Dyslexia Services in Austin ISD

Dyslexia Services in Austin ISD

This guide provides information regarding dyslexia services available within the Austin Independent School District (AISD), adhering to Texas state laws and guidelines. It is intended to be a resource for parents, educators, and students seeking to understand and access support for dyslexia within the district.

Texas Dyslexia Handbook 2024

The foundation of dyslexia services in Texas, including within Austin ISD, is the Texas Dyslexia Handbook. This document, regularly updated by the Texas Education Agency (TEA), provides comprehensive guidelines for identifying, evaluating, and providing services to students with dyslexia. It is essential to be familiar with this handbook as it outlines the legal requirements and best practices for supporting students with dyslexia in Texas public schools.

Key aspects of the Texas Dyslexia Handbook 2024 (or most current version):

• Definition of Dyslexia: The handbook provides the official Texas definition of dyslexia. Understanding this definition is crucial for determining eligibility for services. Generally, dyslexia is defined as a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
• Early Identification: Emphasis is placed on early identification of students at risk for dyslexia, often beginning in kindergarten.
• Screening Procedures: The handbook outlines acceptable screening measures for identifying students who may be at risk for dyslexia. (See the "Mandatory Screening" section below.)
• Evaluation Procedures: Detailed guidance is provided on conducting comprehensive evaluations to diagnose dyslexia. These evaluations often involve assessments of phonological awareness, decoding, reading fluency, reading comprehension, and spelling.
• Instructional Programs: The handbook specifies the characteristics of effective, research-based instructional programs for students with dyslexia, emphasizing structured literacy approaches. (See the "Structured Literacy Programs" section below.)
• Parent Involvement: The handbook emphasizes the importance of collaboration between school staff and parents in supporting students with dyslexia.
• Legal Requirements: The handbook outlines the legal requirements related to dyslexia services in Texas, including requirements related to screening, evaluation, and instruction.
• Technology: The handbook may address the role of assistive technology in supporting students with dyslexia.

Staying Updated: The Texas Dyslexia Handbook is periodically updated. Always refer to the most current version available on the TEA website for the most accurate and up-to-date information.

Mandatory Screening

Texas law requires universal screening for dyslexia risk factors in specific grades. Within Austin ISD, this translates to:

• Kindergarten, First Grade, and Second Grade: All students in these grades are screened for dyslexia risk factors. This screening is typically conducted using standardized assessments that evaluate skills such as phonological awareness, letter knowledge, and rapid automatized naming.
• Transfer Students: Students transferring into Austin ISD from other districts or states are also screened, particularly if their records indicate potential reading difficulties.

The Screening Process:

1. Classroom Observation and Informal Assessments: Teachers continuously observe students in the classroom and may use informal assessments to identify potential reading difficulties.
2. Universal Screening: Formal, standardized screening instruments are administered to all students in the mandated grades. These screenings are typically brief and designed to identify students who may be at risk for dyslexia.
3. Parent Notification: Parents are notified if their child is identified as being at risk for dyslexia based on the screening results. This notification will include information about the screening results and recommendations for further action.
4. Referral for Further Evaluation: Students who are identified as being at risk for dyslexia are referred for further evaluation to determine if they have dyslexia and are eligible for special education services or accommodations under Section 504.

Important Note: A screening is not a diagnosis. A positive screening result indicates that a student may be at risk for dyslexia and requires further evaluation. It is crucial to follow up with a comprehensive evaluation to determine if the student meets the criteria for a dyslexia diagnosis and requires specific interventions.

Structured Literacy Programs

The Texas Dyslexia Handbook emphasizes the use of structured literacy approaches in providing instruction to students with dyslexia. Structured Literacy is a systematic, explicit, and cumulative approach to teaching reading and spelling. It focuses on the underlying structure of language and provides students with the skills they need to decode words accurately and fluently.

Key Components of Structured Literacy:

• Phonology: Instruction focuses on the sounds of language (phonemes) and how they relate to letters (graphemes).
• Sound-Symbol Association: Students learn the relationships between sounds and letters in a systematic and explicit manner.
• Syllable Instruction: Instruction includes the six basic syllable types and how to decode multisyllabic words.
• Morphology: Students learn the meaning of prefixes, suffixes, and root words and how these elements contribute to the meaning of words.
• Syntax: Instruction includes sentence structure and grammar.
• Semantics: Instruction includes vocabulary development and comprehension strategies.

Austin ISD Implementation: Austin ISD utilizes specific structured literacy programs, though the exact programs may vary by campus. Contact your child's school or the district's special education department for information about the specific structured literacy programs used at your child's school.

Questions to Ask: When inquiring about dyslexia programs at your child's school, consider asking these questions:

• What specific structured literacy program(s) are used?
• What are the qualifications and training of the teachers implementing the program?
• What is the intensity and duration of the instruction?
• How is student progress monitored?
• How are parents involved in the process?

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support through either a 504 plan or an Individualized Education Program (IEP). The key difference lies in the severity of the disability and the level of support required.

Section 504 Plan:

• Purpose: A 504 plan provides accommodations and modifications to students with disabilities to ensure they have equal access to the general education curriculum.
• Eligibility: Students are eligible for a 504 plan if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning.
• Services: Services typically include accommodations in the classroom, such as extended time on tests, preferential seating, and access to assistive technology. It might involve some targeted interventions but typically not specialized instruction.
• IEP Not Required: Students with 504 plans are not necessarily eligible for special education services.

Individualized Education Program (IEP):

• Purpose: An IEP provides specialized instruction and related services to students with disabilities who require more intensive support than can be provided through general education.
• Eligibility: Students are eligible for an IEP if they have a disability that adversely affects their educational performance and requires specially designed instruction. Dyslexia is one area that can qualify a student for an IEP under the Specific Learning Disability (SLD) category.
• Services: Services include specialized reading instruction (e.g., structured literacy programs), speech therapy, occupational therapy, and other related services as needed.
• Formal Evaluation: An IEP requires a comprehensive evaluation to determine the student's specific needs and to develop an individualized plan.

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 individual student's needs. Generally:

• 504 Plan: Appropriate for students with dyslexia who can access the general education curriculum with accommodations.
• IEP: Appropriate for students with dyslexia who require specialized instruction and related services to make progress in reading and writing.

Important Considerations:

• The ARD (Admission, Review, and Dismissal) committee determines IEP eligibility in Texas. This committee includes parents, teachers, administrators, and other relevant professionals.
• Parents have the right to participate in all decisions regarding their child's education, including the development of a 504 plan or an IEP.

Accommodations List

Accommodations are adjustments to the way a student learns and demonstrates knowledge. They do not change the content of the curriculum but rather provide students with the support they need to access the curriculum.

Common Accommodations for Students with Dyslexia:

• Extended Time: Allowing extra time on tests and assignments to compensate for slower reading and writing speeds.
• Preferential Seating: Providing seating near the teacher or away from distractions.
• Audiobooks: Providing access to textbooks and other materials in audio format.
• Text-to-Speech Software: Using software that reads text aloud.
• Speech-to-Text Software: Using software that converts spoken words into written text.
• Graphic Organizers: Using visual aids to help students organize their thoughts and ideas.
• Modified Assignments: Adjusting assignments to reduce the reading and writing demands.
• Notes Provided: Providing students with copies of the teacher's notes.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Use of a Calculator: Allowing the use of a calculator for math problems.
• Dictation: Allowing the student to dictate answers to a scribe.
• Alternative Assessments: Providing alternative ways for students to demonstrate their knowledge, such as oral presentations or projects.
• Reading Aloud on Tests (with limitations based on TEA guidelines): Allowing a student to have tests read aloud, taking into account the specific rules surrounding read-aloud accommodations on state standardized tests (STAAR). Consult the most current TEA guidelines for specific rules on allowable read-aloud accommodations.
• Multi-Sensory Activities: Incorporating hands-on and visual activities into instruction.

Important Considerations:

• Accommodations should be individualized to meet the specific needs of each student.
• Accommodations should be implemented consistently across all settings.
• The effectiveness of accommodations should be regularly monitored and adjusted as needed.
• TEA guidelines change regarding allowable accommodations on the STAAR. Refer to the TEA website for the most up-to-date information before implementing accommodations during state testing.

How to Request Evaluation

If you suspect that your child may have dyslexia, the first step is to communicate your concerns to your child's teacher. You can then formally request an evaluation for dyslexia through the school. This request should be made in writing to the school principal or the special education department.

Steps to Request an Evaluation:

1. Write a Letter of Request: Prepare a written request for a full and individual evaluation for special education services, specifically addressing concerns about dyslexia. The letter should include:
   • Your child's name, date of birth, and grade level.
   • A detailed description of your concerns about your child's reading and spelling skills.
   • Any relevant background information, such as previous interventions or evaluations.
   • A clear statement that you are requesting a full and individual evaluation to determine if your child has dyslexia and is eligible for special education services.
2. Submit the Letter: Submit the letter to the school principal or the special education department at your child's school. Keep a copy of the letter for your records.
3. Timeline: The school district has a specific timeframe, mandated by law, to respond to your request. They must provide you with written notice of their decision regarding the evaluation within a reasonable timeframe.
4. Evaluation Process: If the school agrees to conduct an evaluation, a team of professionals will administer a variety of assessments to evaluate your child's reading, spelling, and related skills.
5. ARD Meeting: Following the evaluation, an ARD (Admission, Review, and Dismissal) committee meeting will be held to discuss the evaluation results and determine if your child is eligible for special education services. You, as the parent, are a crucial member of this committee.

Resources:

• Austin ISD Special Education Department: Contact the AISD Special Education Department for information and support. Their website typically contains contact information and resources for parents.
• The Texas Education Agency (TEA): Refer to the TEA website for the most current version of the Texas Dyslexia Handbook and other resources related to dyslexia.
• Parent Training and Information Centers: These centers provide information, training, and support to parents of children with disabilities. Search online for the Parent Training and Information Center serving your region of Texas.
• Dyslexia Organizations: Organizations such as the International Dyslexia Association (IDA) offer valuable resources and support for individuals with dyslexia and their families.

Disclaimer: This guide provides general information about dyslexia services in Austin ISD and is not intended to be a substitute for professional advice. Consult with your child's school and other qualified professionals for individualized guidance.