Dyslexia Services in Lamar CISD

Dyslexia Services in Lamar CISD

This guide provides information about dyslexia services offered in Lamar Consolidated Independent School District (CISD). It outlines key components of the district's dyslexia program, referencing the Texas Dyslexia Handbook (2024) and relevant state laws and guidelines. This document is intended for parents, educators, and other stakeholders interested in understanding how Lamar CISD supports students with dyslexia.

Texas Dyslexia Handbook 2024

Lamar CISD adheres to the guidelines and recommendations outlined in the Texas Dyslexia Handbook (2024), published by the Texas Education Agency (TEA). This handbook serves as the primary resource for identifying, assessing, and providing instructional services to students with dyslexia in Texas public schools.

Key aspects of the Texas Dyslexia Handbook (2024) that guide Lamar CISD's dyslexia services include:

• Definition of Dyslexia: The handbook provides a clear 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.
• Screening and Identification Procedures: The handbook outlines recommended screening procedures for identifying students at risk for dyslexia, including universal screening in kindergarten and first grade. It also provides guidelines for comprehensive evaluations when concerns persist after screening.
• Instructional Programs: The handbook emphasizes the importance of structured literacy instruction for students with dyslexia. It describes the essential components of structured literacy and provides information about evidence-based programs.
• Accommodation and Modifications: The handbook offers guidance on providing appropriate accommodations and modifications to support students with dyslexia in the classroom.
• Parent Involvement: The handbook highlights the crucial role of parents in the dyslexia identification and intervention process. It emphasizes the importance of communication and collaboration between school staff and parents.

Mandatory Screening

Lamar CISD follows the Texas Education Code (TEC) §38.003, which mandates dyslexia screening for all students in kindergarten and first grade. This universal screening aims to identify students who may be at risk for dyslexia early in their academic careers. The district uses approved screening instruments to assess students' foundational reading skills, including phonological awareness, phonological memory, rapid naming, and letter-sound knowledge.

The screening process generally involves the following steps:

1. Universal Screening: All students in kindergarten and first grade are screened using approved screening instruments.
2. Data Analysis: Screening data is analyzed to identify students who may be at risk for dyslexia.
3. Notification to Parents: Parents of students identified as potentially at risk for dyslexia are notified of the screening results.
4. Further Evaluation (if needed): Students who demonstrate continued difficulty after initial screening may be referred for further evaluation to determine if they have dyslexia. This decision is made in collaboration with the student's teacher, parents, and other relevant school personnel.

Structured Literacy Programs

Lamar CISD utilizes structured literacy programs as the primary instructional approach for students identified with dyslexia. Structured literacy is an explicit, systematic, and cumulative approach to teaching reading and spelling. It focuses on the foundational skills necessary for proficient reading, including phonological awareness, phonics, fluency, vocabulary, and comprehension.

Key characteristics of structured literacy programs used in Lamar CISD include:

• Explicit Instruction: Skills are taught directly and clearly, with no assumptions about prior knowledge.
• Systematic Instruction: Skills are taught in a logical sequence, building from simple to complex.
• Cumulative Instruction: New skills are integrated with previously learned skills to reinforce learning and promote generalization.
• Multisensory Instruction: Instruction incorporates visual, auditory, kinesthetic, and tactile modalities to engage multiple senses and enhance learning.
• Diagnostic Teaching: Instruction is tailored to meet the individual needs of each student based on ongoing assessment and progress monitoring.

While specific program names may vary based on campus and individual student needs, all programs adhere to the principles of structured literacy as defined in the Texas Dyslexia Handbook. Parents can contact their child's school to learn more about the specific structured literacy program being used.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for support through either a Section 504 plan or an Individualized Education Program (IEP). The appropriate plan depends on the student's individual needs and the severity of their learning disability.

Section 504 Plan

A Section 504 plan is a plan developed under Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that prohibits discrimination based on disability. A student with dyslexia may be eligible for a 504 plan if their dyslexia substantially limits one or more major life activities, such as learning. 504 plans primarily focus on providing accommodations and modifications to ensure that students with disabilities have equal access to the general education curriculum.

Key features of a 504 plan:

• Focuses on providing accommodations and modifications.
• Ensures equal access to the general education curriculum.
• Does not typically involve specialized instruction.

Individualized Education Program (IEP)

An IEP is a plan developed under the Individuals with Disabilities Education Act (IDEA), a federal law that governs special education services for children with disabilities. A student with dyslexia may be eligible for an IEP if their dyslexia significantly impacts their educational performance and requires specialized instruction and related services. An IEP provides individualized instruction and support to address the student's specific learning needs.

Key features of an IEP:

• Provides specialized instruction and related services.
• Addresses the student's specific learning needs.
• Involves a multidisciplinary team, including parents, teachers, and specialists.
• Requires regular progress monitoring and review.

Key Differences:

• Eligibility: 504 eligibility is broader than IEP eligibility. A student may be eligible for a 504 plan if their dyslexia substantially limits a major life activity, while IEP eligibility requires a more significant impact on educational performance and the need for specialized instruction.
• Services: 504 plans primarily provide accommodations and modifications, while IEPs provide specialized instruction and related services.
• Legal Framework: 504 plans are governed by civil rights law (Section 504), while IEPs are governed by special education law (IDEA).

The decision of whether a student requires a 504 plan or an IEP is made by a team of professionals, including parents, teachers, and specialists, based on the student's individual needs and assessment results.

Accommodations List

Accommodations are changes to how a student learns the material. They do not change what the student is expected to learn. Accommodations are designed to provide students with dyslexia equal access to the curriculum and demonstrate their knowledge. Lamar CISD provides a variety of accommodations to students with dyslexia, based on their individual needs. The specific accommodations provided are determined by the 504 committee or ARD (Admission, Review, and Dismissal) committee for IEPs.

Examples of common accommodations for students with dyslexia include:

• Reading Accommodations:
• Extended time on reading assignments and tests.
• Text-to-speech software.
• Audiobooks.
• Preferential seating.
• Use of a reading guide or highlighting tape.
• Writing Accommodations:
• Extended time on writing assignments and tests.
• Use of a word processor with spell check and grammar check.
• Use of graphic organizers.
• Scribe or note-taker.
• Reduced writing load.
• Spelling Accommodations:
• Focus on content rather than spelling accuracy in some assignments.
• Use of a spell checker.
• Provision of commonly misspelled words.
• Organizational Accommodations:
• Use of a planner or calendar.
• Assistance with organization of materials.
• Checklists for completing assignments.
• Testing Accommodations:
• Extended time on tests.
• Quiet testing environment.
• Oral administration of tests.
• Use of assistive technology during tests.

This is not an exhaustive list, and the specific accommodations provided will vary depending on the student's individual needs. The 504 committee or ARD committee will determine the appropriate accommodations based on assessment data and the student's educational needs.

How to Request Evaluation

If you suspect that your child may have dyslexia, you can request an evaluation from Lamar CISD. The process typically involves the following steps:

1. Contact the School: Contact your child's teacher, counselor, or the campus principal to express your concerns. Document the date and time of your contact and the name of the person you spoke with.
2. Submit a Written Request: Submit a written request for a dyslexia evaluation to the school principal or special education department. Be sure to include your child's name, grade level, and a clear statement that you are requesting an evaluation for dyslexia. Include any relevant information about your child's learning difficulties and any previous interventions or assessments. Keep a copy of your written request for your records.
3. Review of Existing Data: The school team will review existing data, including your child's academic records, screening results, and teacher observations.
4. Evaluation Planning: If the review of existing data suggests that further evaluation is warranted, the school will develop an evaluation plan. The evaluation plan will outline the specific assessments that will be used to determine if your child has dyslexia.
5. Parent Consent: The school will obtain your written consent before conducting any evaluations.
6. Evaluation Process: The school will conduct the evaluation, which may include assessments of reading, spelling, phonological awareness, and other relevant skills.
7. Evaluation Report: The school will prepare an evaluation report summarizing the findings of the evaluation.
8. ARD or 504 Committee Meeting: A meeting will be held with you and other relevant school personnel to discuss the evaluation results and determine if your child is eligible for special education services (IEP) or accommodations under Section 504.

Lamar CISD is committed to providing timely and appropriate evaluations to students suspected of having dyslexia. Parents have the right to participate in all stages of the evaluation process and to receive a copy of the evaluation report.

Contact Information:

For specific questions about dyslexia services in Lamar CISD, please contact your child's school directly or visit the Lamar CISD website for additional resources and contact information.

Disclaimer: This guide is for informational purposes only and should not be considered legal advice. Please refer to the Texas Dyslexia Handbook and relevant state laws for complete and accurate information. Contact Lamar CISD directly for their specific policies and procedures.