Developing love for lifelong learning
Dyslexia
Dyslexia at Alief Montessori Community School
The mission of the dyslexia program at Alief Montessori Community School in
collaboration with parents, teachers, and administrators, is to offer education and
research-supported instruction to all students diagnosed with dyslexia or similar
disorders. Our goal is to equip them to become successful, lifelong learners, proficient
communicators, accomplished readers and writers, and responsible members of
society.
Definition of Dyslexia
Dyslexia is a learning disorder that originates from neurological factors. It is marked by
challenges in recognizing words accurately and fluently, as well as difficulties in spelling
and decoding. These challenges often arise from issues with the phonological aspect of
language, which can be surprising given a person's other cognitive skills and the
effectiveness of the instruction they receive. As a result, individuals with dyslexia may face
difficulties understanding what they read and may have fewer reading experiences,
hindering their vocabulary and background knowledge growth.
Related Disorders
"Related disorders" refer to conditions that are similar to dyslexia. These can include
developmental auditory imperception, dysphasia, specific developmental dyslexia,
developmental dysgraphia, and developmental spelling disability.
Characteristics of Dyslexia
Students with dyslexia usually struggle with phonological awareness, which includes
recognizing and manipulating sounds, reading single words, reading fluently, and
spelling. These challenges are unexpected given the student’s age and education level
and are not mainly due to differences in language. Moreover, a family history of similar
issues may often be present.
Key Reading and Spelling Challenges
● Difficulty reading words on their own
● Trouble accurately decoding new words
● Struggles with oral reading that is slow, inaccurate, or lacking expression
● Challenges in spelling
It's important to recognize that individuals with dyslexia may experience varying levels
of difficulty and might not show all the traits listed.
Common Reading and Spelling Issues Linked to Dyslexia
● Segmenting, blending, and manipulating sounds in words (phonemic awareness)
● Learning the names of letters and their corresponding sounds
● Retaining information about sounds and words in memory (phonological
memory)
● Quickly recalling names of familiar objects, colors, or letters (rapid naming)
Consequences of Dyslexia
Individuals with dyslexia may experience varying challenges with reading
comprehension and writing. They may also have limited vocabulary growth because of
fewer reading experiences.
Screening Timeline
Identifying students with dyslexia early and implementing intervention programs is crucial for their future academic success.
The State Board of Education (SBOE) has established through its endorsement of the Dyslexia Handbook (TAC §74.28) that first graders should be screened by the middle of the academic year at the latest. Teachers can start screening first-grade students at any time during the fall. All screenings for first graders must be completed by January 31 each year, and kindergartens will be screened by the school year's end.
mClass is administered individually. Before referral, at-risk students will be screened again using a different screening protocol, Phonics Screener.
Additionally, school districts are required to inform the parents or guardians of any
kindergarten, first-grade, or second-grade students identified as at risk for dyslexia or
Other reading difficulties are based on the reading assessment results.
Transition
ARD Guide
What is ARD?
The ARD (Admission, Review, and Dismissal) process is an important part of special education for students in Texas. This guide is designed to help parents understand the ARD process and their role in it.
What is the ARD Process?
The ARD process is a meeting where a team of educators, parents, and sometimes the
student, come together to make decisions about a student's special education program. This includes:
● Determining if a student is eligible for special education services
● Developing the student's Individualized Education Program (IEP)
● Reviewing the student's progress and making changes to the IEP as needed
Parent’s Guide to the ARD Process
Parents Guide to the ARD Process
Parents play a crucial role in the ARD process. As a parent, you have the right to:
● Participate in all ARD meetings about your child
● Receive written notice of the meeting in your preferred language
● Bring others, such as an advocate or family member, to the meeting
● Disagree with the team's decisions and request changes
Procedural Safeguards
Procedural safeguards are the legal protections that ensure your child's rights are being met.
These include:
● The right to receive prior written notice of any changes to your child's special education
program
● The right to request an independent educational evaluation if you disagree with the
school's evaluation
● The right to file a complaint or request a due process hearing if you have concerns about your child's education
Remember, the ARD process is a collaborative effort, and your participation as a parent is
crucial. If you have any questions or concerns, don't hesitate to contact your child's school or the special education department.
Stakeholder Survey
Special Ed. Referrals
Supporting Students with Learning Challenges or Requiring Special Education or Section 504 Assistance
For students who are struggling in the regular classroom, all school districts and
open-enrollment charter schools must consider providing tutorial, compensatory, and other academic or behavioral support services that are available to all students, including a process based on Response to Intervention (RtI). Implementing RtI can positively impact a district's or charter school's ability to meet the needs of all struggling students.
If a student is experiencing learning difficulties, their parent may contact the designated
individual(s) to learn about the school's overall general education referral or screening system for support services. This system connects students to various support options, including making a referral for a special education evaluation or a Section 504 evaluation to determine if the student requires specific aids, accommodations, or services. A parent may request an evaluation for special education or Section 504 services at any time.
Special Education Referrals
If a parent asks in writing for their child to be evaluated for special education services, the school district or charter school must respond within 15 school days. At that time, the district or charter school must tell the parent in writing if they agree or refuse to evaluate the student. They must also inform the parent about their rights and protections (called the Notice of Procedural Safeguards).
If the school district or charter school agrees to evaluate the student, they must also get the parent's written consent before the evaluation.
A request for a special education evaluation can also be made verbally, not just in writing. The district or charter school must still follow all the rules about notifying parents and evaluating children who may need special education, even if the request is verbal. However, if the request is verbal, the school does not have to respond within 15 school days. Suppose the district or charter school decides to evaluate the student. In that case, they must complete the initial
evaluation and write the evaluation report within 45 school days after getting the parent's written consent. However, if the student is absent from school for three or more days during the evaluation period, the 45-day timeline will be extended by the number of days the student was absent. There is one exception to the 45-day timeline. If the district or charter school gets the parent's consent for the initial evaluation at least 35 but less than 45 school days before the last day of the school year, they must complete the written report and give a copy to the parent by June 30 of that year. However, if the student is absent for three or more days during the evaluation, the June 30 deadline no longer applies. Instead, the general 45-day timeline plus any extensions for absences will be used.
After completing the evaluation report, the district or charter school must give the parent a free copy.
SPED Resources
Child Find
What is Child Find?
The Individuals with Disabilities Education Act (IDEA) mandates that schools actively identify, locate, and evaluate all children who may require special education services.
This process, known as "Child Find," is not a passive task but rather an ongoing and proactive effort by educational institutions. Schools are responsible for conducting Child Find within their jurisdiction to ensure that all students eligible under IDEA are recognized and provided with the necessary support.
This involves a systematic screening, referral, and assessment approach to determine if a child has a disability and requires specialized instruction or related services. Child Find aims to ensure that no child falls through the cracks and that all students with disabilities receive the appropriate educational opportunities and accommodations to
succeed.
This active identification and evaluation process is a critical component of the IDEA framework, emphasizing the importance of early intervention and the provision of tailored educational programs for students with special needs.
Who is Covered Under Child Find?
The Child Find initiative encompasses children with disabilities from birth up to the age of 21. This includes children who are being homeschooled or enrolled in private schools. The goal ofChild Find is to identify and evaluate all children with suspected disabilities, ensuring they receive the appropriate educational services and support they require.
Who Can Begin the Child Find Process?
The Child Find process can be initiated by a variety of individuals. Parents, guardians, doctors,
teachers, relatives, or friends can all contact their local school district's Child Find program to
express concerns about a child's learning or development. If you have worries about a child's educational needs, you can reach out to their local school campus, school district, or charter school to start the process. The key is that anyone who has noticed potential challenges can take that first step to connect the child with the appropriate evaluations and support services.
What to Do If You Have Concerns About Your Child's Development?
If you have concerns about your child's development, such as issues with learning, speech, behavior, or other delays, you should contact the special education department at your child's school. Special education and related services are available to all eligible individuals from ages three through 21.
For children from birth to their third birthday, Early Childhood Intervention (ECI) agencies can provide services to address learning, speech, behavior, or other delays. Additionally, your child's school and ECI agencies can offer support for children who are deaf or hard of hearing, have visual impairments, or have deaf-blindness.
By reaching out to the special education department or ECI agencies, you can ensure your child receives the appropriate assistance and interventions to address any developmental concerns and help them reach their full potential.
How much do services cost?
Under the Individuals with Disabilities Education Act (IDEA), all services provided by schools are at no cost to the individual student or their parents. This means that families do not have to pay for the special education and related services that their child receives through the school system.