• 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.

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 guidelines and procedures adopted have been designed to correlate to the identification and instruction of students with dyslexia and related disorders adopted by the State Board of Education in 1992, mandated by the state of Texas, and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders. Commonly referred to as The Blue Book, 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 Blue Book was developed to satisfy two statutes and one rule addressing dyslexia and related disorders. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia, and providing instruction for students with dyslexia. It gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Furthermore, Chapter 19 of the Texas Administrative Code (TAC) § 74.28 outlines the responsibilities of districts as to delivery of services to students with dyslexia. § 504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. If a student’s dyslexia is determined to ‘substantially limit’ learning, then Section 504 procedures are put into place.

    RCISD is committed to supporting all students to ensure educational success. Dyslexia support services are provided on all district campuses K-12.