Indiana’s definition of Dyslexia is based on the International Dyslexia Association’s definition of dyslexia. It is defined as:
A specific learning disability that:
(1) is neurological in origin and characterized by difficulties with accurate or fluent word recognition and 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 Article 7.
Specific dyslexia screeners will be administered to second-grade students in the fall (BOY), first-grade students in the winter (MOY), and to kindergarten students in the spring (EOY).
Universal Screening -
A predictive measure that provides a snapshot of the student. The dyslexia-specific screening will be administered to ALL K-2 students annually. The 6 components required by law to screen for dyslexia-like characteristics include:
- Phonological and Phonemic Awareness
- Sound and Symbol Relationships
- Alphabet Knowledge
- Decoding Skills
- Rapid Naming Skills
- Encoding Skills
Students in grades 3+ will be screened on an as-needed basis, as determined by the classroom teacher based on the student’s need in the 6 components.
Level I Screener -
A screener administered to students who are deemed “At Risk” on the Universal Screener. The Level I screener gathers additional data through diagnostic measures that can be used for progress monitoring and to help decide on interventions.
Level II Screener -
A screener administered to students for additional information. Level II screeners are a battery of norm-referenced assessments that are considered both formal and diagnostic.
If screeners indicate the need for intervention services, the intervention may include:
- Explicit direct instruction that is systematic, sequential, and cumulative and 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;
- Individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
- Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
- Instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice; and
- Other instructional approaches as determined appropriate by the RTI Team, Grade Level Team, and/or classroom teacher.
- Programs may include: Headsprout, Waterford, Read Naturally, 95% Group Intervention kit, Heggerty Phonemic Awareness
District Level Data:
The number of students who participated in a Dyslexia Intervention during the 2018-19 school year is N/A.
The total number of students diagnosed with dyslexia during the 2018-19 school year is N/A.
*2019-20 will be the first year that schools will be required to collect data on Dyslexia.
** Due to FERPA regulations, all data not reaching the “10” threshold will be reported as N/A.