(a) (1) The department of education shall develop procedures for identifying characteristics of dyslexia through the universal screening process required by the existing RTI2 framework or other available means.(2) The dyslexia screening procedures shall include phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, rapid naming, and encoding skills.(3) The dyslexia screening procedures shall be implemented by every LEA.(4) Dyslexia screening may be requested for any student by the student's parent or guardian, teacher, counselor, or school psychologist.
(1) The department of education shall develop procedures for identifying characteristics of dyslexia through the universal screening process required by the existing RTI2 framework or other available means.
(2) The dyslexia screening procedures shall include phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, rapid naming, and encoding skills.
(3) The dyslexia screening procedures shall be implemented by every LEA.
(4) Dyslexia screening may be requested for any student by the student's parent or guardian, teacher, counselor, or school psychologist.
(b) Following the universal screening procedures conducted by the LEA, the LEA shall convene a school-based problem solving team to analyze screening and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students, including those students who exhibit the characteristics of dyslexia. Guidance may include suggestions of appropriate tiered interventions, dyslexia-specific interventions, academic accommodations as appropriate, and access to assistive technology.
(c) If the dyslexia screening conducted by the LEA indicates that a student has characteristics of dyslexia, the LEA shall:(1) Notify the student's parent or legal guardian;(2) Provide the student's parent or legal guardian with information and resource material regarding dyslexia;(3) Provide the student with appropriate tiered dyslexia-specific intervention through its RTI2 framework; and(4) Monitor the student's progress using a tool designed to measure the effectiveness of the intervention.
(1) Notify the student's parent or legal guardian;
(2) Provide the student's parent or legal guardian with information and resource material regarding dyslexia;
(3) Provide the student with appropriate tiered dyslexia-specific intervention through its RTI2 framework; and
(4) Monitor the student's progress using a tool designed to measure the effectiveness of the intervention.
(d) The department shall provide appropriate professional development resources for educators in the area of identification of and intervention methods for students with dyslexia.
(e) [Deleted by 2026 amendment.]
(f) As used in this section:(1) “Dyslexia-specific intervention” means evidence-based, specialized reading, writing, and spelling instruction that is multisensory in nature, equipping students to simultaneously use multiple senses, such as vision, hearing, touch, and movement. Dyslexia-specific intervention employs direct instruction of systematic and cumulative content, with the sequence beginning with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Components of dyslexia-specific intervention include instruction targeting phonological awareness, sound symbol association, syllable structure, morphology, syntax, and semantics; and(2) “RTI2” means Response to Instruction and Intervention, which is a framework designed to identify both struggling and advanced students in order to provide them with appropriate interventions in their specific areas of need. RTI2 relies on the premise of high-quality core instruction, data-based decision making, and research-based interventions aligned to students' needs.
(1) “Dyslexia-specific intervention” means evidence-based, specialized reading, writing, and spelling instruction that is multisensory in nature, equipping students to simultaneously use multiple senses, such as vision, hearing, touch, and movement. Dyslexia-specific intervention employs direct instruction of systematic and cumulative content, with the sequence beginning with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Components of dyslexia-specific intervention include instruction targeting phonological awareness, sound symbol association, syllable structure, morphology, syntax, and semantics; and
(2) “RTI2” means Response to Instruction and Intervention, which is a framework designed to identify both struggling and advanced students in order to provide them with appropriate interventions in their specific areas of need. RTI2 relies on the premise of high-quality core instruction, data-based decision making, and research-based interventions aligned to students' needs.