LISD Dyslexia - Evaluation and Identification

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.

Evaluation for dyslexia is a single pathway for identification under the IDEA. This means that anytime the LEA suspects that the student has dyslexia or related disorders and may need specially designed instruction, the LEA must seek parental consent to evaluate under the IDEA.

If an LEA suspects, or has reason to suspect, a student has dyslexia and may be a child with a disability under IDEA, the LEA must provide parents with the form Overview of Special Education for Parents. This form was developed by TEA to explain the rights under IDEA that may be additional to rights under Section 504; comply with all federal and state requirements, including The Dyslexia Handbook, regarding an evaluation; and if the student is to be evaluated for dyslexia, evaluate the student in all other areas of suspected disabilities.

Overview of Special Education for Parents English.pdf

Overview of Special Education for Parents

Special education is available because of a federal law called the Individuals with Disabilities Education Act (IDEA), which provides students with disabilities and their parents special legal rights to receive these individualized learning opportunities. This form is a summary of rights, required to be given to parents after a referral has been made.

To access the form in other languages, please click HERE.

Overview of Special Education for Parents Spanish.pdf

What is IDEA.pdf

idea-spanish.pdf

dyslexia screener

In 2017, the 85th Texas Legislature passed House Bill (HB) 1886, amending Texas Education Code (TEC) §38.003, Screening and Treatment for Dyslexia, to require that all kindergarten and first-grade public school students be screened for dyslexia and related disorders. Additionally, the law requires that all students beyond first grade be screened or tested as appropriate.

The purpose of screening is to help identify, as early as possible, the students at risk for dyslexia or other reading difficulties so that targeted intervention can be provided. Screening alone will never improve outcomes for students. The screening must lead to effective instruction for it to be useful. Therefore, once the screening has been administered the next steps are to analyze results, identify level of risk for each student, and make informed decisions. The next steps are broadly categorized as: refer for evaluation, implement targeted intervention, and/or continue with core instruction.

It is important to note that the use of a tiered intervention process, such as Response to Intervention or RTI, must not be used to delay or deny an evaluation for dyslexia, especially when parent or teacher observations reveal the common characteristics of dyslexia.

Laredo ISD must administer the 1st grade dyslexia screener during the middle of year and must conclude no later than January 31 of each year. Kindergarten students must be administered the dyslexia screener at the end of the school year before the last instructional school day.

ALL Kindergarten and first grade students must be screened for dyslexia. The only exceptions would be those students that are exempt through Special Education ARD or 504 students that are already identified with dyslexia.

In addition, Laredo ISD is required to report the screening results to parents.

Referral process for dyslexia evaluation

The student's parent or legal guardian, school personnel, or another person involved in the education or care of the student can make a referral for special education at any time. An LEA may not deny a referral or delay an initial evaluation because pre-referral interventions have not been implemented with a student.

Please contact your child's campus administrator and/or teacher to request an evaluation with dyslexia concerns.

When a student is determined to have dyslexia and the data shows a need for specially designed instruction, evidence-based dyslexia instruction, then the student meets the two prongs of special education eligibility.

That is, the student has a qualifying disability - as dyslexia is an SLD under the IDEA and state law - and demonstrates a need for specially designed instruction.

Pathway for the Identification and Provision of Instruction for Students with Dyslexia

Texas state laws have expanded the required members of the MDT (Multidisciplinary Team) convened to determine a student's eligibility for special education and related services when dyslexia is a suspected disability to include at least one member with specific knowledge of the reading process, dyslexia and related disorders, and dyslexia instruction.

At LISD the MDT member will be the provider of dyslexia instruction. All teachers are currently participating in the Texas Dyslexia Academies and meet all the requirements specified in the Texas Dyslexia Handbook Update 2024.

DYSLEXIA

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