Dyslexia Services in Leander ISD

Dyslexia Services in Leander ISD

This guide provides information about dyslexia services available to students in Leander ISD, in accordance with Texas state law and the Texas Dyslexia Handbook.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024) is the definitive resource for understanding dyslexia and related disorders in Texas public schools. Leander ISD adheres to the guidelines and procedures outlined in this handbook. It is crucial for parents, educators, and students to familiarize themselves with this document.

Key changes in the 2024 Handbook include:

• Updated Definition of Dyslexia: The handbook reflects the latest research and understanding of dyslexia, emphasizing the neurobiological basis of the condition and its impact on various literacy skills.
• Enhanced Screening Procedures: Guidance on using evidence-based screening tools and procedures to identify students at risk for dyslexia earlier in their academic careers is provided. This aims to improve early intervention strategies.
• Strengthened Structured Literacy Instruction: Expanded information and examples of effective structured literacy programs are included to support teachers in delivering evidence-based instruction for students with dyslexia.
• Clarified 504 and IEP Considerations: Detailed explanations of the differences between 504 plans and IEPs for students with dyslexia, clarifying eligibility criteria and appropriate supports for each.
• Increased Emphasis on Assistive Technology: The Handbook encourages the use of assistive technology to support students with dyslexia in accessing and demonstrating their learning.
• Parental Rights and Responsibilities: The Handbook clearly outlines the rights and responsibilities of parents throughout the identification, evaluation, and intervention process.

You can download the complete Texas Dyslexia Handbook (2024) from the Texas Education Agency (TEA) website using the link above.

Mandatory Screening

Texas law mandates that all students in kindergarten through first grade be screened for dyslexia and related disorders. Leander ISD follows this mandate by implementing universal screening procedures.

Universal Screening: This involves administering a brief, standardized screening measure to all students in the designated grades. The purpose is to identify students who may be at risk for dyslexia and require further evaluation.

Screening Tools Used: Leander ISD utilizes TEA-approved screening tools that assess key literacy skills, including phonological awareness, phonics, decoding, and reading fluency. Specific screening tools used may vary by campus and grade level, but they are designed to be reliable and valid indicators of dyslexia risk.

Notification: Parents will be notified if their child's screening results indicate a potential risk for dyslexia. This notification will include information about the screening results, next steps, and available support resources within the district.

Screening does not diagnose Dyslexia: It is important to understand that screening is an initial step and does not constitute a formal diagnosis of dyslexia. Students who show signs of risk during screening will be recommended for further evaluation.

Structured Literacy Programs

Leander ISD uses Structured Literacy approaches for intervention with students identified with dyslexia. Structured Literacy is an evidence-based approach that explicitly and systematically teaches the essential components of reading and writing.

Key Components of Structured Literacy:

• Phonology: Understanding the sound structure of language, including phonemic awareness (the ability to identify and manipulate individual sounds in words).
• Orthography: The relationship between letters and sounds, and the rules governing spelling.
• Morphology: Understanding the meaning of word parts (prefixes, suffixes, roots).
• Syntax: Understanding the rules of sentence structure.
• Semantics: Understanding the meaning of words and sentences.

Program Characteristics: Effective Structured Literacy programs are:

• Systematic: Skills are taught in a logical and sequential order.
• Explicit: Concepts are clearly and directly taught, without assumptions about prior knowledge.
• Cumulative: New skills are built upon previously learned skills.
• Multisensory: Instruction incorporates visual, auditory, kinesthetic, and tactile modalities to engage multiple learning pathways.

Examples of Structured Literacy Programs (May vary by campus and grade level): Leander ISD utilizes a range of Structured Literacy programs to meet the diverse needs of its students. These programs might include (but are not limited to):

• Take Flight: A Comprehensive Intervention for Students with Dyslexia
• Neuhaus Education Center Programs
• Orton-Gillingham based approaches

Parents should contact their child's campus to inquire about the specific Structured Literacy programs used and the intervention strategies employed.

504 vs IEP for Dyslexia

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

Section 504 Plan:

• Eligibility: Students are 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.
• Focus: 504 plans primarily focus on providing accommodations and modifications to ensure equal access to the general education curriculum.
• Services: Accommodations may include extended time on tests, preferential seating, assistive technology, and modified assignments.
• Placement: Students with 504 plans typically remain in the general education classroom.

Individualized Education Program (IEP):

• Eligibility: Students are 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: IEPs provide specialized instruction and related services to address the student's specific learning needs.
• Services: Services may include specialized reading instruction (e.g., Structured Literacy), speech therapy, occupational therapy, and counseling.
• Placement: Students with IEPs may receive instruction in a variety of settings, including the general education classroom, resource room, or a self-contained classroom, depending on their individual needs.

Key Differences Summarized:

The determination of whether a student qualifies for a 504 plan or an IEP is made by a team that includes parents, teachers, and other relevant professionals. The team will review the student's evaluation data and determine the most appropriate plan to meet the student's needs.

Accommodations List

Accommodations are adjustments to the way a student learns that do not change the content or expectations of the curriculum. Accommodations are typically provided to students with 504 plans or IEPs to help them access and demonstrate their learning. The specific accommodations that are appropriate for a student will depend on their individual needs.

Common Accommodations for Students with Dyslexia:

• Extended Time: Allowing students more time to complete assignments and tests.
• Preferential Seating: Placing students in a location in the classroom that minimizes distractions.
• Assistive Technology: Providing students with tools such as text-to-speech software, speech-to-text software, and audiobooks.
• Modified Assignments: Adjusting the length or format of assignments to reduce reading and writing demands.
• Oral Administration of Tests: Reading test questions aloud to students.
• Use of a Calculator: Allowing students to use a calculator for math assignments and tests.
• Note-Taking Assistance: Providing students with copies of notes or allowing them to record lectures.
• Frequent Breaks: Allowing students to take short breaks to reduce fatigue and maintain focus.
• Quiet Testing Environment: Providing a distraction-free environment for completing tests.
• Use of Graphic Organizers: Providing visual aids to help students organize their thoughts and ideas.
• Highlighting Key Information: Highlighting important information in textbooks and other materials.
• Reduced Workload: Assigning fewer problems or questions to reduce reading and writing demands.
• Alternative Assessments: Using alternative methods of assessment, such as oral presentations or projects, to demonstrate learning.

This is not an exhaustive list, and the specific accommodations provided to a student will be determined by their 504 plan or IEP team.

How to Request Evaluation

If you suspect that your child may have dyslexia, you should contact their school principal, school counselor, or special education coordinator to request an evaluation.

Steps to Request an Evaluation:

1. Contact the School: Schedule a meeting with the school principal, counselor, or special education coordinator to discuss your concerns.
2. Submit a Written Request: Provide a written request for a full and individual evaluation for dyslexia. This request should include your child's name, date of birth, grade level, and a detailed description of your concerns.
3. Provide Supporting Documentation: Gather any relevant documentation, such as report cards, work samples, and medical records, to support your request.
4. Attend the ARD/504 Meeting: If the school agrees to conduct an evaluation, you will be invited to participate in an Admission, Review, and Dismissal (ARD) committee meeting (for special education) or a 504 meeting (for 504 services). At this meeting, the team will discuss the evaluation results and determine whether your child is eligible for special education or 504 services.

Parental Rights: Parents have the right to:

• Request an evaluation for dyslexia if they suspect their child may have a learning disability.
• Participate in all meetings related to their child's evaluation and educational planning.
• Review their child's educational records.
• Obtain an independent educational evaluation (IEE) at their own expense if they disagree with the school's evaluation.
• File a complaint with the Texas Education Agency (TEA) if they believe that the school is not complying with state or federal laws regarding special education.

Leander ISD Contact Information: For specific information about dyslexia services at your child's campus, please contact the school directly. You can also find general information about special education services on the Leander ISD website.