Dyslexia Services in Plano ISD

Dyslexia Services in Plano ISD

This guide provides information about dyslexia services and support available to students within Plano Independent School District (ISD) in Texas. It is crucial for parents, educators, and students to understand these resources to ensure appropriate identification and intervention for students with dyslexia.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook is the primary resource governing dyslexia identification and intervention practices in Texas public schools, including Plano ISD. The Texas Education Agency (TEA) regularly updates this handbook to reflect current research and best practices. The 2024 update is particularly important. It is essential to consult the most recent version of the handbook, which can be found on the TEA website.

Key takeaways from the Texas Dyslexia Handbook (review the actual handbook for comprehensive information):

• Definition of Dyslexia: The handbook defines 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.
• Emphasis on Early Identification: The handbook emphasizes the importance of early identification of students at risk for dyslexia through universal screening and ongoing progress monitoring.
• Structured Literacy: Structured Literacy is the recommended approach for teaching reading and spelling to students with dyslexia. This approach is explicit, systematic, cumulative, diagnostic, and responsive.
• Parent Involvement: The handbook stresses the importance of parent involvement in the evaluation and intervention process. Parents are key members of the team.
• Professional Development: The handbook highlights the need for ongoing professional development for teachers and administrators on dyslexia and related disorders.
• Legal Requirements: The handbook outlines the legal requirements related to dyslexia identification and intervention under Texas law and federal law (Individuals with Disabilities Education Act - IDEA).
• Updates in 2024 Handbook: The 2024 handbook likely includes updated guidance on screening procedures, instructional methodologies, and assistive technology. *Consult the actual handbook for specific changes.*

Plano ISD adheres to the guidelines outlined in the Texas Dyslexia Handbook in all aspects of dyslexia services.

Mandatory Screening

Texas law mandates that all students in kindergarten and first grade be screened for dyslexia. Plano ISD implements these screenings to identify students who may be at risk. The screenings typically assess foundational reading skills, including:

• Phonological Awareness: The ability to recognize and manipulate the sounds of language. This includes skills like rhyming, blending sounds, and segmenting words into individual sounds.
• Letter-Sound Knowledge: Understanding the relationship between letters and the sounds they represent.
• Rapid Automatized Naming (RAN): The ability to quickly name a series of familiar objects, colors, letters, or numbers.
• Word Reading/Decoding: The ability to read words accurately and fluently.

Students who show signs of risk for dyslexia during the initial screening will receive further evaluation to determine if they have dyslexia. Parents will be notified if their child is identified as potentially at-risk and will be involved in the subsequent evaluation process.

Screening in Later Grades: While the mandatory screening is focused on K-1, students in higher grades can also be screened if concerns arise regarding their reading skills. Teachers and parents can request a dyslexia screening if they observe characteristics consistent with dyslexia, such as persistent difficulties with reading, spelling, or writing.

Structured Literacy Programs

Plano ISD utilizes Structured Literacy programs as the primary instructional approach for students identified with dyslexia. Structured Literacy is an evidence-based approach that is:

• Explicit: Skills are taught directly and systematically, rather than being implicitly learned.
• Systematic: Instruction follows a logical sequence, building from basic to more complex skills.
• Cumulative: New skills are built upon previously learned skills, reinforcing prior knowledge.
• Diagnostic: Instruction is tailored to meet the individual needs of the student, based on ongoing assessment and progress monitoring.
• Responsive: Instruction is adjusted based on the student's performance and understanding.

Components of Structured Literacy:

• Phonology: Instruction in the sounds of language (phonemes) and how they are combined to form words.
• Sound-Symbol Association (Phonics): Teaching the relationships between letters and sounds.
• Syllable Instruction: Teaching the different types of syllables and how they are used to decode multisyllabic words.
• Morphology: Instruction in morphemes (the smallest units of meaning in language), such as prefixes, suffixes, and root words.
• Syntax: Instruction in sentence structure and grammar.
• Semantics: Instruction in vocabulary and word meanings.

While specific program names may vary within Plano ISD schools, all programs adhere to the principles of Structured Literacy. Contact your child's school to learn more about the specific Structured Literacy program being used.

504 vs. IEP for Dyslexia

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

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 focus on providing accommodations and modifications to the general education curriculum to ensure the student has equal access to learning.
• Services: 504 plans typically include accommodations such as extra time on tests, preferential seating, and assistive technology.
• Dyslexia and 504: A student with dyslexia who is able to access the general education curriculum with reasonable accommodations may be eligible for a 504 plan.

Individualized Education Program (IEP):

• Eligibility: A student is eligible for an IEP if they have a disability (including a specific learning disability like dyslexia) that adversely affects their educational performance and requires specialized instruction.
• Focus: IEPs provide specialized instruction and related services to address the student's unique learning needs.
• Services: IEPs may include specialized reading instruction (e.g., Structured Literacy), speech therapy, occupational therapy, and other related services, in addition to accommodations.
• Dyslexia and IEP: A student with dyslexia who requires intensive, individualized instruction to make progress in reading and spelling may be eligible for an IEP under the category of Specific Learning Disability.

Key Differences:

• Intensity of Intervention: IEPs provide a higher level of support and specialized instruction compared to 504 plans.
• Eligibility Criteria: The eligibility criteria for an IEP are more stringent than for a 504 plan.
• Legal Requirements: IEPs are governed by IDEA, which provides more extensive legal protections for students with disabilities than Section 504.

The ARD (Admission, Review, and Dismissal) committee, which includes parents, teachers, and administrators, determines whether a student is eligible for an IEP. The 504 committee determines eligibility for a 504 plan. Both committees will review evaluation data and consider the student's individual needs when making this determination.

Accommodations List

Accommodations are changes to how a student learns or demonstrates learning, without changing the content of what is being taught. They are designed to help students with dyslexia overcome barriers to learning and access the curriculum. Common accommodations for students with dyslexia in Plano ISD include:

• Extended Time: Providing additional time on tests and assignments.
• Preferential Seating: Allowing the student to sit in a location that minimizes distractions.
• Reduced Workload: Reducing the amount of work required, while still covering the essential content.
• Text-to-Speech Software: Using software that reads text aloud to the student.
• Audiobooks: Providing access to audiobooks instead of or in addition to traditional print books.
• Dictation Software: Using software that allows the student to dictate their writing.
• Modified Assignments: Adapting assignments to meet the student's specific needs.
• Visual Aids: Providing visual supports, such as graphic organizers and charts.
• Multi-Sensory Instruction: Incorporating visual, auditory, and kinesthetic activities into instruction.
• Assistive Technology: Using technology to support reading, writing, and organization.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Copies of Notes: Providing the student with copies of notes from class.
• Frequent Breaks: Allowing the student to take frequent breaks to maintain focus.
• Use of a Calculator: Providing a calculator for math assignments.
• Spelling Supports: Providing access to a spell checker or dictionary.
• Oral Administration of Tests: Reading test questions aloud to the student.

This is not an exhaustive list, and the specific accommodations provided to a student will be determined based on their individual needs and outlined in their 504 plan or IEP.

How to Request Evaluation

Parents who have concerns about their child's reading skills and suspect dyslexia should contact their child's teacher or the school's counselor to discuss their concerns. The following steps outline the process for requesting a dyslexia evaluation in Plano ISD:

1. Initial Contact: Contact your child's teacher to discuss your concerns and provide any relevant information, such as observations or previous assessments.
2. Meeting with School Staff: Schedule a meeting with the teacher, counselor, and/or other relevant school staff to discuss your concerns and review your child's academic performance.
3. Referral for Screening/Evaluation: If the school staff shares your concerns, they will initiate the process for a dyslexia screening or evaluation. You may need to provide written consent for the evaluation to proceed. Ensure that the request is made in writing to the school.
4. Evaluation Process: The school will conduct a comprehensive evaluation to assess your child's reading skills, including phonological awareness, decoding, reading fluency, spelling, and reading comprehension. The evaluation may also include assessments of cognitive abilities and language skills.
5. ARD/504 Committee Meeting: Once the evaluation is complete, the ARD committee (for potential IEP eligibility) or the 504 committee will meet to review the evaluation results and determine whether your child is eligible for special education services or 504 accommodations. You, as the parent, are a critical member of this committee.
6. Development of IEP/504 Plan: If your child is eligible for services, the ARD/504 committee will develop an IEP or 504 plan that outlines the specific goals, accommodations, and services that will be provided to your child.
7. Regular Review and Progress Monitoring: The IEP/504 plan will be reviewed regularly to monitor your child's progress and make any necessary adjustments.

Important Considerations:

• Documentation: Keep copies of all correspondence, evaluations, and IEP/504 plans.
• Communication: Maintain open communication with your child's teachers and school staff.
• Advocacy: Advocate for your child's needs and ensure that they are receiving the appropriate support services.
• Parent Resources: Utilize parent support groups and resources available in the community to learn more about dyslexia and how to support your child's learning.

By understanding the dyslexia services available in Plano ISD and actively participating in the evaluation and intervention process, parents can help ensure that their children with dyslexia receive the support they need to succeed.

Disclaimer: This guide provides general information about dyslexia services in Plano ISD. Specific policies and procedures may vary. Contact your child's school or the Plano ISD Special Education Department for the most up-to-date information.