What is MTA?
MTA stands for Multisensory Teaching Approach. It is a comprehensive, ungraded curriculum which places primary emphasis on the 85% of the English Language which is phonetically reliable for reading and spelling. There are four major areas of study: alphabet and dictionary skills, reading, spelling, and cursive handwriting. MTA materials are packaged in a series of seven kits. Mastery of these kits will enable the student to read and spell the 85% of the English language that is regular. A major portion of the irregular words are included as well. Students are expected to be at a mastery level of 90% to be successful.
Do you take grades in Language Science?
No. Starting in the school year 2013-14, all grades for reading and spelling will come from the classroom teachers. Language Science students will receive a progress report every 9 weeks that will address the skills that they are learning in Language Science.
How are students identified for the Language Science program?
The LISD DYSLEXIA PROGRAM is a general ed. program that fits the TEA descriptors of a specific curriculum designed for dyslexic students. It has components of phonemic awareness, graphophonemic knowledge (phonics) and language structure that encompasses the study of meaningful units of language. It also uses a multisensory approach designed to teach the students strengths, while also building on their weaker areas. It includes the study of fluency and meaning based comprehension and is explicit, direct and systematic instruction based on the alphabetic principal of language.
The dyslexia program follows the Response to Intervention process as outlined by the district with the general ed. dyslexia program being a Tier III intervention. Assessment for placement in the program follows the TEA dyslexia guidelines.
A child who is experiencing difficulty with reading in the regular classroom as evidenced by scores on District Assessment, teacher observation, grades and STAAR should be referred to the campus RtI Committee. This committee will determine appropriate measures to provide needed help for the student. These measures may include other remedial strategies (such as accelerated reading), referral for a general ed dyslexia assessment or referral to special education.
As a general rule an assessment for dyslexia would not begin before the second semester of the first grade. After the completion of an assessment, the determination regarding an educational identification of dyslexia, would be made through the 504 or ARD committee.
MTA stands for Multisensory Teaching Approach. It is a comprehensive, ungraded curriculum which places primary emphasis on the 85% of the English Language which is phonetically reliable for reading and spelling. There are four major areas of study: alphabet and dictionary skills, reading, spelling, and cursive handwriting. MTA materials are packaged in a series of seven kits. Mastery of these kits will enable the student to read and spell the 85% of the English language that is regular. A major portion of the irregular words are included as well. Students are expected to be at a mastery level of 90% to be successful.
Do you take grades in Language Science?
No. Starting in the school year 2013-14, all grades for reading and spelling will come from the classroom teachers. Language Science students will receive a progress report every 9 weeks that will address the skills that they are learning in Language Science.
How are students identified for the Language Science program?
The LISD DYSLEXIA PROGRAM is a general ed. program that fits the TEA descriptors of a specific curriculum designed for dyslexic students. It has components of phonemic awareness, graphophonemic knowledge (phonics) and language structure that encompasses the study of meaningful units of language. It also uses a multisensory approach designed to teach the students strengths, while also building on their weaker areas. It includes the study of fluency and meaning based comprehension and is explicit, direct and systematic instruction based on the alphabetic principal of language.
The dyslexia program follows the Response to Intervention process as outlined by the district with the general ed. dyslexia program being a Tier III intervention. Assessment for placement in the program follows the TEA dyslexia guidelines.
A child who is experiencing difficulty with reading in the regular classroom as evidenced by scores on District Assessment, teacher observation, grades and STAAR should be referred to the campus RtI Committee. This committee will determine appropriate measures to provide needed help for the student. These measures may include other remedial strategies (such as accelerated reading), referral for a general ed dyslexia assessment or referral to special education.
As a general rule an assessment for dyslexia would not begin before the second semester of the first grade. After the completion of an assessment, the determination regarding an educational identification of dyslexia, would be made through the 504 or ARD committee.