Program Overview:
Please be reminded that completion of the Dyslexia Endorsement serves as one of the four pathways to meet the Georgia Early Literacy Act legislative requirement for K-3 teachers!
Thank you for your interest in the CSRA RESA Dyslexia Endorsement Program! The purpose of this program is to prepare participants who can function as knowledgeable and efficient instructors in the teaching of reading intervention through both a theoretical and practical knowledge base in the K-12 reading development continuum. The coursework includes preparation in utilizing effective strategies and methods for teaching dyslexic students the pillars of reading.
Program Handbook (includes program assignments, responsibilities, and policies)
Please Note: All rights and ownership of materials or products, tangible or intangible, of this endorsement program are the property of CSRA RESA and may not be used or reproduced without written approval from our agency.
Eligibility:
1. Eligibility Requirements:
(a) To be eligible for the professional Dyslexia Endorsement, the applicant must hold a level four (4) or higher renewable professional certificate in any teaching, service or leadership field and complete other requirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS.
(b) To be eligible for the Five-Year Induction Dyslexia Endorsement, the applicant must hold a level four (4) or higher Five-Year Induction certificate in any teaching field and complete other requirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS.
2. Currently employed by a Georgia school system
3. Recommendation from a building-level and district administrator
Endorsement Details:
When:
Cost:
Member: $1200 per person
Non-Member: $1400 per person
Courses:
The Dyslexia Endorsement is comprised of three 50-hour courses that must be completed in the following sequence:
Course 1: Understanding Dyslexia – 50 Hours: In Understanding Dyslexia, participants will define and deepen their understanding of Dyslexia. The course emphasizes research about the abilities that are important in learning to read and write, including how these abilities interact, how they are influenced by experience and instruction, and how the relative importance of various abilities tends to shift across development. Through this course, participants will gain knowledge about literacy development and literacy difficulties that form an essential foundation for reading competencies and skills. In addition, participants will gain familiarity with the systems of language which are required to implement Structured Literacy instruction.
Course 2: Assessing, Preventing, and Overcoming Reading Difficulties – 50 Hours: In this course, participants will identify children displaying characteristics of dyslexia and other learning disabilities, understand and recognize the key symptoms of these disorders, and how the disorders differ. The focus of this course is on administration and interpretation of assessments accurately, determination of students’ learning problems, and planning of effective instruction to meet individual students’ needs. Participants will also learn that there are different types of assessments for different purposes and be able to recognize which type of assessment is called for in a particular situation.
Course 3: Structured Literacy Works – 50 Hours: Structured Literacy Works extends competencies developed during the first and second courses of the Dyslexia endorsement. Participants will focus on teaching language concepts in an explicit, systematic, cumulative manner, according to a planned scope and sequence of skill development. They will also create and teach activities using Structured Literacy approaches. Participants will learn how to teach decoding and encoding, and about higher levels of literacy—such as syntax, paragraph organization, and discourse structure.
Program Textbooks:
Books and materials are included in regional cohorts. School Systems hosting in-district cohorts will be responsible for purchasing books and materials.
Shaywitz, S. E., & Shaywitz, J. (2020). Overcoming dyslexia (2nd ed.). Vintage Books: Penguin Random House, LLC.
Bear, D. R., Invernizzi, M., Templeton, S. & Johnston, F. (2020). Word study: For phonics, spelling, and vocabulary instruction (7th ed.). Pearson.
Graham, Y., & Graham, A. E. (2012). Dyslexia tool kit for tutors & parents: What to do when phonics isn't enough.
GaDOE Dyslexia Informational Handbook (free resource; link provided)