Comprehensive Screening for At-Risk Students: Understanding Dyslexia and Section 504 Requirements

1. Screening for Students who may be At-Risk for Dyslexia and IDEA/Section 504 Child Find Requirements

2. Reason to suspect disability • Disability is a term that indicates the school district or charter school has completed a process to determine that a student has condition that substantially limits a major life activity. Students so identified as having a disability are protected from discrimination, which includes provision of necessary support and services to allow access, participation and progress. Under the IDEA the condition must be determined to adversely affect (significantly impact) educational progress. • Weak academic foundational skills are not necessarily a reason to suspect disability. Screening which indicates such indicates a need for instruction and targeted intervention, and other secondary screening as part of the general education program.

3. Protecting Students With Disabilities Frequently Asked Questions About Section 504 and the Education of Children with Disabilities W2.ed.gov/about/offices/list/ocr/504faq.html

4. 23. Are there any impairments which automatically mean that a student has a disability under Section 504? No. An impairment in and of itself is not a disability. The impairment must substantially limit one or more major life activities in order to be considered a disability under Section 504.

5. 24. Can a medical diagnosis suffice as an evaluation for the purpose of providing FAPE? No. A physician's medical diagnosis may be considered among other sources in evaluating a student with an impairment or believed to have an impairment which substantially limits a major life activity.

6. 31. What is reasonable justification for referring a student for evaluation for services under Section 504? School districts may always use regular education intervention strategies to assist students with difficulties in school. Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.

7. 40. What is the difference between a regular education intervention plan and a Section 504 plan? A regular education intervention plan is appropriate for a student who does not have a disability or is not suspected of having a disability but may be facing challenges in school. School districts vary in how they address performance problems of regular education students.

8. Multi-Tier System of Supports (MTSS) General outcome screening Intervention Progress monitoring Data decision making rules Increasing intensity of intervention Note: All tiers may include services for students with IEPs, but no tier is dependent upon special education eligibility, and students with IEPs are not excluded from receiving interventions as part of the MTSS. Fidelity of implementation

11. Foundational Skills to Support Reading for Understanding in kindergarten through 3rd Grade https://ies.ed.gov/ncee/wwc/PracticeGuides

12. IDEA /504 Eligibility MTSS/RtI should never be used to delay a request for evaluation, and is not intended to be a pre-referral obstacle course.