PRIDE Promoting Reading and Intervention through Dyslexia Education

Transcription

1 District Dyslexia Plan PRIDE Promoting Reading and Intervention through Dyslexia Education

2 Acknowledgements Edgewood I.S.D. Board of Trustees Estefana C. Martinez, President Marcelo R. Montemayor, Vice President Tina Morales, Secretary Marisol Faz Martinez, Trustee George Garnica, Trustee Mary Lou Mendoza, Trustee Johnny R. Perez, Trustee Dr. Elizabeth Garza Superintendent of Education Dr. Sylvia Reyna Associate Superintendent Owen Kelly Executive Director of Campus Leadership Gloria Valle Executive Director of Instructional Support Oralia Lara State/Federal Programs Director Dr. Mary Miller Instructional Compliance Director Patricia Zamora Staff Development/Title II Specialist We also wish to express our appreciation to the following, in no particular order, for assistance, suggestions, and reviewing/editing the Handbook: Mario Goff, Patricia Buckley, Lorie Compton, David Costello, Mari Diaz, Janice Files, Sandra D. Gonzalez, Rena Heard, Oralia Lara, Beverly Lejeski, Erlinda Rodriguez, Judy Rose, Ryan Wayment, Beth N Diaye, Catherine Lutz, Claudia Garcia, Debra Martinez, Debra Grady, Iris Dominguez, Jessica Rodriguez, Maria T. Rodriguez, Maria Elena Rodriguez, Mary Jane Garza, Nancy Ortiz, Sandra Cantu, Susie Armenta, Sylvia S. Garcia, Teresa Gatell, Tracy Tullbane, Tranquilina Gallegos, Hope Villarreal, Emma Munguia Principal Pam Reece (the only person who showed up to one meeting), Principal Tina Garcia, Assistant Principal Trace Mahbubani, Diana Aragon, Rosie Sabedra, the DEIC Committee, Jay Fulton, and Steve Perez. A very special thanks to Becky Borroel for all of her years of service in the EISD Dyslexia Department and her key insights, suggestions, reminders, and mandates for the Dyslexia Handbook. 2

3 Table of Contents Definition of Dyslexia...4 Screening for Dyslexia.5 Referral Process..5 Assessment of Dyslexia 7 English Language Learners..9 Response to Intervention (RtI)..9 Dyslexia Committee..11 Program Entrance Criteria 14 Timeline..16 Program Description & Options.17 Program Exit Criteria 23 Monitoring of Students & Individual Student Dyslexia Folders..24 TAKS Accommodations..25 District Contacts..27 Flow Charts Forms/Information Documentation/Dyslexia Referral Forms Parent Handbook

4 The Dyslexia Education Program takes PRIDE in helping students who are at risk for dyslexia. PRIDE stands for Promoting Reading and Intervention through Dyslexia Education. This title serves as a reminder to students, parents, and the community of Edgewood Independent School District (EISD) that individuals who are at risk for dyslexia need special programs to learn to read, write, and spell. The screening and identification process for the Dyslexia Education Program reflects the District s commitment to educate all students while recognizing that traditional educational programs are not always effective for all students. This program will serve as a force to focus on our students at risk for dyslexia and their special needs. Definition of Dyslexia As defined in Texas Education Code (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 imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. The definition of 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 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. 4

5 Screening for Dyslexia In accordance with TEC , Edgewood ISD administers early reading instruments in kindergarten, first, and second grades to determine students reading development and comprehension. If, on the basis of the reading instrument results, students are determined to be at risk for dyslexia and other reading difficulties, the students parents/guardians are notified. In addition, an accelerated (intensive) reading program that appropriately addresses students reading difficulties and enables them to catch up with their typically performing peers is implemented. Should students continue to struggle with reading, writing, and spelling during the intensive reading instruction, then Edgewood ISD will initiate procedures to recommend these students for assessment for dyslexia. 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. Screening for dyslexia of students in grades 2 12 may include, but is not limited to: performance on state mandated test(s), a student s grades/performance in reading, writing and spelling, and teachers observations of the characteristics of dyslexia. This information will be utilized when deciding whether or not to recommend a student for assessment for dyslexia. Referral Process At any time that a student continues to struggle with one or more components of reading, Edgewood ISD will collect additional information about the student. The 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. Information to be considered includes the results from some or all of the following: Vision screening Hearing screening Teacher reports of classroom concerns Basal reading series assessment Accommodations provided by classroom teachers Academic progress reports and/or report cards Samples of school work Parent conferences Testing for limited English proficiency Speech and language screening through a referral process The K-2 reading instrument as described in TEC State student assessment program as described in TEC Among the actions that Edgewood ISD has available for the student is a recommendation that the student be assessed for dyslexia. Edgewood ISD recommends assessment for dyslexia if the student demonstrates the following: Poor performance in one or more areas of reading and/or the related area of spelling that is unexpected for the student s age/grade, and; Characteristics of dyslexia. 5

6 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 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 The Campus Review Committee will evaluate the collected data and make a recommendation for further assessment when these criteria are met. The following conditions are found to be co-morbid (two or more things that are occurring at the same time) in individuals with the person having only one or some combination of these conditions. For example, a student may be identified as having one or more of the following conditions, but may not be found to have dyslexia. Dyslexia (Specific Developmental Dyslexia): Dyslexia is a difficulty with the alphabet, reading, reading comprehension, writing and spelling in spite of adequate intelligence, exposure, and cultural opportunity. Developmental Spelling Disorder: Developmental spelling disorder is characterized by significant difficulty learning to spell. This occurs in the absence of reading or other written language difficulties. Dysgraphia: Dysgraphia is characterized by the inability to write legibly. This occurs in the absence of other difficulties in written language. This difficulty is not caused by lack of visual-motor coordination. Dysphasia: Dysphasia is characterized by difficulty learning both receptive and expressive oral language despite adequate hearing, intelligence, and socio-cultural opportunity. Developmental Auditory Imperception: Developmental auditory imperception is characterized by difficulty learning sounds, sound-symbol relationships and the meaning of words despite adequate intelligence and socio-cultural opportunity. The above characteristics are not considered to be disorders if they are age appropriate. Source: 6

7 Assessment of Dyslexia Students enrolling in Edgewood ISD shall be assessed for dyslexia and related disorders at appropriate times (TEC (a)). The appropriate time depends upon multiple factors including the student s reading performance, reading difficulties, poor response to supplemental, scientifically-based reading instruction, teachers input, and parents or guardians input. Additionally, the appropriate time for assessing is early in a student s school career (19 TAC 74.28), the earlier the better. While earlier is better, students will be recommended for assessment for dyslexia even if the reading difficulties appear later in a student s school career. The procedures followed for assessment include: 1. Notify parents or guardians of proposal to assess student for dyslexia 2. Obtain parent or guardian permission to assess the student for dyslexia 3. Assess student, being sure that individuals who administer assessments have training in the evaluation of students for dyslexia and related disorders (19 TAC 74.28). Tests, assessments, and other evaluation materials will ( 504): Be validated for the specific purpose for which they are used Include material tailored to assess specific areas of educational need and not merely materials that are designed to provide a single general intelligence quotient Be selected and administered so as to ensure that, when a test is given to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student s aptitude or achievement level, or whatever other factor the test purports to measure, rather than reflecting the student s impaired sensory, manual, or speaking skills Include multiple measures of a student s reading abilities such as informal assessment information (e.g., anecdotal records, lists of books the student has read, audio recordings of the student s oral reading) Be administered by trained personnel and in conformance with the instructions provided by the producer of the evaluation materials Assessment of Special Education Students If a student is already in special education, but exhibits the characteristics of dyslexia or related disorders and is referred for assessment, assessment procedures for students under the Individuals with Disabilities Act (IDEIA 2004) will be followed. Assessment data from prior special education assessments may be utilized, and/or additional assessment may be conducted by personnel trained in assessment to evaluate students for dyslexia and related disorders. In this case, the ARD committee will serve as the committee of knowledgeable persons. 7

8 Domains to Assess Edgewood ISD administers measures that are related to the student s educational needs. Depending upon the student s age and stage of reading development, the following are the areas related to reading that should be assessed: Reading real and nonsense words in isolation (decoding) Phonological awareness Letter knowledge (name and associated sound) Rapid naming Reading fluency (rate and accuracy) Reading comprehension Written spelling Based on the student s academic difficulties and characteristics, additional areas that can be assessed include vocabulary, written expression, handwriting, and mathematics. From the International Dyslexia Association: CAUTION: An initial diagnosis of dyslexia should be offered only as a tentative conclusion based on the data available. A poor reader may appear to fit the profile of dyslexia. However, if the learner responds quickly to appropriate intervention, the source of the reading problem is more likely related to earlier educational opportunity than to problems in the child s physical makeup that limit the ability to learn from the instruction provided. The ability of the learner to benefit from instruction that is focused on the basic skills that support reading and spelling provides valuable information necessary to support or reject the initial diagnosis. 8

9 English Language Learners (This refers to students served in Bilingual and ESL programs as well as students designated Limited English Proficient [LEP] whose parents have denied services). Much diversity exists among English Language Learners (ELLs). The identification and service delivery process for dyslexia must be in step with the student s linguistic environment and educational background. In Edgewood ISD, the LPAC (Language Proficiency Assessment Committee) will be involved in the decision making process. Additional data to be gathered when assessing English Language Learners: Language Proficiency Assessment Committee (LPAC) documentation which includes the following: o Home language survey o Assessment related to identification for limited English proficiency (oral language proficiency tests and norm-referenced tests) o TAKS documentation when available o Texas English Language Proficiency system (TELPAS) information (Reading Proficiency Test in English (RPTE) and Texas Observation Protocol (TOP)). o Type of language programming provided and language of instruction o Linguistic environment and second-language acquisition development o Previous schooling in and outside of the United States. Additional assessment when assessing English Language Learners: Comprehensive oral language proficiency testing should be completed in English and the student s native language whenever possible If the student has received academic instruction in his/her native language, as well as English, then the Domains to Assess need to be completed in both languages to the appropriate extent. Interpretation: Test results of English Language Learners will be interpreted in light of the student s: language development (in both English and the student s native language), educational history, linguistic background, socioeconomic issues, and any other pertinent factors that affect learning. RtI = Response to Intervention Response to Intervention aims to prevent unnecessary assignment to special education. With RtI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth. The shorthand term for this new process is RtI Response to Intervention. Its goal is to reduce special education designations for children whose primary problem is with reading instruction. RtI is: Establishment of effective strategies and core curriculum with general education population Universal screening of ALL students Use of research-based intervention in general education Measurement of student response to intervention Use of Student RtI data to change intervention or form new instruction 9

10 Multi-Tiered Intervention Intervention is based on monitored progress and targeted to specific student needs Interventions are administered by the classroom teacher, reading specialist, or highly qualified teacher Interventions provide the student with additional instruction Tier 1- Universal Assess all children early Kindergarten and Grade 1 Measure progress against grade level progress Tier 2 Selected Students in general education who have not met reading benchmarks through whole class interventions Interventions do not replace classroom instruction, but work a mutual dependence relative with class room instruction to expand reading lessons Interventions conducted by a reading specialist with a group of 5 or fewer students Interventions are intense (an additional 30 minutes of reading instruction per day) Tier 3 Intensive Students who have not met reading benchmarks through whole class and selected interventions Interventions should be conducted by a reading specialist with 2-3 students Interventions should be in addition to teaching time and curriculum levels 1 & 2 intervention intensive Continue to provide intensive reading instruction while monitoring student progress If the student continues to struggle at the Tier 3 level, then he/she may be referred for additional assessment. Once it has been determined that the student has been identified as being at-risk for dyslexia, Edgewood ISD shall provide an appropriate instructional program for the student. Source: POSITION STATEMENT PRIDE exists to promote the understanding, treatment, and prevention of the problems related to dyslexia. Students at risk for dyslexia require services or learning opportunities not ordinarily provided by the general education program. The District commits to offering a structured language program that will assist all students in achieving their maximum potential to develop as future leaders who will contribute to the community, state, and nation. 10

11 504 Dyslexia Committee This committee of knowledgeable persons determines the identification of dyslexia after reviewing all accumulated data including the following areas: The observations of the teacher, district or charter school staff, and/or parent/guardian 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 developmental and academic history of the student) Data-based documentation of student progress during instruction/intervention Language Assessment Proficiency Committee (LPAC) documentation, when applicable The results of administered assessments All other accumulated data regarding the development of the student s learning and his/her educational needs The team must be knowledgeable about: The student being assessed The reading process Dyslexia and related disorders Dyslexia instruction District or charter school, state, and federal guidelines for assessment The assessments used (Slingerland Screening Tests for Indentifying Children with Specific Language Disability) The meaning of the collected data The student s difficulties in the area of reading will reflect one or more of the primary characteristics of dyslexia with unexpectedly low performance for the student s age and educational level in the following areas: Reading real words in isolation Decoding nonsense words Reading fluency (both rate and accuracy) Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia) This unexpectedly low reading performance will be the result of a deficit in phonological processing, including the following: Phonological awareness, including segmenting, blending, and manipulating sounds in words Rapid naming Phonological memory (holding information about sounds and words in memory) Many students with dyslexia will have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition. 11

12 The committee of knowledgeable persons will also incorporate the following guidelines from TEC and 19 TAC 74.28: The student has received conventional (appropriate) instruction The student has an unexpected lack of appropriate academic progress (in the areas of reading and spelling) The student has adequate intelligence (an average ability to learn in the absence of print or in other academic areas) The student exhibits characteristics associated with dyslexia The student s lack of progress is not due to socio-cultural factors such as language differences, irregular attendance, or lack of experiential background. If the committee determines that the student has the characteristics of dyslexia, the committee of knowledgeable persons also determines whether the student has a disability under the Rehabilitation Act of 1973, 504. Not all students with dyslexia are automatically eligible for 504. A student is considered to have a disability under 504 if the condition substantially limits the student s learning. Students with additional factors that complicate their dyslexia may require additional support or referral to special education. (See Flow Charts) At any time during the assessment for dyslexia, 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, students with severe dyslexia or related disorders will be unable to make adequate academic progress within any of the programs for dyslexia or related disorders. In such cases, a referral to special education for evaluation and possible identification as a child with a disability within the Individuals with Disabilities Improvement Act of 2004 (IDEIA) will be made as needed. What is the Section 504 process? Parents or staff may refer any student for consideration to the Section 504 Coordinator at their local campus. The Campus LST or IMPACT Team must review all referrals. All students with a physical or mental impairment must have documented evidence by a credible source (such as a Physician) except for the educational diagnosis of some learning impairments, Dyslexia, Dysgraphia, and ADHD. Parents must sign a consent and return the consent to the Section 504 Coordinator at their campus in order to have their child evaluated. A Section 504 committee must review the data (from all relevant sources), to ensure that there is an agreed upon educational need. Once the committee agrees that the student does have an impairment and the impairment substantially limits that child in one or more major life activities; then the committee creates an Individual Accommodation Plan that is shared with Teachers and staff for use in the general education classroom. All students who are receiving Section 504 Accommodations who are Dyslexic must have their Accommodations reviewed annually. 12

13 From the International Dyslexia Association: It is possible to identify potential reading problems in young children even before the problems turn into reading failure. Screening tests, such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Texas Primary Reading Inventory (TPRI); and AIMSweb screening assessments, developed by researchers for those purposes should be used with all children in a school, beginning in kindergarten, to locate those students who are at risk for reading difficulty. Preventive intervention should begin immediately, even if dyslexia is suspected. How the child responds to supplementary instruction will help determine if special education services are justified and necessary. Before second grade, it is more important to focus an evaluation on the precursors of reading development. Measures of language skills, phonological awareness, memory, and rapid naming are more suggestive of being at-risk for dyslexia among young children than are measures of word reading, decoding, and spelling. Therefore, measures of phonological awareness, memory, and rapid naming are typically included in Kindergarten and beginning first grade screening tests that can identify children who need targeted intervention to improve these critical skills so these children can meet grade-level benchmarks. Although there are many tests that may be used early (in Kindergarten and beginning of first grade) to assess beginning skills in reading and spelling, the standards for average achievement are generous. A child in late kindergarten or early first grade may only need to read a few letters and two or three common words to score well enough to reach a score of average. Compared to other young learners, students with dyslexia may not seem to be behind. Further, even if achievement is found to be low or poor it does not explain why the child may not be learning as expected. By January or February of first grade, tests of early word reading, decoding, and spelling begin to be useful in providing information about what the student has learned and what gaps in knowledge exist. This information may be used to plan instruction and guide ongoing assessment. Edgewood ISD follows the Response to Intervention (RtI) model of data collection on specific interventions. Collection of data should begin immediately upon determination of a student struggling in reading. Collection should include background information, intelligence testing, samples of oral langauge skills, word recognition, decoding, spelling, phonological processing, automaticity/fluency, reading comprehension, and vocabulary knowledge. 13

14 Program Entrance Criteria 1. Primary Difficulties: (One or more of the following, unless only Written Spelling is identified): Reading Real Words in Isolation, Decoding Nonsense Words, Fluency (rate & accuracy), and Written Spelling (not sufficient by itself to identify dyslexia). 2. Phonological Processing Difficulties: (One or more of the following): Difficulty in Phonological Awareness, Rapid Naming, or Phonological Memory. 3. Unexpected: Unexpectedness is considered in relation to the student s other cognitive abilities, age, or educational level. This may include an average ability to learn in the absence of print or in other academic areas. Other Data Considered: Received conventional (appropriate) instruction Socio-cultural factors: language, attendance, experiential background Secondary characteristics: difficulty with reading comprehension and written composition Letter knowledge (name and associated sound) Additional Considerations: Vision screening Hearing screening Teacher reports of classroom concerns Basal reading series assessment Accommodations provided by classroom teachers Academic progress reports and/or report cards Samples of school work Parent conferences Testing for limited English proficiency Speech and language screening through a referral process The K-2 reading instrument State student assessment Because of the emphasis on intense phonetic analysis of written language, the programs should be used with students who: Are of average or above average intelligence (IQ of 90 or above) After screening, show the relative strengths or weaknesses that may exist in visual, auditory, and kinesthetic functioning Show discrepancies between verbal ability and academic achievement Exhibits characteristics associated with dyslexia Once the identification process is complete, campus administrators are notified of the results through a memorandum which includes a Summary of Screening for each student. The Summary of Screening for qualifying students must be signed by the CRC members and returned to the dyslexia office. The school will submit 504 recommendation documentation to the Dyslexia office. Parents are notified of the results by mail. 14

15 SCREENING PROCEDURES 1. Alternative strategies for instruction in the regular classroom must be exhausted and documented (Response to Intervention) and the 504/CRC process must be completed before referring the student for assessment for dyslexia. 2. Dyslexia referrals are accepted throughout the school year until the last week in March. Referrals received by the March deadline will be processed and the students will be screened by the end of the school year. Referrals received after the March deadline will be processed and the students will be screened by the end of the school year, if time permits. However, if time restraints prevent this, these students will be screened at the beginning of the next school year. 3. Screening may begin at 2 nd grade, or the beginning of the second semester of 1 st grade (for those previously retained in 1 st grade) so that students may be developmentally ready for screening. Screening tests for identifying students with specific language disabilities are on-going throughout the school year. 4. I.Q. tests will be administered prior to other screening instruments. If the I.Q. score does not fall within the average to above average range (IQ of 90 or above), screening will not continue. 5. Students will be screened using the Slingerland Screening Tests for Indentifying Children with Specific Language Disability and the use of Individual Reading Instruments in their language of instruction. 6. Students identified as at risk for dyslexia are immediately provided with classroom accommodations. It is recommended that they begin therapy no later than 30 days after they qualify for the program. As needed, new groups will be formed each semester. RE-TESTING FOR IDENTIFICATION A student who does not qualify for dyslexia services may be tested a second time for the program only if dyslexia characteristics or tendencies continue to hinder his/her academic progress in the classroom. After a two-semester waiting period, an updated referral packet must be completed before retesting is conducted. APPEAL PROCEDURES A parent or staff member may appeal a placement decision made by the Campus Review Committee/504 Committee: Appellant must submit an appeal letter no later than 15 working days after the committee has announced its decision. The committee will review its decision and will respond to the person making the appeal no later than 15 working days after receipt of the letter of appeal. 15

16 TRANSFER STUDENTS A student enrolling in EISD that has been identified by another school district will qualify for entrance into the EISD Dyslexia Education Program after documentation is provided by the parent, guardian or the previous school. This information includes documentation that his/her child was enrolled in a dyslexia education program in his/her previous school. The documentation must include a copy of the student s test scores. If the dyslexia program at the previous school is similar to the EISD Dyslexia Education Program, the student will be placed as close as possible to the last completed lesson. STUDENTS IDENTIFIED BY PHYSICIAN A student who has been identified as dyslexic by a physician will be placed into the EISD Dyslexia Education Program after testing documents and results are submitted to the Dyslexia Office. Timeline The following timeline applies to students in regular education programs, or who may qualify as 504: Upon receipt of parent permission to assess until 504 Committee/Campus Review Committee collects data and refers student for dyslexia shall be 30 school days or less. Determination of dyslexia and program placement shall be 30 school days or less after receipt of 504/CRC referrals. Following the placement until program begins (if it is determined the student is eligible for the dyslexia program) shall be 30 school days or less. Special education students shall follow the timelines required by federal law, under IDEIA

17 Program Description & Options Once it has been determined that a student has the characteristics of dyslexia, Edgewood ISD shall provide an appropriate instructional program for the student (TEC ). The following procedures will be followed: Instructional decisions for a student with dyslexia are made by a team that is knowledgeable about the student, the meaning of the evaluation information, and instructional components and approaches for students with dyslexia. Edgewood ISD shall 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 state Dyslexia Handbook 2007 (see Components of Instruction). Edgewood ISD will provide each identified student access at his/her campus to the services of a teacher/an educator trained in dyslexia and related disorders. (19 TAC 74.28). Parents/guardians of students eligible under the Rehabilitation Act of 1973, 504, will be informed of all services and options available to the student under that federal statute. Teachers/Educators who provide the appropriate instruction for students with dyslexia will be trained in the professional development activities specified by the district and/or campus decision making committee. As stated in 19 TAC, 74.28, the teachers/educators who provide appropriate instruction for students with dyslexia must be trained and be prepared to implement instructional strategies that utilize individualized, intensive, multisensory, phonetic methods and a variety of writing and spelling components. They may serve as trainers and consultants in the area of dyslexia and related disorders to regular, remedial, and special education teachers. Edgewood ISD will provide a parent education program for the parents/guardians of students with dyslexia and related disorders. The program will include: Characteristics of dyslexia and related disorders Information on assessment and diagnosis of dyslexia Information on effective strategies for teaching students with dyslexia Awareness of information on classroom accommodations/modifications and especially of modifications allowed on standardized testing (19 TAC 74.28) Parental agreement and signature on accommodations/modifications From the International Dyslexia Association: Children with dyslexia often exhibit weaknesses in auditory and/or visual processing. They may have weak phonemic awareness, meaning they are unaware of the role sounds play in words. They have difficulty rhyming words, blending sounds to make words, or segmenting words into sounds. They may also have difficulty acquiring a sight vocabulary. That is, dyslexic children do not learn the sight words expected in the primary grades. In general, they do not pick up the alphabetic code or system. When taught by a multisensory approach, children have the advantage of learning alphabetic patterns and words by utilizing all three pathways. Dr. Samuel Orton suggested 17

18 that teaching the fundamentals of phonic association with letter forms both visually presented and reproduced in writing, until the correct associations were built up would benefit students of all ages. Dyslexia and other related learning disorders cannot be cured. Proper instruction promotes reading success and alleviates many difficulties associated with dyslexia. Instruction for individuals with learning differences should be: Explicit directly teaches skills for reading, spelling, and writing Systematic and Cumulative has a definite, logical sequence of concept introduction Structured has step-by-step procedures for introducing, reviewing, and practicing concepts Multisensory engages the visual, auditory, and kinesthetic channels simultaneously or in rapid succession. Components of Instruction The instructional program will be offered in a small class setting and include reading, writing, and spelling as appropriate. The major instructional strategies will utilize individualized, intensive, and multisensory methods as appropriate. Components of instruction, as appropriate for the reading needs of the student, include: Phonemic awareness (hearing sounds) instruction that enables students to detect, segment, blend, and manipulate sounds in spoken language Graphophonemic knowledge (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 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) Linguistic instruction directed toward proficiency and fluency with patterns of language so that words and sentences are carriers of meaning Strategy-oriented instruction in the strategies students use for decoding, encoding, word recognition, fluency, and comprehension that students need to become independent readers 18

19 Instructional approaches, as appropriate to meet the instructional needs of the student, include: Explicit, direct 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. This instruction proceeds at a rate commensurate with students needs, ability levels, and demonstration of progress Individualized instruction that meets the specific learning needs of each individual student in a small group setting; a reading curriculum that matches each student s individual ability level and contains all of the Components of Instruction mandated in 19 TAC Intensive, highly concentrated instruction that maximizes student engagement, uses specialized methods and materials, produces results, and contains all the components of instruction mandated in 19 TAC Meaning-based instruction that is directed toward purposeful reading and writing, with an emphasis on comprehension and composition Multisensory instruction that incorporates the simultaneous use of two or more sensory pathways (auditory, visual, kinesthetic, tactile) during teacher presentations and student practice Edgewood ISD utilizes the following programs: Campus Level Elementary Middle School High School Program(s) Texas Scottish Rite Dyslexia Training Program Fast ForWord, Voyager, Read Naturally Texas Scottish Rite Literacy Program Fast ForWord, Voyager, Rewards + Read Naturally Texas Scottish Rite Literacy Program, Rewards + Read Naturally, Read

20 Texas Scottish Rite Dyslexia Training Program The Texas Scottish Rite Hospital Dyslexia Training Program for Children is most appropriate for elementary school-age students from second semester first grade through fifth grade. Classes should be composed of students who have been screened and identified as learners who would benefit from this type of written language instruction. Students should be of average or above average intelligence (IQ of 90 or above). Students should be placed in a pull-out class of six students so that team teachers may interact with each student and guide the group with immediate feedback. Students from two sequential grades may be combined in one class. These guidelines are used to pace the presentation of material for the attention span of younger students. Direct instruction is provided by an experienced, specifically trained Dyslexia Therapist who appears on-camera. Schools provide a team teacher in each classroom where the videotapes are used. However, this second individual does not need either extensive training or experience in working with dyslexic students because the on-camera teacher is responsible for the content of each day s lessons. The team teacher is responsible for the students receiving maximum benefit from the videotaped lessons. Therefore, it is important that this individual interact with the students and videotaped instruction, and provide a supportive, non-threatening environment. State certified Dyslexia Therapists may give lessons through live therapy. The elementary program includes 350 one-hour instructional videotapes that should be completed in five semesters. The lessons are paced to maintain a student s interest and attention by frequently changing activity focus. Esperanza Esperanza is a Spanish multisensory, structured language program for the Spanish speaking student. The program can be completed in one school year. The preferred level for instruction is first grade. Each lesson is approximately one hour in length and includes eleven activities per lesson. The most important point to make about the Esperanza Program is that it is a balanced approach to language arts. It meets all the descriptors that many experts in the field of reading and language have clearly stated as a result of their research and experience. Once a student completes the Esperanza program, the student will then move into the Texas Scottish Rite Dyslexia Training Program. Fast ForWord Fast ForWord software develops and strengthens memory, attention, processing rate, and sequencing the cognitive skills essential for learning and reading success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. 20

21 Texas Scottish Rite Literacy Program The Texas Scottish Rite Hospital Literacy Program is designed for secondary school age and adult students. Classes should be composed of students who have been screened and identified as learners who would benefit from this type of written language instruction. Because of the emphasis on intense phonetic analysis of written language, the program should be used with students of average or above average intelligence (IQ of 90 or above). Students should be placed in a scheduled class of ten but no more than twelve students so that team teachers may interact with each student and guide the group with immediate feedback. Students from two sequential grades may be combined in one class. Direct instruction in each lesson is presented by an on-camera teacher from TSRHDTP. The school using the Program provides a teacher in the classroom to reinforce the lesson and help individual students. The dyslexia teacher does not require training or experience with the curriculum since the teacher on the tape is the primary teacher. The dyslexia teacher is responsible for the students receiving maximum benefit from the videotaped lessons. Therefore, it is important that this individual interact with the students and videotaped instruction, within a supportive, non-threatening environment. State-certified Dyslexia Therapists may give lessons through live therapy. The Texas Scottish Rite Literacy Program is an instructional video series of lessons designed to meet TEA dyslexia program descriptors and the core requirements for the high school Reading Improvement Course. The Literacy Program consists of 160 one-hour videotaped lessons that should be completed in three semesters. Rewards Rewards sharpens reading and writing skills and supports all core curricula. Rewards programs are research-based reading and writing interventions used in schools across the country. Rewards products can be used as effective interventions in general and special education, summer school, and after-school programs. Rewards can efficiently and effectively improve: Decoding, Fluency, Vocabulary, Comprehension, Test-taking skills, Content-area reading and writing, Word choice, and Sentence writing and revision. Rewards is to be done by a teacher using explicit instruction. Read Naturally Read Naturally's products help students of all ages and abilities whether special education, ELL, Title I, or mainstream to improve their reading skills, gain confidence, and transform their attitudes toward school and learning. Based on a powerful strategy that combines teacher modeling, repeated reading, and assessment and progress monitoring, Read Naturally products support and reinforce the essential components of reading as outlined by the National Reading Panel. These include phonemic awareness, phonics, fluency, vocabulary, and comprehension. 21

22 Voyager Passport The Voyager Passport reading intervention program moves struggling readers toward grade level. It fits into and strengthens core reading program by providing minutes of daily, targeted skill development that follows a scope and sequence of instruction. Voyager enhances core reading programs by providing strategic support for struggling readers, offers explicit instruction in the five essential elements of reading, and provides immediate, ongoing, and accurate analysis of student performance. Handwriting Without Tears Handwriting Without Tears is a proven success in making legible and fluent handwriting an easy and automatic skill for all students. HWT uses fun, entertaining, and educationally sound instructional methods to teach handwriting to all students: pre-k through cursive. The well-planned lessons require minimal preparation time. Thousands of administrators, teachers, therapists, and parents across the country have successfully implemented the program. The end result is truly handwriting without tears for all. Read 180 READ 180 is an intensive reading intervention program that helps educators confront the problem of adolescent illiteracy and special needs reading on multiple fronts, using technology, print, and professional development. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. The READ 180 Instructional Model is based on a 90-minute block of time. The class begins with 20 minutes in Whole-Group Instruction. During this time, the teacher follows key instructional routines for reading, vocabulary, and writing as outlined in the Teacher s Edition of the rbook. Next, students participate in three 20-minute rotations. These rotations are made up of independent reading time, where students choose Paperbacks or Audiobooks to read; Small-Group Instruction, where teachers provide individualized instruction and support and students work in their rbooks; and reading instruction via the READ 180 Software, where students are offered intensive and individualized practice on the computer. The remaining 10 minutes are used for Whole-Group Wrap-up Time. 22

23 Program Exit Criteria Upon successful completion of the district dyslexia program(s), as measured by program mastery checks (assessments) completed at regular intervals, students will be exited from the district dyslexia program(s). Additional criteria for exit may include but is not limited to: grades from progress reports or report cards, state assessment data, benchmarks, teacher and/or parent observations/checklists, response to/lack of response to intervention, and individual dyslexia program requirements. Campus Level Elementary Middle School High School Exit Criteria (s) Completion of TSR Dyslexia Training Program Completion of TSR Dyslexia Literacy Program Completion of TSR Dyslexia Literacy Program INACTIVE STATUS A student can be considered inactive from the program based on his/her overall lack of progress, behavior/discipline, and attendance. A student may also be classified as inactive if he/she has shown academic progress and is able to succeed in the regular classroom with modifications only. It is recommended that the program be completed before a student becomes inactive. Any decision to classify a student as inactive from the program will be made and documented at this time. The dyslexia designee, parents, and the Campus Review and/or 504 Committee will meet to discuss the possibility of a student s inactive status from the Dyslexia Education Program. Transfer Policy If at any time a student transfers from his/her campus, the following procedure will be adhered to: Transfer WITHIN District The dyslexia designee will fill out a transfer form specifying the name of the new school, the last lesson completed, and submit it to the Dyslexia Education Office with required signatures. The dyslexia designee will also be responsible for immediately notifying the new school in order to assure that the student continues with the therapy. Transfer OUT OF District The dyslexia designee will fill out a transfer form specifying the name of the new school, the last lesson completed, and anticipated enrollment date. This form is to be submitted immediately to the Dyslexia Education Office with required signatures. 23

24 Monitoring Students that have been dismissed (exited) from the Edgewood ISD dyslexia program will receive regular monitoring. These checks will occur as follows: Time after Dismissal First Year Second Year Third Year and Beyond Monitoring Interval Once per nine weeks Once a semester Annually each May Monitoring by campus Interventionists may include, but is not limited to the collection/evaluation of: -progress reports -report cards -state assessment data -teacher reports/checklists -parent reports/checklists -counselor reports -other program reports -additional assessment data Students qualifying for dyslexia services that are identified as 504 or Special Education will follow monitoring/re-evaluation requirements outlined in federal law. Individual Student Dyslexia Folders Student folders should contain student referral information, Permission to Test, Summary of Screening w/signatures, evaluation results and recommendations, Accommodations and Modifications for the current year, Section 504 Forms (Recommendation Report, Accommodations, Parent Letter), Status Change forms, and progress measurement forms. These folders will be transferred with the student within the district and within grade levels. 24