Dyslexia Services in Comal ISD

Dyslexia Services in Comal ISD

This guide provides information about dyslexia services offered within Comal Independent School District (CISD) in Texas. It outlines key procedures, resources, and supports available to students who may be experiencing difficulties with reading and/or spelling.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024) is the foundational document guiding dyslexia identification, instruction, and support in Texas public schools. CISD adheres to the guidelines and recommendations outlined in this handbook. It is crucial for parents, educators, and students to familiarize themselves with its contents.

Key Updates and Information in the 2024 Handbook (and areas parents should pay attention to):

• Screening Procedures: The handbook details the mandatory screening processes for dyslexia, including the specific screening instruments used and the timelines for implementation. Pay attention to timelines for notifying parents of screening results and subsequent interventions.
• Definition of Dyslexia: The handbook provides a clear and consistent definition of dyslexia, based on the scientific understanding of the condition. This definition guides identification and service provision. Specifically, it states that dyslexia is 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
• Components of Structured Literacy: The handbook emphasizes the importance of Structured Literacy as the most effective approach for teaching students with dyslexia. This includes phonology, orthography, morphology, syntax, and semantics.
• Required Training for Educators: The handbook outlines the required training for educators who provide dyslexia services, ensuring they have the necessary knowledge and skills to effectively support students.
• Parent Involvement: The handbook stresses the importance of parent involvement in the dyslexia intervention process. Parents are key partners in supporting their child's learning. Look for opportunities to collaborate with your child's school.
• Progress Monitoring: The handbook underscores the need for frequent progress monitoring to track student progress and adjust instruction as needed. Understand how progress will be monitored and reported to you.
• Technology: The handbook addresses the use of assistive technology and other tools to support students with dyslexia.

Where to Access the Texas Dyslexia Handbook: The most current version of the Texas Dyslexia Handbook is available on the Texas Education Agency (TEA) website. Search "Texas Dyslexia Handbook" on the TEA website.

Mandatory Screening

Comal ISD conducts mandatory dyslexia screening for all students in kindergarten, first grade, and second grade, in accordance with Texas Education Code §38.003. The purpose of this screening is to identify students who may be at risk for dyslexia and require further evaluation.

Screening Process:

• Screening Instruments: CISD uses TEA-approved screening instruments designed to assess foundational reading skills, including phonological awareness, phonological memory, rapid automatized naming, and letter-sound knowledge. The specific instruments used may vary slightly between grade levels.
• Timing: Screenings are typically conducted at the beginning of the school year, or within a specified timeframe as outlined by the Texas Education Agency.
• Parent Notification: Parents will be notified in writing if their child's screening results indicate a potential risk for dyslexia. This notification will include information about the screening results, recommended next steps, and available support services. Look for specific dates for notifications to be sent home.
• Rescreening: If a student's initial screening results are inconclusive, a rescreening may be conducted to gather additional information.

What Happens After Screening: If a student's screening results suggest a potential risk for dyslexia, the school will initiate further steps, which may include:

• Classroom Interventions: Providing targeted interventions within the general education classroom.
• Progress Monitoring: Continuously monitoring the student's progress in response to interventions.
• Referral for Evaluation: If interventions are not effective, the school may recommend a full and individual evaluation to determine if the student meets the criteria for dyslexia.

Structured Literacy Programs

CISD implements Structured Literacy programs to support students with dyslexia. Structured Literacy is an explicit, systematic, cumulative, and multisensory approach to teaching reading. It focuses on the foundational skills necessary for reading success.

Key Components of Structured Literacy:

• Phonology: Focuses on the sounds of language and how they are represented by letters (phonemes and graphemes).
• Orthography: Focuses on the rules and patterns of spelling.
• Morphology: Focuses on the meaning of words and word parts (prefixes, suffixes, and roots).
• Syntax: Focuses on the rules of grammar and sentence structure.
• Semantics: Focuses on the meaning of words and sentences.

Examples of Structured Literacy Programs Used in CISD: While specific program names can vary and change over time, common approaches include programs utilizing the principles of Orton-Gillingham. Contact your child's campus to inquire about the specific Structured Literacy program used.

Implementation: Structured Literacy is typically delivered in small groups or individually, providing intensive and targeted instruction based on the student's needs. The instruction is sequential and builds upon previously learned skills.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act of 1973 or under the Individuals with Disabilities Education Act (IDEA) through an Individualized Education Program (IEP).

Section 504:

• Eligibility: A student is eligible for 504 services if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning or reading.
• Focus: 504 plans provide accommodations and modifications to ensure that students with disabilities have equal access to education.
• Services: 504 services may include accommodations such as extended time on tests, preferential seating, and assistive technology.
• Funding: 504 is not a funded mandate.

IEP (Individualized Education Program):

• Eligibility: A student is eligible for special education services under IDEA if they have a disability that adversely affects their educational performance and requires specialized instruction. Dyslexia can be a qualifying condition under the specific learning disability category.
• Focus: IEPs provide individualized instruction and related services to address the student's specific learning needs.
• Services: IEP services may include specialized reading instruction, speech therapy, occupational therapy, and other related services, in addition to accommodations.
• Funding: IDEA is a funded mandate, providing federal dollars to support special education services.

Key Differences:

• Severity of Need: Students with more significant learning needs, requiring specialized instruction and related services, are typically served under an IEP. Students who primarily need accommodations to access the general education curriculum are often served under a 504 plan.
• Level of Intervention: IEPs provide more intensive and individualized interventions than 504 plans.
• Evaluation Requirements: The evaluation process for an IEP is more comprehensive than the evaluation process for a 504 plan.

Which is Right for My Child?: The determination of whether a student should be served under a 504 plan or an IEP is made on a case-by-case basis, based on the student's individual needs and the recommendations of the evaluation team. Both options can provide valuable support to students with dyslexia.

Accommodations List

Accommodations are adjustments to the learning environment, instruction, or assessment that allow students with dyslexia to access the curriculum and demonstrate their knowledge and skills. Here are some common accommodations provided to students with dyslexia in CISD:

• Extended Time: Allowing additional time on assignments and assessments.
• Preferential Seating: Positioning the student in a location that minimizes distractions and maximizes learning.
• Audiobooks: Providing access to textbooks and other reading 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.
• Reduced Workload: Modifying the amount of work assigned to focus on key concepts.
• Modified Assessments: Adjusting the format or content of assessments to reduce the impact of dyslexia. Examples include oral testing, multiple-choice instead of written response, or breaking down large assignments into smaller, manageable tasks.
• Use of a Calculator: Allowing the use of a calculator for math tasks.
• Visual Aids: Providing visual supports such as graphic organizers, timelines, and charts.
• Note-Taking Assistance: Providing copies of notes, allowing the student to record lectures, or pairing the student with a note-taker.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Frequent Breaks: Allowing the student to take short breaks during instruction or assessments.
• Highlighters and Colored Overlays: Providing tools to help with visual tracking and reduce visual stress.
• Directions Read Aloud: Reading directions aloud to ensure understanding.
• Assistive Technology: Providing access to assistive technology devices and software, as needed.

Important Note: This is not an exhaustive list. The specific accommodations provided to a student will be determined based on their individual needs and documented in their 504 plan or IEP.

How to Request Evaluation

If you suspect your child has dyslexia and you wish to request a full and individual evaluation, follow these steps:

1. Contact Your Child's Teacher: Start by discussing your concerns with your child's teacher. Share any observations you have made about your child's reading and spelling difficulties.
2. Contact the School Counselor or 504 Coordinator: If you are still concerned after speaking with the teacher, contact the school counselor or 504 coordinator at your child's campus. They can provide additional information and guidance.
3. Submit a Written Request: To formally request an evaluation, submit a written request to the school principal. Your request should clearly state that you are requesting a full and individual evaluation for dyslexia. Be as specific as possible about your concerns and observations.

   Example Request Letter Snippet:

   Date

   [Principal's Name]

   [School Name]

   Dear [Principal's Name],

   I am writing to formally request a full and individual evaluation for my child, [Child's Name], who is in [Grade Level] at [School Name]. I am concerned about [Child's Name]'s difficulties with [Specific areas of concern, e.g., reading, spelling, decoding]. I have observed [Specific examples of difficulties]. I believe an evaluation for dyslexia is warranted.

4. Evaluation Process: Upon receiving your written request, the school will convene an evaluation team to determine if an evaluation is warranted. If the team decides to evaluate, they will conduct a comprehensive assessment of your child's reading, spelling, and language skills. This evaluation will be conducted at no cost to you.
5. Evaluation Report: Following the evaluation, you will receive a written report outlining the evaluation results and recommendations.
6. ARD Meeting (If Applicable): If the evaluation results indicate that your child has dyslexia and requires special education services, an Admission, Review, and Dismissal (ARD) committee meeting will be held to develop an IEP.

Timeline: Texas law requires schools to complete the evaluation process within a specific timeframe. Be sure to ask the school about the timelines and procedures for evaluation. You have the right to be involved in all stages of the evaluation process.

Remember: You are your child's best advocate. Don't hesitate to ask questions and seek clarification throughout the process. Working collaboratively with the school is essential to ensure that your child receives the support they need to succeed.