CCISD Dyslexia Program

Dyslexia Services

Dyslexia is a condition of varying degrees, therefore the needs of each student with dyslexia are different. Some students with dyslexia may not have any needs, some may require direct instruction and Section 504 accommodations, and yet others have severe dyslexia and need specially designed instruction including a modified curriculum and accommodations.

CCISD is proud of our dyslexia program. We have dyslexia teachers assigned to each campus to provide services to students who are referred for a dyslexia assessment or have been identified with dyslexia. These services include:

  • Assessment for dyslexia;
  • Direct dyslexia instruction;
  • Recommendations to Section 504 and ARD committees regarding appropriate accommodations and support for students identified with dyslexia;
  • Collaboration with classroom teachers to better meet the needs of the students;
  • Re-assessments for dyslexia every three years;
  • Providing resources to student and parents to support needs in and out of school;
  • Monitoring student progress.


Direct Dyslexia Instruction

For the student who has not benefited from the research-based core reading instruction, the components of instruction will include additional specialized instruction as appropriate for the reading needs of the student with dyslexia. It is important to remember that while intervention is most preventative when provided in kindergarten and first grade, older children with reading disabilities will also benefit from focused and intensive remedial instruction.

Instructional decisions for a student with dyslexia must be made by a committee (§504 or ARD) that is knowledgeable about the instructional components and approaches for students with dyslexia. In accordance with 19 TAC §74.28(c), districts shall purchase or develop a reading program for students with dyslexia and related disorders that incorporates all the components of instruction and instructional approaches described in the Dyslexia Handbook.

At the elementary level, direct instruction is provided in small groups in a pull-out model (the student leaves the classroom to receive specialized instruction). The scope and sequence of the dyslexia instruction program takes approximately two to three years to complete.

For students who have completed the majority of the elementary dyslexia instruction program and continue to require instructional support, or students identified late in their academic career, instruction is also offered at the intermediate school level. This instruction is provided in a pull-out model where the student is pulled from an elective course to receive instruction. The instruction at the intermediate level typically takes one year to complete.

Few students continue to require direct instruction at the high school level. However, if it is necessary, the student will be assigned a reading class with a trained teacher in place of an elective. This instruction usually takes one to two semesters to complete.

Both the teacher of dyslexia and the regular classroom teacher should provide multiple opportunities to support intervention and to strengthen these skills; therefore, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, interventionists, and teachers of dyslexia programs.


Accommodations

By receiving specialized instruction that contains the components described in the Dyslexia Handbook, the student with dyslexia is better equipped to meet the demands of grade-level or course instruction. In addition to specialized instruction, accommodations provide the student with dyslexia effective and equitable access to grade-level or course instruction in the general education classroom.

Accommodations are changes to materials, actions, or techniques, including the use of technology, that enable students with disabilities to participate meaningfully in grade-level or course instruction. The use of accommodations occurs primarily during classroom instruction as educators use various instructional strategies to meet the needs of each student. A student may need an accommodation only temporarily while learning a new skill, or a student might require the accommodation throughout the school year or over several years. Accommodations are not a one size fits all; rather, the impact of dyslexia on each individual student determines the accommodation.

Listed below are examples of reasonable classroom accommodations:

  • Copies of notes (e.g., teacher- or peer-provided)
  • Additional time on class assignments and tests
  • Fewer items given on a classroom test or homework assignment without eliminating concepts, or student planner to assist with assignments
  • Priority seating assignment
  • Oral reading of directions or written material
When making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment. However, an educator’s ability to meet the individual needs of a student with dyslexia should not be limited by whether an accommodation is allowable on a state assessment. 

Dyslexia and Vision

Clear Creek ISD does not support the use of colored overlays or vision therapy to alleviate dyslexia or other reading difficulties. For more information on this topic, go to:
Irlen Colored Overlays Do Not Alleviate Reading Difficulties
Learning Disabilities, Dyslexia and Vision
When Educational Promises Are Too Good To Be True
Vision Therapy
CCISD Position Statement on Scotopic Sensitivity/Irlen Syndrome


Campus Dyslexia Staff

Elementary Schools

 

Campus

Teacher

Armand Bayou ES

Alberta Brown Shaw

Bauerschlag ES

Tonya Reed

Bay ES

Jodi Low

Brookwood ES

Leah Moore

Clear Lake City ES

Stephanie O'Dowd

Falcon Pass ES

Alberta Brown Shaw

Ferguson ES

Pam McClinton

Goforth ES

Sondra Harrington

Gilmore ES

Nancy Gruener

Greene ES

Pam Thomas

Hall ES

Anne Miller

Hyde ES

Melissa Hoover

Landolt ES

Robin Kennedy

League City ES

Nancy Wright

McWhirter ES

Gloria Licona

Mossman ES

Stephanie Klingman

North Pointe ES

Leah Moore

Parr ES

Traci Hyde

Robinson ES

Shelley Armstrong

Ross ES

Robin Kennedy

Stewart ES

Margaret Suarez

Ward ES

Stephanie Ferguson

Weber ES

Lorry Bailey

Wedgewood ES

Rhonda Christopherson

Whitcomb ES

Suzanne Davis

White ES

Cyndi Jones

Intermediate Schools

 

Campus

Teacher

Bayside IS

Melissa Morris

Brookside IS

Diane Stuart

Clear Creek IS

Laurie Adams

Clear Lake IS

Eileen Rohan

Creekside IS

Diane Stuart

League City IS

Laurie Adams

Seabrook IS

Melissa Morris

Space Center IS

Eileen Rohan

Victory Lakes IS

Pam Thomas

Westbrook IS

Michelle Braaten

High Schools

 
 

Campus

Teacher

Clear Brook HS

Pam Thomas

Clear Creek HS

Laurie Adams

Clear Falls HS

Stephanie Klingman
Melissa Morris

Clear Horizons ECHS

Lisa Hardcastle

Clear Lake Ninth Grade

Eileen Rohan

Clear Lake HS

Michelle Braaten

Clear Springs HS

Diane Stuart

Clear View HS

Lisa Hardcastle

 

 

 

 

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