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Overview
Supporting a struggling learner can be challenging. It is important to understand each step of the process to avoid wasting valuable time and resources. When seeking clarification about your learner’s reading difficulties, make sure you know which assessments are being used and whether the person administering them has the appropriate dyslexia-specific qualifications, experience, and expertise.
To make it more confusing, some teachers and organizations use the terms screener, evaluation, and diagnosis interchangeably—without a clear understanding of the differences. It is important that you understand the distinctions and know what to ask for.
Remember: dyslexia is a distinct type of Specific Learning Disability (SLD). The term SLD encompasses a range of learning differences, including visual processing, dyscalculia, dysgraphia, and even brain injuries. To ensure appropriate support and avoid misidentification, it is essential to identify which specific SLD(s) are impacting your learner's academic experience. Misidentification leads to missed opportunities. Accurate identification leads to effective instruction and support.
Clarifying the Use of the Term “Dyslexia” in Public Schools
Some school districts remain reluctant to identify dyslexia, and others actively discourage staff from using the term in reports, evaluations, or Individualized Education Plans (IEPs). This practice undermines transparency and can prevent students from receiving the targeted support they need.
In Memphis and Shelby County, many teachers, administrators, school psychologists, speech-language pathologists, and other professionals employed by public school districts sincerely believe that the law prohibits them from using the term "dyslexia.” This is not true.
The U.S. Department of Education explicitly permits the use of terms like “dyslexia” in evaluations, eligibility determinations, and IEPs. There is no legal barrier to naming dyslexia—and doing so strengthens accountability and instructional precision.
It is important that dyslexia is clearly stated in your learner’s reports and education plans. Generic terms such as “reading disorder,” “learning difficulty,” or “Specific Learning Disability in Reading” may dilute accountability and lead to inappropriate or ineffective interventions. Naming dyslexia ensures access.
Screeners
Screeners are used to identify early signs of reading struggles. A screener is a brief, research-based tool designed to identify students who may be at risk for dyslexia.
Screeners are a first step—not a final answer. They help determine which learners might benefit from further support or assessment.
Dyslexic Minds 901 advises families to be cautious about paying high fees for dyslexia screeners, especially when free or low-cost options are available. While some screeners can offer helpful insights, they do not confirm or rule out the presence of dyslexia.
Since 2016, all Memphis and Shelby County public schools have been required to screen students in grades Kindergarten through Third Grade for characteristics of dyslexia. Additionally, any student—regardless of grade—may be screened if a parent, teacher, counselor, or school psychologist requests it.
Individualized Learning Plan for Dyslexia (ILP-D)
If your learner falls below the 25th percentile on the screener your school district may offer to provide your learner with dyslexia-specific interventions through an Individualized Learning Plan for Dyslexia (ILP-D). This is not an indication that your learner has, or does not have, dyslexia. It simply means that your learner is struggling to master foundational literacy skills in the same way that individuals with dyslexia do.
This is not a reflection on your learner's intelligence or on their ability to learn. It simply means that they need to be taught in a different way. Most people with dyslexia are of average to high intelligence.
The ILP-D is intended to ensure that school districts are held accountable for complying with the State and federal laws.
When ILP-Ds are implemented, they allow the school district to access additional funds from the state. Those funds should be spent on ensuring that your learner—and all learners with characteristics of dyslexia—receive dyslexia-specific instruction and intervention with fidelity.
According to state guidelines:
Parents may but are not required to be included in the ILP-D process, but it is best practice to involve families.
An ILP-D cannot be implemented without your consent, which means that you have the right to ask questions and be provided with all the information you need to make an informed decision about signing the ILP-D. Here are some questions to consider:
Ask what intervention will be used (e.g., Barton, SPIRE, Wilson, Reading Horizons Discovery, Reading Horizons Elevate, Lexia Core 5, etc.). Then do your research.
Ask what training the interventionist has received from the intervention provider (e.g., Barton, SPIRE, Wilson, Reading Horizons Discovery, Reading Horizons Elevate, Lexia Core 5, etc.) to ensure that they can implement the intervention with fidelity. Then do your research.
If the ILP-D team says that it is not using a specific curriculum or program, but rather a dyslexia-specific approach, ask which instructional approach they are using and what certification the interventionist holds to show that they are trained to implement the approach with integrity (e.g., CALT, CALP, OGA-A, C-SLDI, etc.). Then do your research.
Do not be fooled into believing that titles given by the school district—such as Dyslexia Specialist, or Dyslexia Interventionist—guarantee that the interventionist has relevant qualifications, experience, or expertise in dyslexia or dyslexia-specific interventions. Experience shows that, all too often, they do not.
Ask when, where, how often, and in what group size the dyslexia-specific intervention will be provided to your learner—all of these details should be clearly stated. Then do your research.
Even if the program is appropriate and the interventionist qualified, the intervention may still prove ineffective if it is not delivered with the required frequency, intensity, and in the appropriate setting. Without fidelity, even the best approach can become a frustrating waste of time. You want to protect your learner from that experience.
Ask the ILP-D team to describe the system it will use to ensure that the intervention is being delivered exactly as designed—without skipping steps, changing the structure, or reducing the intensity (i.e., its system for fidelity monitoring).
Ask how your learner will be monitored to determine whether they are making adequate progress, and what exactly will be considered “adequate progress.” This process is known as progress monitoring and involves setting clear goals and checking for mastery of specific skills.
Remember: You are your learner’s best advocate. The ILP-D must be a meaningful plan of intervention—designed to improve your learner’s access to education and learning outcomes. You do not want your school district to treat the ILP-D as a checklist to obtain state funds in your learner’s name and then spend those funds without accountability. The ILP-D is your tool for ensuring transparency and oversight.
What about learners who show characteristics of dyslexia but do not score below the 25th percentile?
Falling below the 25th percentile may trigger automatic consideration, but it is not a strict cutoff.
When a specific score threshold—known as a cut score—is used to determine whether a student exhibits characteristics of dyslexia, the screening process may fail to identify certain learners. This is especially true for intellectually gifted or academically advanced students whose strengths can mask dyslexia. For many reasons, it is vitally important that these students also receive access to dyslexia-specific intervention.
Relying solely on cut scores risks overlooking these students, thereby delaying appropriate support and intervention.
The Say Dyslexia Law and state guidelines make it clear: Memphis and Shelby County schools must provide dyslexia-specific instruction and intervention—with fidelity—to all students who show characteristics or signs of dyslexia, regardless of their screener scores. This instruction and intervention should be delivered through Response to Instruction and Intervention (RTI²).
You do not have to wait for your learner to fall below the 25th percentile before they can access appropriate instruction and support.
However, due to lack of training, experience, qualifications, or other factors, many schools struggle to identify characteristics of dyslexia—particularly in intellectually gifted or academically advanced learners. If your learner’s school or district is overly reliant on cut scores, you should consider requesting a formal evaluation. While an evaluation is not a diagnosis, it can provide a more accurate and detailed understanding of your learner’s profile—one that can guide appropriate instruction and next steps.
Evaluations
Dyslexia evaluations are more in-depth than screeners. They use a combination of tools—such as tests, observations, and interviews—to uncover how your child learns. Evaluations are often conducted by specialists such as school psychologists, speech-language pathologist, dyslexia therapists, or practitioners with specialized training.
Dyslexia evaluations examine a learner’s strengths and challenges across multiple areas, and look at things like:
Reading and writing skills
Memory and attention
Processing speed
Language development
Evaluations can be conducted through schools or privately, and they can be used to help determine eligibility for an Individualized Education Plan (IEP) or a Section 504 Plan, both of which provide learners with legal protections under the federal law.
Licensed psychologists and speech-language pathologists can identify a range of learning differences in addition to dyslexia. These may include dyscalculia, dysgraphia, auditory processing disorder, language impairments, and other conditions that affect reading, writing, math, memory, ADHD, and executive functioning.
It is important that the evaluation is conducted by those who are qualified and experienced in identifying the learning profiles of students with dyslexia. Always check the credentials and dyslexia-specific experience of anyone—including licensed professionals—before proceeding. Not all licensed professionals have training in this area.
If you intend to request an evaluation through your student’s public school, Dyslexic Minds 901 recommends submitting the request via email to both the teacher and school principal. This provides a dated record of your request and helps ensure a timely response.
State Guidance
The Tennessee Department of Education (TDOE) has issued the following guidance to your learner's school:
Parents may request an evaluation at any time, regardless of where the student is in the RTI² (Response to Instruction and Intervention) process.
RTI² cannot be used to delay or deny an evaluation.
The school must respond to the request and begin the evaluation process within the required timeline (typically 60 calendar days).
The IEP team must convene to review data and determine eligibility. Eligibility must not be pre-determined or denied due to insufficient RTI data alone.
If more data is needed, the team may request an extension—but only with parental agreement
You can find this clarification in the TDOE’s official memo on evaluation procedures, which reinforces that RTI² is a general education framework and must not be used as a gatekeeping tool to delay formal evaluation.
Schools must not rely solely on RTI² data or cut scores to determine eligibility for special education services.
A strong evaluation with an actionable report identifying dyslexia, or characteristics of dyslexia and providing recommendations for intervention and support should be enough for your learner to receive dyslexia-specific instruction and intervention.
Individualized Education Plan (IEP)
Section 504 Plan
Individualized Education Plan (IEP)
Depending on how significantly dyslexia or the characteristics of dyslexia impact your learner's access to education your learner may be eligible for an Individualized Education Plan (IEP). Even if they do not fall below the 25th percentile on the school's dyslexia screener.
Schools must not rely solely on RTI² data or cut scores to determine eligibility for special education services.
An Individualized Education Plan (IEP) is intended to provide learners with federal legal protections while ensuring access to the most intensive levels of direct instruction and appropriate interventions. These supports must be delivered with fidelity in a one-on-one or small group setting—and, where relevant, alongside other similarly intellectually gifted learners receiving the same intervention for characteristics of dyslexia.
This does not mean that learners will remain in that setting for the entirety of the school day. Most students receive intervention for no more than an hour a day, typically three or four days a week, depending on their individual needs. For the remainder of the day, they participate in their regular classroom(s).
An Individualized Education Plan (IEP) can also provide adjustments or supports, known as accommodations, to help learners participate fully in their regular classroom instruction. Accommodations do not change academic expectations or standards, but they do remove barriers—allowing students to demonstrate what they know in ways that align with their learning profile.
Accommodations may affect:
How information is presented (e.g., audiobooks)
How the learner responds or demonstrates understanding (e.g., speech-to-text)
What tools or supports are available during instruction or testing (e.g., teacher-provided notes, extended time)
Although accommodations are often essential for ensuring access to education in the regular classroom, appropriate interventions are equally—if not more—important for helping learners close academic gaps.
Eligibility for an IEP is determined by an IEP Team during a meeting. The law governing IEPs—the Individuals with Disabilities Education Act (IDEA)—states that you, as the parent or legal guardian, are an equal member of the team. An IEP cannot be implemented without your consent.
It is important to remain fully engaged in the IEP process and to ask informed questions.
An IEP determination may be made following an evaluation by the school district. Your learner may qualify for an IEP if the IEP Team determines that the eligibility requirements are met.
A diagnosis is not required.
There is no state or federal law that requires any student enrolled in a Memphis or Shelby County public school to have a formal diagnosis of dyslexia or a Specific Learning Disability (SLD) before eligibility for an Individualized Education Plan (IEP) can be determined.
If you have a private evaluation report, the IEP Team must consider it before making its determination. The team is also required to explain its decisions in writing—particularly when it rejects any of your requests. This written explanation is referred to as the Prior Written Notice (PWN).
Section 504 Plan
Sometimes an IEP Team will determine that a learner is not eligible for an IEP but is instead eligible for a 504 Plan. A 504 Plan offers students federal legal protections under Section 504 of the Rehabilitation Act. However, it is important to understand that 504 Plans are very different from IEPs. Knowing the distinction—and understanding your learner’s academic needs—is essential.
A 504 Plan provides many of the same accommodations available under an IEP. However, it does not require the school district to provide individualized instruction or interventions designed to address your learner’s academic needs.
A formal diagnosis is not required for your learner to access and receive a Free Appropriate Public Education (FAPE). However, depending on your learner’s circumstances, you may prefer to obtain a diagnosis. If you do decide to pursue one, it should come from a licensed psychology professional or speech-language pathologist with experience in identifying dyslexia and other co-occurring conditions.
In some cases, a formal diagnosis may be necessary to assist the IEP Team in making its determination.
Diagnosis
School psychologists can identify dyslexia as a distinct Specific Learning Disability (SLD), which is sufficient in a K-12 educational setting. However, they typically do not diagnose dyslexia unless they hold a clinical license. This is because the training required to become a school psychologist is not equivalent to that of clinical psychologists, who specialize in diagnosis and treatment. According to the National Association of School Psychologists, their training focuses on educational assessment, intervention, and consultation—not clinical diagnosis or treatment.
Although dyslexia is the most frequently occurring learning disability, the experience of Dyslexic Minds 901—and many of the families we support—has been that school psychologists in Memphis and Shelby County public schools often fail to identify dyslexia, particularly in gifted learners. This failure may stem from a misapplication of policy or guidance or from a lack of appropriate qualifications and training to identify the learning profile for dyslexics as a distinct SLD.
Whatever the reason, inaccurate or incomplete identification may result in learners being misidentified, underserved, or placed in interventions that do not address their specific needs—despite the guarantees provided to them under the law.
A diagnosis—by a clinical psychologist, neuropsychologist, or speech-language pathologist specializing in dyslexia—can help in several key ways:
Clarifies the Nature of the Struggle: Distinguishes dyslexia from general reading delays, attention challenges, or behavioral concerns.
Guides Targeted Instruction: Enables educators to provide dyslexia-specific interventions delivered with integrity and fidelity, tailored to the learner’s profile.
Improves Access to Accommodations: Supports eligibility for services under an IEP or Section 504 Plan, such as extended time, oral testing, or assistive technology.
Prevents Mislabeling: Reduces the risk of students being inaccurately classified or blamed for academic difficulties.
Supports Long-Term Planning: Informs transitions between grade levels and helps families advocate for continued support across settings.
Activates Legal Protections: Ensures access to rights under federal laws.
A Good Diagnostic Report Should:
Clearly State the Diagnosis: Use the term “dyslexia” explicitly—not vague alternatives like “reading disorder.”
Describe the Learner’s Profile: Include strengths, challenges, and relevant data across domains such as reading, writing, memory, processing speed, and language development.
Recommend Appropriate Interventions: Provide specific, actionable guidance to assist the educational team in planning instruction and support.
Be Shared with the School Team: Submit the diagnostic report to the IEP or 504 team to initiate services and accommodations. The IEP team—which includes parents—must convene to review the report alongside all relevant data. A formal diagnosis must be considered as part of the eligibility determination process; it cannot be disregarded or excluded from review.
Obtaining a diagnosis can be a long and expensive process. Many licensed psychological professionals and speech-language pathologists who specialize in dyslexia and dyslexia-specific intervention have waitlists of six months or more.
Continuum of Services
Not all students with dyslexia will be eligible for an Individualized Education Program (IEP) under IDEA, a 504 Plan under Section 504, or accommodations under the Americans with Disabilities Act (ADA). Eligibility depends on additional criteria, including the extent to which dyslexia interferes with educational performance or access to instruction.
Students in public schools who meet the criteria may be eligible for:
An Individualized Education Program (IEP)
A 504 Plan
Accommodations under the Americans with Disabilities Act (ADA)
Regardless of eligibility under federal law, the Say Dyslexia Law grants all Memphis and Shelby County students with characteristics of dyslexia the right to receive:
Dyslexia-specific instruction and intervention through the RTI² framework
Ongoing progress monitoring
Clear communication with families about student progress
These laws, along with the guidance documents that support them, are intended to ensure that all learners with dyslexia or characteristics of dyslexia receive appropriate, targeted assistance—even if they do not qualify for an IEP or 504 Plan. When properly implemented, the RTI² continuum of services is designed to address the full spectrum of dyslexia-related needs. This framework is intended to meet learners where they are by providing layered support across the continuum of need.
When dyslexia—or any other learning difference—is identified and addressed early, students are more likely to experience academic success, improved self-esteem, and long-term educational stability.
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