Dyslexia Services in North East ISD

Dyslexia Services in North East ISD

This guide provides information about dyslexia services available within the North East Independent School District (NEISD) in Texas. It is intended for parents, guardians, educators, and anyone seeking to understand the district's approach to identifying and supporting students with dyslexia, adhering to the Texas Dyslexia Handbook (2024).

Texas Dyslexia Handbook 2024

The foundation of dyslexia services in Texas public schools is the Texas Dyslexia Handbook (TDH). The 2024 edition, published by the Texas Education Agency (TEA), outlines the requirements and best practices for identifying, assessing, and providing intervention for students with dyslexia and related disorders. Key elements covered in the TDH include:

• Definition of Dyslexia: 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 Procedures: Mandatory screening for dyslexia for all students in kindergarten and first grade, as well as students in other grades who exhibit characteristics of dyslexia. The TDH specifies the types of screeners that are acceptable and the criteria for identifying students who require further evaluation.
• Evaluation Procedures: Guidelines for conducting comprehensive evaluations to determine if a student has dyslexia. These evaluations must be conducted by qualified professionals and should include assessments of phonological awareness, phonological memory, rapid naming, decoding, spelling, and reading fluency.
• Instructional Programs: Requirements for providing evidence-based, structured literacy instruction to students identified with dyslexia. The TDH emphasizes the importance of explicit, systematic, and multisensory teaching methods.
• Parent Involvement: The critical role of parents in the identification and support of students with dyslexia. The TDH outlines the rights of parents and the responsibilities of schools in communicating with parents about their child's progress.
• Progress Monitoring: Regular monitoring of student progress to ensure that interventions are effective. The TDH provides guidance on how to collect and analyze data to inform instructional decisions.
• Technology: The appropriate use of technology to support students with dyslexia.

NEISD's dyslexia services are designed to comply with all requirements outlined in the Texas Dyslexia Handbook. Parents are encouraged to familiarize themselves with the handbook.

Mandatory Screening

NEISD adheres to the Texas mandate for universal screening of students for characteristics of dyslexia. The screening process typically involves the following:

• Kindergarten and First Grade Screening: All students in kindergarten and first grade are screened using TEA-approved screening instruments. These screeners assess foundational literacy skills, such as phonological awareness, letter-sound knowledge, and rapid automatized naming.
• Screening for Students in Other Grades: Students in grades 2-12 may be screened if teachers, parents, or other school personnel observe characteristics of dyslexia. This could include persistent difficulties with reading, spelling, or decoding, despite adequate instruction.
• Parent Notification: Parents are notified if their child exhibits characteristics of dyslexia during the screening process. This notification will include information about the screening results and recommendations for further action, if necessary.
• Types of Screeners Used: NEISD utilizes TEA-approved screeners, which may include but are not limited to assessments of phonological awareness (e.g., Elision, Blending), rapid naming (RAN), and letter-sound knowledge. Specific screeners used may vary from year to year based on TEA recommendations and district needs. Consult your child's school for specifics on the screeners being administered.

If a screening indicates that a student may have dyslexia, the school will recommend further evaluation.

Structured Literacy Programs

Students identified with dyslexia in NEISD receive intervention using structured literacy programs. These programs are evidence-based and designed to address the underlying language deficits that contribute to reading difficulties. Key characteristics of structured literacy include:

• Explicit Instruction: Skills are taught directly and systematically, with clear explanations and modeling.
• Systematic Instruction: Skills are taught in a logical sequence, building from simpler to more complex concepts.
• Multisensory Instruction: Students learn through visual, auditory, kinesthetic, and tactile modalities.
• Phonological Awareness: Instruction focuses on developing awareness of the sounds of language, including phoneme segmentation, blending, and manipulation.
• Phonics: Students learn the relationships between letters and sounds and how to decode words.
• Fluency: Students practice reading words and passages fluently and accurately.
• Vocabulary: Students are taught vocabulary explicitly and in context.
• Reading Comprehension: Students learn strategies for understanding and remembering what they read.
• Spelling: Students learn the rules and patterns of spelling.

NEISD utilizes various structured literacy programs aligned with the Texas Dyslexia Handbook. Examples of commonly used programs may include (but are not limited to):

• Take Flight: A comprehensive intervention program developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
• Reading by Design: Another structured literacy program often utilized within Texas schools.
• Other District-Adopted Programs: The district may implement other TEA-approved programs. Specific program implementation varies from campus to campus.

The specific structured literacy program used for a student will be determined based on their individual needs and learning profile.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through a 504 plan or an Individualized Education Program (IEP), depending on the severity of their needs and whether they meet the criteria for special education services. Understanding the differences between these two plans is crucial:

• Section 504 Plan: A 504 plan is provided under Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that prohibits discrimination based on disability. A 504 plan provides accommodations to students with disabilities to ensure they have 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 (e.g., learning, reading, concentrating). Students receiving support for dyslexia through a 504 plan will typically receive accommodations within the general education classroom.
• Individualized Education Program (IEP): An IEP is provided under the Individuals with Disabilities Education Act (IDEA), a federal law that provides special education services to students with disabilities who require specialized instruction. To qualify for an IEP for dyslexia, a student must meet the criteria for a specific learning disability and require specially designed instruction to make progress in the general education curriculum. Students with an IEP will receive specially designed instruction, which may include instruction outside of the general education classroom.

Key Differences:

• Eligibility: 504 plans have broader eligibility criteria than IEPs.
• Services: 504 plans primarily provide accommodations, while IEPs provide both accommodations and specially designed instruction.
• Legal Framework: 504 plans are based on civil rights law, while IEPs are based on special education law.
• Funding: IEPs are typically funded by federal and state special education funds, while 504 plans are funded by the school district's general education budget.

The decision to provide support through a 504 plan or an IEP will be made by a team of professionals, including teachers, administrators, and parents, based on the student's individual needs and evaluation results.

Accommodations List

Accommodations are changes to the way instruction is delivered or assessed to provide students with dyslexia equal access to learning. Here are some common accommodations that may be included in a 504 plan or IEP for students with dyslexia in NEISD:

• Extended Time: Allowing extra time for completing assignments and tests.
• Reduced Workload: Modifying the amount of work assigned.
• Preferential Seating: Placing the student in a location in the classroom that minimizes distractions.
• 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 notes or allowing the student to record lectures.
• Use of a Calculator: Allowing the use of a calculator for math assignments and tests.
• Oral Administration of Tests: Reading test questions aloud to the student.
• Modified Spelling Expectations: Focusing on content rather than perfect spelling.
• Use of Graphic Organizers: Providing visual aids to help students organize their thoughts and ideas.
• Frequent Breaks: Allowing for short breaks during instruction or testing.
• Assistive Technology: Providing access to various assistive technology devices (e.g., screen readers, word processors with spell check).

This is not an exhaustive list, and the specific accommodations provided to a student will be based on their individual needs. The ARD (Admission, Review, and Dismissal) committee or 504 committee will determine appropriate accommodations.

How to Request Evaluation

If you suspect your child may have dyslexia, the first step is to communicate your concerns to your child's teacher and the school principal. You can formally request a dyslexia evaluation by following these steps:

1. Written Request: Submit a written request for an evaluation to the school principal or the special education department. The request should clearly state your concerns about your child's reading skills and explain why you believe they may have dyslexia. Include any relevant information, such as observations of your child's reading difficulties and previous academic records.
2. School Response: The school is required to respond to your request in a timely manner. They may request additional information or documentation from you.
3. Evaluation Process: If the school determines that an evaluation is warranted, they will conduct a comprehensive assessment to determine if your child has dyslexia. This evaluation will be conducted by qualified professionals, such as educational diagnosticians, special education teachers, and speech-language pathologists.
4. ARD or 504 Committee Meeting: After the evaluation is completed, the ARD committee (for IEPs) or 504 committee (for 504 plans) will meet to discuss the evaluation results and determine if your child is eligible for services. You, as the parent, are an important member of this committee.
5. Development of a Plan: If your child is found to have dyslexia and is eligible for services, the ARD or 504 committee will develop a plan to address their needs. This plan will include specific goals, objectives, and accommodations.
6. Parent Rights: You have the right to disagree with the school's decisions and to request mediation or a due process hearing if you are not satisfied with the services being provided. Refer to the TEA website for details on dispute resolution.

Important Contact Information:

• Contact your child's school principal or counselor directly.
• Visit the NEISD website for district-level special education information.
• Refer to the Texas Education Agency (TEA) website for the Texas Dyslexia Handbook and related resources.

This guide provides general information about dyslexia services in NEISD. Specific procedures and services may vary depending on the school and the individual needs of the student. Always communicate directly with school personnel to obtain the most accurate and up-to-date information.