Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024) serves as the cornerstone for dyslexia identification and intervention in Texas public schools, including Humble ISD. It provides guidance to parents, educators, and administrators on best practices for supporting students with dyslexia. Key aspects of the handbook that Humble ISD adheres to include:

• Definition of Dyslexia: The handbook 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. 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 procedures for universal screening, progress monitoring, and comprehensive evaluations to identify students with characteristics of dyslexia. Humble ISD follows these guidelines to ensure timely and accurate identification. This often involves observing a student's reading development in the classroom, reviewing their academic history, and conducting assessments in areas like phonological awareness, phonics, reading fluency, spelling, and reading comprehension.
• Instructional Practices: The handbook emphasizes the importance of providing evidence-based, structured literacy interventions for students with dyslexia. These interventions are systematic, explicit, multi-sensory, and sequential. Humble ISD implements specific structured literacy programs (described further below) that align with the handbook's recommendations.
• Parent Involvement: The handbook stresses the importance of collaboration between schools and parents. Humble ISD encourages parents to actively participate in the identification, evaluation, and intervention process for their children. Regular communication, meetings, and shared decision-making are essential components.
• Legal Requirements: The handbook clarifies the legal requirements for providing dyslexia services under Texas law, including compliance with the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Humble ISD ensures that all students with dyslexia receive appropriate services and accommodations.
• Updates in the 2024 Handbook: The 2024 version includes updates and clarifications related to screening practices, intervention strategies, and assistive technology. Humble ISD staff receive ongoing professional development to stay current with the latest research and recommendations. Specific changes may involve updated screening tools, more refined intervention strategies based on recent research, and greater emphasis on the use of assistive technology to support reading and writing. Consult Humble ISD's website or contact the Special Education department for specific details on the implementation of changes from the 2024 Handbook.

Parents can access the full Texas Dyslexia Handbook (2024) on the Texas Education Agency (TEA) website. It's crucial to familiarize yourself with this document to understand your child's rights and the services available to them.

Mandatory Screening

Texas law mandates that all students in kindergarten through second grade receive dyslexia screening. Humble ISD adheres to this requirement, using approved screening instruments to identify students who may be at risk for dyslexia. The purpose of mandatory screening is early identification and intervention.

• Universal Screening in K-2: Humble ISD administers universal screenings to all students in kindergarten, first grade, and second grade. These screenings typically assess skills such as phonological awareness (rhyming, blending, segmenting sounds), letter-sound knowledge, and rapid naming.
• Screening Tools Used: The specific screening tools used in Humble ISD are aligned with the Texas Dyslexia Handbook and are designed to identify students who demonstrate characteristics of dyslexia. Contact your child's school or the Humble ISD Special Education department to inquire about the specific tools used. These might include assessments like the Texas Primary Reading Inventory (TPRI) or similar instruments.
• Follow-Up After Screening: If a student demonstrates characteristics of dyslexia during the universal screening, Humble ISD will implement appropriate interventions and progress monitoring. Parents will be notified of the screening results and involved in the next steps.
• Progress Monitoring: Students who receive interventions are closely monitored to track their progress. Data is collected regularly to determine the effectiveness of the interventions and to make adjustments as needed.
• Referral for Evaluation: If a student continues to struggle despite targeted interventions, a referral for a full and individual evaluation may be considered to determine if the student has dyslexia and is eligible for special education services.
• Screening Beyond 2nd Grade: While mandatory universal screening ends in 2nd grade, students in higher grades can be screened if there are concerns about their reading skills. Teachers and parents can request further evaluation if they suspect a student in grades 3-12 may be experiencing dyslexia.

Structured Literacy Programs

Humble ISD utilizes structured literacy programs to provide explicit, systematic, and multi-sensory instruction for students with dyslexia. These programs are designed to address the core deficits associated with dyslexia and improve reading and spelling skills.

• Key Principles of Structured Literacy: Structured literacy programs are based on the science of reading and incorporate the following principles:
  • Explicit Instruction: Concepts are taught directly and clearly, with no assumptions made about prior knowledge.
  • Systematic Instruction: Skills are taught in a logical and sequential order, building from simple to complex.
  • Cumulative Instruction: New skills are built upon previously learned skills, and previously learned skills are continuously reviewed and reinforced.
  • Multi-Sensory Instruction: Instruction engages multiple senses (visual, auditory, kinesthetic, tactile) to enhance learning and memory.
• Examples of Programs Used in Humble ISD: Humble ISD may utilize several structured literacy programs, depending on the needs of the student and the resources available at each campus. Some commonly used programs include:
  • Reading by Design: A comprehensive, research-based program focusing on phonological awareness, phonics, fluency, vocabulary, and comprehension.
  • Take Flight: A Comprehensive Intervention for Students with Dyslexia: A curriculum developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
  • Other Programs: Humble ISD may also use other evidence-based structured literacy programs or components of programs, depending on the specific needs of the student. Contact your child's school to inquire about the specific program being used.
• Program Implementation: Structured literacy programs are typically delivered in small groups or individually by trained teachers or specialists. The intensity and duration of the intervention will vary depending on the student's needs.
• Progress Monitoring Within Programs: Students' progress within the structured literacy programs is closely monitored using standardized assessments and progress monitoring tools. This data is used to adjust instruction and ensure that students are making adequate progress.

504 vs IEP for Dyslexia

Students with dyslexia in Humble ISD may receive support through a Section 504 plan or an Individualized Education Program (IEP). The appropriate plan depends on the severity of the student's needs and whether the dyslexia significantly impacts their access to the general education curriculum.

• Section 504 Plan:
  • Purpose: A Section 504 plan provides accommodations and modifications to ensure that students with disabilities have equal access to the general education curriculum.
  • 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, reading, or writing.
  • Services: 504 plans typically include accommodations such as extended time on tests, preferential seating, assistive technology, and modified assignments.
  • Focus: The focus is on removing barriers to access the general education curriculum.
  • Funding: 504 plans are not specifically funded; accommodations are implemented using existing school resources.
• Individualized Education Program (IEP):
  • Purpose: An IEP is a legally binding document that outlines a student's special education and related services.
  • Eligibility: A student is eligible for an IEP if they have a disability (including dyslexia) that adversely affects their educational performance and requires specially designed instruction.
  • Services: IEPs include specially designed instruction, accommodations, modifications, and related services such as speech therapy, occupational therapy, or counseling. For dyslexia, this often includes direct, explicit instruction in reading and spelling using a structured literacy approach.
  • Focus: The focus is on providing individualized instruction and support to address the student's specific learning needs.
  • Funding: IEPs are funded through federal and state special education funds.
• Key Differences:
  • Severity of Impact: IEPs are for students whose dyslexia has a more significant impact on their educational performance and requires specially designed instruction, whereas 504 plans are for students who need accommodations to access the general education curriculum.
  • Specially Designed Instruction: IEPs provide specially designed instruction tailored to the student's needs, while 504 plans focus on accommodations.
  • Legal Requirements: IEPs have more extensive legal requirements than 504 plans.
• Determining the Appropriate Plan: The decision of whether a student needs a 504 plan or an IEP is made by a team of professionals, including teachers, administrators, parents, and specialists. The team will consider the student's assessment results, classroom performance, and individual needs.

Accommodations List

Accommodations are changes to how a student learns the material. They do not change what the student is expected to learn. These accommodations can be included in a 504 plan or an IEP.

• Reading Accommodations:
  • Extended Time: Allowing extra time for reading tasks and tests.
  • Text-to-Speech Software: Using software that reads text aloud.
  • Audiobooks: Providing access to audio versions of books and other reading materials.
  • Highlighting: Allowing students to highlight key information in text.
  • Reduced Reading Load: Providing summaries or excerpts of longer texts.
  • Chunking Text: Breaking down large blocks of text into smaller, more manageable chunks.
  • Preferential Seating: Placing the student in a location in the classroom that minimizes distractions.
• Writing Accommodations:
  • Extended Time: Allowing extra time for writing tasks and tests.
  • Speech-to-Text Software: Using software that converts speech to text.
  • Word Prediction Software: Using software that suggests words as the student types.
  • Graphic Organizers: Providing graphic organizers to help students plan and organize their writing.
  • Pre-writing Activities: Engaging in pre-writing activities such as brainstorming and outlining.
  • Scribe: Providing a scribe to write down the student's dictated responses.
  • Allowing typed assignments: Allowing students to type assignments instead of handwriting them.
• Spelling Accommodations:
  • Spell Check: Allowing the use of spell check on writing assignments.
  • Word Banks: Providing word banks with commonly misspelled words.
  • Focus on Content: Grading writing assignments primarily on content rather than spelling.
• Classroom Accommodations:
  • Quiet Testing Environment: Providing a quiet and distraction-free environment for tests and quizzes.
  • Frequent Breaks: Allowing for frequent breaks during long tasks.
  • Visual Aids: Using visual aids such as charts, diagrams, and pictures.
  • Multi-Sensory Instruction: Incorporating multi-sensory activities into instruction.
  • Clear and Concise Instructions: Providing clear and concise instructions.
  • Repeating Instructions: Repeating instructions as needed.
• Assistive Technology:
  • Tablets or Laptops: Providing access to tablets or laptops with assistive technology software.
  • Headphones: Allowing the use of headphones to minimize distractions.

How to Request Evaluation

If you suspect your child may have dyslexia, it is important to communicate your concerns to their teacher and/or the school principal. A formal evaluation can help determine if your child meets the criteria for dyslexia and is eligible for services.

• Initial Communication: Start by contacting your child's teacher to discuss your concerns. Share any observations you have made about your child's reading, spelling, and writing difficulties. Document these conversations.
• Formal Request for Evaluation: If you are still concerned after talking with the teacher, you can submit a formal written request for an evaluation to the school principal or the school's special education department. This request should include:
  • Your child's name and date of birth
  • Your contact information
  • A clear statement that you are requesting a full and individual evaluation for dyslexia
  • A summary of your concerns and observations
  • Any relevant information about your child's academic history
• Evaluation Process: Once the school receives your written request, they have a specific timeframe (as dictated by Texas law and Humble ISD policy) to respond and begin the evaluation process. The evaluation will typically include a variety of assessments to evaluate your child's reading, spelling, writing, and related skills.
• ARD (Admission, Review, and Dismissal) Meeting: If the evaluation results indicate that your child has dyslexia and requires special education services, an ARD meeting will be scheduled. This meeting will involve you, school personnel, and other relevant professionals. The purpose of the ARD meeting is to develop an IEP that outlines your child's specific educational needs and the services they will receive.
• 504 Meeting (if applicable): If the evaluation indicates dyslexia but not a need for specially designed instruction, a 504 meeting will be scheduled to develop a plan with accommodations to support your child.
• Parent Rights: You have the right to participate in all aspects of the evaluation and IEP/504 development process. You also have the right to request an independent educational evaluation (IEE) if you disagree with the school's evaluation results. Humble ISD can provide information regarding the process for requesting an IEE.
• Keep Records: Maintain copies of all documents related to your child's evaluation and services, including the written request for evaluation, evaluation reports, IEPs/504 plans, and correspondence with school staff.
• Humble ISD Special Education Department: Contact the Humble ISD Special Education Department directly for questions regarding the evaluation process or dyslexia services. Their contact information can be found on the Humble ISD website.