Dyslexia Report

According to Senate Enrolled Act No. 217, all students Grades K-2 are required to be screened, annually, for dyslexia. 

Early identification of students "At Some Risk" or "At Risk" for dyslexia is critical for the development of early and appropriate interventions to support the student before they begin to fall behind their peers. 

The universal screener is an assessment for understanding students' literacy performance, both strengths and areas of concern. Universal screeners focus on specific areas and are typically brief, but determine those students who are "At Some Risk" or "At Risk". Universal screeners, which are used for the initial screening of students, shall include the following, as determined to be developmentally appropriate for each student: 

1. Phonological and phonemic awareness;
2. Sound symbol recognition
3. Alphabet knowledge; 
4. Decoding Skills; 
5. Rapid naming; and
6. Encoding skills. 

Within the first 90 days of school, the universal screener for dyslexia will be administered to all students in Kindergarten, first, and second grade in accordance with SEA 217. The universal screener utilized by Greater Jasper Consolidated Schools is: Amplify: mClass with DIBELS 8th Edition. 

Based on students' performance on the initial screener, students may be flagged for additional screening, utilizing Rapid Naming and Spelling assessments within the mClass with DIBELS platform. 

With this additional information, mClass with DIBELS will flag students as potentially "At Risk" or "At Some Risk" for dyslexia. 

The Dyslexia Data team consisting of teacher(s) from both buildings, building principals, and the reading specialist will analyze results from the screener, as well as additional information provided by the classroom and/or intervention teachers. 

Students who have identified as having signs or characteristics of dyslexia will: 

1. Have parent contact made informing them of the "At Risk" or "At Some Risk" identification as well as the interventions in place for the student. 
2. Receive rigorous and relevant remediation through targeted instruction supported by the classroom teacher, assistants, and the reading specialist. 
3. Participate in progress monitoring on a regular basis throughout the year.