Dyslexia Referrals, Assessment, and

Identification Process

It is the policy of Seguin I.S.D. not to discriminate on the basis of race, color, national origin, sex, or handicap in its programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the

Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

Compiled by Seguin ISD C&I Revised 09-30-2015

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Seguin Independent School District

Student Name:_______________ ID#:_________ DOB:_________ Grade:_________________ Gen. Ed. Teacher:__________________ Campus:__________________ Dyslexia Teacher:__________________Campus Referral:_____ Parent Referral:______Please provide the date and initials for the following required forms:

DATE FORMPERSON (S)

RESPONSIBLE INITIAL DATEBurgundy Book Pg. 17 Figure 2.2

Dyslexia Referral Data ChecklistReferral for Dyslexia and Health Information (Must be current)

Nurse/Gen. Ed. Teacher

RTI TIER I, II, III Documentation Campus RTI CoordinatorIstation Student Growth Summary Report

Gen. Ed. Teacher

Istation Skill Growth Report Gen. Ed. TeacherEduphoria Unit Test Scores Gen. Ed. TeacherTeacher Observation Questionnaire Gen. Ed. TeacherParent Questionnaire Parent/Gen. Ed. TeacherReports Cards Gen. Ed. TeacherGifted and Talented Assessments Gen. Ed. TeacherFountas & Pinnell Running Records Gen. Ed. TeacherSchool Work Samples (Reading, Spelling, and Writing samples only)

Gen. Ed. Teacher

Common Risk Factors Checklist- pg. 9

Gen. Ed. Teacher

Dyslexia Classroom Observation Dyslexia TeacherDyslexia Consent for Evaluation (Must be collected after the referral documentation is all in place)

Campus 504 Coordinator

Burgundy Book Pg. 18 Figure 2.3Additional Data for English Language Learners

Home Lang. Survey Gen. Ed. TeacherTELPAS Gen. Ed. TeacherIstation Espanol Gen. Ed. TeacherLanguage of Instruction-LPAC Gen. Ed. Teacher

This form to be used as a cover sheet for the referral packet The Referral Packet must be included in the State Section 504 FolderSubmit this form to the Dyslexia Department for every student prior to assessment

Section 504 Coordinator Signature: _________________________ Date: _____________

Campus Principal Signature: __________________________ Date: ____________

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Dyslexia Referral Data Checklist

The Dyslexia Handbook Revised 2014, Procedures Concerning Dyslexia and Related Disorders, addresses the concern that implementation of RTI programs might result in the delays to an otherwise valid referral for dyslexia evaluation.

‘Progression through tiered intervention is not required in order to begin the identification of dyslexia.” BB Pg. 14

Seguin ISD will follow the NEW Response to Intervention Model to identify students with dyslexic characteristics early in their educational career in order to follow current research findings that such early intervention is a key component of later student success.

The evaluation should be conducted through §504 procedures or through the Individuals with Disabilities Education Act (IDEA 2004).

As referenced in the letter from the “Office of Special Education Programs (OSEP) to the State Directors of Special Education,” states have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of the RtI process. For more information, please visit www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdf.

Schools shall recommend assessment for dyslexia if the student demonstrates the following: BB Pg. 16

Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade

Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions and Characteristics of Dyslexia of The Dyslexia Handbook Revised 2014:

The International Dyslexia Association defines “dyslexia” in the following way:

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) BB. Pg. 8

Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These 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. BB. Pg. 8

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The following are the primary reading/spelling characteristics of dyslexia: BB. Pg. 8

Difficulty reading words in isolation Difficulty accurately decoding unfamiliar words Difficulty with oral reading (slow, inaccurate, or labored) Difficulty spelling

It is important to note that individuals demonstrate differences in degree of impairment.

The reading/spelling characteristics are most often associated with the following:

Segmenting, blending, and manipulating sounds in words (phonemic awareness) Learning the names of letters and their associated sounds Holding information about sounds and words in memory (phonological memory) Rapidly recalling the names of familiar objects, colors, or letters of the alphabet

(rapid naming)

Consequences of dyslexia may include the following: BB. Pg. 9

Variable difficulty with aspects of reading comprehension Variable difficulty with aspects of written language Limited vocabulary growth due to reduced reading experiences

Response to Intervention

TIER I: CORE CLASSROOM READING INTERVENTION

Tier I should involve the use of scientifically based core instructional programs for all students; a universal screening in essential academic areas to identify each student’s level of proficiency (three times per year); and teachers’ use of flexible grouping to target specific skills and differentiate instruction for at-risk students. Ongoing assessment of progress and monitoring of reading achievement gains are required for students identified as at-risk, based on the universal screening.

Students targeted for Early Intervention during 1st grade, will be carefully considered for a complete Dyslexia Assessment at the end of 1st grade or beginning of 2nd grade, again based on their progress on Istation.

Students in grades 2-12 who exhibit dyslexia characteristics will be considered for Dyslexia Assessment.

The early identification of students with dyslexia as well as the corresponding early intervention program for these students will have significant implications for their future academic success. In the book Straight Talk about Reading, Hall and Moats (1999) state the following: BB Pg. 13

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“Early identification is critical because the earlier the intervention, the easier it is to remediate.

Inexpensive screening measures identify at-risk children in mid-kindergarten with 85 percent accuracy.

If intervention is not provided before the age of eight, the probability of reading difficulties continuing into high school is 75 percent” (pp. 279–280).

Research continues to support the need for early identification and assessment (Birsh, 2011; Sousa, 2005; Nevills & Wolfe, 2009). The rapid growth of the brain and its responsiveness to instruction in the primary years make the time from birth to age eight a critical period for literacy development (Nevills & Wolfe, 2009). Characteristics associated with reading difficulties are connected to spoken language. Difficulties in young children can be assessed through screenings of phonemic awareness and other phonological skills (Sousa, 2005). Nevills, P., & Wolfe, P. (2009). Building the reading brain, PreK–3 (2nd ed.). Thousand Oaks, CA: Corwin Press. Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin Press.

Keeping the above-referenced information in mind, it is important that the school district not delay identification and intervention processes until second or third grade for students suspected of having dyslexia.

This identification process should be an individualized evaluation rather than a screening.

Further, the evaluation should be conducted through §504 procedures or through the Individuals with Disabilities Education Act (IDEA 2004).

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Referral Process

1. Teachers, students, or parents can initiate the referral process after consulting with the Campus Section 504 Coordinator. Parent referrals must go through the same process as referrals initiated by the school.

2. If a student displays poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade and demonstrates the characteristics and risk factors of dyslexia indicated in Chapter I: Definitions and Characteristics of Dyslexia of The Dyslexia Handbook Revised 2014, the dyslexia referral may be appropriate.

3. All required forms are collected including the TIER I.

4. Ensure The General Ed. Teacher completes the Common Risk Factors of Dyslexia Form

5. The Campus Principal and Section 504 Coordinator will review the Dyslexia Referral Data to determine whether the referral should proceed.

6. Permission from the parent or guardian must be obtained before assessing the student. Once permission is gained, the student can be assessed. Ensure that evaluation timelines are followed and adhered to. NOTE- Do not obtain consent for assessment until after the referral documentation is all in place.

7. A copy of The Dyslexia Referral Data Checklist will be submitted to the Dyslexia Department

8. The §504 Committee including the Dyslexia Teacher will determine eligibility and admittance into the Seguin ISD Dyslexia Program. The §504 coordinator completes all required Section 504 forms.

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The Dyslexia referral must include the results of the following information:

Data Gathering

Schools collect data on all students to ensure that instruction is appropriate and scientifically based. Essential components of reading instruction are defined in section 1208(3) of the ESEA/NCLB as “explicit and systematic instruction in (A) phonemic awareness; (B) phonics; (C) vocabulary development; (D) reading fluency, including oral reading skills; and (E) reading comprehension strategies.” BB. Pg. 16

Any time (from kindergarten through grade 12) a student continues to struggle with one or more components of reading, schools must collect additional information about the student. Schools should use previously collected as well as current information to evaluate the student’s academic progress and determine what actions are needed to ensure the student’s improved academic performance. The collection of various data, as indicated on the next page will provide information regarding factors that may be contributing to or primary to the student’s struggles with reading and spelling.

Cumulative Data

The academic history of each student will provide the school with the cumulative data needed to ensure that underachievement in a student suspected of having dyslexia is not due to lack of appropriate instruction in reading. This information should include data that demonstrates that the student was provided appropriate instruction and include data-based documentation of repeated assessments of achievement at reasonable intervals (progress monitoring), reflecting formal assessment of student progress during instruction. This cumulative data also includes information from parents/guardians. Sources and examples of cumulative data are provided below. BB. Pg. 17

Sources and Examples of Cumulative Data

Vision screening

Hearing screening

Teacher reports of classroom concerns (Teacher checklist)

Classroom reading assessments

Accommodations or interventions provided

Academic progress reports (report cards)

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Gifted/talented assessments

Samples of schoolwork

Parent conference notes

K –2 reading instrument results as required in TEC §28.006 (English and native language, if possible)

7th-grade reading instrument results as required in TEC §28.006

State student assessment program results as described in TEC §39.02

Observations by the Dyslexia Teacher of instruction provided to the student (Do not need consent for observation)

Full Individual Evaluation (FIE)

Outside evaluations

Speech and language assessment

School attendance

Curriculum-based assessment measures

Instructional strategies provided and student’s response to the instruction

Universal screening

Language Proficiency

Much diversity exists among ELLs. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount of time in the United States, experience of formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). ELLs may be students served in bilingual and ESL programs as well as students designated Limited English Proficient (LEP) whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (TEC §89.1220(g)-(i)) that is necessary to consider when identifying ELLs with dyslexia. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of LPAC is required. BB Pg. 17

Additional Data Sources for English Language Learners BB PG.18

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Home Language Survey

Assessment related to identification for limited English proficiency (oral language proficiency test and norm-referenced tests—all years

Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing)

Instructional interventions provided to address language needs

Information regarding previous schooling inside and/or outside the United States

Type of language program model provided and language of instruction

IMPORTANT NOTE: if the student is currently Section 504 identified, by federal law, a Section 504 Committee Meeting must make all educational decisions. Therefore, even the parent referrals must be recommended by the Section 504 Committee.

Common Risk Factors Associated with Dyslexia

If the following behaviors are unexpected for an individual’s age, educational level, or cognitive abilities, they may be risk factors associated with dyslexia. A student with dyslexia usually exhibits several of these behaviors that persist over time and interfere with his/her learning. A family history of dyslexia may be present; in fact, recent studies reveal that the whole spectrum of reading disabilities is strongly determined by genetic predispositions (inherited aptitudes) (Olson, Keenan, Byrne, & Samuelsson, 2014). BB. Pg. 9

Preschool

Delay in learning to talkᴏ Difficulty with rhymingᴏ Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for ᴏ

“lawn mower”) Poor auditory memory for nursery rhymes and chantsᴏ Difficulty in adding new vocabulary wordsᴏ Inability to recall the right word (word retrieval)ᴏ Trouble learning and naming letters and numbers and remembering the letters in ᴏ

his/ her name Aversion to print (e.g., doesn’t enjoy following along if book is read aloud)ᴏ

Kindergarten and First Grade

Difficulty breaking words into smaller parts (syllables) (e.g., “baseball” can beᴏpulled apart into “base” “ ball” or “napkin” can be pulled apart into “nap” “kin”)

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Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out ᴏas / m/ /ă/ /n/)

Difficulty remembering the names of letters and recalling their corresponding ᴏsounds

Difficulty decoding single words (reading single words in isolation)ᴏ Difficulty spelling words the way they sound (phonetically) or remembering letterᴏ

sequences in very common words seen often in print ( e.g., “sed” for “said”)

Second Grade and Third Grade

Many of the previously described behaviors remain problematic along with the following:

Difficulty recognizing common sight words (e.g., “to,” “said,” “been”)ᴏ Difficulty decoding single wordsᴏ Difficulty recalling the correct sounds for letters and letter patterns in readingᴏ Difficulty connecting speech sounds with appropriate letter or letter ᴏ

combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”) Difficulty reading fluently (e.g., slow, inaccurate, and/or without expression)ᴏ Difficulty decoding unfamiliar words in sentences using knowledge of phonicsᴏ Reliance on picture clues, story theme, or guessing at wordsᴏ Difficulty with written expressionᴏ

Fourth Grade through Sixth Grade

Many of the previously described behaviors remain problematic along with the following:

Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)ᴏ Avoidance of reading (e.g., particularly for pleasure)ᴏ Acquisition of less vocabulary due to reduced independent readingᴏ Use of less complicated words in writing that are easier to spell than more ᴏ

appropriate words (e.g., “big” instead of “enormous”) Reliance on listening rather than reading for comprehensionᴏ

Middle School and High School

Many of the previously described behaviors remain problematic along with the following:

Difficulty with the volume of reading and written workᴏ Frustration with the amount of time required and energy expended for readingᴏ Difficulty with written assignmentsᴏ Tendency to avoid reading (particularly for pleasure)ᴏ Difficulty learning a foreign languageᴏ

Postsecondary

Some students will not be identified prior to entering college as having dyslexia. The early years of reading difficulties evolve into slow, labored reading fluency. Many students will experience extreme frustration and fatigue due to the increasing demands of reading as the result of dyslexia. In making a diagnosis for dyslexia, a student’s reading history,

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familial/genetic predisposition, and assessment history are critical. Many of the previously described behaviors may remain problematic along with the following:

Difficulty pronouncing names of people and places or parts of wordsᴏ Difficulty remembering names of people and placesᴏ Difficulty with word retrievalᴏ Difficulty with spoken vocabularyᴏ Difficulty completing the reading demands for multiple course requirementsᴏ Difficulty with note-takingᴏ Difficulty with written productionᴏ Difficulty remembering sequences (e.g., mathematical and/or scientific formulas)ᴏ

Since dyslexia is a neurological, language-based disability that persists over time and interferes with an individual’s learning, it is critical that identification and intervention occur as early as possible.

Assessment and Identification Process

After receiving an appropriate referral that satisfies the requirements outlined in the Dyslexia Referral Checklist, the dyslexia teacher shall conduct a formal assessment that meets the requirements specified in this section. The dyslexia teacher shall use all pertinent student data collected to interpret the results derived from the formal testing outlined in this section. In addition, the dyslexia teacher shall integrate the sum of the data collected into the final dyslexia evaluation report. The Section 504 Coordinator and the Dyslexia Teacher shall ensure that the following procedures are consistently followed in the formal assessment for dyslexia:

Consent and NotificationThrough the §504 process, the school completes the evaluation as outlined using the following procedures: BB. Pg. 18

1. Notify parents/guardians of the proposal to assess student for dyslexia (§504).2. Inform parents/guardians of their rights under §504.3. Obtain permission from parents/guardians to assess the student for dyslexia.4. Assess student, being sure that individuals/professionals who administer assessments

have training in the evaluation of students for dyslexia and related disorders (19 TAC 74.28).

 Assessments and Other Evaluation Materials

In compliance with §504 and IDEA 2004, test instruments and other evaluation materials must meet the following criteria: BB Pg. 19

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Ensure that only instruments validated by the District for the specific purpose of identifying for dyslexia are used (§504)

Ensure that materials tailored to assess specific areas of educational need are used, and not just materials that are merely designed to provide a single general intelligence quotient (§504)

Ensure that tests, assessments, and other evaluation materials are selected and administered so as to ensure that, when given to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student’s aptitude or achievement level, or whatever other factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual, or speaking skills (§504)

Ensure to include multiple measures of a student’s reading abilities such as informal assessment information (e.g., anecdotal records, lists of books the student has read, audio recordings of the student’s oral reading) (§504)

Ensure to only administer instruments qualified and trained for, and administer such instruments in conformance with the instructions provided by the producer of the evaluation materials (§504)

Ensure they are used for the purpose for which the assessment or measures are valid or reliable

Ensure it is provided and administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information regarding what the child can do academically, developmentally, and functionally, unless it is clearly not feasible to provide or administer

Domains That Must Be Assessed

Academic Skills Cognitive Processes Possible Additional Areas

Letter knowledge (name and associated sound)

Reading words in isolationWRMT III or WJ IV- 1 Letter Word Identification

Decoding unfamiliar words accurately WRMT III or - WJ IV 7 Word Attack

Reading fluency (both rate and accuracy are assessed)WRMT III Oral Reading fluency or WJ IV- 8 Sentence Reading Fluency 8, 9 Oral Reading, 15 Word Reading Fluency And GORT

Phonological/phonemic awarenessCTOPP Memory for Digits and Non Word Repetition GLR

Rapid naming of symbols or objects CTOPP Rapid Digit Naming and Rapid Letter Naming GSM

Vocabulary

Listening comprehensionWJ IV OL 2 Oral Comprehension and OL 6 Understanding Directions

Verbal expression WJ IV OL 1 Picture Vocabulary and WJ IV OL 5 Sentence Repetition

Written expression WJ IV- 11 Sentence Writing Fluency and 6 Writing Samples

Handwriting WJ IV- 3 Spelling and 14 Editing

Memory for letter or symbol

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Academic Skills Cognitive Processes Possible Additional Areas

Reading comprehensionWRMT III Word Comp (Vocab) or WJ IV- 4 Passage Comprehension and 17 Reading Vocabulary

Spelling Zane Bloser or WJ IV- 3 Spelling and 16 Spelling of Sounds

sequences (orthographic processing)

Mathematical calculation/reasoningWJ IV 5 Calculation and 2 Applied problems

Phonological memory

Verbal working memory

Processing speed

(WJ IV: 1,2,3,4,5,6,7,8,9,11,14,15,16,17) (WJ IV-OL 1,5,6,11)

For non-English speakers who struggle to read in their native language, similar measures in the student’s native language should be used as appropriate. This may require that dyslexia personnel work with bilingual staff to administer the measures and determine if student performance is lower than what would be expected for the student’s age/grade.

(Bateria III: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 17, 20, 21)

Dyslexia Evaluation ProceduresFor Private School Referrals

State statute related to dyslexia, TEC §38.003 indicates that the law pertains to students enrolled in public schools. The school has no duty to provide services unless the student is enrolled in public school. State Dyslexia Handbook Q&A #20

Seguin Independent School District will treat all private school and home school requests for dyslexia testing as requests for special education evaluation related to suspected specific learning disability (SLD).

If the student is identified at a private school as 504 then the following would occur:

1. Through the §504 process, Dyslexia Department will complete the evaluation as outlined using the following procedures:

A. Notify parents/guardians of the proposal to assess student for dyslexia (§504).B. Inform parents/guardians of their rights under §504C. Obtain permission from parents/guardians to assess the student for dyslexia.D. Assess student, being sure that individuals/professionals who administer assessments have training in the evaluation of students for dyslexia and related disorders (19 TAC §74.28)

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2. Upon completion of all required documentation and within *45 school days or less of receipt of the signed Parent Consent/Notice for Section 504 Evaluation, the evaluation will be scheduled and completed at the student’s home school.

3. The Dyslexia Teacher will be contacted to coordinate Istation assessment administration.

4. The formal assessment will be completed at the student’s home school.

5. The Section 504 Committee meeting must be held within *30 calendar days or less upon completion of the Dyslexia Evaluation Report.

6. The Campus Section 504 Coordinator will contact the parent(s) to advise them that their child has been evaluated as provided for under Section 504 of the Rehabilitation Act of 1973 and a Section 504 Committee Meeting has been schedule.

7. As per Section 504 Regulations, the Campus Section 504 Coordinator will contact the private school to notify them about the scheduled Section 504 Meeting and request the attendance of the student’s general education Teacher and if possible an administrator.

8. A Section 504 Committee Meeting will take place and the group of knowledgeable people will make an informed determination.

DYSLEXIA TESTING TIMELINES

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Initial Referral Dyslexia Evaluation TEC § 29.004(a)

ParentReferral

The campus must complete all required forms as outlined by the

Dyslexia Department(Follow the list on the Dyslexia Referral Form)

*Within 45 school days or less upon receipt of a written, signed consent, the campus Dyslexia Teacher will complete the

evaluation. TEC § 29.004(a)

Section 504Committee

CampusReferral

The Section 504 Committee

sets the evaluation timelines

Schedule a Section 504 Committee Meeting and

present written documentation to not immediately dyslexia

screen

Parents May Challenge the

Decision by Filing a Section 504 Due Process Hearing

Exceptions*Parent repeatedly fails or refuses to produce the child (CFR 300.301) (d)(1); or*Child who is enrolled in public school transfers from another LEA while evaluation is pending (transfer students framework); or*Child who is enrolled in public school is absent three or more days during the evaluation period (extended by number of days absent) TEC 29.004 (a)(1); or*Consent is received at least 35 but less than 45 school days before the end of the school year (due by June 30); and the initial ARD to be held by the 15th school day of the following school year. If the child is absent three or more days during the period, the evaluation is due within 45 school days, and the initial ARD must be held within 30 calendar days of completion of the evaluation (TEC 29.004 (A-1); (TEC 29.004 (a)(1) Adapted from Legal Framework for the Child-Centered Process October 2014Notice of Parent and Student Rights Booklet should be given to the parent upon:Initial Referral, at least annually and upon parent request for evaluation.

Review and Interpretation of Student Data

To appropriately understand assessment results, the campus dyslexia teacher must interpret the results in light of the student’s: BB Pg. 22

Language development (in both English and the student’s native language) Educational history Linguistic background Socioeconomic issues Any other pertinent factors that affect learning The evaluation data collected also may include information on reading

comprehension, mathematics, and written expression. Dyslexia often coexists with learning difficulties in these related areas.

After testing and data gathering is completed, and before Section 504 eligibility is determined, The Section 504 Committee of Knowledgeable Persons will meet to review the accumulated data including formal testing, informal data and parent / teacher input.

The Section 504 “Campus Committee of Knowledgeable Persons” should consist of at least two or more people. These members can include: The Section 504 Coordinator, the superintendent, a principal, a counselor, a reading specialist, a

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*Within 30 calendar days or less the Notice of a Section 504 Meeting should be sent to the guardian and the 504 Meeting must be completed. If testing is completed at the end of the school year

the 504 Meeting will be held on or before the 1st day of school. Unless the consent is received at least 35 but less than 45 school

days before the end of the school year. TEC § 29.004(a)

DNQ 504

Qualifies504

Students follow general education curriculum.

Section 504 Individual Accommodation Plan (IAP) is

implemented.

dyslexia specialist, a speech and language pathologist, an educational diagnostician, a special education teacher, and a teacher or other professional educator.

Procedures for Identification

The committee (§504 or ARD) must first determine if a student’s difficulties in the areas of reading and spelling reflect a pattern of evidence for the primary characteristics of dyslexia with unexpectedly low performance for the student’s age and educational level in some or all of the following areas: BB Pg. 22

Reading words in isolation Decoding unfamiliar words accurately and automatically Reading fluency for connected text (both rate and/or accuracy) Spelling (An isolated difficulty in spelling would not be sufficient to identify

dyslexia.)

The evaluation data collected also may include information on reading comprehension, mathematics, and written expression. Dyslexia often coexists with learning difficulties in these related areas.

If the student exhibits reading and spelling difficulties and currently has appropriate phonological/phonemic processing, it is important to examine the student’s history to determine if there is evidence of previous difficulty with phonological/phonemic awareness.

It is important to note that because previous effective instruction in phonological/phonemic awareness may remediate phonological awareness skills in isolation, average phonological awareness scores alone do not rule out dyslexia. Ongoing phonological processing deficits can be exhibited in word reading and/or spelling.

Based on the above information and guidelines, should the committee (§504 or ARD) determine that the student exhibits weaknesses in reading and spelling, the committee will then examine the student’s data to determine whether these difficulties are unexpected in relation to the student’s other abilities, sociocultural factors, language difference, irregular attendance, or lack of appropriate and effective instruction. For example, the student may exhibit strengths in areas such as reading comprehension, listening comprehension, math reasoning, or verbal ability yet still have difficulty with reading and spelling.

Therefore, it is not one single indicator but a preponderance of data (both informal and formal) that provide the committee with evidence for whether these difficulties are unexpected. BB Pg.22

ELL’s and Dyslexia

When considering whether an ELL student may have dyslexia, you will need to address the following questions:

1. Did the student start to show the phonemic problems when they were in the

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stage of transitioning into English? Having difficulties in phonics or decoding when a student is in this transitional stage is common. The student should not be considered as possibly having dyslexia.

2. Is the ESL/bilingual student mixing the sounds from their native language with the sounds of the English language? An example of this would be when a student whose native language is Spanish and he sees the letter “i” in an English word. He decodes this /i/ as long vowel e. He is using the Spanish sound for the letter. It is very common for students who have a native language other than English to do this. This is not an example of a student with dyslexia.

3. Does the student have difficulty in class when asked to do rhyming, locating beginning-middle-ending sounds, or substituting sounds?

You will need to investigate if this student has been given direct instruction in how to do these types of exercises. Remember, the educational background of ESL/bilingual students may be very different from students who have been in the U.S. educational system. They may be having more difficulty with the structure of the task and not the actual phonics sounds. Be sure the student has had repeated experiences and/or interventions in the cognitive processes and steps it takes to understand how to complete these types of tasks before you consider him/her as having dyslexia.

4. Do the phonemic difficulties occur only in the English language?A student with dyslexia will have the same difficulty in decoding problems in both their native language and English. Dyslexia does not just occur in English. Remember dyslexia is a language-based disorder that results in insufficient phonological processing. It can and does occur in people around the world, no matter what language they speak.

If the student has received academic instruction in his/her native language, as well as English, then the dyslexia assessment needs to be completed in both languages to the appropriate extent.

Dyslexia Identification

If the student’s difficulties are unexpected, in relation to other abilities, the Section 504 Committee or ARD must then determine if the student has dyslexia. The Section 504 Committee, will meet to make a decision on eligibility for Section 504. To qualify under Section 504, the Committee must determine that the assessment data indicates the student has a mental impairment (Dyslexia) that substantially limits one or more major life activities

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such as the specific activity of Reading. Additionally, the §504 committee, in determining whether a student has a disability that substantially limits the student in a major life activity (reading), must not consider the ameliorating effects of any mitigating measures that student is using. If the §504 committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student, eligibility for §504 services related to the student’s other condition or disability should be considered. The §504 committee will also consider whether the student is eligible for accommodations. This is a separate determination from the determination that the student has dyslexia. BB Pg. 23

Figure 2.5 Questions to Be Considered When Making a Determination

 Do the data show a pattern of low reading and spelling skills that is unexpected for the student in relation to the student’s other cognitive abilities and provision of effective classroom instruction?

 Does this pattern indicate the student has dyslexia?

 Does the student have a disability under §504?

Based on the data, if the committee (§504 or ARD) determines that weaknesses are indicated in reading and spelling, the committee, based on the student’s pattern of performance over time, test profile, and response to instruction, will determine the Individual Accommodation Plan (IAP). Refinement of that plan will occur as the student’s response to instruction is observed.

Not all students that are identified as dyslexic are eligible for Section 504. This is an individual student placement decision based upon assessment data and the needs of the student as determined by a committee of knowledgeable persons

At the conclusion of the Section 504 Committee Meeting, the Campus Section 504 Coordinator will disseminates copies of all paperwork to appropriate parties (including parents) in a timely manner.

The Campus 504 Coordinator will advise the student’s teacher(s) of documented instructional accommodations to be implemented and supplies them with a copy of the Section 504 Individual Accommodation Plan.

1. The Section 504 committee must reevaluate eligible disabled students periodically, specifically:

a. Every three years(Or)

b. Prior to a significant change in placement, including expulsion.

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DNQ Cases---In the event that the student does not meet the eligibility criteria for dyslexia, the Section 504 Committee will communicate the findings from the evaluation to the campus administration for further instructional support.

Refusal to Evaluate by School District Cases---In keeping with IDEA’s provisions, a school may refuse to evaluate a child. However, it is best practice, to schedule a Section 504 Committee and provide a written notice to the parents, which explains why the Section 504 Committee refuses to proceed with the dyslexia evaluation. The written notice must include all the information that was gathered and used as a basis to make that determination. A parent may challenge such refusal by requesting a Section 504 Due Process Hearing.

“Dyslexia is a lifelong condition. However, with proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life”. BB Pg. 24

—The International Dyslexia Association

http://www.interdys.org/ewebeditpro5/upload/DyslexiaBasicsREVMay2012.pdf

Referral for Special Education Eligibility

Students with severe dyslexia or related disorders who are unable to make academic progress in the programs designed for students with dyslexia and related disorders may be referred to special education for a comprehensive assessment and possible identification as disabled within the meaning of the Individuals with Disabilities Education Act (IDEA).

At any point in Data Gathering, a student may be referred to Special Education.

All referral, notification, assessment, and placement rules for handicapped children must be followed. Such referral would be accompanied by the Procedural Safeguards and specific notices to the parents of federal and state rights for children with disabilities and would follow all mandated procedures.

In IDEA, Amendments of 1997, Section 602 (26), dyslexia is considered one of a variety of etiological foundations for “specific learning disability.”

Section 602 (26) Specific Learning Disability.

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In General- - The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, in which a disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.Disorders included- - This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Disorders not included- - This term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

If the student with dyslexia is found eligible for special education services in the area of reading, and the ARD committee determines that the student’s instructional needs for reading are most appropriately met in a special education placement, the student’s individualized education program (IEP) must include appropriate reading instruction.

Appropriate reading instruction includes the components and delivery of dyslexia instruction listed in Chapter III: Instruction for Students with Dyslexia BB Pg. 26. If a student has previously met special education eligibility, the ARD committee should include goals that reflect the need for dyslexia instruction in the IEP and determine the least restrictive environment for delivering the student’s dyslexia intervention.

DYSLEXIA ASSESSMENT INSTRUMENTS

The following assessment instruments have been approved by the district for the purpose of identifying for characteristics of dyslexia:

1. Woodcock-Johnson Test of Reading Mastery III - Measures all required domains* (WJ OL IV: 1,5,6,11)

2. Woodcock-Munoz Prueba de Aprovechamiento III (WJ-III) –Measures all required domains* (Bateria III: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 17, 20, 21)

3. Comprehensive Test of Phonological Processing (CTOPP) – Measures phonological awareness*

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4. Test of Phonological Awareness in Spanish (TPAS) – Measures phonological awareness*

5. Gray Oral Reading Test (GORT) - Measures rate, accuracy, fluency, and comprehension*

6. Istation– Administered by classroom teachers to all students enrolled in grades K-12nd

to detect reading difficulties**

7. Istation en Espanol– Administered by classroom teachers to all students enrolled in grades K-12nd to detect reading difficulties**

8. Text Level (Istation) – Derived from classroom teacher**

9. Spelling Test - Zane & Bloser or Woodcock Johnson IV 3 Spelling and 16 spelling of sounds

*Denotes tests administered by the dyslexia teacher**Required from classroom teacher

References

THE DYSLEXIA HANDBOOK Revised 2014, Procedures Concerning Dyslexia and Related Disorders © 2014 by the Texas Education Agency Publication www.tea.state.tx.us/curriculum/elar/2007EnglishHandbook.pdf

Texas Education Agency (TEA) http://www.tea.state.tx.us

The Legal Framework for the Child-Centered Special Education Process http://framework.esc18.net

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