Here's what you need to know in Colorado

Colorado is in a period of transition when it comes to dyslexia screening. The state has had a reading assessment program for K-3 students since 2012 through the READ Act, but until 2025, that program did not specifically address dyslexia. SB 25-200, signed by Governor Polis in May 2025, changes that — it adds dyslexia-specific screening requirements to the READ Act and requires schools to explicitly discuss dyslexia with parents when it's relevant to their child's reading difficulties.

The timeline for when your child's school must implement the new dyslexia screening, though, involves several moving pieces. Here's where things stand and what it means for your family.

How Screening Works in Colorado — Now and What's Changing

What's in place now: Under the existing READ Act, all K-3 students in Colorado public schools are assessed for reading skills using a state-approved assessment. The most commonly used is mCLASS with DIBELS 8th Edition, which is provided to participating schools at no cost through Colorado's Early Literacy Assessment Tool (ELAT) project. Other approved assessments include Acadience Reading, iReady, Istation (ISIP Reading), and Star Early Learning. Schools administer these assessments to identify students with a Significant Reading Deficiency (SRD — the term Colorado uses for students whose reading skills fall significantly below grade-level expectations).

What SB 25-200 adds: The new law expands the READ Act to include screening specifically for characteristics of dyslexia. Once fully implemented, schools must administer a universal dyslexia screening for all K-3 students. For first through third graders, this must happen within the first 90 calendar days of the school year. For kindergartners, it must happen within the last 90 calendar days.

The law also adds a critical parent communication requirement: when a teacher determines that a student has a Significant Reading Deficiency, the teacher must now provide a clear explanation of whether that reading difficulty includes characteristics of dyslexia. Previously, schools were not required to specifically name or discuss dyslexia with parents.

The timeline — and why it's not simple:

CDE states that full implementation of SB 25-200 is expected at the beginning of the 2027-28 school year. Between now and then, several things need to happen:

• The law took effect August 12, 2026 (the default effective date for Colorado legislation passed without a safety clause).
• In 2026, CDE is conducting a READ Act assessment review to identify and recommend assessments that include universal dyslexia screening meeting SB 25-200 criteria.
• The State Board of Education will approve the updated assessment list and finalize implementation rules during 2026.
• Schools then implement the new dyslexia screening requirements at the start of the 2027-28 school year.

Some reporting has described screening as starting in 2026-27. CDE's own published timeline and summary document (updated August 28, 2025) is clear: "Full implementation of SB 25-200 is expected at the beginning of the 2027-28 School Year." However, the law itself took effect August 12, 2026, and some districts may begin incorporating dyslexia screening elements sooner, especially those already using assessments that measure relevant skills. The practical difference is that the state expects the assessment review, rule-making, and statewide rollout to take through the 2026-27 school year, with universal implementation required by 2027-28.

Schools have flexibility in how they screen. SB 25-200 allows schools to either select a state-approved dyslexia screener from the updated assessment list or design their own universal dyslexia screening process — as long as that process meets the criteria outlined in the law. If the screening identifies risk factors for dyslexia, the teacher must administer a diagnostic assessment and proceed with READ Plan implementation.

No dedicated funding was included. SB 25-200 passed without new state funding for implementation. Schools are expected to use existing READ Act resources, including per-pupil intervention funds and the state-funded ELAT assessment tool. Parent advocates have noted this as a concern — the Dyslexia Working Group and COKID (Colorado Kids Identified with Dyslexia) pushed for years for mandatory screening, and the lack of dedicated funding may affect how quickly and thoroughly schools can implement the new requirements, particularly in rural and under-resourced districts.

What Screening Results Mean

Under the current READ Act (which continues alongside the new SB 25-200 requirements), your child's reading assessment results will typically fall into categories like "at benchmark," "at some risk," "at risk," or "well below benchmark" — the specific terms depend on which assessment your school uses.

If your child is identified as having a Significant Reading Deficiency (SRD) — meaning they don't meet minimum reading competency skills in areas like phonemic awareness, phonics, vocabulary, or reading fluency — the school is required to take specific steps (see "What Your School Must Do" below).

Once SB 25-200 is fully implemented, the determination process will also include an explicit assessment of whether your child's reading difficulty includes characteristics of dyslexia. This is a meaningful change — it means the school can no longer identify your child as having a reading deficiency without addressing whether dyslexia may be a factor.

Screening is not a diagnosis. Whether under the current READ Act or the new dyslexia screening requirements, being identified as having an SRD or showing characteristics of dyslexia through screening does not constitute a clinical diagnosis. CDE's own guidance notes that there is frequent confusion between a clinical diagnosis of dyslexia and the school-based identification of dyslexia as a specific learning disability. They are different things — screening identifies the need for support and possibly further evaluation, but a formal diagnosis requires a comprehensive evaluation.

What Your School Must Do

When a K-3 student is identified as having a Significant Reading Deficiency, Colorado law requires the school to:

Create a READ Plan. This is an individualized plan describing the evidence-based reading support your child will receive. The plan must be tailored to your child's specific needs — it's not a generic document.

Meet with you to discuss it. The school must try to meet with you to discuss your child's reading needs, explain the READ Plan, and jointly create it with your input. After the meeting (or as soon as possible), the school must give you a written explanation of your child's reading needs and a copy of the READ Plan.

Communicate in your language. To the extent practicable, the school must communicate with you both orally and in writing in your primary language.

Under SB 25-200 (once implemented), the school must also:

• Clearly explain whether your child's SRD includes characteristics of dyslexia
• Include required talking points about dyslexia in parent communications — this ensures that dyslexia is specifically addressed, not buried under generic "reading difficulty" language
• If risk factors for dyslexia are identified during screening, administer a diagnostic assessment and follow up with a READ Plan or alternative procedures as required

Retention is part of the conversation, but it's your choice. The READ Act requires schools to discuss the possibility of holding your child back (what the law calls "retention") as a strategy if your child has an SRD at the end of third grade. However, the law gives parents the option to choose or decline retention — it is not automatic. The school must discuss it with you, but the decision involves your input.

Your Rights as a Parent

You have the right to participate in your child's READ Plan. The school must try to meet with you, discuss your child's needs, and create the plan together. This isn't optional — parental involvement is built into the law.

You have the right to know whether dyslexia is a factor. Once SB 25-200 is fully implemented, schools must tell you explicitly whether your child's reading difficulty includes characteristics of dyslexia. If your school is not yet providing this information (during the transition period), you can ask. The law is clear about this requirement.

You can request a special education evaluation. If you believe your child has dyslexia or another learning disability, you can request a comprehensive evaluation from your school at any time. This is your right under IDEA (Individuals with Disabilities Education Act — the federal law governing special education). Put your request in writing.

You have the right to an IEP or 504 Plan. If your child is evaluated and found eligible, they may receive an IEP (Individualized Education Program — specially designed instruction for students with disabilities) or a 504 Plan (accommodations to remove barriers to learning). A READ Plan is not the same as an IEP or 504 Plan — it's specific to the READ Act and focuses on reading support, while IEPs and 504 Plans are broader federal protections.

Your school's teachers are required to be trained. Colorado requires all K-3 teachers and grade 4-12 reading specialists to complete evidence-based training in the science of reading. Principals and administrators must also complete this training. This means your child's teacher should have foundational knowledge of how children learn to read, including characteristics of dyslexia.

What If My Child Is in Private School?

• Colorado's READ Act and SB 25-200 screening requirements apply to public schools and public charter schools. Your private school is not required to screen for reading difficulties or dyslexia under these laws.
• Under federal law (IDEA Child Find), you can request a free evaluation from your local public school district — even if your child attends private school. The district is required to identify and evaluate children with suspected disabilities who reside in their boundaries, regardless of where they go to school.
• If your child is evaluated and found eligible for services, the support available while remaining in private school is more limited than what a public school student would receive. Services for privately placed students are funded through a proportional share of federal funds, not the full entitlement.
• You can use screening and evaluation results to work with your private school on accommodations and instructional approaches — even though they aren't legally required to provide them the way public schools are.

Where to Get Help

Colorado Department of Education — Dyslexia CDE's dyslexia page includes information on SB 25-200, the implementation timeline, the definition of dyslexia in Colorado law, guidance on the difference between clinical diagnosis and school-based identification, and links to the Dyslexia Working Group reports. ed.cde.state.co.us/coloradoliteracy/dyslexia

CDE — SB 25-200 Summary A one-page summary of the new law's requirements, timeline, and responsibilities for both the state and local schools. Helpful for understanding what's changing and when. cde.state.co.us/coloradoliteracy/sb-25-200-summary-of-dyslexia-read-act-requirements

CDE — READ Act Information for Parents A parent-friendly fact sheet explaining the READ Act, what screening results mean, what a READ Plan is, and how to support your child's reading at home. cde.state.co.us/coloradoliteracy/read-act-fact-sheet-parent-friendly

CDE — READ Plan Guidance and Resources Detailed guidance on READ Plans, including what should be in the plan, how it's developed, end-of-year parent meetings, and how to exit a READ Plan when your child reaches grade-level reading. ed.cde.state.co.us/coloradoliteracy/readplans

CDE — Advocacy for Students with Dyslexia CDE's page on advocacy resources, including links to IDA Rocky Mountain Branch, Understood.org, and recommended reading for parents. cde.state.co.us/cdesped/dyslexia-advocacyforstudents

COKID (Colorado Kids Identified with Dyslexia) A parent-led advocacy group that has been central to the push for mandatory dyslexia screening in Colorado. Provides family support, advocacy resources, and community connections. cokid.org

IDA Rocky Mountain Branch The regional branch of the International Dyslexia Association covering Colorado. Offers events, professional development, and resources for families and educators. rmbida.org