Dyslexia as defined by IC 20-18-2-3.5 is a specific learning disability that:
- is neurological in origin and characterized by:
– difficulties with accurate or fluent word recognition; and
– poor spelling and encoding abilities; - 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;
- may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
- may require the provision of special education services after an eligibility determination is made in accordance with 511 IAC 7-40.
While the characteristics of Dyslexia screening may be a part of this assessment, it is important to understand that we do not diagnose Dyslexia. We conduct this screening to provide us with further information to guide our intervention on general reading instruction for students,
WHAT INTERVENTION PROGRAMS ARE USED TO ASSIST STUDENTS WHO SHOW RISK FACTORS FOR DYSLEXIA?
Students in FTCSC Schools who need intervention in foundational literacy skills receive targeted research-based multi-sensory approaches to instruction through a research-based intervention that may include, but are not limited to Orton-Gillingham Approach.
Dyslexia Screening
In accordance with Indiana Code 20-35.5, Franklin Township Community Schools administers a comprehensive dyslexia screening to all students in grades K-2. The assessment tools we utilize include:
· mClass with DIBELS, 8th Edition
In 2023-2024 we identified 259 students as “At Risk or “At Some Risk. Building-based MTSS teams discussed all 259 students and referrals were made for additional dyslexia screenings as warranted by those reviews. Of those identified, they received “interventions for learning characteristics related to dyslexia” as reported on the annual IDOE Elementary Reading plans.