Indiana Code 20-35.5 requires all Indiana schools to administer a universal screener for learning characteristics related to dyslexia within the first 90 days of school. Approved universal screeners and Level1/LevelII diagnostic assessments for learning characteristics related to dyslexia are available on the Indiana Department of Education's (IDOE's) Dyslexia webpage. Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia affects areas of the brain the process language (Mayo Clinic, 2017). All students in Kindergarten, grade one, and grade two will be given the screener within the first 90 days of school. Parents of students who are determined to be "at risk" or "at some risk" for learning characteristics related to dyslexia will be notified of screener results and be provided with the next steps of intervention.

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House Enrolled Act 1108 defines dyslexia as:

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A specific learning disability that:

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(1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities;

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(2) 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;;

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(3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and

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(4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.

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*Please note that under this definition, dyslexia falls under the category of specific learning disability in the school corporation. Schools are not qualified to formally diagnose dyslexia. Formal diagnoses are obtained from a medical doctor.

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LHC uses the MAP Reading Fluency/Dyslexia Screener as our assessment tool. Students may be "flagged" if the test indicates certain characteristics of dyslexia. This is NOT a diagnosis, just a screener. At LH, we use a brain-based Reading instructional program for ALL of our students, that is also well suited for those students who may or may not have dyslexia.

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NWEA Map Reading Fluency Dyslexia Screener is used to assess all 6 areas:

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1. Phonological/Phonemic Awareness

2. Alphabet Knowledge

3. Sound/Symbol relationship

4. Decoding

5. Rapid Naming

6. Encoding

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If A student demonstrates a need for further testing in order to determine specific skill deficits, parent permission will be required prior to administering what is known as a Level I Screener. This next level of screening includes:

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1. Phonological/Phonemic Awareness - NWEA Skills Checklist: Phonemic Awareness Maniuplation of sounds in addition to universal screener assessments (Assessment includes blending of sounds, substitution of sounds: beginning, middle, and end, deletion of sounds) (1-12) (Assigned based on need, not grade).

2. Alphabet Knowledge - Use errors from universal screener

3. Sound/Symbol Relationship - NWEA Skills Checklist - Phonics: in addition to universal screener assessments Both Syllable Types of Checklists (Vowel, digraphs/Dipthongs, CVC, CVCe, R-controlled) (1-12) (Assigned based on need, not grade)

4. Decoding - NWEA Skills Checklist: Other Decoding Checklists in addition to universal screener assessments (Spelling Patterns/Word Families, MultiSyllable Words, Affixes, Open/C+le) (1-12) (Assigned based on need, not grade)

5. Rapid Naming - N/A, use results from universal screener

6. Encoding - dictated spelling

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How many students were screened for characteristics of dyslexia during the 2022-2023 School year? 95

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How many students were identified as At Risk/At Some Risk for characteristics of dyslexia during the 2022-2023 school year? 27

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At LH, we use a brain-based Reading Instructional program for ALL of our students, that is also well suited for those students who may or may not have dyslexia. We also use Heggerty Phonemic Awareness.

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Throughout the 2022-2023 school year, 18 students in Grade K received more intense intervention. Reading Simplified and Flyleaf Books were used as the curriculum.