1. Dyslexia:Dyslexia: Cy-Fair ISD - 2015-2016 What is it?.......What do we do about it in Cy-Fair?

2. “Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.” (Definition in the Texas Education Code 38.003) Dyslexia :

3. StateState Board of Education approved guidelines: The Dyslexia Handbook DistrictDistrict procedures follow these guidelines CampusCampus dyslexia teachers coordinate and implement district efforts Dyslexia Guidelines:

5. The majority of our students who have difficulty with reading, writing or spelling have difficulty based upon instructional need, not constitutional need. They can process print, but have trouble with comprehension. They can learn phonics, but have had limited opportunity. “Texas is committed to data-driven instruction... Teachers can quickly assess a child’s reading abilities and provide prescriptive instruction by isolating the skills that need strengthening.”

6. These students with instructional need will profit from strong remedial instruction (targeted intervention), rather than a Special Education or a dyslexia class. Identifying Students

7.  Small Group Reading Intervention (SGRI)  Accelerated Reading Instruction Program (ARIP)  Reading Enrichment  Special Intervention Programs used with fidelity (i.e., Touchphonics, iStation, Read Naturally, etc.) Reading Interventions Though, not necessarily “Targeted” Reading Interventions Though, not necessarily “Targeted”

8. “ Schools shall recommend assessment for dyslexia if the student demonstrates the following :  Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade  Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions and Characteristics of Dyslexia (pages 9-11) The first step in the assessment process, data gathering, should be an integral part of the district’s or charter school’s process for any student exhibiting learning difficulties The first step in the assessment process, data gathering, should be an integral part of the district’s or charter school’s process for any student exhibiting learning difficulties.” TEA Dyslexia Handbook, 2014 (pg. 16)

9. TEA Dyslexia Handbook 2014 Dyslexia Characteristics The following are the primary reading and/or spelling characteristics of dyslexia:  Difficulty reading words in isolation  Difficulty accurately decoding unfamiliar words  Difficulty with oral reading (slow, inaccurate, or labored)  Difficulty spelling It is important to note that individuals demonstrate differences in degree of impairment.

12. When a student is making insufficient progress from instructional/intervention programs AND has characteristics of dyslexia…. The Student Intervention Team, ARD Committee, or parent requests the student to be screened for dyslexia The dyslexia teacher collects basic data (Data Gathering)

13. What interventions have been attempted? And how intensively? Does he/she have average ability to learn in the absence of print? Have recommendations for vision/hearing screening been followed? Is student proficient in the English language? If not, extra data will be required. Has student attended school on a regular basis? Does the student need an overlay? What is the student’s reading level? State Assessment scores? Report card grades? Benchmark or DPM scores? What are teachers observing? Is there a family history of reading difficulties? Types of Data Collected

16. Identification The Student Intervention Team or ARD Committee evaluates accumulated data, and recommends further interventions, testing (Formal Evaluation), accommodations, or other needs.

17. Parent permission is obtained and 504 rights are provided Parent information is collected The district assessment instruments are administered District analysis of data Section 504 Meeting/ARD meeting to discuss results and plan of action If further assessment is needed, based on a committee decision: on to Formal Evaluation If further assessment is needed, based on a committee decision: on to Formal Evaluation If the student is already served by Special Ed, those procedures are followed from the start

18. Identification

19. Provide necessary data/tests/samples and complete teacher data forms carefully Reassure parents that our focus is their child’s progress Work with dyslexia teachers in answering parents’ questions and completing forms Do not pre-label students Remember to encourage student in his/her areas of strength During the Screening Process, Teachers/Specialists:

20. Every effort should be made to make sure the student:  Gets to dyslexia class 4-5 days per week for, at least, 30 minutes per day  Does not miss critical instruction  Does not consistently miss Art, Music, PE, or Recess Every effort should be made to make sure the student:  Gets to dyslexia class 4-5 days per week for, at least, 30 minutes per day  Does not miss critical instruction  Does not consistently miss Art, Music, PE, or Recess If the committee decides that the student has dyslexia…

21. Consistent accommodations may be needed:  to succeed in learning at a level equal to their ability or  to prove what they have learned Consistent accommodations may be needed:  to succeed in learning at a level equal to their ability or  to prove what they have learned If the committee decides that the student has dyslexia…

22. Possible Accommodations Provide graphic organizers Combine verbal and visual information Change response mode Reduce copying Provide instructional aids Extended time/Shortened assignments Oral testing Provide word banks Others (see handout) Provide graphic organizers Combine verbal and visual information Change response mode Reduce copying Provide instructional aids Extended time/Shortened assignments Oral testing Provide word banks Others (see handout)

24. Some students identified with dyslexia will need the Dyslexia Accommodations for school/district reading tests and STAAR: Extended time Extended time Questions and answers read aloud Questions and answers read aloud Possibly others Possibly others Some students identified with dyslexia will need the Dyslexia Accommodations for school/district reading tests and STAAR: Extended time Extended time Questions and answers read aloud Questions and answers read aloud Possibly others Possibly others VERY IMPORTANT!!! If a child is going to need these accommodations for the STAAR test, then you MUST be providing them on a routine basis in the classroom!

25. Dyslexia Intervention Identified students will receive additional intensive small group instruction based on research regarding best practices:  In the following areas:  Phonemic awareness  Graphophonemic knowledge  Language structure  Linguistics  Additional skills (decoding, encoding, word recognition, fluency, and comprehension)

26. Students with dyslexia, no matter how young, have already met with too many failures – even though they put forth their best effort. When these students receive the instruction and support that they need, they can be very successful! Many people with dyslexia go on to achieve great success in life: Students with dyslexia, no matter how young, have already met with too many failures – even though they put forth their best effort. When these students receive the instruction and support that they need, they can be very successful! Many people with dyslexia go on to achieve great success in life: Tom CruiseTom Cruise Magic JohnsonMagic Johnson Walt DisneyWalt Disney Thomas EdisonThomas Edison Leonardo Da VinciLeonardo Da Vinci Jay LenoJay Leno Albert EinsteinAlbert Einstein Nolan Ryan Patricia Polacco William Hewlett (HP) Alexander Graham Bell Henry Winkler Charles Schwab John F. Kennedy

27. Students with Dyslexia The efforts of effective teachers can make a positive difference when working with these unique learners. Please…. be this teacher!

28. All information for this slide show can be obtained in the TEA Dyslexia Handbook (Revised 2014) or in District procedures. Cy-Fair ISD 2015-2016 Parent Information: The Cy-Fair brochure describing the district program for students with dyslexia can be found at www.cfisd.net under Curriculum - Special Programs.www.cfisd.net