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BREADCRUMB

Early Literacy and Dyslexia Screening

We believe that every child deserves an excellent education. Each and every child has the potential to learn and grow to high standards. To help students learn and thrive, we use data from assessments along with teacher observations and conversations with families and then, in partnership, develop intervention supports to help students, including those who exhibit signs of dyslexia.

Frequently Asked Questions

More Information About Dyslexia and Resources for Families

The Office of the Superintendent of Public Instruction (OSPI) provides the following resources for schools and families:

About Dyslexia
Dyslexia Fact Sheet (PDF)
Dyslexia Resource Guide
Literacy Screening Information for Parents and Families (Scroll to For Parents and Families)
Family and Caregiver Discussion Guide with Educators and Schools (Scroll to For Parents and Caregivers)
Video: What is dyslexia? from TED-Ed (YouTube)
Video: Dyslexic Strengths (YouTube) from Made By Dyslexia

RCW 28A.320.260 Dyslexia Interventions

(1) Beginning in the 2021-22 school year, and as provided in this section, each school district must use multitiered systems of support to provide interventions to students in kindergarten through second grade who display indications of, or areas of weakness associated with, dyslexia. In order to provide school districts with the opportunity to intervene before a student’s performance falls significantly below grade level, school districts must screen students in kindergarten through second grade for indications of, or areas associated with, dyslexia as provided in this section.

(2)(a) School districts must use screening tools and resources that exemplify best practices, as described under RCW 28A.300.700.

(b) School districts may use the screening tools and resources identified by the superintendent of public instruction in accordance with RCW 28A.300.700.

(3)(a) If a student shows indications of below grade level literacy development or indications of, or areas of weakness associated with, dyslexia, the school district must provide interventions using evidence-based multitiered systems of support, consistent with the recommendations of the dyslexia advisory council under RCW 28A.300.710 and as required under this subsection (3).

(b) The interventions must be evidence-based multisensory structured literacy interventions and must be provided by an educator trained in instructional methods specifically targeting students’ areas of weakness.

(c) Whenever possible, a school district must begin by providing student supports in the general education classroom. If screening tools and resources indicate that, after receiving the initial tier of student support, a student requires interventions, the school district may provide the interventions in either the general education classroom or a learning assistance program setting. If after receiving interventions, further screening tools and resources indicate that a student continues to have indications of, or areas of weakness associated with, dyslexia, the school district must recommend to the student’s parents and family that the student be evaluated for dyslexia or a specific learning disability.

(4) For a student who shows indications of, or areas of weakness associated with, dyslexia, each school district must notify the student’s parents and family of the identified indicators and areas of weakness, as well as the plan for using multitiered systems of support to provide supports and interventions. The initial notice must also include information relating to dyslexia and resources for parental support developed by the superintendent of public instruction. The school district must regularly update the student’s parents and family of the student’s progress.

(5) School districts may use state funds provided under chapter 28A.165 RCW to meet the requirements of this section.