Dyslexia Single Pathway Evaluation
In November 2021, evaluations for dyslexia and related disorders moved to a Full and Individual Evaluation (FIE) under IDEA. Round Rock ISD Student Support Teams (SST) monitor universal screening along with classroom progress and refer students suspected of a disability, including dyslexia or a related disorder, for a Full Initial Individual Evaluation (FIIE). Progression through Response to Intervention (RtI) is never required to begin the identification of dyslexia and related disorders. In RRISD, if there is a suspicion of dyslexia and/or a reading difficulty, the student should be provided support services that are available to all students (RTI/MTSS), at the time the referral process begins (if the student is not already in intervention). In Round Rock ISD, meeting the students’ needs is our first and foremost priority.
Parents always have the right to request a referral for a Full Initial and Individual Evaluation (FIIE) for dyslexia or related disorder at any time. The Dyslexia Handbook, 2021 Update, p. 23.
In November 2021, evaluations for dyslexia and related disorders moved to a Full and Individual Evaluation (FIE) under IDEA.
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Referral Process
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:
Data-Driven Meeting of Knowledgeable Persons
According to the handbook, a team of persons with knowledge of the student, instructional practices, and instructional options meets to discuss data collected, including data obtained during kindergarten and/or first-grade screening, and the implications of that data. In RRISD, this team is referred to as our Student Support Team (SST) and includes, but is not limited to:
- The classroom teacher
- Administrator
- Dyslexia Support Provider (DSP)
Unless the student is served under IDEA or Section 504, this team is not an Admission, Review, and Dismissal (ARD) committee or a Section 504 committee, although many of these same individuals may be on a future committee if the student is referred for an evaluation.
Data-Driven Decisions
When the Data Does Not Lead to Suspicion of a Disability, Including Dyslexia or a Related Disorder
If the SST 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. The student will continue to receive grade-level core reading instruction. (Tier 1) and any other appropriate tiered interventions. However, the student is not referred for an evaluation at this time.
When the Data Leads to a Suspicion of a Disability, Including Dyslexia or a Related Disorder
If the SST suspects that the student has dyslexia, a related disorder, or another disability included within the IDEA, the team must refer the student for a full individual and initial evaluation (FIIE). In most cases, an FIIE under the IDEA must be completed within 45-school days from the time RRISD receives consent. The student should continue to receive grade level, core reading instruction (Tier 1) and any other appropriate tiered interventions while the school conducts the FIIE.
Parents/guardians always have the right to request a referral for a dyslexia evaluation at any time.
DATA COLLECTION
Review of Student Data for Dyslexia and/or Dysgraphia Referral Consideration
State and RRISD Requirements
RRISD uses The Dyslexia Handbook to guide the data collection process for students.
A comprehensive collection of a student’s literacy instruction that includes but is not limited to: language structure, phonic coding, vocabulary, reading fluency, and reading comprehension. Evidence that student has been provided appropriate instruction and data-based documentation of repeated evaluations of achievement at reasonable intervals (progress monitoring).
Both quantitative and qualitative information are critical components, The Dyslexia Handbook, 2021 Update, p. 15.
Sources of Cumulative Data
The academic history of a student provides cumulative data needed to ensure that underachievement in a student suspected of having dyslexia is not due to lack of appropriate instruction in reading and includes:
- Vision Screening
- Hearing screening
- Teacher reports of classroom concerns
- Accommodations or interventions provided
- Academic progress reports
- Gifted/Talented assessments
- Samples of schoolwork
- Parent conference notes
- Results of kindergarten-grade 1 universal screening required TEC 38.003
- K-2 reading instruments results required in TEC 28.006
- Information regarding a child’s early literacy experiences, environmental factors, and socioeconomic status must be part of the data gathering process.
- 7th grade reading instrument results required in TEC 28.006
- State student assessment program results described in TEC 39.022
- Observations of instruction provided to the student
- Previous evaluations
- Outside evaluations
- Speech and language assessment
- School attendance
- Curriculum-based assessments
- Instructional strategies provided and student’s response to instruction
- Screening data
- Parent survey