EARLY SCREENING & REMEDIATION
Stop Learning Differences Becoming
Lifelong Disabilities
EARLY SCREENING & REMEDIATION
|
|
|
|
|
Submit Written Testimony, Impact NYS Education Policy!
Recommendation 1: PREK early screening identifying students at risk of dyslexia/dysgraphia
Recommendation 2: 1 in 5 are at risk of dyslexia, and we need the capacity to support these students. For every 100 students, we need six specialized dyslexia and dysgraphia instructors and one highly qualified and experienced lead teacher per 100 students available to mentor and train teachers.
Recommendation 3: Create a guidebook on dyslexia in multiple languages that explains what dyslexia is, what the school needs to do to support your child, what parents need to look out for, etc. And ensure all school staff, including social workers, have passed courses on dyslexia/dysgraphia.
Recommendation 4: Approve Private Dyslexia Schools Under Chapter 853 that Will Increase the Training Capacity and Number of Available Trained Teachers
Recommendation 5: Approve Private Dyslexia Schools Under Chapter 853 that Will Increase the Training Capacity and Number of Available Trained Teachers
Recommendation 6: Fund Oversight Centers Whose Staff Monitor to Ensure Fidelity and Meaningful Progress
Recommendation 7: Implement a Multi-Tiered System of Supports-Integrated (MTSS)
Recommendation 8: Define Dyslexia and Dysgraphia Treatment in the IDEA and NYS Special Education law
Recommendation 9: Reform the Framework for Due Process
Recommendation 2: 1 in 5 are at risk of dyslexia, and we need the capacity to support these students. For every 100 students, we need six specialized dyslexia and dysgraphia instructors and one highly qualified and experienced lead teacher per 100 students available to mentor and train teachers.
Recommendation 3: Create a guidebook on dyslexia in multiple languages that explains what dyslexia is, what the school needs to do to support your child, what parents need to look out for, etc. And ensure all school staff, including social workers, have passed courses on dyslexia/dysgraphia.
Recommendation 4: Approve Private Dyslexia Schools Under Chapter 853 that Will Increase the Training Capacity and Number of Available Trained Teachers
Recommendation 5: Approve Private Dyslexia Schools Under Chapter 853 that Will Increase the Training Capacity and Number of Available Trained Teachers
Recommendation 6: Fund Oversight Centers Whose Staff Monitor to Ensure Fidelity and Meaningful Progress
Recommendation 7: Implement a Multi-Tiered System of Supports-Integrated (MTSS)
Recommendation 8: Define Dyslexia and Dysgraphia Treatment in the IDEA and NYS Special Education law
Recommendation 9: Reform the Framework for Due Process
New York State Education Department Dyslexia Dysgraphia Task Force
*Submit Written Electronic Testimony Individuals wishing to submit written electronic testimony must complete the form and submit it by October 15, 2024, at 5:00 p.m. |
|
More About the Task Force:
Pursuant to Chapter 76 of the Laws of 2024, “The commissioner of education shall establish a task force to examine appropriate and effective evidence-based dyslexia and dysgraphia screening methods, reading interventions, and other educational supports for students in kindergarten through grade five. … The task force shall conduct … public hearings for the purpose of obtaining information from stakeholders and other interested parties including but not limited to speech pathologists, reading specialists, teachers, school administrators, and parents.”
The goal of this Task Force is to prepare a comprehensive report of findings and recommendations, due December 22, 2024. These hearings will engage stakeholders and the public and focus on screening methods, reading interventions, and educational supports.
Pursuant to Chapter 76 of the Laws of 2024, “The commissioner of education shall establish a task force to examine appropriate and effective evidence-based dyslexia and dysgraphia screening methods, reading interventions, and other educational supports for students in kindergarten through grade five. … The task force shall conduct … public hearings for the purpose of obtaining information from stakeholders and other interested parties including but not limited to speech pathologists, reading specialists, teachers, school administrators, and parents.”
The goal of this Task Force is to prepare a comprehensive report of findings and recommendations, due December 22, 2024. These hearings will engage stakeholders and the public and focus on screening methods, reading interventions, and educational supports.
Need A Talking Point? Any Questions? Please email me: [email protected]
Let's Do This!
HELP US STOP THE BIAS AGAINST UNDERPRIVILEGED CHILDREN
The American Psychiatric Association and the DSM-5-TR
Ever wonder why so many children struggle to read but are never tested by the school psychologist? Why are so many diagnosed with ADHD but cannot read? Check out the latest studies on the DMS-5 panel. They show that the psychologists tasked with updating the DMS-5 criteria are paid vast sums. How would this affect their bias when billions of dollars are in the pharmaceutical industry? What does this mean for ethics? Here's the research paper on Undisclosed Financial Conflicts of Interest in DSM-5-TR: Cross-Sectional Analysis HERE: dsm-5-tr_conflict_of_interest.pdf
What problems do advocates see in the community due to the APA's criteria?
Ever wonder why so many children struggle to read but are never tested by the school psychologist? Why are so many diagnosed with ADHD but cannot read? Check out the latest studies on the DMS-5 panel. They show that the psychologists tasked with updating the DMS-5 criteria are paid vast sums. How would this affect their bias when billions of dollars are in the pharmaceutical industry? What does this mean for ethics? Here's the research paper on Undisclosed Financial Conflicts of Interest in DSM-5-TR: Cross-Sectional Analysis HERE: dsm-5-tr_conflict_of_interest.pdf
What problems do advocates see in the community due to the APA's criteria?
- Underprivileged children are not being tested for specific learning disorder
- Underprivileged children are more often diagnosed with ADHD-parents are told this is why they cannot read
- ADHD diagnosis is not a mandate for reading remediation
- Children with epilepsy or other unrelated neurological issues are not being tested for dyslexia or given reading remediation
|
School psychologists generally follow the American Psychiatric Association's criteria for diagnosing Specific Learning Disorders.
Here's the Criteria (see screenshot below): Under "What is Specific Learning Disorder" To be diagnosed with a specific learning disorder, a person must meet four criteria. 4. Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language. |
|
Ask Your School District, College, or University to Screen
The Right to Read & Ask Us to Help! Sign Up Below...
Ask Members of Your Board Of Education to Adopt a Literacy Goal:
"95% of 3rd Grade Students Will Read to Grade Level"
Thank You to Our Trail-Blazing Champion Parents!
Megan Wright
Cairo-Durham Central, Greene County
3rd-Grade Students, 2019: 75 students Total reading below grade level: 65% At Basic Level: 37% Below Basic: 28% Calculated Dropouts: 7 Unprepared Graduates: 27 Cost to taxpayer for illiteracy: $ 1,566,000 
|
Vertical Divider
|
Carrie RodriguezGreece Central, Monroe County
3rd-Grade Students, 2019: 718 students Total reading below grade level: 59% At Basic Level: 39% Below Basic: 20% Calculated Dropouts: 58 Unprepared Graduates: 234 Cost to taxpayer for illiteracy: $ 12,956,000
| ||||
MORE COLORS AVAILABLE! YOUTH SIZES
& MORE DESIGNS COMING SOON
& MORE DESIGNS COMING SOON
Speak Up T-Shirts!
Help us with our fund-drive by buying a t-shirt!
Take Action:
Speak Up for Literacy New York!
Send in your Speak Up video & get a FREE T-SHIRT
Join us and talk to your public-school representatives; the Board of Education (BOE), Panel for Education Policy (PEP), and Community Education Council (CEC). Please share the link to our campaign on social media & email. Share videos on YouTube of your testimonies – let’s do this!
Data is from the New York Education Department and The Education Consumers Foundation
Data includes: number of students predicted to dropout, number of students reading below grade level and what your district's failure to teach reading costs taxpayers.
→3-minute script to read out at your district's education meeting with reading levels for your district
→Brochure to hand out with all the reading level data
→The economic impact to taxpayers of your district's failure to teach reading
→Number of predicted dropouts for your school district
→The number of unprepared graduates at your school district
→Number of students reading below grade level (below proficient) in your school district
→Reading by district; compares all districts by county
→Grade progression for individual school districts - how well does your district support literacy skills?
→Advocate T-shirt $30 (optional/fundraiser)
|
|