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Dyslexia Services

Southmont Schools has developed procedures and services to identify and address the needs of students who exhibit the characteristics of dyslexia or may struggle with reading in general.  Should you have questions about reading instruction or your child’s progress in reading, please contact your child’s teacher or principal.

Screening Report Data for 2020-21

  Southmont Schools Ladoga Elementary School New Market Elementary School Walnut Elementary School Southmont Jr. High School Southmont High School
Number of students identified as being at risk for dyslexia *** *** *** *** *** ***
Number of students who received dyslexia interventions 99 33 44 22 *** ***
Number of students who participated in dyslexia screenings 340 84 183 73 *** ***

Dyslexia interventions used during the previous year:

Orton-Gillingham interventions and other instructional approaches as determined appropriate by the school are used for students displaying characteristics of dyslexia.  Trained reading specialists are in each school K-5 and 6-8.  Contact the principal with questions about testing.

*** Information shall not be provided if fewer than 10 students are identified - Information accurate as of June 30, 2021

Instructional Approaches

If screeners indicate the need for intervention services, the intervention may include:

  • explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
  • individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
  • meaning based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
  • instruction that incorporates the simultaneous use of two or more sensory
  • pathways during teacher presentations and student practice; and
  • other instructional approaches as determined appropriate by the school

Universal Screening Procedures

Southmont Schools administers developmentally appropriate screening assessments to students in grades K-2 throughout the year as part of our process to identify students who struggle with reading concepts or who may exhibit the characteristics of dyslexia.  Screening assessments consider six components as outlined below in the table.  Reading screening assessments are administered to students in grades 3 and above as needed for the benefit of the student and as required by law.  A school is not required to administer a universal screening if the parent objects to the screening or the student is already receiving intervention services for dyslexia. If any of the screeners indicate that a student has the characteristics of dyslexia, the school shall use the response to intervention process to address the needs of the student.  Currently assessments occur throughout the school year. Beginning in the 2022-2023 school year, all universal dyslexia screening assessments will be conducted within 90 days of the start of the school year.

Required Component Screening Tool Grade
Phonological and Phoneme Awareness

NWEA Skills Checklist: Phonological Awareness & Phoneme Identification Assessments
(Assessment will include all parts listed: rhyming, identifying number of syllables, blending, initial consonant blend, final consonant
sounds, middle vowel sounds)

K-12
Alphabet Knowledge

NWEA Skills Checklist: Letter Identification
(Assessment will include all parts listed: upper case and lower case)

K-12
Sound Symbol Recognition

NWEA Skills Checklist: Phonics: Matching Letters to Sound
(Assessment will include all parts listed: consonants, vowels, letter knowledge, letter-sound fluency, build words: one letter, silent one syllable word reading)

K-12
Decoding Skills NWEA Skills Checklist: Consonant Blends and Diagraphs Assessment
(Assessment will include all listed: initial and final blend, initial and final digraphs)
1-12
Rapid Naming Arkansas Rapid Automatized Naming Screener K-12
Encoding Words Their Way: Primary-Level Spelling Inventory

Words Their Way: Elementary or Upper-Level Spelling Inventory
K-3

4-12

Notification and Services

If the student’s performance on any of the screeners indicates a need for dyslexia intervention services, the school shall:

  • Notify the parent/guardian of the results of the screening(s)
  • Provide the student’s parents/guardians with information and resource material that includes characteristics of dyslexia, appropriate classroom interventions and accommodations for students with dyslexia  
  • Notify the parent/guardian that the parent/guardian may elect to have an educational evaluation by the school.