Dyslexia - Eagle Mountain-Saginaw Independent …...Revised 10/9/15 Eagle Mountain-Saginaw ISD...

Revised 10/9/15

Eagle Mountain-Saginaw ISD

Handbook

Dyslexia

Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life.(Moats, 1999)

Dyslexia Handbook Contents

I. Introduction ..……….…………………………………….…….………………………........…1

II. Assurances ……..…………………………….……………………….……………………...…..1

III. Definitions and Characteristics of Dyslexia……………………………….…....1-4

IV. Law Regarding Dyslexia ………………………………………………………….….....5-6

V. Dyslexia Referral Process …………………………………………………………....…….7

VI. Bilingual Referral Process ………………………………………….…………..…….…...8

VII. Special Education Process …………………………………………………….….…….10

VIII. Dyslexia Evaluation Procedures ……………………………………….……….…..13

IX. Outside Evaluations ………………………………………………………….………..…..14

X. Services Provided ……………………………………………………………….….….…….16

XI. Instruction for Students Receiving Direct Dyslexia Therapy …..…........18

XII. Criteria for Exiting Direct Dyslexia Therapy……………..……………….……..19 XIII. Accommodations and Resources …………………………………………………..20

XIV. Forms Specific to Dyslexia Testing & Evaluation……………………………22

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I. Introduction Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life. (Moats, 1999)

Eagle Mountain-Saginaw ISD serves students identified as dyslexic in kindergarten through grade 12. This instruction is provided in a small group setting on a regular basis to maximize student success. Individualized instruction is provided by dyslexia specialists who are highly trained in the identification and instruction of students with dyslexia. Eagle Mountain-Saginaw ISD uses research-based programs to accelerate the learning of our identified dyslexic students who are served in the program. Students who are identified but who no longer receive formal services are monitored for success and if a need arises, appropriate individualized intervention is provided.

For questions regarding the District’s Dyslexia Program, please contact Emily Youngberg, 504/Dyslexia Specialist at 817-232-0880 x2755.

II. Assurances Eagle Mountain-Saginaw Independent School District does not discriminate on the basis of race, religion, color, national origin, sex or disability in providing education or provident access to benefits of education services, activities, and programs, including career and technology programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended: Title IX of the Educational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended; and Title II of the Americans with Disabilities Act.

III. Definition and Characteristics of Dyslexia

A. Definition of Dyslexia The State of Texas defines dyslexia as “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” (TEC §38.003).

The International Dyslexia Association defines dyslexia as “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 IDA Board, November 2002, and the National Institute of Health, 2002).

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B. Characteristics “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 Dyslexia Handbook, Revised 2014)

The following are the reading/writing/spelling characteristics of dyslexia: •Difficulty reading single words in isolation; • Difficulty accurately decoding nonsense or unfamiliar words; • Slow, inaccurate, or labored oral reading (lack of fluency); and/or • Difficulty with learning to spell.

The reading/writing/spelling characteristics are the results 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.

The reading/writing/spelling characteristics of dyslexia 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.

Clues to Dyslexia Taken from Overcoming Dyslexia, by Sally Shaywitz, M.D.

The Preschool Years

• Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty” • A lack of appreciation of rhymes • Mispronounced words; persistent baby talk • Difficulty in learning (and remembering) names of letters • Failure to know the letters in his/her own name

Kindergarten and First Grade

• Failure to understand that words come apart; for example, that batboy can be pulled apart in bat and boy, and later on, that the word bat can be broken down still further and sounded out as: “b” “aaa” “t”

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• Inability to learn to associate letters with sounds, such as being unable to connect the letter b with the /b/ sound • Reading errors that show no connection to the sounds of the letters; for example, big is read as goat • The inability to read common one-syllable words or to sound out even the simplest of words, such as mat, cat, hop, nap • Complaints about how hard reading is, or running and hiding when it is time to read • A history of reading problems in parents or siblings

From Second Grade on

• Very slow progress in acquiring reading skills • The lack of a strategy to read new words • Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild stabs or guesses at reading a word; failure to systematically sound out words • The inability to read small “function” words such as that, an, in, • Stumbling on reading multi-syllable words, or the failure to come close to sounding out the full word

• Omitting parts of words when reading; the failure to decode parts within a word, as if someone had chewed a hole in the middle of the word, such as conible for convertible

• A terrific fear of reading out loud; the avoidance of oral reading • Oral reading filled with substitutions, omissions, and mispronunciations • Oral reading that is choppy and labored, not smooth or fluent • A reliance on context to discern the meaning of what is read • A better ability to understand words in context than to read isolated single words • The substitution of words with the same meaning for words in the text he can’t pronounce, such as car for automobile • Disastrous spelling, with words not resembling true spelling • Reading whose accuracy improves over time, though it continues to lack fluency and is laborious • Reading that is slow and tiring • Extreme difficulty learning a foreign language • Unusually long hours spent reading school materials • Disinclination to read for pleasure • A history of reading and spelling difficulties in family members

In addition to signs of a phonological weakness, there are signs of strengths in higher- level thinking processes: • Excellent thinking skills: conceptualization, reasoning, imagination, abstraction • Ability to get the “big picture” • A high level of understanding of what is read to him/her

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• A sophisticated listening vocabulary • Excellence in areas not dependent on reading, such as math, computers, and visual arts, or excellence in more conceptual subjects such as philosophy,

biology, social studies, neuroscience, and creative writing

C. Related Disorders

Developmental auditory imperceptions: characterized by difficulty learning sounds, sound-symbol relationships and the meaning of words despite adequate intelligence and sociocultural opportunity.

Dysphasia: characterized by difficulty learning both receptive and expressive oral language despite adequate hearing, intelligence, and sociocultural opportunity.

Developmental dysgraphia: characterized by the inability to write legibly. This may or may not occur in addition to other difficulties in written language. Visual- motor coordination skills are frequently within the average range and are not the primary cause of dysgraphia.

Developmental spelling disorder: characterized by significant difficulty learning to spell. This occurs in the absence of reading or other written language difficulties.

IV. Law Regarding Dyslexia Section Texas Education Code §38.003 (State Law) §38.003. Screening and Treatment for Dyslexia and Related Disorders 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.

1. 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.

2. The State Board of Education shall adopt any rules and standards necessary to administer this section.

3. In this section:

“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” includes disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Added by Acts 1995, 74th Leg., Ch. 260, §1, eff. May 30, 1995.

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Texas Administrative Code §74.28 (State Board of Education Rule) §74.28. Students with Dyslexia and Related Disorders 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.

1. 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 “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.

2. A school district shall 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 “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.

3. 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.

4. 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.

5. 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 the 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/her campus.

6. 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.”

7. Each school district shall provide a parent education program for parents/guardians of students with dyslexia and related disorders. This program should include: awareness of characteristics of dyslexia and related disorders;

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information on testing and diagnosis of dyslexia; information on effective strategies for teaching dyslexic students; and awareness of information on modification, especially modifications allowed on standardized testing.

Source: The provisions of this §74.28 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective September 1, 2001, 25 TexReg 7691; amended to be effective August 8, 2006, 31 TexReg 6212.

V. Dyslexia Referral Process (for the General Education Student)

Step 1:

If the CARE Team and campus Dyslexia Therapist suspect dyslexia (see Section VI for

Bilingual Students) based on lack of progress in the area of reading/writing/spelling as

documented by teacher observations and supporting data from Tier I and II interventions,

grades/report cards – past and present, TPRI, teacher conference records, STAAR, etc., an

initial consultation meeting should be held with the parent(s) to explain the next steps in

the dyslexia referral process (this may be completed over the phone). The following

forms should be completed prior to this consultation:

•Student Profile Sheet (Snapshot) Including Vision and Hearing Screening Form

•Section 504 Referral Form should be completed.

•Classroom Checklist for Identification of Characteristics of Dyslexia: Completed

by the student’s reading/ language teacher as well as by any specialist currently

working with the student (reading intervention, Title I, etc.)

•The Dyslexia Parent Interview and the 504 Notice of Rights should also be given

to the parent for completion during the consultation. These forms may be sent

home if the initial consultation is conducted via phone.

Step 2:

The CARE Team notifies the Dyslexia Therapist once the above forms have been

completed. If the CARE Team determines the student should receive further testing for

dyslexia, the Notice and Consent for Initial Section 504 Evaluation is completed by the parent.

Step 3:

The completed referral packet is given to the Dyslexia Therapist within five (5) school

days of signed parental consent. Testing is to be finalized within 45 school days from the

date the Notice and Consent for Initial Section 504 Evaluation is signed by the parent.

Step 4:

Once the student has been evaluated, the Dyslexia Therapist will complete the

Characteristic Profile of Dyslexia and compile the Dyslexia Evaluation Report. The results of

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the dyslexia evaluation will only be discussed with parent (s) during a 504 Committee

meeting and will not be shared outside of the formal 504 evaluation process.

Step 5: The 504 Committee (including the parent(s)), will meet to discuss the results of the dyslexia evaluation. Appropriate placement decisions will be made at this time.

VI. Dyslexia Referral for a Bilingual Student

Step 1: Follow the CARE Team process. If the team believes that the bilingual student may possibly have as strong or a stronger grasp of a language other than of English, some procedures will be different for this referral.

Step 2: If the CARE TEAM and campus Dyslexia Therapist based on lack of progress in the area of reading/writing/spelling as documented by teacher observations and supporting data from Tier I and II interventions, grades/report cards—past and present, TPRI, teacher conference records, STAAR, etc., suspect dyslexia in a bilingual child, the following forms/test should be completed:

Student Profile Sheet (Snapshot) Including Vision and Hearing Screening Form

504 Referral Form Teacher Observation Questionnaire: Completed by the student’s

reading/language teacher as well as by any specialist currently working with the student (reading intervention, Title I, LPAC committee, etc.)

Parent Interview - sent home in both English and Spanish (or their native language as available) for the parents to complete in whichever language is more comfortable for them.

Woodcock Munoz Language Survey to determine CALP (Cognitive Academic Language Proficiency). For any campus where this test is not readily available, contact the campus LPAC Coordinator to arrange for testing.

NOTE: If there is not a test in the native language of the student, informal measures of evaluation such as reading a list of words or listening comprehension in the native language may be used.

Step 3 (for native Spanish speakers): Determine language(s) for testing based upon the Woodcock Munoz Language Survey as follows:

If English is a 3 or higher and Spanish is lower than 3, testing will only be conducted in English.

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If Spanish is a 3 or higher and English is lower than 3, we test in both languages, Spanish first.

If Spanish and English are very similar (2 and 2, or 2 and 2.5 for example) we test in both languages, Spanish first.

If we determine the need to test in both languages and the child does not qualify in Spanish then there is no need to test in English, as a bilingual child must qualify in both languages.

Step 4: Once the above forms have been completed and the committee has determined the

language(s) of testing, the CARE Team reconvenes and determines if the student should

receive further testing for dyslexia. The 504 Parent/Student Rights is given to the parent

and the Consent for 504 Evaluation is completed (if applicable).

Step 5:

If the CARE Team committee has determined that testing should be done in both English

and Spanish, the Dyslexia Therapist will document the date of referral and will give all

collected data (in a folder) to the district’s bilingual diagnostician

Step 6:

Once the bilingual diagnostician has completed testing in Spanish, the folder will be

returned to the Dyslexia Therapist. If data indicates characteristics of dyslexia in Spanish,

the child will then be tested in English. If the test results did not indicate characteristics

of dyslexia (in Spanish), the Bilingual Diagnostician will notify the CARE Team that it is

time to reconvene and discuss results.

Step 7:


Characteristic Profile of Dyslexia and compile the Dyslexia Evaluation Report.

Step 8:

The 504 Committee will meet to discuss the results of the dyslexia evaluation. The

bilingual diagnostician will provide, in writing, a written interpretation of the Spanish

test results and a completed copy of the (Spanish) Characteristic Profile of Dyslexia.

Appropriate placement decisions will be determined at this time.

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VII. Special Education Process For students referred for an Special Education initial evaluation by the

diagnostician or currently receiving special education services under any

instructional arrangement other than speech only.

Step 1: a. Initial Referral – Follow the CARE Team process Process (CARE Team leader gathers input forms specific to dyslexia and other related data like vision/hearing tests, grades, etc.) b. Special Education Reevaluation – The ARD Committee determines a need to assess for dyslexia through completion of a REED (“Review of Existing Evaluation Data”). Dyslexia Therapist will be consulted prior to recommendation of dyslexia testing by diagnostician.

Step 2: The diagnostician will:

a. Give the parent written notice for the evaluation b. Secure parent consent for the testing to be completed

Step 3: Once the student has been evaluated, a Full Individual Evaluation (FIE) will be completed

and will include dyslexia specific evaluation. Evaluation results and dyslexia eligibility

determination should be made in conjunction with diagnostician and the campus

Dyslexia Therapist. Dyslexia Profile worksheet will be completed as a collaborative effort

between diagnostician and dyslexia therapist.

Step 4:

The ARD Committee will review the FIE and determine whether the student meets one of

the following:

A. Ineligible for dyslexia or special education services B. Exhibits characteristics of dyslexia but does not meet the Texas Education Agency’s criteria for a learning disability to receive services through special education. The student will be referred to a CARE Team and/or 504 Committee. C. Exhibits characteristics of dyslexia and meets the Texas Education Agency’s criteria for a learning disability. The ARD Committee will determine where the dyslexia services will be provided based on the least restrictive environment for the student. Campus Dyslexia Therapist must be invited to the ARD Committee meeting if dyslexia eligibility is to be discussed. The meeting should be scheduled at a time that is convenient for all essential committee members. If there is consideration that dyslexia services will be provided through general education, the campus Dyslexia Therapist must be in attendance at the ARD. A copy of dyslexia evaluation results should be provided to the campus Dyslexia Therapist prior to the ARD.

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Step 5: After the ARD Committee has determined whether or not the student will receive direct

instruction for dyslexia, the diagnostician will document Dyslexia Services on PEIMS data

sheet.

IMPORTANT: If student is going to receive dyslexia services by the general education

Dyslexia Therapist, the parent must sign the Permission to Serve form (located in this

handbook) and a copy will be provided to the campus Dyslexia Therapist.

A copy of the students schedule of services, IEP goals/objectives and Dyslexia Profile

Worksheet will be provided to:

1. Director, Special Education 2. Special Education PEIMS Secretary

3. Master in Student’s Audit File

A copy of the Dyslexia Profile Worksheet and Permission to Serve form will be provided to the campus Dyslexia Therapist.

For students with the instructional arrangement of speech only:

Step 1: 1. Initial Referral – Follow the CARE Team Process (CARE Team leader gathers teacher

and Parent input forms specific to dyslexia (located in this handbook) and other related data like vision/hearing tests, grades, etc.)

2. The ARD Committee determines a need to assess for dyslexia through completion of a REED and the CARE Team data. The Dyslexia Therapist must be invited and present at this ARD.

Step 2: The Speech Pathologist will:

A. Give the parent written notice for the evaluation B. Secure parent consent for the testing to be completed

Step 3:

A. The Speech Pathologist provides the Dyslexia Therapist with the following: • Copy of the ARD Committee report requesting the evaluation and a copy of the parent permission for evaluation • Information regarding the student’s hearing and vision • Parent and Teacher Input forms (found in this handbook) • Any other data related to Rti (if available), grades, standardized tests, etc. that would be useful to the Dyslexia Therapist when determining a dyslexia profile.

Commented [e1]: Lesa, should the Parent Permission to Serve form also be made available in this step (Step 5, A)?

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B. The Dyslexia Therapist completes the dyslexia testing.

Step 4:

Once the student has been evaluated, a Dyslexia Report will be completed by the Dyslexia

Therapist.

Step 5:

The ARD Committee will review the Dyslexia Report and other related data and

determine whether or not the student has dyslexia:

A. If there is any consideration that dyslexia services will be provided by the campus dyslexia therapist, the dyslexia therapist must be in attendance at the ARD.

If eligible for dyslexia services, the ARD Committee will determine where the dyslexia services will be provided based on the least restrictive environment for the student.

IMPORTANT: If student is going to receive dyslexia services by the general education Dyslexia Therapist, the parent must sign the Permission to Serve form (located in this handbook) and a copy will be provided to the campus Dyslexia Therapist.

After the ARD Committee meeting, the SLP will document Dyslexia Services on PEIMS data sheet. A copy of the students schedule of services, IEP goals/objectives and Dyslexia Profile Worksheet will be provided to: 1. Director, Special Education 2. Special Education PEIMS Secretary 3. Master in Student’s Audit File

B. If ineligible for dyslexia services through general education, direct service will

not be provided.

Step 6:

If the student will receive direct instruction for dyslexia, the SLP will provide copies of

any relevant data and the Parent Permission to Serve form to the dyslexia therapist or

professional to be providing dyslexia therapy. The SLP is responsible for appropriate

distribution of IEPs, dyslexia eligibility evaluation reports, etc.

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Dyslexia Evaluation Procedures

Students enrolled in the Eagle Mountain - Saginaw Independent School District shall be assessed for dyslexia and related disorders at appropriate times (TEC §38.003(a)). 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), teacher’s input, and parents’ input. Additionally, the appropriate time for assessing is early in a student’s school career (19 TAC §74.28), the earlier the better. While earlier is better, students should be recommended for assessment for dyslexia even if the reading difficulties appear later in a student’s school career.

The procedures to follow include:

Notify parents or guardians of proposal to assess student for dyslexia (§504); Inform parents or guardians of their rights under §504; Obtain parent permission to assess the student for dyslexia; and Administer assessments only by individuals/professionals who are trained in

assessments to evaluate students for dyslexia and related disorders (19 TAC §74.28).

According to Section 504 of the Rehabilitation Act of 1973, tests, assessments, and other evaluation materials must:

Be validated for the specific purpose for which they are used; Include material tailored to assess specific areas of educational need and not

merely materials that are designed to provide a single general intelligence quotient;

Be selected and administered so as to ensure that, when a test is given to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student’s aptitude or achievement level, or whatever other factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual, or speaking skills;

Include multiple measures of a student’s reading abilities such as informal assessment information (e.g., anecdotal records, lists of books the student has read, audio recordings of the student’s oral reading); and

Be administered by trained personnel and in conformance with the instructions provided by the producer of the evaluation materials.

Based on The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders from the Texas Education Agency, depending on the student’s age and stage of reading development, the following are the areas related to reading that should be assessed.

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Academic Skills Letter Knowledge Reading Single Words in Isolation Word Decoding Fluency/Rate and Accuracy Reading Comprehension Written Spelling Cognitive processes that underlie the reading difficulties Phonological Awareness Rapid Naming

Based on the student’s academic difficulties and characteristics, additional areas that can be assessed include listening comprehension, vocabulary, written expression, handwriting, and mathematics.


Characteristic Profile of Dyslexia and compile a written report.

The 504 committee will convene to discuss the results of the dyslexia evaluation to determine if the student is eligible for the dyslexia program. If the 504 committee determines the student is eligible for the dyslexia program, the Consent to Serve form will be completed by the parents and an Accommodations Service Plan for the student will be developed.

VIII. Outside Evaluations A. Procedures for Students Transferring From Other Texas School Districts

The Dyslexia Therapist will review the information from the previous district including

testing information. If the previous district evaluation(s) has not been received within 30

calendar days from enrollment, the 504 Committee will proceed with “additional

assessment” procedures outlined below.

Note: If paperwork indicates that a student was receiving (or was scheduled to

receive) direct dyslexia therapy in their previous school district, the student will

immediately be placed in the EM-S ISD dyslexia therapy program until a review of

services and appropriate placement options under Section 504 is conducted.

If all areas have been assessed (per Dyslexia Handbook):

The 504 Committee will convene to determine if the student is eligible to

participate in the EM-S ISD district dyslexia program.

If eligible, the Consent for Section 504 Services form will need to be obtained.

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If additional assessment is needed:

The 504 coordinator will obtain Notice and Consent for Initial Section 504

Evaluation from the parent

The Dyslexia Therapist will administer additional assessment.

The 504 Committee will reconvene to determine if the student is eligible for the

district dyslexia program.

If the student is placed in the district general education dyslexia program, the campus

Dyslexia Therapist will place in the student’s eligibility folder the following items:

documentation from the previous district, Characteristic Profile of Dyslexia and Consent

for Section 504 Services form.

B. Procedures for Parents Providing Private Testing for Dyslexia The Dyslexia Handbook indicates that if a parent chooses to have his/her child assessed by

a private diagnostician or other source, to be valid, the assessment must comply with the

requirements set forth in Section 504 and the guidelines in the handbook (see the Dyslexia

Handbook – section on tests, assessment and other evaluations). The district must consider

information provided by the parent(s) when interpreting evaluation data and making

placement decisions. However, the district determines whether the student is eligible for

services for dyslexia and related disorders.

1. If a parent has had his/her child tested for dyslexia by a professional in private

practice or by a facility that provides private evaluations, the school should request that

the parent provide a copy of the evaluation for the school district.

2. Upon receipt, the Dyslexia Therapist will review the data to determine if the

required areas listed below have been assessed:

Letter Knowledge

Reading Real and Nonsense Words in Isolation

Reading Fluency (Rate and Accuracy)

Reading Comprehension

Written Spelling

Phonological/Phonemic Awareness

Rapid Naming

If all areas have been assessed (per Dyslexia Handbook):

The 504 Committee will convene to determine if the student is eligible to

participate in the EM-S ISD district dyslexia program.

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If eligible, the Parental Consent for 504 Services form will need to be obtained.

If additional assessment is needed:

The 504 coordinator will obtain Notice and Consent for Initial Section 504

Evaluation from the parent.

The Dyslexia Therapist will administer additional assessment.

The 504 Committee will reconvene to determine if the student is eligible for the

dyslexia program.

If the student is placed in the district dyslexia program, the campus Dyslexia Therapist

will place in the student’s eligibility folder the following items: documentation from the

private evaluation, Characteristic Profile of Dyslexia and Parental Consent for Section

504 Services.

IX. Services Provided A. Instruction

Appropriate instruction will be provided by a teacher trained in instructional strategies

that utilize individualized, intensive, multisensory, phonetic methods and a variety of

writing and spelling components at his/her campus, as specified in The Dyslexia Handbook

(Texas Education Agency, revised 2010). The Dyslexia Therapist is also responsible for

administering assessments to students. The Dyslexia Therapist will serve as trainer and

consultant in the areas of dyslexia and related disorders to all campus personnel.

B. Dyslexia Program Options All intervention must meet descriptors outlined in Chapter IV of The Dyslexia Handbook.

Elementary Students (K-5)

Options include:

Placement in district dyslexia program. If the student is assessed after February

1st, the student will receive basic classroom interventions, with accommodations,

as determined by the eligibility committee. The student will begin direct therapy

the following school year.

Regular class instruction with accommodations specifically designed for students

identified with characteristics of dyslexia.

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Secondary Students (6-12)

Options include:

Placement in dyslexia therapy (intervention time will vary depending on the

needs of the student). Therapy may be provided anywhere from 1 – 5 days a

week.

Placement with a certified teacher for intervention and support.

Regular class instruction with accommodations specifically designed for students

identified with characteristics of dyslexia.

C. District Dyslexia Program Time allotted for dyslexia therapy varies according to each student’s classroom schedule

and needs. Therapy lessons are usually 30 - 45 minutes per session and students are

generally pulled from their regular classroom instruction for therapy 3 – 4 times per

regular school week. Individual student needs must be taken into consideration when

planning intervention methods and the time required implementing needed instruction.

Elementary students should not be removed from core subject instructional time for their

therapy. With secondary students, the dyslexia intervention should not replace the

reading class; however, the intervention can replace an elective.

Therapists will not provide grades for subjects missed during therapy pull-out time.

Dyslexia intervention primarily focuses on building decoding and word structure

analysis skills. Students with dyslexia continue to need instruction in the regular

classroom to build all other reading skills. Therapy should be scheduled so the student

does not miss reading instruction.

D. Dysgraphia Dysgraphia is a dyslexia-related disorder which is seen as an inability to write legibly.

Visual-motor coordination skills are frequently within average range and are not the

primary cause of dysgraphia. Dysgraphia cannot be determined by simply looking at a

student’s work. The act of writing must also be observed. Characteristics of a student

with dysgraphia may include:

The student may write very slowly or very quickly;

Letter formation is inconsistent and the student seems to think about how to

form each letter;

A letter may be formed differently each time it is written; or

A student may appear to be drawing each letter.

18

Appropriate accommodations may include:

Additional time to complete work

Permitting use of the computer and printer to produce written assignments at

school and home

In the early grades, specific, direct, multisensory instruction in handwriting by

the classroom teacher

Reduced written assignments

Provide classroom notes

If the committee believes that the difficulty with handwriting impedes the student’s

progress to the degree that his/her educational progress is significantly impacted, a

referral for special education evaluation may be in order.

X. Instruction for Students Receiving Direct Dyslexia Therapy A. Components of Instruction

Components of instruction, as appropriate for the reading needs of the student, include

the following:

Phonemic awareness

Graphophonemic knowledge (phonics)

Language structure that emphasizes morphology

Linguistic instruction directed towards proficiency and fluency

Strategy-oriented instruction in decoding, encoding, word recognition,

fluency, and comprehension

B. Instructional Approaches Instructional approaches, as appropriate to meet the individual needs of the student,

include the following as outlined in 19 TAC Section 74.28:

Explicit, direct instruction that is systematic, sequential, and cumulative

Individualized instruction that meets the specific learning needs of each

student in a small group setting

Intensive and highly concentrated that maximizes student engagement

Meaning-based instruction

Multisensory instruction

19

XI. Criteria for Exiting Direct Dyslexia Therapy and for Monitoring A. Exiting Direct Dyslexia Therapy

Students receiving direct instruction in the dyslexia program may be dismissed and

moved to monitor status upon the recommendation of the CARE Team, the 504

Committee, the ARD Committee, or upon parent request (which must be documented).

The following criteria may be considered by the respective committee for dismissal from

direct instruction to monitor status:

The curriculum utilized with the student in the dyslexia program has been completed.

The Dyslexia Therapist will attend students 504 meetings for one year after a student

has exited direct therapy.

The recommended mastery levels for the curriculum have been achieved. The student

will be monitored by the Dyslexia Therapist for one year.

Student’s inability to grasp concepts taught in dyslexia therapy in order for the

student to make adequate progress in the program. Therapy is a complex process and

there are a number of complicating factors that can lead to discontinuing direct

dyslexia therapy. Frequent absenteeism can also negatively influence adequate

progress.

The student’s consistent mastery of concepts taught in dyslexia therapy in conjunction

with his/her performance in the regular reading program indicate that the student

should return to the regular reading program; in other words, the student no longer

has an educational need for direct therapy. The student will be monitored by the

Dyslexia Therapist for one year.

Parent request (must be documented). The student will be monitored by the Dyslexia Therapist for one year.

Important: The decision to exit a child from direct dyslexia therapy will always be

determined during a formal meeting of the appropriate committee (generally, a 504 Committee or ARD Committee). The Dyslexia Thearpist should notify the appropriate committee chair approximately 3 – 4 weeks prior to the anticipated exit date so that a meeting can be scheduled in a timely manner. A student will remain in direct dyslexia therapy until the meeting is held to review the decision to exit the student and an updated Student Services Plan can be developed.

B. Monitor Status Students may continue to receive accommodations following dismissal from dyslexia

intervention if a 504, ARD, or intervention committee agrees that continued

accommodations would be in the student’s best interest.

20

XII. Accommodations and Resources

A. How Classroom Teachers Can Support Students with Dyslexia Students with dyslexia often have no deficit in reading comprehension if they can

“decode” the written text fluently to retain its meaning. Identified students with dyslexia

have received/are receiving small-group instruction by trained Dyslexia Therapists to

help them fluently decode text. The following strategies used by all classroom teachers

can be of benefit in helping students with dyslexia succeed.

Vocabulary Strategies:

Pre-teach important vocabulary, pronouncing the words aloud while students look

at the words

Provide repeated exposure to new words

Teach morphemic analysis where appropriate-how the prefix, root, or suffix of the

word give clues to its meaning and to other related words

Use examples of what the words mean and what they don’t mean

Connect new words to words students already know

Before Reading:

Preview the material by identifying key words or concepts from the text prior to

reading and discuss what the students need to know about these words

Ask students to “brainstorm” with another student and briefly discuss what they

already know about the topic

Predict what the selection will cover/what important information will be learned

Always set a purpose for reading

During Reading:

Model strategies for using the text structure to determine what information is

important (heading and subheadings, graphs, charts, italicized or bold text, etc.)

Model visualizing by telling students what mental images the text is producing for

you and directing them to do the same

Model stopping to summarize, check understanding and reread when necessary if

a point is unclear

After Reading:

Practice summarizing, evaluating, and placing the new information in context

Encourage processing the material through many modalities: written, oral,

pictorial, etc.

21

At all times:

Routinely provide required ARD Modifications or 504 Accommodations

Consistently check for understanding, particularly of information delivered

through written text

B. RESOURCES FOR MORE DYSLEXIA INFORMATION NETCDC website- for meeting information and helpful resources- www.allcanread.net

Books

Overcoming Dyslexia - by Sally Shaywitz Straight Talk About Reading- by Susan Hall and Louisa Moates Parenting a Struggling Reader- by Susan Hall and Louisa Moates The Dyslexic Scholar by Kathleen Nosek All Kinds of Minds by Dr. Mel Levine Taking Charge of ADHD by Russell Barkley How to Reach and Teach Children and Teens with Dyslexia by Cynthia M. Stowe

Websites

International Dyslexia Association http://www.interdys.org

Dallas Branch of the International Dyslexia Association

http://www.dbida.org/ National Center for Learning Disabilities www.ncld.org Academic Language Therapy Association www.ALTAread.org (972) 233-9107 ext. 208 LD Online www.ldonline.org Texas Education Agency: Dyslexia and Related Disorders Procedures (Texas Dyslexia Handbook) http://www.tea.state.tx.us/ Learning Disabilities of America www.ldaamerica.us

C. Testing and Evaluation for Dyslexia

Scottish Rite Hospital- Luke Waites Center (214) 559-5000 SMU-Diagnostic Center for Dyslexia and Related Disorders (972) 473-3446 - Contact Terri Zerfas. www.smu.edu/teacher_education/reading/learningtherapy.asp Shelton School – Dallas, TX (972) 774-1772 www.shelton.org

Other Resources-

Texas Talking Books- www.tsl.state.tx.us/tbp Learning Ally (formerly Recording for the Blind and Dyslexic (RFB&D)

www.learningally.org

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.allcanread.net

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.interdys.org

http://www.dbida.org/

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.ncld.org

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.ALTAread.org

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.ldonline.org

http://www.tea.state.tx.us/

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.ldaamerica.us

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.smu.edu%2fteacher_education%2freading%2flearningtherapy.asp

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.shelton.org

https://bl2prd0610.outlook.com/owa/redir.aspx?C=JsyfKhO8lkGIvd31VloCe0_7M38aO9AIDKUoufySIpYdwPq4ZQ9HTH54CWHcW87FGVfPRZQFoqM.&URL=http%3a%2f%2fwww.tsl.state.tx.us%2ftbp

http://www.learningally.org/

22

PARENT INTERVIEW

Name of student:______________________________________ Date:____________________ School:_______________________ Grade:___________ Birth date:________________ Parent(s) names:___________________________________________________________________ Address: ________________________________ Phone:___________________________________ To aid in assessing the problems a child is experiencing in school and to detect the possibility of dyslexia, please have the parent answer each of the following questions.

YES

NO

FAMILY HISTORY

____ ____ Have any other members of the family had learning problems?

____ ____ Father

____ ____ Mother

____ ____ Sibling

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 which you feel may cause difficulty

in learning? Please explain: __________________________________________ _________________________________________________________________ ____ ____ 4. Is your child currently taking medication? Please

list______________________________________________________________ _________________________________________________________________

____ ____ 5. Does your child seem to have trouble hearing? ____ ____ 6. Does your child seem to have trouble seeing?

23

Please circle the term that indicates the degree of parents’ concern regarding each skill area. Cognitive/Academic Ability

Phonological Awareness Skills

My child has / had:

Difficulty recognizing or reproducing rhyming words Rarely Often

Difficulty naming the first or last sound in a word Rarely Often

Difficulty blending sounds together to make a work Rarely Often Alphabet

My child has / had:

Difficulty learning or recalling names of letters Rarely Often

Difficulty learning or recalling sounds of letters Rarely Often Decoding and Word Recognition

My child has / had:

Difficulty sounding out unfamiliar words Rarely Often

Difficulty reading words accurately Rarely Often Fluency

My child:

Makes frequent reading errors Rarely Often

Reads with hesitations Rarely Often

Reads slowly Rarely Often Spelling

My child has:

Difficulty memorizing words for spelling tests Rarely Often

Difficulty spelling words correctly Rarely Often Comprehension

My child has:

Difficulty understanding what he/she reads Rarely Often

Difficulty answering textbook questions Rarely Often Written Expression

My child has:

Difficulty writing sentences correctly Rarely Often

Difficulty writing stories and reports Rarely Often

24

My child needs many repetitions to learn something new No Yes

My child has difficulty learning math facts No Yes

My child has trouble with math word problems even when they are read aloud

No

Yes

My child has reading difficulties the seem unexpected compared to his/her other abilities.

No

Yes

Oral Language

When listening, my child has:

Difficulty understanding verbal directions Rarely Often

Difficulty understanding stories read to him/her Rarely Often

When speaking, my child has:

Weak or limited oral vocabulary Rarely Often

Difficulty finding the right word Rarely Often

Difficulty speaking with correct grammar Rarely Often

Difficulty explaining ideas or elaborating on thoughts Rarely Often Attention

My child: Has trouble organizing time and materials Rarely Often

Is easily distracted by sights and sounds Rarely Often

Does many things too quickly Rarely Often

Is often overactive or fidgety Rarely Often

Is inconsistent in classwork and homework assignments Rarely Often

Needs direct supervision to complete homework Rarely Often Handwriting My child: Is slow with handwriting and copying tasks Rarely Often Displays overall poor quality/ illegible handwriting on written assignments

Rarely Often

My Child’s Academic Development

English is a second language for my child No Yes

My child was retained in ____________ grade No Yes

My child has been in special programs. (Special Education No Yes

Reading Recovery, etc.) Please identify these: _____________________________________ ___________________________________________________________________________ This Parent Interview may be duplicated and utilized in educational settings as a tool for documenting parent concerns and observations. If it is edited or adapted, please credit the source by including the statement: “Adapted from the Parent Interview for Dyslexia, Texas Scottish Rite Hospital for Children.”

25

CLASSROOM CHECKLIST FOR IDENTIFICATION

OF CHARACTERISTICS OF DYSLEXIA

BEFORE COMPLETING THIS LIST, PLEASE BE SURE THAT THERE IS A RECORD OF NORMAL VISION

AND HEARING FOR THIS STUDENT.

________VISION NORMAL ________HEARING NORMAL

Please check all that apply:

______ Student‟s performance on academic tasks is often inconsistent.

______ Student has unusual difficulty with spelling dictation and independent spelling.

______ Student is unable to read with satisfactory speed, fluency, and/or accuracy.

______ Student has unusual difficulty with handwriting/letter shapes.

______ Student has difficulty copying accurately from near point, far point, or both.

______ Student is unable to say/write alphabet in sequence without chanting or singing.

______ Student lacks organizational skills.

______ Student frequently has difficulty finishing written assignments.

______ Student has difficulty starting assigned/independent activities.

______ Student has difficulty remembering and following directions.

______ Student has difficulty expressing him/herself clearly orally/written expression.

______ Student shows some directional or spatial orientation confusion (left/right, before/after, under/over, etc.).

______ Student‟s recall ability is poor, especially with words and names.

______ Student shows frustration easily, especially when doing a written assignment.

PLEASE NOTE THE NUMBER OF CHARACTERISTICS YOU HAVE CHECKED ______

Please answer the following questions:

______ Is there parent concern?

______ Has the student failed the TAKS/STAAR test in Reading and/or Writing?

______ Is there a KNOWN familial incidence of Dyslexia?

______ Is poor attendance a factor in academic achievement?

______ Is English the primary language of home?

______ Has this child been retained? What grade(s)?_____

______ Has this student had speech/language therapy? Year(s)_____

IF NO IQ TESTING HAS BEEN ADMINISTERED, PLEASE INDICATE THAT THIS STUDENT, IN YOUR

OPINION, HAS AVERAGE OR ABOVE AVERAGE INTELLIGENCE _____YES _____NO

STUDENT______________________________ GRADE__________ TEACHER_________________

PERSON COMPLETING THIS FORM____________________________________ DATE_________

26

Texas Dyslexia & Section 504 Initial Evaluation & Periodic Re-Evaluation

Form 15, page 1 of 6

Texas Dyslexia Law and Section 504 Initial Evaluation

& Periodic Re-Evaluation [The following form is to be used when the §504 Committee is conducting an Initial Evaluation to determine eligibility

under the Texas Dyslexia Law together with §504 eligibility and for Periodic Re-Evaluations (every three years) for Section

504-eligible students with dyslexia. Do not use Form 10 for Initial Evaluations or Re-Evaluations that include Texas

Dyslexia Law eligibility considerations.]

Student: Student ID #: Date of Birth:

Grade: Campus: Previous Campus:

Referred by: Position/Relation to Student:

Date of Referral: Today’s Date:

Required Texas Dyslexia Law and §504 Committee Membership: By regulation, the Section 504 Committee is a group of knowledgeable people. List each member attending and

check the area of knowledge each provides. Use this chart to document proper attendance. Each type of knowledge

must be present for the Committee to be properly constituted under Texas law for Dyslexia purposes, and Federal

law for Section 504 purposes. Note that Committee members can have more than one type of knowledge. For each

member, check all boxes of knowledge that apply. (Attach an additional sheet if necessary).

Name of Committee

Member

Position/Title This member has knowledge of…..

The Child

The Meaning of the Evaluation Data & the dyslexia assessment

The Placement Options

The reading process

Dyslexia and related disorders

Dyslexia instruction

District or charter school, state & federal guidelines for assessment

The Child



The reading process




The Child



The reading process




The Child



The reading process




The Child



The reading process




27



Procedural Checklist: For an Initial §504 & Dyslexia Evaluation, complete Questions 1-5. If this is a Re-Evaluation, there is no

requirement for parental consent (mark Question 1 “N/A”, and complete the other four questions). Please verify by

checkmark that each requirement is completed before proceeding.

1. Verify that the parent consented to §504 initial evaluation, Form 5 (Does not apply to re-evaluations)

2. Verify that the §504 Committee is a group, including a person with knowledge in each of the required

areas.

3. Verify the Student’s dominant language: Dominant language of the home:

4. Verify that the parent received Notice of Parent Rights under §504

5. Verify how the parent was informed of the date, time, and place for this evaluation (check one)

In writing

By Phone In Person Other:

NOTE on current special education eligibility or pending special education evaluation: If the student being assessed is either currently eligible under special education (regardless of eligibility category)

or is currently undergoing special education evaluation, a dyslexia evaluation under Section 504 is inappropriate,

and dyslexia assessment should be pursued under the authority of the student’s ARD Committee and pursuant to

the IDEA procedural safeguards.

Texas Dyslexia Evaluation Data. Pursuant to the Dyslexia Handbook, Revised 2007, Updated 2010 (Blue Book) instructions, the Section 504

Committee will begin the evaluation by determining the student’s eligibility under the Texas Dyslexia Law. The

evaluation data reviewed by the §504 Committee to make the dyslexia eligibility decision included data from the

following areas (mark with a check to document that each area of required data was reviewed.)

Observations of the teacher, district or charter school staff, and/or parent

Data gathered from the classroom (including student work and results of classroom measures)

and information found in the student’s cumulative folder (including the developmental and

academic history of the student).

The results of administered assessments (including both formal and informal measures),

appropriate for the student’s level of reading development, including: reading real words in

isolation; decoding nonsense words; phonological awareness; letter knowledge (name and

associated sound); rapid naming; orthographic processing; fluency/rate and accuracy; reading

comprehension; and written spelling.

Data-based documentation of student progress during instruction and intervention

LPAC documentation (where applicable)

All other accumulated data regarding the development of the student’s learning and the

student’s educational needs.

Texas Dyslexia Law Eligibility. In making the determination of dyslexia eligibility, the Committee reviewed the evaluation data identified above

(including the formal dyslexia assessment), and considered the factors required by the Dyslexia Blue Book as fully

described therein. Based on that data, mark each area of consideration with “Agree” or “Disagree.”

Dyslexia Eligibility Factors Agree Disagree

The student has received conventional (appropriate) reading instruction;

The student has experienced an unexpected lack of appropriate progress in the

areas of reading and written spelling;

The student has adequate intelligence (an average ability to learn in the

absence of print or in other academic areas);

The student exhibits characteristics associated with dyslexia (see the primary

characteristics and review the student’s underlying cognitive processes

associated with dyslexia as explained in the Blue Book); AND

The student’s lack of progress was not due to sociocultural factors such as

language differences, irregular attendance or lack of experiential background.

28



Results of Texas Dyslexia Evaluation. If the Committee marked “Agree” in response to each of the preceding five statements, the student is identified as having

dyslexia and is eligible for services under the Texas Dyslexia Law. If the Committee answered any of the previous five

statements with “Disagree,” the student is not eligible under the dyslexia law based on Blue Book criteria, and can only

receive dyslexia services through action of a Section 504 Committee or ARD Committee when such services are required to

provide the student with a free appropriate public education (FAPE). Note that a student can be identified as having dyslexia

by a Section 504 Committee or ARD Committee even if Texas Dyslexia Law requirements are not met. This is not, however,

a common result.

Based on the evaluation data reviewed, and the answers to the required statements, the Committee has

determined that (check one):

The student is ELIGIBLE under the Texas

Dyslexia Law.

The student is NOT ELIGIBLE under the Texas

Dyslexia Law.

Section 504 Eligibility While eligibility under the Texas Dyslexia Law commonly creates eligibility under Section 504, eligibility under Section 504

is determined based on federal eligibility requirements and the analysis below. That analysis must address the impact of the

student’s dyslexia on the major life activity of “reading” (in addition to the broader major life activity of “learning”). Should

the school suspect that the student has any other impairment(s) in addition to dyslexia, the Section 504 Evaluation should

address that/those impairments as well.

Evaluation Data Considered from a Variety of Sources The Committee reviewed and carefully considered data gathered from a variety of sources, including the Referral Document.

[Please check each type of data reviewed by the Committee, or attach copies of the data.]

Parent input Student work portfolio

Teacher/Administrator Input &

Recommendations

Special education records (specify)

Aptitude and Achievement Tests Social or cultural background

Other Tests Disciplinary records/referrals

Early Intervention data Mitigating measures

Grade reports Adaptive behavior

School Health Information Dyslexia assessment/Dyslexia progress data

Medical evaluations/diagnoses/physical

condition

Other

NOTE: If information from a conversation or other data in unwritten form was considered, please document that

oral data relied upon by attaching written notes summarizing the conversation or data.)

Section 504 Eligibility Determination As directed by Congress in the ADAAA, the Section 504 Committee understands that the definition of disability

“shall be construed in favor of broad coverage of individuals under this Act, to the maximum extent permitted by

the terms of this Act.”

1. Does the student have a physical or mental impairment? If so, please

identify the impairment(s) in the box below. Notes (1) This is an

educational determination only, and not a medical diagnosis for purposes

of treatment. (2) Impairments that are episodic, in remission or mitigated

should also be listed. (3) OCR guidance indicates that in “virtually every case,”

diabetes, epilepsy, bipolar disorder and autism will result in eligibility under

Section 504. Extensive documentation or analysis should not be required for these

impairments.

Eligibility Question #1

Yes No

If you answered “yes” to Question 1, identify the impairment(s) here.

29



2. Does the physical or mental impairment affect one or more major life

activities (including major bodily functions)? If so, identify the major life

activity or major bodily function by checking the appropriate box or boxes.

Note: For an impairment that is episodic, in remission, or mitigated, identify

the activity or function affected when the disability was present or active.


Yes No

Major Life Activities include, but are not limited to:

Caring for oneself Eating Lifting Learning Communicating

Performing manual tasks Sleeping Bending Reading Working

Seeing Walking Speaking Concentrating Other:

Hearing Standing Breathing Thinking Other:

Functions of immune

system

Bowel function Endocrine function Brain function

Normal cell growth Bladder function Respiratory function Digestive function

Reproductive function Neurological function Circulatory function Other:

3. Does the physical or mental impairment substantially limit a major life

activity? Notes: (1) “Substantially limits” does not mean “significantly

restricted.” (2) This question asks whether the person evaluated is

substantially limited in performing a major life activity as compared to the

“average student” of the same grade or age or as compared to “most

students” of the same grade or age. (3) The ADAAA requires that when

making this determination, the Committee should not consider the ameliorative

(helpful or positive) effects of mitigating measures (except for ordinary

eyeglasses or contact lenses). (4) The fact that the impairment is episodic (the

impact of the impairment is sometimes substantially limiting, but not always),

or in remission, does not preclude eligibility if the impairment would

substantially limit a major life activity when active.

If Eligibility Question 3 is answered “no,” explain why the student is not

substantially limited and describe how the committee addressed the

positive impact of mitigating measures (what measures are used by/for the

student, and what was their impact?):


Yes No

Section 504 Plan & Placement (completed only if each of the three

preceding questions were answered “Yes.”). Does the student need Section 504 services in order for his/her educational

needs to be met as adequately as those of non-disabled peers? Notes: (1) If

the student’s needs are so extreme as to require special education and related

services, a referral to special education should be considered. (2) If the

student’s impairment is in remission, and creates no need for services or

accommodations, the student is not in need of a §504 Services Plan. (3) If the

student’s needs are currently addressed by mitigating measures with no need

for additional services or accommodations, and the mitigating measures are

provided or implemented by the student, with no action required by the school,

the student is not in need of a §504 Services Plan.

If the Plan and Placement question is answered “no,” explain why the student

does not need a Section 504 Services Plan:

Plan & Placement Question

Yes No

30



Analyzing the results of the Committee’s answers 1. If all four questions are answered “YES”, the student is eligible for both the nondiscrimination and FAPE (Section 504 Services

Plan) protections of Section 504. The Section 504 Committee will create a Section 504 Services plan for this student.

2. If only the first three questions are answered “YES”, the student is eligible for the nondiscrimination protections of Section 504,

together with manifestation determination, procedural safeguards, and periodic Re-Evaluation (at least ever three years) or more

often as needed. The Section 504 Committee will not create a Section 504 Services Plan at this time as the student’s needs are

currently being met as adequately as his nondisabled peers. Should such a need develop, the §504 Committee shall re-convene and

develop an appropriate Section 504 Services Plan at that time.

3. If any of the first three answers is “NO”, the student is not eligible for Section 504 nondiscrimination protection and is not

eligible for a Section 504 Services Plan.

Special instructions for implementing the decision: 1. For students eligible under both the Texas dyslexia law and Section 504: The Committee should develop appropriate services

using Form 12.

2. For students determined eligible for Section 504, but not under the Texas dyslexia law: The Committee should consider

appropriate services utilizing Form 12.

3. For students eligible under the Texas dyslexia law but not eligible for Section 504: The Committee should consider appropriate

accommodations including dyslexia services. These accommodations and services should be documented on the appropriate local

form. Do not use Form 12 for a student who is not §504-eligible. If y

Section 504 Committee’s Decision The Section 504 Committee’s analysis of the eligibility criteria as applied to the evaluation data indicates that at this

time (check the appropriate box or boxes):

Not §504 Eligible. The student is not eligible under Section 504.

§504 Eligible + Plan + Dyslexia Services. The student is identified as dyslexic, is eligible under Section 504,

and will receive a Section 504 Services Plan that governs the provision of a free appropriate public education to the

student. The Plan will include dyslexia services. The student will receive manifestation determination, procedural

safeguards, periodic Re-Evaluation (at least ever three years) or more often as needed, as well as the

nondiscrimination protections of Section 504.

§504 Eligible + Plan + No Dyslexia Services. The student is eligible under Section 504, and will receive a

Section 504 Services Plan that governs the provision of a free appropriate public education to the student. The

student will receive manifestation determination, procedural safeguards, periodic Re-Evaluation (at least ever three

years) or more often as needed, as well as the nondiscrimination protections of Section 504.

§504 Eligible + No Plan (In Remission). The student is eligible under Section 504, but will not require a

Section 504 Services Plan because the physical or mental impairment is in remission, and there is no current need

for services. The student will receive manifestation determination, procedural safeguards, periodic Re-Evaluation

or more often as needed, as well as the nondiscrimination protections of Section 504. Should need for a Plan

develop, the Section 504 Committee shall reconvene and develop an appropriate Section 504 Services Plan.

§504 Eligible + No Plan (Mitigating Measures). The student is eligible under §504, but will not require a

§504 Services Plan because the student’s needs are met as adequately as his nondisabled peers due to the positive

effect of mitigating measures currently in use. The student will receive manifestation determination, procedural

safeguards, periodic Re-Evaluation or more often as needed, as well as the nondiscrimination protections of §504.

Should need for a Plan develop, the §504 Committee shall reconvene and develop an appropriate §504 Services

Plan. This result applies when the mitigating measures are neither provided by nor implemented by the School.

31



§504 Eligible + No Implemented Plan (Refusal/Revocation of Consent for Services). The Student is

eligible under §504, but will not be served under a §504 Services Plan at this time because the Student’s Parent

has either refused consent for initial Section 504 Services or has revoked consent for continued Section 504

Services. The Parent’s action is documented in Form 11. The Committee will complete the Section 504 Services

Plan (Form 12), but the Plan will not be implemented due to the Parent’s refusal to consent or revocation of

consent. The Student will receive manifestation determination, procedural safeguards, periodic Re-Evaluation or

more often as needed, as well as the nondiscrimination protections of §504. Should the Parent desire Section 504

Services for the Student, the Parent will notify the §504 Coordinator to convene a Section 504 Meeting.

Continued §504 Eligibility. The student remains eligible under Section 504, and will receive an updated

Section 504 Services Plan that governs the provision of a free appropriate public education to the student. The

student will receive manifestation determination, procedural safeguards, periodic Re-Evaluation (at least ever

three years) or more often as needed, as well as the nondiscrimination protections of §504. (For use with Re-

Evaluations).

Dismissal from §504. The student is no longer eligible for Section 504 and is exited from the program. The

student will now receive regular education without Section 504 services. The student will receive the

nondiscrimination protections of Section 504 as a student with a record of an impairment, together with

procedural safeguards, but will not receive manifestation determination, or periodic Re-Evaluation (at least ever

three years).

IDEA Eligible & §504 Dismissal. The student has been determined special education eligible by an ARD

Committee/IEP Team. Consequently, the student is no longer served through a Section 504 Committee and is

exited from the program. The student will receive a free appropriate education through the ARD Committee/IEP

Team, together with the nondiscrimination protections and procedural safeguards of Section 504.

Other (please describe)

Additional notes or explanations by the Committee:

Parents must be provided notice of the results of this meeting.

The Notice of Section 504 Evaluation Results, Form 10, page 5 of 5

can be used for this purpose.]

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EAGLE MOUNTAIN – SAGINAW

INDEPENDENT SCHOOL DISTRICT

Parent Permission to Serve While checklist forms are convenient, they can also lead to confusion. Please use this page to ensure that the decision of the ARD Committee or 504 Committee is clear to school personnel and anyone who has responsibility to implement the Plan or supervise its implementation. This page should also be used to document any decision, accommodation or service that does not “fit” the Service Plan grid. This page should also be used to explain or provide detail for any item or issue where an entry on the Service Plan is unclear or subject to confusion. SERVICE:

Signature of Committee Members Present: DATE:______________________________________ ____________________________________________________________

Signature

____________________________________________________________

Parent/Guardian Name Authorizing Consent to Serve ____________________________________________________________

Signature

____________________________________________________________

Position ____________________________________________________________

Signature

____________________________________________________________

Position ____________________________________________________________

Signature

____________________________________________________________

Position ____________________________________________________________

Signature

____________________________________________________________

Position ____________________________________________________________

Signature

____________________________________________________________

Position ____________________________________________________________

Signature

____________________________________________________________

Position

© 1999, 2011 RIC HARDS LINDSAY & MARTÍN, L.L.P. Some Rights Reserved, governed by the restrictions imposed on page 1. CESD §504 Compliance System, November 24, 2011 (Pre-ADAAA Guidance).

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EM-S ISD Dyslexia Testing Process PARENT REQUEST

A parent or guardian may request dyslexia testing at any time. Following a parent request for testing (verbal or written), the appropriate committee will gather and review data to determine if a dyslexia assessment is appropriate. Dyslexia testing is conducted in the EM-S ISD if all of the following conditions are met:

The student has received documented reading intervention and does not demonstrate expected progress;

Poor performance in one or more areas of reading and/or spelling that is unexpected for the student’s age/grade, and;

Characteristics of dyslexia are evident in the student’s academic work, relevant test data and teacher/parent observation.

CARE Team Leader receives parent request for dyslexia testing.

CARE Team Leader gathers relevant data (teacher input, parent input, grades, test data, work samples, etc.).

CARE Team meets to review data. A Dyslexia Therapist must be present at this initial data review meeting.

CARE Team determines that a referral for dyslexia testing is appropriate and the 504 Coordinator is given CARE Team

referral paperwork.

"504 Notice and Consent for Initial Section 504 Evaluation" is obtained from parent. Parent receives their "Rights under Section 504". 504 Coordinator gathers additional student data, as needed. Campus Dyslexia Therapist receives all

relevant data/paperwork and proceeds with testing.

504 Team meets to review dyslexia test results.

"Texas Dyslexia & Section 504 Initial Evaluation" is completed.

Student is identified with dyslexia. Appropriate 504

services and accommodations are developed and

implemented.

Student does not have dyslexia. Committee reviews the

possibility of other related disabilities and develops a plan

as appropriate. Rti (reading intervention) may be

recommended or continued, as appropriate.

CARE Team determines that dyslexia testing is not appropriate at this time due to lack of supporting

evidence or other factors.

The "Dyslexia Evaluation Recommendation Form" is completed and a CARE team meeting is held

with the parent.

Rti (reading intervention) may be recommended or continued for a specific period of time.

Student shows progress after Rti and no further action is taken.

OR

Student continues to struggle, and CARE Team reconvenes to consider dyslexia testing and

other appropriate optIons (such as a special education referral).

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____ Copy to Parent EM-S ISD

_____ Copy to Student’s File Dyslexia Evaluation Rec. Form _____ Notice of Rights Given to Parent Rev. 4/2014

Dyslexia Evaluation Recommendation Form

Parent Request for Testing

Date: Student Name:

Campus: Grade:

Parent(s) Name: Student ID:

Address: Phone:

In response to your request for a dyslexia evaluation, a review of your child’s school records, information

from teachers, and other related data was conducted. After this review, the following determination was

made:

_________ The student will receive structured reading intervention with re-evaluation of

progress in _________________ (# of weeks).

________ The student will be tested for dyslexia (parent permission required).

________ The student does not display any characteristics of dyslexia and will not receive

dyslexia testing at this time.

________ Other:____________________________________________________________

School district staff members who reviewed and considered your child’s records (name/title):

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________

If you have any questions about this recommendation, please contact me at the number below. A copy of

your Section 504 Parental Rights have been included with this letter.

Sincerely,

____________________________________ _____________________________

504 Campus Coordinator Contact Phone

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The Dyslexia Testing and Evaluation Process

An Overview for Parents and Families of Elementary Students

EM-S ISD

Your child is being tested for dyslexia. Now what? A licensed Dyslexia Therapist will complete a series of tests with your child to determine if your child has characteristics of dyslexia. The testing takes about 3 – 4 hours to complete. Your child will be pulled from their classroom to complete the evaluation process. Testing will take place over a period of 1 – 3 days, depending on your child’s classroom schedule. Testing will be completed within 45 school days from the signed date on the “Parent Consent for Evaluation” form.

When will I know the results of my child’s dyslexia testing?

After testing is completed, you will be invited to attend a meeting at your child’s school. You will learn the results of your child’s dyslexia test during this meeting. Test results can only be discussed during this formal meeting. We know you are anxious to know about your child’s test results. Dyslexia Therapists can only share test results during this formal meeting to ensure compliance with state and federal dyslexia laws and to prevent any confusion or miscommunication.

If your child is identified with dyslexia, there are several options.

1) Your child may be pulled out of their regular classroom for “dyslexia therapy”. Dyslexia therapy is approximately 30 - 45 minutes a day, 3 to 4 times a week. Every child is different. Older students newly identified with dyslexia may not need as much intervention as younger students – a plan will be developed to meet the needs of your child.

2) Your child may receive special accommodations in the classroom designed to help them manage their dyslexia. Some students with dyslexia will only need classroom accommodations. Some students will need accommodations and dyslexia therapy – an individualized plan will be developed for your child.

When will dyslexia therapy begin for my child? If a student is identified with dyslexia AFTER February 1, they will begin receiving dyslexia therapy at the beginning of the following school year (in August/September). If a student is identified with dyslexia BEFORE February 1, they will immediately be placed in a dyslexia therapy group at their school.

How long will my child receive dyslexia therapy? Most students with dyslexia will receive dyslexia therapy for two years. Our district uses a special curriculum called “Take Flight” that is designed to be taught over a two-year period of time. Some students may not need two years of therapy – some may need longer. Students will only be exited from therapy when they have achieved certain standards of improvement in their reading and writing.

Dyslexia - Eagle Mountain-Saginaw Independent …...Revised 10/9/15 Eagle Mountain-Saginaw ISD...

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