Amarillo ISD Procedures

• Evaluations for dyslexia will follow the regulations and procedures of IDEA (Special Education).  The diagnostician will follow the process for evaluating students for dyslexia as outlined in The Dyslexia Handbook.  SEE "Procedures for Assessment and Identification of Students with Dyslexia" in The Dyslexia Handbook.
• The ARD Committee will determine eligibility as a student with dyslexia and also make a determination as to whether the student is eligible for special education services. 
  •  If the student with dyslexia is eligible for special education services, the ARD committee will make the following decisions.  
  • If the student is not eligible for special education, a referral to the Section 504 committee will be made.  If the student is eligible for Section 504, the 504 committee will make the following decisions.
• If the ARD Committee or Section 504 committee determined eligibility as a student with dyslexia, the committee will also make the following decisions:
  • Designated whether the student will participate in the State Dyslexia Program.
  • Determine whether the student will need accommodations.
• The District will select the curriculum used in the intervention for the State Dyslexia Program.  
• The reading intervention(s) provided through the State Dyslexia Program will be provided by teachers trained in dyslexia and the instructional strategies and techniques that are appropriate for students with dyslexia.
• The ARD Committee or Section 504 Committee will determine when the student no longer needs the reading intervention provided through the State Dyslexia Program.  The student will then exit the State Dyslexia Program.  Accommodations may continue to be needed after the student exits the State Dyslexia Program.  The ARD Committee or Section 504 Committee may determine these accommodations.
• The ARD Committee or Section 504 Committee will consider the following factors when recommending exiting the State Dyslexia Program: 
  • Completion of the dyslexia curriculum, as measured by progress monitoring completed at regular intervals.
  • The student demonstrates improved classroom performance (i.e. self-monitoring/self correction behaviors) as evidenced through informal observation by teachers and/or dyslexia teacher.
  • The student passes (meet grade level) the STAAR Reading Test.
  • The student is at or close to grade level proficiency on the Word Identification Spelling Test (WIST).
  • The student may also be exited from the State Dyslexia Program by the ARD Committee or Section 504 due to
    • Excessive absenteeism,
    • Limited progress,
    • Inappropriate placement,
    • Non-participation during the intervention after extensive use of documented strategies to encourage participation, and/or
    • Receiving other services.