Dyslexia Pilot ProjectBonnie Nelson ∙ October 23, 2014

Evaluate early screening and reading assistance programs for children at risk for reading failure

Includes students who exhibit risk factors associated with dyslexia

Primary Goal

Project RequirementsThe pilot project must operate for three full school years, beginning with the 2012-2013 school year

Kindergarten, first and second grades will be targeted

At least one district must be located in an urban setting, one in a suburban setting and one in a rural setting (a minimum of three districts)

Project Requirements

Screening

Multisensory Structured Language Instruction

Progress Monitoring

Evidence-based reading instruction provided to all students in kindergarten – 2nd grade.

How screening data would be used to differentiate instruction within the core curriculum.

Tier 1

Implementation Components

The implementation of intensive, systematic small group reading intervention including multisensory-structured language instruction

Tier 2

Implementation Components

Individualized, intensive, systematic reading intervention for students who demonstrate minimal progress in Tier 2

Tier 3

Implementation Components

Implementation Components

Progress monitoring data

Referral for suspected disability

Teacher training

Parent Involvement

Participating Districts

• Cincinnati Public Schools• Edison Local Schools• Indian Creek Local Schools• Medina City Schools• Shawnee Local Schools• Trimble Local Schools

Pilot Project Participants

Assessments chosen by districts for the purposes of screening, intervention planning and progress monitoring.

5 selected DIBELS Next1 selected DIBELS, 6th Edition

Professional Development

All of the participating districts provided professional development to K-2 teachers to implement core evidence-based reading instruction, multi-sensory structured language instruction and specific reading intervention programs at each tier.

Professional Development

Orton-Gillingham Multisensory

Lindamood Bell

Step By Step Learning (with DIBELS Next)

Strengths

High quality, comprehensive, embedded professional learning opportunities

StrengthsEffective practices in place to use assessment data to determine students’ specific reading deficits

This provides evidence-based intervention matched to specific needs

Strengths

Two additional schools were added in Year 2

High proportion of students entering kindergarten at benchmark

ChallengesIntense needs of the students

High proportion of students who are English Language Learners

Need for greater differentiation and increased intensification of interventions going into Year 2.

Challenges

Universal screening process was only partially implemented in Year 1.

Teacher turnover created instability in Year 1.

Need to building local capacity to reduce reliance on external support.

Lessons Learned

Among the participating school districts, exemplary practices have emerged in meeting the needs of students at risk of reading failure.

Building a proactive, tiered system of support requires systemic change for reducing student risk and providing teacher professional learning opportunities.

Sustainability requires building internal capacity and leadership for implementation fidelity.

Pilot Project Evaluation

Requirement to evaluate the pilot project

Recommendations whether to continue, expand or make changes to the pilot

ContactBonnie Nelson

bonnie.nelson@education.ohio.gov

614-752-1245

Office for Exceptional Children

Supports and Services for Diverse Learners

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