With the passage of IC 20-35.5, et seq., as created by SEA 217 (2018) in April 2018, Indiana school corporation’s reading plans must now include screening for dyslexia risk factors and indicators. If a student is determined to be at-risk for dyslexia, the school will administer an additional dyslexia screener, which will identify whether or not the student needs to be referred for further testing. It also requires schools to use specific response to intervention processes if screeners indicate certain characteristics of dyslexia are present.
Dyslexia as defined by IC 20-18-2-3.5 is a specific learning disability that:
(1) is neurological in origin and characterized by: (A) difficulties with accurate or fluent word recognition; and (B) poor spelling and decoding abilities;
(2) typically results 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;
(3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
(4) may require the provision of special education services after an eligibility determination is made in accordance with 511 IAC 7-40.
In accordance with IC-20-35.5-6-2, Taylor Community School Corporation now has an authorized Reading Specialist trained in dyslexia. Rosie Goudy serves as the Reading Specialist.
In accordance with this new law, each school corporation shall report on the school corporation’s website the following information:
What students received Universal Screening for Dyslexia?
During the 2021-2022 school year, Taylor Community School Corporation administered
Universal Screening for characteristics of Dyslexia to the following number of students:
Kindergarten - 104 students
First Grade - 106 students
Second Grade - 106 students
Dyslexia intervention programs must have explicit direction and instruction that is systematic, sequential, and cumulative. Instruction follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student. It must use meaning based instruction that is directed at purposeful reading and writing. Instruction incorporates the simultaneous use of two (2) or more sensory pathways during the presentation of instruction and student practice. It is also important to keep in mind that the dyslexia program should be research based and be offered in a setting that also teaches the five (5) components of literacy.
At Taylor Community School Corporation, the Orton-Gillingham Reading Program is administered to provide Intervention to any student that is found to be “at risk” or “at some risk” for characteristics of Dyslexia.
How many students received dyslexia interventions during the 2021-2022 school year?
In the 2021-2022 school year, Taylor Community School Corporation had 5 students identified as being at risk or at some risk for characteristics of Dyslexia. All 5 students worked in small groups with a Reading Specialist for an intense focus on phonological awareness and phonics through the Orton-Gillingham curriculum.Other interventions used to help support students with characteristics of Dyslexia, along with students with other learning needs, were Fountas & Pinnell Leveled Literacy Intervention, Lexia Core 5 Reading Program, Fountas & Pinnell Phonics, Spelling, and Word Study, IREADY Pathways and Reading A-Z.
How many students were identified with dyslexia during the 2021-2022 school year?
School systems will not be diagnosing dyslexia, but will focus on finding and supporting students with characteristics of dyslexia. Required screeners, teacher training, and intervention programs will continue to maximize learning at Taylor Community School Corporation.
Click here to visit the IDOE website for more information on the new Indiana dyslexia law.