Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, published by the Texas Education Agency (TEA), is the primary resource for understanding dyslexia and related disorders in Texas public schools. The 2024 update provides educators and parents with the most current information on identification, instruction, and accommodations for students with dyslexia. It is crucial to familiarize yourself with this handbook. You can typically find the most recent version on the TEA website (search "Texas Dyslexia Handbook").

Key Components of the Texas Dyslexia Handbook (2024):

• 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
• Screening Procedures: The handbook outlines recommended screening procedures for identifying students at risk for dyslexia, typically beginning in kindergarten and continuing throughout elementary grades.
• Instructional Practices: It details the essential components of structured literacy and multisensory teaching approaches recommended for students with dyslexia.
• Accommodations and Modifications: The handbook provides guidance on appropriate accommodations and modifications to support students with dyslexia in the classroom.
• Legal Requirements: It explains the legal mandates regarding dyslexia identification and intervention under Texas law, including requirements for IEPs and 504 plans.
• Parent Involvement: The handbook emphasizes the importance of parent involvement in the identification, assessment, and intervention process.
• Progress Monitoring: Regular progress monitoring is required to evaluate the effectiveness of interventions and make adjustments as needed.

Why is the Texas Dyslexia Handbook Important? It ensures that all Texas public schools adhere to a standardized approach to dyslexia identification and intervention, promoting consistency and equity for students across the state. It also provides a legal framework for ensuring that students with dyslexia receive appropriate support and services.

Mandatory Screening

Texas law mandates dyslexia screening for all kindergarten and first-grade students, as well as students in grades 2-12 who exhibit characteristics of dyslexia. Keller ISD follows the guidelines outlined in the Texas Dyslexia Handbook regarding screening procedures.

Screening Procedures in KISD:

• Universal Screening (Kindergarten and First Grade): All kindergarten and first-grade students in KISD participate in universal screening measures designed to identify students at risk for dyslexia. These screenings typically assess phonological awareness, phonological memory, rapid naming, and letter-sound knowledge.
• Screening in Grades 2-12: Students in grades 2-12 are screened for dyslexia when concerns are raised by teachers, parents, or other school personnel. These concerns may be based on a student's difficulty with reading, spelling, or writing. Teachers may use classroom-based assessments and observations to identify students who may need further evaluation.
• Screening Tools: KISD uses TEA-approved screening instruments as outlined in the current Texas Dyslexia Handbook. Specific screening tools may vary, but they are designed to assess key indicators of dyslexia.
• Parent Notification: Parents are notified if their child demonstrates characteristics of dyslexia during the screening process. The school will discuss the screening results with parents and explain the next steps, which may include further evaluation.

Important Considerations:

• A screening is NOT a diagnosis of dyslexia. It identifies students who may be at risk and require further evaluation.
• Parents have the right to request a full evaluation for dyslexia if they have concerns about their child's reading and spelling abilities, regardless of the screening results.

Structured Literacy Programs

Structured Literacy is a research-based approach to reading instruction that is explicitly and systematically taught. It is designed to address the underlying phonological deficits that often characterize dyslexia. Keller ISD utilizes Structured Literacy programs and techniques to support students with dyslexia.

Key Elements of Structured Literacy:

• Phonology: Explicit instruction in the sound structure of language, including phonemic awareness (the ability to hear and manipulate individual sounds in words).
• Sound-Symbol Association (Phonics): Direct teaching of the relationships between letters and sounds (graphemes and phonemes).
• Syllable Instruction: Instruction in the different types of syllables and how they contribute to word reading.
• Morphology: Teaching the meaning of word parts (prefixes, suffixes, and roots) to improve vocabulary and reading comprehension.
• Syntax: Instruction in sentence structure and grammar.
• Semantics: Focus on the meaning of words and text.

Characteristics of Structured Literacy Instruction:

• Explicit: Concepts are taught directly and clearly, without assuming prior knowledge.
• Systematic: Instruction follows a logical sequence, building from basic skills to more complex concepts.
• Cumulative: New skills are built upon previously learned skills.
• Multisensory: Instruction engages multiple senses (visual, auditory, kinesthetic, and tactile) to enhance learning.

KISD's Approach to Structured Literacy:

• KISD uses research-based Structured Literacy programs that align with the Texas Dyslexia Handbook's recommendations. Specific programs may vary depending on the campus and the needs of the student.
• Teachers receive professional development in Structured Literacy to effectively implement these programs.
• Instruction is individualized and tailored to meet the specific needs of each student with dyslexia.
• Progress is regularly monitored to ensure that students are making adequate progress.

Example of a KISD-used Structured Literacy Program (This is an example; verify the current programs with the district): While specific program names may change, KISD may use programs such as "Orton-Gillingham" based approaches or evidence based reading interventions to help support students with Dyslexia.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act of 1973 or the Individuals with Disabilities Education Act (IDEA), which requires an Individualized Education Program (IEP). The appropriate plan depends on the severity of the student's dyslexia and the level of support required.

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 an impairment under Section 504.
• Focus: A 504 plan provides accommodations to level the playing field and ensure that the student has equal access to education.
• Accommodations: Common accommodations for students with dyslexia under a 504 plan may include extended time on tests, preferential seating, access to assistive technology, and modified assignments.
• IEP Not Required: A 504 plan does not require specialized instruction, although it can include accommodations to support the student's learning in the general education classroom.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability (such as a Specific Learning Disability, which includes dyslexia) that adversely affects their educational performance and requires specialized instruction.
• Focus: An IEP provides specialized instruction and related services to address the student's specific learning needs and help them make progress in the general education curriculum.
• Specialized Instruction: Specialized instruction for students with dyslexia typically includes Structured Literacy programs delivered by a trained specialist.
• Goals and Objectives: IEPs include measurable annual goals and objectives to track the student's progress.
• Least Restrictive Environment (LRE): Students with IEPs are educated in the least restrictive environment, meaning they are included in the general education classroom to the maximum extent appropriate.

Key Differences:

• Level of Support: IEPs provide a higher level of support than 504 plans, including specialized instruction and related services.
• Eligibility Criteria: The eligibility criteria for an IEP are more stringent than for a 504 plan.
• Legal Requirements: IEPs are governed by IDEA, which has specific procedural safeguards and parental rights.

Which is Right for My Child? The decision of whether a 504 plan or an IEP is appropriate for a student with dyslexia is made on a case-by-case basis by a team of professionals, including teachers, administrators, and specialists, in collaboration with the parents. Factors considered include the severity of the dyslexia, the student's academic needs, and the effectiveness of general education interventions.

Accommodations List

Accommodations are adjustments to the learning environment or instructional practices that help students with dyslexia access the curriculum and demonstrate their knowledge. These accommodations should be individualized to meet the student's specific needs and should be based on their documented strengths and weaknesses. Accommodations can be provided under both 504 plans and IEPs.

Common Accommodations for Students with Dyslexia:

• Reading:
  • Extended time on reading assignments and tests.
  • Access to audiobooks or text-to-speech software.
  • Use of a highlighter or colored overlays to improve readability.
  • Modified reading assignments with fewer pages or simpler vocabulary.
  • Preferential seating near the teacher or away from distractions.
  • Use of a reading guide or marker to track text.
• Spelling:
  • Allowance of phonetic spelling on informal assignments.
  • Use of a spell checker or word processor.
  • Reduced spelling list for testing.
  • Focus on content rather than spelling accuracy on certain assignments.
• Writing:
  • Extended time on writing assignments and tests.
  • Use of a word processor with grammar and spell check.
  • Access to graphic organizers to help plan writing.
  • Use of assistive technology for writing, such as speech-to-text software.
  • Reduced writing load or modified writing assignments.
• Testing:
  • Extended time on tests.
  • Testing in a quiet environment.
  • Oral administration of tests.
  • Use of assistive technology on tests.
  • Chunking large tests into smaller sections.
• Classroom Management:
  • Clear and concise instructions.
  • Repetition of instructions.
  • Visual aids and graphic organizers.
  • Opportunities for movement breaks.
  • Use of a daily planner or assignment notebook.

Important Considerations:

• Accommodations should be implemented consistently across all settings.
• The effectiveness of accommodations should be regularly monitored and adjusted as needed.
• Students should be taught how to use their accommodations effectively.

How to Request Evaluation

Parents who suspect their child may have dyslexia have the right to request a full evaluation by Keller ISD. The evaluation process is designed to determine whether the student meets the criteria for dyslexia and to identify their specific learning needs.

Steps to Request an Evaluation:

1. Communicate Your Concerns: Begin by communicating your concerns to your child's teacher. Schedule a meeting to discuss your observations and the reasons why you suspect your child may have dyslexia.
2. Contact the School Counselor or Principal: If your concerns persist after meeting with the teacher, contact the school counselor or principal to request a formal evaluation. Explain that you are requesting an evaluation for dyslexia based on the Texas Dyslexia Handbook guidelines.
3. Submit a Written Request: It is advisable to submit your request for an evaluation in writing. This creates a paper trail and ensures that your request is formally documented. Your written request should include:
   • Your child's name, grade, and date of birth.
   • A clear statement that you are requesting an evaluation for dyslexia.
   • A summary of your concerns and observations.
   • Any supporting documentation, such as report cards or previous evaluations.
   • Your contact information.
4. Parent Consent: KISD requires written parental consent before conducting an evaluation. The school will provide you with a consent form and explain the evaluation process in detail.
5. Evaluation Process: The evaluation team will consist of qualified professionals, such as diagnosticians, educational specialists, and teachers. The evaluation may include assessments of reading, spelling, writing, phonological awareness, and other relevant areas.
6. Evaluation Report: After the evaluation is completed, the evaluation team will prepare a written report summarizing the findings and recommendations. You will receive a copy of the report.
7. Admission, Review, and Dismissal (ARD) Committee Meeting (if applicable): If the evaluation results indicate that your child has dyslexia and requires special education services, an ARD committee meeting will be held to develop an IEP. You are a critical member of the ARD committee.

Important Considerations:

• KISD is required to conduct the evaluation within a reasonable timeframe after receiving parental consent, typically within 45 school days, but check with KISD for the most current policy.
• You have the right to participate in all aspects of the evaluation process.
• If you disagree with the evaluation results, you have the right to request an independent educational evaluation (IEE) at public expense under certain circumstances.

Contact Information:

Contact your child's school directly for specific contact information for the school counselor, principal, or special education department. You can also visit the Keller ISD website for district-level contact information and resources regarding special education services.

Disclaimer: This guide provides general information about dyslexia services in Keller ISD. It is essential to consult with KISD educators and specialists for personalized guidance and support. Always refer to the most current KISD policies and the Texas Dyslexia Handbook.