M.S.D. Wayne Early Literacy Intervention

According to state legislation that began in the 2019-2020 school year, public schools are required to identify potential reading difficulties for students as early as possible. All students in grades kindergarten through second grade must participate in a universal reading screener to assess foundation reading skills. Those skills are:

• Phonological awareness
• Phonics
• Encoding
• Decoding
• Alphabet knowledge
• Rapid naming

IC 20-18-2-3.5 defines dyslexia as:

• is neurological in origin and characterized by:
  • difficulties with accurate or fluent word recognition; and
  • poor spelling and encoding 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 511 IAC 7-40.

Additionally, the law requires that public schools report the following information on their school website:

What intervention programs are used to support students who are demonstrating characteristics or risk factors of dyslexia?
The MSD of Wayne Township provides targeted interventions for students who have been identified as being at risk of having dyslexia and for students with dyslexia. These interventions incorporate lessons from the 95% Group’s Chip Kits and Phonics Lesson Library to provide a structured instruction that includes:

• A focus on foundational reading skills (alphabet knowledge, phonological awareness, phonics, decoding, and encoding)
• Explicit and systematic phonemic and phonics instruction
• Multisensory instruction
• Small group setting with 5 or fewer students depending level of need
• Direct instruction on orthographic mapping

The growth and mastery of students who are receiving instruction in the intervention program is measured using multiple data points:

• DIBELS progress monitoring
• PASI progress monitoring
• PSI progress monitoring
• Running records

These progress monitoring measures monitor individual skill mastery and the integration of skills into the reading process.

How many students received an intervention addressing the characteristics of dyslexia during the 2022-2023 school year?
181 students in grades K-2 received an intervention that focused on addressing foundational reading skills related to dyslexia.

How many students received an official diagnosis of dyslexia from a medical professional during the 2022-2023 school year?
2 students