Chapter Definitions

(1) “Characteristics of Dyslexia” means reading challenges that are identified when a student is: (a) Identified by the composite score of the universal reading screener and/or the Early Warning System (in grades 9-12 only); and (b) Demonstrates deficiencies in fifty percent (50%) or more of the grade-appropriate subtests of skills which support the goal of reading proficiently as identified by the Department’s Minimum Universal Reading Screening Matrix. (2) “Dyslexia” is a specific learning disability as defined in State Board Special Education Rules Chapter 0520-01-09 that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (3) “Early Warning System” means a tool that allows school-level teams to manage attendance, behavior, and academic performance indicators that may impact academic performance and/or indicate other risk factors for high school students. (4) “English Learner” (EL) means a Non-English Language Background (NELB) student who qualifies for English as a second language (ESL) services via a Department of Education approved English language Proficiency screener. (5) “Individualized Learning Plan - Dyslexia” or “ILP-D” means a document developed by the LEA or public charter school for students with Characteristics of Dyslexia in accordance with T.C.A. § 49-1-229 and this Chapter that prescribes the academic goals, supports, and/or accommodations that a student may need to access classroom instruction, in addition to exit criteria. (6) “Local Education Agency” or “LEA” means, pursuant to T.C.A. § 49-3-104(15), a county, city, or special school district, unified school district, school district of a metropolitan form of government, or another school system established by law. (7) “Minimum Universal Reading Screening Matrix” means a state-designed tool that identifies the subtests required at each grade level for all state-approved universal reading screeners and determines the grade-appropriate subtests necessary for the screening process for Characteristics of Dyslexia. (8) “Nationally Normed” means screener scores, classifications, and score distribution percentiles are reported and calibrated using a representative national sample. DYSLEXIA INDIVIDUALIZED LEARNING PLANS CHAPTER 0520-01-22 (9) “Non-English Language Background (NELB) Student” means a student whose parent(s) or guardian(s) list a language other than English in response to any question on the home language survey. A NELB student may or may not qualify for ESL services. (10) “Response to Instruction or Intervention” or “RTI2” means a multi-tiered approach focused on prevention and early intervention that uses a data-driven problem-solving model to identify and address areas of academic need. RTI2 is founded on high-quality core instruction for all students (i.e., Tier I), the addition of targeted intervention for some students (i.e., Tier II), and intensive intervention for a few students (i.e., Tier III). (11) “State Board” means the Tennessee State Board of Education. (12) “Student” means an individual enrolled in a public K-12 LEA or a public charter school.