• Welcome to Dyslexia Services for CISD

    Philosophy Statement

    Children learn to read, write, and spell in different ways. A balanced reading program should meet the needs of most students. Students who do not learn to read, write, and spell in spite of a broad, balanced reading program should be offered a variety of alternative strategies to meet this goal. If the alternative strategies are not successful, the child may exhibit signs of a developmental reading disorder. One type of developmental reading disorder is dyslexia. Children who show signs of dyslexia may need intervention to be successful in school. The CISD Dyslexia Instructional Program is offered at each campus to those students who meet program qualifications.


    Goals

    • To intervene with students having difficulty with reading, writing, and/or spelling in order to help them learn strategies to compensate and to become successful readers while becoming successful students in their classes

    • To be proactive in the early identification of students who may need instructional intervention for dyslexia

    • To provide alternative learning strategies by teachers trained in dyslexia methods to those students identified as having dyslexia


     Procedures for Placement within the Dyslexia Program

    Response to Intervention:
    Students showing difficulty in academic areas should first receive help under the Response to Intervention plan. The RTI team at each campus works to identify reasons for student difficulties and to develop and implement interventions to assist each student.

    Preventative Programs:
    As a primary means of prevention, research recommends the use of a strong multisensory program that correlates phonics, writing, spelling, and reading instruction. Providing a balanced reading program will help prevent failure to learn to read, write, or spell appropriately and reduce referrals for dyslexia assessment.

    Remedial Strategies:
    Once a student has been identified as having difficulty with reading, writing, or spelling, the RTI team will informally assess and offer special assistance to the student via the classroom teacher or other specified instructional leaders. Indications of student difficulty may include lack of progress in the classroom, teacher observation, parent observation, and/or results of district-wide standardized testing. Interventions may include classroom accommodations, tutoring, additional help by the teacher, pullout reading remediation programs, specialized help with learning the letters/sounds of the language, summer school, bilingual programs, and many other ways that help the student to improve his or her reading, writing, and/or spelling achievement.  RtI and remedial strategies must be documented for 60-90 days.

    Initial Evaluation Procedures:
    If a student is still in need of assistance after the 60-90 day documented Response to Intervention and all remedial strategies have been tried, the RTI team may elect to refer the student for a 504/dyslexia evaluation.

    *Parents, students (18+), teachers, counselors, and administrators may make referrals but the documented RtI must be completed prior to a Dyslexia Evaluation.

    Criteria for referral: Students will be referred for an evaluation for the dyslexia program based on the following:

    1. Classroom teacher MUST complete the Crosby ISD Instructional Support Team Referral form and provide all required RtI documentation.  (The Crosby ISD Instructional Support Team Referral Form can be obtained from 504/Dyslexia representative.)

    2.  The CISD Dyslexia Team will determine if the student qualifies for further evaluation.

    3.  If the Dyslexia Team determines the need for dyslexia testing, the dyslexia interventionist will conduct an initial assessment after receiving parent consent and all necessary paperwork.

    4. The Section 504 Committee will determine eligibility based on the assessment. The committee will then make recommendations for the student. Possible recommendations may include:

    • No placement recommended
    • Classroom accommodations with student monitoring
    • Placement in the Dyslexia Instructional Program
    • Referral for special education services
    • Other recommendations appropriate for the student

    5.  If the Section 504 committee recommends placement within the district dyslexia program, written parent permission is required and will be obtained prior to placement.


    Dyslexia Classes - Dyslexia classes are pullout classes that are offered for student’s identified with dyslexia, either through special education or through Section 504 of the Rehabilitation Act of 1973. Instruction is done in a pullout fashion. The dyslexia instructional program utilizes individualized, intensive, multisensory methods that contain reading, writing, and spelling components. (As outlined by the Dyslexia Handbook, Revised 2007, Updated 2010)


    Helpful Websites

    Texas Department of Education
    www.tea.state.tx.us

    International Dyslexia Association
    www.interdys.org

    Recording for the Blind and Dyslexic
    www.rfbd.org

    National Center for Learning Disabilities
    www.ld.org

    Neuhaus Educaiton Center
    www.neuhaus.org/

    Scottish Rite Learning Center of Austin
    www.scottishritelearningcenter.org

    Yale Center for Dylsexia and Creativity

    http://www.dyslexia.yale.edu/