Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook is the definitive guide for understanding and addressing dyslexia in Texas public schools. Conroe ISD adheres to the guidelines and procedures outlined within this handbook. The 2024 edition incorporates the latest research and best practices in dyslexia identification and intervention. It is crucial for parents, educators, and administrators to be familiar with its contents. Key updates in the 2024 Handbook to be aware of include clarifications on screening procedures, specific guidance on multi-tiered systems of support (MTSS) for students suspected of dyslexia, and updated recommendations for effective dyslexia intervention programs. The handbook provides a legal framework and practical guidance for districts to support students with dyslexia.

The handbook covers topics such as:

• Definition of Dyslexia: A neurobiological learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
• Early Identification: Importance of identifying students at risk for dyslexia as early as possible.
• Screening Procedures: Mandatory screening requirements and recommended screening tools.
• Instructional Strategies: Evidence-based instructional approaches for teaching students with dyslexia.
• Accommodations and Modifications: Strategies to support students with dyslexia in the classroom.
• Parent Involvement: The critical role of parents in the dyslexia intervention process.
• Legal Requirements: State and federal laws related to dyslexia.

Parents are strongly encouraged to review the Texas Dyslexia Handbook to gain a comprehensive understanding of dyslexia and the services available in Texas public schools. Conroe ISD follows the protocols outlined in the most current edition.

Mandatory Screening

In accordance with Texas law and the Texas Dyslexia Handbook, Conroe ISD conducts mandatory dyslexia screening for all students in kindergarten and first grade. This screening is designed to identify students who may be at risk for dyslexia. The screening process typically involves assessments of phonological awareness, phonological memory, rapid naming, and letter knowledge. While the exact tools may vary from year to year to ensure best practices, the goal remains consistent: early identification.

The specific screening tools used in Conroe ISD are aligned with the recommendations in the Texas Dyslexia Handbook. Parents will be notified if their child is identified as being at risk for dyslexia based on the screening results. This notification will include information about the next steps, which may include further evaluation and/or participation in intervention programs.

It is important to understand that a screening is not a diagnosis. A screening identifies students who may need further evaluation. If a student does well on the screening, it does not guarantee they will not develop dyslexia later. Parents should remain vigilant and communicate any concerns they have about their child's reading or spelling skills to their child's teacher.

In addition to the mandatory screening in kindergarten and first grade, students may be screened for dyslexia at any grade level if concerns arise. Parents or teachers can request a screening if they suspect a student may be exhibiting signs of dyslexia. Contact your child's teacher, school counselor, or the campus principal to initiate this process.

Structured Literacy Programs

Conroe ISD utilizes Structured Literacy programs to provide evidence-based instruction for students with dyslexia or those at risk of developing dyslexia. Structured Literacy is an approach to reading instruction that is explicit, systematic, cumulative, diagnostic, and responsive. It focuses on teaching the structure of language, including phonology (speech sounds), orthography (spelling patterns), morphology (word parts), syntax (sentence structure), and semantics (meaning).

Key characteristics of Structured Literacy programs used in Conroe ISD include:

• Explicit Instruction: Concepts are taught directly and clearly, with no assumptions made about prior knowledge.
• Systematic Instruction: Skills are taught in a logical sequence, building from simple to complex.
• Cumulative Instruction: New skills are built upon previously learned skills, with ongoing review and reinforcement.
• Diagnostic Instruction: Instruction is tailored to meet the individual needs of each student, based on ongoing assessment.
• Responsive Instruction: Instruction is adapted based on student progress and performance.
• Multisensory Learning: Instruction incorporates visual, auditory, and kinesthetic-tactile modalities to enhance learning.

While the specific program used may vary from campus to campus based on the needs of the students and available resources, Conroe ISD ensures that all dyslexia intervention programs align with the principles of Structured Literacy and the recommendations of the Texas Dyslexia Handbook. Examples of programs that may be used include (but are not limited to) Orton-Gillingham based approaches, Take Flight, and other similar evidence-based programs.

The implementation of Structured Literacy programs in Conroe ISD involves trained dyslexia specialists and teachers who have received specialized professional development in dyslexia instruction. These educators work collaboratively to provide individualized support to students with dyslexia. Progress monitoring is conducted regularly to track student progress and adjust instruction as needed.

Parents will receive information about the specific Structured Literacy program being used to support their child and will be provided with resources and strategies to support their child's learning at home.

504 vs IEP for Dyslexia

Understanding the difference between a 504 plan and an Individualized Education Program (IEP) is crucial for parents of students with dyslexia. Both provide accommodations and support to students with disabilities, but they differ in eligibility criteria, services provided, and legal framework.

Section 504 Plan:

• Governed by Section 504 of the Rehabilitation Act of 1973.
• Applies to all students with a disability that substantially limits one or more major life activities (e.g., learning, reading, writing).
• Eligibility is broader than an IEP.
• Provides accommodations and modifications to ensure equal access to education.
• Focuses on removing barriers to learning in the general education setting.
• Does not typically provide specialized instruction.

Individualized Education Program (IEP):

• Governed by the Individuals with Disabilities Education Act (IDEA).
• Applies to students with a specific disability (including dyslexia) who require specialized instruction and related services to make progress in the general education curriculum.
• Eligibility is more specific and requires a comprehensive evaluation.
• Provides individualized goals, objectives, and specialized instruction.
• May include related services such as speech therapy, occupational therapy, or counseling.
• More intensive level of support than a 504 plan.

Dyslexia and 504/IEP:

• A student with dyslexia may qualify for a 504 plan if their dyslexia substantially limits their ability to learn, read, or write, and accommodations are needed to provide access to the general education curriculum.
• A student with dyslexia may qualify for an IEP if their dyslexia requires specialized instruction to address their reading deficits and make progress in the general education curriculum. In Texas, if a student meets the criteria for a Specific Learning Disability (SLD) and their reading difficulty is due to dyslexia, they may qualify for special education services under the category of SLD, with dyslexia specifically addressed in their IEP.

The determination of whether a student requires a 504 plan or an IEP is made on a case-by-case basis by a team of educators and parents. The team will consider the student's individual needs, assessment data, and response to interventions to determine the most appropriate level of support. Parents are integral members of this team and have the right to participate in all decision-making processes.

Conroe ISD is committed to providing appropriate support to students with dyslexia, whether through a 504 plan or an IEP. The goal is to ensure that all students have the opportunity to reach their full potential.

Accommodations List

Accommodations are changes to how a student learns and demonstrates knowledge. They are designed to provide equal access to education without changing the content or expectations of what the student is learning. The following is a list of common accommodations that may be provided to students with dyslexia in Conroe ISD, either through a 504 plan or an IEP. The specific accommodations provided will be determined based on the individual needs of the student.

• Extended Time: Allowing extra time to complete assignments and tests.
• Preferential Seating: Placing the student in a location in the classroom that minimizes distractions.
• Reduced Workload: Adjusting the amount of work assigned to focus on key concepts.
• Modified Assignments: Changing the format or presentation of assignments to better suit the student's learning style.
• Oral Testing: Allowing the student to answer test questions orally instead of in writing.
• Use of Technology: Providing access to assistive technology, such as text-to-speech software, speech-to-text software, or graphic organizers.
• Audiobooks: Providing access to textbooks and other reading materials in audio format.
• Note-Taking Assistance: Providing a copy of notes, allowing the student to record lectures, or pairing the student with a note-taker.
• Visual Aids: Using visual aids, such as graphic organizers, charts, and diagrams, to support learning.
• Multisensory Instruction: Incorporating visual, auditory, and kinesthetic-tactile modalities into instruction.
• Frequent Breaks: Allowing the student to take short breaks as needed.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Highlighting: Allowing the student to highlight key information in textbooks and other materials.
• Word Processor with Spell Check: Allowing the student to use a word processor with spell check and grammar check.
• Assistive Listening Devices: Using assistive listening devices to improve auditory comprehension.
• Modified Grading: Adjusting grading criteria to focus on effort and progress rather than solely on accuracy. (Note: This is less common and requires careful consideration to ensure academic rigor is maintained).
• Use of Manipulatives: Using concrete objects to support learning of math concepts.

This list is not exhaustive, and other accommodations may be provided based on the student's individual needs. Parents should work collaboratively with the school to determine the most appropriate accommodations for their child.

How to Request Evaluation

Parents who suspect their child may have dyslexia have the right to request an evaluation from Conroe ISD. The evaluation process is designed to determine whether a student meets the criteria for dyslexia and to identify the student's specific strengths and weaknesses. The request should be made in writing to the school principal or special education director.

Steps to Request an Evaluation:

1. Write a Letter: Prepare a written request for a dyslexia evaluation. The letter should include the following information:
   • Your child's name and date of birth.
   • Your child's grade level and teacher's name.
   • A description of your concerns about your child's reading or spelling skills. Be specific and provide examples.
   • Any relevant information about your child's educational history or medical history.
   • Your contact information (phone number and email address).
   • Clearly state that you are requesting a Full and Individual Evaluation (FIE) for Dyslexia.
2. Submit the Letter: Submit the letter to your child's school principal or special education director. Keep a copy of the letter for your records. You can send it via email, certified mail, or hand-deliver it.
3. Response from the School: The school is required to respond to your request within a reasonable timeframe, as outlined in the Texas Education Code. The school will typically schedule a meeting to discuss your concerns and determine whether an evaluation is warranted.
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, writing, and language skills. This team will include qualified specialists.
5. Evaluation Report: Following the evaluation, you will receive a written report summarizing the findings. The report will indicate whether your child meets the criteria for dyslexia and will provide recommendations for intervention and support.
6. ARD/504 Meeting: If the evaluation indicates that your child has dyslexia and requires special education services or accommodations, a meeting will be scheduled to develop an IEP or a 504 plan.

Important Considerations:

• The school is required to obtain your consent before conducting any evaluations.
• You have the right to participate in all meetings and decision-making processes related to your child's evaluation and intervention.
• You have the right to obtain an independent educational evaluation (IEE) at your own expense if you disagree with the school's evaluation.
• If you have concerns or questions about the evaluation process, contact the school's special education director or the Texas Education Agency.

Conroe ISD is committed to providing timely and appropriate evaluations for students suspected of having dyslexia. Early identification and intervention are crucial for helping students with dyslexia succeed in school.