MSPA)
Maryland State Education Association (MSEA)
Maryland Education Coalition (MEC)
Advocates for Children and Youth
American Civil Liberties Union of MD
Arts Education in Maryland Schools
CASA
Disability Rights Maryland
League of Women Voters of MD
Let Them See Clearly
Maryland Coalition for Community Schools
Maryland Out of School Time Network
Maryland PTA
Maryland NAACP
Parents Advocacy Consortium
Rick Tyler, Jr.
Right to Read MD
School Social Workers of MD
Sharon Rubinstein
Maryland Parent-Teacher Association (MD PTA)
Office of Education Accountability, Valerie Radomsky, Governor Larry Hogan
Parent Advocacy Coalition (PAC)
SCHOOL DISTRICT SUPPORT
  • Montgomery County Board of Education
  • Prince George's County Board of Education
  • Baltimore County Public Schools
86 Delegates Cosponsored
10 Senators Cosponsored
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How You Can Support the Ready to Read Act:
Send a letter of support to your Delegate and Senator, cc the Education Committee Chairs;
Send hearing testimony to DecodingDyslexiaMD@gmail.com (see below for deadlines);
Attend the Hearing/s, wear read -- show support!
ABOUT Ready to READ
Legislator Contact KIT

Printables & Templates

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Establishing a Screening Process, National Center on Response to Intervention

Screening for Reading Difficulties in Young Children, 
Preventing Reading Impairments: Screening Made Easy for Educators (Center for Reading and Language at Tufts University, 2017)
House Hearing for HB 690
Thursday, February 21, 2019
6 Bladen Street, Annapolis, Maryland
Ways & Means Committee Hearing Room 130
House Office Building
Deadline for hearing testimony: 2.19 close of business
Deadline to send a letter of support: ASAP

​Committee Members

Kaiser, Anne R. (Chair): anne.kaiser@house.state.md.us
Walker, Jay (Vice Chair): jay.walker@house.state.md.us
Barnes, Darryl: Darryl.Barnes@house.state.md.us
Boteler, Joseph C., III: joseph.boteler@house.state.md.us
Buckel, Jason C.:  Jason.Buckel@house.state.md.us
Cain, Alice: alice.cain@house.state.md.us
Ebersole, Eric: Eric.Ebersole@house.state.md.us
Feldmark, Jessica: jessica.feldmark@house.state.md.us
Guyton, Michele: michele.guyton@house.state.md.us
Hornberger, Kevin B.: Kevin.Hornberger@house.state.md.us
Ivey, Julian: julian.ivey@house.state.md.us
Long, Robert B. Bob.Long@house.state.md.us
Luedtke, Eric G. (Bill Sponsor)
Mosby, Nick nick.mosby@house.state.md.us
Palakovich Carr, Julie julie.palakovichcarr@house.state.md.us
Patterson, Edith J.:  Edith.Patterson@house.state.md.us
Reilly, Teresa E.: Teresa.Reilly@house.state.md.us
Rose, April: April.Rose@house.state.md.us
Shoemaker, Haven: Haven.Shoemaker@house.state.md.us
Smith, Stephanie: stephanie.smith@house.state.md.us
Turner, Veronica: veronica.turner@house.state.md.us
Washington, Alonzo T.: alonzo.washington@house.state.md.us
Wilkins, Jheanelle K.: jheanelle.wilkins@house.state.md.us

Senate Hearing for SB 734
Tuesday, February 26, 2019
11 Bladen Street, Annapolis, Maryland
Education, Health & Environmental Affairs Committee Room 2 (second floor)
West Miller Senate Building
Deadline to submit written testimony: 2.24 close of business
Deadline to submit a letter of support: ASAP
​
Committee Members

Pinsky, Paul G. (Chair): paul.pinsky@senate.state.md.us
Nathan-Pulliam, Shirley (Vice Chair); shirley.nathan.pulliam@senate.state.md.us
Bailey, Jack: jack.bailey@senate.state.md.us
Carozza, Mary Beth: marybeth.carozza@senate.state.md.us
Ellis, Arthur: arthur.ellis@senate.state.md.us
Gallion, Jason C.:  jason.gallion@senate.state.md.us
Kagan, Cheryl C.: Cheryl.Kagan@senate.state.md.us
Lam, Clarence K.: clarence.lam@senate.state.md.us
Patterson, Obie: obie.patterson@senate.state.md.us
Simonaire, Bryan W.: bryan.simonaire@senate.state.md.us
Young, Ronald N.: ronald.young@senate.state.md.us

Parking & Security

​Public Buildings Map and Parking Options -- If you park at the Navy-Marine Corps Stadium to take the shuttle, the cost is $4 round trip and $5 to access the parking lot at the stadium. The shuttle requires exact change in cash.  Leave at least 30 minutes to park, catch the trolley and ride to Lowe House Office Building.  There are also a number of parking garages within walking distance to the Lowe House Office Building and Gott's Parking Garage is the closest on Taylor Avenue.  

All attendees must pass through building security and should allow about 10 minutes (or more) depending on the line to get in the building.  Please have a photo identification ready.  The entrance to Lowe House Office Building is on the side of the building on Bladen Street, middle door and there is no parking on Bladen Street.  

MAP
Security
The "How to Screen and Intervene" Workshop was offered at Tufts University in October 2017. The workshop features presentations by Dr. Nadine Gaab, Associate Professor of Pediatrics, Boston Children's Hospital/Harvard Medical School, and Dr. Melissa Orkin from Tufts University, Center for Reading and Language Research.
Ready to Read Act Coalition, Contact Information
Janice Lepore, Psy.D. and State Leader, Decoding Dyslexia MD (DDMD) janice_lepore@verizon.net  
Audrey Potter, Legislative Chair, Maryland School Psychologists’ Association, legislative@mspaonline.org
Laura Schultz, DDMD State Leader, MD Dyslexia Task Force Member, 703-477-4847, decodingdyslexiamd@gmail.com
Amy Siracusano, Board Member, The Reading League, MD Dyslexia Task Force, MD Educator, amysiracusano@me.com    
Karleen Spitulnik, State Leader, Decoding Dyslexia Maryland (DDMD), 443-850-6493 k.spitulnik@verizon.net
Robin Szymanski, DDMD, MD Dyslexia Task Force Member, Maryland Educator, 18happyelephants@gmail.com  ​

Be Educated

Be Present

Be Heard