LRSD Action Plan Key: in progress completed not initiated Goal 1: To gather information and data to evaluate how the district has managed implementation of the dyslexia law This process was started in January, but the results of the audit will be a much more efficient way to look at these processes Screening: Dibels is given in the Winter for Kindergarten and in the fall for 1-2. This process may need to be adjusted to screen kindergarten earlier, and include all 3 assessment periods for each grade, because that is how dibels was meant to be utilized. We currently use assessments from our curriculum that test the same skills as a supplement to dibels in the winter and spring for 1-2 grade. I need further clarification on this from ADE. The Elementary Assessment Plan Spreadsheets have had cut points adjusted to not just at risk, but some risk. Schools seem to have varying understanding of when to What is the process for initial, conduct a level 1 or level 2 screener. Flow charts, emails, and presentations at principal meetings and with facilitators should improve this. level 1, and level 2 screening? As soon as the ADE okays documents on screening and protocols, they will be sent out to all schools and provided in digital form. Intervention:

ADE was able to view lessons at most schools. This information will help guide this process. I am visiting schools frequently and will continue this Conduct lesson observations: process. Many teachers are delivering dyslexia intervention with fidelity, but find that there are more students in their buildings than one to two take results of the audit. people can service.

Determine who needs The audit report will provide useful information to determine which schools need support in implementation. We are already aware that support in providing dyslexia implementation in middle and high schools is in dire need of support. I have started with the schools with the most students who are already tagged, intervention: take results of and have tried to create a system that will work for the remainder of this year, until we can put more courses on the master schedules, and train the audit to simplify this interventionists in our new program. I either have had meetings, have scheduled meetings, or am waiting to hear back from every middle and high process school. Tracking: In the past, we have sent out a survey to dyslexia intervention providers in May to provide the name, ID, and grade level of any student who received intervention during the school year. We need to also collect screening information to make sure we are following all protocols. We also need to track process for tagging student information as it occurs. If a student moves to a different school before May, he or she may get lost in the shuffle. I have created a change form for placement and tracking information. There is also a google form version. I plan to use this form to tag students in eschool throughout the year. This process would be drastically improved if we could put more information into eschool.

Currently, elementary interventionists are sending an orange folder with screening and progress monitoring data to different schools. I told Process for when a student the middle schools to look in the student's permanent folder for this information, and no one could find it. I'm afraid that a miscommunication has changes schools happened from when students move from elementary to middle. This needs to be remedied, and we need physical and digital information in case a folder is lost. We are also developing a district wide folder system with a checklist that will follow a student to a school where he or she moves.

Schools seem to have varying understanding of when to conduct a level 1 or level 2 screener. Flow charts, emails, and presentations at principal process for screening Level 1 meetings and with literacy facilitators should improve this. As soon as the ADE okays many of the documents I have created, we can post them to (utilize audit data to clarify) our website. We also desperately need screening training and school based teams training. Progress Monitoring: Elementary has a spreadsheet for fall, winter, and spring, but secondary does not. I created a form to be used in the fall winter and spring for each How are we currently student in the Level 1 packet, but we need to ensure that progress monitoring is occurring every two - three weeks. I have found a good form to progress monitoring? use for scholastic core, but I am working on a form for the other assessments we use.

Goal 2: Provide clarification on the dyslexia law and assist schools with the delivery of accurate information, policies, procedures, and other needs as noted by the school. Action Step Descriptions Person/ Party Date to Begin Date Due Resources Desired Outcome Notes Responsible required (tech, staff, funding, etc.) We need to gather information Improve flow of services for from various stakeholders Develop a Dyslexia students, especially when Carpenter not started asap (including parents) to provide Committee transitioning from different guidance on the action plan and schools needs met with Vicki King on 12-17-19 and 1-17-19 to clarify information and get support. Attended Dyslexia specialist meeting on 12- To have a clear understanding Get clarification on matters 10-18. Ms. King has provided Carpenter 12/3/2019 ongoing Support from ADE of exactly how to interpret the where the law is unclear constant support whenever I've law asked. We plan on having weekly meetings (phone, zoom, or in person) to touch base and provide support. Determine what building level I have developed a needs Create a needs assessment Carpenter completed completed administrators/ teachers need assessment to give to schools and support in principals. Needs assessments were handed out at the Elem. Principals' meeting on 1-16-19. Links to the Determine where building level google form were sent out to Conduct needs assessment Carpenter in progress asap administrators/teachers need Middle and High principals' on 2- support 12-19 and 2-13-19. The Google from was sent out again on 2/21/19 Presentations at all principal Clarify information regarding meetings (elementary complete, requirements for all areas of will meet with secondary in Access to faculty Clarify misconceptions about the Dyslexia laws and become February). Met with Literacy Carpenter in progress asap and staff at all 43 the law, our roll in the law, and familiar with all stakeholders. Facilitators on 1-18-19. Met with schools get everyone on the same page Post accurate information on Community Advisory Board on 1- our website. 24-19 and Literacy Council on 1- 14-19 gave lists of all currently tagged Inform schools on which To ensure that students who students to a representative from students in their building Carpenter completed completed are already identified are every secondary school either in have already been identified receiving services. person or email. Gave lists to all elementary principals I have spent a lot of time at Mann, Meetings with and we were able to figure out a Audit Recommendation 5: a) principals, way to serve all 24 students who Dyslexia interventionists need counselors, are tagged there. We are utilizing. designated time in the daily special education I have visited Cloverdale, Pinnacle master schedule to see teachers, and View, Parkview, J.A. Fair, dyslexia intervention groups/ interventionists to To ensure that students who Henderson, Hall, and McClellan. I Carpenter/ Where schools have not been in progress ASAP determine how are already identified are have meetings scheduled with principals providing intervention or we can creatively receiving services. Cloverdale, Mabelvale Middle, were not aware of the total provide services and Forest Heights Stem students tagged in their until the end of Academy. I sent out requests for building, a plan must be made this year, and meetings with Pulaski Heights to provide services this year. develop a plan for Middle and Dunbar, along with next year. ongoing support to the other schools I've visited previously. We have had two full day Audit Recommendation 4: to adopt an evidence-based meetings with presentations from Adopt a comprehensive Dyslexia Intervention program several companies on core and dyslexia program that is that is user friendly, all everyone intervention programs. On systematic and explicit./ inclusive, and engaging for K- participating in in progress in progress February 13th, we conducted an Adopt a new dyslexia 12 students based on the the review after school program review for intervention program for K-12 Dyslexia Program Review form dyslexia, where we used the based on the results of the in Appendix H of the Arkansas dyslexia program review rubric to program reviews. Dyslexia Guide narrow down options.

Goal 3: To visit every school to provide support, determine strengths, weaknesses, and goals

Action Step Descriptions Person/ Party Date to Begin Date Due Resources Desired Outcome Notes Responsible required (tech, staff, funding, etc.) Secondary schools have expressed a need for support. There is a lot of confusion about who is to do what. I met with Secondary Literacy facilitators on 12-6-19 and 1-18-19. I started with secondary school with the most students tagged and am working Audit Recommendation 5: a) my way down or visiting as Dyslexia interventionists need to assist where needed to requested. Many schools did not designated time in the daily improve intervention for schedules, have any/ or sufficient time on master schedule to see Carpenter 12/3/2018 in progress students with characteristics of contacts, access their schedule to provide dyslexia intervention groups. dyslexia, and struggling readers intervention. I am visiting these Evaluate which schools are in who have not been identified. schools to correct the current need of immediate support situation and plan for next year. Ms. King will provide me with the information from walkthroughs, and I plan to use this information to determine which schools are in immediate support. I have not been given this information at this time. Every secondary building has been sent at Least 1 Equipped for Reading Success book. A google form was sent out to survey what materials were needed. White funds to purchase to provide the materials to boards, markers, wax pencils, Purchase needed materials Carpenter 12/10/2018 in progress needed items support intervention sandpaper, and easels were delivered to teachers who responded. Elementary reading teachers report to Ms. Stout and she provides materials for intervention as needed. To know who is providing Completed/ check for accuracy on intervention in every school, Get contacts/ schedules/ what intervention is being Carpenter 12/3/2019 how many students are being numbers for every school provided, group size, frequency, served, who to contact, and and how students are placed. where they need support

A lot of information has been sent out via email for efficiency. Teachers have provided feedback that there is confusion, and we need to have a meeting where we can all get together and get on the Meet with all reading teacher To provide clarification and same page. I have met with and interventionists to meeting space, support in a meeting to secondary LIFs twice, but I need to provide support and Carpenter, time that works address the reading teachers meet with all of the elementary information Stout, Thrasher, not started asap for everyone concerns. reading teachers.

I plan to visit every school and provide support where needed. School visits so far have been primarily based on requests for support and immediate need. All Secondary schools were sent a sign-up genius link so I can visit and provide immediate support for students who are currently tagged and need to be getting intervention. All Elementary school principals were given contact information and asked to schedule meetings with me as needed. A meeting is being organized with ADE literacy support, dyslexia support, Ms. Carpenter, and district leadership to address supporting core and intervention instruction in all schools. We need to collaborate on all levels to be effective. I need support to build capacity, as I do not have a staff, and there are 43 schools. Secondary Schools Date visited outcome Date visited Date visited Date visited notes 3 teachers delivering intervention, it is on the PLCs scheduled master schedule, need Cloverdale 1/15/2019 for all day on support for identifying/ 3/5/19 training/ need to review audit

More students are below grade level in reading than are on grade level in reading. Hall 2/20/2019 We need to address reading in an innovative way to catch all kids. Summer school? Reading block? Spoke with Jeff reviewed tagged Grimmet about students, discussed screening 245 students what intervention who were 2 ore more 1/15/2019 (phone was being provided: grade levels below in Henderson call, saw at CAB 1/25/2019 system 44 with OG Meeting scheduled for 2/25/19 reading. Mr. Grimmett meeting) elements, need to began utilizing the conduct classroom developmental spelling visits and review assessment to begin audit screening.

meeting 2/5/19 discussed Met about student and provided guidance on Level 1 Mabelvale scheduled for at office screeners screening of a student 2/28/19

1-9-19: developed a 12-11-18 (support, plan to make 2-11-19 met with Ms. Bolden and 12-4-18 (meeting 2-8-19 set up iPad Mann assessment review, sure all 24 provided support for assistive on M.K.) for student meeting with M.K.) students were technology receiving intervention

Discussed 1-10-19: screening and introduction, 3 plans for Pinnacle View 2/5/2019 classes providing implementation intervention of new program next year

12/12/2019: introduction, 2/6/2019- provide meeting brought materials, Fair guidance on scheduled for explained law, implementing IMSE 2/22/19 provided support on instruction

Met about student and screeners went over McClellan 12/7/2019 screening, looked at testing, discussed process Parkview I am the interventionist at Parkview, so I am there every A day Elementary Schools Date visited Date visited Date visited Date visited Date visited Date visited A meeting is being organized with ADE literacy support, dyslexia support, Ms. Carpenter, and district leadership to address supporting core and intervention instruction in all schools meeting Forest Heights Stem Academy scheduled for 2/25/19

12-4-19: added Jefferson bookshare, spoke with teacher

Meeting scheduled for Pulaski Heights Elementary 3/4/19 for Staff meeting

1-9-19: discussed Roberts Level 2

meeting scheduled for Terry Elementary 4/1/19 faculty meeting

2/6/2019 advice Meeting scheduled for Williams about a student 3/6/19 for Sbit meeting

Goal 4: Improve the screening process so all students with characteristics of dyslexia are properly identified and provided intervention Audit Recommendation 2: Screening support Action Step Descriptions Person/ Party Date to Begin Date Due Resources Desired Outcome Notes Responsible required (tech, staff, funding, etc.) Audit recommendation 1: Develop Written Procedures to provide a form that teachers for the Dyslexia Referral can complete to request a This form has been added to the Process:Teacher referral form Carpenter completed dyslexia screener for a student google drive and will be sent Audit Recommendation 3: To provide a form to interview Parent notification/ Parent parents and gather information adapted form from another interview/consent form Carpenter completed before a Level 1 screener specialist Create a flow chart for completed/ as soon as ADE okays screening for K-2, 3-12, and Carpenter clarify the process the forms, we will send out to students with outside each school and can post online diagnosis completed/ ADE is reviewing to Develop a Level 1 Screener all required screening Carpenter Completed determine if all instruments are Packet components in one location. appropriate. provide all screening Print Screening Packet for Carpenter/ Packets will not be printed until in progress components in one location in each school Metro the ADE reviews all screeners printed form. Packets will not be posted until improve access to Level 1 the ADE reviews all screeners/ the Post Packet online Carpenter/ Jack screeners with all components link has been sent to current intervention providers Audit Recommendation 2.b: Provide professional development in RTI, purpose This can happen at individual of Initial Screening, Level 1 to ensure that screeners are schools. I went to Pinnacle View Screening, scoring and Carpenter/ ADE? in progress delivered with fidelity, are on 2-5-19 to do an overview, but interpretation of screening valid, and reliable we needed more time. tools, and instructional implications: Conduct screening training It would be The resource guide advises that valuable to know for students above grade 3, a level who has the to build capacity for 2 may be more appropriate. training. interventionists to conduct Currently, our school psychologist Carpenter/ Carla Qualifications, Build capacity for Level 2 not started Level 1 screeners and keep conduct all level 2 screenings. If Lester and time to more valuable progress we did level 2s on all of our conduct Level 2 monitoring data students above 3rd grade, the screeners outside demand would be too much for of our school the school psychologists. psychologist Attended school based To provide guidance for SBIT identification training at PCSSD on Attend School based teams on how to identify Carpenter 1/22/2019 1/22/2019 1/22/19. I want to offer this identification training students with characteristics of training to every SBIT team dyslexia member Audit Recommendation 2.c: Provide professional ADE has offered to set up training development in School-Based for school based teams. We need Identification of dyslexia for Carpenter/ Vicki availability of V. To provide guidance for SBIT to start with the school the staff members of the King/ Principals/ King to provide teams on how to identify psychologist and add on training decision making teams and 2/21/2019 3/15/2019 Literacy training on students with characteristics of later for all members of the SBIT screening personnel in each personnel multiple days dyslexia team. We have identified March building/ Screening Provide 11th through the 15th as possible school based identification dates. training to all members of SBIT at each school At the Secondary Level, have visited J.A. Fair, McClellan, Henderson, Hall, and Cloverdale to provide support for identifying students with dyslexia. This is proving to be very difficult, because the majority of the students are not on grade level for Support on how reading. We need to help all to provide reading students, and it will be incredibly intervention to all difficult to differentiate between students who are students who have dyslexia and Carpenter/ Vicki struggling and to students who are curriculum Audit Recommendation 2.d: King/ Principals/ differentiate To ensure that all students are casualties. Support is needed in Screen students experiencing Literacy between students given evidence-based reading identifying innovative approaches in progress ongoing difficulty at each grade level personnel/ who specifically instruction so they can be to addressing systematic reading in accordance with the law. Administration/ need dyslexia successful readers. failure for secondary students in RTI intervention and addition to ensuring that all of our those who need elementary students are receiving improved Tier 1 excellent Tier 1, Tier 2 and Tier 3 and Tier 2 reading reading intervention as early as intervention. possible so we can stop the cycle of reading failure. Elementary schools are screening additional students in accordance with the law, but we need to have a process in place for when the interventionists has a full case- load, and additional students need to be pulled for intervention.

Goal 5:

Improve how we use student data, identify students who need services, and document progress

Action Step Descriptions Person/ Party Date to Begin Date Due Resources Desired Outcome Notes Responsible required (tech, staff, funding, etc.) Referral We have a teacher referral form and flow charts. I am currently working on a staff procedural handbook. I have given all Audit Recommendation 1: to ensure that all teachers are principals the flow charts and develop written procedures aware of how to make a referral forms. All documents are for the Dyslexia referral referral for screening and a currently on the google drive, and process for all buildings Carpenter in progress asap clear process is in place. will be posted to the website. Screening: See goal 4: Audit Recommendation 1: develop written procedures These are completed, but ADE Improve how we use student for the Dyslexia referral made recommendations to data, identify students who process for all buildings/ Flow Carpenter completed change some things and add need services, and document charts for screening and some things. We are working on progress placing students with various the edits. circumstances Audit Recommendation 2.a: Provide professional support from To ensure that all teachers are Vicki King and Ms. Carpenter are development dyslexia Planning 3/1/19, state, time with aware of the characteristics of Carpenter/ Vicki meeting at ADE at 8:00 am on awareness focusing on school visits in asap schools, ability to dyslexia and know what to do King March 1st to develop content for indicators of dyslexia for progress build capacity and if they suspect a child had dyslexia awareness training. middle school and high school delegate training dyslexia. staff members. Intervention: Many of my school visits involve Provide guidance on how to providing support on instruction. implement IMSE, especially Improve current program I have also created a dyslexia in progress for teachers who haven't had implementation and fidelity resources folder on my google training in the last year. drive that I have shared with all of my dyslexia contacts. This is in progress and a program Audit Recommendation 4: should be chosen in the near Adopt a comprehensive future. We have had two 3-hour dyslexia program that is Carpenter, meetings after school to rank and systematic and explicit. Work interventionists, Provide teachers with evidence score the intervention programs with the program review Support from in progress asap based, easy to use materials, to we've looked at. We have committee to choose a new Kelly Sutton on improve service delivery another meeting scheduled on evidence-based, easy to use, curriculum the 25th to determine comprehensive dyslexia adoption weaknesses in the top two intervention program for k-12 programs, and how to students. supplement. Tracking: To provide a way to document that protocols for screening, parental notification, and placement in intervention Audit recommendation 7.a: support is needed were followed. To provide a Create a district system for in tagging way to tag students in eschool Form is completed, waiting on tracking students receiving form students in real Carpenter asap as soon as they start receiving ADE recommendations to send dyslexia intervention from completed time when the intervention, to create out district wide building to building change form is fully documentation of essential form implemented. information to follow the student when they have a change in teacher, grade, school, or district. To develop a folder system This is in progress, as soon as Audit recommendation 7.a: similar to the system we have forms areedited, we can decide Create a district system for for ELL students to include what documentation needs to be tracking students receiving essential documentation and Carpenter asap asap orange folders included in a students folder and dyslexia intervention from information that can follow the who is responsible for building to building child as he or she moves from maintaining, updating, and Documentation folders different teachers, grade sending it when a student moves levels, and schools. Progress Monitoring:

Elementary has a spreadsheet, develop for secondary, set time to improve progress lines/ provide guidance on how to develop a more frequent Carpenter in progress in progress monitoring to inform use data. Progress monitoring progress monitoring schedule instruction should be occurring every few weeks so guidance is needed when that is not happening. I need to set up a meeting with Provide guidelines for what to improve progress the appropriate faculty and staff progress monitoring should Carpenter in progress monitoring to inform to develop a protocol for look like instruction secondary similar to elementary If a student is not making Provide support and progress, steps are noted on the recommendations for when flow charts. I can also attend students are not showing To improve intervention for meetings to help determine next progress Carpenter in progress students who are not steps. Documentation To provide a way to document that protocols for screening, Audit recommendation 7.a: parental notification, and Create a district system for placement in intervention Created a change form for when tracking students receiving were followed. To provide a students are screened, placed, dyslexia intervention from Could use support way to tag students in eschool exit, or move schools/ also building to building. A change Carpenter asap asap in data entry for as soon as they start receiving created a google form. Form is form to document every step eschool intervention, to create completed, waiting on ADE of the law and to follow documentation of essential recommendations to send out students when they move to information to follow the district wide a different school, grade level, student when they have a or district change in teacher, grade, school, or district. Our guide has a form for To modify what is included in acceptance or refusal, but we our current LRSD Resource Audit Recommendation 3: need to add independent Collaboration guide to inform parent of his or include screening results and evaluation in there and with everyone her right to an independent required resources when Carpenter asap asap accommodations. There should involved to evaluation, add contacting parents Parent also be clear protocol for when to modify the guide accommodations, and provide packet give this to parents. Parent a printable packet to give to Packet is in development and will parents. include results. Audit recommendation 7.a: This does not have to be a Create a district system for universal form, but we should To develop protocols for tracking students receiving have a policy on how documenting which students dyslexia intervention from Carpenter asap asap interventionists will track are pulled which times, and if a building to building implementation. Especially when student is not pulled, why. Documentation of services are not delivered as a intervention class with attendance and a grade. I can't decide if we need to use one form for reporting progress and send it home every 9 weeks to establish guidelines and the way we send home progress protocol for reporting progress reports for special education, or if Carpenter, to parents. Parents should be we should leave it up to the Progress reports to parents elementary and asap asap updated on progress in teacher. It is very important that secondary dyslexia intervention at least we communicate with parents every 9 weeks. about their child's progress, especially since most of our intervention services do not have grades attached to them. Dyslexia has been added to the file name. The programs list has been updated to include IMSE, Lindamood Bell, Alphabetic Audit Recommendation 6. in progress Phonics, and Take Flight. For the Required Reporting to make required reporting 18-19 school year, we will include information accessible, easily students who have been Carpenter/ identifiable, and include identified, but are not receiving Communications ongoing correct information intervention.

Goal 6:

to increase access to audiobooks and assistive technology for LRSD students with characteristics of dyslexia Action Step Descriptions Person/ Party Date to Begin Date Due Resources Desired Outcome Notes Responsible required (tech, staff, funding, etc.)

Total for 3 year $208,977 25% discount $52,244.25 Net for 3 year $156,732.75 annual for 3 yr $52,244.25. Cost per student Carpenter, To provide improved access to We met with on Meet with Learning Ally to $11.55 Total Perkins, Stout, 1/14/2019 undetermined human-read audiobooks to any January 14th and will follow up discuss options for 5 year Thrasher, Poore student who needs them. after the audit. $348,295 35% discount $121,903.25 Net for 5 year $226,391.75 annual for 5 year $45,278.35 cost per student $10.00

Some providers have been added, Get Bookshare information to Devices, iTunes Access to audiobooks for any but the app cost $20.00 and not all sped department chairs/ Carpenter ASAP ASAP card for apps student who needs them everyone has access to these 504 coordinators funds. Reassessing funds are an issue. If schools have form for check the device, students should check out, utilizing it out from school. If the student Create technology protocol Carpenter, Tech school devices, Access to technology to is sped, he or she can get devices for students who need Department, ASAP ASAP purchasing provide accommodations for and apps through sped. If the devices sped, 504 devices for students with dyslexia student isn't sped, curriculum and students who are instruction has purchased 5 not sped devices for check out (they have not come in yet). Develop technology check out To provide documentation that LRSD technology form for students who need Carpenter asap asap devices were checked out to Technology is providing a form. check out form devices students Ms. Carpenter complied websites to provide support for teachers and YouTube videos to add free Screen cast how to add and students in how to add read aloud, writing assistance, and extensions to google chrome/ Carpenter completed completed and use assistive technology dictation to google chrome. iPad and share supports to computers and Information was also provided on tablets. how to add bookshare. This document is in the google drive.