Annual Report

2017

The mother of an elementary school student who is dyslexic called in the spring of 2015. Through our network at Dyslexia Alliance, the student had already been screened and had been in tutoring for nearly a year. This 10-year-old is a sweet, kind, respectful, hard-working kid who is hungry for knowledge and independence. But school has proven to be a series of painful hurdles. She is very aware of her learning difference. She knows that she works harder than most of her classmates, that she doesn’t read as quickly, that she still misspells “easy” words, and that she has trouble recalling vocabulary. It is a tough place to be—young and different—when you pretty much just want to fit in. But she also has the added challenge of proving to the adults around her that she is working hard and is capable.

Her mom called because this student was earning Ds and Fs on her tests. And the day before the call, this student had been called out of class and informed that because of her low test grades, she would no longer be allowed to participate in the one thing that lit up her day: volleyball.

The teachers at the school had the right intentions, but they hadn’t been fully trained in how to work with kids who have dyslexia. The mom is awesome—supportive, attentive, smart—but she needed help navigating this situation. We focused on what an even playing field would look like and how to talk to the teachers and what to ask for. If a student has at least an average IQ and is attending class regularly, doing all of her homework well, and completing all projects with passing grades, she shouldn’t be failing her tests or classes.

This student, at that point, was nine months into an intensive 3-to-4-year reading and spelling tutoring program that the parents pay for after school. Essentially, she was in the early stages of learning every spelling rule in the English language—because this is how dyslexic kids learn to read and spell. They won’t absorb language patterns like non-dyslexic students. They need explicit, systematic, intensive instruction. And it takes time.

So being only 9 months into this program, this student wasn’t reading and spelling at the 4th

The President’s Message . . . What we do and why we do it

grade level, and her struggles were “normal.” Her comprehension, reasoning, and oral skills were above average. But she still had much to learn about reading and spelling, and testing situations are particularly difficult. Functional MRIs have shown that dyslexic readers will often use 5 times the brain power as non-dyslexic readers when processing text. Many dyslexics will always read more slowly, write more slowly, and process language more slowly. Being dyslexic in a text-based world can be actually physically exhausting—especially during testing. Thus, seeing low test scores among hard-working, recently-diagnosed dyslexic kids (who probably don’t yet have the appropriate accommodations) isn’t uncommon. But “failing” can be devastating to these kids.

We don’t deny students with eyesight issues the use of their glasses. We don’t expect a kid with a physical handicap to run the mile track at the same speed as other runners. This student simply needed the right supports. Depending on the severity of the dyslexia and the effectiveness of the tutoring, she could need some support all of her academic life, or she might simply need accommodations for a couple of years. But right then, in 4th grade, she needed easy and cost-free accommodations:

● More time on tests● The opportunity to explain complex events and concepts orally● A reader who would read tests to her● Forgiveness for spelling and grammar errors during tests● Fewer multiple choice questions● A word bank (list of possible vocabulary to choose from)

The mom went back to the school armed with more information and some practical suggestions. The teachers were eager to try alternatives, and this great kid was soon passing her exams and playing volleyball again. Her path in a text-based world will always be challenging, but if her community understands her and her strengths, she can fulfill her potential.

So that’s what we’re about at Dyslexia Alliance. We offer the following:

● Early screenings and resource lists for more in-depth screenings● Information about effective, evidence-based tutoring● Educational opportunities for the community-at-large and educators in particular● Support and information for parents● Scholarships to help defray the costs of screening, tutoring, and education● Networking for professionals so that our community resources are better connected and

more effective

We have much more that we want to offer, and we’ll get there. Keep an eye on our progress!

Our 2017 Annual Report reflects the hard work of many wonderful people: board members, volunteers, parents, and local educational professionals. Thank you to all who contribute time, money, and insight.

With Warmest Regards,

Esther C. Romero President Dyslexia Alliance

Myth: “Dyslexia” is not a specific learning difference. It has never really been defined.

Fact: From the International Dyslexia Association: ● Dyslexia is a specific learning disability that is neurological in

origin. ● It is characterized by difficulties with accurate and/or fluent

word recognition and by poor spelling and decoding abilities. ● These difficulties typically result from a deficit in the

phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

At Dyslexia Alliance, we are staying focused on the ideas that give us strength and will lead us to success: our values, vision, and mission.

Our ValuesDyslexia Alliance values credibility, diversity, empowerment, service, and collaboration.

Credibility: Our board of directors is devoted to getting solid information and effective services out to the public. Through ongoing professional training and professional networking, the DA board is striving to stay up with the latest research and proven practices. We recognize that for years many parents and educators have been misled by false information and ineffective learning tools/methods.

Diversity: Dyslexia Alliance is aiming to build a board that reflects the diverse population of northern California. We know that dyslexia affects people of all races, economic categories, belief systems, cultures, etc. We value the insight, compassion, and success that come from diverse governance.

Empowerment: We believe that people with dyslexia need to be well-armed with information, technological tools, and learning strategies so that they can reach their full potential in this text-based world. We further believe that all education professionals deserve the training and information that will give them new strategies to be successful with diverse student populations.

Service: This nonprofit has been built on the concept that service is crucial to lives well lived. The volunteers, education professionals, and parents who support Dyslexia Alliance seem to hold this same belief—as they share their time and skills and knowledge.

Collaboration: Parents and students with dyslexia can often feel like it’s an “us vs. them” world. For years, many people with dyslexia have hit unnecessary (and often unkind) walls in trying to understand themselves and develop strategies for being successful. Sometimes it can seem like parents, administrators, teachers, legislators, even doctors are working against each other—all have their special interests, perspectives, pressures, and concerns. Dyslexia Alliance doesn’t believe in “taking sides.” We believe that our society will make the greatest strides in

What is Dyslexia Alliance doing and why?

educating our dyslexic population by bringing all perspectives and skills together. We believe that collaboration is the key to making lasting improvements.

Our VisionDyslexia will be understood and embraced so that individuals with dyslexia reach their full potential.

Researchers have noted that people with dyslexia have strengths in art, math, engineering, empathy, abstract and spatial reasoning, athletics, and more. To be mislabeled as dumb, lazy, or unmotivated is not only painful but can determine the pathways that a person might take. We need the skills of the dyslexic mind to build a better world. But first, this learning difference needs to not only be understood, it needs to be celebrated. This is the heart of our work at Dyslexia Alliance and why we put so much time and effort into our outreach and education services.

Our MissionDyslexia Alliance – a collaborative nonprofit – seeks to enhance the lives of individuals with dyslexia through awareness, identification, advocacy, early evidence-based intervention, and education.

We are achieving our mission. Even as young as we are, we are making progress. Here’s what we did in 2017.

We focused squarely on outreach. We offered the following:

● Sacramento DMV - 1 hour Introduction to Dyslexia presentation (8 attendees)● Sacramento County Office of Education - 1 hour Introduction to Dyslexia

presentation● Wrapped up our first grant with the City of Roseville, which was used to provide 4

training sessions during the 2016-2017 school year; beginning with a 1-hour Introduction to Dyslexia. (60 educators)

● Q & A on Dyslexia (30 attendees)

We also● Built a social media presence: approx. 500 followers on both Facebook and Twitter.● Strengthened our website considerably.● Participated in Walk For Literacy (est. 2,000 attendees)● Participated in Roseville City’s Community Resource Fair (est. 500 attendees)

● Participated in Sacramento DMV Disability Fair (est. 50 attendees)● Participated in CAC Meeting-Sacramento City School District (75 attendees)

In addition, we assisted over 75 families who needed information about screening, testing, tutoring, and advocacy relating to reading difficulties and dyslexia. This assistance took the form of phone calls, emails, and in-person meetings.

Esther's Dyslexia presentation opened my eyes! I thought I was attending to find out if a boy I was tutoring could be dyslexic. It turned out that the description exactly fit what was happening for my daughter! I had no idea what dyslexia really was, even though I had been a public school teacher, teaching reading! I had been telling parents what the school had taught me to say, "Just wait for testing until 3rd grade if you think your child might be dyslexic. Many children outgrow their reversals by then." I learned there are so many things the child may be doing or saying while reading that could be a clue to their dyslexia...not just letter reversals! Dyslexia affects all of life not just reading. The Dyslexia Alliance helped me find resources so I could learn more about dyslexia and help me figure out what to do now that I suspect dyslexia is the cause of my daughter's reading, math and memory struggles.

Thank you, Esther and Dyslexia Alliance!Gratefully,Audra Sterrett

The Dyslexia Alliance is a fabulous organization that provided the Placer County Library and our patrons with two presentations…, both free of charge. The first was an overview of dyslexia. It was 1.5 hours long and many people came to hear the wonderful speaker and learn more about it. The second was a 2 hour simulation of dyslexia and all of us who attended were able to get a sense of what it must feel like to be dyslexic. Thank you to the Dyslexia Alliance for providing such a valuable service to our community!

Testimonials: What impact have we had?

Respectfully,Angela PerronLiteracy Specialist, Placer County Library

IncomeDirect Public Support, Individual Contributions $ 1,920.00In-service training $ 540.00Pathways to Literacy Grant $ 5,580.00Early Screening Services $ 120.00

Total Income: $ 8,160.00

Expenses

Operations $ 600.00Business Expenses $ 240.00Other Types (Insurance, Advertising, etc.) $ 3,120.00Roseville Grant $ 2,520.00Scholarship program $ 300.00

Total Expenses: $ 6,780.00

Net Income, 2017 $ 1,380.00

Myth: Kids with dyslexia see things backwards. Vision therapy is the key.

Fact: Dyslexia isn’t a “vision” problem. People with dyslexia struggle with directionality (does the loop on the “d” go to the right or to the left?) and they struggle with the sounds of language and

Financial Highlights

getting the sounds in the right sequence, but they do not actually see things backwards or see them move around.

Bronze, $1 - $99

B. ReamM. Rainey

Silver, $100 - $999

M. PetersonE. RomeroL. Skinner

Gold, $1,000 - $2,499

Platinum, $2,500 - $4,999

Myth: An extra 20 minutes of reading per day and/or more

phonics instruction will help a person with dyslexia learn to

read and spell.

Fact: More practice and more traditional instruction will not help a person with dyslexia learn to spell and

Our Donors and Supporters in 2017

read. People with dyslexia should be engaged in an Orton-Gillingham-based tutoring/learning program. These are the only programs that have been proven through evidence-based research to work.

Governance➢ Add at least two board seats (and 2 new board members)➢ Put in place all pieces and policies mentioned in our grant-readiness review

Finances

➢ Receive $5,000+ in private donations.➢ Earn $1,000+ through in-service trainings

Program➢ This will be a transitional year with a new board and new goals.

Goals for 2018

The Board of Directors at Dyslexia Alliance

Esther Romero, President, holds a degree in Liberal Studies. She is also a dyslexia consultant, a Barton Reading and Spelling tutor, Irlen screener, speaker, and LiPS tutor who began helping other dyslexic families after her own son was diagnosed with dyslexia in first grade. Esther heads up our outreach efforts, regularly offering presentations on dyslexia to the Sacramento community.

“Dyslexia Alliance is an important organization because parents need someone to talk to for support. I don’t want other parents to suffer the anger and confusion I have experienced.”

Colleen Clark, Vice President, holds a masters’s degree in social work. She has worked on behalf of children and families for the past twenty years, primarily in the public sector. Colleen is a proud parent to her teenage son whose dyslexia was not identified until he was in the sixth grade. Shortly thereafter, she became involved with Dyslexia Alliance as a recipient of their services and volunteer. Colleen is committed to contributing to the pursuit of ensuring all individuals and families have equitable access to early identification, attainable resources, and opportunities towards strengthening of individual and family empowerment of dyslexia,

The People of Dyslexia Alliance

beginning in our local communities.

“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”- Margaret Mead

Marci Peterson, Treasurer, holds a master's degree in education from Regent University. She has been in education for 14 years serving in a variety of literacy roles, including three years as a resource coordinator for a private school. Marci has spent the last 24 years living all over the United States and in three additional countries. In that time, she served on six boards of directors for nonprofit organizations and gained a global view of education. Currently, she has her own practice in dyslexia tutoring and educational consulting in Roseville. Marci oversees our professional networking efforts at Dyslexia Alliance.

“I believe every person has the desire to read. My heart’s desire is to see more kids have access to effective instruction and tutoring and to give parents a place to turn for answers and support.”

Dyslexia Alliance is currently an all-volunteer organization. Thank you so much, volunteers, for taking time out of your busy schedules to contribute ideas,make phone calls, deliver flyers, edit materials, attend workshops, and so much more!!!!

Thank you to our current Board of Directors as well as Anne Becker, Cathy Samiec, Lynn Stokesbury, Jaden Clark, Dr. Kathi Cristo, Dr. Al Zarembski, Renee

Webster-Hawkins, Annaliese Nistor, Donna Windheim.

$5 will help us make copies of educational handouts that we can pass out at the presentations we offer to administrators, teachers, and parents.

$15 will pay for a book or video that we can give or loan to parents, teachers, and administrators.Larger donations will help us do the following:● Broaden our outreach services (presentations, simulations, and in-service trainings)● Offer screening and testing services for low or no cost (screening/testing costs

start at $100 and can go as high as $3,500, depending on the provider and the needs of the client)

● Purchase tutoring materials for parents and schools (a complete set of materials costs approximately $3,000 for a family and $10,000 for a school-site license)

● Offer tutoring services at low or no cost (private tutoring typically costs between $45 and$65/hour)

● Initiate, support, and coordinate early intervention programs at schools

It’s easy!Just go to our website at www.DyslexiaAlliance.org and click on the “Donate Now” tab.

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Or send a check payable to Dyslexia Alliance, 3031 Stanford Ranch Road, Ste. 2, Rocklin, CA 95765- 5554.

Thank you for reading our annual report. We hope we have engaged your interest and that you will become part of our team—in whatever manner fits your interests, skills, and busy life!