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 students at each campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate.
Texas Education Code (TEC) §38.003 defines dyslexia and related disorders in the following way: “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. “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
TEC §38.003(d)(1)-(2) (1995)
The International Dyslexia Association defines “dyslexia” in the following way: 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 the growth of vocabulary and background knowledge.
Adopted by the International Dyslexia Association Board of directors,
November 12, 2002
Texas Education Code §38.003 mandates that kindergarten students be screened at the end of the school year. Texas Education Code §38.003 does not explicitly state when first grade students must be screened. The SBOE, through approval of the rule which requires adherence to the Texas Dyslexia Handbook, 2021 Update (TAC §74.28), has determined that students in first grade must be screened no later than the middle of the school year (may begin anytime in the fall and must conclude no later than January 31 of each year).
Screening instruments used to screen for dyslexia and other reading difficulties must address the skills in Figure 2.2 below.
Figure 2.2 - Criteria for English and Spanish Screening Instruments
Child Find is a provision in the federal Individuals with Disabilities Education Act (IDEA), a federal law that requires the state to have policies and procedures in place to ensure that every student in the state who needs special education and related services is located, identified, and evaluated. The purpose of the IDEA is to ensure that students with disabilities are offered a free and appropriate public education (20 U.S.C. §1400(d); 34 C.F.R. §300.1). Because a student suspected of having dyslexia may be a student with a disability under the IDEA, the Child Find mandate includes these students. Therefore, when referring and evaluating students suspected of having dyslexia, LEAs must follow procedures for conducting a full individual and initial evaluation (FIIE) under the IDEA.
When formal evaluation is recommended, the school must complete the evaluation process as outlined under the IDEA and procedural safeguards must be followed. For more information on procedural safeguards, see TEA’s Parent Guide to the Admission, Review, and Dismissal Process (Parent’s Guide) and the Notice of Procedural Safeguards
To request an assessment or evaluation, please contact your child's campus administrator.
In Chapter III. Procedures for the Evaluation and Identification of Students with Dyslexia of The Dyslexia Handbook, 2021 Update are the guidelines followed in establishing district procedures for assessment, identification and placement of students.
If your child has been identified with dyslexia, a related disorder, or as at risk for dyslexia, you have access to the Talking Book Program, an audiobook resource, through the Texas State Library.
Teach Your Monster to Read
ABCya - Educational Games for Kids
Online Oral Administration
Standard Protocol Dyslexia Intervention:
Standard protocol dyslexia instruction provides evidence-based, multisensory structured literacy instruction for students with dyslexia. A standard protocol dyslexia instructional program must be explicit, systematic, and intentional in its approach. This instruction is designed for all students with dyslexia and will often take place in a small group setting. Standard protocol dyslexia instruction must be:
- evidence-based and effective for students with dyslexia;
- taught by an appropriately trained instructor; and
- implemented with fidelity.
Specially Designed Instruction:
For students with dyslexia who have been determined eligible for and who are receiving special education services, specially designed instruction must also address the critical, evidence-based components described in this chapter. Specially designed instruction differs from standard protocol dyslexia instruction in that it offers a more individualized program specifically designed to meet a student’s unique needs. Note that participation in standard protocol dyslexia instruction must be considered for all students, including those receiving dyslexia instruction under the IDEA. Standard protocol dyslexia instruction could be part of the specially designed instruction and services provided to meet the student’s needs.
Royse City ISD Dyslexia Instruction:
- Baley Middle School
- Cherry Elementary
- Davis Elementary
- Fort Elementary
- Herndon Intermediate
- Royse City High School
- Scott Elementary
- Summers Middle School
- Vernon Elementary
- Kayla Bailey
- Ashlea Cain
- Jamie Garcia
- Nellie Gilbert
- Jill Grimes
- Marcella Hornsby
- Barbara Iverson
- Teresa Melendez
- Taren Ulsrud
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. The Dyslexia Handbook 2021 Update: Procedures Concerning Dyslexia and Related Disorders 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 2021 Update: Procedures Concerning Dyslexia and Related Disorders 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).