Dyslexia Services in McKinney ISD

Dyslexia Services in McKinney ISD

This guide provides information about dyslexia services available to students within the McKinney Independent School District (MISD) in Texas. It is based on current Texas regulations and best practices in dyslexia intervention.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, 2024 Update, is the primary resource guiding identification and intervention for students with dyslexia in Texas public schools. McKinney ISD adheres to the guidelines and procedures outlined in this handbook.

Key Updates and Information from the 2024 Handbook:

• Comprehensive Definition of Dyslexia: The handbook provides a clear and comprehensive definition of dyslexia, emphasizing its neurological origin and its impact on accurate and/or fluent word recognition and spelling abilities. It highlights the unexpectedness of the difficulty in relation to other cognitive abilities and the importance of evidence-based instruction.
• Multi-Tiered System of Supports (MTSS): The handbook emphasizes the use of MTSS, including Response to Intervention (RTI), to provide increasingly intensive interventions to students showing signs of reading difficulties. Dyslexia intervention is considered a part of Tier 2 or Tier 3 interventions.
• Early Identification: The handbook stresses the importance of early identification of students at risk for dyslexia. Screening procedures are designed to identify students in kindergarten through first grade who may need additional support.
• Structured Literacy: The handbook specifies the use of Structured Literacy approaches for instruction. This involves systematic and explicit teaching of phonological awareness, phonics, fluency, vocabulary, and reading comprehension.
• Parent Involvement: The handbook underscores the importance of parent involvement in the dyslexia identification and intervention process. Parents are to be informed of their child's progress and provided with resources to support learning at home.
• Professional Development: The handbook highlights the need for ongoing professional development for teachers in the identification and intervention of dyslexia.
• Assistive Technology: The handbook addresses the use of assistive technology to support students with dyslexia.
• Progress Monitoring: Continuous progress monitoring is essential to ensure that interventions are effective and to make adjustments as needed.
• Legal Requirements: The handbook details the legal requirements related to dyslexia services in Texas, including the requirements of Senate Bill 1866, which updated the Education Code regarding dyslexia.

It's highly recommended that parents and educators familiarize themselves with the full Texas Dyslexia Handbook, 2024 Update, which can be found on the Texas Education Agency (TEA) website. Search for "Texas Dyslexia Handbook" on the TEA website.

Mandatory Screening

McKinney ISD implements mandatory dyslexia screening for students in kindergarten and first grade, as mandated by Texas law. The purpose of this screening is to identify students who may be at risk for dyslexia early in their academic careers.

Screening Process:

• Kindergarten: All kindergarten students are screened for foundational literacy skills that are predictive of future reading success. This typically occurs in the fall and/or winter of the kindergarten year.
• First Grade: All first-grade students are screened, typically in the fall of the first-grade year.

Screening Tools:

McKinney ISD uses TEA-approved screening instruments. These instruments assess areas such as:

• Phonological Awareness: The ability to hear and manipulate the individual sounds in words.
• Rapid Automatized Naming (RAN): The ability to quickly name a series of familiar objects, colors, or numbers.
• Letter-Sound Knowledge: The ability to identify the sounds associated with letters.
• Decoding Skills (for older students): The ability to sound out words.

Next Steps After Screening:

• At-Risk Students: Students who demonstrate risk factors for dyslexia during screening will receive targeted interventions within the classroom setting. This may include small group instruction focused on specific areas of need.
• Progress Monitoring: Students receiving interventions are progress-monitored regularly to track their response to instruction.
• Formal Evaluation: If a student does not make adequate progress with interventions, the school may recommend a formal evaluation to determine if the student has dyslexia and requires specialized instruction. Parents are always informed and involved in this process.

Structured Literacy Programs

McKinney ISD utilizes Structured Literacy programs to provide effective instruction for students with dyslexia. Structured Literacy is an evidence-based approach that focuses on the systematic and explicit teaching of foundational reading skills.

Key Components of Structured Literacy:

• Phonology: Understanding the sound structure of language (phonemes).
• Sound-Symbol Association (Phonics): Learning the relationships between letters and sounds.
• Syllable Instruction: Understanding syllable types and patterns.
• Morphology: Understanding the meaning units in words (prefixes, suffixes, roots).
• Syntax: Understanding sentence structure and grammar.
• Semantics: Understanding the meaning of words and phrases.

Examples of Structured Literacy Programs (may vary by campus; contact your child's school for specific program information):

• Take Flight: A Comprehensive Intervention for Students with Dyslexia: Developed by the Luke Waites Center for Dyslexia at Scottish Rite for Children.
• Neuhaus Education Center Programs: Neuhaus offers several structured literacy programs, including Basic Language Skills.

Program Implementation:

Structured Literacy programs are typically delivered in small groups by teachers who have received specialized training in dyslexia intervention. Instruction is intensive, systematic, and explicit, and it is tailored to meet the individual needs of each student.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act or through an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA). The determination of which plan is appropriate depends on the student's specific needs.

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.
• Focus: 504 plans primarily focus on providing accommodations to ensure that students with disabilities have equal access to the general education curriculum.
• Services: 504 plans may include accommodations such as extended time on tests, preferential seating, and assistive technology. While it can include some targeted intervention, its main purpose is to remove barriers in the classroom.
• Dyslexia and 504: A student with dyslexia who can access the general education curriculum with accommodations may be served under a 504 plan.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability that adversely affects their educational performance and requires specialized instruction.
• Focus: IEPs focus on providing specialized instruction and related services to address the student's specific learning needs.
• Services: IEPs include specific goals and objectives, as well as accommodations and modifications to the curriculum. They also include documentation of progress monitoring.
• Dyslexia and IEP: A student with dyslexia who requires specialized instruction, such as a Structured Literacy program delivered by a specially trained teacher, may be eligible for an IEP under the category of Specific Learning Disability (SLD).

Key Differences:

• Level of Support: IEPs typically provide a higher level of support than 504 plans, including specialized instruction.
• Legal Requirements: IEPs are governed by IDEA, which has more stringent legal requirements than Section 504.
• Evaluation Process: The evaluation process for an IEP is more comprehensive than the evaluation process for a 504 plan.

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 an individual basis by a team of professionals, including teachers, administrators, and parents. The team will consider the student's specific needs, the severity of their dyslexia, and the supports that are necessary to ensure their success.

Accommodations List

Accommodations are changes to how a student learns the material. They do not change what the student is expected to learn. Here are some common accommodations for students with dyslexia:

• Extended Time: Allowing extra time on tests and assignments.
• Preferential Seating: Placing the student in a location that minimizes distractions.
• Assistive Technology: Providing access to tools such as text-to-speech software, speech-to-text software, and audiobooks.
• Modified Assignments: Adjusting the length or format of assignments.
• Oral Administration of Tests: Reading test questions aloud to the student.
• Use of a Calculator: Allowing the student to use a calculator for math problems.
• Visual Aids: Providing visual aids such as graphic organizers and charts.
• Note-Taking Assistance: Providing notes or allowing the student to record lectures.
• Quiet Testing Environment: Providing a quiet place to take tests.
• Frequent Breaks: Allowing frequent breaks during instruction and testing.
• Multi-Sensory Instruction: Providing instruction that engages multiple senses (visual, auditory, kinesthetic, tactile).
• Highlighting Key Information: Highlighting important information in textbooks and other materials.
• Reduced Workload: Adjusting the amount of work required.
• Use of Manipulatives: Allowing the use of manipulatives for math and reading activities.

Important Note: The specific accommodations that are appropriate for a student with dyslexia will vary depending on their individual needs. The accommodations should be determined by a team of professionals, including teachers, administrators, and parents, and documented in the student's 504 plan or IEP.

How to Request Evaluation

If you suspect that your child may have dyslexia, you can request an evaluation from McKinney ISD. Here are the steps to follow:

1. Contact Your Child's Teacher: The first step is to contact your child's teacher to discuss your concerns. The teacher can provide valuable insights into your child's academic performance and can help you determine if further evaluation is necessary.
2. Contact the School Counselor or Principal: If, after speaking with your child's teacher, you still have concerns, contact the school counselor or principal. They can provide information about the district's dyslexia evaluation procedures.
3. Submit a Written Request: To formally request an evaluation, you will need to submit a written request to the school principal or special education coordinator. The request should include:
   • Your child's name and date of birth
   • Your contact information
   • A detailed description of your concerns about your child's reading and spelling abilities
   • Any supporting documentation, such as report cards or test scores
4. Evaluation Process: Once the school receives your written request, they will initiate the evaluation process. This process may include:
   • Review of your child's academic records
   • Observations of your child in the classroom
   • Administration of standardized tests to assess reading, spelling, and related skills
5. ARD/504 Meeting: After the evaluation is complete, the school will schedule an ARD (Admission, Review, and Dismissal) committee meeting (for IEP eligibility) or a 504 meeting to discuss the evaluation results and determine if your child is eligible for special education services or accommodations under Section 504. You, as the parent, are a crucial part of this team.

Important Considerations:

• McKinney ISD is committed to providing timely and appropriate evaluations for students who are suspected of having dyslexia.
• You have the right to participate in all aspects of the evaluation process.
• You have the right to obtain an independent educational evaluation (IEE) if you disagree with the results of the school's evaluation.

Disclaimer: This guide is intended for informational purposes only and should not be considered legal advice. Please consult with McKinney ISD officials and refer to the Texas Dyslexia Handbook, 2024 Update, for the most up-to-date information and guidance.