1. Identifying Dyslexia Students in Manor ISD

2. Contacts  Dyslexia Specialists  Responsible for interventions and testing Kathy McKay – BTE, PCE, and contact for secondary evaluations Megan Cheney – MES, BME Keith Karseno – PME, OME, DES

3. Definition of Dyslexia Dyslexia is a specific learning disability that is neurological 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.

4. Regular Ed. 504 Dyslexia Special Education

5. Contacts  Elementary 504 Coordinators: MES– Laura Krcmar BME – Jose Valenzuela PME – Stephen Torres OME – Ralph Henley BTE – Joanne Garza PCE – Bertha Day DES – Lauri Webb

6. Contacts  Secondary 504 Coordinators MMS – Patricia Carrello DMS – Jesse Lachico MHS – MNT – Janice Hurt Excel – Nikkida Butler/Ivonne Malone

7. Common Signs of Dyslexia The following signs may be associated with dyslexia if they are unexpected for the individual ’ s age, educational level, or cognitive abilities: The following signs may be associated with dyslexia if they are unexpected for the individual ’ s age, educational level, or cognitive abilities:

8. Pre-School:  May talk later than most children  May have difficulty with rhyming  May have difficulty pronouncing words, i.e., “ busgetti ” for spaghetti ”, “ mawn lower ” for “ lawn mower ”  Poor auditory memory for nursery rhymes and chants  May be slow to add new vocabulary words  May be unable to recall the right word  May have trouble learning numbers, days of the week, colors, shapes, and how to spell and write his/her name

9. Kindergarten- 3rd Grade  Fails to understand that words come apart; for example, that snowman can be pulled apart into snow and man, and later on, that the word man can be broken down still further and sounded out as /m/ /a/ /n/;  Has difficulty learning the letter names and their corresponding sounds;  Has difficulty decoding single words (reading single words in isolation); lack of a strategy;  Has difficulty spelling phonetically;  Reads dysfluently (choppy and labored);  Relies on context to recognize a word

10. Fourth Grade - High School:  Has a history of reading and spelling difficulties  Avoids reading aloud  Reads most materials slowly; oral reading is labored, not fluent  Avoids reading for pleasure  May have an inadequate vocabulary  Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell

11. Common Myths Individuals with dyslexia see letters and words backwards. Colored lenses or overlays can correct the reading difficulty. More boys than girls have dyslexia. Dyslexia can not be identified until the third grade. If a person is able to read s/he cannot be Dyslexic. Children with Dyslexia can learn to read just like anyone else, they just progress more slowly. Dyslexia is a medical problem, so doctors can diagnose Dyslexia. Dyslexia is a general, catch-all term for any student with a reading difficulty. Children outgrow Dyslexia.

12. Prevalence Conservative estimates indicate that Dyslexia affects 10% of the population, although it is most likely that close to 20% of the population is Dyslexic.

13. Continuum Dyslexia occurs on a continuum of severity levels. Individuals with very mild degrees of dyslexia may compensate for their learning differences without educational intervention, while individuals with more severe degrees of dyslexia will need extensive educational intervention designed to meet their unique needs.

14. English Language Learners  Much diversity exists among English Language Learners.  The identification and service delivery process for Dyslexia must be in step with the student ’ s linguistic environment and educational background.  Involvement of the Language Proficiency Assessment Committee (LPAC) is recommended and is necessary for those students identified as LEP (Limited English Proficient). *See The Dyslexia Handbook-Revised 2007 for additional Data Gathering.

15. Referral Process  GIST meeting held regarding student of concern.  If it is decided that a Dyslexia Screener is needed, we will distribute it to you.  You will have 2 weeks to complete it and return it to our box.  We will review Screener and determine if the student will be evaluated for Dyslexia.

16. Referral Process (continued)  If student will be tested, the 504 Coordinator will begin the referral process on eSped.  The 504 Coordinator will also need you to complete a Teacher Input form (behavior, participation, instructional concerns, etc.)  When testing is completed, a 504 meeting will be held to review results and determine if the student qualifies for Dyslexia/504

17. Resources Region 13 Education Service Center Dyslexia Specialists 5701 Springdale Road Austin, TX 78723 (512) 919-5401 susan.patteson@esc13.txed.net judy.butler@esc13.txed.net www.esc13.net/dyslexia The International Dyslexia Association 40 York Rd., 4th Floor Baltimore, MD 21204 (410) 296-0232 http://www.interdys.org Scottish Rite Learning Center of Austin 12871 North U.S. Highway 183, Suite 105 Austin, TX 78750 (512) 472-1231 (Evaluation services)