The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona’s teachers implementing systematic and explicit instruction across all the elements of reading, including following the MTSS process of tiered instruction. The legislation in A.R.S §15-704 is designed to help identify students with characteristics of dyslexia so interventions can be in place.
ADE is pleased to announce the Dyslexia Training Designee Grant will open soon for FY24. There is $1 million allocated to help offset the cost of training for LEAs. Priority will be given to LEAs who successfully completed an application and did not receive funding for FY23. Carryover is not allowed.
HB 2060 has added more educators who could qualify as the Dyslexia Training Designee. Due to this legislative change now any K-3 Literacy Coach, or K-3 Literacy Specialist can take the three required trainings and will meet the requirements. For more information, please reach out to Maggie Velazquez.
Contact Information: Maggie Velazquez, Dyslexia and Literacy Intervention Specialist, 602-364-1843
“Dyslexia” means a specific learning disorder that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
As required by ARS 15-211, the Dyslexia Training Designee (DTD) can be any Kindergarten through Third Grade teacher on a given campus. Any campus that serves K-3 students must identify at least one DTD for that campus. This list provides information on the required approved dyslexia trainings. The DTD needs to have completed the trainings by July 1, 2022. Each vendor submitted materials that had to meet requirements of the legislation per the RFI process. Those learning opportunities that met the requirements were shared on the final list. Vendors who would like to apply for the Dyslexia Training Designee RFI need to email Maggie Velazquez for additional information.
**Please note, trainings must be provided by vendor. Trainer-of-trainer models will not fulfill the requirements.
**Please also note, these trainings do not remove the Dyslexia Deficiency on teaching certificates. More information about the Dyslexia Deficiency can be found on the K-5 Literacy Endorsement webpage.
Dyslexia Training Designee PLC
Calling all school-level Dyslexia Training Designees. The ADE ELA team presents Quarterly PLC Meetings for the Dyslexia Training Designee. Please join our quarterly Dyslexia Training Designee PLC, hosted by Maggie Velazquez, Dyslexia and Literacy Intervention Specialist. This is your opportunity to meet with other DTDs in Arizona to collaborate, share, and discuss roles and responsibilities of being your school's DTD. We will build this DTD Professional Learning Community to help support one another in this amazing role, "Dyslexia Training Designee". Please note you do not have to have your DTD trainings completed to attend.
Participants must register for each quarterly event in APLD to receive professional development credit. Each participant will receive 1 hour of PD credit. Microsoft Teams link will be accessible in APLD events, once registered. Register - use search term "dyslexia"
Dates: September 20, 2022 November 8, 2022 February 28, 2023 April 18, 2023
During 2021-2022, schools are reviewing and selecting a screener from the Approved Universal Literacy and Dyslexia Screener list, with full implementation by July 1, 2022. This screening process meets both Move On When Reading and Dyslexia legislation, and will be the tool used to complete the MOWR Literacy Plan and assessment data submission for fall, winter, and spring. ADE allows for additional vendor submissions for this RFI through the year with the close date of December 1. Vendors who would like to apply for the Universal Literacy and Dyslexia Screener RFI need to email Maggie Velazquez for additional information. After December 1, the ADE team will review all submissions to assure the tool meets/continues to meet Arizona Statute. The Approved Universal Literacy and Dyslexia Screener list will be updated and reposted by February 1 of each year.
There are four good cause exemptions to retention for 3rd grade students who fail to meet the MOWR cut score. These apply if a student
Is an English learner or a limited English proficient student and has had fewer than three years of English language instruction; OR
Is in the process of a special education referral or evaluation and/or student has been diagnosed as having a significant reading impairment, including dyslexia; OR
Has an identified disability and has an IEP and the IEP team (including parents) agrees that promotion is appropriate;
OR Has demonstrated or subsequently demonstrates sufficient reading skills or adequate progress towards sufficient reading skills of the 3rd-grade reading standards as evidenced through a collection of reading assessments approved by the State Board.
The Dyslexia Handbook is designed for teachers and administrators to help them recognize characteristics constant with dyslexia and how to aid students with dyslexia. Educators at all levels must have a deep understanding of reading to pinpoint gaps in student learning. This document also provides technical assistance to support families.
The Dyslexia Resource Guide for Families provides an overview the definition of dyslexia, characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
The Dyslexia Resource Guide for Families in Spanish provides an overview the definition of dyslexia ,characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
Join the ADE English Language Arts Team for a FREE Dyslexia Focused 8-week book study. Wednesdays from 4:30-5:30 MST time. Everyone is welcome!
Text: Understanding Dyslexia: A Guide for Teachers and Parents by Denis Lawrence
Dyslexia affects at least ten percent of children and is the most common special educational need that teachers encounter. However, the characteristics of dyslexia can mean that it is often confused with other learning difficulties.
Whether you are a teacher or a parent, this easy-to-read book helps you to understand what is meant by 'dyslexia', providing clear guidance for identifying the signs and outlining practical strategies for helping and supporting dyslexic children.
As well as examining current popular definitions of dyslexia, the book offers a fresh definition, based on current research. Each chapter helps you to understand the unique challenges faced by dyslexic children in their learning of literacy skills and shows that the combined efforts of parents and teachers really can make a difference.
Key features include:
Coverage of the most popular methods used in the assessment of dyslexia.
Strategies and techniques to help dyslexic children develop their literacy skills at school and at home.
A focus on how to enhance and maintain self-esteem in dyslexic children.
A look at other specific learning difficulties that overlap or can be confused with dyslexia.
Discussion of society's attitude towards dyslexia and the need for further understanding of the concept Understanding Dyslexia is valuable reading for trainee and practicing teachers, SENCOs and parents.
September 6 - Section 1: Chapter 1 “The History of Dyslexia”
September 13 - Section 2: Chapter 2 “The Characteristics of Dyslexia”
September 20 - Section 3: Chapter 3 “Defining Dyslexia”
September 27 - Section 4: Chapter 4 “Dyslexia and Other Specific Learning Difficulties”
October 4 - Section 5: Chapters 5-6 "Teaching the Dyslexic Child” and “The Causes of Dyslexia”
October 11 - Section 6: Chapters 7-8, “Assessing Dyslexia” and “Understanding a Psychological Report”
October 18 - Section 7: Chapters 9-10 “Self-Esteem and the Dyslexic Child” and “Maintaining Self-Esteem in Teachers and Parents”
October 25 - Section 8: Chapters 11 “Society’s Attitudes Towards Dyslexia”
General Info for our book studies:
Virtual book chats take place via Zoom.
All participants must register in the APLD system to receive credit - each session is offered individually.
All participants who register in APLD, read their chapter(s), and attend the book study will be given 2-hours PD credit.