Dyslexia Services in Lewisville ISD

Dyslexia Services in Lewisville ISD

This guide provides information about dyslexia services offered in Lewisville Independent School District (LISD), in accordance with Texas state law and guidelines. It is intended to help parents, educators, and students understand the processes for identification, evaluation, and support for students with dyslexia.

Texas Dyslexia Handbook 2024

LISD adheres to the guidelines outlined in the Texas Dyslexia Handbook, published by the Texas Education Agency (TEA). The handbook provides comprehensive information about dyslexia, including its characteristics, identification procedures, and instructional strategies. It is a critical resource for understanding the legal requirements and best practices for supporting students with dyslexia in Texas.

The 2024 edition of the Texas Dyslexia Handbook (and any future updates) is the primary resource used by LISD to inform its dyslexia services. This handbook provides a framework for screening, evaluation, and instruction. Parents are strongly encouraged to familiarize themselves with the handbook, which can be accessed on the TEA website. Key updates in the 2024 edition (as applicable) include refinements to screening procedures, updated information on structured literacy instruction, and clarifications regarding assessment and documentation.

Where to Find the Handbook: The latest version of the Texas Dyslexia Handbook can be found on the Texas Education Agency (TEA) website. Search for "Texas Dyslexia Handbook" on the TEA website.

Key Topics Covered in the Handbook:

• Definition of Dyslexia
• Characteristics of Dyslexia
• Dyslexia Screening Procedures
• Dyslexia Evaluation Procedures
• Structured Literacy Instruction
• Progress Monitoring
• Parent Involvement
• Legal Requirements and Guidelines

Mandatory Screening

Texas law mandates dyslexia screening for all students in kindergarten and first grade. LISD conducts these screenings to identify students who may be at risk for dyslexia. Early identification and intervention are crucial for maximizing a student's potential.

Screening Process in LISD:

• Kindergarten Screening: All kindergarten students are screened using a TEA-approved screener. This screening focuses on foundational literacy skills, such as phonological awareness, letter knowledge, and rapid automatized naming (RAN).
• First Grade Screening: All first-grade students are screened using a TEA-approved screener. This screening builds upon the kindergarten screening and assesses skills such as phonological awareness, phonics, decoding, and reading fluency.
• Screening for Students in Other Grades: Students in grades 2 and above may be screened if there are concerns about their reading skills, as indicated by classroom performance, teacher observation, or parent request.
• Notification of Screening Results: Parents will be notified of their child's screening results. If the screening indicates a risk for dyslexia, the school will discuss the next steps with the parents, which may include further evaluation or targeted intervention.

TEA-Approved Screeners: LISD uses screeners that are approved by the TEA and meet the requirements outlined in the Texas Dyslexia Handbook. The specific screeners used may vary slightly from year to year, but they will always be TEA-approved.

What the Screening is NOT: It is important to understand that a dyslexia screening is not a comprehensive evaluation for dyslexia. It is a brief assessment to identify students who are at risk and may benefit from further evaluation. A positive screening result does not automatically mean a student has dyslexia. It indicates the need for further investigation.

Structured Literacy Programs

If a student is identified as having dyslexia, LISD provides evidence-based, structured literacy intervention programs. Structured literacy is a research-based approach to teaching reading and spelling that is systematic, explicit, sequential, and cumulative.

Key Principles of Structured Literacy:

• Systematic: Skills are taught in a logical order, building upon previously learned concepts.
• Explicit: Concepts are directly taught and modeled, rather than being inferred or discovered independently.
• Sequential: Skills are introduced and practiced in a carefully planned sequence.
• Cumulative: New skills are built upon previously learned skills, ensuring mastery and retention.

LISD's Structured Literacy Programs: LISD utilizes various structured literacy programs that are aligned with the Texas Dyslexia Handbook. Examples may include (but are not limited to):

• Take Flight: A Comprehensive Intervention for Students with Dyslexia: This program is often used for intensive intervention.
• Other programs as approved and recommended by TEA: LISD continuously evaluates and adopts effective structured literacy programs based on current research and recommendations from TEA.

Components of Structured Literacy Instruction in LISD:

• Phonological Awareness: Developing awareness of the sounds of language, including rhyming, segmenting, and blending.
• Phonics: Teaching the relationship between letters and sounds (grapheme-phoneme correspondence).
• Fluency: Developing the ability to read accurately and quickly.
• Vocabulary: Expanding word knowledge and understanding.
• Reading Comprehension: Developing strategies for understanding and interpreting text.
• Spelling: Teaching the rules and patterns of spelling.

Delivery of Structured Literacy Instruction: Structured literacy instruction may be delivered in various settings, including small group instruction, individual tutoring, and classroom-based interventions. The intensity and duration of the intervention will depend on the student's individual needs.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act or under the Individuals with Disabilities Education Act (IDEA) through an Individualized Education Program (IEP). Understanding the differences between these two plans is crucial.

Section 504 Plan:

• Focus: Ensures that students with disabilities have equal access to the general education curriculum.
• Eligibility: Students are eligible if they have a physical or mental impairment that substantially limits one or more major life activities (e.g., learning, reading, concentrating).
• Services: Provides accommodations and modifications to the general education environment to support the student's learning (e.g., extended time on tests, preferential seating, assistive technology).
• Funding: Not federally funded.

Individualized Education Program (IEP):

• Focus: Provides specially designed instruction to meet the unique needs of a student with a disability and to enable them to make progress in the general education curriculum.
• Eligibility: Students are eligible if they have one of the 13 disabilities listed in IDEA (including a specific learning disability such as dyslexia) and require specially designed instruction.
• Services: Includes specially designed instruction, related services (e.g., speech therapy, occupational therapy), accommodations, and modifications.
• Funding: Federally funded (although states also contribute).

Key Differences:

• Severity of Need: Students who require more intensive and individualized support, including specially designed instruction, are typically served under an IEP. Students who primarily need accommodations to access the general education curriculum are often served under a 504 plan.
• Specially Designed Instruction: This is a key component of an IEP but is not typically included in a 504 plan.
• Evaluation Requirements: The evaluation process for an IEP is more comprehensive and requires a full evaluation to determine eligibility for special education services.

Which Plan is Right for My Child? The decision of whether a student should receive support under a 504 plan or an IEP is made on a case-by-case basis, based on the student's individual needs and the recommendations of a multidisciplinary team. The team will consider the student's strengths and weaknesses, the impact of dyslexia on their learning, and the types of supports needed to enable them to succeed.

Accommodations List

Accommodations are changes to the way a student learns that do not change the content of what they are learning. They are designed to help students with dyslexia access the curriculum and demonstrate their knowledge. Here are some common accommodations provided to students with dyslexia in LISD:

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 textbooks and other reading materials.
• Highlighting Tools: Allowing students to highlight key information in texts.
• Preferential Seating: Placing the student in a location that minimizes distractions.
• Reduced Reading Load: Providing shorter reading assignments or excerpts.

Writing Accommodations:

• Extended Time: Allowing extra time for writing tasks and tests.
• Speech-to-Text Software: Using software that converts speech into text.
• Scribe: Having someone write down the student's responses.
• Word Processor with Spell Check: Using a computer with spell check and grammar check features.
• Graphic Organizers: Providing tools to help students organize their thoughts and ideas.
• Reduced Writing Load: Providing shorter writing assignments or alternative formats for demonstrating knowledge.

Testing Accommodations:

• Extended Time: Allowing extra time for tests.
• Quiet Testing Environment: Providing a distraction-free testing environment.
• Read Aloud: Having test questions read aloud to the student (if permitted by state testing guidelines).
• Use of Assistive Technology: Allowing the use of assistive technology devices during testing.
• Breaks: Allowing the student to take breaks during testing.

Other Accommodations:

• Multi-Sensory Instruction: Using visual, auditory, and kinesthetic methods to teach concepts.
• Frequent Check-ins: Checking in with the student to ensure understanding and provide support.
• Positive Reinforcement: Providing encouragement and positive feedback to build confidence.

Important Note: The specific accommodations provided to a student will be determined by the ARD (Admission, Review, and Dismissal) committee for IEPs or the 504 committee for 504 plans, based on the student's individual needs and the recommendations of the educational team. It is critical to ensure accommodations are implemented consistently and effectively.

How to Request Evaluation

If you have concerns about your child's reading skills and suspect they may have dyslexia, you have the right to request an evaluation from LISD. Here's how to initiate the process:

1. Contact Your Child's Teacher: The first step is to communicate your concerns to your child's teacher. Discuss your observations and provide any relevant information, such as family history of dyslexia or specific reading difficulties.
2. Contact the School Counselor or Principal: If you are not satisfied with the initial response or if your concerns persist, contact the school counselor or principal. They can provide guidance and help you initiate the formal evaluation process.
3. Submit a Written Request for Evaluation: To formally request an evaluation for dyslexia, you must submit a written request to the school principal or special education director. The request should clearly state that you are requesting an evaluation to determine if your child has dyslexia.
4. What to Include in Your Request:
   • Your child's full name and date of birth
   • Your child's grade level and school
   • A detailed description of your concerns about your child's reading skills
   • Any supporting documentation, such as previous test results or teacher observations
   • Your contact information (phone number and email address)
5. Timeline for Evaluation: LISD is required to conduct an evaluation within a reasonable timeframe after receiving your written request. This timeframe is defined by Texas state law and typically involves a specific number of school days. The school will notify you of the timeline and schedule the evaluation.
6. The Evaluation Process: The evaluation will be conducted by qualified professionals, such as educational diagnosticians or licensed specialists in school psychology (LSSPs). The evaluation may include assessments of reading skills, phonological awareness, phonics, fluency, comprehension, and spelling.
7. ARD or 504 Meeting: Once the evaluation is complete, the ARD (for special education eligibility) or 504 committee will meet to review the results and determine if your child is eligible for services. You have the right to participate in this meeting and provide input.

Your Rights as a Parent: You have the right to:

• Request an evaluation for your child.
• Participate in all meetings regarding your child's evaluation and services.
• Review your child's educational records.
• Receive information about your child's progress.
• Dispute the evaluation results or the services provided.

LISD Contact Information: For specific questions or concerns regarding dyslexia services in LISD, please contact your child's school directly or the LISD Special Education Department. Contact information can be found on the LISD website (www.lisd.net).

Disclaimer: This guide provides general information about dyslexia services in Lewisville ISD and is not intended to be a substitute for professional legal or educational advice. Please consult with LISD staff and the Texas Education Agency for the most current and specific information. Laws and guidelines are subject to change.