The Dyslexia Handbook

For

Big Spring Independent

School District

Director of Special Programs: Darrell Ryan Elementary Curriculum/Dyslexia Coordinator: Angela Woolley

Dyslexia Program Elementary Instructors: Elfi Tucker -

Dana Tompkins - Debby Rice - Big Spring Junior High, Big Spring High School

Table of Contents

Dyslexia – A Definition…………………… 1 The Dyslexic Child………………………….. 2 What Is Dyslexia……………………………. 3 – 4 Other Definitions……………………………. 5 Dyslexia Referral/Placement Process.. 6 Response to Intervention………………… 7 Identification…………………………………. 8 – 9 Exiting the Program……………………….. 10 Program Overview…………………………. 11 Effective Teaching Practices…………….. 12 – 20 Resources……………………………………….. 21 Testing Accommodations for TAKS……… 22-24 BSISD Board Policy and Related Laws… 25 - 27 Forms……………………………………………...

Dyslexia

is a disorder of

constitutional origin

manifested by a difficulty

in learning to read, write,

or spell,

despite conventional

instruction, adequate

intelligence, and

sociocultural opportunity.

1

PLEASE – Don’t tell me I’m not listening. I’m listening! PLEASE – Don’t tell me I’m not paying attention. I’m paying attention! PLEASE – Don’t tell me I’m not trying. I’m trying more than you know! PLEASE – Don’t ruin what little success I have by telling me that I could do better if I wanted to. You will never know how much I want to! PLEASE – Don’t tell me I’m not smart. I am smart. I just can’t show you what I know. PLEASE – Try to understand the feelings of frustration, helplessness and hopelessness that may lead me to give up eventually. PLEASE – Help me search for and develop my strengths while I struggle with my weaknesses. PLEASE – Acknowledge that I learn differently, encourage me, find help for me, but most of all accept me and know how much I want to please you and make you proud! The Dyslexic Child 2

What is Dyslexia?

Adapted from How to Reach and Teach Students with Dyslexia

By Cynthia M. Stowe The Center for Applied Research in Education; 2000

The term dyslexia was introduced as a medical term in the late 1880’s. Dr. James Hinshelwood, an ophthalmologist in Scotland, believed the condition that he called “congenital word blindness” was based on either brain defects or brain injury. By 1919, Dr. Samuel Orton theorized that the reading problems he observed in intelligent children were based on neurological factors. He believed that the children would see double images because the brain hemispheres were equally dominant. (Recent research by Albert Galaburda has demonstrated that people with dyslexia have symmetrical hemispheres whereas those of typical learners have larger left hemispheres.) Although the multisensory learning program he developed with Anna Gillingham to address these needs was used by private schools and tutors, it was not until the 1960’s that dyslexia became a public issue. Even then, educators held varying views; some even insisted that dyslexia was an imaginary condition.

Over the years, many myths have developed about dyslexia. The most common is that all people with dyslexia reverse letters and numbers, and that this visual problem is the cause of the reading difficulty. Such reversals are common in children with typical learning styles until about the age of seven, and it is now believed that reversals are neither a diagnostic sign nor a causative factor of dyslexia.

In the past, IQ tests were generally based on language, giving rise to the idea that people with dyslexia have lowered intelligence. Knowing now that their problem is related to language, it is easy to understand why they would score low on such tests. In fact, many people with dyslexia have average or above average intelligence. We also typically agree that dyslexia is more likely to occur in boys than in girls. Recent studies have indicated that an equal percentage of girls manifest the condition; boys, however, are more likely to be referred because of behavior problems. And no, all people with dyslexia do not have ADD or ADHD. Current research is showing the core deficit for people with dyslexia appears to be in phonological processing. This involves the ability to distinguish the individual sounds associated with letters and the ability to manipulate those sounds to form words and sentences in written language. It is also widely accepted that individuals obtain and process information through different modalities (auditory, visual, and tactile-kinesthetic). Learners can also be analytic or left-brained, gaining knowledge and understanding when facts are presented in an orderly, sequential fashion. Or, learners can be global or right-brained, gaining knowledge through general principals from which facts can be understood. Any individual uses more than one modality and approach to learning. However, each of us learns most readily when our individual learning style is addressed.

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In addition, Howard Gardener, in his book Frames of the Mind, the Theory of Multiple Intelligences (Basic Books, 1993), identifies seven different types of intelligence, each associated with a particular learning style. These include: Linguistic: good with language; learn to read and write with the traditional curriculum Logical-Mathematical: enjoy figuring things out and discovering patterns in groups of data; do well in math and science Spatial: like to look at things; skilled at assessing spatial relationships; tend to be good artists Musical: understand and respond to rhythms and tunes; use music to help them remember facts and data Interpersonal: good social abilities and understanding Intrapersonal: understand themselves and their needs Again, individuals do not possess strictly one form of intelligence, but often operate better in certain areas than in others. The dyslexic learning style is characterized by weak linguistic intelligence, which appears to be related to their phonological deficits. While students with dyslexia tend to operate poorly in the linguistic mode, they often possess strengths in other areas. Logical-mathematical intelligence often tends to be excellent; spatial intelligence is good and they are often able to detect patterns where others with more typical learning styles cannot. Following are some strengths associated with dyslexia: Curiosity Willingness to ask questions Ability to look at things differently (creative thinking) Good sense of humor Lots of energy, drive, and ambition Willingness to work hard Good mechanical abilities Good spatial abilities Good artistic abilities Good musical abilities Ability to focus for a very long time on a task of interest Ability to recognize patterns in a group of seemingly unrelated data Ability to understand concepts. Thomas West, in his 1997 book, In the Mind’s Eye: Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity (Prometheus Books), contends that the advantage of having a particular learning style is culture-based. Because a good sense of direction and alertness to variations in the natural world is necessary to survival in hunting and gathering cultures, people with the dyslexic learning style would have an advantage. Although they have difficulty in our language-based culture, West contends that our society is changing. With the advent of computers and huge amounts of data, an ability to see patterns in seemingly unrelated data, a creative approach, and the energy and drive to focus on one task long enough to solve a problem will be qualities needed to thrive. People with dyslexia frequently exhibit these characteristics.

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Other Definitions

Texas Education Code The Texas Education Code defines dyslexia as a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. In other words, the condition is not a result of low intelligence, chronic absenteeism, illness, home problems, or lack of instruction. Related disorders include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. [Texas Education Code Section 38.003] Many of the characteristics associated with dyslexia also are found in children with other specific learning disabilities or with speech/spoken language disorders. Some of the characteristics also may be present in some young children in the course of normal development. International Dyslexia Association “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 IDA Board of Directors, Nov. 12, 2002. This definition is also used by the National Institute of Child Health and Human Development.) Characteristics of dyslexia: The following difficulties may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities:

difficulty with the development of phonological awareness and phonological processing skills (processing the sounds of speech), including segmenting or breaking spoken words into individual sounds;

difficulty accurately decoding nonsense or unfamiliar words; difficulty reading single words in isolation; slow, inaccurate, or labored oral reading; lack of reading fluency variable degrees of difficulty with reading comprehension; difficulty with learning the names of letters and their associated sounds difficulty with learning to spell; difficulty in word finding and rapid naming; difficulty with aspects of written composition difficulty with learning and reproducing the alphabet in correct sequence (in either oral or

written form); and family history of similar problems.

The difficulties of the child identified as having dyslexia occur in reading, single-word decoding, reading fluency, reading comprehension, written composition, and spelling. The problems of the child with a learning disorder may include these difficulties and other difficulties that do not necessarily pertain to reading exclusively.

5

Does

Not Q

ualify

Dyslexia Referral/Placement Process

Data gathering

Remedial Programs

Referral forms/permission fortesting completed by teacher

Referral reviewed by principal

Referral reviewed by dyslexiatherapist

CARE TEAMRefer for SpecialEducation, Title I

Irlen ScreeningAssessment by dyslexia therapist

Does notappear to

be dyslexic

Placement Committee MeetsOverlayand Classroom

accommodations

Overlay Needed

Interventionssuccessful;

continue

Refer for SpecialEducation or 504

Greater Need For Intervention

More Intervention Needed

Dyslexia Class Placement withclassroom interventionsConsider need for 504

Accommodations

Classroom accommodations;Place on

Observation List

Minor Adjustments Possible

InsufficientProgress

Not

Sufficient

Appropriate Progress

Continue Intervention

6

RESPONSE TO INVERVENTION

The Individuals with Disabilities Education Act (IDEA) of 2004 indicates that states must permit the use of a process based on a child’s response to scientific, research based intervention as one of the criteria for determining whether a child has a learning disability. The research base for a response to intervention model is strongest at the elementary level, where large-scale implementation has been occurring for many years. Core principles of response to intervention (RTI) as described in National Association of State Directors of Special Education (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author. Core principles of RTI include: *The assumption and belief that all children can learn *Early intervention for students who demonstrate risk for reading disabilities *Use of multi-tiered model of service delivery (To achieve high rates of student success, instruction must be differentiated in both nature and intensity.) *Use of problem solving or standard-protocol method to make decision within a multi-tier model *Use of research-based, scientifically validated interventions/instruction to the extent available *Monitoring of student progress to inform instruction *Use of data to make decisions. A data-based decision regarding student response to intervention is central to RTI practices TIER I: CORE CLASSROOM READING INTERVENTION

Tier I should involve the use of scientifically based core instructional programs for all students; a universal screening in essential academic areas to identify each student’s level of proficiency (three times per year); and teachers’ use of flexible grouping to target specific skills and differentiate instruction for at-risk students. Ongoing assessment of progress and monitoring of reading achievement gains are required for students identified as at-risk, based on the universal screening. TIER II: INTERVENTION

Tier II is designed to meet the needs of students who do not respond to the scientifically based core reading instruction provided in the regular classroom setting. These students should be provided intensive small group reading instruction. The reading intervention should be scientifically based, emphasizing the five essential components of early literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension (NRP, 2000)). Progress monitoring at least twice a month on targeted skills should occur to ensure adequate progress and learning. Goals for students should be established. Progress monitoring data should be documented. Students who meet set criteria on targeted skills as a result of Tier II interventions are reintegrated into the traditional instructional program or regular classroom setting (Tier I). If at any time during the student’s Tier II intervention or after receiving Tier II intervention (maximum of 10 weeks), the student’s progress in the essential components of reading warrants continued intervention AND the student demonstrates characteristics associated with dyslexia, the student should be recommended for a formal assessment of dyslexia. TIER III: INTENSIVE INSTRUCTION Note: Prior to Tier III instruction, students who exhibit the characteristics of dyslexia should be formally assessed. A small percentage of students who have received Tier II supplemental instruction continue to show marked difficulty in acquiring necessary reading skills. These students require instruction that is more explicit, more intensive, and specifically designed to meet their individual needs. Some of these students may be students with dyslexia. Students who meet identification through formal assessment as a student with dyslexia should receive small group dyslexia instruction using a program characterized by the descriptors found in this handbook. Progress monitoring at least twice a month on targeted skills should occur to ensure adequate progress and learning. 7

Identification

Many of the characteristics associated with dyslexia also are found in children with other specific learning disabilities or with speech/spoken language disorders. Some of the characteristics also may be present in some young children in the course of normal development. While the focus of the dyslexia program is early intervention, a student must be allowed the opportunity to develop cognitively before being given any kind of label that may follow him of her throughout school. However, when these characteristics are not age-appropriate and interfere with learning, they may be symptoms of a language or learning disorder, including dyslexia, and the child may need special assistance in academic or related areas. Early Intervention All students in kindergarten through third grade will be screened with the Texas Primary Reading Inventory (TPRI). Parents will be notified, in person or in writing, of the results of this screening. Screening results will be combined with other criteria determined by the district to identify students who are at risk for dyslexia or other reading difficulties. Each campus will design a program to address the needs of the students identified at each grade level. A description of this program and a list of students being served will be maintained at each campus. First, second, and third grade students will be assessed within the first month of school, and students will be identified for the Student Success Initiative (SSIG) program by October. Kindergarten students will be assessed after the first six weeks of school and will be identified for the SSIG program by the end of October. Students in the program and others who show signs of needing intervention will be assessed again in January, with any necessary adjustments being made at that time. Through the SSIG program, identified students will be provided additional, intensive instruction designed to address their needs and accelerate their learning. Parents will be notified when any program placement change occurs. Students who continue to struggle, despite this intervention, may be recommended by the classroom teacher for assessment for dyslexia or special education. Referral Referrals for the dyslexia program may be made by: Teachers and other educators Parents Physicians When a child fails to make expected progress in the regular classroom, the first step is to gather data. Placement in appropriate remedial or compensatory programs, such as bilingual, summer school, Title I, or tutoring should be considered. When that child still struggles in one or more areas of language arts and exhibits dyslexic characteristics, a teacher completes a referral packet that includes information gathered from the child’s permanent record. Parents may request screening, and students diagnosed by a physician as having ADD/ADHD may also be considered for the program. These students need to meet the same qualifying criteria as other students. After reviewing the referral materials and consulting with the teacher, the dyslexia designee obtains parental permission for testing if assessment is deemed necessary. Parents/guardians will be informed of their rights under Section 504. (See appendix for referral packet)

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Screening Within 30 days of receiving the referral packet, the dyslexia designee will screen the child. No one assessment can be used to determine if a student has dyslexia. After obtaining permission to test the student, the dyslexia designee will administer one or more assessments, which may include, but are not limited to the following: Irlen Screening Test of Written Spelling Comprehensive Test of Phonological Processing Gray Oral Reading Test Kaufman Test of Educational Achievement Dyslexia Screening Instrument Also considered are vision and hearing screenings, speech and language screenings, academic progress reports, attendance, teacher reports of aptitude, basal reading assessments, and parent conferences.

Placement All assessment results will be considered by the campus placement committee in a timely manner. This team will consist of two or more of the following people: principal, counselor, dyslexia teacher, educational diagnostician, speech and language specialist, special education teacher, and/or classroom teacher. In addition to the other two people, the child’s parent may also be included on the committee. Placement in the dyslexia program is based on an educational identification of dyslexia tendencies, not a clinical diagnosis of dyslexia. Identification for the dyslexia program is based on:

the student’s exhibiting characteristics associated with dyslexia, the student’s unexpected lack of appropriate academic progress, (consider age,

intelligence, experiential background, age-appropriate education, sensory acuity, and general health)

assessments are lowest in the areas of phonological awareness, rapid automatized naming, letter knowledge, spelling, word attack, word identification, fluency (rate + accuracy)

the student’s receiving conventional regular and/or remedial instruction, and family history of dyslexia or reading disorders

Students who appear to have difficulty processing black-on-white print may be screened for scotopic sensitivity syndrome. If the child needs a colored overlay, the examiner may recommend an appropriate colored overlay along with classroom accommodations for a period of three to four weeks. If the child still experiences difficulty, he or she may undergo further testing and be placed in the dyslexia class. For other students, it may be determined that both dyslexia placement and the overlays are needed from the outset. Students through sixth grade who demonstrate a need for intense phonological instruction may be recommended for placement in the Lindamood Phonemic Sequencing Program®. Students in fourth through eighth grade who need a more structured program than offered in the classroom setting may be recommended for placement in the Project Read Linguistics program. Students with more severe difficulties may be referred for special education testing. Students whose results are inconclusive or who exhibit a less pressing need for services may be given classroom interventions and placed on an observation list for later follow-up.

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Exiting the Program

Periodic review will be conducted of all children served in the dyslexia intervention program. Dyslexia designees will reevaluate the students at the end of each academic year. Students may also be assessed when the student appears to have made adequate progress in the program or when the student fails to make adequate progress. Students will be exited from the program when it appears:

they can be successful in the regular classroom program or can be successful with modifications

most of the dyslexia intervention curriculum has been adequately covered; or they are not making satisfactory progress and other interventions should be considered.

When a child meets one of the above criteria, the dyslexia designee will request that the committee consider dismissing the child from the program. When students are dismissed to the regular classroom program, the dyslexia designee will recommend any appropriate accommodations. She will remain available as a resource to help ensure student success and provide follow-up as needed.

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Program Overview

History of Big Spring’s program for dyslexia and related disorders In 1978-79, Big Spring I.S.D. first implemented its dyslexia program. That year, 32 students in grades 1-3 were served. The following year, the program was expanded to serve 72 students in grades 1-5. The original curriculum was Alphabetic Phonics. In 1995-96, Janelle Clark, dyslexia teacher, piloted the Lindamood Phonemic Sequencing® Program (LiPS®) with great success. The following year, the LiPS® curriculum was adopted. The program has grown to include approximately 100 students served in 30-minute, small-group daily classes held at each elementary campus by two itinerant dyslexia teachers. Both teachers are also scotipic sensitivity screeners. Title I reading and language arts teachers have also been trained in Project Read. Current intervention program Each elementary dyslexia teacher currently meets with students in small groups at their home campus in a pull-out remedial class. Research has shown the core deficit for dyslexia to be phonological processing; therefore, Big Spring uses the curriculum of Lindamood Phonemic Sequencing® Program, in the lower grade levels. This program addresses the issue of weak phonemic awareness, or difficulty in judging the sounds within words. This program is more basic and more extensive than traditional phonics programs and is, for some students, a prerequisite to success in phonics instruction. Through multisensory activities, individuals become aware of the mouth actions that produce speech sounds so that they can feel sounds within words, enabling them to become self-correcting in reading, spelling, and speech. Further instruction enables the students to apply these skills to reading and writing. The dyslexia teachers may supplement these activities with others from the Lindamood-Bell program Seeing Stars®, which correlates with and extends the instruction in the phonemic sequencing program. The total program typically takes three years to complete; however, some students experience early success and are dismissed in a shorter amount of time. Students in grades four through six who have completed the LiPS® but continue to need intervention receive additional instruction through the Project Read Linguistics program. [Lindamood Phoneme Sequencing®, and Seeing Stars® are trademarks of Lindmood-Bell Learning Processes (“LBLP”). LBLP in no way guarantees the quality of the materials or services that may be supplied by Big Spring Independent School District. Big Spring ISD is not affiliated with, certified, licensed, monitored, or sponsored by LBLP, Nanci Bell, Phyllis Lindamood or Pat Lindamood.

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Effective Teaching Practices

Instructional Considerations Many of the following considerations are part of good teaching practices and may already be part of your teaching style. Most of these will benefit “regular” students but will be even more beneficial for students with dyslexia. Use multisensory teaching activities. Students with dyslexia have difficulty with auditory processing. Their linguistic differences are manifested by difficulty in reading; therefore it takes much longer to complete reading assignments. Activities that address several learning modalities will provide greater success. Involve pictures, skeleton outlines, and graphics with oral presentations. Include movement and manipulative activities as frequently as possible. Multisensory testing methods, such as projects, discussions, or oral presentations, can also allow the student to demonstrate knowledge without the demands of traditional read-write contexts. Individualize. There is no single set of strengths and needs for students with dyslexia. Therefore, you will need to learn about each individual and address that student’s needs as best you can. Try to present activities that will involve the particular learning modality favored by the student. Check with the student frequently to determine prior knowledge, pacing, and understanding of concepts being presented. Help students learn to use logic rather than rote memory. Memory is a common area of weakness for students with dyslexia, but intelligence is a strength. People with dyslexia tend to think in patterns and generalities. Rather than requiring them to memorize facts (and spelling words), help them to see the patterns or make generalities for their learning. When memory is required, mnemonic devices may help. Present material sequentially. In How to Reach and Teach Students with Dyslexia, Cynthia Stowe uses the analogy of building a house. If the foundation is not firm and strong, what you try to build on it will not be successful. Begin at the beginning; access students’ foundation of knowledge and provide what they need to fill in any gaps in their knowledge base. Ms. Stowe suggests sharing the house analogy with students so they will understand why you are starting with the basics. Present material in small units. Because of their learning style, students with dyslexia are often overwhelmed by too much information presented too quickly. Present concepts in small chunks and be sure they are understood before proceeding with instruction. Maintain open communication with the student to help determine the pacing of instruction—the student can usually let you know if the pace is too fast or too slow.

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Provide continual practice and review. A good lesson begins with a review of what has been previously learned. As new concepts are introduced, provide several opportunities for practice in a variety of learning modalities. Help students organize! Organization is often a problem for students with dyslexia. Providing help in this area may prevent problems and conflicts while giving the student a sense of direction and purpose. Keep the classroom orderly to minimize distraction and model organization. Help students plan for the needed materials but provide paper and pencils so valuable time is not wasted searching for them. Before you begin the day’s lesson, tell students what you will be doing. This framework gives a structure for the details that will follow. Keeping their work and assignments in a binder with dividers also provides organization and cuts down on time spent searching for needed papers. The student may need reminders to place papers in the appropriate sections, but the time spent on this will prove helpful later. Long-term assignments need to be planned in advance with the steps needed to accomplish the goal written out, complete with timelines. Refer to the plan often and help the student revise it as necessary. Relax; maintain a sense of humor. Difficult situations are easier to handle when you can laugh a bit or just relax. This is just as true for students with dyslexia as it is for you. Laugh when you can and keep the mood light. Read aloud to students from a related picture book. A planned opportunity for movement (pantomime, cleaning the chalkboard, handing out papers) can reduce behavior problems from students with too much energy. Don’t forget to praise. Even if the product is not up to par, be certain to recognize the good points and the effort that went into it. Whenever possible, avoid making an issue of inappropriate behaviors, while commenting on the good ones. We all work better when we feel appreciated!

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Reading Before students can learn and utilize phonics, they must understand that words are made of sounds and that the sounds can be broken apart and manipulated independent of meaning. The TPRI assesses this phonological (strictly auditory) awareness at the kindergarten and first grade levels. If your student has difficulty repeating the individual words of a sentence or cannot say the individual syllables of a multi-syllabic word, phonological processing may not yet be developed. Read rhymes and alliterative stories. Play word games in which students break spoken words into the onset (first consonant or consonant cluster) and rime (vowel sound and consonant sounds that follow it). Also have students put onset/rimes together to form words. Word games in which students break words into individual sounds or combine the sounds to form words comprise the highest level of phonological activities. You might call roll or name a child to do something by saying the individual sounds of students’ names. Additional activities can be found in the Interventions Activities Guide found in the TPRI kit. While phonics is an important word identification strategy, readers must also pay attention to meaning and the syntax of English grammar to properly identify an unknown word. Be sure to teach all three cueing systems. Teach the 6 major syllable patterns. (Lessons outlined in Birsh, p. 158-163.)

Closed syllable: a vowel followed by a consonant is short. (cat, it) Open syllable: a single vowel not followed by a consonant is long (go, me) Vowel-consonant-e: a vowel followed by one consonant which is immediately followed by the letter e has a long sound (hide, cake) Vowel combination syllable: two vowels combine to make one sound (rain, soup) Consonant-le syllable: occurs only in multi-syllabic words (handle, possible) R-controlled syllable: a vowel followed by the letter r is neither long nor short, but has a unique sound

Several activities help develop comprehension. If decoding skills are still developing, provide comprehension instruction through listening activities; listening comprehension activities should be based on the students’ listening and speaking vocabulary levels, not their reading levels. Once students have learned decoding skills, they will be able to apply the comprehension strategies to the text. Establish a purpose for reading and set the stage. Preview the title, headings, and graphics to provide students with a framework for their reading. Help students recall what they know about the topic. Before beginning a reading assignment, a short discussion of the topic will focus students’ attention on what they already know about the topic and what they need to learn. Even though the text and some of the information is new, the students will feel more comfortable with it when you have helped establish familiarity. This might be formalized in the form of a K-W-L chart (What I know, what I want to know, and what I learned). Model questions effective readers ask about the text. Talk out loud about your thoughts as you interact with the text. Express your own questions and encourage students to share their questions. (This would be the second part of the K-W-L chart.) After modeling questioning strategies, provide extensive guided practice first in whole group situations, then with small groups or partners before expecting the student to apply the skill independently. (Described in Birsh, p. 192-194.)

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Help students ask themselves questions about the reading process. Again, you can model the process. Such questions might include: Do I understand what I am reading? Do I need to read that part again? Integrate writing into the process. As students write about what they read, they must interact with the text and become actively involved with their learning. (Using a word processing program might eliminate some of the difficulties associated with handwriting.) Provide opportunities to create a project that highlights what was learned through the reading assignment. Provide a skeleton outline for older students who need to gain information from a reading assignment. This outline would include the major points with space left for the student to write supporting details that are important. Partner reading with a more fluent reader allows the student access to the material without the burden of reading every word for himself or herself. Do not require public oral reading without time to practice. Highlight most important aspects of the text for the student. Use open-ended questions with no right/wrong answers to reasoning abilities.

Reading in the Content Areas

Follow the previous suggestions for reading. Find a text written at a lower level that covers the same topic. A post-reading discussion can highlight the important information, especially that which was not covered in the alternate text. The student with dyslexia may be able to contribute to the discussion with something unique to the alternate text. Tape the text; allow a peer or parent to read the assignment. Allow extra time for reading and/or shorten the required amount of reading. List main ideas on index cards that can be easily sorted and filed. Preteach vocabulary using rich context. Encourage the use of student-generated illustrations and personal associations to link the new word to known concepts. Use another medium (movie, videotape, picture book) to provide the same content. Substitute short summaries for the longer assignment. Use study guides or skeleton outlines to guide the student in organizing main ideas and important details.

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Reinforce important concepts with manipulative, graphics, and concrete objects. Use graphic organizers:

K-W-L charts Webbing or cognitive mapping Feature analysis for vocabulary Skeleton outlines

Spelling

Spelling lessons should be closely integrated with reading instruction. Students with dyslexia need to spell words with sounds and patterns that have been previously introduced and practiced in reading. Because dyslexia involves a phonological processing deficit, spelling instruction needs to begin with phonemic awareness instruction. Constantly review previously taught patterns and sounds. Use multisensory tactics. Have students hear, see, and say the information they are learning. Provide gel bags (Zip-lock bag with hair gel inside), carpet squares, cornmeal or salt boxes, screens, and sandpaper with which students can practice writing their words with their fingers. Students can clap, tap, snap or stomp the letters as they spell them aloud during practice. Play “Concentration” with pairs of words being studied. Students analyze and sort known and unknown words written on index cards according to sound and spelling patterns. Teach the five major spelling rules (described in Birsh, p. 242-246). Provide for adequate practice and frequent review. 1. The rule for doubling the final consonant (also known as the Floss Rule): In a one syllable word that has a single short vowel and that ends with f, l, s or z, you double the last letter (puff, hill, pass, buzzz). Students look for these

checkpoints: 1) one syllable; 2) short vowel; 3) final /f/. /l/. or /s/. 2. The rule for doubling the medial consonant (the Rabbit Rule): In a two syllable word with one medial consonant after a short vowel, you double the medial consonant (kitten, muffin). Students look for these checkpoints: 1) two syllables: 2) one medial consonant sound; 3) a short vowel in the first syllable. 3. The doubling rule: When a suffix that begins with a vowel is added to a word that ends in one vowel and one consonant and the final syllable is accented, the last letter of the word is doubled (run + ing + running). Students look for four checkpoints: 1) one vowel in the final syllable; 2) one consonant after that vowel; 3) final syllable is accented (all one-

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syllable words are accented); 4) a vowel suffix is being added. 4. The dropping rule: When a suffix that begins with a vowel is added to a word that ends with e the e is dropped (make + ing + making). Students look for two checkpoints: 1) the final e; 2) a vowel suffix is being added. 5. The changing rule: When a word ends in a consonant before a final y and the suffix does not begin with I the y changes to an I before the suffix is added (happy + ness = happiness). Students look for these checkpoints: 1) final y; 2) a consonant before final y; 3)a suffix that does not begin with i. (“The y does not change when adding a suffix that begins with I because ‘two I’s are unwise.’” Birsh, p. 244) Structure the lessons so students discover the generalizations and patterns to be learned. Help them hear a sound that is being presented, then help them see the letter that represents that sound. (Suggestions for this in Birsh, p. 237-238.) Practice a list of words using the generalization or pattern being studied. Words with other phonetic elements already studies may be added at the end of the list. Help students self-edit words in the practiced list. Ask if there are any words of which the student is unsure. Guide the student back to the generalization or pattern to discover and correct his/her own errors. (Described in Stowe p. 121) Practice spelling in context with sentences that only use phonetic elements already studied. Give models for any irregular words which have not been studied. Let the student look over the sentences to be dictated and discuss any questions or unusual vocabulary. Repeat sentences as necessary during dictation. (You might have students repeat the sentence as they snap, clap, tap, etc. for each word.) After the sentence is written, the student proofreads. Stowe (in Reaching and Teaching Students with Dyslexia, 2000; p. 121)) recommends then asking the student if there are any words about which he/she is unsure and spelling them for him/her until the student becomes more confident in spelling and writing. This encourages the student to become aware of misspellings without the pressure of respelling so many words. Birsh (in Multisensory Teaching of Basic Language Skills, p. 241-242) Give recognition level tests in which the student locates the correct spelling in three or four choices.

Writing Writing lessons should take place daily, but written composition is not a daily requirement. Actual composition does not require a paper and pencil. (Ideas for this are outlined in Birsh, p. 283-287.) Provide modeling with oral and written language as much as students seem to need. Begin with word writing. Students who have not been successful with writing tend to be overwhelmed by the assignment of writing a paragraph or essay. Instead have students list words in a category (what you can put on your feet, games you like to play, animals). Start sentence writing with simple sentence starters that involve completing the sentence with a single word or short phrase (I like to play). Later, provide a sentence starter that requires a longer response (On weekends, I like to) At a more independent stage, provide sentence starters that involve even more writing (I wish) (Birsh provides activities on p. 283-287; Stowe deals with it on p. 148-152.) 17

With paragraph writing, break the assignment into three parts:

One topic sentence Three supporting details One ending sentence

Work with students on each section until they become comfortable with the pattern. (Stowe, p. 152-157, addresses paragraph writing; Birsh addresses paragraph and composition writing on p. 287-298.) For writing essays, getting started is often the most difficult part; begin by brainstorming ideas. Have students select a topic they think you know nothing about, then model writing about the subject in a light-hearted way. Have students write about the topic for 10 minutes. When they are more comfortable with this process, demonstrate the essay structure:

An introductory paragraph that tells what the essay is about Supporting paragraphs that express the thoughts and ideas in detail A concluding paragraph Use multisensory and interactive games to teach games to teach grammar. Do not introduce too many concepts at one time. Practice in context often. Do not expect all pieces of written work to be edited and corrected. Have students select work for editing. Provide and practice an editing checklist so students can check their own work, focusing on only a few types of errors at a time. After the student checks and corrects the work, you can review it. Place a light checkmark at the beginning of the line with a targeted error. The student then discovers and corrects the error in that line. Keep such sessions short. Allow more time and shorten the writing assignment when appropriate. Allow the use of a word processing program to eliminate handwriting difficulties. Provide a sample of what the finished product should look like and discuss it with the student. This will help to develop organization. Praise specific results of the writing. “I like the way you described the kitten” is much more helpful than “Good writing.” Encourage students to use words they don’t know how to spell. They can underline words about which they are unsure; you can supply the spelling later or have them look up some of the words. Just don’t overwhelm them with corrections!

Handwriting

Teach posture, pencil grip, and paper position. Use large muscles first. Skywrite by modeling the correct formation as you verbally state how you are making it. The student copies you several times before writing it in large size on the chalkboard or chart paper. This large muscle writing allows the small muscles to develop “motor memories” of the pattern.

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Cursive writing gives students with dyslexia a common starting point for every letter (on the line) and maintains the left-to-right movement. Introduce and practice cursive letters in families, or pattern groups The upswing family: I, j, p, r, s, t, u, w The loop family: b, e, f, h, k, l The up-over family: m, n, v, x, y, z The around-up family: a, c, d, g, q, o Use spoken language to reinforce the formation of letters. Have students repeat the sequence as they write the letters. (Birsh, p. 275-278, provides the spoken sequence for each letter as published by The Scottish Rite Hospital for Children.) Provide larger paper with wider line spaces if student is having difficulty forming letters. Keep practice sessions short but practice daily. Handwriting is a difficult and demanding task for many students with dyslexia. Students with dyslexia have a great deal of difficulty with copying so handwriting practice should not involve copy work. Good handwriting in not related to good drawing so do not assume a student who draws well should also be able to write well. The two activities seem to involve different brain functions.

Mathematics Introduce concepts with concrete objects and move to two-dimensional representations only when students are very firm in their understanding. Move from concrete objects to pictorial representations, then abstract symbols, such as signs, numerals, and equations. Allow students to experiment and interact with concrete objects to discover the patterns and generalizations themselves. Have them verbalize what they are learning as they do this. Encourage students to explain how they arrived at an answer and to talk about concepts in their own words. Review previous learning and practice new concepts in every lesson. Students with dyslexia may have difficulty learning the math facts by rote memory. Place emphasis on developing relationships among facts to reduce the need to memorize. Remember that seeing patterns is a relative strength for many students with dyslexia. Manipulative games provide opportunities for students to practice the facts in a multisensory manner. (Birsh, p. 302-321) Acting out word problems with multisensory materials can prepare children for later paper-and-pencil word problems. Using pattern boards (each with a single number represented by empty blanks) allows children to see the original number as well as the amount of manipulatives added or taken away. (Birsh, p. 304)

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Relate mathematical problems and concepts to everyday situations.

Homework

Use homework for practice only--do not present new concepts or information. Be sure students are fairly well competent with the work before they are required to review it at home alone. Keep directions simple. Two or three steps are best. If the assignment is of multiple steps, take time to help the student organize an effective approach. Keep the amount of work reasonable. Remember that it takes students with dyslexia much longer to complete assignments that involve reading and writing. You might check with parents to see how much time the child is spending on homework and adjust the assignments accordingly. Be sure the assignment is one the child can complete independently. If the assignment is to be completed over time, help the student prioritize and schedule the steps needed to complete the work on time. Check periodically to see that the student is following the plan. Since organization is often a problem, you might even set intermediate assignments to assure that the student will complete the work in an organized fashion. Encourage students to keep a homework log or provide a homework tracker. Write assignments on the board for students to copy. Another student might serve as a partner to ensure assignments are written down. Help the student organize assignments in a notebook. Provide a great deal of assistance at first, making sure the assignments and necessary materials are placed in the notebook. Later, reduce the amount of assistance to develop independence. Provide large envelopes for big projects or ones that have many parts. Give a “preparation grade.” Award a specific number of points for each assignment or for each day the student came to class prepared with homework and materials, then turn that into a percentage that is averaged with the students’ grades at the end of the grading period. Give clear, simple directions both orally and visually with examples. Have students repeat the directions. Whenever possible, make the homework multisensory; provide choices for projects that will demonstrate learning in a less daunting way.

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Resources Birsh, Judith R., ed., 1999. Multisensory Teaching of Basic Language Skills. Paul H. Brookes Publishing Co., Baltimore, MD.* An excellent resource book containing a collection of articles dealing with issues related to teaching. Contains numerous classroom activities and teaching strategies useful for all learners, particularly ones with dyslexia. Clark, Diana B. and Uhry, Joanna K., 1995. Dyslexia: Theory & Practice of Remedial Instruction. York Press, Baltimore, MD.* An in-depth look at the nature of dyslexia, assessment, and remediation techniques, including research results. Also includes a description of reading programs effective for use with dyslexia. International Dyslexia Association, 1998. Dyslexia: Finding the Answers. The International Dyslexia Association, Baltimore, MD.* A video that discusses dyslexia, characteristics and causes, how children learn to read, and how IDA can help parents. Good for parents who have learned their child has dyslexia as well as the classroom teacher who has students with reading problems. Stowe, Cynthia M., 2000. How to Reach and Teach Students with Dyslexia. The Center for Applied Research in Education, West Nyack, NY.* A very readable text about issues related directly to dyslexia. Includes practical suggestions for classroom activities and teaching strategies in all curriculum areas. Texas Education Agency, 1998. Dyslexia and Related Disorders. Texas Education Agency, Austin, TX. Covers the state law, the State Board of Education rule, and procedures concerning dyslexia. These resources are available for checkout from Donna Amonett at 264-3600 X1005.

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Testing Accommodations for the Texas Assessment of Academic Skills

Taken from TEA website, 10/04

Note: Teachers should refer to the current issue of the Texas Assessment of Academic Skills (TAKS) Coordinator’s Manual for each year’s list of accommodations. The accommodations may change from time to time. For further information contact the website: http://www.tea.state.tx.us/student.assessment/resources/guides/test_admin/index.html To accommodate students’ needs during testing, districts may use certain test administration procedures that do not invalidate test results. The decision to use a particular accommodation with a student should be made on an individual basis and should take into consideration the needs of the student and whether the student routinely receives the accommodation in classroom instruction. The following guidelines for testing accommodations were in place for the 2004–2005 school year, as stated in the 2005 District and Campus Coordinator Manual. ALLOWABLE ACCOMMODATIONS—TAKS

Instructions given orally before or after the test may be signed to an examinee who is deaf or hard-of-hearing or translated into the native language of an examinee with limited English proficiency.

The writing prompt may be signed to a student who is deaf or hard of hearing, but no elaboration on the prompt may be provided.

A student may place a colored transparency or a magnifying device over the test or use a blank place marker with the test and the answer document.

A student may be tested in a small group or receive an individual administration. In an individual administration the student may read aloud while working or read the tests into a tape recorder during testing and play the it back while working. A test administrator must be present in the test room at all times. All tape recordings must be returned with the nonscorable materials.

A student may use a large-print or braille version of the test. If a student has a temporary or permanent disabling condition that interferes with his or

her ability to record machine-readable responses, the student may respond orally to test items, mark responses in the test booklet, or type responses. You must record these responses verbatim on a scorable answer document and write “Transcribed by (NAME) because (REASON)” at the top of the answer document. Transcription must be done in No. 2 pencil. Test responses cannot be scored unless they appear on the answer document.

A student may have a temporary or permanent disabling condition that interferes with his or her ability to write the composition. In these circumstances the student may tape-record the composition while composing and then play it back for you, noting spelling, capitalization, and punctuation. Afterward the student must be allowed to read over the composition and indicate where he or she would like to make corrections. You must record the work verbatim on a standard answer document and write “Transcribed by (NAME) because (REASON)” at the top of the first written composition page. Transcription must be done in No. 2 pencil. Test responses cannot be scored unless they appear on the answer document. All tape recordings should be returned with the nonscorable materials.

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An eligible student may type the written composition on a typewriter or on a computer but may not use the computer’s spell-check feature and may not save the document. The composition must be transcribed verbatim onto a standard answer document for scoring. Transcriptions must be done in No. 2 pencil. You must write “Transcribed by (NAME) because (REASON)” at the top of the written composition page. Test responses cannot be scored unless they appear on the answer document. After the composition has been transcribed, the typed version of the composition must be turned in with the nonscorable materials.

An examinee may type the written composition or the response to open-ended test items on a typewriter, portable word processor, or a computer but may not use features such as spell-check or the word predictability function. In addition, student responses may not be saved to a disk or hard drive. The composition must be transcribed verbatim onto a standard answer document for scoring. The test administrator must write (Transcribed by (NAME) because (REASON)” at the top of the appropriate answer document page(s).

NONALLOWABLE ACCOMMODATIONS—TAKS A student may not receive any reading assistance on TAKS with the exception of Grade 3

mathematics. Students may not receive an oral administration of the writing, reading, or ELA tests. A student may not use English-language or foreign-language reference materials. Students may not use a calculator on the mathematics tests at grades 3–8 or on the

science test at grades 5 and 8. Test items must not be translated. This includes reading and writing selections. Test questions, answer choices, selections, and the writing prompt may not be rephrased

or clarified. Other accommodations that would make the test invalid are prohibited.

ORAL ADMINISTRATION ELIGIBILITY Only students served by special education or Section 504 may receive an oral administration of TAKS or TAKS-A. You may read aloud or sign the test questions and answer choices for mathematics, science and/or social studies tests to:

an eligible examinee identified as having a disability that affects the student’s reading and who regularly receive this accommodation in the classroom; and

a student who is deaf or hard-of-hearing and whose IEP requires the signing of daily instruction.

AUTHORITY FOR DECISION For students who meet the eligibility criteria outlined below, the decision to provide an oral administration should be made by

the student’s ARD committee and must be documented in the student’s individualized education program (IEP); or

the student’s placement committee required by Section 504 of the Rehabilitation Act of 1973 and must be documented in the student’s Individual Accommodation Plan (IAP).

For the TAKS program the oral administration is available only for the mathematics, social studies, and science tests. It is not available for the reading, writing, and English language arts tests. 23

DYSLEXIA ACCOMMODATIONS—TAKS READING In 2006, TEA allowed three accommodations for students in grades 3-5 with dyslexia. The accommodations were extended to students in grades 6-8 for the 2007 TAKS test. The following accommodations must be administered as a “bundled package” individually or in small groups:

orally reading all proper nouns associated with each passage before students begin individual reading,

orally reading all question and answer choices to students, and extending the testing time period over a two-day period.

ELIGIBILITY A student who meets the following criteria is eligible to receive the set of three bundled accommodations on English and Spanish TAKS reading tests at Grades 3, 4, 5, 6, 7, and 8.

A student not receiving special education services must be identified with dyslexia. A student receiving special education services must either be identified with dyslexia or have a severe reading disability that exhibits characteristics of dyslexia, causing the student to lack word identification skills and to have difficulty reading words in isolation.

The student must routinely receive accommodations in classroom instruction and testing that address the difficulties they have reading words in isolation.

AUTHORITY FOR DECISION For a dyslexic student not receiving special education services who meets both criteria above, the decision to provide the bundled accommodations must be made either by the student’s placement committee as required by Section 504 of the Rehabilitation Act of 1973 or by the committee of knowledgeable persons as outlined in The Dyslexia Handbook. In both cases, the committee’s decision must be documented in writing in accordance with the district policies and procedures. For a student receiving special education services who meets both criteria above, the decision to provide the bundled accommodations must be made by the student’s ARD committee and documented in the student’s IEP.

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Big Spring ISD Board Policy and SOURCES OF LAWS AND RULES FOR DYSLEXIA IDENTIFICATION AND INSTRUCTION

Texas Education Code (TEC) 38.003 Texas Education Code (TEC) 28.006 Texas Education Code (TEC) 7.028 (b) Texas Administrative Code (TAC) 74.28 (State Board of Education Rule) The Dyslexia Handbook – Revised 2007: Procedures Concerning Dyslexia and Related Disorders Section 504 – Rehabilitation Act of 1973 IDEA – Individuals with Disabilities Education Act TAKS Accommodations for Students with Dyslexia (Bundled Accommodations) Based on the TEA document The Dyslexia Handbook – Revised 2007: Procedures Concerning Dyslexia and Related Disorders, School Boards MUST: *Ensure that procedures for identifying a student with dyslexia or a related disorder are implemented in the district (TAC 74.28) *Ensure that procedures for providing appropriate instructional services to the student are implemented in the district (TAC 74.28) *Ensure that the district or school complies with all applicable requirements of state educational programs (TEC 7.028) Districts MUST: *Administer K-2 assessments (TEC 28.006) *Provide early identification, intervention, and support (TEC 28.006) *Apply results of early assessment instruments to instruction and report to the Commissioners of Education (TEC 28.006) *Implement procedures for students with dyslexia and related disorders according to State Board of Education strategies (i.e., Dyslexia Handbook) (TAC 74.28) *Provide training of educators about dyslexia (TEC 28.006) *Ensure the procedures for identification and instruction are in place (TAC 74.28) *Test for dyslexia at appropriate times (TEC 38.003) *Meet the requirements of Section 504 when assessment for dyslexia is recommended (Dyslexia Handbook) *Provide treatment (instruction) for students with dyslexia (TEC 38.003) *Purchase or develop their own programs that include descriptors listed in the state handbook (TAC 74.28) *Notify parents in writing before an assessment or identification procedures is used with an individual student (TAC 74.28) *Inform parents of all services and options available to students eligible under the Rehabilitation Act of 1973, Section 504 (TAC 74.28) *Provide student with services of a teacher trained in dyslexia (TAC 74.28) *Provide a parent education program (TAC 74.28) Checklist of Procedures to Follow to Ensure Compliance with State Dyslexia Laws/Code: *Notify parents or guardians of proposals to assess students for dyslexia (§504). *Inform parents or guardians of their rights under Section 504. *Obtain parent permission to assess the student for dyslexia. *Administer measures only by individuals/professionals who are trained in assessment to evaluate students for dyslexia and related disorders (19 TAC 74.28). *Ensure identification of dyslexia is made by a committee that includes persons knowledgeable about the reading process, dyslexia and dyslexia instruction, the assessments used, and the meaning of the collected data. *Provide dyslexia instruction as per TEC 28.003 (instruction is provided regardless of student eligibility for Section 504). 25

Checklist of Written Documentation that is recommended to Ensure Compliance with Section 504: • Documentation that the notice of evaluation has been given to parents or guardians. • Documentation that parents or guardians were given their rights under Section 504. • Documentation of the parent’s or guardian’s consent for the evaluation (Letter to Durheim. 27 IDELR 380 (OCR 1997) • Documentation of the evaluation data. • Documentation of the decision made by the committee of knowledgeable persons concerning the disability (whether a disability exits) and, if a disability exists, whether the disability substantially limits a major life activity. • Documentation of the placement options and placement decisions. LAWS TO PROTECT A CHILD WITH DYSLEXIA Federal Laws Several federal laws pertain to the education of children with dyslexia. Section 504 of the Rehabilitation Act of 1973 states that: “no otherwise qualified individual with disabilities in the United States shall solely by reason of his/her disability be excluded from participation, be denied the benefits of, or be subjected to discrimination under any program of activity receiving federal financial assistance.” Most public schools are covered under this law because they receive federal funds, and dyslexia has been determined to be a disability as defined by law. The IDEA, Individuals with Disabilities Education Act, is designed to assure that all children with disabilities have available to them a free appropriate public education. This emphasizes special education and related services designed to meet their unique needs. Texas State Laws In addition to these federal laws, the State of Texas legislature has enacted several laws under the Texas Education Code requiring a school district to implement programs for the screening and treatment of dyslexia and related disorders. Compliance, enforcement and funding for those laws are an ongoing issue. The TEA has determined that an instructional program for dyslexic students must be individualized, multi-sensory, with intensive phonics and synthetic phonics. The Texas Education Agency and Texas Education Code (Chapter 38) can be found at http://www.tea.state.tx.us

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BSISD BOARD POLICY EHB (LEGAL) Dyslexia and Related Disorders The Board shall ensure that procedures are implemented for identifying and providing appropriate instructional services to students for dyslexia and related disorders, in accordance with the State Board of Education’s Procedures Concerning Dyslexia and Related Disorders (Dyslexia Handbook). Identification and Testing Screening should be done only by individuals who are trained to assess students for dyslexia and related disorders. Before an identification or assessment procedure is used selectively with an individual student, the District shall notify the student’s parent or guardian or another person standing in parental relation to the student. A program for early identification, intervention, and support for students with dyslexia must be available, (outlined in the Dyslexia Handbook). Treatment Each school shall provide each identified student access at his or her campus to the services of a teacher trained in dyslexia and related disorders. The District may, with the approval of each student’s parents or guardians, offer additional services at a centralized location, but centralized services shall not prelude each student from receiving services at his or her campus. Reading Program The District may purchase a reading program or develop its own reading program, (as characterized by the descriptors in the Dyslexia Handbook). Teachers who screen and treat students must be trained in instructional strategies that utilize individualized, intensive, multi-sensory, phonetic methods and a variety of writing and spelling components in the State Board dyslexia guidelines and in the professional development activities specified by the District- and/or campus-level committees. Notice to Parents The District shall inform parents and guardians of students eligible under Section 504 of all services and options available to the student under that statute. Parent Education The District shall provide a parent education program for parents and guardians of students with dyslexia and related disorders. This program should include awareness of characteristics of dyslexia and related disorders; information on testing and diagnosis of dyslexia; information on effective strategies for teaching dyslexic students; and awareness of information on modifications, especially modifications allowed on standardized testing. Education Code 38.003; 19 TAC 74.28 Date Issued: 11/7/2006 Update 79

27

Referral Packet

For

Classroom Teacher

Dyslexia and Related Disorders

Student’s Name Student I.D. Date Grade Level Birth date Age

Campus Teacher

Please check the student’s records to complete the following information. Vision Screening Date Results: Hearing Screening Date Results: Attendance Record: Days Absent (last 3 years)

(Year/Absences) (Year/Absences) (Year/Absences)

Program(s) in which student participates/has participated:

Year:

ARI

Speech __________________ _________________ ________________ _________________

Title __________________ _________________ ________________ _________________

Tutoring __________________ _________________ ________________ _________________

Resource __________________ _________________ ________________ _________________

Student was retained in (grade)

Student began this term at this campus. Include copies of student’s written work: (1) copied from the board (2) original composition Report Card Grades: Yr. Yr. Yr. Reading:

Written Language __________ __________ __________ Math __________ __________ __________

Test Scores:

TPRI—if available AIMSWeb TAKS (last 3 years): Assess all sections; Copy Test date: ________ Grade Inventory summary for each grade level RCBM _______ Reading

MAZE _________ Writing

Math __________ Math

CogAT composite/IQ score (if available) Name Score

Contact parent regarding dyslexia screening. Date

Teacher Observation Inventory attached Parent Interview form attached Submit complete referral packet (Referral Form, Teacher Observation Inventory, and Parent Interview)

PARENT INTERVIEW

Please print a copy of this form for the parent to complete. Return it along with the remainder of the referral packet.

Name of student: Date: School: Grade: Birth date: Parents’ names: Address: Phone: To aid in assessing the problems your child is experiencing in school and to detect the possibility of dyslexia, please answer each of the following questions. YES NO FAMILY HISTORY 1. Have any other members of the family had learning problems? _ ___ __ _ Father ____ ___ Mother ____ ___ Sibling

____ ___ 2. Did your child attend kindergarten? ____ ___ 3. Has your child received any type of remedial instruction in school? Explain: ____ ___ 4. Has your child repeated a grade?

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 which you feel may cause difficulty in learning? ___ ___ 4. Does your child have allergies? ___ ___ 5. Has your child ever had a severe blow to the head? ___ ___ 6. Is your child currently taking medication? ___ ___ 7. Does your child seem to have trouble hearing? ___ ___ 8. Does your child seem to have trouble seeing?

Courtesy of Texas Scottish Rite Hospital

Dallas, Texas

YES NO BEHAVIOR OBSERVATION ____ ___ 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 almost 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 include all additional information which might help us to help your child.

ENTREVISTA DEL PADRE

Por favor imprima una copia de esta forma para que complete el padre. Vuélvalo junto con el resto del paquete de referencia. Nombre del estudiante: Fecha: Escuela: Grado: Fecha de Nacimiento: Nombres de los Padres: Dirección: Teléfono: Para ayudar en las problemas que su hijo/hija esta experimentando en la escuela y para detectar la posibilidad de dislexia, por favor conteste cada de las siguientes preguntas.

Si No Historia de la Familia 1. ¿ Han tenido cualquier otros miembros de la familia problemas en aprender? __ __ Padre __ __ Madre __ __ Hermano/Hermana __ __ 2. ¿Asistió su hijo/hija kindergarten? __ __ 3. ¿Ha recibido su hijo/hija cualquier tipo de instrucción remediadora en la escuela? Explique: __ __ 4. ¿Ha repetido su hijo/hija un grado?

La Historia Física __ __ 1. ¿Ha sido su hijo/hija alguna vez críticamente o crónicamente enfermo? Explique: __ __ 2. ¿Nunca ha tenido su hijo/hija una fiebre extremadamente alta? __ __ 3. ¿Tiene su hijo/hija cual quier problemas físicas que usted siente pueden causar dificultad en aprender? __ __ 4. ¿Tiene su hijo/hija alergias? __ __ 5. ¿Ha tenido su hijo/hija un golpe severo a la cabeza? __ __ 6. ¿Esta su hijo/hija tomando actualmente medicación? __ __ 7. ¿Parece su hijo/hija tener problemas en oyendo? __ __ 8. ¿Parece tener su hija/hija problemas en la vista? Cortesía de Texas Scottish Rite Hospital Dallas, Texas

SI NO LA OBSERVACION DE COMPORTAMIENTO __ __ 1. ¿Usted tiene que con frecuencia repetir instrucciones para su hijo/hija? __ __ 2. ¿Le parece a su hijo/hija tener dificultad siguiendo direcciones? __ __ 3. ¿Le parece a su hijo/hija gastar más tiempo que es apropiado en la tarea? __ __ 4. ¿Le parece a su hijo/hija necesitar una cantidad extraordinaria de ayuda con la tarea? __ __ 5. ¿Le parece a su hijo/hija tener mas dificulta en la lectura, escribir, y deletreo que en casi otros temas? __ __ 6. ¿Los grados de su hijo/hija en la lectura, escribir, y deletreo parecen mas bajo comparados a su habilidad de pensar y entender? __ __ 7. ¿Usted pasa el tiempo leyendo para su hijo/hija? __ __ 8. ¿Le parece a su hijo/hija disfrutar ser leído? __ __ 9. ¿Le parece a su hijo/hija duda en leerle a usted? __ __ 10. ¿Habla su hijo/hija favorablemente acerca de la escuela? Por favor incluya toda infamación adicional que quizás nos pueda ayudar a su hijo/hija.

Letters

And

Forms

For

Dyslexia Teachers

BIG SPRING INDEPENDENT SCHOOL DISTRICT SECTION 504 HANDBOOK NOTICE OF PARENT AND STUDENT RIGHTS

(REVISED OCTOBER, 2001) PURPOSE OF The purpose of the Act and these procedures is to prohibit discrimination and to assure that disabled students SECTION 504 have educational opportunities and benefits equal to those provided to non-disabled students. ELIGIBILITY An eligible student is a student who (a) has, (b) has a record of having, or (c) is regarded as having, a physical

or mental impairment which substantially limits a major life activity such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks.

EDUCATIONAL A substantial limitation on learning must be demonstrated by an educational need, i.e., a serious academic NEED deficit and/or serious behavior problems resulting from the student's disability and not from other causes. DEFINITION OF "Physical or mental impairment" means (a) any physiological disorder or condition, cosmetic disfigurement, or IMPAIRMENT anatomical loss affecting one or more of the following body systems-. Neurological; musculoskeletal; special

sense organs; respiratory including speech organs; cardiovascular; reproductive, digestive, genito-urinary; hemic and lymphatic; skin; and endocrine; or (b) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

AGE Eligible disabled student between the ages of 3 and 21 who have not graduated are covered by these procedures. DUAL Many disabled students will be eligible for educational services under both Section 504 and the Individuals ELIGIBILITY with Disabilities Education Act (IDEA). The procedures set out herein are applicable only to Section 504.

Parents and/or students seeking services under the IDEA are referred to the District's Special Education Division and its designated contact person, Kim Parker.

PLACEMENT OF Students who meet the eligibility requirements for Section 504 may receive an appropriate education designed SECTION 504 to meet their individual educational needs as adequately as the needs of non-handicapped students are met. ONLY Placement decisions and the implementation of an individual educational accommodation plan will be STUDENTS provided to ensure that each eligible student's needs are being met. Before a significant change in placement, the Section 504 Committee must conduct an evaluation. SECTION 504 The District has a designated Section 504 Coordinator who may be contacted at (432) 264-4106. COORDINATOR . REFERRALS District employees as well as parents/guardians may make a referral by contacting the Building Principal, who will present their requests for educational services to a Section 504 Committee for determination. PARENTS The Campus Principal will notify the parents of their rights under Section 504. RIGHTS SECTION 504 The "recipient," Big Spring Independent School District shall interpret evaluation data and make placement COMMITTEE decisions through a Section 504 Committee. This committee shall be composed of at least two staff members,

including person(s) knowledgeable about the student, the meaning of the evaluation data, the placement options, the legal requirement to place a disabled child in the least restrictive environment, and the legal obligation to provide comparable facilities to disabled students. (The 504 Committee cannot modify State testing requirements and State mastery requirements.)

NOTICE OF Prior to taking any action regarding the Section 504 identification evaluation, or placement of a student COMMITTEE believed to be in need of special instruction of related services, the school district will provide the parents or guardian with prior notice. PREPLACEMENT An evaluation shall be conducted before any action is taken to place a disabled student or make a significant EVALUATION change in placement in an instructional program.

Evaluation data may include, but is not limited to, formal and informal test instruments, aptitude and achievement tests, teacher recommendations, physical or medical reports, student grades, progress reports, parent observations, anecdotal reports, and TAKS scores.

ADAPTIVE The evaluation shall include a consideration of the student's adaptive behavior, defined as the effectiveness BEHAVIOR with which the student meets the standards of personal independence and social responsibility expected of his

or her age and cultural group.

IQ SCORE Evaluation shall be tailored to assess specific areas of educational need. A single general IQ score does not constitute an evaluation.

TEST Formal test instruments shall be validated for the specific purpose for which they are used. They shall be VALIDATION administered by trained personnel in conformance with the instructions provided by their producer. REEVALUATION Eligible disabled students shall be reevaluated every year (or more frequently if conditions warrant).

BIG SPRING INDEPENDENT SCHOOL DISTRICT

SECTION 504 HANDBOOK NOTICE OF PARENT AND STUDENT RIGHTS (REVISED OCTOBER, 2001)

EXPULSION Before an expulsion or other exclusion that constitutes a significant change in placement, the Section 504 Committee must conduct a "manifestation determination" caused by his/her disabling condition. Such a determination should be based on current evaluation data. It if is determined by the Section 504 Committee that the misconduct is not caused by the student's disabling condition, the student may be excluded from school in the same manner as similarly situated non-disabled students are excluded. If it is determined by the Section 504 Committee that the misconduct is caused by the student's disabling condition the student may not be expelled. The Section 504 Committee must then determine whether the student's current educational placement is appropriate. Pursuant to "Appendix A" of 34 CFR Part 104, students who are substance abusers: (1) May be held to the same standard of performance and behavior that non-disabled students are held to; and (2) May not be excluded from school if they can successfully participate in the educational program, comply with the rules, and their behavior does not impede the performance of other students. This could include placement in AEP. Rules concerning use or possession of drugs and alcohol will be applied to substance abusers and will be enforced evenly with respect to all students, both disabled and non-disabled.

STUDENT The parents or guardians shall have the opportunity to examine relevant education records upon reasonable RECORDS notice during school hours or at other mutually convenient times by prior arrangement. DUE PROCESS In the event of a disagreement between the parents or guardian and the school district in regard to the RIGHTS identification, evaluation, or educational placement of a disabled student, the parents or guardian have the

right to an impartial hearing, with an opportunity to participate and be represented. GRIEVANCE Parents or guardians who wish to challenge a decision of the Section 504 Committee shall file a written PROCESS parents' notice of appeal with the Section 504 Coordinator within 15 calendar days of the date of the Notice of

Section 504 Committee Decision. Within 30 calendar days of the date of the Parent's Notice of Appeal, the District will schedule a hearing before an impartial hearing officer, provided by a Regional Education Service System; and provide the parents or guardian with a written Notice of Hearing that sets out the date, time, and place for the hearing and advises them of their right to participate and be represented. Upon good cause shown and at the discretion of the hearing officer, either party may receive a continuance of the scheduled hearing date. The hearing will be conducted informally and in a non-adversarial manner. The Rules of Evidence and Procedure will not apply. The District shall make an audiotape of the complete hearing. No written transcript will be required. Both the parents or guardian shall be entitled to obtain a copy of the audiotape at reasonable cost. The hearing officer will render a brief written decision at the conclusion of the hearing, or, if it is imperative that the decision be taken under advisement, within 15 calendar days of the hearing. No written finds of fact or conclusions of law shall be required of the hearing officer. The person who serves as impartial hearing officer must not be an employee of the school district and may not be related to any member of the Board of Trustees, in a degree that would be prohibited under the Nepotism Statute. The hearing officer need not be an attorney at law but, shall be familiar with the requirements of Section 504. The hearing officer will be paid by the school district as an independent contractor of services rendered in regard to the hearing. The hearing will be conducted without cost to the parents or guardian.

REVIEW If the parents or guardian disagree with the decision of the impartial hearing officer, they may seek a review of PROCEDURE the decision by a court of competent jurisdiction. COMPLAINTS Parents or guardians who allege that the school district has violated the provisions of Section 504 may: (1)

initiate a local complaint with the Section 504 Coordinator, who will investigate the allegations to the extent warranted by the nature of the complaint in an effort to reach a prompt and equitable resolution; or (2) file a complaint with the Office of Civil Rights.

Big Spring ISD Dyslexia Assessment Report

Student Name __________________________________________________________ Last Name First Name Middle Name

Report Date ____________________ Grade _________ Age __________ Campus _____________________ Classroom teacher _________________________ Examiner’s signature _____________________________________________________

It is important to note that not all individuals with dyslexia exhibit the same pattern of characteristics. Nor are all individuals who exhibit these characteristics actually dyslexic. Identifying a student for the Big Spring dyslexia program must, therefore, remain flexible.

Examiner’s comments: After considering both informal and standardized evaluations and all other data available regarding the academic needs and progress of the above named student, this committee has reached the following conclusions:

_____ 1. Placement in remedial strategies is recommended. _____ 2. Data indicate significant dyslexic tendencies. _____ 3. Placement in the Dyslexia Instructional Program is indicated. _____ 4. Student will receive instruction with ___________________________. _____ 5. Referral for Special Education services is indicated. _____ 6. Data are inconclusive with regard to dyslexia. Student will/will not be placed in the

dyslexia program on a trial basis. _____ 7. The student should be considered for oral administration of TAKS math, science, or

social studies due to difficulties with word reading and reading rate.

_____ 8. The student qualifies for the bundled accommodations for TAKS reading. Classroom accommodations should include help with unknown words and additional time for reading assignments.

_____ 9. Data do not indicate strong dyslexic tendencies. Placement in the dyslexia program is not recommended at this time.

Members of Committee: ______________________________ ______________________________ Dyslexia Teacher Principal

______________________________ ______________________________ Classroom Teacher

______________________________ ______________________________

Student name_________________________________ Test scores

Gray Oral Reading Test-Revised (GORT) Oral Reading Quotient SS _____ Rate GE _____ SS _____ Accuracy GE _____ SS _____ Fluency GE _____ SS _____ Comprehension GE _____ SS _____

Test of Written Spelling (TWS)—Spelling GE _____ SS_____ Kaufman Test of Educational Achievement 2nd Edition

Listening comprehension GE _____ SS _____ Reading comprehension GE _____ SS _____ Letter and word identification GE _____ SS _____ Nonsense word decoding GE _____ SS _____

Dyslexia Screening Instrument (N=normal; I=inconclusive; D=deficit) _____

Profile:

Listening Comprehension

(KTEA) Reading Comprehension

(KTEA) Word Identification (KTEA) Nonsense words

(word attack) (KTEA)

Guiding Questions:

Criteria: Yes No Action Comprehension is significantly higher (7 or more points) than decoding

Continue

Fluency, rate, or accuracy is lower than comprehension Continue Word identification, word attack, or spelling shows a deficit If not, stop There is a deficit in phonological processing If not, stop The deficit is unexpected

Background (check all that apply)

Family history of dyslexia or learning problems _____ Previously retained _____ (in grade ___)

Screened for Irlen* _____ Uses Irlen overlay _____

Color: _________________________ as of (date) __________

CTOPP: Phonological Awareness _____ Phonological Memory _____ Rapid Naming _____

IQ _____ Spelling (TWS)

CLASSROOM ACCOMMODATIONS

Student’s Name Date

Presentation Modes

Written backup for verbal instructions Verbal cues to gain attention Introduction and explanation of long term assignments in Students repeat directions sequence so students know what to expect and when Visual aids for lecturing Directions given in small distinct steps Demonstrations, using concrete examples Use of colored paper, transparencies, chalk Repeated review/direction Small group or individual instruction Multisensory teaching Taped texts Oral presentations/directions Other

Response Modes

Modified copying in timed situations Modified requirements for note taking Use of tape recorders for notes Oral reports instead of written when appropriate Project instead of written when appropriate completion Extended time for assignment Use of calculator Other

Testing Modifications Oral tests when appropriate Short answer instead of essay Extended time Testing done in distraction-controlled setting Dictated or typed answers Other

TAKS (Allowable if part of the ongoing instruction program)

Test in small group setting or individually Type responses (written portion)

Use of color transparency over the test Use a #2 pencil to underline in Grade 3 Use of a place marker May read aloud as he/she works Dictate answers Large or braille print Type written composition Use of highlighter (above Grade 3) Other

Organization and Attention Seating closer to teacher Utilization of a study guide Worksheets which ask for specific information to be learned Highlighted text Visual aids for lecturing Shortened assignment length when necessary Use of spelling aids for essays or creative writing Assignment notebook Frequent breaks Concrete rein forcers Other

Big Spring ISD Dyslexia Program Screening and Progress Record

Student _______________________________________________________________ Last name First name Middle name

Grade _______ Age _______

Initial screening date _________________________ Initial placement ____________________

Dismissal/withdrawal date _____________________

Scotopic Sensitivity/ Irlen Syndrome

Date/ colors Date/ colors ________________________________ __________________________________________ ________________________________ __________________________________________ ________________________________ __________________________________________ ________________________________ __________________________________________

Test information (Grade Equivalent/Standard Score): Test name KTEA KTEA TWS GORT GORT GORT (Skill assessed) (Word recognition) (Word decoding) (Spelling) (Oral Reading (Fluency) (Comprehension)

Quotient)

____________ _____/_____ _____/_____ _____/_____ ________ _____/_____ _____/_____ Pre-test date ____________ _____/_____ _____/_____ _____/_____ ________ _____/_____ _____/_____ Post test date ____________ _____/_____ _____/_____ _____/_____ ________ _____/_____ _____/_____ Post test date ____________ _____/_____ _____/_____ _____/_____ ________ _____/_____ _____/_____

Post Test date ____________ _____/_____ _____/_____ _____/_____ ________ _____/_____ _____/_____

Post test date

Comments: _______________________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Annual Review: Date: Grade level: TAKS Reading Comments/recommendations: __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________ __________ __________ _____________ _______________________________________ _______________________________________ _______________________________________

Big Spring ISD Dyslexia Assessment Report Addendum to Recommendations

Student name_________________________________ Report Date _____________

Campus _____________________ Classroom teacher __________________________

Grade _____

TEA is providing a set of “bundled accommodations” for the TAKS reading test that will be available for 3rd through 8th grade students who have been identified with dyslexia. Students in the dyslexia program may also be considered for oral administrations of math and/or science. After considering data available regarding the academic needs and progress of the above named student, as well as accommodations currently being provided, this committee has reached the following additional conclusions:

_____ 1. The student will benefit from, and should be provided with, the bundled accommodations available for students with dyslexia.

_____ 2. The student does not require the use of the bundled accommodations and should take

the standard TAKS reading test. _____ 3. The student would benefit from, and should be provided with, reading assistance

during the mathematics portion of the TAKS test. See below for level of assistance.

_____ 4. The student does not require any reading assistance and should take the standard TAKS mathematics test.

_____ 5. The student would benefit from, and should be provided with, reading

assistance during the science portion of the TAKS test. See below for level of assistance.

_____ 6. The student does not require any reading assistance and should take the standard TAKS science test. Level of assistance for oral administration:

_____ requested words and phrases only _____ multiple sentences throughout the test _____ reading the test in its entirety (all questions and answers)

Members of Committee: ______________________________ ______________________________ Dyslexia Teacher Principal

______________________________ ______________________________ Classroom Teacher Counselor

______________________________ ______________________________

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600 FAX (432) 264-3646

Date: Dear Parent: ________________________________ has made progress in the dyslexia program and appears capable of functioning in the regular classroom without further instruction. Therefore, we will implement a trial period during which your child will receive instruction only in the regular reading class and will no longer participate in instruction through the dyslexia program. During this time, the classroom teacher will monitor your child’s progress and communicate with the dyslexia teacher. Your child will still be eligible for dyslexia accommodations on the TAKS test if he/she has demonstrated a need for continuation of these accommodations. At the end of the trial period, we will determine the best placement for your child. He/she may be returned to the dyslexia program, may be dismissed from the dyslexia program, or may continue in the mainstreamed setting. We will notify you when this determination is made.

Date to begin trial period: ___________ Date to end trial period: _____________ Members of Committee: ______________________________ ______________________________ Dyslexia Teacher Principal

______________________________ ______________________________ Classroom Teacher

______________________________ ______________________________ If you have any questions or concerns, please contact me. Sincerely,

Dyslexia Teacher

Big Spring ISD Dyslexia Program Exit/Dismissal

Student Name __________________________________________________________ Last Name First Name Middle Name

Report Date ____________________ Grade _________ Age __________

Campus _____________________ Classroom teacher _________________________

Examiner’s signature _____________________________________________________

Exit date: ______________

Examiner’s comments:

Reason for exiting the program:

____ Successful completion of the dyslexia curriculum; committee expects the

student will be able to perform successfully in the classroom.

____ Student is not making progress with the dyslexia curriculum; evaluation

for alternate intervention is recommended.

____ Student left the district.

____ Parent requested the student be removed from the program.

____ Other: ______________________________________________________

____________________________________________________________

Members of Committee: ______________________________ ______________________________ Dyslexia Teacher Principal

______________________________ ______________________________ Classroom Teacher

______________________________ ______________________________

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Dear Teachers: The dyslexia teachers will be screening new students in the near future. Attached is a checklist of dyslexia characteristics. Hopefully, this will be helpful to you as you are considering students to be retained or those who will go to the next grade but are having difficulty in reading, writing, or spelling. According to TEA guidelines, students considered for the program are average or above in intelligence and absenteeism is not excessive. In considering children, reversals do not necessarily indicate students should be considered. Some dyslexics display a number of characteristics such as reversals, others only a few. No two dyslexics will have the same combination of characteristics. In addition to checking these characteristics, please let us know the IQ scores, if available. Also, we are interested in the regularity of the student’s attendance and the frequency of moving. This is often a factor in the student’s performance. It is also helpful to know if the parent is aware of any problems. Thank you for your cooperation. Sincerely, Dyslexia Teacher

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Date: Dear Parent or Guardian of : During the last few days, your child’s classroom teacher telephoned you or attempted to contact you regarding screening for additional help in reading. Your child appears to exhibit a number of characteristics that are typical of children who have been diagnosed with dyslexia. We are asking your permission to screen in order to determine whether additional help in the dyslexia program is recommended. Students who qualify for additional help in reading will be instructed by both the regular classroom teacher in the basal reading program as well as by the dyslexia teacher. The student’s classroom teacher and the dyslexia teacher will work together to give your child best reading foundation possible. Please complete the information at the bottom of this page and return by your child as quickly as possible. No child will be screened or placed in the program without parental permission. Sincerely, Principal

To be returned by your child to his/her classroom teacher as soon as possible. Child’s Name Birth date Campus Grade Level for 20__/__ Address of parents/guardians Telephone Yes, I give permission for to be screened for possible placement in the dyslexia program. If he/she qualifies, I also give permission for placement. I understand the principal will let me know if my child qualifies. No, I do not want my child screened for possible placement in the dyslexia program. Parent’s Signature

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Fecha

Estimados Padres o Guardianes de Durante los últimos pocos días, el profesor de la clase de su niño le llamo por teléfono o trato de contactarlo con respecto a la investigación ______________________ para ayuda adicional en la lectura. Su hijo/hija aparece exhibir un número de características que son típicos de niños que han sido diagnosticados con dislexia. Estamos pidiendo su permiso para investigar _____________________________ en orden para determinar si la ayuda adicional en el programa de dislexia es recomendada. Los estudiantes que califican para ayuda adicional en la lectura serán ensenados por el profesor de la clase regular en el programa basal de la lectura así como también el profesor de dislexia. El profesor de la clase del estudiante y el profesor de dislexia trabajaran juntos para dar a su hijo/hija la mejor fundación de la lectura posible. Por favor complete la infamación en el final de esta pagina y regresé con su hijo/hija lo mas rápido posible. Ningún niño será investigado o colocado en el programa sin permiso paren tal. Sinceramente, Director Para ser regresar esta forma al profesor de su hijo/hija de la clase lo más pronto posible. Nombre del Niño/Nina Fecha de Nacimiento Escuela Nivel del Grado para 20 / Dirección de Padres o Guardián Teléfono Si, doy mi permiso para sea investigado para

posible colocación en el programa dislexia. Si el/ella califica, también doy mi permiso para la colocación. Entiendo que el Director me dejara saber si mi hijo/hija califica. Firma De Los Padres No, quiero que mi hijo/hija sea investigado para posible colocación en el programa dislexia. Firma De Los Padres

Big Spring Independent School District

Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Date: Dear Parent or Guardian of: : You recently gave permission for to be screened for possible placement in the dyslexia program and also for scheduling if the screening appeared to indicate services were needed. On the basis of the screening, it appears your child would benefit from help in the dyslexia program; therefore following your request, your child has been assigned to receive additional help in reading, spelling, and writing. We are anxious for parents and educators to work closely together. I strongly suggest you call your child’s classroom teacher and ask for an appointment with him/her and the dyslexia teacher in order for your questions to be answered. Both these teachers shall be working together in order to help your child. The dyslexia teacher will supply supplementary instruction designed to help students who have dyslexia characteristics. Thank you for giving us permission to supply your child with addition help. Please continue to work closely with both the regular program classroom teacher and the dyslexia teacher in order that we may serve your child to the best of his/her ability. We look forward to working with you and your child. Sincerely, Principal Campus Dyslexia Teacher Classroom Teacher

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Fecha: Estimado Padre o Guardián de: Usted recientemente dio permiso para que sea investigado para el posible colocación en el programa de dislexia y también para panificar si la investigación apareció indicar los servicios fueron necesitados. En base de la investigación aparece que su hijo/hija beneficiaria de de la ayuda en el programa de dislexia; por lo tanto siguiendo su petición, su hijo/hija ha sido asignado para recibir ayuda adicional en la lectura, deletreando, y escritura. Estamos ansiosos para que los padres y los educadores trabajen juntos. Fuertemente recomiendo que usted llame a la profesora de la clase de su hijo/hija y pida una cita con la profesora de dislexia en orden para que sus preguntas sean contestadas. Estos Profesores estarán trabajando juntos para ayudar a su hijo/hija. La profesora de dislexia suplementaria la instrucción suplementaria diseñada para ayudar a los estudiantes que tienen características de dislexia. Gracias por danos permiso para suministrar a su hijo/hija con ayuda. Por favor continué trabajando con la profesora de la clase del programa y la profesora de dislexia para que podamos servir a su hijo/hija lo mejor de su habilidad. Esperamos trabar con usted y con su hijo/hija. Sinceramente, Director Escuela Profesora de Dislexia Profesora de Clase

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Date

Dear Parents or Guardians of With your permission, your child has recently been screened for dyslexic characteristics. The screening process did not indicate that he/she needs remediation in the dyslexia program. If you have questions concerning this process, you may call me at . Thank you for this opportunity to work with your child. Sincerely, Dyslexia Teacher Principal Classroom Teacher

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Fecha

Estimados Padres o Guardianes de Con su permiso, recientemente su hijo/hija ha sido investigado para características dislexias. El proceso de la investigación indico que el/ella no necesita remediador en el programa de dislexia. Si usted tiene preguntas con respecto a este proceso, usted me puede llamar . Gracias por esta oportunidad de trabajar con su hijo/hija. Sinceramente, Profesora de Dislexia Directora Profesora de la Clase

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Dismissal with Progress

Dear Parents/Guardians of : I have enjoyed working with in the dyslexia program. Your child has made much progress in the program and appears to be ready for rescheduling all his/her instructional time with the regular program language arts teacher. will receive language arts instruction from the classroom teacher. Although your child will not be receiving supplemental help in the dyslexia program, dyslexia teachers remain available for suggestions or help. Again, thank you for the opportunity of instructing your child. If you have questions concerning rescheduling, please call me at , phone . Thank you, Dyslexia Teacher Principal Teacher

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Despedida con Progreso

Estimado Padres/Guardianes de : He disfrutado trabajar con en el programa de dislexia. Su niño ha hecho mucho progreso en el programa y parece estar listo para reprogramación de todo el/ella tiempo instructivo con el maestro regular del programa de artes de idioma. recibirá instrucción de artes de idioma del maestro de la clase. Aunque su niño no recibirá ayuda suplementaria en el programa de dislexia, maestros de dislexia quedan disponibles para sugerencias o ayuda. Otra vez, gracias por la oportunidad de instruir a su niño. Si usted tiene preguntas concerniendo reestructurando, por favor llámeme en , teléfono . Gracias, Maestro de Dislexia Director Maestro

Big Spring Independent School District

Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Dear Parent/Guardian:

You gave permission for to participate in our class for students with dyslexia characteristics. This help was in addition to the regular classroom instruction.

Students tend to make better progress when they are in the program several years; therefore, we recommend that your child continue in the dyslexia program. Please return the information at the bottom of this page to your child’s classroom teacher in order for us to know your wishes.

Participation in the dyslexia program does not affect your child’s classroom assignment to the next grade level. That decision rests with the classroom teacher on the basis of grades earned during the school term.

has made progress in our dyslexia program. We feel continued participation will increase reading/spelling ability and self-esteem which are two main goals of the dyslexia program.

Please help by returning the information to your child’s classroom teacher by . If you have questions, please call.

Dyslexia Teacher Principal

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Please return this form to your child’s classroom teacher by . If we do not hear from you by then, we will assume your child will not participate in the dyslexia program in .

Yes, I give permission for to participate in the dyslexia program during the school term. I understand both the classroom teacher and the dyslexia teacher will instruct my child.

No, I do not want to participate in the dyslexia program during the school term.

Parent’s Signature: Date: Address: Home Phone: Work Phone:

Name of Student Birth date School of Attendance next term What grade level is your child in now (current school year)?

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

El-fin-de ano/continuación

Estimado Padre/Guardián:

Usted dio permiso para participar de nuestra clase para estudiantes con características de dislexia. Esta ayuda estaba en adición con la instrucción regular de la clase.

Los estudiantes tienden a progresar mejor cuando están en el programa varios años; por lo tanto, recomendamos su niño continúe en el programa de dislexia. Por favor devuelva la información al fin de esta página al maestro de la clase de su niño en orden que nosotros sepamos sus deseos.

La participación en el programa de dislexia no afecta la asignación de la clase de su niño para el próximo nivel de grado. Esa decisión queda con el maestro de la clase con base en los grados ganados durante el término de la escuela.

hace progresos en nuestro programa de dislexia. Sentimos que la participación continuada aumentará habilidad de lectura /ortografía y autoestima que son dos metas mayores del programa de dislexia.

Por favor ayude regresar esta forma al maestro de la clase de su niño por . Si usted tiene preguntas, por favor llame.

Maestro de Dislexia El Director

Big Spring Independent School District Administration Office

708 Eleventh Place Big Spring, Texas 79720

(432) 264-3600-FAX (432) 264-3646

Por favor devuelva esta forma a maestro de la clase de su niño por . Si no escuchamos de usted para entonces, asumiremos que su niño no participará del programa de dislexia en . Sí, doy permiso para participe del programa Dislexia durante el . el término de la escuela. Entiendo ambos el maestro de la clase y el maestro de dislexia instruirán a mi niño. No, yo no quiero participar del programa de dislexia durante el el término de la escuela. Firma de Padre: Fecha: Dirección: Teléfono de la Casa: Teléfono de Trabajo: Nombre de Estudiante Fecha de nacimiento Escuela de Asistencia el siguiente término ¿Qué nivel de grado está su niño ahora (el año escolar corriente)?