District of Columbia

A comprehensive overview of District of Columbia’s enacted legislation, regulations, certification requirements, and state-provided resources related to dyslexia education.

Legislations and
Regulations Teacher Certification
Requirements Resources for Families
and Educators

Brief Summary

District of Columbia mandates universal screening for reading difficulties, structured interventions within an MTSS model, and science-based literacy instruction. All teachers must complete training in dyslexia awareness and all K-2 teachers must complete professional development on reading difficulties and effective intervention strategies. Schools are required to adopt evidence-based reading programs to support all students, including students with dyslexia.

District of Columbia Legislations and Regulations

Law 23-191. Addressing Dyslexia and Other Reading Difficulties Amendment Act of 2020

Read here

Summary

Originally introduced as the Dyslexia and Other Reading Disabilities Screening and Prevention Pilot Program Act of 2019 (B23-0150), this law requires the Office of the State Superintendent of Education to help public schools identify, prevent, and address reading difficulties, including dyslexia, dysgraphia, and dyscalculia. It mandates universal screening, evidence-based reading instruction, educator training, academic interventions, and parental involvement. Schools must also report on compliance with the law’s requirements.

How This Affects Families and Educators

This law ensures early identification and support for students struggling with reading. Families are notified of screening results and included in intervention planning. Educators receive training in structured literacy, and parents can request special education evaluations under IDEA if needed.

Teacher Certification and Professional Development Requirements

All public and public charter school staff must complete training on dyslexia awareness, universal screening, and the current science behind reading instruction on the OSSE Learning Management System by October 31st of each year. It is an annual requirement of all staff.
General education teachers working with kindergarten through second grade must complete professional development on reading difficulties on the OSSE Learning Management System by Oct. 31st of each year.
Schools must adopt science-based reading programs which means a reading curriculum, based on the science of reading, that includes explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.