Dyslexia Procedures Manual - Revised August 2008 A reference designed for use by professionals and parents when researching educational policy and ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Dyslexia Procedures
Manual
Revised August 2008
A reference designed for use by professionals and parents when researching
educational policy and procedures regarding dyslexia and children.
2
ASSURANCE OF NONDISCRIMINATION
Keller ISD does not discriminate on the basis of race, religion, color, national origin,
gender, sex, or disability in providing education services, activities, and programs,
including vocational programs, in accordance with Title VI of the Civil Rights Act of
1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of
the Rehabilitation Act of 1973, as amended.
The following district staff members have been designated to coordinate compliance
with these legal requirements:
• Title IX Coordinator, for concerns regarding discrimination on the basis of sex:
Penny Benz
Assistant Superintendent for Human Resources
350 Keller Parkway, Keller, TX 76248
(817) 744-1000
• Section 504 Coordinator, for concerns regarding discrimination on the basis
of disability:
Deana Lopez
Assistant Superintendent for Curriculum and Instruction
350 Keller Parkway, Keller, TX 76248
(817) 744-1000
• All other concerns regarding discrimination:
Dr. James Veitenheimer
Superintendent
350 Keller Parkway, Keller, TX 76248
(817) 744-1000
All complaints shall be handled through established channels and procedures beginning
with the building principal, followed by appeal to the appropriate central administration
contact, and finally the board of trustees, in accordance with Policy FNG.
If you need the assistance of the Office for Civil Rights (OCR) of the Department of
Education, the address of the OCR Regional Office that covers Texas is:
Dallas Office
Office for Civil Rights, U.S. Department of Education
1999 Bryan Street, Suite 1620
Dallas, TX 75201-6810
Telephone: (214) 661-9600
Facsimile: (214) 661-9587
Email: OCR.Dallas@ed.gov
3CONTENTS
Definition and Characteristics of Dyslexia .......................................................................... 5-6
Dyslexia and Related Disorders Administrative Procedures...................................................7
Dyslexia Identification Procedural Flowchart ........................................................................8
Description of KISD Dyslexia Identification Process ...................................................... 9-10
Description of Process for Outside Testing Consideration .............................................. 9-10
Further Information on Assessing Students with Dyslexic Tendencies
Data Gathering ...........................................................................................................13
Remedial Strategies ....................................................................................................14
Screening and Data Collection by Student Intervention Team...................................15
Formal Identification of Dyslexic Tendencies .............................................................16
Components of Instruction in the Dyslexia Instructional Program.............................18
Exiting Procedures.......................................................................................................19
Referral to Special Education......................................................................................19
Forms and Letters for the KISD Dyslexia Process.......................................................... 20-51
• Dyslexia Checklist Dys-1A, Dys-1B
• Teacher Dyslexia Survey Dys-2A, Dys-2B
• Summary of Survey Dys-3
• Request for Parent Checklist Dys-4
• Parent Checklist Dys-5
• Permission for Assessment Dys-6
• 504 Rights and Receipt for 504 Rights Dys-7
• Characteristic Profile of Dyslexia Dys-8
• Accommodation Checklist Dys-9
• Identification of Dyslexia Criteria Checklist Dys-10
• Consent to Serve Dys-11
• Exit from Dyslexia Service Letter Dys-12
• Statement of Service Dys-13
• Discontinuation of Dyslexia Service Dys-14
4DEFINITION AND CHARACTERISTICS OF DYSLEXIA
The student who struggles with reading and spelling often puzzles teachers
and parents. The student displays average ability to learn in the absence of
print and receives the same classroom instruction that benefits most
children; however, the student continues to struggle with some or all of the
many facets of reading and spelling. This student may be a student with
dyslexia.
AS DEFINED IN THE TEXAS EDUCATION CODE, SECTION §38.003
Dyslexia means a disorder of constitutional origin manifested by a difficulty
in learning to read, write, or spell, despite conventional instruction, adequate
intelligence, and sociocultural opportunity.
Related disorders include disorders similar to or related to dyslexia such as
developmental auditory imperception, dysphasia, specific developmental
dyslexia, developmental dysgraphia, and developmental spelling disability.
The current definition from the International Dyslexia Association states:
Dyslexia is 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. (Adopted
by the International Dyslexia Association Board of Directors,
November 12, 2002)
The primary difficulties of a student identified as having dyslexia occur in
phonemic awareness and manipulation, single-word decoding, reading
fluency and spelling. Secondary consequences of dyslexia may include
difficulties in reading comprehension and/or written expression. These
difficulties are unexpected for the student’s age, educational level, or
cognitive abilities. Additionally, there is often a family history of similar
difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
• Difficulty reading real words in isolation;
• Difficulty accurately decoding nonsense words;
• Slow, inaccurate, or labored oral reading (lack of reading fluency);
• Difficulty with learning to spell.
5The reading/spelling characteristics are the result of difficulty with the
following:
• the development of phonological awareness, including segmenting,
blending, and manipulating sounds in words;
• learning the names of letters and their associated sounds;
• phonological memory (holding information about sounds and words
in memory);
• rapid naming of familiar objects, colors, or letters of the alphabet.
Secondary consequences of dyslexia may include the following:
• Variable difficulty with aspects of reading comprehension;
• Variable difficulty with aspects of written expression;
• A limited amount of time spent in reading activities.
The problems of the child with a learning disorder may include other
difficulties that do not pertain to reading exclusively. As with other
learning disabilities:
• The student is an underachiever academically as a result of the
characteristics of dyslexia;
• There is an unexpected difference between the student’s intellectual
potential and actual achievement level primarily in language skills;
and
• It has been determined that the student’s lack of academic progress is
not due to chronic absenteeism, illness, or problems in the home.
Certain students with dyslexia or other specific learning disabilities
qualify as handicapped under federal and state law and may receive
special education and related services appropriate for treating their
handicapping condition. Other students with less severe learning
disabilities or dyslexia may not require special education services and
should benefit from specific assistance within regular or remedial
programs.
6DYSLEXIA AND RELATED DISORDERS ADMINISTRATIVE
PROCEDURES
Authority: Texas Education Code, Section §38.003
As stated in Texas Education Code §38.003 (a) and (b):
(a) “Students enrolling in public schools in this state shall be tested for
dyslexia and related disorders at appropriate times in accordance
with a program approved by the State Board of Education.” The
appropriate time depends upon multiple factors including the
student’s reading performance, reading difficulties, poor response to
additional reading instruction (if placed in additional reading
instruction), teachers’ input, and parents’ input.
(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.”
District Committee
The District Dyslexia Committee will develop written guidelines for the
implementation of state rules related to the evaluation and instruction of
students with dyslexia and related disorders. The committee will meet
periodically to update the guidelines and the district’s implementation
plan and disseminate such revisions to all campuses.
Campus Committees
At each Keller Independent School District campus, the Student
Intervention Team and/or the campus 504 committee, along with the
campus dyslexia specialist, will work in accordance with the Keller
Independent School District Dyslexia Flowchart in this manual.
The committee members, other than those specified, will consist of
different professional personnel depending upon the students referred,
the type of concern, the teachers having direct contact with the referred
student, and the teachers of the various programs into which students
may be referred and placed for services.
The trained dyslexia program instructional specialist shall be
included at any campus Student Intervention Team meeting or ARD
committee meeting that concerns a student who may have dyslexic
tendencies.
PROCEDURES FOR ASSESSING STUDENTS FOR DYSLEXIA
The “Revised Procedures Concerning Dyslexia and Related Disorders”, a
set of guidelines for the implementation of state law, approved by the
State Board in 2007, outlines a process for determining whether students
may have reading difficulties and, if so, whether the difficulties may be
due to dyslexia.
78
Description of the KISD Dyslexia Process
1. Student Intervention Team Meeting to Begin Process: This can be initiated by parent,
teacher, Intervention Support Teacher, Administrator, Dyslexia Specialist and can occur at any
Student Intervention Team meeting. Note on Student Intervention Team deliberation form:
“Screening for Dyslexia Recommended.” If the dyslexia teacher is not a regular member of the
care team, he/she shall attend all Student Intervention Team meetings in which information
about the dyslexia process or students with dyslexic tendencies are reviewed.
2. Data Gathering Initiated by the Dyslexia Specialist: The Dyslexia Specialist will give the
grade level appropriate Teacher Dyslexia Survey form (Dys-2) to the teacher(s) along with a
request for documenting co-existing complications or assets.
3. Screening Review: Upon receipt of the Teacher Survey form(s), the Dyslexia Specialist will
fill out the form, Summary of Survey (Dys-3), on the child. Based on the Summary of Survey and
the accumulated data, the Student Intervention Team, along with the Dyslexia Specialist, will
make one of two recommendations.
• If the student has a score of 61 or above, continue immediately to Formal Dyslexia
Assessment. The Dyslexia Specialist, along with the campus 504 coordinator will meet
with the parent to issue Permission for Assessment (Dys-6), 504 Rights and Receipt of
504 Rights (Dys-7), Request for Parent Checklist (Dys-4), and Parent Checklist (Dys-5)
forms to the parent. After the Dyslexia Specialist receives Permission for Assessment
and Receipt of 504 Rights, formal assessment begins. A Dyslexia Specialist gives and
scores the formal dyslexia battery. This battery measures: IQ, phonological awareness,
phonological memory, rapid naming, letter knowledge (depending on age), decoding,
word recognition, oral reading fluency (rate and accuracy), spelling, and reading
comprehension. After the testing is complete, the Dyslexia Specialist fills out
Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the
campus 504 coordinator when assessment is complete so that a 504 committee meeting
can be convened. District 504 procedures will be followed to determine eligibility for
services under section 504.
• If the student has a score of 0-60, the Student Intervention Team will continue to monitor
the student and determine appropriate intervention and support based upon student need.
If concern continues even with additional intervention and supports in place, the Student
Intervention Team may request that the dyslexia specialist proceed with formal
assessment for dyslexia. If the Student Intervention Team makes this recommendation,
the Dyslexia Specialist, along with the campus 504 coordinator will meet with the parent
to issue Permission for Assessment (Dys-6), 504 Rights and Receipt of 504 Rights (Dys-
7), Request for Parent Checklist (Dys-4), and Parent Checklist (Dys-5) forms to the
9parent. After the Dyslexia Specialist receives Permission for Assessment and Receipt of
504 Rights, formal assessment begins. A Dyslexia Specialist gives and scores the formal
dyslexia battery. This battery measures: IQ, phonological awareness, phonological
memory, rapid naming, letter knowledge (depending on age), decoding, word
recognition, oral reading fluency (rate and accuracy), spelling, and reading
comprehension. After the testing is complete, the Dyslexia Specialist fills out
Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the
campus 504 coordinator when assessment is complete so that a 504 committee meeting
can be convened. District 504 procedures will be followed to determine eligibility for
services under section 504.
4. 504 Committee meeting: The campus 504 committee will be convened to discuss eligibility
under Section 504 guidelines in accordance with the district 504 manual. Section 504 defines an
individual with a disability as one whom
“(i) has a physical or mental impairment which substantially limits one of more of such
persons major life activities, (ii) has a record of such impairment, or (iii) is regarded as
having such an impairment.”
An identification of dyslexia is NOT an automatic qualification for 504 services.
• If a student is NOT identified as dyslexic, the student will be referred to the Student
Intervention Team to determine appropriate support and intervention.
• If a student is identified as dyslexic, but not eligible under Section 504, the student is
referred to the Student Intervention Team for program placement and monitoring.
• If a student is identified as dyslexic and also qualifies for 504 services, the 504
committee will develop an Individual Accommodation Plan for the student in
accordance with procedures in the Section 504 manual. The 504 committee will also
consider whether a referral for Special Education evaluation is appropriate.
5. Continued monitoring of student: Whether the student is identified as dyslexic and placed
into the district dyslexia program or a student is not identified and is referred to the Student
Intervention Team, the student will be monitored to ensure that the student is making progress
toward grade level goals.
• Not Identified as dyslexic: Student referred to Student Intervention Team and an
appropriate Intervention Plan will be developed.
• Identified as Dyslexic but NOT 504 eligible: Student may be placed into the district
dyslexia program and additional recommendations made for accommodation in the
classroom to ensure student success. Consideration will also be made as to whether
the student would benefit from the Dyslexia Bundled Accommodations (as
appropriate to grade level) so that corresponding accommodation to regular classroom
instruction and assessment can be made and documented.
• Identified as Dyslexic and ALSO 504 eligible: 504 committee may place the student
into the district dyslexia program with additional accommodations provided in the
Individual Accommodation Plan. All 504 procedures and guidelines will be followed
to ensure that the Individual Accommodation Plan is implemented. 504 committee
shall also consider a referral for Special Education consideration.
6. Annual Review: The progress of students in the district dyslexia program will be reviewed annually
(minimally) by either the Student Intervention Team or the campus 504 committee as appropriate to the
student’s identification.
10Description of Process for Outside Testing Consideration
1. Parent alerts school to outside testing OR testing from another district comes in with a
student transfer.
2. Student Intervention Team Meeting. Based on the outside testing, Student Intervention
Team will gather information about outside testing and give it to the Dyslexia Specialist.
3. The Dyslexia Specialist will review the testing and make one of the following
determinations:
• The testing was performed within the last two years: The Dyslexia Specialist will
determine which, if any, of the testing conforms to the areas to be assessed listed in the
State Dyslexia Handbook 2007 and can be accepted as is. If necessary components are
missing, the Dyslexia Specialist, along with the Campus 504 coordinator meets with
the parent to review Permission for Assessment (Dys-6) and 504 Rights and Receipt of
504 Rights (Dys-7). After receiving Permission for Assessment and Receipt of 504
Rights from parents, a Dyslexia Specialist gives necessary components of the formal
dyslexia battery. After the testing is complete, the Dyslexia Specialist fills out the
Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the
campus 504 coordinator when assessment is complete so that a 504 committee meeting
can be convened. District 504 procedures will be followed to determine eligibility for
services under section 504.
OR
• The testing is more than two years old: The Dyslexia Specialist, along with the
Campus 504 coordinator meets with the parent to review Permission for Assessment
(Dys-6) and 504 Rights and Receipt of 504 Rights (Dys-7). After receiving Permission
for Assessment and Receipt of 504 Rights from parents, a Dyslexia Specialist gives the
formal dyslexia battery. This battery measures: IQ, phonological awareness,
phonological memory, rapid naming, letter knowledge, decoding, word recognition, oral
reading fluency (rate and accuracy), spelling, and reading comprehension. After the
testing is complete, the Dyslexia Specialist fills out the Characteristic Profile of Dyslexia
(Dys-8).
4. 504 Committee meeting: The campus 504 committee will be convened to discuss eligibility
under Section 504 guidelines in accordance with the district 504 manual. Section 504 defines an
individual with a disability as one whom
“(i) has a physical or mental impairment which substantially limits one of more of such
persons major life activities, (ii) has a record of such impairment, or (iii) is regarded as
having such an impairment.”
11An identification of dyslexia is NOT an automatic qualification for 504 services.
• If a student is NOT identified as dyslexic, the student will be referred to the Student
Intervention Team to determine appropriate support and intervention.
• If a student is identified as dyslexic, but not eligible under Section 504, the student is
referred to the Student Intervention Team for program placement and monitoring.
• If a student is identified as dyslexic and also qualifies for 504 services, the 504
committee will develop an Individual Accommodation Plan for the student in
accordance with procedures in the Section 504 manual. The 504 committee will also
consider whether a referral for Special Education evaluation is appropriate.
5. Continued monitoring of student: Whether the student is identified as dyslexic and placed
into the district dyslexia program or a student is not identified and is referred to the Student
Intervention Team, the student will be monitored to ensure that the student is making progress
toward grade level goals.
• Not Identified as dyslexic: Student referred to Student Intervention Team and an
appropriate Intervention Plan will be developed.
• Identified as Dyslexic but NOT 504 eligible: Student may be placed into the district
dyslexia program and additional recommendations made for accommodation in the
classroom to ensure student success. Consideration will also be made as to whether
the student would benefit from the Dyslexia Bundled Accommodations (as
appropriate to grade level) so that corresponding accommodation to regular classroom
instruction and assessment can be made and documented.
• Identified as Dyslexic and ALSO 504 eligible: 504 committee may place the student
into the district dyslexia program with additional accommodations provided in the
Individual Accommodation Plan. All 504 procedures and guidelines will be followed
to ensure that the Individual Accommodation Plan is implemented. 504 committee
shall also consider a referral for Special Education consideration.
6. Annual Review: The progress of students in the district dyslexia program will be reviewed annually
(minimally) by either the Student Intervention Team or the campus 504 committee as appropriate to the
student’s identification.
12Further Information on Assessing Students with Dyslexic Tendencies
STEP I - Data Gathering
If at any time a student struggles with one or more components of
reading, the Student Intervention Team may collect information about
the student and bring this information to a Student Intervention Team
meeting. This information will be used to evaluate the student’s
academic progress and determine what actions are needed to ensure the
student’s improved academic performance. Some of the information that
the Student Intervention Team collects is in the student’s cumulative
folder; other information is available from teachers and parents using
data gathering forms through the Response to Intervention process and
procedures. Information to be considered includes the results from some
or all of the following:
• Vision screening (school may conduct screening);
• Hearing screening (school may conduct screening);
• Teacher reports of classroom concerns;
• Basal reading series assessment;
• Accommodations provided by classroom teachers;
• Academic progress reports (report cards);
• Samples of school work;
• Parent conferences;
• Testing for limited English proficiency;
• Speech and language screening through referral process;
• State student assessment program as described in TEC §39.022;
and/or
• The K-2 reading instrument as described in TEC §28.006.
Kindergarten, Grade 1, and Grade 2 Reading Instruments
Some students demonstrate difficulties during early reading
instruction. The most common source of instructional help for
early struggling readers is through TEC §28.006. Districts must
administer early reading instruments to all students in
kindergarten and grades 1 and 2 to diagnose their reading
development and comprehension. If, on the basis of the reading
instrument results, students are determined to be at risk for
dyslexia or other reading difficulties, the district must notify the
student’s parents/guardians. The district must also implement an
accelerated (intensive) reading program that appropriately
addresses student’s reading difficulties (TEC §28.006(g)) and
enables them to “catch up” with their typically performing peers.
During kindergarten and grades 1 and 2 some students will demonstrate
the characteristics of dyslexia or may struggle with reading, writing, and
spelling during the intensive reading instruction provided through TEC
§28.006. The information from the early reading instruments will be one
source of information in deciding whether or not to recommend a student
for assessment for dyslexia. The early instruments may or may not be
13part of the measures used to assess a student for dyslexia and must not
be the only measures used to assess a student for dyslexia.
STEP II – Remedial/Accommodation Strategies
From information obtained by the Data Gathering Process, specific
accommodations or strategies may be needed. Reading should be at the
student’s instructional level. The classroom teacher should closely
monitor progress in word recognition, comprehension, and rate during
this time. Students who show improvement will remain in the classroom
with appropriate accommodations. Students who do not show
improvement, based on written documentation of the accommodations
and adjustments implemented, may be referred by the Student
Intervention Team for further review and recommendations. Assessment
procedures prior to the development of appropriate reading intervention
instruction may include:
• Informal reading tests to determine decoding and word identification,
reading comprehension, writing, and spelling competencies.
• An informal reading inventory and other informal reading
assessments to identify specific problems related to reading.
Immediately following data gathering, a decision should be made about
placing the student in the most appropriate intervention program, in
accordance with district Response to Intervention processes and
procedures.
All teachers who provide instruction in a reading intervention program
shall have training in instructional practices and performance monitoring
which may be used with students who demonstrate some characteristics
of dyslexia but have not been identified as dyslexic.
If a student does not make appropriate progress in a reading intervention
program, a referral may be made for services in the Dyslexia
Instructional Program or Special Education Services.
14Step III – Screening and Data Collection By Student Intervention Team
A student 1) who has been identified as having primary difficulties in
reading, writing, and spelling, 2) who is not progressing academically in
remedial programs of the school district, and 3) for whom other causes
have been eliminated should receive further consideration. Screening
should only be done by individuals/professionals who are trained to
assess students for dyslexia and related disorders. Further evaluation
will include, but may not be limited to, the following data:
• screening for characteristics associated with dyslexia
• lack of appropriate academic progress as indicated by report card
grades or state assessment results
• evidence of adequate intelligence
• lack of progress with the use of accommodations or remedial
strategies
• poor performance in the areas of: phonological awareness,
phonological memory, rapid naming, letter knowledge (depending on
age), decoding, word recognition, oral reading fluency (rate and
accuracy), spelling, and reading comprehension
• writing samples including a short composition
• elimination of sociocultural factors such as language differences,
inconsistent attendance, and lack of experiential background
• has received appropriate instruction
Notice and consents must be provided in the native language of the
parent or guardian or other mode of communication used by the parent or
guardian, unless it is clearly not feasible to do so. A parent will be
provided information about the process of identification and program
services along with 504 notification. Parents’ permission for further
evaluation must be obtained prior to continued assessment.
Identification and placement into the Dyslexia Program by either the
Student Intervention Team or the campus 504 committee entails a review
of all accumulated data.
15STEP IV – Formal Identification of Dyslexic Tendencies
* This process is only completed after data gathering has occurred, Student
Intervention Team has recommended a dyslexia assessment, and the campus 504
coordinator along with the dyslexia specialist have met with the parent to inform the
parent of 504 rights.
Cognitive measure: The Dyslexia Specialist will assess IQ. The student
must have an average to above average IQ (90 or above) as
demonstrated on a standardized IQ measure to qualify for the KISD
program.
Phonological Processing measure (the underlying cause for dyslexia):
The dyslexia specialist will test for three components of phonological
processing:
• Phonological awareness,
• Phonological memory,
• Rapid naming.
The student must have an unexpected score in one or more areas of the
three areas of phonological processing to qualify for the KISD program.
If a student does not have a deficit in phonological processing yet is
experiencing reading difficulty, he is not exhibiting dyslexic tendencies
and would not benefit from a structured dyslexia program.
Characteristics and Outcomes Measure: The dyslexia specialist will
test for the following characteristics of dyslexia:
• Decoding (pseudo or nonsense words)
• Letter knowledge (name and associated sound)
• Word recognition (real words)
• Oral reading rate
• Oral reading accuracy
• Spelling
The dyslexia specialist will test for the following outcome of dyslexia:
• Reading Comprehension
In accordance with the state criteria for identification of dyslexia, the
student must have an unexpected score in one or more of the
characteristics and outcomes to qualify for the KISD program. If the
student does not have a deficit in one or more of these areas, then the
student does qualify for dyslexia services, but may still need additional
support and intervention in order to facilitate success.
Coexisting Complications or Assets: The dyslexia specialist will gather
informal information with regard to the students:
• Oral Language
• Attention
• Mathematics
• Writing
• Handwriting
• Behavior/Emotions
The campus 504 committee, with the Dyslexia Specialist will evaluate
each of these areas based on accumulated data. These coexisting factors
can help guide the instructional plan for the student. Identification and
16placement into the Dyslexia Program by the 504 Committee, or the
Student Intervention Team if the student is NOT 504 eligible, entails a
review of all accumulated data.
17Step V - Components of Instruction in the Dyslexia Instructional
Program
Instruction will be offered in a small class setting on the identified
student’s campus. The major instructional strategies should utilize
individualized, intensive, multisensory methods, contain writing and
spelling components, and include the following descriptors based on the
Texas Dyslexia Manual:
Graphophonemic knowledge (explicit, synthetic and analytic
phonics): instruction which takes advantage of the letter-sound plan in
which words which carry meaning are made of sounds and sounds are
written with letters in the right order. Students with this understanding
can blend sounds associated with letters into words and can separate
words into component sounds for spelling and writing;
Individualized: instruction which meets the specific learning needs of
each individual student in a small group setting. A reading program in
which both materials and methods are matched to each student’s
individual ability;
Linguistic: instruction directed toward proficiency and fluency with the
patterns of language so that words and sentences are the carriers of
meaning;
Meaning based: instruction which is directed toward purposeful reading
and writing, with an emphasis on comprehension and composition;
Multisensory: instruction which incorporates the simultaneous use of
two or more sensory pathways (auditory, visual, kinesthetic, tactile)
during presentations and practice;
Phonemic awareness: instruction that enables students to detect,
segment, blend, and manipulate sounds in spoken language;
Strategy-oriented: instruction is the strategies students use for
decoding, encoding, word recognition, fluency, and comprehension
which students need to become independent readers;
Language structure: instruction that encompasses morphology (the
study of meaningful units of language such as prefixes, suffixes, and
roots), semantics (ways that language conveys meaning), syntax
(sentence structure), and pragmatics (how to use language in a particular
context);
Explicit direct instruction: instruction which is systematic (structured),
sequential, and cumulative, and is organized and presented in a way that
follows a logical sequential plan and fits the nature of language
(alphabetic principle), with no assumption of prior skills or language
knowledge, and maximizes student engagement. This instruction
proceeds at a rate commensurate with students’ needs, ability levels, and
demonstration of progress;
Intensive: highly concentrated instruction that maximizes student
engagement, uses specialized methods and materials, produces results,
and contains all the Components of Instruction mandates in 19 TAC
§74.28.
Teachers who implement Step V instruction should be trained to utilize these
techniques and strategies.
18STEP VI Exiting Procedures
The 504 committee, or Student Intervention Team if the student is NOT
504 eligible, shall consider the following exit criteria prior to exiting a
student from dyslexia services.
• Passing grades on report card
• TPRI – skills developed
• DRA – on level for grade
• TAKS – meets minimum expectations for grade level
• Informal reading inventory – reading at or above grade level
• Complete Dyslexia Exit Summary
Reevaluation Procedures
Identified students will be reviewed at least annually to assess progress
using benchmark measures.
Step VII – Referral to Special Education
At any time during the assessment for dyslexia, the identification
process, or instruction related to dyslexia, students may be referred for
evaluation for special education. At times, students will display
additional factors/areas complicating their dyslexia and requiring more
support than what is available through dyslexia instruction.
At other times, there will be students with severe dyslexia or related
disorders who are unable to make adequate academic progress within the
Dyslexia Instructional Program. In such cases, a referral to special
education for evaluation and possible identification as a child with a
disability within the meaning of the Individuals with Disabilities
Education Improvement Act (IDEIA) should be made as needed.
If the student with dyslexia is found eligible for special education, the
ARD committee must include appropriate reading instruction on the
student’s IEP. Appropriate reading instruction must include the
descriptors listed in Components of Instruction in the Dyslexia
Instructional Program.
In IDEIA of 2004, Section 602 (26), dyslexia is considered one of a
variety of etiological foundations for “specific learning disability.”
• IN GENERAL: The term “specific learning disability” means a
disorder in one or more of the basic psychological processes involved
in understanding or in using language, spoken or written. The disorder
may manifest itself in imperfect ability to listen, think, speak, read,
write, spell, or do mathematical calculations.
• DISORDERS INCLUDED: such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia.
• DISORDERS NOT INCLUDED: a learning problem that is primarily
the result of visual, hearing, or motor disabilities, of mental retardation,
of emotional disturbance, or of environmental, cultural, or economic
disadvantage.
19Forms and Letters
The following list of forms and letters are designed for use throughout the
implementation of Keller ISD dyslexia procedures.
• Dyslexia Checklist Dys-1A, Dys-1B
• Teacher Dyslexia Survey Dys-2A, Dys-2B
• Summary of Survey Dys-3
• Request for Parent Checklist Dys-4
• Parent Checklist Dys-5
• Permission for Assessment Dys-6
• 504 Rights and Receipt for 504 Rights Dys-7
• Characteristics Profile of Dyslexia Dys-8
• Accommodation Checklist Dys-9
• Identification of Dyslexia Criteria Checklist Dys-10
• Consent to Serve Dys-11
• Exit from Dyslexia Service Letter Dys-12
• Statement of Service Dys-13
• Discontinuation of Dyslexia Service Dys-14
20Dyslexia Checklist for Identification of KISD Students
(Dys-1A)
Dates
Sent Received
1. Student Intervention Team meets and makes referral to Dyslexia Specialist to begin
the screening process. ____ ____
2. Dyslexia Specialist provides child’s teacher with Teacher Dyslexia Survey (Dys-2) ____ ____
3. Dyslexia Specialist fills out Summary of Survey (Dys-3), then the
Student Intervention Team reviews all data (Dys 2 & 3) and decides to:
_____ A. Continue to Formal Testing
(1) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review the
following forms:
• Request for Parent Checklist (Dys-4) ____ ____
• Parent Checklist (Dys-5) ____ ____
• Permission for Assessment (Dys-6) ____ ____
• 504 Rights and Receipt for 504 Rights (Dys-7) ____ ____
(2) After receiving Permission for Assessment and 504 Rights and Receipt
for 504 Rights from parent, Dyslexia Specialist begins assessment:
(Date(s) of Assessment _______________________________________________)
(3) Dyslexia Specialist fills out Characteristic Profile of Dyslexia (Dys-8), then
504 Committee convenes to determine 504 eligibility.
• If no determination of dyslexia, student is referred to Student Intervention Team for
development of Intervention Plan to provide support and intervention as appropriate.
(Date Intervention Plan implemented: _______ )
• If 504 eligible, 504 committee develops Individual Accommodation Plan (IAP).
(Date IAP implemented: _______ )
• If determination of dyslexia but NOT 504 eligible, then refer to Student
Intervention Team for development of Intervention Plan to provide support and
intervention as appropriate.
(Date Intervention Plan implemented: _______ )
OR
_____ B. Student is referred to Student Intervention Team for consideration of other support and
intervention services.
(Date Intervention Plan implemented: _______ )
21Dyslexia Checklist for Identification of KISD Students who
have had former testing (private or other district)
(Dys-1B)
Dates
Sent Received
1. Parent alerts school to outside testing OR testing from another district comes in with
student transfer ____ ____
2. Student Intervention Team meets with Campus Dyslexia Specialist to review paperwork to determine if
additional assessment is required. ____ ____
3. Student Intervention Team decides:
______ Accept testing as meeting district qualifications and refers to campus 504 committee for
consideration.
3 (a) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review :
• 504 Rights and Receipt for 504 Rights (Dys-7) ____ ____
• Consent to Serve (Dys-10) ____ ____
3(b) 504 committee convenes to determine 504 eligibility _____ _____
• 504 eligible: develop Individual Accommodation Plan _____ _____
• NOT 504 eligible: Refer to Student Intervention Team for
development of Intervention Plan _____ _____
• No identification of dyslexia: Refer to Student Intervention Team
for development of Intervention Plan _____ _____
• Begin services (If specified in Intervention or Accommodation Plan)
(Date Dyslexia Services Began: _______ )
OR
______ Conduct further testing.
3 (c) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review :
• 504 Rights and Receipt for 504 Rights (Dys-7) ____ ____
• Consent to Serve (Dys-10) ____ ____
4. After receiving Permission to Test and 504 Rights from parent, Dyslexia Specialist begins assessment:
(Date(s) of Assessment ___________________________________________________)
5. 504 committee convenes to determine 504 eligibility _____ _____
• 504 eligible: develop Individual Accommodation Plan _____ _____
• NOT 504 eligible: Refer to Student Intervention Team for
development of Intervention Plan _____ _____
• No identification of dyslexia: Refer to Student Intervention Team
for development of Intervention Plan _____ _____
• Begin services (If specified in Intervention or Accommodation Plan)
(Date Dyslexia Services Began: _______ )
6. Annual Review (by either the Student Intervention Team or the campus 504 committee as appropriate to the
student’s identification)
(Date scheduled for annual review ____________________________________)
22KELLER INDEPENDENT SCHOOL DISTRICT
TEACHER DYSLEXIA SURVEY
(Dys-2A)
Purpose: To identify students who need further evaluation
____________________________________________________________________________
Student Teacher Campus
____________________________________________________________________________
Date of Birth Age Grade
____________________________________________________________________________
Home Language Current Date Enrollment Date
Part I – Academic Yes No
1. Has difficulty reading words in isolation ____ ____
2. Has difficulty accurately decoding nonsense and unfamiliar words ____ ____
3. Displays slow, inaccurate, or labored oral reading (lack of reading fluency) ____ ____
4. Has difficulty learning to spell ____ ____
5. Has difficulty with the development of phonological awareness;
(segmenting, blending, and manipulating sounds in words) ____ ____
6. Has difficulty learning the names of letters and their sounds ____ ____
7. Has difficulty holding information about sounds and words in memory
(phonological memory) ____ ____
8. Has difficulty with rapid naming of familiar objects, colors, or
letters of the alphabet ____ ____
9. Has variable degrees of difficulty with word recognition in isolation
or in context ____ ____
10. Has variable difficulty with aspects of reading comprehension ____ ____
11. Has variable difficulty with aspects of written composition ____ ____
12. Spends a limited amount of time in reading activities ____ ____
13. Often does not understand figurative language (i.e., busy as a bee)
if English is the primary language ____ ____
2314. Standard scores/percentile ranks or grades have dropped over time ____ ____
15. Displays directional confusion ____ ____
16. Has been retained ____ ____
TOTALS ____ ____
Part II – Additional Factors Yes No
17. Has had a relatively stable school environment (no more than 1 move per year) ____ ____
18. Attends school regularly (no more than 10 absences per year) ____ ____
19. Speaks English as a primary language (check home language survey) ____ ____
20. Has normal vision and hearing (check Nurse Records) ____ ____
TOTALS ____ ____
COEXISTING BELOW AVERAGE ABOVE
COMPLICATIONS OR AVG. AVG.
ASSETS
Oral Language
Attention
Mathematics Calculation
Mathematics Reasoning
Written Expression
Handwriting
Behavior/Emotions
Most Recent TPRI Scores
*
Gr. ___ Story ___
Comp.___/___
Most Recent DRA Results
Ind. _____ Instr. _____
Reading TAKS Scaled
Score
____________
* Please attach a copy of the Student Summary Sheet for the most recent TPRI
24KELLER INDEPENDENT SCHOOL DISTRICT
TEACHER DYSLEXIA SURVEY (Grades 5-12)
(Dys-2B)
Purpose: To identify students in need of further evaluation
____________________________________________________________________________
Student Teacher Campus
____________________________________________________________________________
Date of Birth Age Grade
____________________________________________________________________________
Home Language Current Date Enrollment Date
Part I – Academic Potential (Perceived) Yes No
1. Has intellectual ability/academic potential to develop reading, writing,
and spelling skills ____ ____
2. Student’s reading, spelling or writing skills below expectations in relation to
perceived academic potential or intellectual ability ____ ____
3. Difficulty identifying basic sight words ____ ____
4. Difficulty sounding out words using basic phonics strategies/skills ____ ____
5. Difficulty comprehending text read aloud by others ____ ____
6. Reads slowly with many inaccuracies ____ ____
7. Difficulty with spelling ____ ____
8. Spells (or mis-spells) the same word differently in a single task ____ ____
9. Frequently makes spelling errors involving changing order of letters within
a word (i.e. saw/was or left/felt) ____ ____
13. Handwriting is often illegible or messy ____ ____
14. Pencil grip is awkward, tight, or fist-like ____ ____
15. Procrastinates writing assignments or avoids writing ____ ____
13. Has difficulty summarizing or outlining ____ ____
14. Has problems with organization or memory ____ ____
15. Has problems with spatial orientation (i.e. before/after or left/right) ____ ____
16. Struggles to find “the right word” or hesitates when answering direct
questions ____ ____
25TOTALS from previous page ____ ____
Part II – Additional Factors Yes No
17. Relatively stable school environment (no more than 1 move per year) ____ ____
18. Attends school regularly (no more than 10 absences per year) ____ ____
19. Speaks English as a primary language (check home language survey) ____ ____
20. Has normal vision and hearing (check Nurse Records) ____ ____
TOTALS ____ ____
COEXISTING BELOW AVG. AVERAGE ABOVE AVG.
COMPLICATIONS OR
ASSETS
Oral Language
Attention
Mathematics Calculation
Mathematics Reasoning
Written Expression
Behavior/Emotions
Lexile level as indicated by
TAKS results
__________
Reading TAKS Scaled Score
__________
Commended? Yes No
Writing TAKS _________
Commended? Yes No
Science TAKS _________
Commended? Yes No
Social Studies TAKS ______
Commended? Yes No
Math TAKS ________
Commended? Yes No
* Please attach relevant documentation of student performance
26SUMMARY OF SURVEY FOR DYSLEXIA
(Dys- 3)
Name: ______________________________________________________________________
Date of Birth: ________________________
Grade: _____________________________
Campus: ____________________________
Total Yes Responses for All Parts _______ X 5 = ________
_____ 0 – 60 points Continue using intervention strategies;
review again in nine weeks
_____ 65 – 100 points Complete Step III Assessment
Recommendation:
_____ A. This student appears to not be exhibiting characteristics associated
with dyslexia at this time. Current/additional accommodations should
be continued and/or student may need more time in the current
reading intervention placement.
_____ B. Refer student for Formal Dyslexia Assessment (see dyslexia
flowchart)
27Request for Parent Checklist
(Dys-4)
Date: ______________
Student’s name: _______________________
Dear Parent or Guardian:
Your child’s teacher, along with the campus Student Intervention
Team, has recommended that your child be assessed for dyslexic
tendencies. A parent checklist is attached for you to complete and return to
the campus dyslexia specialist.
Please return the completed form by ____________________________ .
Sincerely,
______________________________
Dyslexia Specialist
28Solicitud de Lista de Cotejo para Padres
(Dys-4)
Fecha: ______________
Nombre: _______________________
Estimado Padre o Encargado:
El maestro de su hijo(a), junto con el Equipo de Intervención del Estudiante, conocido en inglés
como “Student Intervention Team” ha recomendado evaluar a su hijo(a) sobre tendencias
disléxicos. En la página siguiente está una lista de cotejo para que usted la complete y la
devuelva al especialista de dislexia de su escuela.
Devuelva por favor la forma completada el ________________________________ (fecha) al
especialista de dislexia en su escuela.
Sinceramente,
_____________________________
Especialista de Dislexia
29PARENT CHECKLIST
(Dys-5)
Name of Student: _____________________________________ Date: __________________
School: ________________________________ Grade: ____ Date of Birth:____________
Parent’s Name: _______________________________________________________________
Address:____________________________________________ Phone: ________________
To aid in assessing the problems your child is experiencing in school and to detect the
possibility of dyslexic tendencies, please answer the following questions.
Family History Yes No
1. Have any other members of the family had learning problems?
Father ____ ____
Mother ____ ____
Sibling ____ ____
Other Relative ____ ____
Explain __________________________________________________________
2. Has your child received any type of remedial instruction in school? ____ ____
Explain __________________________________________________________
3. Has your child repeated a grade? ____ ____
Explain __________________________________________________________
Physical History
1. Has your child ever been critically or chronically ill? ____ ____
Explain __________________________________________________________
2. Has your child ever had an extremely high fever? ____ ____
3. Does your child have any physical problems that you feel may cause
difficulty in learning? ____ ____
Explain __________________________________________________________
4. Does your child have allergies? ____ ____
305. Has your child ever had a severe blow to the head? ____ ____
6. Is your child currently taking medication? ____ ____
Please list: ________________________________________________________________
________________________________________________________________
7. Has your child been diagnosed with ADD or ADHD? ____ ___
8. Does your child seem to have trouble hearing? ____ ____
9. Does your child seem to have trouble seeing? ____ ____
Behavior Observations Yes No
1. Do you have to often repeat instructions to your child? ____ ____
2. Does your child seem to have difficulty following directions? ____ ____
3. Does your child seem to spend more time than is appropriate on homework? ____ ____
4. Does your child seem to need an extraordinary amount of help with homework? ____ ____
5. Does your child seem to have more difficulty in reading, writing, and spelling
than in most other subjects? ____ ____
6. Do your child’s grades in reading, writing, and spelling seem low compared to
his ability to think and understand? ____ ____
7. Do you spend time reading to your child? ____ ____
8. Does your child seem to enjoy being read to? ____ ____
9. Does your child hesitate to read to you? ____ ____
10. Does your child talk favorably about school? ____ ____
Please describe your child’s strengths. Include any additional information which
might be helpful in understanding your child.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
31Lista de Cotejo de los Padres
(Dys-5)
Nombre del Estudiante: ___________________________________ Fecha: ________
Escuela: ___________________ Nivel/Grado_________ Fecha del Nacimiento: ___________
Nombre de los Padres: _______________________________________________________
Dirección: _______________________________Número de Teléfono: ______________
Para ayudar con la identificación de los problemas académicos que su hijo(a) ha tenido en la
escuela y para discernir la posibilidad de tendencias de dislexia, conteste por favor las
siguientes preguntas.
Historial Familiar
1. ¿Ha tenido algún otro miembro de la familia problemas de aprendizaje?
Sí No
Father-Padre ____ ____
Mother-Madre ____ ____
Sibling-Hermano(a) ____ ____
Otro Miembro Familiar ____ ____
Explicación: ____________________________________________________
2. ¿Ha recibido su hijo(a) algún tipo de instrucción correctiva/remedial en la
escuela? ____ ____
Explicación: ____________________________________________________
3. ¿Ha tenido su hijo(a) que repetir algún grado/nivel? ____ ____
Historial Físico del Niño(a)
1. ¿Ha estado su hijo(a) crítica o crónicamente enfermo en algún momento
de su vida? ____ ____
Explicación: ________________________________________________________
32Sí No
2. ¿Ha tenido alguna vez su hijo(a) una temperatura (fiebre) muy alta? ____ ____
3. ¿Tiene su hijo(a) algún problema físico que usted piense puede causarle
dificultad con su aprendizaje? ____ ____
Explicación: ________________________________________________________
4. ¿Padece su hijo(a) de alergias? ____ ____
5. ¿Ha tenido alguna vez su hijo(a) un golpe severo en la cabeza? ____ ____
6. ¿Está su hijo(a) tomando algún medicamento en estos momentos? ____ ____
Favor de listar los medicamentos:
_____________________________________________________________________
_____________________________________________________________________
7. ¿Ha sido diagnosticado su hijo(a) con algún problema de atención (ADD) o déficit de
atención junto con hiperactividad (ADHD)? ___ ____
8. ¿Piensa que su hijo(a) pueda tener problemas de audición? ____ ____
9. ¿Piensa que su hijo(a) pueda tener problemas de visión? ____ ____
Observaciones del Comportamiento
1. ¿Tiene que repetirle muchas veces las instrucciones a su hijo(a)? ____ ____
2. ¿Se le hace difícil a su hijo(a) seguir instrucciones? ____ ____
3. ¿Cree que su hijo(a) dedica más tiempo del apropiado completando
o haciendo sus tareas? ____ ____
4. ¿Cree que usted que su hijo(a) necesita una cantidad
extraordinaria de ayuda con la tarea? ____ ____
5. ¿Cree que su hijo(a) tiene más dificultad con la lectura, escritura y
ortografía que con otras materias? ____ ____
6. ¿Parecen las calificaciones de su hijo(a) en lectura, escritura, y
ortografía más bajas comparadas con su habilidad de
pensar y entender? ____ ____
7. Pasa tiempo usted leyendo con su hijo(a) ____ ____
8. ¿Cree que su hijo(a) disfruta cuando se le leen cuentos? ____ ____
9. ¿Titubea su niño para leerle a usted? ____ ____
10. ¿Habla su niño favorablemente acerca de la escuela? ____ ____
33Por favor incluya toda información adicional que considere nos pueda ayudar a ayudar a
su hijo(a).
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
34You can also read
