Dyslexia Services in Northwest ISD

Dyslexia Services in Northwest ISD

This guide provides information about dyslexia services available to students in Northwest Independent School District (NISD) in Texas. It outlines key components of the district's approach to identifying and supporting students with dyslexia, in alignment with the updated Texas Dyslexia Handbook 2024.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook 2024 is the primary resource guiding dyslexia identification and intervention in Texas public schools. Northwest ISD follows the guidelines outlined in this handbook. Key updates and aspects of the handbook include:

• Definition of Dyslexia: The handbook provides a clear 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 the growth of vocabulary and background knowledge.
• Early Identification: Emphasis is placed on early identification of students at risk for dyslexia. This includes universal screening measures in kindergarten and first grade, as well as ongoing progress monitoring.
• Structured Literacy: The handbook emphasizes the use of Structured Literacy approaches for intervention. This is a multi-sensory, explicit, and systematic approach to teaching reading, spelling, and writing.
• Parental Involvement: The handbook highlights the importance of parent involvement in the dyslexia identification and intervention process. Parents are considered essential partners.
• Data-Driven Decision Making: Intervention decisions should be based on data collected through progress monitoring. This ensures that students receive appropriate and effective support.
• Accessibility: The handbook is readily accessible to parents and educators online through the Texas Education Agency (TEA) website. Always refer to the official TEA website for the most up-to-date version of the handbook.

Parents are encouraged to familiarize themselves with the Texas Dyslexia Handbook 2024. A link to the document is typically available on the TEA website. Search for "Texas Dyslexia Handbook" on the TEA website (tea.texas.gov).

Mandatory Screening

Northwest ISD conducts mandatory dyslexia screening for all students in kindergarten and first grade. This screening is designed to identify students who may be at risk for dyslexia. The specific screening instruments used may vary within the district, but they are all aligned with the requirements of the Texas Dyslexia Handbook 2024.

Screening Components: Screenings typically assess foundational reading skills, including:

• Phonological Awareness: Ability to recognize and manipulate the sounds of language.
• Phonemic Awareness: Ability to hear and manipulate individual sounds (phonemes) in words.
• Rapid Automatized Naming (RAN): Ability to quickly name a series of familiar objects, colors, or letters.
• Letter-Sound Knowledge: Ability to associate letters with their corresponding sounds.
• Decoding Skills: Ability to sound out and read words.

Screening Results: Parents will be notified if their child's screening results indicate a potential risk for dyslexia. These students will typically receive further assessment and intervention to determine the need for more intensive support.

Structured Literacy Programs

Northwest ISD utilizes Structured Literacy programs for students identified with dyslexia or at risk for dyslexia. Structured Literacy is an evidence-based approach to reading instruction that is explicitly and systematically taught. It focuses on the foundational skills necessary for reading success.

Key Principles of Structured Literacy:

• 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 from simpler to more complex concepts.
• Cumulative Instruction: New skills are built upon previously learned skills.
• Multi-Sensory Instruction: Learning is reinforced through the use of visual, auditory, kinesthetic, and tactile modalities.
• Diagnostic Teaching: Instruction is tailored to meet the individual needs of the student based on ongoing assessment.

Examples of Structured Literacy Programs:

While specific programs used in NISD may vary depending on the campus and student needs, common examples of Structured Literacy programs include:

• Take Flight: A Comprehensive Intervention for Students with Dyslexia: Developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
• Neuhaus Education Center Programs: Offers several structured literacy programs.
• Orton-Gillingham Based Programs: Various programs are based on the Orton-Gillingham approach, adhering to its principles.

Contact your child's school to inquire about the specific Structured Literacy program used at their campus.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support under Section 504 of the Rehabilitation Act of 1973 or through an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA). The determination of which plan is most appropriate depends on the individual needs of the student.

Section 504 Plan:

• Purpose: To provide accommodations and support to students with disabilities to ensure they have equal access to the general education curriculum.
• Eligibility: A student is eligible if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, or writing.
• Focus: Accommodations to address the student's specific learning needs within the general education classroom. Examples include extended time on tests, preferential seating, and assistive technology.
• Intervention: May include some intervention, but the primary focus is on accommodations.
• Funding: 504 plans are generally less resource intensive than IEPs.

IEP (Individualized Education Program):

• Purpose: To provide specialized instruction and related services to students with disabilities who require more intensive support than can be provided through a 504 plan.
• Eligibility: A student is eligible if they have one of the specific disabilities listed in IDEA (including Specific Learning Disability, which encompasses dyslexia) and, as a result of that disability, needs specialized instruction to make progress in the general education curriculum.
• Focus: Specialized instruction, related services (such as speech therapy or occupational therapy), and accommodations tailored to the student's individual needs.
• Intervention: Includes intensive, individualized intervention based on the student's specific learning deficits. This often involves direct, explicit instruction in reading, writing, and spelling using a Structured Literacy approach.
• Funding: IEPs are more resource intensive and involve dedicated special education funding.

Key Differences:

• Severity of Need: IEPs are for students who require more intensive intervention and specialized instruction due to the severity of their dyslexia. 504 plans are for students whose needs can be met through accommodations and some support within the general education setting.
• Specialized Instruction: IEPs mandate specialized instruction, while 504 plans primarily focus on accommodations.
• Legal Requirements: IEPs have more stringent legal requirements and procedural safeguards than 504 plans.

The ARD (Admission, Review, and Dismissal) committee, which includes parents, educators, and other relevant professionals, will determine whether a student requires a 504 plan or an IEP based on a comprehensive evaluation of the student's strengths and weaknesses.

Accommodations List

Accommodations are adjustments to the learning environment, instructional practices, or assessment procedures that help students with dyslexia access the general education curriculum. Here are some common accommodations that may be included in a 504 plan or IEP:

Reading Accommodations:

• Extended Time: Allowing additional time for reading tasks and assessments.
• Text-to-Speech Software: Using technology to read aloud text.
• Audiobooks: Listening to recorded books.
• Reduced Reading Load: Shortening reading assignments or providing summaries.
• Highlighting: Allowing students to highlight key information in texts.
• Preferential Seating: Placing the student in a location that minimizes distractions.
• Use of a Reading Guide or Ruler: To help maintain place while reading.

Writing Accommodations:

• Extended Time: Allowing additional time for writing tasks and assessments.
• Speech-to-Text Software: Using technology to dictate written responses.
• Graphic Organizers: Using visual aids to plan and organize writing.
• Shorter Writing Assignments: Reducing the length of writing assignments.
• Use of a Keyboard: Allowing students to type rather than write by hand.
• Pre-written Notes: Providing partially completed notes for the student to fill in.

Spelling Accommodations:

• Use of a Spell Checker: Allowing students to use spell-checking software.
• Word Bank: Providing a list of commonly misspelled words.
• Reduced Emphasis on Spelling: Focusing on content rather than spelling accuracy in some assignments.

Testing Accommodations:

• Extended Time: Allowing additional time for tests and quizzes.
• Quiet Testing Environment: Providing a distraction-free testing area.
• Read Aloud: Having test questions read aloud to the student (when appropriate, as determined by the ARD committee and state testing guidelines).
• Use of Assistive Technology: Allowing the use of approved assistive technology during testing.

This is not an exhaustive list, and the specific accommodations provided will depend on the individual needs of the student.

How to Request Evaluation

If you suspect your child may have dyslexia, you have the right to request an evaluation from Northwest ISD. The process typically involves the following steps:

1. Contact the School: Begin by contacting your child's teacher, school counselor, or principal to express your concerns. Schedule a meeting to discuss your observations and the reasons you believe your child may have dyslexia.
2. Written Request: Submit a written request for a dyslexia evaluation to the school principal or special education director. This letter should clearly state your concerns and request a full and individual evaluation to determine if your child has dyslexia and needs special education services (IEP) or accommodations (504 plan). Include any relevant information, such as previous academic records, medical diagnoses, or observations about your child's learning difficulties.
3. Review and Consent: The school will review your request and may conduct some preliminary assessments. If the school determines that an evaluation is warranted, they will provide you with a consent form. You must sign and return this form before the evaluation can proceed.
4. Evaluation Process: The evaluation will typically involve a variety of assessments administered by qualified professionals, such as educational diagnosticians, speech-language pathologists, and psychologists. These assessments may include measures of reading, writing, spelling, phonological awareness, and cognitive abilities.
5. ARD or 504 Committee Meeting: Once the evaluation is complete, the school will schedule an ARD (for special education eligibility/IEP) or 504 committee meeting to discuss the results. You, as the parent, are a vital member of this committee. The committee will determine whether your child meets the criteria for dyslexia and, if so, will develop an IEP or 504 plan to address their specific needs.

Important Considerations:

• Documentation: Keep copies of all correspondence and documentation related to the evaluation process.
• Advocacy: You have the right to advocate for your child's needs throughout the evaluation and intervention process. Consider seeking support from parent advocacy groups or educational consultants.
• Timeline: Texas law specifies timelines for completing evaluations and developing IEPs. Be aware of these timelines and advocate for timely completion of the process.

Northwest ISD is committed to providing appropriate support to students with dyslexia. By working collaboratively with parents, educators, and other professionals, we can help students with dyslexia achieve their full potential.