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Based on Jordan’s data, the MDT has concluded that Jordan appears to display characteristics known to dyslexia. Although his formal assessments showed average to above average scores, his informal assessments, along with a family history of dyslexia brought us to our conclusion.

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After analyzing the data, we recommend an evaluation for a specific learning disability because of how the students writes his letters/numbers, as well as NWEA and STAAR data.

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This presentation went over the what, but not the how? How does this process operate in real-time? How to move through Frontline to begin the evaluation process?

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Check out this Infographic designed by Ebony James-Gary.

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Where is the MDT process located? Or will it be emailed out to us?

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The data supports that Jordan does need dyslexia intervention. This information is based off of history of dyslexia, difficulties with spelling, grades, testing and overall behavior.

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Based on Jordan’s testing results, reading fluency results, his family history, the observations and data collected, he is a student that qualifies for dyslexia services.

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The MDT determined that according to the data Jordan qualifies for support and services as a student with dyslexia under the category of Specific Learning Disability.

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Upon reviewing the data, the student appears to demonstrate characteristics consistent with dyslexia and dysgraphia, including difficulties decoding, unfamiliar and longer words, word recognition, reading fluency, a history of dyslexia in the family, difficulties with spelling. The symptoms are unexpected due to average intelligence.

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Based on this comprehensive evaluation, the team has determined that Jodan is eligible for special education services as a student with a Specific Learning Disability, with a primary disability in Basic Reading Skills consistent with dyslexia.

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I believe that Jordan would meet the criteria for a student with dyslexia. The criterion I based this on are his grades, testing score, family history, and overall behavior.

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Jordan has a family history of dyslexia and is currently experiencing difficulties with decoding, which are impacting spelling and reading fluency. These challenges may also hinder reading comprehension. Jordan demonstrates characteristics consistent with dyslexia.

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After reviewing the multiple sources of data it is clear that Jordan has difficulties in the area of reading. Student demonstrates frustration over struggles when engaging in reading activities. The struggles include spelling errors while using supports, writing deficits due to poor phonological skills and low performance data in NWEA MAP. Jordan's data shows characteristics of a student with Dyslexia.

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Based on Jordan’s data, he demonstrates ongoing struggles with foundational literacy skills,

particularly in word recognition, decoding, and reading fluency, despite receiving targeted instruction.

His performance patterns are consistent with characteristics of dyslexia, showing both unexpected difficulty in reading compared to his overall cognitive abilities

and slow progress even with intervention.

If he qualifies for dyslexia services, I would recommend beginning with structured, multisensory, explicit phonics instruction paired with ongoing fluency practice and comprehension support.

Progress monitoring would focus on accuracy, rate, and application of decoding strategies, with adjustments made as needed based on his growth.

In the MDT meeting, I would share that Jordan’s profile aligns with dyslexia, emphasize that early and intensive intervention is critical, and collaborate with the team to ensure supports are consistent across settings so he can develop the reading skills necessary for academic success.

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Jordan had deficits academically and with parent and teacher information he clearly could use dyslexia services inspite of his high cognitive and academic scores.

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After reviewing the MDT evaluation for dyslexia, several questions may remain to ensure a comprehensive understanding of the student's needs. Jordan does need dyslexia intervention.

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Based on information from the WIAT-4 along with academic records, Jordan has made progress with decoding, real word reading, and nonsense word decoding following direct instruction. However informal data from the parent supports a family history with dyslexia. District assessments indicate Jordan presents difficulty with ready fluency. His NWEA MAP reading and reading fluency performance are considered below average in comparison to same- age peers. Jordan has presented difficulty with passing the reading STAAR state assessment. Teacher information indicated slow progress in phonics and reading fluency. A dyslexia screener indicates historic difficulty with phonological/ phonemic awareness. Jordan MEETS criteria for dyslexia identification based on the preponderance of the data reviewed by the multi- disciplinary team. It is the recommendation that the ARD/ IEP committee consider Jordan for eligibility for dyslexia.

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The committee is in agreement that Jordan displays characteristics of Dyslexia. Based on academic testing WIAT -4 he demonstrates a below average ability in the area of spelling, while other areas are average and high average. Compared to peers he demonstrates difficulty spelling simple words e.g. bike, hive, dive and expressing himself in writing. Despite adequate instruction he still demonstrated difficulties with handwriting and applying phonics rules.

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The data supports that Jordan may be a student with dyslexia. This is based on the reported family history, the failure to perform despite adequate instruction and sufficient interventions. Student's work samples and screener results lend further support to this conclusion.

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In the student's work samples and from teacher / parent information, you can see characteristics of dyslexia and dysgraphia. However, formal testing in both cog and academics do not show the same correlation.

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Based on the evidence Jordan displays characteristics of dyslexia. He has difficulty with reading, phonics and can possibly have dysgraphia as well.

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Our group noted that additional data was needed to determine eligibility. The student is struggling and we suspect that reading fluency is a concern for this student.

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The student, Jordan, shows great strengths in verbally or orally recalling information and showing comprehension. However, he struggles with the same skills when he tasked to read and write. Student struggles with I-consonant-E words and letter placement and formation.

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After reviewing the data, Jordan meets the criteria of a student with dyslexia. Based on family history, teacher input and student samples.

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I agree with your comments

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After careful analysis of the data presented, the student appears to present with characteristics of Dyslexia. However, additional assessment for reading fluency, Auditory Processing, Rapid Naming, and Orthographic Processing is needed in order to comprehensively explore Dyslexia.

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Jordon's data on the FIE reports scores of average in all categories. However, the family data, work samples, and reading assessments indicate SLD.

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Strengths

Student is showing identification of initial sounds in words, is able to spell common HFW and some CVC words.

Weaknesses

Avoids reading activities, lack of phonics rules knowledge for his grade level, showed a great difficulty in writing activities meaning there is a possibility for dysgraphia.

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Student displays characteristics of dysexia and dysgraphia based on parent and teacher input, writing samples, state and local assessments, and observations.

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At what age is screening for visual impairment done for students? I am not sure if it can be as early as K-1st grade...

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After careful analysis of the data, I conclude that Jordan meets the criteria for a student with dyslexia. This is based on his academic results, family history, and class behavior.

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Upon review of the evidence, the student demonstrates multiple clear indicators consistent with dyslexia. These include difficulties with phonological processing, reading fluency, and accurate word recognition.

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Jordan currently meets the criteria as a student in need of dyslexia services based on his low phonological awareness, STAAR, and NWEA data

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After carefully reviewing the preponderance of data. Jordan meets the criteria as a student with dyslexia.

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I just need to verify I’m counted here for attendance. My name does not show up, just initials. I am Roberta Toman.