Children learn to read, write and spell in different ways. A balanced reading program should meet the needs of most students. Students, who do not learn to read, write and spell when presented with a broad, balanced literacy program should be offered a variety of alternative strategies to meet this goal. If these alternative strategies are not successful, the student may have a reading disorder, sometimes known as dyslexia.
The Pleasanton I.S.D. dyslexia program is designed to provide short-term reading intervention for children identified as having characteristics of dyslexia. Each Pleasanton campus has a trained reading specialist to assist the student with intervention. The components of instruction include explicit, systematic, and sequential multi-sensory instruction. Pleasanton I.S.D. teachers are trained in dyslexia intervention strategies, which target the five areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The goal of the dyslexia intervention program (Reading by Design) is for students to gain accurate and fluent reading. Students identified as being dyslexic will be given support and appropriate modifications and/or accommodations in order to be successful in their academic programs.
Pleasanton ISD’s dyslexia program is consistent with TEA’s Dyslexia Handbook, which outlines the two Texas statutes and one federal rule governing the identification of dyslexia and the provision of services. Under the Texas Education Code (TEC) section 38.003 and Chapter 19 of the Texas Administrative Code (TAC) section 74.28, Texas schools are required to diagnose students’ reading development and comprehension and detect for possible dyslexia. For students deemed at-risk for dyslexia, schools are required to provide accelerated reading instruction, and referral for dyslexia evaluation if those interventions prove unsuccessful. Under the federal Rehabilitation Act of 1973, section 504, all schools receiving federal funds must provide all students who “suffer from an impairment that substantially limits learning or another major life activity” with appropriate referral, evaluation and educational services.
Who do I contact if I have questions about dyslexia and I want my child to be tested?
The Campus Principal or Assistant Principal will be your first point of contact. They can answer your questions about dyslexia and discuss your child’s concerns.
How will the school know whether my child should be referred for a dyslexia evaluation?
School Teams will make data informed decisions for every student, on an individual basis by reviewing all available data.
Examples of data to discuss that can help a team make decisions include:
- Comparison with grade level peers and expectations
- Universal screening and benchmarking data
- Progress monitoring intervention data
- Reading data in comparison with learning and achievement in other academic areas
- Parent and teacher information and observation
What dyslexia services will my child have if they are identified with dyslexia?
That will vary based on the child. Contact your child’s school for specific programming information.
Does my child have to be in a certain grade level before a dyslexia evaluation can occur?
No, Your child does not have to be in a certain grade level before a dyslexia evaluation can occur
What if I had my child tested by an outside source. May I share that with the school?
Yes. The assessment does not automatically create eligibility. The school determines eligibility based on a review of a variety of sources.