Beginning in fall 2021 all K-2 BPS students are screened for weaknesses in literacy skill development associated with dyslexia. This screening is performed as an early intervention and in compliance with .

What is Dyslexia?

Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person’s intelligence, motivation, and sensory capabilities.

This definition of dyslexia was adopted by the 65th Washington State Legislature, 2018 Regular Session.

Screening Process

Using the state-approved all students in grades K-2 are screened for indications of below-grade level literacy development, including indications of or areas of weakness associated with dyslexia. This screener identifies indicators and areas of weakness that are highly predictive of future reading difficulty, including phonological awareness, phonemic awareness, rapid naming skills, and letter sound knowledge. We also invite families to share any history of difficulty their child may have experienced with reading and language acquisition.

The dyslexia screening process does not diagnose students with dyslexia. This literacy screening tool identifies whether there is a risk for reading difficulty and potential need for intervention.

Supporting Students

Students who are identified in the screening process will be provided with literacy interventions using evidence-based multitiered systems of support (MTSS). Interventions are informed by data, matched to student need, and aligned with and layered onto universal instruction.

Within MTSS, all students receive universal instruction through an evidence-based, multisensory structured literacy approach. In 鶹ý Public Schools, all students in kindergarten through second grade receive instruction in foundational skills with Really Great Reading curriculum. This curriculum is explicit, systematic, multi-modal, and provides all students with instruction that supports dyslexic tendencies.

Parent and Family Notification

For a student who shows indications of, or areas of weakness associated with, dyslexia, 鶹ý Public Schools will 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. Classroom teachers or the school’s literacy specialist update families on student’s progress

Learn more about our district’s work at this task force webpage: Understanding and Serving Students With Dyslexia.

Jennifer Lawrence
Director of Teaching and Learning, Literacy