Dyslexia Screening
Dyslexia Screening and Identification of Reading Difficulties in Minnesota
The identification requirements for Minnesota educators is outlined in MN Statute 120B.12 Edina Public Schools is dedicated to universal screening and progress monitoring to identify and connect with parents and caregivers if their child is not reading within grade level expectations.
Each school shall identify before the end of kindergarten, grade one, and grade two students, who are at risk of not meeting grade level benchmarks, before the end of the current school year.
Each school shall identify students in grade three or higher who demonstrate a reading difficulty to a classroom teacher.
Reading assessments in English, and in the predominant languages of district students where practicable, must identify and evaluate students’ areas of academic need related to literacy.
The district must also monitor the progress and provide reading instruction appropriate to the specific needs of English learners.
The district must use locally adopted, developmentally appropriate, and culturally responsive assessments.
Guidance for Dyslexia Screening and Next Steps
Step 1: Universal Screening
Review the Universal Screening data for all students. Consider students falling below the 40th percentile, students whose reading progress is decreasing, students who have previously been identified as having characteristics of dyslexia (even if they fall above the 40th %tile), or other reading difficulties.
Step 2: Collect Additional Diagnostic Information
The universal screening data that falls below the 40th percentile may indicate reading difficulties. At this time, a teacher can use learning indicators and diagnostic assessments to learn more about a student's needs. Teachers can be intentional about meeting individual student needs by analyzing the following data.
Teacher observation of learning
Student work samples
Skill Inventories;
Oral language
Phonological awareness
Word awareness
Syllable awareness
Onset-rime awareness
Phoneme awareness
Phonics Word Surveys
Spelling Inventories
Basic
Advanced
Step 3: Integrate Data
Review all data and reflect on student needs. Consider patterns and determine where reading need begins. Which of the Components of Reading need support? (Oral Language Development, Phonemic Awareness, Phonics, Fluency, Vocabulary Development, Comprehension, .etc.)
Step 4: Communication with Colleagues
Review student data with your Grade Level Team, PLC, Child Study, Problem Solving Team, etc. Consider initial classroom interventions and next steps. Share your plans with your school leaders.
Step 5: Communication with Parent/Caregiver
It is important to share your learning about the students' needs with families. Although we cannot diagnose dyslexia, we can highlight a students strengths and the areas of reading development that we are targeted, sharing awareness of the learning challenges and our approaches to address and support them. It is also helpful to share resources with parents. Please see examples below.
Navigating the School System When a Child is Struggling with Reading or Dyslexia
Articulating Specific Areas of Reading Difficulty