Northwest ISD Vision Statement: The best and most sought-after school district where every student is future ready:  Ready for college  Ready for the global workplace  Ready for personal success Mission Statement: Northwest ISD, in partnership with parents and community, will engage all students in a premier education, preparing them to be successful, productive citizens.

 Stephanie Espinosa, Ed.D.- Executive Director of Curriculum and Professional Development  Jennifer Alexander, Ed.D.- Executive Director of Student Services  Melissa DeSimone, Ph.D. – Director of Research, Assessment, and Accountability  Gina Lee – Director of Student Services  Sunni Johnson, Ph.D.- Coordinator of Elementary Language Arts

The purpose of this program evaluation is multi-faceted:  Ensure program alignment with district mission, vision, and goals;  Assess strengths and weaknesses of the program;  Measure the success of the program in meeting its expressed goals; and/or  Result in improvements in or revisions to the program.

 Dyslexia is estimated to impact between 5-17% of the general population depending on the reporting source and the working definition of the term dyslexia. (Siegel, 2006).  In the school year, 745 students have been identified as receiving dyslexia services. The number is approximately 3.5% of the total student population of Northwest ISD (21,047).

Texas Administrative Code Pertaining to serving students with Dyslexia and Related disorders:  § Students with Dyslexia and Related Disorders  § Screening and Treatment for Dyslexia and Related Disorders  The Dyslexia Handbook (2014) published by the Texas Education Agency

This evaluation is composed of data from the , , and school years and will attempt to answer the following questions: What is the identification and referral process for the dyslexia program? What is the continuum of services for students receiving services for dyslexia? What are the instructional support strategies for students with dyslexia currently in place? What level of progress are students in the dyslexia program making?

 What is the identification and referral process for the dyslexia program?

 Screening (Grades K-2)  Response to Intervention  Referral Process (All Grades)  Parents or Campus may make a referral

School YearTotal # of ReferralsTotal # of Qualified Total Number of Referrals and Total Number of Students who Qualified for Services

Grade # of Referrals # of Qualified # of Referrals # of Qualified # of Referrals # of Qualified KDG First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Total Number Referrals and Qualified with Percentage of Identification by Grade

 In , NISD was serving 402 students. In the three year timespan of the study, 551 students were referred and an additional 343 students have qualified for services. This is a 46% increase in the number of students receiving services for dyslexia.  In there were 88 parent referrals and in that number had increased to 167. Of the 167 students referred by parents in , 102 students qualified.

 What is the continuum of services for students receiving services for dyslexia?

 Traditionally, the majority of dyslexia students have been identified and served through a pull-out program at the elementary level. This instructions in generally done by the campus STAR teacher, who receives annual training on reading instruction and monitors the progress of the students. Secondary campuses also offer a course for increased intervention, although most students receive services through accommodations from their classroom teachers as part of their individual 504 plan.

 The Integrated Curriculum recommendations are as follows:  The lessons were written for minutes, but most choose to do 30 minutes four days a week.  Recommend no more than five to a group.  The Take Flight (Clara Love Elementary and Hughes Elementary) recommendations are as follows:  The lessons are written for 45 minutes five days a week or one hour four days a week.  The Scottish Rite Hospital recommends no more than 6 per group. Most of NISD groups are 2-3 because of scheduling.

LevelNumber of Students Elementary322 Middle School6 High School0 Dyslexia Students being served through pull-out services by an interventionist

 What are the instructional support strategies for students with dyslexia currently in place?

 Elementary Pull-Out Instruction:  The majority of students have been instructed using the Systematic Instruction in Phonemic Awareness, Phonics and Sight Words (SIPPS) for the past 3 years.  During the current school year, both the Take Flight and Rite Flight trainings and subsequent resources have been utilized, but it is still too early to gain reliable results of significant changes.  Secondary Students:  The vast majority of secondary dyslexia students are serviced through 504 accomodations in their regular education classrooms.

 What level of progress are students in the dyslexia program making?

Grade % Scoring On/Above Level BOY DRA Text Level % Scoring On/Above Level EOY DRA Text Level % Scoring On/Above Level BOY DRA Text Level % Scoring On/Above Level EOY DRA Text Level % Scoring On/Above Level BOY DRA Text Level % Scoring On/Above Level EOY DRA Text Level % Scoring On/Above Level BOY DRA Text Level % Scoring On/Above Level EOY DRA Text Level K******** 1******** 215% 30% 4.17%15.38%6.25%87.5%4%16% %25.93%15.38%30.77%16.98%26.33%25.86%31.58% DRA2 Growth to

Grade % Scoring Met STAAR % Scoring Commended STAAR % Scoring Met STAAR % Scoring Commended STAAR % Scoring Met STAAR % Scoring Commended STAAR % Scoring Met STAAR % Scoring Commended STAAR 356%0%75%0%64.15%1.89%70.21%6.38% %7.89%70%6.67%58.33%4.17%59.92%4.62% %2.78%67.57%5.56%69.7%9.09%73.44%10.87% %6.06%63.41%4.88%72.88%3.39%71.7%13.21% %11.76%71.88%0.00%76.74%6.98%75.41%4.92% %0.00%85.29%8.82%96.88%9.38%79.55%4.55% STAAR Reading to

 Further study regarding the identification/referral process for dyslexia including the overall RtI program for the District.  Conduct a second survey of dyslexia teachers to determine their perceptions of the implementation of new trainings and resources as well as look at the results of their students for the school year.  Further study at the secondary level is needed to monitor and assess the progress of dyslexia students that are receiving accommodations through 504 plans. A determination of professional development needs that would allow teachers to provide more effective accommodations may be needed.

 A recommendation of a primary resource and training for elementary pull-out services should be made after end-of- year assessments. The SIPPS program, the Rite Flight, and the Take Flight programs are the programs being most frequently implemented and a concentrated area is needed to bring consistency and fidelity to the program.  There is a need to compare the growth each year of dyslexia students in reading compared to the general population’s growth. NISD would benefit from determining if the reading gap is getting larger or smaller between the two groups.

 The Curriculum and Instruction Department will prioritize the recommendations to be placed in the District Improvement Plan for the School Year.