Source: http://home.arpisd.org/home/required_pd/dylexia
Timestamp: 2019-04-25 16:33:26+00:00

Document:
In 1997, Congress established the National Reading Panel (NRP) to review research on how children learn to read and determine the most effective evidence-based methods for reading instruction.
In 2000, the NRP published its evaluation of existing research in a meta-analysis and highlighted five critical components of early literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
These components were incorporated into the 2002 No Child Left Behind Act, which highlighted them as the five critical areas of early literacy instruction.
Administer K–2 assessments (TEC §28.006).
Provide early identification, intervention, and support (TEC §28.006).
Apply results of early assessment instruments to instruction and report to the Commissioner of Education (TEC §28.006).
Implement SBOE-approved procedures for students with dyslexia and related disorders (Dyslexia Handbook and TAC §74.28).
Provide training about dyslexia to educators (TAC §74.28(c)) (TAC §232.11).
Ensure that the procedures for identification and instruction are in place (TAC §74.28).
Notify parents in writing before an assessment or identification procedure is used with an individual student (TAC §74.28).
Test for dyslexia at appropriate times (TEC §38.003).
Ensure that assessment for the purposes of accommodations does not occur until after current testing has been reviewed (TEC 38.003(b-1)).
Meet the requirements of §504 when assessment for dyslexia is recommended (The Dyslexia Handbook).
Provide treatment (instruction) for students with dyslexia (TEC §38.003).
Purchase or develop programs that include descriptors listed in the Dyslexia Handbook (TAC §74.28).
Inform parents of all services and options available to students eligible under §504 (TAC §74.28).
Provide students with services of a teacher trained in dyslexia (TAC §74.28).
Provide a parent education program (TAC §74.28).
Report through Public Education Information Management System (PEIMS) information regarding the number of students enrolled in the district or school who are identified as having dyslexia (TEC §42.006(a-1)).
You may wish to return to this page for all the resources from the Dyslexia Training Modules.
Visit Children of the Code website to learn more.
The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders was revised in 2014 and provides guidance to school districts and charter schools for ensuring compliance with federal and state dyslexia laws.
Please download your copy of The Dyslexia Handbook or reference the Interactive Dyslexia Handbook.
Page 8 of The Dyslexia Handbook gives us two definitions for dyslexia. The first definition reflects what was known about dyslexia in 1985, when the Texas Legislature passed a law (TEC §38.003) mandating early identification and intervention for children experiencing reading difficulties.
The second definition reflects what was known about dyslexia in 2002, when the International Dyslexia Association (IDA) adopted this definition.
The IDA definition is more detailed than the earlier definition in TEC §38.003 and reflects the increase in knowledge gained from research in both dyslexia and reading.
Take a closer look at the most recent research-based definition from the International Dyslexia Association (IDA). This is considered an inclusive definition because it tells us what dyslexia is.

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