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Beaverton School District
Beaverton School District

Beaverton Schools

Dyslexia Screening and Supports for Students with Dyslexia

"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." 

- Adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the National Institute of Child Health and Human Development (NICHD). 

BSD Practices - State of Oregon Requirements

In compliance with OR 581-022-244 and SB 1003 the Beaverton School District:

  • Ensures that all K-5 schools are staffed with at least one teacher trained in an ODE approved, research based, dyslexia specific training. 
  • Screens all kindergarten students (and first-grade students new to the District) for potential reading difficulties, including dyslexia, using the ODE approved StarCBM assessment.
  • Supports students identified as at-risk with targeted, skill-based small group instruction in addition to the core. Frequent progress monitoring is used to assess student growth and guide instruction.
  • Screens for a family history of reading difficulties, if a student shows risk factors on the universal screener and does not make adequate progress when provided with evidence-based reading support in addition to the core.

BSD Practices - Dyslexia Testing and Diagnosis

Oregon school districts screen for dyslexia, but do not diagnose any condition, including dyslexia. 

If a K-5 student has been diagnosed with dyslexia by an outside evaluator and falls within the BSD guidelines for reading intervention, they will be provided reading support under the guidance of trained school staff (including the school-based dyslexia specialist, the Academic Coach or the classroom teacher). 

If a student has been diagnosed with dyslexia by an outside evaluator, this student will not be tutored by an outside dyslexia expert (someone not employed by BSD) within the school day on school grounds.

If a middle or high school student has been diagnosed with dyslexia, teachers may consult with a Language Arts TOSA (Teacher on Special Assignment) or an Elementary Academic Coach for support, as needed.

District teachers may collaborate with outside tutors on strategies and goals set for students; however, teachers are not required to utilize specific methodologies recommended by these professionals.

BSD Best Practices - Supporting Students

with Reading Difficulties

The Beaverton School District believes that learning to read and write are essential skills for all students. These skills ensure equity, access to academic rigor and readiness for college and career. BSD has prioritized support for all students in the following ways:

  • High quality instructional literacy materials that are culturally responsive, vary in text complexity and provide access and differentiation for all reading levels.
  • Materials and teaching methods include systematic, explicit and evidence-based teaching of foundational skills, including phonics instruction in K-2 classrooms. 
  • Staff development includes methods and best practices to instruct, support and differentiate literacy instruction for all students.
  • Diagnostic formative assessment tools are used for assessment and progress monitoring.
  • Frequent progress monitoring (including diagnostic formative assessments) is used to assess student growth and guide instruction.
  • Trained Academic Coaches at each elementary school implement progress monitoring, support classroom teachers and oversee reading intervention.
  • Academic Coaches provide guidance to classroom teachers to align assessments and interventions to meet the specific needs of K-5 students who show signs of reading difficulties. 
  • Academic Coaches oversee targeted, skill-based small group instruction (provided in addition to the core instruction) for K-5 students who are more than a full year behind in reading.