Dyslexia Services in Katy ISD

Dyslexia Services in Katy ISD

This guide provides information about dyslexia services offered within Katy Independent School District (ISD) in accordance with Texas state law. It is intended for parents, guardians, educators, and other stakeholders seeking to understand the identification and support processes for students with dyslexia.

Texas Dyslexia Handbook 2024

The cornerstone of dyslexia services in Texas public schools is the Texas Dyslexia Handbook. The 2024 edition (or most current version as applicable) governs the implementation of dyslexia identification and intervention. It outlines the requirements for screening, evaluation, instruction, and accommodation for students with dyslexia. The handbook is a publicly available document and should be reviewed in its entirety by anyone seeking a thorough understanding of Texas dyslexia laws and best practices. Key aspects of the handbook include:

• Definition of Dyslexia: 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.
• Requirements for Screening: The handbook specifies the grade levels at which mandatory screenings must occur and the types of assessments that must be used. These screenings are designed to identify students who are at risk for dyslexia.
• Evaluation Procedures: Detailed guidelines are provided for comprehensive evaluations to determine if a student meets the criteria for a dyslexia diagnosis. This includes information on the types of assessments that should be administered and the qualifications of professionals who can conduct evaluations.
• Structured Literacy Instruction: The handbook emphasizes the importance of providing evidence-based, structured literacy instruction to students with dyslexia. It outlines the key components of structured literacy and provides guidance on selecting appropriate intervention programs.
• Accommodations and Modifications: The handbook discusses the types of accommodations and modifications that can be provided to students with dyslexia to support their learning. It stresses the importance of individualized planning and ongoing monitoring to ensure that accommodations are effective.
• Parent Involvement: The handbook recognizes the critical role that parents play in supporting their children with dyslexia. It emphasizes the importance of communication and collaboration between school staff and parents.

Important Note: It is imperative to consult the official Texas Dyslexia Handbook (currently the 2024 version) for the most accurate and up-to-date information. The Texas Education Agency (TEA) website is the primary source for this document. Policies and procedures are subject to change, and this guide should not be considered a substitute for the official handbook.

Mandatory Screening

Katy ISD, like all Texas public school districts, is required to conduct mandatory dyslexia screenings at specific grade levels. The purpose of these screenings is to identify students who may be at risk for dyslexia and who may benefit from further evaluation.

Generally, the mandatory screenings in Katy ISD are conducted in:

• Kindergarten: Early literacy skills are assessed to identify students who may be at risk for reading difficulties.
• 1st Grade: Screening is conducted to further assess reading and spelling skills and to identify students who require intervention.

The specific screening instruments used by Katy ISD are aligned with the requirements outlined in the Texas Dyslexia Handbook and may include assessments of:

• Phonological Awareness: The ability to hear and manipulate the sounds of language.
• Phonological Memory: The ability to hold sounds in memory.
• Rapid Naming: The ability to quickly name letters, numbers, or objects.
• Letter-Sound Knowledge: The understanding of the relationship between letters and sounds.
• Decoding Skills: The ability to sound out words.
• Encoding Skills (Spelling): The ability to spell words.

Parents will be notified if their child's screening results indicate a potential risk for dyslexia. This notification will include information about the next steps in the evaluation process. It's crucial to communicate with your child's teacher or school administration if you have any concerns about your child's reading development, even if they have not yet been formally screened.

Structured Literacy Programs

The Texas Dyslexia Handbook mandates 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 multisensory. It focuses on teaching the underlying structure of language to build a strong foundation for reading and spelling.

Katy ISD utilizes structured literacy programs that align with the requirements of the Texas Dyslexia Handbook. While specific program names and implementations may vary across campuses, the core principles of structured literacy are consistently applied. Key components of structured literacy instruction include:

• Phonology: Explicit and systematic instruction in phonemes (the smallest units of sound) and their relationship to letters.
• Sound-Symbol Association: Teaching the connections between letters and sounds in a direct and systematic manner.
• Syllable Instruction: Teaching the different types of syllables and how they are used to build words.
• Morphology: Teaching the meaning of prefixes, suffixes, and root words.
• Syntax: Teaching the rules of grammar and sentence structure.
• Semantics: Teaching the meaning of words and how they are used in context.

The instruction is typically delivered in a small group setting, allowing for individualized attention and targeted support. The programs used in Katy ISD are designed to be intensive and focused, with the goal of helping students develop the skills they need to become proficient readers and spellers. Parents should inquire with their child's school about the specific structured literacy program being used and how their child's progress is being monitored.

504 vs. IEP for Dyslexia

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

• Section 504 Plan: A 504 plan is designed to provide accommodations and modifications to students with disabilities to ensure they have equal access to the general education environment. Students with dyslexia who are primarily successful in the general education classroom with accommodations may be eligible for a 504 plan. A 504 plan ensures that the student has equal access to the educational program, but it doesn't usually include specialized instruction beyond accommodations.
• IEP (Individualized Education Program): An IEP is a legally binding document that outlines the specific special education and related services that a student with a disability will receive. Students with dyslexia who require significant support and specialized instruction to access the general education curriculum may be eligible for an IEP. An IEP includes goals, objectives, and a detailed plan for how the student's needs will be addressed through specialized instruction and related services. Eligibility for an IEP requires that the student's dyslexia adversely affects their educational performance and necessitates specially designed instruction.

Key Differences:

• Eligibility Criteria: The eligibility criteria for a 504 plan are broader than those for an IEP. 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. To be eligible for an IEP, a student must have a disability that is specifically listed under the Individuals with Disabilities Education Act (IDEA) and that adversely affects their educational performance, requiring specially designed instruction.
• Services Provided: 504 plans typically focus on accommodations, while IEPs provide for both accommodations and specialized instruction.
• Legal Requirements: IEPs are subject to more stringent legal requirements under IDEA than 504 plans, which are governed by Section 504 of the Rehabilitation Act.

The decision of whether a student with dyslexia requires a 504 plan or an IEP is made by a team of professionals, including teachers, administrators, and parents. The team will review the student's evaluation data, classroom performance, and individual needs to determine the most appropriate level of support.

Accommodations List

Accommodations are changes to the way instruction is delivered or the way students demonstrate their learning. They are designed to provide students with dyslexia with equal access to the curriculum without changing the content or expectations. Accommodations should be individualized to meet the specific needs of each student. Examples of common accommodations for students with dyslexia include:

• Reading Accommodations:
  • Extended time for reading assignments and tests.
  • Use of assistive technology such as text-to-speech software.
  • Access to audiobooks.
  • Preferential seating to minimize distractions.
  • Copies of notes or outlines.
  • Highlighted text or passages.
• Writing Accommodations:
  • Extended time for writing assignments and tests.
  • Use of assistive technology such as speech-to-text software.
  • Use of graphic organizers.
  • Pre-writing support and brainstorming.
  • Reduced writing assignments.
  • Use of a keyboard or computer for written work.
• Spelling Accommodations:
  • Use of a spell checker.
  • Acceptance of phonetic spelling in early grades.
  • Reduced spelling lists.
  • Focus on content rather than spelling accuracy in some assignments.
• Organizational Accommodations:
  • Use of a planner or organizational system.
  • Assistance with breaking down large assignments into smaller steps.
  • Checklists to ensure completion of tasks.
• Testing Accommodations:
  • Extended time on tests.
  • Quiet testing environment.
  • Read aloud of test questions (if appropriate).
  • Use of assistive technology during testing.

This is not an exhaustive list, and the specific accommodations provided to a student with dyslexia will depend on their individual needs. The 504 or IEP team will work with the student and their parents to develop a plan that addresses their specific challenges and maximizes their potential for success.

How to Request Evaluation

If you suspect that your child may have dyslexia, the first step is to communicate your concerns to their teacher or school principal. You can request a formal evaluation to determine if your child meets the criteria for a dyslexia diagnosis. The process for requesting an evaluation in Katy ISD is as follows:

1. Contact the School: Schedule a meeting with your child's teacher or the school principal to discuss your concerns. Provide specific examples of your child's reading and spelling difficulties.
2. Submit a Written Request: Follow up the meeting with a written request for an evaluation. This request should be addressed to the school principal or the school's special education coordinator. Clearly state that you are requesting an evaluation for dyslexia.
3. Evaluation Process: Upon receiving your written request, the school will convene a team to determine if an evaluation is warranted. If the team decides to proceed with an evaluation, you will be notified and asked to provide consent. The evaluation will typically include a variety of assessments designed to assess reading, spelling, phonological awareness, and other related skills.
4. Evaluation Report: Once the evaluation is complete, you will receive a copy of the evaluation report. The report will summarize the results of the assessments and provide recommendations for intervention and support.
5. Eligibility Determination: If the evaluation results indicate that your child meets the criteria for dyslexia, the school will convene a team to determine eligibility for special education services or a 504 plan. You will be an active participant in this process.

Important Considerations:

• Parent Rights: You have the right to be involved in all stages of the evaluation and eligibility determination process.
• Timeline: The school is required to conduct the evaluation and determine eligibility within a reasonable timeframe, as specified by state law.
• Independent Evaluation: If you disagree with the results of the school's evaluation, you have the right to obtain an independent educational evaluation (IEE) at your own expense. In some cases, the school district may be required to pay for an IEE.

Early identification and intervention are crucial for students with dyslexia. By working collaboratively with your child's school, you can ensure that they receive the support they need to succeed.

Disclaimer: This guide provides general information about dyslexia services in Katy ISD and should not be considered legal advice. Please consult with school officials and the Texas Education Agency (TEA) for the most accurate and up-to-date information.