Denison ISD provides a program for identified gifted and talented students in grades K-12 following the guidelines mandated by the State Plan for the Education of the Gifted and Talented. All identified elementary students who met the qualification standards will be offered an accelerated academic program with units in math, language arts, social studies, and science. These units will be taught in a "pull-out" program from the regular classroom instruction. Student will be taught by individual grade levels. The amount of time for instruction will be determined by the grade of the student.

Students who do not qualify for the G/T program, but showed a strong interest or aptitude in one or more of the core academic areas will be allowed to participate in the sessions that pertain to their area of strength. Placement will be based on test scores, teacher recommendation, and space availability.

Sessions will be taught by the G/T teacher in each elementary classroom at least once per month. The purpose is to allow all students an opportunity to participate in G/T type activities, learn problem-solving skills, and practice strategies.

Secondary students are provided an opportunity to enroll in Pre-AP and AP (Advanced Placement) courses in each of the four core academic areas. Classes are designed to provide advanced and challenging instruction. College credit may be available as a result of scoring adequately on an AP exam or satisfactorily completing a dual credit course at the senior level.

Students in all grades are screened at the end of each school year to determine if additional testing for entrance into the G/T program is recommended. Any teacher, parent, student, counselor, or other appropriate person may refer a student for assessment/screening. Eligibility for the program is based on intellectual ability (an I.Q. of 120 or above), achievement test data (Reading Composite, Math Composite, and Complete Battery scores of 92 % ile or greater), and teacher and parent surveys.

Based on a review of information gathered during the assessment process, the selection committee recommends placement for students who data reflect that the program is the most appropriate educational setting. The final selection of students for services in the G/T program will be determined by a committee of at least three people, including the G/T teacher assigned to that campus or course, the principal or designee, and the counselor.

DYSLEXIA PROGRAM

Referral Assessment Placement
State and District Requirements:

"Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity"

"Related disorders" include disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Definition as stated by The International Dyslexia Association:

"Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing. These difficulties in single-word decoding are often unexpected in relation to age another cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling."

The following difficulties may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities:

• Difficulty with the development of phonological awareness and phonological processing skills, including segmenting or breaking spoken words into individual sounds;
• Difficulty accurately decoding nonsense or unfamiliar words;
• Difficulty reading single words in isolation;
• Inaccurate and labored oral reading;
• Lack of reading fluency
• Variable degrees of difficulty learning the names of letters and their associated sounds;
• Difficulty with learning to spell;
• Difficulty in word finding and rapid naming;
• Variable difficulty with aspects of written composition;
• Difficulty with learning and reproducing the alphabet in correct sequence
• Family history of similar problems.

The administration will listen and note the concerns of the individual who states that a problem may exist in a student’s ability to read, write, or spell.

DATA GATHERING

Campus employees familiar with the student’s performance, characteristics, etc. and trained in screening procedures will be assigned to gather data in the following areas:

• Vision screening
• Hearing screening
• Speech and language screening though a referral process (if appropriate)
• Academic progress reports (report cards)
• Results of basal reading series assessments
• Teacher reports of aptitude, behavior, and problems in the classroom
• Parent conferences
• Results of state student assessment, district standardized assessment, and/or

K-2 reading instrument

• Results of accommodations provided by classroom teachers
• Results of reading screening exam/s.

INTERVENTION OPTIONS
The campus committee should make a decision after evaluating all data. Decisions can be made to:

• Leave the student in the regular classroom and the teacher provide instruction to correct weak areas.
• Place the student in a remedial program for additional services.
• Recommend the student for further in-depth evaluations.

If significant problems in academic achievement have been noted and/or intervention strategies have been attempted but are unsuccessful in remediation of weak areas, the committee may recommend the student for reading, writing, and/or spelling evaluation to determine what actions are needed to ensure improved academic performance.

 

If it is determined that a student who has been identified as having primary difficulties in reading, writing, and spelling is not progressing academically in the remedial programs of the district, then continued evaluation in the areas of dyslexia and related disorders will be considered.

Parent/guardian permission will be obtained prior to administering individual assessments for placement considerations.

After considering information from the data previously collected concerning school records, informal sources and general screening, an examiner will decide what categories and test selections will be administered to evaluate specific areas of concern. Areas for test administration may include intellectual functioning, listening comprehension, language, vocabulary, letter/work identification, phonological awareness, work attack, rapid automatized naming, spelling, reading, written expression, handwriting, visual-motor, attention/behavior, and math.

The committee may identify a student as needing dyslexia services if the majority of the following items apply:

• Both informal and formal assessment results point to dyslexia
• The student is unexpectedly lower in reading and spelling considering age, measured intelligence, experiential background, age-appropriate education, sensory acuity, and general health.
• A family history of dyslexia or reading disorders exist
• Lowest standardized achievement test scores are in word attack, word identification, spelling, and phonological awareness
• Discrepant scores among subject areas
• Male students scores are low in subtests Arithmetic, Coding, Information, and Digit Span
• Female students scores are low on Arithmetic, Vocabulary, Information, and Digit Span.

If there is not a consensus of opinion about the identification of a student, a trial teaching period may be considered in a program designed for students who have dyslexia. Progress will be evaluated frequently. If noteworthy or reasonable progress is make, the identification of dyslexia may be assigned.

If a student does not make progress in a program for dyslexis, other learning disabilities will be considered.

Testing through special education may be appropriate for students suspected of severe dyslexia or related disorders. Referral to special education for a comprehensive assessment and possible identification as disabled within the meaning of the Individuals with Disabilities Education Act should be make as needed. Such referral would be accompanied by the written general and specific notices to the parents of federal and state rights for children with disabilities and would follow all mandated procedures.