Dyslexia Services in Mansfield ISD

Dyslexia Services in Mansfield ISD

This guide provides an overview of dyslexia services available within Mansfield Independent School District (MISD) in accordance with Texas state law and the Texas Dyslexia Handbook (2024). This information is intended to help parents, educators, and students understand the process for identifying and supporting students with dyslexia.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024) is the primary resource for information regarding dyslexia and related disorders in Texas public schools. It outlines the procedures for screening, identification, and instruction of students with dyslexia. MISD adheres to the guidelines and recommendations set forth in this handbook. Key updates and points emphasized in the 2024 version include:

• Early Identification and Intervention: Emphasis on universal screening in kindergarten and first grade to identify at-risk students early and provide timely intervention.
• Structured Literacy: A focus on providing instruction through structured literacy programs that explicitly and systematically teach phonological awareness, phonics, fluency, vocabulary, and comprehension.
• Data-Driven Decision Making: The importance of collecting and analyzing data to monitor student progress and adjust instruction as needed. Progress monitoring tools are outlined within the Handbook.
• Parent Involvement: The handbook stresses the importance of communication and collaboration between schools and parents throughout the entire process.
• Technology Integration: Encouragement of using technology to support instruction and provide accommodations for students with dyslexia.
• Multi-Tiered System of Supports (MTSS): The framework for providing increasingly intensive levels of support to students based on their needs. Dyslexia intervention is often provided within an MTSS framework.
• Definition of Dyslexia: The handbook provides a comprehensive 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.

Parents are encouraged to review the Texas Dyslexia Handbook (2024), which is available on the Texas Education Agency (TEA) website. Understanding the handbook is crucial for advocating for your child's needs.

Mandatory Screening

Mansfield ISD follows the state mandate for dyslexia screening. The screening process is designed to identify students who are at risk for dyslexia and should occur in kindergarten and first grade. Screenings may also be conducted for students in other grades if concerns arise.

The screening typically includes assessments in areas such as:

• Phonological Awareness: The ability to recognize and manipulate the sounds in spoken language. Examples include rhyming, segmenting, and blending sounds.
• Rapid Automatized Naming (RAN): The ability to quickly and accurately name a series of familiar objects, colors, letters, or numbers.
• Letter-Sound Knowledge: The ability to identify the sounds associated with individual letters.
• Decoding Skills: The ability to apply letter-sound knowledge to read words.
• Encoding Skills: The ability to spell words.
• Oral Reading Fluency: The ability to read aloud accurately, quickly, and with expression.

If a student performs below the expected level on the screening, the school will notify the parents and implement appropriate interventions. It's important to note that a screening is just one piece of information and does not definitively diagnose dyslexia. Further evaluation may be necessary to determine if a student has dyslexia.

Structured Literacy Programs

MISD implements structured literacy programs for students identified with dyslexia. Structured literacy is an explicit, systematic, and multi-sensory approach to teaching reading. It focuses on building a strong foundation in phonological awareness, phonics, fluency, vocabulary, and comprehension. These programs are research-based and designed to address the specific learning needs of students with dyslexia.

Key characteristics of structured literacy programs include:

• Explicit Instruction: Skills are taught directly and clearly, with no assumptions made about prior knowledge.
• Systematic Instruction: Skills are taught in a logical and sequential order, building upon previously learned concepts.
• Cumulative Instruction: New skills are integrated with previously learned skills to reinforce learning.
• Multi-Sensory Instruction: Instruction engages multiple senses (visual, auditory, kinesthetic, tactile) to enhance learning and memory.
• Diagnostic Teaching: Instruction is tailored to meet the individual needs of the student, based on ongoing assessment and progress monitoring.

Specific structured literacy programs used within MISD may vary depending on the campus and the needs of the students. Parents can contact their child's school to learn more about the specific program being used.

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 student's specific needs and the impact of dyslexia on their access to education.

Section 504 Plan

A 504 plan provides accommodations and modifications to ensure that a student with a disability has equal access to the general education curriculum. To qualify for a 504 plan, a student must have a physical or mental impairment that substantially limits one or more major life activities (such as learning, reading, or concentrating). A 504 plan focuses on removing barriers to learning in the general education classroom.

Characteristics of a 504 Plan:

• Focuses on providing accommodations and modifications.
• Designed to level the playing field so students can access the general education curriculum.
• Does not typically involve specialized instruction or a separate curriculum.
• Less intensive than an IEP.
• Governed by Section 504 of the Rehabilitation Act of 1973.

Individualized Education Program (IEP)

An IEP is a legally binding document that outlines the specialized instruction and related services needed for a student with a disability to make progress in their education. To qualify for an IEP, a student must have one of the thirteen disabilities listed under the Individuals with Disabilities Education Act (IDEA) and that disability must adversely affect their educational performance, requiring specialized instruction. Dyslexia can fall under the category of "Specific Learning Disability" under IDEA. An IEP focuses on providing specially designed instruction to address the student's individual learning needs.

Characteristics of an IEP:

• Provides specialized instruction tailored to the student's needs.
• May involve a separate curriculum or modifications to the general education curriculum.
• Includes measurable annual goals and objectives.
• Involves regular progress monitoring and reporting.
• More intensive than a 504 plan.
• Governed by the Individuals with Disabilities Education Act (IDEA).

Key Differences:

• Eligibility: 504 plans require a substantial limitation to a major life activity, while IEPs require a disability that adversely affects educational performance and requires specialized instruction.
• Instruction: 504 plans focus on accommodations in the general education setting, while IEPs focus on specialized instruction.
• Intensity: IEPs are typically more intensive and involve more specialized services than 504 plans.
• Legal Framework: 504 plans are governed by Section 504 of the Rehabilitation Act, while IEPs are governed by IDEA.

The ARD (Admission, Review, and Dismissal) committee will determine whether a student with dyslexia requires an IEP or can be adequately supported with a 504 plan. The decision is based on a comprehensive evaluation of the student's needs.

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. Accommodations can be provided through both 504 plans and IEPs.

Examples of common accommodations for students with dyslexia include:

• Extended Time: Allowing extra time for assignments and tests.
• Preferential Seating: Placing the student in a location that minimizes distractions and maximizes focus.
• Audiobooks: Providing access to textbooks and other materials in audio format.
• Text-to-Speech Software: Using software that reads text aloud.
• Speech-to-Text Software: Using software that converts speech into text.
• Note-Taking Assistance: Providing copies of notes or allowing the student to record lectures.
• Graphic Organizers: Using visual aids to help organize information and ideas.
• Modified Assignments: Adjusting the length or format of assignments to reduce reading and writing demands.
• Alternative Assessments: Allowing the student to demonstrate their knowledge through alternative formats, such as oral presentations or projects.
• Use of a Calculator: Allowing the use of a calculator for math assignments.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Frequent Breaks: Allowing the student to take short breaks during instruction and testing.
• Highlighters and Colored Overlays: Using highlighters or colored overlays to reduce visual stress.
• Word Prediction Software: Using software that predicts words as the student types.
• Visual Supports: Providing visual cues and aids to support understanding.
• Dictation: Allowing the student to dictate responses to assignments or tests.

The specific accommodations provided will be determined based on the individual needs of the student.

How to Request Evaluation

If you have concerns that your child may have dyslexia, you can request an evaluation from Mansfield ISD. To initiate the process, contact your child's school principal, counselor, or special education coordinator.

The request should be made in writing and should include:

• Your child's name, date of birth, and grade level.
• A description of your concerns about your child's reading and spelling skills.
• Any relevant information about your child's academic history or previous interventions.

Once the school receives your request, they will convene a team to review the information and determine whether an evaluation is warranted. If an evaluation is conducted, it will typically include assessments in the areas of:

• Cognitive Abilities
• Academic Achievement (Reading, Writing, Spelling)
• Phonological Processing
• Language Skills

The evaluation results will be used to determine whether your child meets the criteria for dyslexia and requires special education services. If your child is found to have dyslexia, the ARD committee will develop an IEP or a 504 team will create a 504 plan to address their needs.

Remember to maintain open communication with your child's school and actively participate in the evaluation and planning process. Your involvement is crucial to ensuring that your child receives the support they need to succeed.