Dyslexia Procedures Manual Revised August 2008

Transcription

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

21 Dyslexia Checklist for Identification of KISD Students (Dys-1A) Dates Sent Received 1. Student Intervention Team meets and makes referral to Dyslexia Specialist to begin the screening process. 2. Dyslexia Specialist provides child s teacher with Teacher Dyslexia Survey (Dys-2) 3. Dyslexia Specialist fills out Summary of Survey (Dys-3), then the Student Intervention Team reviews all data (Dys 2 & 3) and decides to: A. Continue to Formal Testing (1) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review the following forms: OR Request for Parent Checklist (Dys-4) Parent Checklist (Dys-5) Permission for Assessment (Dys-6) 504 Rights and Receipt for 504 Rights (Dys-7) (2) After receiving Permission for Assessment and 504 Rights and Receipt for 504 Rights from parent, Dyslexia Specialist begins assessment: (Date(s) of Assessment ) (3) Dyslexia Specialist fills out Characteristic Profile of Dyslexia (Dys-8), then 504 Committee convenes to determine 504 eligibility. If no determination of dyslexia, student is referred to Student Intervention Team for development of Intervention Plan to provide support and intervention as appropriate. (Date Intervention Plan implemented: ) If 504 eligible, 504 committee develops Individual Accommodation Plan (IAP). (Date IAP implemented: ) If determination of dyslexia but NOT 504 eligible, then refer to Student Intervention Team for development of Intervention Plan to provide support and intervention as appropriate. (Date Intervention Plan implemented: ) B. Student is referred to Student Intervention Team for consideration of other support and intervention services. (Date Intervention Plan implemented: ) 21

22 Dyslexia Checklist for Identification of KISD Students who have had former testing (private or other district) (Dys-1B) Dates Sent Received 1. Parent alerts school to outside testing OR testing from another district comes in with student transfer 2. Student Intervention Team meets with Campus Dyslexia Specialist to review paperwork to determine if additional assessment is required. 3. Student Intervention Team decides: Accept testing as meeting district qualifications and refers to campus 504 committee for consideration. 3 (a) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review : 504 Rights and Receipt for 504 Rights (Dys-7) Consent to Serve (Dys-10) 3(b) 504 committee convenes to determine 504 eligibility 504 eligible: develop Individual Accommodation Plan NOT 504 eligible: Refer to Student Intervention Team for development of Intervention Plan No identification of dyslexia: Refer to Student Intervention Team for development of Intervention Plan Begin services (If specified in Intervention or Accommodation Plan) (Date Dyslexia Services Began: ) Conduct further testing. OR 3 (c) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review : 504 Rights and Receipt for 504 Rights (Dys-7) Consent to Serve (Dys-10) 4. After receiving Permission to Test and 504 Rights from parent, Dyslexia Specialist begins assessment: (Date(s) of Assessment ) committee convenes to determine 504 eligibility 504 eligible: develop Individual Accommodation Plan NOT 504 eligible: Refer to Student Intervention Team for development of Intervention Plan No identification of dyslexia: Refer to Student Intervention Team for development of Intervention Plan Begin services (If specified in Intervention or Accommodation Plan) (Date Dyslexia Services Began: ) 6. Annual Review (by either the Student Intervention Team or the campus 504 committee as appropriate to the student s identification) (Date scheduled for annual review ) 22

23 KELLER INDEPENDENT SCHOOL DISTRICT TEACHER DYSLEXIA SURVEY (Dys-2A) Purpose: To identify students who need further evaluation Student Teacher Campus Date of Birth Age Grade Home Language Current Date Enrollment Date Part I Academic Yes No 1. Has difficulty reading words in isolation 2. Has difficulty accurately decoding nonsense and unfamiliar words 3. Displays slow, inaccurate, or labored oral reading (lack of reading fluency) 4. Has difficulty learning to spell 5. Has difficulty with the development of phonological awareness; (segmenting, blending, and manipulating sounds in words) 6. Has difficulty learning the names of letters and their sounds 7. Has difficulty holding information about sounds and words in memory (phonological memory) 8. Has difficulty with rapid naming of familiar objects, colors, or letters of the alphabet 9. Has variable degrees of difficulty with word recognition in isolation or in context 10. Has variable difficulty with aspects of reading comprehension 11. Has variable difficulty with aspects of written composition 12. Spends a limited amount of time in reading activities 13. Often does not understand figurative language (i.e., busy as a bee) if English is the primary language 23

24 14. Standard scores/percentile ranks or grades have dropped over time 15. Displays directional confusion 16. Has been retained TOTALS Part II Additional Factors Yes No 17. Has had a relatively stable school environment (no more than 1 move per year) 18. Attends school regularly (no more than 10 absences per year) 19. Speaks English as a primary language (check home language survey) 20. Has normal vision and hearing (check Nurse Records) TOTALS COEXISTING COMPLICATIONS OR ASSETS BELOW AVG. AVERAGE ABOVE AVG. Oral Language Attention Mathematics Calculation Mathematics Reasoning Written Expression Handwriting Behavior/Emotions Most Recent TPRI Scores * Gr. Story Comp. / Most Recent DRA Results Ind. Instr. Reading TAKS Scaled Score * Please attach a copy of the Student Summary Sheet for the most recent TPRI 24

25 KELLER INDEPENDENT SCHOOL DISTRICT TEACHER DYSLEXIA SURVEY (Grades 5-12) (Dys-2B) Purpose: To identify students in need of further evaluation Student Teacher Campus Date of Birth Age Grade Home Language Current Date Enrollment Date Part I Academic Potential (Perceived) Yes No 1. Has intellectual ability/academic potential to develop reading, writing, and spelling skills 2. Student s reading, spelling or writing skills below expectations in relation to perceived academic potential or intellectual ability 3. Difficulty identifying basic sight words 4. Difficulty sounding out words using basic phonics strategies/skills 5. Difficulty comprehending text read aloud by others 6. Reads slowly with many inaccuracies 7. Difficulty with spelling 8. Spells (or mis-spells) the same word differently in a single task 9. Frequently makes spelling errors involving changing order of letters within a word (i.e. saw/was or left/felt) 13. Handwriting is often illegible or messy 14. Pencil grip is awkward, tight, or fist-like 15. Procrastinates writing assignments or avoids writing 13. Has difficulty summarizing or outlining 14. Has problems with organization or memory 15. Has problems with spatial orientation (i.e. before/after or left/right) 16. Struggles to find the right word or hesitates when answering direct questions 25

26 TOTALS from previous page Part II Additional Factors Yes No 17. Relatively stable school environment (no more than 1 move per year) 18. Attends school regularly (no more than 10 absences per year) 19. Speaks English as a primary language (check home language survey) 20. Has normal vision and hearing (check Nurse Records) COEXISTING COMPLICATIONS OR ASSETS TOTALS BELOW AVG. AVERAGE ABOVE AVG. Oral Language Attention Mathematics Calculation Mathematics Reasoning Written Expression Behavior/Emotions Lexile level as indicated by TAKS results Reading TAKS Scaled Score Commended? Yes No Writing TAKS Commended? Yes No Science TAKS Commended? Yes No Social Studies TAKS Commended? Yes No Math TAKS Commended? Yes No * Please attach relevant documentation of student performance 26

27 SUMMARY OF SURVEY FOR DYSLEXIA (Dys- 3) Name: Date of Birth: Grade: Campus: Total Yes Responses for All Parts X 5 = 0 60 points Continue using intervention strategies; review again in nine weeks points Complete Step III Assessment Recommendation: A. This student appears to not be exhibiting characteristics associated with dyslexia at this time. Current/additional accommodations should be continued and/or student may need more time in the current reading intervention placement. B. Refer student for Formal Dyslexia Assessment (see dyslexia flowchart) 27

28 Request for Parent Checklist (Dys-4) Date: Student s name: Dear Parent or Guardian: Your child s teacher, along with the campus Student Intervention Team, has recommended that your child be assessed for dyslexic tendencies. A parent checklist is attached for you to complete and return to the campus dyslexia specialist. Please return the completed form by. Sincerely, _ Dyslexia Specialist 28

29 Solicitud de Lista de Cotejo para Padres (Dys-4) Fecha: Nombre: Estimado Padre o Encargado: El maestro de su hijo(a), junto con el Equipo de Intervención del Estudiante, conocido en inglés como Student Intervention Team ha recomendado evaluar a su hijo(a) sobre tendencias disléxicos. En la página siguiente está una lista de cotejo para que usted la complete y la devuelva al especialista de dislexia de su escuela. Devuelva por favor la forma completada el (fecha) al especialista de dislexia en su escuela. Sinceramente, Especialista de Dislexia 29

30 PARENT CHECKLIST (Dys-5) Name of Student: Date: School: Grade: Date of Birth: Parent s Name: Address: Phone: To aid in assessing the problems your child is experiencing in school and to detect the possibility of dyslexic tendencies, please answer the following questions. Family History Yes No 1. Have any other members of the family had learning problems? Father Mother Sibling Other Relative Explain 2. Has your child received any type of remedial instruction in school? Explain 3. Has your child repeated a grade? Explain Physical History 1. Has your child ever been critically or chronically ill? Explain 2. Has your child ever had an extremely high fever? 3. Does your child have any physical problems that you feel may cause difficulty in learning? Explain 4. Does your child have allergies? 30

31 5. Has your child ever had a severe blow to the head? 6. Is your child currently taking medication? Please list: 7. Has your child been diagnosed with ADD or ADHD? 8. Does your child seem to have trouble hearing? 9. Does your child seem to have trouble seeing? Behavior Observations Yes No 1. Do you have to often repeat instructions to your child? 2. Does your child seem to have difficulty following directions? 3. Does your child seem to spend more time than is appropriate on homework? 4. Does your child seem to need an extraordinary amount of help with homework? 5. Does your child seem to have more difficulty in reading, writing, and spelling than in most other subjects? 6. Do your child s grades in reading, writing, and spelling seem low compared to his ability to think and understand? 7. Do you spend time reading to your child? 8. Does your child seem to enjoy being read to? 9. Does your child hesitate to read to you? 10. Does your child talk favorably about school? Please describe your child s strengths. Include any additional information which might be helpful in understanding your child. 31

32 Lista de Cotejo de los Padres (Dys-5) Nombre del Estudiante: Fecha: Escuela: Nivel/Grado Fecha del Nacimiento: Nombre de los Padres: Dirección: Número de Teléfono: Para ayudar con la identificación de los problemas académicos que su hijo(a) ha tenido en la escuela y para discernir la posibilidad de tendencias de dislexia, conteste por favor las siguientes preguntas. Historial Familiar 1. Ha tenido algún otro miembro de la familia problemas de aprendizaje? Sí No Father-Padre Mother-Madre Sibling-Hermano(a) Otro Miembro Familiar Explicación: 2. Ha recibido su hijo(a) algún tipo de instrucción correctiva/remedial en la escuela? Explicación: 3. Ha tenido su hijo(a) que repetir algún grado/nivel? Historial Físico del Niño(a) 1. Ha estado su hijo(a) crítica o crónicamente enfermo en algún momento de su vida? Explicación: 32

33 Sí No 2. Ha tenido alguna vez su hijo(a) una temperatura (fiebre) muy alta? 3. Tiene su hijo(a) algún problema físico que usted piense puede causarle dificultad con su aprendizaje? Explicación: 4. Padece su hijo(a) de alergias? 5. Ha tenido alguna vez su hijo(a) un golpe severo en la cabeza? 6. Está su hijo(a) tomando algún medicamento en estos momentos? Favor de listar los medicamentos: 7. Ha sido diagnosticado su hijo(a) con algún problema de atención (ADD) o déficit de atención junto con hiperactividad (ADHD)? 8. Piensa que su hijo(a) pueda tener problemas de audición? 9. Piensa que su hijo(a) pueda tener problemas de visión? Observaciones del Comportamiento 1. Tiene que repetirle muchas veces las instrucciones a su hijo(a)? 2. Se le hace difícil a su hijo(a) seguir instrucciones? 3. Cree que su hijo(a) dedica más tiempo del apropiado completando o haciendo sus tareas? 4. Cree que usted que su hijo(a) necesita una cantidad extraordinaria de ayuda con la tarea? 5. Cree que su hijo(a) tiene más dificultad con la lectura, escritura y ortografía que con otras materias? 6. Parecen las calificaciones de su hijo(a) en lectura, escritura, y ortografía más bajas comparadas con su habilidad de pensar y entender? 7. Pasa tiempo usted leyendo con su hijo(a) 8. Cree que su hijo(a) disfruta cuando se le leen cuentos? 9. Titubea su niño para leerle a usted? 10. Habla su niño favorablemente acerca de la escuela? 33

34 Por favor incluya toda información adicional que considere nos pueda ayudar a ayudar a su hijo(a). 34

35 Permission for Assessment (Dys-6) Date: Child s Name: Campus: Dear Parent or Guardian: Keller ISD provides a number of excellent programs to identify and assist students who are experiencing difficulties with academic subjects. Students who experience difficulties are referred to the Student Intervention Team on each campus that determines specific instructional accommodations and alternatives. After the instructional accommodations and alternatives are implemented, the committee continues to monitor the child s progress closely. After careful monitoring of your child s progress and initial screening, the Campus Student Intervention Team recommends an individual assessment of reading, writing, and aptitude in order to consider your child for additional instruction through the district s Dyslexia Services. These services are designed to identify and assist students experiencing academic difficulties due to specific reading problems. No medical diagnosis will be made, but the educational needs of your child will be determined. You also will be invited to attend and participate in a 504 committee meeting to review the results of the assessment, along with other information gathered to determine 504 eligibility. We look forward to our continued cooperative effort to ensure your child s academic progress. If you agree to the assessment process for your child, please sign this form and return it to the campus dyslexia specialist by. Sincerely, Dyslexia Specialist Date Yes, I want my child assessed for dyslexic tendencies. No, I do not want my child assessed for dyslexic tendencies. Parent Signature 35

36 (Dys-7) Date / Initial as completed: / / 2 Copies sent to parent / / 1 Copy signed & returned / / Notice of Rights Included Date Sent/Mailed: / / Notice and Consent for Initial Section 504 Evaluation Student s Name_ Campus Grade Parent(s) Address_ Home Phone: Work Phone: We have carefully reviewed your child s school records and information from teachers. 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. This is not a Special Education evaluation. 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. You also will be invited to attend and participate in a 504 committee meeting to review the results of the assessment, along with other information gathered to determine 504 eligibility. We look forward to our continued cooperative effort to ensure your child s academic progress. 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. Parent/Guardian Signature Parent/Guardian Printed Name Campus 504 Coordinator: Phone Number: District 504 Coordinator: Mellie Joiner Phone Number:

37 (Dys-7) PARENTS RIGHTS BOOKLET Notice of Parent and Student Rights Under Section 504, The Rehabilitation Act of 1973 Keller Independent School District 350 Keller Parkway Keller, Texas

38 NOTICE OF RIGHTS FOR DISABLED STUDENTS AND THEIR PARENTS UNDER 504 OF 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 eligible 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 students themselves, to the following rights: 1. You have a right to be informed about your rights under 504. [34 CFR ] 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 appropriate staff persons at the District s 504 Office and they 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 educational needs as adequately as the needs of non-disabled students are met. [34 CFR ]. 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 students. 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 ]. 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 ]. 5. Your child has the right to services, facilities, and activities comparable to those provided to nondisabled students. [34 CFR ]. 6. The School District must undertake an evaluation of your child 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 ]. 7. If formal assessment instruments are used as part of an evaluation, procedures used to administer assessments and other instruments must comply with the requirements of 504 regarding test validity, proper method of administration, and appropriate test selection. [34 CFR ]. The District will consider information from a variety of sources in making its determinations, including, for example: aptitude and achievement tests, teacher recommendations, reports of physical condition, social and cultural background, adaptive behavior, health records, report cards, progress notes, parent observations, and scores on TAKS tests, among others. [34 CFR ]. 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, possible placement options, and the 38

39 requirement that to the maximum extent appropriate, disabled children should be educated with nondisabled children. [34 CFR ]. 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 take place at least every three years. [34 CFR ]. 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 ] 11. You have the right to examine relevant documents and records regarding your child (generally documents relating to identification, evaluation, and placement of your child under 504). [34 CFR ]. 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 ]. 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 a Request for Hearing to the District's 504 Coordinator at the address below: Deana Lopez 350 Keller Parkway Keller, Texas 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 hearing officer, you have a right to seek a review of that decision before a court of competent jurisdiction (normally, your closest 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 s 504 Coordinator (or their designee), who will then 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 for Civil Rights (OCR) of the Department of Education. The address of the OCR Regional Office that covers Texas is: Director Dallas Office Office for Civil Rights, U.S. Department of Education 1999 Bryan Street, Suite 1620 Dallas, TX Telephone: (214) , 1999 RICHARDS LINDSAY & MARTÍN, LLP. All Rights Reserved.

40 AVISO A PADRES DE ESTUDIANTES INCAPACITADOS DE SUS DERECHOS LEGALES BAJO LA SECCION 504 DEL DECRETO DE REHABILITACION DE 1973 El Decreto de Rehabilitación de 1973, conocido generalmente como la Sección 504, es una ley federal legislada por el Congreso de los Estados Unidos. El propósito de esta ley es de prohibir discriminación contra estudiantes incapacitados y asegurar que tengan oportunidades y beneficios educativos tan adecuados como los de estudiantes sin incapacidades. Bajo la Sección 504, un estudiante es considerado incapacitado si padece de un impedimento o condición física o mental que limita substancialmente una de sus actividades vitales, como la de aprender, caminar, ver, oír, hablar, respirar, trabajar y desempeñar tareas manuales. La ley también protege a estudiantes que han tenido un impedimento o condición física o mental substancial en el pasado, o que son considerados incapacitados aunque realmente no lo son. Estudiantes pueden ser considerados incapacitados bajo la Sección 504 y pueden recibir asistencia educativa bajo esa ley aunque no reciban educación especial. El propósito de este Aviso es explicarle los derechos legales garantizados bajo la Sección 504 a estudiantes incapacitados y a sus padres. Los reglamentos federales que dan efecto a la Sección 504 (los cuales se encuentran en el Título 34, Parte 104 del Código Federal de Reglamentos, o 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 Sección 504. [34 CFR ]. El distrito escolar debe darle información escrita sobre sus derechos (este Aviso precisamente sirve para informarle de sus derechos). Si necesita que le expliquen o clarifiquen cualquier de los siguientes derechos, los dirigentes apropiados del distrito escolar le ayudarán a resolver sus preguntas. 2. Bajo la Sección 504, su hijo/a tiene derecho a una educación apropiada diseñada para satisfacer sus necesidades educativas individuales tan adecuadamente como las de estudiantes sin incapacidades. [34 CFR ]. 3. Su hijo/a tiene derecho a servicios educativos gratuitos, con la excepción de costos que normalmente se les cobran tambien a estudiantes sin incapacidades (o a sus padres). Compañías de seguros, y otras terceras personas similares, no son libres de sus obligaciones normales para proporcionar o pagar por servicios para un estudiante considerado incapacitado bajo la Sección 504. [34 CFR ]. El recibir asistencia educativa bajo la Sección 504 no disminuye su derecho a recibir otra asistencia pública o privada de cualquier tipo. 4. Su hijo/a tiene derecho a ser colocado en el ambiente educativo que permita máximo contacto y relaciones con estudiantes sin incapacidades. [34 CFR ]. A menos que sus necesidades educativas no puedan ser satisfechas ahí, su hijo/a será colocado en clases regulares. 5. Su hijo/a tiene derecho a equipo, clases, edificios, servicios y actividades comparables a las que son proporcionadas a estudiantes sin incapacidades. [34 CFR ]. 6. Su hijo/a tiene derecho a una evaluación antes de determinar una colocación educativa o programa de asistencia bajo la Sección 504, y también antes de cualquier cambio importante en colocación subsecuente. [34 CFR ]. 7. Procedimientos utilizados para administrar pruebas y otras evaluaciones educativas deben cumplir con los requisitos de la Sección 504 en cuanto a la validez de las pruebas, su forma de administración, y las áreas necesarias de evaluación. [34 CFR ]. El distrito considerará información de diversas fuentes y orígenes, incluyendo, por ejemplo: pruebas de aptitudes y aprovechamiento, recomendaciones de maestros, reportes de condición física, antecedentes sociales y culturales, análisis de comportamiento adaptado, reportes médicos, calificaciones, reportes de progreso, observaciones de los padres, anécdotas de maestros, y calificaciones en los exámenes TAKS, entre otras. [34 CFR ]. 40

41 8. Las decisiones de colocación educativa deben realizarse por un grupo de personas (llamado el comité 504) que conocen la situación de su hijo/a, el significado de los resultados de las evaluaciones, las opciones de colocación, y la obligación legal de asegurar el ambiente educativo que permita el máximo contacto con estudiantes no incapacitados. [34 CFR ]. 9. Si es considerado incapacitado bajo la Sección 504, su hijo/a tendrá derecho a que se le den nuevas pruebas y evaluaciones a ciertos tiempos, para determinar si sus necesidades educativas han cambiado. Generalmente evaluaciones educativas se pondrán al corriente para cada niño incapacitado por lo menos cada tres años. [34 CFR ] 10. Usted tiene derecho a que el distrito escolar le avise antes de tomar cualquier acción en relación a la identificación, evaluación o colocación educativa de su hijo/a. [34 CFR ]. 11. Usted tiene derecho a examinar archivos y documentos relacionados a la educación de su hijo/a (normalmente archivos y documentos con relación a la identificación, evaluación o colocación educativa de su hijo/a). [34 CFR ]. 12. Usted tiene derecho a una audiencia imparcial si no esta de acuerdo con las acciones del distrito en relación a la identificación, evaluación, o colocación 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 ]. 13. Si desea protestar o disputar las acciones del Comité 504 del distrito a través de una audiencia imparcial, debe presentar un Aviso de Apelación escrito ante el Coordinador 504 del distrito, en la siguiente dirección: Deana Lopez 350 Keller Parkway Keller, Texas Se fijará una fecha para una audiencia ante un oficial imparcial, y serán notificados por escrito de la fecha, hora, y lugar de la audiencia. 14. Si usted está en desacuerdo con la decisión final del oficial imparcial de audiencia, tiene derecho a apelar esa decisión a una corte de jurisdicción adecuada; normalmente, la corte federal local. [34 CFR ]. 15. En cuanto a otros aspectos de la Sección 504 que no tengan que ver con la identificación, evaluación y colocación educativa de su hijo/a, usted tiene el derecho a presentar una queja local ante el Coordinador 504 del distrito (o su representante), quien investigará la situación, teniendo en consideración la situación, en un esfuerzo de llegar a una resolución rápida y justa. 16. Usted también tiene el derecho a presentar una queja ante la Oficina de Derechos Civiles de el Departamento de Educación de los Estados Unidos. La dirección de la Oficina Regional a la cual pertenece Texas es: Director, U.S. Department of Education Office for Civil Rights, Region VI 1999 Bryan Street, Suite 1620 Dallas, TX Telephone: (214) , 1999 RICHARDS LINDSAY & MARTÍN, LLP. All Rights Reserved.

42 Form E Parent Input/504 RECEIPT FOR SECTION 504 RIGHTS Keller Independent School District Name of Student Date of Birth / / School This is to verify that I have received a copy of the Notice of Parent and Student Rights under Section 504, The Rehabilitation Act of 1973, which informs me of my rights. These rights have been explained to me by: Name Student Intervention Team Administrator On / / Date I understand that my rights include the right to receive answers from school personnel to additional questions I may have. Questions may also be addressed to the district: Deana Lopez 350 Keller Parkway Keller, Texas My signature below indicates that I received the handout and understand its contents. Signature of Parent, Guardian, or Adult Student Date Printed name of Parent, Guardian, or Adult Student (Receipt/Rights - Section 504) 42

43 Characteristic Profile of Dyslexia (Dys-8) NAME DATE OF ASSESSMENT CAMPUS AGE GRADE Percentile COGNITIVE/ACADEMIC ABILITY V: NV: Listening Comprehension (if required) Standard Score BELOW AVERAGE Below AVERAGE ABOVE AVERAGE 110+ Underlying Causes: PHONOLOGICAL AWARENESS Phonological Memory Rapid Naming Characteristics: DECODING (pseudo words) WORD RECOGNITION ORAL READING RATE ORAL READING ACCURACY SPELLING Alphabet/letter-sound association Sequencing the Alphabet Outcomes: READING COMPREHENSION 43 Keller Independent School District

44 Characteristic Profile of Dyslexia (cont.) (Dys-8) COEXISTING COMPLICATIONS OR ASSETS Complication Asset Oral Language Attention Mathematics Calculation Mathematics Reasoning Written Expression Handwriting Behavior/Emotions Most Recent TPRI Scores * Gr. Story Comp. Most Recent DRA Results Ind. Instr. Lexile level as indicated by TAKS results Reading TAKS Scaled Score Commended? Yes No Writing TAKS Commended? Yes No Science TAKS Commended? Yes No Social Studies TAKS Commended? Yes No Math TAKS Commended? Yes No Family history yes no 44

45 Accommodation Checklist (Dys-9) Check as appropriate to student need: (Use to assist in development of Individual Accommodation Plan or Intervention Plan) Oral administration of content area tests *Corresponds to TAKS Oral Administration Accommodation for Math, Science, and Soc. Studies words and phrases multiple sentences entire test student choice Extra time for completing assignments/assessments *Corresponds to TAKS Dyslexia Bundled Accommodations (Gr. 3-8) Questions and answer choices read aloud to student *Corresponds to TAKS Dyslexia Bundled Accommodations (Gr. 3-8) Proper nouns read to student *Corresponds to TAKS Dyslexia Bundled Accommodations (Gr. 3-8) Allow someone to read aloud to the student Substitute oral reports for written assignments Help student identify important points, titles and headings in a written text Avoid penalizing for spelling errors in written work Avoid penalizing for handwriting Give clear, concise, and brief directions Provide a peer tutor Break tasks into smaller parts Assignments read to student Use manipulatives to explain and reinforce concepts Copy of class notes given to student (that is not his/her own) Allow cursive handwriting instead of print Give extra time for oral response during discussions Allow extra time to process and recall information Allow alternate assignments in area of student talent (oral presentations, charts, projects, artwork) Have student repeat instructions back to you Provide recordings of assigned reading Reduced quantity of assignments Reduced quantity of reading Opportunity to respond orally to tests and assignments Avoid timed tests Avoid assignments involving copying Do not require reading aloud (volunteer basis only) Assignment book checked by teacher daily Other (Please explain): 45 Keller Independent School District

46 Identification of Students with Dyslexia Criteria Checklist (Dys-10) (Taken from: The Dyslexia Handbook Revised 2007; pgs. 1-2, 9) Three decision points must be considered by the 504 Committee when making an educational determination of dyslexia. In accordance with the Texas Dyslexia Handbook, the 504 Committee must be able to answer YES to all THREE decision points. YES NO 1. Primary characteristics: Evidence of a deficit in one or more of the primary characteristics of dyslexia 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) Specify characteristic with evidence: 2. Phonological Processing: Evidence of a deficit in phonological processing, including: Phonological Awareness Rapid Naming Phonological Memory Specify deficit with evidence: 3. Unexpected: Evidence that the above deficits are unexpected in relation to: The student s age, educational level, or cognitive abilities The provision of effective classroom instruction Specify unexpectedness with evidence: 46

47 Date: Consent to Serve (Dys-11) Campus: Student Name: Dear Parent or Guardian: The results of the dyslexia assessment process indicate that your child is exhibiting characteristics associated with dyslexia at this time. Your child qualifies to receive specialized instruction based on his or her individual needs. This special instruction will be provided by a dyslexia specialist. Your signature will indicate your decision regarding placement in the KISD dyslexia program. Sincerely, Dyslexia Specialist I agree to have my child placed in the Keller ISD Dyslexia Instructional Program. Parent Signature I decline Keller ISD Dyslexia Instructional Services for my child. Parent Signature Date 47 Keller Independent School District

48 Fecha: Permiso para Servir (Dys-11) Escuela: Nombre del estudiante: _ Estimado padre/encargado, Los resultados de la evaluación de dislexia indican que su hijo(a) está demostrando características asociadas con dislexia en este momento. Su hijo(a) cualifica para recibir instrucción especializada basado en sus necesidades individuales. Esta instrucción especializada será provista por un especialista de dislexia. Su firma indicará su decisión referente a la colocación de su hijo(a) en el programa de dislexia de KISD. Sinceramente, Especialista de la Dislexia Yo estoy de acuerdo con que mi hijo(a) sea colocado en el programa de dislexia de KISD. Firma de padre/encargado Yo declino los servicios de instrucción del programa de dislexia de KISD para mi hijo(a). Firma de padre/encargado Fecha 48

49 EXIT FROM DYSLEXIA SERVICE (Dys-12) Dear Parent, Assessment of your child,, as outlined in the Dyslexia Procedures Manual, Exiting Procedures (p.18), has been administered and reviewed. This data indicates that your child has experienced continuous successful performance. Therefore, services in the Dyslexia Instructional Program are no longer needed. Date Dyslexia Committee Members: 49 Keller Independent School District

50 PLACE IN PERMANENT RECORD STATEMENT OF SERVICE (Dys-13) received services in the Dyslexia Instructional Program in the Keller Independent School District from to. Date Dyslexia Reading Specialist DO NOT DISCARD 50

51 DISCONTINUATION OF DYSLEXIA SERVICE (Dys-14) Date _ Name: _ Campus: Due to the following reasons,, will no longer be served through the KISD dyslexia program: 1. Parent withdrawal. 2. Serviced through other program to better meet the needs of the child. 3. Moved out of the district 4. Other: Student Intervention Team or 504 Committee Members (as appropriate to identification): Please Return to the Campus Dyslexia Specialist I have received notification of discontinuation of my child from dyslexia services. Parent Signature 51 Keller Independent School District