Dyslexia Services in San Antonio ISD

Dyslexia Services in San Antonio ISD

This guide provides information about dyslexia services available to students within the San Antonio Independent School District (SAISD). It is essential for parents, educators, and students to understand the resources and procedures for identifying and supporting students with dyslexia. This information is based on the latest Texas Education Agency (TEA) guidelines, including the 2024 update of the Texas Dyslexia Handbook.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook, published by the Texas Education Agency (TEA), is the guiding document for dyslexia identification and intervention in Texas public schools. The 2024 update provides the most current guidelines and best practices. Key updates and important aspects of the handbook include:

• Definition of Dyslexia: The handbook clearly 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.
• Screening for Dyslexia: The handbook outlines mandatory screening procedures for students in kindergarten through second grade, focusing on indicators related to phonological awareness, rapid automatized naming (RAN), and phonological memory. Screening may also occur at other grade levels if concerns are raised.
• Instructional Practices: The handbook emphasizes the importance of providing evidence-based, structured literacy instruction to students identified with dyslexia. This type of instruction is systematic, explicit, and multi-sensory.
• Parent Involvement: The handbook underscores the crucial role of parents in the dyslexia identification and intervention process. It encourages open communication between schools and parents and provides resources to help parents understand dyslexia and support their child's learning.
• Legal Requirements: The handbook reflects state and federal laws regarding dyslexia, including requirements for identification, intervention, and accommodations.
• Access to the Handbook: The Texas Dyslexia Handbook is readily available on the TEA website. Parents and educators should familiarize themselves with its contents. A direct link can usually be found by searching "Texas Dyslexia Handbook TEA".

Key takeaway: Always refer to the most current version of the Texas Dyslexia Handbook available on the TEA website for the most accurate and up-to-date information.

Mandatory Screening

Texas law mandates that all students in kindergarten, first grade, and second grade be screened for dyslexia. The screening process aims to identify students who may be at risk for dyslexia and require further evaluation and intervention. This screening is typically conducted at the beginning of the school year or as students enter the district.

Components of the Screening Process:

• Phonological Awareness: Assessing a student's ability to recognize and manipulate the sounds of language (e.g., rhyming, segmenting words into syllables).
• Rapid Automatized Naming (RAN): Measuring the speed and accuracy with which a student can name a series of familiar objects or colors. RAN difficulties are often associated with fluency problems in reading.
• Phonological Memory: Evaluating a student's ability to hold and manipulate sounds in short-term memory. This skill is crucial for decoding words.
• Letter Identification: Assessing a student's ability to quickly and accurately identify letters.

What happens after the screening?

• No concerns: If the screening indicates no significant risk factors, the student will continue with general education instruction.
• Potential risk: If the screening identifies potential risk factors for dyslexia, the school will conduct further assessments to determine if dyslexia intervention is needed. Parents will be informed of the screening results and any recommendations for further evaluation or intervention.
• Intensive Intervention: Some students might directly proceed to Tier 2 or Tier 3 interventions based on the screening results. This decision is usually made by the campus MTSS (Multi-Tiered Systems of Support) team.

Important Note: Screening is just the first step. A positive screening result does not automatically mean that a student has dyslexia. Further evaluation is necessary to confirm a diagnosis.

Structured Literacy Programs

Structured Literacy is an evidence-based approach to reading instruction that is particularly effective for students with dyslexia. It is systematic, explicit, multi-sensory, and cumulative. SAISD utilizes structured literacy programs to support students with dyslexia. These programs are often implemented within the MTSS framework.

Key Principles of Structured Literacy:

• Systematic: Instruction follows a logical and sequential order, building from basic concepts to more complex ones.
• Explicit: Concepts are taught directly and clearly, with no assumptions made about prior knowledge.
• Multi-sensory: Instruction engages multiple senses (visual, auditory, kinesthetic, tactile) to enhance learning and memory.
• Cumulative: New concepts are built upon previously learned material, reinforcing learning and promoting mastery.

Elements of Structured Literacy Instruction:

• Phonology: Teaching the sound structure of language and how sounds relate to letters.
• Sound-Symbol Association: Explicitly teaching the relationship between letters and sounds (phonics).
• Syllable Instruction: Teaching the different types of syllables and how they are structured.
• Morphology: Teaching the meaning units of language (prefixes, suffixes, root words).
• Syntax: Teaching the rules of sentence structure.
• Semantics: Teaching vocabulary and comprehension.

SAISD Programs: While specific program names might vary from year to year, SAISD generally utilizes structured literacy programs that align with the principles outlined above. Parents can inquire with their child's school or the district's Special Education Department to learn more about the specific programs used at their child's campus.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for accommodations and support through either a 504 plan or an Individualized Education Program (IEP). Understanding the differences between these two options is crucial.

Section 504 Plan:

• Purpose: To provide accommodations and modifications to ensure that students with disabilities have equal access to the general education curriculum.
• 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, concentrating).
• Focus: Removes barriers to learning. Provides accommodations to access the curriculum.
• Services: Accommodations such as extended time on tests, preferential seating, and assistive technology. May include some targeted interventions, but usually less intensive than IEP services.
• Funding: Generally funded through the general education budget.

Individualized Education Program (IEP):

• Purpose: To provide specialized instruction and related services to students with disabilities who require significant support to access the general education curriculum.
• Eligibility: A student is eligible for an IEP if they have a disability (such as dyslexia) that adversely affects their educational performance and requires specially designed instruction.
• Focus: Addresses the student's unique learning needs through specialized instruction.
• Services: Specially designed instruction, related services (e.g., speech therapy, occupational therapy), accommodations, and modifications. Includes intensive, individualized interventions.
• Funding: Funded through special education funding.

Key Differences Summarized:

Which is right for my child? This depends on the severity of their dyslexia and the level of support they require. A student with mild dyslexia may benefit from a 504 plan with accommodations, while a student with more severe dyslexia may require an IEP with specialized instruction. The ARD (Admission, Review, and Dismissal) committee, or the 504 committee, will make the determination based on evaluation data.

Accommodations List

Accommodations are adjustments to the way a student learns that do not change the content of what they are learning. They are designed to help students with dyslexia access the curriculum and demonstrate their knowledge. Common accommodations for students with dyslexia include:

• Extended Time: Allowing extra time to complete assignments and tests.
• Preferential Seating: Placing the student in a location that minimizes distractions and maximizes their ability to focus.
• Assistive Technology: Providing access to tools such as text-to-speech software, speech-to-text software, and audiobooks.
• Reading Materials in Accessible Formats: Providing textbooks and other materials in audio format or with larger print.
• Modified Assignments: Reducing the length or complexity of assignments.
• Oral Testing: Allowing the student to answer test questions orally instead of in writing.
• Use of Graphic Organizers: Providing tools to help students organize their thoughts and ideas.
• Frequent Breaks: Allowing the student to take short breaks during instruction and testing.
• Quiet Testing Environment: Providing a quiet and distraction-free environment for testing.
• Highlighting: Allowing the student to highlight key information in texts.
• Calculator: Permitting the use of a calculator for math assignments and tests.
• Word Processor with Spell Check: Allowing the use of a word processor to compose written work.

Important Note: The specific accommodations that are appropriate for a student will depend on their individual needs and learning style. The ARD or 504 committee will determine the most effective accommodations based on evaluation data and input from the student, parents, and teachers.

How to Request Evaluation

Parents who suspect that their child may have dyslexia have the right to request an evaluation. Here's how to request an evaluation in SAISD:

1. Contact the School: The first step is to contact your child's teacher or the school principal to express your concerns. Schedule a meeting to discuss your observations and any difficulties your child is experiencing.
2. Submit a Written Request: A formal written request for an evaluation is essential. This request should be addressed to the school principal or the Special Education Department. Clearly state your concerns about your child's reading, spelling, or writing skills and indicate that you are requesting an evaluation for dyslexia. Keep a copy of the request for your records.
3. School Response: The school is required to respond to your request within a reasonable timeframe. Typically, the school will schedule a meeting with you to discuss your concerns and determine whether an evaluation is warranted.
4. Evaluation Process: If the school agrees to conduct an evaluation, they will administer a series of assessments to determine if your child meets the criteria for dyslexia. The evaluation will likely include measures of phonological awareness, decoding skills, reading fluency, reading comprehension, and spelling.
5. ARD or 504 Committee Meeting: Once the evaluation is complete, the school will schedule an ARD (for potential IEP) or 504 committee meeting to discuss the results and determine whether your child is eligible for special education services or accommodations. You, as the parent, are a vital member of this committee.

Important Considerations:

• Document Everything: Keep detailed records of all communication with the school, including emails, letters, and meeting notes.
• Advocate for Your Child: Be prepared to advocate for your child's needs. Educate yourself about dyslexia and the services that are available.
• Seek Outside Support: If you have concerns about the evaluation process or the services being offered, consider seeking support from dyslexia advocacy organizations or educational consultants.

SAISD Contact Information: Contact your child's school directly for the most up-to-date contact information for the Special Education Department or the campus dyslexia specialist. You can also usually find district-level contact information on the SAISD website.

Disclaimer: This guide is intended for informational purposes only and should not be considered legal advice. It is essential to consult with the SAISD Special Education Department and review the most current version of the Texas Dyslexia Handbook for accurate and up-to-date information.