Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, updated in 2024 by the Texas Education Agency (TEA), serves as the guiding document for identifying and supporting students with dyslexia in Texas public schools, including Hays CISD. It provides comprehensive information about dyslexia, related disorders, and best practices in instruction.

Key components of the 2024 Handbook include:

• Definition of Dyslexia: The Handbook provides a clear and consistent definition of 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
• Identification Procedures: The Handbook outlines the procedures schools must follow to identify students at risk for dyslexia. These procedures include universal screening, classroom observations, and individualized assessments when necessary. It emphasizes the importance of using multiple sources of data to make informed decisions about a student's need for intervention.
• Instructional Practices: The Handbook details the characteristics of effective instruction for students with dyslexia, emphasizing the importance of structured literacy approaches (described in more detail below). It provides guidance on selecting and implementing evidence-based interventions that address the specific needs of students.
• Parent Involvement: The Handbook highlights the crucial role of parents in the identification and support of students with dyslexia. It encourages schools to actively involve parents in the evaluation and intervention process and to provide them with resources and information about dyslexia.
• Legal Requirements: The Handbook summarizes the legal requirements related to dyslexia services in Texas, including the state's dyslexia law and related regulations. It clarifies the responsibilities of school districts to provide appropriate services to students with dyslexia under Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA).
• Updates in the 2024 Edition: Schools and parents should be aware of specific changes in the 2024 handbook. These often include clarified language on screening procedures, updated information regarding approved reading programs, and enhanced guidance for supporting students with comorbid conditions (e.g., ADHD and dyslexia). Always refer to the official TEA document for the most up-to-date information.

Accessing the Handbook: You can download the full Texas Dyslexia Handbook 2024 from the TEA website (linked above). Hays CISD adheres to the guidelines and requirements outlined in this handbook to ensure consistent and effective support for students with dyslexia.

Mandatory Screening

Hays CISD, in accordance with Texas law, implements mandatory dyslexia screening for students in kindergarten and first grade. The purpose of this screening is to identify students who may be at risk for dyslexia early on so that appropriate interventions can be provided.

Screening Process:

• Kindergarten Screening: All kindergarten students are screened using measures designed to assess foundational literacy skills, such as phonological awareness, letter knowledge, and rapid automatized naming. The specific tools used may vary by campus within Hays CISD, but all tools must meet TEA-approved criteria.
• First Grade Screening: First-grade students who did not attend kindergarten in a Texas public school, or those who were identified as at-risk in kindergarten, are screened using similar measures to the kindergarten screen. This helps to catch students who may have moved into the district or who need further assessment.
• Ongoing Monitoring: Even if a student is not flagged during the initial screening, teachers continuously monitor student progress in reading throughout the school year. Concerns about a student's reading development can trigger further evaluation, regardless of screening results.
• Parent Notification: Parents are notified if their child is identified as potentially at risk for dyslexia during the screening process. This notification will include information about the screening results and recommendations for next steps.
• Screening Tools: Hays CISD uses TEA-approved screening tools. Parents can contact their child's school to inquire about the specific screening tools used at their campus.

It's important to remember that a positive screening result does not mean that a student has dyslexia. It simply means that the student is exhibiting characteristics that are often associated with dyslexia and warrants further evaluation.

Structured Literacy Programs

Hays CISD utilizes structured literacy programs to provide explicit and systematic instruction to students with dyslexia. Structured literacy is an approach to reading instruction that focuses on teaching the underlying structure of language in a sequential and cumulative manner. It is considered the gold standard for reading instruction for students with dyslexia and struggling readers.

Key Principles of Structured Literacy:

• Explicit Instruction: Skills are taught directly and clearly, rather than being left to chance or discovery.
• Systematic Instruction: Skills are taught in a logical and sequential order, building upon previously learned concepts.
• Cumulative Instruction: Previously learned skills are continuously reviewed and reinforced.
• Diagnostic Teaching: Instruction is tailored to meet the specific needs of each student, based on ongoing assessment of their strengths and weaknesses.
• Multisensory Instruction: Instruction incorporates visual, auditory, kinesthetic, and tactile modalities to engage multiple learning pathways.

Components of Structured Literacy Instruction:

• Phonological Awareness: Understanding and manipulating the sounds of spoken language, including rhyming, segmenting, and blending.
• Phonics: Understanding the relationship between letters and sounds and using this knowledge to decode words.
• Fluency: Reading accurately, quickly, and with expression.
• Vocabulary: Developing a broad and deep understanding of words and their meanings.
• Reading Comprehension: Understanding the meaning of text.

Hays CISD Approved Programs: While specific program availability may vary by campus and grade level, Hays CISD utilizes TEA-approved structured literacy programs. Contact your child's school for specific program information.

Parent Involvement: Parents can support structured literacy instruction at home by reinforcing the skills taught at school. This can include practicing phonics skills, reading aloud together, and working on vocabulary development.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through either a Section 504 plan or an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA). The determination of which plan is appropriate depends on the student's individual needs and the impact of their dyslexia on their access to the general education curriculum.

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. Dyslexia can qualify as such an impairment.
• 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 under a 504 plan typically include accommodations, such as extended time on tests, preferential seating, and assistive technology. The plan may also include modifications to assignments or classroom procedures. It does *not* typically include specialized, intensive instruction.
• Funding: 504 plans are funded by general education funds.

IEP (Individualized Education Program):

• Eligibility: A student is eligible for an IEP if they have a disability that falls under one of the categories defined by IDEA (e.g., Specific Learning Disability, which can include dyslexia) and the disability adversely affects their educational performance, requiring specially designed instruction.
• Focus: The focus of an IEP is to provide specially designed instruction and related services to address the student's individual learning needs and to enable them to make progress in the general education curriculum.
• Services: Services under an IEP can include specialized reading instruction (e.g., structured literacy interventions delivered by a trained specialist), speech-language therapy, occupational therapy, counseling, and accommodations.
• Funding: IEPs are funded by a combination of federal, state, and local funds.

Key Differences:

• Severity of Impact: IEPs are generally for students whose dyslexia has a more significant impact on their educational performance and who require more intensive interventions than can be provided through a 504 plan.
• Specially Designed Instruction: IEPs include specially designed instruction, while 504 plans primarily focus on accommodations.
• Evaluation Requirements: The evaluation process for an IEP is more comprehensive and requires a multidisciplinary team, including a school psychologist and special education teacher.

Which is Right for Your Child? The decision of whether a 504 plan or an IEP is appropriate for your child will be made by a team of professionals, including teachers, administrators, and special education staff, in consultation with you. The team will consider your child's individual needs, the severity of their dyslexia, and the impact of their dyslexia on their educational performance.

Accommodations List

Accommodations are changes to the way instruction is delivered or the way a student demonstrates their knowledge that do not change the content of what is being taught. They are designed to help students with dyslexia access the curriculum and demonstrate their learning.

Common Accommodations for Students with Dyslexia in Hays CISD:

• Extended Time: Allowing extra time on tests and assignments.
• Preferential Seating: Positioning the student in a location that minimizes distractions and maximizes their ability to focus.
• Text-to-Speech Software: Using software that reads text aloud to the student.
• Audiobooks: Providing access to books in audio format.
• Scribe: Having someone write down the student's answers on tests or assignments.
• Calculator: Providing access to a calculator for math problems.
• Graphic Organizers: Using visual aids to help the student organize their thoughts and ideas.
• Multi-Sensory Activities: Incorporating visual, auditory, kinesthetic, and tactile activities into instruction.
• Breaking Down Assignments: Dividing large assignments into smaller, more manageable chunks.
• Modified Workload: Reducing the amount of work assigned, while still covering the essential concepts.
• Oral Testing: Allowing the student to answer test questions orally.
• Dictation Software: Allowing the student to dictate their writing.
• Highlighters and Colored Overlays: Using these tools to help with visual tracking and reduce visual stress.
• Copy of Notes: Providing the student with a copy of the teacher's notes.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Use of Manipulatives: Allowing the student to use hands-on materials to learn concepts.
• Frequent Breaks: Allowing the student to take short breaks to help maintain focus.
• Directions Read Aloud: Providing oral directions and repeating as needed.
• Reduced Visual Clutter: Ensuring worksheets and other materials are free from unnecessary visual distractions.

Important Considerations:

• Individualized Needs: The specific accommodations that are appropriate for a student with dyslexia will vary depending on their individual needs and learning style.
• Team Decision: Accommodations should be determined by a team of professionals, including teachers, administrators, and parents.
• Regular Review: Accommodations should be regularly reviewed and adjusted as needed to ensure that they are effective in supporting the student's learning.

How to Request Evaluation

If you have concerns about your child's reading development and suspect they may have dyslexia, you have the right to request an evaluation from Hays CISD.

Steps to Request an Evaluation:

1. Contact Your Child's Teacher: Begin by discussing your concerns with your child's teacher. They can provide valuable insights into your child's reading progress and behavior in the classroom.
2. Contact the School Principal or Counselor: If you are not satisfied with the initial discussion with the teacher, or if you believe that further action is needed, contact the school principal or counselor. They can help you navigate the evaluation process.
3. Submit a Written Request: The formal request for an evaluation should be submitted in writing to the school principal or special education director. The letter should clearly state your concerns about your child's reading development and your request for a dyslexia evaluation. Be specific about the difficulties your child is experiencing.
4. Include Relevant Information: In your written request, include any relevant information about your child's learning history, such as previous evaluations, medical diagnoses, or family history of dyslexia.
5. Timeline: Hays CISD has a specific timeline for responding to requests for evaluation. The district must provide you with a response within a reasonable timeframe, typically outlined in district policy. Contact the district special education department for specifics.
6. Evaluation Process: If the school agrees to conduct an evaluation, a team of professionals will assess your child's reading skills, phonological awareness, and other related areas. The evaluation process may include standardized tests, classroom observations, and parent interviews.
7. Evaluation Report: Following the evaluation, you will receive a written report summarizing the findings and recommendations. The report will indicate whether or not your child meets the criteria for dyslexia and will outline any recommended interventions or accommodations.
8. Eligibility Determination: If your child is determined to be eligible for dyslexia services, a team will develop a 504 plan or an IEP to address their individual needs.

Important Considerations:

• Documentation: Keep copies of all correspondence related to the evaluation process.
• Parent Rights: You have the right to participate in all stages of the evaluation and intervention process.
• Advocacy: If you are not satisfied with the school's response to your request for evaluation, you have the right to advocate for your child's needs. You can contact the TEA or a disability rights organization for assistance.
• Hays CISD Special Education Department: Contact the Hays CISD Special Education Department for specific information about the evaluation process and available resources.

By following these steps, you can ensure that your child receives the support they need to succeed in school.