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Presented by Heather Nydam-Fragapane

WHAT ARE THE IMPLICATIONS FOR LEADERS IN THE K-12 EDUCATIONAL SETTING AS DYSLEXIA TRAINING IS

MANDATED AND CLASSROOMS MOVE TOWARDS HYBRID LEARNING DESIGNS?

LET’S BREAK IT DOWN

• Dyslexia mandates• Hybrid Leaning Designs (HLD)• Role of the Leader• Team-based Approach• Systems Thinking

DYSLEXIA• Only 22 states have mandates• 16 states have made mandates in

the last seven years• 85% of half the Special Education

population has reading /language processing disability

• 20% of the entire population has symptoms

• Multi-sensory learning has been an advantage

• Affects ALL content areas

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A DYSLEXIC MOMENT:READ THE FOLLOWING WORDS

HOW C

AN LEA

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CHANGE

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TO A

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HYBRID LEARNING DESIGNS

• Blends best of classroom and web-based learning

• Emphasis on collaboration

• Virtual Classrooms

• Flipped Classrooms

• Blended Classrooms

• Cyber-Charter Schools

• Massive Open Online courses (MOOCs)

HOW D

OES AN E

DUCATIO

NAL

LEADER C

REATE A

UNIFI

ED

COMMITMENT

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TECHNOLO

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LEADERSHIP: TEAM-BASED SYSTEMS APPROACH• Successful in many organizations

• Develops future leaders

• Work with established subgroups

• Shift thoughts from parts to whole thinking

• Educational system already shows signs of Team-based approach

• Cultivates interpersonal relationships

• Driven by the same goals

PRESENT THE DATA TO THE TEAMS

• The Underutilization of Computers to Assist in the Remediation of Dyslexia (Buchholz, 1997) expresses the need for adequate technology based programs to be used in interventions for struggling readers.

• Neuroanatomy of Dyslexia: A Behavioral-Anatomic Study of Dyslexia Subtypes and Controls (Zadina, 2003) defines and explains the various subgroups of dyslexia accounting for the varied experiences and coping mechanisms used to compensate for the inability to read.

• The Social Dimensions of Integrated Reading and Writing Instruction for Adolescents with Dyslexia: A Case Study (Madigm, 2006) supports the need for multisensory learning with in the classroom for the dyslexic individual.

PRESENT THE DATA TO THE TEAMS (CONT.)In a final piece of research,

Maximizing Student Success in Online Virtual Schools (Coy, 2014),

A shift to HLDs gives the student with dyslexia an opportunity for one-to-one attention.

Classroom distractions are eliminated.

An opportunity for teachers and families to develop collaborative partnerships to provide a support system for the student with dyslexia.

Parents become intimately involved in the lessons and assistant the teachers more effectively.

The education for the student with dyslexia is both synchronous and asynchronous.

LET’S BUILD THE TEAM-BASED SYSTEM: DYSLEXIA & HLD

Present a clear elevating goal:

Develop and deliver HLD the support students with Dyslexia through Multisensory Learning

Provide results driven structure:

Develop assessments that meet the SGO’s and CCSS

Develop strategies for the PARCC

Ensure teams have competent members:

Created teams with Technology , Special Education, and Content teachers

Unify the commitment:

Dyslexia affects ALL areas of learning, content, emotional , social, etc.

LET’S BUILD THE TEAM-BASED SYSTEM: DYSLEXIA & HLD (CONT.)

Develop a collaborative climate:

Coordinate and synchronize the individual contributions

Guide the team’s problem solving efforts and reward collaborative behavior

Set Standards of Excellence:

Expect high level, high quality performance from each team, and each team member

Provide External Support and Recognition:

Make clear expectations, review results , provide feedback, resolve performance issues, and reward results for teams that create successful HLD s for Dyslexic students

Principled Leadership:

Influence teams through cognitive, motivational, affective, and coordination processes

PROBLEM-SOLVING FOR TEAMS

• How can we ensure the students with dyslexia will benefit from HLD environments?

• What are the implications for best practices for students with dyslexia as there is a shift to HLDs?

• Will educators be able to reach the dyslexic population effectively and efficiently while meeting the CCSS and shifting to HLDs?

• What role will HLDs play in developing SGO’s for students with dyslexia?

• Will shifting to the computerized PARCC assessment be an asset for the dyslexic student?

PRESEN

TED B

Y

hnydam01@gmail.com

orhttp://

www.heathernydam.com/

Heath

er N

ydam

-

Frag

apan

e

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