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)
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
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)
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
Inform Parent(s) of Concerns
Who: Classroom Teacher
Documentation: “Notice of Intervention” letter to parents, signed AIP if below grade level on state
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
Send Consent Letter for Further Testing
Who: Classroom Teacher & Instructional Facilitator
Documentation: Parent Approval Form with signature
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
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?
SCCSD Dyslexia Protocol
* Steps may be altered when additional information is provided in order to stay current with ACT 1294 and ACT 1268.
Robin Burrus 2016/2017
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
Choose Option 1 or Option 2 for Students Receiving Intervention for
Characteristics of Dyslexia
Who: Trained Interventionist
Begin Tier III Intervention Program
Who: Trained Interventionist
Continue to Progress Monitor
Who: Classroom Teacher
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
• Verify student passed Connections
Screener before beginning the program.
• Begin Connections program with fidelity.