Dyslexia Procedures Manual Revised August 2008

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1 Dyslexia Procedures Manual Revised August 2008 A reference designed for use by professionals and parents when researching educational policy and procedures regarding dyslexia and children.

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3 ASSURANCE OF NONDISCRIMINATION Keller ISD does not discriminate on the basis of race, religion, color, national origin, gender, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. The following district staff members have been designated to coordinate compliance with these legal requirements: Title IX Coordinator, for concerns regarding discrimination on the basis of sex: Penny Benz Assistant Superintendent for Human Resources 350 Keller Parkway, Keller, TX (817) Section 504 Coordinator, for concerns regarding discrimination on the basis of disability: Deana Lopez Assistant Superintendent for Curriculum and Instruction 350 Keller Parkway, Keller, TX (817) All other concerns regarding discrimination: Dr. James Veitenheimer Superintendent 350 Keller Parkway, Keller, TX (817) All complaints shall be handled through established channels and procedures beginning with the building principal, followed by appeal to the appropriate central administration contact, and finally the board of trustees, in accordance with Policy FNG. If you need the assistance of the Office for Civil Rights (OCR) of the Department of Education, the address of the OCR Regional Office that covers Texas is: Dallas Office Office for Civil Rights, U.S. Department of Education 1999 Bryan Street, Suite 1620 Dallas, TX Telephone: (214) Facsimile: (214)

4 CONTENTS Definition and Characteristics of Dyslexia Dyslexia and Related Disorders Administrative Procedures...7 Dyslexia Identification Procedural Flowchart...8 Description of KISD Dyslexia Identification Process Description of Process for Outside Testing Consideration Further Information on Assessing Students with Dyslexic Tendencies Data Gathering...13 Remedial Strategies...14 Screening and Data Collection by Student Intervention Team...15 Formal Identification of Dyslexic Tendencies...16 Components of Instruction in the Dyslexia Instructional Program...18 Exiting Procedures...19 Referral to Special Education...19 Forms and Letters for the KISD Dyslexia Process Dyslexia Checklist Dys-1A, Dys-1B Teacher Dyslexia Survey Dys-2A, Dys-2B Summary of Survey Dys-3 Request for Parent Checklist Dys-4 Parent Checklist Dys-5 Permission for Assessment Dys Rights and Receipt for 504 Rights Dys-7 Characteristic Profile of Dyslexia Dys-8 Accommodation Checklist Dys-9 Identification of Dyslexia Criteria Checklist Dys-10 Consent to Serve Dys-11 Exit from Dyslexia Service Letter Dys-12 Statement of Service Dys-13 Discontinuation of Dyslexia Service Dys-14 4

5 DEFINITION AND CHARACTERISTICS OF DYSLEXIA The student who struggles with reading and spelling often puzzles teachers and parents. The student displays average ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia. AS DEFINED IN THE TEXAS EDUCATION CODE, SECTION Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. Related disorders include disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. The current definition from the International Dyslexia Association states: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002) The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties. The following are the primary reading/spelling characteristics of dyslexia: Difficulty reading real words in isolation; Difficulty accurately decoding nonsense words; Slow, inaccurate, or labored oral reading (lack of reading fluency); Difficulty with learning to spell. 5

6 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 expression; A limited amount of time spent in reading activities. The problems of the child with a learning disorder may include other difficulties that do not pertain to reading exclusively. As with other learning disabilities: The student is an underachiever academically as a result of the characteristics of dyslexia; There is an unexpected difference between the student s intellectual potential and actual achievement level primarily in language skills; and It has been determined that the student s lack of academic progress is not due to chronic absenteeism, illness, or problems in the home. Certain students with dyslexia or other specific learning disabilities qualify as handicapped under federal and state law and may receive special education and related services appropriate for treating their handicapping condition. Other students with less severe learning disabilities or dyslexia may not require special education services and should benefit from specific assistance within regular or remedial programs. 6

7 DYSLEXIA AND RELATED DISORDERS ADMINISTRATIVE PROCEDURES Authority: Texas Education Code, Section As stated in Texas Education Code (a) and (b): (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. The appropriate time depends upon multiple factors including the student s reading performance, reading difficulties, poor response to additional reading instruction (if placed in additional reading instruction), teachers input, and parents input. (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. District Committee The District Dyslexia Committee will develop written guidelines for the implementation of state rules related to the evaluation and instruction of students with dyslexia and related disorders. The committee will meet periodically to update the guidelines and the district s implementation plan and disseminate such revisions to all campuses. Campus Committees At each Keller Independent School District campus, the Student Intervention Team and/or the campus 504 committee, along with the campus dyslexia specialist, will work in accordance with the Keller Independent School District Dyslexia Flowchart in this manual. The committee members, other than those specified, will consist of different professional personnel depending upon the students referred, the type of concern, the teachers having direct contact with the referred student, and the teachers of the various programs into which students may be referred and placed for services. The trained dyslexia program instructional specialist shall be included at any campus Student Intervention Team meeting or ARD committee meeting that concerns a student who may have dyslexic tendencies. PROCEDURES FOR ASSESSING STUDENTS FOR DYSLEXIA The Revised Procedures Concerning Dyslexia and Related Disorders, a set of guidelines for the implementation of state law, approved by the State Board in 2007, outlines a process for determining whether students may have reading difficulties and, if so, whether the difficulties may be due to dyslexia. 7

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9 Description of the KISD Dyslexia Process 1. Student Intervention Team Meeting to Begin Process: This can be initiated by parent, teacher, Intervention Support Teacher, Administrator, Dyslexia Specialist and can occur at any Student Intervention Team meeting. Note on Student Intervention Team deliberation form: Screening for Dyslexia Recommended. If the dyslexia teacher is not a regular member of the care team, he/she shall attend all Student Intervention Team meetings in which information about the dyslexia process or students with dyslexic tendencies are reviewed. 2. Data Gathering Initiated by the Dyslexia Specialist: The Dyslexia Specialist will give the grade level appropriate Teacher Dyslexia Survey form (Dys-2) to the teacher(s) along with a request for documenting co-existing complications or assets. 3. Screening Review: Upon receipt of the Teacher Survey form(s), the Dyslexia Specialist will fill out the form, Summary of Survey (Dys-3), on the child. Based on the Summary of Survey and the accumulated data, the Student Intervention Team, along with the Dyslexia Specialist, will make one of two recommendations. If the student has a score of 61 or above, continue immediately to Formal Dyslexia Assessment. The Dyslexia Specialist, along with the campus 504 coordinator will meet with the parent to issue Permission for Assessment (Dys-6), 504 Rights and Receipt of 504 Rights (Dys-7), Request for Parent Checklist (Dys-4), and Parent Checklist (Dys-5) forms to the parent. After the Dyslexia Specialist receives Permission for Assessment and Receipt of 504 Rights, formal assessment begins. A Dyslexia Specialist gives and scores the formal dyslexia battery. This battery measures: IQ, phonological awareness, phonological memory, rapid naming, letter knowledge (depending on age), decoding, word recognition, oral reading fluency (rate and accuracy), spelling, and reading comprehension. After the testing is complete, the Dyslexia Specialist fills out Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the campus 504 coordinator when assessment is complete so that a 504 committee meeting can be convened. District 504 procedures will be followed to determine eligibility for services under section 504. If the student has a score of 0-60, the Student Intervention Team will continue to monitor the student and determine appropriate intervention and support based upon student need. If concern continues even with additional intervention and supports in place, the Student Intervention Team may request that the dyslexia specialist proceed with formal assessment for dyslexia. If the Student Intervention Team makes this recommendation, the Dyslexia Specialist, along with the campus 504 coordinator will meet with the parent to issue Permission for Assessment (Dys-6), 504 Rights and Receipt of 504 Rights (Dys- 7), Request for Parent Checklist (Dys-4), and Parent Checklist (Dys-5) forms to the 9

10 parent. After the Dyslexia Specialist receives Permission for Assessment and Receipt of 504 Rights, formal assessment begins. A Dyslexia Specialist gives and scores the formal dyslexia battery. This battery measures: IQ, phonological awareness, phonological memory, rapid naming, letter knowledge (depending on age), decoding, word recognition, oral reading fluency (rate and accuracy), spelling, and reading comprehension. After the testing is complete, the Dyslexia Specialist fills out Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the campus 504 coordinator when assessment is complete so that a 504 committee meeting can be convened. District 504 procedures will be followed to determine eligibility for services under section Committee meeting: The campus 504 committee will be convened to discuss eligibility under Section 504 guidelines in accordance with the district 504 manual. Section 504 defines an individual with a disability as one whom (i) has a physical or mental impairment which substantially limits one of more of such persons major life activities, (ii) has a record of such impairment, or (iii) is regarded as having such an impairment. An identification of dyslexia is NOT an automatic qualification for 504 services. If a student is NOT identified as dyslexic, the student will be referred to the Student Intervention Team to determine appropriate support and intervention. If a student is identified as dyslexic, but not eligible under Section 504, the student is referred to the Student Intervention Team for program placement and monitoring. If a student is identified as dyslexic and also qualifies for 504 services, the 504 committee will develop an Individual Accommodation Plan for the student in accordance with procedures in the Section 504 manual. The 504 committee will also consider whether a referral for Special Education evaluation is appropriate. 5. Continued monitoring of student: Whether the student is identified as dyslexic and placed into the district dyslexia program or a student is not identified and is referred to the Student Intervention Team, the student will be monitored to ensure that the student is making progress toward grade level goals. Not Identified as dyslexic: Student referred to Student Intervention Team and an appropriate Intervention Plan will be developed. Identified as Dyslexic but NOT 504 eligible: Student may be placed into the district dyslexia program and additional recommendations made for accommodation in the classroom to ensure student success. Consideration will also be made as to whether the student would benefit from the Dyslexia Bundled Accommodations (as appropriate to grade level) so that corresponding accommodation to regular classroom instruction and assessment can be made and documented. Identified as Dyslexic and ALSO 504 eligible: 504 committee may place the student into the district dyslexia program with additional accommodations provided in the Individual Accommodation Plan. All 504 procedures and guidelines will be followed to ensure that the Individual Accommodation Plan is implemented. 504 committee shall also consider a referral for Special Education consideration. 6. Annual Review: The progress of students in the district dyslexia program will be reviewed annually (minimally) by either the Student Intervention Team or the campus 504 committee as appropriate to the student s identification. 10

11 Description of Process for Outside Testing Consideration 1. Parent alerts school to outside testing OR testing from another district comes in with a student transfer. 2. Student Intervention Team Meeting. Based on the outside testing, Student Intervention Team will gather information about outside testing and give it to the Dyslexia Specialist. 3. The Dyslexia Specialist will review the testing and make one of the following determinations: The testing was performed within the last two years: The Dyslexia Specialist will determine which, if any, of the testing conforms to the areas to be assessed listed in the State Dyslexia Handbook 2007 and can be accepted as is. If necessary components are missing, the Dyslexia Specialist, along with the Campus 504 coordinator meets with the parent to review Permission for Assessment (Dys-6) and 504 Rights and Receipt of 504 Rights (Dys-7). After receiving Permission for Assessment and Receipt of 504 Rights from parents, a Dyslexia Specialist gives necessary components of the formal dyslexia battery. After the testing is complete, the Dyslexia Specialist fills out the Characteristic Profile of Dyslexia (Dys-8). The Dyslexia Specialist will notify the campus 504 coordinator when assessment is complete so that a 504 committee meeting can be convened. District 504 procedures will be followed to determine eligibility for services under section 504. OR The testing is more than two years old: The Dyslexia Specialist, along with the Campus 504 coordinator meets with the parent to review Permission for Assessment (Dys-6) and 504 Rights and Receipt of 504 Rights (Dys-7). After receiving Permission for Assessment and Receipt of 504 Rights from parents, a Dyslexia Specialist gives the formal dyslexia battery. This battery measures: IQ, phonological awareness, phonological memory, rapid naming, letter knowledge, decoding, word recognition, oral reading fluency (rate and accuracy), spelling, and reading comprehension. After the testing is complete, the Dyslexia Specialist fills out the Characteristic Profile of Dyslexia (Dys-8) Committee meeting: The campus 504 committee will be convened to discuss eligibility under Section 504 guidelines in accordance with the district 504 manual. Section 504 defines an individual with a disability as one whom (i) has a physical or mental impairment which substantially limits one of more of such persons major life activities, (ii) has a record of such impairment, or (iii) is regarded as having such an impairment. 11

12 An identification of dyslexia is NOT an automatic qualification for 504 services. If a student is NOT identified as dyslexic, the student will be referred to the Student Intervention Team to determine appropriate support and intervention. If a student is identified as dyslexic, but not eligible under Section 504, the student is referred to the Student Intervention Team for program placement and monitoring. If a student is identified as dyslexic and also qualifies for 504 services, the 504 committee will develop an Individual Accommodation Plan for the student in accordance with procedures in the Section 504 manual. The 504 committee will also consider whether a referral for Special Education evaluation is appropriate. 5. Continued monitoring of student: Whether the student is identified as dyslexic and placed into the district dyslexia program or a student is not identified and is referred to the Student Intervention Team, the student will be monitored to ensure that the student is making progress toward grade level goals. Not Identified as dyslexic: Student referred to Student Intervention Team and an appropriate Intervention Plan will be developed. Identified as Dyslexic but NOT 504 eligible: Student may be placed into the district dyslexia program and additional recommendations made for accommodation in the classroom to ensure student success. Consideration will also be made as to whether the student would benefit from the Dyslexia Bundled Accommodations (as appropriate to grade level) so that corresponding accommodation to regular classroom instruction and assessment can be made and documented. Identified as Dyslexic and ALSO 504 eligible: 504 committee may place the student into the district dyslexia program with additional accommodations provided in the Individual Accommodation Plan. All 504 procedures and guidelines will be followed to ensure that the Individual Accommodation Plan is implemented. 504 committee shall also consider a referral for Special Education consideration. 6. Annual Review: The progress of students in the district dyslexia program will be reviewed annually (minimally) by either the Student Intervention Team or the campus 504 committee as appropriate to the student s identification. 12

13 Further Information on Assessing Students with Dyslexic Tendencies STEP I - Data Gathering If at any time a student struggles with one or more components of reading, the Student Intervention Team may collect information about the student and bring this information to a Student Intervention Team meeting. This information will be used to evaluate the student s academic progress and determine what actions are needed to ensure the student s improved academic performance. Some of the information that the Student Intervention Team collects is in the student s cumulative folder; other information is available from teachers and parents using data gathering forms through the Response to Intervention process and procedures. Information to be considered includes the results from some or all of the following: Vision screening (school may conduct screening); Hearing screening (school may conduct screening); Teacher reports of classroom concerns; Basal reading series assessment; Accommodations provided by classroom teachers; Academic progress reports (report cards); Samples of school work; Parent conferences; Testing for limited English proficiency; Speech and language screening through referral process; State student assessment program as described in TEC ; and/or The K-2 reading instrument as described in TEC Kindergarten, Grade 1, and Grade 2 Reading Instruments Some students demonstrate difficulties during early reading instruction. The most common source of instructional help for early struggling readers is through TEC Districts must administer early reading instruments to all students in kindergarten and grades 1 and 2 to diagnose their reading development and comprehension. If, on the basis of the reading instrument results, students are determined to be at risk for dyslexia or other reading difficulties, the district must notify the student s parents/guardians. The district must also implement an accelerated (intensive) reading program that appropriately addresses student s reading difficulties (TEC (g)) and enables them to catch up with their typically performing peers. During kindergarten and grades 1 and 2 some students will demonstrate the characteristics of dyslexia or may struggle with reading, writing, and spelling during the intensive reading instruction provided through TEC The information from the early reading instruments will be one source of information in deciding whether or not to recommend a student for assessment for dyslexia. The early instruments may or may not be 13

14 part of the measures used to assess a student for dyslexia and must not be the only measures used to assess a student for dyslexia. STEP II Remedial/Accommodation Strategies From information obtained by the Data Gathering Process, specific accommodations or strategies may be needed. Reading should be at the student s instructional level. The classroom teacher should closely monitor progress in word recognition, comprehension, and rate during this time. Students who show improvement will remain in the classroom with appropriate accommodations. Students who do not show improvement, based on written documentation of the accommodations and adjustments implemented, may be referred by the Student Intervention Team for further review and recommendations. Assessment procedures prior to the development of appropriate reading intervention instruction may include: Informal reading tests to determine decoding and word identification, reading comprehension, writing, and spelling competencies. An informal reading inventory and other informal reading assessments to identify specific problems related to reading. Immediately following data gathering, a decision should be made about placing the student in the most appropriate intervention program, in accordance with district Response to Intervention processes and procedures. All teachers who provide instruction in a reading intervention program shall have training in instructional practices and performance monitoring which may be used with students who demonstrate some characteristics of dyslexia but have not been identified as dyslexic. If a student does not make appropriate progress in a reading intervention program, a referral may be made for services in the Dyslexia Instructional Program or Special Education Services. 14

15 Step III Screening and Data Collection By Student Intervention Team A student 1) who has been identified as having primary difficulties in reading, writing, and spelling, 2) who is not progressing academically in remedial programs of the school district, and 3) for whom other causes have been eliminated should receive further consideration. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders. Further evaluation will include, but may not be limited to, the following data: screening for characteristics associated with dyslexia lack of appropriate academic progress as indicated by report card grades or state assessment results evidence of adequate intelligence lack of progress with the use of accommodations or remedial strategies poor performance in the areas of: phonological awareness, phonological memory, rapid naming, letter knowledge (depending on age), decoding, word recognition, oral reading fluency (rate and accuracy), spelling, and reading comprehension writing samples including a short composition elimination of sociocultural factors such as language differences, inconsistent attendance, and lack of experiential background has received appropriate instruction Notice and consents must be provided in the native language of the parent or guardian or other mode of communication used by the parent or guardian, unless it is clearly not feasible to do so. A parent will be provided information about the process of identification and program services along with 504 notification. Parents permission for further evaluation must be obtained prior to continued assessment. Identification and placement into the Dyslexia Program by either the Student Intervention Team or the campus 504 committee entails a review of all accumulated data. 15

16 STEP IV Formal Identification of Dyslexic Tendencies * This process is only completed after data gathering has occurred, Student Intervention Team has recommended a dyslexia assessment, and the campus 504 coordinator along with the dyslexia specialist have met with the parent to inform the parent of 504 rights. Cognitive measure: The Dyslexia Specialist will assess IQ. The student must have an average to above average IQ (90 or above) as demonstrated on a standardized IQ measure to qualify for the KISD program. Phonological Processing measure (the underlying cause for dyslexia): The dyslexia specialist will test for three components of phonological processing: Phonological awareness, Phonological memory, Rapid naming. The student must have an unexpected score in one or more areas of the three areas of phonological processing to qualify for the KISD program. If a student does not have a deficit in phonological processing yet is experiencing reading difficulty, he is not exhibiting dyslexic tendencies and would not benefit from a structured dyslexia program. Characteristics and Outcomes Measure: The dyslexia specialist will test for the following characteristics of dyslexia: Decoding (pseudo or nonsense words) Letter knowledge (name and associated sound) Word recognition (real words) Oral reading rate Oral reading accuracy Spelling The dyslexia specialist will test for the following outcome of dyslexia: Reading Comprehension In accordance with the state criteria for identification of dyslexia, the student must have an unexpected score in one or more of the characteristics and outcomes to qualify for the KISD program. If the student does not have a deficit in one or more of these areas, then the student does qualify for dyslexia services, but may still need additional support and intervention in order to facilitate success. Coexisting Complications or Assets: The dyslexia specialist will gather informal information with regard to the students: Oral Language Attention Mathematics Writing Handwriting Behavior/Emotions The campus 504 committee, with the Dyslexia Specialist will evaluate each of these areas based on accumulated data. These coexisting factors can help guide the instructional plan for the student. Identification and 16

17 placement into the Dyslexia Program by the 504 Committee, or the Student Intervention Team if the student is NOT 504 eligible, entails a review of all accumulated data. 17

18 Step V - Components of Instruction in the Dyslexia Instructional Program Instruction will be offered in a small class setting on the identified student s campus. The major instructional strategies should utilize individualized, intensive, multisensory methods, contain writing and spelling components, and include the following descriptors based on the Texas Dyslexia Manual: Graphophonemic knowledge (explicit, synthetic and analytic phonics): instruction which takes advantage of the letter-sound plan in which words which carry meaning are made of sounds and sounds are written with letters in the right order. Students with this understanding can blend sounds associated with letters into words and can separate words into component sounds for spelling and writing; Individualized: instruction which meets the specific learning needs of each individual student in a small group setting. A reading program in which both materials and methods are matched to each student s individual ability; Linguistic: instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are the carriers of meaning; Meaning based: instruction which is directed toward purposeful reading and writing, with an emphasis on comprehension and composition; Multisensory: instruction which incorporates the simultaneous use of two or more sensory pathways (auditory, visual, kinesthetic, tactile) during presentations and practice; Phonemic awareness: instruction that enables students to detect, segment, blend, and manipulate sounds in spoken language; Strategy-oriented: instruction is the strategies students use for decoding, encoding, word recognition, fluency, and comprehension which students need to become independent readers; Language structure: instruction that encompasses morphology (the study of meaningful units of language such as prefixes, suffixes, and roots), semantics (ways that language conveys meaning), syntax (sentence structure), and pragmatics (how to use language in a particular context); Explicit direct instruction: instruction which is systematic (structured), sequential, and cumulative, and is organized and presented in a way that follows a logical sequential plan and fits the nature of language (alphabetic principle), with no assumption of prior skills or language knowledge, and maximizes student engagement. This instruction proceeds at a rate commensurate with students needs, ability levels, and demonstration of progress; Intensive: highly concentrated instruction that maximizes student engagement, uses specialized methods and materials, produces results, and contains all the Components of Instruction mandates in 19 TAC Teachers who implement Step V instruction should be trained to utilize these techniques and strategies. 18

19 STEP VI Exiting Procedures The 504 committee, or Student Intervention Team if the student is NOT 504 eligible, shall consider the following exit criteria prior to exiting a student from dyslexia services. Passing grades on report card TPRI skills developed DRA on level for grade TAKS meets minimum expectations for grade level Informal reading inventory reading at or above grade level Complete Dyslexia Exit Summary Reevaluation Procedures Identified students will be reviewed at least annually to assess progress using benchmark measures. Step VII Referral to Special Education At any time during the assessment for dyslexia, the identification process, or instruction related to dyslexia, students may be referred for evaluation for special education. At times, students will display additional factors/areas complicating their dyslexia and requiring more support than what is available through dyslexia instruction. At other times, there will be students with severe dyslexia or related disorders who are unable to make adequate academic progress within the Dyslexia Instructional Program. In such cases, a referral to special education for evaluation and possible identification as a child with a disability within the meaning of the Individuals with Disabilities Education Improvement Act (IDEIA) should be made as needed. If the student with dyslexia is found eligible for special education, the ARD committee must include appropriate reading instruction on the student s IEP. Appropriate reading instruction must include the descriptors listed in Components of Instruction in the Dyslexia Instructional Program. In IDEIA of 2004, Section 602 (26), dyslexia is considered one of a variety of etiological foundations for specific learning disability. IN GENERAL: The term specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written. The disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. DISORDERS INCLUDED: such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. DISORDERS NOT INCLUDED: a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. 19

20 Forms and Letters The following list of forms and letters are designed for use throughout the implementation of Keller ISD dyslexia procedures. Dyslexia Checklist Dys-1A, Dys-1B Teacher Dyslexia Survey Dys-2A, Dys-2B Summary of Survey Dys-3 Request for Parent Checklist Dys-4 Parent Checklist Dys-5 Permission for Assessment Dys Rights and Receipt for 504 Rights Dys-7 Characteristics Profile of Dyslexia Dys-8 Accommodation Checklist Dys-9 Identification of Dyslexia Criteria Checklist Dys-10 Consent to Serve Dys-11 Exit from Dyslexia Service Letter Dys-12 Statement of Service Dys-13 Discontinuation of Dyslexia Service Dys-14 20

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