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Instructor-Guided Professional Learning

Dyslexia in the Florida Classroom

Florida law requires schools to act on the characteristics of dyslexia — without waiting for a diagnosis, and on a clock. Four hours on what the statute says, what a word-reading difficulty actually looks like, and what a school owes the student once one is identified.
4 Study Hours $59 Intermediate
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Dyslexia in the Florida Classroom

Why This Learning Experience?

This instructor-guided professional learning experience is designed to help educators learn on their schedule while still receiving meaningful support. Participants complete practical activities, connect ideas to real classroom practice, and build confidence through application-focused learning.

Learning Experience Overview

Most training on dyslexia is written for everywhere, which means it is written for nowhere in particular. It explains what dyslexia is and leaves you to work out what that has to do with the student in front of you and the rules you actually work under.

This course starts from Florida law and ends with you drafting part of a real plan for a real student. In between, it answers the question teachers actually ask: the student is struggling, nobody has evaluated them, so what am I allowed — and required — to do right now?

Learning Outcomes

By the end of this course you will be able to:

  1. State what section 1008.25, Florida Statutes, requires when a student shows the characteristics of dyslexia, and explain why a diagnosis is not a precondition for acting.
  2. Explain why dyslexia is not a separate eligibility category in Florida, and what follows from that for a classroom teacher.
  3. Recognize the profile that signals a word-level reading difficulty, and separate it from the difficulties it is commonly mistaken for.
  4. Name the three elements Florida requires in an individualized progress monitoring plan, and judge whether a given plan states them.
  5. Judge whether a proposed change would genuinely intensify instruction for a particular student.
  6. Distinguish intervention from specially designed instruction, and draft the required plan elements for a student you teach.

Who Should Participate?

Classroom teachers first — this is written for the person who noticed something and does not know what happens next. Also reading coaches and literacy specialists, exceptional student education and intervention staff, school psychologists and student services, and administrators who want to know what a compliant plan looks like before they sign one.

No background in reading research or exceptional student education is assumed.

It will not qualify anyone to diagnose dyslexia, and it does not pretend otherwise. Diagnosis belongs to a qualified professional and sits outside a teacher’s scope. What the course builds is narrower and more useful day to day: noticing the pattern, documenting it in a way that counts as evidence, and understanding the process your observation sets in motion.

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