1) Upon determining that a student in K-3 has a significant reading deficiency the LEA needs to notify the student's parent in writing and provide the student's parent with all EXCEPT a) mandatory retention info. for students who score “approaching” or “proficiency” on the ELA TCAP b) Reading intervention activities that the parent may use with the parent's student at home to improve reading proficiency c) Information about the importance of a student being able to read proficiently at the end of the third-grade level d) Information about the specific reading interventions and supports that the LEA recommends for the student 2) If a dyslexia screener indicates that a child has characteristics of dyslexia, then the LEA must do all EXCEPT: a) Notify the student’s parent or legal guardian b) Notify the student’s pediatrician to safeguards being put in place in the academic setting. c) Provide the student’s parent or legal guardian with information and resource material regarding dyslexia d) Provide the student with appropriate tiered dyslexia-specific intervention through its RTI2 3) Which is not a characteristic of dyslexia a) struggles with foundational reading skills b) sound-symbol recognition c) difficulties decoding and encoding d) rapid automatized naming 4) Students with dyslexia may be eligible for special education and related services under IDEA and state special education law and served through an IEP. a) True b) False 5) Under IDEA students must meet the Tenn. standards for Evaluation and Eligibility for Specific Learning Disability and the disability in question must have an adverse educational impact that can be addressed through normal classroom-level support, instructional scaffolds, and other reasonable considerations. a) True b) False 6) Students with characteristics of dyslexia who struggle with foundational literacy skills may require additional considerations, scaffolds, and supports within the classroom to access grade-level content and fully engage with high-quality instructional materials a) True b) False 7) HQIMs embed access points within instructional lessons to ensure all learners can engage with them. These include all of the following EXCEPT: a) frequent checks for understanding b) purposeful questioning c) memorization activities d) engagement opportunities 8) While the ILP-D does not allow for accommodations on state testing, it does present various evidence-supported classroom-level considerations and accommodations for students with foundational literacy struggles. These include all of the following EXCEPT a) Teach lesson using HQIM and embedded access points b) Utilize instructional scaffolds for students who are struggling with the content or process of the lesson. c) Implement accommodations for students who cannot access the material as presented due to foundational skill deficits d) All of the above 9) Schools must have oversight plans for monitoring progress quarterly, ensuring the RTI2 process is not denying or delaying special education referrals or eligibility, integrating services for dually or multi-identified students, such as ELs who also have an IEP or an ILP-D, and securing school-based teams who are equipped to manage the ILP-Ds. a) True b) False 10) Dyslexia-Specific Interventions: a) assessing and choosing dyslexia-specific interventions that meet the criteria outlined by the department b) identifying deficits and appropriately aligning interventions to individual need c) determining if additional survey-level assessments or other data are needed to determine student need d) all of the above 11) School-based teams identified as responsible for ILP-Ds will ensure that dyslexia-specific interventions are provided through appropriate tiered support. a) True b) False 12) Districts have certain requirements for communication of characteristics of dyslexia, tiered support, resources, and progress monitoring. a) True b) False 13) As outlined in Tenn. Code, districts must identify characteristics of dyslexia through their existing RTI1 universal screening process and provide appropriate tiered dyslexia-specific interventions for students identified with these characteristics. a) True b) False 14) Tier 3 instruction, also known as core instruction, provides rich learning opportunities for all students that are aligned to the Tennessee academic standards and are responsive to student strengths and needs through the use of high-quality instructional materials (HQIM), embedded access points, and purposeful instructional scaffolds. a) True b) False 15) Why is one myth about dyslexia that you know? a) Open Ended b) Explain 16) How might a parent initiate an evaluation if it is suspected that their child is dyslexic? a) Open Ended-Explain b) Parent may seek outside sources for an initial special education evaluation

Dyslexia Quiz

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