Ohio's Dyslexia Guidebook Reflection by SST8

What are the main points or key takeaways from your section?

StateSupportTeam8 — 2024-10-15 15:50:47 UTC

How does this information impact our work?

StateSupportTeam8 — 2024-10-15 15:53:07 UTC

What are some actions we can take based on this information?

StateSupportTeam8 — 2024-10-15 15:53:27 UTC

What are the main points or key takeaways from your section?

StateSupportTeam8 — 2024-10-15 15:55:11 UTC

How does this information impact our work?

StateSupportTeam8 — 2024-10-15 15:55:28 UTC

What are some actions we can take based on this information?

StateSupportTeam8 — 2024-10-15 15:55:57 UTC

What are the main points or key takeaways from your section?

StateSupportTeam8 — 2024-10-15 15:56:56 UTC

How does this information impact our work?

StateSupportTeam8 — 2024-10-15 15:59:33 UTC

What are some actions we can take based on this information?

StateSupportTeam8 — 2024-10-15 15:59:42 UTC

What are the main points or key takeaways from your section?

StateSupportTeam8 — 2024-10-15 16:05:01 UTC

How does this information impact our work?

StateSupportTeam8 — 2024-10-15 16:05:16 UTC

What are some actions we can take based on this information?

StateSupportTeam8 — 2024-10-15 16:05:29 UTC

All students with dyslexia demonstrate the same problems with reading.

StateSupportTeam8 — 2024-10-18 22:42:44 UTC

What data sources are you using to identify students needing additional support?

StateSupportTeam8 — 2024-10-18 22:43:00 UTC

How do you ensure data is used consistently across the tiers to make informed decisions?

StateSupportTeam8 — 2024-10-18 22:43:15 UTC

How do different team members collaborate to support students across all tiers?

StateSupportTeam8 — 2024-10-18 22:43:33 UTC

What systems are in place to communicate progress and intervention effectiveness with families and staff?

StateSupportTeam8 — 2024-10-18 22:43:48 UTC

How is MTSS currently implemented in your setting?

StateSupportTeam8 — 2024-10-18 22:45:32 UTC

What areas of MTSS would you like to improve or refine moving forward?

StateSupportTeam8 — 2024-10-18 22:46:23 UTC

What changes can be made to strengthen universal instruction and supports?

StateSupportTeam8 — 2024-10-18 22:46:39 UTC

How do you identify students who need targeted interventions (Tier 2)?

StateSupportTeam8 — 2024-10-18 22:46:49 UTC

What processes are in place to provide individualized support for students with more intensive needs (Tier 3)?

StateSupportTeam8 — 2024-10-18 22:47:00 UTC

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StateSupportTeam8 — 2024-10-23 12:57:40 UTC

StateSupportTeam8 — 2024-10-23 12:57:52 UTC

StateSupportTeam8 — 2024-10-23 12:58:04 UTC

StateSupportTeam8 — 2024-10-23 12:58:15 UTC

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StateSupportTeam8 — 2024-10-23 16:06:19 UTC

StateSupportTeam8 — 2024-10-23 16:06:35 UTC

2024-10-28 01:37:19 UTC

2024-10-28 16:38:30 UTC

Screening assessments are not designed to diagnose dyslexia but rather to identify risk.

How the tiered supports look different at each different level, as well as Identifying Dyslexia as a Specific Learning Disability

2024-10-28 16:38:32 UTC

2024-10-28 16:41:28 UTC

Universal screening measures should be administered 3x per year in KG-3; by request for grades 4-6

2024-10-28 16:41:45 UTC

Districts must establish a system for certifying teachers K-3 for structured literacy

Creates a guide for best practice in order to comply with state guidelines as well as build a strong foundation for screening and supporting students with dyslexia

2024-10-28 16:42:14 UTC

A guide for a self examination of what you can do in your district, to make sure students are supported in all tiers. Also being able to target each essential component of reading in the best way.

2024-10-28 16:43:50 UTC

Group 1

2024-10-28 16:44:17 UTC

-Instruction needs to be explicit and systematic, and we need a solid Tier 1 to support early learners.

2024-10-28 16:46:13 UTC

School psychologists could be a resource for teachers as they develop their understanding of the impacts of dyslexia

Group 1

2024-10-28 16:46:40 UTC

-For structuring and supporting MTSS/RTI in our buildings, ensuring we are implementing something research-based and with fidelity, as well as decision making of when to move forward with an evaluation.

Group 1

2024-10-28 16:47:55 UTC

-We can share out this information with our building MTSS/RTI teams, to ensure each team member is on the same page with regards to the science of reading.

2024-10-28 16:48:13 UTC

Despite the state providing guidelines, schools are operating differently. Tier 1 seems to be figured out, but tier 2 is less clear. It's been a learning process!

2024-10-28 16:48:21 UTC

Continue to support staff and administrators

2024-10-28 16:48:45 UTC

School staff should review screening data to see if there is a high number of students not meeting the benchmarks (suggesting that Tier 1 instruction should be reviewed)

2024-10-28 16:50:28 UTC

Progress monitoring should occur weekly while at at-risk student is receiving additional instruction

2024-10-28 16:50:41 UTC

Should provide early intervention to students that aren't necessarily needing SDI

2024-10-28 16:51:29 UTC

SP's could be asked to review screening or benchmark data or to make suggestions on interventions

2024-10-28 16:52:58 UTC

Streamline data to meet requirements for IAT and dyslexia progress monitoring.

2024-10-28 16:53:15 UTC

This is information that has been widely understood by our school psych community. Some of the big items to note would be the prescribed time for tiers as well as progress monitoring.

2024-10-28 16:53:52 UTC

Hopefully more knowledge about the tiered process and access to information we know.