Texas Dyslexia Handbook 2024

Georgetown ISD adheres to the guidelines outlined in the updated Texas Dyslexia Handbook 2024. This handbook, published by the Texas Education Agency (TEA), provides comprehensive information about dyslexia, its identification, and evidence-based interventions. Parents and educators are encouraged to familiarize themselves with the handbook, which can be found on the TEA website. It details the legal requirements for dyslexia services in Texas public schools, including screening, evaluation, and program implementation. This handbook emphasizes the importance of early identification and intervention for students with dyslexia. The handbook also clarifies the roles and responsibilities of various stakeholders, including teachers, administrators, and parents, in supporting students with dyslexia. It provides information on specific strategies and accommodations that can be used to help students with dyslexia succeed in the classroom. Changes from previous versions, if any, are clearly indicated within the handbook.

Mandatory Screening

Georgetown ISD conducts mandatory dyslexia screenings for all students in kindergarten and first grade, as mandated by Texas law. These screenings are designed to identify students who may be at risk for dyslexia. The screening typically involves assessments of phonological awareness, phonological memory, rapid naming, and letter-sound knowledge. Students who demonstrate characteristics of dyslexia during the initial screening may be referred for further evaluation. Parents will be notified if their child is identified as potentially having dyslexia based on the screening results. The screenings are conducted using TEA-approved instruments. The specific tools used may vary slightly depending on the grade level and campus. If a student transfers into Georgetown ISD from another school district, their previous screening records will be reviewed, and additional screening may be conducted as needed.

Structured Literacy Programs

Georgetown ISD utilizes Structured Literacy programs as the primary intervention for students identified with dyslexia. These programs are evidence-based and research-supported, focusing on explicit and systematic instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension. Instruction is cumulative and sequential, building upon previously learned skills. Teachers implementing these programs receive specialized training in the principles of Structured Literacy and how to effectively deliver instruction to students with dyslexia. Specific programs used within Georgetown ISD may include, but are not limited to, components aligned with Orton-Gillingham principles. The intensity and duration of the intervention are tailored to meet the individual needs of each student. Progress monitoring is conducted regularly to assess student growth and make adjustments to the intervention as needed.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through a 504 plan or an Individualized Education Program (IEP), depending on the severity of their needs. A 504 plan provides accommodations and modifications to the learning environment to ensure that students with disabilities have equal access to education. An IEP, on the other hand, is a more comprehensive plan that outlines specialized instruction and related services for students with disabilities who require significant support to access the general education curriculum. Students are eligible for an IEP if their dyslexia significantly impacts their academic performance and requires specially designed instruction. The determination 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 assessment data. Parents have the right to participate in the development and implementation of both 504 plans and IEPs.

Accommodations List

Common accommodations provided to students with dyslexia in Georgetown ISD may include:

• Extended time on tests and assignments
• Use of assistive technology (e.g., text-to-speech software, speech-to-text software)
• Preferential seating
• Modified assignments and assessments
• Oral administration of tests
• Use of graphic organizers
• Multi-sensory teaching strategies
• Frequent breaks
• Copies of notes
• Reduced workload

How to Request Evaluation

Parents who suspect their child may have dyslexia should contact their child's teacher, school counselor, or campus administrator to request an evaluation. The request should be made in writing and should include specific concerns about the child's reading and spelling abilities. The school will then initiate the evaluation process, which may involve a variety of assessments to determine if the student meets the criteria for dyslexia. Parents will be notified of the evaluation results and will have the opportunity to participate in the development of a 504 plan or IEP, if appropriate. It is important to document all communication with the school regarding your concerns and requests for evaluation. Retain copies of all correspondence. You have the right to request a copy of all evaluation data and reports.