Dyslexia Services in Fort Worth ISD

Dyslexia Services in Fort Worth ISD

This guide provides information about dyslexia services available to students in Fort Worth Independent School District (FWISD), aligning with Texas state law and guidelines.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook 2024 (and subsequent updates) serves as the primary guide for identifying and supporting students with dyslexia in Texas public schools, including FWISD. It outlines the legal requirements, best practices, and recommended interventions for students with dyslexia and related disorders. Parents and educators should familiarize themselves with this document. You can find the most up-to-date version on the Texas Education Agency (TEA) website:

Texas Education Agency Website (Look for "Dyslexia Handbook" in the search bar or under special education resources.)

Key aspects covered in the Texas Dyslexia Handbook include:

• Definition of Dyslexia: The Handbook provides the state's definition of dyslexia, emphasizing its neurobiological origin and impact on reading accuracy and fluency, spelling, and writing.
• Screening Procedures: Details the mandatory screening requirements for all students in kindergarten and first grade, and procedures for screening students in other grades who are suspected of having dyslexia.
• Instructional Programs: Describes the characteristics of effective, research-based structured literacy programs that are essential for supporting students with dyslexia.
• Parent Involvement: Emphasizes the importance of active parent participation in the identification, evaluation, and intervention process.
• Legal Requirements: Outlines the legal responsibilities of school districts to provide appropriate services and accommodations for students with dyslexia under state and federal law, including Section 504 and the Individuals with Disabilities Education Act (IDEA).
• Progress Monitoring: Stresses the need for ongoing monitoring of student progress to ensure that interventions are effective and adjusted as needed.
• Technology and Assistive Technology: Discusses the use of technology to support students with dyslexia, including assistive technology tools.

FWISD adheres to the guidelines and procedures outlined in the Texas Dyslexia Handbook to ensure that students with dyslexia receive appropriate identification, assessment, and intervention services.

Mandatory Screening

FWISD, in compliance with Texas Education Code, 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.

Screening Process:

• Kindergarten: Students are typically screened using tools that assess phonological awareness, rapid naming, and letter identification skills. This screening is typically conducted in the spring.
• First Grade: Screening expands on the Kindergarten assessment, often including measures of decoding, encoding, and reading fluency. This screening is typically conducted in the fall.

What happens after screening?

• No Indication of Risk: If a student's screening results do not indicate a risk for dyslexia, they will continue with the general education curriculum.
• Possible Indication of Risk: If a student's screening results suggest a possible risk for dyslexia, the school will notify the parents/guardians. Further assessments may be recommended, and the student may receive targeted interventions within the general education setting.

Screening in Other Grades (2-12): Even though mandatory screening is only required in kindergarten and first grade, parents or teachers can request a dyslexia evaluation for a student in any grade if they suspect the student may have characteristics of dyslexia. This process is outlined in the "How to Request Evaluation" section below.

Structured Literacy Programs

FWISD implements structured literacy programs for students identified with dyslexia or at risk for dyslexia. Structured literacy is an evidence-based approach to reading instruction that is explicit, systematic, cumulative, and diagnostic. It addresses the core deficits associated with dyslexia, such as phonological awareness, decoding, and spelling.

Characteristics of Structured Literacy Programs:

• Explicit: Skills are taught directly and clearly, with no assumptions about what students already know.
• Systematic: Skills are taught in a logical sequence, building upon previously learned concepts.
• Cumulative: Previously learned skills are continuously reviewed and integrated into new learning.
• Diagnostic: Instruction is tailored to meet the individual needs of the student, based on ongoing assessment and progress monitoring.

Components of a Structured Literacy Program:

• Phonological Awareness: Focuses on the sounds of language, including rhyming, segmenting, blending, and manipulating phonemes.
• Phonics: Teaches the relationships between letters and sounds (graphemes and phonemes).
• Fluency: Develops the ability to read accurately, quickly, and with expression.
• Vocabulary: Expands word knowledge and understanding of word meanings.
• Reading Comprehension: Teaches strategies for understanding and extracting meaning from text.
• Spelling: Explicit instruction in spelling rules and patterns.

FWISD uses a variety of structured literacy programs, chosen based on the needs of the students. These programs are research-based and aligned with the Texas Dyslexia Handbook. Speak with your child's school to learn more about the specific programs used at their campus.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act or the Individuals with Disabilities Education Act (IDEA), which results in an Individualized Education Program (IEP). The determination depends on the severity of the student's needs 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, such as learning, reading, or writing.
• Focus: 504 plans primarily focus on providing accommodations to ensure equal access to the general education curriculum.
• Services: Accommodations may include extended time on tests, preferential seating, assistive technology, and modifications to assignments.
• Evaluation: Evaluation for a 504 plan typically involves a review of existing data, such as academic records and teacher observations. A formal dyslexia evaluation may be part of this process.
• Least Restrictive Environment: Students with 504 plans remain in the general education classroom.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability listed under IDEA (which can include a Specific Learning Disability like Dyslexia) that adversely affects their educational performance and requires specialized instruction.
• Focus: IEPs provide specially designed instruction, related services, and accommodations to address the student's unique learning needs.
• Services: Services may include specialized reading instruction (structured literacy), speech therapy, occupational therapy, counseling, and assistive technology.
• Evaluation: A comprehensive evaluation is required to determine eligibility for an IEP. This evaluation must assess all areas of suspected disability. A full and comprehensive dyslexia evaluation is essential for determining an IEP for dyslexia.
• Least Restrictive Environment: Students with IEPs are educated in the least restrictive environment appropriate to their needs, which may include general education classrooms, resource rooms, or specialized classrooms.

Key Differences:

• Impact on Educational Performance: The primary distinction is the degree to which the disability impacts educational performance. Students needing significant modifications to the curriculum and specially designed instruction will likely require an IEP. Students who primarily need accommodations to access the general curriculum may be better served by a 504 plan.
• Specialized Instruction: IEPs involve specially designed instruction; 504 plans generally focus on providing accommodations.
• Legal Requirements: IDEA has more extensive procedural safeguards for parents than Section 504.

The decision to pursue a 504 plan or an IEP should be made in collaboration with the school team, including teachers, administrators, and specialists. Parents play a crucial role in this decision-making process.

Accommodations List

Accommodations are changes to the way a student learns without changing the content of what they are learning. These adjustments help students with dyslexia access the curriculum and demonstrate their knowledge effectively. Accommodations can be provided under both 504 plans and IEPs.

Common Accommodations for Students with Dyslexia:

• Reading:
  • Text-to-Speech Software: Allows students to listen to text while reading along.
  • Audiobooks: Provides access to literature in an auditory format.
  • Highlighted Text: Highlights key information in textbooks or other materials.
  • Modified Reading Materials: Simplified text with fewer words and shorter sentences.
  • Preferential Seating: Placement near the teacher or away from distractions.
  • Extra Time for Reading Assignments: Allows more time to complete reading tasks.
• Writing:
  • Speech-to-Text Software: Allows students to dictate their writing.
  • Word Prediction Software: Predicts words as the student types.
  • Graphic Organizers: Provides a visual framework for organizing thoughts and ideas.
  • Pre-typed Notes: Provides students with notes ahead of time.
  • Scribe: A person who writes down the student's responses.
  • Extra Time for Writing Assignments: Allows more time to complete writing tasks.
  • Alternative Assessments: Oral presentations or projects instead of written essays.
• Spelling:
  • Spell Checkers: Allows students to use spell-checking tools.
  • Dictionary/Thesaurus: Provides access to word definitions and synonyms.
  • Use of phonetic spelling without penalty: Focus on content rather than perfect spelling.
• Testing:
  • Extended Time: Allows more time to complete tests.
  • Quiet Testing Environment: Reduces distractions during testing.
  • Read Aloud: The test is read aloud to the student. (May not be appropriate for all sections of standardized tests.)
  • Use of Calculator: Permits the use of a calculator for math tests.
• Organization:
  • Color-Coded Folders: Helps students organize materials by subject.
  • Assignment Notebook: Helps students track assignments and deadlines.
  • Checklists: Provides a visual reminder of tasks to be completed.

This list is not exhaustive, and the specific accommodations needed will vary depending on the individual student's needs. The school team will work with the parents/guardians to determine the most appropriate accommodations.

How to Request Evaluation

If you suspect your child may have dyslexia, you have the right to request an evaluation from FWISD. This process should be initiated by contacting your child's school.

Steps to Request a Dyslexia Evaluation:

1. Contact the School: Reach out to your child's teacher, school counselor, or principal to express your concerns. It is best to communicate in writing, such as via email, to have a record of your request.
2. Written Request: Submit a formal written request for a dyslexia evaluation. This request should include your child's name, grade level, school, and a detailed explanation of your concerns, including specific examples of reading, writing, and spelling difficulties you have observed.
3. Response from the School: The school is required to respond to your request within a reasonable timeframe, typically within 15 school days. The school may schedule a meeting to discuss your concerns and review your child's academic records.
4. Evaluation Consent: If the school determines that an evaluation is warranted, they will provide you with a consent form to sign. This form gives the school permission to conduct the evaluation. You have the right to refuse consent.
5. Evaluation Process: The evaluation process typically involves a variety of assessments, including measures of phonological awareness, decoding, reading fluency, reading comprehension, spelling, and writing. The evaluation is conducted by qualified professionals, such as educational diagnosticians or licensed specialists in school psychology (LSSPs).
6. Evaluation Report: After the evaluation is complete, you will receive a written report summarizing the findings. The report will indicate whether or not your child meets the criteria for dyslexia, according to the Texas Dyslexia Handbook.
7. ARD or 504 Meeting: If the evaluation determines that your child has dyslexia and requires special education services (IEP), an Admission, Review, and Dismissal (ARD) committee meeting will be scheduled. If your child requires accommodations but not specialized instruction (504 plan), a 504 meeting will be scheduled. During these meetings, the school team will discuss the evaluation results, develop an appropriate plan (IEP or 504), and determine the necessary services and accommodations.

Parent Rights:

• You have the right to participate in all meetings regarding your child's evaluation and educational plan.
• You have the right to review all of your child's educational records.
• You have the right to obtain an independent educational evaluation (IEE) at your own expense. The school district may be required to pay for an IEE under certain circumstances.
• You have the right to appeal the school's decisions regarding your child's evaluation and educational plan.

For further information or assistance with the dyslexia evaluation process in FWISD, you can contact the Special Education Department at Fort Worth ISD directly. The contact information can be found on the FWISD website.

This guide is intended to provide general information about dyslexia services in Fort Worth ISD. It is not a substitute for professional advice. Please consult with school officials or other qualified professionals for specific guidance regarding your child's needs.