€¦ · Web viewIt includes strategies and techniques to be used in alphabet/dictionary skills, word attack (including coding), recognizing prefixes/suffixes/roots, syllabication,

DyslexiaGuidelines

DENTON INDEPENDENT SCHOOL DISTRICTDenton, Texas

2011-2012

Denton Independent School District

Dyslexia Program

Table of Contents

I. Denton ISD Dyslexia Program Philosophy 2

II. Common Evidence of Dyslexia 3

III. Pathway to the Identification of Dyslexia 4


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IV. Definition of Dyslexia and State Laws for Identification 5 Of Students with Dyslexia

V. Denton ISD Dyslexia Referral Process: Pre-Referral & Referral 6

VI. §504 Committee Decision Points for Identification of Dyslexia 10

VII. Considerations for §504 Committee 12


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VIII. Transfer Student Procedures 13

IX. Delivery of Dyslexia Services 14

X. Dyslexia Grading Policy 15

XI. Criteria for Dismissal 16

XII. Forms 17


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XIII. Resources 27


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Philosophy

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 when presented with a broad, balanced literacy program should be offered a variety of alternative strategies to meet this goal. If these alternative strategies are not successful, the student may have a reading disorder, sometimes known as dyslexia. Students who exhibit signs of dyslexia may need intervention treatment in order to be successful in school. Denton Independent School District offers a dyslexia program to students who meet the


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eligibility criteria. The Multisensory Teaching Approach (MTA) coupled with best practices from the Alphabetic Phonics and Take Flight Programs are used as the intervention model. Students identified as being dyslexic will be given support and appropriate modifications and/or accommodations in order to be successful in their academic programs.


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Common Evidence of Dyslexia

The following may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities.

Pre-school May talk later than most children May have difficulty with rhyming May have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawnmower)


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May have poor auditory memory for nursery rhymes and chants May be slow to add new vocabulary words May be unable to recall the right word May have trouble learning numbers, days of the week, colors, shapes, and how to spell and write his or her

name

Kindergarten through Third Grade Fails to understand that words come apart; for example, that snowman can be pulled apart into snow and

man and, later on, that the word man can be broken down still further andsounded out as /m/ /ă/ /n/

Has difficulty learning the letter names and their corresponding sounds


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Has difficulty decoding single words (reading single words in isolation)—lacks a strategy Has difficulty spelling phonetically Reading choppy and labored Relies on context to recognize a word

Fourth Grade through High School Has a history of reading and spelling difficulties Avoids reading aloud Reads most materials slowly; oral reading is labored, not fluent Avoids reading for pleasure May have an inadequate vocabulary


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Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell

Sources for Common Evidence of Dyslexia:Common Signs, (n.d.).Retrieved July 10, 2006, from The International Dyslexia Association Web site.


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Pathway to the Identification of Dyslexia


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Definition of Dyslexia and State Laws for Identification of Students with Dyslexia

The working definition of the International Dyslexia Association states:Dyslexia is a specific learning disability that is neurological 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


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experience that can impede growth of vocabulary and background knowledge(Adopted by the International Dyslexia Association Board of Directors, November 12, 2002).

The §504 Committee determines whether the student has dyslexia. The members must be knowledgeable about:

The student being assessed The reading process Dyslexia and related disorders Dyslexia instruction


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District or charter school, state, and federal guidelines for assessment The assessments used The meaning of the collected data

The §504 committee determines the identification of dyslexia after reviewing all accumulated data including the following areas:

The observations of the teacher, district or charter school staff, and/or parent/guardian


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Data gathered from the classroom (including student work and the results of classroom measures) and information found in the student’s cumulative folder (including the developmental and academic history of the student)

Data-based documentation of student progress during instruction/intervention The results of administered assessments Language Assessment Proficiency Committee (LPAC) documentation, when applicable All other accumulated data regarding the development of the student’s learning and his/her

educational needs


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Denton ISD Dyslexia Referral Process

Pre-referral Process:1. The school RTI committee will gather data to determine if a referral for dyslexia should be made

to the §504 Committee. If parent is not present, and has given written permission to proceed, RTI committee can become the §504 committee for a dyslexia referral. If parent has not been notified, the process will be suspended pending parent notification.


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2. Documentation of other remedial strategies (minimum 10 weeks) used which have not been successful. Tier 2 interventions must be documented in Aware before proceeding with a Dyslexia referral.

3. Data to be gathered should be entered into AWARE: vision and hearing screening academic progress reports teacher/ parent information (RTI teacher input in AWARE, parent communication about

concerns, and Pre-Referral Questionnaire) results of any standardized testing/TAKS or STAAR tests


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results of modifications/interventions previously provided samples of student’s dated work (Must include phonological awareness inventory

record(2nd and up), running record, and journal writing.) ELI subtest results for present and all previous years


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4.

Referral Process:1. Teachers or parents can initiate the referral process after consulting with the campus RTI team.

Parent referrals must go through the same process as referrals initiated by the school and the school is still responsible for providing Tier 1 and Tier 2 interventions.

2. The RTI committee will review the data to determine whether the referral should proceed.


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3. If a dyslexia referral is appropriate, §504 forms(Form 14 pages 1 & 2) and Dyslexia referral forms should be completed on Aware by §504 committee:

a. Parent Response Form (hardcopy) should be sent home to be completed. Parent responses with signatures will be scanned into Aware by the dyslexia therapist.

b. Samples of student’s dated work must be scanned into Aware.

4. After completing ALL necessary forms(Parent & Teacher portion) on Aware, the dyslexia therapist should send an e-mail notification to the Dyslexia Supervisor to request a review of the completed referral. Note: Teacher will need to scan in the parent portion and attach to AWARE.


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5. The next step is the formal assessment. This is an individualized evaluation used to gather assessment data that will be included, along with other data available, to determine whether the student exhibits dyslexia. These assessments will be administered by the Dyslexia Diagnostician or Dyslexia Therapist.

6. A committee of dyslexia therapists will then meet to disaggregate collected data to be presented to the campus §504/ARD committee.

7. The §504/ARD committee including the dyslexia therapist will determine eligibility and admittance into the Denton ISD Dyslexia Program. The §504 coordinator completes Form 14 to


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determine eligibility.

8. After the §504/ARD committee determines eligibility, the dyslexia therapist will…a. Notify the Dyslexia Administrative Assistant and Dyslexia Supervisor via e-mailb. Send out the parent consent form and upload the signed copy to Aware.


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Assessment of Special Education Students

1. If a student is already qualified as a student with a disability under special education, the Admission, Review, and Dismissal (ARD) committee (which should also include members of the committee of knowledgeable persons described in The Dyslexia Handbook~ Revised 2007, Updated 2010, “Identification of Students with Dyslexia” p. 16), should determine the student’s placement for dyslexia intervention.


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2. If the student with Dyslexia is found eligible for special education in the area of reading, and the ARD committee determines the student’s instructional needs for reading are most appropriately met in the special education placement, the student’s Individualized Education Program (IEP) must include appropriate reading instruction. Appropriate reading instruction includes the descriptors listed in The Dyslexia Handbook~ Revised 2007, Updated 2010, Chapter IV, “Instruction for Students with Dyslexia”


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§504/ Committee Decision Points for Identification of Dyslexia:

1. In comparison to the student’s age and educational level, the student will show difficulties in one or more of the following academic skills:


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Reading real words in isolation Decoding nonsense words Reading fluency (both rate and accuracy) Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia)

NOTE: In contrast to their difficulties, the student exhibits other cognitive abilities including thinking, reasoning, vocabulary, and listening comprehension.

2. These academic difficulties in reading and written spelling will typically be the result of a deficit in


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phonological or phonemic awareness. The student may also demonstrate difficulties in other areas of cognitive processing, including one or more of the following:

• Rapid naming • Orthographic processing

If the student exhibits reading and written spelling difficulties and currently has appropriate phonological/phonemic processing, it is important to examine the student’s history to determine if there is evidence of previous difficulty with phonological/phonemic awareness.


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NOTE: 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. Ongoing phonological processing deficits can be exhibited in word reading and/or written spelling.

3. If the §504/ARD committee determines the student exhibits weaknesses in reading and written spelling that are the result of a deficit in phonological/phonemic awareness, the committee will then examine the student’s data to determine whether these difficulties are unexpected for the student


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in relation to the student’s other cognitive abilities (the ability to learn in the absence of print) and unexpected in relation to the provision of effective classroom instruction.

CRITERIA FOR ADMITTANCE OF LIMITED ENGLISH PROFICIENT (LEP) STUDENTS and


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ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS

In addition to the above criteria, the students with limited English must also meet the following criteria:

1. The LEP student must have an adequate foundation of the English language asdetermined by the LPAC.

2. The language of instruction must match the language of the intervention. If a child is receiving his / her literacy instruction in Spanish, submit a referral for the Bilingual Dyslexia program.


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Considerations for §504/ARD Committee

Many students with dyslexia have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition.

The student may have an indication of reading problems in his/her family history.


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The §504/ARD Committee will also incorporate the following guidelines from TEC §38.003 and 19 TAC §74.28:

The student has received conventional (appropriate) instruction The student has an unexpected lack of appropriate academic progress (in the areas of

reading and spelling) The student has adequate intelligence (an ability to learn in the absence of print or in other

academic areas) The student exhibits characteristics associated with dyslexia


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The student’s lack of progress is not due to socio-cultural factors such as language differences, irregular attendance, or lack of experiential background.

Based on the above information and guidelines, the §504/ARD committee first determines whether the student has dyslexia. If the §504 student has dyslexia, the committee also determines whether the student has a disability under §504. If the Special Ed student has

Whether a student is eligible for §504 accommodations is a separate determination from the


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determination that the student has dyslexia.

A student is considered to have a disability under §504 if the condition substantially limits the student’s learning, including the specific activity of reading. Additionally, the §504 committee, in determining whether a student has a disability that substantially limits the student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using.


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If the committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student’s learning, eligibility for §504 services related to the student’s other condition or disability should be considered.


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Transfer Student Procedures

From another district:

The Dyslexia Therapist will complete Transfer form (in AWARE) and gather testing data from previous school.


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After data has been collected, notify the §504 coordinator or campus diagnostician for SPED student to call a transfer §504/ARD meeting.

When the §504/ARD meeting is held, 1) scan the testing, 2) scan transfer form, and 3) scan signed parent consent form to §504 documentation in AWARE.

After §504/ARD meeting is held, notify the Dyslexia Administrative Assistant and the Dyslexia Supervisor of the child’s placement.


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The child will then begin services.

From outside testing facility:

The Dyslexia Therapist will complete “Transfer Form” (in AWARE) and gather testing data from testing facility to share at §504. (Note: You may need to contact the Dyslexia Diagnostician to check that all necessary tests are present.)


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After data has been collected, notify the §504 coordinator on campus to call a transfer §504 meeting.

When the §504 meeting is held, 1) scan the testing, 2) scan transfer form, and 3) scan signed parent consent form to §504 documentation in AWARE.

After §504 meeting is held, the Dyslexia Therapist will notify the Dyslexia Administrative Assistant and the Dyslexia Supervisor of the child’s placement.


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The child will then begin services.


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Delivery of Dyslexia Services

Multisensory Teaching Approach (MTA) is a research-based program modeled after the Orton-Gillingham method. These interventions use multisensory techniques to teach the structure of the English language. The small-group instruction(e.g. 1:3-1:6) is intensive, systematic, sequential, and cumulative.

Program instructional components include, but are not limited to: Phonological Awareness History of the English Language


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Alphabet/Dictionary Automaticity of grapheme and phoneme recognition Discovery of new graphemes/concepts Fluency/Instant Word Practice Reading Practice/Reading Comprehension Spelling Handwriting Verbal/Written Expression Listening


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The Multisensory Teaching Approach (MTA) will be coupled with best practices from the Alphabetic Phonics and Take Flight Programs as the intervention model for Denton ISD.


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Dyslexia Grading Policy

The dyslexia program used in Denton ISD is based on the Orton-Gillingham method of therapy. It includes strategies and techniques to be used in alphabet/dictionary skills, word attack (including coding), recognizing prefixes/suffixes/roots, syllabication, cursive handwriting, knowledge of sounds that letters make individually and when joined with other letters, sight words, fluency, verbal/written expression, and reading/listening comprehension. This information is presented to the students using a very systematic,


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cumulative, multisensory (visual, auditory, kinesthetic) method of instruction, which is heuristic or “discovery” based learning. Judging progress in the program is very subjective, and includes areas such as following directions and actually performing the procedures correctly, and as such, it is extremely difficult to try to attach a numerical grade to achievement or progress.

In the elementary setting, six week student reports in Dyslexia should reflect what the student is learning, and their progress in attaining and applying the newly acquired techniques and strategies. To achieve that goal, the six weeks reports will be used at the end of each grading cycle in the elementary school. Information on this report includes the exact components presented during each six weeks, and will indicate where that student is in obtaining the information and applying it to a level of automaticity.


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This type of report better reflects student progress in the program and is also more consistent with the other therapy programs in our district. It gives parents a much clearer and more concise understanding of what their child is learning while attending the dyslexia program, what they have mastered, and which skills are still being developed.

In the secondary setting, a numerical grade is required for each six week period. This grade is based on holistic participation and progress in attaining and applying the newly acquired techniques and strategies.


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Criteria for Dismissal

Upon successful completion of Denton ISD’s dyslexia program, as measured by mastery checks (assessments) completed at regular intervals, students will be exited from the dyslexia program. An ARD or §504 Committee Review will be held for those students being considered for dismissal from the dyslexia program. All rules and regulations of §504 will be followed with the addition of the Review of Student Progress form being completed at the meeting. This form will be placed in the student’s official cumulative folder and in AWARE.


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The committee considers the following factors when recommending exiting or reduction of dyslexia services:

Completion of the Dyslexia curriculum they are participating in (Mastery through MTA Kit 6, DTP Schedule IIIB, Take Flight Book 7)

The student demonstrates improved classroom performance(i.e. self-monitoring/self-correction behaviors as evidenced through informal observation by teacher and/or dyslexia therapist)

The student passes the Reading STAAR test The student exhibits progress on Woodcock Reading Mastery post-testing (i.e. student’s growth is

shown to be closer to grade level proficiency) The student may also be dismissed by the campus §504 committee due to:


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o excessive absenteeism, o limited progress, o inappropriate placement, o non-participation in the classes,o receiving other services, and/or o exhibiting poor motivation

Students who have completed the Denton ISD’s dyslexia program will receive regular monitoring the first year.


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Monitoring may include, but is not limited to the collection of: Progress Reports Report Cards State Assessment Data Teacher reports Parent Reports Counselor Reports Other program reports


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Forms


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Strategies for Success:Adaptations for a Student with Dyslexia

Name of student: __________________________________ Date __________________

Teacher:__________________________________________


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Put a check mark by the adaptation recommended.

Allow the student to copy from paper rather than the chalkboard or overhead. Adaptation or assistance for copying/note taking Tape lectures. Avoid penalizing for handwriting errors. Give directions in small distinct steps. Have student repeat the instructions orally. Demonstrate the procedures before beginning independent work.


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Read proper nouns. Read all questions and answers to student. Peer/Buddy reading Use taped texts Avoid penalizing for spelling errors. Code unknown words in textbooks. Allow student to sub-vocalize while reading “silently”. Provide study aids/manipulatives. Change pace of instruction. Keep an assignment journal.


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Provide preferential seating Allow frequent breaks. Reduce written tasks. Adapt reports to projects. Allow use of computer for word processing. Allow use of cursive in classroom. Modify tests/oral administration/shortened test/change in format. Read all questions and answers to student for testing purposes. Extended time for assignments or tests Other:


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Suggested Adaptations for Classroom Teachers

Intelligent students who have unusual difficulty with written language skills often perform very well in the areas of verbal or experiential learning. Whenever possible, the curriculum and school work requirements need to be adapted to their unique learning abilities. The following suggestions will help students who have less talent for written language skills learn more successfully.

FIND A WAY FOR STUDENTS TO USE THEIR SPECIAL TALENTSBuilding three-dimensional models or projectsDemonstrating and/or discussing hobbies


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Completing art or visual projects rather than written

STRESS VERBAL PARTICIPATIONReduce reading requirementsProvide tapes of content area textbooksDo not require student to read aloudReduce written work assignmentsSubstitute oral reports for written reportsAccept work dictated by student and written by parent or tutor

MAKE DIRECTIONS BRIEF AND SIMPLEGive only one step at a time


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Ask student to repeat; make sure he/she understandsGive examples; allow student time to rehearse each stepEncourage student to ask questions; treat each question patiently

TEACH STUDENT HOW TO ORGANIZEBreak assignments into small stepsAllow a “buddy” to write down assignmentsHelp schedule long term assignmentsAllow student more time to think

PROVIDE MEMORY AIDSPost visual reminders or examples


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Provide matrix chartsAllow student to tape record lectures and test reviews

GRADE ABILITIES, NOT DISABILITIESGrade verbal performance more than written performanceGive credit for effort and time spentTest student orally whenever possible

REQUEST PARENTS’ COOPERATION AND HELPEncourage parents to read student’s homework to him/herMake parents become aware of the need for structure in student’s daily lifeHelp parents to structure student’s study time


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Encourage parents to designate a regularly scheduled time and place for homeworkEncourage parents to provide opportunities for student to discover and develop his/her unique abilitiesHelp parents to develop a positive attitude and understanding of their child’s worth

Copyright 1984, Margaret T. Smith and Edith A. Hogan. All rights reserved. Schools may duplicate this list of suggestions for their teachers. All copies must contain the copyright information.

Dyslexia Profile Form for Assessment PodsStudent Name: _________________________ DOB: ____________ Grade: _____ Campus: _______________________ I. Pattern of Weaknesses (Formal Assessment)


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A. Primary Characteristics Assessment Instrument

S.S. Below Average (Below 90)

Average(90-110)

Above Average(Above 110)

♦Word Reading (Letter Word Identification) WJIII Ach♦Word Decoding (Word Attack) WJIII Ach♦Written Spelling* (Spelling) WJIII Ach♦Reading Fluency(Slow, inaccurate, labored) WJ Ach

GORT -Rate♦ GORT -Accuracy♦ GORTB. Secondary Characteristics♦Reading Comprehension GORT


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Writing Samples WJIII Ach

*NOTE: One or more in section A. will be a deficit. An isolated deficit in spelling would NOT be sufficient to identify dyslexia.II. Underlying Causes of Dyslexia (Formal Assessment)Subtest Assessment

InstrumentS.S. Below Average

(Below 90)Average(90-110)

Above Average(Above 110)

♦Phonological Awareness: Elision* Blending Words*

CTOPP

Phonological Memory: Memory for Digits Nonword Repetition

CTOPP


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♦Rapid Naming: Rapid Digit Naming Rapid Letter Naming

CTOPP

♦Letter Knowledge(name/sound) Observation

*NOTE: If student exhibits average phonological/phonemic awareness, it is important to examine student’s history to determine if there is evidence of previous difficulty. If remediation worked, student still may not be able to apply to word reading.III. Unexpectedness

A. Formal Assessment Assessment Instrument S.S. Below Average (Below 90)

Average(90-110)

Above Average (Above 110)

Math Calculation WJIII AchVerbal Comprehension(Gc) WJIII Cog


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Visual Auditory Learning(Glr) WJIII CogSpatial Relations(Gv) WJIII CogSound Blending(Ga) WJIII CogConcept Formation(Gf) WJIII CogVisual Matching(Gs) WJIII CogNumbers Reversed(Gsm) WJIII Cog

B. Informal Assessment Assessment Complication? Asset?Listening Comprehension Parent/Teacher Observation Oral Language Skills Parent/Teacher ObservationWritten Expression/Writing Student Writing SamplesSubjects not reliant on print Observation/Report Cards


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Attention Parent/Teacher ObservationOther: (list)

Coexisting Factors/Complications as observed by the evaluator and/or documentation submitted from classroom teachers/parents (i.e. family history, behavioral/emotional issues, language differences, extra programs, interventions, attendance, and etc.)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Data Summary:The Dyslexia Handbook – Revised 2007, Updated 2010 – procedure Concerning Dyslexia and Related Disorders. Texas Education Agency, Austin, TX. February 2007, Updated 2010.[Determining the identification of dyslexia is completed after the review of all accumulated data from Step 1 (Data Gathering) and Step 2(Formal Assessment)]


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Questions that must be answered by pod… Yes No1. Has student received effective reading instruction (including Tier 2 interventions)?2. Does the data (formal & informal) show that the student has an unexpected lack of progress in reading and written spelling (See I.A - B & III above)?3. Does the data show the student exhibits one or more of the primary characteristics of Dyslexia (See I.A. above)?4. Does the data show the student has/had a deficit in phonological/phonemic awareness (See II above)?5. Does the data show the student has adequate cognitive abilities (the ability to


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learn in the absence of print) (See III.A. & B. above)?6. Does the data show that the student’s lack of progress is NOT due to sociocultural factors such as language differences, irregular attendance or lack of experiential background (See III.B and Coexisting Factors/Complications above)?

Based on the above information and TEA’s Dyslexia Handbook guidelines for the identification of dyslexia, the Assessment Pod has concluded that the above mentioned student’s data ____ does appear to fit the profile of a student with dyslexia ____does not appear to fit the profile of a student with dyslexia


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__________________________________ ________________Signature of Campus Dyslexia Therapist Date

♦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, Updates 2010.

Parent Consent for Placement Form

Student Name: _____________________________________


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Campus: __________________________________________

This consent form will allow the Dyslexia Therapist to begin working with your child as soon as classroom circumstances allow. An official parent packet will be mailed to your home address.

Please check the appropriate statement and return the form.

____ I DO give my permission for my child to be placed in the Dyslexia Program.


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____ I DO NOT give my permission for my child to be placed in the Dyslexia Program.

________________________________________Parent Signature

________________________________________ ________________Printed Name Date


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This form to be scanned into Aware and can be kept by Dyslexia Therapist.


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Dyslexia Education Plan

Progress Monitoring Forms:Schedule 1Schedule 2ASchedule 2BSchedule 2CSchedule 3A – Concepts, Prefixes and Suffixes


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Schedule 3A – Multi-sensory LessonsSchedule 3BSchedule 3CBook 1 – TSRH Take FlightBook 2 – TSRH Take FlightBook 3 – TSRH Take FlightBook 4 – TSRH Take FlightBook 5 – TSRH Take FlightMTA Kit 1MTA Kit 2


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MTA Kit 3MTA Kit 4MTA Kit 5MTA Kit 6MTA Kit 7


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Review of Student Progress

Student Name ___________________________ DOB _______________ ID#_______________Campus ________________________________

Year 1.Review of student progress by the campus §504committee. Date________________________§504 Committee Decision: (Check one)______ Continue placement in the dyslexia program Kit/Lesson __________________


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______ Refer to special education______ Dismiss from Dyslexia program______ Other ________________________________Reason for dismissal: ________________________________________________________________________________________________________________________________________________________________________

Year 2.Review of student progress by the campus §504committee. Date________________________§504 Committee Decision: (Check one)______ Continue placement in the dyslexia program Kit/Lesson ________________________ Refer to special education______ Dismiss from Dyslexia program


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______ Other ________________________________Reason for dismissal: ________________________________________________________________________________________________________________________________________________________________________

Year 3. Review of student progress by the campus §504committee. Date________________________§504 Committee Decision: (Check one)______ Continue placement in the dyslexia program Kit/Lesson ________________________ Refer to special education______ Dismiss from Dyslexia program______ Other ________________________________Reason for dismissal:____________________________________________________________________________


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_____________________________________________________________________________________________

Year 4.Review of student progress by the campus §504committee. Date________________________§504 Committee Decision: (Check one)______ Continue placement in the dyslexia program Kit/Lesson ________________________ Refer to special education______ Dismiss from Dyslexia program______ Other ________________________________Reason for dismissal:_________________________________________________________________________________________________________________________________________________________________________


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This form should be submitted on Aware after §504 meeting and placed in student’s cumulative folder.


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Transfer to Denton ISD Dyslexia Program To be completed by the Dyslexia Therapist

Name _________________________________ D.O.B. ____________ Age _______ Sex _____

ID# ___________ School__________________ Grade ______ Teacher ____________________ (Print first and last name)

English Referral

Bilingual Referral

Out of district Referral


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Parents ______________________________ Address __________________________________

City __________________________ Zip Code __________ Phone _______________________

Yes ______ No ______ Has this student been referred to special education?Yes ______ No ______ Did student qualify?Yes ______ No ______ Is student currently receiving special education services? Yes ______ No______ If so, what services? ______________________


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*Previous school district:_____________________________________________________

*Who was contacted in previous district? Name / Position:____________________________

*Who made contact?__________________________________________________________

*What Dyslexia program was used?______________________________________________

*Where is the student in the program?_____________________________________________


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*Date testing was received?______________________________ (please attach)

*Attach any pertinent information such as: 504, ARD, IEP, etc.

*Other information:_____________________________________________________________

Dyslexia Therapist’s Signature Date


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Teacher’s Signature Date

Administrator’s / Counselor’s Signature Date*Required items


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Entering into Denton ISD Dyslexia Program

Through Outside TestingTo be completed by the Dyslexia Therapist

Name _________________________________ D.O.B. ____________ Age _______ Sex _____

ID# ___________ School__________________ Grade ______ Teacher ____________________ (Print first and last name)

English Referral

Bilingual Referral

Out of district

Referral


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Parents ______________________________ Address __________________________________

City __________________________ Zip Code __________ Phone _______________________

*Testing Facility that administered dyslexia assessment & diagnosis: _____________________________


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*Who administered assessments? Name / Position:____________________________

*Who made contact?__________________________________________________________

*Date testing was received?______________________________ (please attach)

*Attach any pertinent information such as: 504, ARD, IEP, etc.


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*Other information:_____________________________________________________________

Dyslexia Therapist’s Signature Date


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Teacher’s Signature Date

Administrator’s / Counselor’s Signature Date*Required items


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Documents

€¦ · Web viewIt includes strategies and techniques to be used in alphabet/dictionary skills, word attack (including coding), recognizing prefixes/suffixes/roots, syllabication,