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TEA Dyslexia Handbook Updated November 2018

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TEA Dyslexia Handbook Updated November 2018 TEA Dyslexia Handbook Updated November 2018 Pflugerville Independent School District Updated August 2019 Forms and Procedures 1401 W. Pecan Street • Pflugerville, TX • 78660 512.594.0000 • 512.594.0005 fax THE DYSLEXIA HANDBOOK 2018 Update Procedures Concerning Dyslexia and Related Disorders TEXAS EDUCATION AGENCY • AUSTIN, TEXAS NOVEMBER 2018 THE DYSLEXIA HANDBOOK Procedures Concerning Dyslexia and Related Disorders 2018 Update © 2018 by the Texas Education Agency Copyright © Notice. The Materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA. 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only, without obtaining written permission of TEA. 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non- educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email: [email protected]. i Dedication The 2018 Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders is dedicated in honor of Geraldine “Tincy” Miller in recognition of her tireless work on behalf of all Texas children with dyslexia. This page has been intentionally left blank. Table of Contents Foreword .................................................................................................................................................. iv Acknowledgments .................................................................................................................................... vi Preface .................................................................................................................................................... viii Chapters I. Definitions and Characteristics of Dyslexia ............................................................................. 1 II. Screening ................................................................................................................................ 7 III. Procedures for the Evaluation and Identification of Students with Dyslexia ....................... 21 IV. Critical, Evidence-Based Components of Dyslexia Instruction .............................................. 39 V. Dysgraphia ............................................................................................................................. 59 Appendices Appendix A: Questions and Answers ................................................................................................ 73 Appendix B: Sources of Laws and Rules for Dyslexia Identification and Instruction ......................... 97 Appendix C: State Laws and Rules Related to Dyslexia .................................................................... 99 Appendix D: IDEA/Section 504 Side-by-Side Comparison ............................................................... 113 Appendix E: Contacts for Further Information ............................................................................... 127 Appendix F: Associated Terms ........................................................................................................ 133 Appendix G: Bibliography ................................................................................................................ 139 Appendix H: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities .......................................................................................... 147 Appendix I: 2015 U.S. Department of Education Dyslexia Guidance ............................................. 153 Appendix J: Pathways for the Identification and Provision of Instruction for Students with Dyslexia ................................................................................................................ 159 Appendix K: Addressing Concerns about Dyslexia Programs .......................................................... 161 Appendix L: History of Dyslexia Law ................................................................................................ 165 Compliance Statement ........................................................................................................................ 171 iv Figures Figure 2.1. Considerations for Local Scheduling of Dyslexia Screening ...................................................... 10 Figure 2.2. Criteria for English and Spanish Screening Instruments ........................................................... 12 Figure 2.3. Student Behaviors Observed During Screening ........................................................................ 13 Figure 2.4. Sources and Examples of Screening Data ................................................................................. 15 Figure 2.5. Universal Screening and Data Review for Reading Risk ............................................................ 17 Figure 3.1. State and Federal Laws ............................................................................................................. 24 Figure 3.2. Sources and Examples of Cumulative Data ............................................................................... 26 Figure 3.3. Additional Data Sources for English Learners ........................................................................... 27 Figure 3.4. Areas for Evaluation .................................................................................................................. 30 Figure 3.5. Dyslexia in Transparent and Opaque Orthographies ................................................................ 31 Figure 3.6. Characteristics of Dyslexia in English and Spanish .................................................................... 31 Figure 3.7. Questions to Determine the Identification of Dyslexia ............................................................ 32 Figure 3.8. Pathways for the Identification and Provision of Instruction for Students with Dyslexia ........ 35 Figure 4.1. Minimum Training Requirements for Educators Providing Dyslexia Services .......................... 44 Figure 4.2. Treatments Ineffective for Dyslexia .......................................................................................... 53 Figure 5.1. Sources and Examples of Cumulative Data ............................................................................... 62 Figure 5.2. Areas for Evaluation of Dysgraphia .......................................................................................... 64 Figure 5.3. Questions to Determine the Identification of Dysgraphia ........................................................ 65 Figure 5.4. Handwriting Hierarchy of Instruction ....................................................................................... 68 v Foreword Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life. —Moats. L.C. Reading is Rocket Science: What Expert Teachers of Reading Should Know and be Able to Do, 1999 Texas has a long history of supporting the fundamental skill of reading. This history includes a focus on early identification and intervention for children who experience reading difficulties. In support of dyslexia legislation passed by the Texas Legislature, the State Board of Education (SBOE) first approved the handbook, Dyslexia and Related Disorders: An Overview of State and Federal Requirements in January 1986. The SBOE approved new guidelines called the Revised Procedures Concerning Dyslexia and Related Disorders in 1992, which were revised in 1998. The handbook was updated again in 2001 and was called The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders. The SBOE continued to stress the importance of using research-based strategies to prevent reading difficulties and provide appropriate instruction to struggling readers in November 2006 when The Dyslexia Handbook Revised 2007: Procedures Concerning Dyslexia and Related Disorders was approved. In the summer of 2010, the need arose for an update of the handbook to include new legislation and additional research. Legislation passed in the 82nd and 83rd sessions of the Texas Legislature resulted in the need for revision of the handbook. Consequently, The Dyslexia Handbook—Revised
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