Dyslexia Services in Dallas ISD

Dyslexia Services in Dallas ISD: A Parent's Guide

This guide provides an overview of dyslexia services offered within Dallas Independent School District (Dallas ISD), aligned with Texas state regulations and best practices for supporting students with dyslexia. This information is intended as a resource and should not substitute professional legal advice. Always consult with Dallas ISD staff and legal professionals for individualized guidance.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024) is the cornerstone of dyslexia identification and intervention in Texas public schools. It is essential for parents, educators, and administrators. Dallas ISD strictly adheres to the guidelines outlined in this handbook.

Key Changes and Updates in the 2024 Handbook (Highlights):

• Early Identification & Prevention: Increased emphasis on pre-K and kindergarten screening to identify students at risk for dyslexia as early as possible. This includes improved guidance on phonological awareness instruction in early grades.
• Multi-Tiered System of Supports (MTSS): The handbook reinforces the importance of MTSS frameworks for providing tiered interventions based on student needs. Dallas ISD's dyslexia services are integrated within the district's MTSS.
• Structured Literacy: Continued emphasis on evidence-based structured literacy approaches as the most effective intervention for dyslexia. The handbook provides more detailed guidance on the components of structured literacy programs.
• Progress Monitoring: Stronger focus on frequent and systematic progress monitoring to track student response to intervention and adjust instruction accordingly.
• Assistive Technology: Enhanced guidance on the use of assistive technology to support students with dyslexia in accessing the general education curriculum.
• Training and Professional Development: The handbook stresses the importance of ongoing professional development for teachers in dyslexia awareness, identification, and intervention. Dallas ISD provides training opportunities for its staff.
• Parental Involvement: The handbook underscores the critical role of parents in supporting their child's literacy development. Dallas ISD encourages active parental participation in the dyslexia intervention process.

Where to Find the Texas Dyslexia Handbook (2024):

The most up-to-date 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 (tea.texas.gov).

Mandatory Screening

Texas law mandates dyslexia screening for all students in kindergarten and first grade. Dallas ISD adheres to this requirement and may also screen students in other grades if concerns arise. These screenings are designed to identify students who may be at risk for dyslexia. Screenings typically assess foundational reading skills such as:

• Phonological Awareness: The ability to hear and manipulate the sounds of language (e.g., rhyming, segmenting, blending).
• Phonemic Awareness: The ability to identify and manipulate individual sounds (phonemes) in words.
• Rapid Automatized Naming (RAN): The ability to quickly name a series of familiar objects, colors, or letters.
• Letter-Sound Knowledge: The ability to associate letters with their corresponding sounds.
• Decoding Skills: The ability to apply letter-sound knowledge to read words.
• Encoding Skills: The ability to spell words.

What Happens After Screening?

If a student demonstrates indicators of dyslexia during the screening process, Dallas ISD will follow established procedures outlined in the Texas Dyslexia Handbook. This may involve:

• Further Evaluation: More in-depth assessments to determine the presence and severity of dyslexia. See the "How to Request Evaluation" section below.
• Targeted Interventions: Implementation of evidence-based interventions designed to address the student's specific needs.
• Parent Notification: Parents will be informed of the screening results and any subsequent actions taken.

Structured Literacy Programs

What is Structured Literacy?

Structured Literacy is an explicit, systematic, and cumulative approach to teaching reading and spelling. It is considered the gold standard for teaching students with dyslexia. Structured Literacy focuses on the following key elements:

• Phonology: The study of speech sounds (phonemes) and how they are organized within words.
• Sound-Symbol Association (Phonics): The systematic relationship between letters and sounds.
• Syllable Instruction: Teaching students about syllable types and syllable division rules.
• Morphology: The study of word parts (morphemes) and how they contribute to meaning (e.g., prefixes, suffixes, roots).
• Syntax: The rules that govern how words are combined to form sentences.
• Semantics: The meaning of words and sentences.

Dallas ISD's Structured Literacy Programs:

Dallas ISD utilizes structured literacy programs that are aligned with the Texas Dyslexia Handbook. While specific program names may vary depending on the campus and the student's needs, the programs share common characteristics:

• Explicit Instruction: Concepts are taught directly and clearly, with no assumptions about prior knowledge.
• Systematic Instruction: Skills are taught in a logical and sequential order, building upon previously learned concepts.
• Cumulative Instruction: New skills are integrated with previously learned skills to reinforce learning.
• Multisensory Instruction: Instruction involves the use of visual, auditory, kinesthetic, and tactile modalities to enhance learning and memory.
• Diagnostic Teaching: Instruction is tailored to meet the individual needs of the student, based on ongoing assessment and progress monitoring.

Parents should inquire with their child's school about the specific structured literacy program being used and how it addresses their child's individual needs. Dallas ISD staff are trained to implement these programs effectively.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for accommodations and/or specialized instruction through either a 504 plan or an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA).

Section 504 Plan:

• 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, writing).
• Focus: Provides accommodations to ensure equal access to the general education curriculum.
• Services: May include accommodations such as extended time on tests, preferential seating, assistive technology, and modified assignments.
• Evaluation: The evaluation process is typically less formal than for an IEP.
• Dyslexia and 504: Many students with dyslexia who do not require specialized instruction (specially designed instruction) but need accommodations to access the curriculum may be served under a 504 plan.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have one of the 13 disabilities listed under IDEA (including Specific Learning Disability, which can include dyslexia) and, as a result of that disability, needs specialized instruction to make progress in the general education curriculum.
• Focus: Provides specialized instruction and related services to address the student's unique learning needs.
• Services: May include specialized reading instruction (e.g., structured literacy), speech therapy, occupational therapy, and other related services, in addition to accommodations.
• Evaluation: The evaluation process is more comprehensive than for a 504 plan and involves a multidisciplinary team.
• Dyslexia and IEP: Students with more significant learning challenges due to dyslexia who require intensive, individualized instruction are typically served under an IEP.

Key Differences Summarized:

The determination of whether a student requires a 504 plan or an IEP is made by a team of professionals, including teachers, administrators, and parents, based on the student's individual needs and evaluation data.

Accommodations List

Accommodations are adjustments to the learning environment, instruction, or assessment procedures that allow students with dyslexia to access the general education curriculum and demonstrate their knowledge and skills. Accommodations do not change the content being taught.

Here is a list of common accommodations that may be provided to students with dyslexia in Dallas ISD. This list is not exhaustive, and the specific accommodations provided will vary depending on the student's individual needs.

• Extended Time on Tests and Assignments: Allows the student extra time to complete tasks.
• Preferential Seating: Positions the student in a location that minimizes distractions and maximizes their ability to focus.
• Assistive Technology: Use of tools such as text-to-speech software, speech-to-text software, and graphic organizers.
• Audiobooks: Listening to textbooks and other materials instead of reading them.
• Copies of Notes: Provides the student with pre-printed or electronic copies of notes from lectures or presentations.
• Modified Assignments: Adjustments to the length or format of assignments to reduce cognitive load.
• Use of a Calculator: Allows the student to use a calculator for math problems.
• Dictation Software: Allows the student to dictate their thoughts and ideas instead of writing them.
• Graphic Organizers: Provides visual aids to help the student organize their thoughts and ideas.
• Frequent Breaks: Allows the student to take short breaks to reduce fatigue and maintain focus.
• Visual Aids: Use of pictures, diagrams, and other visual aids to support learning.
• Oral Testing: Allows the student to answer test questions orally instead of in writing.
• Quiet Testing Environment: Provides a quiet and distraction-free environment for testing.
• Chunking of Information: Breaking down large amounts of information into smaller, more manageable chunks.
• Highlighting: Allows the student to highlight key information in text.
• Word Prediction Software: Suggests words as the student types, reducing spelling errors.

The specific accommodations provided to a student with dyslexia are determined by the 504 committee or the IEP team, based on the student's individual needs and evaluation data.

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 and/or the school principal. You can then formally request an evaluation for dyslexia.

Steps to Request an Evaluation in Dallas ISD:

1. Written Request: Submit a written request for an evaluation to the school principal or the special education coordinator. Clearly state your concerns about your child's reading and spelling skills and that you suspect dyslexia. Be specific about the difficulties you have observed.
2. Provide Documentation: Include any relevant documentation, such as previous test scores, report cards, and observations.
3. School Response: Dallas ISD has a timeline to respond to your request. The school will typically schedule a meeting to discuss your concerns and determine whether an evaluation is warranted.
4. Evaluation Process: If an evaluation is deemed necessary, the school will conduct a comprehensive evaluation to assess your child's reading, spelling, and other relevant skills. This evaluation will be conducted by qualified professionals, such as educational diagnosticians, reading specialists, and psychologists.
5. Evaluation Report: You will receive a written report of the evaluation findings.
6. Eligibility Determination: The evaluation results will be used to determine whether your child meets the criteria for dyslexia and is eligible for special education services or a 504 plan.
7. IEP or 504 Meeting: If your child is found eligible for special education services or a 504 plan, a meeting will be held to develop an IEP or 504 plan that outlines the specific services and accommodations that will be provided.

Important Considerations:

• Parental Rights: You have the right to be actively involved in all stages of the evaluation and intervention process.
• Timeline: Dallas ISD is required to adhere to specific timelines for conducting evaluations and developing IEPs or 504 plans. Familiarize yourself with these timelines.
• Advocacy: Consider seeking support from a parent advocate or special education attorney to help you navigate the process.

Contact Information:

For more information about dyslexia services in Dallas ISD, contact your child's school or the Dallas ISD Special Education Department. Contact information can be found on the Dallas ISD website (www.dallasisd.org).

This guide provides general information and should not be considered legal advice. Consult with legal professionals and Dallas ISD staff for specific guidance related to your child's situation.