ATKINS SCHOOL DISTRICT

DYSLEXIA PROCESS2015-2016

(REVISED 10/11/17)

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TABLE OF CONTENTS

Building Contact Person Page 1

RTI Team/Committee Members Page 1

Indicators and Examples of Dyslexia Pages 2 and 3

Dyslexia Process: Contacting the Interventionist Page 4

Dyslexia Process: Initial Screening Page 4

Dyslexia Process: Collecting Data Page 5

Dyslexia Process: Dyslexia Evaluation Page 6

Dyslexia Process: Special Education Page 7

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Dyslexia CommitteeBuilding Interventionist:

High School- Lois Duvall and other committee member/s:

Middle Grades-Lois Duvall and other committee member/s:

Elementary-Lois Duvall and other committee member/s:

RTI Team Members:

1. Classroom Teacher/s of Student

2. Principal/s of Student

3. Counselor/s of Student

4. Lyons Speech

5. Lindsey Lunningham, Curriculum Coordinator

6. Building Contact Dyslexia Interventionist: Lois Duvall K-12

Interventionist Responsibilities (Overview):

If contacted by a teacher regarding a student, the Interventionist will first collaborate with classroom teacher on instructional strategies to use in the classroom with the student.

Complete an initial screening of student (if necessary). Collect data on student. Arrange meetings with RTI members for a Dyslexia Evaluation (if necessary). Collaborate with Classroom Teacher/s on student progress.

Indicators of DyslexiaIndicators of Dyslexia:

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Word Awareness Rhyme Alliteration Symbols Onset and Rime

Some Specific Examples:

Kindergarten through grade 4

Children in kindergarten through fourth grade may:

Have difficulty reading single words that are not surrounded by other words. Be slow to learn the connection between letters and sounds. Confuse small words such as "at" and "to," or "does" and "goes." Make consistent reading and spelling errors, including: o Letter reversals such as "d" for "b." o Word reversals such as "tip" for "pit." o Inversions such as "m" and "w" and "u" and "n." o Transpositions such as "felt" and "left."o Substitutions such as "house" and "home."

Grades 5 through 8

Children in fifth through eighth grade may:

Read at a lower level than expected. Reverse letter sequence such as "soiled" for "solid," "left" for "felt." Be slow to recognize and learn prefixes, suffixes, root words, and other

reading and spelling strategies. Have difficulty spelling, and he or she may spell the same word differently on

the same page. Avoid reading aloud. May turn into a behavior problem-class clown. Have trouble with word problems in math. Write with difficulty or have illegible handwriting. His or her pencil grip may be

awkward, fistlike, or tight. Avoid writing. Have slow or poor recall of facts. Have a hard time processing information.—

May seem like he or she is not following directions or listening.

High school

Students in high school may:

Read very slowly with many inaccuracies. May turn into a behavior problem to avoid reading.

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Continue to spell incorrectly, or frequently spell the same word differently in a single piece of writing.

Avoid tests that require reading and writing, and procrastinate on reading and writing tasks.

Have trouble preparing summaries and outlines for classes. Work intensely on reading and writing tasks. Have poor memory skills and complete assigned work more slowly than

expected. Have a hard time processing information.—May seem like he or she is not following directions or listening.

Have an inadequate vocabulary and be unable to store much information from reading.

*Students who may have dyslexia will experience problems with a cluster of the indicators/examples (not just in one area).

Dyslexia Process

I. Contacting the Building Interventionist1. If a teacher notices a cluster of dyslexia indicators in a student, he or she will contact the Building Interventionist. Together, the Interventionist and the Classroom Teacher will collaborate and discuss instructional strategies to first try with the student while in the classroom.

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2. If, after an appropriate period of time, the student is still not making sufficient progress, the Interventionist will complete an initial screening of the student.

II. Initial ScreeningInitial Screening: Universal Screening using DIBELS (K-6), and other Screening Assessments and appropriate informal inventories for Phonological Processing Skills, Reading and Spelling (7-12)

1. The Interventionist will provide K-2 teachers with the Rapid Screener Assessment. Grades 3-4 will be provided the Rapid Screener for only students who are not meeting the Dibels Benchmark and STAR. Grades 1 &2 will give the Rapid Screener at the beginning of the school year. Kindergarten will give the Rapid Screener the first week in January. Grades 5-12 STAR. If deemed necessary Interventionist will administer the DSA for grades 5-12.

Who will be screened?

1. Each student in kindergarten through grade two (K-2);

2. Kindergarten through grade 2, (K-2) students who transfer to a new school and have not been screened;

3. Kindergarten through grade 2 (K-2) students who transfer from another state and cannot present documentation that the student has had similar screening;

4. A student in grade three or higher experiencing difficulty, as noted by classroom teacher.

Exemptions:

1. Students with an existing dyslexia diagnosis.

2. Students with sensory impairment.

Components to be Assessed:

1. Phonological and Phonemic Awareness (auditory)

2. Sound Symbol Recognition (attach a sound to a letter)

3. Alphabet Knowledge (recognize letters of the alphabet)

4. Decoding Skills (figure out, solve)

5. Rapid Naming (say the names of common things quickly)

6. Encoding Skills (spelling and writing)

Based upon universal screenings:

Grades K-12:

If a student has deficit areas, a Response to Intervention (RTI) will be put in place for a student.

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Tier I – Core Instruction

Tier II-Supplemental Intervention

Tier III-Intensive Intervention

If a student in K-12 does not adequately respond to RTI in any tier or concerns arise based upon DIBELS (or other screening assessments), additional screening and data gathered, a trained professional is justified to determine if characteristics of dyslexia are present. Within each tier, the team will review student records and progress, inform parents of concerns, and obtain parental consent when additional assessments are needed to determine if characteristics of dyslexia exist-Dyslexia Evaluation.

III. Level One - Collecting Data1. Give (and collect from) classroom teacher/s the “Teacher Observation Questionnaire for Dyslexia” form. 2. Compile a Permanent Record/Cumulative folder that will include (if have not compiled already):

Teacher Observation Questionnaire for Dyslexia form Attendance Vision screening Hearing screening Teacher reports/report cards Classroom based assessment Standardized test results Results of intervention strategies Samples of student work

IV. Level Two - Dyslexia Evaluation1. Once data has been collected by the Interventionist, he or she will arrange a meeting with the RTI Team Members to discuss the cumulative folder/data and the following criteria/factors:

The child has received effective classroom instruction; The student has adequate intelligence or the ability to learn; The lack of progress is not due to sociocultural factors such as language differences, irregular

attendance, or background experiences.

2. If additional screening is deemed necessary, the Interventionist will give (and collect from) parent/s the “Parent Interview” form and the “Parnt Consent” form.

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3. Once parent information is collected, the Interventionist will arrange screening for student.—(Lois Duvall will administer the CTOPPll and Jackie Rooke or Lois Duvall will administer the Gort and Woodcock Reading Mastery Test equipment. )

4. Once screening has been completed, data will be recorded on the “Characteristic Profile of Dyslexia” form.

5. Arrange for another meeting with Committee Members to review “Characteristic Profile” and other data in Cumulative Folder. The team will also consider these five questions based upon the identification components:

Does the student demonstrate one or more of the primary reading characteristics of dyslexia in addition to a spelling deficit?

Are the reading and spelling difficulties the result of a phonological processing deficit? Are the reading, spelling, and phonological processing deficits unexpected? Does the student

demonstrate cognitive ability to support age level academic learning (include other academics like math)?

Are there secondary characteristics of dyslexia evident in reading comprehension and written expression?

Does the student have strengths that could be assets? Are there coexisting deficits that may complicate identification and the response to intervention and may deserve further assessment and intervention?

6. If the answer is “yes” to all five key questions, the student can be determined eligible for therapeutic

services. At this time, the following questions also need to be addressed by Team:

The student will receive what intervention? Who will provide the intervention? For what amount of time will the intervention be? When will the intervention be (sometimes hard to take out of classes-may miss material being covered)?

What strategies or materials will be used? How frequent will progress monitoring occur? What criteria will we use to assess? How are we going to gather ongoing data?

8. Assist with monitoring student progress/documentation (we will all help).

9. Arrange additional meetings with RTI Team Members to determine student progress.

10. Contact a Dyslexia Specialist (if deemed necessary).

*May contact additional resources: Tanya Newton at Arch Ford and Vicki King at ADE.

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V. SPECIAL EDUCATION1. If a student has an IEP in reading and dyslexia indicators are present in the classroom, once the Interventionist is contacted by classroom teacher, the Interventionist may skip initial screening step and begin with “collecting data” step.

Mrs.Jackie Rooke, Special Education teacher will use the Phonics First Program. Mrs. Donna Patterson a certified teacher will use the Phonics First Program for grades 1-12 (2017-18 school year) and Mrs. Johanna Huffman, a Paro Pro has also been trained using the Phonics First Program. She will work with a group of students who have shown dyslexic indicators. Mrs. Huffman and Mrs. Patterson will work directly with Mrs. Duvall using the Phonics First Program.

Dyslexia Program

Placement Form

_______________ ________ _________ _______________

Student Name DOB ID# Campus

The dyslexia assessment has been completed. The Section 504 Committee is comprised of the

dyslexia therapists, counselor, administrators and any other appropriate personnel.

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DATE OF MEETING ______________________________

DECISION OF THE SECTION 504 COMMITTEE:

_____Placement not recommended at this time

_____Placement in dyslexia program

_____Referral to Special Education

_____Other ________________________________________

Parent letter sent for program placement or non-placement ____________________

Parent permission for placement received ____________________

(Date)

(Date)

Student is placed in dyslexia class and instruct Student is placed in dyslexia class and instruction begins: __________________________________

THIS FORM IS TO REMAIN IN THE STUDENT’S PERMANENT FOLDER.

Atkins School District

Dyslexia Program

Review of Student Progress

Student Name _________________________ DOB ____________ ID# _____________

Campus ______________________________

Year 1 Review of student progress by the campus dyslexia therapist. Date ___________

_____ Continue placement in the dyslexia program Name of Curriculum

_____ Return to regular reading class ________________________________

_____ Refer to special education Last Grapheme/Concept Taught

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_____ Refer to Section 504 committee

_____ Other___________________________

________________________________

Reason for Dismissal: ___________________________________________________________________

______________________________________________________________________________________

_____________________________________

Year 2 Review of student progress by the campus dyslexia therapist. Date ___________

_____ Continue placement in the dyslexia program Name of Curriculum

_____ Return to regular reading class ________________________________

_____ Refer to special education Last Grapheme/Concept Taught

_____ Refer to Section 504 committee ________________________________

_____ Other____________________________

Reason for Dismissal: ___________________________________________________________________

________________________________________________________________________________________________________________________________________________________

Year 3 Review of student progress by the campus dyslexia therapist. Date ___________

_____ Continue placement in the dyslexia program Name of Curriculum

_____ Return to regular reading class ________________________________

_____ Refer to special education Last Grapheme/Concept Taught

_____ Refer to Section 504 committee ________________________________

_____ Other____________________________

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Reason for Dismissal: ___________________________________________________________________

Signature

*Place a copy in student’s cumulative folder.

Atkins School District

Dyslexia Program

Dismissal Letter to Parents

Date

Dear Parents:

Your child, _______________________________________, is being dismissed from Atkins

School District’s Dyslexia Program. This dismissal was recommended by

The Dyslexia and RTI Committee or Section 504 Committee.

Throughout your child’s school career, it may be necessary to make teachers aware of his/her

dyslexia or Section 504 status. Good communication between teacher and parents is essential for student success.

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If you have any questions, please contact Lois Duvall or your child’s building principal.

_____________________________________________ ________________________

School Phone number

Thank you,

__________________

PARENT INTERVIEW

Name of student:_________________________________ Date:__________________

School:_______________________ Grade:___________ Birth date:_______________

Parent(s) names:_______________________________________________________

Address: ________________________________ Phone:________________________

To aid in assessing the problems a child is experiencing in school and to detect the

possibility of dyslexia, please have the parent answer each of the following questions.

YES NO FAMILY HISTORY

____ ____ Have any other members of the family had learning problems?

____ ____ Father

_____ ____ Mother

_____ _____ Sibling

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Explain___________________________________________________________

_________________________________________________________________

PHYSICAL HISTORY1. Has your child ever been critically or chronically ill?

Explain___________________________________________________________

_________________________________________________________________

____ ____ 2, Has your child ever had an extremely high fever?

____ ____ 3. Does your child have any physical problems which you feel may cause

difficulty in learning? Please explain: _____________________________________

____ ____ 4. Is your child currently taking medication?

Please list__________________________________________________________

____ ____ 5. Does your child seem to have trouble hearing?

____ ____ 6. Does your child seem to have trouble seeing?

Please circle the term that indicates the degree of parents’ concern regarding

Phonological Awareness SkillsMy child has/had:

Difficulty recognizing or reproducing rhyming words Rarely Often

Difficulty naming the first or last sound in a word Rarely Often

Difficulty blending sounds together to make a work Rarely Often

AlphabetMy child had/had:

Difficulty learning or recalling names of letters Rarely Often

Difficulty learning or recalling sounds of letters Rarely Often

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Decoding and Word Recognition

Difficulty sounding out unfamiliar words Rarely Often

Difficulty reading words accurately Rarely OftenFluency:My child has/had:Makes frequent reading errors Rarely Often

Reads with hesitations Rarely Often

Reads slowly Rarely Often

SpellingMy child has/had:Difficulty memorizing words for spelling tests Rarely Often

Difficulty spelling words correctly Rarely OftenComprehensionMy child has/had:

Difficulty understanding what he/she reads Rarely Often

Difficulty answering textbook questions Rarely Often

Written ExpressionMy child has/had:

Difficulty writing sentences correctly Rarely Often

Difficulty writing stories and reports Rarely Often

Cognitive/Academic AbilityMy child needs many repetitions to learn something new. No Yes

My child has difficulty learning math facts. No Yes

My child has trouble with math word problems even when No Yes they are read aloud

My child has reading difficulties that seem unexpected

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Compared to his/her other abilities. No YesOral LanguageWhen listening, my child has: Difficulty understanding verbal directions Rarely Often Difficulty understanding stories rea to him/her Rarely Often

When speaking, my child has:

Weak or limited oral vocabulary Rarely Often

Difficulty finding the right word Rarely Often

Difficulty speaking with correct grammar Rarely Often

Difficulty explaining ideas or elaborating on thoughts Rarely OftenAttention My child:

Has trouble organizing time and materials Rarely Often

Is easily distracted by sights and sounds Rarely Often

Does many things too quickly: Rarely Often

Is often overactive or fidgety Rarely Often

Is inconsistent in classwork

and homework assignments Rarely Often

Needs direct supervision to complete homework Rarely OftenHandwriting My child:

Is slow with handwriting and copying tasks Rarely Often

Displays overall poor quality/ illegible handwriting on

written assignments Rarely Often

My Child’s Academic Development

English is a second language for my child No Yes

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My child was retained in ____________ grade No Yes

My child has been in special programs. (Special Education No Yes

Reading Recovery, etc.) Please identify these____________________________

______________________________________________________________________

______________________________________________________________________

“Adapted

from the Parent Interview for Dyslexia, Texas Scottish Rite Hospital for Children.”

Texas Scottish Rite Hospital for Children - 2011

Teacher Observation Questionnaire for Dyslexia

Student Name________________________________________________Grade_____________

Teacher_____________________________________________ School____________________

Date__________________________

Please circle the term that indicates the degree of your concern regarding each skill area.

Phonological Awareness SkillsThis student has:

Difficulty recognizing or reproducing rhyming words Rarely Often

Difficulty isolating sounds in beginning, final, and/or medial position Rarely Often

Difficulty segmenting individual sounds in words Rarely OftenAlphabetThis student has:

Difficulty learning or recalling names of letters Rarely Often

Difficulty learning or recalling sounds of letters Rarely Often

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Decoding and Word RecognitionThis student has:

Difficulty sounding out unfamiliar words Rarely Often

Difficulty reading words in isolation Rarely OftenFluency This student has:

Difficulty reading accurately in context Rarely Often

Difficulty reading grade level material at expected rate Rarely OftenSpellingThis student has:

Difficulty memorizing words for spelling tests Rarely Often

Difficulty spelling in context Rarely OftenComprehension

This student has difficulty with reading comprehension Rarely OftenWritten Expression This student has:

Difficulty constructing sentences Rarely Often

Difficulty organizing grade appropriate written compositions Rarely Often

Difficulty producing sufficient written output Rarely OftenCognitive/Academic Ability

This student appears to have intellectual ability equal to or above grade level peers. No Yes

This student has grade level math calculation skills. No Yes

This student has grade level math reasoning skills No Yes

This student has reading difficulties that are unexpected compared to other abilities. No YesOral Language

When listening, this student has:

Difficulty understanding verbal directions: Rarely Often

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Difficulty understanding stories read to him/her: Rarely Often

When speaking, this student has:

Difficulty acquiring new oral vocabulary : Rarely Often

Difficulty finding the right word: Rarely Often

Difficulty speaking in grammatically correct sentence: Rarely Often

Difficulty explaining ideas or elaborating on thoughts: Rarely OftenAttention This student:

Displays difficulty organizing time and materials: Rarely Often

Is easily distracted by sights or sounds: Rarely Often

Does many things too quickly: Rarely Often

Is often overactive or fidgety: Rarely Often

Is inconsistent with production of classwork and homework assignments: Rarely OftenHandwriting This student:

Is slow with handwriting and copying tasks: Rarely Often

Displays overall poor quality/illegible handwriting on written assignments: Rarely OftenStudent’s Academic Development

English is a second language for this student: No Yes

This student was retained in ________ grade.

This student has been in special programs. (Special Education, Reading Recovery, etc.) No Yes

Please provide:

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1. The student’s most recent spelling test

2. A sample of the student’s unedited writing (journal entry, creative story, etc.)

3. The student’s most recent progress report or report card

4. A copy of the most recent early reading assessment results

“Adapted from the Parent Interview for Dyslexia, Texas Scottish Rite Hospital for Children.”

Texas Scottish Rite Hospital for Children - 2011

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