Effective Education is the Root of Equity
With Dr. Rachna Varia of
March 17, 7:00 PM via Zoom
Join the conversation as we discuss neuropsychological testing, diagnoses, IEPs, school accommodations, behavior management, and parenting.
Missed the 2/17 Membership Meeting?
Click here to watch
Dr. Elliot Blumenstein discuss learning loss and parenting during the pandemic
Read the Final bill and
B23-0150 Access to Reading for All: Addressing Dyslexia and Other Reading Difficulties Act of 2020
Decoding Dyslexia DC
DC Office of the
Student Advocate (OSA)
have published a
Guide For Struggling Readers & Spellers in DC.
Check it out!
Watch this TEDx Talk
"Dyslexia and Privilege"
LITERACY IS THE ROOT of EQUITY
Advocacy & Information Meeting
March 11, 7:00PM via Zoom
We need your help to ensure full funding of DC's new Dyslexia Law:
Act 23-0548, Addressing Dyslexia and Other Reading Difficulties Act of 2020 was passed by the DC Council on 11/10/2020. Mayor Bowser
declined to sign it, but did not veto it, and it became law in January.
The bill needs to be funded. The bill requires $0 for DCPS in FY22 and $272,000 for OSSE in FY22.
Background on Reading in DC:
In 2019 only 30% of DC 4th grade students were at or above a proficient reading level.
In 2019 only 5% of DC special education students were proficient on the PARCC exam
Research indicates 85-90% of students with disabilities can perform at grade level when given appropriate support
DC Students are overwhelmingly identified after that optimal age of intervention (kindergarten/first grade)
DCPS started a Dyslexia task force in January, 2020
1,483 DCPS teachers attended a one-hour “Science of Reading”
Professional Development (PD) event in June, 2020
599 DCPS teachers attended a three-hour dyslexia PD in June
While DCPS has science based reading programs such as Wilson Fundations and Heggerty Phonemic Awareness, not all schools use them for initial instruction, and not all teachers have extensive training in them. Some DCPS schools use programs based on “cueing” or guessing techniques such as Reading Recovery.
In FY22 please support, full funding for Act 23-548 and consider using the following points in your advocacy outreach:
Continued and more intensive training for teachers of reading, reading specialists, coaches and special education teachers on science based reading instruction is needed city-wide.
Teacher education programs provide little if any training on identifying and supporting dyslexic students.
Continued and more intensive training on interpretations of DIBELS scores and their connection to dyslexia and reading difficulty is urgent.
Research shows intensive reading intervention in kindergarten and first grade is most effective, but OSSE data shows that DC students are largely identified as having a specific learning disability after this optimal age.
Require dyslexia training for all teachers. Dyslexia is not rare and represents 80-90 percent of all those with learning disabilities.
Teachers of reading must know warning signs, and all teachers must know about the most common learning disability and how to accommodate students in various content areas.
Children with dyslexia who aren’t identified or remediated have higher rates of dropout, unemployment, anxiety and depression.
A study estimates that almost 50 percent of prison inmates have dyslexia.
The Bill is Law!
DC Act 23-528 Addressing Dyslexia and Reading Difficulties
Amendment Act of 2020 provides:
A Definition of Dyslexia
Universal screening (K-2) and intervention for all public AND charter schools in DC for reading difficulties, including dyslexia
Parent notification of screening results and intervention plan
Awareness training on reading difficulties including dyslexia for ALL educators
Professional Development on reading difficulties including dyslexia, screening, and intervention based on the science of reading
Adoption of a science-based reading program by each LEA
All training and supports are informed by best practices such
as the knowledge and practice standards of an international dyslexia organization
A position at OSSE to help implement the requirements of the bill
Decoding Dyslexia DC
Statement Regarding Dyslexia and Reading Difficulties
in the Black Community
Because Decoding Dyslexia DC believes the right to read is one of the most important civil rights issues of our time.
Because Black students with dyslexia and reading difficulties are disproportionately unidentified or misidentified.
Because Black students are consistently given little to no access to appropriate structured literacy approaches by schools.
Because, false narratives about Black parents such as lack of involvement, care, or concern are perpetuated, and delay, interfere, and block access to appropriate reading instruction for Black students.
Because, Black students not only have to overcome the effects of dyslexia and other reading difficulties but also all forms of racism, including implicit bias, educational bias, institutional bias, and systematic bias.
We pledge to authentically support, raise awareness of, advocate on behalf of, and hold accountable the systems that overlook the needs of Black students.
We pledge to be conscious and intentional in our messaging, campaigns, imagery, advocacy, support, and partnerships to ensure that Black students and families are represented.
We understand the growth and change we need to make, and we stand
in solidarity with Black Lives Matter.
Adapted from: Decoding Dyslexia BLM Workgroup Statement (6-14-20)
Missed Jamie Martin's May 28 Presentation? No Problem!
Watch the video HERE
Jamie Martin, Assistive Technology (AT) Specialist at the New England Assistive Technology Center in Hartford, CT specializes in finding AT solutions for students and adults with dyslexia. Learn about different types of assistive technology and how it can help children regardless of the learning environment.
Click HERE for Dr. Rebecca Resnik's handouts
from her April 7 presentation
Join us on the second Thursday of each month for our DD-DC monthly meetings held at the Southeast Library (other locations TBD)
Hear from specialists in the fields of disability rights law, neuropsychology, education advocacy, and reading interventions
Join our advocacy committee and help us work with stakeholders and
Watch the October 21, 2019 bill hearing HERE!
2019 was a very big year for us! Decoding Dyslexia DC organizers met for the first time in March and we had our kick-off meeting in May. Since then we have:
Held 7 meetings at the Wilson building with various Council members and/or their staff on behalf of dyslexia legislation
Helped rally support for the Oct. 21st hearing on DC's first Dyslexia Bill. The hearing was nearly 6 hours long and had over 50 people testify in support of dyslexia legislation for DC.
Set up a petition with over 550 signatures supporting dyslexia legislation in DC
Collected 169 responses to our survey about dyslexia in DC schools from WTU teachers
Had 5 additional general meetings at Southeast Library, bringing experts to parents and teachers and allowing parents and educators of dyslexic children to meet
Attended several workshops and events, sharing resources and information about dyslexia in DC
Met with many area stakeholders on this issue of reading instruction and dyslexia.
2021 will be a very big year! We, of course, need your help. We will be meeting with more council members and staff. We need your voice and for you to tell your story! Please let us know if you would be interested in attending some of the meetings with us.
Decoding Dyslexia - Washington, DC Welcomes You
Decoding Dyslexia - DC is a grassroots movement driven by DC families concerned about the limited access to educational interventions for students with dyslexia and other reading difficulties within our schools. We aim to raise awareness and empower families to support their children. We also want to inform policy-makers on best practices for screening, identifying, remediating, and supporting students with dyslexia and reading difficulties in DC.
Reading is a fundamental civil right, but the status quo is not working for the vast majority of DC's school children. They should have access to effective reading and spelling instruction, and it's up to all of us to make this happen.