Kentucky law now requires every local school board, including the Jefferson County Board of Education, to "develop a policy addressing the implementation of a program for the identification of and strategies for assisting students in kindergarten through grade three (3) with dyslexia." That line is in KRS 158.307, as amended by the 2026 General Assembly and effective April 10, 2026. Before that change, the statute said a board "may" develop the policy. House Bill 253 changed the word to "shall."
The Jefferson County Board of Education adopted its version, Board Policy 08.1313, on August 11, 2026. If your young child is struggling to sound out words, that policy, the law behind it and the state's Read to Succeed Act give you specific things to ask JCPS for. Both statutes were rechecked October 29, 2026.
How does Kentucky define dyslexia?
Kentucky treats dyslexia as a learning disability. KRS 158.307 defines it as "a specific learning disability that is neurological in origin," marked by "difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities."
The law says those difficulties usually come from "a deficit in the phonological component of language," often "unexpected in relation to other cognitive abilities and the provision of effective classroom instruction." In plain terms, a bright child getting decent reading instruction who still can't decode words fits the description.
What must a district's dyslexia policy include?
KRS 158.307 lists required pieces. Each board's policy must include the definition and characteristics of dyslexia, a process for identifying students "displaying characteristics of dyslexia," and a process for using evaluation tools to identify them accurately.
The law says any dyslexia evaluation tool a district uses must cover six areas:
Phonological awareness and phonemic awareness.
Sound symbol recognition.
Alphabet knowledge.
Decoding skills.
Encoding skills.
Rapid naming.
The policy must also explain how the tools are given and scored "by trained district personnel or licensed professionals," and must include "a process for outreach to parents" with information and resources. It must identify evidence based interventions and a way to monitor whether they work.
The Kentucky Department of Education's district guidance on dyslexia policies, published May 11, 2026, summarizes the same requirements and points districts to a state Dyslexia Toolkit. KDE's April 2026 model policy considerations go a step further than the statute. They say that when a screener and diagnostic show a child needs intervention, local policies "should provide information on how to notify the student's parents or guardian of the results of all screenings." That's a recommendation, not a statute, and JCPS's adopted policy doesn't include it, so ask your school how it shares screener results.
Has JCPS adopted a dyslexia policy?
Yes. The Jefferson County Board of Education adopted Board Policy 08.1313, Dyslexia, on August 11, 2026, as consent item VI.V in its annual Kentucky School Boards Association policy update, according to the meeting minutes. The consent calendar passed with five yes votes; Trevin Bass was absent. The board accepted the policy on first reading July 21. The adopted text is in the August 11 board packet, and the policy is listed under Chapter 08 of the board's online policy manual.
The policy says "The Board shall implement a program for the identification of and strategies for assisting students in kindergarten through grade three (3) with characteristics of dyslexia." Its list of required parts tracks the statute almost word for word. It doesn't name a screener, an intervention program or a contact person, and the online manual lists no separate administrative procedure for 08.1313. It also repeats the state reporting duty: starting June 30, 2028, and every June 30 for five years after that, JCPS must tell the state how many K through 3 students the screener and reading diagnostic flagged as "displaying characteristics of dyslexia" and how many were in literacy interventions.
We found the policy on October 29 by searching that KSBA policy manual and the board's agendas and minutes on the KSBA public portal. Earlier, a "2026 Relevant Legislation" report from the Office of General Counsel, item XII.T on the board's June 30, 2026 consent calendar, told the board HB 253 "Requires each school district to adopt a dyslexia policy" for kindergarten through third grade.
Is my child already being screened?
Yes, if they're in kindergarten through third grade. The Read to Succeed law, KRS 158.305, requires each superintendent to pick at least one state approved universal screener "to be administered to all students in kindergarten through grade three (3)."
The law sets the timing. The screener must be given "in the first forty-five (45) days of the school year for all kindergarten students" and "in the first thirty (30) days of the school year for grades one (1) through three (3)." It must also be given again in the final 14 instructional days to kindergarten and first grade students.
By late October, your K through 3 child has already taken this fall's screener. The Kentucky Department of Education's approved screener list, updated February 17, 2026, includes i-Ready Inform for Reading. JCPS's Quarterly Student Outcomes report, posted with Jefferson County Board of Education meeting materials, includes i-Ready baseline results for kindergarten through eighth grade. Ask your child's teacher for your child's own fall screener result in writing.
What is a reading improvement plan?
It's the written plan a school must create for a K through 3 student who needs extra reading help. The law defines the reading improvement team that writes it, and you're on it: the team includes "The parent or guardian of the student," at least one of the child's regular classroom teachers and a district representative who knows the reading curriculum. KRS 158.305(7) says "A reading improvement plan shall be developed and implemented by a reading improvement team for any student in kindergarten through grade three (3) identified as needing accelerated interventions to progress toward proficient performance in reading." The statute says the plan must include intensive intervention, including daily one on one instruction for the students most in need, "provided by certified teachers specifically trained to provide one-on-one instruction."
KRS 158.305 requires the school to send a "written quarterly progress report" to the parent of any student on a reading improvement plan. The law says that report "may be included in the school's existing quarterly progress report." If your child is on a plan and you haven't seen progress information, ask for it.
When a diagnostic assessment shows a student needs accelerated interventions, the same law says the district shall provide "intensive instructional services, progress monitoring measures, and supports" through third grade. Under KRS 158.305(8)(c), parents of a K through 3 student identified for accelerated reading interventions must also get a "Read at Home" plan, "including information on how to participate in regular parent-guided home reading."
Can a reading plan lead to repeating kindergarten?
It can. KRS 158.305 says that beginning in 2025 to 2026, a kindergarten student who had a reading improvement plan "may remain in kindergarten for an additional school year" if the school determines the student didn't meet reading benchmarks on the screener, didn't master kindergarten reading standards, or isn't ready to succeed in first grade.
First grade is stricter. Under KRS 158.305(9)(a)2, beginning in 2025 to 2026, a first grader who had a reading improvement plan "shall remain in first grade for an additional school year" if the school finds the student didn't meet first grade benchmarks on the screener, didn't master first grade reading standards, or "Is not properly prepared to be successful in the second grade." That's mandatory, not optional. The law sets limits: under (9)(c), a child who repeated kindergarten "shall not subsequently be required to remain in first grade," and no child repeats first grade more than one extra year. During the extra year, (9)(d) says the school must revise the reading plan and keep providing the required services. If your child is in kindergarten or first grade on a reading plan now, this spring's screener matters.
For students eligible for special education, the law says placement decisions are made by the admissions and release committee, the Kentucky name for an IEP team. That's one reason a child who may have dyslexia shouldn't sit on a reading plan indefinitely without an evaluation.
When should I ask for a special education evaluation?
Whenever you suspect a disability. A reading improvement plan and a dyslexia policy are general education supports. A full evaluation is a separate legal process under special education law, and a parent can request it at any time. The Read to Succeed law says so directly. KRS 158.305(16) says screening "shall not be considered to be an evaluation for eligibility for special education and related services and nothing in this section shall limit a school district from completing an initial evaluation of a student suspected of having a disability." A screener score is not a special education evaluation, and a reading plan doesn't have to come first.
JCPS's Exceptional Child Education assessment page says the district evaluates students ages 3 to 21 suspected of having a disability, and that families of enrolled students can start by contacting the teacher or school counselor. If your child isn't enrolled in a JCPS school, the page gives 502 485 3170. The same page says that when Exceptional Child Education "receives a written referral," parents are invited to an Admissions and Release Committee meeting. Put the request in writing, date it and keep a copy. Our IEP and 504 comparison explains the two kinds of plans.
KRS 158.307 itself calls dyslexia a specific learning disability, which is also one of the disability categories special education law uses.
What does help look like?
KRS 158.307 requires the state Dyslexia Toolkit to include "Evidence-based practices designed specifically for students with dyslexia" and "Structured multisensory and literacy approaches to teaching language and reading skills." The law also requires the district policy to identify the interventions, multisensory approaches and accommodations schools may use. JCPS's Policy 08.1313 repeats that requirement but doesn't name any. HB 253 also bars Kentucky districts from using the "three-cueing system of teaching students to read" starting in the 2029 to 2030 school year. Ask your school which intervention your child receives, how many minutes a week, who delivers it, and how progress is measured.
What should I do this week?
Email your child's teacher and principal and ask for four things: your child's fall universal screener result, a copy of any reading improvement plan, the Read at Home plan KRS 158.305(8)(c) requires if your child is in accelerated interventions, and the written procedure your school uses to carry out Board Policy 08.1313, Dyslexia, which the board adopted August 11, 2026. The policy itself is in the board's online policy manual. If you suspect a disability, add a written request for a special education evaluation. Call JCPS Exceptional Child Education at 502 485 8500 if the school doesn't answer.
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