At PSD, we are committed to providing an inclusive and supportive learning environment where students with dyslexia and other reading challenges can thrive academically. Through our comprehensive, evidence-based literacy programs and multi-tiered system of support (MTSS), we focus on building foundational reading skills with targeted interventions. Our approach emphasizes structured literacy, phonemic awareness, systematic phonics, vocabulary development, reading fluency, and comprehension strategies to address the unique needs of each learner.
We believe every student has the potential to succeed, and by utilizing individualized instruction, multi-sensory techniques, and assistive technology, we empower students with dyslexia and other reading challenges to overcome challenges and build confidence in their reading and writing abilities. Through ongoing assessment and tailored interventions, we ensure that each student's progress is continuously monitored, allowing for the best path forward to academic success. Our goal is to help every student develop the skills necessary for lifelong learning and achievement.
What is Dyslexia?
Dyslexia is a learning disorder that makes it difficult to accurately and fluently decode and spell words, and to break down words into sounds (phonological/phonemic awareness). These difficulties usually come from problems with the way the brain processes sounds in language and does not reflect a person’s intelligence or cognitive ability. As a result, people with dyslexia might struggle with understanding what they read, which can lead to a smaller vocabulary and reduced reading experience.
Dyslexia varies in degrees of severity and is not indicative of low intelligence or a lack of motivation. With appropriate educational strategies and interventions, individuals with dyslexia can achieve academic success.
International Dyslexia Association Definition
Dyslexia is a specific learning disability 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. Learn more on the International Dyslexia Association website.>>
How Are Students Assessed?
All PSD students are screened for reading skills three times a year from kindergarten through third grade. Students with reading deficiencies receive targeted instruction and progress is regularly monitored using DIBELS 8, a state-approved screening tool. This progress is documented in their READ Plans. Students needing additional support after third grade continue to receive targeted instruction and have an ongoing READ Plan.
For more information about this, visit the DIBELS 8 website.
Identifying Dyslexia: Evaluation for Special Education Support
Some students who demonstrate risk signs for dyslexia may be eligible for special education services through an Individualized Education Program (IEP).
A school’s Response to Intervention team (as part of their MTSS system), or a student’s parents/guardians may refer a student to their school’s multidisciplinary team for consideration for an evaluation to determine eligibility for special education. The multidisciplinary team will respond in one of two ways to a referral for a Specific Learning Disability (SLD) evaluation, including for dyslexia.
If the team suspects that the student may have a disability, then the team will evaluate the student in accordance with federal and state policy. Before beginning the evaluation, parents will need to give permission for the evaluation by signing a Prior Written Notice and Consent for Evaluation form.
A school multidisciplinary team may deny a request for a special education evaluation for a specific learning disability if there is insufficient evidence that the student's academic difficulties are due to a disability rather than other factors that may impact student academic growth.
To learn more about Response to Intervention and eligibility for a Specific Learning Disability, please explore this resource from the Colorado Department of Education:
SLD Eligibility and Guidance
If the school does not believe an evaluation is warranted because the student’s body of evidence confirms that a disability is not suspected, a Prior Written Notice of Special Education Action will be issued to the parents.
In Colorado, Special Education eligibility for students who demonstrate risk signs of dyslexia is dependent on meeting the criteria for Specific Learning Disability (SLD) identification, under the categories of Basic Reading Skills and/or Reading Fluency Skills.
Please refer to this FAQ from the Colorado Department of Education for additional information.
Dyslexia FAQ: Dyslexia Identification and Evaluation >>
2024-25 Professional Learning
Focus: Elementary Staff Professional Learning
- School Administrators
- Classroom Educators
- English Language Development Educators
- Reading Specialists and Literacy Coaches
- Multi-tiered System of Supports Coordinators
- Integrated Services Educators
- Elementary and Secondary School Psychologists
- Elementary and Secondary Classified Staff
- Elementary and Secondary Counselors
- Curriculum Facilitators
2025-26 Professioinal Learning
Focus: Secondary Staff Professional Learning
- School Administrators
- Classroom Educators
- English Language Development Educators
- Reading Specialists and Literacy Coaches
- Multi-tiered System of Supports Coordinators
- Integrated Services Educators
- Elementary and Secondary Classified Staff
- Early Childhood Education
- Family Community Outreach
- Professional Learning will be embedded in onboarding sessions for Educators new to PSD.
2026-27 Professional Learning
Focus: Educators and Staff New to PSD Professional Learning
- Professional Learning will be embedded in onboarding sessions for Educators new to PSD.