Embedded Files
The determination to refer a student for an evaluation must always be made on a case-by-case basis and must be driven by data-based decisions. The referral process itself can be distilled into a basic framework as outlined below.
It is important to remember that any point in the process a referral for a dyslexia evaluation may be made either under Section 504 if a disability is suspected or under IDEA if a disability and a corresponding need for special education services are suspected. Regardless of the process in place for screening and data review, a student may be recommended for a dyslexia evaluation whenever accumulated data indicates that the student continues to struggle with one or more of the components of reading. Parents/guardians have the right to request a referral for a dyslexia evaluation under IDEA or Section 504 at any time. Districts must ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of tiered interventions or RTI.
Data Driven Meeting of Knowledgeable Persons
Data Driven Meeting of Knowledgeable Persons
A team of persons with knowledge of the student, instructional practices, and possible service options meets to discuss data collected and the implications of that data. These individuals include, but are not limited to, the classroom teacher, administrator, dyslexia specialist, and/or interventionist. This team may also include the parents and/or a diagnostician familiar with testing and interpreting evaluation results. This team may have different names in different districts and/or campuses. For example, the team may be called a student success team, student support team, student intervention team, or even something else. This team of knowledgeable persons is not an Admission, Review, and Dismissal (ARD) committee or a Section 504 committee, although many of these individuals may be on a future committee if the student is referred for an evaluation and qualifies for services and/or accommodations.
The determination of the committee is communicated to the parent using the procedures below depending on your circumstances.
When the district does not suspect a disability
When the district does not suspect a disability
If the team determines that the data does not give the members reason to suspect that a student has dyslexia, a related disorder, or other disability, the team may decide to provide the student with additional support in the classroom or through the RTI process. However, the student is not referred for an evaluation at this time.
If a parent request for evaluation triggered this review, the parent or guardian will receive a Notice of Refusal outlining the data to support there is no reason to believe there is a disability in need of further evaluation.
For students in Jarrell ISD school who DO NOT currently receive services through Special Education, including speech
For students homeschooled within the Jarrell ISD attendance zone or attending a private school in Jarrell ISD attendance zone
For students who receive Special Education supports and services, including speech
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