I believe my child is struggling with reading when compared with siblings and peers, what should I do?
Ask for conference with your child’s teacher. Be open and honest about your concerns and ask the teacher for insights to your child’s reading in the classroom. The teacher then knows you have concerns and can work to help your child in the classroom. Usually the teacher will make a plan for intervention. If you are not comfortable with the plan, the assistant principal at your school should be your next stop, and finally the principal.
If your child attends school in Grapevine Colleyville ISD and you have exhausted your campus resources, contact the GCISD district representatives:
Literacy Intervention Teacher Leader
Executive Director of Special Services
If your child is in another district, look on your district’s web site for reading information.
My child has been in Reading Recovery.
How is that different from a dyslexia curriculum?
Reading Recovery is a tutoring program designed to “catch up” any student who is struggling to learn to read. The program is a tutoring program with a reading specialist. Ideally, after short term intervention the student will be on grade level and demonstrate long term ability to read independently. A dyslexic child may show some short term gains from individual attention in Reading Recovery but will not enjoy long term reading success. Dyslexia curriculum is a multi-sensory language therapy. It should be taught in a small group setting and will take approximately two years for complete remediation.
Is GCISD responsible for my child’s reading success?
YES!, “No Child Left Behind” was signed into law in 2001 and it was reauthorized in 2012. The US Congress believes your student’s school is responsible for reading success and has tied Federal school funding to reading success.
What are GCISD’s specif ic responsibilities?
In Texas, school districts are required to focus on early identification and intervention for children who experience reading difficulties. The specifics of these responsibilities can be read in Chapter 19 of the Texas Administrative Code (TAC) §74.28. Additional Texas requirements for students with Dyslexia are documented in The Dyslexia Handbook, revised 2007, updated 2010.
What is dyslexia?
Dyslexia is a language-based disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. Dyslexia is referred to as a learning disability because dyslexia can make it difficult for a student to learn in all language-based academic subjects. Typical instruction requires students to read and write across all subjects. In its most severe forms, Dyslexia will qualify a student for special education. Other students are “identified,” should receive Dyslexia instruction and are eligible for accommodations in most of their classes.
Who in the district will help advocate for my child?
By definition, Advocate means to speak, write or stand up for something or someone. The district is responsible for instruction. If you believe that your child needs someone to speak up for them because they are not being taught appropriately, you are your child’s greatest advocate. Always start with your child’s teacher. In many cases, you can partner for a successful education. If you are not happy with their response, enlist the assistant principal and principal. If you are still not satisfied, and your student attends a GCISD school, please contact Amy Montemayor, Literacy Intervention Coordinator or Tiffany Cunningham, District 504 Coordinator.
What are the characteristics of dyslexia and related disorders?
See the link to Region X website for dyslexia characteristics.
What are the district guidelines for testing for dyslexia?
GCISD follows Response to Intervention, which is a three-tiered system. In Tier 1, a classroom teacher will work with the child in an individual or small group setting in the classroom.
Tier 2 is a pull-out phonemic awareness intervention program. Ideally, Tier 2 will catch any child who has not had proper pre-reading exposure to language. (While this scenario is rare in our district, it does happen.)
Tier 3 is a pull out, multi-sensory intervention. Typically, teachers may suggest dyslexia screening after Tier 2 intervention. Per the Texas Dyslexia Handbook p. 63, a parent may request dyslexia screening at any point. The request must be made in writing and will be responded to within 30 days of the request.
Why was READ established?
We are an advocacy group. READ works to improve the quality of education for students with dyslexia and related disorders in GCISD. READ also educates parents to be their child’s educated advocate through school.
Has READ done anything to help my struggling reader?
In 2009 dyslexia instruction in GCISD was a hodge podge of campus level efforts. Ten sets of parents who recognized GCISD was not meeting the legal requirement for dyslexia instruction in Texas, coallesced to ask the school board to take action. As a result, GCISD adopted the Take Flight curriculum as it’s primary dyslexia curriculum.
Take Flight is a scientifically researched and proven curriculum for dyslexia instruction. While curriculum is a basis for good dyslexia instruction, to continue helping students and keep the districts attention, READ needed to formalize the group for the purpose of power of the greater voice. Established a 501c3 organization will allow more parents to join and successfully advocate for better comprehensive education.
READ will hold one general membership meeting each year, usually in conjunction with a community program. We are also a network of parents to share resources – tutors, testing options, carpools, and general dilemmas that come up when you are raising learning different children.
Should I become a member of READ?
Everyone is already a member of READ. We advocate for all struggling readers and dyslexic students. All interested parents and students are always welcome to attend our events. However, programs, advocacy and website resources come at a cost. For READ to continue, we encourage and appreciate donations in any amount.