Logan-Rogersville R-VIII

Logan-Rogersville follows a tiered dyslexia screening plan. In K-3, our universal screener is the i-Ready Diagnostic. Additional screeners may include a phonics screener, a phonemic awareness screener, and a Rapid Automatized Naming (RAN) task. Students in grades 4 and above may also be screened if concerns are raised by teachers or families. Together, these measures help identify students who may be at risk for characteristics of dyslexia. 

The K–3 literacy specialist reviews all screening data annually to create a list of students who meet the criteria for being at risk. This list is shared with building administrators and classroom teachers and is reported to the state each year. Families of students identified as at risk receive an overview of their child’s screening results during conferences.

A screening shows whether a student is at risk for characteristics of dyslexia. It does not

provide a diagnosis. If a child shows risk factors, the school provides targeted reading

support and progress monitoring. Families are notified if their child demonstrates risk

and are given information about next steps.

If your child shows risk for characteristics of dyslexia, you will be notified by your child’s classroom teacher during conferences. Families receive a copy of the screening results and are kept informed about the support provided at school.

Not always. Being “at risk” means your child may be showing some signs associated

with dyslexia. A full clinical diagnosis of dyslexia can only be made by a qualified

professional outside of the school.

Students who show risk are supported through a layered system of instruction. All

students receive high-quality reading instruction in the classroom. If a child needs

more support, they may receive additional small-group or individual intervention

focused on their specific needs, such as phonemic awareness, phonics, or fluency.

Instruction and progress are reviewed regularly, and the level of support is adjusted as

the student grows.

Not necessarily. Many students at risk for dyslexia make strong progress through classroom instruction and intervention. Special education services are considered only if a student does not make adequate progress with multiple layers of support.