Dyslexia Services in Schertz-Cibolo-Universal City ISD

Dyslexia Services in Schertz-Cibolo-Universal City ISD

This guide provides information about dyslexia services available to students in Schertz-Cibolo-Universal City ISD (SCUCISD). It outlines the district's procedures for identifying and supporting students with dyslexia, referencing the Texas Dyslexia Handbook and relevant Texas Education Agency (TEA) guidelines.

Texas Dyslexia Handbook 2024

SCUCISD adheres to the guidelines outlined in the most current version of the Texas Dyslexia Handbook, published by the Texas Education Agency (TEA). The handbook provides comprehensive information regarding dyslexia, including definition, characteristics, screening procedures, instructional methods, and parental rights. The Texas Dyslexia Handbook 2024 serves as the primary resource for identifying and supporting students with dyslexia in Texas public schools. It emphasizes evidence-based practices in reading instruction and intervention. Parents and educators are encouraged to familiarize themselves with the handbook. A digital copy can typically be found on the TEA website.

Mandatory Screening

SCUCISD conducts universal reading screening for all students in kindergarten through second grade to identify students who may be at risk for dyslexia. These screenings typically include assessments of phonological awareness, rapid automatized naming, and letter knowledge. These screenings are designed to be brief and identify students needing further evaluation. Students flagged during the initial screenings will receive additional diagnostic assessments to determine the presence of dyslexia. Parents will be notified if their child demonstrates characteristics of dyslexia and is recommended for further evaluation.

Structured Literacy Programs

SCUCISD utilizes Structured Literacy approaches to provide reading instruction and intervention for students with dyslexia. Structured Literacy is an explicit, systematic, and multi-sensory approach to teaching reading that emphasizes phonological awareness, phonics, fluency, vocabulary, and reading comprehension. Programs may include, but are not limited to:

• Evidence-based reading interventions: These programs are designed to address specific reading deficits identified through diagnostic assessments.
• Multi-sensory techniques: Instruction is delivered using visual, auditory, kinesthetic, and tactile methods to engage multiple learning pathways.
• Explicit and systematic instruction: Skills are taught in a logical sequence with clear explanations and ample opportunities for practice.

The specific program utilized will depend on the individual needs of the student. The district's dyslexia specialists and reading interventionists are trained in the implementation of these programs.

504 vs. IEP for Dyslexia

Students with dyslexia may be eligible for support services through either a 504 plan or an Individualized Education Program (IEP). The determination is based on the severity of the student's reading difficulties and the level of support required.

• 504 Plan: A 504 plan provides accommodations and modifications to the general education setting to ensure that students with disabilities have equal access to learning. Students with dyslexia who primarily need accommodations to access instruction may be served through a 504 plan.
• IEP (Individualized Education Program): An IEP is a legally binding document that outlines a student's special education needs, goals, and services. Students with dyslexia who require specialized instruction and intensive interventions to make progress in reading may be served through an IEP under the specific learning disability category. The IEP is developed by a team that includes parents, educators, and other professionals.

The ARD (Admission, Review, and Dismissal) committee determines eligibility for special education services and develops the IEP.

Accommodations List

Students with dyslexia may benefit from a variety of accommodations, depending on their individual needs. Some common accommodations include:

• Extended time on assignments and tests.
• Preferential seating.
• Audiobooks or text-to-speech software.
• Assistive technology.
• Modified assignments or tests.
• Use of graphic organizers.
• Frequent breaks.
• Reading aloud accommodations on tests (when appropriate and allowable).

This is not an exhaustive list. The specific accommodations provided will be determined by the student's 504 or IEP team.

How to Request an Evaluation

Parents who suspect their child may have dyslexia should contact their child's teacher, school counselor, or principal to request an evaluation. The request should be made in writing. SCUCISD is required to respond to the request within a reasonable timeframe, as outlined by the Texas Dyslexia Handbook. Following the request, the school will gather information about the student's academic performance and conduct initial screenings. If the screenings indicate a need for further evaluation, the school will seek parental consent to conduct a comprehensive dyslexia evaluation. This evaluation will assess the student's reading skills, phonological awareness, and other relevant areas. The results of the evaluation will be shared with parents and used to determine eligibility for dyslexia services.