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Katie Lewis

K-5 Literacy and Dyslexia Specialist

Katie.lewis@azed.gov

Wendy Logue

Foundational Literacy Specialist

Wendy.logue@azed.gov

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The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona's teachers implementing systematic and explicit instruction across all the elements of reading, including following the MTSS process of tiered instruction. The legislation in A.R.S §15-704 is designed to help identify students with characteristics of dyslexia so interventions can be in place.

ADE is pleased to announce as of Wednesday, July 13, 2022, we have allocated more than $1.8 million to Arizona schools and the grant will be closed. The grant is to help offset the cost of training for the Dyslexia Training Designee required for each K-3 campus. We are hoping to secure more funding for the FY24 to further support educator training. The grant was first come, first served and carryover is not allowed. For more information, please reach out to Maggie Velazquez.

Contact Information: Maggie Velazquez, Dyslexia and Literacy Intervention Specialist, 602-364-1843

Dyslexia Definition - Arizona Revised Statute (A.R.S.) 15-701 (K)

"Dyslexia" means a specific learning disorder that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

Dyslexia Training Designee
Dyslexia Training Designee Approved Trainings and Guidance
As required by ARS 15-211, the Dyslexia Training Designee (DTD) can be any Kindergarten through Third Grade teacher on a given campus. Any campus that serves K-3 students must identify at least one DTD for that campus. This list provides information on the required approved dyslexia trainings. The DTD needs to have completed the trainings by July 1, 2022. Each vendor submitted materials that had to meet requirements of the legislation per the RFI process. Those learning opportunities that met the requirements were shared on the final list. Vendors who would like to apply for the Dyslexia Training Designee RFI need to email Maggie Velazquez for additional information.

**Please note, trainings must be provided by vendor. Trainer-of-trainer models will not fulfill the requirements.

**Please also note, these trainings do not remove the Dyslexia Deficiency on teaching certificates. More information about the Dyslexia Deficiency can be found on the K-5 Literacy Endorsement webpage.
Dyslexia Training Designee PLC
Calling all school-level Dyslexia Training Designees. The ADE ELA team presents Quarterly PLC Meetings for the Dyslexia Training Designee. Please join our quarterly Dyslexia Training Designee PLC, hosted by Maggie Velazquez, Dyslexia and Literacy Intervention Specialist. This is your opportunity to meet with other DTDs in Arizona to collaborate, share, and discuss roles and responsibilities of being your school's DTD. We will build this DTD Professional Learning Community to help support one another in this amazing role, "Dyslexia Training Designee". Please note you do not have to have your DTD trainings completed to attend.

Participants must register for each quarterly event in APLD to receive professional development credit. Each participant will receive 1 hour of PD credit. Microsoft Teams link will be accessible in APLD events, once registered. Register - use search term "dyslexia"

Dates: September 20, 2022 November 8, 2022 February 28, 2023 April 18, 2023

Universal Literacy and Dyslexia Screener
Universal Literacy and Dyslexia Screener Approved List and Guidance
During 2021-2022, schools are reviewing and selecting a screener from the Approved Universal Literacy and Dyslexia Screener list, with full implementation by July 1, 2022. This screening process meets both Move On When Reading and Dyslexia legislation, and will be the tool used to complete the MOWR Literacy Plan and assessment data submission for fall, winter, and spring. ADE allows for additional vendor submissions for this RFI through the year with the close date of December 1. Vendors who would like to apply for the Universal Literacy and Dyslexia Screener RFI need to email Maggie Velazquez for additional information. After December 1, the ADE team will review all submissions to assure the tool meets/continues to meet Arizona Statute. The Approved Universal Literacy and Dyslexia Screener list will be updated and reposted by February 1 of each year.
Guidance Videos Approved Screener Videos:
Good Cause Exemptions to Retention
There are four good cause exemptions to retention for 3rd grade students who fail to meet the MOWR cut score. These apply if a student

Is an English learner or a limited English proficient student and has had fewer than three years of English language instruction; OR

Is in the process of a special education referral or evaluation and/or student has been diagnosed as having a significant reading impairment, including dyslexia; OR

Has an identified disability and has an IEP and the IEP team (including parents) agrees that promotion is appropriate;

OR Has demonstrated or subsequently demonstrates sufficient reading skills or adequate progress towards sufficient reading skills of the 3rd-grade reading standards as evidenced through a collection of reading assessments approved by the State Board.

Arizona Revised Statute (A.R.S.) §15-701
Dyslexia Resource Guides
AZ Dyslexia Handbook
The Dyslexia Handbook is designed for teachers and administrators to help them recognize characteristics constant with dyslexia and how to aid students with dyslexia. Educators at all levels must have a deep understanding of reading to pinpoint gaps in student learning. This document also provides technical assistance to support families.
Dyslexia Family Resource Guide
The Dyslexia Resource Guide for Families provides an overview the definition of dyslexia, characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
Dyslexia Family Resource Guide (Spanish)
The Dyslexia Resource Guide for Families in Spanish provides an overview the definition of dyslexia ,characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
ADE Resources External Agency Resources
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Dyslexia Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona's teachers implementing systematic and explicit instruction across all the elements of reading, including following the MTSS process of tiered instruction.

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About the Book: Overcoming Dyslexia, 2nd Edition
From Dr. Sally Shaywitz, one of the world's preeminent experts on reading and dyslexia, the most comprehensive, up-to-date, and practical book available on identifying, understanding, and overcoming reading problems-now revised to reflect the latest research and evidence-based approaches.
Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender. Now world-renowned expert Sally Shaywitz gives us a substantially updated and augmented edition of her classic work: drawing on an additional fifteen years of cutting-edge research, offering new information on all aspects of dyslexia and reading problems, and providing the tools that parents, teachers, and all dyslexic individuals need. This new edition also offers:

New material on the challenges faced by dyslexic individuals across all ages

Rich information on ongoing advances in digital technology that have dramatically increased dyslexics' ability to help themselves

New chapters on diagnosing dyslexia, choosing schools and colleges for dyslexic students, the co-implications of anxiety, ADHD, and dyslexia, and dyslexia in post-menopausal women

Extensively updated information on helping both dyslexic children and adults become better readers, with a detailed home program to enhance reading

Evidence-based universal screening for dyslexia as early as kindergarten and first grade - why and how

New information on how to identify dyslexia in all age ranges

Exercises to help children strengthen the brain areas that control reading

Ways to raise a child's self-esteem and reveal her strengths

Stories of successful men, women, and young adults who are dyslexic

Click here to order your copy today.

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From Dr. Sally Shaywitz, one of the world's preeminent experts on reading and dyslexia, the most comprehensive, up-to-date, and practical book available on identifying, understanding, and overcoming reading problems-now revised to reflect the latest research and evidence-based approaches. Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender.

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4 Questions to Ask After Universal Screening for Dyslexia

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Four Questions to Ask After Universal Screening for Dyslexia

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Rebekah Dyer
President
International Dyslexia Association
Arizona Branch

I am honored and privileged to be the president of the AZ Branch of the International Dyslexia Association. As a board we will continue to strive forward in our efforts to increase awareness and education of what dyslexia is and how it impacts people. We plan to create a foundation for parents, teachers and schools with effective programs and strategies to support individuals with dyslexia. I look forward to working with our outstanding board members in these efforts.

Join Our Mission

Support from members of the International Dyslexia Association (IDA) has allowed us to continue to educate our community and share the latest research in the field of dyslexia. As we commemorate IDA's 70th anniversary, we are on a mission to train 7,000 teachers, educate 70,0000 children, and support 700,000 families!

We invite you to join our mission and take advantage of IDA Member benefits, including the new and exciting benefits below:

My IDA Perks. Free access to My IDA Perks. A network of nationwide discounts.

IDA Stores. Members receive a 15% discount on IDA's books and merchandise.

IDA Member Facebook Group. Expand your network and share information, ideas, and resources.

Annual CEU Discounts. Professional and teacher members will receive one discounted on-demand conference recording per calendar year.

PLUS, Arizona Members can participate in additional opportunities specifically for our Arizona Branch:

Reimbursement Scholarships. Up to $500 in reimbursement scholarships for those interested in becoming educated in dyslexia. A pply here.

Learning Ally. An opportunity for children with dyslexia to read independently, develop a love of learning, and reach their full potential. R egister here.

2019 Masquerade for Dyslexia

"With great power comes great responsibility." Together, we have the ability to change lives...and together we will! Thank you to all of our guests and sponsors that helped to make the Third Masquerade for Dyslexia "Heroes Edition" a success! We raised over $80,000!

Thank you Dr. Jesse McGuire for sharing your dyslexia struggles and triumphs with us. You are an inspiration.

Charlie Kriesel and Noah Goree we are so proud of you! Keep up the good work and keep working toward your goals! You shine! #parentsbuyyourkidscandy

Christine Burton, Stacey Fretheim, Sandra Laine, Dr. Jan Vessley, and Senator Paul Boyer your passion for children with dyslexia ensures that students will not go undiagnosed and teachers will be trained in early dyslexia identification and intervention. Thank you! We couldn't do it without you!

The next gala will be in 2021!

AZ IDA won an award for fundraising at the 2019 IDA Conference! 🏆

Thank you to everyone that helped make the Gala a success! Because of you, AZ IDA will continue to raise awareness and provide training for parents, teachers, and schools. Together we can help children with dyslexia thrive and reach their potential!

Share this page with your friends...

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Rebekah Dyer President International Dyslexia Association Arizona Branch I am honored and privileged to be the president of the AZ Branch of the International Dyslexia Association. As a board we will continue to strive forward in our efforts to increase awareness and education of what dyslexia is and how it impacts people.

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October 21st 4:00-5:00

Join here: DTD Office hours | Meeting-Join | Microsoft Teams

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think you might have dyslexia yourself-here's what to look for, starting in the earliest years through adulthood.

The Preschool Years

Trouble learning common nursery rhymes, such as "Jack and Jill"

Difficulty learning (and remembering) the names of letters in the alphabet

Seems unable to recognize letters in his/her own name

Mispronounces familiar words; persistent "baby talk"

Doesn't recognize rhyming patterns like cat, bat, rat

A family history of reading and/or spelling difficulties (dyslexia often runs in families)

© Sally Shaywitz, Overcoming Dyslexia, p. 122

Kindergarten & First Grade

Difficulties

Reading errors that show no connection to the sounds of the letters on the page-will say "puppy" instead of the written word "dog" on an illustrated page with a picture of a dog

Does not understand that words come apart

Complains about how hard reading is; "disappears" when it is time to read

A history of reading problems in parents or siblings

Cannot sound out even simple words like cat, map, nap

Does not associate letters with sounds, such as the letter b with the "b" sound

Strengths

Curiosity

Great imagination

Ability to figure things out; gets the gist of things

Eager embrace of new ideas

A good understanding of new concepts

Surprising maturity

A larger vocabulary than typical for age group

Enjoys solving puzzles

Talent for building models

Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 - 123

Second Grade through High School

Reading

Very slow in acquiring reading skills. Reading is slow and awkward

Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word

Doesn't seem to have a strategy for reading new words

Avoids reading out loud

Speaking

Searches for a specific word and ends up using vague language, such as "stuff" or "thing," without naming the object

Pauses, hesitates, and/or uses lots of "um's" when speaking

Confuses words that sound alike, such as saying "tornado" for "volcano," substituting "lotion" for "ocean"

Mispronunciation of long, unfamiliar or complicated words

Seems to need extra time to respond to questions

School and Life

Trouble remembering dates, names, telephone numbers, random lists

Struggles to finish tests on time

Extreme difficulty learning a foreign language

Poor spelling

Messy handwriting

Low self-esteem that may not be immediately visible

Strengths

Excellent thinking skills: conceptualization, reasoning, imagination, abstraction

Learning that is accomplished best through meaning rather than rote memorization

Ability to get the "big picture"

A high level of understanding of what is read tohim

The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks

Improvement as an area of interest becomes more specialized and focused-and a miniature vocabulary is developed that allows for reading in that subject area

A surprisingly sophisticated listening vocabulary

Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing

© Sally Shaywitz, Overcoming Dyslexia, pp. 123-125

Young Adults & Adults

Reading

A childhood history of reading and spelling difficulties

While reading skills have developed over time, reading still requires great effort and is done at a slow pace

Rarely reads for pleasure

Slow reading of most materials-books, manuals, subtitles in films

Avoids reading aloud

Speaking

Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent use of "um's" and imprecise language; and general anxiety when speaking

Often pronounces the names of people and places incorrectly; trips over parts of words

Difficulty remembering names of people and places; confuses names that sound alike

Struggles to retrieve words; frequently has "It was on the tip of my tongue" moments

Rarely has a fast response in conversations; struggles when put on the spot

Spoken vocabulary is smaller than listening vocabulary

Avoids saying words that might be mispronounced

School & Life

Despite good grades, often says he's dumb or is concerned that peers think he's dumb

Penalized by multiple-choice tests

Frequently sacrifices social life for studying

Suffers extreme fatigue when reading

Performs rote clerical tasks poorly

Strengths

Maintains strengths noted during the school-age years

Has a high capacity to learn

Shows noticeable improvement when given additional time on multiple-choice examinations

Demonstrates excellence when focused on a highly specialized area, such as medicine, law, public policy, finance, architecture or basic science

Excellent writing skills if the focus is on content, not spelling

Highly articulate when expressing ideas and feelings

Exceptional empathy and warmth

Successful in areas not dependent on rote memory

A talent for high-level conceptualization and the ability to come up with original insights

Inclination to think outside of the box and see the big picture

Noticeably resilient and able to adapt

© Sally Shaywitz, Overcoming Dyslexia, pp. 125- 127

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think ...

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The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona's teachers implementing systematic and explicit instruction across all the elements of reading, including following the MTSS process of tiered instruction. The legislation in A.R.S §15-704 is designed to help identify students with characteristics of dyslexia so interventions can be in place.

ADE is pleased to announce as of Wednesday, July 13, 2022, we have allocated more than $1.8 million to Arizona schools and the grant will be closed. The grant is to help offset the cost of training for the Dyslexia Training Designee required for each K-3 campus. We are hoping to secure more funding for the FY24 to further support educator training. The grant was first come, first served and carryover is not allowed. For more information, please reach out to Maggie Velazquez.

Contact Information: Maggie Velazquez, Dyslexia and Literacy Intervention Specialist, 602-364-1843

Dyslexia Definition - Arizona Revised Statute (A.R.S.) 15-701 (K)

"Dyslexia" means a specific learning disorder that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

Dyslexia Training Designee
Dyslexia Training Designee Approved Trainings and Guidance
As required by ARS 15-211, the Dyslexia Training Designee (DTD) can be any Kindergarten through Third Grade teacher on a given campus. Any campus that serves K-3 students must identify at least one DTD for that campus. This list provides information on the required approved dyslexia trainings. The DTD needs to have completed the trainings by July 1, 2022. Each vendor submitted materials that had to meet requirements of the legislation per the RFI process. Those learning opportunities that met the requirements were shared on the final list. Vendors who would like to apply for the Dyslexia Training Designee RFI need to email Maggie Velazquez for additional information.

**Please note, trainings must be provided by vendor. Trainer-of-trainer models will not fulfill the requirements.

**Please also note, these trainings do not remove the Dyslexia Deficiency on teaching certificates. More information about the Dyslexia Deficiency can be found on the K-5 Literacy Endorsement webpage.
Dyslexia Training Designee PLC
Calling all school-level Dyslexia Training Designees. The ADE ELA team presents Quarterly PLC Meetings for the Dyslexia Training Designee. Please join our quarterly Dyslexia Training Designee PLC, hosted by Maggie Velazquez, Dyslexia and Literacy Intervention Specialist. This is your opportunity to meet with other DTDs in Arizona to collaborate, share, and discuss roles and responsibilities of being your school's DTD. We will build this DTD Professional Learning Community to help support one another in this amazing role, "Dyslexia Training Designee". Please note you do not have to have your DTD trainings completed to attend.

Participants must register for each quarterly event in APLD to receive professional development credit. Each participant will receive 1 hour of PD credit. Microsoft Teams link will be accessible in APLD events, once registered. Register - use search term "dyslexia"

Dates: September 20, 2022 November 8, 2022 February 28, 2023 April 18, 2023

Universal Literacy and Dyslexia Screener
Universal Literacy and Dyslexia Screener Approved List and Guidance
During 2021-2022, schools are reviewing and selecting a screener from the Approved Universal Literacy and Dyslexia Screener list, with full implementation by July 1, 2022. This screening process meets both Move On When Reading and Dyslexia legislation, and will be the tool used to complete the MOWR Literacy Plan and assessment data submission for fall, winter, and spring. ADE allows for additional vendor submissions for this RFI through the year with the close date of December 1. Vendors who would like to apply for the Universal Literacy and Dyslexia Screener RFI need to email Maggie Velazquez for additional information. After December 1, the ADE team will review all submissions to assure the tool meets/continues to meet Arizona Statute. The Approved Universal Literacy and Dyslexia Screener list will be updated and reposted by February 1 of each year.
Guidance Videos Approved Screener Videos:
Good Cause Exemptions to Retention
There are four good cause exemptions to retention for 3rd grade students who fail to meet the MOWR cut score. These apply if a student

Is an English learner or a limited English proficient student and has had fewer than three years of English language instruction; OR

Is in the process of a special education referral or evaluation and/or student has been diagnosed as having a significant reading impairment, including dyslexia; OR

Has an identified disability and has an IEP and the IEP team (including parents) agrees that promotion is appropriate;

OR Has demonstrated or subsequently demonstrates sufficient reading skills or adequate progress towards sufficient reading skills of the 3rd-grade reading standards as evidenced through a collection of reading assessments approved by the State Board.

Arizona Revised Statute (A.R.S.) §15-701
Dyslexia Resource Guides
AZ Dyslexia Handbook
The Dyslexia Handbook is designed for teachers and administrators to help them recognize characteristics constant with dyslexia and how to aid students with dyslexia. Educators at all levels must have a deep understanding of reading to pinpoint gaps in student learning. This document also provides technical assistance to support families.
Dyslexia Family Resource Guide
The Dyslexia Resource Guide for Families provides an overview the definition of dyslexia, characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
Dyslexia Family Resource Guide (Spanish)
The Dyslexia Resource Guide for Families in Spanish provides an overview the definition of dyslexia ,characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
ADE Resources External Agency Resources
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Dyslexia Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona's teachers implementing systematic and explicit instruction across all the elements of reading, including following the MTSS process of tiered instruction.

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It's Dyslexia Awareness Month. Will you help us spread the word? Wondering what else you can do to support children and adults with dyslexia? Here are a few suggestions:
Follow and Share
Join us as we share stories from people living with dyslexia, insights into dyslexia around the world, events held by branches of the International Dyslexia Association (IDA) across the United States and by our Global Partners around the world, new fact sheets, and more...
Check-in with Us Daily
We'll be updating our website here, and also posting on Facebook, Twitter, and Instagram. Track #DyslexiaAroundTheWorld and #UntilEveryoneCanRead to make sure you don't miss a post!
Share this with your friends and family...

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October is Dyslexia Awareness Month - International Dyslexia Association

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It's Dyslexia Awareness Month. Will you help us spread the word? Wondering what else you can do to support children and adults with dyslexia? Here are a few

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About the Course: Dyslexia is everywhere, touching so many children and adults, and while science has made extraordinary progress in understanding and clarifying the condition, this incredibly powerful knowledge rarely reaches those who most need to know and would greatly benefit from it. We aim to change all this with the Coursera you are about to view, produced by Dr. Sally Shaywitz, the Audrey G. Ratner Professor in Learning Development, both the leading scientist studying dyslexia and the most devoted advocate for helping those who are dyslexic. The course addresses and answers just about all the qu..

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The Yale Center for Dyslexia & Creativity - Yale School of Medicine

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The Yale Center for Dyslexia & Creativity focuses dyslexic individuals strengths throughout school and home, preparing them for a successful life.

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Tennessee Center for the Study and Treatment of Dyslexia

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Tennessee Center for the Study and Treatment of Dyslexia

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Our MISSION

The Tennessee Center for the Study and Treatment of Dyslexia exists to promote understanding of dyslexia and remove obstacles to reading and writing for children with dyslexia.

We do this by adding to the scientific evidence as a producer and translator of research; preparing educators to identify, instruct, and support students at risk for or with characteristics of dyslexia; and supporting students, their families, and their teachers through evaluations, individualized instructional recommendations, and knowledge to enable self-advocacy in school and careers.

Our VISION

Science is translated into educational practice

All students receive high-quality, differentiated, and evidence-based instruction

Educators have the knowledge, skills, and confidence to identify risk and characteristics of dyslexia across K-12.

Students at risk for or with characteristics of dyslexia are identified early and receive intensified, evidence-based instruction.

All families are equipped with the knowledge they need to help their children at risk or with dyslexia become readers and writers.

The Center is utilized locally, nationally, and internationally as a trusted source of information, resources, and services for K-12 students, families, and educators.

Center Services

In-service workshops for schools

Public workshops for parents and community stakeholders

Hosted instructional trainings for educators

Regional conferences to raise awareness of dyslexia and causes of reading failure

Assistance to parents and educators to aid school based identification of dyslexia and related learning differences

Testing services to inform our understanding of dyslexia and related learning differences

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Tennessee Center for the Study and Treatment of Dyslexia

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The Tennessee Center for the Study and Treatment of Dyslexia exists to promote understanding of dyslexia and remove obstacles to reading and writing for children with dyslexia.

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Do you think your child or student might have dyslexia? This fact sheet provides a definition of dyslexia, symptoms, prevalence, signs, and effects, as well as ways to help your child.

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Conquering Dyslexia: A Guide to Early Detection and Intervention for T

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Get the expertise you need to help your child become a skilled, confident learner. Conquering Dyslexia by Dr. Hasbrouck is the comprehensive guide for helping children with Dyslexia reach their full potential.

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Dr. Tim Odegard MTSU IDA Revised Definition Infographic

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Dr. Tim Odegard MTSU IDA Revised Definition Infographic

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Dr. Tim Odegard MTSU Definition Companion Guide

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Dr. Tim Odegard MTSU Definition Companion Guide

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Signs of Dyslexia at Different Ages-Understood.org

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Signs of Dyslexia at Different Ages-Understood.org

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NCIL-Understanding Brain Differences in Dyslexia

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NCIL-Understanding Brain Differences in Dyslexia

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Understanding Brain Differences in Dyslexia

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Dr. Guinevere Eden explains what’s different in the brain of a person with dyslexia.

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IDA-Dyslexia in the Classroom What Every Teacher Needs to Know

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IDA-Dyslexia in the Classroom What Every Teacher Needs to Know

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National Center on Improving Literacy- State of Dyslexia

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National Center on Improving Literacy- State of Dyslexia

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State of Dyslexia | Dyslexia Policies in the United States

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The State of Dyslexia lists information about dyslexia laws, education policies, and state-specific resources in every state in the United States. Stay informed about certification requirements, screening guidelines, and structured literacy standards to support effective dyslexia education and compliance across all states.

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Arizona Dyslexia Legislation: AZ HB 2170

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Arizona Dyslexia Legislation: AZ HB 2170

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(TEXT OF BILL BEGINS ON NEXT PAGE)

Be it enacted by the Legislature of the State of Arizona:

Section 1. Section 15-763, Arizona Revised Statutes, is amended to read:

15-763. Plan for providing special education; definition

A. All school districts and charter schools shall develop policies and procedures for providing special education to all children with disabilities within the district or charter school. All children with disabilities shall receive special education programming commensurate with their abilities and needs. Each child shall be ensured access to the general curriculum and an opportunity to meet the state's academic standards. If appropriate to meet the needs of a pupil and to ensure access to the general education curriculum, specially designed instruction that is in accordance with a pupil's individualized education program may be delivered in a variety of education settings by a general education teacher or other certificated personnel provided that special education personnel certificated pursuant to section 15-203 are involved in the planning, progress monitoring and, when appropriate, involved in the delivery of the specially designed instruction. If, pursuant to section 15-761, paragraph 2, subdivision (a), the pupil is found to need special education and related services because of a specific learning disability, the pupil's individualized education program shall indicate whether the pupil has been diagnosed with dyslexia. Pupils who receive special education shall not be required to achieve passing scores on the statewide assessment or the test that is identical to the civics portion of the naturalization test under section 15-701.01 in order to graduate from high school unless the pupil is learning at a level appropriate for the pupil's grade level in a specific academic area and unless a passing score on the statewide assessment or the test that is identical to the civics portion of the naturalization test under section 15-701.01 is specifically required in a specific academic area by the pupil's individualized education program as mutually agreed on by the pupil's parents and the pupil's individualized education program team or the pupil, if the pupil is at least eighteen years of age. The pupil's individualized education program shall include any necessary testing accommodations.Special education services shall be provided at no cost to the parents of children with disabilities.

B. The state board of education shall adopt guidelines to define a parent's or guardian's role or a pupil's role, if the pupil is at least eighteen years of age, in the development of a pupil's section 504 plan as defined in section 15-731, including testing and testing accommodations.

C. For the purposes of determining the services to pupils served by private schools under existing federal law, the state shall consider the term to include homeschooled pupils.

D. If federal monies are provided to a school district or a charter school for special education services to homeschooled or private schooled pupils, the school district or charter school shall provide the services to both the homeschooled pupils and the private schooled pupils in the same manner.

E. For the purposes of this section, "special education" has the same meaning prescribed in section 15-1201.

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(TEXT OF BILL BEGINS ON NEXT PAGE) Be it enacted by the Legislature of the State of Arizona: Section 1. Section 15-763, Arizona Revised Statutes, is amended to read: 15-763. Plan for providing special education; definition A. All school districts and charter schools shall develop policies and procedures for providing special education to all children with disabilities within the district or charter school.

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February 2nd 4:00-5:00

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2025 Dyslexia Definition Project - International Dyslexia Association

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“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary

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The Brain Basis of the Phonological Deficit in Dyslexia is Independent of IQ

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The Brain Basis of the Phonological Deficit in Dyslexia is Independent of IQ

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The Brain Basis of the Phonological Deficit in Dyslexia is Independent of IQ

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Although the role of IQ in the diagnosis of developmental dyslexia remains controversial, the dominant clinical and research approaches rely on a discrepancy definition requiring reading skill to be below the level expected by an individual’s IQ.…

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Dyslexia Laws and Requirements in Arizona | State Of Dyslexia

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Arizona dyslexia laws and resources: Discover key legislation, teacher certification and professional development requirements, and resources for families and educators.

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Arizona's Move On When Reading policy is designed to provide students with evidence-based, effective reading instruction in kindergarten through third grade in order to position them for success as they progress through school, college, and career. The legislation in A.R.S §15-701, A.R.S §15-704, and A.R.S §15-211 (as amended by HB2026) explains the requirements for pupil promotion, early literacy instruction, and accountability for student achievement in reading.

Move on When Reading Overview and Videos

A current overview of MOWR for schools and districts, including school literacy plans, student retention and exemptions, required interventions, and parent communication.

Move On When Reading Video (English) | Move On When Reading Video (Spanish)

The brief video provides a parent-friendly overview of the importance of K-3 reading and of the Move On When Reading program. They are available in English and Spanish and are perfect for communicating with parents about Move On When Reading.

Submission Requirements and MOWR Allocations
2023-2024 Submission Requirements
Per House Bill 2026, all public schools which service kindergarten through third-grade students will submit a literacy plan and triannual screener data. For step-by-step guidance, visit our Submissions page. For a K-3 Literacy Plan Checklist and all key criteria, visit our Administrators page.
All K-3 Schools and FY23/24 MOWR Funds
MOWR Annual Reports

On or before December 15, the department of education shall submit an annual report on the K-3 reading program to the governor, the president of the senate and the speaker of the house of representatives and shall provide a copy of this annual report to the secretary of state, the state board of education and the chairpersons of the education committees of the senate and the house of representatives.
MOWR Annual Report 2023 MOWR Annual Report 2022 MOWR Annual Report 2021 MOWR Annual Report 2020 MOWR Annual Report 2019 MOWR Annual Report 2018 MOWR Annual Report 2017
A.R.S §15-701 Promotion/Retention/Parent Notification - Full text of bill
Key Points:
A. (2a-b) requires that an Arizona student not be promoted from the third grade if the student does not demonstrate sufficient reading skills on the reading portion of the statewide assessment.

A third-grader who does not demonstrate sufficient reading skills may be promoted to fourth grade if the student:

(i) Is an English learner or a limited English proficient student as defined in section 15-751 and has had fewer than THREE (amended by HB2026) years of English language instruction.

(ii) Is in the (1) process of a special education referral or evaluation for placement in special education, or (2) has been diagnosed with a significant reading impairment, including dyslexia, or (3) is a child with a disability as defined in section 15-761 and the IEP team agrees promotion is appropriate.

(iii) Demonstrates sufficient reading skills or adequate progress toward sufficient reading skills of the 3rd grade reading standards through a collection of reading assessments.
Summer Grade 3 ELA AASA
(iv) Receives intervention and remedial services during the summer or subsequent year and demonstrates sufficient reading progress.

B. (1-6) To ensure early parent communication and involvement, any K-3 student at risk of reading below grade level shall receive specific written notification of the reading deficiency within three weeks after identifying the reading deficiency.

A.R.S §15-704 Instruction/Curriculum/Assessment/Teacher Training - Full Text of Bill
Key Points:
A. Each school shall select and administer screening, ongoing diagnostic, and classroom-based instructional reading assessments to monitor student progress and plan evidence-based appropriate and effective instruction and/or intervention for every K-3 student.

B. On or before July 1, 2022, the department of education shall develop a dyslexia screening plan that meets all of the following requirements:

1. Ensures that within forty-five calendar days after the beginning of each school year or within forty-five calendar days after a student enrollment occurs after the first day of school, every student who is enrolled in a kindergarten program or grade one in a public school in this state is screened for indicators of dyslexia.

4. Ensures that screening for indicators of dyslexia includes the following: (a) Phonological and phonemic awareness. (b) Rapid naming skills. (c) Correspondence between sounds and letters. (d) Nonsense word fluency. (e) Sound symbol recognition.

D. Each K-3 district or charter shall adopt an evidence-based reading curriculum that includes the essential components of reading instruction. All K-3 schools must provide ongoing teacher training based on evidence-based reading research.

E. Devote reasonable amounts of time to explicit evidence-based core reading instruction and intensive, evidence-based reading instruction until pupils meet proficiency on the reading standards.

A.R.S §15-211 Dyslexia Training Designee/Submission/Budget - Full Text of Bill
Key Points:
C. Each school district and charter school shall ensure that at least one kindergarten through third grade teacher in each school has received training related to dyslexia that complies with the requirements prescribed in section 15-219

D. All districts and charter schools shall submit a K-3 Literacy Plan and student achievement data to the Arizona Department of Education annually (as amended by HB2026) by October 1.

E. The Arizona State Legislature annually appropriates approximately $45 million to K-3 elementary schools for the purpose of supporting effective early reading instruction. This money must only be used for instructional purposes intended to improve reading proficiency of students in kindergarten through grade three with particular emphasis on early prevention in kindergarten and grades one and two.

Arizona's Literacy Data Profile

The Nation's Report Card is the largest ongoing assessment of what U.S. students know and can do. A sampling of Arizona's 4th graders participate in this assessment every two years and provides a comparison of reading performance to all other states.

In 2022, the average score of fourth-grade students in Arizona was 215. This was not significantly different from the average score of 216 for public school students in the nation. Only 8 states performed significantly higher than Arizona. Arizona's State Profile

All kindergarten through 3rd grade students are administered a universal screening assessment to screen for risk and level of support needed. This data is self-reported to the ADE English Language Art's team each year.
2020-2021 Statewide Aggregate Screening Data
Case Studies: Celebrating Literacy Success

Celebrating Literacy Success

Third Grade Reading Success: Decoding What Works Through a partnership with Read on Arizona and the Arizona Department of Education, five Arizona schools were highlighted in a case study project to share what they are doing to stimulate growth in reading for third-grade students. Each of the schools highlighted share their story of growth, improvement and resolve to do what is needed for their students to experience success. The stories are an inspiration of the great things happening in schools across Arizona.
Schools Highlighted:

Agua Caliente Elementary and Tanque Verde Elementary

Legacy Traditional School - Queen Creek

Lincoln Elementary

Roosevelt School

Wildflower School

O.C. Johnson Elementary Preschool

Preschool Success: Decoding What Works - Read On Arizona examined relevant data to identify schools that have demonstrated significant improvement in reading outcomes. And because the learning that happens before children start kindergarten prepares them for reading success, we also examined early childhood formative assessment data, including language and literacy, from over 500 preschool and early learning programs. Statewide, the percentage of preschoolers meeting age-level expectations dipped from 2019 to 2022, but our review identified preschool sites showing growth in these important school readiness measures.

Read On Arizona's MapLIT Read On Arizona partners created MapLIT, an interactive mapping tool as a "one stop" resource to identify key data sets (census, school, health, family engagement) that impact early literacy outcomes in communities. Read On Arizona's MapLIT provides communities with graphic views of select data for all Arizona public/charter elementary school and preschool site locations.

**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Welcome to Move On When Reading MOWR-az-outline-3-revised.png Arizona's Move On When Reading policy is designed to provide students with evidence-based, effective reading instruction in kindergarten through third grade in order to position them for success as they progress through school, college, and career.