Dyslexia Services in Eagle Mountain-Saginaw ISD

Dyslexia Services in Eagle Mountain-Saginaw ISD

Eagle Mountain-Saginaw Independent School District (EMS ISD) is committed to providing comprehensive support for students with dyslexia. This guide outlines the district's approach to dyslexia services, aligning with the Texas Dyslexia Handbook (2024) and state law. This information is intended to provide a general overview; specific details may vary depending on the student's individual needs and campus procedures. Always consult with your child's teacher, the campus 504 coordinator, or the special education department for personalized guidance.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, updated in 2024, serves as the primary resource for guiding school districts in identifying and supporting students with dyslexia and related disorders. EMS ISD adheres to the guidelines and recommendations outlined in the Handbook. Key updates and important aspects covered in the Handbook include:

• Definition of Dyslexia: The Handbook provides a clear and consistent definition of dyslexia, emphasizing its neurological origin and its impact on reading accuracy and fluency, spelling, and writing. Dyslexia is a specific learning disability that is neurobiological 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.
• Screening and Identification: The Handbook details procedures for screening students to identify those at risk for dyslexia. It also outlines the comprehensive evaluation process used to diagnose dyslexia. This process often involves a combination of assessments that evaluate phonological awareness, phonological memory, rapid automatized naming, reading accuracy, reading fluency, spelling, and reading comprehension.
• Instructional Programs: The Handbook emphasizes the importance of providing students with dyslexia with structured literacy instruction. This includes instruction in phonological awareness, phonics, fluency, vocabulary, and reading comprehension. It also emphasizes the importance of ongoing progress monitoring to ensure that instruction is effective.
• Accommodations and Modifications: The Handbook provides guidance on the accommodations and modifications that can be used to support students with dyslexia. These may include extended time on tests, oral reading of tests, and the use of assistive technology.
• Parent Involvement: The Handbook emphasizes the importance of parent involvement in the identification, assessment, and instruction of students with dyslexia. Parents are key members of the ARD (Admission, Review, and Dismissal) committee if a student qualifies for special education services or the 504 committee if a student qualifies for accommodations under Section 504.
• Professional Development: The Handbook highlights the need for ongoing professional development for teachers and administrators on dyslexia and related disorders. EMS ISD provides ongoing professional development for its staff.

Parents can access the Texas Dyslexia Handbook (2024) on the Texas Education Agency (TEA) website.

Mandatory Screening

EMS ISD conducts mandatory dyslexia screening for students in accordance with state law. This screening typically occurs in kindergarten and first grade, as required by the Texas Education Code. The purpose of the screening is to identify students who may be at risk for dyslexia early on so that intervention services can be provided. The screening process may include:

• Universal Screening: All students in kindergarten and first grade participate in the initial screening process.
• Screening Tools: The district uses research-based screening tools to assess foundational reading skills, such as phonological awareness, letter-sound knowledge, and rapid automatized naming. Specific tools used may vary by campus and grade level.
• Parent Notification: Parents are 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 in the evaluation process and available intervention services.
• Follow-Up: Students who are identified as being at risk for dyslexia will receive additional assessment and support to determine if they have dyslexia and what types of interventions are needed.

If you have concerns about your child's reading development at any grade level, even if they have not been formally screened, you should contact their teacher or the school principal to discuss your concerns.

Structured Literacy Programs

EMS ISD utilizes structured literacy programs to provide effective instruction for students with dyslexia. Structured literacy is an approach to reading instruction that is explicit, systematic, cumulative, and multi-sensory. Key components of structured literacy programs include:

• Phonological Awareness: Instruction focuses on developing students' awareness of the sounds in spoken language, including phoneme identification, blending, segmentation, and manipulation.
• Phonics: Instruction is systematic and explicit, teaching the relationships between letters and sounds in a sequential and logical manner.
• Fluency: Instruction focuses on developing students' ability to read accurately, quickly, and with expression.
• Vocabulary: Instruction focuses on developing students' understanding of word meanings and how to use words effectively.
• Reading Comprehension: Instruction focuses on developing students' ability to understand and interpret written text.
• Multisensory Strategies: Instruction incorporates visual, auditory, and kinesthetic activities to help students learn and remember information.

The specific structured literacy programs used in EMS ISD may vary by campus and grade level. Examples of programs and approaches sometimes utilized include but are not limited to: Take Flight, Neuhaus Education Center programs, and components of Orton-Gillingham based approaches. Contact your child's school to learn more about the specific programs and interventions being used to support students with dyslexia.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for support services through a 504 plan or an Individualized Education Program (IEP). The determination of which type of support is appropriate depends on the student's individual needs and the impact of dyslexia on their access to the general education curriculum. The following is a comparison of the two:

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 a disability under Section 504.
• Purpose: The purpose of a 504 plan is to provide accommodations and modifications to ensure that students with disabilities have equal access to the general education curriculum.
• Services: Services provided under a 504 plan may include accommodations such as extended time on tests, preferential seating, and the use of assistive technology. It may also include specialized instruction.
• Funding: 504 plans are not specifically funded; the district utilizes existing resources to provide accommodations.
• IEP Not Required: Students with 504 plans do not require an IEP (Individualized Education Program).

IEP (Individualized Education Program)

• Eligibility: A student is eligible for special education services under an IEP if they have a disability listed in the Individuals with Disabilities Education Act (IDEA), such as a Specific Learning Disability (SLD) including dyslexia, and the disability adversely affects their educational performance.
• Purpose: The purpose of an IEP is to provide specially designed instruction and related services to meet the unique needs of students with disabilities.
• Services: Services provided under an IEP may include specialized instruction in reading, writing, and spelling, as well as related services such as speech therapy or occupational therapy. The IEP will outline specific goals and objectives for the student.
• Funding: Special Education services provided through an IEP are funded under IDEA.
• Legal Requirements: The IEP is a legally binding document that outlines the student's individualized education plan.

Key Differences: The main difference between a 504 plan and an IEP is the level of support and intensity of intervention. IEPs provide more intensive and individualized support, including specially designed instruction. 504 plans primarily focus on accommodations to provide equal access to the general education curriculum. If a student requires extensive and individualized instruction to make progress, an IEP may be more appropriate.

Accommodations List

Students with dyslexia may benefit from a variety of accommodations to support their learning. The specific accommodations provided will depend on the student's individual needs and the recommendations of the ARD committee (for IEPs) or the 504 committee. Common accommodations may include:

• Extended Time: Providing additional time on tests and assignments to allow students to process information and complete tasks.
• Preferential Seating: Seating the student in a location that minimizes distractions and allows them to focus on instruction.
• Assistive Technology: Providing access to tools such as text-to-speech software, speech-to-text software, and audiobooks to support reading and writing.
• Oral Reading of Tests: Reading test questions aloud to students to reduce the reading demands of the assessment.
• Reduced Workload: Modifying assignments to reduce the amount of reading and writing required.
• Visual Aids: Using visual aids such as graphic organizers, charts, and diagrams to support understanding.
• Frequent Breaks: Allowing students to take frequent breaks to reduce fatigue and maintain focus.
• Multi-Sensory Instruction: Utilizing multisensory teaching methods to engage multiple learning modalities.
• Use of a Calculator: Permitting the use of a calculator for math tasks, especially those involving complex calculations.
• Word Processor with Spell Check: Allowing the use of a word processor with spell check and grammar check for written assignments.
• Highlighters and Sticky Notes: Providing highlighters and sticky notes for marking important information in texts.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Chunking Information: Presenting information in smaller, more manageable chunks to reduce cognitive overload.

This list is not exhaustive, and other accommodations may be appropriate depending on the student's needs.

How to Request Evaluation

If you have concerns about your child's reading development and suspect they may have dyslexia, you should contact their teacher, school counselor, or principal to request an evaluation. The process for requesting an evaluation typically involves the following steps:

1. Contact School Staff: Schedule a meeting with your child's teacher or other relevant school staff to discuss your concerns. Provide specific examples of the difficulties your child is experiencing.
2. Written Request: Submit a written request for an evaluation to the school principal or special education director. The request should include your child's name, grade level, and a detailed description of your concerns. You can use a template from the TEA website as a guide, or simply write a letter outlining your worries.
3. Data Collection: The school will collect data on your child's academic performance, including classroom observations, work samples, and standardized test scores.
4. Evaluation: If the data suggests that your child may have dyslexia, the school will conduct a comprehensive evaluation to determine if they meet the criteria for dyslexia. This evaluation may include assessments of phonological awareness, phonics skills, reading fluency, reading comprehension, and spelling.
5. ARD or 504 Committee Meeting: If the evaluation results indicate that your child has dyslexia, an ARD (Admission, Review, and Dismissal) committee meeting will be held to determine if they are eligible for special education services under an IEP, or a 504 committee meeting will be held to determine if they are eligible for accommodations under Section 504. Parents are an integral part of these meetings.
6. Development of IEP or 504 Plan: If your child is eligible for an IEP or 504 plan, the committee will develop an individualized plan that outlines the specific services and accommodations that will be provided to support their learning.

Parent Rights: Parents have the right to participate in all stages of the evaluation and IEP/504 plan development process. You have the right to review your child's records, request independent evaluations, and appeal decisions made by the school district. Refer to the TEA website and legal resources for further details on parental rights.

Contact Information: For specific questions about dyslexia services in EMS ISD, contact your child's school directly. You can also contact the EMS ISD Special Education Department for additional information and support.

This guide is for informational purposes only and does not constitute legal advice. Please consult with legal professionals or the Texas Education Agency for clarification on specific laws and regulations.