Dyslexia

  • The Mounds View School District Local Literacy Plan ensures that there is a process to assess students’ level of reading proficiency, notify and involve parents, and intervene with students who are not reading at or above grade level. This plan is a systematic approach to provide every Mounds View School District student with scientific-based literacy instruction, assessment to determine instructional need and to support professional learning for staff across the district.

    Our goal is to have every student able to read at or above grade level by the end of grade 3. This plan supports our Equity Promise and ensures that all students have a solid foundation of literacy skills and are college and career ready when graduating. Our equity promise guides us in providing high quality literacy instruction for each student, including those who have been diagnosed with dyslexia.

    What is Dyslexia?

    Minnesota Statute 125A.01 states:

    " ‘Dyslexia’ means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”

    • Dyslexia is a neurologically-based disorder which interferes with acquiring and processing language.
    • Dyslexia varies in degrees of severity.
    • Cognitive ability is not impacted and intelligence can be in the above to superior range with high verbal reasoning ability
    • Dyslexia may or may not be accompanied by other learning disabilities like dysgraphia, a writing disability, or dyscalculia, a mathematical disability.


    How does Mounds View Public Schools identify and address students with reading difficulties including those with dyslexia?

    We have three tiers of support for students who are not progressing in their reading. Clear exit and entrance criteria have been established to determine students grade level proficiency and then provide them with the support and structures needed to support their growth.

    • Letter Naming Fluency
    • Letter Sound Fluency
    • Oral Fluency
    • NWEA RIT
    • Guided Reading Level 

    Assessments are intented to identify students who may have characteristics of dyslexia. These data points determine focused explicit instruction that may be needed for students who are not making progress. The process is used to identify students who need additional systematic and explicit instruction in phonemic awareness, decoding, morphology, fluency and comprehension.

    Students who have shown difficulties with learning to read are referred to the intervention for additional support and instruction in reading. If the student does not show growth, they are then referred to the sites team to determine next steps for support  The team includes classroom teachers, administrators, and student services assistant who work to address the learning needs of the each student who is referred. Students who have shown difficulties in recognition of words, poor spelling abilities and decoding abilities, slow or inaccurate reading are assessed for appropriate interventions based on the needs.

    Should students with dyslexia receive special education service?

    Dyslexia is a medical diagnosis and alone it does not indicate that students will be eligible for Special Education Services. The performance of students with Dyslexia covers a wide range. Our identification and intervention plan addresses the needs of each student to ensure they progress in their reading proficiency.

    Students who have a dyslexia diagnosis must meet state and federal eligibility criteria in order to qualify for special education services - Link to eligibility checklist.

    What may help my child in the classroom:

    • Explicit direct instruction
    • Assistive technology
    • Extra time
    • Accommodations for homework (amount and/or task)
    • Personalizing instruction


    What may help child at home and in the community?

    • Reading
    • Word play
    • Tutoring services
    • Library programs


    Additional Resources

    The documents and links found here are intended to provide a resource for families and staff working together to create rich learning opportunities for students with dyslexia.