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Christine Wilson, Social Studies Teacher

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Christine Wilson, Social Studies Teacher

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3 - I learned that early struggles with phonemic awareness result in delay in further literacy, but we have diagonostics and structured intervention from the earliest stages of reading. I was reminded that something simple like difficulty taking notes can derail a lesson and a course and students can benefit from assistive technology like read alouds, which provide support without lowering expectations.
2 - I can use AIM VA for those who are eligible as a provider of assistive technology and become better at practicing with accomodations before they are required for assessments.
1 - I wonder how to keep an eye out for dyslexia or related learning issues among my EL students.

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3 Things I Learned:
1) Dyslexia presents in different ways
2) I learned about the PALs test
3) Dyslexia is neurobiological in nature

2 Things I'm Going to Use:
1) I will have readers who struggle do more phonological awareness
2) I will provide more multi sensory assessments

1 Question:
1) Can we have resources for working with students who have dyslexia?

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3 Things I learned
1.  I learned the breakdown of each component of accommodations.
2.  I didn't know the specific reading deficits that should be addressed for various reading levels.
3. I learned different deficits that a student with dyslexia may have.

2 things I'm going to use
1.  I'm going to use the Structured Literacy Umbrella more to gear my reading instruction.
2.  I'm going to utilize the various WEB sites to help me address reading issues that my students may have.
1 question that I still have
If a student continues to make little or no progress with an IEP or 504 plan over an extended period of time are there other options for the student?

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3 things that I learned
1.  I never heard about structured literacy before and the components of it.
2.   I learned more things about various assistive technology and the resources that are out there.
3.   I never knew what PALs was and that students even in middle school can be assessed through this assessment.

2 things that I'm going to do
1.   I'm going to do more research in the various kind of assistive technology that is available to our students with dyslexia.
2.   I'm going to also do more research about the principles of structured learning.

1 question I still have
How available are the assistive technology resources for students with dyslexia in ACPS?

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3 things that I learned
1.  I never heard about structured literacy before and the components of it.
2.   I learned more things about various assistive technology and the resources that are out there.
3.   I never knew what PALs was and that students even in middle school can be assessed through this assessment.

2 things that I'm going to do
1.   I'm going to do more research in the various kind of assistive technology that is available to our students with dyslexia.
2.   I'm going to also do more research about the principles of structured learning.

1 question I still have
How available are the assistive technology resources for students with dyslexia in ACPS?

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Kristin Kuehn-Follum, Reading Specialist, Ferdinand T. Day 

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Kristin Kuehn-Follum, Reading Specialist, Ferdinand T. Day 

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3 Things I Learned
- PALS Plus exists for students up to eighth grade to be assessed for reading difficulties.
- Children of preschool age exhibit early signs of dyslexia through characteristics such as late learning to talk, slow vocabulary development, inconsistent memory for words lists and directions, mispronunciation of letters, words and names and slow to learn the alphabet letter names and forms.
- In the upper elementary grades symptoms of dyslexia include dis-fluent reading up to 1 minute on an oral reading test.  Symptoms may present differently from child to child.
2 Things I am Going To Do
- Create more lessons that include a multi-sensory approach. For example, using Wiki sticks and play dough to teach letters and sounds to my kindergartners and first graders.
- I will look into the assistive technology tools for students who struggle with reading and see if accommodations can be made for them on assessments and class assignments.
1 Question I have
- I wonder how many students in ACPS have been diagnosed with dyslexia and have accommodations for the disability.

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Christina Bohringer, 4th Grade teacher @Tucker

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Christina Bohringer, 4th Grade teacher @Tucker

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3 Things I learned:
- While students with dyslexia have some common characteristics, it varies in how it presents in each child.
- Students with dyslexia may qualify for an IEP or a 504 plan...or nothing.
- PALS-Plus can be given through grade 8...

2 things I am going to do:
- Try to be more aware of my students reading struggle at the intermediate level...and see if it is dyslexia related in order to address it.
- Share this info with colleagues!

1 Question I still have:
- Why doesn't ACPS use PALS-Plus?

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3 Things I learned:
1.  Dyslexia is not recognized as its own disability category.
2. Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level.  Dyslexia is neurobiological in origin.
3.  The characteristics of dyslexia manifest differently from childhood to adulthood.

2 Things I'm going to try:
1. I'm going to try to research PALS Plus, to see if it's a tool we can afford to use in our school.
2.  I am going to share information about Assistive Technology and AIM VA.

1 Question I have:
Will ACPS pay for PALS Plus?

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3 Things I Learned:

a. Dyslexia, neurobiological in origin, is different from other learning disabilities because the student’s weakness occurs at the phonological level and can result in problems with decoding, fluency, spelling and vocabulary acquisition, and reading comprehension.

b. Characteristics of dyslexia manifest differently from childhood to adulthood. In upper and MS/HS, dyslexia can result in slower reading rates and difficulty with reading comprehension, note-taking, and written expression.

c. PALS 1-3 & PALS PLUS can be administered to students in 1st-8th grade to identify reading problems like dyslexia.

2 Things I am going to do:

a. I will administer diagnostic assessments to gather additional information (not included in IEPs) and assist my dually identified ELLs with reading difficulties using Structured Literacy (phonology, sound-symbol relationships, syllabification, morphology, semantics, and syntax) interventions during explicit and systematic Tier 1 & Tier 2 instruction.

b. I will explore and implement assistive technology (AT) to support my students in ELA & EAP classes. I will collaborate with a TIS and my co-teachers to evaluate what AT tools are best suited for each student and implement them to support their reading and writing.

1 Question I Have:

How can I get access to the PALS-Plus kit to assess my 7th grade students who are reading below grade level?

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3- PALS can be used as a screener for dyslexia. Not all students with dyslexia receive special education services. There are many different types of accommodations and assistive technology that can be used with students with dyslexia.
2- I will make sure my literacy intervention is well planned out to cover the areas that students with dyslexia need more work in and I will be sure that my Tier 1 instruction provides supports for these students.
1- Many of the characteristics of dyslexia are also common for emergent ELs. How do you know if it's not just language acquisition but something more?

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I have a strong background in special education. Everything I learned from the online training, I had already learned from my previous employment experiences. Although a student with Dyslexia may not necessary qualify for an IEP, but they can qualify for a 504 plan if they have medical documentation. Teachers can still provide students with accommodations in the classroom, but not when they take their SOLs. As a social worker, I will continue to help or provide parents and educators resources in how to assist students with Dyslexia. In addition, I will assist students with Dyslexia how they can advocate for themselves in their daily lives and education. I don't have any questions at this time. Thank you.

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3: Dyslexia, like other disabilities, is different for every person. PALS is a screener for dyslexia. RAN (rapid automized naming) is another assessment tool.
2: I will try to improve my Tier 1 instruction and use of balanced literacy in order to meet the needs of my students. I will advocate for my students that might not qualify for an IEP but still need supports and/or accommodations to be successful.
1: There seem to be many similarities in the challenges a student with dyslexia displays and challenges a student who is an emergent English learner or has had interrupted schooling displays. As a classroom teacher, how can I distinguish between the different possibilities?

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3-Assistive Technology are tools that can be used by students with Dyslexia. PALS-K is a screener for Dyslexia. Using the 6 Principals of Instruction will strengthen a teachers instruction for students with Dyslexia.
2-I will use the UDL approach by providing Accommodations that I learned about for all students so it might benefit any student that may have Dyslexia. I will learn more about Structured Literacy.
1-I would like to know the prevalence of Dyslexia in ACPS and to learn more about Structured Literacy?

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3 Things I learned were...
-Why Virginia requires students to take the PALS test and how it may be used as evidence to show how a student is struggling with phonological skills.
-The differences between accommodations and assistive technology. These words are often grouped together so it was good to see how they are different and the examples of each were helpful.
-Students with dyslexia struggle with phonological awareness but all have various needs to be addressed by using different interventions, accommodations, and assistive technology.

2 Things I will do differently are...
-Have struggling readers do more phonological awareness activities to help them strengthen their letter sound recognition and blending skills.
-Assess students for their knowledge of alphabet sounds. By second grade, it is assumed the students have these skills but it may not be true for struggling readers especially ELLs.

1 Question I still have is...
-Are there any assessments homeroom teachers can use to assess students who we feel may have dyslexia (other than running records and PALS) that we could present during a SST or child study meeting?

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Arlene Mascarenhas  Reading Specialist

3- things I learned are that some of the assessments that are already in place such as PALS (K) can be used to indicate signs of dyslexia. 
Not all students with dyslexia will meet the criteria for SLD or receive special education services.
Dyslexia manifests itself in different ways from early childhood to adulthood.

2-things I will do differently is provide accommodations such  as more time to complete tasks and support student’s writing tasks by reading text aloud or dictating what they plan to write.

1-question I have is how we can determine if the literacy problems EL’s are having are due to language or dyslexia? 

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Three things I learned: PALS PLUS can be administered through grade 8, AT examples are many, and that there is Word Prediction Software.
Two things I will do differently: I will review more elementary reading skills with my below grade level readers and provide more multisensory assessments.
One question: How easy is it to access Learning Ally and Bookshare?

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3- Dyslexia has been found to be neurobiological in origin. Assistive Technology, like Speech to Text, helps students access and show knowledge of content in the classroom. Students with dyslexia in high school may need help with time management and note-taking.
2- I will learn more about Structured Literacy. I will explicitly plan guided reading lessons to incorporate cumulative, multisensory approaches from Structured Literacy.
1- As a fourth grade teacher, how can I use PALs data and/or implement another diagnostic screening to help my readers?

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3 - Dyslexia is a specific learning disability that affects students in various ways. Dyslexia looks different in different children. In kinder and 1st, a student with dyslexia is going to have difficulty with alphabet recognition and sounds. They will struggle to have phonemic awareness.

2- I will make sure that the students who are receiving intervention have a well thought out and beneficial intervention. I will consider the accommodations recommended in the training to further support struggling learners.

1 - How early can a student with dyslexia be identified? As a kindergarten teacher, I have reflected on some of my struggling learners from the past year and wonder if this is a possible cause of their struggles....

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3 things I learned: PALS-K helps screen for dyslexia, the range of accommodations and assistive technologies available, and that dyslexia can vary in how it presents and in its severity.
2 things I will do differently: I will incorporate more review and find ways to incorporate additional sensory experiences.
1 question: What are some additional resources for learning more specifics about working with students with dyslexia?

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3 things I learned: Having dyslexia does not mean you automatically qualify for an IEP or 504. PALS K is supposed to help screen for dyslexia. IMSE OG covers everything that is recommended for structured instruction for students with dyslexia (not surprising, but reinforces the value of using it!) and the VA SOLS for literacy incorporate most of the recommendations.
2 things to do or do differently: I will give the RAN to 1st graders that are not making adequate progress. I will incorporate more multi-sensory opportunities and more review for my intervention students.
1 question I still have: How well do the recommendations for structured instruction for students with dyslexia work with students who are struggling with literacy for different reasons?

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Shirley Boampong, Special Education Teacher

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Shirley Boampong, Special Education Teacher

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3 things that I learned
1.  Dyslexia is not its own category but falls under specific learning disability.
2.   Students need the explicit and direct instruction and incorporating multi-sensory lessons is important for the students
3.   Students with Dyslexia also struggle with note-taking, time management, and organization

2 things that I'm going to do
1.   Plan ahead and provide lecture notes to students that need it
2.   Learn how to incorporate and cover all 5 components of the structured literacy in my lessons
1 question I still have
How to I access the AIM-VA resources? Do i make requests myself or do I go through the AT department at ACPS?