Dyslexia Services in Round Rock ISD

Dyslexia Services in Round Rock ISD

This guide provides information about dyslexia services available to students in Round Rock Independent School District (RRISD), aligned with Texas state law and the 2024 Texas Dyslexia Handbook. It outlines mandatory screening procedures, structured literacy programs, the differences between 504 plans and IEPs for students with dyslexia, common accommodations, and the process for requesting an evaluation.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, updated in 2024 by the Texas Education Agency (TEA), serves as the primary guide for identifying and supporting students with dyslexia in Texas public schools, including Round Rock ISD. This handbook outlines the legal requirements, best practices, and recommended procedures for addressing dyslexia. Key components of the handbook include:

• Definition of Dyslexia: Dyslexia is defined 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.
• Screening and Identification: The handbook details the mandatory screening procedures and criteria for identifying students at risk for dyslexia. It emphasizes the use of multiple measures, including universal screening, classroom performance, and individual assessments.
• Instructional Practices: The handbook advocates for the implementation of Structured Literacy approaches for students with dyslexia. It emphasizes the importance of explicit, systematic, sequential, and multi-sensory instruction in phonological awareness, phonics, fluency, vocabulary, and reading comprehension.
• Legal Requirements: The handbook clarifies the legal obligations of school districts to provide appropriate services and accommodations for students with dyslexia, as mandated by state and federal laws.
• Parent Involvement: The handbook stresses the importance of collaboration between schools and parents in supporting students with dyslexia. It encourages open communication, shared decision-making, and parent education.

Parents and educators can access the complete Texas Dyslexia Handbook 2024 on the Texas Education Agency (TEA) website.

Mandatory Screening

Round Rock ISD adheres to the mandatory dyslexia screening requirements outlined in the Texas Dyslexia Handbook. The district implements a systematic screening process to identify students in kindergarten and first grade who are at risk for dyslexia. Screening typically involves assessments in the following areas:

• Phonological Awareness: Ability to recognize and manipulate the sounds of spoken language (e.g., rhyming, segmenting, blending).
• Rapid Automatized Naming (RAN): Ability to quickly name a series of familiar objects, colors, letters, or numbers.
• Letter Knowledge: Recognition of uppercase and lowercase letters.
• Phonological Memory: Ability to hold and manipulate sounds in memory.

Students who demonstrate difficulties in these areas during the universal screening process may be identified for further evaluation and intervention. Parents will be notified if their child is identified as potentially at risk for dyslexia. Continued monitoring of students' progress will also be implemented.

While the mandated screening occurs in kindergarten and first grade, students can be referred for dyslexia testing at any grade level if concerns arise regarding their reading development.

Structured Literacy Programs

Round Rock ISD utilizes Structured Literacy approaches to provide targeted instruction for students with dyslexia. Structured Literacy is an evidence-based approach that is explicit, systematic, cumulative, and multi-sensory. These programs are designed to address the underlying phonological deficits associated with dyslexia and promote reading fluency and comprehension. Components of a Structured Literacy program include:

• Phonological Awareness Instruction: Explicit teaching of phoneme awareness skills, including segmentation, blending, deletion, and manipulation of sounds.
• Phonics Instruction: Systematic and sequential teaching of letter-sound correspondences and decoding rules.
• Fluency Instruction: Activities designed to improve reading rate, accuracy, and prosody.
• Vocabulary Instruction: Explicit teaching of vocabulary words and strategies for understanding new words.
• Reading Comprehension Instruction: Strategies for understanding and remembering what is read, including summarizing, questioning, and making inferences.
• Spelling Instruction: Explicit teaching of spelling rules and patterns.
• Handwriting Instruction: To support the connection between letter formation and phonics.

Specific Structured Literacy programs used in Round Rock ISD may vary depending on the needs of the students and the school. The district ensures that teachers providing dyslexia intervention are trained in Structured Literacy methods.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support through either a Section 504 plan or an Individualized Education Program (IEP). The primary difference lies in the severity of the disability and the level of support required.

• Section 504 Plan: A 504 plan is designed to provide accommodations and modifications to students with disabilities to ensure they have equal access to the general education curriculum. A student qualifies 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). A 504 plan focuses on removing barriers to learning by providing accommodations such as extra time on tests, preferential seating, or assistive technology. In Round Rock ISD, the 504 process is managed at the campus level with support from district specialists.
• Individualized Education Program (IEP): An IEP is a legally binding document that outlines the specific educational and related services required for a student with a disability to make progress in school. A student qualifies for an IEP if they have a disability that adversely affects their educational performance and requires specialized instruction. IEPs are developed by a team of professionals, including teachers, administrators, special education staff, and parents. Students with dyslexia who require intensive, individualized instruction in reading and related skills may be eligible for an IEP under the specific learning disability category. An IEP may include goals related to reading fluency, decoding, and comprehension, as well as related services such as speech therapy or occupational therapy.

Key Differences Summarized:

The determination of whether a student needs a 504 plan or an IEP is made on a case-by-case basis, considering the student's individual needs and the recommendations of the evaluation team.

Accommodations List

Accommodations are changes to the learning environment or instructional practices that help students with dyslexia access the curriculum and demonstrate their knowledge. Accommodations do not change the content of what is being taught; rather, they provide alternative ways for students to learn and show what they have learned. Common accommodations for students with dyslexia in Round Rock ISD include:

• Extended Time: Allowing additional time on tests, assignments, and other tasks.
• Preferential Seating: Placing the student in a location that minimizes distractions and maximizes access to instruction.
• Audiobooks: Providing access to textbooks and other reading materials in audio format.
• Text-to-Speech Software: Using software that reads text aloud to the student.
• Speech-to-Text Software: Using software that allows the student to dictate their responses.
• Assistive Technology: Utilizing tools such as graphic organizers, note-taking apps, and word processors.
• Modified Assignments: Adjusting the length or complexity of assignments to meet the student's needs.
• Visual Aids: Providing visual supports such as graphic organizers, diagrams, and charts.
• Multi-Sensory Instruction: Incorporating visual, auditory, and kinesthetic activities into instruction.
• Use of Manipulatives: Using hands-on materials to support learning.
• Frequent Breaks: Allowing the student to take short breaks as needed.
• Reduced Workload: Adjusting the amount of assigned work to avoid overwhelm.
• Alternative Assessments: Providing alternative ways for the student to demonstrate their knowledge (e.g., oral presentations, projects).
• Copies of Notes: Providing the student with copies of teacher notes or allowing them to record lectures.
• Highlighted Text: Highlighting key information in reading materials.
• Cueing and Prompting: Providing verbal or visual cues to support comprehension.
• Dictation of Answers: Allowing the student to dictate their answers to a scribe.
• Use of Calculators: Providing access to calculators for math problems.

The specific accommodations provided to a student will be determined based on their individual needs and outlined in their 504 plan or IEP. The ARD committee (Admission, Review, and Dismissal) for an IEP or the 504 committee determines appropriate accommodations.

How to Request Evaluation

If you have concerns about your child's reading development and suspect they may have dyslexia, you can request an evaluation from Round Rock ISD. The process for requesting an evaluation is as follows:

1. Contact Your Child's Teacher: Begin by discussing your concerns with your child's teacher. They can provide valuable insights into your child's classroom performance and academic progress.
2. Contact the School Counselor or Principal: If concerns persist, contact the school counselor or principal to discuss the possibility of an evaluation. They can provide information about the district's evaluation process and procedures.
3. Submit a Written Request: Submit a written request for an evaluation to the school principal or special education department. The request should include your child's name, grade level, date of birth, and a detailed description of your concerns. Specifically state that you are requesting a full and individual evaluation for suspected dyslexia.
4. Evaluation Process: Once the school receives your written request, they will convene a team to determine if an evaluation is warranted. If an evaluation is deemed necessary, the team will conduct a comprehensive assessment of your child's reading skills, phonological awareness, language abilities, and other relevant areas.
5. Evaluation Report: After the evaluation is complete, you will receive a written report outlining the results of the assessment. The report will include recommendations for intervention and support services.
6. ARD Committee Meeting (if applicable): If the evaluation indicates that your child has dyslexia and requires specialized instruction, an ARD committee meeting will be held to develop an IEP. The ARD committee will include teachers, administrators, special education staff, and you, the parent. The IEP will outline your child's goals, accommodations, and related services.

Round Rock ISD is committed to providing appropriate support and services to students with dyslexia. By following the steps outlined above, parents can ensure that their children receive the evaluations and interventions they need to succeed in school. For questions regarding the referral process, contact the Special Education department at Round Rock ISD.