State Dyslexia Policies
What does your SREB state say about dyslexia?

Resources

Click on your state for information about current state dyslexia policies and links to state-specific resources.

 

Alabama

Updated 12/16/2020

Definition

Dyslexia is a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition 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 growth of vocabulary and background knowledge.

Source: Alabama Administrative Code Chapter 290-3-1

Identification

The Alabama Literacy Act #2019-523 requires that students in grades K-3 in Alabama schools be given a universal screener that has been recommended by the Alabama Literacy Task Force. This screening must measure, at a minimum:

  • phonological awareness
  • the alphabetic principle
  • decoding
  • encoding
  • accuracy
  • vocabulary
  • comprehension

The results of universal screenings mandated by the Alabama Literacy Act and conducted in schools across the state will be used to determine students’ need for intervention, additional assessment, and screenings for characteristics of dyslexia. Additionally, an assessment for characteristics of dyslexia will be provided for students upon parental or teacher request.

As of Spring 2020 the list of recommended screeners is as follows:

  • aimsweb Plus by Pearson Assessments
  • ISIP by Istation
  • MAP Suite for Early Learners by NWEA

Additional Approved Assessments:

  • Star Early Literacy & Star Reading by Renaissance
  • i-Ready Assessment by Curriculum Associates
  • mCLASS Alabama Edition by Amplify

Students who score below benchmark (based upon the publisher’s guidelines) on the school’s universal reading screening, thus presenting as struggling readers, will receive a Student Reading Improvement Plan as defined in the Alabama Literacy Act. If progress monitoring of the Student Reading Improvement Plan (SRIP) indicates insufficient response to intervention, the student must be screened for characteristics of dyslexia through the Problem Solving Team.

Dyslexia-specific screening for students who are in grades two and above must provide the student with an opportunity to demonstrate skill levels reflecting competence or deficits in each of the following foundational reading skills:

  • Accuracy of word reading in on-grade-level text
  • Spelling skills
  • Phonemic decoding efficiency skills (decoding nonsense words)
  • Sight word reading efficiency skills
  • Alphabet skills fluency

Dyslexia-specific screening for students who are in kindergarten or first grade must provide the student with an opportunity to demonstrate skill levels reflecting competence or deficits in each of the following foundational reading skills:

  • Letter naming skill
  • Letter sound skill
  • Phonemic awareness
  • Nonsense word fluency skill
  • Alphabet skills fluency

If any student demonstrates deficits in at least three of these five areas, they will be considered to display characteristics of dyslexia.

Source: Alabama Dyslexia Resource Guide (rev. 2020)

Intervention

The Alabama Literacy Act mandates that all struggling readers will receive dyslexia-specific reading intervention. The Problem Solving Team will review the following: 1) characteristics of dyslexia, 2) details of the Student Reading Improvement Plan, 3) response to earlier interventions, and 4) provision of effective classroom instruction. This analysis will determine the student’s intervention needs and will equip the team to intensify or change intervention, as appropriate to ensure student success.

Source: Alabama Dyslexia Resource Guide (rev. 2020)

The Alabama Literacy Act #2019-523 specified the following:

Based on the results of the reading assessment in Section 3, each K-3 student who exhibits a reading deficiency, or the characteristics of dyslexia, shall be provided an appropriate reading intervention program to address his or her specific deficiencies. The State Superintendent of Education shall provide a list of vetted and approved comprehensive reading and intervention programs with the advice of the task force [established by the same bill]. The intervention program shall be provided in addition to the comprehensive core reading instruction that is provided to all students in the general education classroom.

Any K-3 student who exhibits a reading deficiency at any time… shall receive an individual reading improvement plan no later than 30 days after the identification of the reading deficiency.

The reading improvement plan shall be created by the teacher, principal, other pertinent school personnel, and the parent or legal guardian of the student, and shall describe the evidence-based reading intervention services, including dyslexia specific intervention services, that the student shall receive to improve the reading deficit.

Each identified student shall receive intensive reading intervention until the student no longer has a deficiency in reading, as determined by a State Board of Education approved reading assessment.

Dyslexia specific intervention, as defined by rule of the State Board of Education, shall be provided to students who have the characteristics of dyslexia and all struggling readers. The reading intervention program shall do all of the following:
(1) Provide explicit, direct instruction that is systematic, sequential, and cumulative in language development, phonological awareness, phonics, fluency, vocabulary, and comprehension, as applicable.
(2) Provide daily targeted small group reading interventions based on student need in phonological awareness, phonics including decoding and encoding, sight words, vocabulary, or comprehension.
(3) Be implemented during regular school hours.

The Alabama Dyslexia Resource Guide (rev. 2020) will provide an approved and vetted list of interventions that include clear explicit guidance for small group intervention using multisensory strategies for struggling readers in phonological awareness, phonics (including decoding and encoding), sight words, vocabulary, and/or comprehension and explicit, direct instruction that is systematic, sequential, and cumulative in phonological awareness, phonics, fluency, vocabulary, and comprehension based upon current research in the science of reading.

Preservice Training (for new teachers)

Beginning with the 2020-2021 academic year, public teacher preparation programs leading to the attainment of an initial elementary teaching certification shall require no less than nine credit hours of reading or literacy coursework, or both, based on the science of learning to read, including multisensory strategies in foundation reading skills. The nine credit hours of reading or literacy coursework shall be incorporated within the current credit hours currently approved for the degree program and not require additional credit hours for graduation.

Source: HB 388 (2019)

Professional Development (for current teachers)

The Alabama State Department of Education will make available (this means it is optional; not required) a dyslexia-specific training accredited by the International Dyslexia Association (IDA) to prepare individuals to implement multisensory structured language teaching techniques and strategies.

Professional development regarding dyslexia and implications for the classroom teachers, will be provided (all teachers should have received this). This professional development should target dyslexia awareness training, dyslexia screening, dyslexia-specific classroom strategies, academic accommodations, and use of assistive technology.

Source: Alabama Administrative Code Chapter 290-3-1

Parent Notification

The PST will notify the parents of the results of the dyslexia-specific screening, will provide parents with a copy of the goals of the dyslexia-specific intervention plan, and with data-based documentation regarding the student’s progress on a regular basis. Independent dyslexia evaluations provided by a parent or guardian to the PST must be considered by the members of the PST.

Source: Alabama Administrative Code Chapter 290-3-1

The parent or legal guardian of any K-3 student who exhibits a consistent deficiency in letter naming fluency, letter sound fluency, nonsense word reading, sight words, oral reading accuracy, vocabulary, or comprehension at any time during the school year shall be notified in writing no later than 15 school days after the identification. The written notification shall include all of the following:

  • A statement that the student has been identified as having a deficiency in reading or exhibits the characteristics of dyslexia, and that a reading improvement plan shall be developed by the teacher, principal, other pertinent school personnel, and the parent or legal guardian.
  • A description of the current services that are provided to the student.
  • A description of the proposed evidence-based reading interventions and supplemental instructional services and supports that shall be proposed for discussion while establishing the student’s reading improvement plan.
  • Notification that the parent or legal guardian shall be informed in writing at least monthly of the progress of the student towards grade level reading.
  • Strategies and resources for the parent or legal guardian to use at home to help the student succeed in reading.
  • A statement that if the reading deficiency of the student is not addressed by the end of third grade, the student will not be promoted to fourth grade unless a good cause exemption is satisfied.
  • A statement that while the statewide reading assessment is the initial determinant for promotion, the assessment is not the sole determiner at the end of third grade. Additionally, students shall be provided with a test-based student portfolio option and an alternative reading assessment option to demonstrate sufficient reading skills for promotion to fourth grade.

Source: HB 388 (2019)