Family Resources

Explaining Dyslexia to Your Child

Helpful Guides about the IEP Process for Families

The purpose of this page is to provide resources to help parents and guardians understand the IEP process. Getting the IEP can be a challenge, but it is also important to ensure the student's needs are addressed through the IEP process. It is very common for a child to receive an IEP, but receive ineffective interventions. DDRI is hopeful with the passage of the Right to Read Act, that schools will build more knowledge and awareness about early literacy and dyslexia to empower their teachers to empower all students. Watch the videos below for a helpful overview of dyslexia and literacy practices that support all students, especially those with dyslexia.

The Importance of Structured Literacy in Early Elementary School

Requesting an IEP Meeting

Sample Letter

What to Expect

Rhode Island Special Education Regulations

Rhode Island Personal Literacy Plans Guidance: All students who perform below grade level in reading must have a personal literacy plan.

Understanding the IEP Process Webinar

IEP Preparation

Preparing for the IEP Process

If you are just starting the process, begin with Step 1. If your child already has an IEP, begin with Step 5 "Writing IEP Goals".

Note: Please remember that written documentation is essential throughout the process, but especially at meetings. If the team makes an agreement verbally, also make sure it is in writing.

Step 1: Watch the video above for helpful tips on how to advocate for your child. We highly recommend watching this video before attending an IEP meeting.

Step 2: Review these resources to become familiar with the IEP process:

Dyslexia in Schools Assessment and Identification

Dyslexia and the IEP

RI Personal Literacy Plans Guidance (students performing below grade-level in reading will be assigned a Personal Literacy Plan. Typically parents get a letter stating their child is receiving a Personal Literacy Plan. You should ask for a copy of this plan, what needs have been identified, and what supports are being provided).

IEP & Dyslexia Resource

Step 3: Family Data

Collect writing samples
Create a specific list that describes the patterns of concern-mixes up the sounds in words, confuses letters and sounds in writing, uses picture cues or sentence cues to identify unknown words (these are the strategies poor readers use when they cannot recognize a word with automaticity), gets stressed going to school, fears reading out loud
Schools will provide their own data. When reviewing an IEP form, this is referred to as their present levels of performance.

Step 4: Assessments/Testing

Dyslexia Assessment: What Is It and How Can it Help?
Schools cannot require RTI be done first to delay an evaluation.
Understanding Testing Scores
School-based Identification of Dyslexia
Parent tips-many dyslexic students struggle reading nonsense words, blending (combining the sounds in words), segmenting (breaking the word down into individual sounds), and elision tasks (deleting a sound in the word like removing "r" from cramp you get camp). Spelling errors also are a red flag (always ask for tests that include encoding (spelling). Some dyslexics also may struggle with Rapid Automatic Naming which often impacts fluency and word retrieval.

Questions to ask:

Does the team agree that my child was provided effective classroom instruction?
Does the data show that (child's name) has difficulties with accurate and fluent word recognition characterized by poor decoding skills and spelling skills?
Does the data show the (child's name) has characteristics of a specific learning disability in basic reading and/or fluency (dyslexia)?
Make sure to request that these questions and answers get added to the notes of the IEP.

*You should also request Speech Language Assessments. Some students with dyslexia also have Developmental Language Disorder

Resources on Assessments: Learning about assessments is really important to feel prepared at the IEP meeting. Data talk can become very intimidating and overwhelming.

If a school states your child is at F& P or DRA reading level or an IRLA level ask for the diagnostic scores that measure the sub-skills of reading. It is important to see how well your child is performing on each of these sub-skills. If children have weaknesses in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, language structures, verbal reasoning, print concepts, background knowledge), it will impact reading comprehension. Reading comprehension is an OUTCOME of the sub-skills in reading. Your questions about dyslexia will not be addressed by F&P BAS or IRLA.

Schools cannot diagnose dyslexia; however, they CAN identify characteristics of dyslexia to qualify the student for an IEP under the section Specific Learning Disability (SLD) in basic reading and/or fluency. Schools can use the term dyslexia. If you use the word diagnose at the meeting, the team may become resistant.

Helpful Guide to Understanding Screening versus Diagnostic Testing

Independent Evaluation

If you do not feel the school's evaluation was comprehensive, you can request an independent educational evaluation at cost to the district. The district may give you names of evaluators, but you do not have to use those listed. As long as the cost of the person you select is comparable, the district should accept. Page 9 of the RI Procedural Safeguards details the process.

How to request an IEE (Independent Educational Evaluation)

Step 5: Writing IEP Goals

For each area of weakness identified, there should be a goal. A common mistake is for schools to write a goal based on reading comprehension when the real struggle is phonemic awareness and decoding. If students cannot decode and read fluently, this will impact their ability to comprehend text. If this happens at your meeting, direct the team to the following resource on RIDE's website. The appropriate diagnostic data is really important to write goals. The following links help to explain this process. Writing strong goals is important! Remember needs drive goals.

Questions to Ask:

Do we have goals for all the needs identified in testing, teacher, and parent feedback (review your original concerns)?
Will the interventions include explicit instruction by a highly qualified teacher that is diagnostic, cumulative, and prescriptive? (Make sure any technology programs are only additional practice and not the primary intervention).
How will the team determine the appropriate intervention time to match my child's individualized needs? (some schools prescribe a common amount of time for interventions despite the individual needs of students).
If your child is also getting reading support in RTI or MTSS, how will the case manager and reading specialist coordinate and communicate their efforts to support (child's name) goals? (Note: If your child is gettting help via, MTSS/RTI, they should still have a reading goal. Without the goal on the IEP, you do not have any legal protections).

Helpful Resources:

RIDE Structured Literacy Page (Click Assessment then checklist)

Writing SMART IEP Reading Goals

How to Write IEP Goals

Dyslexia and the IEP

Step 6: Progress Monitoring and Interventions

Schools are required to progress monitor, as a member of the team you can request bi-weekly data to see if the intervention time, strategy, and intensity is enough.
Ask for baseline data or the placement data if they are going to use a program. For example, if the school is using Wilson ask for the WADE Assessment data.
The success will depend on teacher knowledge, appropriate time, practice and the goal of working toward mastery (not covering a lesson and moving on). It is OK to inquire about the teacher's experience and training regarding the intervention.

Common Struggles:

If a program is being used, check to see if it is Structured Literacy or OG-based.
Common Challenges: Teachers not provided training in the intervention, the intervention time is created based on school schedule and not the individualized need of the student (it is always helpful to look at the recommended time frame if a program is being used).
DO NOT ACCEPT LLI as an intervention, if you go to What Works Clearing House and read the research listed, it shows 0 growth in alphabetics (phonics or foundational skills). Your child should not be using context clues as a strategy for decoding. That is used for trying to decipher vocabulary meaning. Your child needs to be taught the code to mastery.
If your child meets the goal on the IEP, the team should evaluate other needs. If your child achieves mastery in the foundational skills (decoding), they may benefit from additional support to improve their reading. A child should not be exited from a reading goal without data! Reading Interventions for Grades 4-9

Writing IEP Goals Red Flags

For each area of weakness identified in diagnostic testing, there should be a goal. A common mistake is for schools to write a goal based on comprehension, when the real struggle is phonemic awareness and decoding. If this happens at your meeting, direct the team to the following resource on RIDE's website. The appropriate diagnostic data is really important to write goals. The following links helps to explain this process.

IEP Goals Red Flags

1. Goals Are Too Vague or Broad

❌ “Improve reading skills.”

No specific skill is targeted (decoding, fluency, spelling, comprehension, etc.).
Doesn’t define what “improve” means.
Why it’s a problem: You can’t measure growth without a concrete, observable skill.

2. Goals Don’t Match the Student’s Needs

❌ Goal focuses on comprehension strategies, but the student’s biggest barrier is word-level decoding.

Dyslexia is primarily a phonological processing/decoding issue, so goals must target foundational skills before higher-order skills.
Why it’s a problem: The IEP addresses symptoms, not the root cause.

3. Missing Measurable Criteria

❌ “Will read grade-level text fluently.”

No accuracy rate, words correct per minute, or specific passage level.
Why it’s a problem: Progress can’t be tracked reliably without measurable benchmarks.

4. Goals That Aren’t Based on Structured Literacy Principles

❌ “Will memorize sight words” without addressing phonics patterns.
Why it’s a problem: Dyslexia requires explicit, systematic phonics instruction, not rote memorization alone.

5. Relying on Accommodations as the Goal

❌ “Will use text-to-speech for all assignments.”

Accommodations are supports, not skill growth.
Why it’s a problem: It builds dependency without improving the underlying reading skill set.

6. Unrealistic Expectations Without a Growth Path

❌ A student reading at a 2nd-grade level is expected to be at grade level by year’s end without intermediate steps.
Why it’s a problem: Unrealistic goals set up the student (and teacher) for failure and don’t allow for scaffolded progress.

7. No Progress Monitoring Plan

❌ Goal doesn’t specify how often or with what tool progress will be checked (e.g., DIBELS, CORE Phonics Survey).
Why it’s a problem: Without consistent data collection, it’s impossible to adjust instruction effectively.

8. Too Many Skills Packed Into One Goal

❌ “Will improve decoding, fluency, comprehension, and spelling.”
Why it’s a problem: Each skill should have its own goal—otherwise you can’t tell which skill is progressing.

✅ Strong goals for dyslexia are:

Specific: Pinpoint the exact skill (e.g., “decode multisyllabic words using syllable division rules”).
Measurable: Include a baseline and a target (accuracy %, Words per Minute, # correct).
Attainable: Based on student’s present level.
Relevant: Aligned with the student’s primary area of need.
Time-bound: Include a timeframe for mastery.

Dyslexia and 504 Plans

504 Plans and Dyslexia: What Parents Need to Know

Dyslexia exists on a continuum—some students have mild challenges that can be supported with accommodations, while others require intensive intervention. The decision between a 504 Plan and an Individualized Education Program (IEP) depends on the student’s individual needs, data from assessments, and input from both families and school teams.

What is a 504 Plan?

A 504 Plan is part of Section 504 of the Rehabilitation Act, a civil rights law that ensures students with disabilities have equal access to learning. A 504 Plan is often a good fit for students with mild to moderate dyslexia who no longer need direct, specialized reading instruction but still need accommodations to show what they know and keep up with grade-level work.

These students may:

Have had significant reading gaps remediated through prior interventions
Read and write with accuracy, but more slowly than peers
Benefit from extra processing time, organizational supports, and note-taking assistance
Still find longer or dense text challenging without tools like audiobooks or text-to-speech

Examples of 504 accommodations:

Extended time on tests and assignments
Audiobooks or text-to-speech software
Speech-to-text for writing tasks
Access to class notes or outlines
Use of graphic organizers

For some students, a Personal Literacy Plan (PLP)can also be used to assist 504 students who do not need (or don’t yet qualify for) an IEP.

How is an IEP Different From a 504 Plan?

An Individualized Education Program (IEP) is governed by the Individuals with Disabilities Education Act (IDEA). An IEP provides specialized instruction plus accommodations. This is appropriate for students with more significant dyslexia who need ongoing, structured literacy instruction to make progress.

These students may:

Struggle with decoding, spelling, and fluency despite accommodations
Require systematic, explicit reading intervention delivered by a trained specialist
Need measurable goals written into their plan with frequent progress monitoring

Examples of IEP supports:

Small group or 1:1 structured literacy instruction
Decoding, Encoding, and fluency goals
Progress monitoring weekly/bi-weekly
Support from a special education teacher

Using Data and Feedback to Decide

The decision between a 504 Plan and an IEP should be based on multiple sources of data, such as:

Benchmark reading scores
Progress monitoring results
Classroom performance and grades
Student self-reports about what supports help most

This varies from student to student. Some children mainly need accommodations, while others require direct, explicit teaching. Families and school teams should collaborate and revisit the plan regularly to ensure it meets the student’s needs.

Rights: IEP vs. 504

IEP → Provides families with procedural safeguards under IDEA, including the right to request evaluations, participate in annual reviews, and challenge decisions through mediation or due process.
504 Plan → Provides civil rights protections but fewer procedural safeguards. Families still have rights, including the right to request accommodations, receive notice of changes, and file complaints if the plan is not implemented.

Examples:

Student A (504 Plan): A 9th grader with dyslexia who now reads on grade level after years of intervention but is slower than peers. He uses audiobooks for novels, needs extra time on tests, and benefits from graphic organizers.
Student B (IEP): A 6th grader who continues to struggle with decoding and fluency. She receives structured literacy intervention 5 times a week and has reading goals written into her IEP, along with accommodations like speech-to-text.
Student C (PLP + Monitoring): A 2nd grader identified through universal screening as at risk for dyslexia. The school provides small group intervention and tracks progress using a personal literacy plan. If progress stalls, the family and school may consider moving toward a 504 Plan or an IEP.

Tips for Parents at the Start of the School Year

Create a one-page profile of your child’s strengths, challenges, and key supports.
Highlight top priorities: Which accommodations or tools are non-negotiable for success?
Clarify communication: Ask teachers their preferred method of contact and set a schedule for check-ins.
Follow up early: Within the first month, make sure accommodations are in place.
Keep it collaborative: Partner with teachers—share what works at home, and ask what’s working in the classroom.

Dyslexia & The Law

IDEA 2004 – Federal special education law (34 CFR §300.8(c)(10))

R.I. Regulations Governing the Education of Children with Disabilities

Key Definition in Part B of IDEA

Rhode Island Literacy Screening Guidance

OSEP Letter 2015 Schools Can Say Dyslexia

Who Can Provide Special Education?

Child Find

Prior Written Notice

Helpful Resources:

Services Must Be Based on Individual Needs-"OSEP previously stated in its 2007 Letter to Clarke that a student’s IEP – including the student’s class placement, related services, and accommodations – “are matters for consideration by the IEP Team, based on a child’s individual and unique needs, and cannot be made as a matter of general policy by administrators, teachers, or others apart from the IEP Team process.” Letter to Clarke (OSEP 2007).

If an IEP Team is recommending, for instance, related service amounts based on what a recommended school, class placement, or related service provider can provide, and not on what a student actually needs, this could be a red flag that the student might not be receiving appropriate services."

OSEP Letter to Rowland (OSEP 2019)

"In general, a policy that prohibits the provision of specific related services or restricts the amount or type of services that can be provided to a child based solely on the particular setting in which the child is placed, regardless of the child’s individual needs, would not be consistent with IDEA. Our explanation of relevant IDEA requirements follows."