dyslexia pilot project bonnie nelson ∙ october 23, 2014
TRANSCRIPT
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Dyslexia Pilot ProjectBonnie Nelson ∙ October 23, 2014
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Evaluate early screening and reading assistance programs for children at risk for reading failure
Includes students who exhibit risk factors associated with dyslexia
Primary Goal
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Project RequirementsThe pilot project must operate for three full school years, beginning with the 2012-2013 school year
Kindergarten, first and second grades will be targeted
At least one district must be located in an urban setting, one in a suburban setting and one in a rural setting (a minimum of three districts)
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Project Requirements
Screening
Multisensory Structured Language Instruction
Progress Monitoring
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Evidence-based reading instruction provided to all students in kindergarten – 2nd grade.
How screening data would be used to differentiate instruction within the core curriculum.
Tier 1
Implementation Components
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The implementation of intensive, systematic small group reading intervention including multisensory-structured language instruction
Tier 2
Implementation Components
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Individualized, intensive, systematic reading intervention for students who demonstrate minimal progress in Tier 2
Tier 3
Implementation Components
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Implementation Components
Progress monitoring data
Referral for suspected disability
Teacher training
Parent Involvement
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Participating Districts
• Cincinnati Public Schools• Edison Local Schools• Indian Creek Local Schools• Medina City Schools• Shawnee Local Schools• Trimble Local Schools
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Pilot Project Participants
Assessments chosen by districts for the purposes of screening, intervention planning and progress monitoring.
5 selected DIBELS Next1 selected DIBELS, 6th Edition
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Professional Development
All of the participating districts provided professional development to K-2 teachers to implement core evidence-based reading instruction, multi-sensory structured language instruction and specific reading intervention programs at each tier.
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Professional Development
Orton-Gillingham Multisensory
Lindamood Bell
Step By Step Learning (with DIBELS Next)
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Strengths
High quality, comprehensive, embedded professional learning opportunities
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StrengthsEffective practices in place to use assessment data to determine students’ specific reading deficits
This provides evidence-based intervention matched to specific needs
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Strengths
Two additional schools were added in Year 2
High proportion of students entering kindergarten at benchmark
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ChallengesIntense needs of the students
High proportion of students who are English Language Learners
Need for greater differentiation and increased intensification of interventions going into Year 2.
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Challenges
Universal screening process was only partially implemented in Year 1.
Teacher turnover created instability in Year 1.
Need to building local capacity to reduce reliance on external support.
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Lessons Learned
Among the participating school districts, exemplary practices have emerged in meeting the needs of students at risk of reading failure.
Building a proactive, tiered system of support requires systemic change for reducing student risk and providing teacher professional learning opportunities.
Sustainability requires building internal capacity and leadership for implementation fidelity.
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Pilot Project Evaluation
Requirement to evaluate the pilot project
Recommendations whether to continue, expand or make changes to the pilot
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ContactBonnie Nelson
614-752-1245
Office for Exceptional Children
Supports and Services for Diverse Learners
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education.ohio.gov
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Follow Superintendent Ross on Twitter
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Social Media
@OHEducation
ohio-department-of-education
Ohio Families and EducationOhio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept