Helpful Guides about the IEP Process for Parents
The purpose of this page is to provide resources to help parents and guardians understand the IEP process. Getting the IEP can be a challenge, but it is also important to ensure the student's needs are addressed through the IEP process. It is very common for a child to receive an IEP, but receive ineffective interventions. DDRI is hopeful with the passage of the Right to Read Act, that schools will build more knowledge and awareness about early literacy and dyslexia to empower their teachers to empower all students. Click the image below for a collection of resources to help you learn more about dyslexia and the IEP process.
Preparing for the IEP Meeting
Step 1: Watch the video above for helpful tips on how to advocate for your child. We highly recommend watching this video before attending an IEP meeting.
Step 2: Review these resources to become familiar with the IEP process:
Collect writing samples
Describe the patterns of concern-mixes up the sounds in words, confuses letters and sounds in writing, uses picture cues or sentence cues to identify unknown words, gets stressed going to school, fears reading out loud
Federal Government 20 U.S. Code § 6368 - Definitions-
The Data the school shares should reflect the components of reading listed below.
Reading instruction in the general education classroom should include the explicit teaching of the essential components of reading.
Note- Explicit teaching means the teacher is using direct instruction to teach these skills. It is not left up to the child to discover. Once the teacher explains the skills, it is important that children practice and that the teacher is engaged in corrective feedback and progress monitoring to identify weaknesses. If a school states your child is at Level M reading level or a 2G level, ask for the diagnostic scores of that measure the sub-skills of reading (for phonics this would include something like a CORE Phonics inventory and oral reading to measure fluency). It is important to see how well your child is performing on each of these sub-skills. If children have weaknesses in the essential components of reading, it will impact reading comprehension. Reading comprehension is an OUTCOME of the sub-skills in reading
The Essential Components of Reading Instruction means explicit and systematic instruction in-
(A) phonemic awareness;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension
Dyslexia & The Law
Federal guidance Letter on Dyslexia-Print this copy if your child's school states they do not say the term dyslexia. Note, the special education category SLD Reading refers to Dyslexia.
(Note: We do not officially endorse programs. We endorse evidence-based practices).
Popular Programs Do Not Align with Scientifically-Based Reading
LLI as a Reading Intervention-"no discernible effects on alphabetics (foundational skills needed for decoding) for beginning readers."
Does your child's school use Lucy Calkin's Reading & Writing Workshop? Read her letter about how this program effects dyslexia (She admits dyslexic children should receive OG/OG-Based interventions
Helpful Websites and Organizations
Common Signs of Dyslexia (Can be translated in Spanish)