Culture & Equity Committee
The mission of the Culture and Equity committee at Valdez is to ensure that our school community, including students, staff, and families is one that fosters community, equity and a culture of inclusivity for all of its members regardless of gender, ethnicity, race, class, sexual orientation, physical ability, religion, country of origin or any other characteristic. We are all equally valuable and welcomed. Join us and help us shape Escuela Valdez’s culture!
Meetings:
The committee meets the third Monday of the month at 8:30 a.m. both in person at the school’s playground and virtually.
https://us02web.zoom.us/j/85425190646?pwd=RCtBODFsM1JGKzFzb1RVMWZKeUpmUT09
Meeting ID: 854 2519 0646
Passcode: 113786
The meetings agendas and notes are at this link.
Groups:
These groups meet in between the committee meetings to work on projects and initiatives to better the school’s culture and equity:
Communications
Community Building
Special Needs
Questions?
Contact the committee’s co-leaders.
Jenifer Pressman, Kevin Holwerda Hommes, Mirna Villa, Vivian Morales
Neurodiversity Committee Information
The US Department of the Health and Human Services estimates that 15% of the population has dyslexia. It is the most common learning disability. Dyslexia is a neurobiological difference in the way the brain processes language. Children have a 50% chance of having dyslexia if one parent has it, and a 100% chance if both parents have it. According to the National Institute of Health, dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2. Children with dyslexia who get extra help in kindergarten or first grade often improve their reading skills enough to succeed in grade school and high school. Children who don't get help until later grades may have more difficulty learning the skills needed to read well. They're likely to lag behind academically and may never be able to catch up. A child with severe dyslexia may never have an easy time reading. But a child can learn skills that improve reading and develop strategies to improve school performance and quality of life. If you are worried that your child may have dyslexia, you have the right to request an evaluation for specific learning disability.
Per the Colorado State Board of Education:
Source: https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8 Pages 13-14
2.08(8)(a) Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific Learning Disability does not include learning problems that are primarily the result of: visual impairment, including blindness; hearing impairment, including deafness; orthopedic impairment; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.
2.08(8)(b) A child may be determined to have a Specific Learning Disability that prevents the child from receiving reasonable educational benefit from general education if a body of evidence demonstrates the following criteria are met:
2.08(8)(b)(i) The child does not achieve adequately for the child’s age or to meet state-approved grade-level standards and exhibits significant academic skill deficit(s) in one or more of the following areas when provided with learning experiences and instruction appropriate for the child’s age or state-approved grade-level standards:
2.08(8)(b)(i)(A) Oral expression;
2.08(8)(b)(i)(B) Listening comprehension;
2.08(8)(b)(i)(C) Written expression;
2.08(8)(b)(i)(D) Basic reading skill;2.08(8)(b)(i)(E) Reading fluency skills;
2.08(8)(b)(i)(F) Reading comprehension;
2.08(8)(b)(i)(G) Mathematical calculation;
2.08(8)(b)(i)(H) Mathematics problem solving; and
2.08(8)(b)(ii) The child does not make sufficient progress to meet age or state- approved grade-level standards in one or more of the areas identified in Section 2.08(8)(b)(i) when using a process based on the child’s response to scientific, research-based intervention.
Special Education Referral Process
Source: https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8, pages 40-41
A special education referral shall be clearly distinguished from a building level referral or a referral for screening both of which are regular education processes. The administrative unit or state- operated program shall establish and follow procedures for referring a child for an initial evaluation to determine whether or not the child has a disability and needs special education and related services.
4.02(3)(a) A special education referral may be initiated by either:
4.02(3)(a)(i) An administrative unit or state-operated program as a result of a building level screening and/or referral process; or
4.02(3)(a)(ii) The parent of the child.
Any other interested person who believes that a child is in need of an initial evaluation must work with the parent or the appropriate administrative unit or state-operated program.
4.02(3)(b) A parent of any child referred shall be informed of the referral and be provided with prior written notice consistent with Section 6.02(3) and 34 CFR §300.503 and a copy of the Procedural Safeguards Notice consistent with Section 6.02(4) and 34 CFR §300.504.
4.02(3)(c) Once a written special education referral has been initiated, the initial evaluation, shall be completed within 60 calendar days from the point of initiation of the special education referral. The special education referral process is initiated when one of the following occurs:
4.02(3)(c)(i) The parent is informed of the special education referral as a result of the building level process or screening and the parent provides written consent to conduct the initial evaluation; or
4.02(3)(c)(ii) The request for an initial evaluation is received from the parent and the parent provides written consent to conduct the initial evaluation.
Signs of dyslexia at home or in the classroom
https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/ (website in English only)
What is dyslexia?
https://www.understood.org/en/articles/what-is-dyslexia (This page, like all pages in Understood.org can be toggled to Spanish)
More dyslexia information
https://dyslexiaida.org (This page has a orange button on the lower right hand side called “Reach Deck”, which opens a tab bar on the top of the page. The icon 4th from the left will allow you to toggle the page to Spanish)
Private Evaluators
https://idarmb.org/referrals/ (webpage in English only)
Children’s Hospital: https://www.childrenscolorado.org/doctors-and-departments/departments/audiology-speech-learning/ (webpage in English only, but there is a number to call for non-native English speakers that need assistance. Per the website: ATENCIÓN: si habla español, tiene a su disposición servicios gratuitos de asistencia lingüística. Llame al 1-720-777-9800.
University of Colorado Boulder: https://www.colorado.edu/slhs/speech-language-and-hearing-clinic-slhc (webpage in English only. Sliding scale payment options are available.
University of Denver: https://liberalarts.du.edu/psychology/child-family-psychology/developmental-neuropsychology-clinic (webpage in English only. Financial assistance may be available)
504/IEP information
https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans (can be toggled to Spanish)
Additional Support
Places Outside of Public School to get Evaluated Information for Families with Children Struggling with Reading
The US Department of the Health and Human Services estimates that 15% of the population has dyslexia. It is the most common learning disability. Dyslexia is a neurobiological difference in the way the brain processes language. It is not a problem with a child not trying hard enough, and it is not due to a child’s family not reading enough at home.
Dyslexia runs in families. It is likely that a child with dyslexia has an immediate family member who also has this condition. Also, it's not unusual for two or more children in a family to have this type of learning disability. It may be hard to know if an older relative has dyslexia if he left school before the condition was diagnosed. If you have relatives who "hated school," who were "drop-outs," or who left school early to join the armed forces or get a job, these folks may have been dyslexic. Without the proper help, school could have become a very frustrating and unrewarding place for them.
According to the National Institute of Health, dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2. Children with dyslexia who get extra help in kindergarten or first grade often improve their reading skills enough to succeed in grade school and high school. Children who don't get help until later grades may have more difficulty learning the skills needed to read well. They're likely to lag behind academically and may never be able to catch up. A child with severe dyslexia may never have an easy time reading. But a child can learn skills that improve reading and develop strategies to improve school performance and quality of life.
I am worried about my child having a learning disability. Now what?
As a parent, guardian or advocate, you have a legal right to request that your public school evaluate your child for special education. Federal law, the Individuals with Disabilities Education Act as amended in 2004 (IDEA), gives you that legal right. States, through local school districts, must “identify, locate, and evaluate every child who may have a disability requiring special education services.” This is called “Child Find.” When there is suspicion that a child has a disability, parents and educators have a responsibility and a right to request a full, individual, comprehensive, multi-disciplinary evaluation.
Parents should request an evaluation in writing. These requests should be sent to your child’s principal or the school district’s director or coordinator of special education. Parents should retain copies of all correspondence relating to their child and follow up with the school principal on the status of the request.
Per the Colorado State Board of Education:
Source: https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8 (Pages 13-14)
2.08(8)(a) Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific Learning Disability does not include learning problems that are primarily the result of: visual impairment, including blindness; hearing impairment, including deafness; orthopedic impairment; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.
2.08(8)(b) A child may be determined to have a Specific Learning Disability that prevents the child from receiving reasonable educational benefit from general education if a body of evidence demonstrates the following criteria are met:
2.08(8)(b)(i) The child does not achieve adequately for the child’s age or to meet state-approved grade-level standards and exhibits significant academic skill deficit(s) in one or more of the following areas when provided with learning experiences and instruction appropriate for the child’s age or state-approved grade-level standards:
2.08(8)(b)(i)(A) Oral expression;
2.08(8)(b)(i)(B) Listening comprehension;
2.08(8)(b)(i)(C) Written expression;
2.08(8)(b)(i)(D) Basic reading skill;
2.08(8)(b)(i)(E) Reading fluency skills;
2.08(8)(b)(i)(F) Reading comprehension;
2.08(8)(b)(i)(G) Mathematical calculation;
2.08(8)(b)(i)(H) Mathematics problem solving; and
2.08(8)(b)(ii) The child does not make sufficient progress to meet age or state- approved grade-level standards in one or more of the areas identified in Section 2.08(8)(b)(i) when using a process based on the child’s response to scientific, research-based intervention.
Special Education Referral Process
Source: https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8, (pages 40-41)
A special education referral shall be clearly distinguished from a building level referral or a referral for screening both of which are regular education processes. The administrative unit or state- operated program shall establish and follow procedures for referring a child for an initial evaluation to determine whether or not the child has a disability and needs special education and related services.
4.02(3)(a) A special education referral may be initiated by either:
4.02(3)(a)(i) An administrative unit or state-operated program as a result of a building level screening and/or referral process; or
4.02(3)(a)(ii) The parent of the child.
Any other interested person who believes that a child is in need of an initial evaluation must work with the parent or the appropriate administrative unit or state-operated program.
4.02(3)(b) A parent of any child referred shall be informed of the referral and be provided with prior written notice consistent with Section 6.02(3) and 34 CFR §300.503 and a copy of the Procedural Safeguards Notice consistent with Section 6.02(4) and 34 CFR §300.504.
4.02(3)(c) Once a written special education referral has been initiated, the initial evaluation, shall be completed within 60 calendar days from the point of initiation of the special education referral. The special education referral process is initiated when one of the following occurs:
4.02(3)(c)(i) The parent is informed of the special education referral as a result of the building level process or screening and the parent provides written consent to conduct the initial evaluation; or
4.02(3)(c)(ii) The request for an initial evaluation is received from the parent and the parent provides written consent to conduct the initial evaluation.
More Information for Families
Signs of dyslexia at home or in the classroom
https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/ (website in English only)
What is dyslexia?
https://www.understood.org/en/articles/what-is-dyslexia (This page, like all pages in Understood.org can be toggled to Spanish)
More dyslexia information
https://dyslexiaida.org (This page has an orange button on the lower right hand side called “Reach Deck”, which opens a tab bar on the top of the page. The icon 4th from the left will allow you to toggle the page to Spanish)
for Dyslexia
Private Evaluators
https://idarmb.org/referrals/ (webpage in English only)
Children’s Hospital: https://www.childrenscolorado.org/doctors-and-departments/departments/audiology-speech-learning/ (webpage in English only, but there is a number to call for non-native English speakers that need assistance. Per the website: ATENCIÓN: si habla español, tiene a su disposición servicios gratuitos de asistencia lingüística. Llame al 1-720-777-9800.
University of Colorado Boulder: https://www.colorado.edu/slhs/speech-language-and-hearing-clinic-slhc (webpage in English only. Sliding scale payment options are available.)
University of Denver: https://liberalarts.du.edu/psychology/child-family-psychology/developmental-neuropsychology-clinic (webpage in English only. Financial assistance may be available)
Information about 504 plans and Individual Education Plans (IEPs)
https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans (can be toggled to Spanish)
Additional Support:
https://www.cokid.org (website in English only)
https://www.dencokid.com (website in English only)