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This document serves as a registration form for a seminar aimed at educators and personnel involved in identifying dyslexia, providing information on dyslexia assessments, data gathering, and interpretation.
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How to fill out school-based identification of dyslexia

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How to fill out School-Based Identification of Dyslexia in Texas: Intermediate Level Registration Form

01
Gather required personal information of the student such as name, date of birth, and grade level.
02
Provide information on the student's school, including the school's name and district.
03
Complete the section regarding the student's primary language and any previous screenings for dyslexia.
04
Include specific information regarding the student's academic history, including subjects and grades.
05
Answer questions related to the student's reading and writing abilities, including observations from teachers.
06
Sign and date the form to certify that the information provided is accurate and true.

Who needs School-Based Identification of Dyslexia in Texas: Intermediate Level Registration Form?

01
Students who exhibit signs of dyslexia and require assessment for special services.
02
Parents or guardians who want formal evaluation for their child's reading difficulties.
03
Educators or school staff who are responsible for identifying and supporting students with dyslexia.
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TEC, §38.003. SCREENING AND TREATMENT FOR DYSLEXIA AND RELATED DISORDERS. (a) Students enrolling in public schools in this state shall be screened or tested, as appropriate, for dyslexia and related disorders at appropriate times in ance with a program approved by the State Board of Education.
HB 3928 created Texas Education Code (TEC) § 29.0031 that states dyslexia is an example of and meets the definition of a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Under IDEA, an ARD committee must address two qualifying factors, often called prong 1 and prong 2.
The only way dyslexia can be formally diagnosed is through a Diagnostic Assessment carried out by a certified dyslexia assessor. This assessment will tell you if your child is dyslexic or not.
The Handbook was amended again effective February 10, 2022, to clarify that evaluations for dyslexia and related disorders must go through the process required by the Individuals with Disabilities Education Act (IDEA).
In 2023, the Texas Legislature defined dyslexia as a learning disability, which means students with dyslexia are now covered by the Individuals with Disabilities Education Act (IDEA) and are required to have access to special education services.
Dyslexia is an SLD. TEC §29.0031 states dyslexia is an example of and meets the definition of an SLD under IDEA. This is in conformity with IDEA's federal regulations at 34 CFR §300.8(c)(10), which specifically lists dyslexia as an example of an SLD.

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The School-Based Identification of Dyslexia in Texas: Intermediate Level Registration Form is a document used by educational institutions to formally identify and record students who exhibit signs of dyslexia at the intermediate level. It helps facilitate the assessment and support process for students struggling with reading and language.
Teachers, educational psychologists, and special education administrators responsible for assessing and supporting students with dyslexia are required to file the School-Based Identification of Dyslexia in Texas: Intermediate Level Registration Form.
To fill out the form, the designated school official must provide accurate student data, including personal information, specific dyslexia indicators, and assessments conducted. Each section must be completed according to Texas education guidelines, ensuring all required information is included.
The purpose of the form is to systematically document students' dyslexia identification and ensure that appropriate interventions and educational resources are allocated to support their learning needs effectively.
The form must report information such as the student's name, identification number, date of birth, grade level, specific dyslexia symptoms observed, assessment results, and any interventions or support services already implemented.
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