LUBBOCK ISD

DYSLEXIADYSLEXIA  PROCEDURALPROCEDURAL  MANUALMANUAL  

TABLE OF CONTENTS

Mission Statements 3 Definition of Dyslexia 4 Characteristics of Dyslexia 5 K-1 Dyslexia Screening 6 Procedures for Assessment of Dyslexia 7-8 Domains to Assess 9 LISD Assessments for Dyslexia 10 Process for Dyslexia Referrals 11 Testing Process 12-13 Dyslexia Program Descriptions 14-15 Student Monitoring and Program Exit Criteria 16-17

Dyslexia Decision-Making Profile Sheet 18-24

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MISSION STATEMENTS

LISD

To prepare students for life by nurturing, developing, and inspiring

every child, every day.

SCHOOL SUPPORT SERVICES

The Department of School Support Services coordinates prevention and

intervention programs and services to support schools, students, and

parents by addressing the cognitive, behavioral, social, emotional,

health, safety, and alternative education needs of all students to

maximize student achievement.

DYSLEXIA TEAM

LISD is committed to providing students identified with dyslexia

appropriate research-based instruction and academic support to

prepare them to be successful, lifetime readers and writers.

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DEFINITION OF DYSLEXIA

As defined in Texas Education Code (TEC) §38.003,

a. Dyslexia means a disorder of constitutional origin manifested by a difficulty in

learning to read, write, or spell, despite conventional instruction, adequate

intelligence, and sociocultural opportunity.

b. 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.

(http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003)

The current definition from the International Dyslexia Association states:

Dyslexia is a specific learning disability that is neurobiological 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 International Dyslexia Association Board of Directors, Nov. 12, 2002)

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CHARACTERISTICS OF DYSLEXIA

The primary characteristics of dyslexia are:

°° Difficulty reading words in isolation

°° Difficulty accurately decoding unfamiliar words

°° Difficulty with oral reading (slow, inaccurate, or labored without prosody)

°° Difficulty spelling

Secondary characteristics of dyslexia may include:

°° Variable difficulty with aspects of reading comprehension

°° Variable difficulty with aspects of written language

°° Limited vocabulary growth due to reduced reading experiences

“Unexpectedness” of dyslexia:

The most current definition of dyslexia from the International Dyslexia Association

indicates that the difficulties the student exhibits in reading are often unexpected

in relation to the student’s other cognitive abilities and the provision of effective

classroom instruction. “Cognitive abilities” can be measured using FSIQ, oral

language skills, problem-solving and reasoning skills, ability to learn in the

absence of print, or strong math skills in comparison to reading skills.

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K-1 DYSLEXIA SCREENING

In 2017, the 85th Texas Legislature passed House Bill 1886, amending the Texas

Education Code (TEC) §38.003, Screening and Treatment for Dyslexia, to require

that all kindergarten and first grade public school students be screened for

dyslexia and related disorders. Additionally, the law requires that all students

beyond first grade be screened or tested as appropriate.

LISD uses NWEA Measures of Academic Performance (MAP) testing as our

universal screener for dyslexia.

Results are analyzed at the end of each student’s kindergarten and middle of 1st

grade year to see which students might be at risk. Results will be analyzed to

determine if their performance in Foundational Skills is in the LOW range. If so,

student will be monitored and further data will be collected.

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PROCEDURES FOR ASSESSMENT OF DYSLEXIA

1. Data Gathering

The first step in the process of assessment for dyslexia is to gather information

about the student’s progress. Information can be obtained from AWARE, DASH-1,

and parent/teacher observation records. Additional information to be considered

could include the following:

° Vision & hearing screening

° NWEA MAP data

° iStation data

° K-2 reading instrument as required in TEC §28.006

° Guided reading level

° Classroom reading assessments

° SST data

° Gifted/Talented assessments

° Samples of student work

° Unedited writing samples

° Teacher input

° Parent input

° Testing for limited English proficiency

° Speech and language screening

° State assessment results

° Previous report cards

° Retention information

° Attendance information

° Accommodations and/or interventions provided

° Outside evaluations

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2. Formal Assessment

The Student Support Team will determine if a student should be assessed for

dyslexia. When formal assessment is recommended, the following procedures

must be followed:

° Notify parents/guardians of the proposal to assess student for dyslexia

° Inform parents/guardians of rights under section §504* (unless in Special

Education)

° Obtain written consent from a parent/guardian to assess the student for

dyslexia

° Assess student. Be sure that individuals/professional who administer

assessments have training in the evaluation of students for dyslexia and

related disorders (19 TAC §74.28).

*The §504 process is used most frequently unless a referral to special education is

indicated.

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DOMAINS TO ASSESS

1. Academic skills

° Letter knowledge (name and associated sound)

° Reading words in isolation

° Decoding unfamiliar words accurately

° Reading fluency (both rate and accuracy should be measured)

° Reading comprehension

° Written spelling

2. Cognitive processes that underlie these reading difficulties

°° Phonological/phonemic awareness- Difficulties in phonological and phonemic

awareness are typically seen in students with dyslexia and impact a student’s

ability to hear individual speech sounds (or phonemes) in spoken syllables and

words and manipulate those sounds by blending, segmenting, matching, or

deleting. The ability to notice, identify, and manipulate sounds in words has a

strong relationship to reading ability.

°° Rapid naming of symbols or objects- Difficulties in rapid naming may or may

not be weak, but if deficient, will impact a student’s ability to quickly and

efficiently retrieve letters and read words at an appropriate rate.

3. Additional areas that may be assessed

° Vocabulary ° Listening comprehension ° Verbal expression ° Written expression ° Handwriting ° Memory for letter or symbol sequence (orthographic processing)

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LISD ASSESSMENTS FOR DYSLEXIA

Formal Assessments:

°° CTOPP-2 (Comprehensive Test of Phonological Processing, 2nd edition)

°° WRMT-III (Woodcock Reading Mastery Test, 3rd edition)

°° TWS-5 (Test of Written Spelling, 5th edition)

°° GORT-5 (Gray Oral Reading Test, 5th edition)

°° TOWRE-2 (Test of Word Reading Efficiency, 2nd edition)

°° KBIT-2 (Kaufman Brief Intelligence Test, 2nd edition)*

*(or other cognitive assessment if testing is done through Special Ed)

Information Assessments:

°° Determining Letter/Sound Knowledge

Additional Information:

°° Unedited classroom writing samples

°° NWEA MAP data

°° Istation

°° State assessment data

°° Report cards

°° SST data

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PROCESS FOR DYSLEXIA REFERRALS

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TESTING PROCESS

Prior to Testing

1. Obtain written consent to test from parent/guardian- Use “Consent for Additional Assessment” form (located in Eduphoria under Aware > Students > Student Forms > SST)

2. Copy all data available from SST notes, including “Combined STAAR Test Assignments and Accommodations and SST Strategies Form” (located on Eduphoria under Aware > Students > Student Forms > SST)

3. Gather progress monitoring data (MAP scores, grades, district assessments, STAAR results, copies of unedited writing samples)

4. Have school nurse complete “SST Health Information” form (located on the LISD website under Departments > Dyslexia > Referral Forms for Dyslexia Assessment)

5. Send home “SST Parent Information” form (located on the LISD website under Departments > Dyslexia > Referral Forms for Dyslexia Assessment)

6. Send all required documentation to Rhonda Edwards in Special Services

During Testing

Complete the required formal and informal assessments

After Testing

1. The campus SST/§504 leader will schedule a meeting with the committee of knowledgeable persons to review all formal and informal assessments and determine if the student exhibits the characteristics of dyslexia. Placement will be determined at the §504/ARD meeting.

2. The committee will consider what accommodations are needed for the student, including accommodations needed for state assessment. Students who will be served through Special Education as well as the dyslexia program will receive accommodations through their IEP.

3. The dyslexia specialist will add TEAMS code DYS (if the student is dyslexic) and DSI (if the child is to receive dyslexia intervention).

4. If the Dyslexia Specialist evaluates and finds that there is a suspicion of a specific learning disability, they will refer the student for an IDEA Evaluation.

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Outside Testing

Students identified as having dyslexia or related disorders from an outside source will be evaluated for eligibility in LISD. When an outside assessment is brought to the §504 or ARD committee to be considered, it does not automatically create eligibility. Instead, the committee will determine eligibility based on a review of data from a variety of sources. Lubbock ISD may choose to accept the outside assessment, or may re-assess the student. In either situation, the committee (§504 or ARD) will determine the identification status of a student enrolled in Lubbock ISD, and the placement of the student in the dyslexia program.

Parent Requests

° Parent requests (including medical referral) for testing will initiate the SST/ARD process. An SST meeting will be held to review student data and discuss parent concerns.

° If there is a suspicion of Dyslexia or other related disability; including a Specific Learning Disability, consent will be obtained and either a Dyslexia assessment or a IDEA evaluation will be conducted.

° If the school has strong data to support refusal of the parent/guardian request, the procedural protections of their notice of rights under §504 or IDEA will be followed. Parents will be provided their notice of rights under §504. For a student who is being denied evaluation under special education, IDEA procedures will be followed, including providing the parent/guardian with prior written notice.

Home/Private School Requests

° Students currently being homeschooled are eligible for a dyslexia assessment in LISD if their residence is within LISD limits and the child exhibits characteristics of dyslexia. A student attending private school is eligible for a dyslexia assessment through LISD if the private school is within the district limits and the child exhibit characteristics of dyslexia. If there is a suspicion of a Specific Learning Disability an IDEA evaluation will be conducted.

° Data collection and assessment procedures remain the same. ° Identified students will only receive services if enrolled in LISD.

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DYSLEXIA PROGRAM DESCRIPTORS

Take Flight is one program LISD uses for dyslexic students at the elementary school level.

Take Flight is an Orton-Gillingham based curriculum written by the staff of the Luke Waites Center for Dyslexia and Learning Disorders of Texas Scottish Rite Hospital for Children. The curriculum was designed to be used with children 7 years and older with average to above-average cognitive abilities who have developmental dyslexia. It is a multi-sensory structured language education program that contains the five components of effective reading instruction supported by the National Reading Panel research. The program is designed to be delivered in a small group setting of no more than 6 students for a minimum of 45 minutes per day, five days each week. Alternatively, the lessons can be taught for 60 minutes each day four days per week. Although Take Flight is comprised of 7 books, LISD only teaches through Book 5. When taught through book 5, Take Flight includes 98 lessons, which usually equates to two years of instruction.

Criteria for student to participate in the Take Flight program:

TF is a rigorous program that moves at a fast pace. Participation in this type of therapy could lead a child to greater frustration if their cognitive ability cannot support the rigor of the program. Students must meet the following criteria to be eligible for Take Flight:

1. Student must have a documented diagnosis of dyslexia.

2. Student must be 7 years old or older.

3. Student must possess average to above average cognitive abilities (as measured by FSIQ or average/above-average scores in reading comprehension, listening comprehension, math reasoning, or verbal ability).

4. Unless student transferred from out-of-district and was further along in the program, all students will start TF in Book 1, Lesson 1. New groups are formed at the beginning of the fall and spring semesters. If a student is tested in the middle of the semester, a LEXIA account will be assigned to the student. Student will be able to access LEXIA from both school and home, as an interim plan, until a new TF group starts.

LEXIA is a computer-based personalized reading curriculum for Pre-K through Grade 5 dyslexic

students. It is used only as a supplement to core reading intervention and can be accessed at home and school.

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LANGUAGE! Live is a program LISD uses for dyslexic students at the middle school and high

school levels. It is a comprehensive, intensive literacy solution that combines teacher-directed learning with a personalized, adaptive instruction in an online social environment. The curriculum was developed to reach readers in grades 4-12 who are two or more years below grade level.

For students receiving special education services who require a more intensive dyslexia program, there are two additional programs available:

Read Well is used with elementary dyslexic students requiring more intensive reading

support. Read Well is a comprehensive, research-based, K-3 reading and language arts solution that helps students build the critical skills needed to be successful readers and learners. It provides systematic, explicit instruction in the five areas critical to reading with understanding: phonemic awareness, phonics, comprehension, vocabulary, and fluency. It consists of whole-class and small-group instruction. Students are placed into small groups based on assessed skills, and must acquire mastery to move on to the next unit. The curriculum consists of 4 levels: Read Well K, Read Well 1, Read Well 2, and Read Well 3.

Journeys is used with middle school and high school dyslexic students who are reading one to

three years below grade level. Journeys is an engaging, research-based literacy solution for adolescent students reading significantly below grade level. The program provides sequenced skills, immediate feedback, and opportunities for focused review and guided practice through engaging, high-interest reading “expeditions.” Each expedition includes opportunities to focus on word study, informational and literary text, fluency, vocabulary and comprehension, writing, and content-area reading.

*If a student does not qualify as a student with Dyslexia OR as a student with a specific learning disability, the expectation of Lubbock ISD is that student will be placed in Tier 3 intervention that supports deficits in reading and writing. Example Tier 3 Interventions include but are not limited to, I-Station, LLI Kits, and Soar to Success.

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STUDENT MONITORING AND DYSLEXIA PROGRAM EXIT CRITERIA

Upon successful completion of Lubbock ISD’s dyslexia intervention program(s), as measured by

program mastery checks completed at regular intervals, students will be exited from the

program. Additional criteria for exit may include but is not limited to: grades from progress

reports or report cards, state assessment data, benchmarks, progress monitoring data, teacher

and/or parent observations/checklist, and individual dyslexia program requirements.

Students that have completed the Lubbock ISD dyslexia intervention program will be annually

monitored through the §504 or ARD process.

Monitoring may include, but is not limited to, the collection/evaluation of:

° Progress reports

° Report cards

° State assessment data

° Teacher reports/checklists

° Parent reports/checklists

° Counselor reports

° Other program reports

° Additional assessment data

Students qualifying for dyslexia services that are identified as §504 or special education will

follow monitoring/re-evaluation requirements outlined by federal law.

No one factor is sufficient to warrant exiting a student from direct dyslexia services. Dismissal

is determined by the §504 committee, or ARD committee. The committee considers the

following factors when recommending exiting or reduction of dyslexia services:

° Completion of the district dyslexia program

° The reevaluation and/or post-testing of student shows student growth to be closer to

grade level proficiency standards (NOTE: Reevaluation does not mean reassessing to

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establish the identification of dyslexia, but rather viewing data that supports student

progress and achievement.)

° The student demonstrates self-monitoring/self-correction behaviors as evidenced

through informal observation by teacher and/or dyslexia teacher

° The student passed the reading portion of the state assessment (NOTE: passing the

reading portion of the state assessment is never the sole source for exiting dyslexia

services)

° Committee recommendation

° Parent request in writing that the student exit the program

If a student has shown substantial progress, and the §504 committee or ARD committee

determines the student is ready to be dismissed completely from the program, the committee

may recommend monitoring services instead of direct services. When a child is exited from the

dyslexia program, a dismissal form should be completed and placed in the child’s §504 or IEP

folder. The form can be found on the LISD website under Departments > Dyslexia > Dismissal

from Dyslexia Instructional Program.

Link to Dismissal Form

Coding

TEAMS coding will continue to show DYS (indicating the student is dyslexic). For students

receiving Dyslexia Services through 504 the Dyslexia Specialist will issue the DYS Code. For

students receiving special education services who have been identified as having Dyslexia, the

Diagnostician will issue the DYS Code.

For students receiving Take Flight, the Dyslexia Specialist will issue the DSI code. However, at

the time of dismissal, the DSI code will be removed to indicate the student is no longer in a

dyslexia intervention program.

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Student:______________________________ DOB:____________ I.D.#:__________ Grade:______

Campus: ___________________________ Date of Assessment:______________________________

EVALUATION SUMMARY AND PROFILE:

✚ Domains required to be assessed – The Dyslexia Handbook – Revised 2007, Updated 2010 - Procedures

Concerning Dyslexia and Related Disorders – pgs. 14-15. TEA, Austin, TX. February 2007, Updated 2010.

1A. THE PATTERN OF WEAKNESSES IN A STUDENT WITH DYSLEXIA WILL REFLECT ONE OR MORE DIFFICULTIES WITH LOW PERFORMANCE FOR THE STUDENT’S AGE

AND EDUCATIONAL LEVEL IN THE FOLLOWING ACADEMIC SKILLS:

PRIMARY CHARACTERISTICS

ASSESSMENT

INSTRUMENT

APPLIED

COMPOSITE

OR

SUBTEST

STANDARD

ERROR OF

MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

✚WORD READING –

[Reading “real” words in

isolation]

✚WORD DECODING

✚WRITTEN SPELLING

[Difficulty learning to spell.]

[NOTE: An isolated deficit in

spelling would NOT be

sufficient to identify

dyslexia.]

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✚FLUENCY*

Slow, inaccurate, or labored oral reading.

NOTE: A deficit in reading rate alone would NOT be sufficient to identify dyslexia unless there is evidence in the student’s history that indicates

difficulties with reading accuracy at the word level.

ASSESSMENT

INSTRUMENT

APPLIED

STANDARD

ERROR OF

MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

WCPM* LEVEL*

Rate

Accuracy

Fluency

*Fluency scores obtained through curriculum based measures. Rate (words correct per minute) and accuracy level

are based on the percent of words read correctly (independent, instructional, frustration).

1B. IS THERE A DEFICIT IN ONE OR MORE OF THE SECONDARY CONSEQUENCES OF DYSLEXIA?

SECONDARY CONSEQUENCES

ASSESSMENT

INSTRUMENT

APPLIED

COMPOSITE

OR

SUBTEST

STANDARD

ERROR OF

MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

READING COMPREHENSION

WRITTEN COMPOSITION

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2. IS THERE A DEFICIT IN PHONOLOGICAL PROCESSING/PHONEMIC AWARENESS? (Underlying causes of Dyslexia)

Is there an indicator documented in the low average range? The standard error of measure for scores that fall

within the lower limits of the average should be considered. See note below for specific considerations related to

phonological awareness.

ASSESSMENT

INSTRUMENT

APPLIED

COMPOSITE

OR

SUBTEST

STANDARD

ERROR OF MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

✚✚Phonological 

Awareness* 

Phonological Memory 

✚✚Rapid Naming 

✚✚Letter Knowledge** 

*If phonological awareness is within the average range, please consider the following:

● If a cluster score is used, look at the individual subtests to determine consistency of scores; and ● Has the student received intervention that may have normalized the score? If so, there should be

evidence of a prior weakness in phonological awareness. (Because previous effective instruction in phonological/phonemic awareness may remediate phonological

awareness skills in isolation, average phonological awareness scores alone do not rule out dyslexia.) – The Dyslexia

Handbook – Revised 2007, Updated 2010 - Procedures Concerning Dyslexia and Related Disorders – pg. 17. TEA,

Austin, TX. February 2007, Updated 2010.

**Letter Knowledge – name and associated sound are key to learning how to read and are not of and by

themselves an indicator of dyslexia.

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3. IS THERE EVIDENCE OF “UNEXPECTEDNESS”?

Unexpectedly low performance for the student’s age and educational level subject to:

● Data show that student has received effective classroom instruction; ● Data show that student has academic difficulties in reading and written spelling; ● Data show that student exhibits one or more of the primary characteristics of Dyslexia – see

Question #1A above; ● Data show that student has/had a deficit in phonological/phonemic awareness – see Question #2A

above; ● Data show that student has adequate intelligence (the ability to learn in the absence of print);

Data shows that the student’s lack of progress is NOT due to:

● The student’s primary language is not English ● Irregular attendance ● Lack of experiential background ● A brain injury, disease, surgery or other health factor that would interfere with learning

The Dyslexia Handbook – Revised 2007, Updated 2010 - Procedures Concerning Dyslexia and Related Disorders.

Texas Education Agency, Austin, TX. February 2007, Updated 2010.

[Assessment data must be considered in conjunction with the other “variety of data”. Are the deficits indicated in

the primary characteristics of dyslexia AND in phonological/phonemic awareness “unexpected”?]

A. Is the student’s listening comprehension (ability to comprehend what he or she is listening to) stronger than deficit areas indicated in Question 1A and Question 2? ❑ Yes ❑ No

B. Is listening comprehension stronger than the student’s reading comprehension? ❑ Yes ❑ No

ASSESSMENT

INSTRUMENT

APPLIED AREA EVALUATED

STANDARD

ERROR OF MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

Listening 

Comprehension* 

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Qualitative Data: Information from classroom, work samples, etc.

*Attention or memory issues may impact (lower) the listening comprehension score; additional data can help

substantiate possible difficulties such as teacher observations, parent observations, report card, etc.

C. Is the student’s reading comprehension stronger than deficit areas indicated in Question 1 and Question 2? ❑ Yes ❑ No

ASSESSMENT

INSTRUMENT

APPLIED AREA EVALUATED

STANDARD

ERROR OF MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

✚✚Reading 

Comprehension 

D. Is the student’s verbal ability stronger than deficit areas indicated in Question 1A and Question 2? ❑ Yes ❑ No

ASSESSMENT

INSTRUMENT

APPLIED AREA EVALUATED

STANDARD

ERROR OF MEASURE

BELOW

AVERAGE

AVERAGE

ABOVE

AVERAGE

Oral Language; 

Oral Expression; OR 

Vocabulary Knowledge 

Math Reasoning 

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4. ADDITIONAL ASSESSMENT: DOES THE STUDENT INDICATE A NEED TO ASSESS ADDITIONAL AREAS RELATED TO

READING (I.E., ORTHOGRAPHIC PROCESSING)?

❑ Yes Explain: __________________________________________________________________________

__________________________________________________________________________________________

❑ No

Coexisting Factors/Complications as

observed by Evaluator and/or

documentation submitted from

classroom teacher.

Comments

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ATTENTION

HANDWRITING

VISION

HEARING

ATTENDANCE

FAMILY HISTORY OF READING DIFFICULTIES

BEHAVIOR ISSUES

MOTIVATION

SPEECH ISSUES

OTHER: ____________________________

DYSLEXIA EVALUATION COMPLETED BY:

________________________________________

DYSLEXIA ASSESSOR

DEFINITIONS:

STANDARD ERROR OF MEASUREMENT – An estimate of the amount of error attached to the individuals’ standard score or how much to

expect a person’s obtained score to vary from his/her true score is the person administered the same test repeatedly.

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