How to use this starter

Use each section below as a heading in your policy. Fill in the blanks. Replace sample wording with your board's own language. Have legal and union partners review the draft.

Board: ________ Policy number: ________ Draft date: ________

1. Purpose

Sample wording: This policy makes sure every student gets effective early reading instruction. It sets out how we find and support students with reading difficulties, including dyslexia.

2. Definitions

Define dyslexia in one short paragraph. Many boards draw on the International Dyslexia Association definition.

• Dyslexia: ________
• Screening: a quick check that flags students who may need help.
• Structured literacy: explicit, systematic teaching of sounds, letters, spelling and meaning.
• Accommodation: ________

3. Guiding principles

• Every student has a right to learn to read.
• Help starts early and does not wait for a diagnosis.
• Teaching is evidence-based.
• Families are partners.

4. Core instruction

State that early reading teaching will be direct and systematic. Name the scope and sequence you use.

Scope and sequence: ________

5. Screening

• Grades screened: ________
• Times per year: ________
• Tool or tools: ________

Add this line: Screening identifies risk. It does not diagnose. Diagnosis is made by a licensed professional, usually a psychologist or psychological associate. In Quebec, a speech-language pathologist (orthophoniste) can also diagnose. Rules differ by province.

6. Intervention

• Who qualifies: ________
• Programs used: ________
• How often progress is checked: ________
• Time from screen to start of intervention: ________

7. Accommodations and assistive technology

State that accommodations are available based on need. A diagnosis is not required to start.

List the minimum tools on every device: ________

8. Professional assessment

Describe how families can ask for a psychoeducational assessment. Set a target wait time.

Target wait time: ________

9. Staff learning

• Required training for K to 3 teachers: ________
• Training for principals: ________
• Training for support staff: ________

10. Family communication

• Families are told before screening.
• Families get results in plain language.
• Translation is available on request.

11. Data and public reporting

Name what the board will publish each year. See the Annual Early Reading Outcomes Report template.

12. Roles and responsibilities

13. Review

Review date: ________ Policy lead: ________