• The student is referred to the SST committee. The referral can be made by anyone. 

• The SST committee reviews ALL data and and if the committee suspects a disability, the committee will contact the assigned Diagnostician/LSSP and submit the data for review. 

• The Diagnostician/LSSP will contact the SST chair to give dates for a parent consent meeting. This will happen within 15 days if the parent requested the evaluation.  

• SST chair schedules the meeting and sends the link if necessary as well as arranges for translation services if needed. 

• At the meeting, parents will receive procedural safeguards and review prior written notice. 

• If parents consent, a Lead Dyslexia Evaluator will go out and then evaluate the student for dyslexia then a Diagnostician will go out and complete the evaluation. 

• If the student shows characteristics of dyslexia, the Lead Dyslexia Evaluator will consult with the diagnostician to address the documentation of the disability and services. 

• The ARD committee determines the need for Special Education Services.

Under HB 3928, the new law specifically states that evidence-based dyslexia programs (i.e. pull-out dyslexia services) are now considered specially designed instruction only available through an individual education plan (IEP) under the IDEA.

This impacts students receiving dyslexia services through Section 504 in the following ways:

• According to the new law, the District must refer the student for a Full Initial Evaluation (FIE) under the IDEA if a student’s continued need for a District’ evidence based program is needed 

  • Section 504 Committee Meetings will need to be held for students identified with dyslexia who receive dyslexia services 

In the meantime, students will continue to receive instruction through the District’s dyslexia program while awaiting parental consent, the completion of the evaluation, and the subsequent eligibility determination for special education services under the IDEA.

2021 Updated Dyslexia Handbook - a link to the most recent update of the state’s Dyslexia handbook 

Instructional Strategies to Support English Learners with Disabilities - a link to the district’s google site with research based strategies to help support our English Learners who also have disabilities

Multisensory Math - a website with strategies to make abstract math concepts multisensory

Talking Book - a state funded program to provide audio books to qualifying individuals 

Dyslexia in the Classroom - a handbook to support classroom teachers 

Multi-Tiered Systems of Support

Dyslexia — an unexpected difficulty in reading in relation to an individual’s higher level of intelligence — is likely a significant reason for the persistent reading achievement gap in children from all backgrounds. Those with dyslexia have difficulty appreciating the individual sounds in spoken language, affecting their ability to isolate the sounds within a spoken word and then to attach the appropriate letter to the sound. Those with dyslexia struggle to read fluently, spell words correctly and to learn a second language.

Children with undiagnosed dyslexia are more likely to drop out of school and as adults have higher rates of unemployment, anxiety and depression. Some studies estimate that nearly 50 percent of the prison population is dyslexic.

The achievement gap between dyslexic and typical readers is evident as early as first grade and that early identification of children at risk is critical to closing that gap. Accommodations, such as extra time for school work, will help students demonstrate their true abilities and recognize that their reading struggles do not mean they are less capable or intelligent than their peers.
Via Yale Center for Dyslexia and Creativity

wiki

Brush up on your terms related to Section 504 with this glossary from the US Department of Education, listed here.

TERMINOLOGY

The following terms may be confusing and/or are frequently used incorrectly in the elementary and secondary school context.

Equal access: equal opportunity of a qualified person with a disability to participate in or benefit from educational aid, benefits, or services

Free appropriate public education (FAPE): a term used in the elementary and secondary school context; for purposes of Section 504, refers to the provision of regular or special education and related aids and services that are designed to meet individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met and is based upon adherence to procedures that satisfy the Section 504 requirements pertaining to educational setting, evaluation and placement, and procedural safeguards

Placement: a term used in the elementary and secondary school context; refers to regular and/or special educational program in which a student receives educational and/or related services

Reasonable accommodation: a term used in the employment context to refer to modifications or adjustments employers make to a job application process, the work environment, the manner or circumstances under which the position held or desired is customarily performed, or that enable a covered entity's employee with a disability to enjoy equal benefits and privileges of employment; this term is sometimes used incorrectly to refer to related aids and services in the elementary and secondary school context or to refer to academic adjustments, reasonable modifications, and auxiliary aids and services in the postsecondary school context

Reasonable modifications:  under a regulatory provision implementing Title II of the ADA, public entities are required to make reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity

Related services: a term used in the elementary and secondary school context to refer to developmental, corrective, and other supportive services, including psychological, counseling and medical diagnostic services and transportation

Dallas ISD G/T Home

State Goal

According to Section 29.123 of the Texas Education Code, the Texas State Plan for the Education of Gifted/Talented Students forms the basis of program accountability for state-mandated services for gifted/talented students. The overall state goal for services is stated as follows:

Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

District Goals

The purpose of the Gifted/Talented Program is to implement, maintain, and support a variety of instructional strategies that address the four core academic areas (mathematics, language arts/reading, science, and social studies). In addition, the arts, leadership opportunities, and creative areas of giftedness are integrated within the academic program, providing a part of the framework for moving toward the achievement of exemplary status under the Texas State Plan for the Education of Gifted/Talented Students.

US Department of Education Guide to Section 504: Protecting Students with Disabilities

• Introduction 

• Interrelationship of IDEA and Section 504 

• Protected Students 

• Evaluation 

• Placement

• Procedural Safeguards | 

• Dyslexia, Dysgraphia, and Dyscalculia in the IEP Guidance Document

• Dyslexia and Related Disorders in the IEP (PowerPoint)

• Frequently Asked Questions: Dyslexia and Related Disorders - January 2021

• Webinar: Dyslexia and Related Disorders in the IEP

• Texas State Dyslexia Requirements Worksheet

Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students who are struggling in school. They’re similar in some ways but very different in others:

• An IEP 

  • Is blueprint or plan for a child’s special education experience at school. 

  • Provides individualized special education and related services to meet a child’s unique needs. 

  • Comes from The Individuals with Disabilities Education Act (IDEA). This is a federal special education law for children with disabilities.

• A 504 

  • Is a blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

  • Provides services and changes to the learning environment to enable students to learn alongside their peers.

  • Comes from Section 504 of the Rehabilitation Act of 1973. This is a federal civil rights law to stop discrimination against people with disabilities.
    
    

Knowing which laws do what is a big part of understanding the difference between an IEP and a 504 plan. Learn more about special education terms. If you’re a teacher, learn five important things to look for in an IEP and how to read a 504 plan.

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

See a visual aid that shows what goes into an IEP. Or you can download a sample 504 plan.

View this comparison chart by Understood.org.

The difference between accomodations and modifications by the UNDERSTOOD team [external source].

When a student has an Individualized Education Program (IEP) or a 504 plan, you’ll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. 

 See a list of common accommodations and modifications. And keep in mind that accommodations don’t always have to be formalized in an IEP or a 504 plan. Sometimes teachers can provide support on their own. If a student doesn’t have an IEP or a 504 plan, here are some examples of informal supports that families can request.