In response to frustration over a lack of identification and appropriate reading instruction for their dyslexic children, a group of parents in Upper Arlington, Ohio banded together to affect change. Today the school district screens all kindergarteners, provides multisensory, structured language for all children in grades K–3, has at least one certified structured literacy professional in every building, and monitors progress for all students at least three times per year. Attend this panel discussion to hear how these parents transformed their district.
ADVOCACY AND LEGISLATION: Understand the laws and interpretations under various legislative motions and learn ways to implement advocacy efforts locally or at the state level.
ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Brett Tingley, Kevin Gorman, Andrea Rowson, and Peter Wright have no relevant financial or nonfinancial relationships to disclose.
Director of Student Services,
Upper Arlington, Ohio