Dyslexia Services in Frisco ISD

Dyslexia Services in Frisco ISD

This guide provides information about dyslexia services within Frisco Independent School District (FISD) in Texas, focusing on mandated procedures, available programs, and support options for students with dyslexia. It is crucial to consult directly with your child's school and FISD special education staff for personalized guidance and the most up-to-date information.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, 2024 Update is the guiding document for identification and instruction of students with dyslexia in Texas public schools. It is essential for parents, educators, and administrators to be familiar with this resource. FISD adheres to the guidelines outlined in this handbook. Key aspects covered include:

• Definition of Dyslexia: The handbook clearly defines dyslexia as a specific learning disability that is neurological 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.
• Screening Procedures: The handbook specifies mandated screening procedures for identifying students at risk for dyslexia. (See section below: Mandatory Screening)
• Instructional Programs: It provides information on evidence-based, structured literacy programs that are appropriate for students with dyslexia. (See section below: Structured Literacy Programs)
• Assessment and Evaluation: The handbook outlines the procedures for comprehensive dyslexia evaluations, including the types of assessments that should be used.
• Accommodations and Modifications: It provides a range of accommodations and modifications that can be implemented to support students with dyslexia in the classroom. (See section below: Accommodations List)
• Parent Involvement: The handbook emphasizes the importance of parent involvement in the identification, assessment, and instruction of students with dyslexia.
• Legal Requirements: The document reflects current Texas legal requirements related to dyslexia services.

You can access the Texas Dyslexia Handbook, 2024 Update on the Texas Education Agency (TEA) website. It is highly recommended that all parents review this document.

Mandatory Screening

Texas law mandates that all students in kindergarten through first grade be screened for dyslexia risk factors. Frisco ISD follows this mandate rigorously. Here's what you should know:

• Kindergarten Screening: Students are typically screened at the beginning of kindergarten for pre-literacy skills related to dyslexia, such as phonological awareness, letter knowledge, and rapid naming.
• First Grade Screening: Students in first grade are screened for dyslexia risk factors using a state-approved screener. The screening usually occurs early in the school year.
• Screening Components: The screeners generally assess areas like phonological awareness (rhyming, blending, segmenting), phonemic awareness (identifying and manipulating individual sounds in words), rapid automatized naming (RAN), letter knowledge (identifying letter names and sounds), and reading real and nonsense words.
• Intervention: Students identified as being at risk for dyslexia based on screening results are provided with targeted, evidence-based interventions. These interventions are often delivered in small groups and focus on strengthening foundational reading skills.
• Parent Notification: Parents are notified if their child is identified as being at risk for dyslexia based on the screening results. The school will discuss the screening results, the interventions being provided, and the next steps.
• Tiered Intervention System: FISD utilizes a tiered intervention system (often referred to as Response to Intervention or RTI) to provide increasing levels of support to students who are struggling with reading. Screening results inform placement within this tiered system.
• Older Students: Students in higher grades can also be screened if teachers or parents have concerns about their reading skills. The process is similar to that used for younger students.

If you have concerns about your child's reading skills at any grade level, contact your child's teacher or the school principal to discuss the possibility of screening.

Structured Literacy Programs

Structured literacy is an approach to reading instruction that is explicit, systematic, cumulative, and diagnostic. It is considered the gold standard for teaching students with dyslexia. Frisco ISD utilizes structured literacy programs that align with the Texas Dyslexia Handbook. Key features of structured literacy programs include:

• Explicit Instruction: Skills are taught directly and clearly, with no assumptions made about prior knowledge.
• Systematic Instruction: Skills are taught in a logical sequence, building from basic to more complex concepts.
• Cumulative Instruction: Each lesson builds on previously learned skills, and new concepts are regularly reviewed and reinforced.
• Diagnostic Instruction: Instruction is adjusted based on ongoing assessment of student progress. Teachers use data to identify areas where students are struggling and provide targeted support.
• Phonological Awareness: Extensive instruction in phonological awareness skills, such as blending, segmenting, and manipulating sounds in words.
• Phonics: Systematic and explicit instruction in phonics, teaching the relationships between letters and sounds.
• Fluency: Activities to improve reading fluency, including repeated reading and timed reading passages.
• Vocabulary: Explicit vocabulary instruction, focusing on both word meanings and word parts (prefixes, suffixes, roots).
• Reading Comprehension: Strategies to improve reading comprehension, such as summarizing, questioning, and making inferences.
• Spelling: Instruction in spelling patterns and rules, linked to phonics instruction.

Specific structured literacy programs used in FISD may vary by campus and grade level. Commonly used programs include (but are not limited to):

• Take Flight: A comprehensive intervention program developed by the Scottish Rite Hospital for Children.
• Neuhaus Education Center Programs: A variety of programs focused on literacy development.
• Reading by Design: A structured literacy approach that focuses on foundational reading skills.

Contact your child's school to learn more about the specific structured literacy 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 of 1973 or the Individuals with Disabilities Education Act (IDEA) through an Individualized Education Program (IEP). Understanding the differences between these two options is crucial:

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.
• Focus: The focus of a 504 plan is to provide accommodations and modifications to ensure that the student has equal access to the general education curriculum.
• Services: Services typically include accommodations such as extended time on tests, preferential seating, and access to assistive technology. 504 plans may also include modifications to assignments.
• IEP Not Required: A 504 plan does not require specially designed instruction.
• Evaluation: The evaluation process for a 504 plan is less extensive than for an IEP.
• Placement: 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 that is specifically listed under IDEA (such as a specific learning disability like dyslexia) and that disability adversely affects their educational performance.
• Focus: The focus of an IEP is to provide specially designed instruction and related services to address the student's unique needs and enable them to make progress in the general education curriculum.
• Services: Services can include specialized reading instruction (e.g., structured literacy), speech therapy, occupational therapy, and counseling.
• Specially Designed Instruction: An IEP must include specially designed instruction that is tailored to the student's individual needs.
• Evaluation: The evaluation process for an IEP is more comprehensive and involves a multidisciplinary team.
• Placement: Students with IEPs may receive services in a variety of settings, including the general education classroom, resource room, or self-contained classroom, depending on their individual needs.

Key Differences Summary:

• Severity of Need: IEPs are typically for students with more significant needs who require specialized instruction. 504 plans are for students who need accommodations to access the general curriculum.
• Specially Designed Instruction: Only IEPs provide for specially designed instruction.
• Legal Requirements: IDEA has more stringent legal requirements than Section 504.

The decision of whether a student needs 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 results.

Accommodations List

Accommodations are changes to the way a student learns that do not significantly change the content being taught. They provide students with dyslexia with equitable access to learning. Common accommodations for students with dyslexia in Frisco ISD include:

• Extended Time: Allowing extra time on tests and assignments.
• Preferential Seating: Placing the student in a location that minimizes distractions.
• Assistive Technology: Providing access to tools such as text-to-speech software, speech-to-text software, and graphic organizers.
• Audiobooks: Providing access to books in audio format.
• Reduced Workload: Modifying the amount of work assigned. (Note: This is technically a *modification*, not an accommodation, but is frequently included)
• Scribe: Allowing the student to dictate answers to someone who writes them down.
• Calculator: Providing a calculator for math tasks.
• Copy of Notes: Providing a copy of the teacher's notes.
• Frequent Breaks: Allowing the student to take frequent breaks during instruction or testing.
• Highlighting: Allowing the student to highlight key information in texts.
• Visual Aids: Using visual aids to support instruction.
• Multi-Sensory Instruction: Incorporating visual, auditory, and kinesthetic activities into instruction.
• Oral Reading of Tests: Reading test questions aloud to the student.
• Word Processor: Allowing the student to use a word processor for writing assignments.
• Modified Spelling Expectations: Grading spelling based on effort and progress, rather than strict accuracy. (Note: This is technically a *modification*, not an accommodation, but is frequently included)
• Chunking of Information: Breaking down large tasks into smaller, more manageable chunks.
• Pre-teaching Vocabulary: Introducing key vocabulary words before a lesson.

The specific accommodations that are appropriate for a student will depend on their individual needs and learning style. These accommodations are typically documented in a 504 plan or IEP.

How to Request Evaluation

If you suspect your child may have dyslexia, it is important to request an evaluation from Frisco ISD. Here's how to initiate the process:

• Contact the School: Begin by contacting your child's teacher or the school principal to express your concerns. Discuss your observations and any specific difficulties your child is experiencing with reading, spelling, or writing.
• Written Request: Submit a written request for an evaluation to the school principal or the special education department. The request should clearly state your concerns and the reasons why you believe your child may have dyslexia.
• Documentation: Include any relevant documentation with your request, such as report cards, previous test scores, and observations from teachers or other professionals.
• Response from the School: The school is required to respond to your request within a reasonable timeframe, typically within 15 school days in Texas. They will either agree to conduct an evaluation or provide a written explanation of why they are declining the request.
• Evaluation Process: If the school agrees to conduct an evaluation, they will assemble a team of professionals, including teachers, diagnosticians, and potentially other specialists. The evaluation process will involve a variety of assessments to determine if your child meets the criteria for dyslexia.
• Evaluation Report: Once the evaluation is complete, the team will prepare a written report summarizing the findings and recommendations. You will receive a copy of this report.
• ARD Meeting (for IEP): If the evaluation results indicate that your child has dyslexia and requires specially designed instruction, an Admission, Review, and Dismissal (ARD) committee meeting will be scheduled to develop an Individualized Education Program (IEP).
• 504 Meeting (if applicable): If the evaluation results indicate that your child requires accommodations but not specially designed instruction, a 504 committee meeting will be scheduled to develop a 504 plan.

Remember to maintain open communication with the school throughout the evaluation process. Your input is valuable, and your active participation is essential to ensuring that your child receives the support they need.

Disclaimer: This guide provides general information about dyslexia services in Frisco ISD and is not intended to be a substitute for professional advice. Please consult with your child's school and FISD special education staff for personalized guidance and the most up-to-date information. Information is based on publicly available information and may be subject to change.