Evaluation Process

The campus RtI committee shall recommend that a student be assessed for dyslexia at appropriate times (TEC §38.003(a)). The appropriate time depends upon multiple factors including the student's reading performance, reading difficulties, poor response to supplemental, scientifically based reading instruction, teacher input, and input from the parents/guardians.

  • The campus RtI committee shall recommend an assessment for dyslexia if the student demonstrates the following (see The Dyslexia Handbook, Revised 2014, page 16):
  1. Poor performance in one or more areas of reading and/or related area of spelling that is unexpected for the student's age/grade;
  2. Characteristics and risk factors of dyslexia (see The Dyslexia Handbook, Revised 2014, pages 8-9).
  • Once all cumulative data regarding the student's academic history is gathered and reviewed, a formal assessment for dyslexia might be recommended. A formal assessment for dyslexia includes both formal and informal data. All data will be used by the §504 committee to determine whether the student demonstrates a pattern of evidence of dyslexia. The evaluation process as outlined in §504 will be followed (see The Dyslexia Handbook Revised 2014, page 18):
  1. Notify parents or guardians of proposal to assess student for dyslexia (§504);
  2. Inform parents or guardians of their rights under §504;
  3. Obtain permission from the parent or guardian to assess the student for dyslexia;
  4. Assess student, being sure that the individuals/professionals who administer assessments have training in the evaluation of students for dyslexia and related disorders (19 TAC §74.28).
  • When the permission paperwork is returned by the parent or guardian, the dyslexia specialist will begin the testing process as soon as it can be scheduled. Students are typically tested in the order in which the paperwork is received. Dyslexia testing will follow the same time line as SPED, 45 school days to test and 30 calendar days to hold the parent meeting.

  • After the student's case has been reviewed by the Dyslexia Assessment Team, the dyslexia specialist will contact the campus RtI and §504 coordinators to inform them that testing is complete. The campus §504 coordinator will schedule the §504 meeting with the student's parents, classroom teacher(s), dyslexia specialist, and any other committee members, as necessary.
  • At the §504 meeting, all formal and informal data will be reviewed to make the determination of dyslexia. Upon completion of the §504 evaluation, the §504 committee will determine whether or not the student has dyslexia. If the student has dyslexia, then the committee determines whether or not the student has a disability under §504. If the student does not exhibit characteristics of dyslexia, the dyslexia teacher will share the formal testing data with the RtI committee for possible recommendations (see The Dyslexia Handbook Revised 2014, page 23).

*Special Education (SPED) can assess students for dyslexia. Federal IDEA 2004 regulations related to assessment (34 CFR 300.304 (c)(4)) indicate that a student should be assessed in all areas related to the suspected disability. In the case of student referred for a disability in reading, dyslexia is a related area. If a student is assessed by SPED, all SPED guidelines and procedures must be followed.