The good news for Indiana school corporations and charters is that the tenets of the bill are to be met no later than the 2019-2020 school year; scarcely more than a year from now. Of course, this time will not be spent idly, but rather in preparation for the ensuing changes in instruction, school personnel, and attitudes. Following is a skeletal outline of what will be required of schools in IN SB 217.
- At CCC meetings, on IEPs, and on your school’s website, start talking about dyslexia. Everyone should know by now that “if we just ignore it, it will go away” is a negligent fallacy. Talk to other teachers about what they are seeing in the classroom. Get familiar with dyslexia, get comfortable talking about it.
- Screen early for the risk factors of dyslexia. We now know that children can be screened at age 5 with 92% accuracy, and some studies have stated by age 4. There are red flags that parents will see at home, share with them what to look for, however you can.
- Use the IDOE-approved system of supports to address the reading needs of students that present characteristics of dyslexia. Be careful not to spend too long in a tier if it’s not working for the student. Time spent ineffectively addressing dyslexia is time wasted, and studies have shown that a poor reader in 1st grade has a 90% chance of always being a poor reader. Interventions that are timely and effective increase opportunities for academic and life-long success.
- Obtain parental consent before screening. This should be no problem. When I speak with parents about this, they are hungry for solutions; they want honest discussion between teachers and their families, they want their child screened, they want outcome driven interventions, yesterday. Last year. Two grades ago.
- Dyslexia interventions may include certain types of instruction. So vague, but so easy. The research is in and we know what works here: instruction that is Explicit, Systematic, Multisensory and Phonetic. If your instruction curriculum does not include these, let us help you find one that does.
- By July 1, 2019, each school corporation and charter must employ at least one authorized reading specialist trained in dyslexia. Depending on school population more than one may be necessary. Begin making the decision on who will be designated as soon as possible, and find a certification program.
- IDOE will provide professional awareness information on dyslexia to each teacher in each school corporation and will develop and update an Indiana dyslexia resource guide. Lean into the support they will provide.
The ICAM will support schools as they serve students who have a current IEP in several ways. We will provide a membership for them to receive human voice recorded audio books, some that are accompanied by text: textbooks, children’s books, literature and novels. Also, we will provide NIMAS files, the digital format of their textbooks to use with text-to-speech software, and ePubs. These specialized formats are pathways to adding a multisensory element to your instruction. It’s not the whole multisensory component, which uses all learning pathways at once—visual, auditory, kinesthetic, tactile-- but should be regarded as a substantial piece.
Also, we have a growing collection of dyslexia-related books and other resources in the PATINS Lending Library; you may review titles in ICAM Dyslexia Book Resources. There are a few articles in Document Resources you may find helpful, and on the Dyslexia Resources page there are webinars, websites, a dyslexia screener. We will be adding to and updating these pages as we continue our research.
PATINS/ICAM Specialists are happy to come to your school to present real classroom solutions that can be immediately implemented, even customize a presentation to address specific needs of your school or corporation as you adapt to the changes IN SB 217 requires.
We are here for you. And for the starfish.
Thanks so much!
* "Wall Street"