Dyslexia Services in Garland ISD

Dyslexia Services in Garland ISD

This guide provides information about dyslexia services available to students within Garland Independent School District (GISD), focusing on adherence to Texas state guidelines and best practices.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook is the primary resource for understanding dyslexia and related services in Texas public schools. Garland ISD is committed to implementing the guidelines and recommendations outlined in the most current version of the handbook. The 2024 update introduces several key changes and clarifications, including:

• Emphasis on Early Identification: The handbook stresses the importance of identifying students at risk for dyslexia as early as possible, ideally in kindergarten and first grade. This allows for timely intervention and support to prevent academic difficulties.
• Structured Literacy Approach: The handbook reinforces the use of structured literacy as the recommended method for reading instruction for students with dyslexia. It outlines the core components of structured literacy, including phonological awareness, phonics, fluency, vocabulary, and reading comprehension. Specific programs used in GISD are detailed in a subsequent section.
• Data-Driven Decision Making: The handbook emphasizes the need for continuous monitoring of student progress and using data to inform instructional decisions. This includes regular assessments to track student growth and adjust interventions as needed.
• Parent Involvement: The handbook highlights the crucial role of parents in supporting their child's reading development. It encourages schools to communicate effectively with parents and provide them with resources to help their child at home. GISD aims to maintain open communication with parents throughout the evaluation and intervention process.
• Assistive Technology: The handbook recognizes the value of assistive technology in supporting students with dyslexia. Schools are encouraged to provide students with access to appropriate assistive technology tools to help them with reading, writing, and organization. Specific assistive technology options available within GISD are discussed in the accommodations section.

Parents are encouraged to familiarize themselves with the Texas Dyslexia Handbook (2024). It is available for free download on the Texas Education Agency (TEA) website. Searching "Texas Dyslexia Handbook TEA" will easily locate the resource.

Mandatory Screening

Texas law mandates that all students in kindergarten and first grade be screened for dyslexia. Garland ISD adheres to this requirement. Screening typically involves assessments that measure:

• Phonological Awareness: The ability to hear and manipulate the individual sounds in spoken words (e.g., rhyming, blending, segmenting).
• Rapid Automatized Naming (RAN): The speed and accuracy with which a student can name a series of familiar objects or symbols.
• Letter Knowledge: The ability to identify letters by name and sound.
• Nonsense Word Decoding: The ability to read made-up words using phonics skills.

GISD utilizes approved screening instruments aligned with the Texas Dyslexia Handbook. Parents will be notified if their child is identified as being at risk for dyslexia based on the screening results. It is important to understand that a screening is not a diagnosis. A screening indicates the *potential* for dyslexia and the need for further evaluation. Students identified through screening will receive targeted interventions to address their specific needs.

In addition to the mandated kindergarten and first-grade screening, students in other grades may be screened if concerns arise regarding their reading progress. Teachers, parents, or other school staff can request screening for students in grades 2 and above.

Structured Literacy Programs

Garland ISD utilizes structured literacy programs to provide explicit, systematic, and multisensory instruction to students with dyslexia. These programs are designed to address the underlying weaknesses that contribute to reading difficulties. Core components of structured literacy are explicitly taught and practiced:

• Phonological Awareness: Instruction focuses on developing the ability to hear, identify, and manipulate the sounds in spoken language. This includes activities such as blending, segmenting, and rhyming.
• Phonics: Instruction teaches the relationship between letters and sounds and how to use this knowledge to decode words. This is done in a systematic and sequential manner.
• Fluency: Instruction focuses on improving the speed and accuracy with which students read. This includes repeated reading and other fluency-building activities.
• Vocabulary: Instruction expands students' vocabulary knowledge, which is essential for reading comprehension.
• Reading Comprehension: Instruction teaches students strategies for understanding what they read, such as identifying the main idea, making inferences, and summarizing.

Examples of structured literacy programs potentially used within GISD (depending on student need and campus availability) may include, but are not limited to:

• Take Flight: A comprehensive, research-based intervention program developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
• Neuhaus Education Center Programs: Neuhaus offers a range of structured literacy programs for various age groups and skill levels.
• Orton-Gillingham based approaches: GISD may utilize approaches based on the Orton-Gillingham methodology, which is a multisensory, structured approach to reading instruction.

The specific structured literacy program used for a particular student will be determined based on their individual needs and the recommendations of the ARD (Admission, Review, and Dismissal) committee (for students with IEPs) or the 504 committee (for students with 504 plans). The chosen program will align with the principles of structured literacy and the requirements outlined in the Texas Dyslexia Handbook.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through either a 504 plan or an IEP (Individualized Education Program). The appropriate plan depends on the severity of the student's needs and whether they require specialized instruction.

• 504 Plan: A 504 plan provides accommodations to students with disabilities to ensure they have equal access to the general education curriculum. A student with dyslexia who is able to access the general education curriculum with accommodations may be eligible for a 504 plan. Accommodations might include extra time on tests, preferential seating, or assistive technology. The goal of a 504 plan is to level the playing field and provide students with the support they need to succeed in the regular classroom.
• IEP (Individualized Education Program): An IEP is a legally binding document that outlines the specialized instruction and related services a student with a disability needs to make progress in school. Students with dyslexia who require significant modifications to the curriculum or specialized instruction may be eligible for an IEP under the category of Specific Learning Disability (SLD). An IEP will include specific goals and objectives, as well as a detailed description of the services the student will receive, such as specialized reading instruction, speech therapy, or occupational therapy. The ARD committee, which includes parents, teachers, and other professionals, develops the IEP.

The key difference between a 504 plan and an IEP is the level of support provided. A 504 plan focuses on accommodations within the general education setting, while an IEP provides specialized instruction and related services designed to address the student's specific learning needs. The determination of whether a student requires a 504 plan or an IEP is made by a team of professionals, including teachers, administrators, and special education staff, in collaboration with the parents.

Accommodations List

Accommodations are modifications to the learning environment or instructional practices that help students with dyslexia access the curriculum and demonstrate their knowledge. The following is a non-exhaustive list of accommodations that may be provided to students with dyslexia in Garland ISD:

• Extended Time: Providing additional time on tests and assignments.
• Preferential Seating: Seating the student in a location that minimizes distractions and maximizes their ability to focus.
• Assistive Technology: Providing access to assistive technology tools, such as text-to-speech software, speech-to-text software, or audiobooks.
• Multi-Sensory Instruction: Using visual, auditory, and kinesthetic modalities during instruction.
• Chunking Assignments: Breaking down large assignments into smaller, more manageable tasks.
• Graphic Organizers: Providing graphic organizers to help students organize their thoughts and ideas.
• Copies of Notes: Providing students with copies of teacher notes.
• Oral Administration of Tests: Reading test questions aloud to the student.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Word Banks: Providing word banks on tests and assignments.
• Use of a Calculator: Allowing the student to use a calculator for math tasks.
• Alternative Assessments: Offering alternative assessments, such as oral presentations or projects, in place of traditional written tests.
• Visual Aids: Providing visual aids, such as charts, graphs, and diagrams.
• Use of Manipulatives: Using manipulatives, such as blocks or counters, to teach math concepts.
• Reduced Workload: Reducing the amount of work assigned to the student.
• Highlighted Textbooks: Providing textbooks with key information highlighted.
• Audio Recordings of Lectures: Allowing the student to record lectures.
• Reading Material at Independent Reading Level: Providing reading material that is at the student's independent reading level.
• Frequent Breaks: Allowing the student to take frequent breaks during instruction or testing.

The specific accommodations provided to a student will be determined based on their individual needs and the recommendations of the 504 committee or the ARD committee. The goal of accommodations is to provide students with the support they need to access the curriculum and demonstrate their knowledge without changing the content of what is being taught.

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 or the school principal to discuss your concerns. You have the right to request a full and individual evaluation to determine if your child has dyslexia and is eligible for special education services or a 504 plan.

The request for evaluation should be made in writing and directed to the school principal or the special education department. Your written request should include the following information:

• Your child's name and date of birth.
• Your child's grade level and school.
• A detailed description of your concerns about your child's reading development.
• Any information you have about your child's reading history, such as previous evaluations or interventions.
• Your contact information.

Upon receiving your written request, the school is required to respond within a reasonable timeframe, typically within 15 school days. The school will convene a meeting to discuss your concerns and determine whether an evaluation is warranted. If the team decides to evaluate your child, you will be asked to provide written consent. The evaluation will be conducted by qualified professionals, such as educational diagnosticians, speech-language pathologists, and psychologists. The evaluation will assess your child's reading skills, as well as other areas that may be affected by dyslexia, such as phonological awareness, phonics, fluency, vocabulary, and reading comprehension.

After the evaluation is completed, the team will meet again to review the results and determine whether your child has dyslexia and is eligible for special education services or a 504 plan. If your child is found to have dyslexia, the team will develop an individualized plan to address their specific needs. This plan may include specialized instruction, accommodations, and related services.

Garland ISD is committed to providing appropriate services and support to students with dyslexia. Parents are encouraged to be active participants in the evaluation and intervention process. If you have any questions or concerns, please do not hesitate to contact your child's teacher, school principal, or the special education department.