Review for Eligibility

The completed dyslexia evaluation report will be uploaded and shared with the campus 504 Coordinator. At that time, the 504 Coordinator will schedule the 504 Committee meeting to review the evaluation results and determine eligibility for services and/or accommodations through 504. The 504 committee must include, but are not limited to, individuals who are knowledgeable about the following:

• Student being evaluated

• Evaluation instruments being used

• Meaning of the data being collected

For ELs, a member of the LPAC must be part of the Section 504 or ARD committee.

Additionally, committee members should have knowledge regarding:

• The reading process

• Dyslexia and related disorders

• Dyslexia instruction, and

• District or charter school, state, and federal guidelines for evaluation.

If the student is identified with Dyslexia and/or Dysgraphia

If the Section 504 committee determines the student has dyslexia and/or dysgraphia, the committee must also determine whether the student has a disability under Section 504. A student has a disability under Section 504 if the physical or mental impairment (dysgraphia) substantially limits one or more major life activities, such as the specific activity of reading and/or writing.

The 504 committee will develop the student’s Section 504 Plan, which must include appropriate reading instruction as appropriate to meet the individual needs of the student. (Texas Dyslexia Handbook, 2018 p. 33). The Section 504 committee will also consider whether the student requires additional accommodations and/or related services for the provision of FAPE.

If the student is NOT identified with Dyslexia and/or Dysgraphia

If the Section 504 committee does not identify dyslexia and/or dysgraphia, but the student has another condition or disability that substantially limits the student, eligibility for Section 504 services related to the student’s other condition or disability should be considered.

If the Dyslexia evaluator indicates that the student does not meet criteria for the identification of dyslexia or dysgraphia the decision cannot be changed by the 504 committee. If the committee feels that intervention or accommodations are necessary, intervention programs and/or accommodations for the student can be put into place through the Response to Intervention (Tier II).

Within 30 calendar days of completion of the written evaluation report, the ARD committee will determine whether the student who has dyslexia and/or dysgraphia is eligible under IDEA as a student with a specific learning disability. The student is eligible for services under IDEA if he/she has dyslexia and/or dysgraphia and, because of the dyslexia and/or dysgraphia needs special education services. The October 23, 2015 letter from the Office of Special Education and Rehabilitative Services (OSERS) (Dear Colleague: Dyslexia Guidance) states that dyslexia, dyscalculia, and dysgraphia are conditions that could qualify a child as a child with a specific learning disability under IDEA. The letter further states that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents. For more information, please visit https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf.

If the student with dysgraphia is found eligible for special education, the student’s IEP must include appropriate reading and/or writing instruction, which might include instruction from a related services provider.