- Concern must be considered by the campus SST and each case must be examined on an individual basis. The SST should include parents in discussions and decision making.
- The SST must document the data they have considered in making their decision as well as their consideration of the following factors:
- How the student’s reading difficulty affects the student’s learning
- The significance of the gap between current and expected performance
- Additional factors that may further exacerbate challenges learning to read
- Anticipated rates of improvement that will assist the team in making further recommendations
- The SST should examine available data to decide 1) if an evaluation for dyslexia is appropriate AND 2) whether the student should be evaluated by the general education dyslexia program or by special education*
- An evaluation by the general education dyslexia program is appropriate if the data leads the SST to think that the general education dyslexia program can meet the student’s needs. If this path is recommended by the SST, the campus dyslexia specialist does the testing and the 504 Committee makes the decision that the student is a student with dyslexia and decides the student’s dyslexia services and accommodations.
- An evaluation for special education is appropriate if the data leads the SST to think that the student will need specially designed instruction designed to meet the student’s unique needs and special education related services. If this path is recommended, the campus LSSP is responsible for conducting the evaluation according to special education guidelines and the ARD committee makes the determination as to whether or not the student has dyslexia and plans the student’s program.
- The SST must provide the parent with prior written notice of their decision.
*NOTE: If at anytime in the process the parent specifically requests an evaluation for special education, the SST must still consider which path is appropriate for the student based on the available data. However, the SST must follow the procedures outlined in the “Parental Request for a Full and Individual Evaluation (FIE) through Special Education.”
Eanes uses the FAR assessment to identify students with dyslexia.
“The FAR is a comprehensive assessment of reading and related processes. It is unique in that it helps you determine the examinee's specific subtype of dyslexia to inform decisions about appropriate interventions.” (copied and pasted from https://www.parinc.com/Products/Pkey/110)