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China Spring Independent School District

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China Spring Independent School District China Spring Independent School District DISTRICT DYSLEXIA PROGRAM PROCEDURES China Spring Independent School District 12166 Yankie Rd China Spring, TX 76633 August 2019 China Spring Independent School District does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities. TABLE OF CONTENTS I. MISSION AND GOALS District Vision Statement 1-1 District Mission Statement 1-2 District Goals 1-3 Dyslexia Mission Statement 1-4 Dyslexia Program Goals 1-5 II. DISTRICT DYSLEXIA PROGRAM OF SERVICES: SCREENING, EVALUATION AND IDENTIFICATION, AND INSTRUCTION A. Pathways for the Identification and Provision of Instruction for Pg. 2-1 Students with Dyslexia B. Dyslexia Evaluation Timelines - Flowchart Pg. 2-3 C. Screening Pg. 2-4 D. Procedures for the Evaluation and Identification of Students Pg. 2-13 with Dyslexia E. Instruction for Students with Dyslexia Pg. 2-27 F. Guidelines for Transitioning English Learners in the Dyslexia Pg. 2-31 Program G. District Procedures for Students Presenting Outside Pg. 2-32 Independent Evaluations for Dyslexia Services H. District Procedures for Serving In-State or Out of State Pg. 2-34 Transfers for Students Identified with Dyslexia III. CAMPUS DYSLEXIA TEACHER A. Dyslexia Teacher Role Pg. 3-1 B. Compliance and Legal Issues for the Campus Dyslexia Teacher a. Provision of FAPE Pg. 3-3 b. Compensatory Education Issues Pg. 3-4 c. Fidelity of Program Implementation Pg. 3-4 C. Dyslexia Professional Development and Required Training Pg. 3-6 D. Dyslexia Program Walk-Through Observation Pg. 3-8 E. Dyslexia Teacher Schedule Pg. 3-9 F. Dyslexia Teacher Monthly Meeting Schedule Pg. 3-10 IV. PARENT AWARENESS ON DYSLEXIA A. Legal Requirements Pg. 4-1 B. Dyslexia Parent Awareness Pg. 4-2 C. Parent Resources on Dyslexia Pg. 4-5 D. A Parent Guide to Dyslexia and the District Dyslexia Program Pg. 4-6 V. DYSLEXIA ACCOMMODATIONS AND INTERVENTIONS A. Demonstrates difficulty with visual processing Pg. 5-2 B. Does not know all letters of the alphabet Pg. 5-3 C. Reverses letters when reading Pg. 5-5 D. Omits, adds, substitutes, or reverses letters, words, or Pg. 5-7 sounds when reading aloud E. Demonstrates difficulty with phonic skills when reading Pg. 5-9 F. Fails to demonstrate word attack skills Pg. 5-11 G. Does not comprehend what he/she reads Pg. 5-15 H. Demonstrates difficulty with reading fluency Pg. 5-17 I. Demonstrates difficulty with spelling Pg. 5-19 J. Demonstrates difficulty with handwriting Pg. 5-21 K. Demonstrates difficulty with written expression Pg. 5-23 L. Demonstrates difficulty with orthographic processing Pg. 5-25 M. Demonstrates difficulty with auditory processing Pg. 5-28 N. Demonstrates difficulty with phonological memory Pg. 5-29 O. Demonstrates difficulty with phonemic awareness Pg. 5-31 P. Demonstrates difficulty with phonological processing Pg. 5-33 Q. Demonstrates difficulty with listening comprehension Pg. 5-34 R. Demonstrates difficulty with blending/segmenting Pg. 5-35 S. Demonstrates difficulty with long-term retrieval Pg. 5-36 T. Demonstrates difficulty with short-term retrieval Pg. 5-37 U Demonstrates difficulty with processing speed Pg. 5-38 V. Demonstrates difficulty with fluid reasoning Pg. 5-39 W. Dysgraphia Pg. 5-41 X. Dyscalculia Pg. 5-45 VI. DYSLEXIA RELATED DISORDERS A. Dyslexia Related Disorders Chart Pg. 6-1 B. Dyslexia Related Disorders Identification Process Flowchart Pg. 6-6 C. Dyscalculia “Question 4” Slide from TEA Pg. 6-8 VIII. STATE AND FEDERAL LAWS AND RULES RELATED TO DYSLEXIA A. TEC §7.028(b) Limitation on Compliance Monitoring Pg. 8-1 B. TEC §21.044 Educator Preparation Pg. 8-1 C. TEC §21.054 Continuing Education Pg. 8-1 D. TEC §28.006 Reading Diagnosis Pg. 8-2 E. TEC §28.021 Student Advancement Pg. 8-3 F. TEC §38.003 Screening and Treatment Dyslexia and Related Pg. 8-4 Disorders G. TEC §38.0031 Classroom Technology Plan for Students with Pg. 8-4 Dyslexia H. TEC §38.0031 Dyslexia Training Opportunities Pg. 8-5 I. TEC §42.006(a-1) PEIMS Pg. 8-5 J. TEC §51.9701 Assessment for Dyslexia Pg. 8-5 K. Texas Occupation Code Chapter 54 – Examination on Religious Pg. 8-5 Holy Day; Examination Accommodation for Person with Dyslexia L. Texas Occupation Code Chapter 403 – Licensed Dyslexia Pg. 8-6 Practitioners and Licensed Dyslexia Therapists M. TAC §74.28 Students with Dyslexia and Related Disorders Pg. 8-11 N. TAC §228.30 Educator Preparation Curriculum Pg. 8-13 O. TAC §230.23 Testing Accommodations for Persons with Pg. 8-13 Dyslexia P. TAC §232.11 Number and Content of Required Continuing Pg. 8-14 Professional Education Hours Q. The Dyslexia Handbook - 2018 Update: Procedures Concerning Dyslexia and Related Disorders a. School boards “MUST” Pg. 8-14 b. School districts “MUST” Pg. 8-14 c. Checklist of procedures to ensure compliance with Pg. 8-15 state and federal laws and rules d. Checklist of written documentation recommended to Pg. 8-15 ensure compliance with IDEA and Section 504 R. Section 504 of the Rehabilitation Act of 1973, as amended Pg. 8-16 S. ADAAA- ADA Amendments Act of 2008 – selected portions Pg. 8-20 T. Individuals with Disabilities Education Act – selected portions Pg. 8-22 U. Appendix D: IDEA and Section 504 Side-by-Side Comparison Pg. 8-24 chart IX. APPENDIX A. Descriptors of Evaluation Tools Pg. 9-1 B. Dyslexia – Associated Terms Pg. 9-4 TAB 1 TABLE OF CONTENTS I. MISSION AND GOALS District Vision Statement 1-1 District Mission Statement 1-2 District Goals 1-3 Dyslexia Mission Statement 1-4 Dyslexia Program Goals 1-5 CHINA SPRING INDEPENDENT SCHOOL DISTRICT DISTRICT VISION STATEMENT Our vision in China Spring Independent School District is to strive for continuous improvement of our educational system by providing opportunities for all to achieve excellence. CSISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, 8-2019 or genetic information in employment or provision of services, programs, or activities. 1-1 CHINA SPRING INDEPENDENT SCHOOL DISTRICT DISTRICT MISSION STATEMENT Our mission, in partnership with the community, is to provide individualized learning experiences to prepare students for success in life. CSISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, 8-2019 or genetic information in employment or provision of services, programs, or activities. 1-2 CHINA SPRING INDEPENDENT SCHOOL DISTRICT DISTRICT GOALS In order to ensure continuous improvement and growth in student learning, China Spring ISD will... Student maintain rigorous standards of academic achievement to prepare 21st century learners for graduation and post- Achievement secondary success. Parent and relentlessly pursue effective engagement with Community families and the community to foster shared responsibility for student achievement. Engagement Safe and Secure provide learning environments and structures Learning designed to promote a physical, emotional, and cultural focus on safety, wellness, and order. Environment Staff Quality, Retention, recruit, develop, and retain highly effective school leaders, teachers, and staff which reflect the rich and Recruitment diversity of the students CSISD serves. CSISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, 8-2019 or genetic information in employment or provision of services, programs, or activities. 1-3 CHINA SPRING INDEPENDENT SCHOOL DISTRICT DYSLEXIA MISSION STATEMENT The mission of China Spring Independent School District Dyslexia Department is to: Provide all eligible students with dyslexia with the multi-sensory and phonological awareness skills necessary to compensate for deficiencies in the areas of reading, writing, and spelling, in order to nurture a strong self-esteem and to provide opportunities for them to develop their talents. CSISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, 8-2019 or genetic information in employment or provision of services, programs, or activities. 1-4 CHINA SPRING INDEPENDENT SCHOOL DISTRICT DYSLEXIA PROGRAM GOALS China Spring Independent School strives to have an exemplary dyslexia program for students enrolled in grades K – 12. Through a responsiveness to intervention process, CSISD monitors students on a regular basis utilizing formal and informal observations, student data and other assessments. Pursuant to the TEA’s The Dyslexia Handbook, 2018 Update, students being referred for consideration of dyslexia should have demonstrated age appropriate developmental progress and have received appropriate instruction in reading, including but not limited to accelerated reading programs as required by the state. Schools must recommend evaluation for dyslexia if the student demonstrates poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade and if the student exhibits the characteristics and risk factors of dyslexia as outlined in Ch. 1 of The Dyslexia Handbook, 2018 Update. All students in kindergarten and 1st grade are specifically screened for dyslexia at the end of the school year pursuant to the TEC §38.003(a). Progression through RtI is not required in order to begin the identification of dyslexia. Parents/guardians always have the right to request a referral for a dyslexia evaluation at any time. CSISD is committed to the development and implementation of a dyslexia program that addresses both the Texas Education Code at §38.003 and the Texas Administrative Code at §74.28. Addressing CSISD’s commitment, the following reflect the goals of the district dyslexia program: • Screen, refer and evaluate students in K – 12 who may be at-risk of dyslexia and related disorders; • Provide instructional treatment options for students identified with dyslexia and related disorders; • Provide staff development that includes: o Understanding the characteristics of dyslexia; o Evaluation process for the identification of dyslexia; o Instruction of students with dyslexia; and o Intervention strategies and accommodations.
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