HCS Dyslexia Department

Does your student ever feel like they're hitting a brick wall when they see a word like "transformation" or "unbelievable"? They aren't alone! Learning to decode multisyllabic words is like getting a "cheat code" for the brain.

🧠 Here’s why it’s a total game-changer...
Boosts Confidence: No more "skipping over" the long words. When they can break them down, they can read anything!

Supercharges Vocabulary: Most complex ideas in science, history, and literature live in multisyllabic words.

Improves Fluency: Instead of stuttering through a sentence, they’ll start to flow through text with ease.

Unlocks Meaning: Many big words are just smaller "base" words with prefixes and suffixes. Once they see the patterns, they understand the why behind the word.

🔍 Pro-Tip: The "Chunking" Method
Don't look at the whole word at once. Try to find the "chunks" (syllables).

Fan + tas + tic = Fantastic!

Ready to level up their reading game? Tell them to start looking for the patterns! 📖✨
Last week, the students became the teacher during intervention with Mrs. Bailey, the literacy specialist! 📚✨

Progress monitoring is one of the most powerful tools we have in MTSS.

It’s also one of the most misunderstood.

For example, have you been told that students need “3 data points above the goal” before moving on?

❌ That rule was never meant to be a pass/fail checkpoint. It’s simply a way to identify a trend in the data so you’re not reacting to a single score.

Instead:

✔️ Compare the most recent three data points to the goal line. Above the goal means growth is faster than expected, below the goal signals instruction may need to change, and around it means instruction is likely working.

📈 The three points are meant to show a trend in growth, not require students to hit the goal three times. Those trends empower teams to make timely instructional decisions instead of waiting too long.

Still confused? 😵‍💫

✨ Grab the free Progress Monitoring Implementation Guide inside my free K-12 Resource Library. ✨

Inside, I answer 15 of the biggest questions educators have about progress monitoring, including:

❓ What is the purpose of progress monitoring?

❓ Which skills should be monitored and for which students?

❓ How often should I monitor, and how will I find time to do it?

❓ How does progress monitoring fit into MTSS?

❓ What makes a strong progress monitoring assessment tool?

Plus, I share a free progress monitoring tool that meets all my criteria.

➡️ Want my free Progress Monitoring Implementation Guide? Grab it here: https://www.stephaniestollar.com/prek-12/free-resources?utm_source=Facebook&utm_medium=Post&utm_campaign=26_03_31_Assessment

https://www.stateofdyslexia.org/

https://weta.org/education/readytolearn/learningresources

https://www.thereadingleague.org/chapter/

https://www.landmarkschool.org/landing-pages/reading

https://www.readingrockets.org/reading-101

https://www.aft.org/ae/summer2020/moats

Check out this video, "amazing brain carroll" https://share.google/qY5R4fsrlncvj43B8

http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/

https://ldaamerica.org/support/state-affiliates/

Decoding Dyslexia
Reading Rockets
Understood.org
LDonLine.org

https://www.mdek12.org/sites/default/files/documents/OAE/Literacy/ResourcesForAdmin/2022-2023_literacy_coach_handbook_mde_website.pdf

Kansas Blueprint for Literacy
PSU Center for Reading
Margaret Byrd Rawson Institute

Today, I attended the Foundations First: Empowering Teachers for Equitable Language and Literacy conference, and this quote from keynote speaker Stephanie Stollar really stayed with me:
“We know too much to be failing so many.”

It made me reflect on my own journey, both as a teacher and as a parent. There was a time when I did not know what I know now.

This is not about blame or shame, but it is about responsibility. Because we do know.

📚We have decades of research on how children learn to read.
📚We know that reading is not a natural process.
📚We know that explicit, systematic instruction works.
📚We know how to identify students early and respond with the right support.
📚And if we don’t know, we can learn. I did. And so many others have too.

And yet, too many students are still struggling.
That is what stays with me. Because when you know better, you do better. And every student in our classrooms deserves that.

📚 Structured Literacy Symposium: Vocabulary & Background Knowledge

Join us for an engaging professional learning event hosted by the International Dyslexia Association – Florida Branch.

✨ Learn how to:
• Move beyond dictionary definitions
• Identify powerful Tier 2 words in story contexts
• Use practical vocabulary strategies aligned with the Science of Reading
• Get more mileage from resources you already have

👩‍🏫 Presented by Carolee Dean, MS, CCC-SLP, CALT
Author of Story Frames for Teaching Literacy

📅 April 9, 2026
⏰ 7:00–8:30 PM Eastern
💻 FREE on Zoom

📲 Scan the QR code to register!
Registration Link: https://us02web.zoom.us/webinar/register/WN_rCpEJDOiQaiv1WLcXa08Ew

The Clock is Ticking on Literacy 🕒
We have a "wait to fail" problem in our schools. Right now, many systems don’t flag struggling readers until the second or third grade—but by then, the gap is already widening.

Why wait for a crisis when we can prevent one?

The science is clear: the younger the brain, the higher the neuroplasticity. During those early years, the brain is primed for language input and phonological processing. When we intervene in Kindergarten or even Pre-K, we aren't just teaching a skill; we are literally shaping the neural pathways that make reading possible.
It's time to stop playing catch-up. Let's identify, intervene, and support our youngest learners from day one! 📚✨

Eight Huntsville City Schools Selected for State AMSTI Robotics Grant Eight Huntsville City Schools have been selected to receive the AMSTI Robotics Grant from the Alaba...

Assessment isn’t just about checking a box—it’s about answering the right questions to help every student succeed. 🚀

When we use evidence-based tools, we stop guessing and start knowing exactly how to support our readers. Here is the breakdown of the "Big Four" assessment purposes:

🔍 Screening: Identifying who is at risk early on (2–3 times a year for all students).

🩺 Diagnostic: Deep diving into specific skills to see exactly what needs to be taught next.

📈 Progress Monitoring: Checking in weekly or biweekly to see if our current instruction is actually working.

✅ Outcome Evaluation: Looking at the big picture after a unit to see if curriculum expectations were met.

"The primary purpose of assessment is to improve student learning." — Growing Success (2010)

By using tools like Amplify, CORE, and classroom observations, we ensure that no student falls through the cracks. 📚✨

Literacy Team luncheon celebrating our leader’s journey from The Hill (A&M) to The Hill (White House). Thanks to Tasheria Small for setting everything up! And thanks to Larry Saulsberry for leading us as we pour hearts and souls into ensuring our students become lifelong readers.