Ensuring Section 504 compliance is important for the entirety of the school year, not just on testing days. Adding only accommodations that are allowed for STAAR to the 504 paperwork, limits the “appropriateness” of the education for students and is not in compliance with the law.  Many other accommodations are allowed day to day that would benefit the student even if they are not allowed on STAAR testing days.  (Math charts are a good example of this. The chart would help students keep up with work day to day, but may or may not be allowable on the test.)

On November 16, 2018, (last school year) a new dyslexia handbook was released by the Texas Education Agency to provide guidance to school districts on new laws passed in 2017 resulting from House Bill 1886. One issue addressed in the new handbook revolves around who serves special education students who have been diagnosed with dyslexia. In the past, school districts were allowed discretion in deciding whether a certified special education teacher could serve the student or whether a trained dyslexia instructor could serve the student.  However, the current guidance from the new handbook states that students served through the special education program should also get specialized instruction/dyslexia services in the least restrictive environment. This is a significant distinction because, under Texas law, dyslexia as a learning disability does not fall under the umbrella of special education even though most other states serve dyslexic students through their special education programs. This guidance, depending on how it is interpreted by school districts, could result in districts having to either train or hire additional dyslexia instructors.

(S. Hoskins, personal communication, June 26, 2019)

This publication discusses the role students have in their own learning and ways counselors and other educators can help students understand and step into that role by teaching self-advocacy skills. It includes specific information regarding the role of counselors in assisting students with the concept of self determination and deliberately ties these concepts to the field of counseling. 

National Center for Learning Disabilities. (2018). Agents of their own success: self-advocacy skills and self-Determination for students with disabilities in the era of personalized learning (Publication).

The purpose of this federal law to increase employment and educational opportunities for all disabled citizens of the United States. With regard to education, it seeks to provide inclusion, accommodation, and equal opportunity to disabled students, with a focus on increasing postsecondary opportunities and self-sufficiency.

This law requires early screening and treatment of kindergarten and first grade students for dyslexia and related disorders.

This law requires early diagnosis of reading difficulties using approved instruments, notification of results to parents, and requires districts to implement intervention in the form of an accelerated reading instruction program 

Specifies that districts must have processes for early identification and screening, remediation available on the student’s campus, training of dyslexia teachers, parental notification and rights, and parent education.

Leander Independent School District. (2018). High School Handbook. Retrieved from http://www.leanderisd.org/UserFiles/Servers/Server_79234/File/departments/Student%20 Support%20Services/Handbooks/HS-Handbook_1819_v2.pdf.

American School Counselor Association. (2016). The ASCA Ethical Standards for School Counselors. Alexandria, VA.   

This website is an excellent resource for both educators and parents of dyslexic students, focusing on the needs of dyslexic students and training those who work with them. A free, downloadable handbook is available for parents (or educators and counselors) that covers topics such as the characteristics of dyslexia, instructional interventions, family support, and information about transitioning to college. 

...Until everyone can read! (2019). Retrieved from https://dyslexiaida.org/

As counselors, it is important to remember that our first priority is to help students achieve success. While writing 504 accommodations may be tedious at times, it is essential to work with teachers and parents to ensure each student’s academic and social-emotional development. For education to be equitable and appropriate, each student should receive an individual plan that both levels the playing field day-to-day as well as takes advantage of the legal protections a 504 plan provides them.