Testing

Dyslexia

In accordance with Indiana’s Senate Enrolled Act 217, MSD of Martinsville will screen students in grades K, 1, and 2 for signs of dyslexia every school year. Students in second grade will start testing in October. First grade will be tested before winter break, and kindergarten will be given the tests before the end of the school year. Regardless of the previous year’s results, students must be tested every year. Once the tests have been administered, a committee will review the results to determine next steps for those who may be at-risk and need additional support, interventions and testing. This process will not identify dyslexia; however, it will serve as a plan of action to help students with reading difficulties. Letters will be sent out to those who need to be referred for further testing. General Characteristics of Dyslexia Across the Lifespan: A person with dyslexia struggles with reading and spelling. Dyslexia is a neurological disability with certain characteristics. Every child develops language, reading, and writing at different rates due to numerous factors. The characteristics listed, while well known to indicate dyslexia, should not be used solely to diagnose it. These dyslexia characteristics range from mild to severe. Dyslexia may be genetic in nature, meaning a person with dyslexia may have a sibling or other relative with dyslexia.

A person with Dyslexia may have difficulty with:

  • Spelling common words.
  • Reading accurately and with speed.
  • Remembering what is read to them much better than reading it themselves.
  • Remember what they just said.
  • Remembering the sounds different letters make.
  • Spelling by adding letters that do not match with a sound in a word.
  • Quickly recalling names of familiar objects, list colors, numbers or letters.
  • Knowing how to read unfamiliar words.

2024-2025 Dyslexia Data

yslexia interventions used for analysis: Orton-Gillingham Instruction, PALS Intervention Lessons, and Foundational reading skills in whole/small group and individual instruction.

Number of students who administered universal screener: 832

Number of students identified as at-risk: 8

 
  • McGraw-Hill Wonders Reading K-4: A thorough grounding in foundational skills, including phonological/phonemic awareness, phonics, spelling, structural analysis, high-frequency words, and fluency. Explicit, systematic foundational skills instruction is built from standardized routines and features a variety of multimodal learning opportunities. Assessment-informed differentiation and a combination of small- and whole-group lessons ensure that every student has the building blocks needed for literacy success.
  • Savvas MyView/My Perspectives 5-12: Scientifically based research with personalized learning experiences to make the English language arts curriculum more effective, inclusive, and rewarding. Improves reading fluency, comprehension, and writing skills, as well as 21st century skills.
  • Orton-Gillingham K-2: A highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds and then builds on these skills over time. It was the first approach to use explicit, direct, sequential, systematic, multi-sensory instruction to teach reading, which is effective for all students and essential for teaching students with dyslexia.
  • UFLI Foundations K-6: Title I Remedial Program: An explicit and systematic program that teaches students the foundational skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence. The program is designed to be used for core instruction in the primary grades or for intervention with struggling students in any grade.
  • Read 180 7-12: Remediation: A highly structured, blended reading intervention program designed for struggling readers in grades 4-12, combining technology-based instruction with direct teacher support, and individualized instruction based on student needs.
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Contact: Suzie Lipps, Assistant Superintendent, suzie.lipps@msdmartinsville.org, 765-342-6641

Resources for Children

Dyslexia Help
Tools and Apps to assist students. Reference – University of Michigan ChromeVox:  a free screen reader is an extension to Chrome that brings the speed, versatility, and security of Chrome to visually impaired users.
Dowload ChromeVox

Blending Board App

Created by Indiana Educational leader, Nadine Gilkison, this free app is designed with teachers, parents and students in mind. Blending  Board allows users to create decks of phonemes that fit learner’s needs. To learn more, please visit Ms. Gilkison’s 6-minute video.

Literacy Goals

Resources for Children

ILearn

Testing Information
Testing Portal
ILEARN Checkpoint Family Resouces
ILEARN Family Flyer

Central Education Center
389 E. Jackson St.,
Martinsville, IN 46151

765.342.6641

765.342.6877

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