Two years ago, we launched an ambitious initiative to transform the way we support our students with dyslexia. As the director of Intervention and Dyslexia Response for the McAllen Independent School District in Texas, I knew we wanted to align with the science of reading. This body of research is based on understanding the connections between phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. The evidence was clear that all students benefit from instruction based on the science of reading, including students with dyslexia.
In McAllen ISD, we identified 1,721 students with dyslexia. Some were English language learners, and some were native English speakers. The new state law requiring science-based instruction for students with dyslexia made it a good time for us to switch to a more effective instructional model. For this, our teachers needed training and curriculum.
Getting Started in the Science of Reading
We started using Lexia’s Core5 Reading program during the pandemic and were impressed with how well our K-5 students performed. Our teachers loved that it was based on the science of reading, so we decided to go all in by having our teachers take LETRS, the company’s two-year professional literacy learning program, also based on the science of reading. reading. LETRS would equip teachers with foundational knowledge about the science of reading and provide practical strategies to apply this knowledge in the classroom—especially in our dyslexia classrooms.
Our literacy teachers participated in extensive workshops and ongoing training sessions, focusing on applying the science of reading to everyday teaching practices. This was a significant undertaking, requiring teachers to embrace new methodologies and adapt their teaching styles to meet the needs of dyslexic students. The impact of face-to-face training was tremendous and our teachers were excited to learn how to increase their effectiveness with these students.
My role as principal was not just about curriculum management, but about leading initiatives that could fundamentally change the way these students learn and succeed. So all our choices and decisions were made with the student at the center.
During the first year of training, teachers were excited to learn how the brain worked and how reading skills developed. However, in the second year of training, we saw a real transformation in the way they worked with students – it was so valuable in helping teachers understand a proven way to teach students to read. We have now added Lexia’s literacy intervention for grades 6-12 and curriculum programs, along with professional learning, provide a comprehensive program to better support our dyslexic students.
Expanding our efforts
Students who previously struggled with basic reading began to show remarkable progress. Their success was more than just academic. We also saw improvements in their confidence and engagement in learning. This positive change was supported by data from classroom assessments and standardized tests, which showed significant improvements in reading scores across the board.
During the 2022-23 school year:
- 85% of K-5 students met usage recommendations, and 65% of all students advanced a grade level in Core5.
- 83% of students in grades 6-12 who met the utilization requirements moved up at least two levels by the end of the year. At the beginning of the year, 63% of students were working on at least some basic skills: word study, grammar, and comprehension. By the end of the year, 100% of these students had mastered their basic skills.
- 100% of teachers agreed that the two-year professional development training had increased their ability to use research-based practices in their teaching. They also agreed that they can apply the skills and concepts they learned during the training.
As we began to experience success, we expanded our efforts and continued to add tools and resources. For example, we have integrated technology that specifically supports students with dyslexia, such as text-to-speech software and specialized reading programs. For teachers, we’ve enhanced our support network so educators can share their challenges and best practices. Their shared background in literacy training and their ongoing work with students fostered a collaborative environment that emphasized continuous learning and adaptation.
We also strengthened the bridge between schools and homes. We held community workshops and provided resources for parents, helping them better understand dyslexia and engage more effectively in their children’s education. This community approach helped demystify dyslexia, reduce stigma and promote a more supportive environment for students at home and school.
The future
Using the literacy program during the pandemic and seeing how data could drive learning was an eye-opener for us. It made us curious about what else we can achieve if we delve deep into the science of reading methodology and provide high-level professional development for our teachers. Our buy-in from the teachers was easier because they had already seen how the program worked. They were eager to receive the training.
Although there has been a lot of cooperation, there has also been competition, with teachers and now principals wanting to show the best results in the district. Principals and teachers are now reflecting on the data and asking the right questions about what individual students need for better outcomes.
This comprehensive, science-based system of reading in our schools has prepared us for changes this school year for our students with dyslexia. Every student will be screened in Kindergarten and those with dyslexia will have a defined pathway through our system. With our new science of reading strategies, we will be able to equip all of our students for improved academic outcomes and fulfilling careers, including those students with dyslexia.
The opinions expressed by SmartBrief contributors are their own.
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