Dyslexia Procedures Manual - Revised August 2008 A reference designed for use by professionals and parents when researching educational policy and ...

 
Dyslexia Procedures Manual - Revised August 2008 A reference designed for use by professionals and parents when researching educational policy and ...
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.
Dyslexia Procedures Manual - Revised August 2008 A reference designed for use by professionals and parents when researching educational policy and ...
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

                                            3
CONTENTS

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

                                                                   4
DEFINITION 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.

                                       5
The 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.

                                     6
DYSLEXIA 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.

                                     7
8
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

                                                9
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.

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.

                                                  10
Description 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.”

                                                 11
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.

                                                  12
Further 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

                                                  13
part 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.

                                                14
Step 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.

                                                 15
STEP 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

                                                   16
placement 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.

                                   17
Step 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.

                                    18
STEP 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.

                                                       19
Forms 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

                                    20
Dyslexia 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: _______ )

                                                         21
Dyslexia 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 ____________________________________)

                                                          22
KELLER 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                                             ____   ____

                                                 23
14. 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

                                                    24
KELLER 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                                                                        ____   ____

                                                  25
TOTALS 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

                                                      26
SUMMARY 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)

                                            27
Request 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

                                     28
Solicitud 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

                                               29
PARENT 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?                                                ____   ____

                                                 30
5. 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.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

                                                31
Lista 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: ________________________________________________________

                                                32
Sí     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?                    ____   ____

                                                 33
Por favor incluya toda información adicional que considere nos pueda ayudar a ayudar a
                                      su hijo(a).
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

                                          34
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