DEFINITION AND CHARACTERISTICS OF DYSLEXIA

Transcripción

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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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 76248
(817) 744-1000
Section 504 Coordinator, for concerns regarding discrimination on the basis
of disability:
Deana Lopez
Assistant Superintendent for Curriculum and Instruction
(817) 744-1000
All other concerns regarding discrimination:
Dr. James Veitenheimer
Superintendent
(817) 744-1000
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 75201-6810
Telephone: (214) 661-9600
Facsimile: (214) 661-9587
Email: [email protected]
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CONTENTS
Definition and Characteristics of Dyslexia .......................................................................... 5-6
Dyslexia and Related Disorders Administrative Procedures...................................................7
Dyslexia Identification Procedural Flowchart ........................................................................8
Description of KISD Dyslexia Identification Process ...................................................... 9-10
Description of Process for Outside Testing Consideration .............................................. 9-10
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.......................................................... 20-51
• 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-6
• 504 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
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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 §38.003
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.
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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.
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DYSLEXIA AND RELATED DISORDERS ADMINISTRATIVE
PROCEDURES
Authority: Texas Education Code, Section §38.003
As stated in Texas Education Code §38.003 (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.
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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 (Dys7), Request for Parent Checklist (Dys-4), and Parent Checklist (Dys-5) forms to the
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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
4. 504 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.
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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
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).
4. 504 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.”
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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.
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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 §39.022;
and/or
• The K-2 reading instrument as described in TEC §28.006.
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 §28.006. 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 §28.006(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
§28.006. 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
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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.
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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.
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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
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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.
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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
§74.28.
Teachers who implement Step V instruction should be trained to utilize these
techniques and strategies.
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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.
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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-6
• 504 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
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:
•
•
•
•
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.
OR
_____ B. Student is referred to Student Intervention Team for consideration of other support and
intervention services.
21
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 :
•
•
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: _______ )
____
____
_____
_____
_____
_____
OR
______ Conduct further testing.
3 (c) Dyslexia Specialist and Campus 504 Coordinator meet with parent to review :
•
•
Consent to Serve (Dys-10)
____
____
____
____
4. After receiving Permission to Test and 504 Rights from parent, Dyslexia Specialist begins assessment:
(Date(s) of Assessment ___________________________________________________)
5. 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: _______ )
_____
_____
_____
_____
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
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
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
____
____
____
____
____
____
____
____
____
____
____
____
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
____
____
____
____
Part I – Academic
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
13. Often does not understand figurative language (i.e., busy as a bee)
if English is the primary language
23
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
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
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
____
____
Part I – Academic Potential (Perceived)
25
TOTALS from previous page
____
____
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)
____
____
____
____
Part II – Additional Factors
TOTALS
COEXISTING
COMPLICATIONS OR
ASSETS
BELOW AVG. AVERAGE
ABOVE AVG.
Oral Language
Attention
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
SUMMARY OF SURVEY FOR DYSLEXIA
(Dys- 3)
Name: ______________________________________________________________________
Date of Birth: ________________________
Grade: _____________________________
Campus: ____________________________
Total Yes Responses for All Parts
_____
0 – 60 points
_______
X 5 = ________
Continue using intervention strategies;
review again in nine weeks
_____
65 – 100 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
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
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
PARENT CHECKLIST
(Dys-5)
Name of Student: _____________________________________
Date: __________________
School: ________________________________
Date of Birth:____________
Grade: ____
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
1. Have any other members of the family had learning problems?
Yes
No
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
____
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?
____
____
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? ____
____
Behavior Observations
5. Does your child seem to have more difficulty in reading, writing, and spelling
than in most other subjects?
____
____
____
____
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?
____
____
6. Do your child’s grades in reading, writing, and spelling seem low compared to
his ability to think and understand?
Please describe your child’s strengths. Include any additional information which
might be helpful in understanding your child.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
31
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
2. ¿Ha tenido alguna vez su hijo(a) una temperatura (fiebre) muy alta?
Sí
No
____
____
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?
____
____
1. ¿Tiene que repetirle muchas veces las instrucciones a su hijo(a)?
____
____
2. ¿Se le hace difícil a su hijo(a) seguir instrucciones?
____
____
____
____
____
____
____
____
____
____
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?
____
____
Observaciones del Comportamiento
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?
33
Por favor incluya toda información adicional que considere nos pueda ayudar a ayudar a
su hijo(a).
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
34
Permission for Assessment
(Dys-6)
Date:___________
Child’s Name: ____________________________
Campus:________________________________
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
(Dys-7)
Date / Initial as completed:
____/____/____
____/____/____
____/____/____
____
____
____
2 Copies sent to parent
1 Copy signed & returned
Notice of Rights Included
Notice and Consent for Initial Section 504 Evaluation
Date Sent/Mailed: ____/____ /____
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:
817-744-1092
36
(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 76248
817-744-1000
37
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 104.32] The School District
must provide you with written notice of your rights under §504 (this document represents written notice
of rights as required under §504). If you need further explanation or clarification of any of the rights
described in this Notice, contact 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 104.33].
3. Your child has the right to free educational services, with the exception of certain costs normally also
paid by the parents of non-disabled 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 104.33].
4. To the maximum extent appropriate, your child has the right to be educated with children who are not
disabled. Your child will be placed and educated in regular classes, unless the District demonstrates that
his or her educational needs cannot be adequately met in the regular classroom, even with the use of
supplementary aids and services. [34 CFR 104.34].
5. Your child has the right to services, facilities, and activities comparable to those provided to nondisabled students. [34 CFR 104.34].
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 104.35].
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 104.35]. 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 104.35].
8. Placement decisions regarding your child must be made by a group of persons (a §504 committee)
knowledgeable about your child, the meaning of the evaluation data, possible placement options, and the
38
requirement that to the maximum extent appropriate, disabled children should be educated with nondisabled children. [34 CFR 104.35].
9. If your child is eligible for services under §504, he or she has a right to periodic evaluations to
determine if there has been a change in educational need. Generally, an evaluation will take place at least
every three years. [34 CFR 104.35].
10. You have the right to be notified by the District prior to any action regarding the identification,
evaluation, or placement of your child. [34 CFR 104.36]
11. You have the right to examine relevant documents and records regarding your child (generally
documents relating to identification, evaluation, and placement of your child under §504). [34 CFR
104.36].
12. You have the right to an impartial due process hearing if you wish to contest any action of the District
with regard to your child’s identification, evaluation, or placement under §504. [34 CFR 104.36]. You
have the right to participate personally at the hearing, and to be represented by an attorney, if you wish to
hire one.
13. If you wish to contest an action taken by the §504 Committee by means of an impartial due process
hearing, you must submit a Notice of Appeal or a Request for Hearing to the District's §504 Coordinator
at the address below:
Deana Lopez
350 Keller Parkway
Keller, Texas 76248
817-744-1000
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
Dallas, TX 75201-6810
Telephone: (214) 661-9600
© 1994, 1999 RICHARDS LINDSAY & MARTÍN, LLP. All Rights Reserved.
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 104.32]. 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 104.33].
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 104.33]. 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 104.34]. 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 104.34].
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 104.35].
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 104.35]. 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 104.35].
40
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 104.35].
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 104.35.]
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 104.36].
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 104.36].
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 104.36].
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 76248
817-744-1000
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
104.36].
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
Dallas, TX 75201-6810
Telephone: (214) 661-9600
© 1994, 1999 RICHARDS LINDSAY & MARTÍN, LLP. All Rights Reserved.
Form E
Parent Input/504
RECEIPT FOR SECTION 504 RIGHTS
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
On
/
Date
Student Intervention Team Administrator
/
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 76248
817-744-1000
My signature below indicates that I received the handout and understand its contents.
___________
Date
Signature of Parent, Guardian, or Adult Student
Printed name of Parent, Guardian, or Adult Student
(Receipt/Rights - Section 504)
42
Characteristic Profile of Dyslexia
(Dys-8)
_______________________________
______________
________________
NAME
DATE OF ASSESSMENT
CAMPUS
_________
________
AGE
GRADE
Percentile
___________________________________________________
1
5
10
20
30 40 50 60 70 80
90
95
99
Standard Score ___________________________________________________
55
BELOW
AVERAGE
Below 90
70
85
100
AVERAGE
90 - 109
115
130
ABOVE
AVERAGE
110+
COGNITIVE/ACADEMIC ABILITY
V:
NV:
Listening Comprehension (if required)
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
Characteristic Profile of Dyslexia (cont.)
(Dys-8)
COEXISTING
COMPLICATIONS OR
ASSETS
Complication
Oral Language
Attention
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
Asset
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
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
Consent to Serve
(Dys-11)
Date:___________
Campus: ______________________
Student Name: ________________________________
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
Permiso para Servir
(Dys-11)
Fecha: __________________
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
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
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
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.
2.
3.
4.
_____
_____
_____
_____
Parent withdrawal.
Serviced through other program to better meet the needs of the child.
Moved out of the district
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

DEFINITION AND CHARACTERISTICS OF DYSLEXIA

Transcripción

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