Special Programs

Definition of Dyslexia (Texas Education Code §38.003)

1. “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.
2. “Related disorders” includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Students identified as having dyslexia typically experience primary difficulties in phonological awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in phonological awareness are unexpected for the student’s age and educational level, and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties. 

Dyslexia is a specific learning disability (SLD)
Students who meet the dyslexia eligibility for an evidence-based dyslexia program indicated by the Full and Individual Initial Evaluation (FIIE) will now be served under the special education program once parent/guardian provides consent to the Admission, Review and Dismissal (ARD) committee. The campus dyslexia specialist will continue to serve our students under the special education program, if deemed appropriate by the ARD Committee.  As a parent, you may deny special education services, but your child will not be afforded the opportunity to receive an evidence-based dyslexia program.

Evidence-based dyslexia program under 504
All current students receiving the evidence-based dyslexia program under 504 will be reviewed at their 504 Reevaluation meeting or sooner. During this meeting, continued need for an evidence-based dyslexia program and a referral for an FIIE will be discussed.  If the consent to an FIIE is refused, your child will no longer be eligible to receive an evidence-based dyslexia program.  Texas Education Agency expects all 504 meetings to be held prior to the end of the 2024-2025 school year.

Download HB 3928 Information (PDF) 

Download the Willis ISD Dyslexia Plan (PDF)

Dyslexia Handbook (Outside Source)

The State's Dyslexia Handbook was recently updated. The changes can be reviewed in English and Spanish. 

View the Dyslexia Handbook 2024 Update (English)

View the Dyslexia Handbook 2024 Update (Spanish)

Related Links

• International Dyslexia Association (IDA) 
• Learning Ally (Formerly RFB&D) 
• Texas Education Agency (TEA) 
• Talking Book Program (TBP)
  • The Talking Book Program offers students with reading disabilities a variety of reading materials. Qualified students can apply to the free program. Learn more online or call 1-800-252-9605. 

Parent Resources

• Parent Trainings offered through Reg 20 (available in English and Spanish)
• Read and Spell Blog

Child Find

Willis ISD is responsible for identifying and evaluating students who, within the intent of Section 504 of the Rehabilitation Act of 1973, need special services or programs in order that such students may receive the required free appropriate education. A student who may need specialized instruction or programs within the intent of Section 504 is one who: 

• Has a physical or mental impairment that substantially limits one or more of life’s major activities; or
• Has a record of such impairment; or
• Is regarded as having such impairment.

Students may be eligible under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities Education Act. Parents who believe that they have a child who may qualify for special services or programs under Section 504 should contact the Campus 504 Coordinator at the home campus. In addition, parents who believe that they have a child who may qualify for special education services or programs under the Individuals with Disabilities Education Improvement Act (IDEA) should contact their campus Educational Diagnostician. 

Test Accommodations for College Board and ACT Tests

Accommodations for these tests require a separate process from test accommodations which may be offered in a student's IEP or Section 504 plan within Willis ISD. Even if your student has accommodations specified within his or her Willis ISD- developed IEP or Section 504 plan, there is no guarantee he or she will be allowed them during the administration of the College Board and ACT tests. The allowance for test accommodations are determined solely by the College Board and ACT testing services. Families, and not Willis ISD staff, are ultimately responsible for obtaining these accommodations. Although Willis ISD will assist with the applications as a courtesy for all students with IEPs and 504 plans for families who timely follow the application process, families have the ability to submit their requests directly to the College Board and ACT test services. Any additional educational and neuropsychological testing needed for or requested by the College Board or ACT testing service offices is the responsibility of the family and will not be provided by Willis ISD staff. Families will receive notification directly from the College Board or ACT testing services on the accommodations granted.  It is important for families to adhere strictly to the specified or recommended timelines for submitting all requests for accommodations and to provide whatever documentation is specified. This includes making requests to the appropriate Willis ISD staff within designated timelines as well as the timelines requested by the College Board or the ACT test services offices. Failure to timely submit the requested information to either the testing services or Willis ISD staff may result in your student's inability to be allowed accommodations on his or her test.

Learn more about submitting accommodation requests on the College Board website.

The McKinney-Vento Definition of Homeless

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (per Title IX, Part A of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act) defines homeless as follows:

The term “homeless children and youths”–

(A) means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a)(1)); and

(B) includes–

(i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;*

(ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C));

(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and

(iv) migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

If you live in one of these situations you may:

• Continue to attend the school in which you were last enrolled, even if you have moved way from that school’s attendance zone or district you can receive transportation from your current residence back to your school of origin.

• Qualify automatically for Child Nutrition Programs (free and reduced price lunch and other district food programs).

• Participate fully in all school activities and programs for which you are eligible.

McKinney-Vento Liaison:
Debbie Walker, 
Director of Special Programs
dwalker@willisisd.org

Wildkat Resource Center 

Information for School-Aged Youth

Información para Jóvenes en Edad Escola  

Information for Parents of School-Aged Youth

Información para Padres de jóvenes en edad escolar