Dyslexia Services in Cypress-Fairbanks ISD

Dyslexia Services in Cypress-Fairbanks ISD

This guide provides information regarding dyslexia services within Cypress-Fairbanks Independent School District (CFISD) in accordance with Texas state law and guidelines. It is intended to be a resource for parents, educators, and students.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, updated in 2024, serves as the foundational document for dyslexia identification and intervention in Texas public schools. It provides guidance on screening, evaluation, instruction, and accommodations for students with dyslexia. CFISD adheres to the guidelines outlined in the handbook.

Key Updates in the 2024 Handbook:

• Emphasis on Early Identification: The handbook reinforces the importance of identifying dyslexia as early as possible, ideally in kindergarten or first grade, to maximize the effectiveness of intervention. Screening procedures are crucial for early detection.
• Structured Literacy Framework: The handbook explicitly promotes the use of Structured Literacy, a research-based approach to reading instruction that systematically teaches phonological awareness, phonics, fluency, vocabulary, and reading comprehension. CFISD's dyslexia programs are aligned with the principles of Structured Literacy.
• Progress Monitoring: Regular progress monitoring is essential to ensure that interventions are effective and to adjust instruction as needed. Data-driven decision-making is emphasized.
• Assistive Technology: The handbook recognizes the role of assistive technology in supporting students with dyslexia and provides guidance on the selection and implementation of appropriate tools.
• Family Involvement: The handbook stresses the importance of collaboration between schools and families in supporting students with dyslexia. Parents are active participants in the evaluation, intervention, and progress monitoring processes.
• Multi-Tiered Systems of Support (MTSS): Dyslexia services are often delivered within an MTSS framework, providing varying levels of support based on student needs.

Parents are encouraged to familiarize themselves with the Texas Dyslexia Handbook. It is available on the Texas Education Agency (TEA) website.

Mandatory Screening

Texas law mandates that all students in kindergarten and first grade be screened for dyslexia. CFISD implements universal screening procedures to identify students who may be at risk for dyslexia.

Screening Process in CFISD:

• Kindergarten: Kindergarten students are typically screened in the spring using measures that assess pre-reading skills, such as phonological awareness and letter knowledge.
• First Grade: First-grade students are screened at the beginning of the year (BOY) and mid-year (MOY) using measures that assess phonological awareness, phonics, and reading fluency.
• Subsequent Grades (2-12): Students in grades 2-12 are screened if concerns are raised by teachers, parents, or other school staff. These concerns may be based on academic performance, classroom observations, or other relevant information.

Screening Tools:

CFISD uses TEA-approved screening instruments to identify students who may need further evaluation. These instruments may include, but are not limited to, measures of:

• Phonological awareness (e.g., rhyming, blending, segmenting)
• Phonological memory
• Rapid automatized naming (RAN)
• Letter knowledge
• Decoding skills
• Oral reading fluency

What Happens After Screening?

If a student's screening results indicate a potential risk for dyslexia, the school will notify the parents and may recommend further evaluation. The school team will review the screening data, classroom performance, and other relevant information to determine the next steps. The next steps could include further assessment, interventions within the general education classroom, or a referral for a full evaluation to determine eligibility for dyslexia services.

Structured Literacy Programs

CFISD utilizes Structured Literacy programs aligned with the Texas Dyslexia Handbook to provide explicit, systematic, and multisensory instruction to students with dyslexia. These programs address the core deficits associated with dyslexia and are designed to improve reading, spelling, and writing skills.

Key Components of Structured Literacy:

• Phonology: Instruction focuses on the sounds of language (phonemes) and how they relate to letters (graphemes). Students learn to segment, blend, and manipulate phonemes.
• Sound-Symbol Association: Students learn the relationships between letters and sounds in a systematic and explicit manner. They are taught to decode and encode words using these sound-symbol correspondences.
• Syllable Instruction: Students learn about syllable types, syllable division rules, and how to decode multisyllabic words.
• Morphology: Instruction focuses on the meaning-bearing units of language (morphemes), such as prefixes, suffixes, and roots. Students learn how morphemes contribute to word meaning and how to use them to decode and encode words.
• Syntax: Students learn about sentence structure and grammar.
• Semantics: Students learn about the meaning of words and how words relate to each other. Vocabulary instruction is an integral part of the Structured Literacy approach.

Examples of Structured Literacy Programs (Note: CFISD may use various programs, so contacting the school district is recommended for the most current information):

• Take Flight: A comprehensive intervention program developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
• Neuhaus Education Center Programs: Neuhaus offers various programs following a structured literacy approach.

Delivery of Structured Literacy Instruction:

Structured Literacy instruction may be delivered in small groups or individually, depending on the student's needs. Instruction is typically provided by trained teachers or dyslexia therapists. Progress is regularly monitored to ensure that interventions are effective.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support through either a 504 plan or an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA). The determination of which plan is appropriate depends on the severity of the student's dyslexia and the level of support needed.

Section 504:

• 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, such as learning. Dyslexia can qualify as such an impairment.
• Focus: 504 plans provide accommodations and modifications to ensure that students with disabilities have equal access to the general education curriculum.
• Services: 504 plans typically include accommodations such as extended time on tests, preferential seating, and access to assistive technology. The accommodations aim to level the playing field and allow the student to access the curriculum effectively.
• Evaluation: A 504 team, including parents, teachers, and administrators, determines eligibility and develops the 504 plan.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability that adversely affects their educational performance and requires specialized instruction. Dyslexia can be a qualifying disability under the category of Specific Learning Disability (SLD).
• Focus: IEPs provide specialized instruction and related services designed to meet the student's unique needs and enable them to make progress in the general education curriculum.
• Services: IEPs may include specialized reading instruction (e.g., Structured Literacy), speech therapy, occupational therapy, counseling, and other related services. IEPs are more comprehensive than 504 plans and provide a greater level of support.
• Evaluation: An Admission, Review, and Dismissal (ARD) committee, including parents, teachers, administrators, and other relevant professionals, determines eligibility, develops the IEP, and monitors the student's progress.

Key Differences:

• Level of Support: IEPs provide a higher level of support than 504 plans, including specialized instruction and related services.
• Eligibility Criteria: The eligibility criteria for IEPs are more stringent than for 504 plans.
• Legal Requirements: IEPs are governed by IDEA, which has more extensive legal requirements than Section 504.

Which is Right for Your Child?

The determination of whether a 504 plan or an IEP is appropriate for a student with dyslexia depends on the individual student's needs. If a student's dyslexia significantly impacts their ability to learn and requires specialized instruction, an IEP may be the more appropriate option. If a student's dyslexia can be addressed through accommodations and modifications in the general education classroom, a 504 plan may be sufficient. The school's evaluation team will make a recommendation based on the student's individual needs and assessment data.

Accommodations List

Accommodations are changes to the learning environment or instructional practices that allow students with dyslexia to access the curriculum and demonstrate their knowledge. Accommodations do not change the content of what is being taught; they simply provide students with the support they need to succeed.

Common Accommodations for Students with Dyslexia:

• Extended Time: Allowing students extra time to complete assignments and tests.
• Preferential Seating: Placing students in a location in the classroom where they can focus and minimize distractions.
• Read Aloud: Providing students with access to text read aloud, either by a teacher, a peer, or assistive technology.
• Audiobooks: Allowing students to listen to audiobooks instead of reading printed text.
• Text-to-Speech Software: Using software that converts text to speech.
• Speech-to-Text Software: Using software that converts speech to text.
• Note-Taking Assistance: Providing students with notes or allowing them to record lectures.
• Graphic Organizers: Using graphic organizers to help students organize their thoughts and ideas.
• Modified Assignments: Adjusting the length or complexity of assignments.
• Reduced Workload: Reducing the amount of work required.
• Frequent Breaks: Allowing students to take frequent breaks to avoid fatigue.
• Visual Aids: Using visual aids to support learning.
• Multi-Sensory Instruction: Incorporating visual, auditory, kinesthetic, and tactile activities into instruction.
• Use of Manipulatives: Using manipulatives to help students understand concepts.
• Highlighted Text: Highlighting key information in texts.
• Word Processing Software with Spell Check and Grammar Check: Allowing students to use word processing software with built-in tools to support writing.
• Alternative Assessments: Providing students with alternative ways to demonstrate their knowledge, such as oral presentations or projects.

Important Considerations:

• Accommodations should be individualized to meet the student's specific needs.
• Accommodations should be implemented consistently across all settings.
• Accommodations should be reviewed regularly to ensure that they are effective.
• Assistive technology should be considered as an accommodation option.

How to Request Evaluation

If you suspect that your child may have dyslexia, you have the right to request an evaluation from CFISD. It is important to document your concerns in writing and communicate them to the school principal or the school's special education department.

Steps to Request an Evaluation:

1. Write a Letter: Prepare a written request for an evaluation and send it to the school principal or the school's special education department. Clearly state your concerns about your child's reading, spelling, or writing skills. Provide specific examples of difficulties your child is experiencing.
2. Include Supporting Documentation: Include any supporting documentation, such as report cards, test scores, or observations from teachers or other professionals.
3. Submit the Request: Submit the written request to the appropriate school official. Keep a copy of the request for your records.
4. School Response: The school is required to respond to your request within a reasonable timeframe. The school may request additional information or assessments to determine whether an evaluation is warranted.
5. Evaluation Process: If the school determines that an evaluation is necessary, it will conduct a comprehensive evaluation to assess your child's reading, spelling, writing, and other relevant skills. The evaluation will be conducted by qualified professionals, such as educational diagnosticians, school psychologists, or speech-language pathologists.
6. ARD or 504 Meeting: After the evaluation is completed, the school will schedule an ARD (Admission, Review, and Dismissal) or 504 meeting to discuss the evaluation results and determine whether your child is eligible for special education services or 504 accommodations. You will be an active participant in this meeting.

Key Points to Remember:

• You have the right to request an evaluation at any time.
• The school is required to respond to your request in a timely manner.
• You have the right to participate in all stages of the evaluation and IEP/504 process.
• You have the right to disagree with the school's decisions and to seek outside assistance if needed.

CFISD Contact Information:

For more information about dyslexia services in CFISD, please contact your child's school or the CFISD Special Education Department. Contact information can be found on the CFISD website.

Disclaimer: This guide provides general information about dyslexia services in CFISD and is not intended to be a substitute for professional advice. Please consult with school officials or qualified professionals for specific guidance regarding your child's individual needs.