Dyslexia Services in Houston ISD

Dyslexia Services in Houston ISD

This guide provides information about dyslexia services offered within the Houston Independent School District (HISD), aligning with Texas state law and guidelines. It is intended to be a resource for parents, educators, and students seeking support for dyslexia.

Texas Dyslexia Handbook 2024

The cornerstone of dyslexia services in Texas is the Texas Dyslexia Handbook. It is imperative that parents and educators are familiar with this document, as it outlines the legal requirements, best practices, and recommended procedures for identifying and supporting students with dyslexia. The 2024 update reflects current research and understanding of dyslexia and related disorders.

Key aspects of the Texas Dyslexia Handbook include:

• Definition of Dyslexia: The Handbook provides a clear and concise definition of dyslexia as a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
• Screening and Identification Procedures: It details the mandated screening processes for early identification of students at risk for dyslexia, emphasizing the importance of universal screening in kindergarten and first grade, and screening in later grades if concerns arise.
• Instructional Programs: The Handbook advocates for the use of Structured Literacy programs for students identified with dyslexia. These programs are research-based and explicitly teach phonological awareness, phonics, fluency, vocabulary, and comprehension.
• Accommodations and Modifications: It provides guidance on appropriate accommodations and modifications that can be implemented to support students with dyslexia in the classroom.
• Parent Involvement: The Handbook emphasizes the importance of active parental involvement in the identification, evaluation, and instruction of students with dyslexia.
• Legal Framework: It references the relevant state laws and regulations related to dyslexia, including Texas Education Code §38.003 and Texas Administrative Code §74.28.
• Multi-Tiered Systems of Support (MTSS): The Handbook promotes the use of MTSS frameworks to provide tiered levels of support to struggling readers, with intensive interventions for students identified with dyslexia.

The Texas Dyslexia Handbook is available on the Texas Education Agency (TEA) website.

Mandatory Screening

Texas law mandates dyslexia screening for all students in kindergarten and first grade. This screening aims to identify students who may be at risk for developing dyslexia. HISD follows the guidelines outlined in the Texas Dyslexia Handbook for these screenings.

Screening Procedures in HISD:

• Kindergarten and First Grade: All students are screened using TEA-approved screeners. These screeners typically assess phonological awareness (e.g., rhyming, blending sounds), letter knowledge, and rapid automatized naming (RAN).
• Later Grades (2nd Grade and Above): If a teacher, parent, or other school personnel has concerns about a student's reading abilities, they can request a dyslexia screening. The campus Response to Intervention (RTI) team typically manages these requests.
• Screening Results: Parents are notified of the results of the dyslexia screening. If a student is identified as being at risk for dyslexia, the school will initiate further evaluation and intervention services.

Important Considerations:

• A screening is not a diagnosis. A screening indicates whether a student may be at risk for dyslexia and needs further evaluation.
• Parents have the right to request a dyslexia screening for their child at any time if they have concerns about their child's reading abilities.

Structured Literacy Programs

The Texas Dyslexia Handbook emphasizes the use of Structured Literacy programs for students identified with dyslexia. Structured Literacy is a research-based approach to reading instruction that is explicit, systematic, cumulative, and diagnostic.

Key Components of Structured Literacy:

• Phonological Awareness: Understanding and manipulating the sounds of language (e.g., rhyming, segmenting, blending).
• Phonics: The relationship between letters and sounds (e.g., learning that the letter "a" makes the /a/ sound).
• Fluency: Reading accurately, quickly, and with expression.
• Vocabulary: Understanding the meaning of words.
• Comprehension: Understanding the meaning of text.
• Morphology: Understanding word parts such as prefixes and suffixes.
• Syntax: Understanding sentence structure.

HISD utilizes specific Structured Literacy programs, including:

• (Insert Specific Program Names Used by HISD Here): *HISD parents and staff should consult with their campus to identify the specific Structured Literacy program(s) being used at their school.* It is important to verify with the specific school which programs they are currently implementing and if they have any specific training requirements for educators using these programs.

Important Considerations:

• Structured Literacy programs are most effective when implemented with fidelity and by trained instructors.
• The intensity and duration of the intervention will depend on the student's individual needs.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act of 1973 or under the Individuals with Disabilities Education Act (IDEA) through an Individualized Education Program (IEP). The determining factor is the severity of the dyslexia and its impact on the student's 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.
• Focus: 504 plans provide accommodations to ensure that students with disabilities have equal access to the general education curriculum.
• Services: Accommodations under a 504 plan might include extended time on tests, preferential seating, or assistive technology.
• Evaluation: The 504 evaluation process is typically less formal than the IEP evaluation process.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability that adversely affects their educational performance and requires specialized instruction. Dyslexia can qualify a student for an IEP under the category of Specific Learning Disability (SLD).
• Focus: IEPs provide specialized instruction and related services to address the student's specific learning needs.
• Services: IEP services might include specialized reading instruction (e.g., Structured Literacy), speech-language therapy, or occupational therapy.
• Evaluation: The IEP evaluation process is more comprehensive and involves a multidisciplinary team.

Key Differences Summarized:

HISD Guidance: The ARD (Admission, Review, and Dismissal) committee makes the determination of whether a student qualifies for special education services through an IEP. This committee will consist of teachers, parents, and other school personnel. In some cases, if interventions and accommodations provided through a 504 plan are not sufficient to address a student's needs, the ARD committee may determine that an IEP is necessary.

Accommodations List

Accommodations are changes to how a student learns the material but do not change what the student is expected to learn. These are crucial for helping students with dyslexia access the curriculum and demonstrate their knowledge. The specific accommodations needed will vary depending on the individual student's needs.

Common Accommodations for Students with Dyslexia:

• Reading:
  • Text-to-speech software
  • Audiobooks
  • Highlighted text
  • Modified reading assignments (e.g., shorter passages, simpler vocabulary)
  • Partner reading
  • Previewing text before reading
  • Use of graphic organizers to support comprehension
• Writing:
  • Speech-to-text software
  • Scribes
  • Word processors with spell check and grammar check
  • Use of graphic organizers to plan writing
  • Pre-writing activities
  • Reduced writing assignments
  • Alternative assessment methods (e.g., oral reports, presentations)
• Testing:
  • Extended time
  • Quiet testing environment
  • Use of assistive technology
  • Oral administration of tests
  • Breaking tests into smaller sections
• Classroom:
  • Preferential seating
  • Multi-sensory instruction
  • Clear and concise instructions
  • Visual aids
  • Frequent breaks
  • Use of assistive technology (e.g., calculators, voice recorders)
  • Copies of notes

Texas Specific Accommodations: Students with dyslexia in Texas may be eligible for specific accommodations on state-mandated assessments (STAAR). Information on allowable accommodations can be found on the TEA website under the "Accommodation Resources" section.

How to Request Evaluation

If you have concerns about your child's reading abilities and suspect they may have dyslexia, you have the right to request a formal evaluation from HISD.

Steps to Request an Evaluation:

1. Contact the School: Begin by contacting your child's teacher, school counselor, or principal. Discuss your concerns and provide any relevant information, such as observations of your child's reading difficulties or any family history of dyslexia.
2. Written Request: Submit a written request for a dyslexia evaluation to the school principal or special education coordinator. Clearly state your concerns and the reasons why you believe your child may have dyslexia. Keep a copy of your request for your records.
3. Referral to the RTI Team: Your child will likely be referred to the school's Response to Intervention (RTI) team. The RTI team will review your request and may implement additional interventions to address your child's reading difficulties.
4. Evaluation Process: If the RTI team determines that further evaluation is warranted, they will initiate the formal evaluation process. This process typically involves a variety of assessments, including measures of phonological awareness, decoding skills, reading fluency, and reading comprehension.
5. ARD Meeting: Once the evaluation is complete, an ARD committee meeting will be held to discuss the results and determine whether your child is eligible for special education services. You, as the parent, are a critical member of the ARD committee.
6. IEP Development (if applicable): If your child is found eligible for special education services, the ARD committee will develop an Individualized Education Program (IEP) that outlines the specific services and accommodations your child will receive.

Your Rights as a Parent:

• You have the right to request an evaluation at any time if you have concerns about your child's reading abilities.
• You have the right to participate in all meetings and decisions related to your child's evaluation and education.
• You have the right to review your child's educational records.
• You have the right to disagree with the school's evaluation or IEP and to seek an independent educational evaluation (IEE) at public expense under certain circumstances.

HISD Resources: Contact your child's school directly for more information on specific procedures and resources available within HISD. The district website may also have additional information on special education services.

This guide provides a general overview of dyslexia services in Houston ISD. It is essential to consult with your child's school and review the Texas Dyslexia Handbook for the most up-to-date and specific information.