Take Flight: A Comprehensive Intervention for Students with Dyslexia is a curriculum written by the staff of the Luke Waites Center for Dyslexia and Learning Disorders of Scottish Rite for Children. 

The curriculum was designed for use by a Certified Academic Language Therapist (CALT) with children 7 years and older who have dyslexia. It was developed to enable students with dyslexia to achieve and maintain better word recognition, reading fluency, reading comprehension and aid in the transition from a therapy setting to “real world” learning.

Learn more about the training with the Take Flight Training flyer.

Build: A K-1 Early Reading Intervention is a small group reading intervention that addresses five components of reading written by the staff of the Luke Waites Center for Dyslexia and Learning Disorders of Scottish Rite for Children. 

The five components are the alphabet, letter/sound knowledge, phonological awareness, vocabulary, and comprehension. Each component is taught developmentally using a direct, systematic, cumulative, multisensory method of instruction and practice to meet the specific needs of Kindergarten and first-grade students struggling with reading.

Learn more about the training with the BUILD Training flyer.

Turbo Start: A Dyslexia Curriculum for Newly Identified Students with Dyslexia is a nine-week, evidence-based dyslexia intervention that can be used as part of a standard protocol dyslexia instruction program. Turbo Start provides a jump start for newly identified students with dyslexia who need comprehensive dyslexia intervention while awaiting placement in an intervention group. 

Turbo Start addresses five specific evidence-based components of reading intervention. It is a complimentary dyslexia instruction program, which provides comprehensive, intensive, evidence-based instruction for students who are identified off-cycle, and addresses characteristic weaknesses of students with dyslexia to support optimal growth once placed in a sequential reading intervention program.

Learn more about the training with the Turbo Start Training flyer.

Image

Adriana Ordoñez, M.Ed., LDT, CALT-QI, brings over 25 years of extensive experience as an educator and Certified Academic Language Therapist. She holds two Master of Education degrees from Spain: one in Teaching English as a Foreign Language from the University of Jaén, and the other in Teaching Spanish as a Foreign Language from the University of Leon. Additionally, she earned a Bachelor's degree in Modern Languages, with a concentration in English, Spanish, and French, from Del Valle University in Colombia. Throughout her career, Adriana has primarily focused on teaching emergent bilingual students at the elementary school level, as well as providing dyslexia therapy in both English and Spanish. Currently, she serves as a Dyslexia Facilitator in the Garland Independent School District, and as a Qualified Instructor at the Garland ISD Training Center. In these roles, she is instrumental in supporting the Dyslexia Department by designing and delivering training sessions and instructional resources. Adriana is passionately committed to providing high-quality reading interventions for Spanish-speaking students. This dedication shines through in her creation of "SENDEROS," a comprehensive, research-based program for Spanish-speaking students identified with dyslexia. Her work truly reflects her unwavering commitment to improving literacy outcomes and supporting diverse learners.

Image

Amy Amaro, LDT, CALT-QI, C-SLDS, is a highly experienced Certified Academic Language Therapist and Licensed Dyslexia Therapist. With over seventeen years of experience in education, she specializes in early childhood literacy and dyslexia instruction. Currently serving as a Dyslexia Facilitator within the Garland Independent School District, Amy also holds the position of Qualified Instructor at the Garland ISD Dyslexia Training Center. She is the lead author of TRAILS, an innovative dyslexia program developed in-house by the Garland ISD, and serves on the Board of Directors for the Dallas International Dyslexia Association. Amy's dedication to providing exceptional training for educators and advocating for appropriate interventions stems from her own experience with dyslexia.

Image

Ann Atherton, M. Ed, LDT, CALT-QI, C-SLDS, ED DIAG, has been an educator for 27 years in Garland ISD. Since graduation from Texas A&M University, Ann has served as a classroom teacher, Bilingual Literacy Specialist and Interventionist.  She began dyslexia therapist training in 2017 at Scottish Rite in Dallas.  While completing this program, she concurrently earned her Master’s degree from Midwestern State University in Special Education, specializing in Dyslexia, with an Educational Diagnostician Certification.  In 2019, Ann became a CALT, LDT and C-SLDS. She has been part of the Garland ISD Dyslexia Training Center since 2019 and became a Qualified Instructor in 2023.  She continues to serve both English and Spanish speaking students, alongside with training and supporting future dyslexia therapists.  She also serves Garland ISD in a diagnostic support role, by assessing bilingual students and  collaborating with Diagnosticians, as to whether student delays are due to a language deficit or dyslexia. She strives to build dyslexia awareness in adults, as well as foster healthy mindsets in her students. 

Image

Debra Thomas, E.d.D., CALT serves as a Garland ISD resource teacher providing dyslexia services to elementary students. Debra is a U.S. Navy veteran (10 years), and has 17 years of teaching experience.Debra’s certifications include EC-4 Generalist,  EC-12 Special Education, English as a Second Language, and K-12 Principal as Instructional Leader. When she is not teaching, Debra enjoys spending time with her husband of 28 years, and their two sons.

Image

Evita Prieto, M.S., LDT, CALT, Q.I (in training) is a Certified Academic Language Therapist with over 17 years of experience in education and a background in journalism from Venezuela. Evita holds a Master of Science in Language and Spanish Culture from the University of Salamanca, Spain. As a passionate educator, Evita is trained in an array of multisensory programs; Take Flight, Build, and Esperanza. Evita is committed to personalized, evidence-based interventions to help students thrive academically and specializes in dyslexia therapy for emergent bilingual and general education students. Evita is currently pursuing her qualified instructor certification through the Garland ISD Dyslexia Training Center. 

Image

Karla Thompson, M.Ed, LDT, CALT-QI (in training), is a Certified Academic Language Therapist and Licensed Dyslexia Therapist in Garland, Texas. She is a seasoned educator, specializing in dyslexia intervention, special education, literacy, and behavior management. With 18+ years of experience, she holds teacher certifications in Special Education (K-12) and General Education (EC-4) and earned her M.Ed in Special Education, along with her Graduate Academic Certificate in Applied Behavior Analysis, from the University of North Texas. Karla is dedicated to providing effective dyslexia therapy, training, and advocacy for individuals with special needs. Currently pursuing her Qualified Instructor Certification through the Garland ISD Dyslexia Training Center, she continues to make a meaningful impact in education.

Image

Nicole Kelly, M.Ed., LDT, CALT-QI, C-SLDS is a Certified Academic Language Therapist and Licensed Dyslexia Therapist in the Garland Independent School District with over twenty years of experience in education, specializing in literacy and dyslexia. She is a Dyslexia Facilitator and Qualified Instructor at the Garland ISD Dyslexia Training Center. Nicole works with educators by providing dyslexia therapy training, presentations, consultations, and resources. She earned her M.Ed. degree in Reading Curriculum and Instruction from Grand Canyon University and her B.A. degree in Sociology from The University of North Texas. She also earned her Principal Certification from Lamar University. Nicole is a member of the International Dyslexia Association (IDA) and the Academic Language Therapy Association (ALTA). She serves on the ALTA Registration/Certification Committee. Nicole's dedication to exceptional training for educators and advocating for the connection between academics and social-emotional well-being concerning students is evident in her work. 

Image

Shelby Jones, M.Ed., LDT, CALT-QI, C-SLDS holds a Bachelor of Arts and a Master of Education from Stephen F. Austin State University with a reading specialist emphasis. She has over nineteen years of education experience as a classroom teacher, Interventionist, Adult Literacy Instructor, and Dyslexia Therapist.  Since completing her dyslexia therapy training with Scottish Rite for Children, in 2018, she has become a Licensed Dyslexia Therapist (LDT), Certified Academic Language Therapist (CALT), and Structured Literacy Dyslexia Specialist (C-SLDS). Shelby became a Qualified Instructor (QI) in 2023 through the Garland ISD Dyslexia Training Center. She holds teaching certifications in Elementary Education, English as a Second Language, Reading Specialist, and Special Education. Shelby is a member of the International Dyslexia Association (IDA) and the Academic Language Therapy Association (ALTA), where she serves on the Certification Committee. Shelby is dedicated to guiding her students to reach their fullest potential and helping professionals grow in their knowledge of dyslexia. 

Image

Stephanie Clark, M.Ed., LDT, CALT-QI, C-SLDS, Ed. Diag., is the Garland ISD Dyslexia Training Center Administrator and Dyslexia Coordinator for Garland Independent School District. With a robust background in education and specialized expertise in dyslexia, Stephanie is a Licensed Dyslexia Therapist, Certified Academic Language Therapist, Qualified Instructor of Therapy, Certified Structured Literacy Dyslexia Specialist, and Educational Diagnostician.

Stephanie's academic journey began at the University of Texas at Dallas, where she earned her Bachelor's degree in Interdisciplinary Studies in 2007. She furthered her education at Midwestern State University, obtaining a Master's degree in Special Education with an emphasis on dyslexia and educational diagnostician certification in 2018. In 2022, she completed her Principal as an Instructional Leader certification from Lamar University.

Stephanie began her educational career in 2007 as a first-grade teacher and has been dedicated to working with students with dyslexia since 2016. Stephanie is a member of the Academic Language Therapy Association (ALTA) and serves on the ALTA Registration/Certification Committee.

Her passion lies in empowering educators by providing them with the necessary support and tools to assist students with reading difficulties. Stephanie is committed to equipping students and their families with resources to achieve success and realize their full potential. Stephanie is driven by her mission to support vulnerable student populations, ensuring they have the opportunities and support needed to thrive. She firmly believes that individuals with dyslexia have the power to change the world and considers it an honor to be part of their journey.