Decoding Dyslexia VA

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First Step Act of 2018, S. 756: Enacted, Dec. 21, 2018

Link to Congressional site.

On December 21, the U.S. Congress passed and the President signed a bill that includes dyslexia screening and interventions for all federal and state incarcerated inmates.

Dyslexia is a leading cause of illiteracy, so to address illiteracy and incarceration, we must better address dyslexia.” Senator Bill Cassidy.
A study found that 80 percent of prison inmates at the state prison in Huntsville, Texas, were functionally illiterate and 48 percent were dyslexic.

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Section language from Title I, Subchapter D that include dyslexia are listed below:

TITLE I—RECIDIVISM REDUCTION

SEC. 101. RISK AND NEEDS ASSESSMENT SYSTEM.

(a) IN GENERAL.—Chapter 229 of title 18, United States Code,

is amended by inserting after subchapter C the following:

‘‘SUBCHAPTER D—RISK AND NEEDS ASSESSMENT SYSTEM

‘‘Sec.

‘‘3631. Duties of the Attorney General.

‘‘3632. Development of risk and needs assessment system.

‘‘3633. Evidence-based recidivism reduction program and recommendations.

‘‘3634. Report.

‘‘3635. Definitions.

Title I: Section 3631: Duties of Attorney General

‘‘(B) to address the specific criminogenic needs of the

prisoner; and

‘‘(C) all prisoners are able to successfully participate

in such programs;

‘‘(6) determine when to provide incentives and rewards

for successful participation in evidence-based recidivism reduction

programs or productive activities in accordance with subsection

(e);

‘‘(7) determine when a prisoner is ready to transfer into

prerelease custody or supervised release in accordance with

section 3624; and

‘(8) determine the appropriate use of audio technology

for program course materials with an understanding of dyslexia.

In carrying out this subsection, the Attorney General may use

existing risk and needs assessment tools, as appropriate.

Title I: Section 3632: Development of Risk and Needs Assessment System

‘‘(h) DYSLEXIA SCREENING .—

‘‘(1) SCREENING .—The Attorney General shall incorporate

a dyslexia screening program into the System, including by

screening for dyslexia during—

‘‘(A) the intake process; and

‘‘(B) each periodic risk reassessment of a prisoner.

(2) TREATMENT .—The Attorney General shall incorporate

programs designed to treat dyslexia into the evidence-based

recidivism reduction programs or productive activities required

to be implemented under this section. The Attorney General

may also incorporate programs designed to treat other learning

disabilities.

Title I: Section 3633: Evidence Based Recidivism Reduction Program and Recommendations

‘‘(C) the addition of any new effective evidence-based

recidivism reduction programs that the Attorney General

finds.

‘‘(b) REVIEW AND RECOMMENDATIONS REGARDING DYSLEXIA

MITIGATION .—In carrying out subsection (a), the Attorney General

shall consider the prevalence and mitigation of dyslexia in prisons,

including by—

‘‘(1) reviewing statistics on the prevalence of dyslexia, and

the effectiveness of any programs implemented to mitigate the

effects of dyslexia, in prisons operated by the Bureau of Prisons

and State-operated prisons throughout the United States; and

‘‘(2) incorporating the findings of the Attorney General

under paragraph (1) of this subsection into any directives given

to the Bureau of Prisons under paragraph (5) of subsection

(a).

Title I: Section 3634: Report

‘‘(iii) promote crime reduction programs using evidence-

based practices and strategic planning to help

reduce crime and criminal recidivism.

‘‘(8) Statistics on—

‘‘(A) the prevalence of dyslexia among prisoners in

prisons operated by the Bureau of Prisons; and

‘‘(B) any change in the effectiveness of dyslexia mitigation

programs among such prisoners that may be attributed

to the incorporation of dyslexia screening into the System

and of dyslexia treatment into the evidence-based recidivism

reduction programs, as required under this chapter.

Title I: ‘‘§ 3635. Definitions

‘‘In this subchapter the following definitions apply:

(1) DYSLEXIA .—The term ‘dyslexia’ means an unexpected

difficulty in reading for an individual who has the intelligence

to be a much better reader, most commonly caused by a difficulty

in the phonological processing (the appreciation of the

individual sounds of spoken language), which affects the ability

of an individual to speak, read, and spell.

‘‘(2) DYSLEXIA SCREENING PROGRAM .—The term ‘dyslexia

screening program’ means a screening program for dyslexia

that is—

‘‘(A) evidence-based (as defined in section 8101(21) of

the Elementary and Secondary Education Act of 1965 (20

U.S.C. 7801(21))) with proven psychometrics for validity;

‘‘(B) efficient and low-cost; and

‘‘(C) readily available.

For Immediate Release

FOR IMMEDIATE RELEASE

Rebecca Worth Warner

Decoding Dyslexia VA Co- Founder

Richmond, VA

rebecca@dysva.org

 

Decoding Dyslexia VA to Raise Awareness and Concerns

At the Capital on Feb. 4, 2014

 

Richmond, VA – Jan. 14, 2014 – Decoding Dyslexia VA, with the support of Delegate Kaye Kory, 38th district, will be hosting a Dyslexia Awareness Day at the state capital on Feb. 4, 2014.

In addition to the House, Senator Jill Vogel, District 37, has offered continued support and guidance for the parent run group.

The event is open to the public and is expected to draw a large contingency of passionate parents and specialists. DDVA encourages families, educators and policy makers to attend to learn more about dyslexia, the impact on our children and on Virginia’s schools. More importantly learn about solutions that 30 years of research has provided to address this valued community that has long been misunderstood.

The Dyslexic community is estimated at 1 in 5, easily 20% of Virginia’s population.  The consequences of ignoring the needs of this community will have an escalating impact on the state’s literacy rate, drop-rate and workforce.  Sadly each one of these directly correlates to our incarceration rates.

Reading Difficulties, Including Dyslexia, Are Very Common*      

Reading difficulties are the most common cause of academic failure and underachievement. Learning to read and write is not natural or easy for many—if not most—students, especially those with dyslexia and related language problems. The National Assessment of Educational Progress consistently finds that about 36% of all fourth graders read at a level described as “below basic.”

 

Between 15 and 20% of young students are doomed to academic failure because of reading and language processing weaknesses, unless those weaknesses are recognized early and treated skillfully. Another 20–30% is at risk for inadequate reading and writing development, depending on how—and how well—they are taught. Most of these at‐risk students are ineligible for special education services and are dependent on the instruction given in the regular classroom or other supplementary services.

 

However, of those students who are referred to special education services in public schools, approximately 85% are having severe difficulties with language, reading, and writing. Clearly, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, and special education personnel.

 

There is known research-based instruction that can successfully lessen the impact of dyslexia and help students to overcome its more debilitating symptoms. Analyses of teacher licensing tests show that typically, very few are aligned with current research on effective instruction for students at risk.

Decoding Dyslexia is a parent-based grassroots movement which started two years ago in New Jersey, and has spread rapidly to include 44 of the 50 U.S. states.  Virginia’s chapter was founded a little over a year ago. The group’s primary objectives are to see the state implement:

  • Increase awareness among educators and families with regard to warning signs
  • Teacher/staff training on dyslexia, its warning signs and appropriate intervention strategies
  • Early screening tests for dyslexia to include parental notification
  • Evidenced-based dyslexia remediation programs implemented with fidelity which can be accessed by both general and special education populations
  • Access to appropriate “assistive technologies” in the public school setting for students with dyslexia

 

About Dyslexia**

Dyslexia affects up to 1 in 5 people, but the experience of dyslexia isn’t always the same. This difficulty in processing language exists along a spectrum — one that doesn’t necessarily fit with labels like “normal” and “defective.” Kelli Sandman-Hurley, Ed. D., urges us to think again about dyslexic brain function and to celebrate the neurodiversity of the human brain.

 

 

See Kelli Sandman-Hurley’s TED-Ed Original featuring her words and ideas brought to life by professional animators:  http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley

 

*The International Dyslexia Association, Promoting Literacy Through Research Education and Advocacy (www.interdys.org )

**Ted Ed Lessons Worth Sharing: http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley

Faces of Dyslexia in Virginia

Decoding Dyslexia VA (DDVA) is currently working on a project  entitled “Faces of Dyslexia in Virginia”.   The project was originally envisioned to help personalize our stories when we meet with lawmakers, but it could be used for any type of dyslexia awareness a family might be engaged in.  It is intended to be a quick read that shows the strengths of our kids as well as their struggles. In the picture below, you will find an example story of one of our members. Although her picture will be shown in the book, for the purpose of this  post a self-portrait has been chosen.
nellie
 
If you would like to participate,  please use the link below, to insert a picture of your child and a paragraph telling their story. Parents have offered the opportunity to their kids to write/dictate anything they wish or guided them with questions to encourage expression. Please note: your submission must be able to fit in this one page  format.

Your Child’s Page

UPDATES:  Having trouble opening the link to  “Your Child’s Page”? No worries! The link simply provides a template as a guide.  It models that a portion of your page will highlight your picture while the  other portion is for your paragraph. This template gives you the star border you  see posted on our FB/Blog example. You may submit your page with your own choice  of border or simply not use a border at all. The most important thing is that  your page comes to us in a ONE PAGE format. Remember, there is no age limit to  this project…we would love all submissions!
Submissions and questions regarding this project can be sent to

Thank you!

Who’s My Legislator?

Who is My Legislator??

How do I find out? How do I contact him/her? What district do I live in?

Well here is where you can quickly get those questions answered. Within the Virginia General Assembly website you will find the page below, which will quickly help you find out exactly who represents you.

Va whos my leg

http://conview.state.va.us/whosmy.nsf/VGAMain?openform

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