FAQs
The purpose of this information area is to answer frequently asked questions concerning how students who may exhibit characteristics of dyslexia are served within the CISD. The guidelines and procedures adopted have been designed to correlate to the identification and instruction of students with dyslexia and related disorders adopted by the State Board of Education in 1992, mandated by the state of Texas, and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders. Commonly referred to as The Blue Book, this document is intended to provide districts with guidelines for developing written procedures and has been a consistent resource in the development of the CISD’s dyslexia intervention.
The Blue Book was developed to satisfy two statutes and one rule addressing dyslexia and related disorders. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia, and providing instruction for students with dyslexia. It gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Furthermore, Chapter 19 of the Texas Administrative Code (TAC) § 74.28 outlines the responsibilities of districts as to delivery of services to students with dyslexia. § 504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. If a student’s dyslexia is determined to ‘substantially limit’ learning, then Section 504 procedures are put into place.
CISD is committed to supporting all students to ensure educational success. Dyslexia support services are provided on all district campuses K-12.
The Blue Book was developed to satisfy two statutes and one rule addressing dyslexia and related disorders. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia, and providing instruction for students with dyslexia. It gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Furthermore, Chapter 19 of the Texas Administrative Code (TAC) § 74.28 outlines the responsibilities of districts as to delivery of services to students with dyslexia. § 504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. If a student’s dyslexia is determined to ‘substantially limit’ learning, then Section 504 procedures are put into place.
CISD is committed to supporting all students to ensure educational success. Dyslexia support services are provided on all district campuses K-12.
What Process is used
to determine educational need for dyslexia assessment?
•The campus student support team determines whether there is an educational need for dyslexia assessment. Recommendation for dyslexia assessment should be based on the educational need of the student as outlined in The Dyslexia Handbook published by the Texas Education Agency
When does CISD
assess students for possible dyslexia intervention?
Students will be assessed after the campus student support team determines there is an educational need, tiered interventions have been implemented, and students’ responses documented. Any student who may move into the district after the school year has started and has participated in or been previously assessed for dyslexia may require additional assessment upon entry to school.
What information is used to determine if a child should receive dyslexia services?
Both informal and formal assessments are evaluated in the decision-making process. A parent interview, classroom teacher checklist, samples of classroom work, and informal assessments conducted by the campus dyslexia teachers are all examples of informal pieces of information that are collected. Formal assessments conducted by the campus dyslexia teacher include the areas of phonemic awareness, letter ID, rapid naming of words, decoding words both real and nonsense, reading comprehension, and fluency/rate of reading.
What factors are
used to determine when a child EXITS from dyslexia intervention?
The following factors may be used to determine when a child exits from dyslexia intervention: (1) completion of curriculum; (2) student demonstrating success in grade level material: (3) passing STAAR; (4) recommendation by the dyslexia teacher; (5) parent request; (6) moved from CISD; and (7) lack of appropriate progress within the dyslexia curriculum.
Who delivers instruction for students showing characteristics of dyslexia?
A teacher who has received extensive training in an alphabetic multi-sensory program will provide the curriculum for students.
Who can I contact at my child’s campus concerning the dyslexia program?
Please contact the District Counselor to begin the 504 process. The counselor will send home paperwork then for the parents/guardians to fill out in order to start the process for dyslexia testing.
How will I be involved in supporting my child’s dyslexia intervention?
Upon entry into the dyslexia program, parents will receive a Dyslexia Parent Handbook from the child’s dyslexia teacher. This handbook is designed to offer parents information about dyslexia as well as tips and suggestions for creating a positive home reading environment. In addition, a selected reading list for parents and children as well as a list of web resources is included. There are numerous ways parents may participate in daily support of their child’s dyslexia program. Providing a safe, risk-free environment at home can eliminate anxiety that a child might experience when homework is being completed. Consistency in completion of daily homework, building your child’s self-esteem by supporting daily learning, and helping to establish an independent attitude will benefit your child not only during dyslexia intervention but also throughout his/her life as he/she learns how to be a successful learner.