NACS Dyslexia Screening Process 

Indiana Dyslexia Legislation:

• The Indiana General Assembly adopted SEA 217 which requires school districts and charter schools to develop and implement a plan to provide dyslexia screening and interventions to all students in kindergarten through 2nd grade. The screening process does not diagnose dyslexia, but rather identifies core deficits that may be characteristic of having the disorder. In addition to screening and interventions, Indiana law IC 20.35.5, et seq., requires schools to provide parent information about the screenings and results, to report the results of the screenings to IDOE, and to provide professional learning to teachers. School districts and charter schools must also employ at least one authorized reading specialist trained in dyslexia through an IDOE-approved program.

Definition of Dyslexia:

House enrolled Act 1108 defines dyslexia as a specific learning disability that:

• Is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities;

•  Typically results 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;

•  May include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and

•  May require the provision of special education services after an eligibility determination is made in accordance with Article 7.

Dyslexia Screening:

Beginning in the 2019-2020 school year, Senate Enrolled Act 217 required schools to universally screen K-2 students’ in six subtest areas:

• 1. Phonological and phonemic awareness;

• 2. Sound symbol recognition;

• 3. Alphabet knowledge;

• 4. Decoding skills;

• 5. Rapid naming skills; and

• 6. Encoding skills

The universal screening is to be conducted annually to identify and predict students who may be "at some risk" or "at risk" for characteristics of dyslexia;

The universal screening is to be conducted within 90 calendar days of the start of the school year. The results of the universal screening should be shared with all parents. 

Students who transfer or enroll after the start of the school year must participate in the universal screener for learning characteristics related to dyslexia only if they have not participated in such screening at their previous school.

A student in third grade or higher who has difficulty as noted by the classroom teacher in the following areas may be screened as well:

• • Phonological and phonemic awareness;

  • Sound symbol recognition;

  • Alphabet knowledge;

  • Decoding skills'

  • Rapid naming skills; and

  • Encoding skills

• Parental permission is required to conduct a dyslexia screening on students in grades 3-12.

Students may be exempted from screening if they meet one or both of the following criteria: 

○ The parent (or legal guardian) of the student objects to the screening, or 

○ The student is already receiving dyslexia-related interventions

A school corporation is not required to administer a universal screening if the parent objects to the screening.

Each school year IDOE provides an update regarding the dyslexia screening process. Visit IDOE’s webpage for the latest programming guidance on dyslexia. 

Universal Dyslexia Screening Tools Initially Used at NACS:

NACS primary Universal Screener for the school years 2019-2020, 2020-2021, and 2021-2022 was the NWEA Skills Checklist for the assessment of foundational reading skills (Alphabet Knowledge, Sound Symbol Recognition, and Phonological & Phonemic Awareness). The Arkansas Rapid Automatic Naming (Arkansas RAN) was administered to assess the students' rapid automatic naming skills, which is an assessment of cognitive processing skills. Words Their Way: Primary Spelling Inventory was utilized to assess students’ spelling skills. 

The assessments listed above were originally approved screeners by IDOE.

Universal Dyslexia Screening Tools Currently Used at NACS: 

IDOE released updated guidance documents in April 2022 and March 2023 with revisions to the list of approved vendors to be used for the Universal, Level 1 & Level 2 screeners. Due to these changes, newly selected assessments were administered during the 2022-2023 school year. As of August 2022, NACS administered NWEA MAP Reading Fluency to assess all 6 required areas for the Universal Screener and used MindPlay as the Level 1 diagnostic assessment. These screening tools will remain in place for the 2023-2024 school year. 

Determining If Students Are at Risk for Learning Characteristics Related to Dyslexia After the Universal Screener is administered 

Schools must use the results of the screener to determine if any students may be at risk for characteristics of dyslexia. The local school district may determine the criteria used to identify students at risk for characteristics of dyslexia. 

IDOE strongly recommends that schools use the indicator provided by their assessment vendor based on the test design of the universal screener; however, schools may elect to adjust the criteria for various reasons. Each school should document the exact criteria used to identify students at risk for learning characteristics related to dyslexia for the given school year. 

NACS follows the recommended indicators provided by the assessment company for determining risk for dyslexia; however, there are a few execeptions as to whether a student is referred on for the Level 1 diagnostic screening assessment. For instance, if a student is determined to be “at risk” for dyslexia during the universal dyslexia screening process and the student already has an IEP in place with a reading goal, the student will not be rescreened on the Level 1 diagnostic assessment. If the student has experienced significant life circumstances or health concerns that can account for the reading difficulties and appropriate evidence-based reading interventions are being provided for the student, then a Level 1 diagnostic screening may not be recommended.    

NACS also documents if a student is identified as at risk for learning characteristics related to dyslexia and the dyslexia screening results are kept within that student’s school records. 

If students are determined not at risk for learning characteristics related to dyslexia based on the selected criteria, the school must notify parents of the screener results and resume regular educational programming for the students.

Interventions for Students Determined at Risk for Learning Characteristics Related to Dyslexia 

If students are determined to be at risk for learning characteristics related to dyslexia, the school must complete all steps listed below. 

● Parent(s) are provided with the results of the universal screener for characteristics of

    dyslexia. Include information about the criteria used to identify students who are at risk for 

    characteristics of dyslexia. 

● Parent(s) are provided with information about intervention services. This information must 

   include: 

○ Resources that explain or describe the learning characteristics related to dyslexia.

 

○ A description or list of classroom interventions and accommodations which may be 

   appropriate for students with dyslexia (note that accommodations and interventions 

   are student-specific and must be tailored to individual student needs). 

○ A statement that the parent may elect to have the student receive an educational

   evaluation by the school, upon request. 

Schools should immediately use the MTSS process to address the needs of the student. Immediate MTSS support is required for any student who is identified as at risk for learning characteristics related to dyslexia. 

Specific dyslexia-related interventions are not required until after the administration of the Level I diagnostic assessment; however, schools may elect to provide specific dyslexia-related interventions after universal screening, if desired. 

The school must request parental consent to administer a Level I diagnostic assessment to obtain more information about the student’s needs related to characteristics of dyslexia. 

Level 1 Screening

If students are determined to be at risk for learning characteristics related to dyslexia and parental consent is obtained, the school must administer a Level I diagnostic assessment for learning characteristics related to dyslexia. 

The Level I diagnostic assessment is used to gather specific information about the student’s needs and confirm if learning characteristics related to dyslexia are present. The selected Level I diagnostic assessment must be approved by IDOE. Level I diagnostic assessments provide greater detail of information related to characteristics of dyslexia and student knowledge and skills. 

The Level I diagnostic assessment must be administered to students identified as at risk for learning characteristics related to dyslexia within 90 calendar days of the start of each school year. 

The school must use the results of the Level I diagnostic assessment to determine if the student should receive interventions and programming that target learning characteristics related to dyslexia specifically. 

Providing Interventions for Students Based on Results of the Level I Diagnostic Assessment 

If the school determines that the student does not need to receive interventions that target learning characteristics related to dyslexia specifically, the school should continue to provide support through MTSS programming, as initiated after the universal screener. 

If the school determines that students should receive interventions that target learning characteristics related to dyslexia specifically, the school must provide students with programming that meets all of the following requirements: 

● Is systematic, sequential, and cumulative and does not assume prior skills or 

   knowledge; 

● Is research-based; and 

● Includes the components of the science of reading: 

○ Phonemic awareness; 

○ Graphophonemic knowledge; 

○ Structure of the English language; 

○ Linguistic instruction directed towards proficiency and fluency; and 

○ Strategies for decoding, encoding, word recognition, fluency, and 

   comprehension. 

Optional: Administering a Level II Diagnostic Assessment for Learning Characteristics 

                 Related to Dyslexia 

If the school believes more information is needed to support interventions following the Level I diagnostic assessment, the school may administer a Level II diagnostic assessment for learning characteristics related to dyslexia. 

Level II diagnostic assessments provide greater detail of information related to characteristics of dyslexia and student knowledge and skills. The selected Level II diagnostic assessment must be approved by IDOE.

Parental consent is required prior to administering a Level II diagnostic assessment to a student. 

Reporting NACS Dyslexia Screening Data to IDOE & Community:

Each school corporation or charter school must also report dyslexia related information on their public website no later than July 15 each year. The information must include (but does not have to be limited to): 

● The dyslexia intervention program(s) used during the previous school year to support

    students with dyslexia. 

● The number of students who received dyslexia intervention during the previous 

    school year. This indicator represents the number of students who were identified as 

    at risk for dyslexia during the previous school year and who received the appropriate 

    interventions. It does not represent the number of students who were officially 

    diagnosed with dyslexia. 

● The number of students identified with dyslexia during the previous school year. This 

    indicator represents the number of students who were officially diagnosed with 

    dyslexia and may differ from the number of students who received dyslexia 

    intervention under the guidelines within this document.

   What data is being reported for NACS:

* COVID-19 School Closure

2022-2023 Dyslexia Screening Data by School:

            * NWEA MAP Reading Fluency, new Universal Screening tool used during 2022-2023 school year

2021-2022 Dyslexia Screening Data by School:

* Aspen Meadow School opened during 2021-2022 school year

2020-2021 Dyslexia Screening Data by School:

2019-2020 Dyslexia Screening Data by School:

* COVID-19 school closure disrupted the implementation of the dyslexia screening & intervention process.   

School Staffing and Training on Dyslexia: 

Indiana law also requires each teacher serving in a school corporation or charter school to receive professional awareness information related to dyslexia. 

● The training must provide information on the characteristics of dyslexia, evidence-based    

    interventions for dyslexia, and accommodations for dyslexia. 

● The requirement applies to teachers at all grade levels and serving in all capacities. 

● Teachers are required to receive this information once. Schools may elect to provide the 

    information/training on a yearly basis, but this is not required. Schools must ensure that any 

    teachers new to the school corporation or charter school either: 

(1) receive the professional awareness information or 

(2) confirm and document their previous receipt of the professional awareness information at a 

     different Indiana school corporation or charter school. 

● IDOE provides an online training module as an option for schools to provide this professional 

   awareness information to teachers.

● IDOE provides the Dyslexia Toolkit as an additional resource to support the dissemination of 

    professional awareness information to teachers.

•  NACS provides Dyslexia Training for all new employees during New Teacher Training & 

    Orientation. 

Orton Gillingham Training & Curriculum: 

NACS teachers in kindergarten through third grade, as well as literacy interventionists have received training in Orton-Gillingham through IMSE. 

NACS utilizes IMSE’s Orton-Gillingham K-2 scope & sequence to support phonics instruction in the classroom, small group instruction and for intervention purposes.  

NACS Authorized Reading Specialist Trained in Dyslexia: 

Jennifer Zent, Ed.S., NCSP

NACS Dyslexia Curriculum Coordinator

Jennifer is a nationally certified school psychologist with an independent practice endorsement. Jennifer graduated from the University of Dayton with Masters in Education and Education Specialist degrees. She completed a Dyslexia Certificate Program Level 1 in 2019. Specialized training in dyslexia and Orton-Gillingham have prepared her to serve as the Dyslexia Curriculum Coordinator for Northwest Allen County Schools. Jennifer is currently completing training in LETRS, Units 1-8, and LETRS for Leaders administrative training as well. Jennifer  has served as a Region Co-Leader for IDOE Dyslexia Community of Practice for Region 8 during 2019-2020. Jennifer is a founding board member for The Reading League Indiana. Jennifer has participated as an active member of The Reading League Indiana by serving on the Executive Board as Secretary and Treasurer. Jennifer oversees social media and website development for The Reading League Indiana as well. Jennifer’s interest in dyslexia, providing evidence-aligned reading instruction and interventions for at-risk readers developed from her own experiences as a parent and school psychologist.

You can reach Jennifer Zent by email at [email protected] 

IDOE Resources:

You can visit the Indiana Department of Education (IDOE) website for further information regarding the IDOE’s guidance on Dyslexia programming in schools.

 

Dyslexia Parent Letter – Parent Notification of Universal Screener Letter:

English I Spanish

Parent Resources for Students with Learning Characteristics Related to Dyslexia:

English I Spanish

Dyslexia Toolkit: An anthology of resources and materials to support the implementation of dyslexia interventions (January 2021) 

Additional Resources: 

Risk factors of Dyslexia

Dyslexia Resources for Educators, Families & Students