Dyslexia Services in Denton ISD

Dyslexia Services in Denton ISD

This guide provides information regarding dyslexia services available within Denton Independent School District (ISD), in accordance with Texas state law and the latest guidance from the Texas Education Agency (TEA). This document aims to help parents, educators, and students understand the processes and resources related to dyslexia identification and support.

Texas Dyslexia Handbook 2024

The cornerstone of dyslexia support in Texas is the Texas Dyslexia Handbook, updated for 2024. Denton ISD adheres to the guidelines and recommendations outlined in this handbook. It is crucial for parents and educators to familiarize themselves with its contents.

Key Updates and Information in the 2024 Handbook:

• Definition of Dyslexia: The handbook provides a clear definition of dyslexia, emphasizing its neurological origin and its impact on accurate and/or fluent word recognition and spelling abilities. It clarifies that dyslexia is a specific learning disability and is not a reflection of intelligence.
• Early Identification and Intervention: The handbook stresses the importance of early identification through screening procedures and the implementation of evidence-based interventions as early as kindergarten. The focus is on preventing reading difficulties from becoming entrenched.
• Structured Literacy: The handbook emphasizes the use of Structured Literacy approaches for instruction. These approaches are explicit, systematic, cumulative, and multisensory. Further details on Structured Literacy are provided later in this guide.
• Screening Procedures: The handbook outlines recommended screening procedures for students in kindergarten through first grade, and potentially older students, to identify those at risk for dyslexia. These screeners often involve assessments of phonological awareness, rapid automatized naming (RAN), and letter-sound knowledge.
• Evaluation Procedures: The handbook provides guidance on comprehensive evaluations to determine if a student has dyslexia. These evaluations typically involve a combination of standardized tests and informal assessments.
• Instructional Programs: The handbook outlines the characteristics of effective dyslexia intervention programs, emphasizing the use of Structured Literacy principles. It highlights the importance of individualized instruction tailored to the student's specific needs.
• Accommodations and Modifications: The handbook provides a list of appropriate accommodations and modifications that can be implemented in the classroom to support students with dyslexia. A more comprehensive list is provided later in this guide.
• Parent Involvement: The handbook emphasizes the importance of parent involvement in the dyslexia identification and intervention process. It encourages open communication between parents and educators.
• Legal Requirements: The handbook clarifies the legal requirements related to dyslexia, including the requirements of Senate Bill 1107 and other relevant legislation.

Accessing the Texas Dyslexia Handbook 2024:

The most current version of the Texas Dyslexia Handbook is available for free download on the Texas Education Agency (TEA) website. Parents and educators are encouraged to regularly check the TEA website for updates and revisions to the handbook.

(Note: Because I cannot provide direct URLs, please search on Google or your preferred search engine for "Texas Dyslexia Handbook TEA" to find the official document.)

Mandatory Screening

Denton ISD implements universal screening for dyslexia in accordance with Texas state law and the Texas Dyslexia Handbook. These screenings are typically conducted in kindergarten and first grade, although students in older grades may also be screened if concerns arise.

Screening Process:

• Universal Screening: All students in kindergarten and first grade participate in the dyslexia screening process.
• Screening Tools: Denton ISD utilizes TEA-approved screening tools that assess key literacy skills known to be associated with dyslexia. These tools may include assessments of:
  • Phonological Awareness: The ability to hear and manipulate the sounds in spoken words (e.g., rhyming, blending, segmenting).
  • Letter-Sound Knowledge: The ability to identify the sounds that letters represent.
  • Rapid Automatized Naming (RAN): The ability to quickly name a series of familiar objects, colors, letters, or numbers.
  • Word Reading: The ability to accurately and fluently read words.
  • Spelling: The ability to accurately spell words.
• Screening Timeline: Screening typically occurs during the fall and spring of each school year. Specific dates will be communicated by your child's school.
• Notification of Results: Parents will be notified of their child's screening results. If a student is identified as being at risk for dyslexia, the school will work with parents to develop a plan for intervention.
• Follow-Up: Students identified as at-risk for dyslexia through the universal screening will receive targeted interventions to address their specific needs. The effectiveness of these interventions will be monitored, and further evaluation may be recommended if progress is not sufficient.

Parental Rights:

Parents have the right to be informed about their child's screening results and to participate in decisions regarding their child's education. Parents also have the right to request a full evaluation for dyslexia if they have concerns, regardless of the screening results.

Structured Literacy Programs

Denton ISD utilizes Structured Literacy approaches in its dyslexia intervention programs. Structured Literacy is an evidence-based approach to reading instruction that is particularly effective for students with dyslexia. It is explicit, systematic, cumulative, and multisensory.

Key Components of Structured Literacy:

• Phonology: Direct instruction in the sound structure of language, including phonemes (individual sounds), syllables, and morphemes (meaningful units of language).
• Sound-Symbol Association: Explicit teaching of the relationships between letters and sounds (phonics).
• Syllable Instruction: Instruction in the different types of syllables and how they are combined to form words.
• Morphology: Instruction in the meaning of prefixes, suffixes, and root words.
• Syntax: Instruction in the rules of grammar and sentence structure.
• Semantics: Instruction in the meaning of words and how they are used in context.

Characteristics of Structured Literacy Instruction:

• Explicit: Skills are taught directly and clearly, with no assumptions made about prior knowledge.
• Systematic: Instruction follows a logical sequence, building from simple to more complex concepts.
• Cumulative: New skills are built upon previously learned skills, and previously learned skills are constantly reviewed.
• Multisensory: Instruction engages multiple senses (visual, auditory, kinesthetic, tactile) to enhance learning and memory.

Denton ISD's Implementation:

Denton ISD employs teachers trained in Structured Literacy methodologies. The specific programs used may vary depending on the individual needs of the student, but all programs align with the principles of Structured Literacy and the recommendations of the Texas Dyslexia Handbook. Parents are encouraged to inquire about the specific program being used for their child.

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). The determination of which plan is appropriate depends on the severity of the student's dyslexia and the level of support required.

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).
• Focus: 504 plans focus on providing 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 assistive technology.
• Evaluation: A 504 evaluation is less comprehensive than an IEP evaluation.
• Implementation: 504 plans are developed and implemented by a team of school personnel, including the student's teacher, counselor, and a 504 coordinator.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have one of the 13 disabilities listed in IDEA (including Specific Learning Disability, which includes dyslexia) and their disability adversely affects their educational performance and requires specialized instruction.
• Focus: IEPs focus on providing specialized instruction and related services to address the student's unique needs and enable them to make progress in the general education curriculum.
• Services: IEPs may include accommodations, modifications, and specialized instruction in reading, writing, and other academic areas. They may also include related services such as speech therapy or occupational therapy.
• Evaluation: An IEP evaluation is a comprehensive assessment that includes standardized tests, informal assessments, and observations.
• Implementation: IEPs are developed and implemented by an Admission, Review, and Dismissal (ARD) committee, which includes the student's parents, teachers, administrators, and other relevant professionals.

Key Differences:

• Level of Support: IEPs provide a higher level of support than 504 plans, including specialized instruction and related services.
• Evaluation Process: IEP evaluations are more comprehensive than 504 evaluations.
• Legal Requirements: IEPs are governed by IDEA, which has more stringent legal requirements than Section 504.

Which Plan is Right?

The determination of whether a student needs a 504 plan or an IEP is made on a case-by-case basis. If a student requires significant modifications to the curriculum and specialized instruction to make progress, an IEP is likely the appropriate choice. If a student primarily needs accommodations to access the general education curriculum, a 504 plan may be sufficient.

Accommodations List

Accommodations are changes to how a student learns the material. They are designed to provide equal access to the curriculum without changing the content or expectations. The following is a list of common accommodations that may be provided to students with dyslexia in Denton ISD. This list is not exhaustive, and the specific accommodations provided will depend on the individual needs of the student.

• Reading Accommodations:
  • Text-to-speech software
  • Audiobooks
  • Read aloud tests and assignments
  • Highlighted text
  • Reduced reading load
  • Use of graphic organizers
  • Preferential seating near the teacher
  • Access to a quiet workspace
• Writing Accommodations:
  • Use of word processing software with spell check and grammar check
  • Speech-to-text software
  • Scribe for written assignments
  • Pre-writing organizers and outlines
  • Reduced writing load
  • Extended time for writing assignments
  • Alternative assessments (e.g., oral reports, projects)
• Testing Accommodations:
  • Extended time
  • Small group testing
  • Read aloud tests
  • Use of assistive technology
  • Breaks during testing
  • Alternative testing formats
• Classroom Accommodations:
  • Preferential seating
  • Access to a quiet workspace
  • Frequent breaks
  • Visual aids and supports
  • Use of manipulatives
  • Clear and concise instructions
  • Opportunities for repetition and review
  • Modified assignments and assessments
  • Advance notice of upcoming assignments and tests

Important Considerations:

• Accommodations should be individualized to meet the specific needs of the student.
• Accommodations should be implemented consistently across all settings.
• The effectiveness of accommodations should be regularly monitored and adjusted as needed.
• Parents should be actively involved in the selection and implementation of accommodations.

How to Request Evaluation

Parents who have concerns about their child's reading skills or suspect that their child may have dyslexia have the right to request an evaluation. Here's how to request an evaluation in Denton ISD:

1. Contact the School: The first step is to contact your child's teacher, counselor, or principal to discuss your concerns. It is helpful to document your concerns in writing and provide specific examples of your child's difficulties with reading and spelling.
2. Written Request: To formally request an evaluation, you must submit a written request to the school principal or special education director. The written request should include:
   • Your child's name and date of birth
   • Your contact information (phone number and email address)
   • A clear statement that you are requesting an evaluation for dyslexia
   • A brief summary of your concerns and observations
   • Any relevant information, such as previous testing results or observations from other professionals.
3. School Response: The school is required to respond to your written request within a reasonable timeframe. The school will likely convene a team of professionals to review your request and determine whether an evaluation is warranted.
4. Evaluation Process: If the school determines that an evaluation is warranted, you will be asked to provide consent for the evaluation. The evaluation will typically include a comprehensive assessment of your child's reading, writing, and spelling skills, as well as assessments of other cognitive abilities related to reading.
5. ARD Committee Meeting (if applicable): If the evaluation results indicate that your child has dyslexia and requires specialized instruction, an ARD (Admission, Review, and Dismissal) committee meeting will be scheduled to develop an Individualized Education Program (IEP).
6. 504 Meeting (if applicable): If the evaluation results indicate that your child has dyslexia but does not require specialized instruction, a 504 meeting may be scheduled to develop a 504 plan.

Important Considerations:

• Keep a copy of your written request for your records.
• Document all communication with the school.
• Attend all meetings and actively participate in the evaluation and planning process.
• You have the right to request an independent educational evaluation (IEE) if you disagree with the school's evaluation results. You may be responsible for the cost of the IEE.

Denton ISD Resources:

For further information and resources, please contact the Special Education Department at Denton ISD. You can find contact information on the Denton ISD website.

(Note: Because I cannot provide direct URLs, please search on Google or your preferred search engine for "Denton ISD Special Education" to find their official webpage.)

This guide is intended for informational purposes only and should not be considered legal advice. Consult with legal counsel for specific legal guidance.