Dyslexia

Supporting reading for all students

The Lake Washington School District is committed to all students attaining state and district standards. This commitment requires us to provide students with an education that includes the basic skill of reading as the foundation within a Multi-Tiered System of Support (MTSS) framework.

Each and every student receives universal, tier 1 instruction grounded in research-based best practices aligned to Common Core State Standards from their classroom teacher. In addition to the tier 1 instruction, students also receive differentiated, small group tier 2 interventions to provide additional supports and accelerate each student’s learning from their classroom teacher. Some students receive further interventions from interventionists as needs are identified. This framework of instruction aligns to the tenets of a MTSS framework.

First page of the PDF file: continuumofsupports

Since 2017, LWSD has continually dedicated resources and planning advisories to develop systems and supports for a district-wide approach to serving students with reading difficulties including dyslexia. Look below to see a summary of past efforts, current efforts, and next steps.

Dyslexia defined

What is dyslexia?

“Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person’s intelligence, motivation, and sensory capabilities.

These difficulties typically result from a deficit in the phonological components of language that is often unexpected in relation to other cognitive abilities. In addition, the difficulties are not typically a result of ineffective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

This definition of dyslexia is adopted by the 65th WA State Legislature, 2018 Regular Session.

How many students are impacted by dyslexia?

Washington State legislation

Starting in the 2021-2022 school year, schools are required to screen students K-2 for “indications of, or areas associated with, dyslexia”. Once a student is identified as having dyslexia, they must be provided with instruction and “evidence based, multisensory structured literacy interventions” within a multi-tiered systems of support (MTSS) model. The screening results and intervention plan must also be communicated with parents/caregivers, in order to form a partnership for the benefit of the student in question. (RCW 28A.320.260)

Dyslexia in the classroom

Screening

In alignment with best practices and the MTSS framework, we utilize FastBridge as our universal screener to identify if a student shows indications of, or areas of weakness, associated with dyslexia three times a year. This information is posted in Skyward Family Access for parents to view following each screening window. If risk designations indicate that a student is at risk, more information is gathered one-on-one to learn more about them as a reader. If your student needs additional tiers of interventions outside of the tier 1 and tier 2 instruction provided by the classroom teacher, you will receive a notification.

Structured literacy

Structured literacy offers explicit and systematic instruction using a research-based scope and sequence in a cumulative manner. With structured literacy, students are taught evidenced-based elements, using evidence-based principles, to yield effective reading instruction. Structured literacy instruction not only benefits students with dyslexia, but all students.

Gradual release of responsibility

In addition to offering structured literacy instruction, LWSD follows the gradual release of responsibility. This model offers opportunities for students to observe first, practice together, and then independently apply the knowledge gained to demonstrate mastery. The gradual release model, coupled with multi-sensory instruction, offers an opportunity for students to learn and practice concepts connection the four language domains (reading, writing, listening, speaking) with a tactile or kinesthetic activity.

LWSD efforts

Elementary dyslexia info and resource night (2024)

Elementary dyslexia resources

Current efforts

In addition to the previous efforts, LWSD is currently working to further support dyslexia legislation and initiatives, including:

Further implementation of the MTSS framework to ensure all students receive tier 1 and tier 2 instruction in general education setting.
Addition of CBMreading in FastBridge for 2nd and 3rd graders so they read 1:1 orally with a teachers three times a year.
Identifying a Rapid Automatized Naming (RAN) with 4 components (colors, objects, numbers, letters) to purchase and implement in alignment with the Dyslexia Advisory Committee recommendations.
Provide Foundational Literacy professional learning to all K-2 teachers by 2026.
Provide Foundational Literacy professional learning to all Multilingual, new Safety Net, and new Special Education teachers.
Increase family communication and shared responsibility with families surrounding dyslexia.
Reviewing and revising the reporting categories and proficiency scales to reflect standards and foundational skills at each grade level.
Increase data-informed instruction protocols and analysis across buildings.

Previous efforts

LWSD has facilitated Dyslexia Advisory Teams and committees to support dyslexia legislation and initiatives. This includes:

Introduction of MTSS framework.
Adoption and implementation of a new Universal Screener (FastBridge).
Adoption of a new multi-sensory, tier 3 intervention curriculum (SIPPS).
CORE Reading Fundamentals/Foundational Literacy professional learning for Safety Net and Title 1 teachers.
Yearly dyslexia professional learning, typically delivered in August LEAP week, starting in the fall of 2018.
Use of Lexia (a web-based, adaptive literacy program) for students needing intervention services.
Grades K-4 reporting “Reading at Grade Level Standard” on June Progress Reports.
Collection of data and reporting to state.
Safety Net teacher support with identifying students needing multiple measures following screening windows.
Providing summer programs to support students.
Providing needs-based allocations for Safety Net FTE across the district.
Increased family communication to support building reading skills at home and promote shared responsibility.
Developed programming for middle school students who demonstrate an identified need for increased instruction in foundational reading skills.

Partnership with families

The advisory teams have included participation with parents and guardians. Parent information meetings have been hosted in the past to support parents in understanding the work surrounding dyslexia. With the addition of FastBridge as the Universal Screener, scores are posted in Skyward following each screening period (3 times a year). Starting in the 2022-23 school year, there will be increased communication to K-2 families about our efforts and MTSS framework to support high-quality reading instruction at the building level.

Resources to learn more

International Dyslexia Association (IDA): A reliable website for dyslexia information. Mission of IDA: "To create a future for all individuals who struggle with dyslexia and other related reading differences so that they may have richer, more robust lives and access to the tools and resources they need."
Yale Center for Dyslexia & Creativity (YCDC): A trusted resource for information on dyslexia. Mission of YCDC: "Increase awareness of dyslexia and its true nature, specifically to illuminate the creative and intellectual strengths of those with dyslexia, to disseminate the latest scientific research and practical resources, and to transform the treatment of all dyslexic children and adults."
Understood: A dependable website for dyslexia information. Understood is a non-profit dedicated to serving the millions of families of kids who learn and think differently.
Washington State Dyslexia Resource Guide: The Dyslexia Resource Guide, prepared by the Washington Office of Superintendent of Public Instruction, offers an overview of dyslexia, information on response to intervention, screening and assessing, instruction and interventions in the classroom, helpful hints for teachers to develop a dyslexia friendly classroom, and supplemental information, like legislation.