The charter will comply with all federal and state requirements, which include any and all requirements outlined in the current Dyslexia Handbook that is adopted by the State Board of Education and published by the TEA. The Special Education Department will provide training to each campus Child Find designee on procedures related to evaluation and services for students with dyslexia on an annual basis that is in accordance with the most current Dyslexia Handbook adopted by the State Board of Education and published by TEA.
Prior to a referral for a full individual and initial evaluation, students who are struggling in the general education setting should be considered for any academic and/or behavior support services as part of the campus’ response to intervention system. If the student continues to have difficulty after interventions are provided, the student must be referred for a full individual initial evaluation for special education. This includes all students suspected of having dyslexia. Any and all progress monitoring data collected will be provided as part of the referral. Response to intervention strategies may not be used to delay or deny a full individual and initial evaluation and services to any student suspected of having a disability, this includes those suspected of having dyslexia.
The full initial and individual evaluation for special education services will adhere to all the requirements for referral and evaluation as outlined in state and federal regulations and any additional guidelines for dyslexia evaluation that are required by the current Dyslexia Handbook published by TEA. This includes the IDEA requirement to evaluate in all areas of suspected disability. The multidisciplinary evaluation team and any subsequent team that convenes to determine a student’s eligibility for special education and related services must include at least one member with specific knowledge regarding the process of reading, dyslexia and related disorders and be knowledgeable in the area of dyslexia instruction. This member must sign a document describing their participation in the evaluation and development of the Individualized Education Program for the student. This member must:
(1) hold a licensed dyslexia therapist license under Chapter 403. Occupations Code:
(2) hold the most advanced dyslexia-related certification issued by an association recognized by the State Board of Education, and identified in, or substantially similar to an association identified in, the program and rules adopted under Sections 7.102 and 38.003; or
(3) if a person qualified under subdivision (1) or (2) is not available, they must then meet the applicable training requirements adopted by the State Board of Education pursuant to Sections 7.102 and 38.03
Students may also be referred for a full individual and initial evaluation through a dyslexia screening procedure provided to all students in grade levels that are identified by state regulations or the LEA’s specific requirements.
Parents may also request a referral for a full individual and initial evaluation for dyslexia at any time.
Parents of all students suspected of dyslexia will be notified by the local campus designee and provided information concerning the evaluation process and the options for providing services to the student which align with the current Dyslexia Handbook published by TEA. All parents will receive information in the Parent Student Handbook provided to them by their campus regarding services and options available to eligible students with dyslexia, IDEA’s Child Find requirements, and the district’s obligation to provide a free appropriate public education for students who may need special education services.
The special education department, in collaboration with the dyslexia specialist or provider of dyslexia instruction (PDI), will provide an annual parent education program that provides information to parents regarding the characteristics of dyslexia and related disorders, the testing and diagnosis process, effective research-based interventions, and strategies, eligibility criteria under IDEA and Section 504, and accommodations and modifications that can be effective and utilized in standardized testing. All parents will also be provided a copy of the current Dyslexia Handbook published by TEA.
Screenings and assessments for dyslexia must be done by individuals who have been appropriately trained to identify dyslexia and related disorders. Teachers and evaluators who screen and/or evaluate for dyslexia and related disorders must also be trained in instructional strategies that utilize research-based interventions as identified in the Dyslexia Handbook published by the TEA. Screenings do not meet the criteria of a full individual and initial evaluation under IDEA.
As required by revisions to TEC 7.102 (c) (28) The board of trustees of each LEA shall approve the program for testing students for dyslexia and related disorders as required by 38.003 and the treatment program may not distinguish between standard dyslexia instruction as defined by the current Dyslexia Handbook published by TEA and other types of direct dyslexia instruction which also includes specially designed instruction. The board shall also adopt board policy which requires the LEA to comply with all rules and standards adopted by the State Board of Education to provide for the treatment of any student determined to have dyslexia or a related disorder. This includes implementation of the requirements provided for in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorder, as adopted by the State Board of Education and its subsequent amendments as well as any guidance that is published by the commissioner to assist districts in implementation of the program.
Dyslexia and related disorders meet the definition of a specific learning disability under the Individuals with Disabilities Education Act (20 U.S.C. Section 1401(30)). If the LEA suspects or has reason to suspect that a student may have dyslexia, the LEA must provide the student’s parent or guardian a form developed by TEA explaining the rights available under the IDEA that may be additional to the rights available under Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. Section 794)
The Instructional Programs for students with dyslexia adopted by the LEA must meet all the components outlined in the most current Dyslexia Handbook published by TEA. Any LEA staff who provide instruction to students with dyslexia:
Must be fully trained in the LEA’s adopted instructional programs and interventions.
Is not required to be special ed. certified (as outlined in Subchapter B. Chapter 21) unless the staff member is providing other special education instruction that requires certification.
Completion of a literacy achievement academy under Section 21.4552 by an educator does not satisfy the requirements for dyslexia instruction as outlined above.
As required by state and federal regulations, the Admission Review and Dismissal (ARD/IEP) Committee will meet to determine eligibility for special education and related services and will also be responsible for developing the IEP for the student.
At least once each grading period, an LEA must provide the parent or guardian of the student receiving dyslexia instruction with information regarding the student’s progress.
The LEA will provide information to the TEA annually regarding the number of students enrolled who are identified as having dyslexia. Data will be gathered through the electronic data management system utilized by the LEA.
TAC §89.1011. Full Individual and Initial Evaluation.
(a) Referral of students for a full individual and initial evaluation for possible special education services must be a part of the district’s overall, general education referral or screening system. Prior to referral, students experiencing difficulty in the general classroom should be considered for all support services available to all students, such as tutorial, remedial, compensatory, response to evidence-based intervention, and other academic or behavioral support services. If the student continues to experience difficulty in the general classroom after the provision of interventions, district personnel must refer the student for a full individual and initial evaluation. This referral for a full individual and initial evaluation may be initiated by school personnel, the student's parents or legal guardian, or another person involved in the education or care of the student.
(b) If a parent submits a written request to a school district's director of special education services or to a district administrative employee for a full individual and initial evaluation of a student, the school district must, not later than the 15th school day after the date the district receives the request:
(1) provide the parent with prior written notice of its proposal to conduct an evaluation consistent with 34 Code of Federal Regulations (CFR), §300.503; a copy of the procedural safeguards notice required by 34 CFR, §300.504; and an opportunity to give written consent for the evaluation; or
(2) provide the parent with prior written notice of its refusal to conduct an evaluation consistent with 34 CFR, §300.503, and a copy of the procedural safeguards notice required by 34 CFR, §300.504.
For TAC §89.1011 in its entirety, see V. TIMELINE - in this Section 1.
Parents must also be provided with the Overview of Special Education for Parents form (19 Texas Administrative Code (TAC) §89.1011).
The International Leadership of Texas will use the MTSS process to consider all intervention services provided, all scientifically based reading or other programs used, and any support services available to all students prior to referral for special education evaluation. Interventions such as tutorials, remedial support, compensatory support, and other services will be considered and documented in detail by the MTSS, prior to referral for special education evaluation.
Communication Protocol: The SPED Campus Coordinator will be responsible for emailing the Coordinator of SPED Academics - Dyslexia and Literacy and the campus dyslexia teacher with the start and stop dates for any dyslexia services. This ensures all relevant parties are informed in a timely manner.