Procedures for Assessment of Dyslexia
The Deer Park Independent School District follows the policies and procedures outlined in the Texas Education Code §38.003. The decision process established by the district for identification, intervention, and placement concerning dyslexia is in accordance with federal and state guidelines. Students enrolling in Deer Park ISD shall be assessed for dyslexia and related disorders 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, teachers’ input, and parents’ or guardians’ input. Additionally, the appropriate time for assessing is early in a student’s career (19TAC §74.28), the earlier the better. While earlier is better, students will be recommended for assessment for dyslexia even if the reading difficulties appear later in a student’s school career.
The procedures followed for assessment include:
Domains to Assess
Deer Park ISD administers measures that are related to the student’s educational needs. Depending upon the student’s age and stage or reading development, the following are the areas related to reading that should be assessed.
Cognitive processes that underlie the reading difficulties
Based on the student’s academic difficulties and characteristics, additional areas that may be assessed include the following:
The §504 committee determines the identification of dyslexia after reviewing all accumulated data including the following areas:
§504 Committee Decision Points for Dyslexia Identification:
A. The pattern of weaknesses in a student with dyslexia will reflect one or more difficulties with low performance for the student’s age and educational level in the following academic skills:
B. If the committee determines the student exhibits weaknesses in reading and written spelling that are the result of a deficit in phonological/phonemic awareness, the committee will then examine the student’s data to determine whether these difficulties are unexpected for the student in relation to the student’s other cognitive abilities (the ability to learn in the absence of print) and unexpected in relation to the provision of effective classroom instruction.
Based on the above information and guidelines, the §504 committee first determines whether the student has dyslexia. If the student has dyslexia, the committee also determines whether the student has a disability under §504. Whether a student is eligible for §504 accommodations is a separate determination from the determination that the student has dyslexia. A student is considered to have a disability under §504 if the condition substantially limits the student’s learning, including the specific activity of reading. If the committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student’s learning, eligibility for §504 services related to the student’s other condition or disability should be considered.
Students with additional factors that complicate their dyslexia may require additional support or referral to special education. If a student is already qualified as a student with a disability under special education, the Admission, Review, and Dismissal (ARD) committee should determine the least restrictive environment for delivering the student’s dyslexia intervention.
All Content © Deer Park ISD | Powered by Schoolwires
All Content © Deer Park ISD Powered by Schoolwires