dyslexia program desktop evaluation...result in improvements in, revisions to, or discontinuation of...

Dyslexia Program

Desktop Evaluation

2012-13 to 2016-17

Office of Assessment and Evaluation

Clear Creek Independent School District

Office of Assessment and Evaluation

Dyslexia Program Desktop Evaluation

Presented to Board of Trustees on October 9, 2017

2017-2018 Board of Trustees Program Evaluation Team Page Rander, President Laura DuPont, Ph.D., Vice President Jay Cunningham, Secretary Arturo Sanchez, Trustee Charles Pond, Trustee Ann Hammond, Trustee Chris Reed, Trustee Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Scott Bockart, Assistant Superintendent for Secondary Education Holly Hughes, Assistant Superintendent for Elementary Education Lisa Hardcastle, Section 504 and Dyslexia Coordinator Charlotte LeBlanc, Lead Dyslexia Teacher Jonathan Maxwell, Ph.D., Executive Director, Assessment and Evaluation Laura Gaffey, Data Analyst, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation

Dyslexia Program Desktop Evaluation 2012-13 to 2016-17

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The purpose of evaluating programs in CCISD shall be multi-faceted and shall result in findings, recommendations, and/or conclusions that:

Ensure program alignment with the District strategic plan;

Assess strengths and weaknesses of the program;

Measure the success of the program in meeting its expressed goals; and/or

Result in improvements in, revisions to, or discontinuation of the program.

As part of CCISD’s program evaluation process, the Office of Assessment and Evaluation has completed a second “desktop” program evaluation for the Dyslexia program encompassing the five-year period from the 2012-13 through 2016-17 school years.

CCISD’s Strategic Plan includes the following seven strategies, and the Dyslexia Program aligns with five of the seven strategies as detailed below:

I. We will inspire learning though an array of personalized opportunities and experiences. Students identified with dyslexia receive personalized instructional strategies to meet their needs as determined by the students’ academic goals and needs.

II. We will provide student support to meet the needs and aspirations of each student. Dyslexia teachers support students’ needs and aspirations through the relationships they build with their students and with strategies to cope with dyslexia. Teachers continuously monitor students’ academic success through ongoing observations and data.

III. We will ensure safe and nurturing learning environments. Students identified with dyslexia receive personalized instructional strategies to meet their needs in an environment that consists of a small student to teacher ratio in order to optimize the learning.

IV. We will ensure each student understands and assumes his or her role as a productive citizen.

V. We will broaden and strengthen connections within our communities.

VI. We will ensure mutual understanding and support through effective communication. There are opportunities for parents and guardians to gain knowledge and understanding about dyslexia and how a student may display those behaviors as well as support their student if they have been identified with dyslexia or think they may display characteristics. There are parent meetings as well as the Dyslexia program website for information.

VII. We will build capacity for organizational change. The Dyslexia teachers and staff members participate in a variety of professional learning opportunities at the local and state level. The focus of these professional learning sessions is to incorporate best practices for instruction to ensure success for students identified with dyslexia.

Dyslexia and general education teachers are supported and trained by district level staff throughout the school year in individual, campus, and/or district level sessions.


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The Desktop Evaluation is designed to provide the data and analysis necessary for decision making while causing minimum interruption of current operations. The process will include:

A. Demographic Monitoring B. Professional Learning Monitoring C. Financial Monitoring

The process is planned to achieve the following goals: 1. Provide a systematic process for studying the viability of instructional products/practices. 2. Provide (broad-based) feedback to and from instructors to enhance program planning and decision-making efforts. 3. Provide the framework for institutional effectiveness as established by administrator groups. 4. Organize internally collected data to allow trend analyses. 5. Provide a process for linking budget development with the planning process. 6. Compare stated objectives with outcomes from multiple sources. 7. Identify instructional products where some corrective action is needed, and utilize the information for continuous improvement.

The Desktop Evaluation is used to evaluate products or systems in place that are not full programs or to evaluate programs that are mandated. The Desktop Evaluation is shorter, as it is focused on a few attributes. CCISD is required to have the Dyslexia program, so the desktop evaluation is utilized to determine aspects to be improved or that could be modified.

Updates Since 2011-12

Changes from the TEA Revised Dyslexia Handbook, (Revised in 2014)

De-emphasized the use of Response to Intervention prior to an evaluation for dyslexia;

Expanded the age to evaluate for dyslexia to include students in kindergarten; Clarified the public school’s obligation to evaluation students who are enrolled in

private school or homeschooled if dyslexia is suspected.

The most recent legal updates are:

Texas Administrative Code §232.11 (State Board of Education Rule) Number and Content of Required Continuing Professional Education Hours

(e)The required CPE for educators who teach students with dyslexia must include training regarding new research and practices in educating students with dyslexia. The required training may be satisfied through an online course approved by Texas Education Agency staff. Source: The provisions of this §232.11 adopted to be effective August 12, 2012, 37. (this is why we do Dyslexia Awareness Week)

Texas Education Code §42.006(a-1) (State Law) §42.006 Public Education Information Management System (PEIMS)

(a-1) The commissioner by rule shall require each school district and open-enrollment charter school to report through the Public Education Information Management System information regarding the number of students enrolled in the district or school who are identified as having dyslexia. The agency shall maintain the information provided in accordance with this subsection. Amended by Acts 2013, 83rd Leg., R.S., Ch. 295 (H.B.1264), sec. 1, eff. June 14, 2013.


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There was one recommendation as a result of the last Dyslexia program desktop evaluation presented in April, 2013.

1. By December 2013, utilize collected data to make programmatic improvements in direct instruction and monitoring for students identified with dyslexia.

Upon assessing the strengths and weaknesses of CCISD’s dyslexia program and determining if the program has been meeting its expressed goals, it was ascertained that current progress monitoring practices were not providing the department with sufficient data to make said conclusions.

Additional progress monitoring measures were added, as well as the strategic abandonment of procedures/measures as deemed necessary. The dyslexia department added categories to include data not previously considered when reviewing campus/district spreadsheets related to the cognitive processes that have been determined to be a deficit when determining individual student growth.

The following data has been utilized to assist in making programmatic improvements in direct instruction and monitoring for students identified with dyslexia:

Student Dyslexia Portfolio for Progress Monitoring

o Includes formative and summative assessments

Dyslexia Portfolio Cover Sheet new Attendance and Monitoring Report new BAS/SEL Student Profile new Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark Student

Profile new DIBELS Progress Monitoring probes revised Informal Dyslexia Progress Report Mastery Check Profile - Basic Language Skills (BLS) Mastery Check Profile - BLS (with scores) Mastery Check Profile - Dyslexia Intervention Program (DIP) Reading Excellence: Word Attack & Rate Development Strategies (REWARDS)

Check-Up Profile revised State Assessment Profile new

In addition, the number of referrals submitted by each campus is reviewed in order to assist in understanding why the number of students identified with the condition of dyslexia is lower on some campuses as compared to the other CCISD campuses.

The Dyslexia Early Identification Initiative (DEII) was implemented in the 2015-2016 academic year. The purpose of the initiative is to 1) identify students by the end of first grade so that these students are provided direct, explicit, systematic and cumulative, multisensory instruction in basic reading using research based practices by a trained dyslexia teacher, so that the achievement gap that exists with typical readers narrows or closes; and 2) provide assistance to classroom teachers in understanding how to utilize existing data that has been currently and previously gathered by the campus to help identify students that are at risk of having the condition of dyslexia.


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TEA - Dyslexia

As stated in the 2014 Dyslexia Handbook, “Texas Education Code (TEC) §38.003 defines dyslexia in the following way:

(1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

(2) “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability”. (EDUCATION CODE CHAPTER 38. HEALTH AND SAFETY)

The Dyslexia Handbook further breaks down some common risk factors associated with Dyslexia by grade level, from preschool through postsecondary. There are also other academic difficulties and conditions which may be exhibited by students with dyslexia. These could have an impact on the effectiveness on instruction.

Students having difficulties that are specific to basic reading and spelling are often overlooked in the classroom that encompasses students with multiple academic and/or behavioral needs. When students having the condition of dyslexia are identified by the end of first grade and provided direct, explicit, systematic and cumulative, multisensory instruction in basic reading using research based practices by a trained dyslexia teacher, then the achievement gap that exists with typical readers narrows or closes. Therefore, the dyslexia department began an initiative in the 2015 – 16 school year in which the campus dyslexia teacher meets in small focus groups with kindergarten, first and second grade teachers to train those teachers on the common signs of dyslexia and review (Benchmark Assessment System/Sistema de evaluacion de la lectura)BAS/SEL data reports to identify students in need of an evaluation for dyslexia as early as possible.

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003


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Desktop Evaluation Topics

The following topics were analyzed based on the Desktop Program Evaluation process to evaluate the Dyslexia program.

1. Demographics

2. Professional Learning

3. Annual Cost per Student


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1. Demographics

This section (pages 6-11), shows the demographic breakdown of students identified with dyslexia as compared to Clear Creek ISD (CCISD) over the last five years.

The table below displays the subgroup breakdown for CCISD and students identified with dyslexia. Over the five year period of this study, there is a higher percentage of males than females identified with dyslexia and a higher percentage of males as compared to the overall population in CCISD. Over the five year period of the study, there were a higher percentage of Hispanic, white, economically disadvantaged, and at risk students identified with dyslexia as compared to the overall population in CCISD.

Dyslexia Data 2012-13 Through 2016-17

District Dyslexia

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017

Female 49% 49% 49% 49% 49% 43% 42% 42% 43% 42%

Male 51% 51% 51% 51% 51% 57% 58% 58% 57% 58%

Asian 10% 10% 10% 10% 10% 2% 1% 1% 2% 1%

Black 8% 8% 8% 8% 8% 6% 7% 8% 6% 6%

Hispanic 26% 27% 28% 29% 30% 31% 30% 30% 31% 34%

White 52% 51% 50% 49% 47% 57% 59% 58% 56% 54%

Eco Dis 26% 25% 25% 26% 27% 34% 33% 28% 30% 33%

LEP 7% 7% 8% 8% 8% 10% 9% 8% 5% 6%

SPED 9% 9% 9% 10% 10% 9% 11% 12% 26% 28%

GT 9% 10% 11% 11% 11% 1% 0% 1% 1% 2%

At Risk 28% 33% 35% 35% 33% 58% 66% 65% 75% 62% *in 2015-16, students identified with dyslexia were also coded as students receiving Special Education services ** based on students in grades 1-12 on Snapshot day Dyslexia data reflects all students who were coded in the student information system as identified with Dyslexia. Not all students who were coded are continuing to receive services.

District* Dyslexia** Percent

2012-13 35,518 472 1.3%

2013-14 35,837 534 1.5%

2014-15 36,606 597 1.6%

2015-16 37,088 637 1.7%

2016-17 37,635 954 2.5% * based on students in grades 1-12 on Snapshot day * based on students identified with dyslexia on Snapshot day

Based on the data from the International Dyslexia Association, “15-20% of the population as a whole may have symptoms of dyslexia” (How widespread is dyslexia?). The table above shows. The percentage of students who have been identified with dyslexia in CCISD, grades 1-12.


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1. Demographics

The chart below displays the subgroup breakdown for CCISD and students identified with dyslexia. Over the five year period of this study, there is a higher percentage of males than females identified with dyslexia and a higher percentage of males as compared to the overall population in CCISD. Over the five year period of the study, there were a higher percentage of Hispanic, white, economically disadvantaged, and at risk students identified with dyslexia as compared to the overall population in CCISD.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Female Male Asian Black Hispanic White Eco Dis LEP SPED GT At Risk

Dyslexia and District Demographic Comparison 2012-13 Through 2016-17

Dyslexia 2013 Dyslexia 2014 Dyslexia 2015 Dyslexia 2016 Dyslexia 2017

District 2013 District 2014 District 2015 District 2016 District 2017


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1. Demographics

Students who are struggling with their academics may be recommended to be tested for dyslexia in one of their Student Success Team (SST) meetings. The result of this process will show an increase in the number of students who have been identified with dyslexia from the beginning of the year. The table below shows the number of students who have been identified on Snapshot day versus a corresponding day during the spring semester. There is an increase of students identified with dyslexia from one year to the next along with an increase from the fall to the spring.

There is a larger number of students identified with dyslexia beginning in grade 2 as compared to kinder or grade 1. The largest increase begins during grades 3-6 due to the introduction of State of Texas Assessment of Academic Readiness (STAAR) during grade 3. If a student does not meet the STAAR passing standard, a Student Success Team (SST) will be formed to determine the best course of action for each student for continuous academic improvement.

Year KG 01 02 03 04 05 06 07 08 09 10 11 12 Total

Spring 2013* * 32 72 70 63 61 50 43 27 12 18 21 472

Snapshot 2014 * 5 25 50 92 77 66 63 48 46 29 15 17 534

Spring 2014 * 13 53 56 89 73 67 61 48 42 27 13 16 559

Snapshot 2015 * 28 81 67 95 77 63 57 49 37 27 13 597

Spring 2015 9 50 92 69 94 75 61 57 47 40 27 13 634

Snapshot 2016 * 20 70 98 72 86 66 56 65 40 39 24 637

Spring 2016 5 46 91 106 103 111 89 75 59 44 44 27 800

Snapshot 2017 * 7 46 87 118 129 113 126 103 83 60 41 40 954

Spring 2017 * 16 70 104 134 136 116 132 104 81 61 41 40 1036

Total * 62 370 703 843 842 772 711 591 499 350 265 211 6223 *data was not captured in the fall of 2012-13 in the student information system

The following table displays the same data as the previous table, however, this compares the same time of the year in which data is collected. The pattern displayed by color strands shows the increase then decrease in the number of students identified with dyslexia.

Year KG 01 02 03 04 05 06 07 08 09 10 11 12 Total

Snapshot 2014*

* 5 25 50 92 77 66 63 48 46 29 15 17 534

Snapshot 2015 * 28 81 67 95 77 63 57 49 37 27 13 597

Snapshot 2016 * 20 70 98 72 86 66 56 65 40 39 24 637

Snapshot 2017 * 7 46 87 118 129 113 126 103 83 60 41 40 954

Spring 2013 * 32 72 70 63 61 50 43 27 12 18 21 472

Spring 2014 * 13 53 56 89 73 67 61 48 42 27 13 16 559

Spring 2015 9 50 92 69 94 75 61 57 47 40 27 13 634

Spring 2016 5 46 91 106 103 111 89 75 59 44 44 27 800

Spring 2017 * 16 70 104 134 136 116 132 104 81 61 41 40 1036

Total * 62 370 703 843 842 772 711 591 499 350 265 211 6223 *data was not captured in the fall of 2012-13 in the student information system


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1. Demographics

The following chart displays the percentage of students identified with dyslexia distributed by grade level. For example, at Snapshot day in 2014, there were 17% of the 534 students identified with dyslexia in grade 4.


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20

40

60

80

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120

140

KG 01 02 03 04 05 06 07 08 09 10 11 12

Dyslexia Identification Comparison by Grade Level2012-13 Through 2016-17

Snapshot 2013 Snapshot 2014 Snapshot 2015 Snapshot 2016 Snapshot 2017

Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2017


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1. Demographics

The following table displays the percentage of students identified with dyslexia distributed by grade level. For example, at Snapshot day in 2014, there were 17% of the 534 students identified with dyslexia in grade 4.


KG 01 02 03 04 05 06 07 08 09 10 11 12

Spring 2013 0% 1% 7% 15% 15% 13% 13% 11% 9% 6% 3% 4% 4%

Snapshot 2014 0% 1% 5% 9% 17% 14% 12% 12% 9% 9% 5% 3% 3%

Spring 2014 0% 2% 9% 10% 16% 13% 12% 11% 9% 8% 5% 2% 2%

Snapshot 2015 0% 1% 5% 14% 11% 16% 13% 11% 10% 8% 6% 5% 2%

Spring 2015 0% 1% 8% 15% 11% 15% 12% 10% 9% 7% 6% 4% 3%

Snapshot 2016 0% 0% 3% 11% 15% 11% 14% 10% 9% 10% 6% 6% 4%

Spring 2016 0% 1% 6% 11% 13% 13% 14% 11% 9% 7% 6% 6% 4%

Snapshot 2017 0% 1% 5% 9% 12% 14% 12% 13% 11% 9% 6% 4% 4%

Spring 2017 0% 2% 7% 10% 13% 13% 11% 13% 10% 8% 6% 4% 3%

Total 0% 1% 6% 11% 14% 14% 12% 11% 9% 8% 6% 4% 3%

*data was not captured in the fall of 2012-13 in the student information system


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Over the five year period of this study, there have been hundreds of hours of professional learning in and out of the district, available for classroom teachers, the lead dyslexia teacher, dyslexia teachers, special education staff, the coordinator of the Dyslexia program, and parents. Professional learning was presented in a variety of ways: in person (inside and outside of the district); online through itslearning and the district website; weekly newsletter updates; and Parent Night meetings. This provides teachers, staff, and parents with information that can be implemented immediately. Having professional learning available in multiple modes allows participants to choose what works best for their learning style.

An example of one year’s professional learning is displayed in the following table:

2016-2017 Credit Hours

Dyslexia Teachers (in district PL)

New Teacher Boot Camp (2 teachers) 6

New Teacher Series (2 teachers) 15

August PL (29 teachers) 7.5

Dyslexia/e504 Training (8 teachers) 3

Monthly Brown Bag Lunches (29 teachers) 20

January PL (29 teachers) 7.5

Its Learning course

Weekly Update Newsletter

Dyslexia Teachers (out of district PL)

Basic Language Skills - 3 5.5

ESC 4 Annual Dyslexia Conference 24

Learning Ally Spotlight Webinar 2

Scientific Spelling 22

Refresh & Revive Dyslexia Intervention Program 6

Handwriting, Keyboarding & Basic Composition 3

Lead Teacher

Texas Dyslexia Identification Academy 6

Dyslexia Leadership Network 4

Advanced Educational Leadership 24

Summer Evaluation Institute 12

Summer Evaluation Institute Preconference 3

Classroom Teachers

Dyslexia 101 PowerPoint

What is Dyslexia (Powtoon)

Dyslexia Awareness Week

Dyslexia Round Up

SPED Reading Academy Cohort (26 teachers) 30

Multidisciplinary Team Dyslexia Procedures 7

Parents Dyslexia Brochures

CCISD Website

Coordinator Lenox Reed Seminar 3


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The following section includes examples of information located on the CCISD Dyslexia website. (Assessment and Identification of Dyslexia)

The identification and intervention process for dyslexia can be multifaceted. These processes involve both state and federal requirements that must be followed. Generally in Texas, dyslexia identification and intervention most often happen through general education rather than special education. Special education and the assessment through Individuals with Disabilities Education Act (IDEA) 2004 may occur when dyslexia is associated with factors complicating dyslexia, thus requiring more support than what is available through the general education dyslexia program.

Prior to Assessment and Identification In Texas and throughout the country, there is a focus on a Response to Intervention (RtI) or tiered intervention process as a vehicle for meeting the academic and behavioral needs of all students. The components of the Student Success Initiative (SSI) and other state-level programs offer additional support. Current federal legislation under the Elementary and Secondary Education Act (ESEA) calls for the use of benchmark assessments for early identification of struggling students before they fail. In fact, state law requires the use of early reading assessments that are built on substantial evidence of best practices. In Clear Creek ISD, this process is referred to as the Student Success Team (SST) process. Carefully chosen, these assessments can give crucial information about a student’s learning and can provide a basis for the tiered intervention model. Through the tiered intervention process, schools can document students’ learning difficulties, provide ongoing assessment, and monitor reading achievement progress for students at risk for dyslexia or other reading difficulties. While not required prior to the assessment and identification of dyslexia, RtI is considered best practice.

Assessment Procedures

If a decision is made to evaluate a student for dyslexia, consent will be obtained from the parent or guardian via Section 504 or IDEA procedures. Clear Creek ISD uses previously collected as well as current information to evaluate the student’s academic progress and determine what actions are needed to ensure the student’s improved academic performance.

Cumulative Data

The academic history of each student will provide the school with the cumulative data needed to ensure that underachievement in a student suspected of having dyslexia is not due to lack of appropriate instruction in reading. This information should include data that demonstrates that the student was provided appropriate instruction and include data-based documentation of repeated assessments of achievement at reasonable intervals (progress monitoring), reflecting formal assessment of student progress during instruction. This cumulative data also includes information from parents/guardians.


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Sources and examples of cumulative data include, but are not limited to:

Vision and hearing screening Teacher input SST data Report cards G/T assessments (if applicable) Samples of classwork K - 2 reading assessment (BAS) K - 2 math assessment (DNC) State assessment results Full Individual Evaluations (if applicable) Outside assessments (if applicable) Speech and Language assessments (if applicable) Attendance records Curriculum Based Assessments (CBAs) Second Language Learner information such as

o Home Language Surveys o English Proficiency data o TELPAS o Language of instruction and intervention information

Formal Assessment

After data gathering, the next step in the evaluation process is formal assessment. This is not a screening; rather, it is an individualized assessment used to gather evaluation data. Formal assessment includes both formal and informal data. All data will be used to determine whether the student demonstrates a pattern of evidence for dyslexia. Professionals conducting assessment for the identification of dyslexia will need to look beyond scores on standardized assessments alone and examine the student’s classroom reading performance, educational history, and early language experiences to assist with determining reading and spelling abilities and difficulties.

Domains assessed include:

Academic achievement o Letter knowledge o Reading words in isolation o Decoding nonsense words o Reading fluency (both rate and accuracy) o Reading comprehension o Spelling

Cognitive areas associated with dyslexia o Phonological/Phonemic Awareness o Rapid Naming

Other optional areas o Listening comprehension o Orthographic processing o Phonological memory


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Identification of Dyslexia

The identification of dyslexia is made by a §504 committee or, in the case of a special education referral, the admission, review, and dismissal (ARD) committee. In order to make an informed determination, either committee must include members who are knowledgeable about the student being assessed, assessments used, and meaning of the collected data. Additionally, the committee members should have knowledge regarding the reading process; dyslexia and related disorders; dyslexia instruction; and district or charter school, state, and federal guidel ines for assessment.

In Clear Creek ISD, assessment results are first reviewed by a Dyslexia Assessment Committee (DAC) and recommendations regarding eligibility are made to the §504 or ARD committee. The DAC members look beyond scores on standardized assessments alone and examine the student’s classroom reading performance, educational history, and early language experiences to assist with determining reading and spelling abilities and difficulties. To be identified with dyslexia, there must be a preponderance of data supporting:

A pattern of low reading and spelling skills and An underlying cognitive processing deficit in either

o phonological/phonemic awareness (or history of such deficit) o rapid symbolic naming o orthographic processing

That is unexpected for the student in relation to the student’s other cognitive abilities and provision of effective classroom instruction.

Re-evaluations for Dyslexia

According to the International Dyslexia Association, “Dyslexia is a lifelong condition. However, with proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life."

TEA does not require students with dyslexia to undergo re-evaluation. However, Clear Creek ISD believes it is best practice in order to determine effectiveness of services, additional areas of need and provide current evaluation results for college entrance exams or college services. In accordance to TEC §38.003 (b-1), results of previous assessments will be included in the re-evaluation.

Parents or adult students will be notified in writing prior to the re-evaluation and may contact the dyslexia teacher if he or she does not want the re-evaluation to be conducted.


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Parent Request for Assessment and Identification

Parents/guardians always have the right to request a referral for a dyslexia assessment at any time. Once a parent request for dyslexia assessment has been made, the school district is obligated to review the student’s data history (both formal and informal data) to determine whether there is reason to believe the student has a disability. If a disability is suspected, the student needs to be evaluated following the guidelines outlined in this chapter. If the school does not suspect a disability and determines that evaluation would not be warranted, the parents/guardians must be given a copy of their due process rights. While §504 is silent on prior written notice, best practice is to provide a parent the reasons an evaluation is denied.

Privately Obtained Assessments

A parent/guardian may choose to have his/her child assessed by a private diagnostician or other source. To be valid, this assessment must comply with the requirements set forth in §504 and the guidelines in the Dyslexia Handbook. The evaluation provided is part of the evaluation data but does not, independently, create eligibility. Outside assessment will be reviewed by the SST (including the dyslexia teacher) and a decision whether to refer for a dyslexia assessment under Section 504 or IDEA will be made. If the SST does not refer for assessment, the parents/guardians must be given a copy of their due process rights. While §504 is silent on prior written notice, best practice is to provide a parent the reasons an evaluation is denied. If assessment is recommended, consent for an evaluation will be obtained from the parent/guardian. If necessary, additional formal assessment will be conducted and all data reviewed by the DAC team.

Testing/Assessment Resources

Parenting Perspectives: Understanding Test Scores Handy Handouts, Testing Tips! Handy Handouts: Testing Tips - Spanish NASP Test Scores: A Guide to Understanding and Using Test Results IDA Testing and Evaluation

https://ccisdnet-my.sharepoint.com/personal/lhardcas_ccisd_net/_layouts/15/guestaccess.aspx?guestaccesstoken=Kui44GJhrrqz53NP7mOkc6wDcVsRvWs0t9Ky7aVCVMY%3d&docid=06877e9f1578d4f3c98cb97586e1bc5b0

https://ccisdnet-my.sharepoint.com/personal/lhardcas_ccisd_net/_layouts/15/guestaccess.aspx?guestaccesstoken=CV9YeMNpG3XWVaMJg3riwgqEJVk2poGlGlQdPUaF%2bts%3d&docid=09ba0fca26ef642ba827250be76021acf

https://ccisdnet-my.sharepoint.com/personal/lhardcas_ccisd_net/_layouts/15/guestaccess.aspx?guestaccesstoken=ShEBYhPkv3bCJjL5hLRcnljpoUKuUZjpt2EKl8k9Mmk%3d&docid=0cd2cd8ca381047acaf33fc2bf467b45a

https://ccisdnet-my.sharepoint.com/personal/lhardcas_ccisd_net/_layouts/15/guestaccess.aspx?guestaccesstoken=2EL2PGgbg5FcOGhYrDmB2dzA%2bsgNx97tSOf9hOium94%3d&docid=066db8ddcc5f9452e9e608ddb7519d133

https://ccisdnet-my.sharepoint.com/personal/lhardcas_ccisd_net/_layouts/15/guestaccess.aspx?guestaccesstoken=LHOqs0uixvx8ycfU3GS9FABYD4V3ezJMGv4i%2b1YYZyk%3d&docid=0af629c96081448d8a7fba3a593e93e93


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The following is an example of the type of information which can be found in the Dyslexia course in itslearning for CCISD teachers and staff who are enrolled in the course. Itslearning includes multiple links for teachers and staff; however, these links are not included in the example below.

Dyslexia Early Identification Initiative (DEII)

Purpose

Students having difficulties that are specific to basic reading and spelling are often overlooked in a classroom when there are students with multiple academic and/or behavioral needs, but if we can identify students who have the condition dyslexia by the end of first grade, then these students are provided direct, explicit, systematic and cumulative, multisensory instruction in basic reading using research based practices by a trained dyslexia teacher, which will narrow or even close the achievement gap with typical readers.

A dyslexic child has a weakness in decoding

surrounded by a "sea of strengths”.

These higher-level strengths apply to comprehension, knowledge, problem-solving, and more.

- Dr. Sally Shaywitz

Procedural Guidelines

Early Dyslexia Identification (2/22/17 PowerPoint)

Early Identification Initiative

Campus Procedure (sample of a process you can utilize for DEII)

SST/Staffing Data (Information to classroom teacher is found on the back of Data sheet.)

Common Risk Factors Associated with Dyslexia

Resources

CCISD BAS Optional

Assessments 2016-2017

Kindergarten

First

Second

Appendix C: Suggested Criteria for the Use of Optional Assessments K-2

K-2

3-8

Complete List of all BAS/E|SEL Optional Assessments

K-2

3-8

Spanish

Sample of Campus Reports

Obtaining BAS Report Via Aware ( Jodi Low)

“Research shows that children who read well in the early grades are far more successful in later years, and those who fall behind often stay behind when it comes to academic achievement.”

-Snow, Burns, and Griffen, 1998

“If intervention is not provided by the age of eight, the probability of reading difficulties continuing into high school is 75 percent.”

-Hall and Moats 1999


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3. What is the average cost per student?

Dyslexia General Fund Expenditures

2012-13 2013-14 2014-15 2015-16 2016-17 Total

General Fund $25,263 $36,942 $39,028 $41,371 $39,416 $182,020

N 472 559 634 800 1,036 3,501

Cost Per Student $54 $66 $62 $52 $38 $52

The general fund expenses include but are not limited to supplies, resources, travel, and reading materials. As mandated by TEA, there is a dyslexia teacher for each campus who serves student(s) with dyslexia. Teacher salaries are part of the expenditures. The average annual cost per student ranges from $38 in 2016-17 to $66 in 2013-14. The average cost per student for the five year period of this study was $52.

2012-13 2013-14 2014-15 2015-16 2016-17

Campuses with Full time dyslexia teacher 14 14 15 15 15

Campus with Part time dyslexia teacher 28 28 27 27 27

Total dyslexia teacher units 29 29 29 29 29

N 472 559 634 800 1,036

Average Number of Students per Teacher Unit

16.3 19.3 21.9 27.6 35.7

During the five year period of this study, there have been 29 teacher units each year. The number of students identified with dyslexia has increased from 472 to 1,036 during that same time period. The average number of students per teacher unit has ranged from 16.3 in 2012-13 to 35.7 in 2016-17.

In CCISD, dyslexia teachers typically see 4 – 5 students for a 30 - 45 minute session. Elementary students are seen daily, secondary students are seen twice a week. The recommended student-teacher ratio is 6:1 for 45 minutes.


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Summary of Findings

Below is a summary of findings for each of the program evaluation topics:

1. Demographics The comparison of students identified as dyslexic, compared to the overall district demographics from 2013 to 2017 has shown very little change. The difference of sub-population percentages of dyslexic students to overall district percentages over the past five years were:

a. Female: -6% to -7% b. Male: +6% to +7% c. Asian: -8% to -9% d. Black: -2% to -2% e. Hispanic: +4% to +3% f. White: +6% to +7% g. Eco Dis: +6% to +5% h. LEP: +1% to -4% i. SPED: -1% to +18% j. GT: -7% to -8%


There are many opportunities for general education and dyslexia teachers as well as district level dyslexia staff to participate in professional learning opportunities. Professional learning is offered in multiple formats to allow for educator and parent choice. The Dyslexia Department offers resources for parents on the district website (http://www.ccisd.net/departments/dyslexia) and also provides resources and professional learning resources for educators via the Dyslexia itslearning course.

3. Annual Cost per Student

The average annual cost per student ranges from $38 in 2016-17 to $66 in 2013-14. The average cost per student for the five year period of this study was $52.

http://www.ccisd.net/departments/dyslexia


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Superintendent’s Recommendations

1. Develop a system of ongoing professional learning opportunities and collaboration for dyslexia teachers, lead dyslexia teachers, special education teachers, and classroom teachers to ensure implementation of district recommended practices with fidelity by August 2018.

2. Develop a system to identify future dyslexia teachers or lead dyslexia teachers, within the district, and provide mentoring and professional learning to create a pool of qualified candidates by August of 2018.


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References

Assessment and Identification of Dyslexia – Clear Creek. (n.d.). Retrieved January 20, 2017 from http://ccisd.ss8.sharpschool.com/cms/One.aspx?portalId=645487&pageId=8838059

EDUCATION CODE CHAPTER 38. HEALTH AND SAFETY. (n.d.). Retrieved February 15, 2017 from http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003

How widespread is dyslexia? (n.d.) Retrieved on September 20, 2017 from https://dyslexiaida.org/how-widespread-is-dyslexia

http://ccisd.ss8.sharpschool.com/cms/One.aspx?portalId=645487&pageId=8838059

dyslexia program desktop evaluation...result in improvements in, revisions to, or discontinuation of...

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