Dyslexia

The identification, evaluation, and provision of services for students with dyslexia are guided by both Section 504 of the Rehabilitation Act of 1973 (§504) and the Individuals with Disabilities Education Act (IDEA). Therefore, the evaluation is conducted through §504 procedures or through IDEA. The law that applies to an individual student is determined by data and the student’s individual needs. While each law has specific requirements regarding the identification of dyslexia, decisions must be made by either a committee under §504 or an ARD committee under IDEA. Assessment results will be returned to the appropriate committee.

• Evaluation by §504 Committee
  • If the student has dyslexia, the committee also determines whether the student has a disability under §504. A student is disabled under §504 if the physical or mental impairment (dyslexia) substantially limits one or more major life activities, such as the specific activity of reading. For eligible students, the §504 committee will develop the student’s Section 504 Plan, which must include critical, evidence-based components of dyslexia instruction and delivery as appropriate to meet the individual needs of the student. The §504 Plan will be reviewed annually, and revision will occur as the student’s response to instruction and use of accommodations, if any, is observed.

• Evaluation by the Admission, Review, and Dismissal (ARD) Committee
  • If the process of identification is initiated under IDEA, within 30 calendar days of completion of the written evaluation report, the ARD committee will determine whether a student who has dyslexia is eligible under IDEA as a student with a specific learning disability (19 TAC §89.1011(d)). A student with dyslexia has a disability under IDEA if the student meets the criteria for a specific learning disability and, because of dyslexia or a related disorder, needs special education. Dyslexia, dyscalculia, and dysgraphia are conditions that could qualify a child as a child with a specific learning disability (SLD) under IDEA.
  • If a student with dyslexia is found eligible for special education, the ARD committee will develop the student’s Individual Education Plan (IEP), which must include critical, evidence-based components of dyslexia instruction and delivery as appropriate to meet the individual needs of the student. The IEP will be reviewed annually, and revision will occur as the student’s response to instruction and use of accommodations, if any, is observed.

• Screening
• Response to Intervention (RTI)
• Referrals

Students may be referred for dyslexia evaluation from kindergarten through grade 12 by the SST or any professional staff member, family member, or self.  Referrals shall be given to the Campus RTI Coordinator, who will schedule an SST meeting, consisting of a team of persons with knowledge of the student to discuss data collected and the implications of that data.

In determining appropriate provision of services, PISD shall consider the impact a student’s reading difficulties have on access and participation in the general curriculum and the types of interventions and supports necessary to appropriately serve the student.

Princeton ISD offers a continuum of services for a student identified with dyslexia or related disorder.  Examples of possible supports and interventions are:

• Standard Protocol Dyslexia Instruction Program
• Classroom Accommodations
• Accommodations for State Assessments
• Content Mastery 
• Special Education Services