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Colorado READ Act (Reading to Ensure Academic Development)

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READ Act Basics:

Colorado’s READ Act (Reading to Ensure Academic Development) is aimed at ensuring students with significant reading deficiencies are identified and supported. Under this legislation, struggling students should be identified and receive the support they need to become proficient readers by the end of third grade. The law requires schools to identify students with significant reading deficiencies and create READ plans for intervention. 

Colorado Senate Bill 25-200 expanded the READ Act:

This bill expands the state’s READ Act to include mandatory dyslexia screening for all public-school students in kindergarten through third grade. Starting the 2027–2028 school year, schools must screen for key reading skills like phonological awareness and decoding. Parents will be notified if concerns arise, including signs of dyslexia, and schools must offer a targeted intervention plan. Teachers can now openly discuss dyslexia in meetings and reports. While there are no legal penalties for non-compliance, schools risk losing READ Act funding if they don’t meet these new requirements.

Understanding your child’s rights and the school’s responsibilities under this law can help you advocate more effectively for your child. Colorado Reading Center is here to help you navigate that process. While the READ Act has improved awareness, intervention and district implementation of support varies. Also, there are few repercussions for failing to identify or support struggling students. Supplementing with private support may be necessary if school services are limited.

 

Colorado Expands Dyslexia Screening: What Parents Need to Know

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On May 23, 2025, Colorado signed Senate Bill 25-200 into law, expanding the Colorado READ Act to include formal dyslexia screening and support. By the 2027–2028 school year, all public schools will be required to fully implement the new provisions .

Why This Matters

The goal of the bill is simple but powerful: early identification and intervention. Research shows that when children with dyslexia are recognized early, they can get the right support and have a far stronger chance of keeping pace with their peers.

Key Changes Families Should Know

1. Universal Screening

  • Kindergarten: All students will be screened in the final 90 days of the school year.

  • Grades 1–3: Students will be screened within the first 90 days of the school year .

2. What the Screening Looks At

Schools must use research-based screeners that check for:

  • Phonological awareness

  • Alphabetic principle

  • Decoding skills

These are the core areas where children with dyslexia often show early challenges .

3. Expanded Definition of Reading Deficiency

The law broadens what counts as a “reading deficiency” to include:

  • Dyslexia characteristics (like spelling and decoding struggles)

  • Teacher and parent observations

  • Diagnostic tools and educational history

For the first time, teachers can explicitly use the word dyslexia in reports and conversations with families .

4. Parent Notification & Support

If a child shows risk factors, schools must:

  • Notify parents promptly

  • Explain the concerns clearly (including dyslexia risk)

  • Provide a targeted intervention plan with evidence-based supports

Recommended Dyslexia Screeners

While the bill doesn’t mandate one tool, screeners must be valid, reliable, and developmentally appropriate. Common examples include:

  • Acadience Reading (DIBELS)

  • Shaywitz DyslexiaScreen

  • CTOPP (Comprehensive Test of Phonological Processing)

  • PASS or PALS

What Happens If Schools Don’t Comply?

There are no direct legal penalties, but compliance is tied to READ Act funding. Schools that fail to implement screening could face scrutiny or risk losing funds from the Colorado Department of Education .

The Bottom Line

This new law is a big step forward for Colorado families. It:

  • Makes dyslexia screening a universal practice in early grades

  • Promotes clear, open communication with parents

  • Ensures earlier, evidence-based interventions for struggling readers

For parents, it means better awareness, stronger advocacy, and a clearer path to support if your child shows signs of dyslexia.

You can read the full signed bill here: https://leg.colorado.gov/sites/default/files/2025a_200_signed.pdf 

What Parents Should Know About 504 Plans and IEPs

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As a parent, you know your child best. If your child is struggling more than expected in school, you might be wondering what support is available. In Colorado, families have the right to ask their school district for a formal evaluation to see if their child qualifies for special education services through an Individualized Education Program (IEP) or accommodations under a 504 Plan.

The process often begins with a written request to your child’s school or the district’s Child Find office. From there, the school will gather information, conduct assessments (with your consent), and meet with you to discuss whether your child qualifies for extra supports.

Knowing where to start can feel overwhelming, but the good news is that Colorado offers clear procedures, resources, and parent supports to guide you every step of the way. Below are some key differences between each service and some help on how to get started.

Section 504 Plan

  • Based on Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination on the basis of disability.
  • Ensures that a student with a disability has equal access to education and school programs by providing accommodations and supports.
  • Accommodations might include preferential seating, extended time on tests, breaks, use of assistive technology, modified assignments, etc.
  • You can learn more about Section 504 here: https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504

Individualized Education Program (IEP)

  • Governed under the Individuals with Disabilities Education Act (IDEA).
  • An IEP is a legally binding document that spells out special education services, supports, and modifications your child needs to make progress in school.
  • It describes your child’s current performance, measurable goals, how those goals will be assessed, and when/where services will be delivered.
  • You can learn more about the IDEA here: https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

Key Differences

Feature 504 Plan IEP
Legal basis Rehabilitation Act (civil rights) IDEA (special education law)
Who qualifies Broad definition of disability; substantial limitation in one or more life activity (e.g., learning) Must meet IDEA’s criteria (one of the categories) and need special education to benefit from school
Type of support Accommodations and supports in general education Specialized instruction, related services, accommodations/modifications
Academic goals or benchmarks Typically no (or less detailed) goals Yes — annual goals, progress measurement
Team and process Usually a 504 team (teacher, admin, parent) Formal IEP team (parents, teachers, specialists, administrator)
Frequency of review Varies (often annually) At least annually; full reevaluation every 3 years (or more frequently if needed)
Scope of protections Includes access to extracurriculars, nonacademic settings, discrimination protections Also includes protections but more focused on instruction and educational progress

What to Expect and What Parents Should Do

 

Getting Started / Eligibility

Development

  • For an IEP, the IEP team meets to write the plan, including goals, services, accommodations, and how progress will be reported.
  • For a 504 plan, the team decides what accommodations and supports are needed to give your child equal access.

Implementation and Monitoring

  • Parents should stay involved: ask for progress reports, observe how supports are working, and request changes if needed.
  • Both plans should be reviewed periodically. For IEPs, there is at least an annual review and triennial reevaluation.
  • If you disagree with decisions, you have the right to due process, mediation, or an impartial hearing (for both 504 and IEP).

Why They Matter

  • Promote access and equity. These plans help reduce barriers so children with disabilities can engage meaningfully in school and reach their potential.
  • Reduce unnecessary frustration. With appropriate supports, a child may be better able to demonstrate their true strengths and keep pace with peers.
  • Legal protection. These are not merely helpful — they are rights guaranteed by law.

Navigating the world of resources and services can be daunting. Feel free to reach out the the Colorado Reading Center if you have any questions about this process or would like to start with an academic assessment to get an accurate measure of you child’s reading skills.