Dyslexia Services in Aldine ISD

Dyslexia Services in Aldine ISD

This guide provides information about dyslexia services available to students in Aldine Independent School District (AISD) in accordance with Texas state law and best practices. It covers topics ranging from the Texas Dyslexia Handbook to requesting evaluations and understanding the difference between 504 plans and IEPs.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook: 2024 Update is the primary resource for understanding dyslexia and related services in Texas public schools. Aldine ISD adheres to the guidelines and recommendations outlined in this handbook. It is essential for parents, educators, and administrators to familiarize themselves with this document.

Key aspects of the Texas Dyslexia Handbook:

• Definition of Dyslexia: The handbook provides a clear and comprehensive definition of dyslexia, emphasizing its neurological origin and its impact on accurate and fluent word recognition, spelling, and decoding abilities.
• Identification Procedures: It outlines the procedures for identifying students with dyslexia, including screening, evaluation, and progress monitoring. The handbook emphasizes a multi-tiered system of supports (MTSS) approach.
• Instructional Practices: The handbook advocates for Structured Literacy approaches for students with dyslexia, emphasizing systematic, explicit instruction in phonological awareness, phonics, fluency, vocabulary, and reading comprehension.
• Accommodations and Modifications: The handbook provides guidance on providing appropriate accommodations and modifications to support students with dyslexia in the classroom.
• Legal Requirements: It clarifies the legal requirements related to dyslexia services under Texas law, including House Bill 3 and other relevant legislation.
• Parent Involvement: The handbook emphasizes the importance of parent involvement in the identification, assessment, and intervention processes.
• Professional Development: It highlights the need for ongoing professional development for educators to effectively support students with dyslexia.

Where to Find the Handbook:

The most current version of the Texas Dyslexia Handbook can be found on the Texas Education Agency (TEA) website. Search for "Texas Dyslexia Handbook" on the TEA website or access it through the Aldine ISD website under Special Education Services.

Mandatory Screening

Texas law mandates that all students in kindergarten through second grade be screened for dyslexia. Aldine ISD implements a universal screening process to identify students who may be at risk for dyslexia.

AISD Screening Process:

• Kindergarten: Students are screened for foundational literacy skills, including phonological awareness, letter knowledge, and rapid naming, using evidence-based screening tools.
• First and Second Grade: Students are screened for reading fluency, decoding skills, and spelling. The specific screening tools used may vary but will align with the recommendations in the Texas Dyslexia Handbook.
• Data Review: Screening data is reviewed by a team of educators, including classroom teachers, reading specialists, and administrators, to identify students who require further evaluation.
• Parent Notification: Parents of students identified as potentially at risk for dyslexia are notified and provided with information about the screening results and next steps.

What Happens After Screening?

If a student's screening results indicate a potential risk for dyslexia, Aldine ISD will take the following steps:

• Provide Targeted Intervention: The student will receive targeted intervention in the classroom, focusing on areas of identified weakness. This intervention will be delivered using evidence-based strategies and monitored regularly.
• Progress Monitoring: The student's progress will be monitored regularly to determine the effectiveness of the intervention.
• Further Evaluation (If Needed): If the student does not make adequate progress with targeted intervention, the school will consider conducting a full evaluation for dyslexia.

Structured Literacy Programs

Aldine ISD utilizes Structured Literacy approaches in its dyslexia intervention programs. Structured Literacy is an evidence-based approach to reading instruction that is systematic, explicit, cumulative, and diagnostic.

Key Components of Structured Literacy:

• Phonological Awareness: Instruction focuses on the sounds of language, including identifying, segmenting, blending, and manipulating phonemes.
• Phonics: Students learn the relationships between letters and sounds and how to decode words using these relationships.
• Fluency: Instruction aims to improve reading rate, accuracy, and prosody.
• Vocabulary: Students learn the meaning of words and how to use them in context.
• Reading Comprehension: Instruction focuses on strategies for understanding and interpreting text.
• Systematic and Explicit Instruction: Concepts are taught in a logical sequence, and instruction is direct and unambiguous.
• Cumulative: Each lesson builds on previously learned concepts.
• Diagnostic: Instruction is tailored to meet the individual needs of the student based on ongoing assessment.

Examples of Structured Literacy Programs Used in AISD:

While specific programs may vary depending on campus and grade level, Aldine ISD utilizes several research-based Structured Literacy programs to address the needs of students with dyslexia. Parents should contact their child's school to inquire about the specific programs being used.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act or under the Individuals with Disabilities Education Act (IDEA) through an Individualized Education Program (IEP). Understanding the differences between these two types of support is crucial.

Section 504 Plan:

• Purpose: To provide accommodations to students with disabilities to ensure they have equal access to education.
• Eligibility: A student is eligible for a 504 plan if they have a physical or mental impairment that substantially limits one or more major life activities (e.g., learning, reading).
• Services: Accommodations are provided to level the playing field and allow the student to access the general education curriculum. Examples include extended time on tests, preferential seating, and assistive technology.
• Focus: Access to the general education curriculum.
• Funding: Funded through general education resources.

Individualized Education Program (IEP):

• Purpose: To provide specialized instruction and related services to students with disabilities who require more intensive support than can be provided through a 504 plan.
• Eligibility: A student is eligible for an IEP if they have one of the 13 disabilities listed in IDEA (including Specific Learning Disability, which can include dyslexia) and, as a result of that disability, need specially designed instruction.
• Services: Includes accommodations, modifications to the curriculum, and specialized instruction tailored to the student's individual needs. Related services such as speech therapy or occupational therapy may also be provided.
• Focus: Specially designed instruction to address the student's specific learning needs.
• Funding: Funded through special education resources.

Key Differences Summarized:

Which is Right for My Child?

The decision of whether a 504 plan or an IEP is appropriate for a student with dyslexia depends on the severity of their learning difficulties and the level of support they require. Students who need significant modifications to the curriculum and/or specialized instruction may be better served by an IEP. The ARD (Admission, Review, and Dismissal) committee, which includes parents, educators, and other professionals, makes the final determination.

Accommodations List

Accommodations are changes to how a student learns the material. They do not change what the student is expected to learn. Common accommodations for students with dyslexia include:

• Extended Time: Allowing extra time to complete assignments and tests.
• Preferential Seating: Seating the student near the teacher or away from distractions.
• Audiobooks: Providing access to audiobooks for reading assignments.
• Text-to-Speech Software: Using software that reads text aloud.
• Speech-to-Text Software: Using software that converts speech to text.
• Use of Graphic Organizers: Providing visual aids to help with organization and note-taking.
• Chunking of Assignments: Breaking down large assignments into smaller, more manageable tasks.
• Modified Spelling Expectations: Focusing on content rather than perfect spelling in early drafts or informal writing.
• Use of a Calculator: Providing a calculator for math assignments.
• Copies of Notes: Providing copies of teacher's notes.
• Quiet Testing Environment: Providing a quiet space for testing.
• Frequent Breaks: Allowing the student to take short breaks during class or testing.
• Visual Aids: Using visual aids to support learning.
• Assistive Technology: Providing assistive technology such as screen readers or word processors.
• Oral Administration of Tests: Reading test questions aloud to the student.

Important Considerations:

• Individualization: Accommodations should be individualized to meet the specific needs of the student.
• Implementation: Accommodations should be implemented consistently and effectively by all teachers.
• Monitoring: The effectiveness of accommodations should be monitored regularly and adjusted as needed.

How to Request Evaluation

If you suspect your child may have dyslexia, you have the right to request an evaluation. The process for requesting an evaluation in Aldine ISD is as follows:

1. Contact the School: Contact your child's teacher, school counselor, or principal to express your concerns.
2. Submit a Written Request: Submit a written request for an evaluation to the school principal or special education director. The request should include your child's name, date of birth, grade level, and a detailed description of your concerns about their reading, spelling, and writing abilities. Clearly state that you are requesting an evaluation for dyslexia.
3. School Response: The school must respond to your request within a specified timeframe (typically 15 school days). They may request additional information or schedule a meeting to discuss your concerns.
4. Evaluation Process: If the school agrees to conduct an evaluation, they will gather information from various sources, including classroom observations, teacher input, standardized tests, and parent input.
5. ARD Committee Meeting: Once the evaluation is complete, an ARD committee meeting will be held to review the results and determine if your child is eligible for special education services under IDEA. If your child does not qualify for special education, the ARD committee will determine if a 504 plan is appropriate.

Important Information for Your Request:

• Documentation: Include any relevant documentation, such as previous evaluations, report cards, or teacher observations.
• Specific Concerns: Be specific about your concerns regarding your child's reading, spelling, and writing skills. Provide examples of their difficulties.
• Parent Rights: Understand your rights as a parent of a child with a disability. You have the right to participate in all aspects of the evaluation and IEP/504 plan development process.

Resources:

• Aldine ISD Special Education Department: Contact information can be found on the Aldine ISD website.
• Texas Education Agency (TEA): texas.gov (Search for "Dyslexia")
• International Dyslexia Association (IDA): dyslexiaida.org

This guide provides general information about dyslexia services in Aldine ISD. For specific questions or concerns, please contact your child's school or the Aldine ISD Special Education Department.