Dyslexia Services in Pasadena ISD

Dyslexia Services in Pasadena ISD

This guide provides information about dyslexia services available to students in Pasadena Independent School District (ISD) in accordance with Texas state law and the Texas Dyslexia Handbook.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook is the primary resource for understanding dyslexia identification, assessment, and instruction in Texas public schools. Pasadena ISD adheres to the guidelines and requirements outlined in the most current version of the handbook, currently the 2024 edition.

Key Updates in the 2024 Texas Dyslexia Handbook (Highlights):

• Emphasis on Early Identification: The handbook strongly emphasizes early identification and intervention to maximize the positive impact on student learning. Early screening and intervention are critical for students at risk for dyslexia.
• Structured Literacy: The handbook underscores the importance of providing students with dyslexia access to instruction based on the principles of Structured Literacy. This includes explicit, systematic, cumulative, diagnostic, and multisensory instruction.
• Multi-Tiered Systems of Support (MTSS): The handbook reinforces the use of MTSS as a framework for providing support to students with dyslexia. This includes universal screening, targeted interventions, and intensive individualized support.
• Progress Monitoring: Regular progress monitoring is vital to ensure interventions are effective and to adjust instruction as needed. Data-driven decision-making is a cornerstone of the dyslexia intervention process.
• Parent Involvement: Parent involvement and collaboration are crucial to the success of students with dyslexia. The handbook highlights the importance of communication and partnership between schools and families.
• Technological Supports: The handbook acknowledges the role of assistive technology in supporting students with dyslexia. It encourages schools to explore and provide appropriate assistive technology to enhance student learning.
• Training and Professional Development: Ongoing training and professional development for teachers and staff are essential to ensure they are equipped to effectively support students with dyslexia.

Where to Access the Texas Dyslexia Handbook 2024:

The Texas Dyslexia Handbook 2024 is available online on the Texas Education Agency (TEA) website. Search for "Texas Dyslexia Handbook" on the TEA website (tea.texas.gov).

Mandatory Screening

Pasadena ISD implements mandatory dyslexia screening for students in kindergarten through first grade, as mandated by Texas law. This screening process is designed to identify students who are at risk for dyslexia and to provide early intervention services.

Screening Procedures:

• Kindergarten Screening: All kindergarten students are screened for early literacy skills related to dyslexia risk. The screening typically occurs in the fall or early winter.
• First Grade Screening: All first-grade students are screened for dyslexia risk. The screening typically occurs in the fall or early winter.
• Transfer Students: Students transferring into Pasadena ISD in grades K-1 are also screened if documentation of prior screening is not available.
• Students in Grades 2 and Above: Students in grades 2 and above may be screened if there are concerns about their reading skills, based on teacher observation, parent request, or academic performance.

Screening Tools:

Pasadena ISD utilizes TEA-approved screening instruments that assess key literacy skills such as:

• Phonological awareness (ability to hear and manipulate sounds in spoken language)
• Phonological memory (ability to hold phonological information in memory)
• Rapid automatized naming (RAN) (ability to quickly name letters, numbers, or objects)
• Letter-sound knowledge (knowledge of the sounds that letters make)
• Decoding skills (ability to sound out words)

Notification of Screening Results:

Parents/guardians are notified of the results of the dyslexia screening. If a student is identified as being at risk for dyslexia, parents/guardians will be informed about the next steps, which may include further evaluation and intervention.

Structured Literacy Programs

Pasadena ISD utilizes Structured Literacy programs to provide explicit, systematic, and multi-sensory instruction to students identified with dyslexia. Structured Literacy is an approach to reading instruction that is based on decades of scientific research.

Key Components of Structured Literacy:

• Phonology: Explicit instruction in the sounds of language (phonemes) and how they relate to letters (graphemes).
• Sound-Symbol Association: Direct instruction in the relationships between letters and sounds.
• Syllable Instruction: Teaching students about the different types of syllables and how they affect pronunciation.
• Morphology: Instruction in the meaning of word parts (prefixes, suffixes, roots).
• Syntax: Teaching students about the rules of grammar and sentence structure.
• Semantics: Instruction in vocabulary and comprehension strategies.

Examples of Structured Literacy Programs (Specific program names may vary by campus):

While specific program names may vary, Pasadena ISD implements programs that align with the principles of Structured Literacy. Examples of commonly used approaches include:

• Take Flight: A comprehensive dyslexia intervention program developed by the Luke Waites Center for Dyslexia at Texas Scottish Rite Hospital for Children.
• Neuhaus Education Center Programs: A range of programs that provide structured literacy instruction.
• Orton-Gillingham Based Programs: Programs that adhere to the principles of Orton-Gillingham, a multi-sensory approach to reading instruction.

Program Implementation:

Structured Literacy programs are typically delivered in small group settings by trained teachers or specialists. Instruction is individualized to meet the specific needs of each student. Progress is regularly monitored to ensure that students are making adequate progress.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through a Section 504 plan or 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 individual needs and the impact of dyslexia on their access to education.

Section 504 Plan:

• Purpose: A Section 504 plan ensures that students with disabilities have equal access to education. It focuses on removing barriers to learning.
• 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 (e.g., learning, reading, writing).
• Services: 504 plans typically provide accommodations, such as extended time on tests, preferential seating, or assistive technology.
• Instruction: While a 504 plan provides accommodations, it does not typically provide specialized instruction in reading or writing.

Individualized Education Program (IEP):

• Purpose: An IEP is a legally binding document that outlines the specialized instruction and related services that a student with a disability needs to make progress in school.
• Eligibility: A student is eligible for an IEP if they have one of the 13 disabilities listed in IDEA (including Specific Learning Disability, which can include dyslexia) and the disability adversely affects their educational performance and requires specialized instruction.
• Services: IEPs include accommodations, modifications to the curriculum, and specialized instruction (e.g., Structured Literacy interventions).
• Instruction: IEPs provide specialized instruction in reading and writing, tailored to the student's individual needs.

Key Differences:

• Scope: 504 plans address access to education; IEPs address access and specialized instruction.
• Instruction: 504 plans provide accommodations; IEPs provide accommodations and specialized instruction.
• Legal Requirements: IEPs have more extensive legal requirements and procedural safeguards than 504 plans.

Determining the Appropriate Plan:

The decision of whether a student needs a 504 plan or an IEP is made by a team of professionals, including teachers, administrators, and specialists. The team considers the student's academic performance, screening and evaluation results, and individual needs. If a student requires specialized instruction in reading or writing to make progress, an IEP is typically the appropriate plan. If a student can access the general education curriculum with accommodations, a 504 plan may be sufficient.

Accommodations List

Accommodations are changes to how a student learns the material. They do not change what a student is expected to learn. Accommodations are designed to provide students with dyslexia equal access to the curriculum and to demonstrate their knowledge.

Common Accommodations for Students with Dyslexia:

• Extended Time: Providing additional time on tests and assignments.
• Preferential Seating: Seating the student in a location that minimizes distractions.
• Quiet Testing Environment: Providing a quiet space for the student to take tests.
• Assistive Technology: Utilizing tools such as text-to-speech software, speech-to-text software, and audiobooks.
• Reading Support: Providing access to text read aloud, either by a teacher, a peer, or through assistive technology.
• Written Output Support: Allowing the student to dictate answers or use a keyboard for written assignments.
• Modified Assignments: Breaking down large assignments into smaller, more manageable tasks.
• Visual Aids: Providing visual aids such as graphic organizers and concept maps.
• Multi-Sensory Instruction: Incorporating visual, auditory, and kinesthetic activities into instruction.
• Word Processing Software: Allowing the use of word processing software with spell check and grammar check.
• Highlighting: Allowing the student to highlight key information in texts.
• Note-Taking Assistance: Providing a copy of notes or allowing the student to record lectures.
• Reduced Workload: Reducing the amount of written work required.
• Alternative Assessments: Providing alternative ways for the student to demonstrate their knowledge (e.g., oral presentations, projects).
• Frequent Breaks: Allowing the student to take frequent breaks during instruction and testing.
• Chunking of Information: Presenting information in smaller, more manageable chunks.
• Use of Manipulatives: Using concrete objects to represent abstract concepts.
• Access to a Calculator: Providing access to a calculator for math assignments.
• Visual Schedules: Providing visual schedules to help the student stay organized.

Important Considerations:

• Accommodations should be individualized to meet the specific needs of each student.
• Accommodations should be implemented consistently across all settings.
• The effectiveness of accommodations should be regularly monitored.

How to Request Evaluation

Parents/guardians who have concerns about their child's reading skills can request an evaluation for dyslexia. The evaluation process is designed to determine if a student meets the criteria for a diagnosis of dyslexia and to identify the student's specific learning needs.

Steps to Request an Evaluation:

1. Contact the School: Contact your child's teacher or the school principal to express your concerns about your child's reading skills.
2. Submit a Written Request: Submit a written request for a dyslexia evaluation to the school principal or special education coordinator. The request should include your child's name, grade level, and a brief description of your concerns.
3. Provide Supporting Documentation: Provide any supporting documentation that may be helpful, such as report cards, test scores, or previous evaluations.
4. School Response: The school is required to respond to your request within a reasonable timeframe, typically 15 school days in Texas. The school will review your request and determine if further evaluation is warranted.
5. Evaluation Process: If the school determines that an evaluation is warranted, a team of professionals will conduct a comprehensive evaluation to assess your child's reading, writing, and related skills. The evaluation may include assessments of phonological awareness, decoding, reading fluency, reading comprehension, spelling, and writing.
6. Evaluation Report: Following the evaluation, you will receive a written report summarizing the findings. The report will indicate whether or not your child meets the criteria for dyslexia and will provide recommendations for intervention.
7. ARD Committee Meeting (if applicable): If your child is found eligible for special education services under IDEA (IEP), an Admission, Review, and Dismissal (ARD) committee meeting will be held to develop an IEP that outlines the specialized instruction and related services that your child will receive.
8. 504 Meeting (if applicable): If your child is not eligible for special education services under IDEA but needs accommodations to access the general education curriculum, a 504 meeting will be held to develop a 504 plan.

Important Contact Information:

Contact your child's school directly for specific procedures and contact information related to dyslexia services in Pasadena ISD. You can also contact the Pasadena ISD Special Education Department for additional information and support.

Parent Resources:

• The International Dyslexia Association (IDA): www.dyslexiaida.org
• Learning Disabilities Association of America (LDA): www.ldaamerica.org
• Texas Education Agency (TEA): tea.texas.gov (Search for "Dyslexia")

Disclaimer: This guide is intended for informational purposes only and should not be considered legal advice. Please consult with school officials and legal professionals for specific guidance. Information is subject to change based on updates to Texas law and Pasadena ISD policies.