District Site

410 Central Ave. N.
New Prague, MN 56071

phone: 952-758-1700
fax: 952-758-1799


Dyslexia in NPAS

Dyslexia is identified as a neurobiological learning disorder. The International Dyslexia Association characterizes dyslexia as  “difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” NPAS screens all K-2 elementary students for indicators of dyslexia in compliance with Minnesota Statute 120B.12. Our screening efforts are designed to identify students who may need targeted, research based interventions and/or further evaluation to determine eligibility for special education services.


Screening process

NPAS uses the FastBridge assessment system for early identification screening for students in grades K-2. Other data that may be used include: Benchmark Assessment System 1 and 2 (Fountas and Pinnell), classroom formative assessments and teacher observation data.

Our screening procedure can be found here: NPAS Dyslexia Screener Procedure

Note: Screening does not diagnose dyslexia but is the first step in identifying students who may need more explicit instruction in the components of reading.

Parent/Guardian Notification

Parents/guardians are notified if concerns have been identified through the screening process for further assessment. Parent/guardian/teacher conferences are held during the fall and spring where student performance is discussed.

Trained staff

The majority of our interventionists and some special education teachers have been trained in the Sonday System, which is based on the Orton Gillingham multisensory principles. Additionally, many of our interventionists and special education teachers have been trained in the Orton Gillingham multisensory approach. We also have interventionists and SPED teachers who have received training in the Wilson Language Training System.


Some of the materials used by our interventionists include:

  • Sonday System – Orton Gillingham methods and strategies providing multisensory reading instruction to students; the focus of each lesson is reading, writing and spelling.
  • Leveled Literacy Interventions – Used in small groups for students who need extra support to achieve grade-level competencies; provides explicit instruction on phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing; helps teachers match students with texts of progressing difficulty and deliver systematic lessons targeted to a student’s reading ability.
  • Fundations -- Used in small groups with students in grades K-3 to support phonemic awareness, phonics/ word study, high frequency word study, reading fluency, vocabulary, comprehension strategies, handwriting, and spelling.

Progress Monitoring

Students who are receiving targeted intervention support are monitored to document growth and their response to the intervention through the FastBridge assessment platform. If a student is progressing, the goal is adjusted upwards and the student continues until ready to exit from the intervention. If a student is not making progress, the instruction may be adjusted with intensity or frequency in order to ensure student progress.

Referral to Special Education

Students who do not show adequate progress with targeted interventions may be recommended for a formal special education assessment. You can learn more about our referral process by contacting Amy Waldspurger, Director of Special Services.

Dyslexia Diagnosis

While the New Prague Area School District does not formally diagnose dyslexia, we monitor student performance and screen for reading concerns that may indicate a need for supplemental instruction, alternative learning methods or specialized instructional services. Should your child be diagnosed with dyslexia by an outside source, please make the classroom teacher aware of the diagnosis while sharing any additional information that may be helpful, including, but not limited to the outside evaluator’s summary and recommendations.

The classroom teacher may bring this information to the building’s problem solving team for consideration. This building team will then investigate the extent to which the diagnosed disability of dyslexia is affecting the student’s performance in the area of reading and determine the next steps which could include: an additional evaluation, implementation of classroom accommodations, inclusion in one or more of the interventions available at the site or it may be determined that no additional services are required. Should additional supports or services be recommended, parents/guardians would be notified.

document-html.gif Navigating the School System When a Student is Struggling with Reading or Dyslexia
document-html.gif Understood Organization

Convergence Insufficiency

NPAS does not include screening for convergence insufficiency disorder as part of its vision screening program. Parents/guardians with concerns about the condition should see their licensed eye care specialist for assessment and treatment. NPAS follows the Minnesota Department of Health (MDH) recommendations for vision screening and follow-up. Vision screenings for school use are insufficient for diagnosing Convergence Insufficiency.