Dyslexia Handbook 2018-2019 - Kennedale ISD
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Dyslexia Handbook
2018-2019Table of Contents Section 1: State and Local Codes and Regulations Section 2: Identification Section 3: Instruction Section 4: Required Forms Section 5: Campus Liaisons Section 6: Frequently Asked Questions
Section 1 State and Local Codes and Regulations
Section 1 State and Local Codes and Regulations Identification and Instruction of Dyslexia Click on the following link to read about the laws and statues regulating dyslexia programs. http://www.region10.org/interactive-dyslexia-handbook/a-law/ Questions and Answers Click on the following link to read questions frequently asked about dyslexia programs. http://www.region10.org/interactive-dyslexia- handbook/c-q-and-a/ The Dyslexia Handbook, Revised 2014 Click on the following link to an interactive concerning dyslexia and related disorders. http://www.region10.org/interactive-dyslexia-handbook/
Texas Education Code §38.003
Dyslexia is:
● A specific learning disorder that is neurological in origin.
● Characterized by difficulties with decoding skills, word
reading, reading fluency, reading accuracy and spelling.
● These difficulties typically result from a deficit in the
phonological component of language that is often unexpected
in relation to other cognitive abilities and in spite of the
provision of effective classroom instruction.
● Secondary consequences may include problems in reading
comprehension, reduced reading experience, impeded
growth of vocabulary and background knowledge.
(Adopted by the Board of Directors, International Dyslexia Association, November 2002, and included in
the Dyslexia Handbook, Revised 2014)Breaking Down the Definition:
A specific learning disorder
● One specific type of learning disorder.
● Not the same term as “learning disorder” that qualifies a student for
special education.
…neurological in origin.
● The dyslexic person’s brain works differently.
● These differences have been shown in studies of the brain.
Characterized by difficulties with decoding skills, word reading,
reading fluency, reading accuracy and spelling.
● The student misreads common words.
● The student stumbles over words when reading.
● The student misspells common words and has problems using spelling
rules.
…deficit in the phonological component of language
● The “phonological component” is the sound system of our language.
● It is the way sounds in words are blended, pulled apart, moved around,
and rhyme.
…often unexpected in relation to other cognitive abilities and in spite
of the provision of effective classroom instruction.
● It is a surprise the student struggles to read.
● Good reading is not predicted by age, intelligence, and other abilities
in school.
● Good classroom instruction is important.
Secondary consequences may include problems in reading
comprehension, reduced reading experience, impeded growth of
vocabulary and background knowledge.
● If a child struggles to read, that child will read less.
● A child who reads less does not practice and does not improve as
quickly as classmates.
● A child who reads less learns fewer vocabulary words, and has more
difficulty comprehending.
(adapted from Dyslexia Defined, Texas Scottish Rite Hospital for Children)TEC §38.003, amended by House Bill 1886
Related to the Screening and Treatment for
Dyslexia and Related Disorders
(a) Students enrolling in public schools in this state shall be
screened or tested, as appropriate, for dyslexia and related
disorders at appropriate times in accordance with a program
approved by the State Board of Education. The program
must include screening at the end of the school year of each
student in kindergarten and each student in the first grade.
(b) In accordance with the program approved by the State Board
of Education, the board of trustees of each school district
shall provide for the treatment of any student determined to
have dyslexia or a related disorder.
(b-1) Unless otherwise provided by law, a student
determined to have dyslexia during screening or testing under
Subsection (a) or accommodated because of dyslexia may
not be rescreened or retested for dyslexia for the purpose of
reassessing the student’s need for accommodations until the
district reevaluates the information obtained from previous
screening or testing of the student.
Dyslexia Screener –
DIBELS Next
Administered at the Beginning, Middle, and End of the
School YearSection 2 Identification Referral Assessment
Section 2
Identification
Referral Process
When a student is referred for dyslexia evaluation, the process illustrated in the KISD
Dyslexia Identification Procedural Flowchart will be followed. Upon referral for
consideration of an educational identification of dyslexia, the campus dyslexia specialist
will be responsible for obtaining permission from the parents, the data-gathering, and
administering the formal assessments as outlined in the Texas Dyslexia Handbook,
Revised 2014.
Who Can Refer a Student?
● Student’s Teachers
● Special Education Testing
o Apply results to the 5 Differential Identification
Questions.
o ARD committee will make the decision.
● Another District or School
o RtI committee will determine if existing documentation to
determine if additional testing is needed.
● Outside Testing
● RtI committee will determine if existing documentation is
needed to determine if additional testing is needed.
● Parents
● Submit request in writing.
● RtI committee reviews student’s school data to determine if
dyslexia testing warranted.
● If RtI committee does not suspect the student is dyslexic, the
RtI committee will provide the parent with documentation that
supports the denial to test.Assessment
Formal Assessments:
● Comprehensive Test of Phonological Processing – 2nd
Ed. (CTOPP-2)
● Phonological Awareness
● Phonological Memory
● Rapid Naming
● Woodcock Johnson III or IV Tests of Achievement (WJ III or
WJ IV)
● Decoding
● Word Recognition
● Spelling
● Written Expression
● Gray Oral Reading Test – 5th Ed. (GORT5)
● Oral Reading Fluency: Rate & Accuracy
● Reading Comprehension
Assessment kits are purchased by each campus.
Protocols are purchased by the district and kept at the CIA / Administration Building.
Supplemental Tests
● Cognitive Abilities Test (CogAT)
● IQ Screening
● Administered to all 2nd Graders
● Phonological Awareness Test (PAT) – students 9 yrs. old and
younger
● Phonemic Awareness
● Letter KnowledgeAnalyzing Assessment Results
KISD uses the Characteristic Profile of Dyslexia as a tool in the identification of
dyslexia. The results of the assessments are administered and data is gathered, are
plotted on the Characteristic Profile of Dyslexia (Form 5) by the dyslexia specialist.
In sequence the Differential Identification Questions are asked to aid in determining
whether a student is dyslexic.
Differential Identification Questions for Dyslexia
1. Does the student demonstrate one or more of the primary reading
characteristics of dyslexia in addition to a spelling deficit?
Below average: phonological awareness (the sounds), letter knowledge,
decoding, word recognition, fluency, and spelling
2. Are the reading and spelling difficulties the result of a
phonological processing deficit?
Below average: phonological awareness (pulling apart, blending, and
manipulating sounds), rapid naming, letter knowledge
3. Are the reading, spelling, and phonological deficits unexpected?
Does the student demonstrate cognitive ability to support age
level academic learning?
Student has an average to above average cognitive skills. Compared to
learning other subjects, learning to read and spell are difficult. Student has
had ample experiences with effective reading instruction.
4. Are there secondary characteristics of dyslexia evident in reading
comprehension and written expression?
Below average: understanding what is read and ability to put thoughts on
paper.
5. Does the student have strengths that could be assets? Are there
coexisting deficits that may complicate identification and the
response to intervention and may deserve further assessment
and intervention?
Student has strengths in other subjects and abilities.Section 3 Instruction
Section 3 Instruction KISD’s reading programs for students with dyslexia contain the components and delivery as outlined in The Dyslexia Handbook, Revised 2014 (pp. 26-28). PreK – 6th Grade: Take Flight Reading Program KISD uses the Texas Scottish Rite’s Take Flight Therapy program as its dyslexia intervention. Take Flight is an explicit, systematic, and multisensory approach to learning to read and spell. Reading interventionists are trained in the Texas Scottish Rite’s Therapist Program. TEKS Correlation http://community.tsrhc.org/educational-outreach-take-flight 7th Grade – 12 Grade: SIPPS KISD uses SIPPS (Systematic Instruction in Phonemic Awareness, Phonics, and Sight Words) as its dyslexia program with their secondary students. The SIPPS program is a decoding curriculum that systematically develops the word-recognition strategies and skills students need to become independent readers and writers. The SIPPS program was created by the Center for the Collaborative Classroom Developmental Studies Center. TEKS Correlation https://www.collaborativeclassroom.org/sites/default/files/media/private_node_uploads/teks_sipps_k-3.pdf
Section 4 Required Forms
Section 4 Forms Required ● Consent to Evaluate Letter (Form 1) ● Parent Interview (Form 2) ● Teacher Observation Questionnaire (Form 3) ● School Nurse Health Information (Form 4) ● Characteristic Profile of Dyslexia (Form 5) For a copy of these forms, see either your campus dyslexia liaison or Kim Chegwidden, Academic Facilitator.
Section 5 Campus Liaisons Duties Files Contacts
Section 5 Campus Liaisons Duties ● Carries out KISD Identification Procedures. ● Point of contact for referrals. ● Communicates with parents, campus and district personnel. ● Administers specialized dyslexia instruction. ● Maintains students’ dyslexia files during the school year. ● Returns dyslexia files to the CIA Administration Building to be stored during the summer. Files ● Consent to Evaluate Letter (Form 1); ● Parent Questionnaire (Form 2); ● Teacher Interview (Form 3); ● School Nurse Health Information (Form 4) ● Assessment paperwork/results ● Special Ed. testing if applicable ● Documentation from previous school or outside testing ● Characteristic Profile of Dyslexia (Form 5) ● Latest 504 Paperwork / Accommodations – if Section 504 ● End of the year reading data – if available
Contacts James F. Delaney Elementary ● Amanda Manfred ● Reading Interventionist ● manfreda@kisdtx.net R. F. Patterson Elementary ● Lauren Geiser ● Reading Interventionist ● geiserl@kisdtx.net James A. Arthur Intermediate ● Karen Skinner ● Reading Interventionist ● skinnerk@kisdtx.net Kennedale Jr. High ● Cheryl King ● Reading Interventionist ● kingc@kisdtx.net Kennedale High School ● Denell Dickey ● Academic Facilitator ● denelld@kisdtx.net District ● Kim Chegwidden ● Academic Facilitator ● chegwiddenk@kisdtx.net
Section 6 Frequently Asked Questions
Section 6
Frequently Asked Questions
My child is having difficulty reading. Is my child dyslexic?
Dyslexia is one of brain-based conditions that make it difficult for
students to learn how to read. It is not the only one. Here are
some other reasons why learning to read is difficult.
Reading Comprehension. A student can decode words, but
struggles understanding what the words mean.
Attention-Deficit Hyperactivity Disorder (ADHD). A
student who has ADHD can have difficulty staying focused
during reading and other literacy activities.
Auditory processing disorders. APD affects a student’s
ability to process the information they hear, making it difficult
to understand what people are saying or following a story
read aloud.
Visual processing issues. A student who struggles to
distinguish between letters or shapes has difficulty identify the
letters.
What are possible difficulties my child is that might be
associated with dyslexia?
The following difficulties may be associated with dyslexia if they
are unexpected for the individual’s age, educational level, or
cognitive abilities.
Difficulty with the development of phonological awareness
and phonological processing (processing the sounds of
speech), including segmenting or breaking spoken words into
individual sounds;
Difficulty accurately decoding unfamiliar or nonsense words;
Difficulty reading single words in isolation; Inaccurate and labored oral reading;
Lack of reading fluency;
Difficulty learning to spell;
Variable degrees of difficulty with reading comprehension;
Variable degrees of difficulty learning the names of letters and
their associated sounds;
Difficulty in word finding and rapid naming;
Variable difficulty with aspects of written composition;
Difficulty with learning and reproducing the alphabet in correct
sequence (in either oral or written form); and
Family history of similar problems.
What is the difference in dyslexia and a learning disorder?
The child identified as having dyslexia has difficulty in reading,
single-word decoding, reading fluency, spelling, reading
comprehension, and written composition. The child with a learning
disorder may include these difficulties and other difficulties that do
not necessarily pertain to reading exclusively.
What process is used to determine educational need for
dyslexia assessment?
The campus Response to Intervention (RtI) team determines
whether there is an educational need ford dyslexia assessment.
Recommendation for dyslexia assessment should be based on the
educational need of the student as outlined in The Dyslexia
Handbook, Revised 2014, Chapter II published by the Texas
Educational Agency.
What information is used to determine if a child should
receive dyslexia services?
After parental permission is granted, both informal and formal
assessments are evaluated in the decision-making process. A
parent interview, classroom teacher checklist, samples ofclassroom work, school vision and hearing screening, and informal
assessments conducted by the campus dyslexia teacher are
examples of informal pieces of information that are collected.
Formal assessments conducted by campus or district dyslexia
teachers include the areas of phonemic awareness, letter ID, rapid
naming of words, decoding both real and nonsense words,
spelling, fluency and rate of reading, and reading comprehension.
Who ultimately identifies and makes placement decisions for
students exhibiting characteristics of dyslexia?
Members of the dyslexia’s RtI team review the informal and formal
assessment data to determine if a student is exhibiting the
characteristics of dyslexia. Criteria is based on the definition of
dyslexia as found in the The Dyslexia Handbook, Revised 2014,
Chapter I. Program placement or intervention is determined by the
ARD, 504 or RtI committee.
What type of dyslexia program or intervention will my child
receive?
All dyslexia programs or interventions are comprised of the
components and methods of delivery as outlined in The Dyslexia
Handbook, Revised 2014, Chapter III.
Components:
Phonological awareness – Sound structure of words;
Sound-symbol association – Sounds in a language are
associated with corresponding letters or letter combinations;
Syllabication – A word or part of a word with one vowel
sound. There are 6 basic syllable types in the English
language;
Orthography – Spelling patterns and rules. Teach the most
regular patterns first then the irregular patterns;
Morphology – Smallest unit of meaning in a language. Base
words, prefixes, suffixes, and roots combine to make words; Syntax – Sequence and function of words in a sentence in
order to convey meaning. Grammar and mechanics work
together;
Reading comprehension – Understanding what the text
means;
Reading fluency – Sufficient speed and accuracy to support
comprehension;
Delivery:
Simultaneous, multisensory – Utilizes all learning pathways in
the brain (visual, auditory, kinesthetic-tactile);
Systematic and cumulative – Begin with the easiest and move
to the more complex;
Explicit instruction – one concept at a time;
Diagnostic teaching to automaticity – Teacher’s continual
assessment of the student’s retention and application of skills
until it becomes automatic;
Synthetic instruction – Letters form words, then word parts
work together to form whole words;
Analytic instruction – The whole word can be broken down
into parts;
What kind of support is available for my child at the
elementary level?
Grades K-4 – Take Flight Dyslexia Program
Take Flight Dyslexia Program is a two year program.
What kind of support is available for my child at the
intermediate and secondary level?
Grades 5-12 – SIPPS (Systematic Instruction in Phonological
Awareness, Phonics, and Sight Words) In SIPPS Students are given a placement test then placed in
the appropriate level that meets their needs then progress
through the remaining levels.
Grades 5 -6 dyslexia students are placed in a dyslexia class.
Dyslexia students at KJH and KHS are supported by their
teachers on an individual needs basis.
If my child is identified as dyslexic during the intermediate
grades, will my child receive the same type of dyslexia
intervention as if my child were identified in the elementary
grades?
Yes, a child who is identified as dyslexic during the intermediate
grades will receive the same specialized dyslexic intervention as
those identified in elementary. Both the Take Flight Dyslexia
Program and SIPPS meet the requirements of specialized dyslexia
instruction as prescribed in The Dyslexia Handbook, Revised
2014, Chapter III. They both contain the same components and
methods of delivery. Take Flight begins at the very beginning of
literacy learning which meets the needs of young elementary
students. SIPPS allows students to build upon what they have
accurately learned about reading in the earlier grades. Because of
their age and maturity, intermediate students are able to benefit
from placing out of material and skills already mastered.
What type of support will my child receive after my child
finishes The Take Flight Program or SIPPS classes?
After completing the dyslexia program, your child will be continually
monitored by benchmarking, progress monitoring, state
assessments, and/or grades. Depending on the needs of your
child, individualized interventions will be given. Dyslexia is a brain-
based condition that is never resolved. Your child will continually
compensate by utilizing tools learned in the dyslexia program.
The more your child reads and writes, using these tools, the easier
reading and writing will become. A primary goal of dyslexiaintervention is to promote independent problem solving in reading and writing. Is my dyslexic child a candidate for Section 504 services? Yes, reading and writing are major life activities. Dyslexia is a chronic disability that affects accurate reading and writing. Your child may receive needed accommodations to help level the playing field in your child’s classes. The campus 504 committee will meet to discuss the needs and progress of your child to create a 504 plan.
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