data collection tools · • having a dyslexia specialist on campus is a great benefit and support....

Data Collection Tools

Appendix A

Evaluation of Services Provided to Students with Dyslexia Boerne Independent School District

Stetson & Associates, Inc. Page A1

Classroom Observation Format

Instructional Arrangement ❐ Gen Ed – no support ❐ Co-Teach ❐ Support Facilitation ❐ Gen Ed – peer support ❐ Resource ❐ Other ❐ Dyslexia Intervention Class Teacher name: Time: # Gen educ. Teachers # Paraeducators # students at time of observation:

Instructional Activities # students a. b. c. d. e. Good use of academic learning time? ❐ ✔ ❐ ✗ comments:

Instructional Planning General Ed Curriculum Correlated to TEKS Intervention Individualized ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Lesson Planning ❐ ✔ ❐ ✗

Instructional Quality Flexible grouping Research-based Students engaged ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Integration of Technology Differentiated Use of accom./mods. ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Data-based decisions Progress monitoring Range of interventions ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

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Classroom Observation Format

A Positive Learning Environment Positive behavioral supports

Rules posted Room arrangement supports instruction

❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Positive reinforcement Cultures respected A positive climate ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Schedule posted

❐ ✔ ❐ ✗

Instructional Materials and Resources Age Appropriate Variety Culturally rich ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗ ❐ ✔ ❐ ✗

Appropriate, Effective and Efficient Use of Personnel Appropriate Use of Personnel ❐ ✔ ❐ ✗

Position: Position:

Rationale:

Effective Use of Personnel ❐ ✔ ❐ ✗

Position: Position:

Rationale:

Efficient Use of Personnel ❐ ✔ ❐ ✗

Position: Position:

Rationale:

Notes:

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Principal Discussion Guide – Dyslexia Services

Campus: Principal Name: Total # students # students w/dyslexia % students w/dyslexia

# Gen educ. teachers # Dyslexia teachers #

Other demographics:

Leadership for the Common Good Strategies for communicating shared responsibility

Approach to scheduling dyslexia supports

Strategies for promoting gen/dyslexia collaboration/planning

Strategies for training gen ed teachers to accommodate for students w/dyslexia

Principal Concerns re: dyslexia services? 1.

2.

3.

Positive Aspects of Dyslexia Services on your Campus? 1.

2.

3.

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Interview Format Individual: Position:

1. What is your role in Boerne ISD schools? How does this role interface with the responsibility to provide services to students with dyslexia? In what ways do you directly collaborate with/support the department of special education? 2. As you consider services provided to Boerne ISD’s students with dyslexia, what aspects of these services are successful? 3. What aspects of these services do you believe need to be improved? 4. Other follow-up questions:

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Faculty Survey of Effective Practices for Students with Dyslexia Indicate Your Position

o Administrator o Diagnostician/LSSP o General Education Teacher o Reading Specialist o Special Education Teacher

o Counselor/LSSP o Dyslexia Teacher o Paraprofessional o Related Service o Speech/Language Pathologist

Strongly

Agree Agree Disagree Strongly

Disagree 1. I am knowledgeable of the learning characteristics of students with dyslexia.

2. I am knowledgeable of the range of services available for students with dyslexia in Boerne ISD.

3. I am knowledgeable of the referral and identification process in Boerne ISD related to students with dyslexia.

4. Boerne ISD educators receive adequate assessment data and other relevant information regarding individual students with dyslexia to enable us to make informed decisions regarding services.

5. Our school provides quality services to students with dyslexia. 6. Our faculty assumes shared responsibility for all learners, including students with dyslexia.

7. I am skilled in applying classroom strategies to address the needs of students with dyslexia, including accommodations and scaffolding.

8. I am skilled in integrating technology into the instructional program of my students who are identified with dyslexia.

9. The professional development provided to me as an educator is sufficient to enable me to effectively teach students with dyslexia.

10. As a teacher, I receive adequate coaching and support from my principal(s) in meeting the needs of students with dyslexia.

11. Parents of students with dyslexia are welcome and valued partners in educational decisions regarding their child.

12. Decisions regarding supports for students with dyslexia are student-centered.

13. The roles and responsibilities of service providers (Reading Specialist, Dyslexia Teacher, Dyslexia Paraprofessional) are clearly defined and understood.

To improve the Dyslexia services in Boerne ISD, I recommend: The most positive factors of Boerne ISD’s Dyslexia services are:

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Parent Survey of Effective Practices for Students with Dyslexia As a parent of a child with Dyslexia, please indicate your level of agreement for each statement below.

Strongly Agree

Agree Disagree Strongly Disagree

1. My child’s school provides quality services to my child with dyslexia.

2. My child’s school faculty assumes shared responsibility for all learners, including students with dyslexia.


4. I am knowledgeable of Boerne ISD’s procedural requirements related to students with dyslexia, including referral and identification.

5. The planning team received adequate assessment data regarding the needs of my child with dyslexia to enable us to make informed decisions regarding appropriate services.

6. My child’s teachers are skilled in applying classroom strategies to address the needs of students with dyslexia.

7. My child’s teachers are skilled in integrating technology as an instructional support and/or accommodation to address the needs of students with dyslexia.


9. As a parent of a child with dyslexia, I am a welcome and valued partner in educational decisions regarding my child.

10. I feel support by my child’s principal in my efforts to assure that he/she receives quality services for dyslexia.

11. I feel supported by the central office staff in my efforts to assure that my child with dyslexia receives a quality education.


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Focus Group Analysis

Appendix B


Stetson & Associates, Inc. Page B1

FOCUS GROUP: General Education Teachers DATE: November 14, 2014

Question 1: What are the factors that positively impact the achievement and success of students with dyslexia in Boerne ISD?

• When teachers are encouraging student motivation increases. • Parent support is good and parents are very involved. • Communication with parents, administration, students is good. • A united approach of parents, faculty and administration. • We get great support from our dyslexia teacher on campus. She provided a booklet

with hints of how to help our students in the classroom. • There are a good number of kids with dyslexia in each grade and this helps kids

know they are not alone – peer support. • We have a set time of intervention for each grade level so students do not miss core

instruction. Several students are pulled together so they are not alone. • Having a dyslexia specialist on campus is a great benefit and support. • Most teachers in Boerne have good teaching practices and we come equipped with

the strategies needed by students. • Identifying the needs and knowing ahead of time where student is performing

within the range of their disability. It helps to know the level of support they need. • Understanding dyslexia is important. • Knowing the accommodations helps them be successful. The workshops and

training we have received has been helpful. • Having information about accommodations on one page is helpful. • Students are identified and receive services in a timely manner. • Relationship between dyslexia teacher designee and the teachers is important. • This year there has been more information available on dyslexia.

Question 2: What are the factors that adversely impact the achievement and success of students with dyslexia in Boerne ISD?

• More intervention specialists are needed so that one person is not trying to support an entire campus.

• We could use more training. • It would be great to have a half day training after school begins in case we have

dyslexic students that we did not anticipate. • Some students do not like to receive oral administration of tests through Kurzweil. • Some students refuse to use accommodations. They are either embarrassed or feel

they don’t need it.

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• Some students want too much help. • Parents could use more training so that they can help their students at home. • In the past we have not been timely with identification of dyslexia. We are doing

better this year. • There are times that students struggle and parents assume it is due to dyslexia. • Some students get pulled out from a subject and so miss instruction. • This year we have a new program. I am not sure it is good that all kids are getting

the same program. •

FOCUS GROUP: Dyslexia Teachers DATE: November 14, 2014


• Fact that dyslexia specialists collaborate and share ideas • We all care for the kids • Team of dyslexia specialists works well together and all care for well-being of each

individual student • Early identification is key and it is happening here with a specialist on each campus. • Fridays are helpful. • Understanding of classroom teachers is increasing and this contributes to early

identification. • Classroom teachers do a good job of implementing accommodations. • Individualized 504 plans are specific to needs of child. We do not do blanket

accommodations and recommendations. • Majority of parents are very supportive and collaborative with us. Teamwork with

parents contributes to student success. • I have great administrative support. They provide a good space and as much

technology as possible. • I like that we did MTA and now the DIP and we are all consistent. It allows for

students moving to another campus. This allows their needs to be better met. • I like that at elementary we have a dedicated teacher on each campus. • I love that we have an intervention time for each grade level. • I appreciate the Fridays for testing and meetings. That is a gift. • Support of campus administration is helpful. • Interaction between the specialists is necessary. We talk out our thoughts and

concerns. We make each other better as a team. • Some districts have certified diags do the testing. Here we help each other make

decisions concerning identifying a student. • Fidelity to the program is strong.

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• Support of parents and administrators is strong. • We provide many opportunities for parents to learn about their student with

dyslexia. • We provide a quality intervention for each student from the minute that students

arrive in the classroom. • Maintaining the appropriate number of students in an intervention group is helpful. • I go into a general education classroom and I obtain spelling lists from all grades. I

use the general education activities and integrate those into what I am doing. • I highlight rules that we have covered for the classroom teachers. • I can support on a grade level test by reading orally to them. Another teacher also

does the oral administration.


• We need a district dyslexia coordinator who does not have other responsibilities. A coordinator who focuses on only dyslexia is needed.

• We also need a Spanish speaking dyslexia specialist. Such a person could assist with administering tests to students and with interpretation of scores for Spanish speaking students. They would also be able to provide dyslexia intervention in Spanish.

• Another dyslexia specialist in the district is needed. • In the last several years we have had little training from outside experts. • We have been denied permission to attend the annual Dyslexia training at Region

13. Access to new research and outside ideas and experts would be helpful. Another specialist was denied permission to attend free training in San Antonio. The reason for this was that students would not receive intervention when the specialist was out.

• Communication between campus administrators and central office coordination staff needs to increase so that they are on the same page.

• Progress monitoring is an issue. A progress monitoring tool was suggested by central office but the campus did not have it.

• Parental expectations of students is very high. Some parents feel that STAAR should be passed by students in dyslexia. Some parents feel that accommodations should lead to A’s.

• Parent knowledge and understanding of the impact of dyslexia on their student needs to be increased through additional training parent training.

• Classroom teachers need additional training in dyslexia. • There is never enough time for adequate collaboration. • Our meetings are after school which does not provide sufficient time for

collaboration.

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• Scheduling of intervention times is difficult due to the limited number of dyslexia specialists.

• More technology in classrooms is needed. Technology is not equitable from campus to campus.

• A campus budget for purchasing protocols and materials for multi-sensory activities is limited.

• FAPE is the legal requirement and we go above and beyond. Sometimes it feels that the expectations are not reasonable.

FOCUS GROUP: Campus Administrators DATE: November 14, 2014


• Take a proactive approach because many students are receiving reading intervention before moving to dyslexia. This includes Lexia and iStation, Earobics and other interventions. Before moving to dyslexia they have already received intervention.

• Collaboration between dyslexia interventionists and classroom teachers. They are aware of what is being done in class. At elementary they are not missing core instruction in order to receive intervention.

• Additional itinerant dyslexia teacher has been a positive. • Parents are also part of the collaboration with teachers working to help parents

understand of what is happening with their student. • Blessed with classroom teachers who go above and beyond for kids even if support

is not present outside of the classroom. • High school does not have as many interventions and programs but teachers are

aware of accommodations and applying them to any student in need. • Accommodations and having systems in place so teachers are aware of what

accommodations look like. We push students to advocate for themselves and we push them to ask for accommodations even if they are embarrassed. The SAC room is available for oral testing, extended time.

• Parent involvement is a positive factor for the students. Parents are educated about dyslexia and this helps kids.

• Fidelity to the DIP program is strong at our campus. • Access to Kurzweil for oral administration even though that is limited by available

technology. • Try to be thoughtful with scheduling struggling students. We try to match them with

the right program, the right teacher and the right time.

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• Technology is a plus/tool but the lack of technology is limiting. • Failure to accommodate sometimes can be an issue. Students rotating among

teachers at 5th and 6th grade sometimes students do not receive accommodations 100% of the time.

• With a large number of students in 504, there may be too many students in the SAC room.

• Often the only accommodation is oral testing. Seems to be the panacea for dyslexia. This may not be practical and something that really helps the student in the classroom.

• We lack the personnel to truly have a SAC room. It is also a study hall and it may not be available when a student needs it.

• Supports for dual language dyslexics are minimal or non-existent. • At secondary level programs of intervention seem to be shifting and changing and

may not be consistently implemented. • Also worried about the number of accommodations. I wonder if this sets them up

for success long term. • An exit plan once a student enters the program is not clear. • Progress monitoring plan and feedback on the student’s progress is unclear. • Lack of support , technology wise, is not available for the classroom teacher. If we

want consistency, we don’t have a person to trouble shoot when things don’t work. • We need personnel to support teachers in the classroom. Co-teaching, as in special

education, would be helpful. If we had in class support we could do oral testing in the classroom.

• Not enough time in the day when students need multiple interventions. Which trumps the other and when do we do it all.

• Some special ed students are also dyslexic and I am unclear who gets what, Wilson or the CIP program.

• Some campuses do not have a SPED teacher trained in dyslexia due to retirement or a teacher leaving. Clarity is not there on this issue.

• General lack of understanding by classroom teachers around dyslexia and what it is and how to work with such students.

• Issue with kids who are first identified in high school. Is there a program and what can be done for them other than just accommodations? High school is super unclear.

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FOCUS GROUP: Parents DATE: November 4, 2014


• Way ahead of where we were 18 months ago. • Great to get together and talk about our issues • My son’s group of teachers have given a lot of flexibility in homework and control of

how much homework is in parent’s hands • More flexibility is being seen since last year. Support from dyslexia teacher has

been great. • Likes dyslexia teacher in each elementary school. • When 504 meeting was requested, a request for meeting within the first week of

school. Allowed all accommodations to be in place from the beginning. • New to community and program. Impressed with communication with teacher. • Impressed that district paid for dyslexia testing for daughter. • Good that specialized training is provided to teachers. Teachers respond to parent

requests and follow through. • Happy that there is genuine interest in helping students. Teachers want to help. • Teachers provide flexibility with homework situation. • We are talking about it. High school daughter uses Book Share. • There are SAC labs still open in some schools in Boerne ISD. Students can get

support with tests read to them or extra help before or after school. • Just moved here from a state that does not recognize dyslexia so this is refreshing. • Training interventionists is a plus and respectful. Trying to improve services by

seeking guidance from ESC is positive. An additional dyslexia interventionist has been added last year. Her child sees the reading interventionist regularly. They use ESPED for 504 documentation and it is very structured. A step in the right direction for improved documentation. Fair Oaks had a parent support meeting on their own with a movie shown.

• Certain parent involvement has been hugely helpful. • Board awareness and involvement has been critical. • 504/SPED committee formed and is in second school year. It has put together a

huge packet of resources. • 504/SPED committee has resulted in more teacher training.

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• Not enough info re dyslexia available. It’s a big issue in the district. • Surprised that parent has to request a study guide so she can help her child study.

Amazed that she needs to ask. That is frustrating. • SAC lab – No longer at Currington or Cibolo. Reason given was funding but some

campuses still have it. • Substitute teachers – do they know what students need or who has dyslexia. They

have made some horrible comments and made students feel bad. • Buy in of leadership of campuses – 3 students at different levels – principal

commented that she would not send her dyslexic student to public school. • Need more lines of communication with resources. Seems to be different at

different schools. • Teachers are not adhering to 504 accommodations. • High school especially with STAAR testing her daughter did not receive assistance.

Did not provide accommodations for testing last year and student had to retest in the summer.

• SAC labs – not all schools have them and there is not always someone there • Elementary – students removed from class for intervention. Not enough time with

the interventionist. • Everyone has bits and pieces of information. We try to stay on top of it. Sees a lack

of consistency across the district. • New parents to a 504 program do not know where to go, or what to ask or what is

available. • Feels that school does not divulge information on resources. Told to not put in too

many accommodations • 504 meeting was not held until mid first grading period and meeting was requested

at beginning of school. Wrote a letter to teacher and administrator about son. It was placed in file and no one had seen it.

• Felt that her child was not a priority. No excuse for this. • Certain schools have set up a confrontation with parents. Some try to avoid testing

and accommodations. District whitewashes the issue. I feel they fight me on every accommodation.

• I feel this study is flawed with limited parent input. • Lack of funding for dyslexia. If there are 20% of students identified as dyslexic the

funding should be aligned. • Communication – This is a big gap. Communication with parents and students is

big.

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• Fear – Parents afraid to go to district for help. Fear retribution toward their child in the classroom.

• Ignoring 504 accommodations is big and discrimination against 504 children is a concern. Primarily not providing identified accommodations. Resistance to accommodations in 504 meetings.

• Lack of 504 education/dyslexia info in the general education setting. Resistance to making training mandatory. Resistance to testing for dyslexia in a family with a history of dyslexia.

• Seems obvious that ESPED documentation had not been read. • Wants to see more progress monitoring and wants to see it reported to parents.

Such as fluency probes and accuracy reports. • Assistive technology – Parent did not know that Bookshare was available. More

technology is needed and should be a priority. Parents seem to lack understanding of the 504 process. Not clear that you are planning for a year.

• Parent feels that she is operating reactively rather than proactively. How to recover from 2 failing grades. Are we looking at the curriculum from a dyslexic point of view. The amount of work and what are we asking of kids. Is it reasonable for students with dyslexia. Spending many hours studying and/or with a tutor.

• Has 2 daughters with dyslexia. Told that one was not severe enough to receive services. She believes this is against the law and that she should receive services.

• Went to campus dyslexia specialist on how to study for large test and told to go to Google to find how to study. We have a SAC lab at both of my schools but no one is there If staff is there, then the lab is packed. Not enough help to accommodate all children and their needs.

• Also an issue with a substitute teacher. She had to write her about the severity of her child’s dyslexia. Sub did not feel that she was allowed to access the info.

• Thinks school plays, I have a Secret with accommodations. Parent needs to know what to ask for. An issue occurred with testing and she was unaware of what to ask for in terms of accommodations.

• Feels like the last years program and also in the DIP program that there are too many students in each class. Her daughter was in a class with 7 students.

• Every year since K has asked for testing. It was not provided until 8th grade and then she was identified as dyslexic. Now in high school there is not intervention provided. There was no info on how to request or demand testing. 504 in place in May last year. She requested another meeting at beginning of year but it has yet to happen. She has demanded Irlen testing. Had to go to elementary because there is only one person who can do the testing. Those accommodations have not yet been provided. She learned much from the TEA website. She was given Google printouts at the 504 meeting on how to manage a student with dyslexia. Sent somewhere else for info on Bookshare and Kurzweil. Sent all over but no info on how to use the tools.

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• Early detection is important. Feels teacher’s hands are tied in terms of recommending help. When asked for testing it was denied several times. Outside testing was provided by parent but the district would not accept it outright. Having a tutor has helped.

Faculty Survey Results

Appendix C


Stetson & Associates, Inc.

Faculty Survey of Effective Practices for Students with Dyslexia Indicate Your Position

o Administrator (7.3%) o Diagnostician/LSSP (0.7%) o General Education Teacher (63.1%) o Reading Specialist (1.1%) o Special Education Teacher (10.6%)

o Counselor/LSSP (3.3%) o Dyslexia Teacher (2.9%) o Paraprofessional (8.8%) o Related Service (1.5%) o Speech/Language Pathologist (0.7%)

Strongly

Agree Agree Disagree Strongly

Disagree 1. I am knowledgeable of the learning characteristics of students with dyslexia.

25.2% 63.5% 11.3% 0.0%


22.6% 48.5% 28.8% 0.0%


23.2% 52.0% 24.7% 0.0%


19.3% 56.7% 24.1% 0.0%

5. Our school provides quality services to students with dyslexia. 36.8% 49.1% 14.1% 0.0% 6. Our faculty assumes shared responsibility for all learners, including students with dyslexia.

36.3% 55.2% 8.5% 0.0%


23.1% 54.5% 22.4% 0.0%


13.0% 49.4% 37.5% 0.0%


13.1% 50.4% 36.6% 0.0%


19.0% 54.0% 27.0% 0.0%


45.9% 51.1% 3.0% 0.0%


37.5% 54.3% 8.2% 0.0%


24.2% 52.0% 23.8% 0.0%


Stetson & Associates, Inc. Page 1 Faculty Survey Frequency Report

Boerne ISD Faculty Survey Frequency Report Please indicate your position:

Frequency Percent Valid Percent Cumulative

Percent

Speech/Language Pathologist 2 .7 .7 .7

Special Education Teacher 29 10.6 10.6 11.3

Related Service 4 1.5 1.5 12.8

Reading Specialist 3 1.1 1.1 13.9

Paraprofessional 24 8.8 8.8 22.6

General Education Teacher 173 63.1 63.1 85.8

Dyslexia Teacher 8 2.9 2.9 88.7

Diagnostician/LSSP 2 .7 .7 89.4

Counselor/LSSP 9 3.3 3.3 92.7

Administrator 20 7.3 7.3 100.0

Valid

Total 274 100.0 100.0

1. I am knowledgeable of the learning characteristics of students with dyslexia.


Percent

Strongly Agree 69 25.2 25.2 25.2

Agree 174 63.5 63.5 88.7

Disagree 31 11.3 11.3 100.0 Valid

Total 274 100.0 100.0

2. I am knowledgeable of the range of services available for students with dyslexia in Boerne

ISD.


Percent


Agree 133 48.5 48.5 71.2

Disagree 79 28.8 28.8 100.0 Valid

Total 274 100.0 100.0


3. I am knowledgeable of the referral and identification process in Boerne ISD related to

students with dyslexia.


Percent


Agree 141 51.5 52.0 75.3

Disagree 67 24.5 24.7 100.0 Valid

Total 271 98.9 100.0

Missing System 3 1.1

Total 274 100.0

4. Boerne ISD educators receive adequate assessment data and other relevant information

regarding individual students with dyslexia to enable us to make informed decisions regarding

services.


Percent


Agree 153 55.8 56.7 75.9

Disagree 65 23.7 24.1 100.0 Valid

Total 270 98.5 100.0


Total 274 100.0

5. Our school provides quality services to students with dyslexia.


Percent


Agree 132 48.2 49.1 85.9

Disagree 38 13.9 14.1 100.0 Valid

Total 269 98.2 100.0


Total 274 100.0


6. Our faculty assumes shared responsibility for all learners, including students with dyslexia.


Percent


Agree 149 54.4 55.2 91.5

Disagree 23 8.4 8.5 100.0 Valid

Total 270 98.5 100.0


Total 274 100.0

7. I am skilled in applying classroom strategies to address the needs of students with dyslexia,

including accommodations and scaffolding.


Percent


Agree 146 53.3 54.5 77.6

Disagree 60 21.9 22.4 100.0 Valid

Total 268 97.8 100.0


Total 274 100.0

8. I am skilled in integrating technology into the instructional program of my students who are

identified with dyslexia.


Percent


Agree 133 48.5 49.4 62.5

Disagree 101 36.9 37.5 100.0 Valid

Total 269 98.2 100.0


Total 274 100.0


9. The professional development provided to me as an educator is sufficient to enable me to

effectively teach students with dyslexia.


Percent


Agree 135 49.3 50.4 63.4

Disagree 98 35.8 36.6 100.0 Valid

Total 268 97.8 100.0


Total 274 100.0

10. As a teacher, I receive adequate coaching and support from my principal(s) in meeting the

needs of students with dyslexia.


Percent


Agree 136 49.6 54.0 73.0

Disagree 68 24.8 27.0 100.0 Valid

Total 252 92.0 100.0


Total 274 100.0

11. Parents of students with dyslexia are welcome and valued partners in educational decisions

regarding their child.


Percent

Strongly Agree 124 45.3 45.9 45.9

Agree 138 50.4 51.1 97.0


Total 270 98.5 100.0


Total 274 100.0


12. Decisions regarding supports for students with dyslexia are student-‐centered.


Percent

Strongly Agree 100 36.5 37.5 37.5

Agree 145 52.9 54.3 91.8


Total 267 97.4 100.0


Total 274 100.0

13. The roles and responsibilities of service providers (Reading Specialist, Dyslexia Teacher,

Dyslexia Paraprofessional) are clearly defined and understood.


Percent


Agree 140 51.1 52.0 76.2

Disagree 64 23.4 23.8 100.0 Valid

Total 269 98.2 100.0


Total 274 100.0

Stetson & Associates, Inc. Page 1 Faculty Survey Crosstabs by Position

Boerne ISD Faculty Survey Crosstabs by Position 1. I am knowledgeable of the learning characteristics of students with dyslexia.

1. I am knowledgeable of the learning characteristics of students

with dyslexia.

Disagree Agree Strongly Agree

Total

Count 0 14 6 20 Administrator

% within 0.0% 70.0% 30.0% 100.0%

Count 0 4 5 9 Counselor/LSSP

% within 0.0% 44.4% 55.6% 100.0%

Count 0 1 1 2 Diagnostician/LSSP

% within 0.0% 50.0% 50.0% 100.0%

Count 0 1 7 8 Dyslexia Teacher

% within 0.0% 12.5% 87.5% 100.0%

Count 22 114 37 173 General Education Teacher % within 12.7% 65.9% 21.4% 100.0%

Count 7 15 2 24 Paraprofessional

% within 29.2% 62.5% 8.3% 100.0%

Count 0 0 3 3 Reading Specialist

% within 0.0% 0.0% 100.0% 100.0%

Count 0 4 0 4 Related Service

% within 0.0% 100.0% 0.0% 100.0%

Count 2 19 8 29 Special Education Teacher % within 6.9% 65.5% 27.6% 100.0%

Count 0 2 0 2

Please indicate your position:

Speech/Language Pathologist % within 0.0% 100.0% 0.0% 100.0%

Count 31 174 69 274 Total

% within 11.3% 63.5% 25.2% 100.0%



2. I am knowledgeable of the range of services available for students with

dyslexia in Boerne ISD.


Total


% within 10.0% 55.0% 35.0% 100.0%


% within 11.1% 44.4% 44.4% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 0.0% 100.0% 100.0%



% within 33.3% 54.2% 12.5% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 75.0% 25.0% 0.0% 100.0%


Count 0 2 0 2




% within 28.8% 48.5% 22.6% 100.0%



3. I am knowledgeable of the referral and identification process in Boerne ISD related to students with

dyslexia.


Total


% within 5.6% 50.0% 44.4% 100.0%


% within 0.0% 44.4% 55.6% 100.0%


% within 0.0% 50.0% 50.0% 100.0%


% within 0.0% 0.0% 100.0% 100.0%



% within 29.2% 54.2% 16.7% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 25.0% 75.0% 0.0% 100.0%


Count 1 1 0 2




% within 24.7% 52.0% 23.2% 100.0%



4. Boerne ISD educators receive adequate assessment data and other

relevant information regarding individual students with dyslexia to

enable us to make informed decisions regarding services.


Total


% within 40.0% 35.0% 25.0% 100.0%


% within 11.1% 55.6% 33.3% 100.0%


% within 0.0% 50.0% 50.0% 100.0%


% within 0.0% 0.0% 100.0% 100.0%



% within 21.7% 69.6% 8.7% 100.0%


% within 0.0% 66.7% 33.3% 100.0%


% within 0.0% 100.0% 0.0% 100.0%


Count 1 1 0 2




% within 24.1% 56.7% 19.3% 100.0%





Total


% within 15.0% 35.0% 50.0% 100.0%


% within 11.1% 55.6% 33.3% 100.0%


% within 0.0% 50.0% 50.0% 100.0%


% within 0.0% 0.0% 100.0% 100.0%



% within 4.5% 77.3% 18.2% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 100.0% 0.0% 100.0%


Count 1 1 0 2




% within 14.1% 49.1% 36.8% 100.0%


6. Our faculty assumes shared responsibility for all learners, including students with dyslexia.

6. Our faculty assumes shared responsibility for all learners,

including students with dyslexia.


Total


% within 5.6% 72.2% 22.2% 100.0%


% within 0.0% 55.6% 44.4% 100.0%


% within 0.0% 50.0% 50.0% 100.0%


% within 0.0% 37.5% 62.5% 100.0%



% within 8.7% 60.9% 30.4% 100.0%


% within 0.0% 66.7% 33.3% 100.0%


% within 0.0% 33.3% 66.7% 100.0%


Count 0 2 0 2




% within 8.5% 55.2% 36.3% 100.0%





Total


% within 23.5% 58.8% 17.6% 100.0%


% within 50.0% 37.5% 12.5% 100.0%


% within 100.0% 0.0% 0.0% 100.0%


% within 0.0% 0.0% 100.0% 100.0%



% within 29.2% 50.0% 20.8% 100.0%


% within 0.0% 33.3% 66.7% 100.0%


% within 33.3% 66.7% 0.0% 100.0%


Count 0 1 0 1




% within 22.4% 54.5% 23.1% 100.0%



8. I am skilled in integrating technology into the instructional program of my students who are

identified with dyslexia.


Total


% within 29.4% 52.9% 17.6% 100.0%


% within 50.0% 50.0% 0.0% 100.0%


% within 100.0% 0.0% 0.0% 100.0%


% within 0.0% 50.0% 50.0% 100.0%



% within 33.3% 50.0% 16.7% 100.0%


% within 0.0% 66.7% 33.3% 100.0%


% within 50.0% 25.0% 25.0% 100.0%


Count 0 1 0 1



Count 101 133 35 269 Total

% within 37.5% 49.4% 13.0% 100.0%



9. The professional development provided to me as an educator is

sufficient to enable me to effectively teach students with dyslexia.


Total


% within 50.0% 38.9% 11.1% 100.0%


% within 44.4% 44.4% 11.1% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 75.0% 25.0% 100.0%



% within 43.5% 47.8% 8.7% 100.0%


% within 0.0% 33.3% 66.7% 100.0%


% within 33.3% 66.7% 0.0% 100.0%


Count 1 0 0 1




% within 36.6% 50.4% 13.1% 100.0%



10. As a teacher, I receive adequate coaching and support from my

principal(s) in meeting the needs of students with dyslexia.


Total


% within 37.5% 37.5% 25.0% 100.0%


% within 16.7% 83.3% 0.0% 100.0%


% within 0.0% 50.0% 50.0% 100.0%



% within 20.0% 60.0% 20.0% 100.0%


% within 0.0% 33.3% 66.7% 100.0%


% within 50.0% 50.0% 0.0% 100.0%


Count 1 0 0 1




% within 27.0% 54.0% 19.0% 100.0%



11. Parents of students with dyslexia are welcome and valued partners in educational decisions regarding their

child.


Total


% within 0.0% 40.0% 60.0% 100.0%


% within 0.0% 44.4% 55.6% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 12.5% 87.5% 100.0%



% within 4.3% 65.2% 30.4% 100.0%


% within 33.3% 0.0% 66.7% 100.0%


% within 0.0% 100.0% 0.0% 100.0%


Count 0 2 0 2




% within 3.0% 51.1% 45.9% 100.0%



12. Decisions regarding supports for students with dyslexia are

student-‐centered.


Total


% within 0.0% 50.0% 50.0% 100.0%


% within 0.0% 33.3% 66.7% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 12.5% 87.5% 100.0%



% within 4.2% 66.7% 29.2% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 0.0% 66.7% 33.3% 100.0%


Count 1 1 0 2



Count 22 145 100 267 Total

% within 8.2% 54.3% 37.5% 100.0%



13. The roles and responsibilities of service providers (Reading Specialist,

Dyslexia Teacher, Dyslexia Paraprofessional) are clearly defined

and understood.


Total


% within 20.0% 40.0% 40.0% 100.0%


% within 11.1% 66.7% 22.2% 100.0%


% within 50.0% 0.0% 50.0% 100.0%


% within 12.5% 50.0% 37.5% 100.0%



% within 8.7% 69.6% 21.7% 100.0%


% within 0.0% 0.0% 100.0% 100.0%


% within 33.3% 66.7% 0.0% 100.0%


Count 0 2 0 2




% within 23.8% 52.0% 24.2% 100.0%

Boerne ISD Faculty Survey Open Ended Responses

To improve the Dyslexia services in Boerne ISD, I recommend:

Continued communication. More parent involvement or training

More staff development on accommodations. We need more training for working with secondary dyslexic students. looking at child's behavior and attention difficulties. These play a large part in a student's ability to learn to read. I think that having the Dyslexia teacher available more during the day to meet with teachers and staff would be beneficial to the school.

Sharing information with teachers. Reading teachers could be participate in an informational session about the idenitication process to help them better understand the referral and testing process.

More training for dyslexia teachers, and general education teachers. Implementing a bi-‐weekly Progress Monitoring (PM) tool for Dyslexia Specialists to use with students receiving D.I.P. The PM should be specifically focused on Words per Minute on grade level passages along with timed reading of nonsense words. This would allow Dyslexia Specialist to consistently monitor students' skill development outside of the D.I.P. Mastery Checks.

Raise more dyslexia awareness,specially in the community. It would be wonderful to have more assistance in the classroom.

I do not have any suggestions at this time.

It seems that a large proportion of students are identified as dyslexic. train all teachers

Teacher in-‐service training on strategies to help my dyslexic students. I think we need more training in this area.

I would not change anything about the services to the child.

More cooperation between classroom and dyslexia teacher. I am new to BOISD and there is still a lot of learning that I need to do. I am still learning who to go to within my school and within the district, which makes it hard for me to answer this question.

Provide service sooner to students Further professional development for teachers, parents and other professionals who work with students with dyslexia in the following: strategies for the classroom, technology education, and further coaching/support to meet the needs of students with dyslexia. Additional support for the dual language students with dyslexia. Hire more teachers/specialists or who are bilingual and are able to serve the Spanish speaking community. Further training for current bilingual staff. Further professional development for the teachers, parents and other professionals who work with the students with dyslexia. Increasing coaching and support from administration, hire more teachers and specialists who are fluent in Spanish to serve the Spanish speaking community. That students be give the accommodations they need to be successful, but that are realistic and benefit the individual child's learning needs and help them learn skills to become more independent. that students receive the accommodations they truly need to be successful, and not accommodations that they do not need just because they are available. This interferes with their growth and independence as a learner.

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That training be provided to all Teachers and Paraprofessionals to support the Dyslexic student.

More Dyslexia specific reading strategies training Equitable support across the grade level

The high school woould benefit from a full time Dyslexia certified teacher. More information on this issue Working on identifying them at an earlier age instead of saying that reading and phonics issues are developmental and to wait to see if the issues improve Increased Awareness of what services are available, and who regular education teachers should contact for information and help. For example I had a student I wanted to get registered and set up with Bookshare to she could have an audible copy of my AP World History textbook, and It took weeks and consulting wit anther dyslexia student to track down a teacher at a different campus to be able to accomplish this. Greater access to technology in the Dyslexia Classrooms More opportunities for professional development outside the District in order to stay up to date on the latest instructional ideas and practices A reference book with students identified....almost a list like the 504 and spec ed. Ways to accommodate needs. providing more professional development to educators to enable effective teaching of students with dyslexia in the classroom.

Provide more tools to use in the classroom I think we do an excellent job of identifying and servicing students with dyslexia.

More program promotion. We desperately need a Dual Language/Spanish dyslexia specialist to provide quality intervention to identified Spanish speaking students. We also need a Spanish test administrator to assess students for dyslexia and to interpret the scores/data alongside the English dyslexia specialist. We need a Dyslexia Coordinator position at Central Office for dyslexia only ( not combined with reading). We need more funding to allow us to examine and consider quality dyslexia instructional programs, instead of going with what is the cheapest. We are in need of additional dyslexia specialists to provide instruction for our ever-‐growing numbers.

* I am new to the district, and I have not been trained for this. I guess it could be included in new teacher training.

Better testing and services provided to LEP students. Provide opportunities to better understand the disability and methods for accommodating a wide spectrum of needs and ability levels.

Collaboration between classroom teachers and dyslexia teachers In my opinion, BISD provides excellent services and our school does well in identifying dyslexic students.

One specialist per campus I think my school is doing a good job.

The dyslexic representative could give feedback information about each student.

More training for teachers. Higher quality training and communication between dyslexia professionals and classroom teachers; much less of the "our students vs. your students" mentality.

Mandatory staff development with hours required for instructional staff. Training for BISD

administrators and instructional staff on communicating effectively with parents. Provide more reading interventions to support Dyslexic students and other students challenged in reading.

n/a

early intervention, more interventionists Increased staff When recognized as possible dyslexic -‐ quick testing and enter the child into the program as quick as we can.

n/a ALL general and special education teachers need to be trained on what accommodations should be used with this population.

It is sometimes difficult to read questions aloud to our students in the classroom.

Each campus needs have a reading specialist esp for Dyslexia. Provide an inservice on Dyslexia. Dyslexia is often not identified in K-‐1. What are some things we, as teachers, can look for when trying to identify a possible dyslexic student? I would like more training on Dyslexia. How to integrate technology in the classroom or learn different strategies that can be used in the classroom. Unfortunately, we only have so many hours in the day.

I am happy with the current services. Giving secondary gen ed teachers more training on the characteristics of students with dyslexia and accommodations to help them. More streamlined procedures in regards to the transition from elementary to middle school coming from co Shorten the RTI process. It shouldn't take so long to have a child evaluated. Trust the judgement of the teachers, they are the one's in the classroom with the students all day. A pull-‐out program at the high school level. More technology that would assist the students who are extremely challenged.

The dyslexic teacher needs to train paraprofessionals that work with dyslexic students. That we provide professional development that requires follow-‐through from ALL teachers, not just English teachers.

more training for new teachers of dyslexic students I am new to BISD. I have not yet had the need to obtain dyslexia services for any of my students. I do feel confident that if the need arises, help will be available.

More opportunities for outside-‐of-‐the-‐district professional development for dyslexia specialists training for the general education teacher in the various strategies used for accommodations in the classroom and recognizing the factors involved in a student of dyslexia.

none at this time

none I have no complaints

I recommend more training in technology integration for students with dyslexia.

Nothing to note at this time. If there are updated or new things we can do to help to share that with teachers. I am amazed at the number of children she services. I am unfamiliar with what the required ratios are, but I know it would be helpful if her groups were smaller.

Does not apply to any of the life skills children so I am not familiar with any of it,

For the students to receive service in their first language, Spanish. We need a bilingual Dyslexia teacher. Offer flexible scheduling of Dyslexia services particularly for those dyslexic students who need other intervention services. Pull out times are staggered on an every other day schedule. Dyslexia students struggle in all subject, and need tutoring/intervention time for all subjects. Short in-‐services on what tools and support are available to teachers of dyslexia students (other than accommodations.) More services need to be available for secondary identified students. My son was recently diagnosed in high school and there doesn't seem to be much available for him. More services need to be available for secondary identified students. My son was recently diagnosed in high school and there doesn't seem to be much available for him. Offering more than just one "programmed" dyslexia intervention as MTA. There are several other comprehensive programs to address the reading skills of students with dyslexia. Not all students needs/skills are the same so multiple interventions/strategies are needed. Additional staff to assist with our ever growing population of identified students. Time to collaborate with colleagues. That communication be improved to ensure that teachers are aware of those students identified as dyslexic.

Early identification of ELL. More professional development on practical help for dyslexia students in class.

staff training I would love to have more experience and training in detecting the signs of dyslexia by actually interacting with real life cases and be able to observe a professional in this area.

More staff Professional Development. more inclusion aides

to continue doing what we have been doing. Many students are writing their persuasive essays about the need for a Dyslexia class or pull out. The best idea that I've heard would offer a coure that combines dyslexia support and coping strategies for kiddos while the second half would be study hall. the subject be addressed and pertinent information shared at a faculty meeting at least once per year to refresh strategies and answer any questions

That we train teachers on how to properly help our dyslexics more efficiently.

Follow up on providing training to teachers in the areas in which I indicated "disagree". I don't know Extensive training by knowledgeable individuals, not people that are learning with us. We are on their time! We need earlier identification and earlier intervention.

Early identification and intervention is key. More training on identifying students with dyslexic tendencies and additional training on instructional strategies to use in the classroom.

Identification process could be clarified.

More dyslexia training

Need to have programs available on student laptops More individualized training by grade level or subject possibly.

We need more Dyslexia teachers. The population of students with dyslexia is growing, and we need

more support.

I know this is more work for the dyslexia teacher, but it would be nice to know what they are working on so I can reinforce it in my classroom more.

More professional development in identifying student with dyslexia tendencies. smaller classes

Can't think of anything. Providing education to teachers on what BISD does for dyslexia, resources for teachers/parents/students with dyslexia and how accommodations in classroom can best be met to meet their needs. Teachers are given relevant characteristics of dyslexia and taught instructional strategies within their field (mine is math)

I don't know what services we provide to make a comment Get students use to Kurzweil or similar reading assistance program...we don't have the resources for teachers/aids to offer reading assistance on exams. When the needed accomodation includes oral administration of tests there needs to be staff or technology readily available for this to happen. Providing this accomodation by the classroom teacher singles the child out and does not allow the teacher to monitor the entire testing situation properly.

add additional paraprofessionals to the staff add additional paraprofessionals to the staff

Training on what the staff that work with students with Dyslexia do. Elementary campuses need more dyslexia teachers-‐ caseloads are overwhelming and students are suffering by not receiving the optimal amount of time and service they need.

Yearly update to classroom teachers on what to look for and how to refer. In the time I have been here at BISD, I do not believe I have received any training on dyslexia. The only information I get on student's with dyslexia is the fact that they are dyslexic. Many of these questions need to have a "Don't Know" column.

No suggestions Currently, dyslexic students miss out on other opportunities offered because they are scheduled with the other dyslexic students in their dyslexic class. To the students, it sometimes feels like a punishment. I'd like to see the dyslexic students offered the same amount of opportunities as a non-‐dyslexic student.

Keep doing what you are doing. Students are getting wonderful services.

A list of resources for teachers to go to for identifying students with dyslexia. Training that is provided during the day to familiarize teachers with the needs, characteristics, and/or possible accommodations. Our new teachers need more training on how to meet the needs of the dyslexic learner. As an older teacher, I am having to mentor younger teachers about strategies, and it is difficult to find time to balance my work load and theirs. Our program at FORES is wonderful! Ms. Olsen gives me apps, handouts, suggestions, etc. She is an invaluable resource. Provide more workshop training, not provided by BISD, but Region 20, IDA, IRA, other outside training, where we get fresh ideas and ways to present/teach our students or ways to assess/ monitor students with dyslexia. Provide time, once a month, during regular work hours when we can meet as dyslexia specialists (and sometimes with Dual Language assessors) and review testing and discuss what we think the testing shows. (Doing this at monthly meetings, which are scheduled after school and are

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lengthy, makes the review of testing rushed, with little time to discuss the data, or what it shows.)

that students get tested at least once in middle school and once in elementary school. More time on an individual basis to see how individual needs can be better met.

I do not have any recommendations at this time. continued emphasis on early screening and identification. As far as I know our dyslexia services in BISD are great. I have not had any students identified dyslexic in several years as I now teach kindergarten. Required professional development for teachers who serve dyslexic students, but this has already been done this year. Hire a reading specialists to do the 504 Meetings so the Dyslexia teacher can do her instruction. She misses a lot of class time because of the numerous 504 Meetings. We need a strong reading foundation to ensure proper identification of students having dyslexia, not lack of instruction. Better clarifying the role and responsibilities of the Dyslexia Designee and the Secondary Dyslexia Specialist. continued training on the characteristics of dyslexia, how to make accommodations for the students, and the process of identification. Provide one meeting to go over how students are evaluated for services, what services are provided, and best practices to accommodate them in classes. Decreasing the ratio of students to classroom teacher so teachers have more time to work with individuals.

NA dyslexia support programs.

I don't know.

More self esteem building. I feel we serve this population well.

I do not have any suggestions for improvements due to my limited involvement with this. Inservice on the characteristics of dyslexia and what we can do about it

I am not able to speak to this. Smaller teacher to student ratio A systematic approach to a dyslexia service. All staff trained on all the offerings in the district, so there is a clear support system for our students. Don't remove dyslexic students from regular reading instruction for their dyslexia intervention. Although we have an intervention period scheduled, it's not adequate for specialists' availability, so students have to miss reading instruction.

I don't know enough about the program to make suggestions.

More workshops to help teachers understand their responsibilities towards these students. more training to general education and special education teachers to effectively service these students identified with Dyslexia. Offering more professional development opportunities for teachers working with student with dyslexia. Dyslexia paraprofessional?? The population of dyslexic students is ever growing. I do not see staff numbers growing in this area to meet the needs of the students.

Need more specialized training in this area.

Equitable support based on identified student need. I am grateful for the Interim Dyslexia Teacher. We need additional support during the time she is not available for our campus. I am sure other campuses are also in need.

More support staff at the Middle School level Teachers receive results of assessments so they know just where students are functioning and what they can and cannot do. Set written guidelines for help needed and make parents understand those guidelines do not guarantee a student will get an A in a class. Maybe a flow chart depicting a "chain of command" and responsibilities. It seems parents and teachers jump the gun and run to the principal rather than following procedures.

catching it earlier providing more training to teachers not just those who teach reading

Better communication on how to accommodate.

Hire a full time secondary dyslexia specialist that does not split time between 4 schools. improve gen. ed and spec.ed paraprofessional training for our dyslexic students to improve academic support campus wide.

nothing at this time

Dyslexia workshop None, they do a great job!

More communication and clearly outlined classroom expectations for the teacher.

More professional development for teachers I do not have a response for this.

n/a More resources to test students.

More professional development for the teachers. more staff so groups can be smaller Students need to be more effectively screened and identified with dyslexia. It seems that there are a large number of students with dyslexia services who are not actually dyslexic (and admit this), but still utilize the services because the accomodations have not been removed. This leads to congestion in support labs. We could use our resources more effectively if students who do not actually need the services are not being accomodated, thus freeing up more appointment times for those truly in need. Continued services and education which is available throughout the year to help students meet their needs. Adding extra teachers to the current staff would also help, so dyslexia students would have an opportunity to have smaller class setting. Educating Dyslexic students about Dyslexia and why they receive the accommodations they do. The students should know more about Dyslexia and how it affects them.

early intervention more training specific to grades taught...ie. what is "normal" b d letter reversal for 1st grade is "not normal" for third grade. A more in depth in-‐service is available with more more hands-‐on ways to help those students.What works for one dyslexic student may not work for another, so teaching the teachers different ways to help the dyslexic student is a must.

I am not really sure of the services that are available.

More information on how to help these students. I have no recommendations at this time.

In-‐service provided by trained professionals We still need more training. I've heard teachers make comments that are not appropriate involving students with dyslexia Students should be assisted more in the classroom versus pull-‐out or if pull-‐out is necessary, do so during the reading block. BISD Dyslexia Needs: 1) A program with systems in place. 2) Staffing adequate to numbers of dyslexic students on each campus. 3) Leadership from the Central Office. 4) Consistency district wide. 5) Testing through Central Office. 6) Training for teachers annually. 7) Curriculum/program for dyslexic students. More access to audio textbooks, as an AP teacher there is difficulty obtaining audio version of the college level texts for my classes. A permanent secondary dyslexia person to monitor and provide services for middle school and high school students. Hiring one person to complete all assessments at all campuses and all reports. this could provide continuity among testing environments and within the actual testers.

I don't know. more staff development to identify the characteristics of dyslexia in students. Middle school and high school teachers need to be willing to work with dyslexic students and use the accommodations listed in the 504.

I think our school has done a great job of informing teachers about Dyslexia. Clarify the RTI process to identify students.

Teacher training. Knowing more on how dyslexia is served in the ELA AP sense for CB Exam prep.

better understanding of characteristics of dyslexic students to aid in identification more inservice training

I think our campus does an exceptional job responding to students with dyslexia. I think BISD does a fantastic job addressing the needs of dyslexic students.

Training of faculty and staff...

n/a Time to train and consistent training. Lower the student/teacher ratio in elementary classrooms. Teachers teach all content areas-‐ for 22-‐25 students. The reality is that it becomes difficult to implement good practices with such high numbers. As teachers become departmentalized, larger classes are more realistic. If lowering class size is not an option, hire staff for SAC room implementation (or CMC... whatever you want to call it), basically a place for students to get required help with typically independent work. We are working in a system where demand is larger than what we are able to supply.

* It seems to take a really long time to process, execute, and discuss Dyslexia testing. It would be nice if the process could be streamlined a little more.

I do not work with students with Dyslexia so it is hard to say. I feel that the needs of dyslexia students in the special education program are not being met to the full extent necessary to facilitate progress. More intensive programming is needed. Continued application of current approaches and continuing education for parents, teachers and assessment personelle that the Dyslexia teacher give needed education to both teachers and TA's on what the signs are of dyslexia students and once diagnosed, how to most effectively teach to them.

More communication to the teachers and clarity of what the dyslexia professionals do.

issue iPads to students

more teacher training Students (especially in upper grades) are not provided with the proper instruction (reading classes, explicit phonics, etc.) The belief is that it should have been provided in earlier grades...but if it was, what was done was either improper of not effective.

I have no recommendations

None at this time. Support staff in SAC. That there more awareness, maybe some weekly/monthly information sent to teachers. late It should not fall back on the teacher however, but maybe personnel at central office, etc. More prof. development for teachers regarding strategies to assist Dyslexic and Dysgraphic studnents would be helpful

more training N/A-‐-‐I am new to the district and am not an educator so I am unable to answer several of these questions Some type of progress monitoring to share with parents for dyslexic students. More quality time/collaboration between dyslexia designee and general education teachers. I dont have that many studnets with dyslexia to provide services for I dont have enough information about the teachers to complete the survey

More explanation of the role of the dyslexia coordinator at the secondary level.

Too many students qualify-‐narrow the window

non at this time Is there a different type of test to give? I am asking because many of the students in Boerne are only ADD/ADHD and not dyslexic, but they have some characteristics. Is there any way to distinguish the dyslexia from being ADD/ADHD. That would lessen the number of students that are in the dyslexic classes. Scheduling is difficult when dyslexia students need reading or math interventions and they are unable to receive either. Consistency throughout the district at each grade level. Right now elementary does it's own thing, middle and high schools as well. All grade levels need to be on the same page when it comes to referring and supporting these students.

nothing I don't have specific recommendations. I also am a related service provider and do not work directly with students with dyslexia...more with physical disabilities, so please take my above answers with this in mind. More intensive training for classroom teachers so that they can better meet the needs of their dyslexic learners. Also, 504 committee members and child study teams need to become more knowledgeable re: the characteristics of dyslexia to ensure earlier identification. More structured parent education centered around accommodations and assistive technology would be very timely, as well.

n/a

Continuing education especially in the areas of technological help for dyslexic students. More inservice sessions that teach us how to better educate these children.

Mandatory testing for all students so no students get overlooked.

Scheduling. Students are not able to attend Dyslexic classes durning our designated times. Many times

they are pulled out of instructional learning time

We need to be able to provide more services to those dyslexic students that are in the dual language classes and are predominantly Spanish speaking. Our students with dyslexia need to be given the tools to overcome the disability. When I have students whose parents have taken them to a specialist for several years, I find it difficult to tell that the student has dyslexia. Our students should all have access to the tools and strategies that the specialists offer. I would like to know more and be more involved with learning techniques so as a special ed. paraprofessional I could be more helpful in identifying and meeting their needs.

No Comment intensifying strategies to help parents learn how to best help their children at home with reading difficulties Adding extra support and assistance in the regular classroom environment for inclusion support as we do with special education students. We have 4 times as many 504 students as we do special ed, but only have a teacher and half for pull out services.

na

U have no answer More information could be shared with teachers regarding our Dyslexia programs and services, including an campus-‐contact person.

I would like more hands on opportunities to support my students.

I do not have a recommendation at this time. More opportunities for staff to become educated on this topic.

Nothing, I think our dyslexia teacher does a great job! I would like to see Dyslexia be offered more as a staff development opportunity. Right now, I think we have a good program in place that's meeting the needs of our students as best we can. A more clearly defined referral process with specified personnel in charge of completing the process. Teachers are overwhelmed with paperwork, we need have input, but we need to teach!!!

I feel that I have been trained and am well equiped to instruct a dyslexia student

more interaction with the actual dyslexia instructor. we need to identify and serve our Dual Language students in Spanish in K-‐2. Teachers need training on how to make referrals and what to look for in Spanish speakers/readers because it's different from English readers. We have no services for the Spanish Dyslexics.

N/A

More training and better instructional support Having a Spanish Speaking Dyslexia teacher.

no suggestions at this time none noticed

n/a

Also teaching paraprofessionals what to look for. They are adequate

More workshops made available. Continued refresher courses

I don't have any suggestions.

Not having so many trainings and meetings during teaching time

The most positive factors of Boerne ISD's Dyslexia services are: Parents and Teachers working together for the students.

The faculties willingness to work with students. The district provides a dyslexia teacher at every campus.

The elementary level provides wonderful support for the dyslexic students. That all that children that are recommended are tested. Dyslexia teachers are here for the kids and want to do all they can to support them. We have great teachers whom want their students to succeed and will do anything to make sure their needs are being met.

I don't know. The genuine caring and collaboration implemented to help students will dyslexia be successful in school and the fact that at each middle school, we have a teacher trained in dyslexia referral, testing, and instruction as well as a designated dyslexia interventionist. The best parts about the Boerne Dyslexia Program is that the students are receiving quality services, their are seen as individuals and they are receiving the best possible dyslexia education and setting possible in the state of Texas. They receive individualized 504 plans, they receive a dyslexia specialist small group setting at least 4 days a week. This is ideal for the students. 1) Specialist who are well trained to assess as well as utilize the current Dyslexia Intervention Program with high fidelity and integrity to the program. 2) A highly knowledgeable team of Dyslexia Specialists that work together well and collaborate ideas and materials for supporting our students' dyslexia instruction.

BISD provides assistance to their students based on their needs. The Dysleia staff The services allow students with dyslexia an opportunity to learn along side their peers while receiving the support they need to be successful. When students identified with dyslexia get to high school, they are usually performing quite well. I can only attribute this to a strong elementary and middle school program for dyslexic students.

excellent service providers The program coordinators are amazing! The decisions are student-‐centered and the staff and parents try to work together to help all students learn.

I don't have enough information to answer that. The dyslexia teachers are well educated and thorough.

Service is provide daily. My dyslexic students see the campus reading specialist several times a week. She is also open to hear questions and give advice on questions that I might have.

Trying to improve the service At CES, we have a very effective dyslexia teacher. She works very well with our students. She helps them learn to cope with their dyslexia. However, she has an overload of students and she is not bilingual. There is a great need for an additional dyslexia teacher at CES, preferably, bilingual. Effective teachers that helps the students cope with dyslexia, however there is an overload of students and no bilingual services.

Dyslexia coordinators work well with both the students and the general ed teachers to meet the needs

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of their students.

the dyslexia coordinator works well with the students and the classroom teacher. Accommodations

Our Reading Specialists are very knowledgeable and results oriented professionals. More and more students are being identified

Caring teachers The support the elementary schools rceive.

The teachers work hard to assist the children When identified, the students do receive daily instruction unless the teacher is pulled to do standardized testing of other students or RTI meetings

We do have access to Bookshare, if the teacher is aware of the program and can get access. The ability to make a difference for struggling readers We are headed in the direction to service these students. I do think that the needs are not clearly defined and too many kids qualify and/or are identified. identifying a student with dyslexia is a team effort and the parents/teachers/admin work together for the benefit of the student.

N/A * One on one attention * Quick testing & services for students in need * Staff training

Unknown Consistency of instruction across the district. Hiring a secondary specialist! Support from my campus administrators: Invaluable. Teachers providing necessary accommodations regularly and keeping the child's needs forefront. The RTI process. Providing growing support for identification of Dual Language dyslexia students.

*

Support.

Everyone does the best they can on a campus level to help the LEP students. BISD has an open door policy with regards to parent input and communication. With the addition of a specialized dyslexic support staff at the secondary level, students are more adequately serviced.

Teachers working together for dyslexic students Every elementary school has a dyslexia specialist who provides services to identified students. Great caring teachers who advocate for and support general ed teachers.

Adding Susan Bemus this year. Support from the dyslexia teacher at my school is great. She goes above and beyond to make her students successful

Continyed programs and communication between elementary and middle school campuses.

The teacher and dyslexia specialist work together to service the student. We care about the needs of the students and always try to put those first. Each elementary campus has a dyslexia specialist. Secondary schools share a dyslexia specialist. Parent Nights have been offered consistently for families. Special Ed and 504 Board Committee has worked collaboratively to provide suggestions on improving the Dyslexia Program to the Supt. and School Board . Several recommendatios from the committee were implemented this school year. We have quality, trained Dyslexia Specialists implementing our programs with fidelity.

n/a that we have services

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Our staff

Teachers working together for the success of the student. n/a BISD is concerned and have done a wonderful job of providing evening forums for parents with dyslexic students. As a teacher, I attended but didn't feel as though I was taught how to help the population. It definately provided some services which may help

SEveral staff development sessions have been offered in this area. Identify and test in a fair amount of time. We have professional reading Specialist , Dyslexia Teacher and Dyslexia Paraprofessional on staff to assist the Dyslexia students . Our Dyslexia teacher is very knowledgeable and always willing to help us. She is helpful in giving strategies to use with children while they are in our classes.

We have a wonderful Dyslexia specialist who provides wonderful support for our kids. The care and professional development classes that provided.

on the elementary campuses.

informative The Dyslexia specialists are well trained.

We are beginning to help these students more and seeking new ways to assist them. The program/curriculum used.

I have no response for this, as I feel our services at the high school level are significantly lacking! how involved parents are asked to be. Every person has the child's best interests at heart and are willing to help in any way to get the students the services they may need to be successful.

Hard-‐working, caring teachers who support each other and the students

that services are available on each campus. Darlene Olsen is our campus dyslexia coordinator and she does an amazing job...she goes above and beyond!

Keeping us informed and up to date on this subject.

Our students are taken care of with their needs first. We provide great support for students with dyslexia and parents.

We provide quality services to students with dyslexia.

We have a new Dyslexia specialist. As a special educator, I feel like our dyslexia specialist works as a partner with us. She is always collaborating with us to make accommodations for all of our special needs kiddos. This is the first school that I have worked at (there have been 5 others) over the last 20 years that I have felt that the Dyslexia teacher is an integral part of our team rather than a separate program.

Have no idea.

. Parental involvement The small group/one on one access to our Dyslexia Teacher. Our students are empowered by her work.

Notification to teachers of students that are dyslexia and their accommodations. The process of parent requesting to testing to scheduling of our ARD at BHS was done very quickly-‐-‐-‐within 1 month. I asked Mr. Hinojosa (BMSN) to have my son tested for dyslexia in September, 2013

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and was finally given the parent evaluation forms and permission papers to sign in March, 2014. This was only after we meet with the Principal, unfortunately we had already chosen to withdraw our son from the school. The process of parent requesting to testing to scheduling of our ARD at BHS was done very quickly-‐-‐-‐within 1 month. I asked Mr. Hinojosa (BMSN) to have my son tested for dyslexia in September, 2013 and was finally given the parent evaluation forms and permission papers to sign in March, 2014. This was only after we meet with the Principal, unfortunately we had already chosen to withdraw our son from the school.

Skilled reading specialists. Bright, diligent, positive students, knowledgeable colleagues, supportive administration trying to provide space and technology, our 504 coordinators taking the paperwork burden, everyone's willingness to improve.

?

Tracy Pantuso I don't have enough information to make a judgement on the positives.

Information to help teachers design lessons for students with Dyslexia.

I think the opportunity they give students with the resources for these kids. Personable services.

The teachers are awesome, knowledgable and caring. improving the reading & self-‐esteem of students with dyslexia I imagine that the younger grades have more support. Also, we seem to be improving tremendously on our identification. I've met the specialist, and she seems to really care about the students, as well as being VERY smart. I hope that this will carry on to classroom support.

staff and administrative support We have an amazing staff of specialists that are always striving to what is best for students and that will sit with me, a classroom teacher, and help me to come up with a great plan to help them on my end.

That this survey initiative indicates that help for teachers of dyslexic students is in the way.

I don't know

That our Dyslexia teacher is wonderful and she is really trying to help these children. Tracey Pantuso is amazing. She has a heart for her students, and works hard to build self confidence and self advocacy for our dyslexic population.

Teachers and dyslexia specialists work together to ensure the success of all dyslexic students.

Our instructor, Mrs. Meddars, does a great job. She is caring, responsible, and knowledgeable. We have dyslexia teachers Amazing dyslexic teacher;teachers work side-‐by-‐side with dyslexic teacher, regular teachers, and reading specialist; training available for all teachers to better teach the dyslexic student

The most positive factor is our Dyslexia specialists and teachers! Students are able to be identified and tested in a timely manner.

Our Dyslexia teacher is fabulous!!!

Positive attitude of our teachers. The awesome teachers. Highly qualified individual educators; parental support; system(s) in place to directly teach the student w/ dyslexia. BISD support meetings with guest speakers informing administrators, educators, and

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parents of latest information impacting students w/ this need for support.

Get good information on 504 on what to modify. Consideration given to those struggling

I don't know what services we provide to make a comment Lexia program...our dyslexia teachers I feel these children are very closely monitored and ofen do very well academically. The program in place fosters independence and remediation to students. Teachers are also very much a part of the process which allows for real collaboration with teachers and parents to help these students succeed.

Identifing dyslexia student early. Identifing dyslexia student early.

Meeting students needs.

n/a Willing to be a team. I don't have any positive factors concerning the dyslexia services provided because I do not know what is offered.

Collaborative assessment and development of services There is support and understanding.

Parents have come to BISD from other schools due to the positive dyslexia program we have. Teacher support

A campus dyslexia specialist is a great asset.

Parent/teacher communication Paperwork on their needs Ms. Olsen answers any questions I have relating to student needs. She recommends teaching tools in order for dyslexic students to succeed. The teachers we work with in our schools are willing and anxious to accommodate to the needs of their students. The teachers are well informed on what to look for in their classrooms to help initiate a dyslexia referral. They are also well informed on what to do to help a dyslexic student. The dyslexia specialists are well trained...(but could always use more current information). There is good parent communication during 504 meetings as well as other times. Parent involvement is encouraged. Student's needs are always paramount. Students are given the opportunities to meet their individualized needs to be successful.

the amazing staff we have working with them. They are wonderful with the kids.

Students are able to experience success in their academic endeavors. Our Campus Dyslexia Coordinator, Darlene Olsen, is phenomenal.

the caring individuals who staff our schools. We have a great dyslexia teacher at our campus who is very supportive of her students and is always available for questions or to provide help. The professional development that BISD offers over Dyslexia are helpful in numerous ways: providing teaching strategies to help all students, helping teachers become more knowledgeable, and helping teachers to become more empathetic towards the dyslexic students.

The support from CO.

The identification of students, then providing the daily services. I appreciate that we now have a Secondary Dyslexia Specialist.

the dyslexia teachers

not sure.

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The dedication and skills of the dyslexia teachers and their ability to connect with students.

NA all of them.

Teachers who understand the need and are willing to be flexible to ensure student success. I just adore Ms. Gooden she is so good with our students!

Access and knowledge our teachers and specialists are the best and the children have excellent services from BISD.

I know they are serviced via 504 and Sped

I am not able to speak to this. Ms. Olsen, the dyslexia teacher at Fair Oaks Ranch Elementary is Wonderful!! She goes above and beyond to foster success for ALL students!

The recent additional support staff of the dyslexia teacher shared with the secondary schools.

Teachers care about all students and work hard to help dyslexic students learn. I don't know enough about the program to make comments.

We have a good relationship with parents of dyslexia students.

the staff are nice ladies who seem eager to help. The focus on the strength of the dyslexic student rather than the weaknesses.

The staff we do have are well educated in their field. They try to identify and help students. Our dyslexia specialists are phenomenal. They are willing to go above and beyond for every student. They communicate well with our teachers and parents.

WE now have a Dyslexia specialist on our campus a few days a week Teacher care about individual students are are willing to work with them.

The small group reading help the dyslexic students are receiving. Boerne ISD has well trained individuals and support available to students, teachers and families. They go above and beyond what I have seen in other districts in 20 plus years of teaching.

dip program They are identified.

Our teachers! Quality, professional identification of students w/dyslexia with specialized reading program to accommodate and support those students.

helping children do their best and helping them with strategies

We have a specialist on campus to help students with dyslexia.

Wonderful Mrs. Pantuso! My dyslexic students are doing so well after she started pulling them! Teachers are willing to implement strategies so long as they clearly know what is expected.

Susan Beemus. I do not have a response for this.

n/a Boerne ISD is trying to identify all students.

Teachers are informed as to which stduents are classified dyslexic.

dedication, expertise, and professionalism of staff involved The support staff is very caring and are focused on accomodating dyslexic students so that they have

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an equal chance for success.

Thankful for the dyslexia specialist on our campus who is available for any questions or concerns I may have during the year regarding a student's needs or curriculum advice. knowledgeable teachers (both of individual students and Dyslexia) and efficient systems to help support students in their academics.

new program Teachers' willingness to help students succeed and be confident learners. The teachers and how they help those students who are identified as Dyslexic. Their positive attitude and awareness of the students needs is key in helping each students with their specific needs and helping them reach their goals and make progress.

I am not really sure of the services that are available. I don't know any. early identification through the RtI process, knowledgeable dyslexia teachers on campus serving our students, flexibility with scheduling of services, access to curriculum content via strategies and accommmodations employed in the classroom for our students

Awareness of preponderance of the condition among our student piopulation The Dyslexia program is growing to meet the needs that have clearly been a problem for a very long time. Students being given the opportunity to have support from the regular education teacher and the Dyslexia teacher.

We received an added 1/4th position to help at the secondary level.

Willingness to work together for the benefit of the student. The quality of the DIP program and the benefit of having an interim elementary person to help with meeting with more students.

I don't know. a consistent program that meets regularly with students who need strategies to be successfully read and comprhend in the classroom.

The main concern is the students' needs.

The dyslexia support teachers Technology

Full-‐time specialists assigned to each campus administration is involved and caring

Willingness to grow knowledge base, and improve delivery services as we respond to our students. Support from classroom teachers offered to dyslexic students.

We're interested in improving.

n/a great dyslexia teachers. Our interventionists are awesome. Our teachers work hard and with passion for all our students. I am actually not only a counselor in BISD, I am also a parent of a student with dyslexia. I have been very happy with the services he has received.

* We have extremely knowledgeable and caring people servicing our Dyslexia students. They also listen to teacher concerns and provide help when needed.

They are working hard to provide the best services that they can.

Early identification, providing accommodations to ensure student success in the general education classroom

Being open to parent input and providing services geared toward parent request

having an assigned dyslexia teacher on each campus Identifying students that qualify for dyslexia services

students are identified early awareness

Students are identified and there is at least one dyslexia specialist. I cannot define any individual Dyslexia services provided by the district.

Our campus dyslexia reading specialists and our district dyslexia workshops.

None We receive paperwork on students with dyslexia services. However, if you are an inclusion personnel, there is no paperwork sent to them, only the teacher of record. We have strong a dyslexia teacher on our campus. They are knowledgable and always willing to help students, teachers, and parents.

our caring for the students with dyslexia N/A-‐-‐I am new to the district and am not an educator so I am unable to answer several of these questions

DIP program Testing protocols for dyslexia I have minimal involvement with this

The shared and collaborative nature of our district's problem solving nature for students' sake.

friendly teachers teacher involvement

The students get the help they need. BISD is committed to improving dyslexia screening and training.

Getting these students identified and in the program. Tracy Pantuso does an excellent job! They are being addressed in the Special ed/ 504 advisory board meetings now and input is being sought and given to improved services. Our dyslexia staff is caring, informed and knowledgeable and all have a passion for helping dyslexic learners read and succeed! Recently, BISD has offered more parent meetings in an effort to reach out and support parent of dyslexic learners at all grade levels. A BISD Dyslexia Handbook was developed outlining district procedures and guidelines for assessment and identification of dyslexia.

the small group setting that is available to these students The instructional staff.

The referral process is exceptional and done in a timely matter.

The availability of services, students have easy access to the Lexia program on the computer. Dyslexic instructors are very knowledgable and child centered

Most staff is knowledgeable and helpful when providing services. We provide extra time on assignments and tests for dyslexic students. I think we as a district try to identify as early as possible. Early identification is so important to their school career.

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intensive pullouts of identified students Darlene Olsen, our dyslexia teacher who cares about her students. She is a great advocate for students with disabilities and is plays an active role in our RtI process.

na I have no answer

I think that all of our students are adequately challenged to meet the goals set for their education. Students are recieving support in General Ed classrooms with support as needed. I am impressed by the attention to this program and work that has been done to better serve dyslexic students and establish positive relationships with parents.

The partnership of all educators, parents, students, and administration. Our dyslexia teacher really cares about her students and the they succeed and make progress.

Support in the classroom.

We are proactive. Caring staff who make sure students get what they need!

There is 100% support to teachers. the hiring of an individual highly skilled in working with the students.

We have a lot of Dyslexia specialists in the district. (For English)They care about our students.

Educating parents I have not been made aware of what Boerne ISD's Dyslexia services offer, and so have never used them

Our Bilingual students are starting to be tested.

Child centered programming communication with teachers

the total involvement from faculty. Supporting these great students with the positive support they need.

Child centered, parent involvment

Support staff The willingness of the Special Ed Department to work with the classroom teacher to implement the activities needed.

They are proactive.

Their staff and their commitment to our students.

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Parent Survey Results

Appendix D



Parent Survey of Effective Practices for Students with Dyslexia As a parent of a child with Dyslexia, please indicate your level of agreement for each statement below.

Strongly Agree

Agree Disagree Strongly Disagree

1. My child’s school provides quality services to my child with dyslexia.

32.3% 33.9% 22.6% 11.3%

2. My child’s school faculty assumes shared responsibility for all learners, including students with dyslexia.

37.1% 33.9% 14.5% 14.5%


37.3% 32.2% 25.4% 5.1%

4. I am knowledgeable of Boerne ISD’s procedural requirements related to students with dyslexia, including referral and identification.

27.9% 41.0% 23.0% 8.2%

5. The planning team received adequate assessment data regarding the needs of my child with dyslexia to enable us to make informed decisions regarding appropriate services.

31.1% 45.9% 13.1% 9.8%

6. My child’s teachers are skilled in applying classroom strategies to address the needs of students with dyslexia.

25.4% 35.6% 20.3% 18.6%

7. My child’s teachers are skilled in integrating technology as an instructional support and/or accommodation to address the needs of students with dyslexia.

20.7% 34.5% 29.3% 15.5%


29.3% 34.5% 20.7% 15.5%

9. As a parent of a child with dyslexia, I am a welcome and valued partner in educational decisions regarding my child.

43.5% 35.5% 8.1% 12.9%

10. I feel support by my child’s principal in my efforts to assure that he/she receives quality services for dyslexia.

27.6% 44.8% 12.1% 15.5%

11. I feel supported by the central office staff in my efforts to assure that my child with dyslexia receives a quality education.

29.6% 33.3% 20.4% 16.7%


Stetson & Associates, Inc. Page 1 Parent Survey Frequency Report

Boerne ISD Parent Survey Frequency Report 1. My child’s school provides quality services to my child with dyslexia.


Percent


Agree 21 33.3 33.9 66.1

Disagree 14 22.2 22.6 88.7

Strongly Disagree 7 11.1 11.3 100.0

Valid

Total 62 98.4 100.0

Missing Don't Know/NA 1 1.6

Total 63 100.0

2. My child’s school faculty assumes shared responsibility for all learners, including students with

dyslexia.


Percent


Agree 21 33.3 33.9 71.0

Disagree 9 14.3 14.5 85.5


Valid

Total 62 98.4 100.0


Total 63 100.0



Percent


Agree 19 30.2 32.2 69.5

Disagree 15 23.8 25.4 94.9


Valid

Total 59 93.7 100.0


Total 63 100.0


4. I am knowledgeable of Boerne ISD’s procedural requirements related to students with dyslexia,

including referral and identification.


Percent


Agree 25 39.7 41.0 68.9

Disagree 14 22.2 23.0 91.8


Valid

Total 61 96.8 100.0


Total 63 100.0

5. The planning team received adequate assessment data regarding the needs of my child with

dyslexia to enable us to make informed decisions regarding appropriate services.


Percent


Agree 28 44.4 45.9 77.0

Disagree 8 12.7 13.1 90.2


Valid

Total 61 96.8 100.0


Total 63 100.0

6. My child’s teachers are skilled in applying classroom strategies to address the needs of students

with dyslexia.


Percent


Agree 21 33.3 35.6 61.0

Disagree 12 19.0 20.3 81.4


Valid

Total 59 93.7 100.0


Total 63 100.0


7. My child’s teachers are skilled in integrating technology as an instructional support and/or

accommodation to address the needs of students with dyslexia.


Percent


Agree 20 31.7 34.5 55.2

Disagree 17 27.0 29.3 84.5


Valid

Total 58 92.1 100.0


Total 63 100.0



Percent


Agree 20 31.7 34.5 63.8

Disagree 12 19.0 20.7 84.5


Valid

Total 58 92.1 100.0

Don't Know/NA 4 6.3

System 1 1.6 Missing

Total 5 7.9

Total 63 100.0

9. As a parent of a child with dyslexia, I am a welcome and valued partner in educational decisions

regarding my child.


Percent


Agree 22 34.9 35.5 79.0

Disagree 5 7.9 8.1 87.1


Valid

Total 62 98.4 100.0


Total 63 100.0


10. I feel support by my child’s principal in my efforts to assure that he/she receives quality services

for dyslexia.


Percent


Agree 26 41.3 44.8 72.4

Disagree 7 11.1 12.1 84.5


Valid

Total 58 92.1 100.0

Don't Know/NA 4 6.3

System 1 1.6 Missing

Total 5 7.9

Total 63 100.0

11. I feel supported by the central office staff in my efforts to assure that my child with dyslexia

receives a quality education.


Percent


Agree 18 28.6 33.3 63.0

Disagree 11 17.5 20.4 83.3


Valid

Total 54 85.7 100.0


Total 63 100.0

Boerne ISD Parent Survey Open Ended Responses

To improve the Dyslexia services in Boerne ISD, I recommend:

No recommendations at this time Don't make students beg and make a big production to receive accommodations. This draws attention of those who will bully a student calling them stupid, etc. because they need an accommodation. I would like for my child's regular teacher to have more opportunities to learn how to help my child in certain subjects. Math is the one I'm most concerned about. I'm unsure if there is more in that subject that should be done in the classroom. I would recommend education and training for all elementary grade teachers on what Dyslexia is and how to identify it properly in children. It took teachers in the district way to long to identify my child. It was to the point that my child's self esteem was gone, my child hated school and acted out to cover up as they feel further and further behind. Most teachers don't even know what to look for when determining whether a child has Dyslexia. Early intervention is key and we are missing the boat on that key measure. I had a teacher tell me last year that she didn't know anything about Dyslexia and only asked to have my younger child tested because my older child has it. So, without her knowing that information my child would have finished the year without being diagnosed or receiving the help needed. That is exactly what happened to my older child. My older child slipped through the cracks until 4th grade. It was too late at that point for the school to provide enough assistance. I would also recommend a better transition process from year to year with the teachers. each year I start over explaining everything and that shouldn't be the case.

I have not been involved in the BISD school system long enough to make recommendations. There needs to be more than one dyslexia specialist in elementary level to allow more one on one with each student. Would also be beneficial if there were dyslexia specialist in middle & high school as well. Some student's aren't diagnosed as dyslexic until later on in life. It would also benefit the dyslexic students to have help in understanding the more complex work they face in the middle & high school level.SAC labs at every school is a necessity and to have them fully staffed at all times.

Keeping the quality teachers that are now present. I "feel support," but that does not necessarily mean that the support is there in fact. Although I am given assurances that special attention will be given, I don't know whether it is happening in reality. I also do not know the extent to which the teachers enable my child to learn to work. He has never been one oriented towards scholarship, but I would love to see him more motivated and more willing to learn how to reason independently-‐-‐not by the method of ignoring him or providing him the answers because that is the least labor-‐intensive thing for them to do. It would be nice if my child didn't have to get pulled out of class even if it's during flex time. I would support a before school or after school time instead.

Sample response only

n/a More comprehensive diagnosis process and/or multiple ways to evaluate for the characteristics of dyslexia. My answers are complicated. Trying to answer the above questions with our experiences at 2 different campuses with hugely different attitudes. This year at BMSS has been wonderful compared to Cibolo (a huge struggle). I had to argue/insist and feel rude and obnoxious in pursuing my request for diagnosis and accommodations. Teachers were nice but clueless. We contracted outside the school for dyslexia services because what was offered was useless. This year's BMSS teachers may not understand every detail about dyslexia but are willing to do anything to help and see it as their job to do just that. I am only knowledgable because I research for myself and advocate for my child. The

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504 team at BMSS seems to understand so much better and is willing to truly find solutions. That being said -‐ EARLY IDENTIFICATION of students with dyslexia is key!! Qualified and experienced staff/faculty are a must in helping dyslexic children during identification and intervention. The RTI stuff and extra reading comprehension instruction isn't helpful or even enough if the child's dyslexia isn't being addressed. Exempt from TAKS Test, Spelling Tests, AR Points, timed tests, these are all things that lower their self esteem. Allow usage of calculators, times table sheet, read to go app/audio books, copied teacher/student notes for middle & high school, high school not required to take foreign language. Not punished by staying in from RECESS when work is not completed. This is when their brains that work twice as hard get a break! Testing by 1st grade, early intervention is the key! Children should not be getting diagoned in 5th grade -‐ the educators have failed their job when this is the case! It is not something they will GROW out of!!! Stronger phonetic development in kindergarten. All teachers should be knowledgable of dyslexia -‐ signs, early detection, etc!! START thinking OUTSIDE the BOX -‐ our children do not and will not ever be like MOST kids. Less homework, we should not be spending 3 hours at home on schoolwork in elementary school. Most of the dyslexic children I know including mine, go to private tutoring after school so it's not that they aren't trying! More empathetic teachers, my child should NEVER have been told some of the things she was by educators, this in turn caused a hatred for school...if WE do not talk to our children that way neither should THEY...our children are not STUPID! The list could go on and on as you can see we felt very let and beat down by BISD!

I have been pleased and impressed with the support at CCES. All teachers need to understand how to help those that need help. If they need to go get help on their work, then the teacher needs to allow enough class time for the student to get the help he/she needs. Teachers need to be educated on being able to identify a child with dyslexia or another learning disability and NOT be Sooo quick to label them as " the lazy" child in the family or the one that is going to need a push. I tried for 2 years to get a teacher at CCES to listen to me and no one ever did! Had to have him tested privately and spend $350 dollars, that I didn't have before they would listen to me. The process in school moves too slow. With Dyslexia the earlier you can identify it the better it is for the child. CCES made it very difficult for me and it has a very very bad reputation with many other families going through the same thing.... To begin with, 10% of the world's population is Dyslexic. BISD has only identified 5% of its population (per BISD staff #'s shared at a board meeting). We, parents/tax payers, have heard NOTHING as to what immediate actions are being taken to rectify this tragedy. #1 Issue -‐ EDUCATION -‐ BISD faculty and staff are not truly educated about the needs of Dyslexic learners and/or Section 504 law. More training is needed on both Dyslexia and Section 504 for everyone in BISD. Inequality/inconsistency from campus to campus -‐ not all campuses have SAC labs. These SAC labs have pros and cons, but if you ask most parents, the Pros far exceed the Cons. Why don't we have these at each campus? Also, why are so many accommodations so different from campus to campus? Too many times, BISD faculty and staff violate 504 student civil rights. My children have experienced it over and over, and numerous other families have shared the same. One example...we gave a friend the list of accommodations that our 504 child receives. When they asked for the very same accommodations at CCES, they were told, "we don't do that." This is a point blank LIE, and Discrimination. Parents are tired of faculty and staff not following/supporting the 504 accommodations. These are protected by laws regarding Civil Rights. We truly don't know what to do since parent after parent has shared with the district examples of Civil Rights violations. BISD Sr Execs are focused on "who," instead of "what." They always want to know "who" is complaining, instead of "what" was done to violate Civil Rights on campuses -‐ especially CCES. If BISD really wants to show parents of Dyslexic students how much

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they care, host a dyslexic parent and student focus group with the Superindendent, all Principals, all Assistant Pricipals, District Circulum staff, and SpEd/504 staff. Send out MASSIVE amounts of communication beginning two months before, and invite the media (any and all). Teachers (not all, but many) ignore accommodations. Administrators (not all, but many) try to prevent accommodations. Per the 2014 Texas Dyslexic Handbook, we are to test immediately at the request of parents. We have not heard anything about how BISD plans to implement the changes introduced in the 2014 handbook. We have much more success with our dyslexic specialist tutor. But, this costs additional money. Parents in BISD are spending thousands of dollars annually on outside tutoring becuase the need of the student is not considered. CCES is the WORST at this. The culter there is TERRIBLE, and that starts at the top. We are now at another campus and our dyslexic student is doing much better. It is terrible that we have a District Dyslexia specialists (Betsy I) who is not dyslexic, has never had a dyslexic child, and is NOT respected by her peers. Faculty/staff at CCES refused to test my student for Dyslexia, even after multiple requests. When they finally did test her, we were told she was not Dyslexic. So, we had her tested by two different people outside of BISD. Both indicated that is VERY DYSLEXIC. This is a VERY COMMON story at CCES. Refusing to test a child is not in violation of the 2014 Texas Dyslexia Handbook. There is a parent in this district who's student was placed in a closet because she has dyslexia. NOTHING...and I mean NOTHING...was done to investigate this and share with the parent what measures are being taken to ensure this doesn't happen again. Something needs to be done regarding substitute teachers too. There are several stories shared at the focus group of students' civil rights being violated while having a substitute. Test earlier. This should be tested in elementary school and not wait until the child is drowning in the 8th grade before testing and then be retained for struggling all those years. Help with organization. One on one time.

Actually face the problem and work with parents to find solutions that work. The problem I have seen is that classroom teachers forget, or just ignore the fact that my son has dyslexia. Classroom teachers need to have more patience with students with dyslexia. At the beginning of the school year, the teacher does not even know he has dyslexia. Parents of children with dyslexia should have a meeting with the teach prior to the first day of school. Children with dyslexia need a teacher that is less "structural" and more understanding of them and how they learn. Teachers have large classes and have to teach new concepts every day and these poor kids dot have time to retain what they learn and are overlooked. The teachers and staff can't and don't teach to the student, just as a class. Improved awareness/education about Dyslexia especially for teachers with younger students. I had to really fight for my child to be tested in 2nd grad. I realized that there is a lot of work involved but lack of education can cause some to be dismissive. My child was diagnosed and was not being given any special instruction until I brought it to the attention of a math teacher just a few weeks ago. My child was not being given any special provisions and was failing his classes which made me concerned, so I scheduled a meeting and at that time she pulled his file (504) and realized that all year he had been going to regular studies and not getting the help he needed and made the change 10 weeks into the school year.

Na

I have no recommendations at this time. We need to move toward fidelity in testing, reporting of test results and recommendations for services. A coordinator specific for dyslexia services who can attend 504 meetings, coach teachers, test students and problem solve to strengthen relationships between all parties is needed. Since moving to middle school I have personally been offered one evening program to attend regarding dyslexia. I don't consider this a real outreach regarding the issue.

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TEA do an audit where Boerne ISD will have to pay for their lack of urgency to respect these children with their learning disabilities. To make it mandatory that all teachers and administrators in elementary, middle school and high school understand dyslexia is not just a reading issue.. it is a processing issue that does not go away. To educate all that you can not bully parents to take away accommodations already in their child's 504 and that a child with a disability should not be discriminated against in the classroom by the teacher because the teacher does not want or know they have to give the child every accommodation whenever the child wants or needs it. That children with dyslexia are worthy of any level of education they want, ie.. taking pre-‐AP classes and that the statement "SOME ACCOMMODATIONS DO NOT APPLY TO PRE-‐AP CLASSES" is a farce and a discrimination to the child. Boerne ISD is failing these children and is not fixing the situation by educating all teachers at all levels right now! They need to have mandatory week (maybe spring break) where they read the 2014 TEA book that tells them the laws of 504 and how they are accountable to each one of them daily with every 504 child, just like special education.

We are very new to the program and love everything about the services.

I see no need for improvement at this time More communication regarding annual meetings...feel like school would have meeting with or without me.

All teachers be required to attend training. Happy for what they're doing for my child.

Na Be more proactive in identifying children. It took us almost a year to get our student identified and a plan of action developed -‐-‐ and we had to ask for our student to be tested. The entire school year when by without getting any help -‐-‐ especially during STAARs testing.

N

Teachers/ educators need to get much more training in dyslexia ! Haven't really been in the program long enough.

Continued Stagg development for teachers. Continued parent meetings and training.

earlier intervention and identification My child has dyslexia and ADD -‐ the two classes (reading and math) that she struggles the most with are at the end of the day. One class is even after PE. WHY? Did the administration not realize this with her schedule? I recommend that the schools actually take time to work with the kids and to LEARN the kids. Class schedule is important. MAJOR classes should NOT be at the end of the day. She also has to carry a copy of her accommodations with her because teachers don't know what she is allowed to have.

N/A

Annual meeting with teachers and student Offering multiple opportunities/nights for the dyslexia parent night. Each year it is offered on a single night and neither my husband nor I are able to attend. Most likely I am not the only parent in this situation. I WANT to be more involved but don't feel there is opportunity. I WISH I knew more about the program -‐-‐ but I don't feel there is opportunity to learn and/or be involved. I have to rely solely on trust. I also wish that everyone was more forthcoming with technology available to dyslexia students. When I inquired about a certain technology piece, that is used by most all in surrounding districts, no one on the campus had one or was using one. The general teachers need to be on board. My child is falling behind when pulled out to see Dyslexia teacher. He's required to figure out the lesson himself. The general teacher tells the student that she doesn't have time to read to him. Reading tests to him is part of his 504 Plan.

More programs for parents on aids, devices and assistance they can use to help their children with Dyslexia. Think they are doing a great job. Have very informative meetings and are genuinely interested in helping these kids. Educate teachers on all of the symptoms/problems dyslexics may encounter more. I'm not sure that all teachers even know what areas are prominently more difficult for them or why directions need to be reinforced to dyslexics. It's not always ADD!!! I'm not sure if in the classroom enough is being done and that is not the teachers fault. That is due to not enough time with too many students and too much material to cover. I don't know about any othe child , but with my child he likes classes that are exciting , he thinks that some of the classes are boring. And I the mother of a dyslexic child would like to see that teachers try and make there class rooms a limitless more fun and exciting for children of dyslexia. Thank you.

I am very pleased with the services provided. I have no comment. Teachers actually look at the child and do what is best for them, not assume the child will ask for help when needed. Even at the high school level, it shouldn't be up to the child to get the help they need. It is often awkward, overwhelming, and uncomfortable for the student to have to seek out this service. If they are struggling, the teacher should see that and intervene!!! The schools and district are not at all proactive about identifying and supporting children with dyslexia, nor are teachers properly trained in seeing signs and identifying potential students with dyslexia. Despite my son have all of the sign and difficulties, I had to beg the teachers and counselor at Kendall Elementary to test him. I found out in the process, that I had to put the request in writing. My son's diagnosis was delayed by YEARs as a result of the district's ineffectual program.

Dyslexia teacher had not even met my child prior to our meeting in October. teacher's use the accommodations in the student's 504 to ensure success in the classroom. The parent should not have to monitor whether a teacher is following the plan. It's the law. #11: its hard to put either agree/disagree... I think they do what they can-‐ I believe that at the elementary level there needs to be either a place for students to go to receive help on typically independent assignments or have smaller class sizes so that the classroom teacher has the realistic opportunity to implement all acc.

Nothing, doing a great job

communication regarding options for students for dyslexia A progress report be provided to parents every nine weeks specific to dyslexia... The report should show were my child is in relationship to the reading level standards. It should also track progress, areas of opportunity, and identify goals for the next 9 weeks. The Vice Principal at CCES does not do a good job of getting these students identified or supported in the classroom. Does not have good communication with the parents either! Early intervention!! More funds appropriated for students w needs. Teachers need to have the authority to identify a learning disability early so parents and school an work together to meet the child's needs. Early intervention means these children would have more skills to help them succeed. Teachers need to follow accommodations . If they can not there needs to be another resource for these kids at school.

They are doing a great job with my child. I am so thankful for the folks at Kendall. They work so hard.

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The most positive factors of Boerne ISD's Dyslexia services are:

Ms. Gooden! my child thrives in her class. Mrs. Ashlie D'Spain's compassion and support. We recently moved to another state that did not offer any form of dyslexia services and we quickly(within 6 months) moved back here bc of the wonderful and extremely helpful services and teachers. We are so thankful for our dyslexic teacher and could not be more greatful for her. I hope that she can be recognized for the difference she makes daily in my child's life. 1. Having trained Dyslexia Teachers at all elementary is a very valuable to our district. Many districts that are much larger than ours do not have that. 2. Adding the secondary school Dyslexia staff has been great, as well. I believe there needs to be more than one person to provide services, but again it's better than most districts. 3. I will take a minute and tell you that without Susie Giles, my older child would have never overcome the emotional effects of her diagnosis. Not only did Mrs. Giles teach skills to overcome Dyslexia she never gave up on my child and she was there day after day to support the emotions she experienced. Speedy communication between teachers, staff and parents is wonderful tool in assessing and solving problems quickly. I really appreciate this. My son's dyslexia teacher is wonderful & the staff at the elementary level seem really genuine in that they are trying everything possible to help my child. There seems to be more information on dyslexia available to us parents.Parents are being made more aware of their/their child's rights & accommodations under 504 program.

the teachers. The staff is definitely interested in my child's welfare and is doing what they can, but the extent to which they can do anything may be limited. They had a very good teacher who specialized in teaching those with dyslexia that was supposed to be one of his teachers in the 8th grade. That teacher was transferred to another location and never had the opportunity to work with my child. The small group/individual time with child to work on his needs. Recognizing the importance of teaching to different learning styles and figuring out strategies for him to use to become more of an independent learner.

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Receiving daily instruction from the reading specialist. Moving into BMSS made such a big difference because of several points: my child's needs are identified and planned for, kids are placed in appropriate curriculum level classes that have appropriate aids and assistants, they offer SAC lab (HUGE help!), teachers are not annoyed by accommodations, and oddly enough the A B schedule is a positive thing for my child. There aren't any, that is why we pulled our child out of public school and now pay for a private education! No one was willing to help, from the teachers to the vice principal, all I ever heard was we can't do that or if I have time, we don't totally blame the educators, it's about how they choose to use tax payors money and it's TIME FOR A CHANGE!! Good luck:)

The understanding of all my child's teachers of the needs of the dyslexic student. I cannot think of anything positive as I feelime I am contantly fighting to get my child help in her classes. I don't know of any other then my son gets tutored 4 X's a week by a teacher who is still learning how to teach dyslexia kids but is not certified. BISD has appeared to make some progress (albiet small) with regard to Dyslexia. Thanks goes to the group of parents who are REALLY pushing BISD to just "do the right thing." BISD's committment to the

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Special Ed and 504 committee is VERY IMPORTANT. This committee has made more progress and has brought attention to dyslexia in 1.5 years than in the HISTORY OF BISD. There is a sac room but cant say thats a positive when no one on one only a quieter place. Should be a place for more help, more directon and more one on one if child still struggling on assignments. If a child is sent to sac could be used better.

None, the BISD has a very adversarial process when it comes to Dyslexia. Daily dyslexia time with a specialist. Annual dyslexia information night for parents that BISD has.

Teachers and staff are friendly. Once the testing and "diagnosis" occurred my child has received excellent support from the Dyslexia specialist Mrs. Olsen and her teachers.

nothing Open discussion about services.

The staff working with my child. The district recognizes areas for improvement and is asking for input from a variety of sources. My child receives dyslexia intervention services and is making adequate progress.

I haven't seen too many services offered. Only one this school year. NONE -‐ there is not consistency from one school to the other. Every school doing their own thing. Asst Principals run the ARD's and 504 meetings and they are not educated on the subject. Give the Asst Principals and teachers a test of all the rights and accommodations for 504 students as per TEA and this school district would completely fail! My child just told me today that her 2 favorite classes are going to Mrs. Pantuso's class Science. I love that she doesn't feel segregated by being pulled from her regular class-‐my daughter feels very comfortable and doesn't hesitate going.

How quickly I was able to have my child tested and services to begin Darlene Olsen and Cheryl Reinke were God sends for my son.

The pulling together to help these kids to be productive learners. And excited about the possibilies.

Help for my child and good communication Open discussion about services. Faculty is truly interesting in helping student be successful. They do not act like it is a bother to have students with learning needs, but rather approach dyslexia as a positive program to help students achieve their potential. I am very thankful for that.

N They do accommodate a child's needs We are new to the district & public school this year so it's all new to us. My daughter only receives spelling assistance so my knowledge of the program is limited. However, Mr. Miller called me personally to go over initial meeting procedure & I thought my husband and I were heard & part of the decision making process. Her grades are excellent & she is thriving so I'm thrilled with that. I think she does still struggle with phonetic awareness & worry that may catch up with her later even though she's currently doing really well.

There is a dyslexia specialist at each elementary campus. the support of the teachers and consistancy of accomodations I don't really have one. 504 Meetings are usually up to date, but this year we are late. I should have had the meeting in October, but have not gotten a notice yet. My children's dyslexia teacher is not only knowledgable but also is very motivating. She expains that being dyslexic will mean that you have to work hard, but that it does not mean you are any less smart

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or less capable than those without dyslexia. She constantly shows real life examples of successful people with dyslexia to her students. My children are not ashamed of this condition because of how this has been presented. The school also supports my children. I am glad to know that the system will not let dyselxia be used as a "crutch". The system provides real, genuine accomodations for each individual child. I do not want my dyslexic children looking for assitance that is not needed. That would create a bigger issue outside of the school system. The district monitors and reviews yearly to assure needs are being met. I attend these meetings and provide informaion that is used in making decisions for my child. Overall I am pleased with the services both of my dyslexic children receive in BISD.

The resource teachers and their knowledge and passion to the disability My child's dyslexia teacher is very kind, loving, and he adores her. The Dyslexia teacher, Ms. Pantuso is doing an excellent job. Each day my child comes home he seems to learn something new. He enjoys the time he has with her. The attention and training the teachers have that help my child on a daily basis with her work and struggles with dyslexia. My son has always received the additional support he needs to be successful in the classroom. The annual 504 meetings are run very professionally.

The teachers really try to work together in each of the rooms. They communicate well. I don't know everything my child has to work with at school. But they do try their best to accommodate him. I think they have done well so far. Thanks.

The team put together to work with my child.

I appreciate the caring faculty members who work with my child, BMSN, Boerne, TX. Don't know. My child never wanted to be pulled from his regular classroom to get services. He would then have "make-‐up" work to do as homework when he missed his "regular" class. That is not effective. He felt is was more of a punishment to be pulled out for services!! Sad!!!! The parent meetings. However, more frequent meetings are needed and more communication is needed between the dyslexia coordinators and the parents. The new coordinator at BMSS has had absolutely no communications with me (or other parents, as far as I know), even though I requested a meeting as soon as the new coordinator was identified. I appreciated that most the teachers returned information to counselor so he/she could share at meeting.

specialists in the elementary schools who communicate with parents

Our interventionists and teachers. New technologies being used. While I have had positive experiences with teachers that recognize my student's challenges, I have not had any contact or support from the district.

Mrs. Darlene Olsen's love, dedication, encouragement and skills she gives to my child.

The Dyslexia teacher is wonderful!!! That they recognize its a problem.

I am so thankful for the staff at Kendall.

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data collection tools · • having a dyslexia specialist on campus is a great benefit and support....

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