Step 1

Administer Initial Screeners & Analyze Data
Who: All K-2 students (including students with disabilities); any student in grades 3-12 struggling in
Reading based on teacher recommendation.
Screeners: DIBELS Phonological & Phonemic Awareness; Sound Symbol Recognition;
Alphabet Knowledge; Decoding Skills; Encoding ; Arkansas Rapid Naming (RAN);
Developmental Spelling Assessment (DSA)

Step 2a
Progress Monitor, Differentiate Instruction, and Effective Core Instruction
Who: At-risk students, teacher
Tools: DIBELS Progress Monitoring, multi-sensory strategies in the classroom, documentation
Time: 6 weeks

Step 2b
Small Group Intervention (groups of 1-5 students)
Time: 3 times each week, 30 minutes in the classroom or small group pull-out, lasting 6 weeks
Tools: Intervention aligned to student need (use documentation to determine intervention)

Step3
Student Does Not Respond in a Timely Manner
Who: Classroom teacher completes Response to Intervention Referral while continuing differentiation
Documentation: RTI packet including data, intervention notes, work samples

Step 4
Inform Parent(s) of Concerns

Who: Classroom Teacher
Documentation: “Notice of Intervention” letter to parents, signed AIP if below grade level on state
Assessment`

Step 5
Conduct IRC Meeting
Who: IRC Team
Tools: Progress Monitoring, all data, ESL instruction notes, speech/language therapy notes,
attendance report, indication of adequate intelligence based on classroom performance,
work samples, formative assessments
Purpose: Determine if progress is being made or if Level II testing is necessary

Step 6
Send Consent Letter for Further Testing
Who: Classroom Teacher & Instructional Facilitator
Documentation: Parent Approval Form with signature

Step 7
Begin Process of Level II Dyslexia Screening
Tools: CTOPP 5, Woodcock Reading Mastery III, Test of Written Spelling, GORT 5, Dyslexia
Characteristic Profile Sheet, Connections Screener or Barton Screener
Who: Robin Burrus

Step 8

Conduct IRC Meeting to Determine if Dyslexia Intervention is Needed
The RTI team may use the following 5 key questions to help determine if the student would benefit from dyslexia intervention:

1) Does the student demonstrate one or more of the primary reading characteristics of dyslexia in addition to a spelling deficit?

2) Are the reading and spelling difficulties the result of a phonological processing deficit?

3) Are the reading, spelling, and phonological processing deficits unexpected?/Does the student demonstrate cognitive ability to support age level academic learning?

4) Are the secondary characteristics of dyslexia evident in reading comprehension and written expression? 5) Does the student have strengths that could be assets/Are there coexisting
deficits that may complicate identification?

Step 9
Inform Parents and Classroom Teacher of Results of the Level II Screening
• If the IRC determines placement in Tier III is needed, the district committee will review the
documentation and finalize the recommendation
• If screening indicates a need for dyslexia intervention services, the parents will be informed
• Provide parents with information and resource materials
Who: Teacher, Literacy Instructional Facilitator, District Dyslexia Committee (Director of
Learning, Principal, Test Screener/Administrator, Building Dyslexia Interventionist),
include the Director of Student Services and School Psychological Examiner if student is
receiving Special Education services.
Documentation: Send “Approval for Intervention” letter to parents

Step 10
Choose Option 1 or Option 2 for Students Receiving Intervention for
Characteristics of Dyslexia
Who: Trained Interventionist

Step 11
Begin Tier III Intervention Program
Who: Trained Interventionist

Step 12
Continue to Progress Monitor
Who: Classroom Teacher

Step 13
Review Progress at Monthly IRC Meetings
Who: Classroom teacher, interventionist, instructional facilitator, IRC team

Option 1
Barton Reading & Spelling Program
• Verify student passed Barton Screener
before beginning the program.
• Begin intervention program with fidelity.
• If student did not pass screener, begin
“LiPs” program or “Connections”.

Option 2
Connections
• Verify student passed Connections
Screener before beginning the program.
• Begin Connections program with fidelity.

South Conway County School District

SCCSD Dyslexia Protocol

School Choice