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Local parent urges continued investment in dyslexia and structured‑literacy supports
Summary
Rebecca Bergfin, who said she was identified with dyslexia in fourth grade, praised USD 457’s structured literacy work (Orton‑Gillingham approaches, district screeners, PLCs) and urged the board to sustain and expand supports, after‑school opportunities and teacher training funded in part by grants.
During public comment Rebecca Bergfin told the board she was identified with characteristics of dyslexia in fourth grade and described how Orton‑Gillingham‑based interventions shaped her education. She outlined the district’s progression on dyslexia supports — screening refinement, two‑and‑a‑half‑day professional development in 2018, train‑the‑trainer approaches in 2020, and after‑school literacy supports funded by 21st‑Century grants — and said those investments had measurable positive effects for students.
Bergfin named several schools (Florence Wilson, Victor Nellis, Buffalo Jones, Gartje Walker, Nate Hubert) that participated in programs and praised educators who provided extra time and summer support. She asked the board to continue recognizing and expanding evidence‑based literacy practices to sustain district gains.
The board acknowledged her remarks and moved on to the evening’s building presentation.
