First EVER Dyslexia Charter School in NYS!
Orton-Gillingham Classroom Educator Training
26 Teachers Trained in Classroom Orton-Gillingham (August 2017)
With thanks to the Peconic Teacher Center in Southampton for holding this very important professional development training.
This 5 day course meets the requirements for Orton-Gillingham Classroom Educator designation with the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). It is the first step in preparing teachers to use the OG Approach in the classroom setting and allows teachers to use direct instruction to bring a multi-sensory, structured, and linguistic phonics-based approach into the mainstream classroom. The curriculum will include: dyslexia and reading disorders; the rationale of the OG Approach; handwriting; phonological awareness, phonics, syllable division patterns, and spelling; elements of multisensory instruction, diagnostic-prescriptive teaching, and lesson planning; and AOGPE membership structure and requirements.
Structured Literacy employs a highly structured sound-by-sound approach for teaching word decoding and spelling that incorporates traditional phonics and Visual-Auditory- Kinesthetic-Tactile (VAKT) methodology, and is particularly effective for struggling students and students who have been identified with dyslexia or a specific learning disability. Participants acquire a procedure for teaching letters and sounds, utilizing the phonics generalizations to decode regular and irregular spelling patterns.
School Psychologist Professional Development
18 School Psychologists Trained to Identify Reading Issues & Dyslexia!! (June, 2018)
Thank you to everyone who sponsored the Peconic Teacher Center in Southampton to hold this important training event. Eighteen school psychologists were trained in methods and techniques to evaluate for dyslexia in students as young as six years old. The psychologists were trained in a range of discipline which included the Feifer Assessment of Reading (FAR). Feifer addresses four specific subtypes of dyslexia (which is helpful when researching which remediation approach or program would best meet the students challenges).
This is the description of the training:
While the term “dyslexia” can be intimidating, school-based professionals are in the ideal position to identify struggling readers. This presentation will review the definition of dyslexia, describe identifiable subtypes of dyslexia, and link those subtypes to evidence-based interventions. This training will emphasize evidence-based assessment strategies and review newevaluation tools to further refine “diagnosis”. Case studies will be presented to help audience members recognize patterns of cognitive and academic results in struggling readers.
Dyslexia News & Articles
Radio / Podcast: The Dyslexia Quest
How to Advocate for Dyslexia Services – with Rosa Berland & Helen Roussel
In this episode, we talk with Rosa Berland and Helen Roussel about their journeys with their children and lessons learned on how to advocate fiercely and effectively for dyslexia services. They generously offer to help others, so stay tuned to the end to get their information.
They are passionate about the creative and transformative power of the dyslexic and differently wired mind. They are committed to creating equity in education for dyslexic children.
Addressed to All Public School Staff, August 2018
All students with disabilities must receive an appropriate education that meets their unique, individual needs in order to meaningfully participate and progress in the general curriculum. To that end, this memorandum serves to inform school districts of new guidance on students with disabilities resulting from dyslexia, dysgraphia, and dyscalculia. Chapter 216 of the Laws of 2017, signed by the Governor in August 2017, amends New York State Education Law to include provisions for the New York State Education Department (NYSED), in cooperation with stakeholders to issue guidance on the unique educational needs of students with dyslexia, dysgraphia, and dyscalculia and to clarify that school districts may reference or use the terms dyslexia, dysgraphia, and dyscalculia in evaluations, eligibility determinations, or in developing an individualized education program under the Individuals with Disabilities Education Act.
See more on the memorandum HERE
Special Education Department, New York State
According to various reports, as many as 5-20 percent of students are affected by dyslexia, dysgraphia, and/or dyscalculia. Students with learning disabilities, which may include students with dyslexia, dysgraphia, and/or dyscalculia, demonstrate unique educational strengths and disability-related needs. All students with disabilities, including students with specific learning disabilities, must receive an appropriate education that meets their unique needs.
News & Media
"Dyslexia kids make Their Case in Albany" (East Hampton Star, 2016)
"New York State Recognizes Dyslexia on School IEP's" (Sag Harbor Express, 2017)
"A Conversation with Helen and Harry Roussel" (Sag Harbor express, 2017)