Dyslexia Handbook 2018-2019 - Kennedale ISD

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Dyslexia Handbook 2018-2019 - Kennedale ISD
Dyslexia Handbook
     2018-2019
Table 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 Year
Section 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 Knowledge
Analyzing 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 of
classroom 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 dyslexia
intervention 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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