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The procedures outline legal and rule sources for dyslexia identification and assessment, program service pathways, evaluation timelines, eligibility determination, and transitions for ELLs, transfers, and program exit. Additional sections address campus teacher roles, compliance, professional development, parent awareness, supplemental services, required documentation, evaluator reports, and accommodations and interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/misd-dyslexia-program-procedures/498653/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/misd-dyslexia-program-procedures/498653.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the mission statement and overall goal of the MISD dyslexia program?","Question",{"text":112,"@type":113},"The mission is to provide eligible dyslexia students with multi-sensory and phonological awareness skills to compensate for reading, writing, and spelling deficiencies, supporting self-esteem and talent development. The program goals emphasize an exemplary dyslexia program and ongoing monitoring through response to intervention and multiple assessment types.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources of laws and rules does the document cite for dyslexia identification and assessment?",{"text":117,"@type":113},"It lists Texas Education Code (TEC) and Texas Administrative Code (TAC) provisions, including TEC §38.003, TEC §38.0031, TEC §28.006, TEC §7.028(b), and TAC §74.28. It also cites the Dyslexia Handbook (Revised 2014 & 2018), Section 504, ADAAA, IDEA, district board policy, and compliance monitoring indicators.",{"name":119,"@type":110,"acceptedAnswer":120},"How are dyslexia services organized from evaluation through placement and exit?",{"text":121,"@type":113},"The document describes a pathway that includes TEA identification steps, dyslexia evaluation timelines, domains to assess, and procedures to determine eligibility under §504. It also covers assessment for special education services (specific learning disability), guidance for transitions (including ELLs and transfers), and procedures for exiting the dyslexia instructional program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498653,1791518310,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Montague INDEPENDENT SCHOOL DISTRICT  \nDISTRICT DYSLEXIA PROGRAM PROCEDURES  \nMontague Independent School District  \n8020 HWY 175  \nP.O. Box 78  \nMontague, TX 76251-0078  \nMontague Independent School District does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.  \nMONTAGUE INDEPENDENT SCHOOL DISTRICT  \nSchool Board of Trustees  \nChris Hamilton Terry Jones Justin Walker Paulette Fenoglio Janet Nabours Eddie Fenoglio Jr. Jimmy Walker  \nPresident Vice President Secretary Member  \nMember  \nMember  \nMember  \nDistrict Administration  \nCarla Hennessey Angela Kleinhans  \nSuperintendent  \nPrincipal, 504 Coordinator  \nSpecial Programs  \nJulia Davis Candy Bouldin Lila Keck  \nSpecial Education  \nDyslexia remediation & testing Response to Intervention (RtI)  \nMontague ISD is a Pre-K through 8th grade campus, with all grades being on one campus.  \nMontague ISD  \nDistrict Dyslexia Program Procedures  \nTABLE OF CONTENTS  \nI. MISD Dyslexia Mission Statement  \nA. MISD Dyslexia Program Goals  \nII. Sources of Laws and Rules for Dyslexia Identification and Assessment  \nA. TEC §38 .003  \nB. TEC §38 .0031  \nC. TEC §28 .006  \nD. TEC §7.028(b)  \nE. TAC §74 .28  \nF. TEC §42.006(a-1)  \nG. TEC §21 .044  \nH. TEC §21 .054  \nI. TEC §51 .9701  \nJ. The Dyslexia Handbook – Revised 2014 & 2018:  \nProcedures Concerning Dyslexia and Related Disorders  \na. School Board “must”  \nb. School District “must”  \nc. Checklist of Procedures to Ensure Compliance  \nd. Checklist of Written Documentation to Ensure Compliance  \nK. Section 504 of the Rehabilitation Act of 1973, as amended  \nL. ADAAA – ADA Amendments Act of 2008 – selected portions  \nM. Individuals with Disabilities Education Act – selected portions  \nN. Dyslexia School Board Policy  \nO. State Special Program Compliance Monitoring Except for Special Education  \nP. Dyslexia Compliance Monitoring Indicators – Local Board of Trustees  \nIII. Pathway to District Dyslexia Program of Services  \nA. TEA Pathway to Identification and Provision of Instruction for Students with Dyslexia-Flowchart  \nB. Dyslexia Evaluation Timelines – Flowchart  \nC. Assessment, Identification, and Placement into a Dyslexia Instructional Program  \nD. Domains to Assess  \nE. Procedures for Determining Dyslexia Eligibility under §504  \nF. Assessment for Special Education Services – Specific Learning Disability  \nG. Guidelines for Transitioning ELLs into the Dyslexia Program  \nPg. 1  \nPg. 1-2  \nSection 2  \nPg. 1  \nPg. 1-2  \nPg. 2  \nPg. 3  \nPg. 4  \nPg. 5  \nPg. 5  \nPg. 5-6  \nPg. 6  \nPg. 6  \nPg. 6-7  \nPg. 7  \nPg. 7  \nPg. 7-12  \nPg. 12-15  \nPg. 15-16  \nPg. 17  \nPg. 18  \nPg. 19  \nSection 3  \nPg. 2  \nPg. 3  \nPg. 4-7  \nPg. 7-9  \nPg. 9-11  \nPg. 11-12  \nPg. 12-13  \nH. District Procedures for Students Presenting Outside Independent  \nEvaluations for Dyslexia Services Pg. 13-15  \nI. District Procedures for Serving In-State or Out of State Transfers  \nfor Students Identified with Dyslexia Pg. 15-17  \nJ. Procedures for Exiting Dyslexia Instructional Program Pg. 18-20  \nK. Dysgraphia Pg. 21-37  \nIV. Campus Dyslexia Teacher Section 4  \nA. Dyslexia Teacher Role Pg. 2-3  \nB. Knowledge and Practice Standards for Teachers of Dyslexia &  \nTeacher Qualifications Pg. 3-39  \nC. Compliance and Legal Issues for the Campus Dyslexia Teacher  \na. Provision ofFAPE Pg. 40-41  \nb. Compensatory Education Issues Pg. 41  \nc. Fidelity of Program Implementation Pg. 41-42  \nD. 2020-2021 District-wide Professional Development  \na. Dyslexia District-wide Professional Development and  \nRequired Training Pg. 43  \nb. Section 504 – Dyslexia Department 2020-2021 Activities Pg. 44  \nE. Provisions of Parent Awareness on Dyslexia  \na. Dyslexia Parent Awareness – Legal Requirements Pg. 45  \nb. Parent Awareness Pg. 45-48  \nc. Resources Pg. 48-49  \nV. Dyslexia Supplemental Services Program Section 5  \nA. Instruction for Students with Dyslexia Pg. 1-4  \nB. Dyslexia Pro","cbCairCl1uWsVqFg","https://ap.wps.com/l/cbCairCl1uWsVqFg","pdf",11401451,294,"English","# MISD Dyslexia Mission Statement and Dyslexia Program Goals\n## MISD Dyslexia Program Goals\n# Sources of Laws and Rules for Dyslexia Identification and Assessment\n## TEC §38.003\n## TEC §38.0031\n## TEC §28.006\n## TEC §7.028(b)\n## TAC §74.28\n## TEC §42.006(a-1)\n## TEC §21.044\n## TEC §21.054\n## TEC §51.9701\n## The Dyslexia Handbook – Revised 2014 & 2018\n# Pathway to District Dyslexia Program of Services\n## TEA Pathway to Identification and Provision of Instruction\n## Dyslexia Evaluation Timelines\n## Assessment, Identification, and Placement\n## Procedures for Determining Dyslexia Eligibility under §504\n## Assessment for Special Education Services\n## Guidelines for Transitioning ELLs into the Dyslexia Program\n## District Procedures for Outside Independent Evaluations\n## District Procedures for Transfers\n## Procedures for Exiting Dyslexia Instructional Program\n## Dysgraphia\n# Campus Dyslexia Teacher","[{\"question\":\"What is the mission statement and overall goal of the MISD dyslexia program?\",\"answer\":\"The mission is to provide eligible dyslexia students with multi-sensory and phonological awareness skills to compensate for reading, writing, and spelling deficiencies, supporting self-esteem and talent development. The program goals emphasize an exemplary dyslexia program and ongoing monitoring through response to intervention and multiple assessment types.\"},{\"question\":\"What sources of laws and rules does the document cite for dyslexia identification and assessment?\",\"answer\":\"It lists Texas Education Code (TEC) and Texas Administrative Code (TAC) provisions, including TEC §38.003, TEC §38.0031, TEC §28.006, TEC §7.028(b), and TAC §74.28. It also cites the Dyslexia Handbook (Revised 2014 \\u0026 2018), Section 504, ADAAA, IDEA, district board policy, and compliance monitoring indicators.\"},{\"question\":\"How are dyslexia services organized from evaluation through placement and exit?\",\"answer\":\"The document describes a pathway that includes TEA identification steps, dyslexia evaluation timelines, domains to assess, and procedures to determine eligibility under §504. It also covers assessment for special education services (specific learning disability), guidance for transitions (including ELLs and transfers), and procedures for exiting the dyslexia instructional program.\"}]","MISD Dyslexia Program Procedures | PDF",1790985927,741]