What's Required

"Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity TEC 38.003(d)(1). Because early intervention is critical, a program for early identification, intervention, and support for students with dyslexia and related disorders must be available in each district as outlined in the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders, 19 TAC 74.28(g),TEC 38.003(b) and TEC 38.003(c). 


The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder are implemented in the district 19 TAC 74.28(a) and TEC 38.003(c). A school district's strategies for screening dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. A school district's techniques for treating dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders 19 TAC 74.28(b).

A team of persons with knowledge of the student, instructional practices, and possible service options meets to discuss data collected and the implications of the data.  If the team suspects the student has dyslexia or a related disorder, the team should consider the type of instruction that would best meet the student's needs. Schools must recommend evaluation for Dyslexia if the student demonstrates the following:

  • Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade

  • Characteristics and risk factors of dyslexia indicated in Chapter I:  Definitions & Characteristics of Dyslexia

  • A student's reading difficulties alone may warrant evaluation under IDEA.  At times, students may display additional, potential learning challenges, such as oral language deficits, written expression difficulties (dysgraphia), or math difficulties (dyscalculia), which may further impact student learning.  These challenges may also warrant an evaluation under IDEA.

  • Students who are currently eligible under IDEA and have an individualized education program (IEP) and who are not suspected of having dyslexia or a related disorder must undergo reevaluation under IDEA.

  • When formal evaluation is recommended, the school must complete an evaluation process that is outlines in IDEA. Procedural safeguards under IDEA must be followed.

  • Once dyslexia has been identified, there are further eligibility questions the ARD committee must still consider.

  • If a student is found eligible for special education for dyslexia, appropriate reading instruction must be included in the plan to meet the individual needs of the student.  Appropriate reading instruction includes the components and delivery of dyslexia instruction as outlined in the Chapter IV: Critical, Evidence-Based Components of Dyslexia Instruction. 

(Texas Education Agency. The Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders 2018 Update, pp. 1, 22, 25, 27, 28, 32-34.)

What We Do

If a parent contacts any school staff member and requests Dyslexia or Dysgraphia testing:
(a) Verbal: the staff member who is contacted must notify the Student Support Specialist (SSS) and campus diagnostician with the details of the verbal request within 24 hours. The SSS will reach out to the parent to get details of the request and complete the Verbal Request for an Evaluation Form.
(b) Written: the staff member who received the written request will notify and provide the written request to the SSS within 24 hours. If additional information is needed, the SSS will reach out to the parent to get details of the request. The SSS will immediately complete the Initial Assessment Request Form and attach a copy of the written request for evaluation
  • If the Campus decides that testing is warranted after the student's Decision Point Meeting the SSS will need to began the data collection.
Date Collection
  • Student Support Specialist will begin to collect documents required on the Evaluation Preparation Checklist. The SSS will enter student information into the google form and provide documents to the assessment coordinator.
  • An Assessment Coordinator will schedule a folder review within 14 days and an email will be sent with the folder review date, time, and location.
Folder Review
  • The Campus should have at least one person who has knowledge of the the student attend the Folder Review and bring a copy of the campus referral folder with a completed Evaluation Preparation Checklist.
  • The Folder Review Committee will be composed of assessment staff and Campus staff in order to make the most appropriate educational decision for the student.
Required Documentation
  • A current near & far vision and hearing screening, that demonstrates passing results, should be included in the documentation brought to the folder review. Please collect data from MAP skills checklist sub tests for dyslexia and dysgraphia data review process (see the MAP Skills checklist Chart). Additionally, see the Evaluation Preparation Checklist for more details.
Notice of Decision
  • A decision will be made at the conclusion of the Folder Review Meeting about whether or not to conduct an evaluation.
  • When assessment is warranted-- Initial consent for assessment will be offered and the procedural safeguards by the Campus Diagnostician or Campus 504 Facilitator
  • If the data does not support the decision for assessment-- recommendations will be given and a Notice of Decision will be provided to the parent and campus from the Folder Review Team
  • At least five school days before any evaluation or identification procedure is used selectively with an individual student, the school district must provide written notification to the student's parent or guardian or another person standing in parental relation to the student of the proposed identification or evaluation. The notice must be in English, or to the extent practicable, the individual's native language and must include the following:

(1)  a reasonable description of the evaluation procedure to be used with the individual student;

(2)  information related to any instructional intervention or strategy used to assist the student prior to evaluation;

(3)  an estimated time frame within which the evaluation will be completed; and

(4)  specific contact information for the campus point of contact, relevant Parent Training and Information Projects, and any other appropriate parent resources.

          • The campus should continue to provide (or initiate) campus based interventions and services throughout the evaluation process.
          Evaluation Completion
          • Once the assessment is complete, results will be reviewed with the campus staff and with the parent at the IEP meeting
          The Meeting
          • Notice has to be provided to the parent
          • The results will be reviewed with the parent ad the team
          • The team will collaborate on an IEP plan OR the student may not qualify for services
          • The parent will leave the meeting with the appropriate student document
          • The accommodations will be determined on the student's needs and not the label of the disability.
          • The teachers or appropriate staff will be provided with a copy of the student's Individualized Education Plan (IEP), the instructional and testing accommodations including the Accommodations Tracking form from eSTAR

          Parents/guardians of a student with dyslexia or a related disorder must be informed of all services and options available to the student, including general education interventions under response to intervention and multi-tiered systems of support models as required by TEC, §26.0081(d), and options under federal law, including IDEA and the Rehabilitation Act, §504.


          Internal Resources