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This Padlet is designed as a platform for PSA to share Task Force resources. This includes:

Background Information: Documents relating to the Task Force & its charge

Prework Assignments: Shared in the Prework column, organized by due date (e.g., prework due at our October 8 convening will be under the sticky note labeled "October 8")

Convening Materials: Agendas, slides, & resources for each convening will be housed under the column with the corresponding Task Force date.

Public Hearing Notes: Available once meetings are complete and notes are synthesized.

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A condition affecting reading skills often characterized by difficulties in areas including (but not limited to) phonological processing, decoding, fluency, and/or spelling.

Source: NYSED

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A condition impacting writing skills often characterized by difficulties in areas including (but not limited to) legibility and automaticity.

Source: NYSED

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Dyslexia and Dysgraphia October 8th Meeting Agendas

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Participant Deck_Task Force Meeting #4 PP

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State of Dyslexia | National Center on Improving Literacy

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Explore dyslexia legislation and related initiatives in the United States of America.

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Source: Dinorah DellaCamera

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 Educational Supports Reccomended Articles

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Students with Disabilities Resulting from Dyslexia, Dysgraphia, and Dyscalculia

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New York State (NYS) Commissioner’s Regulations define learning disability to mean a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, as determined in accordance with section 200.4(j).(link is external)

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This Padlet is also a repository for Task Force member and subcommittee resources. We encourage all members to use it as an information-sharing platform.

To the right, we have four sections for resources:

Subcommittee Artifacts

Research & Articles

Tools

Miscellaneous

To share a resource, click the "+" under the appropriate column (as pictured above). You may add links, PDFs, documents, and more directly to this Padlet. Please scroll through resources already shared to ensure there is no duplication.

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Dyslexia and Dysgraphia Task Force Meeting 1 Agenda 

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Revised_AS_Dyslexia Task Force Meeting 5-13-24

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Meeting the Needs of Students with Dyslexia, Dysgraphia & Dyscalculia

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Meeting the Needs of Students with Dyslexia, Dysgraphia & Dyscalculia

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Meeting the Needs of Students with Dyslexia, Dysgraphia, and Dyscalculia

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Question and Answers Students with Disabilities-Dyslexia, Dysgraphia, Dyscalculia

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Identification of Students with Learning Disabilities

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Identification of Students with Learning Disabilities

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IDENTIFICATION OF STUDENTS WITH LEARNING DISABILITIES flowchart

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Participant_Dyslexia and Dysgraphia Task Force Meeting #3 PP 1

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Participant_Dyslexia and Dysgraphia Task Force Meeting #2 PP

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Source: Screening Subcommittee

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The resources shown are designed to provide helpful information. Resources are provided for instructional use purposes only and do not constitute NYSED endorsement of any vendor, author, or other sources. To the best of our knowledge, the resources provided are true and complete. In addition, the NYSED MTSS-I Framework is not yet a NYS approved framework. Hence, a draft of the Framework is being used to inform this work.
About NYSED MTSS-I Center

The MTSS-I Center's mission is to improve outcomes for all students by building capacity in educational organizations (EOs) to deliver evidence-based practices within a tiered system. The MTSS-I Center will empower education stakeholders, and support teachers and other professionals in effective practices for improved students' results.

Description of Program

NYSED was awarded the State Personnel Development Grant (SPDG) to focus on improving results for students, particularly students with disabilities, by establishing a statewide MTSS-I center. SPDG for 2020 - 2025 is focused on assisting teachers and leaders, with attention to State and local systems of support at the pre-service and in-service levels, to improve teaching and learning, and thus, student outcomes. Specifically, the work under the SPDG will strive to improve the current oversight of MTSS-I by creating a collaborative leadership team with statewide partners and staff within NYSED, expand MTSS-I application to identified districts, and help districts utilize evidence-based professional development for reading instruction and behavior using Implementation Science in an integrated model of MTSS.

NYSED's MTSS-I will integrate academics and behavior to be promoted at the pre-service and in-service levels. MTSS-I will expand the work and successes begun through the State Systemic Improvement Plan (SSIP) to reach a greater number of districts, buildings, and teachers implementing evidence-based strategies and to scale up these practices for future sustainability through the work of the Office of Special Education's (OSE's) Educational Partnership ("the Partnership"). To this end, part of the SPDG award has been utilized to create the MTSS-I Center, which is located at the University at Albany.

Using the approved materials and in coordination with the Partnership (i.e., TAP for Academics, TAP for Behavior), the MTSS-I Center is supporting 29 public school districts ("districts") through a grant-funded opportunity. These districts will work directly with the MTSS-I Center and the Partnership to implement MTSS-I. Each district will receive funding, professional development, and technical assistance to support their efforts.

The MTSS-I Center will provide:

technical assistance and ongoing support through attendance at meetings (both virtual and in-person) with coaches and teams, as well as email and telephone contact;

pertinent materials as part of the training process to use with the team and staff in the building and district;

assistance to the district and building in collecting, analyzing, and using student data (e.g., attendance, suspension, office referrals, etc.) and systems data (e.g., Tiered Fidelity Inventory (TFI), Reading-Tiered Fidelity Inventory (RTFI), etc.), as well as other feedback mechanisms to set goals and monitor progress;

coaching support in the form of systems-level coaching to the School Leadership Teams and to the grade-level teams;

support technology integration including data systems;

data coordination support (support with ongoing use of measures, and data systems post installation and initial implementation);

content and implementation expertise; and

a 2-day virtual learning summit for stakeholders.

District-level Administrator Commitment and Expectations

The 29 districts will invest in and support the implementation of MTSS-I for three years. This commitment will include the:

identification of up to three schools within the district to implement MTSS-I;

use of a draft framework to be piloted and revised;

establishment of district- and school-level teams to support tiered implementation; and

the allocation of time and resources to support the professional development of district and school level leaders, teams and staff on MTSS-I and related evidenced-based practice.

Cohorts

The MTSS-I Center will support up to 29 districts across the life of the project through the delivery of onsite and virtual training and coaching and will conduct and monitor fidelity of implementation of evidence-based practices by coaches and teachers in demonstration districts.

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The Office of Special Education (OSE) Educational Partnership is a coordinated and cohesive network of support focused on enhancing services and supports for students with disabilities from early childhood and school-age education to engagement in post-school opportunities.

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This Padlet is not a tool for discussion, rather it is a repository for materials. Please limit posts to materials in the four resource columns above.

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Source: Ed Supports Subcommittee

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Source: Reading Interventions Padlet

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This website aims to empower educators with evidence on proven programs.

Blog archive from the late Robert Slavin, who served as the Director of the Center for Research and Reform in Education at Johns Hopkins University

See Robert Slavin's blog archive about educational policy, research, and innovation.

Program Reviews

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Welcome to the BEE This website aims to empower educators with evidence on proven programs.

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PSA is responsible for Padlet maintenance. As resources are shared, they may be moved to new or different sections. Posts that are discussion-based (i.e., not resources) will be removed and relocated to the appropriate Subcommittee Padlet (see 9/11 Task Force Resources).

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Updated 1 week ago by Carla Sese

Padlet's Accessibility Commitment

Padlet is committed to providing an accessible experience for everyone. We are broadly compliant with level A for our Board product and are working towards AA by the end of 2024.

Padlet's Accessibility Statement is available on our legal page. If you have questions or concerns about Padlet's accessibility, please contact us.

How can I navigate a board with keyboard shorcuts?

Keyboard shortcuts allow you to efficiently navigate and perform tasks on a Padlet board directly from your keyboard. You will find all the shortcuts supported by Padlet here.

How do I search for a post within a board?

1. Open the board
2. Press Cmd/Ctrl + F to open the search bar and type in keywords to find a specific content. To refine your search, you can also filter by status, post color, or author. For more details, visit the Padlet article on search and filtering.

Which screen reader can I use for Padlet?

Screen readers allow users with visual impairments to interact with computers and mobile devices. Here's a quick guide on using a screen reader to navigate Padlet.

Mac Users: Apple's built-in screen reader, VoiceOver, is a great option.

Windows Users: Popular screen reader options for Windows include Job Access With Speech (JAWS) and NonVisual Desktop Access (NVDA).

Mobile Devices: For iPhones and iPads, use VoiceOver. If you're on Android, TalkBack is the built-in screen reader.

Does Padlet support captioning for audio and video file?

Yes, automatic captions are generated for uploaded videos and audio files. Padlet supports over 30 languages, and the captions are displayed at the bottom of the video or audio player. Learn more about auto-caption here.

At the moment, users cannot edit the auto-generated captions.

Enable Auto Caption on video and audio posts

1. Click the uploaded video or audio post.
2. Click Captions and select a language. The captions will then be displayed at the bottom of the audio or video player.

How can I make Padlet appear larger on my screen?

If using a computer, use the built-in zooming feature on your browser (example: Safari, Chrome or Firefox) to make the website appear larger on your screen. This will zoom in on the entire page, not just text.

1. Hold down Ctrl (PC) or Command (Mac) buttons on your keyboard.
2. Press "+" to zoom in or "- " to zoom out.

How do I adjust the text contrast on Padlet?

Padlet text offers good contrast by default. But you can fine-tune your device's display for an even better reading experience.

Computer users:
Mac
1. Go to Settings > Accessibility > Display.
2. Toggle on "Invert Colors" for a dark mode

Windows
1. From Settings, head to Accessibility.
2. Select your contrast preference under Contrast Themes. You'll see a dropdown menu with various themes like Aquatic, Desert, Dusk or Night Sky.

You can also toggle contrast themes on or off using a keyboard shortcut: Press Left Alt + Left Shift + Print Screen simultaneously.

Mobile device users:
iPhone/iPads
On your home screen, tap Settings > General > Accessibility.
Under Increase Contrast, choose Reduce Transparency or Darken Colors

Android
Open Settings > Accessibility > Vision.
Toggle the switch next to High Contrast Fonts to turn it on or off.

Look for options like Display Contrast or Invert Colors in your device's accessibility settings (available on both iOS and Android).

You can also explore extensions like High Contrast for Chrome or Dark Reader for Safari. These extensions can modify the color scheme to make the text stand out more.

Is Padlet available in my language?

Padlet supports a wide range of languages. We'll automatically try to set your interface to your preferred language, based on your browser settings. View the full list here. If it's not quite right, you can easily switch languages from the Settings panel.

Aside from the app, Padlet's Help Center is also available in multiple languages. To change the language of the Help Center, look for the language selection button at the top right corner of the page.

What is Talk-for-me and how does it work?

Padlet's Talk-for-me feature is a text-to-speech functionality that allows users to input text on a post and have it generated as an audio file. Available in over 30 languages, this feature enhances accessibility by enabling users to listen to written content. Learn more

How do I share my board?

Sharing a link is generally the most accessible option, as it works well with screen readers and various devices. You can generate a link from the Share button in the top right corner.

For advanced sharing options, refer to our detailed guide here.

How can I print a copy of my padlet?

1. Open a padlet you want to save.
2. Click the Share button
3. Under Export, choose between PDF, image, CSV, spreadsheet or print it directly. For more details, visit the Padlet Help page on exporting and printing.Under Export, choose between PDF, image, CSV, spreadsheet or print it directly.

For more details, visit the Padlet Help page on exporting and printing.

Is Padlet WCAG AA compliant?

Padlet is committed to meeting WCAG 2.2 Level AA standards for accessibility. Padlet is broadly compliant across a range of AA criteria, though there are still some items that are pending remediation. Visit our accessibility page for the latest status!

Does Padlet have a VPAT?

Yes, Padlet has a Voluntary Product Accessibility Template (VPAT). The VPAT outlines Padlet's conformance with accessibility standards including WCAG, Revised Section 508 Standards and EN 301 549 Accessibility requirements. You can find it here.

Can I customize the layout of the exported file?

Exports are programmed to best display content in the exported format for readability. However, it's not customizable at this time.

How to adjust video speed and quality

1. Click the published post with the video.
2. Click on the Settings icon in the bottom right corner.
3. Select the option to adjust speed and quality, and enable or disable captions.

How do I add captions to attachments on a board?

1. Upload the attachment to the padlet.
2. Look for the Add a caption field.
3. Add captions to provide context and click 1. Click the vertical three dots on the post and click Edit post.
2. Type in the new caption and click Update.

Can I upload transcripts to my audio and video files and download them later?

Padlet doesn't support uploading or downloading transcripts for posts at the moment. However, we understand the importance of accessibility and are actively working on features to improve transcript support. Stay tuned for updates!

Turn off autoplay on GIFs

Disabling animations on a board can improve accessibility for users with photosensitivity or visual impairments.

To disable GIF autoplay on Padlet:

Individual GIF: Click the pause button at the bottom right corner of each GIF.
All GIFs: Adjust your device's accessibility settings:

Windows: Go to Settings > Accessibility > Animation Effects > toggle Show animations to Mac: Open System Preferences > Accessibility > Display and check R eiOS: Go to Settings > Accessibility > Motion and toggle Reduce Motion to Android: Open Settings > Accessibility and select Remove animations or Padlet respects your device's system preference for reduced motion, so if you've set this preference on your device, it will automatically apply to GIFs on the board. There is no user or board setting to override this preference at this time.

My assistive technology isn't working with Padlet. How can I report this issue?

If you're experiencing a problem using assistive technology settings, use this form to let us know. Include details about your device and the specific problem you encountered and our team will get back to you as soon as we can.

How to enable VoiceOver on your Mac

VoiceOver is a built-in screen reader program on Apple devices, like Macs, iPhones, and iPads.

On a computer
1. Open System Settings. (This might be called "System Preferences" on older macOS versions.)
2. Click on Accessibility in the sidebar.
3. In the list on the left, choose 4. To turn VoiceOver on, click the checkbox next to Enable VoiceOver. You might be prompted to confirm this change.

On iPhone or iPad
1. Open the Settings app.
2. Scroll down and tap on Accessibility. This will open a list of accessibility features on your device.
3. Tap on VoiceOver. This will display the settings related to VoiceOver.
4. To turn VoiceOver on, toggle the switch next to VoiceOver to the ON position.

How to navigate a board using a screen reader

You can quickly locate and access different parts of the padlet using screen reader commands for Headings. Here is an overview of the heading hierarchy you can expect:

Title: The main title of your Padlet is marked as an H1 heading.
Sections: If sections are enabled on the padlet, each section title is designated as an H2 heading.
Post Titles: Individual posts can be navigated by headings.

To look for a specific post, you can use the search-by-keyword feature by accessing your screen reader's Form Field section ((JAWS + F3, NVDA + F7 or the Rotor (VoiceOver on macOS or iOS) and selecting ' search post by keyword edit' button. From there, you can quickly jump to a specific post.

Inside a post

Attachments: If a post contains an attachment, you can click on it to access the expanded view, where you can view PDFs or play audio and video files.

Reactions: If reactions are enabled, you can click on the reaction buttons to interact with the post.

Comments: If comments aren't immediately visible, you can click on the comments icon button to expand the post and view all comments.

Additional Actions: If there are actions not immediately available on the post, you can click on the three-dot menu to access more options.

How can I navigate the dashboard with a screen reader?

The 'All Padlets' section on the dashboard is marked as a Heading Level 1 (H1). Since this is the only heading, your screen reader should automatically announce it when you load the page.

Navigating by landmarks
The dashboard is structured with landmarks to help you navigate efficiently. The banner landmark includes the main navigation options: "Gallery," "Join," "Learn," and "Make."
Using the search bar
The search bar allows you to find specific boards and sandboxes.
1. To access it, move your screen reader focus to ' search padlets by keywords', or press Ctrl+ F on Windows or Cmd+ F on macOS.
2. Type in your keywords in the search bar and Tab to the board or sandbox you wish to open. Press Enter to open the board.

Bypassing repetitive content
Use the "Skip to content" link to bypass repetitive navigation options and go directly to the padlet and options list.
The commands may vary slightly depending on the screen reader you're using. Be sure to check the specific user guide for your screen reader for any variations.

How do I add alt text for an image on the board?

Alt text, or alternative text, is a written description of an image. It's crucial for users who are blind or have low vision because it allows screen readers to convey the image's content.

1. Upload the image attachment
2. Click the ALT button in the lower lower-left-left corner of any image
3. Add a brief description and click Publish.

For full instructions on adding attachments, visit this page.

How to quickly make a new board

1. Open a board:
JAWS (Windows): Press Ctrl + D to open the address bar in your browser. Then type padlet.new and press NVDA (Windows): Press Ctrl + L to focus on the address bar. Type padlet.new and press Enter.
VoiceOver (Mac): Press Cmd + L to move to the address bar, type padlet.new, and press Enter.

2. Customize your board
Once you've loaded the board, you'll be presented with a new board interface.

Keyboard users: Use the Tab key to navigate through the various fields and options.
Touch device users: Swipe until your screen reader announces the Settings menu.

3. Start posting:
Use the Tab key to navigate to the Add a post button.
Type your text or add attachments. You can also use shortcuts to quickly attach files.

How do you turn speech recognition on for your device?

Here's how to enable speech recognition for your device:

Mac
1. Open System Preferences.
2. Click on Keyboard.
3. Go to the Dictation tab.
4. Toggle Enable Dictation to " On."
(Optional): Review additional dictation settings like keyboard shortcuts or custom vocabulary.

Windows
1. Press the Windows logo key + H or select the mic button🎙️ on the touch keyboard

Android
1. Open Settings.
2. Navigate to General Management > Keyboard list and default.
3. Turn on the desired voice input option (e.g., Google voice typing).

Chromebook
1. Click the clock or press Alt + Shift + S in the bottom right corner to access Settings.
2. Navigate to Accessibility within Settings.
3. Find Keyboard and text input and toggle on Enable dictation (speak to type).

How to use speech recognition to create text on a padlet

1. Open your padlet and navigate to where you want to add text (title, description, post content, comment, etc.).
2. Locate the microphone icon🎙️on the keyboard (mobile app) or within the text field itself (web interface).
3. Click or tap the microphone icon 🎙️ to activate voice typing.
4. Speak clearly and naturally, and your voice will be transcribed into text.

Remember punctuation! Say "comma," "period," "question mark," etc., for clear communication.

5. Click or tap the microphone icon again to stop dictation when finished.

Does Padlet have a text-to-speech feature available for its users?

Yes, Padlet offers a text-to-speech feature. The "Talk for Me" feature in Padlet allows users to create audio posts by converting text into speech, which can then be shared directly on a Padlet board. This feature is useful for a variety of scenarios, such as delivering speeches, creating interactive language exercises, or making content accessible to users who benefit from auditory input. Read more about this feature here.

How do I search for padlets on the dashboard?

1. On the homepage, navigate to the search bar using your keyboard by pressing the Tab key until it is highlighted, or use the keyboard shortcut Ctrl+F (Windows) or Cmd+F (macOS).
2. In the search bar, type in relevant keywords from the board's title or description to find what you're looking for.
3. Continue pressing the Tab key to move through the search results. When the desired padlet is focused, press Enter to select.

How to turn off Padlet's keyboard shortcuts?

1. Click your profile photo in the top right corner.
2. Click Settings > Accessibility
3. Toggle Keyboard Shortcuts. By default, this button is turned on (indicated by a purple color or slider to the right).

How do I change the board settings using a keyboard?

1. Navigate to your padlet using the Tab key to find the content area.
2. Press Tab repeatedly until you reach the Settings page represented by a gear icon (⚙️).

If you're using a screen reader, you can quickly find the Settings page using these shortcuts.

JAWS:
Press B (JAWS Quick Key) to cycle through buttons on the page.
Keep pressing B until you hear Open padlet settings button.

NVDA:
Use the NVDA + F7 shortcut to open the Elements List.
From the list, navigate to the Buttons section and select the Open padlet settings button.

Mac VoiceOver:
Go to Form Controls > Open padlet settings button

3. Press Enter to open the Settings menu. (The menu may expand or open in a new panel.)
4. Use the arrow keys (Left/Right) to navigate through the different setting categories (e.g., "Heading," "Appearance," "Layout").
5. Most changes made are saved automatically. For settings that open a separate panel (i.e., wallpaper, icons), look for a Save button.

Refer to this page for a detailed list of keyboard shortcuts for all functionalities.

How to skip to the first post on a board?

1. Tab to Skip to Content (first focusable element).
2. Press Enter, then press Tab to jump to the first post.

How to skip to the main content on the dashboard

1. From the Padlet homepage, press Tab to Skip to Content.
2. Press Enter then Tab to select a padlet to open.

How do I navigate by sections on a board?

Screen readers typically announce the heading levels (h1, h2, h3) as you navigate Padlet. Here's how to find specific sections and posts using screen reader keyboard shortcuts:

JAWS (Windows):
1. Use the H key to move to the next heading.
2. Use Shift + H to move to the previous heading.

NVDA (Windows):
1. Use the H key to move to the next heading.
2. Use Ctrl + Shift + H to move to the previous heading.

VoiceOver (Mac):
1. Use the VO + Arrow Down key combination to move to the next heading.
2. Use VO + Arrow Up to move to the previous heading.
Instructions may vary slightly depending on your screen reader and operating system version. For the most accurate guidance, please refer to the specific documentation or support resources for your screen reader and operating system.

Screen Readers and Assistive Technology

Text Size and Contrast

Language Options and Support

Sharing and exporting content

Compliance

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Explore Padlet's Accessibility FAQ, designed to help users of all abilities navigate and use Padlet effectively. Learn about keyboard shortcuts, screen reader compatibility, captions, and more.

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Dyslexia and Dysgraphia Task Force Public Hearing #1 Albany 09.16.24

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Participant Deck_Dyslexia and Dysgraphia Task Force Meeting #5 PP

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Dyslexia and Dysgraphia Task Force Public Hearing #2 Virtual 09.23.24

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Dyslexia and Dysgraphia Task Force Public Hearing #2 Virtual 09.23.24

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The Office of Special Education and Rehabilitative Services (OSERS) released guidance to state and local educational agencies which clarifies that students with specific learning disabilities such as dyslexia, dyscalculia, and dysgraphia have unique educational needs.

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Guidance on Chapter 216 of the Laws of 2017: Students with Disabilities

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Guidance on Chapter 216 of the Laws of 2017: Students with Disabilities

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Law on exemptions for school psychologists working in schools

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Draft Recommendations: For 10.8 Discussion

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Draft Recommendations: For 10.8 Discussion

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Please review ahead of the meeting.

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All written feedback should be submitted by Friday, October 11.

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11/7/24 Recommendations Review Considerations for input below:

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11/7/24 Recommendations Review Considerations for input below:

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1) Recommendations related to state infrastructure:

identify the specific credentials that should be required for the potential positions created at the state level or NYSED related to a possible Center for Dyslexia / Dysgraphia and /or the over seer of screenings, interventions, professional development, community engagement and communications related to Dyslexia and Dysgraphia.

It is imperative that these positions are filled with highly specialized and credentialed dyslexia trained reading specialists that have experience successfully working with students with these characteristics or diagnoses.

All schools should be required to report to NYSED and provide in an accessible location on their public website the actual names of all programs, materials that is in use and what PD’s have or will be taking place each school year related to ELA for K-5. Transparency with the program, materials, PD and methodology utilized by LEA’s are all funded by tax dollars and should not be cloaked in secrecy. The public has a right to know specifically what products, methods and trainings are being selected by their LEA’s to ensure that they are in fact utilizing evidence based best practices aligned with SoR and not merely adding a patch here and there to already known and discredited programs that have been found to be misaligned with cognitive science (i.e. adding a phonics and PA patch such as Fundations and Heggerty to the main curriculum that still is using TCWRP/Reading writing Work Shop/ Units of Study -Lucy Calkins, F&P (reading levels assigned via BAS/Running Records which emphasizes 3 cueing - guessing at unknown words via picture and context clues rather than focus on letter sound to letter print correspondences / sounding out) or any other balanced literacy related program.

Mixing of strategies that have been discredited along with phonics and PA is detrimental to students tasked with learning to read especially struggling readers with characteristics of dyslexia / dysgraphia (see NYSED Dyslexia Q&A included in this padlet).

NYSED should look at states with a long history of work regarding literacy ie Ohio, and TN departments of education have undertaken huge roles in creating frameworks that support evidence based best practices aligned w SoR from ground up. Please include them in this report and for potential collaboration opportunities.

Screening

Bench mark screening for reading is already required in NYS Fall, Winter and Spring as part of MTSS/RTI/AIS process and can easily incorporate a screener that includes the listed components. It should be incorporated as part of this process to increase compliance and to help encourage tracking of consistent data sets over time especially for students who may seem ok at the start of the school year when less is expected but then may start to struggle as more is demanded. Once a year is not enough to catch before they fail.

LEA capacity and intervention Building

It is essential that the main tenets required for successful MTSS are not ignored here. MTSS includes and is interdependent on the use of evidence based Tier 1 which is part of the language used in NYSED description of MTSS for Tier 1 also not just for Tier 2 and Tier 3.

Tier 1 must be aligned with evidence based with high gains for the majority of all students (SoR / Structured Literacy). This ensures that all students are receiving high quality evidence based best practices in every classroom and that all are being taught to read and write based on the science of reading. This hurts no one and is essential for dyslexic/dysgraphic students and or those with characteristics of dyslexia/dysgraphia.

Ensuring and requiring Tier 1 to be aligned w SoR/ structured literacy will greatly mitigate the degree of reading / writing difficulties across the board for all students and decrease need for special ed referrals and or number of students in need of significant interventions.

Not addressing Tier 1 equally alongside Tier 2 and Tier 3 is not in agreement with the provision of an MTSS plan consistent with the established research on successful MTSS implementation (see Stephanie Stoller / Reading Universe).

These are my main areas of concern after reviewing the

recommendations provided to us prior to this meeting. Thank you for your consideration.

Sincerely,

Dr. Dinorah Dellacamera

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Dyslexia in the 21st century - Annals of Dyslexia 2024 - abstracts and selected quotations (

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Dyslexia and Dysgraphia Task Force Meeting #6

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Dyslexia and Dysgraphia Task Force Meeting #6_Participant

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Dyslexia and Dysgraphia Task Force Recommendations V2 

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NYSED Dyslexia and Dysgraphia Final Recommendations

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Please complete by 12/4 for inclusion in the data presented at the 12/11 convening.

The survey will, however, remain open until EOD 12/11.

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
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New York State Dyslexia and Dysgraphia Task Force: Recommendations Survey

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New York State Dyslexia and Dysgraphia Task Force: Recommendations Survey.

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NYSED Dyslexia and Dysgraphia Task Force Draft Report

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Dyslexia and Dysgraphia Task Force Meeting #7_Participant

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Please complete by 12/4 for inclusion in the data presented at the 12/11 convening.

The survey will, however, remain open until EOD 12/11.

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# data[].attributes.attachment_link.title
New York State Dyslexia and Dysgraphia Task Force: Recommendations Survey

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New York State Dyslexia and Dysgraphia Task Force: Recommendations Survey.

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RE: Funding. Financing Personnel Development: Dyslexia Teacher Education: General Education, Dyslexia Specialist Teacher, and Special Education Teachers...

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RE: Funding. Financing Personnel Development: Dyslexia Teacher Education: General Education, Dyslexia Specialist Teacher, and Special Education Teachers...

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RE: Funding. The Data Item of IMPROVEMENT of INSTRUCTION: A Special Exhibit, found on the School Level Finance Survey, needs to have NYS DOE Data completed/collected and shared there. This exhibit is connected to revenue and expenditure streams that can likely help fund our dyslexia/dysgraphia PD and teacher education if we/NYS start contributing data to that Special Exhibit under 'Improvement of Instruction.' If you look at the description/definitions in their Cookbook/manual you will find there is a match for this area. Many other states are doing this. Wouldn't it benefit us to do this as well? Evelyn Whitebay, M.Ed. PS It has been great working with you all!

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Added information. RE: Funding. Financing Personnel Development: Dyslexia Teacher Education: General Education, Dyslexia Specialist Teacher, and Special Education Teachers...

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Added information. RE: Funding. Financing Personnel Development: Dyslexia Teacher Education: General Education, Dyslexia Specialist Teacher, and Special Education Teachers...

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RE: Funding. The Data Item of IMPROVEMENT of INSTRUCTION: A Special Exhibit, found on the School Level Finance Survey, needs to have NYS DOE Data completed/collected and shared there. This exhibit is connected to revenue and expenditure streams that can likely help fund our dyslexia/dysgraphia PD and teacher education if we/NYS start contributing data to that Special Exhibit under 'Improvement of Instruction.' If you look at the description/definitions in their Cookbook/manual you will find there is a match for this area. Many other states are doing this. Wouldn't it benefit us to do this as well? Evelyn Whitebay, M.Ed.  PS It has been great working with you all!