Students struggling with some or all of the many facets of reading, writing and/or spelling are provided specialized assessment in order to determine if a student may be identified as a student with dyslexia. Those students who are identified are provided with an appropriate instructional program for the student at each campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate.
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 IDA Board of Directors, Nov. 12, 2002. Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.
All kindergarten and first grade students are screened for dyslexia. First grade students are screened in December and kindergarten students are screened beginning in April. Texas Education Code (TEC) §38.003, House Bill (HB) 1886
When formal evaluation is recommended, procedural safeguards under IDEA and Section 504 will be followed. All evaluations are completed by an Educational Diagnostician where both formal and informal data are carefully reviewed to determine the individual students level of support.
To request an assessment or evaluation, please contact your child's campus administrator.
If your child has been identified with dyslexia, a dyslexia related disorder, or as at risk for dyslexia, you have access to the Talking Book Program through Texas State Library.
Guidelines in The Dyslexia Handbook, Revised 2014 Procedures Concerning Dyslexia and Related Disorders are followed in establishing district procedures for assessment, identification and placement of students.
Once an assessment/evaluation is completed, the appropriate team, either the ARD team through special education, or the general education 504 committee will determine the programming.
Frequently Asked Questions
How can I be involved in supporting my child’s dyslexia intervention?
How will my child be supported once they have exited from their daily dyslexia instruction?
How will I be updated on my child’s progress in the dyslexia program?
What factors are used to determine when a child EXITS from dyslexia intervention?
My child is currently participating in another intervention. Is it possible that he will receive reading support through the district’s dyslexia program?
How long will my child receive direct dyslexia instruction?
How does RCISD address students who have participated in a dyslexia program in another district?
Who ultimately identifies and makes placement decisions for students exhibiting characteristics of dyslexia?
Who can I contact at my child’s campus concerning the dyslexia program?
What information is used to determine if a child should receive dyslexia services?
What kind of support is available for my student at the elementary level?
What process is used to determine educational need for dyslexia assessment?
What kind of support is available for my student at the secondary level?
What are possible difficulties my child is experiencing that might be associated with dyslexia?
The purpose of this information area is to answer frequently asked questions concerning how students who may exhibit characteristics of dyslexia are served within the RCISD. This document is intended to provide districts with guidelines for developing written procedures and has been a consistent resource in the development of the RCISD’s dyslexia intervention.
The most recent version, The Dyslexia Handbook—2018 Update: Procedures Concerning Dyslexia and Related Disorders (Dyslexia Handbook) implements statutory requirements added by the 85th Texas Legislature. The Dyslexia Handbook provides guidelines for school districts to follow as they identify and provide services for students with dyslexia and related disorders. Additionally, the handbook provides school districts and parents/guardians with information regarding the state’s dyslexia laws and their relation to these federal laws: the Rehabilitation Act of 1973, Section 504 as amended in 2008 (Section 504), the Americans with Disabilities Amendments Act and the Individuals with Disabilities Education Act (IDEA).
- Baley | Summers Middle School
- Cherry Elementary
- Davis Elementary
- Fort Elementary
- Herndon Intermediate
- Royse City High School
- Scott Elementary
- Vernon Elementary
- Kayla Bailey
- Jamie Garcia
- Nellie Gilbert
- Jill Grimes
- Marcy Hornsby
- Barbara Iverson
- Tina Stark
- Taren Ulsrud