Crowley ISD follows a Response to Intervention model to meet the needs of struggling students beginning with the classroom teacher.
Recommendation for dyslexia assessment, as appropriate, may occur for students who do not demonstrate adequate progress following Tier 1 and intensified Tier 2 instruction. A committee of knowledgeable persons will determine dyslexia identification after reviewing all accumulated assessment data.
A student may be eligible for dyslexia instruction with:
1. Evidence of a deficit in one or more of the primary characteristics of dyslexia:
• Reading words in isolation
• Decoding unfamiliar words
• Reading fluency (rate and accuracy)
2. Evidence of a deficit in phonological processing:
• Phonological awareness
• Rapid naming
• Phonological memory
3. The above deficits are unexpected for the child’s age, educational level or cognitive abilities.
A student may not be eligible if inadequate reading progress is due to:
• Inconsistent attendance
• Limited background experiences
• Socio-cultural factors