- Royse City ISD
- Dyslexia
Dyslexia
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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.
Dyslexia Definition
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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)
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003
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
Screening
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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).
Royse City ISD utilizes mCLASS Amplify Reading / mCLASS Español to satisfy both TEC §38.003 and TEC §28.006 requirements.
RCISD Dyslexia Screener Guidance
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
Evaluation
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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.
Identification
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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.
Educational Resources
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Teach Your Monster to Read
ABCya - Educational Games for Kids
Fry’s Phrases
Online Oral Administration
Writeable
Recommended Reading For Parents
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Region 10 Dyslexia Newsletters and Parent Nights
International Dyslexia Association
Texas Education Agency/Dyslexia
Overcoming Dyslexia by Sally Shaywitz, M.D.
Programming
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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:
Take Flight: A Comprehensive Intervention for Students with Dyslexia
Dyslexia Therapists
- Adminitstration
Showing results for "Professor named Smith at Elementary School" |

- Hope Gaffney
- Baley Middle School
- Cherry Elementary
- Davis Elementary
- Fort Elementary
- Herndon Intermediate
- Royse City High School
- Scott Elementary
- Summers Middle School
- Vernon Elementary
Showing results for "Professor named Smith at Elementary School" |

- Kayla Bailey

- Ashlea Cain

- Jamie Garcia

- Nellie Gilbert

- Jill Grimes

- Marcella Hornsby
- Barbara Iverson

- Teresa Melendez

- Taren Ulsrud
Frequently Asked Questions
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How can I be involved in supporting my child’s dyslexia intervention?
- Upon entry into the dyslexia program, parents will receive a Parent’s Guide to Dyslexia from the child’s dyslexia teacher. This guide is designed to offer parents information about dyslexia as well as tips and suggestions for creating a positive home reading environment. In addition, a selected reading list for parents and children as well as a list of web resources is included.
- There are numerous ways parents may participate in daily support of their child’s dyslexia program.
- Providing a safe, risk-free environment at home can eliminate anxiety that a child might experience when homework is being completed.
- Consistency in completion of daily homework, building your child’s self-esteem by supporting daily learning, and helping to establish an independent attitude will benefit your child not only during dyslexia intervention, but also throughout his/her life as he/she learns how to be a successful learner.
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How will my child be supported once they have exited from their daily dyslexia instruction?
Campus dyslexia teachers track students who have exited the dyslexia program for a period of time. Tracking is a way to support teachers and students within the classroom setting. This tracking can look different for each student depending on the student’s needs. Tracking can take the form of checking the student’s grades each nine weeks, talking to classroom teacher(s) and/or meeting with the individual student informally, etc. Annual meetings through either Section 504 or IDEA are conducted to discuss and update the student’s plan.
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How will I be updated on my child’s progress in the dyslexia program?
Your child’s dyslexia teacher will send home a progress report every nine weeks to provide you with information on how your child is performing in the dyslexia program. Parent conferences will also be arranged as necessary to discuss observations being made along with your child’s progress within the dyslexia curriculum. Parents may also request a conference at any time. Conferences will usually be scheduled before/after the school day or during the teacher’s daily planning period. In addition to conferences, a district-wide parent meeting is held during the school year. This meeting will focus on various topics surrounding dyslexia that can help parents learn more about their child’s learning disability and how to help support their child both at school and in the home environment. Letters, flyers posted on campuses, and the RCISD website are avenues through which upcoming district/campus meetings are distributed.
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What factors are used to determine when a child EXITS from dyslexia intervention?
A preponderance of data will be reviewed to determine if a student meets the criteria to exit the dyslexia program. The following factors may be used: (1) completion of dyslexia curriculum; (2) student demonstrating success in grade level material; (3) performance on STAAR; (4) recommendation by the dyslexia teacher; (5) parent request; (6) factors such as behavior/absenteeism prevent the student from benefiting from the dyslexia program; and (7) minimal to no measurable progress in the dyslexia curriculum.
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My child is currently participating in another intervention. Is it possible that he will receive reading support through the district’s dyslexia program?
RCISD offers several interventions to support student success. Whenever children are placed into these interventions, it is done with multiple considerations in mind: (1) what will benefit the child, and (2) what intervention is offered that will be delivered in the least restrictive environment.
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How long will my child receive direct dyslexia instruction?
In accordance with 19 TAC §74.28(e), districts must purchase or develop an evidence-based reading program for students with dyslexia and related disorders that incorporates all the components of instruction and instructional approaches described in the Texas Dyslexia Handbook, 2021 Update. Possible length of time in the program may fluctuate from child to child depending on individual factors such as extended illness, excessive absences, and progress made within the curriculum.
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How does RCISD address students who have participated in a dyslexia program in another district?
Prior educational history including Section 504 plans, IEP’s, previous interventions, evaluation reports, and past grade level performance are collected upon a student’s enrollment in RCISD. That information is reviewed to evaluate what, if any, additional information might be needed in order to make an appropriate decision concerning student placement. The student’s IEP/IAP will determine any program intervention.
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Who ultimately identifies and makes placement decisions for students exhibiting characteristics of dyslexia?
Identification and placement decisions for dyslexia must be made by a committee of knowledgeable persons formed at the district, charter school, or campus level. Under federal law, the committee must be knowledgeable of the child, the meaning of the evaluation data, and the placement options.
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Who can I contact at my child’s campus concerning the dyslexia program?
The campus dyslexia teacher will be able to answer any questions you may have concerning dyslexia or the dyslexia program. Please call the campus office before/after school or during the dyslexia teacher’s conference period.
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What information is used to determine if a child should receive dyslexia services?
When evaluating a student for dyslexia, RCISD collects various data, as indicated below in Figure 3.2 and Figure 3.4 of the Texas Dyslexia Handbook, 2021 Update. This data will provide information regarding factors that may be contributing to or primary to the student’s struggles with reading and spelling. Both informal and formal assessments are considered in the decision-making process.
It is not one single indicator but a preponderance of data (both informal and formal) that provides the committee with evidence for whether these difficulties are unexpected.
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What kind of support is available for my student at the elementary level?
A dyslexia teacher is available to support students identified with dyslexia on all RCISD campuses. At the elementary level, students participate in dyslexia intervention throughout the regular school day, usually scheduled during their Response to Intervention time. Dyslexia teachers provide evidence-based, multisensory structured literacy instruction for students identified with dyslexia. The dyslexia program is explicit, systematic, intentional in its approach, and takes place in a small group setting. A primary goal of dyslexia intervention is to promote independent problem solving behavior which is reinforced during daily dyslexia classes, in order to help the student transition into his/her other regular education curriculum.
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What process is used to determine educational need for dyslexia assessment?
A team of persons with knowledge of the student, instructional practices, and instructional options meets to discuss data collected, including data obtained during kindergarten and/or first-grade screening, and the implications of that data. These individuals include but are not limited to, the classroom teacher, administrator, dyslexia specialist, and/or interventionist. This team may also include the parents and/or a diagnostician familiar with testing and interpreting evaluation results. The campus student-teacher assistance team (STAT) or appropriate committee when the student is already served under IDEA or Section 504 determines whether there is an educational need for dyslexia assessment. Recommendation for dyslexia assessment should be based on the educational need of the student as outlined in The Dyslexia Handbook, 2021 Update published by the Texas Education Agency.
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What kind of support is available for my student at the secondary level?
A dyslexia teacher is available to support students identified with dyslexia on all RCISD campuses. At the secondary level, students are enrolled in a dyslexia class that is scheduled within the regular school day and is different from the regular reading/language arts curriculum. Dyslexia teachers provide evidence-based, multisensory structured literacy instruction for students identified with dyslexia. The dyslexia program is explicit, systematic, intentional in its approach, and takes place in a small group setting. A primary goal of dyslexia intervention is to promote independent problem-solving behavior which is reinforced during daily dyslexia classes, in order to help the student transition into his/her other regular education curriculum.
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What are possible difficulties my child is experiencing that might be associated with dyslexia?
Common risk factors associated with dyslexia at different stages or grade levels can be located in The Dyslexia Handbook, 2021 Update.
The difficulty of the child identified as having dyslexia is in reading, single-word decoding, reading fluency, reading comprehension, written composition, and spelling. The problems of the child with a learning disorder may include these difficulties and other difficulties that do not necessarily pertain to reading exclusively.
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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).