TABLE OF CONTENT
Definition of Dyslexia ……………………………………………………………………………………………..
2
General Information on Dyslexia ……………………………………………………………………………
2
Associated Dyslexia Terms ……………………………………………………………………………........
4
Characteristics of Dyslexia ……………………………………………………………………………………..
7
The Dyslexia Handbook Source Information ………………………………………………………….
8
Texas Education Code ……………………………………………………………………………………………..
9
Texas Administrative Code ……………………………………………………………………………………..
12
Letter from the Superintendent ………………………………………………………………………………
14
Early Intervention Chart ………………………………………………………………………………………….
15
Pathway to the Identification and Provisions of Instruction for Dyslexic Students..
16
Dyslexia Testing Packet ……………………………………………………………………………………………
17
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Notice of Individual Assessment (p. 18)
§504 Referral Information from the §504 Coordinator (p. 19)
Health Information (p. 21)
Home Language Survey (p. 22)
Notice and Consent for Initial §504 Evaluation (p. 23)
Receipt for §504 Parental Rights Information (p. 24)
Parental Rights Information (p. 25)
Teacher Input (p. 30)
Parent Input (p. 32)
Notice of §504 Committee Meeting (p. 37)
§504 Evaluation (p. 38)
Notice of §504 Evaluation Results (p. 41)
Texas Dyslexia Program Evaluation Supplement (p. 42)
Dyslexia Assessment Process ………………………………………………………………………….………...
45
Instruction for Students with Dyslexia …………………………………………………………….………..
48
Accommodations / Modifications ………………………………………………………………………….…….
50
State and Federal Contacts …………………………………….……………………………………………….…
53
Organizations ………………….. …………………………………………………………………………………………
54
Resources …………………………………………………………………………………………………………………….
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Related Links …………………………………………………………………………………………………………….…
58
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
DISTRICT DYSLEXIA PROGRAM
Dyslexia is defined as a specific learning disability that is neurological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically result from a deficit in the
phonological component of language that is often unexpected in relation to other cognitive
abilities and the provision of effective classroom instruction. Secondary consequences may
include problems in reading comprehension and reduced reading experience that can
impede growth of vocabulary and background knowledge. Dyslexia results from differences
in how the brain processes information. Specifically, functional brain imaging has
demonstrated a failure of the left hemisphere posterior brain systems to function properly
during reading. Adopted by the IDA Board, November 2002. This definition is also used by
the National Institutes of Child Health and Human Development (NICHD), 2002.
For additional information:
•
http://www.sfn.org/skins/main/pdf/brss/BRSS_Dyslexia.pdf
•
http://www.ncsall.net/?id=278
Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by
poor spelling and decoding abilities. Students with dyslexia will demonstrate difficulties
identifying real words (word recognition) and pronouncing nonsense words (decoding); the
student’s ability to read fluently is also a major characteristic as well as difficulty with
spelling. This is in contrast to the popularly held belief that the major characteristic is the
reversal of letters, words and numbers.
These difficulties typically result from a deficit in the phonological component of language –
making the connection between oral language and the letters/sounds that represent
language in written form requires an awareness that all words can be decomposed into
phonologic segments (i.e., the word bat can be broken down into three phonemes or
individual sounds – b, a, and t). Research findings have been consistent in confirming that
in young school-age children as well as in adolescents, a deficit in phonology is the
strongest and most specific finding related to dyslexia that is often unexpected in
relation to other cognitive abilities. It is unexpected in relation to the student’s: oral
language skills, the ability to learn in the absence of print, intellectual functioning, or strong
math skills in comparison to reading skills.
If the child has been identified as at-risk for reading failure in kindergarten and first grade,
have they been provided with effective instruction in order to develop proficient early
reading skills? The lack of response to scientifically informed instruction is one factor that
differentiates severe reading deficits from reading failure resulting from inadequate
instruction. Early intervention is critical...students who receive appropriate instruction
show changes in how their brain processes the information so that it resembles that of non
disabled readers. Research has found that effective early interventions have the capability
of reducing the expected incidence of reading failure from 18% of the school age population
to 1 – 5%.
Secondary consequences may include problems in reading comprehension and reduced
reading experience that can impede growth of vocabulary and background knowledge
because students with reading difficulties typically do not read the same amount as non
2
disabled readers, it may impact their vocabulary development as well as their exposure to
information learned by reading.
[Source: A Definition of Dyslexia by G. Reid Lyon, Sally E. Shaywitz and Bennett A.
Shaywitz; Annuals of Dyslexia, Volume 53, 2003]
A few quick facts about dyslexia:
•
The word dyslexia comes from the Greek language and
means poor language.
•
Dyslexia is a life-long status; however, its impact can change at different stages in a
person’s life.
•
Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate
teaching methods dyslexics can learn successfully.
•
Early identification and treatment is the key to helping dyslexics achieve in school
and in life.
(Source: The International Dyslexia Association)
Talking about dyslexia…
"Once the fog lifts, dyslexics are prone to genius…because theirs is such a unique way of
looking at reality." By Victor Villasenor
"Dyslexia forced me to concentrate and think out problems. It also helped me to use my
imagination to visualize solutions in new and different ways. I had to work harder, longer,
and be more determined to succeed." By Don Coryell
"For me, dyslexia is not a disability. The unique strengths and characteristics of dyslexia
allow me to think 'outside the box'. Until I was taught the Orton Gillingham approach, I did
not have the basic reading, writing, and arithmetic skills necessary for success." By Peter W.
D. Wright
"Never let dyslexia be an excuse for not achieving success. Chart your course and work to
make your dreams a reality. Once you do that, there is nothing to ever hinder you." By
Carolyn McCarthy
"When I had dyslexia, they didn't diagnose it as that. It was frustrating and embarrassing. I
could tell you a lot of horror stories about what you feel like on the inside. Keep pitching!
Don't let failure of your last pitch affect the success of your next pitch." By Nolan Ryan
Celebrities & other important figures with dyslexia…
Tom Cruise, Charles Schwab, Henry Winkler, Whoopi Goldberg, Albert Einstein, Thomas
Edison, Tommy Hilfiger, Danny Glover, Ryan Nolan, Cher, Stephen J. Cannell, Erin
Brokovich, and many more…..
3
ASSOCIATED DYSLEXIA TERMS
Accelerated reading instruction: intensified, research-based reading instruction that
addresses the student’s reading needs that were determined by the results of the K–2
reading instruments (TEC §28.006). This intensive, research-based instruction is provided
for students determined to be at risk for dyslexia or other reading difficulties. The district or
charter school determines the form, content, and timing of the intensive instruction that is
designed to meet students’ needs (e.g., instruction in phonemic awareness, alphabetic
principle, word-analysis strategies, fluency, and/or reading comprehension).
Accommodation: changing or altering the learning environment, materials, delivery
method, or number of answers. Accommodations/changes should not be made to the state
curriculum standards known as the Texas Essential Knowledge and Skills (TEKS) student
expectations.
Adaptive behavior: the effectiveness in which the student meets the standards of personal
independence and social responsibility expected of his or her age and cultural group.
Alphabetic principle: the understanding that the sequence of letters in written words
represents the sequence of sounds (or phonemes) in spoken words.
“At risk” for dyslexia: students whose K–2 reading instrument (TEC §28.006) results
indicate needs in the areas of reading and/or reading development. The students considered
at risk are at the pre-identification level and are not identified as students with dyslexia at
this time. These students must be provided accelerated reading instruction (intensive,
research-based instruction that addresses the reading needs of the student).
Developmental dysgraphia: an inability to write legibly. This may occur in addition to
other difficulties in written language. Visual-motor coordination skills are frequently within
the average range and are not the primary cause of dysgraphia.
Developmental spelling disorder: significant difficulty learning to spell. This occurs in the
absence of reading or other written language difficulties.
Differentiated instruction: to recognize students’ varying background knowledge,
readiness, language, preferences in learning, and interests and to react responsively.
Differentiated instruction is a process to approach teaching and learning for students of
differing abilities in the same class. The intent of differentiating instruction is to maximize
each student’s growth and individual success by meeting each student where he or she is
and assisting in the learning process.
Dyslexia: specific learning disability that is neurological in origin. It is characterized by
difficulties with accurate and/or fluent word recognition and by poor spelling and decoding
abilities. These difficulties typically result from a deficit in the phonological component of
language that is often unexpected in relation to other cognitive abilities and the provision of
effective classroom instruction. Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede growth of vocabulary and
background knowledge (International Dyslexia Association, 2002)
4
Evaluation: the use of multiple methods in evaluating a variety of data to guide
establishment of appropriate interventions. For the identification of a student with dyslexia,
the data for evaluation should include the teacher’s observations, the developmental and
academic history of the student, the results of a variety of reading assessments, and all
other information relevant to the identification of dyslexia.
Explicit, direct instruction: instruction that is systematic (structured), sequential, and
cumulative. Instruction is organized and presented in a way that follows a logical sequential
plan, fits the nature of language (alphabetic principle) with no assumption of prior skills or
language knowledge, and maximizes student engagement.
Fluency: the ability to read with speed, accuracy, and proper expression. Fluency is one of
several critical factors necessary for reading comprehension.
Graphophonemic knowledge (phonics) instruction: instruction that takes advantage of
the letter-sound plan in which words that 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.
Individualized instruction: instruction that meets the specific learning needs of an
individual student. Materials and methods are matched to each student’s individual ability
level.
Intervention: a change in instruction in the area of learning difficulty to improve
performance and achieve adequate progress.
Language dominance: the language of the individual that is stronger and more developed.
Language proficiency: the level of skill in a language. Language proficiency is composed
of oral (listening and speaking) and written (reading and writing) components as well as
academic and non-academic language.
Language structure instruction: instruction that encompasses morphology, semantics,
syntax, and pragmatics.
Linguistic instruction: instruction that is directed toward proficiency and fluency with
patterns of language so that words and sentences are the carriers of meaning.
Meaning-based instruction: instruction that is directed toward purposeful reading and
writing, with an emphasis on comprehension and composition.
Morpheme: a meaningful linguistic unit that cannot be divided into smaller meaningful
elements, as the word book. A morpheme is also a component of a word, as s in books.
Morphology: the study of the structure and form of words in a language, including
inflection, derivation, and the formation of compounds. Knowledge of morphemes facilitates
decoding, spelling, and vocabulary development.
Multisensory instruction: instruction that incorporates the simultaneous use of two or
more sensory pathways (auditory, visual, kinesthetic, tactile) during teacher presentation
and student practice.
5
Phonemic awareness: the insight that spoken words can be conceived as a sequence of
sounds; the ability to manipulate the sounds within words (e.g., segmenting or blending).
Phonics: instructional practices that emphasize how spelling is related to speech sounds in
systemic ways; explicit instruction in letter-sound correspondences.
Phonology: the sound structure of speech and in particular the perception, representation,
and production of speech sounds.
Progress monitoring: a scientifically based practice used to assess students’ academic
progress and/or performance and evaluate the effectiveness of instruction. Progress
monitoring can be implemented with individual students or an entire class. Progress
monitoring is a quick (less than five minutes) probe that is done frequently (weekly or
biweekly) in order to make instructional changes in a timely fashion.
Recommendation for assessment for dyslexia: recommendation by the teacher,
district, or charter school staff, and/or the parent or guardian that a student be assessed for
dyslexia. Following the recommendation, the district or charter school must adhere to its
written procedures and the procedures within the handbook.
Response to intervention (RTI): a multistep, or tiered, approach to providing services
and interventions at increasing levels of intensity to students who struggle with learning.
The progress students make at each stage of intervention is closely monitored. Results of
this monitoring are used to make decisions about the need for further research-based
instruction and/or intervention in general education, in specialized instructional settings, or
both.
Scientifically based research: under the No Child Left Behind (NCLB) definition of
“scientifically based,” research must meet the following criteria:
•
•
•
•
Employ systematic, empirical methods that draw on observation or experiment;
Involve rigorous data analyses that are adequate to test the stated hypotheses and
justify the general conclusions;
Rely on measurements or observational methods that provide valid data across
evaluators and observers, and across multiple measurements and observations;
Be accepted by a peer-reviewed journal or approved by a panel of independent
experts through a comparatively rigorous, objective, and scientific review.
Strategy-oriented instruction: thoughtfully ordered step-by-step instruction in the
strategies that students need to become independent readers, including strategies for
decoding, encoding, word recognition, fluency, and comprehension.
Universal screening: a step taken by school personnel to determine which students are at
risk for not meeting grade-level standards. Students whose scores fall below a certain cutoff
point are identified as needing closer monitoring or intervention.
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CHARACTERISTICS OF DYSLEXIA
The following are the reading/spelling characteristics of dyslexia:
•
•
•
•
Difficulty reading single words in isolation;
Difficulty accurately decoding nonsense words;
Slow, inaccurate, or labored oral reading (lack of reading fluency);
Difficulty with learning to spell.
The reading/spelling characteristics are the result of difficulty with the following:
•
•
•
•
The development of phonological awareness, including segmenting, blending, and
manipulating sounds in words;
Learning the names of letters and their associated sounds;
Phonological memory (holding information about sounds and words in memory);
Rapid naming of familiar objects, colors, or letters of the alphabet.
Secondary consequences of dyslexia may include the following:
•
•
•
Variable difficulty with aspects of reading comprehension;
Variable difficulty with aspects of written composition;
A limited amount of time spent in reading activities.
For more information:
Visit the International Dyslexia Association for answers to:
Frequently Asked Questions; and/or
View the next page and download the Texas Education Agency's Dyslexia Handbook (also
available in Spanish).
(Source: The International Dyslexia Association)
7
THE
DYSLEXIA
HANDBOOK
REVISED 2007
English: http://www.tea.state.tx.us/curriculum/elar/2007EnglishHandbook.pdf
Spanish: http://www.tea.state.tx.us/curriculum/elar/2007SpanishHandbook.pdf
Order Form: http://www.tea.state.tx.us/curriculum/elar/OrderForm.pdf
TEXAS EDUCATION AGENCY • AUSTIN, TEXAS •
FEBRUARY 2007
Publication Number: GE07 210 01
8
Texas Education Code §38.003 (State Law)
§38.003. Screening and Treatment for Dyslexia and Related Disorders
a) Students enrolling in public schools in this state shall be tested for dyslexia and
related disorders at appropriate times in accordance with a program approved by the
State Board of Education.
b) In accordance with the program approved by the State Board of Education, the board
of trustees of each school district shall provide for the treatment of any student
determined to have dyslexia or a related disorder.
c) The State Board of Education shall adopt any rules and standards necessary to
administer this section.
d) In this section:
(1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in
learning to read, write, or spell, despite conventional instruction, adequate
intelligence, and sociocultural opportunity.
(2) “Related disorders” includes disorders similar to or related to dyslexia, such as
developmental auditory imperceptions, dysphasia, specific developmental
dyslexia, developmental dysgraphia, and developmental spelling disability.
th
Added by Acts 1995, 74 Leg., ch. 260, § 1, eff. May 30, 1995.
Texas Education Code §28.006 (State Law)
§28.006. Reading Diagnosis
a) The commissioner shall develop recommendations for school districts for:
1) Administering reading instruments to diagnose student reading development
and comprehension;
2) Training educators in administering the reading instruments; and
3) Applying the results of the reading instruments to the instructional program.
b) The commissioner shall adopt a list of reading instruments that a school district may
use to diagnose student reading development and comprehension. A district-level
committee established under Subchapter F, Chapter 11, may adopt a list of reading
instruments for use in the district in addition to the reading instruments on the
commissioner’s list. Each reading instrument adopted by the commissioner or a
district-level committee must be based on scientific research concerning reading
skills development and reading comprehension. A list of reading instruments adopted
under this subsection must provide for diagnosing the reading development and
comprehension of students participating in a program under Subchapter B, Chapter
29.
9
c) Each school district shall administer, at the kindergarten and first and second-grade
levels, a reading instrument on the list adopted by the commissioner or by the
district-level committee. The district shall administer the reading instrument in
accordance with the commissioner’s recommendations under Subsection (a)(1).
d) The superintendent of each school district shall:
1) Report to the commissioner and the board of trustees of the district the
results of the reading instruments; and
2) Report, in writing, to a student’s parent or guardian the student’s results on
the reading instrument.
e) The results of reading instruments administered under this section may not be used
for purposes of appraisals and incentives under Chapter 21 or accountability under
Chapter 39.
f)
This section may be implemented only if funds are appropriated for administering
the reading instruments. Funds, other than local funds, may be used to pay the cost
of administering a reading instrument only if the instrument is on the list adopted by
the commissioner.
g) A school district shall notify the parent or guardian of each student in
kindergarten
or first or second grade that is determined, on the basis of reading instrument
results, to be at risk for dyslexia or other reading difficulties. The district shall
implement an accelerated reading instruction program that provides reading
instruction that addresses reading deficiencies to those students and shall determine
the form, content, and timing of that program. The admission, review, and dismissal
committee of a student who participates in a district’s special education program
under Subchapter B, Chapter 29, and who does not perform satisfactorily on a
reading instrument under this section shall determine the manner in which the
student will participate in an accelerated reading instruction program under this
subsection.
h) The school district shall make a good faith effort to ensure that the notice required
under this section is provided either in person or by regular mail and that the notice
is clear and easy to understand and is written in English and in the parent or
guardian’s native language.
i)
The commissioner shall certify, not later than July 1 of each school year or as soon
as practicable thereafter, whether sufficient funds have been appropriated statewide
for the purposes of this section. A determination by the commissioner is final and
may not be appealed. For purposes of certification, the commissioner may not
consider Foundation School Program funds.
j)
No more than 15 percent of the funds certified by the commissioner under
Subsection (i) may be spent on indirect costs. The commissioner shall evaluate the
programs that fail to meet the standard of performance under Section 39.051(b)(7)
and may implement sanctions under Subchapter G, Chapter 39. The commissioner
may audit the expenditures of funds appropriated for purposes of this section. The
use of the funds appropriated for purposes of this section shall be verified as part of
the district audit under Section 44.008.
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k) The provisions of this section relating to parental notification of a student’s results on
the reading instrument and to implementation of an accelerated reading instruction
program may be implemented only if the commissioner certifies that funds have
been appropriated during a school year for administering the accelerated reading
instruction program specified under this section.
Text of subsection (l) effective until January 1, 2002.
(l), (m) Expired.
th
Added by Acts 1997, 75 Leg., ch. 397, § 2, eff. Sept. 1, 1997. Amended by Acts 1999, 76
Leg., ch. 396, § 2.11, eff. Sept. 1, 1999
th
Texas Education Code §7.028(b) (State Law)
§7.028. Limitation on Compliance Monitoring
a) The board of trustees of a school district or the governing body of an openenrollment charter school has primary responsibility for ensuring that the district or
school complies with all applicable requirements of state educational programs.
Added by Acts 2003, 78th Leg., ch. 201, § 4, eff. Sept. 1, 2003. Renumbered from
V.T.C.A., Education Code § 7.027 by Acts 2005, 79th Leg., ch. 728, § 23.001(9), eff.
Sept. 1, 2005.
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Texas Administrative Code §74.28 (State Board of Education Rule)
§74.28. Students with Dyslexia and Related Disorders
a) The board of trustees of a school district must ensure that procedures for identifying
a student with dyslexia or a related disorder and for providing appropriate
instructional services to the student are implemented in the district. These
procedures will be monitored by the Texas Education Agency (TEA) with on-site visits
conducted as appropriate.
b) A school district’s procedures must be implemented according to the State Board of
Education (SBOE) approved strategies for screening, and techniques for treating,
dyslexia and related disorders. The strategies and techniques are described in
“Procedures Concerning Dyslexia and Related Disorders,” a set of flexible guidelines
for local districts that may be modified by SBOE only with broad-based dialogue that
includes input from educators and professionals in the field of reading and dyslexia
and related disorders from across the state. Screening should be done only by
individuals/professionals who are trained to assess students for dyslexia and related
disorders.
c) A school district shall purchase a reading program or develop its own reading
program for students with dyslexia and related disorders, as long as the program is
characterized by the descriptors found in “Procedures Concerning Dyslexia and
Related Disorders.” Teachers who screen and treat these students must be trained in
instructional strategies that utilize individualized, intensive, multisensory, phonetic
methods and a variety of writing and spelling components described in the
“Procedures Concerning Dyslexia and Related Disorders” and in the professional
development activities specified by each district and/or campus planning and
decision making committee.
d) 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.
e) Parents/guardians of students eligible under the Rehabilitation Act of 1973, §504,
must be informed of all services and options available to the student under that
federal statute.
f)
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.
g) Because early intervention is critical, a program for early identification, intervention,
and support for students with dyslexia and related disorders must be available in
each district as outlined in the “Procedures Concerning Dyslexia and Related
Disorders.”
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h) Each school district shall provide a parent education program for parents/guardians
of students with dyslexia and related disorders. This program should include:
awareness of characteristics of dyslexia and related disorders; information on testing
and diagnosis of dyslexia; information on effective strategies for teaching dyslexic
students; and awareness of information on modification, especially modifications
allowed on standardized testing.
Source: The provisions of this §74.28 adopted to be effective September 1, 1996, 21
TexReg 4311; amended to be effective September 1, 2001, 25 TexReg 7691; amended to
be effective August 8, 2006, 31 TexReg 6212.
13
Hardin-Jefferson Independent School District
P. O. Box 490
Sour Lake, Texas 77659
(409) 981-6400
FAX (409) 287-2283
www.hjisd.net
Dear Parents,
The Texas Reading Initiative and No Child Left Behind state that early screening and reading
instruction for young students should be scientifically-based. This includes the screening
instruments used, as well as teaching practices and interventions for all beginning readers.
Hardin-Jefferson ISD uses two research based instruments to determine strengths and
weaknesses for students in grades K-2. Each student has been benchmarked using Dynamic
Indicators for Basic Early Literacy Skills (DIBELS). This screening gives specific information
on each child’s developmental level of phonological awareness as well as fluency and
accuracy when decoding and reading grade level appropriate text. The second research
based instrument used by HJISD is the Texas Primary Reading Inventory (TPRI). DIBELS
and TPRI are administered three times each year to monitor growth as well as generate
instructional strategies and intervention plans.
Based on information from these two tests, intervention groups are formed in each class.
DIBELS provides the classroom teacher with activities for use in small group reading
instruction that target weaknesses identified through benchmarking. Through training
received from the Texas Reading Academies and Academics 2000, our teachers have a
variety of state approved materials and resources available to meet the needs of all
children.
The lowest performing first graders, as identified through DIBELS and TPRI, receive
intervention from Mrs. Bushnell, Texas certified Master Reading Teacher, at Sour Lake
Elementary School, or from Mrs. Meyers, Texas certified Master Reading Teacher at China
Elementary School for 45 minutes each day. At the end of first grade, any student not
performing at grade level will be screened for dyslexia by Mrs. Ellzey, Certified Academic
Language Therapist. The Neuhaus Center in Houston, this area’s leading authority on
developmental delays in reading, worked with our district to write our policy on dyslexia.
They created our flow chart for early intervention and agree that a child must have the
opportunity to learn to read and some reading instruction prior to dyslexia testing. With
Response to Intervention (RTI), the identification of a student as dyslexic may not be
necessary, and he or she will still receive the instruction needed to become a skilled reader.
The dyslexic program utilized by our district is Basic Language Skills from Neuhaus. Basic
Language Skills is a Tier III remedial program and is not appropriate for first grade
students. Copies of Hardin-Jefferson’s Dyslexia Handbook are available upon request.
Please be assured that the goal of HJISD is to meet the needs of all our students.
Sincerely,
Shannon Holmes
Shannon Holmes, Superintendent
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EARLY INTERVENTION
Kindergarten teachers incorporate
strategies and activities from
Kindergarten Teacher Reading
Academics
Kindergarten teachers administer the
TPRI and DIBELS to all students in
January
Kindergarten teachers continue to
incorporate strategies and activities in
classroom instruction, emphasizing areas
of need identified on the TPRI and
DIBELS
In addition to regular classroom
instruction, the kindergarten teachers work
individually or in small groups with
students who do not pass the TPRI and
DIBELS
Kindergarten teachers
administer the TPRI and
DIBELS at the end of the
school year. Results are
placed in student files.
Teachers notify parents of
inadequate performances on
TPRI and DIBELS
First grade teachers administer
the TPRI and DIBELS to all students
First grade teachers incorporate
strategies and activities from the
First Grade Teacher Reading
Academies in classroom instruction,
emphasizing areas of need identified
on the TPRI and DIBELS.
In addition to regular
classroom instruction,
teachers work with
students who do not pass
the TPRI and DIBELS.
First grade teachers re-administer the
TPRI and DIBELS to those students who
did not pass the initial screening.
Students are referred to
dyslexia specialist
15
Teachers notify parents
of inadequate
performance on the
TPRI and DIBELS.
Teachers notify parents of
inadequate performances on the
TPRI and DIBELS.
PATHWAY TO THE IDENTIFICATION AND PROVISION OF
INSTRUCTION FOR STUDENTS WITH DYSLEXIA
This flow chart illustrates a process for determining the instructional support needed by students
with dyslexia.
Student exhibits poor performance on early reading assessment. (1)
OR
Student fails to respond to scientifically based reading instruction at any grade.
Classroom teacher intensifies reading instruction and provides classroom accommodations.
Teacher monitors reading progress.
Teacher monitors reading progress.
Student makes adequate reading progress.
Student does not make adequate reading progress.
Student does not make adequate reading progress.
Student does not make adequate reading progress.
Tier 1
Student is provided more intensive intervention in addition to the core reading instruction
Teacher monitors reading progress (2)
Student makes adequate reading progress.
Student makes adequate reading progress.
Student does not make adequate reading progress.
Student is reintegrated into traditional reading
instruction in the classroom.
AND
The student exhibits characteristics of dyslexia.
(Campus committee of knowledgeable persons should consider all
collected information.)
Tier II
Special education evaluation
should be conducted whenever
it appears to be appropriate.
Some students will NOT
proceed through all steps
before being referred for a Full
Individual Evaluation (FIE). A
dyslexia evaluation may be
incorporated into the FIE
completed through special
education.
Student recommended for dyslexia assessment. Section 504 procedures must be followed
(Notification of evaluation, parent informed of rights under §504, and permission to assess).
Student has characteristics of dyslexia. Direct,
systematic, and intensive reading instruction
is provided.
Need for §504 accommodations is
considered, including TAKS accommodations
for students with dyslexia.
Student does not have characteristics of
dyslexia.
Tier III
1 Parents (or guardian) of students in K-2 will be notified if the student is determined to be at risk for dyslexia or other reading difficulties (TEC §28.006)
2 Parents (or guardian) may request dyslexia assessment or special education evaluation at any time.
16
DYSLEXIA TESTING PACKET
Student:
_________________________________________________
School:
_________________________________Grade ___________
Date of Dyslexia Referral: ______________________________________
Date information was given to school
personnel/parent:_____________________________________________
REQUIRED DOCUMENTATION
______
1. Notice of Individual Assessment for Dyslexia (1 page)
• Completed by parent.
• Date returned ___________________________
______
2. Notice for Initial 504 Evaluation (Form 5 – 1 page)
• Completed by parent.
• Date returned ___________________________
______
3. Teacher Input (Form 7 – 2 pages)
• Completed by teacher.
• Date returned ___________________________
______
4. Parent Input (Form 8 – 5 pages)
• Completed by parent.
• Date returned ___________________________
______
5. Texas Dyslexia Evaluation (Form 14 – 3 pages)
• Completed by Dyslexia teacher.
• Date returned ___________________________
______
6. Notice of Parent and Student Rights
• Completed during the testing results meeting.
• Date of Meeting/Signed for Rights
• _________________________
17
Hardin-Jefferson Independent School District
P. O. Box 490
520 West Herring
Sour Lake, Texas 77659
(409) 981-6400 FAX (409) 287-2283
Dear Parent or Guardian and Student:
Hardin-Jefferson ISD offers a dyslexia program in accordance with Texas Education Agency
guidelines.
The design of the program on each campus provides students with an
individualized multi-sensory approach of teaching and intensive linguistic meaning-based
phonetic structure of the English language. The systematic, sequential and cumulative
curriculum and the process-oriented teaching strategies lead students to build skills for
independence. This reflects a stronger emphasis on learning skilled procedures for reading
and writing than on memorizing products.
We want to test your child to make decisions concerning educational instruction.
information will assist the school in determining how to help your child.
This
NOTICE OF INDIVIDUAL ASSESSMENT FOR DYSLEXIA
Name: ________________________________________DOB ___________________
Age: ______________________________ Grade: ____________________________
______ I give permission for my child to be tested.
______ I do not give permission for my child to be tested.
___________________________________
Parent signature
_______________________
Date
If you need more information, please call_________________, at _________________.
Sincerely,
18
504 Referral
Form 4, page 1 of 4
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Section 504 Referral
Student __________________________ Campus __________________ ID # __________
Referred by __________________________ Position/Relationship ____________________
Reason for the referral_______________________________________________________
ACHIEVEMENT DATA (most recent)
TAKS Scores
Reading
Math
Writing
Science
Social Studies
English Language Arts
Passed (Y or N)
_____________
_____________
_____________
_____________
_____________
_____________
Standard Score
____________
_____________
_____________
_____________
_____________
_____________
OTHER STANDARDIZED TEST RESULTS: Test Name _____________________________
Subject
Reading
Math
Writing
Science
Social Studies
_____________
Grade Equivalent
_______________
_______________
_______________
_______________
_______________
_______________
Standard Score
______________
______________
______________
______________
______________
______________
The student’s test scores:
_____
_____
_____
_____
_____
have become better each year
have stayed about the same each year
have become worse each year
dropped suddenly in ____ grade
data is not available
Percentile
_________
_________
_________
_________
_________
_________
Compared to the mean of the district,
this student’s test scores:
_____ have become better each year
_____ have stayed about the same each
year
_____ have become worse each year
_____ dropped suddenly in ____ grade
_____ data is not available
CURRENT GRADES (Attach samples of student’s work)
Subject
Reading
Math
English (6-12)
English/Language Arts (K-5)
Science
Grade
_____
_____
_____
_____
_____
The student’s grades:
____ have become higher each year
____ have stayed about the same each year
____ have become lower each year
____ dropped suddenly in ___ grade
____ data is not available
19
Compared to most of the
____
____
____
____
are better
are about the same
are worse
data is not available
504 Referral
Form 4, page 2 of 4
Has this student been retained?
□ Yes □ No
If YES, list the grade level(s) and reason for retention: ____________________________
HOME LANGUAGE SURVEY (Attach a copy of the Home Language Survey)
What is the dominant language spoken as specified on the Home Language Survey? ______
Date __________________ Parent _____________________________________________
LEP information below is not applicable because the dominant language is English
What language proficiency test was used to determine whether of not his student is LEP?
_____ PK students – Pre-IPT
_____ Grades Kindergarten through Six – IDEA, IPTI
Please check most recent test
_____ Grades Seven through Twelve – SLEP
Date _______________________
Results:___________________________________________________________________
For a limited English proficient student, briefly describe the Language Proficiency
Assessment Committee’s recommendation: ______________________________________
_________________________________________________________________________
ATTENDANCE
Is this student currently enrolled in school?
□Yes
□ No
If no, please explain
_________________________________________________________________________
This student has been absent _________ days out of ________ school days this year to
date.
Reason(s):________________________________________________________________
This student was absent __________ days out of ________ school days last school year.
Reason(s):________________________________________________________________
List the schools previously attended_____________________________________________
ALTERNATIVE PROGRAMS
Which alternative programs were tried with this student?
___ ESL
___ Alternative Learning Setting
___ Tutoring, ___ sessions attended
___ Title I
___ Summer School
___ Dyslexia
___ Campus study team/pre-referral team
___ Gifted and Talented
___ TAKS remediation
___ Other: ___________________
What alternative programs were considered and rejected for this student? Why? _________
20
504 Referral
Form 4, page 3 of 4
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Health Information
Student _________________________________ Date of Birth ____________________
Attach information relating to any doctor’s order, diagnoses, or evaluation pertaining to
disability (example, medical reports, psychological reports, ADD/ADHD diagnostic
information, etc.)
□
□
YES
NO
□
□
YES
NO
□
□
YES
NO
Does this student exhibit any signs of health or medical problems? If yes, cite
observations:____________________________________________________
Is there a need for further assessment of referral of a medical problem? If
yes, explain ____________________________________________________
Is this student receiving any medication at school? If yes, specify:
______________________________________________________________
VISION
Date of most recent screening ______________ Type of screening
__________________
(Vision examination must have been administered within a year from the date of referral)__________
Visual acuity before correction:
Right ________ Left _______
Visual acuity with correction:
Right ________ Left ________
Interpretation of results:_____________________________________________________
□
□
YES
NO
□
□
YES
NO
As a result of the screening, is there any indication of a need for
further assessment or adjustment? If yes, explain ________________
________________________________________________________
Has any follow-up treatment been recommended? If yes, explain ____
________________________________________________________
HEARING – Audiometric Test
Date of most recent screening: ___________
Type of screening:
__________________
Results: _________________________________________________________________
□
□
YES
NO
□
□
As a result of the screening, is there any indication of a need for further
assessment or adjustment? If yes, explain ___________________________
Has any follow-up treatment been recommended? If yes, explain _________
YES
NO
________________________________________________________________________
_____________________________________
Signature of Person Completing this Section
21
_____________________
Position
_________
Date
504 Referral
Form 4, page 4 of 4
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
HOME LANGUAGE SURVEY
Name of Student ___________________________________________________________
Campus_______________________________________ Grade ______________________
TO BE FILLED IN BY PARENT
1.
What language is spoken in your home most of the time?
______________________
2.
What language do you speak most of the time?
______________________
__________________________________
Signature of Parent
____________________
Date
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
CUESTIONARIO DE IDIOMA HOGAREN O
Nombre del Nin-o(a) _______________________________________________________
Escuela _____________________________________
Grado _____________________
DEBE DE COMPLETARSE POR EL ESTUDIANTE
1. ¿Cuál es el idioma que más hable en su hogar?
2.
¿Cuál es el idioma más habla nin-o(a)?
____________________________
____________________________
________________________________________
Firma del estudiant o Padre
22
___________________
Fecha
504 Notice and Consent for Evaluation
Form 5, page 1 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Notice and Consent for Initial Section 504 Evaluation
Date sent / mailed _______________________
Student’s Name _____________________________ Campus_____________ Grade______
Parent(s) Name ____________________________________________________________
Address __________________________________________________________________
Home Phone _____________________________ Work Phone _______________________
We have carefully reviewed your child’s school records and information from the teacher.
Additional information is necessary to fully determine your child’s educational needs and
whether he/she might be eligible for assistance in the regular classroom under Section 504.
We are requesting that you consent to an evaluation under §504 for the following reasons:
_________________________________________________________________________
_________________________________________________________________________
In many cases, the §504 evaluation may simply consist of staff persons reviewing and
interpreting existing school records, including anecdotal evidence, observations, prior
testing, grades, standardized test scores, and other data, in order to determine if your child
qualifies for accommodations in the regular classroom. In addition to reviewing the data
described above, the district desires to conduct the following assessments:
___ Dyslexia assessment
___ other: (please describe below)
_________________________________________________________________________
_________________________________________________________________________
Please review the enclosed document entitled “Notice of Parent Rights,” which informs you
of your rights under Section 504. If you consent to the evaluation, sign and return one
copy of this letter. Keep the other copy and the Notice of Parent Rights for future reference.
Please call _________________________ at _______________ if you have any questions.
504 Campus Coordinator
As the parent/legal guardian of the above referenced student, having received notice of my
§504 parent rights, I hereby consent to an evaluation under Section 504. I understand that
this is not a Special Education evaluation.
______________________________________
Parent / Guardian Signature
Initial as completed
______ 2 copies sent to parent
______ 1 copy signed and returned
______ Notice of Rights Included
23
________________
Date
504 Notice and Consent for Evaluation
Form 5, page 2 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Receipt for the 504 Parental Rights Information
Name of Student ____________________________________
Date of Birth _________
This is to verify that I have received a copy of the “The Section 504 Parental Rights”.
The §504 Parental Rights have been explained to me by:
_____________________________________
Name
________________________________
Position
_____________________________________
Date Issued
_________________________________
Name of Student’s Current Campus
I understand that my rights include the right to receive:
This and all other notices in the language I understand (primary language) or, if needed a
translation of such orally, in sign language, or in Braille as appropriate, and
Answers from school personnel to additional questions I may have. My signature below
indicates that I initially received a copy of the 504 Parental Rights on the date specified and
that I understand its contents.
_____________________________________________
Signature of Parent/Guardian/Surrogate/Adult Student
__________________
Date Signed
_____________________________________________
Signature of Interpreter (if needed)
_____________________
Date Signed
24
504 Notice of Parent Rights
Form 6, page 1 of 2
NOTICE OF PARENT AND STUDENT RIGHTS
UNDER SECTION 504, THE REHABILITATION ACT OF 1973
The Rehabilitation Act of 1973, commonly known in the schools as “Section 504,” is a
federal law passed by the United States Congress with the purpose of prohibiting
discrimination against disabled persons who may participate in, or receive benefits from,
programs receiving federal financial assistance. In the public schools specifically, §504
applies to ensure that all disabled students are provided with educational benefits and
opportunities equal to those provided to non-disabled students.
Under §504, a student is considered “disabled” if he or she suffers from a physical or mental
impairment that substantially limits one or more of their major life activities, such as
learning, walking, seeing, hearing, breathing, working, and performing manual tasks.
Section 504 also applies to students with a record of having a substantially-limiting
impairment, or who are regarded as being disabled even if they are truly not disabled.
Students can be considered disabled, and can receive services under §504, even if they do
not qualify for, or receive, special education services.
The purpose of this Notice is to inform parents and students of the rights granted them
under §504. The federal regulations that implement §504 are found at Title 34, part 104 of
the Code of Federal Regulations (CFR) and entitle parents of eligible students, and the
student themselves, to the following rights;
1. You have the right to be informed about your rights under §504. [34 CFR 104.32] The
School District must provide you with written notice of your rights under §504 (this
document represents written notice of rights as required under §504). If you need further
explanation or clarification of any of the rights described in this Notice, contact Dru Ann
Mushlian at 409-981-6400 ex. 3306 and she will assist you in understanding your rights.
2. Under §504, your child has the right to an appropriate education designed to meet his or
her individual educational needs as adequately as the needs of non-disabled students are
met. [34 CFR 104.33].
3. Your child has the right to free educational services, with the exception of certain costs
normally also paid by the parents of non-disabled student. Insurance companies and other
similar third parties are not relieved of any existing obligation to provide or pay for services
to a student that becomes eligible for services under §504. [34 CFR 104.33].
4. To the maximum extent appropriate, your child has the right to be educated with children
who are not disabled. Your child will be placed and educated in regular classes, unless the
District demonstrates that his or her educational needs cannot be adequately met in the
regular classroom, even with the use of supplementary aids and services. [34 CFR 104.34].
5. Your child has a right to services, and activities that are comparable to those provided for
non-disabled students. [34 CFR 104.35].
6. The School District must undertake an evaluation prior to determining his or her
appropriate educational placement or program of services under §504, and also before
every subsequent significant change in placement. [34 CFR 104.35].
7. If formal assessment instruments are used as part as an evaluation, procedures used to
administer assessments and other instruments must comply with the requirements of
25
Notice of Parent Rights
Form 6, page 2 of 2
§504regarding test validity, proper method of administration, and appropriate test selection.
[34 CFR 104.35].
8. Placement decisions regarding your child must be made by a group of persons (a §504
committee) knowledgeable about your child, the meaning of the evaluation data, the
placement options, and the requirements that to the maximum extent appropriate, disabled
children should be educated with non-disabled children. [34 CFR 104.35].
9. If your child is eligible for services under §504, he or she has a right to periodic
evaluations to determine if there has been a change in educational need. Generally, an
evaluation will place at least every three years. [34 CFR 104.35].
10. You have the right to be notified by the District prior to any action regarding the
identification, evaluation, or placement of your child. [34 CFR 104.36].
11. You have the right to examine relevant documents and records regarding your child
(generally documents elating to identification, evaluation, and placement of your child under
§504). [34 CFE 104.36]
12. You have the right to an impartial due process hearing if you wish to contest any action
of the District with regard to your child’s identification, evaluation, or placement under
§504. [34 CFR 104.36]. You have the right to participate personally at the hearing, and to
be represented by an attorney, if you wish to hire one.
13. If you wish to contest an action taken by the §504 Committee by means of an impartial
due process hearing, you must submit a Notice of Appeal or Request for Hearing to the
District’s §504 Coordinator at the address below:
Dru Ann Mushlian, Assistant Superintendent
Hardin-Jefferson Independent School District
520 West Herring Street
Sour Lake, Texas 77659
(409) 981-6400 ext. 3306, Fax (409) 287-2283
Email: [email protected]
A date will be set for the hearing and an impartial hearing officer will be appointed. You will
then be notified in writing of the hearing date, time, and place.
14. If you disagree with the decision of the impartial hearing officer, you have a right to
seek a review of that decision before a court of competent jurisdiction (normally, your closet
federal district court).
15. With respect to other issues surrounding your child’s education that do not specifically
involve identification, evaluation, or placement, you have a right to present a grievance or
complaint to the District §504 Coordinator, Dru Ann Mushlian (or her designee) who will
investigate the situation, taking into account the nature of the complaint and all necessary
factors, in an effort to arrive at a fair and speedy resolution.
16. You also have a right to file a complaint with the Office of Civil Rights (OCR) of the
Department of Education. The address of the Regional Office which covers Texas is:
Director, Office for Civil Rights, Region VI
1999 Bryan Street, Suite 2600
Dallas, Texas 75201
(214) 661-9600 FAX (214) 661-9587 Email: [email protected]
26
504 Notice of Parent Rights
Form 6, page 1 of 3
A viso a Padres de Estudiantes Incapacitados de sus Derechos Legales bajo
la Seccion 504 del Decreto de Rehabilitacion de 1973
El Decreto de Rehabilitacion de 1973, conocido generalmente como la "Seccion 504," es una
ley federal 1egislada por el Congreso de los Estados Unidos. El proposito de esta ley es de
prohibir discriminacion contra estudiantes incapacitados y asegurar que tengan
oportunidades y beneficios educativos tan adequados como los de estudiantes sin
incapacidades.
Bajo la Seccion 504, un estudiante es considerado incapacitado si padece de un
impedimenta a condicion fisica 0 mental que limita substancialmente una de sus actividades
vitales, como la de aprender, caminar, ver, oir, hablar, respirar, trabajar y desempefiar
tareas manuales. La ley tambien protege a estudiantes que han tenido un impedimento 0
condicion fisica 0 mental substancial en el pasado, 0 que son considerados incapacitados
aunque realmente no lo son. Estudiantes pueden ser considerados incapacitados bajo la
Seccion 504 y pueden recibir asistencia educativa bajo esa ley aunque no reciban educacion
especial.
El proposito de este A viso es de explicarle los derechos legales garantizados bajo la Seccion
504 a estudiantes incapacitados y a sus padres. Los reglamentos federales que dan efecto a
la Seccion 504 (1os cuales se encuentran en el Titulo 34, Parte 104 del Codigo Federal de
Reglamentos, 0 CFR) otorgan a los padres de familia y a estudiantes incapacitados los
siguientes derechos:
1. Usted tiene derecho a ser informado de sus derechos bajo la Seccion 504. [34 CPR
104.32]. El distrito escolar debe darle informacion escrita sobre sus derechos (este A viso
precisamente sirve para informarle de sus derechos). Si necesita que Ie expliquen 0
clarifiquen cualquier de los siguientes derechos, los dirigentes apropiados del distrito escolar
Ie ayudaran a resolver sus preguntas.
2. Bajo la Seccion 504, su hijo/a tiene derecho a una educacion apropriada disefiada para
satisfacer sus necesidades educativas individuales tan adecuadamente como las de
estudiantes sin incapacidades. [34 CPR 104.33].
3. Su hijo/a tiene derecho a servicios educativos gratuitos, con la excepcion de gastos que
normalmente se les cobran tambien a estudiantes sin incapacidades (0 a sus padres).
Compafiias de seguros, y otras terceras personas similares, no son libres de sus
obligaciones normales para proporcionar 0 pagar por servicios para un estudiante
considerado incapacitado bajo la Seccion 504. [34 CPR 104.33]. El recibir asistencia
educativa bajo la Seccion 504 no disminuye su derecho a recibir otra asistencia publica
o'privada de cualquier tipo.
4. Su hijo/a tiene derecho a ser colocado en el ambiente educativo que permita maximo
contacto y relaciones con estudiantes sin incapacidades. ['34 CPR 104.34]. A menos que sus
necesidades educativas no puedan ser satisfechas ahi su hijo/a sera colocado en clases
regulares.
5. Su hijo/a tiene derecho a equipo, clases, edificios, serviciosy actividades comparables a
las que son proporcionadas a estudiantes sin incapacidades. [34 CPR 104.34].
27
504 Notice of Parent Rights
Form 6, page 2 of 3
6. Su hijo/a tiene derecho a una evaluacion antes de determinar una colocacion educativa 0
programa de asistencia bajo . la Seccion 504, y tambien antes de cualquier cambio
importante en colocacion subsequente. [34 CPR 104.35].
7. Procedimientos utilizados para administrarpruebas y otras evaluaciones educativas deben
cumplir con los requisitos de la Seccion 504 en cuanto ala validez de las pruebas, su forma
de adrninistracion, y las areas necesarias de evaluacion. [34 CFR 104.35]. El distrito
considerara informacion de diversas fuentes y origenes, incluyendo, por ejemplo: pruebas
de aptitudes y aprovechamiento, recomendaciones de maestros, reportes de condicion
fisica, antecedentes sociales y culturales, analysis de comportamiento adaptado, reportes
medicos, calificaciones, reportes de progreso, observaciones de los padres, anecdotas de
maestros, y calificaciones en los examenes estatales, entre otras. [34 CPR 104.35
8. Las decisiones de colocacion educativa deben realizarse por un grupo de personas
(Hamado el comite 504) que conocen la situacion de su hijo/a, el significado de los
resultados de las evaluaciones, las opciones de colocacion, y Ja obligacion legal de asegurar
el ambiente educativo que permita el maximo contacto con estudiantes no incapacitados.
[34 CFR 104.35].
.
9. Si es considerado incapacitado bajo la Seccion 504, su hijo/a tendra derecho a que se Ie
den nuevas pruebas y evaluaciones a ciertos tiempos, para determinar si sus necesidades
educativas han cambiado. Generalmente evaluaciones educativas se pondranal corriente
para cada nino incapacitado por 10 menos cada tres anos. [34 CFR 104.35.]
10. Usted tiene derecho a que el distrito escolar Ie avise antes de tomar cualquier accion en
relacion a la identificacion, evaluacion 0 colocacion educativa de su hijo/a. [34 CFR 104.36].
11. Usted tiene derecho a examinar archivos y documentos relacionados a la educacion de
su hijo/a (normalmente archivos y documentos con relacion a la identificacion, evaluacion 0
colocacion educativa de su hijo/a). [34 CFR 104.36].
12. Usted tiene derecho a una audiencia imparcial si no esta de acuerdo con las acciones del
distrito en relacion a la identificacion, evaluacion, 0 colocacion educativa de su hijo/a. Usted
tiene la oportunidad de participar personalmente en tal audiencia y de ser representada por
un abogado, si desea contratarlo. [34 CFR 104.36].
13. Si desea protestar 0 disputar las acciones del Comite 504 del distrito a traves de una
audiencia imparcial, debe presentar un A viso de Apelacion escrito ante el Coordinador 504
del distrito, en la siguiente direccion:
Dru Ann Mushlian, Assistant Superintendent
Hardin-Jefferson Independent School District
520 West Herring Street
Sour Lake, Texas 77659
(409) 981-6400 ext. 3306, Fax (409) 287-2283
Email: [email protected]
Se fijani una fecha para una audiencia ante un oficial imparcial,y seran notificados por
escrito de la fecha, hora, y lugar de la audiencia. .
14. Si usted esm en desacuerdo con la decision final del oficial imparcial de audiencia, tiene
derecho a apelar esa . decision a una corte de jurisdiccion adequada; normalmente, la corte
federal local. [34 CFR 104.36].
28
504 Notice of Parent Rights
Form 6, page 3 of 3
15. En cuanto a otros aspectos de la Seccion 504 que no tengan que ver con la
identificacion, evaluacion y colocacion educativa de su hijo/a, usted tiene el derecho a
presentar una queja local ante el Coordinador 504 del distrito (0 su representante), quien
investigara la situacion, teniendo en consideracion la situaci6n, en un esfuerzo de llegar a
una' resolucion rapida y justa.
16. Usted tambien tiene el derecho a presentar una queja ante la Oficina de
Derechos.Civiles de el Departamento de Educacion de los Estados Unidos. La direcci6n de la
Oficina Regional a la cual pertenece a este distrito es:
Director, Office for Civil Rights,
Region VI, 1999 Bryan Street, Suite 2600 Dallas, Texas 75201
(214) 661-9600 FAX (214) 661-9587
Email: [email protected]
29
Teacher/Administrator Input
Form 7, page 1 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Teacher/Administrator Input for Section 504 Evaluation
Date: _____________________
Student’s Name: _________________________ Teacher’s Name: ____________________
Grade: __________ Student ID#: ______________ Subject: ________________________
INSTRUCTIONAL RATING
RATE THE INSTRUCTIONAL CONCERNS YOU HAVE ABOUT THIS STUDENT.
Circle one: 1 = poor
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
2 = below average
Reading skills
Math skills
Written expression
Spelling
Classroom work
Homework
Tests
Following oral directions
Following written directions
Organizational skills
______________________
______________________
______________________
______________________
______________________
3 = average
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
4 = above average
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5 = superior
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
N = not observed
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
BEHAVIOR RATING
What behavioral concerns do you have about this student?
_____
_____
_____
_____
_____
_____
_____
poor attention and concentration
_____
often loses things necessary for tasks
_____
noncompliance with teachers directives
_____
excessively high/low activity level
_____
difficulty following directions
_____
fidgets, squirms or seems restless
_____
shifts from one uncompleted task to another
interrupts or intrudes on others
extreme mood swings
difficulty working with peers
difficulty remaining seated
is easily distracted
other: ____________________
_____ none
RATE STUDENT’S BEHAVIOR IN EACH OF THE FOLLOWING AREAS
Circle one: 1 = poor 2 = below average 3 = average 4 = above average 5 = superior
N = not observed
Adaptive/Behavioral (Rate student’s behavior in relation to other students of the same AGE.)
1.
2.
3.
4.
5.
6.
Generally cooperates or complies with teacher requests. 1
Adapts to new situations without getting upset.1
Accepts responsibility for own actions.
1
Makes and keeps friends at school.
1
Works cooperatively with others.
1
Has an even, usually happy, disposition.
1
30
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
5
5
5
5
5
5
N
N
N
N
N
N
Teacher/Administrator Input
Form 7, page 2 of 2
What educational modifications/alternative strategies have been used with this student?
_____ modified instructional methods
_____ modified instructional pacing
_____ modified instructional materials
_____ re-teaching
_____ parent conferences
_____ other:
What were the results of these modifications? ____________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What behavioral or discipline management strategies have been used with this student?
______
______
______
______
______
Conferences with student
Conference with parents
Loss of privileges
Redirection
Other:
Has this student been suspended, expelled or removed to the DAEP during the last or
current school year? If yes, explain and attach copies of all disciplinary referrals (including
those that resulted in discipline other than suspension, expulsion, or DAEP).
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________
Signature of the person completing this form
_________________
Date
31
Parent Input
Form 8, page 1 of 5
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Parent Input for Section 504 Evaluation
The information requested will greatly assist the §504 Committee in the evaluation of your
child. If you have additional information which you would like the Committee to consider
(and that is not requested here) please feel free to attach additional pages. Disregard any
question that makes you uncomfortable. If you would prefer to provide this information by
phone, please contact ____________________________ at ________________________.
Student’s Name __________________________________ Date of Birth _______________
School: __________________________
Grade: _________ Phone: _________________
Address: __________________________________________________________________
GENERAL INFORMATION
Name of Father ____________________________________
Occupation _____________
Name of Mother ___________________________________
Occupation _____________
□ YES □ NO Do both parents live in the student’s home? If not, with whom does the
student live?
Name ___________________________________ Relationship ______________________
Education level: Father _________________________ Mother ______________________
OTHER CHILDREN IN THE HOME: *Please use the back of this sheet if more space in
needed.
NAME
AGE
RELATIONSHIP
____________________________________
_____
____________
____________________________________
_____
____________
____________________________________
_____
____________
____________________________________
_____
____________
□ YES □ NO Do any of these children have learning problems? If yes, specify: _________
_________________________________________________________________________
32
Parent Input
Form 8, page 2 of 5
OTHER ADULTS IN THE HOME: *Please use the back of this sheet if more space is
needed.
NAME
____________________________________
AGE
_____
RELATIONSHIP
______________
____________________________________
_____
______________
□ YES
□ NO Have any other family members had learning problems? If yes, please
specify:___________________________________________________________________
The primary language spoken at home is ________________________________________
How long has the student lived in the United States? _______________________________
What time does the student go to bed at night? ________________
Does the student eat
breakfast? ___________
EDUCATONAL EXPERIENCES AT HOME
Please circle those items available at home:
Computer
Television
Books
Tape Recorder
Educational Toys
CD player
Stereo
Radio
What activities do the family participate in together? (Read, watch television, go camping,
etc.)
_________________________________________________________________________
_________________________________________________________________________
Have there been any important changes within the family during the last three years? (For
example, job changes, moves, births, deaths, illnesses, separations, divorce)
_________________________________________________________________________
_________________________________________________________________________
With whom in the family is the student particularly close? ___________________________
□ YES
□ NO
Has the student ever been separated from the family due to family
problems, health reasons, etc. If YES, for what reason? ________________
_________________________________________________________________________
_________________________________________________________________________
How did the student react to the separation? _____________________________________
33
Parent Input
Form 8, page 3 of 5
Describe the student’s behavior at home with peers, siblings, neighbors, and parents.
(For example, is he/she generally well-behaved, passive or aggressive, social or a loner,
affectionate or withdrawn, etc.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What methods of discipline are used with this student at home? (For example, spanking,
extra chores, early bedtimes, taking away privileges; is he/she given rewards for good
behavior?)
_________________________________________________________________________
_________________________________________________________________________
What is your child’s reaction to discipline? _______________________________________
Who is the main disciplinarian? ________________________________________________
PEER RELATIONSHIPS
Does the student prefer to play/socialize with boys or girls? _________________________
Does the student have friends?
his/her own age?
younger?
older?
□ YES
□ YES
□ YES
□ NO
□ NO
□ NO
What does the student do when not in school? (watch television, read, part-time job, play
with other children)
Indoors
______________________________________________________________
Outdoors _______________________________________________________________
Has your child mentioned problems with school? How does he/she feel about the problem?
_________________________________________________________________________
□ YES
□ NO
Do you think that the student has a problem in school? If yes, what?
_________________________________________________________________________
_________________________________________________________________________
□ YES
□ NO
If you think that the student has a problem in school, have you shared
those concerns with the school?
When did you first notice the problem? __________________________________________
34
Parent Input
Form 8, page 4 of 5
When did you share your concerns? ____________________________________________
With whom did you share your concerns? _______________________________________
What do you think is causing the problem? _______________________________________
_________________________________________________________________________
□ YES
□ NO
Does your child have a part-time job after school or on weekends? If yes,
Please specify.________________________________________________
CHILDHOOD HISTORY
Does your child have or had
Yes
No
Began at age
Stopped at age
Frequent earaches
Frequent vomiting
Frequent headaches
Thumb sucking
Nightmares
Sleepwalking
Head banging
Rocking of body
Teeth grinding
Bedwetting
Fingernail biting
Temper tantrums
Has run away from home
Ever lost consciousness
Ever had convulsions
Doctor’s reports, letter and diagnoses can be very helpful to the 504 Committee. Please
attach those medical records.
35
Parent Input
Form 8, page 5 of 5
□ YES □ NO
Is your child under the care of a physician for a medical problem? If YES,
describe the problem. ____________________________________________
_____________________________________________________________________________________________
□ YES
□ NO Does your child appear to have any other physical health problems, including
allergies? If Yes, please explain. ____________________________________
_________________________________________________________________________
□ YES
□ NO Is your child now taking any medication? If YES, please explain __________
________________________________________________________________________
□ YES
□ NO Do you know of any side effects the medicine might have? If YES, please
explain. ______________________________________________________
________________________________________________________________________
□ YES
□ NO Has your child ever taken medicine for a long period of time? If YES, please
explain. ______________________________________________________
________________________________________________________________________
□ YES
□ NO Has your child ever been hospitalized? If YES, please state why and for
how long. _____________________________________________________
_________________________________________________________________________
□ YES
□ NO Does the student appear to be very different from your other children,
in his/her behavior, learning skills, or other skills? If YES, how?
_________________________________________________________________________
Compared to other children in the family, this child’s development was:
______ Slower
______ about the same
______ Faster
At what age (in months) was the student able to do the following?
Sat without support __________ Crawled _________ Walked without support _________
Used spoon fairly well ___________ Reasonably well toilet-trained __________________
If the student qualifies for special services, what services do you think would best help your
son/daughter?
_________________________________________________________________________
_____________________________________________
Signature of Parent
___________________
Date
______________________________________________
Signature and Position of person completing section
___________________
Date
36
504 Evaluation
Form 9, page 1 of 1
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Notice of §504 Committee Meeting
Dear Parent/Guardian,
This letter is to inform you that the Section 504 Committee wishes to arrange a meeting to
discuss your child’s educational needs. A committee meeting for: _____________________
is scheduled for: Date: ______ Time: _______ School: ____________ Place: ___________
Reason(s) for this meeting:
□ Initial review of student information
□ Annual review
□ Three-year evaluation review
□ Failure/Discipline review
□ Manifestation Determination
□ Behavior Intervention Plan
The following persons have been asked to attend this meeting:
□ Parent / adult student
□ Counselor
□ Campus 504 Coordinator
□ School Administrator
□ District 504 Coordinator
The following information will be received and discussed:
□ Assessments
□ School permanent records
□ Classroom observation reports / teacher reports
□ Independent evaluation reports
□ Parent information
We would very much appreciate your input. Your insights and contributions will be quite
helpful to us in effecting the best decisions possible. If you have not already done so,
please fill out and return the Parent Input Form. Your observations of your child’s progress
can greatly assist the 504 Committee as it evaluates your child’s 504 eligibility. Following
the meeting, we will notify you of the 504 Committee’s decision in writing. Please call me at
_____________________ if you have any questions.
The parent, guardian, surrogate parent of adult student should complete the following:
Please show your response to our invitation to attend the meeting for:
____________________________________
□ I will attend the meeting on (date) ____________________at (time) ________________
□ I am unable to attend the meeting as planned; please contact me to reschedule.
□ I will not be able to attend the meeting; please have it without me. Please contact me to
discuss the meeting.
____________________________________
Section 504 Coordinator
________________________
Date
____________________________________
Signature of Parent, Guardian, Surrogate
Parent or Adult Student
________________________
Date
37
504 Evaluation
Form 10, page 1 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Section 504 Evaluation
Date ______________________
Student’s Name ______________________ School _______________ Grade_______
Student referred by _________________________
Date of referral _____________
Procedural Checklist: All must be checked before the evaluation may occur.
_____
_____
_____
_____
Verify that the parent has consented to §504 initial evaluation.
Verify that the parent has received Notice of Parent Rights under §504.
Verify that the parent has been informed [___ in writing ___ by phone] of the date, time, and
place of this evaluation meeting.
Verify Membership of the Section 504 Committee, which must include persons with knowledge
of each of the following three areas: (1) the student, (2) the meaning of the evaluation data,
(3) the placement options.
Note: If the Committee is also evaluating the student for eligibility in the Texas Dyslexia Program, please
also complete Form 14 to ensure compliance with the Texas Dyslexia Law
List Committee Members and check area of knowledge (attach an additional page if
necessary to list all members)
NAME
POSITION
KNOWLEDGE OF
__ Child
__ Evaluation Data
__ Placement
Options
__ Child
__ Evaluation Data
__ Placement Options
_______________________
_______________________
_______________________
________________________
_______________________
_______________________
__ Child
__ Evaluation Data
__ Placement Options
_______________________
_______________________
__ Child
__ Evaluation Data
__ Placement Options
_______________________
_______________________
__ Child
__ Evaluation Data
__ Placement Options
________________________ _______________________
__ Child
__ Evaluation Data
__ Placement Options
The Committee reviewed and carefully considered the following data which was gathered
from a variety of sources, including the Referral Document. [Please check each that applies,
or attach copies of the data.]
_____
_____
_____
_____
_____
_____
Grade reports
Disciplinary records/referrals
Standardized Tests and Other Tests
School Health Information
Medical evaluations/diagnoses from parents
Parent input
38
_____
_____
_____
_____
_____
_____
Teacher/Administrator Input
Student work portfolio
Other _________________
Other _________________
Other _________________
Other _________________
504 Evaluation
Form 10, page 2 of 2
(If information from a conversation or other data in unwritten form was considered, please
document that oral data relied upon by attaching written notes summarizing the
conversation or data.)
Based on the evaluation data gathered from a variety of sources, the Section 504
Committee answered the following questions to determine Section 504 eligibility;
(YES) (NO)
(1) Does the student have a physical or mental impairment? If so, please
identify the impairment. Note: This is an educational determination only, and not a medical
diagnosis for purposes of treatment.
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
(YES) (NO)
(2) Does the physical or mental impairment affect one or more major life
activities? If so, which major life activity or activities is/are affected?
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
(YES) (NO)
(3) Does the physical or mental impairment substantially limit a major life
activity? That is, as a result of the physical or mental impairment, is the
student significantly restricted as to the condition, manner or duration under
which the student can perform a particular major life activity as compared to
the condition, manner, or duration by which the average student of the same
age/grade level in the general population can perform that same major life
activity? If yes, describe the substantial limitation.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(YES) (NO)
(4) Does the student need Section 504 services in order for his/her
educational needs to be met as adequately as those of non-disabled peers?
(Note: if the student’s needs are so extreme as to require special education
and related services, a referral to special education should be considered.)
_________________________________________________________________________
_________________________________________________________________________
39
If all four questions were answered “YES”, the student is eligible for a free, appropriate
public education under §504, and the Accommodation Plan should be developed. If any
answer is “No”, the student is not eligible.
The 504 Committee’s analysis of the eligibility criteria as applied to the evaluation data
indicates that:
_____ The student is not eligible for services under Section 504, and will continue to
receive regular education and any available regular education resources and
programs.
_____ The student is eligible under Section 504, and will receive a Accommodation Plan
which governs the provision of 504 services to the student.
_____ The student remains eligible under Section 504, and will receive an updated
Accommodation Plan which governs the provision of 504 services to the student.
(Annual and 3 year evaluations only)
_____ The student is no longer eligible for Section 504 and is exited from the program. The
student will now receive regular education without Section 504 services.
_____ As part of the evaluation, the Committee considered your student’s eligibility for the
Texas Dyslexia Program. Your student ____ is ____ is not eligible for services in the
Dyslexia program.
_____ Other _______________________________________________________________
If you disagree with the Committee’s decision, please contact the District 504 Coordinator,
Dru Ann Mushlian at 981-6400 ex. 3306 to discuss your concerns, or consult your Notice of
Parent Rights under §504 for other options.
Procedural Safeguards: Verify that a copy of this completed evaluation was
provided to the parent
[___ By mail ___ In person].
40
504 Evaluation
Form 11, page 1 of 1
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Notice of Section 504 Evaluation Results
Date ______________
_____________________________
Student’s Name
______________
ID#
____________________
School
Dear Mr. /Mrs. __________________________________________
Parent/Guardian/Surrogate/Adult Student
This letter is to inform you that the Section 504 Committee has a meeting on
______________________________.
After careful review of relevant evaluation data, the Section 504 Committee made the
following decisions regarding your student’s placement:
____
1. Your student will receive regular education without Section 504 services.
____
2. Your student will receive regular education with Section 504 services. A
copy of the Accommodation Plan is enclosed.
____
3. Your student will continue receiving Section 504 services. A copy of the
Accommodation Plan is enclosed. [This option is only available following the
annual or 3-year evaluations]
____
4. Your student is dismissed from Section 504 as your student no longer
meets eligibility criteria. [This option is only available following the annual
or 3-year evaluations]
____
5. Your student will be referred to Special Education.
____ 6. Your student ____ is ____ is not eligible for services in the Texas Dyslexia
Program.
____
7. Other ________________________________________
A copy of the 504 Committee’s evaluation is enclosed.
If you have any questions concerning this decision, please call me at _________________.
I will be more than happy to discuss any questions that you may have.
Sincerely,
Section 504 Coordinator
Enclosed: ___
___
___
(1) Completed Evaluation
(2) Student Accommodation Plan (if eligible)
(3) Manifestation Determination Form (if discipline evaluation conducted)
41
Texas Dyslexia Program
Evaluation Supplement
Form 14, page 1 of 3
HARDIN-JEFFERSON I.S.D.
Texas Dyslexia Program Evaluation Supplement
[The following form is to be utilized when the 504 Committee is also considering Texas
Dyslexia Program eligibility along with 504 eligibility. The requirements here are in addition to
those in Form 10]
Date ________________________
Student’s Name _____________________ I.D. Number _______ Campus ______________
In addition to the types of knowledge required for 504 purposes, the persons with the
following knowledge as required by the state guidelines were also present:
Name of knowledgeable member:
Type of knowledge required:
__________________________
The reading process
__________________________
Dyslexia and related disorders
__________________________
Dyslexia instruction
__________________________
District, state, and federal guidelines for assessment
__________________________
The student being evaluated
__________________________
The assessments that were used
__________________________
The meaning of the collected data
The evaluation data reviewed by the Committee to make the Dyslexia Program eligibility
decision included data from the following areas: (Mark with a check to note that each
required area of data was reviewed.)
_____ Observation of the teacher, district, school staff, and/or parent.
_____ Data gathered from the classroom (including student work and the results of
classroom measures) and information found in the student’s cumulative folder
(including the development and academic history of the student.)
_____ The results of administered assessments (including formal and informal measures),
appropriate for the student’s level of reading development, including: reading single
words in isolation; word decoding (real and non-words); phonological
awareness; letter knowledge (name and associated sounds); rapid naming;
fluency/rate and accuracy; reading comprehension; and spelling.
_____ All other accumulated data regarding the development of the student’s learning and
the student’s educational needs.
42
Texas Dyslexia Program Evaluation Supplement
Form 14, page 2 of 3
In making the determination of Dyslexia Program eligibility, and in addition to the
consideration of 504 eligibility, the Committee considered the following:
Check each area of consideration AGREE or DISAGREE as it is completed by the 504
Committee.
AGREE
DISAGREE
_____
_____
The student has experienced an unexpected lack of appropriate
progress;
_____
_____
The student exhibits characteristics associated with dyslexia.
That is, the student’s reading difficulty and characteristics of dyslexia
are reflected or supported by low performance for the student’s age and
educational level in some or all of the following areas:
•
•
•
•
•
•
•
•
Reading single words in isolation
Word decoding (real and non-words)
Phonological awareness
Letter knowledge (name and associated sound)
Rapid naming
Fluency/rate and accuracy
Reading comprehension; and
Spelling
_____
_____ The student possesses adequate intelligence (as defined by the HJISD),
and the ability to learn;
_____
_____ The student has received conventional instruction; and
_____
_____ The student’s lack of progress was not due to socio-cultural factors such
as language differences, irregular attendance and lack of experiential
background.
If the Committee marked “AGREE” in response to each of the preceding give statements, the
student is eligible for the Dyslexia Program. If the Committee answered any of the preceding
statements “DISAGREE,” the student is not eligible and may only be placed in the Dyslexia
Program by a 504 Committee or ARD Committee as required to provide the student with a
free appropriate public education (FAPE).
Based on the evaluation data, the Committee has determined that:
(Check one)
_____ The student is eligible for the Dyslexia Program
_____ The student is NOT eligible for the Dyslexia Program
Note that eligibility for the Dyslexia Program does not necessarily indicate eligibility for
Section 504. Eligibility under Section 504 is determined through the 504 Committee’s
responses to questions on Form 10.
43
Texas Dyslexia Program Evaluation Supplement
Form 14, page 3 of 3
Instructions for the 504 Committee upon completing the Dyslexia Supplement:
For students determined eligible for the Dyslexia Program and Section 504:
1. The Committee should develop appropriate accommodations pursuant to Form 12.
2. The Dyslexia Bundle may be provided to this student if he meets the requirements
provided in the current TAKS Coordinator’s Manual. Use of the Bundle should be documented
on the accommodation plan the Committee notes page.
For students determined eligible for Section 504, but not for the Dyslexia Program:
1. The Committee should develop appropriate accommodations utilizing Form 12.
For students determined eligible for the Dyslexia Program but not Section 504
eligible:
1. The Committee should develop appropriate accommodations, including placement in the
dyslexia program, pursuant to Hardin-Jefferson policy and on the appropriate local form. Do
Not Use Form 12.
2. The Dyslexia Bundle may be provide to this students if he meets the requirements
provided in the current TAKS Coordinator’s Manual. Use of the Bundle should be documented
on the appropriate local form, pursuant to the Hardin-Jefferson’s policies and procedures for
dyslexia.
44
DYSLEXIA ASSESSMENT PROCESS
Step 1 – Gathering Data
1. Information must be collected about the student.
2. This information will be used to evaluate the student’s academic progress and
determine actions needed to student’s improved academic performance.
3. Information about the student should include data that demonstrates the student was
provided appropriate instruction in reading and data-based documentation of repeated
assessments of achievement at reasonable intervals (progress monitoring), reflecting
formal assessment of student progress during instruction.
4. Additional data will be required for an ESL or special education student.
5. The district may recommend a student for dyslexia assessment if the student
demonstrates the following:
• Poor performance in one or more of reading and/or related area of spelling that
is UNEXPECTED for the student’s age/grade.
Step 2 – Formal Assessment
1. General education students will follow 504 procedures.
2. Special education students will for IDEA procedures.
3. Parents or guardians will be notified about the assessment process and obtain their
consent prior to assessing their child.
4. Parents will be informed of their rights under Section 504.
5. Assessment measures will only be administered by individuals who are trained in
assessment to evaluate students for dyslexia and related disorders (19 TAC 74.28)
6. The following domains will be assessed.
• Academic Characteristics
• Cognitive Processes
- Phonological Processes
- Rapid Naming
- Phonological Memory
- Orthographic Awareness
- Letter Knowledge
- Reading Fluency
- Reading real and nonsense words in isolation
- Analysis for Spelling Error
Step 3 – Committee Meeting
1. A committee of knowledge persons; Knowledgeable about the student being assessed,
reading, dyslexia and related disorders, the assessments used, and the meaning of
the collected data.
2. Dyslexia identification is based on primary three decisions:
a. Deficit in one or more primary characteristics of dyslexia,
b. Result of deficit in phonological processing,
c. Unexpected assessment results.
45
The committee must consider the following:
1. Student has received appropriate instruction.
2. Student’s UNEXPECTED lack of appropriate academic progress in the areas of
reading/spelling.
3. Student has adequate intelligence (an average ability to learn in the absence of print
or in other academic areas).
4. Student exhibits characteristics associated with dyslexia.
5. The student’s lack of progress is not due to socio-cultural factors such as language
difference, irregular attendance, or lack of experienced background.
6. If the student has dyslexia, the committee of knowledge persons also determines
whether the student has a disability under Section 504.
7. Not all students with dyslexia are automatically eligible for 504
46
Dyslexia Assessment Student Profile
(For Committee use in the Identification of dyslexia)
Name: ______________________ Date of Birth: ________________ Date: ____________
Campus: _____________________ Age: __________ Grade: _______
Examiner: ____________________________________
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?
KTEA –II
Letter-Word Identification
%ile
SS
Nonsense Word Decoding
%ile
SS
Test of Written Spelling – 4
%ile
SS
[An isolated deficit in spelling would not be sufficient to identify dyslexia]
GORT-4 [Mean=10; SD=3]
Rate
%ile
SS
Accuracy
%ile
SS
Fluency
%ile
SS
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
Question 2: Is there a deficit in phonological processing? [Is there an indicator
documented in the below average range?
Comprehensive Test of Phonological Processing
Phonological Awareness
%ile
Phonological Memory
%ile
Rapid Naming
%ile
SS
SS
SS
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?”
KTEA –II
Listening Comprehension
%ile
SS
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? *
Attention or memory issues may impact (lower) the score
Is listening comprehension stronger than the student’s reading comprehension?
KTEA –II
Reading Comprehension
%ile
SS
Consideration - Is the student’s reading comprehension stronger than deficit areas indicated
in Question 1 and Question 2?
47
INSTRUCTION FOR STUDENTS WITH DYSLEXIA
School districts may purchase a reading program or develop their own reading program for
students with dyslexia and related disorders as long as the program is characterized by
the descriptors found in The Dyslexia Handbook [19 TAC §74.28(c)].
Descriptors related to instructional components:
•
Phonemic Awareness – instruction in this area enables students to detect, segment,
blend, and manipulate sound in spoken language.
•
Phonics – instruction that takes advantage of the letter-sound plan in which words
that 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
o Morphology – study of meaningful units of language such as prefixes,
suffixes, and roots.
o Semantics – meaning of language such as vocabulary, analogies, figurative
language, multiple meanings, etc.
o Syntax – set of principles that dictate the sequence and function of words in a
sentence in order to convey meaning. This includes grammar, sentence
structure and variation, and the mechanics of language.
o Pragmatics (social use of language) – involves a set of rules that dictate
communicative behavior in three main areas: reasons for which we
communicate; different codes or styles of communication necessary in a
particular context; and conversation or discourse.
•
Linguistic - directed toward proficiency and fluency with the patterns of language.
•
Process Oriented strategies
Step-by-step in a precise sequence in order to develop a reliable set of procedures for
decoding and encoding that lead to word recognition, fluency and comprehension.
Descriptors related to instructional approaches:
Explicit, Direct Instruction:
•
•
Teachers must directly explain and demonstrate all skills and concepts to students
with no assumption of prior skills.
Teachers must present reading and writing skills sequentially and cumulatively.
Instruction must follow the logical order of the language, beginning with the easiest
and most basic elements and progressing systematically to a more difficult level.
Concepts are reviewed and reinforced providing the student with ample and extended
practice.
48
Individualized - instruction with ongoing assessment that meets the specific learning needs
of each student.
Intensive, highly concentrated - instruction that maximizes student engagement.
Meaning-based - instruction that is directed toward purposeful reading and writing, with an
emphasis on comprehension and composition.
Simultaneous Multisensory – teaching should be simultaneously visual, auditory,
kinesthetic/tactile in order to enhance learning and memory.
49
ACCOMMODATIONS / MODIFICATIONS
Listed below are accommodations/modifications for the Dyslexia Program, §504 or Admission,
Review, Dismissal (ARD) Committee to consider for a student with dyslexia/reading
disabilities:
Textbooks and Curriculum
Books/Reading
•
•
•
•
•
•
•
•
•
•
•
Provide audiotapes/CDs of textbooks and have student follow the text while listening
Provide summaries of chapters
Use marker or highlighting tape to highlight important textbook sections
Assign peer reading buddies
Use colored transparency or overlay
Review vocabulary prior to reading
Provide preview questions
Use videos/filmstrips related to the readings
Provide a one-page summary and/or a review of important facts
Do not require student to read aloud
Talk through the material one-to-one after reading assignments
Curriculum
•
•
•
Shorten assignments to focus on mastery of key concepts
Shorten spelling tests to focus on mastering the most functional words
Substitute alternatives for written assignments (posters, oral/taped or video
presentations, projects, collages, etc.)
Classroom Environment
•
•
•
Provide a computer for written work
Seat student close to teacher in order to monitor understanding
Provide quiet during intense learning times
Directions
•
•
•
•
•
•
Give directions in small steps and with as few words as possible
Break complex direction into small steps—arrange in a vertical list format
Read written directions to student, then model/demonstrate
Accompany oral directions with visual clues
Use both oral and written directions
Ask student to repeat; check for understanding
Writing
•
•
•
•
Use worksheets that require minimal writing
Provide a “designated note taker;” photocopy another student’s or teacher’s notes
Provide a print outline with videotapes and filmstrips
Allow student to use a keyboard when appropriate
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Writing continued
•
•
•
•
•
•
Grade only for content not spelling or handwriting
Allow student to respond orally
Have student focus on a single aspect of a writing assignment (elaboration, voice,
etc.)
Allow student to dictate answer to essay questions
Reduce copying tasks
Reduce written work
Math
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•
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•
•
Allow student to use a calculator without penalty
Use visuals and concrete examples
Use grid paper to help correctly line up math problems
Present information in small increments and at a slower pace
Take time to re-teach if student is struggling to understand
Read story problems aloud
Break problems into smaller steps
Grading
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•
•
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Provide opportunity to test orally
Allow student to type responses
Read test to student
Evaluate oral performances more than written
Avoid penalizing for spelling errors, reversals, etc.
Testing
•
Go over directions orally
•
•
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•
•
Permit as much time as needed to complete tests; avoid timed testing
Read test materials and allow oral responses
Separate content from mechanics/conventions grade
Provide typed test materials, not tests written in cursive
Allow student to respond on tape, with a typewriter, or by dictating answers to a tutor
for assessment
Allow tests to be taken in a room with few distractions
•
Homework
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•
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Reduce reading assignments
Accept work dictated by student to a parent/tutor
Limit amount of time to spend on homework; have parents verify time spent on
assignments
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HARDIN-JEFFERSON I.S.D.
DYSLEXIA ACCOMMODATIONS DETERMINED BY THE COMMITTEE
STUDENT’S NAME ___________________________
R/ELA
Math
S.S.
Sc.
Fine Arts
Spanish
DATE ___________ GRADE ____________
Other
Accommodations
Use Manipulatives, Visuals, Concrete Examples and Word Banks
Modify A.R. Requirements – Specify:
Allow Use of Taped Text or Lectures
Highlighted Texts
Supplemental Materials
Note-Taking Assistance: Outline / Copy of Lecture / Board Notes
Allow Advance Preparation Time For Any Oral Reading
Re-Teach Difficult Concepts
No Penalty for Spelling Errors
Short-Answer or Multiple Choice Testing e.g. Spelling
Take Tests in a Quiet Environment
Daily/Weekly Self Reports
Frequent Breaks
Tutoring / Peer Tutoring
Reduced Pencil/Paper Tasks
Preferential Seating
Use of Calculator
* Read Proper Nouns, Question and Answer Choices For Reading 3rd-8th
Dyslexia Bundle
* Individual Test Administration Where Students May Read Aloud
* Type Composition Tests Without Using Spell-Check or Saving the
Document
* Dictate Composition Test Answers – Teacher Scribes Verbatim
* Respond Orally to Test Items – Teacher Scribes
* Math, Science, or Social Studies Test Read Aloud (Oral Administration)
* Use Place Marker With Test and Answer Documents
* Take Tests in a Small Group
* Mark Responses in Test Booklet
* Extended Time for Assignments.
52
* Accommodations will also apply to TAKS tests
STATE AND FEDERAL CONTACTS
For more information about state dyslexia regulations, contact:
State Dyslexia Consultant
Region 10 Education Service Center
400 E. Spring Valley Road
Richardson, TX 75083-1300
1-800-232-3030
www.region10.org
Director of Reading
Texas Education Agency
Division of Curriculum
1701 N. Congress Avenue
Austin, TX 78701-1494
(512) 463-9581
www.tea.state.tx.us
www.tea.state.tx.us/curriculum/elar/index.html
For more information regarding the Rehabilitation Act of 1973, §504, contact:
The Office for Civil Rights/Department of Education
Dallas Regional Office/Region VI (Arkansas, Louisiana, Mississippi, Texas)
1999 Bryan Street, Suite 1620
Dallas, Texas 75201
(214) 661-9600
Fax (214) 661-9587
53
ORGANIZATIONS
Note: This is NOT a TEA-endorsed list but is intended to provide additional sources for
information about dyslexia and related disorders.
ALLIANCE
The Alliance for Accreditation and Certification
8600 LaSalle Road
Chester Building, Suite 382
Baltimore, MD 21286-2044
(410) 296-0232
Fax (410) 321-5069
www.allianceaccreditation.org
ALTA
Academic Language Therapy Association
14070 Proton Road, Suite 100, LB9
Dallas, TX 75244
(972) 233-9107 ext. 201
Fax (972) 490-4219
HOPELINE 1-866-283-7133
www.ALTAread.org
Department of Pediatrics/University of Texas at
Houston
Children’s Learning Institute
7000 Fannin, UCT2400
Houston, TX 77030
(713) 500-3685
http://cli.uth.tmc.edu/
EDMAR Educational Associates
MTS Publications
P.O. Box 2
Forney, TX 75126-0002
(877) 552-1090 (toll free)
Fax (972) 552-9889
www.mtsedmar.com
IDA International Dyslexia Association
8600 LaSalle Road
Chester Building, Suite 382
Baltimore, MD 21286-2044
(800) ABCD-123 (toll free)
Fax (410) 321-5069
www.interdys.org
IMSLEC
International Multisensory Structured Language
Education Council
15720 Hillcrest Road
Dallas, TX 75248
(972) 774-1772
Fax (972) 386-7140
www.imslec.org
IRA
International Reading Association
P.O. Box 8139
Newark, DE 19714-8139
(800) 336-READ (toll free)
Fax (302) 731-1057
www.reading.org
LDA
Learning Disabilities Association of America
4156 Library Road
Pittsburgh, PA 15234
(412) 341-1515
Fax (412) 344-0224
www.ldanatl.org
LDAT
Learning Disabilities Association of Texas
LEAD*
Literacy Education & Academic Development, Inc.
P.O. Box 262
Argyle, TX 76226
(940) 464-3752
Fax (940) 464-7293
www.leadabcd.com
st
1011 West 31 Street
Austin, TX 78705
(512) 458-8234
(800) 604-7500 (Texas residents only)
Fax (512) 458-3826
www.ldat.org
54
NCLD
National Center for Learning Disabilities
381 Park Avenue South, Suite 1401
New York, NY 10016 (888) 575-7373 (toll free)
Fax (212) 545-9665
Neuhaus Education Center*
4433 Bissonnet
Bellaire, TX 77401
(713) 664-7676
Fax (713) 644-4744
www.neuhaus.org
www.ncld.org
RFB&D
Recording for the Blind and Dyslexic
20 Roszel Road
Princeton, NJ 08540
(866) 732-3585
www.rfbd.org
RFB&D
Recording for the Blind & Dyslexic/Texas
1314 West 45th Street
Austin, TX 78756
(512) 323-9390
(877) 246-7321 (toll free)
Fax (512) 323-9399
http://www.rfbd.org/Texas_Unit.htm
Scottish Rite Learning Center of Austin, Inc.*
1622 E. Riverside
Austin, TX 78741
(512) 472-1231
Fax (512) 326-1877
Scottish Rite Learning Center of West Texas*
P.O. Box 10135
Lubbock, TX 79408
(806) 765-9150
Fax (806) 765-9564
www.lubbockscottishrite.org
http://www.scottishritelearningcenter.org
Southern Methodist University Learning Therapy
Program*
5236 Tennyson Parkway
Building 4, Suite 108
Plano, TX 75024
(214) 768-7323
Fax (972) 473-3442
www.smu.edu/learning_therapy
Southwest Multisensory Learning Center*
600 S. Jupiter Road
Allen, TX 75002
(972) 359-6646
Fax (972) 359-8291
www.southwestacademy.org/training.htm
Texas Scottish Rite Hospital for Children
Luke Waites Center for Dyslexia and Learning
Disorders*
2222 Welborn Street
Dallas, TX 75219-9813
(214) 559-7815
Fax (214) 559-7808
www.tsrhc.org
The Shelton School*
15720 Hillcrest Road
Dallas, TX 75248
(972) 774-1772
Fax (972) 991-3977
www.shelton.org
TSRA
Texas State Reading Association
P.O. Box 150218
Austin, TX 78715-0218
(877) 306-5274
Fax (512) 295-4805
www.tsra.us
*International Multisensory Structured Language Education Council (IMSLEC)accredited training center.
55
RESOURCES
Books:
•
All Kinds of Minds by Mel Levine, M.D.
•
Basic Facts About Dyslexia & Other Reading Problems by Louisa Cook Moats, Karen
E. Dakin (new)
•
Beginning to Read: Thinking and Learning About Print—A Summary by Marilyn Jager
Adams
•
Dyslexia, Fluency, and the Brain by Maryanne Wolf
•
Dyslexia: Theory and Practice of Instruction, Third Edition by Diana Brewster Clark,
Joanna Kellog Uhry
•
English Isn’t Crazy! by Diana Handbury King
•
Helping Children Overcome L.D. by Gerome Rosner
•
Homework Without Tears: A Parent’s Guide for Motivating Children To Do Homework
and To Succeed in School by Lee Canter, Lee Hausner
•
How Dyslexic Benny Became a Star: A Story of Hope for Dyslexic Children and Their
Parents by Joe Griffith
•
Informed Instruction for Reading Success: Foundations for Teacher Preparation by
The International Dyslexia Association
•
Josh: A Boy With Dyslexia by Caroline Janover
•
Keeping A Head in School: A Student’s Book about Learning Abilities and Learning
Disorders by Mel Levine, M.D.
•
Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and
AdHD Give You the Tools for Academic Success and Educational Revolution by
Jonathan Mooney, David Cole
•
Multisensory Teaching of Basic Language Skills, 2nd Edition by Judith R. Birsh (Ed.)
•
My Name is Brian by Jeanne Betancourt
•
Overcoming Dyslexia: A New and Complete Science-Based Program for
ReadingProblems at An Level by Sally Shaywitz, M.D.
•
Parenting a Struggling Reader by Susan L. Hall, Louisa C. Moats
•
Proust and the Squid, The Story and Science of the Reading Brain by Maryanne
Wolf (new)
•
Reading David: A Mother and Son’s Journey Through the Labyrinth of Dyslexia by
Lissa Weinstein, Ph.D.
•
Smart Kids with School Problems: Things to Know & Ways to Help by Pricilla Vail
1
56
•
Speech to Print by Louisa C. Moats
•
Straight Talk About Reading: How Parents Can Make a Difference During the Early
Years by Susan L. Hall, Louisa C. Moats
•
The Difficult Child by Stanley Turecki, M.D., Leslie Tonner
•
The Many Faces of Dyslexia by Margaret Byrd Rawson
•
The Misunderstood Child: Understanding and Coping with Your Child’s Learning
Disability by Larry B. Silver, M.D.
•
The Read Aloud Handbook by Jim Trelease
•
The Source for Dyslexia and Dysgraphia by Regina Richards
•
The Tuned-in, Turned-on Book about Learning Problems by Marnell Hayes
•
The Voice of Evidence in Reading Research by Peggy McCardle, Vinita Chhabra
•
The Worst Speller in Jr. High by Caroline Janover, Rosemary Wellner
•
“What’s Wrong with Me?” Learning Disabilities at Home and School by Regina Cicci
Assistive Technology:
•
Technology Supports for Struggling Readers
www.texasat.net/docs/Struggling.%20read.Tech.Links.pdf
57
2
RELATED LINKS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Academic Language Therapy Association (ALTA)
http://www.altaread.org
ACT Assessment
http://www.act.org/aap/
Children and Adults with Attention Deficit Disorder (CHADD)
http://www.chadd.org
Council of Educators of Students with Disabilities (CESD)
http://www.504IDEA.org
Education Service Center Dyslexia Contacts
www.tea.state.tx.us/ESC/index.html
Financial Aid and Scholarships
http://www.finaid.org
HEATH Resource Center
http://www.heath.gwu.edu
International Dyslexia Association (IDA)
http://www.interdys.org
International Reading Association (IRA)
http://www.reading.org
LD OnLine
http://www.ldonline.com
Learning Disabilities Association of America (LDA)
http://www.ldanatl.org
National Institute of Child Health and Human Development (NICHD)
http://www.nichd.nih.gov
Online Reference Tool
http://www.confusingwords.com
Recordings for the Blind and Dyslexic (RFB&D)
http://www.rfbd.org
Recordings for the Blind and Dyslexic/Texas (RFB&D)
http://www.rfbd.org/Units/Texas_Unit.htm
Schwab Learning
http://www.schwablearning.org/index.asp
Texas Center for Learning Disabilities
http://www.texasldcenter.org
Texas Education Agency (TEA)
http://www.tea.state.tx.us/
http://www.tea.state.tx.us/special.ed
The College Board
http://www.collegeboard.com
The Florida Center for Reading Research
http://www.fcrr.org
The National Reading Panel
http://www.nationalreadingpanel.org/
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