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Identification recommendations are made by the evaluator. Interpretation of assessment results are established using the guidelines from the 2018 Dyslexia Handbook along with research from leading researchers in the field of dyslexia and reading instruction. (Shaywitz, Wolf, Flanagan, Beringer.)
The Jarrell ISD evaluation team must interpret test results in light of the student’s educational history, linguistic background, environmental or socioeconomic factors, and any other pertinent factors that affect learning. After data gathering, and completion of the formal evaluation, all data will be used to determine whether the student demonstrates a pattern of evidence that indicates dyslexia and/or dysgraphia, (Dyslexia Handbook, 2018, pg. 28). The evaluator carefully considers whether difficulties with reading and spelling are unexpected in relation to the student’s other abilities.
While each law has specific requirements regarding the identification of dyslexia, final eligibility decisions must be made by either a Section 504 committee under Section 504 or an ARD committee under IDEA.
Review and Reporting Procedures of Evaluation Results
Review and Reporting Procedures of Evaluation Results
The identification of dyslexia is different for every student. Each student presents a unique profile of personal attributes and educational history that contribute to their academic achievement. A student’s formal scores are carefully examined by the Dyslexia Evaluator along with accumulated data presented by the campus and parent(s).
The goal of the assessment is to answer the referral question while providing a current picture of the student’s educational progress and needs through a compilation of qualitative and quantitative data.
The procedures followed after the tests are administered include:
All tests are scored using the manual and electronic scoring tools specific to each testing instrument
A written report is prepared that compiles the student’s biographical information, parental input, teacher input, educational history, and relevant information to address the referral question.
All data sources are examined using the guidelines outlined in the Updated 2018 Dyslexia Handbook and the regulations stated in Section 504 and IDEA 2004.
The written report and all accumulated data is reviewed by the Special Education Evaluation Specialist with oversight by the Special Education Coordinator of Assessment to determine the identification of dyslexia and/or dysgraphia.
The finalized report is signed by the evaluator and electronically uploaded to the district student record database.
The report is electronically shared with the designated 504 campus contact or ARD committee members for review by their designated 504 campus committee or ARD committee.
Identification-Dyslexia
Identification-Dyslexia
To appropriately understand evaluation data, the committee of knowledgeable persons (Section 504 or ARD committee) must interpret test results in light of the student’s educational history, linguistic background, environmental or socioeconomic factors, and any other pertinent factors that affect learning.
The evaluator 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 in the primary characteristics assessed. Those results are then viewed in light of underlying cognitive abilities measured and 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.
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.
Identification-Dysgraphia
Identification-Dysgraphia
To appropriately understand evaluation data, the committee of knowledgeable persons (Section 504 or ARD committee) must interpret test results in light of the student’s educational history, linguistic background, environmental or socioeconomic factors, and any other pertinent factors that affect learning.
The evaluator must first determine if a student’s difficulties in the areas of writing and spelling reflect a pattern of evidence for the primary characteristics of dysgraphia with unexpectedly low performance in the primary characteristics assessed. Those results are then viewed in light of underlying cognitive abilities measured and 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.
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.
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