Introduction
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The purpose of the Dyslexia Operating Guidelines is for principals, counselors, teachers, and parents to improve the educational opportunities for students who meet the Carroll Independent School District and state of Texas criteria as students with dyslexia.
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GUIDELINE OBJECTIVES
1. To clarify and streamline the identification process of students who may meet CISD and state of Texas criteria as dyslexic.
2. To provide guidance to Student Assistance Teams, §504 Committee members and Admission, Review, Dismissal (ARD)/Individual Education Program (IEP) Committee members as they review the needs of students and recommend evaluations.
3. To provide CISD teachers and staff information regarding the characteristics of students with dyslexia.
4. To provide suggestions for teaching strategies and classroom accommodations so that dyslexic students may meet with academic success and progress through the TEKS curriculum.
5. To delineate the Texas and CISD regulations and procedures that must be followed when implementing the Dyslexia program and to provide access to appropriate forms. |
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PROCEDURES FOR DYSLEXIA AND RELATED DISORDERS ELIGIBILIITY
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STEP 1: STUDENT ASSISTANCE TEAM PROCESS (Refer to SAT Procedures in SAT Campus Manual for more complete procedures)
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| SAT procedures (summarized below) are implemented; the campus Language Science Therapist/Teacher is invited to any SAT meeting where dyslexia is suspected or being considered: |
1. Teacher has a concern that a student is dyslexic/not making adequate progress in reading/language arts; teacher contacts parents to set up a parent/teacher conference OR parent has shared a concern or report that a student has dyslexia.
2. Teacher requests help from designated personnel and ensures that another teacher conducts a classroom observation and the Classroom Observation Sheet is completed; if parent has shared a concern or a private report, the teacher moves to #4.
3. Teacher discusses concerns about the student with the counselor and campus Language Science Therapist/dyslexic teacher and other staff members as appropriate; Student Concern Conference Sheet is completed and teacher implements strategies suggested and/or proceeds with the SAT process.
4. Teacher completes the SAT Request Form (SAT 1) and returns it to counselor within 2 days.
5. Counselor/campus SAT contact person schedules an SAT meeting and notifies all SAT participants of the date/time/location; campus Language Science Therapist/Dyslexia teacher is invited.
6. Within two days of scheduling the SAT meeting, the counselor/campus SAT contact distributes SAT Request Data Forms (SAT2) to teachers and assistant principal; Student Health Report is given to the nurse. Forms are completed and returned to the counselor three days prior to the scheduled SAT meeting.
7. SAT Committee meets/reviews all pertinent data. Interventions are developed and documented. The last page of the Data Request Form is completed. If the SAT Committee determines that a Dyslexia Screening is recommended, it is so noted and the parents must be told/notified (their signature on the form is adequate notification). If denying a parent's evaluation request, the principal is notified and either a §504 or ARDIEP Committee is scheduled (per instructions below) to provide all due rights/notices to parents and to complete either the §504 Evaluation Denial form or the Notice of Refusal to Provide Services in Regard to Identification, Evaluation, Placement or Free Appropriate Public Education form. |
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STEP 2: PRE-REFERRAL FOR POSSIBLE DYSLEXIA/RELATED DISORDERS (PARENTS MUST BE INFORMED BEFORE PROCEEDING)
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SAT Team completes and collects the following information at the SAT meeting or the following day:
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• FROM TEACHER: Teacher Observation Inventory and Dyslexia Characteristics Checklist forms; provides work samples
• COUNSELOR or LANGUAGE SCIENCE THERAPIST/TEACHER: May conduct a Dyslexia Phonological Awareness Screening if so recommended by the SAT Committee and with parent knowledge |
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STEP 3: STUDENT REFERRED FOR §504 OR SPECIAL EDUCATION EVALUATION
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| A. §504: (See §504 section of campus SAT Manual for more complete procedures) |
1. Counselor meets with parents, provides parents a copy of the §504 Notice of Rights, reviews the rights with the parents and has parents sign the Receipt for §504 Rights Document. Parents are given a copy of the Special Services Parent Information packet to complete and return as soon as possible.
2. Counselor obtains parent consent for the evaluation using the Notice and Consent for Initial §504 Evaluation.
3. IMMEDIATELY Counselor informs campus Language Science Therapist/teacher and Diagnostician; provides each with a full copy of all SAT and consent forms from Steps 1 3 above. Language Science Therapist/teacher becomes case manager.
4. Assessments: Counselor: Obtains Special Services Parent Information from parent and makes copies for Language Science Therapist/teacher and Diagnostician; Language Science Therapist/teacher: Administers all appropriate tests for §504 and completes Dyslexia Test Report; Diagnostician: Administers all appropriate tests for Special Education/Dyslexia Referral and completes Full Individual Evaluation Report.
5. When all assessments are complete (WITHIN 60 SCHOOL DAYS), Language Science Therapist/teacher convenes the Dyslexia Diagnostic Review Committee and invites the diagnostician, counselor and/or administrator to attend.
6. Counselor schedules §504 meeting and sends parents the Notice of §504 Meeting.
7. §504 Committee meeting is held; §504 Meeting form and Committee Determination form are completed and copies given to parents along with a second copy of §504 Notice of Rights.
8. If student is eligible, an Individual §504 Plan and Accommodation Plan is developed and copied for parents.
9. If parents do not attend, copies of the above are mailed along with Notice of §504 Evaluation Results.
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B. SPECIAL EDUCATION: (See Special Education section of campus SAT Manual for more complete procedures)
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1. SAT Committee completes the Referral for Special Education Services forms (both the "Information from Educational Records" and "Information from Classroom Teacher" portions). Teacher completes the appropriate level of the Academic Competencies Checklist and submits it to the Diagnostician within 5 school days.
2. Counselor meets with parents, provides parents a copy of the ARD Process Guide and Explanation of Rights and Procedural Safeguards of a Parent of a Child with Disabilities in School, and reviews the rights in detail with the parents. Counselor and parents sign the Receipt for Explanation of Procedural Safeguards and counselor completes ARD Process Guide Receipt. Parents are given a copy of the Special Services Parent Information packet to complete and return as soon as possible.
3. Counselor obtains parent consent for the evaluation using the Notice of Full Individual Evaluation and Consent for Full Individual Evaluation Forms.
4. IMMEDIATELY Counselor informs campus Language Science Therapist/teacher and Diagnostician; provides each with a full copy of all SAT and consent forms from Steps 1 3 above. Diagnostician becomes case manager.
5. Assessments: Counselor: Obtains Special Services Parent Information from parent and makes copies for Language Science Therapist and Diagnostician; Language Science Therapist/teacher: Administers all appropriate tests for Special Education and completes Dyslexia Test Report; Diagnostician: Administers all appropriate tests for Special Education/Dyslexia Referral and completes Full Individual Evaluation Report.
6. When all assessments are complete, Diagnostician convenes the Dyslexia Diagnostic Review Committee and invites the Language Science Therapist/teacher and counselor and/or a campus administrator to attend; if appropriate, a campus staffing may subsequently be conducted.
7. Diagnostician schedules the ARD/IEP Committee meeting and sends parents the Notice of the Individual Education Program Team Meeting along with a second copy of Explanation of Rights and Procedural Safeguards of a Parent of a Child with Disabilities in School.
8. ARD/IEP Committee meeting is held; Individual Education Program (IEP) document is completed, and, if eligible, parents sign the Consent for Initial Placement Committee Determination form; copies of all are given to parents.
9. If parents do not attend, copies of the above are mailed along with the Parents not attending IEP form. |
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STEP 4: PLACEMENT IN CISD LANGUAGE SCIENCE PROGRAM
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| If the CISD Language Science Program is recommended, based on the student's assessment results, a member of the §504 or ARD/IEP Committee completes the Criteria and Consent for Entrance into or Continuation in the Language Science Program; parent indicates consent/denial and signs/dates the form. |
Note: If a student is exiting the Language Science Program, a member of the §504 or ARD/IEP Committee completes the Criteria for Exit from Carroll ISD Language Science Program; Language Science Therapist/Teacher and parent each sign/date.
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STEP 5: REFERRAL LOG/FILES
LOGS: |
Language Science Therapist/Teacher and Diagnostician each add the student's information to their respective referral logs.
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FILES:
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§504:
Counselor: Originals from Step 1 and 3A; copies of Steps 2 and 4.
Language Science Therapist/teacher: Originals from Step 2, test protocols from 3A, and test report from 4A; copies of all information from Steps 1 and 3A.
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| Special Education: |
Counselor: Originals from Step 1; copies of Steps 2 4.
Language Science Therapist/teacher: Originals from Step 2, his/her test protocols from 3A and his/her test report from 4B; copies of all other documents.
Diagnostician: Originals from Steps 3B and 4, his/her test protocols from 3B and his/her own test report from 4B; copies of all other documents. |
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| THE LAWS AND STATE BOARD OF EDUCATION RULES/DEFINITIONS REGARDING DYSLEXIA AND RELATED DISORDERS |
The student who struggles with reading, writing, and/or spelling often puzzles teachers and parents. Often the student displays adequate intelligence and receives the same classroom instruction that benefits most children. Still the student struggles with some or all of the many facets of reading, writing and/or spelling. This student may be identified as a student with dyslexia.
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TEXAS EDUCATION CODE (State Law):
§ 38.003. Screening and Treatment for Dyslexia and Related Disorders |
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.
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.
c. The State Board of Education shall adopt any rules and standards necessary to administer this section.
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| d. In this section: |
1. "Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.
2. "Related disorders" includes disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
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Added by Acts 1995, 74th leg., ch 260 § 1, eff. May 30, 1995.
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TEXAS ADMINISTRATIVE CODE (State Board of Education Rule)
§ 74.28. Student with Dyslexia and Related Disorders. |
a. The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder and for providing appropriate instructional services to the student are implemented in the district. These procedures will be monitored by the Texas Education Agency (TEA) with on-site visits conducted as appropriate.
b. A school district's procedures must be implemented according to the State Board of Education (SBOE) approved strategies for screening, and techniques for treating, dyslexia and related disorders. The strategies and techniques are described in the "Procedures Concerning Dyslexia and Related Disorders," a set of flexible guidelines for local districts that may be modified by SBOE only with broad-based dialogue that includes input from educators and professionals in the field of reading and dyslexia and related disorders from across the state. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders.
c. A school district may purchase a reading program or develop its own reading program for students with dyslexia and related disorders, as long as the program is characterized by the descriptors found in the "Procedures Concerning Dyslexia and Related Disorders." Teachers who screen and treat these students must be trained in instructional strategies which utilize individualized, intensive, multisensory, phonetic methods and a variety of writing and spelling components described in the "Procedures Concerning Dyslexia and Related Disorders" and in the professional development activities specified by each district and/or campus planning and decision-making committee.
d. Before an identification or assessment procedure is used selectively with an individual student, the school district must notify the student's parent or guardian or another person standing in parental relation to the student.
e. Parents/guardians of students eligible under the Rehabilitation Act of 1973, §504, must be informed of all services and options available to the student under that federal statute.
f. Each school must provide each identified student access at his or her campus to the services of a teacher trained in dyslexia and related disorders. The school district may, with approval of each student's parents or guardians, offer additional services at a centralized location. Such centralized services shall not preclude each student from receiving services at his or her campus.
g. Because early intervention is critical, a program for early identification, intervention, and support for students with dyslexia and related disorders must be available in each district as outlined in the "Procedures Concerning Dyslexia and Related Disorders."
h. Each school district may provide a parent education program for parent/guardians of students with dyslexia and related disorders. This program should include: awareness of the characteristics of dyslexia; information on effective strategies for teaching dyslexic students; and awareness of information on modification, especially modifications allowed on standardized testing.
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| OTHER DEFINITIONS: |
The working definition of the International Dyslexia Association states:
"Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling" (International Dyslexia Association Research Committee in collaboration with the National Center for Learning Disabilities and the National Institutes of Child Health and Human Development, April 1994).
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| CHARACTERISTICS OF DYSLEXIA AND RELATED DISORDERS |
The difficulties of a student identified as having dyslexia or a related disorder occur in phonemic awareness and manipulation, single-word decoding, reading fluency, reading comprehension, spelling, and/or written composition. These difficulties are unexpected for the student's age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
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| CHARACTERISTICS: |
| The following are the reading/writing/spelling characteristics of dyslexia/related disorders: |
• Difficulty reading single words in isolation;
• Difficulty accurately decoding nonsense or unfamiliar words;
• Slow, inaccurate, or labored oral reading (lack of reading fluency); and/or
•Difficulty learning to spell.
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| Other characteristics of dyslexia/related disorders include the following if they are unexpected for the individual's age, educational level, or cognitive abilities: |
• Difficulty with the development of phonological awareness and phonological processing skills (processing the sounds of speech), including segmenting or breaking spoken words into individual sounds.
• Variable degrees of difficulty with reading comprehension.
• Variable degrees of difficulty learning the names of letters and their associated sounds; difficulty with learning and reproducing the alphabet in correct sequence (in either oral or written form).
• Difficulty in word finding and rapid naming.
• Variable difficulty with aspects of written comprehension.
• Family history of similar problems.
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| The reading/writing/spelling characteristics are usually the result of: |
• Difficulty with the development of phonological awareness, including segmenting, blending, and manipulating sounds in words;
• Difficulty learning the names of letters and their associated sounds;
• Difficulty with phonological memory (holding information about sounds and words in memory); and/or
• Difficulty with rapid naming of familiar objects, colors, or letters of the alphabet.
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| The reading/writing/spelling characteristics of dyslexia/related disorders may lead to: |
• Variable degrees of difficulty with word recognition in isolation or in context;
• Variable difficulty with aspects of reading comprehension;
• Variable difficulty with aspects of written composition; and/or
• A limited amount of time spent in reading activities. |
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REFERRAL AND PLACEMENT GUIDELINES
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| DESCRIPTION OF THE REFERRAL PROCESS: |
CISD provides a continuum of programs and services for all students in grades kindergarten through grade twelve who are identified as having dyslexia or a related disorder. All programs and services are accessed ONLY AFTER the individual student's progress has been reviewed by a campus Student Assistance Team (SAT) that has determined that the student may be a student with dyslexia or a related disorder and should be referred for an evaluation. Requests for an SAT Committee meeting may be made by parents, teachers, counselors, etc., however, the SAT guidelines must be followed. These include a classroom observation, completion of forms documenting the student's academic history, meetings with the parent(s) and counselors, etc. The entire process of requesting a review by the campus SAT is delineated in the SAT manual, located in each campus office. When dyslexia or a related disorder is suspected, the campus Language Science Therapist/teacher may be consulted and can be included as a member of the student's SAT team.
In evaluating the student's progress, the SAT team will review all current and past information gathered on the student, including assessment information. If appropriate, a dyslexia screening (for which parent permission will be obtained at the SAT meeting, using part VIII of the SAT Request Data Form) will be conducted by the campus Language Science Therapist/teacher or counselor; the results will be shared at the next SAT meeting. The SAT team will determine whether the student's possible dyslexia/related disorder should be evaluated by CISD personnel through the process delineated by federal, state and CISD guidelines for implementation of §504 of the Rehabilitation Act of 1973 or through the Special Education process; either process will begin immediately once parent permission is obtained. [Refer to the campus SAT handbook for specific forms/procedures for either §504 or Special Education referral.]
Once the evaluation is completed, either a §504 or Admission, Review, Dismissal/Individual Education Program (ARD/IEP) Committee (if tested via the Special Education guidelines) will be convened. At the §504 or ARD/IEP Committee meeting, if the student is determined to have dyslexia or a related disorder, an individual plan (either a §504 Plan or an Individual Education Plan) will be developed. The plan will determine the extent of programs and services the student needs in order to make adequate yearly progress through the Texas Essential Knowledge and Skills (TEKS) curriculum. Students are placed in the least restrictive environment, as determined by the §504 or ARD/IEP Committee's determination of the student's educational needs. [Refer to the §504 or Special Education section of the campus SAT handbook for specific forms/procedures.] |
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ASSESSMENT AND ELIGIBILITY OF STUDENTS WITH DYSLEXIA AND RELATED DISORDERS
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| ASSESSMENT: |
If, based on a review by a CISD campus Student Assistance Team (SAT), it is determined that a student is not progressing in the general education program and TEKS curriculum and dyslexia or a related disorder is suspected, the student may be screened to determine if he/she has the characteristics of dyslexia or other related disorders. If the screening results indicate that further evaluation is warranted, the SAT will refer the student for a complete evaluation either through a §504 Committee process or through the Individuals with Disabilities Education Act (IDEA). The assessment will be conducted by persons who are knowledgeable about (1) dyslexia/related disorders, (2) the Language Science program and guidelines, (3) the student being evaluated, (4) the assessment procedures, and (5) placement options.
As stated earlier, a broad range of information is gathered as part of the evaluation/assessment process. For non-English speakers, who struggle to read in their native language, similar measures in the student's native language would be used, as appropriate. A Dyslexia Diagnostic Review Committee, comprised of a campus Language Science Therapist/teacher and diagnostician, will review all evaluation/assessment information. The Dyslexia Diagnostic Review Committee will develop a student profile and make a recommendation to the §504 or ARD/IEP Committee as to whether or not the committee finds support for a determination that the student has dyslexia/related disorder or if the results are inconclusive. However, the final determination that a student is or is not a student with dyslexia or a related disorder is made at the §504 or ARD/IEP Committee meeting.
The following are factors that may be reviewed by the Dyslexia Review Committee as part of the overall evaluation/assessment to determine if a student is/is not student with dyslexia or a related disorder. No single evaluation, assessment or factor is used as the sole determination that a student is/is not dyslexic or has a related disorder.
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• Health history
• Family history
• Academic History
• Current academic performance Classroom observations
• Formal evaluation/assessment profile that includes the eight domains named by the state of Texas that should be included in the assessment. Those 8 domains are: |
1. Reading single words in isolation
2. Word decoding (including real and nonsense words)
3. Letter knowledge (name and sound)
4. Rapid naming
5. Fluency/Rate and accuracy
6. Reading comprehension
7. Spelling
8. Phonological awareness
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| After completing the assessment, the Dyslexia Review Committee will review all of the assessment information and will develop a student profile. In making its recommendation to either the §504 Committee or ARD/IEP Committee as to whether support for a determination of dyslexia/related disorder can be made, the committee will look at the following data: |
• Average intellectual abilities
• High mathematics reasoning abilities along with low calculation scores
• Significantly low letter identification skills
• Significantly low word identification skills
• Significantly low word attack skills
• Higher vocabulary skills
• Oral reading comprehension skills that are higher than silent reading comprehension skills
• Significantly low spelling skills
• Significantly low fluency skills
• Low phonological awareness skills and, possibly, low rapid naming
• Low performance on an informal alphabet screening (includes written, sequence, oral recitation, and the properties of the alphabet/letters)
• Listening comprehension skills that are commensurate with overall intellectual abilities
(Note: listening comprehension skills are not always assessed)
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| TEST BATTERY: |
| The CISD Dyslexia Test Battery currently consists of the following formal assessments, as appropriate for the student's age/grade/developmental level per the guidelines of the test or assessment. Specific tests may vary but skill areas assessed will remain consistent. (Tests for students in grade K 1 are in bold; see the next page for assessment graph): |
• Intellectual Functioning: Wechsler Preschool and Primary Scale of Intelligence (WPPSI III), Wechsler Intelligence Scales for Children (WISC III) or Wechsler Adult Intelligence Scale (WAIS)
• Phonological Awareness and Rapid Automatized Naming: Comprehensive Test of Phonological Processing (C-TOPP)
• Pre-reading Abilities: Informal Assessment for Early Identification of Dyslexia
• Vocabulary: Peabody Picture Vocabulary Test (PPVT)
Alphabet Knowledge, Invented Spelling, and Handwriting: Informal Assessments
• Early Decoding Skills, Word Recognition Skills, Letter Identification, Word Identification, Word Attack, Vocabulary (assesses word comprehension), and Silent Reading Comprehension Skills: Subtests of either the Woodcock Reading Mastery Test-Revised (WRMT) or Woodcock-Johnson, 3rd Edition (WJIII)
Oral Reading Comprehension and Fluency (accuracy and rate): Gray Oral Reading III or IV (GORT)
• Math: Math subtest of the Woodcock-Johnson III (WJIII)
• Spelling: Test of Written Spelling (TWS-4)
• Listening Comprehension and Written Expression: Oral and Written Language Scale (OWLS)
• Oral Language: Test of Language Development-Primary (TOLD-P) or Clinical Evaluation of Language Fundaments, 3rd Edition (CELF) |
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| ASSESSMENT FOR KINDERGARTEN AND GRADE 1 |
| AREA OF ASSESSMENT |
SUGGESTED TESTS |
| Oral Language |
Test of Language Development - Primary (TOLD-P) or
Clinical Evaluation of Language
Fundamentals, 3rd Edition (CELF) |
| Phonological/Phonemic Awareness and Rapid Naming |
Comprehensive Test of Phonological Processing (C-TOPP) |
| Pre_Reading Abilities |
Informal Assessment for Early Identification of Dyslexia |
| Vocabulary |
Peabody Picture Vocabulary Test (PPVT) |
| Intellectual Functioning |
Wechsler Preschool & Primary Scale of Intelligence, 3rd Edition
Kaufman ABC |
| Listening Comprehension and Written Expression |
Oral and Written Language Scale (OWLS) |
| Invented Spelling |
Informal |
| Handwriting |
Informal |
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| For 6-year-olds (well into second semester), add: Early Decoding Skills and Word Recognition Skills, Woodcock-Johnson, 3rd Edition |
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| ASSESSMENT FOR GRADES 2-12 |
| AREA OF ASSESSMENT |
SUGGESTED TESTS |
| Letter ID, Word ID, Word Attack, Vocabulary (assessing word comprehension), and Silent Reading Comprehension |
Subtests of either the Woodcock Reading Mastery Test - Revised (WRMT-R) or Woodcock-Johnson, 3rd Edition (WJ III) |
| Phonological/Phonemic Awareness adn Rapid Naming |
Comprehensive Test of Phonological Processing (C-TOPP) |
| Alphabet Knowlege |
Informal |
| Oral Reading and Comprehension and Fluency |
Gray Oral Reading Test (GORT) |
| Intellectual Functioning |
Wechsler Intelligence Scales for Children (WISCIII) or Wechsler Adult Intelligence Scale (WAIS) or Kaufman ABC |
| Math |
Woodcock-Johnson, 3rd Edition |
| Spelling |
Test of Written Spelling (TWS-4) |
| Handwriting |
Informal |
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| FINAL ELIGIBILITY DETERMINATION: |
The §504 Committee or ARD/IEP Committee will review the results of the above assessments, as well as all other information gathered during the pre-referral and referral process. Information provided by the parents from private agencies/evaluations will also be considered. The §504 or ARD/IEP Committee will also review the information from the Dyslexia Review Committee, to include the student's evaluation/assessment profile and recommendation.
For placement in the CISD Language Science Program, the §504 or ARD/IEP Committee must have determined that: |
• Based on the evaluation results, the student has a diagnosis of dyslexia or a related disorder,
• The student's ability to learn, as indicated by intellectual functioning, is in the average range or above (WISC III: average range is 90-110),
• The student's learning is currently being substantially limited by the dyslexia/related disorder,
• The student has not made academic progress commensurate with potential,
• The Carroll ISD Language Science Program is the most appropriate placement for the student to receive services for his or her dyslexia/related disorder,
• Other complicating conditions (such as attention deficit disorder, attention deficit hyperactivity disorder, severe emotional disturbance, or significant behavioral problems), if present, are being consistently managed by parents/guardians in cooperation with appropriate specialists (such specialists may include psychologists, physicians, district special education personnel and/or counselors, etc.), so as to enable the student to take full advantage of the Language Science Program, AND
• Parents support the placement of their child in the Language Science Program and will provide consent for their child's participation.
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| In Carroll Independent School District only the §504 or ARD/IEP Committee will determine whether or not a student meets district dyslexia/related disorder eligibility criteria. Each student will receive all programs/services and/or accommodations/modifications as delineated in his or her §504 Plan or Individual Education Plan (IEP). |
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PROGRAMS AND SERVICES FOR STUDENTS WITH DYSLEXIA AND RELATED DISORDERS
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| IDENTIFICATION: |
As stated in the eligibility section of this document, identification and eligibility determinations will be made by the campus §504 Committee or ARD/IEP Committee. Either committee will consist of the teacher knowledgeable about dyslexia and its related disorders, a campus administrator/designee, counselor, parent, teacher knowledgeable about the student, and others as required by law/CISD guidelines. Prior notice of the Committee meeting will be sent to the parents, following §504 or Special Education guidelines.
The §504 Committee or ARD/IEP Committee will determine the appropriate level of service for the individual student. Parent permission will be obtained prior to a student receiving any services which requires the student's removal from the general education classroom, to include ANY special education service and/or placement in the CISD Language Science Program for students with dyslexia or a related disorder. Parents may also choose to sign a waiver if they do not want their student to receive a recommended service/placement. The continuum of services available to students with dyslexia or a related disorder and a description of the district's programs are provided below.
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| CONTINUUM OF PROGRAMS/SERVICES: |
| Typically, students with dyslexia/related disorders may receive services based on the following continuum which goes from the least restrictive placement/services to the more restrictive placement/services: |
• Student remains in the general education classroom with no accommodations or services needed, as determined by the §504 Committee or ARD/IEP/Individual Education Program (IEP) Committee.
• Student remains in the general education classroom with accommodations as determined by the §504 Committee or ARD/IEP/Individual Education Program (IEP) Committee.
• Student remains in the general education classroom with accommodations as determined by the §504 Committee or ARD/IEP/Individual Education Program (IEP) Committee; a teacher trained and knowledgeable about dyslexia provides consultation to the classroom teacher.
• Student meets CISD qualifications for the Language Science Program or a special education program such as Content Mastery support, as determined by the §504 or ARD/IEP Committee and receives small group instruction provided by a Language Science Therapist/teacher or a special education teacher. The student may also be provided accommodations in the general education classroom but the Texas Essential Knowledge and Skills (TEKS) curriculum is not modified under a §504 Plan.
• Student qualifies for special education resource room services, as determined by an ARD/IEP Committee, and receives appropriate special education instruction based on IEP goals/objectives; the TEKS curriculum may be modified.
• Student meets CISD qualifications for the Language Science Program as determined by the ARD/IEP Committee and receives small group instruction provided by a Language Science Therapist/teacher, as well as appropriate special education services based on IEP goals/objectives; the TEKS curriculum may be modified.
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Other programs and/or related services may be accessed, based on the student's individual needs as determined by the §504 or ARD/IEP Committee.
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DESCRIPTION OF DISTRICT PROGRAMS:
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| Language Science Therapy |
The Language Science Program typically serves students in a small group setting, generally between 2 6 students. Lessons are typically 45 minutes four-five days per week. The program emphasis is on reading, writing, and spelling and uses a diagnostic, cumulative, direct, sequential, systematic, and Multi-sensory Teaching approach. The Language Science Therapists/Teachers typically implement the Multi-sensory Teaching Approach (MTA) supplemented by other programs such as Alphabetic Phonics and any other appropriate program.
All CISD students receiving Language Science Program services have a current §504 plan or Individual Education Plan (IEP), depending on their eligibility.
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| Special Education |
| Students receiving reading instruction in special education reading programs must meet well-delineated criteria and be placed in the special education reading resource program by an Admission, Review, or Dismissal (ARD/IEP) Committee. Each student's program is individualized and each student has an IEP which dictates the goals and objectives of their reading program. While instructional strategies vary according to the needs of the students being served, typically students receive instruction in small groups. The Strategic Reading program is typically used in grades K 6, supplemented by a variety of other strategies and programs, to include Multisensory Teaching Approach (MTA), if the special education teacher has been so trained. Some special education students with dyslexia/related disorder receive both special education services and Language Science Therapy Program services (see description above). |
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ACCOMMODATIONS FOR STUDENTS WITH DYSLEXIA AND RELATED DISORDERS
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| INSTRUCTIONAL ACCOMMODATIONS: |
Students with dyslexia or a related disorder may receive classroom/instructional accommodations. Accommodations, defined as, "adaptations, adjustments" are those instructional adjustments in instructional methods and approaches that a teacher should use on a day-to-day basis; these are NOT changes to the CISD or Texas Essential Knowledge and Skills (TEKS) curriculum. Such day-to-day adjustments do not need to be reflected in a student's individual §504 Plan or Individual Education Plan (IEP). However, when a student needs an adaptation or change in the mode of instruction on an on-going basis in order to make adequate yearly progress and to access the curriculum, then the documentation of such changes is required. Required accommodations are delineated in the student's individual §504 Plan or Individual Education Plan (IEP). Again, CISD teachers will provide accommodations to any/all students in their classes, if, based on their professional determination, such accommodations are appropriate; these accommodations need not be documented.
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| CURRICULA MODIFICATIONS: |
Some students with dyslexia and related disorders qualify for special education services under the Individuals with Disabilities Education Act (IDEA). While most of these students will require only instructional accommodations (see above), some may need the CISD/TEKS curricula changed or modified. Curricula modifications are defined as, "alterations in the form or intensity; changes in the form or manner." Such modifications in the curriculum MUST be delineated in the student's Individual Education Plan; students who qualify under §504 and for whom a §504 is developed, do NOT qualify for curricula modifications. Typically curriculum modifications occur with the assistance of a special education teacher or special education paraprofessional in a resource program (i.e., the student receives specialized instruction in a modified curriculum provided by special education staff for less than half of the school day).
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| TEST ACCOMMODATIONS: |
Classroom test accommodations: Classroom tests and assessments may be adjusted according to the individual student's §504 Plan or IEP. Accommodations for the student with dyslexia or related disorders could include oral administration of tests/answer choices.
Texas Assessment of Knowledge and Skills (TAKS) accommodations: The TAKS coordinator's manual identifies both "allowable" and "unallowable" accommodations; §504 or ARD/IEP Committee members should refer to the manual when determining that a student with dyslexia or related disorders should receive TAKS accommodations. All allowable accommodations should be delineated in the student's §504 Plan or IEP. It is imperative for teachers and §504 Plan or ARD/IEP Committee members to remember that any accommodations received for the TAKS must be regularly used throughout the student's academic year in order to be allowed.
Other norm-referenced tests:Staff members administering norm-referenced tests/assessments should refer to the test manual to determine what allowable accommodations can be made. In any case, only those accommodations that are delineated in the student's §504 Plan or IEP and which the student received regularly throughout the school year are allowed.
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EXIT CRITERIA FOR STUDENTS WITH DYSLEXIA AND RELATED DISORDERS RECEIVING LANGUAGE SCIENCE THERAPY SERVICES
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| Students receiving Language Science services for dyslexia or related disorders may be recommended for exit from the program upon the recommendation of the student's §504 Plan or ARD/IEP Committee or upon parent request (which must be documented). The following criteria MAY be considered by the respective committee for exit from the program: |
• By agreement of the §504 or ARD/IEP Committee with the minutes/notes of the committee documenting the reason(s) for the dismissal.
• By agreement of the §504 or ARD/IEP Committee that the student no longer has an educational need for such services (i.e., the student has passed the reading TAKS, is passing all academic subjects, etc.)
• By agreement of the §504 or ARD/IEP Committee where complicating conditions, as outlined in Criteria for Entrance, have not been sufficiently addressed to enable the student to take full advantage of the Language Science program.
• The entire curriculum of the Language Science Therapy course has been presented to the student.
• The course recommended mastery levels have been achieved.
• The student's reading level (as measured by instruments in the CISD Dyslexia Testing Battery) indicates student has progressed to grade level.
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• The student is moving from the district.
• The student is transferring to another reading program offered by CISD.
• Upon parent request.
• The student graduates from CISD. |
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COMPONENTS OF THE LANGUAGE SCIENCE PROGRAM
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The CISD Language Science Program is based on the principles of instruction and content of a multisensory structured language program, as promoted by the International Dyslexia Association (IDA). The following information was adapted from Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders published in 1995 by the International Multisensory Structured Language Education Council (IMSLEC) and edited by Curtis W. McIntyre and Joyce S. Pickering.
The publication noted: The goal of any multisensory structured language program is to develop a student's independent ability to read, write and understand the language studied.
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CONTENT: What is Taught
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Phonology and Phonological Awareness: Phonology is the study of sounds and how they work within their environment. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. Phonological awareness is the understanding of the internal linguistic structure of words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds.
Sound-Symbol Association: This is the knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds. Sound-symbol association must be taught (and mastered) in two directions: visual to auditory and auditory to visual. Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds.
Syllable Instruction: A syllable is a unit of oral or written language with one vowel sound. Instruction must include the teaching of the six basic types of syllables in the English Language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and diphthong. Syllable division rules must be directly taught in relation to the word structure.
Morphology: Morphology is the study of how morphemes are combined to form words. A morpheme is the smallest unit of meaning in the language. The curriculum must include the study of base words, roots, and affixes.
Syntax: Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation and the mechanics of language.
Semantics: Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language. |
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PRINCIPLES OF INSTRUCTION: How It Is Taught
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Simultaneous, Multisensory (VAKT): Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
Systematic and Cumulative: Multisensory language instruction requires that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory.
Direct Instruction: The inferential learning of any concept cannot be taken for granted. Multisensory language instruction requires the direct teaching of all concepts with continuous student-teacher interaction.
Diagnostic Teaching: The teacher must be adept at prescriptive or individualized teaching. The teaching plan is based on careful and continuous assessment of the individual's needs. The content presented must be mastered to the degree of automaticity.
Synthetic and Analytic Instruction: Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts. |
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