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The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual “Equipped for Reading Success” by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with […]

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Utilize Google Drive Link  to access Anyone Texas ISD files. The "Anyone ISD Manual" has been moved to a Google Drive folder.

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Classroom Accommodations for Students with Dyslexia

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Classroom Accommodations for Students with Dyslexia

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Notice to Parent of Dyslexia K-1 Screener - Spanish

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Notice to Parent of Dyslexia K-1 Screener - Spanish

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Notice to Parent of Dyslexia K-1 Screening Findings - SPANISH - Electronic

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Notice to Parent for K-1 Screener Findings - English

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Notice to Parent for K-1 Screener Findings - English

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Notice to Parent of Dyslexia K-1 Screening Findings - 2021 Handbook Update - Electronic

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1st Grade Dyslexia Screener Data Input Form

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1st Grade Dyslexia Screener Data Input Form

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D-S1 1st Grade MOY Dyslexia Screener Data Input - 2021 Handbook Update - Electronic

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Dyslexia Therapist Training Program 23-25 (2)

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2 Year Dyslexia Therapist Training Application

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2 Year Dyslexia Therapist Training Application

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2023-2024 Dyslexia Therapist Training Application (2)

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Dyslexia Appendix A FAQ Update - English

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Dyslexia Appendix A FAQ Update - English

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Dyslexia Appendix A FAQ Update - English

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Dyslexia Appendix A FAQ Update - English

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2022-2023 Dyslexia Parent Education Program 

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Ed Schultz Screener Optimal Instruction for Early Reading and Intervention and Referral.docx (1)

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2022 Notice of Procedural Safeguards Spanish

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2022 Notice of Procedural Safeguards Spanish

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2022 Notice of Procedural Safeguards English

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2022 Notice of Procedural Safeguards English

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2022-2023 Parent Education Program PowerPoint

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2022-2023 Parent Education Program PowerPoint

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Copy of 22-23 Dyslexia Parent Education Program

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SPED Referral for INITIAL Evaluation Quick Guide

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SPED Referral for INITIAL Evaluation Quick Guide

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APPROVED and 508 Network 1 Referral for Initial Evaluation Quick Guide

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Prior Written Notice-Legal Requirements and Best Practices Handout

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FREE resources from Institute for Multi-Sensory Education - Orton-Gillingham

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FREE resources from Institute for Multi-Sensory Education - Orton-Gillingham

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Resources from IMSE | Twitter, Instagram, Facebook | Linktree

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Home /

Projects /

Texas Adolescent Literacy Academies

Overview

The Texas Adolescent Literacy Academies (TALA) prepare middle school teachers to design appropriate instruction for all students, including those who struggle with reading due to limited English proficiency, learning disabilities, dyslexia, and other risk factors for reading difficulties. Included are a set of training modules on cross-curricular vocabulary, comprehension strategies, and academic writing; a diagnostic and progress-monitoring instrument; and guidance for intensive interventions targeting the needs of struggling adolescent readers.

TALA consists of three separate academies—the English Language Arts Academy (for English language arts/reading teachers), the Content Area Academy (for mathematics, science, and social studies teachers), and the Professional Development to Support Academic Writing Academy (for English language arts/reading teachers).

Dissemination Model

VGC created the content for TALA. The Texas Education Agency and the regional education service centers organize training sessions for teachers across the state.

Texas Middle School Fluency Assessment (TMSFA)

This assessment was developed as part of the TALA project. Materials available by grade (grade 6 to grade 8) include oral reading fluency and retell materials for screening students, word lists for diagnosing struggling students’ word reading, and progress-monitoring assessments. There also are resources that can be used across grades, including passages for oral reading fluency practice, word lists for word-reading accuracy and fluency practice, and graphs and record sheets for teachers and students to monitor progress over time. Also included are guidelines for interpreting results and suggestions for printing.

To download the materials, visit the TMSFA downloads folder.

Research Information

Participants

Texas teachers for grades 6, 7, and 8 participate. English language arts/reading teachers for grades 5 and 9 may also be invited to the Professional Development to Support Academic Writing Academy.

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Texas Adolescent Literacy Academies | Vaughn Gross Center for Reading and Language Arts

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The Texas Adolescent Literacy Academies (TALA) prepare middle school teachers to design appropriate instruction for all students, including those who struggle with reading due to limited English proficiency, learning disabilities, dyslexia, and other risk factors for reading difficulties. Included a…

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Dyslexia Assessment Tools/Test for Emerging Bilinguals

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Dyslexia Assessment Tools/Test for Emerging Bilinguals

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Review of Dyslexia Assessment Tools For Emerging Bilinguals 10.09.2021

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2022 Updated 1st Grade Screener Data Form

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2022 Updated 1st Grade Screener Data Form

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Dyslexia Profile Sheet Updated 2022 Front and Back

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Student Resources for Reading Disability_Spanish

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Student Resources for Reading Disability

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Dyslexia Screening Exceptions Reason in TSDS

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Dyslexia Screening Exceptions Reason in TSDS

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Senate Bill 89 and Dyslexia Handbook 2021 Training and Communication Requirements

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This letter provides notice to local educational agencies (LEAs) of required activities and associated assurances that must be completed in the Legal Framework in 2022. SB 89, the COVID-19 Special Education Recovery Act, was signed by the governor on June 7, 2021, and addresses special education and related service interruptions during the COVID-19 pandemic.

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Notice of Procedural Safeguards in 24 Languages Download

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Notice of Procedural Safeguards in 24 Languages Download

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Procedural Safeguards - English Procedural Safeguards - Spanish Procedural Safeguards - Arabic Procedural Safeguards - Burmese Procedural Safeguards - Chinese Procedural Safeguards - Farsi Procedural Safeguards - French Procedural Safeguards - German Procedural Safeguards - Gujarti Procedural Safeguards - Hindi

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Become a Certified Structured Literacy Dyslexia Interventionist

The Reading by Design Accredited Pathway (RbDAP) is an International Dyslexia Association Accredited Program. This accreditation assures that RbDAP program completers have engaged in a rigorous, standards-based preparation program. Region 4 is seeking to offer the Structured Literacy Dyslexia Interventionist certification.

Upon successful completion of all Center for Effective Reading Instruction (CERI) requirements, you are eligible to take the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI).

After passing the KPEERI you are eligible for the Structured Literacy Dyslexia Interventionist Certification (C-SLDI) through CERI C-SLDI is a certification option listed in the Texas Education Agency's Find more information on the 2021 update available The Dyslexia Handbook. here.

According to the Center for Effective Reading Instruction, "CERI Certification will give you the opportunity to advance your teaching career and affirm your knowledge and skills in teaching literacy using a structured approach to language. Demonstrate your commitment to teaching with the most progressive certification in the profession." Additional information about CERI can be found on its website EffectiveReading.org.

Participants should note that final determination for issuance of C-SLDI certificates is held solely by CERI.

Learn more about the program by visiting the links below. Check back in April 2023 to apply for the 2023-24 Cohort. We are looking forward to working with you!

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Become a Certified Structured Literacy Dyslexia Interventionist The Reading by Design Accredited Pathway (RbDAP) is an International Dyslexia Association Accredited Program. This accreditation assures that RbDAP program completers have engaged in a rigorous, standards-based preparation program. Region 4 is seeking to offer the Structured Literacy Dyslexia Interventionist certification.

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Interactive Alphabet Arc
The Interactive Alphabet Arc is a digital version of our Rainbow Alphabet Mat. These arcs are available in both uppercase and lowercase and have been provided in both English and Spanish. The Interactive Alphabet Arcs can be used for timed and untimed alphabet activities.

Follow the links below to see the Alphabet Arcs in action!
Early Literacy Resources available from Region 4 Reading/Language Arts
Questions about our resources? E-mail reading@esc4.net.

This resource serves as a tool for teaching letter names and sounds to support students on their journey in becoming successful readers and writers. This set can be used for whole-group, small-group, and individual literacy instruction. $30 each. Order online: ALPHABET POSTER AND CHARTS SET
Tool for supporting letter names and sounds.
English| Spanish

LETTER KNOWLEDGE MANIPULATIVE KIT - NEW!
Tools to deepen emergent readers' letter knowledge
This supplemental resource can be used for teaching letter knowledge in small groups. This kit is appropriate for use with emergent readers of any age who need additional support in letter identification, letter-sound correspondences, and letter formation. $100.ORDER ONLINE

READING BY DESIGN
Systematic, Explicit, and Intensive Reading Intervention
Reading by Design: An Individualized Literacy Intervention is a systematic, multisensory approach aligned with research-based practices for developing literacy. This intervention follows an intensive, explicit, and cumulative design for remediation of reading and writing skills at all grade levels. This comprehensive program addresses the following components: phonological awareness, sound-symbol association, six syllable types, written spelling patterns, morphology, syntax, reading fluency, and comprehension. Progress monitoring and review lessons are embedded throughout the program to inform student progress and promote reading and writing automaticity. Reading by Design may be used with students in kindergarten through grade 12 in a small, homogeneous group setting. (Teacher training required.)

For more information about Reading by Design, visit our web page, or e-mail dyslexia@esc4.net.

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Interactive Alphabet Arc The Interactive Alphabet Arc is a digital version of our Rainbow Alphabet Mat. These arcs are available in both uppercase and lowercase and have been provided in both English and Spanish. The Interactive Alphabet Arcs can be used for timed and untimed alphabet activities.

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Interactive Alphabet Arc
The Interactive Alphabet Arc is a digital version of our Rainbow Alphabet Mat. These arcs are available in both uppercase and lowercase and have been provided in both English and Spanish. The Interactive Alphabet Arcs can be used for timed and untimed alphabet activities.

Follow the links below to see the Alphabet Arcs in action!
Early Literacy Resources available from Region 4 Reading/Language Arts
Questions about our resources? E-mail reading@esc4.net.

This resource serves as a tool for teaching letter names and sounds to support students on their journey in becoming successful readers and writers. This set can be used for whole-group, small-group, and individual literacy instruction. $30 each. Order online: ALPHABET POSTER AND CHARTS SET
Tool for supporting letter names and sounds.
English| Spanish

LETTER KNOWLEDGE MANIPULATIVE KIT - NEW!
Tools to deepen emergent readers' letter knowledge
This supplemental resource can be used for teaching letter knowledge in small groups. This kit is appropriate for use with emergent readers of any age who need additional support in letter identification, letter-sound correspondences, and letter formation. $100.ORDER ONLINE

READING BY DESIGN
Systematic, Explicit, and Intensive Reading Intervention
Reading by Design: An Individualized Literacy Intervention is a systematic, multisensory approach aligned with research-based practices for developing literacy. This intervention follows an intensive, explicit, and cumulative design for remediation of reading and writing skills at all grade levels. This comprehensive program addresses the following components: phonological awareness, sound-symbol association, six syllable types, written spelling patterns, morphology, syntax, reading fluency, and comprehension. Progress monitoring and review lessons are embedded throughout the program to inform student progress and promote reading and writing automaticity. Reading by Design may be used with students in kindergarten through grade 12 in a small, homogeneous group setting. (Teacher training required.)

For more information about Reading by Design, visit our web page, or e-mail dyslexia@esc4.net.

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Interactive Alphabet Arc The Interactive Alphabet Arc is a digital version of our Rainbow Alphabet Mat. These arcs are available in both uppercase and lowercase and have been provided in both English and Spanish. The Interactive Alphabet Arcs can be used for timed and untimed alphabet activities.

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Wilson® Professional Credentials recognize the importance of ongoing development in the field of reading instruction and high standards of practice within the Wilson community. Our policy to provide only a list of Wilson Reading System® certified individuals who are currently credentialed as a Wilson® Dyslexia Practitioner or Wilson® Dyslexia Therapist is our way of assuring the integrity of the program.

Wilson has established the following professional credentials for WRS certified individuals:

Wilson® Dyslexia Practitioner (W.D.P.)

A WRS Level I Certified individual is eligible for the Wilson® Dyslexia Practitioner (W.D.P.) credential. This credential recognizes individuals as prepared to diagnostically teach students identified with a language‐based learning disability, such as dyslexia, at the beginning levels of encoding and reading. This W.D.P. credential is valid for five years and must be renewed every five years after successfully completing recredentialing activities and coursework.

To learn more, visit our FAQ for Wilson® Professional Credentials.

Wilson® Dyslexia Therapist (W.D.T.)

A WRS Level II Certified individual is eligible for the Wilson® Dyslexia Therapist (W.D.T.) credential. This credential recognizes individuals as prepared to diagnostically teach students identified with a language‐based learning disability, such as dyslexia, at advanced levels of encoding and reading and in group settings. This W.D.T. credential is valid for five years and must be renewed every five years after successfully completing recredentialing activities and coursework.

To learn more, visit our FAQ for Wilson® Professional Credentials.

Additionally, individuals who successfully complete the WRS Trainer Development internship earn the Wilson® Credentialed Trainer (W.C.T.) credential, along with their previously earned W.D.T. credential. A Wilson Credentialed Trainer is highly qualified to supervise individuals in Wilson Reading System® (WRS) professional learning programs that prepare these individuals to teach students with a language‐based learning disability, such as dyslexia. Information about becoming a Wilson® Credentialed Trainer and maintaining that credential is available on the WRS Trainer Development page.

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Wilson Professional Credentials | Wilson Language Training

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Wilson® Professional Credentials recognize the importance of ongoing development in the field of reading instruction and high standards of practice within the Wilson community. Our policy to provide only a list of Wilson Reading System® certified individuals who are currently credentialed as a Wilson® Dyslexia Practitioner or Wilson® Dyslexia Therapist is our way of assuring [...]

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International Dyslexia Association

Neuhaus Education Center's Tier III program provides extensive coursework and supervised practica leading to certification for teachers and therapists working with individuals with dyslexia and other related disorders. Basic Language Skills is the core curriculum of the program and is taught primarily through two comprehensive classes.

The Neuhaus Tier III program is recognized by the International Dyslexia Association (IDA), accredited by the International Multisensory Structured Language Education Council (IMSLEC), meets requirements for Texas licensure, and meets criteria for membership in the Academic Language Therapy Association (ALTA).

The Level 1 Tier III Program prepares individuals to become Dyslexia Practitioners, while the Level 2 Tier III Program prepares individuals to become either Reading Therapists or Dyslexia Therapists.

*Prerequisites apply.

Specialist Preparation Program - Level 1 Requirements

A continuous cycle of preparation completed in 12-30 months
Leading to a Certification from ALTA as a Certified Academic Language Practitioner

Specialist Preparation Program - Level 2 Requirements

A continuous cycle of preparation completed in 30-60 months - A Master's degree is required
Leading to a Certification from ALTA as a Certified Academic Language Therapist

Interested in learning more about the Specialist Preparation Program? Email us at NECBLS@neuhaus.org.

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Neuhaus Education Center's Tier III program provides extensive coursework and supervised practica leading to certification for teachers and therapists working with individuals with dyslexia and other related disorders. Basic Language Skills is the core curriculum of the program and is taught primarily through two comprehensive classes.

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centralized training hub for teachers to receive dyslexia interventionist training for the MTA and Esperanza curricula

Grant Purpose

This project provides a centralized training hub for teachers to receive dyslexia interventionist training for the MTA and Esperanza curricula. This grant funded training is for eligible local education agencies (LEAs) that are eligible for the 2022-2023 Dyslexia Funding Support Grant and need MTA and/or Esperanza curriculum training for new dyslexia interventionists.

The authorization of the grant comes from Coronavirus Aid, Relief, and Economic Security (CARES) Act, Section 18003, Elementary and Secondary School Emergency Relief (ESSER).

Note: This training is available at no cost to eligible LEAs receiving the Dyslexia Funding Support Grant.These training opportunities will be available until the Dyslexia Training Project funds are expended. All trainings will be held virtually.

Who do I contact if I have questions?

Training & Registration Procedures for Eligible* LEAs Using the MTA and/or Esperanza Dyslexia Programs

These no-cost MTA and Esperanza training opportunities are available for LEAs that received the Dyslexia Funding Support Grant. These training opportunities will be available until the Dyslexia Training Project funds are expended.

Ensure your LEA is eligible for these no cost trainings funded by the Dyslexia Training Project grant.

E-mail dtproject@esc4.net to request training information for your teachers.

Who should send the request? The LEA should have one designee to represent the entire LEA to request training for teachers.

Region 4 ESC will verify that the LEA is eligible to participate in the curriculum training.

Region 4 will e-mail the LEA designee to request a list of all teachers* that will participate in the MTA and/or Esperanza curriculum training. A spreadsheet will be included for the LEA designee to fill out with specific teacher information.

*Please only include teachers that will be using the MTA and/or Esperanza dyslexia programs to provide dyslexia intervention during the 2022-2023 school year.

The LEA designee will return the completed spreadsheet to Region 4.

Teachers listed on the spreadsheet will receive an e-mail with training date options, followed by registration information for the specified training session.

Closer to the teachers' curriculum training start date, the qualified instructor will send the teachers a Zoom link to join the training session.

About the Esperanza Structured Multisensory Spanish Language Program

This is a 2-day virtual training. Participants must be fully present on both days of training and complete a post-session survey to receive a certificate of completion.

Participants in this session will learn to teach the Esperanza program that focuses on helping students develop a strong knowledge base of the structure of the Spanish language. Participants will also learn how to transition the student into English by helping the student apply his or her knowledge of phonology and the rules of Spanish to the acquisition of English. This program has been used successfully with Spanish-speaking students with dyslexia. Teachers attending this training will receive an Esperanza Teacher Kit-Cursive. Only teachers that fully attend and complete the training will be able to keep the Esperanza Teacher Kit. LEAs will be responsible for returning all grant funded kit materials for teachers that do not attend training.

Kit Includes: Esperanza Teacher Manual 8th Edition, Esperanza Training Manual & Assessments, Esperanza USB, Esperanza Student Activity Book 1-Cursive, Esperanza Student Activity Book 2-Cursive, Spanish Alphabet Strip, Esperanza Mirror, Spanish Plastic Letters (Lowercase), Esperanza Counters Set, and Esperanza Bag

Fall 2022 Esperanza Training Dates:

Please contact dtproject@esc4.net to request training*.

*These training opportunities will be available until the Dyslexia Training Project funds are expended.

About the Multisensory Teaching Approach (MTA) Training

Multisensory Teaching Approach (MTA) Teacher Training

The MTA teacher training is 9 days of virtual training. There are 5 consecutive days of training and four follow-up training days that occur throughout the school year. Teachers must fully attend all 9 days of training to be certified to implement the MTA dyslexia program and fill out a post-session survey to receive a certificate of completion.

Participants will attend the Multisensory Teaching Approach (MTA) 5-day Introductory Course first in which the MTA Kit 1 will be covered. Teachers will then attend Kits 2, 3, 4, and 5 training throughout the school year. In these courses participants will learn the definition and characteristics of dyslexia. Participants will be instructed in the delivery of the Orton-Gillingham based MTA program, including Language Awareness, Alphabet/Dictionary Skills, Multisensory Letter-Sound Associations, Reading/Spelling Rules-Concepts, Syllabication, Cursive Handwriting, Fluency, Comprehension/Composition and MTA lesson planning.

Print materials will be provided for this course. Teachers will receive Kits 1-5 at different times throughout the year that coincide with their training schedule.

Only teachers that fully attend each training session will be able to keep the MTA kit materials. LEAs will be responsible for returning the grant funded kit materials for teachers that do not attend training.

NOTE: Teachers are then required to attend 4 days of follow-up training throughout the school year. Participants will receive a certificate of completion once they have completed all 9 days of training and all post-session surveys.

Multisensory Teaching Approach (MTA) Training for Certified Academic Language Therapists (CALTs)

3 Day Virtual Training - Participants must attend all three days and fill out a post-session survey to receive a certificate of completion.

The MTA training for CALTs training addresses basic language skills utilizing structured, multi-sensory language instruction based on the Alphabetic Phonics approach for teaching reading, handwriting, spelling, and comprehension. Participants are trained to use a multisensory structured language program for students with specific language disabilities such as dyslexia and related disorders. Therapists will learn how to utilize the Multisensory Teaching Approach (MTA) materials developed by Margaret Taylor Smith.

Print materials will be provided for this course. Teachers will receive the MTA Kit 1 first. Teachers that fully attend all 3 days of training will receive Kits 2-5 at a later date.

Only teachers that fully attend each training session will be able to keep the MTA kit materials. LEAs will be responsible for returning the grant funded kit materials for teachers that do not attend training.

Please contact dtproject@esc4.net to request training.*

*These training opportunities will be available until the Dyslexia Training Project funds are expended.

MTA CALT Training Options:
New dates will be added soon.

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Grant Purpose This project provides a centralized training hub for teachers to receive dyslexia interventionist training for the MTA and Esperanza curricula. This grant funded training is for eligible local education agencies (LEAs) that are eligible for the 2022-2023 Dyslexia Funding Support Grant and need MTA and/or Esperanza curriculum training for new dyslexia interventionists.

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Child Find, Evaluation, and ARD Supports Network

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Child Find is legally required, and is an important first step to finding children with disabilities and getting them the support and services they require to be successful in school. The full and individual initial evaluation (FIIE) is a critical component when determining the eligibility and needs…

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TEA Dyslexia is a Course

TEA Dyslexia

Apr 2 - Jun 30, 2022
6.0 credits

Enroll

Full course description

The purpose of this course is to empower educators to serve and advocate for students with or at risk for dyslexia. The course consists of four modules. In the first module, you will learn more about what dyslexia is and how it impacts student learning. In the second module, you will explore effective schoolwide practices for the identification and support of students with dyslexia. In the next module, you will learn more about how to support students with dyslexia in the classroom through systematic, explicit, and evidence-based instruction designed to meet the needs of students with dyslexia. In the last module - Taking Action - you will reflect on your learning, create a personal action plan, and review resources. A participant handbook is provided to guide participant learning. Participants will receive 6 CPE credits for completion of the course.

Sign up for this course today!
Enroll

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TEA Dyslexia is a Course Apr 2 - Jun 30, 2022 6.0 credits Enroll The purpose of this course is to empower educators to serve and advocate for students with or at risk for dyslexia. The course consists of four modules. In the first module, you will learn more about what dyslexia is and how it impacts student learning.

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International Dyslexia Association - ...until everyone can read!

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Consult SPEDTex , the Texas Special Education Information Center. This is a resource backed by TEA to inform and support parents, teachers, and anyone committed to the success of children with disabilities.

1-855-SPEDTEX(1-855-773-3839
Phone: )
Website: www.spedtex.org
Office of Special Populations and Monitoring, Department of Special Education
Monday-Friday (8:00 AM to 5:00 PM)

Phone:(512) 463-9414(512) 463-9560
Fax:
Email: sped@tea.texas.gov

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Consult SPEDTex , the Texas Special Education Information Center. This is a resource backed by TEA to inform and support parents, teachers, and anyone committed to the success of children with disabilities.

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1. Home

2. Parent Resources

Parent support and involvement makes a positive difference by elevating student academic performance and increasing achievements. Explore the resources below to discover ways in which you can get support and be involved in your student's education.

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Home Parent Resources Parent support and involvement makes a positive difference by elevating student academic performance and increasing achievements. Explore the resources below to discover ways in which you can get support and be involved in your student's education.

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List of Bilingual Assessments - Dr. Sarah Holman

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Copy of Spanish Tests for Dyslexia for Bilingual Students

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Printable

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How to Talk to Your Child about Dyslexia - Spanish

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How to Talk to Your Child about Dyslexia - Spanish

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Cómo Hablar Con Su Hijo o Hija Sobre la Dislexia

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How to Talk to Your Child about Dyslexia - English

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How to Talk to Your Child about Dyslexia - English

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How To Talk To Your Child About Dyslexia

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Dyslexia Evaluation Report Monolingual Spanish - Revised 3-2019

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DSG-4 Dysgraphia Evaluation Report - Electronic

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Dyslexia Evaluation Report Bilingual - Revised 3-2019 - Electronic

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Update - Changes to Volume 1 Reading by Design

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PEIMS coding for Dyslexia recording sheet

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Dyslexia Program Requirements Worksheet for Cyclical Reviews

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Dyslexia Program Requirements Worksheet for Cyclical Reviews

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Copy of Spanish Tests for Dyslexia for Bilingual Students