Decoding Dyslexia Utah successfully advocated for the Utah State Legislature to allocate $250,000 to support Utah educators in earning their reading interventionist endorsement. The Reading Interventionist Endorsement provides educators with academic and field-based opportunities to learn best practices for meeting the instructional needs of students who are experiencing difficulty learning to read. The nine credit endorsement focuses on Tier II and Tier III instructional methods, strategies, assessment, and curricula that are proven to improve student outcomes.
The grant program is intended to allow Local Education Agencies (LEAs) and/or Regional Service Centers to offer a reading interventionist endorsement program for a cohort of K-12 educators. By using a cohort model, we anticipate lower costs and more teachers accessing the coursework and earning the endorsement while receiving the intended knowledge and skills associated with the endorsement. An overview of the required coursework is available at: http://www.schools.utah.gov/CURR/langartelem/Endorsements/Reading-Interventionist.aspx
Applications Due: May 31, 2017
Application Issue Date: April 21, 2017
Official Award Notification: June 9, 2017
Application Contact: Jennifer Throndsen (email to recieve grant application materials)
Applications should be submitted to: email@example.com
Applications must be received via email to the Utah State Board of Education on or before May 31, 2017 at 5:00 p.m.
Decoding Dyslexia Utah is a grassroots movement driven by Utah families concerned with the limited access to educational interventions for dyslexia and other language-based learning disabilities within our public schools. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices to identify, remediate and support students with dyslexia in Utah public schools.
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We are advocating for Utah to implement
Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid.