Questions from Katy ISD’s Dyslexia Parent Education Night

November 2016

  1. What kind of training should a dyslexia teacher have, and how are they evaluated?

All dyslexia intervention teachers in Katy ISD receive initial program and compliance training as well as on-going training and support throughout the year. Katy ISD dyslexia teachers are subject to the same evaluation tools as classroom teachers as required by the Texas Education Agency.

  1. What interventions are there if your child does not qualify for dyslexia but they are having a lot of issues in the classroom?

Response to Intervention (RTI) is a multi-tiered system of support designed to provide every student with high quality instruction. The emphasis of the RTI process is on prevention and early identification of students in need of academic and/or behavioral support. Academic and behavioral interventions are provided at increasing levels of intensity in accordance with each student’s individual needs. Collaborative, interdisciplinary teams made up of administrators and teachers work together to problem solve and match students to the appropriate instructional and/or behavioral interventions. These teams monitor student progress and frequently review student data to evaluate each student’s response to the interventions provided.

  1. What summer options does Katy ISD provide for dyslexia intervention? How do I find a tutor?

Katy ISD does not provide a summer program for students with dyslexia. Parents should contact the dyslexia teacher or the counselor at the home campus for additional resources to use during the summer and for information about reading tutors.

  1. Is a senior too old to help?

No, Katy ISD offers a dyslexia intervention program at all grade levels.

  1. Is Boost taught at all Katy elementary schools? Is this done in conjunction with the Orton-Gillingham curriculum? Why is there a difference in what elementary schools use as their resource?

The Boost program is available at every elementary campus, and the practice activities follow a standard Orton-Gillingham scope and sequence. Variations in resources reflect the needs of the students. The same standard resources are available on all campuses, however students are placed in the resource that is most appropriate to their needs.

  1. Is it possible to have the dyslexia students in the DIP program be required to log reading hours for the teacher?

Dyslexia students are not required to log reading hours for the Dyslexia Intervention Program.

  1. How is the student’s progress through the Dyslexia Intervention Program reported to parents? How do I know where my child is in the program?

Parents should contact the dyslexia teacher at the home campus for more information about their child’s progress and lessons.

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  1. Does dyslexia intervention take place during the school day, and is there access to the DIP for home use?

Dyslexia intervention occurs during the school day within school hours. Each student is placed in dyslexia intervention based on his/her individual needs. The Dyslexia Intervention Program is not available for home use.

  1. What happens after the student completes the DIP? Refreshers?

Teachers monitor student growth throughout dyslexia intervention. The teacher addresses each child’s needs based on continuous progress monitoring data. Additional support is available at each grade level. For more information on what your child is learning, contact your child’s dyslexia intervention teacher.

  1. How is the Dyslexia Intervention Program different at high school than earlier grades, and how do you determine interventions and services?

Students who move beyond the Dyslexia Intervention Program move into REWARDS from Voyager Sopris, and Blitz from Really Great Reading. Visit and for more information. For accommodations and campus support, parents should contact the Campus 504 Coordinator at the home campus.

  1. Can a child with dyslexia learn two languages at the same time or is one language at a time better?

Dyslexia does not prevent a child from learning a second language. There are many bilingual and multi-lingual adults with dyslexia. The best approach to learning a second language for a dyslexic child depends on their unique needs. It is important to remember that while a student may become orally proficient in a second language, the student may struggle to read in both languages.

  1. If parents suspect their child is dyslexic, where can they get an assessment, and how much does it cost?

Parents who believe that they have a child who may qualify for special services or programs under Section 504 shouldcontact the Campus 504 Coordinator at the home campus. In addition, parents who believe that they have a child who may qualify for special education services or programs under the Individuals with Disabilities Education Improvement Act (IDEA) shouldcontact the home campus officefor more information.

  1. If early intervention is key, why does Katy ISD not identify kids earlier than the end of grade one?

Universal screening involves the development of baseline data that must be available to teachers, principals, and district staff periodically throughout the year. Istation's Indicators of Progress (ISIP) is used to screen students in grades kindergarten through three. Appropriate instructional personnel are expected to review and analyze the data summaries for decision making purposes.

  1. If 504 declines the help can we appeal it?

Parents’ Rights under Section 504 in Katy ISD can be found on the following link: .

  1. Is the diagnosis of dyslexia re-tested every 3 years as part of the review?

No. Once a student qualifies and is being served in direct dyslexia services, a student does not need to go through a full evaluation again. Every three years during the Section 504 re-evaluation process, data is gathered, which will include progress monitoring completed by the dyslexia teacher.

  1. Can the need of dyslexia disappear over time and accommodations be reduces?

Yes, with early identification and intervention, students with dyslexia can learn to read and write (Dyslexia Handbook, 2014).

  1. How should dyslexic kids be taught in the classroom to ensure their dyslexia is not holding them back?

Effective literacy instruction is essential for all students and is especially critical for students identified with dyslexia. High-quality core classroom reading instruction can give students identified with dyslexia a foundation upon which intervention instruction can have a more significant impact (Dyslexia Handbook, 2014). Parents should contact the Campus 504 Coordinator at the home campus to determine appropriate accommodations for a student with dyslexia.

  1. When do you recommend medication for students with ADHD?

Talk with your pediatrician for recommendations on ADHD.

  1. Are there Houston resources for behavioral modifications in the area?

Dr. Anson Koshyrecommendsas a useful resource to find additional supports. Talk with your pediatrician for referrals closer to your area.

  1. Does multisensory instruction work for children with ADHD?

Children with dyslexia benefit from a multisensory approach to instruction and that doesn’t change because of a co-occurring ADHD issue.

  1. Why isn’t dyslexia under special education? It is classified as a learning disability.

In some states, dyslexia is always under the special education umbrella. However, in the state of Texas it is not (Dyslexia Handbook, 2014).

  1. Do you have any tips on teaching reading to a non-verbal child?

There are a variety of strategies that can be used to teach reading to students who are non-verbal. However, what strategies or programs used will depend on the individual needs of the student. The best resource for strategies will be the student’s case manager.

  1. What do I do if my child receives Special Education services and struggles in reading yet does not qualify for dyslexia intervention?

There are many strategies, accommodations and programs that can help students who struggle with reading to be successful. The individual needs of the student would determine which of these would be most appropriate. If the student receives special education services, the student’s case manager is the person to contact to discuss which of these would be most successful.

  1. Does the Dyslexia Handbook allow for searches by keywords or is it just a PDF? How do I get a hard copy?

The handbook, which is located at the following link, allows searching by keyword. After the handbook is opened, click Control F and a search bar will appear.

The handbook may be printed from the previous website, or you may contact Region 4 and purchase a copy for $4.

  1. Does the “delivery of instruction” only pertain to the dyslexia intervention or the entire classroom experience?

Delivery of instruction, as described in the handbook, is only mandated for the intervention instruction. It is recommended for other classes, but not required.

  1. How does Learning Ally help my child become a better reader?

Learning Ally empowers students who read and learn differently so that they may thrive. The program is designed to help them to overcome obstacles and discover strengths,and guide them along a path that ensures success. For more information, visit .

  1. Where do I get more information on how Learning Ally can be used and what features it offers my child? How do I get log in information?

Contact your child’s dyslexia teacher or visit for more information.

  1. When can students use Learning Ally?

Students may use their Learning Ally account to read books in classrooms with open device practices. Parents should contact the Campus 504 Coordinator at the home campus to determine appropriate accommodations for a student with dyslexia.

  1. When did Learning Ally become available, and who can use the program?

Learning Ally is available to people with documented print disabilities, which includes dyslexia. Katy ISD worked with Learning Ally during the fall of 2016 to ensure all students in K-12 with dyslexia have access to the program. Since it is an online program, it is accessible wherever there is in internet connection, including school. For more information on who qualifies, visit this link: .

  1. What happens if a student with dyscalculia fails the math portion of their 5th grade STAAR test? Does this child get held back?

Fifth grade students who fail to meet the minimum passing standard on STAAR Reading and/or STAAR Math after the second or third administration may not be eligible for promotion and an Accelerated Instruction Plan (AIP) will be developed for these students. After the second administration of STAAR, the Grade Placement Committee (GPC) will meet to review and finalize the AIP to determine the student’s appropriate grade placement for the next school year. Students must complete accelerated instruction before being promoted or placed in the next grade level, and when promoted/placed, receive instruction in that subsequent grade/subject from a qualified teacher. The ARD Committee serves as the GPC for Special Education students in this situation. The student’s report card will indicate that the student’s promotion status is pending the outcome of STAAR. If a fifth grade student does meet the minimum passing standard on STAAR Reading and STAAR Math after the first, second, or third administration, Board policy EIE (LOCAL), as stated above, will be used to determine grade placement.

  1. What about testing for other forms of dyslexia, such as dysgraphia and dyscalculia? What can help a child with writing?

Parents who believe that they have a child who may qualify for special education services or programs under the Individuals with Disabilities Education Improvement Act (IDEA) shouldcontact the home campus officefor more information. Parents should contact the classroom teacher at the home campus to discuss resources that can be used to help a student practice writing.

  1. Does Katy ISD help kids with dyscalculia and dysgraphia?

Parents who believe that they have a child who may qualify for special education services or programs under the Individuals with Disabilities Education Improvement Act (IDEA) shouldcontact the home campus officefor more information. Interventions and accommodations are provided to the student through RTI, 504 or Special Education.

  1. Would it be helpful to try and give a child with dyslexia practice in Blitz (a secondary dyslexia program) when they are still in elementary to try and prepare or give a head start for transitioning grade levels, for example from 5th to 6th grade?

Typically, the Boost program is used in combination with the REWARDS program at 5th grade to prepare students to transition between the elementary and secondary grade spans.

  1. Can a student continue the Boost program at junior high?

Blitz addresses the same foundational reading skills as Boost, and the program offers multiple points of entry in order to address each student’s level of decoding difficulty. Blitz is recommended at the junior high level because the program is designed to be more engaging and motivating for older students. Contact your child’s teacher for recommendations for summer support.

  1. Why is Katy ISD not using Great Leaps program instead of Boost & Blitz lessons?

Katy ISD considers a variety of factors when selecting an intervention resource, including the resource’s compliance with requirements outlined in the state’s Dyslexia Handbook, input from practitioners, cost effectiveness, and the efficacy of the resource in meeting the needs of students. In the vetting process, Boost & Blitz were shown to address these factors and ongoing evaluation of the resources reflects positive gains for students.

  1. With the Boost kits, is there a way for parents to get a copy of the lessons? We would be able to review over long weekends and breaks?

The Boost program has primarily been designed for use in intervention groups. Contact your child’s teacher to see what resources may be available for use in the home.

  1. How often and how long does Boost need to be done in a week to be implemented with integrity? What is the max class size, and does each student get a kit?

Students should complete two lessons per week. The lessons may be completed in as little as two sessions per week or spread across several sessions during the week. According to Really Great Reading, the publisher of these resources, Boost should be used with no more than 8 students at a time and that Blitz be used with no more than 12 students at a time. Each student should have a Boost or Blitz kit to use during their intervention time; however, these resources are housed in the intervention classroom.

  1. Arethe Blitz or Boost programs used in all states?

Just as the legal and instructional requirements for dyslexia intervention vary from state to state, the resources used vary from state to state.

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