Lufkin ISD Dyslexia

Questions for Determining Dyslexia

1. Does your child show the following characteristics of dyslexia?

• Difficulty with accurate and/or fluent word reading

• Poor spelling skills

• Trouble sounding out words and recognizing words out of context

2. Are these difficulties unexpected for the student’s age in relation

to the student ’s other cognitive abilities and provision of effective

classroom instruction?

How is Dyslexia Assessed For and Identified?

All public-school students are required to be screened for dyslexiawhile in kindergarten and grade 1. Additionally, students enrolling in public schools in Texas must be assessed for dyslexia and related disorders “at appropriate times” (TEC §38.003(a)). While schools must follow federal and state guidelines, they must also develop local procedures that address the needs of their student populations. Schools must recommend evaluation for dyslexia if the student demonstrates the following:

• Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade

• Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions & Characteristics of Dyslexia

Parents/guardians always have the right to request a referral for a dyslexia evaluation at any time.

The 2021 Dyslexia Handbook requires that anytime the LEA (Local Education Agency) suspects the student has dyslexia or a related disorder and needs services, the LEA must seek parental consent for a Full Individual Initial Evaluation (FIIE) under the IDEA.

Important Changes for Families to Understand

Once the condition of dyslexia has been identified, a determination must be made regarding the most appropriate way to serve the student. All students who are identified with dyslexia or a related disorder and who require special education services because of dyslexia or a related disorder are eligible under the IDEA.

Effective Strategies

LISD’s dyslexia instruction is highly structured, systematic, and explicit. It is evidence-based, taught by an appropriately trained instructor, and implemented with fidelity. The lessons begin with the easiest concepts and most basic elements and progress methodically to more challenging material. In addition to instruction focusing on all the components of dyslexia, students are encouraged to…

• Use self-monitoring strategies

• Use memory techniques to remember processes

• Practice skills for organizing, time management, and reviewing information

Possible Accommodations

to be Determined by Committee

• Copies of notes • Word banks

• Note-taking assistance • Audiobooks

• Additional time • Text to speech

• Reduced/shortened assignments • Speech to text

• Alternative test location • Electronic spellers

• Priority seating • Electronic dictionaries

• Oral reading of directions or written material • Formula charts

• Adaptive learning tools

District Dyslexia Coordinator

Molly Ellis

M.Ed., LDT, CALT

mellis@lufkinisd.org

(936)633-6231

Molly Ellis is a graduate of Stephen F. Austin State University. She has 30 years experience in education teaching kindergarten through sixth grade with the last 18 years as a Dyslexia Therapist. She spent 11 years as a reading and language arts teacher before she became a Certified Academic Language Therapist (CALT) and earned her master's degree as a Reading Specialist and became a Licensed Dyslexia Therapist (LDT).

It is proven that early intervention and structured instruction provide dyslexic students with coping mechanisms to succeed (and often excel) in school. We are proud to have a certified dyslexia specialist on each campus in our district and are here to assist you with any questions or concerns you may have concerning your child. We have listed contact information and websites for each of our campuses below. Please feel free to contact your campus specialist or myself with questions or concerns. We take pride in providing specialized instruction for your child to meet their individual needs.