Wylie ISD Evaluation and Identification Processes
Identification of Dyslexia in Wylie ISD follows the procedures outlined under TAC §74.28.
Parent Request or RtI Team reviews student data and determines that the student exhibits characteristics of dyslexia or other specific learning disability.
RtI Team begins the process for Referral - completing the necessary paperwork for a FIIE.
RtI Team notifies the Diagnostician that the student is being referred for evaluation. The Diagnostician prepares the Notice and Consent and procedural safeguard paperwork for a full FIIE.
RtI Team/Dyslexia Therapist/Diagnostician meets with and shares the student data, Dyslexia Evaluation and Identification Flyer, link to the current TEA Dyslexia Handbook and the Notice and Consent and procedural safeguards for a full FIIE to Parents.
If the parent consents to a full FIIE, the Diagnostician is contacted and Special Education will conduct the evaluation. The Evaluation timeline begins the date consent is signed. Diagnostician and Dyslexia Therapists will work in collaboration to complete the assessment.
If the parent denies full FIIE by indicating a decision on the Consent for FIE document, an evaluation will be offered through Section 504. Notice and consent through Section 504 along with the Procedureal Safeguards / Parent Rights through Section 504 are provided to the parent. The Dyslexia Therapists will complete the assessment and evaluation will be completed through Section 504.
After the evaluation is completed, the ARD or Section 504 Committee meets to interpret test results. It is recommended that the committee also include members who have specific knowledge regarding -
the reading process
dyslexia and related disorders, and
Once the Dyslexia Assessment is completed, the data is presented to both the parent and the ARD or 504 Committee and academic decisions are made to most appropriately meet the needs of the student.
Dyslexia Assessment Components
NOTE: Individual testing follows this general list. However, since dyslexia is manifested in various forms and levels of severity, it may be necessary to revise this list of tests as the Diagnostician or Dyslexia Therapist deems appropriate. At no time, however, will the integrity of the specific tests used be compromised. All test administrations used will comply with the instructions of the test manual as well as the identification components outlined in the TEA Dyslexia Procedures Handbook.
Strengths & Weaknesses:
Teacher Observation Record
Alphabet and Sequencing:
Oral and written alphabet
Woodcock Reading Mastery Test III (WRMT III): Letter ID
Phonological Awareness Test – Letters/Sounds subtest
Rapid Automatic Naming of letters and objects:
Subtests from Comprehensive Test of Phonological Processing (CTOPP-2)
Tests the student’s ability to rapidly recall the names of objects and letter forms
Phonological Awareness Assessment using one of the following instruments:
Phonological Awareness Test (PAT)
Comprehensive Test of Phonological Processing (CTOPP-2)
Woodcock Reading Mastery Test III (WRMT III): Word Identification
Test of Word Reading Efficiency (TOWRE-2): Sight Words List
Word Attack (Decoding):
Woodcock Reading Mastery Test III (WRMT III): Word Attack
Test of Word Reading Efficiency (TOWRE): Phonetic Decoding List
Woodcock Reading Mastery Test III (WRMT III): Passage Comprehension
Gray Oral Reading Test (GORT 5): Comprehension
Accuracy & Fluency:
Gray Oral Reading Test (GORT 5): Accuracy & Fluency
Test of Written Spelling 4 (TWS-5)