A formal dyslexia evaluation is used to determine a child’s eligibility for the Dyslexia Intervention Program. The data collected through the formal evaluation will be reviewed and eligibility will be determined by the 504 or ARD committee. Students with dyslexia will be provided individualized accommodations in the general education setting. Teachers and parents collaboratively make decisions regarding the student’s participation in the program and necessary accommodations. A multi-sensory, systematic, sequential phonics program is provided to meet the individual needs of students diagnosed as dyslexic. Students are provided with intervention based on the student’s individual needs. This instruction is in addition to the reading instruction the child is receiving from his/her classroom teacher. If you have questions regarding dyslexia, contact your child’s principal or assistant principal for more information.
Specialized Reading Intervention
Students who are experiencing reading difficulty may meet the criteria for participation in the Specialized Reading Program. Literacy assessments are given throughout the school year to identify those students who require additional reading instruction to achieve grade-level expectations. These assessments include but are not limited to: DRA2 (Diagnostic Reading Assessment); the PAPI (Phonemic Awareness and Phonics Inventory); Oral Reading Fluency; MAP (Measures of Academic Progress); grade-level assessments, STAAR and other assessment data. Students may exit the program when classroom performance and assessment data indicate that they are able to meet grade-level expectations. Students in the Specialized Reading Program participate in specially-designed intervention based on the student’s individual needs. This instruction is in addition to reading instruction provided by the classroom teacher.