Dyslexia Support in District 11

Start with your child's teacher or building literacy specialist. You don't need a formal diagnosis to request support — District 11 can begin addressing a student's needs as soon as a concern is raised.

When you reach out, your child's teacher can share what they're observing, where your child is developing, and what instructional supports are already in place. From there, building specialists collaborate through the school's problem-solving process to determine appropriate next steps.

A helpful starting point for that conversation: Conversation starters to use with your child's teacher (Opens in a new window.)

A diagnosis can be both validating and overwhelming. For many students who have struggled, it's a relief to finally have an explanation — and a path forward.

Start by reviewing the diagnosis with your child's school team. Not all students with dyslexia will need special education services, but most will benefit from accommodations in the classroom. Your child's team can help you understand what level of support makes sense and how to access it.

It's also worth talking with your child about the diagnosis in an age-appropriate way. Many students find it empowering to understand how their brain works.

CDE Dyslexia Fact Sheet (PDF) (Opens in a new window.)

No. District 11 does not require a formal diagnosis to begin supporting a student. If your child is showing indicators of dyslexia, the school team can begin providing targeted instruction and accommodations right away.

The most powerful thing you can do is stay in close communication with your child's school team and reinforce what's happening in the classroom. Reading aloud together, building vocabulary through conversation, and helping your child understand and name their own strengths are all meaningful.

It also helps to learn about dyslexia yourself. The resources in the Resources tab are a good place to start, and several include materials specifically for students, so your child can explore too.

Assistive technology can also make a real difference at home. Tools like text-to-speech, voice typing, and audiobooks allow students to access content at their actual comprehension level while they build decoding skills.

D11 supports students who show indicators of dyslexia through a range of services — from classroom accommodations and structured literacy instruction to intensive, dyslexia-specific services.

For students who need the most intensive support, D11 offers specialized intervention through programs including Take Flight, Jet, and Neuhaus Basic Literacy Skills. These programs are delivered by staff who hold or are working toward a nationally recognized dyslexia therapy certification. Services are available at no cost to families at selected elementary sites during the regular and extended school day.

Students also have access to assistive technology tools including ReadWrite Google, Bookshare, and Chrome extensions and applications.

For sites currently offering dyslexia-specific services, view the [D11 Dyslexia Support Map (PDF)].

This map document is being updated to meet accessibility standards and is curently offline. If you need specific site information, please use the Contact Us tab.

No. A diagnosis of dyslexia does not automatically qualify a student for an IEP. Under Colorado’s Exceptional Children’s Educational Act (ECEA), a student must meet two specific eligibility criteria for a Specific Learning Disability (SLD), and both must be demonstrated through a body of evidence, not a diagnosis alone.

To qualify for an IEP under the SLD category, a student must meet both of the following:

1. The child does not achieve adequately for their age or grade-level standards even when provided with appropriate instruction.(ECEA 2.08(8)(b)(i))

2. The child does not make enough progress toward grade-level standards when provided with scientific, research‑based interventions using a Response to Intervention (RTI) process.

A diagnosis identifies a condition, but IDEA and ECEA require evidence of:

• Adverse educational impact, and
• A need for specially designed instruction from a Special Education teacher or SLP

Some students with dyslexia respond well to targeted interventions and do not require special education. Others show persistent deficits and do qualify.

A student with dyslexia who does not qualify for an IEP may still qualify for a Section 504 Plan if the condition substantially limits a major life activity such as reading, learning, or concentrating.

A 504 plan can provide accommodations, access supports, assistive technology, and classroom adjustments. 

A student with dyslexia does not automatically receive a 504 Plan.

To qualify, the 504 team must determine that dyslexia substantially limits a major life activity, such as learning, and that the student needs accommodations to access instruction. Some students with dyslexia make effective progress with classroom supports and do not require a formal plan, while others experience significant barriers and do qualify.

A 504 plan can provide accommodations, access supports, assistive technology, and classroom adjustments.

You may have heard about Colorado Senate Bill 25-200, now signed into law, which requires schools to screen students in kindergarten through third grade for dyslexia beginning no later than the 2027–28 school year. It's important to understand what screening means — and what it doesn't.

Screening is a brief, universal process designed to identify students who may show indicators of dyslexia so they can receive early support. It is not a diagnosis. A screening tells you whether your child may benefit from a closer look or additional support — not whether your child has dyslexia.

School identification is the process by which a school team gathers a body of evidence — including assessment data, teacher observations, intervention history, and family input — to determine whether a student shows indicators of dyslexia and needs specialized support. In Colorado, schools are not prohibited from using the word "dyslexia" in school-based identification or documents, and a school identification can lead directly to support and services without requiring an outside evaluation.

Comprehensive diagnostic evaluation is a more in-depth assessment that can be completed through a public school's evaluation process or privately through a specialist such as a psychologist, neuropsychologist, or dyslexia specialist. A comprehensive evaluation can confirm a diagnosis, guide intervention planning, and provide documentation for accommodations throughout your child's educational career and beyond.

District 11 is committed to using screening as an early opportunity to connect students with support — not as a label. For more information on how Colorado approaches identification, see Chapter 3 of the CDE Dyslexia Handbook (opens in new window).