GISD DYSLEXIA HANDBOOK

February 2011

Procedures Concerning Dyslexia and Related Disorders Including GISD Guidelines and Forms

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TABLE OF CONTENTS SOURCES OF LAWS AND RULES FOR DYSLEXIA IDENTIFICATION AND INSTRUCTION................................ 2 CHECKLIST OF PROCEDURES TO FOLLOW TO ENSURE COMPLIANCE WITH STATE DYSLEXIA

LAWS/CODE: ..................................................................................................................................... 3 CHECKLIST OF WRITTEN DOCUMENTATION RECOMMENDED TO ENSURE COMPLIANCE WITH

SECTION 504:.................................................................................................................................... 3 STATE SPECIAL PROGRAM COMPLIANCE MONITORING............................................................................ 4 DYSLEXIA COMPLIANCE MONITORING INDICATORS – LOCAL BOARD OF TRUSTEES.................................. 5 DEFINITION OF TERMS, CHARACTERISTICS OF DYSLEXIA AND OBJECTIVES OF SCHOOL DYSLEXIA PROGRAM.......................................................................................................................................... 8 COMMON SIGNS OF DYSLEXIA ..............................................................................................................10 OBJECTIVES OF THE GISD DYSLEXIA PROGRAM.....................................................................................11 DATA GATHERING ................................................................................................................................13 PROCEDURES FOR DATA GATHERING PRIOR TO FORMAL ASSESSMENT FOR DYSLEXIA SERVICES

AND SECTION 504 ELIGIBILITY..........................................................................................................13 ASSESSMENT, IDENTIFICATION, AND PLACEMENT INTO A DYSLEXIA INSTRUCTIONAL PROGRAM.............14 REFERRAL FOR SPECIAL EDUCATION SERVICES .....................................................................................15 APPENDIX A: PATHWAY TO THE IDENTIFICATION AND PROVISION OF INSTRUCTION FOR

STUDENTS WITH DYSLEXIA...............................................................................................................16 DYSLEXIA TESTING REQUIREMENTS......................................................................................................17 QUALIFIERS FOR GISD DYSLEXIA PROGRAM ..........................................................................................18 APPROPRIATE INSTRUCTIONAL PROGRAM.............................................................................................20 PROGRAMA DE INSTRUCCIÓN APROPIADO ............................................................................................21 PROCEDURES FOR SERVING TRANSFERRED DYSLEXIC STUDENTS...........................................................22

LISTS & FORMS

INFORMATION FROM THE CLASSROOM TEACHER...................................................................................24 PRE-ASSESSMENT BASELINE DATA GATHERING .....................................................................................25 DYSLEXIA PRE-ASSESSMENT DATA GATHERING .....................................................................................27 PARENT INPUT.....................................................................................................................................29 NOTICE OF DYSLEXIA TEAM / COMMITTEE MEETING..............................................................................31 DYSLEXIA ASSESSMENT STUDENT PROFILE ...........................................................................................34 STAIR STEP CHART*.............................................................................................................................37 ELEMENTARY OPTIONS FOR PLACEMENT...............................................................................................38 SECONDARY OPTIONS FOR PLACEMENT ................................................................................................39 NOTICE OF ASSESSMENT RESULTS................................................. ERROR! BOOKMARK NOT DEFINED. AND PLACEMENT OPTIONS ............................................................ ERROR! BOOKMARK NOT DEFINED. DYSLEXIA PROCEDURE CHECKLIST........................................................................................................41 NOTICE OF DYSLEXIA MONITORING STATUS .........................................................................................42 DYSLEXIA STUDENT MONITORING REPORT ...........................................................................................43 WAIVER OF SERVICES FOR DYSLEXIA....................................................................................................44 SECTION 504 STUDENT INDIVIDUAL ACCOMMODATION PLAN (IAP)........................................................45 SAIL STUDENT INDIVIDUAL ACCOMMODATION PLAN (IAP).....................................................................47 DYSLEXIA PROGRAM/NON- §504 STUDENT ............................................................................................49 PERMISSION FOR RE-EVALUATION........................................................................................................49 EXIT FORM OR RECOMMENDATION FORM FOR FURTHER DYSLEXIA SERVICES ........................................51 END OF THE YEAR SUMMARY ................................................................................................................53 PURPLE FOLDER CONTENTS..................................................................................................................54 STORAGE OF DYSLEXIA RECORDS .........................................................................................................55 STUDENT DYSLEXIA PROGRAM INFORMATION.......................................................................................56 DYSLEXIA CAMPUS TRANSITIONAL INFORMATION .................................................................................57 RECORD OF INSPECTION OF PUPIL RECORDS ........................................................................................58 CLASSROOM ACCOMMODATIONS/MODIFICATIONS BOOKLET (16 PAGES)

DYSLEXIA PARENT INFORMATION BOOKLET (22 PAGES)

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Sources of Laws and Rules for Dyslexia Identification and Instruction

Texas Education Code (TEC) 38.003

Texas Education Code (TEC) 28.006

Texas Education Code (TEC) 7.028 (b)

Texas Administrative Code (TAC) 74.28 (State Board of Education Rule)

The Dyslexia Handbook – Revised 2007: Procedures Concerning Dyslexia and Related

Disorders

Section 504 – Rehabilitation Act of 1973

IDEA – Individuals with Disabilities Education Act

TAKS Accommodations for Students with Dyslexia (Bundled Accommodations)

Based on the TEA document The Dyslexia Handbook – Revised 2007: Procedures Concerning Dyslexia and Related Disorders, School Boards MUST: • Ensure that procedures for indentifying a student with dyslexia or a related disorder are

implemented in the district (TAC 74.28) • Ensure that procedures for providing appropriate instructional services to the student are

implemented in the district (TAC 74.28) • Ensure that the district or school complies with all applicable requirements of state educational

programs (TEC 7.028) Districts MUST: • Administer K-2 assessments (TEC 28.006) • Provide early identification, intervention, and support (TEC 28.006) • Apply results of early assessment instruments to instruction and report to the Commissioners of

Education (TEC 28.006) • Implement procedures for students with dyslexia and related disorders according to State Board of

Education strategies (i.e., Dyslexia Handbook) (TAC 74.28) • Provide training of educators about dyslexia (TEC 28.006) • Ensure the procedures for identification and instruction are in place (TAC 74.28) • Test for dyslexia at appropriate times (TEC 38.003) • Meet the requirements of Section 504 when assessment for dyslexia is recommended (Dyslexia

Handbook) • Provide treatment (instruction) for students with dyslexia (TEC 38.003) • Purchase or develop their own programs that include descriptors listed in the state handbook (TAC

74.28) • Notify parents in writing before an assessment or identification procedures is used with an individual

student (TAC 74.28) • Inform parents of all services and options available to students eligible under the Rehabilitation Act

of 1973, Section 504 (TAC 74.28) • Provide student with services of a teacher trained in dyslexia (TAC 74.28) • Provide a parent education program (TAC 74.28)

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Checklist of Procedures to Follow to Ensure Compliance with State Dyslexia Laws/Code: • Notify parents or guardians of proposals to assess students for dyslexia (504). • Inform parents or guardians of their rights under Section 504. • Obtain parent permission to assess the student for dyslexia. • Administer measures only by individuals/professionals who are trained in assessment to evaluate students for

dyslexia and related disorders (19 TAC 74.28). • Ensure identification of dyslexia is made by a committee that includes persons knowledgeable about the

reading process, dyslexia and dyslexia instruction, the assessments used, and the meaning of the collected data. • Provide dyslexia instruction as per TEC 28.003 (instruction is provided regardless of student eligibility for

Section 504).

Checklist of Written Documentation Recommended to Ensure Compliance with Section 504:

• Documentation that the notice of evaluation has been given to parents or guardians. • Documentation that parents or guardians were given their rights under Section 504. • Documentation of the parent’s or guardian’s consent for the evaluation (Letter to Durheim. 27 IDELR 380

(OCR 1997) • Documentation of the evaluation data. • Documentation of the decision made by the committee of knowledgeable persons concerning the disability

(whether a disability exits) and, if a disability exists, whether the disability substantially limits a major life activity.

• Documentation of the placement options and placement decisions.

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State Special Program Compliance Monitoring Except for Special Education

TEA shifted the responsibility from TEA (DEC Monitoring) to the local board of trustees for monitoring state compliance issues related to state programs such as Dyslexia, Gifted and Talented, Bilingual Education / English as a Second Language, Career and Technology Education, Optional Extended Year, Pre-Kindergarten Notification and State Compensatory Education. Reference www.tea.state.tx.us: Scroll to the following categories to view the wording for local board of trustees’ responsibility regarding special program compliance monitoring:

• Education Laws & Rules • Texas Education Code (TEC) • Education Code (TEC) • Chapter 7. State Organization • TEC 7.027 (Limitation on Compliance Monitoring)

The Dyslexia Compliance Monitoring Indicators (seven) that local boards of trustees are responsible for ensuring compliance with are listed on the following pages of this manual. Local boards of trustees have been responsible for these specific indicators since 2003.

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Dyslexia Compliance Monitoring Indicators – Local Board of Trustees

DYS-1 Implementation of Board Procedures The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder and procedures for providing appropriate instructional services to the student are implemented in the district. 19 TAC sec. 74.28(a) Documents Reviewed: evidence that the district has a written plan outlining procedures and timelines for recommending for assessment, assessing students suspected of having dyslexia, identifying students with dyslexia, and implementing services including instruction for students with dyslexia or related disorders

staff interviews indicating that staff has received copies of the written plan written administrative procedures and timelines written board policies (such as EHB [LEGAL] and BQ [LEGAL])

DYS-2 Early Identification, Intervention, and Support

A program for early identification, intervention, and support for students at risk for dyslexia or other reading difficulties is available in the district. TEC sec. 28.006 Documents Reviewed: evidence that the school district has procedures for identifying students who are at risk for dyslexia or other reading difficulties and administers the early reading instruments in Grades K-2

name(s) of the Grades K-2 early reading instrument(s) administered in the district results on the Grades K-2 early reading instruments

evidence that the district has procedures for identifying the reading instructional needs of the students who are at risk for dyslexia and other reading difficulties and provides accelerated (intensive) reading instruction for students in Grades K-2 who are determined to be at risk for reading difficulties

list of students with their instructional needs, who did not perform at a typical level based on reading instrument(s), and other measures deemed appropriate by the school or district

roster of students receiving accelerated (intensive) instruction based on results of Grades K-2 screening

evidence that the district has procedures for notifying parents and district administrators of students who are determined, on the basis of the reading instrument results, to be at risk for dyslexia or other reading difficulties

documentation of parent notification (i.e., letter, phone, conference) documentation of superintendent report to the commissioner and the district board of

trustees description of instruction for students with instructional needs based on the Grades K 2

screening

DYS-3 Parent Notification of Assessment 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. 19 TAC sec. 74.28(d) and The Dyslexia Handbook: Procedures Concerning Dyslexia and Ρελατεδ Disorders (TEA, February 2001) Documents Reviewed: evidence that folders of students recommended for assessment for dyslexia contain a parent permission/denial letter signed by parent, guardian, or another person in parental relation to the student

parent letter granting permission or denial for the assessment student's permanent record folder or dyslexia folder list of students recommended for assessment

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DYS-4

District Procedures Align With State Board of Education Approved Procedures A school district’s procedures are implemented according to the SBOE-approved procedures for (a) recommending a student for assessment for dyslexia, (b) assessing a student for dyslexia, and (c) identifying and determining services for students having dyslexia and related disorders. Evaluation procedures require multiple sources of data. Evaluation is conducted by individuals/professionals who are trained to assess students for dyslexia and related disorders. The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (TEA, February 2001) Documents Reviewed: evidence of alignment between district guidelines and implementation of procedures for the (a) recommendation for assessment, (b) assessment, (c) identification, and (d) determination of instruction and services for students having dyslexia or related disorders with SBOE-approved procedures

files of students referred for evaluation for dyslexia and related disorders lists of students identified with dyslexia and related disorders and the services

determined for each identified student documentation of the decisions for each student made by the committee of

knowledgeable persons concerning dyslexia evidence of multiple sources of valid data for the assessment and identification of dyslexia

documentation of multiple sources of data evidence that staff are trained in how to determine if a student needs to be recommended for assessment for dyslexia and how to support students identified with dyslexia

training of person who assesses the student meets the state guidelines district plan for staff development in recommending students for assessment for dyslexia

and supporting students identified with dyslexia

DYS-5

Parents Informed Regarding Section 504 Services and Options Parents/guardians of students eligible under Section 504 of the Rehabilitation Act of 1973 are informed of all services and options available to the student under that federal statute. 19 TAC sec. 74.28(e) Documents Reviewed: evidence that parents/guardian were informed of services and options available to students under Section 504

documentation of parent notification of services and options under Section 504 (i.e., letter, pamphlet, handbook, parent conference)

teacher/parent interviews/discussion evidence that funds are allocated to campuses based on greatest need

district funding allocation documents interviews with district and campus administrators

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DYS-6

Reading Program for Students With Dyslexia The school district has a reading program for students with dyslexia and related disorders that is characterized by the descriptors found in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (TEA, February, 2001). Teachers who teach these students are trained in instructional strategies that use individualized, intensive, multisensory, and phonetic methods to teach reading. The instructional program includes writing and spelling components. 19 TAC sec. 74.28(c) Documents Reviewed: evidence that reading program(s) contains individualized, multisensory, and phonetic methods to teach reading and contains writing and spelling components

reading program(s) used by the district and/or campus

evidence that teachers have received training in individualized, intensive, multisensory, and phonetic methods to teach reading, writing, and spelling

professional development record of the teacher(s) of the dyslexia program

DYS-7

Program Services Availability 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 or her campus. 19 TAC sec. 74.28(f) Documents Reviewed: evidence that students are being served on their home campuses

roster of students receiving services for dyslexia individual student class schedules

evidence of written justification for those students who receive services at a centralized location

files of students receiving services at a centralized location parent or guardian permission letter on file giving permission for student to use the

centralized location

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Definition of Terms

Characteristics of Dyslexia

Objectives of School Dyslexia Program

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Definition of Terms DYSLEXIA AND RELATED TERMS

The student who struggles with reading, writing, and/or spelling often puzzles teachers and parents. The student displays average ability to learn and receive the same classroom instruction that benefits most children; however the student continues to struggle with some or all of the many facets of reading, writing, and/or spelling. This student may be a student with dyslexia. Definition

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties usually result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002). Characteristics of dyslexia: The following difficulties may be associated with dyslexia 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

• difficulty accurately decoding nonsense or unfamiliar words • difficulty reading single words in isolation • inaccurate and labored oral reading • lack of reading fluency • variable degrees of difficulty with reading comprehension • variable degrees of difficulty learning the names of letters and their associated sounds • difficulty with learning to spell • difficulty in word finding and rapid naming • variable difficulty with aspects of written composition • difficulty with learning and reproducing the alphabet in correct sequence (in either oral or

written form) • family history of similar problems

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Common Signs of Dyslexia The following signs may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities. Pre-school: • May talk later than most children; • May have difficulty with rhyming; • May have difficultly pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawn

mower); • May have poor auditory memory for nursery rhymes and chants; • May be slow to add new vocabulary words; • May be unable to recall the right word; • May have trouble learning numbers, days of the week, colors, shapes, and how to spell and write

his or her name. Kindergarten through third grade: • Fails to understand that words come apart; for example, that snowman can pulled apart in snow

and man and, later on, that the word man can be broken down still further and sounded our as: /m/ /ă/ /n/;

• Has difficulty learning the letter names and their corresponding sounds; • Has difficulty decoding single words ( reading single words in isolation) ---lacks a strategy; • Has difficulty spelling phonetically; • Reads dysfluently (choppy and labored); • Relies on context to recognize a word. Fourth grade through high school: • Has a history of reading and spelling difficulties; • Avoids reading aloud; • Reads most materials slowly; oral reading is labored, not fluent; • Avoids reading for pleasure; • May have an inadequate vocabulary; • Has difficulty spelling; may resort to using less complicated words in writing that are easier to

spell.

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OBJECTIVES OF THE GISD DYSLEXIA PROGRAM

• To provide accelerated or modified instruction, supplemental to the student’s core

Language Arts curriculum, to meet the special needs of students who are dyslexic or have related disorders.

• To provide a system for screening students to identify those whom may have

dyslexia or related disorders.

• To maintain a trained dyslexia staff in early intervention strategies, in screening and appropriate interventions for students with dyslexic characteristics and identified dyslexia.

• To provide appropriate accommodations and assistive technology so that students

identified with dyslexia will have access to required textual reading.

• To provide parent education about dyslexia and related disorders, and how parents can support student’s academic success and emotional well-being.

• To provide education and support for teachers on identification of the characteristics of dyslexia as well as the use of classroom accommodations.

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DATA GATHERING

REFERRAL PROCESS FOR DYSLEXIA EVALUATION

IDENTIFICATION AND PLACEMENT INTO DYSLEXIA INSTRUCTIONAL PROGRAMS

REFERRAL FOR

SPECIAL EDUCATION SERVICES

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DATA GATHERING

Data Gathering Description Data Gathering describes actions that teachers and school personnel are to take for students that

continue to struggle with one or more components of reading. The data that is gathered will be used to evaluate the student’s academic progress and determine what actions are needed to ensure the student’s improved academic performance.

With the effective implementation of Response to Intervention and the use of universal screening in

reading to identify each student’s level of proficiency (three times per year), students who struggle with reading but not yet identified as having dyslexia or a reading disability, will have greater opportunities for early intervention and acceleration of achievement.

At any time (from kindergarten through grade 12) that a student continues to struggle with one or more

components of reading, districts and charter schools must collect additional information about the student.

Procedures for Data Gathering Prior to Formal Assessment for Dyslexia Services and Section 504 Eligibility

Information will be obtained from the Cumulative folder, work samples, teacher and parent interviews, and listening to the child read. Information to be considered includes the results from many or all of the following: 1. Vision and Hearing a. Vision and hearing screening is conducted by health services personnel and recorded in

health records as outlined by the school district. 2. Academic Progress Reports

a. Student academic progress noted by the teacher is recorded in report cards and the cumulative record.

b. Review information related to standardized achievement tests, TAKS, reading profiles,

Individual Reading Inventories, K-2 reading instrument as described in TEC 28.006, universal screening results, and other data recorded in the cumulative folder of the student.

c. Review samples of student work to identify unusual patterns. This may include a reading

and writing Portfolio (folders with samples of writing, lists of books read audio tapes of oral reading, teacher observations, etc.).

d. Consider students who exhibit inconsistent academic performance, students at risk on

universal screening measures, scaled scores significantly below chronological age, or achievement scores with a large discrepancy between mathematics and reading.

3. Parent Conferences

a. Review data related to parent conferences identifying medical or family history which indicated possible learning problems.

4. Speech and Language Screening

a. Identify students having speech and language difficulties and refer to the pre-referral committee for consideration of an evaluation by special education.

5. Results of testing for Limited English Proficiency

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ASSESSMENT, IDENTIFICATION, AND PLACEMENT INTO A DYSLEXIA INSTRUCTIONAL PROGRAM Description If it is determined that a student who has been identified as having primary difficulties in reading,

writing, and spelling is not progressing academically in the Tier II interventions and/or remedial programs in the school district or the student’s progress in the essential components of reading warrants continued intervention AND the student demonstrates characteristics associated with dyslexia, then continued evaluation in the areas of dyslexia and related disorders must be considered. Notice of the proposal to identify the child must be issued in accordance with state regulations.

Procedures for Assessment, Identification and Placement into a Dyslexia Instructional Program After a Student Support Committee and Campus Intervention Team (CIT), SAIL, etc., meets and determines that a student is displaying characteristics of dyslexia, a Section 504 referral process is started. Parental permission to evaluate for dyslexia is obtained in writing and the Section 504 Parental Notification of Rights form is given to the parents.

1. Depending on the student’s age and stages of reading development, the following are areas related to reading that should be assessed: phonological awareness, word decoding (real and nonsense), letter knowledge (name and sound association), rapid naming, fluency/rate and accuracy, reading comprehension and spelling.

2. After testing and data gathering is completed, and before Section 504 eligibility is determined, a Dyslexia Team / Committee of Knowledgeable Persons will review the accumulated data including formal testing, informal data and parent / teacher input. The Committee of Knowledgeable Persons should consist of two or more of the following: the superintendent, a principal, a counselor, a reading specialist, a dyslexia specialist, a speech and language pathologist, an educational diagnostician, a special education teacher, and a teacher or other professional educator. The Dyslexia Team / Committee of Knowledgeable Persons will make the determination if the student’s testing indicated an educational diagnosis of dyslexia. A student identified as dyslexic will display the following criteria:

a. The student exhibits characteristics associated with dyslexia. b. The student has not made appropriate academic progress. c. The student demonstrates the potential to learn. d. The student has received conventional and remedial instruction. e. The student’s lack of progress is not due to socio-cultural factors such as language

differences, inconsistent attendance, or lack of experiential background. f. The student’s lack of progress has constitutional origin (inborn development basis).

3. A Section 504 Committee will meet to make a decision on eligibility for Section 504. To qualify under Section 504, the Committee must determine that the assessment data indicates the student has a learning disability that substantially limits a major life activity. Not all students that are identified as dyslexic are eligible for Section 504. This is an individual student placement decision based upon assessment data and the needs of the student as determined by a committee off knowledgeable persons:

4. The Campus Dyslexia Designee disseminates copies of all paperwork to appropriate parties (including parents) in a timely manner.

5. The Campus Dyslexia Designee or Campus 504 Contact advises student’s teacher(s) of documented instructional accommodations to be implemented and supplies them with a copy of the 504-accommodation plan. The Campus Dyslexia Designee also makes available to the student’s teacher(s) additional dyslexia strategies in the Classroom Accommodation section of this notebook.

6. The Section 504 committee must reevaluate eligible disabled students periodically, specifically: a. every three years;

(Or) b. prior to a significant change in placement.

7. The Section 504 campus contact will provide notice to parents before reevaluation.

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REFERRAL FOR SPECIAL EDUCATION SERVICES Description Students with severe dyslexia or related disorders who are unable to make academic progress in the

programs designed for students with dyslexia and related disorders may be referred to special education for a comprehensive assessment and possible identification as disabled within the meaning of the Individuals with Disabilities Education Act (IDEA).

Procedures for Referral for Special Education Services

1. At any point in Data Gathering, a student may be referred to Special Education. 2. All referral, notification, assessment, and placement rules for handicapped children must

be followed. Such referral would be accompanied by the written general and specific notices to the parents of federal and state rights for children with disabilities and would follow all mandated procedures. In IDEA, Amendments of 1997, Section 602 (26), dyslexia is considered one of a variety of etiological foundations for “specific learning disability.” Section 602 (26) Specific Learning Disability.

(A) In General- - The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

(B) Disorders included - - This term includes such conditions as perceptual disabilities, brain

injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (C) Disorders not included - - This term does not include a learning problem that is primarily the

result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

34 CFR 300.7(b)(10):

“Specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disability, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not apply to children who have learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. Certain students with dyslexia or other specific learning disabilities qualify as disabled under federal and state law and may receive special education and related services. The Admission, Review, and Dismissal (ARD) committee may include the descriptors listed in Identification and Placement into a Dyslexia Instructional Program for the student’s individual education plan (IEP). Other students with less severe learning disabilities or dyslexia may not require special education services and should benefit from specific assistance within Tier I or Tier II reading interventions.

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APPENDIX A: Pathway to the Identification and Provision of Instruction for Students with Dyslexia

The Dyslexia Handbook – Revised 2007

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Dyslexia Testing Requirements The following tests should be administered to all students assessed for dyslexia.

Woodcock Johnson III Sub-tests Sub-test #

Letter / Word ID 1 Reading Fluency 2 Story Recall 3 Understanding Directions 4 Spelling 7 Passage Comprehension 9 Word Attack 13 Picture Vocabulary 14 Oral Comprehension 15 Reading Vocabulary 17 Spelling of Sounds 20

Comprehensive Test of Phonological Processing (C-TOPP) Core Clusters (Sub-tests 1-6)

Phonological Awareness Phonological Memory Rapid Naming

TOWRE Sight Words Nonsense Words

AIMSWeb Fluency and Accuracy Comprehension Letter Knowledge

INDIVIDUAL READING INVENTORY DRA

QRI Other IRI

Additional Testing: To be completed as indicated by student’s age and teacher or parent concerns. Marie Clay - Observation Survey TPRI Writing the Alphabet Woodcock Johnson 111

Math Calculations Applied Problems Writing Sample

Students may use testing completed in the last twelve (12) months from a previous school district, private diagnostician or other source or if the SAIL committee has determined that the above components have been assessed satisfactorily. The previously untested areas will need to be assessed before a decision on services can be finalized.

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Qualifiers for GISD Dyslexia Program

The student’s difficulties in the area of reading will reflect one or more of the primary characteristics of dyslexia with unexpectedly low performance for the student’s age and educational level in the following areas:

• Reading real words in isolation; • Decoding nonsense words; • Reading fluency (both rate and accuracy); • Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia).

Question 1: Is there a deficit in one or more of the primary characteristics of dyslexia? [Is there an indicator documented in the below average range? Keep in mind standard error of measure for scores that fall within the lower limits of the average range.] Consideration – Student’s achievement in Word Reading, Word Decoding, Written Spelling, and Fluency as measured by TOWRE, WJIII, and AIMSWweb.

This unexpectedly low reading performance will be the result of a deficit in phonological processing, including the following:

• Phonological awareness; • Rapid naming; • Phonological memory.

Question 2: Is there a deficit in phonological processing? [Is there an indicator documented in the below average range? Keep in mind standard error of measure for scores that fall within the lower limits of the average range. See note below for specific considerations related to phonological awareness.] Consideration – Scores from the Phonological Awareness, Phonological Memory and Rapid Naming scores on the “Comprehensive Test of Phonological Processing.*

*If phonological awareness is within the average range, please consider the following: If a cluster score is used, look at the individual subtests to determine consistency of scores Has the student received intervention that may have normalized the score? If so, there should be evidence

of a prior weakness in phonological awareness. Many students with dyslexia will have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition.

Consideration – Is the student’s reading comprehension stronger than deficit areas indicated in Question 1 and Question 2? Area evaluated is Reading Comprehension

Question 3: Is there evidence of unexpectedness? As the committee reviews ALL of the data including assessment results, ask the following question: “Are deficits indicated in the primary characteristics of dyslexia and in phonological processing unexpected?” Consider the following areas. • Consideration – Is the student’s listening comprehension (ability to comprehend what he or she is listening

to) stronger than deficit areas indicated in Question 1 and Question 2? Is listening comprehension stronger than the student’s reading comprehension? Area Evaluated is Listening Comprehension * Attention or memory issues may impact (lower) the score; additional data can help substantiate possible

difficulties such as teacher observations, parent observations, report card, and parent-teacher conference documentation, etc.

• Consideration – Is the student’s verbal ability stronger than deficit areas indicated in Question 1 and Question 2? – Area evaluated is Verbal Ability

• Consideration – Do any or all of the following areas below indicate stronger skills when compared to the

deficit areas indicated in Question 1 and Question 2? • Report card grades in Science, Social Studies and Math • Additional documentation of unexpectedness

Qualifiers for GISD Dyslexia Program

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Additional Reading Risk Factors: • Student’s ability to reason through word problems (i.e., Applied Problems) is significantly higher

than his ability to calculate math problems (i.e., Math Calculation). • Student’s ability to retrieve information is below 90, as measured by the Rapid Naming composite

standard score on the Comprehensive Test of Phonological Processing. This would Impact his ability to read fluently.

• A student’s short term memory is below 90, as measured by the Phonological Memory composite standard score on the Comprehensive Test of Phonological Processing.

• Student has a family history of reading disabilities or dyslexia. • Student has documented resistance to intervention.

Identification A committee of knowledgeable persons determines the identification of dyslexia after reviewing all accumulated data. The team must be knowledgeable about the following:

• The student being assessed; • The reading process; • Dyslexia and related disorders; • Dyslexia instruction; • District, state, and federal guidelines for assessment; • The assessments used; • The meaning of the collected data.

The committee of knowledgeable persons will review all accumulated data including the following areas:

• The observations of teacher, school staff, and/or parent/guardian; • Data gathered from the classroom and information found in the student’s cumulative folder; • Data-based documentation of student progress during instruction/intervention; • The results of administered assessments; • Language Assessment Proficiency Committee (LPAC) documentation, when applicable; • All other accumulated data regarding the development of the student’s learning and his/her

educational needs. The committee of knowledgeable persons must also incorporate the following guidelines as authorized by TEC §38.003 and 19 TAC §74.28:

• The student has received appropriate instruction; • The student has an unexpected lack of appropriate academic progress (in the areas of reading and

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; • The student’s lack of progress is not due to sociocultural factors such as language differences,

irregular attendance, or lack of experiential background.

Based on the above information and guidelines, the committee of knowledgeable persons determines whether the student has dyslexia. If the student has dyslexia, the committee of knowledgeable persons also determines whether the student has a disability under the Rehabilitation Act of 1973, §504. Not all students with dyslexia are automatically eligible for §504. A student is considered to have a disability under §504 if the condition substantially limits the student’s learning. Students with additional factors that complicate their dyslexia may require additional support or referral to special education.

Georgetown ISD 20

Appropriate Instructional Program Once the identification of dyslexia or a related disorder has been made, the school district must provide an appropriate instructional program for the student so identified. This instructional program should be offered in a small class setting on the identified student’s campus, and be supplemental to the student’s core Language Arts curriculum. The major instructional strategies should utilize individualized, intensive, multisensory methods, and contain reading, writing and spelling components that include the following descriptors as appropriate: • Phonemic awareness: instruction that enables students to detect, segment, blend and manipulate

sounds in spoken language. • Graphophonemic knowledge (explicit, synthetic and analytic phonics): instruction which takes

advantage of the letter-sound plan in which words which carry meaning are made of sounds, and sounds are written with letters in the right order. Students with this understanding can blend sounds associated with letters into words and can separate words into component sounds for spelling and writing.

• Language structure: instruction that encompasses morphology, semantics, syntax and pragmatics. • Linguistic: instruction directed toward proficiency and fluency with the patterns of language so that

words and sentences are the carriers of meaning. • Meaning based: instruction, which is directed toward purposeful reading and writing, with an emphasis

on comprehension and composition. • Multisensory: Instruction which incorporates the simultaneous use of two or more sensory pathways

(auditory, visual, kinesthetic, tactile) during presentation and practice. • Process oriented: the processes or strategies students use for decoding, encoding, leading to word

recognition, fluency and comprehension which students need to become independent readers during presentation and practice.

• Explicit direct instruction: instruction, which is systematic (structured), sequential, and cumulative and

is organized and presented in a way that follows a logical sequential plan and fits the nature of language (alphabetic principle) with no assumption of prior skills or language knowledge.

• Individualized instruction that meets the specific learning needs of each individual student in a small

group setting; a reading curriculum that matches each student’s individual ability level and contains all of the Components of Instruction mandated in 19 TAC sec.74.28;

• Intensive, highly concentrated instruction that maximizes student engagement, uses specialized

methods and materials, produces results, and contains all the Components of Instruction mandated in 19TAC sec.74.28.

Teachers of these classes shall be prepared to utilize these techniques and strategies. The may also serve as trainers and consultants in the area of dyslexia and related disorders to regular, remedial and special education teachers.

Georgetown ISD 21

Programa De Instrucción Apropiado Una vez que se ha identificado la dislexia o una discapacidad correlativa, el distrito escolar debe ofrecer un programa de instrucción apropiado para el alumno del que se trata. Este programa debe ofrecerse en una clase con un numero reducido de alumnos, en el plantel del alumno. Las principales estrategias de instrucción deben utilizar métodos individualizados, intensivos y multisensoriales, en los que haya elementos de lectura, de redacción y de ortografía y que incluyan los siguientes descriptores, a consideración: • Conocimiento gramofonémico (fonética explícita, sintética y analítica): una instrucción que aproveche el

plan de correspondencia letra-sonido, en el que las palabras que tienen significado están formadas por sonidos, y los sonidos están escritos con letras en el orden debido. Los estudiantes que tienen esta comprensión pueden unir sonidos asociados con letras para formar palabras, y pueden separar las palabras en los sonidos integrantes, para practicar ortografía y redacción.

• Lingüística: una instrucción dirigida al dominio y a la fluidez de los patrones del lenguaje, de modo que

las palabras y las oraciones sean portadoras de significado. • Instrucción basada en el significado: una instrucción que está dirigida a la lectura y a la redacción con

propósito, con un énfasis en la comprensión y la composición. • Multisensorial: una instrucción que incorpora el uso simultáneo de dos o más rutas sensoriales (auditiva,

visual, cenestésica, táctil) durante la presentación y la práctica. • Conciencia fonémica: una instrucción que habilita a los estudiantes para detectar, segmentar, unir y

manipular sonidos en el lenguaje oral. • Instrucción orientarda al proceso: los procesos o estrategias que los alumnos utilizan para descifrar y

codificar que conducen al reconocimiento y comprensión de las palabras, y a la fluidez en su uso, que los alumnos necesitan para llegar a ser lectores independientes durante la presentación y la práctica.

• Instrucción basada en la estructura del lenguaje: una instrucción que incluye morfología, semática,

sintaxis y pragmática. Instrucción directa explícita: una instrucción que es sistemática (estructurada), en secuencia y Acumulativa, y que está organizada y presentada de modo que sigue un plan con secuencia lógica y Que se ajusta a la naturaleza del lenguaje (principio alfabético), sin presuponer habilidades o conocimiento del lenguaje previos. Los maestros(as) que impartan estas clases estarán preparados para utilizar estas técnicas y estrategias. Pueden también actuar como capacitadores y consultores en el campo de la dislexia y las discapacidades correlativas para maestros(as) regulares, rehabilitadores y de educación especial.

Georgetown ISD 22

Procedures for Serving Transferred Dyslexic Students Outside the District The Dyslexia Team / Committee will review the records of students transferring into the district that have previously been identified as dyslexic from a sending school. The Dyslexia Team / Committee will review the assessment data and academic recommendations provided by the sending school and pertinent local ISD evaluation data and make recommendations regarding continued placement and modifications. Students who transfer into the district and meet the following criteria may be placed in the school’s dyslexia program which most nearly reflects the sending school’s programs:

• Evidence that the student has been screened according to TEA guidelines • Evidence that the student had received modifications/accommodations while attending the sending

school if available. • Parent notification that the student will be placed in GISD’s dyslexia program. • Reserve the right to further assess to meet GISD criteria. • Evidence provided by out of district testing will be considered.

Inside the District Dyslexic students transferring within the district should be placed in the receiving school’s dyslexia program. If the student moves during the identification process, the receiving school will continue the process.

Georgetown ISD 23

LISTS

&

FORMS

Georgetown ISD 24

GEORGETOWN Dyslexia Program Information from the Classroom Teacher

Initial Screening for Dyslexic Characteristics Student’s Name: _______________________________ Grade______ ID#___________________________ Teacher’s Name: _______________________________ Date: _____________________________________

**Circle Y for yes and N for no. Additional comments are welcome.

Academic Performance Y N Is the child reading below grade level?

Y N Is the child’s listening comprehension ability above student’s own reading level?

Y N Is the child’s reading comprehension ability above student’s own reading level? The instructional reading level is . His/her reading rate is .

Comments about reading ability:

Y N Is the student demonstrating difficulty with written composition such as: has great ideas but has trouble getting them on paper, sentence structure and/or spelling is poor, etc.?

Y N Is the student at risk according to universal screening measures of reading ability?

Y N Has the child attended a special reading program/service? Which one and for how long?

Y N Does the child have difficulty in math calculation?

Y N Does the child have difficulty with math word problems? Comments about math ability:

Y N Is there a bilingual background that could be causing the reading difficulties?

Y N Are there any behavioral issues that could be causing some of the reading difficulties?

Y N Do you believe this student is in the average to above average range of intelligence?

Y N Are the parents aware of the academic concerns?

Y N Does the report card indicate below level in reading?

Y N Does the report card indicate below level in math?

Y N Have you taken the concerns to a Student Support Team (CIT, SAIL, etc.)? Please check if these apply: ___ served by the Dyslexia Program ___ served by Special Education, including Speech ___ served in Tier 2 Instructional Support

Georgetown ISD 25

Georgetown ISD

PRE-ASSESSMENT BASELINE DATA GATHERING PROFILE SUMMARY SHEET

Gather data from the Cumulative Folder such as health records, prior report cards, school assessment measures, and teacher conference notes. View student work samples and unedited writing. Listen to the student read and note all miscues, reading rate, fluency and note comprehension. Record a summary of your observations. TAKS Test Scores: Year Grade _____ ______ _____ ______ _____ ______ _____ ______ _____ ______

Reading _____ _____ _____ _____ _____

Math _____ _____ _____ _____ _____

Writing _____ _____ _____ _____ _____

K-8 Early Reading Assessment Scores (AIMSWEB): Beginning of the Year: __________ Middle of the Year: ___________ End of the Year: ___________ Note specific problems observed and remedial services provided: Other Reading Assessments: (as available) Name of Test Grade Date %ile S.S. _____________________ __________ _____________ ____________ _____________

_____________________ __________ _____________ ____________ _____________

_____________________ __________ _____________ ____________ _____________

_____________________ __________ ____________ ____________ _____________

_____________________ __________ ____________ ____________ _____________

Georgetown ISD 26

PRE-ASSESSMENT BASELINE DATA GATHERING PROFILE SUMMARY SHEET (CONTINUED) Summary of Report Card Data: Grade Reading Spelling Writing Mathematics Attendance Grade Grade Grade Grade Grade

Summary of Parent / Teacher Conference Notes: Grade Comments: Grade Comments: Grade Comments: Grade Comments: Grade Comments:

DOCUMENT THE READING INTERVENTIONS THAT HAVE BEEN IMPLEMENTED AND THE DURATION OF THE INTERVENTIONS: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ WHAT IS THE PRIMARY LANGUAGE SPOKEN IN THE HOME? _____________________________________________________ ADDITIONAL COMMENTS / INFORMATION:

Georgetown ISD 27

Georgetown ISD

DYSLEXIA PRE-ASSESSMENT DATA GATHERING Student: Date of Report: Grade: Campus and School ID #: D.O.B: Age at Testing: Parents: Phone Numbers: Address: Examiner: Reason for Screening: The student’s teacher and/or parents are concerned about his/her reading progress. The screening was requested by an ARD Committee. Other Reason: ___________________________________________________________________ Screening: Information from parents:

YES NO The student is having difficulty specifically with learning to read and spell. The student is not having difficulty with other subjects. There is a family history of difficulties learning to read or other learning problems. The student has been having difficulties with reading/spelling for most of his school

career. If no, the difficulty began in grade . The reading/spelling grades seem low compared to his ability to learn. The student has not had any physical, medical, or developmental problems that

would interfere with learning. The student has had remedial services in school. [Grade(s) ]

Information from teachers: The student has difficulties in the following areas:

YES NO oral language (word-finding and rapid naming) listening (for main idea, story problem, context clues)

phonemic awareness skills (rhyming, segmenting, beginning/medial/ and final sounds, syllabication, changing an initial sound to make a word family word)

saying or writing the alphabet

word attack (self-corrects often, transposes letters or sounds, adds sounds to words or deletes sounds or suffixes)

reading unfamiliar words and words in isolation reading fluently (labored and inaccurate reading, in timed situations) reading comprehension written composition (sentence structure, paragraphs, poorly organized)

spelling (often reviewed words, small common words, in context is lower, memorized is better)

problems were noted in the area of health problems were noted in the area behavior problems were noted in the area attendance some modifications are used with some success

Additional relevant information:

Georgetown ISD 28

Information from prior report cards show that the student: YES NO

had difficulty learning the letters of the alphabet, sounds, and sight words in Kindergarten, First, Second did receive some remedial assistance (grade(s) ___) reading was marked below level for at least part of the year (grade___) shows a trend of chronic absenteeism had some areas of social skills that were marked as needing improvement in grades

Additional relevant information: Other information:

Yes No Vision appears to be within normal range as determined by school nurse. Hearing appears to be within normal range as determined by school nurse. Student is served by special education. Student has been or is in a bilingual or ESL program. (grade___)

Georgetown ISD 29

Georgetown ISD Dyslexia Program

PARENT INPUT Student: __________________________________________________ Date: ___________________ School: ____________________________________ Grade: _____ DOB: ___________________ Parent’s Names: _______________________________________________________________________ Address: _____________________________________________ Phone: ________________________ Phone: _______________________ To aid in assessing the problems your child is experiencing in school and to screen for the characteristics of dyslexia, please answer each of the following questions. Family History Yes No 1. Have any other members of the family had learning problems? _____ _____ Father? _____ _____ Mother? _____ _____ Sibling? _____ _____ Other? 2. Has your child received any type of remedial instruction in school? _____ _____ Explain: ______________________________________________ 3. Is your child currently taking medication? _____ _____ 4. Does your child seem to have trouble hearing? _____ _____ 5. Does your child seem to have trouble seeing or wear glasses? _____ _____

If yes, to any of the above, please provide further details. Behavior Observations 1. Do you have to often repeat instructions to your child? _____ _____ 2. Does your child seem to have difficulty following directions? _____ _____ 3. Does your child seem to spend more time than is appropriate on homework? _____ _____ 4. Does your child seem to need an extraordinary amount of help with homework? _____ _____ 5. Does your child seem to have more difficulty in reading, writing, and spelling than in most other subjects? _____ _____ 6. Do your child’s grades in reading, writing, and spelling seem low compared to his ability to think and understand? _____ _____ 7. Do you spend time reading to your child? _____ _____ 8. Does your child seem to enjoy being read to? _____ _____ 9. Does your child hesitate to read to you? _____ _____ 10. Does your child talk favorably about school? _____ _____

Please include all additional information that might help us to help your child on the back of this sheet.

Georgetown ISD 30

Programa para la dislexia, del Distrito Escolar Independiente de Georgetown ENTREVISTA A LOS PADRES DE FAMILIA

Estudiante: ___________________________________________________ Fecha: __________________ Escuela: ____________________________ Grado: ____________ Fecha de nacimiento: _____________ Nombres de los padres ___________________________________________________________________ Dirección:_____________________________________________________ Teléfono: _________________ Teléfono: _________________ Como complemento para la evaluacion de los problemas que su hijo(a) está presentando en la escuela, y para el examen de las características de dislexia, por favor responda a cada una de las siguientes preguntas.

Historia de la familiar Sí No 1. ¿Ohan tenido otros miembros de la familia problemas para aprender? ____ ____ ¿el padre? ____ ____ ¿la madre? ____ ____ ¿algún hermano(a)? ____ ____ 2. ¿Ha recibido su hijo(a) alguna instrucción compensatoria en la escuela? ____ ____ Explique: ________________________________________________ 3. ¿Está su hijo(a) tomando actualmente alguna medicina? ____ ____ 4. ¿Parece su hijo(a) tener algún problema para escuchar? ____ ____ 5. ¿Parece su hijo(a) tener algún problema para ver, o usa anteojos? ____ ____ Si responde “sí” a cualquiera de estas preguntas, por favor proporcione más detalles.

Observaciones sobre conducta 1. ¿Tiene usted que repetir a menudo las instrucciones que da a su hijo(a)? ____ ____ 2. ¿Su hijo(a) parece tener dificultad para seguir instrucciones? ____ ____ 3. ¿Parece que su hijo(a) dedica más tiempo del debido a sus tareas? ____ ____ 4. ¿Parece que su hijo(a) necesita mucha más ayuda con las tareas? ____ ____ 5. ¿Parece que su hijo(a) tiene más dificultad con lectura, escritura y ortografía

que con otras materias? ____ ____ 6. ¿Las calificaciones de su hijo(a) en lectura, escritura y ortografía parecen bajas, comparadas con su capacidad de reflexionar y entender? ____ ____ 7. ¿Dedica usted tiempo a leerle a su niño(a)? ____ ____ 8. ¿Le parece que su niño(a) disfruta cuando le leen algo? ____ ____ 9. ¿Su niño(a) titubea para leerle algo a usted? ____ ____ 10. ¿Su hijo(a) habla favorbalemente de la escuela? ____ ____ Haga el favor de incluir, al reverso de esta hoja, cualquier otra información que pueda servirnos para ayudar a su hijo(a).

Georgetown ISD 31

Georgetown ISD Dyslexia Program

NOTICE OF DYSLEXIA TEAM / COMMITTEE MEETING

To: ________________________________ From: ________________________________, Campus Dyslexia Designee Date: ________________________________ Re: Dyslexia Team / Committee Meeting for ______________________________ This meeting will be held on _________ at __________ am/pm in room ___________. Your input is valuable, and we would like for you to attend to share any new and relevant information. Thank you for your time and contributions to this process.

Georgetown ISD 32

Programa de la Dislexia del Distrito Escolar Independiente de Georgetown ISD

INFORME DE LA JUNTA DEL COMITE PARA LA DISLEXIA

Para: _____________________________ De: _____________________________, Coordinador(a) del plantel escolar del programa de la Dislexia Fecha: _____________________________ Acerca de: Junta del Equipo de Asesoría Educativa para la Dislexia para _________________________ Esta junta se llevará a cabo el ____de _______ a las ________ am/pm en el salón # _____________. Su información es importante, y deseamos que asista para compartir cualquier información nueva y relevante. Gracias por su tiempo y apoyo a este proceso.

Georgetown ISD 33

Just a reminder that we will meet on

__________ at ___________ to discuss

the results of the dyslexia evaluation for

________________________.

I look forward to seeing you then!

Just a reminder that we will meet on

__________ at ___________ to discuss

the results of the dyslexia evaluation for

________________________.

I look forward to seeing you then! Just a reminder that we will meet on

__________ at ___________ to discuss

the results of the dyslexia evaluation for

________________________.

I look forward to seeing you then!

Georgetown ISD 34

Dyslexia Assessment Student Profile (For Committee use in the Identification of Dyslexia)

Name: Date of Birth: Date:

Home Language: Campus: Grade:

Date of vision screening: Date of hearing screening: Attendance:

Check if applicable: Special Education/Speech ESL/Bilingual Question 1: Is there a deficit in one or more of the primary characteristics of dyslexia? [Is there an indicator documented in the below average range? Keep in mind standard error of measure for scores that fall within the lower limits of the average range.]

Word Reading

Date Assessment Instrument Composite or Subtest Standard Score Below Average Average Above Average

TOWRE: Sight Word WJIII Letter Word ID

Word Decoding Date Assessment Instrument Composite or Subtest Standard Score Below Average Average Above Average

TOWRE: Phonemic Decoding Efficiency

WJIII Word Attack

Written Spelling [An isolated deficit in spelling would not be sufficient to identify dyslexia]

Date Assessment

Instrument Composite or Subtest Standard Score Below Average Average Above Average

WJIII Spelling - 5 WJIII Spelling of Sounds AIMSWeb Spelling TPRI

Fluency [Note: A deficit in reading rate alone would not be sufficient to identify dyslexia unless there is evidence in the student’s history that indicates difficulties with reading accuracy at the word level]

Date Assessment Instrument Composite or Subtest Standard Score Below Average Average Above Average

WJIII Fluency Rate AIMSWeb/GORT/QRI

Accuracy *Scores obtained through curriculum based measures. Rate (words correct per minute), and accuracy level based on percent of words read correctly (independent, instructional, frustration) should be indicated.

Georgetown ISD 35

Question 2: Is there a deficit in phonological processing? [Is there an indicator documented in the below average range? Keep in mind standard error of measure for scores that fall within the lower limits of the average range. See note below for specific considerations related to phonological awareness.]

Date Assessment Instrument Composite or Subtest Standard Score Below Average Average Above Average

CTOPP Phonological Awareness*

CTOPP Phonological Memory

CTOPP Rapid Naming

*If phonological awareness is within the average range, please consider the following: If a cluster score is used, look at the individual subtests to determine consistency of scores Has the student received intervention that may have normalized the score? If so, there should be evidence of a prior weakness in phonological awareness.

Question 3: Is there evidence of unexpectedness? As the committee reviews ALL of the data including assessment results, ask the following question: “Are deficits indicated in the primary characteristics of dyslexia and in phonological processing unexpected?” Consider the following areas.

Consideration – Is the student’s listening comprehension (ability to comprehend what he or she is listening to) stronger than deficit areas indicated in Question 1 and Question 2? Is listening comprehension stronger than the student’s reading comprehension?

Date Assessment Instrument Area Evaluated Standard Score Below Average Average Above Average

WJIII –Cluster +Understanding Directions

+Oral Comprehension

Listening Comprehension*

* Attention or memory issues may impact (lower) the score; additional data can help substantiate possible difficulties such as teacher observations, parent observations, report card, parent-teacher conference documentation, etc.

Consideration – Is the student’s reading comprehension stronger than deficit areas indicated in Question 1 and Question 2?

Date Assessment Instrument Area Evaluated Standard Score Below Average Average Above Average

WJIII –Cluster

Reading Comprehension

AIMSWeb Range

Consideration – Is the student’s verbal ability stronger than deficit areas indicated in Question 1 and Question 2?

Date Assessment Instrument Area Evaluated Standard Score Below Average Average Above Average

WJIII - Oral Language

Verbal Ability

Georgetown ISD 36

Consideration – Do any or all of the following areas below indicate stronger skills when compared to the deficit areas indicated in Question 1 and Question 2?

Below Average Average Above Average

Report card grades: Science Social studies Math

69-Below 70-84 85-100

Teacher observations: Ability to learn orally, or in the

absence of print Science

Social Studies

Math

Vocabulary Knowledge

Comprehends information read to him/her

Additional documentation of unexpectedness:

Committee Decision – Based on ALL data reviewed and gathered during the assessment process:

The student DOES meet the TEA/GISD guidelines for dyslexia identification.

The student DOES NOT meet the TEA/GISD guidelines for dyslexia identification.

Recommendations:

Committee Members:

Georgetown ISD 37

STAIR STEP CHART*

I Q or oral comp Spelling

Oral comprehension

Passage comprehension

Letter/word I.D.

Word attack

Phonological awareness (PA)

Phonological

memory (PM)

Rapid naming (RN)

• an additional way to look at student information but not a qualifying sheet

Georgetown ISD 38

Elementary Options for Placement

GRADES K-5

OPTIONS FOR DYSLEXIA SERVICES PLACEMENT

The identification of a student as having dyslexic characteristics and the appropriate educational placement of the student must be made by the district’s or campus’ committee of knowledgeable persons. This team should include two or more of the following individuals: the superintendent, a principal, a counselor, a consultant, a reading specialist, a dyslexia teacher, a speech and language pathologist, an educational diagnostician, a special education teacher, and a teacher or other professional educator. The Elementary Dyslexia Options for Placement are listed from least prescriptive to most prescriptive. A student may begin services at any point on the outline as determined by student need. Placement on the outline may be impacted by: 1) a limited number of identified dyslexia students, 2) personnel issues, 3) the intention to improve dyslexia services, and 4) may differ from campus to campus and be subject to change.

• Monitor status only--no accommodations

• Monitor with accommodations

• Classroom accommodations only

• Placement in classroom with a systematic, structured, multi–sensory phonics program---with or without accommodations

• Literacy Group services (with systematic, structured, multi-sensory phonics as a

component)—with or without accommodations

• Small group with a teacher educated in instructional strategies which utilize individualized, intensive, multisensory, phonetic methods and include the components of phonemic awareness, graphophonemic knowledge, language structure instruction that includes morphology, semantics, syntax, and pragmatics, linguistic instruction, and process-oriented instruction. The student may or may not require accommodations in the classroom.

• Placement in Special Education--to be served in the most appropriate placement --with IEP

Georgetown ISD 39

Secondary Options for Placement

GRADES 6-12

OPTIONS FOR DYSLEXIA SERVICES PLACEMENT The identification of a student as having dyslexic characteristics and the appropriate educational placement of the student must be made by the district’s or the campus’ committee of knowledgeable persons. This team should include two or more of the following individuals: the superintendent, a principal, a counselor, a consultant, a reading specialist, a dyslexia teacher, a speech and language pathologist, an educational diagnostician, a special education teacher, and a teacher or other professional educator. The Secondary Dyslexia Student Options for Placement are listed from least prescriptive to most prescriptive. A student may begin services at any point on the outline as determined by student need. Placement on the outline may be impacted by: 1) a limited number of identified students having dyslexic characteristics, 2) personnel issues, 3) intention to improve dyslexia services, and 4) may differ from campus to campus and be subject to change.

• Monitor status only - - no accommodations • Monitor status with accommodations

• Classroom accommodations only

• Placement in a Supplementary Reading/Writing class with a systematic, structured,

multi-sensory phonetic method as a component - - with or without accommodations

• Placement in a systematic, structured, multi-sensory phonetic computer program with or without accommodations

• Placement in a systematic, structured, multi-sensory phonics program (Ex: Project Read

or Basic Language Skills – BLS) - - with or without accommodations

• Placement in Special Education - - to be served in the most appropriate placement with an IEP

Date:

Georgetown ISD 40

Dear Parent/Guardian, Your child, ______________________________, has been assessed for dyslexia characteristics with the following results:

□ The committee of knowledgeable persons has determined that your student has dyslexic characteristics.

□ The committee of knowledgeable persons has determined that your student does not have dyslexic characteristics.

□ The SAIL/ §504 Committee has determined that your student should be referred for special education testing.

If your student was determined to have characteristics of dyslexia, the following options were available and the appropriate placement selected.

□ Placement in a small group with a teacher educated in instructional strategies which utilize individualized, intensive, multisensory, phonetic methods, and include the components of phonemic awareness, graphophonemic knowledge, and language structure instruction that includes morphology, semantics, syntax, pragmatics, linguistic instruction, and process-oriented instruction. The student may or may not require accommodations in the classroom

□ Placement in a literacy group or supplemental reading class taught by the campus dyslexia teacher

□ Placement in an accelerated reading program on campus

□ Classroom accommodations monitored by dyslexia teacher

□ Other

Please contact your campus dyslexia teacher , at ________ _______ if you have any questions or concerns. Thank you.

Georgetown ISD 41

Dyslexia Procedure Checklist Date Phone # Student’s Name ID# Grade Date of Birth Teacher Campus Check when completed and enter date of completion Date Initial referral to CIT/SAIL/§504 Committee (Yellow folder originates)

Initial SAIL/§504 Committee meeting to determine dyslexia assessment and refers to §504 committee to begin process

Notice of Evaluation for §504 (Form 504-E)

Notice of Rights for Disabled Students and Their Parents

Receipt for §504 Notice of Rights (Form 504-E)

Consent for Comprehensive Individual Assessment (504CIACON)

_______Parent/Teacher screening Checklists are completed

Assessment completed

_______Dyslexia team meets to review assessment result

Committee of knowledgeable persons meets to review assessment results

____ Student meets GISD standards for dyslexia services or

____ Student does not meet GISD standards for dyslexia services

Committee of knowledgeable persons determines if student has a disability under §504

Parents are informed of all services and options available (dyslexia letter) and §504 form

Instructional Placement

____ Dyslexia Services with qualified dyslexia teacher

____ Literacy groups/Supplemental Reading Program taught by dyslexia teacher

____ Accommodations in classroom

____ Other ___________________________________

______§504 Student Accommodation Plan Form (§504IAP – 1) if student qualifies for §504 or SAIL Accommodations Form

Teacher providing services for student has been educated in instructional strategies appropriate for dyslexia Yes No

Exit from Dyslexia Program

Monitor for one year Date Begin _____ Date End _____

Georgetown ISD 42

Georgetown I.S.D. Dyslexia Program NOTICE OF DYSLEXIA MONITORING STATUS

Your child______________________________________________ has met the criteria for exit from the Georgetown ISD dyslexia program and been evaluated for progress and performance. It is the recommendation of the committee of knowledgeable persons that your student be dismissed from active dyslexia services and placed on a monitor status for one year. During this time, the campus dyslexia teacher will monitor your students’ grades, test scores, TAKS scores and class work. This will not effect your student’s 504 status or dyslexia accommodations. _______________________ (Parent or Guardian)____________________(Date) _______________________ (Dyslexia Teacher)______________________(Date) A copy of this form should be placed in the student’s purple dyslexia folder.

Georgetown ISD 43

Dyslexia Student Monitoring Report Name: Teacher:

Campus: School Year:

Subject/Teacher Accommodations Check Yes or No. Explain in comments if yes.

1st 9 weeks

2nd 9 weeks

3rd 9 weeks

4th 9 weeks

1st Period ___Yes ___No 2nd Period ___Yes ___No 3rd Period ___Yes ___No 4th Period ___Yes ___No 5th Period ___Yes ___No 6th Period ___Yes ___No 7th Period ___Yes ___No 8th Period ___Yes ___No 9th Period ___Yes ___No Comments

Georgetown ISD 44

Waiver of Services for Dyslexia Student Name: Grade:

Campus: ELA Teacher:

Date:

Upon recommendations of the campus SAIL/§504 Committee, _________________________ was

assessed by the campus dyslexia specialist, _________________________. It was determined that

_________________________ has dyslexia, or is seen as exhibiting dyslexic tendencies and does

qualify, under the Texas Education Agency and Georgetown Independent School District

guidelines, for admission to a GISD dyslexia program.

Services appropriate to my child's needs in this area were explained and offered by the school,

__________________, and the district. I have made the decision to exempt my child from these

services offered through the school and by GISD.

I understand that in refusing dyslexia instructional services I am placing my child at risk for

continued reading and writing difficulties. Any negative ramifications for my child's academic and

social issues have been explained to me by the campus dyslexia specialist or examiner.

Nevertheless, I have refused the dyslexia services offered by GISD.

__________________________________________ Parent or Guardian __________________________________________ Date

Georgetown ISD 45

Georgetown I.S.D. Dyslexia Program

SECTION 504 STUDENT INDIVIDUAL ACCOMMODATION PLAN (IAP)

To: _____________________________ Campus: ______________________________ Teacher Student: _________________________ Date of Meeting: _______________________ Student's Current Reading Levels: Independent: _______ Instructional: ________ Note: Teachers are responsible for the following accommodations noted. Those areas with a check must be implemented.

Curriculum Areas Accommodations

Instruction:

Reading assignments and instruction aloud Repeat instructions/provide more detailed directions Use individual contracts, assignment sheets, study guides Shortened assignments/modified projects Use alternative materials Reduce the reading level of the assignment Highlighted texts, worksheets Use peer tutoring/assistance Extended time Provide note taking assistance Repeated review and drill Allow student to dictate responses to assignments CM Lab (send to Content Mastery Lab) Learning style adaptations Tutoring Calculator, tape recorder, assisted instruction Other: Testing: TAKS Bundled Accommodations Extended time Give test orally Highlighting Allow student to dictate responses to test items Quiet atmosphere Modified or shortened tests CM Lab (send to Content Mastery Lab) Individual or small group Other:

Georgetown ISD 46

Curriculum Areas Accommodations

Behaviors:

Defined limits Frequent breaks Concrete/positive reinforcement Cooling off period Environmental/Accessibility: Assistance with medication Special seating CM Lab (send to Content Mastery Lab) Small group Quiet atmosphere Miscellaneous: Referred to Special Education Referred to Nurse Referred to Counselor Referred to CIS Weekly grade reports Other:

Regular discipline plan can be followed: ____ Yes ____ No TAKS Accommodations: Regular Administration

Bundled Accommodations

Oral Administration of Math

Small Group (Math)

Small Group (Reading)

Small Group (Writing)

Georgetown ISD 47

Georgetown I.S.D. Dyslexia Program SAIL STUDENT INDIVIDUAL ACCOMMODATION PLAN (IAP)

To: _____________________________ Campus: ______________________________ Teacher Student: _________________________ Date of Meeting: _______________________ Student's Current Reading Levels: Independent: _______ Instructional: ________ Note: Teachers are responsible for the following accommodations noted.

Curriculum Areas Accommodations

Instruction:

Reading assignments and instruction aloud Repeat instructions/provide more detailed directions Use individual contracts, assignment sheets, study guides Shortened assignments/modified projects Use alternative materials Reduce the reading level of the assignment Highlighted texts, worksheets Use peer tutoring/assistance Extended time Provide note taking assistance Repeated review and drill Allow student to dictate responses to assignments CM Lab (send to Content Mastery Lab) Learning style adaptations Tutoring Calculator, tape recorder, assisted instruction Other: Testing: TAKS Bundled Accommodations Extended time Give test orally Highlighting Allow student to dictate responses to test items Quiet atmosphere Modified or shortened tests CM Lab (send to Content Mastery Lab) Individual or small group Other:

Georgetown ISD 48

Curriculum Areas Accommodations

Behaviors:

Defined limits Frequent breaks Concrete/positive reinforcement Cooling off period Environmental/Accessibility: Assistance with medication Special seating CM Lab (send to Content Mastery Lab) Small group Quiet atmosphere Miscellaneous: Referred to Special Education Referred to Nurse Referred to Counselor Referred to CIT Weekly grade reports Other:

Regular discipline plan can be followed: ____ Yes ____ No TAKS Accommodations: Regular Administration

Bundled Accommodations

Oral Administration of Math

Small Group (Math)

Small Group (Reading)

Small Group (Writing)

Georgetown ISD 49

Georgetown I.S.D. Dyslexia Program

DYSLEXIA PROGRAM/NON- §504 STUDENT PERMISSION FOR RE-EVALUATION

I give permission for my child, ______________________________, to be re-evaluated for the GISD Dyslexia Program. I understand that one or more of the following diagnostic tests may be administered. Re-evaluations occur every 3 years as part of on-going individualized instruction. This evaluation does not impact your student’s eligibility for dyslexia services or provided accommodations.

• Individual Reading Inventory • Woodcock-Johnson Test of Achievement • Gray Oral Reading Test • Test of Word Reading Efficiency • Comprehensive Test of Phonological Processing

All testing results will be treated as part of the student’s confidential file and will be shared with parents or guardians. __________________________________________ _________________ Signature of Parent or Guardian Date Return to: __________________________________, Campus Dyslexia Teacher or __________________________________, Classroom Teacher A copy of this form should be placed in the student’s purple dyslexia folder.

Georgetown ISD 50

Programa para la Dislexia del Distrito Escolar Independiente de __________

PERMISO PARA HACER PRUEBAS Y REEVALUACION NON 504 ESTUDIANTE.

Doy permiso para que se reevalúe a mi hijo(a),______________________________, en cuanto a características disl