Preparing for Implementation of the Dyslexia Law & Guidebook

Jackie Jacoby , State Support Team Region 1 - Urban Literacy Specialist

Today’s Resources

“House Bill 436 - Ohio’s Dyslexia Legislation” Padlet

Access the guidebook, resource from ODE, and all resources embedded throughout
each section of the guidebook.

53 minute recording of this session.

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Today’s Topics - What is Dyslexia ?

- Understand the intent & requirements of HB 436 - Adjustments made based on HB 583

- Ohio’s Dyslexia Guidebook Overview

NOTE: This presentation serves as an overview. Please be sure to review the legislation and guidebook in detail to ensure proper implementation of HB
436/HB 583 Requirements.	3

Dyslexia Facts

- A learning disability that is neurobiological - Difﬁculties with accurate and/or ﬂuent word
recognition, poor spelling and decoding - Typically a deﬁcit in phonology
- Not related to cognitive ability

IDA board of directors, 11/12/02	4

What Are You Hearing?

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Why Should We Even Consider a Change?

- Does current evidence show that what we are doing isn't supporting all learners?

- Has research from the ﬁeld changed?

- Is there evidence that a more impactful strategy is available?

*Implementation Science Research - Northern Territory Department of Education De-Implementation Guide                          6

Ohio’s Plan to Raise Literacy Achievement Root Cause Analysis

“The purpose of a root cause analysis is to ﬁnd out what happened, why it happened and determine what changes need to be made. “

Ohio’s Plan to Raise Literacy Achievement, January 2022	7

5 Primary Root Cause of Literacy Underperformance

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#1 : Learners who “start behind, stay behind”

Although learners may make progress in school, for example, make a year’s worth of growth in one school year, students who begin kindergarten academically behind generally remain behind.

Ohio’s Plan to Raise Literacy Achievement, January 2022
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# 2: District infrastructure/support for educators

Districts are challenged in providing effective support, speciﬁcally:

• District administrators have many responsibilities and currently are experiencing initiative overload

• The larger the district, the less likely it is that a teacher will receive effective supports

• Districts often lack systems and structures that effectively plan for and implement evidence-based literacy instruction. It was found that programs changed frequently and did not identify evidence-based practices that can be implemented with ﬁdelity

• Due to limited funding and resources, many children lack access to early childhood programming and preschools, which affects their readiness for kindergarten and their earliest introduction to literacy development.

Ohio’s Plan to Raise Literacy Achievement, January 2022
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# 3: Instructional Practices Districts are not using effective practices or are not implementing with ﬁdelity, speciﬁcally, districts:

• Used outdated special education and intervention practices; • Lacked differentiation in all tiers of instruction

• Continued intervention(s), even when progress is not occurring

• Lacked effective progress monitoring and data literacy skills, for example, analyzing and using data to inform instruction

• Had a limited understanding of how to build emergent and early literacy skills in young children

• Lacked deep knowledge of Ohio’s Learning Standards for English language arts, particularly foundational reading skills

Ohio’s Plan to Raise Literacy Achievement, January 2022
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# 4: District/Building Culture

The culture of the district or building often was not conducive to effective improvement. Speciﬁcally, districts and buildings lacked:

• Collaboration between special educators and general educators

• A collective belief that all children can learn and all educators can teach

• The implementation of proactive planning

Ohio’s Plan to Raise Literacy Achievement, January 2022
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# 5: Family Knowledge & Involvement

Families were not being appropriately leveraged as partners in literacy improvement. Speciﬁcally, families lacked:

• Meaningful educator and family partnerships

• Depth and/or meaning in family engagement interactions

Ohio’s Plan to Raise Literacy Achievement, January 2022
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A Preventive & Equitable Approach to Ensure Literacy for ALL

The Intent of Ohio’s Dyslexia Legislation, HB 436

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House Bill 436 “Dyslexia Law”

Screening Measures

Ohio’s Dyslexia

Committee
Vestibulum congue

A Preventive & Equitable Approach to Ensure Literacy for ALL

Professional Development

Infrastructure to Support School Improvement &
T1 Structured Literacy for ALL Learners

Structured Literacy Certiﬁcation Process

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House Bill 436 “Dyslexia Law”

Screening Measures

Ohio’s Dyslexia

Committee
Vestibulum congue

A Preventive & Equitable Approach to Ensure Literacy for ALL

Professional Development

Infrastructure to Support School Improvement &
T1 Structured Literacy for ALL Learners

Structured Literacy Certiﬁcation Process

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Ohio’s Dyslexia Committee

The primary charge of the committee was the development of Ohio’s Dyslexia Guidebook.

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Ohio’s Dyslexia Guidebook

Section 1: Best Practices in Literacy Instruction

Section 3: Methods for Intervention & Remediation

Section 2: Methods for Screening, Intervention-Based Assessment & Progress Monitoring

Section 4: Certiﬁcation in Structured Literacy Instruction

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Purpose & Use of Ohio’s Dyslexia Guidebook

Recommendations for Best Practices for Effective Structured Literacy Across
All Tiers of Support

Critical information for successful implementation of Ohio's
dyslexia support laws

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House Bill 436 “Dyslexia Law”

Screening Measures

Ohio’s Dyslexia

Committee
Vestibulum congue

A Preventive & Equitable Approach to Ensure Literacy for ALL

Professional Development

Infrastructure to Support School Improvement &
T1 Structured Literacy for ALL Learners

Structured Literacy Certiﬁcation Process

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Dyslexia Screening Measures

- Starting in 2023 -2024, T1 & T2 screening requirements will begin
- The Ohio Department of Education will release a list of approved T1 dyslexia screening assessments
- A list of T2 screeners (diagnostics) will not be provided.
- T2 Dyslexia Screening Measure example, Appendix B

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T 1 Dyslexia Screening Components

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T1 & T2 Dyslexia Assessment Measures

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T1 Approved Dyslexia Screening Timeline

Year	Grade	Screening Requirements	Screening Requirements for Students Transferring Into the District

K	Administer a T1 screener to all students after January 1st of their kindergarten year.

2023-2024	1st - 3rd

Administer a T1 approved screener to all students.

Administer a T1 screener to each student in grades K-6 within 30 days of enrollment, unless the K-3 screener has yet to take place.

4th - 6th	Administer a T1 screener to all students whose parent/guardian/custodian/teacher request the
administration of the screener.

2024-2025 & beyond

K

1st - 6th

Administer a T1 approved screening measure to all students after January 1st of their kindergarten year.

Administer a T1 approved screening measure to all students whose parent/guardian/custodian/teacher request the administration of the screener .

Administer a T1 screener to each student in grades K-6 within 30 days of enrollment, unless the Kindergarten screener has yet to take place.

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Year
	
Students At-Risk
	
Task

2023-2024 & beyond

K - 6th
	
Student at-risk from T1 screener, will be progress monitoring for up to 6 weeks (by a multidisciplinary team with expertise)

Student who do not demonstrate progress, will be administered a T2 screener (diagnostic).

The district may administer a T2 screener to any student for whom they administered a T1 screener.

K-6 Students who Transfer
	
District must administer a T2 screener in a timely manner to all students who transfer and are identified at-risk based on the T1 screener. (recommended within 30 days of T1)

Students Determined to Be At-Risk

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Parents, Guardians & Custodians must receive the following in writing:

- Notiﬁcation if their student is at -risk

- Notiﬁcation of T2 screener administration & the results

- If identiﬁed as having dyslexia tendencies inform parent/guardian/custodian about:
-	information about reading development - risk factors of dyslexia
-	description of evidence-based interventions

-	an explanation of the local structured literacy program

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House Bill 436 “Dyslexia Law”

Screening Measures

Ohio’s Dyslexia

Committee
Vestibulum congue

A Preventive & Equitable Approach to Ensure Literacy for ALL

Professional Development

Infrastructure to Support School Improvement &
T1 Structured Literacy for ALL Learners

Structured Literacy Certiﬁcation Process

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Professional Development, PD (3319.077)

-Teachers must complete 18 hours of PD that aligns with the guidebook

-PD must be on ODE’s list of approved trainings

- ODE will provide a free, online course that will meet the speciﬁed requirements

“Teacher” as it relates to the professional development requirements, does not apply to a teacher that provides instruction in ﬁne arts, music, or physical education.
(ORC 3319.077 (A)(4)) as of June 24, 2022 HB 583.	28

Timeline
	
Teacher Guidelines

By the beginning of the 2023-2024 School Year
	
Teachers of grades K & 1, including special education teachers

By the beginning of the 2024-2025 School Year
	
Teachers of grades 2 & 3, including special education teachers

By the beginning of the 2025-2026 School Year
	
Special education teachers of students in grades 4-12

Professional Development Timeline

“Teacher” as it relates to the professional development requirements, does not apply to a teacher that provides instruction in ﬁne arts, music, or physical education.
(ORC 3319.077 (A)(4)) as of June 24, 2022 HB 583.

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House Bill 436 “Dyslexia Law”

Screening Measures

Ohio’s Dyslexia

Committee
Vestibulum congue

A Preventive & Equitable Approach to Ensure Literacy for ALL

Professional Development

Infrastructure to Support School Improvement &
T1 Structured Literacy for ALL Learners

Structured Literacy Certiﬁcation Process

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Structured Literacy Certiﬁcation Process

- District must establish a structured literacy certiﬁcation process for teachers providing instruction to students in K - 3rd grade.
- Not every teacher will need to be certiﬁed (local decision)
- Districts may use the considerations in Section 4 to determine the best process for local needs

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Approved Certiﬁcation Pathways

- The Ohio Dyslexia Committee’s Deﬁnition of Appropriate Certiﬁcation
- Create a process for local certiﬁcation, determine the role of certiﬁed educators, identify & recruit educators for the role, develop a training process, retain certiﬁed educators
- Difference from PD - “accreditation PLUS”

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Aligning HB 436 with Local School Improvement Efforts

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Reﬂection

- Are all students reaching reading proﬁciency? - What part of your policies/practices/processes
needs to adjust to make impact change?

- What will be your district/building message in regards to HB 436? Will it be focused in compliance of effective implementation?

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-	all sessions are virtual from 9:00 - 11:00

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Questions?

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Thank you!

Jackie Jacoby, esclew_jj@sstr1.org Urban literacy specialist

State Support Team Region 1

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Additional Resources

“House Bill 436 - Ohio’s Dyslexia Legislation” Padlet

Access the guidebook, resource from ODE, and all resources embedded throughout
each section of the guidebook.

53 minute recording of this session.

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