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Important Message From Our Food & Nutrition Services Department

On Friday, May 12, Mesquite ISD’s Food & Nutrition Services Department was hit by the worldwide Cyber Attack. As a result, all cafeteria software was affected, causing issues with student accounts. Our Technical Services team is working tirelessly to resolve the problems, but in the meantime, we want to keep you informed on how this situation impacts students and parents. Rest assured that student information and credit card information was not compromised. But in protective measures to keep information from being compromised, the outcome resulted in limited communication between outside systems and our registers on each campus.

Student meal account balances are not available at this time.

  • The online payment system, School Café, has been turned off.
  • Parents will not see accurate information in their School Café accounts
  • Cash or check payments may still be made at the register
  • Free & reduced meal applications must be processed manually; online applications are not available at this time

Mesquite ISD will keep you informed of any updates to this situation. Our top priority is ensuring that all students continue to receive healthy meals while at school. Thank you for your patience and understanding as we work to resolve these issues.

 

DYSLEXIA

Mesquite ISD's Dyslexia Department is committed to providing every child an opportunity to be successful in his or her educational experience through early identification and intervention. If you feel your child exhibits characteristics of dyslexia, please contact your child's teacher.

District Dyslexia Coordinator 972-882-8707
Jennifer Faust, Testing Coordinator 972-882-8731
Karla Suits, Testing Facilitator 972-882-8721
Christina Dominguez, Administrative Assistant 972-882-7330
Kimberly Wasson, Special Education Liaison 972-882-7708

 

Resource Article:  Dyslexia — How Do I Get Help?

 

What is Dyslexia?

The student who struggles with reading and spelling often puzzles teachers and parents.  The student displays average ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling.  This student may be a student with dyslexia.

As defined in TEC §38.003:

  • Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.

  • Related disorders include disorders similar to or related to dyslexia, such as developmental spelling disability.


The current definition from the International Dyslexia Association states:

Dyslexia is a specific learning disability that is neurological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002).

 

Characteristics of Dyslexia

The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling.  Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression.  These difficulties are unexpected for the student’s age, educational level, or cognitive abilities.  Additionally, there is often a family history of similar difficulties.

The following are the primary reading/spelling characteristics of dyslexia:

  • Difficulty reading real words in isolation

  • Difficulty accurately decoding nonsense words

  • Slow, inaccurate, or labored oral reading; (lack of reading fluency)

  • Difficulty with learning to spell


The reading/spelling characteristics are the result of difficulty with the following:

  • The development of phonological awareness, including segmenting, blending and manipulating sounds in words

  • Learning the names of letters and their associated sounds

  • Phonological memory (holding information about sounds and words in memory)

  • Rapid naming of familiar objects, colors or letters of the alphabet


Secondary consequences of dyslexia may include the following:

  • Variable difficulty with aspects of reading comprehension;

  • Variable difficulty with aspects of writing composition;

  • A limited amount of time spent in reading activities

 

Parent Education Program

Each year, Mesquite Independent School District provides a Parent Education Night to inform parents and guardians of the definition, characteristics, and common signs of dyslexia. Parents meet their child's teacher, watch a video of the Multisensory Teaching Approach (MTA) lesson cycle and listen to educators; parents and students share how dyslexia instruction has impacted student's success.

Mesquite ISD Dyslexia Program Brochure

College Assistance

Please contact the College Board at http://sat.collegeboard.org/register/for-students-with-disabilities or call customer service at (609) 771-7137 within five years of initial dyslexia testing and evaluation to learn about the accommodation process on college entrance exams.