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Tier 3 Individualized Intervention with Intensified Progress Monitoring

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Tier 3 Individualized Intervention with Intensified Progress Monitoring

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Students with the most intensive needs receive even more intensive instruction over a period of four to eight weeks. The ideal educator-to-student ratio is one to three. Student progress in targeted areas is documented and monitored three times a week with materials that are appropriate for their instructional level.

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Targeted Small-Group Intervention. Students with targeted skill needs in the areas of reading, spelling, and writing receive more intensive instruction

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A universal screening applies to all students. All students should be screened in kindergarten and no later than first grade. Subsequently, students should participate in high-quality, research-based reading instruction in the general education setting.

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The federal Office of Special Education and Rehabilitative Services (OSERS) defined a multi-tiered system of support as a “school-wide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multilevel instructional and behavioral system to maximize student achievement.”

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Universal screening” means that all students are screened: the entire grade level or the entire classroom. Screening for children at risk for dyslexia is a critical first step in the identification of and effective intervention for students with dyslexia. It is important that the teacher, who knows the student well, be involved and that the screening instrument has good psychometric properties and has been shown to be effective.

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As interventions are implemented in a student’s education, their effectiveness in facilitating the student’s academic progress should be monitored.The data gathered during progress monitoring should help educators determine theeffectiveness and benefit of the intervention.

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Assessments gather data through observation, interviews, and formal and informal testing. Assessments are initially conducted with individual students (with parental consent) to determine whether the student may need special education.

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Screenings are conducted with all students in their general education classrooms as part of the typical instruction. Screenings may include checklists, work samples, curriculum-based assessment tools, and informal or formal standardized achievement tools

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Dyslexia can have a range of severity and may look different at various stages of life and education. For this reason, some people are not identified as having dyslexia until they are teenagers or adults, and some are never identified. When screening for or attempting to identify individuals with dyslexia, it is important to look at multiple symptoms and indicators as opposed to only a single symptom or indicator.

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One of the greatest contributing factors to lower achievement scores in reading is the lack of early and accurate identification of students with dyslexia.

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Dyslexia starts in the brain, Dyslexia is caused by the way the brain works, not by lack of effort or intelligence.

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The brain looks different in people with dyslexia

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The brain looks different in people with dyslexia

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Brain scans show that people with dyslexia use different parts of the brain when reading.

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Some kids show signs of dyslexia in the brain before they even start learning to read.

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Kids who speak other languages can also have dyslexia, and their brains show similar patterns.

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Brain studies can help predict which kids will have trouble with reading before it becomes a big problem.

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You don’t need a big IQ gap to have dyslexia

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You don’t need a big IQ gap to have dyslexia

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Kids don’t have to be failing or have a big difference between IQ and reading to get help.

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Some bright students may read just okay, but it's still a sign of dyslexia if it’s much lower than their ability.

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Dyslexia is linked to differences in brain chemicals and runs in families.

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The sooner we know a child is at risk, the better we can help them succeed in reading.

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Dyslexia mostly affects how people read and spell words, and it’s linked to how they process language.

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People with dyslexia often struggle to hear and work with the sounds in words.

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Dyslexia can affect grammar, word meaning, and how we use language in conversations.

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Kids with dyslexia often have a hard time matching letters to sounds to read new words.

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Most students with dyslexia also struggle with spelling, even more than reading.

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Being able to hear and play with sounds (like rhyming or clapping syllables) is a big step in learning to read.

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Students with dyslexia often can’t change or break apart small sounds in words easily, which makes reading and spelling tough.

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Quickly saying the names of letters, numbers, or colors is often harder for students with dyslexia.

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Some kids have speech or language delays when they are little, which can lead to reading trouble later.

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Understanding what you read can be affected

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Understanding what you read can be affected

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Reading comprehension problems usually happen because it’s hard for students with dyslexia to read words smoothly.

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Chapter 4: Characteristics of Dyslexia by Age Group — Strengths and Weaknesses

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Chapter 4: Characteristics of Dyslexia by Age Group — Strengths and Weaknesses

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Some students may be only mildly affected while others are severely impacted in their reading abilities.

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Reading fluency depends on word recognition

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Reading fluency depends on word recognition

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If students can't automatically decode enough words, their reading comprehension can suffer.

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Listening as a Learning Tool for Students with Dyslexia

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Listening as a Learning Tool for Students with Dyslexia

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Students with dyslexia may understand better by listening than by reading. In these cases, tools like text-to-speech can help bridge the gap.

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Reading difficulties should not be confused with lack of instruction. It's important to consider whether the student had proper access to learning opportunities.

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Early signs of dyslexia may include delayed speech, trouble recognizing their name in print, poor rhyming skills, and limited interest in books.

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Signs of Dyslexia in Kindergarten–1st Grade

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Signs of Dyslexia in Kindergarten–1st Grade

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Signs include difficulty with basic sound manipulation, remembering sight words, and understanding phonics patterns.

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Students may avoid reading aloud, guess at words, have trouble with high-frequency words, and struggle with writing complete sentences.

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Dyslexia may show through poor fluency, lingering decoding issues, and difficulty understanding content without support.

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Signs of Dyslexia in High School and College

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Signs of Dyslexia in High School and College

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Dyslexia may go undiagnosed until academic demands increase. Signs include reading fatigue, word retrieval issues, and a history of reading struggles.

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Many individuals with dyslexia have unique strengths, such as strong listening comprehension, creativity, hands-on learning skills, and problem-solving abilities.

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Chapter 10: Special Education & 504 Plans

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Chapter 10: Special Education & 504 Plans

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A student with dyslexia may not necessarily require special education services under the Individuals with Disabilities Education Act (IDEA) unless their dyslexia significantly impacts their ability to access or make progress in the general education curriculum.

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Accomodations align with UDL principles, especially in the area of Representation, by giving students multiple ways to access content.

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Dyslexia alone does not automatically qualify a student for special education.

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Eligibility requires an evaluation to determine if the dyslexia causes a significant educational impact.

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If the student qualifies, it’s often under the category of Specific Learning Disability (SLD).

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Students with dyslexia might benefit from: Alternate supports such as: Tiered intervention systems, RTI , MTSS or 504 plans.

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504 Plans for accommodations like extra time, audiobooks, or modified assignments.

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Qualifying for General Education Supports

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Qualifying for General Education Supports

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General education supports such as structured literacy instruction.

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October 2015 Dear Colleague Letter from OSERS was a landmark clarification. It addressed concerns that some schools were reluctant to use the terms dyslexia, dyscalculia, or dysgraphia in evaluations, eligibility determinations, or IEPs.

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Children with these conditions may be eligible for special education services under the category of SLD but eligibility is based on individualized evaluation results, not just a diagnosis.

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Chapter 11: Effective Approaches for Reaching Students with Dyslexia

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Chapter 11: Effective Approaches for Reaching Students with Dyslexia

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Chapter 1: A Twenty- First- Century Definition of Dyslexia 

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Chapter 1: A Twenty- First- Century Definition of Dyslexia 

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Educational Services for students with Dyslexia as defined by law

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Educational Services for students with Dyslexia as defined by law

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California Education Code Section 56335(a) defines educational services for students with dyslexia as follows: “ ‘educational services’ means an evidence-based, multisensory, direct, explicit, structured, and sequential approach to instructing pupils who have dyslexia.”

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Section 56335(a) clearly aligns with the principles of Structured Literacy, a research-supported instructional approach developed to meet the needs of students with dyslexia and other reading difficulties.

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Struggles with reading can lead to poor understanding of texts and less time spent reading.

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Dyslexia can seem surprising because students may be very smart in other areas but still struggle with reading.

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Evidence from previous successful activities, strategies, or interventions that is likely to be a support to a student.

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Many individuals with dyslexia are strong at creative thinking, reasoning, and solving problems.

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Identifying dyslexia early can help students get the support they need and close the learning gap.

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It affects reading fluency, word recognition, and spelling, making it harder to decode words.

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Dyslexia affects people across all backgrounds- race, culture, and income level don't matter.

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Is an umbrella for all things of What is taught and How it is taught.

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 Key Components of “Educational Services” 

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 Key Components of “Educational Services” 

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-Evidence-Based Instruction

-Multisensory Instruction

-Direct Instruction

-Explicit Instruction

-Structured Instruction

-Sequential Instruction

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Understanding that dyslexia is not about intelligence or effort, but about how the brain processes language, shifts our focus to early screening, explicit instruction, and targeted intervention.

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It's often hereditary and linked to genes and brain development.

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-Simultaneous Multisensory (Multimodal)

-Direct and Explicit

-Structured

-Sequential and Cumulative

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Dyslexia can occur alongside things like ADHD, dysgraphia, or math-related learning issues.

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Dyslexia is a learning disability that comes from how the brain processes information, not from lack of intelligence or trying.

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These difficulties usually come from trouble recognizing and working with sound in language.

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The What of Structured Literacy Instruction -Content

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The What of Structured Literacy Instruction -Content

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Phonology

Ortholography

Phonics

Syllables

Morphology

Syntax

Semantics/ Comprehension

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Successful support requires support from various disciplines and teachers.

• General education teachers • Credentialed reading specialists • Speech-language pathologists • Special education teachers • Assistive technology specialists with expertise in learning disabilities

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Compensatory Strategies-Increased demand for learning might require increased supports

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Compensatory Strategies-Increased demand for learning might require increased supports

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As students progress into higher grades, the demand for independent critical thinking, deeper analysis, and written output increases significantly. Compensatory strategies for these students becomes essential.