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Dyslexia Progress Report

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Dyslexia Report for English (Non-LEP) Speaking Students

This form serves as a sample document that could be used in your district to record dyslexia assessment information. Alterations to this form can and should be made in accordance with district policies and procedures for dyslexia.

Student:     ID#:     DOB:     Gr:

Campus:     Date of Assessment:

Reason for Referral

Page 1 of this form must be completed by the referring campus before sending referral to dyslexia evaluator. Provide or attach educational background data including but not limited to previous screenings, universal screeners, curriculum-based/progress monitoring, information from classroom teacher(s), parent information, and student information. The remainder of the profile is to be completed by the dyslexia evaluator.

Specific Reason for Referral

Previous Screening Information

Include TPRI, Istation, STAR Early Literacy scores, benchmarks, state assessment results if available, etc.

Parent Information

Teacher Information

Include observational data, writing samples, checklists, etc.

The following factors were considered and excluded as primary contributors to student’s word reading and spelling difficulties:

Vision – Explain:

Hearing – Explain:

Health-related concerns – Explain:

Attendance – Explain:

Experiential background – Explain:

Evaluation Summary and Profile – To Be Completed by Dyslexia Evaluator

Academic Skills - Areas for Assessment

The committee must first determine whether a student’s difficulties in the areas of word reading and spelling reflect a pattern of evidence for the primary characteristics of dyslexia with unexpectedly low performance for the student’s age and educational level in some or all of the following areas.

Word Reading

Composite Subtest

Decoding Unfamiliar Words Accurately

Composite Subtest

Spelling

Composite Subtest

Letter Knowledge and Letter-Sound Correspondence

Reading Fluency

Qualitative Data

Secondary Consequences

Measures used may be formal or informal.

Reading Comprehension

Formal Informal Composite Subtest

Mathematics

Formal Informal Composite Subtest

Written Expression

Composite Subtest

Cognitive Processes Underlying Academic Weaknesses – Areas for Assessment

Difficulties in phonological and phonemic awareness are typically seen in students with dyslexia.

Phonological Awareness

Composite Subtest

Rapid Naming

Composite Subtest

Qualitative Data

Secondary Consequences - Phonological Memory, Orthographic Processing, Verbal Working Memory, Processing Speed

Phonological Memory

Formal Informal Composite Subtest

Orthographic Processing

Formal Informal Composite Subtest

Verbal Working Memory

Formal Informal Composite Subtest

Processing Speed

Formal Informal Composite Subtest

Qualitative Data

Unexpectedness – Areas for Assessment

A. In the absence of print, is the student’s listening comprehension age and grade appropriate?

Yes No

Listening Comprehension

Composite Subtest

Qualitative Data

B. Is the student’s reading comprehension age and grade appropriate?

Yes No

C. Is the student’s math reasoning age and grade appropriate?

Yes No

Reading Comprehension

Composite Subtest

Math Reasoning

Composite Subtest

D. Is the student’s verbal expression age and grade appropriate?

Yes No

Oral Expression

Composite Subtest

Vocabulary Knowledge

Composite Subtest

Qualitative Data

Associated Academic Difficulties and Other (Co-occurring) Conditions

Check and describe any associated difficulties or conditions.

Attention

Handwriting

Family History of Reading Difficulties

Behavior Issues

Motivation

Speech Issues

Other

Other

Summary and Conclusions Narrative

Dyslexia Evaluation Completed By

Signature of Dyslexia Evaluator

1 Standard Error of Measure - The standard error is the estimated standard deviation or measure of variability in the sampling distribution of a statistic. A low standard error means there is relatively less spread in the sampling distribution. The standard error indicates the likely accuracy of the sample mean as compared with the population mean. The standard error decreases as the sample size increases and approaches the size of the population.

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What a Dyslexia Progress Report Is

A Dyslexia Progress Report documents a student’s reading-related performance and response to targeted interventions over a defined period. Prepared by educators, literacy specialists, or licensed clinicians, it records assessment scores, observed skills (phonological awareness, decoding, fluency, comprehension), instructional activities, accommodations, and recommended next steps. The report is used to track progress against goals, inform individualized instruction, and communicate results to parents, IEP teams, or medical professionals. Records typically include dates, measurement tools, baseline and current data, and signatures from the responsible practitioner.

Why the Report Matters and Its Legal Context

A Dyslexia Progress Report provides objective, time-stamped evidence of intervention outcomes, supports educational decision-making, and documents accommodation needs. When exchanged electronically, e-signatures executed under ESIGN or UETA can render the record legally binding for most administrative and educational uses.

Why the Report Matters and Its Legal Context

Who Prepares and Relies on These Reports

Typical users who prepare or receive Dyslexia Progress Reports include classroom teachers, reading specialists, school psychologists, parents, and IEP team members.

  • Reading specialists and interventionists monitoring progress and adjusting instruction weekly.
  • School psychologists documenting formal assessments, interpretation, and program recommendations for teams.
  • Parents and guardians reviewing progress, accommodation needs, and next-step plans.

These stakeholders rely on clear, dated measures to support IEP decisions, Medicaid or health provider coordination, and classroom accommodations.

Typical Signers and Their Roles

Reading Specialist

Reading specialists typically administer curriculum-based measures, document progress toward reading goals, and recommend instructional adjustments. In many school districts they prepare progress reports and may sign attestations of observed student performance; signature authority depends on local policy and district procedures.

School Psychologist

School psychologists interpret formal assessments, integrate standardized scores with observations, and advise IEP teams on eligibility and accommodations. Their reports often include diagnostic statements and recommendations; when required by district policy, they provide signed documentation to support special education decisions and service plans.

Core Elements of a Professional Progress Report

Essential components of a Dyslexia Progress Report ensure clarity, measurement consistency, and actionable recommendations to guide instruction and support accommodations.

Identifying Information

Student full name, date of birth, school, grade, student ID, primary guardian contact, and responsible evaluator with title. Clear identification prevents misfiled records and supports FERPA-compliant information requests.

Assessment Data

Baseline and current standardized or curriculum-based scores, scoring metrics, percentile/range information, raw scores where useful, date-stamped with brief interpretation comparing performance to expected benchmarks and norms referenced.

Observational Notes

Qualitative observations of reading behaviors, fluency, decoding errors, self-correction, and response-to-instruction notes; include context such as materials used, setting, prompts provided, and student affect during session.

Intervention Details

Description of evidence-based interventions, materials used, frequency, duration, group or individual setting, instructor credentials, and fidelity notes showing how closely the instruction matched the intended program.

Accommodations

List classroom, testing, and homework accommodations in place (extra time, reduced load, audio supports), start date for accommodation, and any formal modifications recorded in the IEP or 504 plan.

Recommendations

Clear next steps with measurable goals, recommended instructional adjustments, reassessment timeline, responsible staff, and criteria for progress evaluation to inform IEP reviews and parent conferences.

Required Information and Mandatory Fields

Student Name: Full legal name as on records
Date of Birth: Enter birthdate as MM/DD/YYYY
Grade Level: Numeric grade and teacher
Assessment Dates: Baseline and current assessment dates
Assessment Tools: Name standardized instrument and version
Signatures: Evaluator name, title, date required

Step-by-Step: Preparing and Finalizing a Report

Follow these sequential steps to prepare, review, and finalize a Dyslexia Progress Report consistently across cases.

  • 01
    Gather Records: Collect baseline data, intervention logs, and prior reports.
  • 02
    Administer Measures: Use standardized and CBM tools aligned to goals.
  • 03
    Analyze Results: Compare baseline and current scores, note trends.
  • 04
    Draft Report: Summarize data, observations, recommendations, and signatures.

How to Configure an Online Template and Workflow

Configure an online template and signer workflow to collect Dyslexia Progress Reports electronically while preserving auditability and accessibility.

Template Field Configuration and Options Field | Configuration
Choose a template and base layout options Template | Select pre-built or custom layout
Signer authentication and verification methods Authentication | Email link or SMS code; add KBA for higher assurance
Conditional fields and auto-population logic Conditional | Show fields based on prior answers; use formula fields
File export and archival formats Output | PDF/A for retention; Word for editing; CSV for data

Where to File or Send a Completed Report

Typical submission routes depend on recipient and privacy needs; choose methods that preserve audit trail and consent documentation.

  • School Records Office: Submit to district student records or special education coordinator.
  • IEP Team: Include in IEP meeting packet and upload to IEP platform.
  • Parents / Guardians: Provide parents with dated copy; document receipt or consent.
  • Medical Providers: Send to clinicians with parental consent; use HIPAA-compliant channels.

Distribution Methods and Digital Submission Options

Digital routes for Dyslexia Progress Reports include secure school portals, encrypted email, RON-notarized PDFs, and eSignature workflows supporting audit trails and consent.

  • Platform Formats: PDF, DOCX, and XML outputs
  • Integrations: SIS, EHR/EMR, Google Workspace, Microsoft 365 integrations
  • Authentication Options: Email link, SMS code, KBA, or SSO

eSignature Provider Comparison for Electronic Submission

Comparison of common eSignature providers and feature availability relevant to submitting Dyslexia Progress Reports electronically.

signNow DocuSign Adobe Sign PandaDoc HelloSign
Starting Price $8/user/mo $15/user/mo $14/user/mo $19/user/mo $15/user/mo
Free Trial 7-day free trial, no credit card required Trial offerings vary by vendor and plan Trial offerings vary by vendor and plan Trial offerings vary by vendor and plan Trial offerings vary by vendor and plan
Bulk Send Available on paid plans Available on paid plans Available on paid plans Available on paid plans Not available on all plans
Audit Trail Full audit trail included Full audit trail included Full audit trail included Full audit trail included Full audit trail included
HIPAA Compliant HIPAA-compliant with BAA available HIPAA-compliant on supported plans HIPAA-compliant on supported plans Not typically HIPAA-compliant Not typically HIPAA-compliant
Envelope Cap No envelope cap enforced on plans 100 envelopes per user per year cap Varies by plan and vendor Varies by plan and vendor Varies by plan and vendor

Key Timelines and Scheduling Considerations

Review schedule and reporting timelines vary by district and student status; align report dates with IEP review, progress-monitoring cycles, and parental notification requirements.

Baseline assessment initial administration date:

Date of first measurement against which progress is compared

Progress monitoring probe frequency schedule:

Weekly or biweekly CBM probes commonly used

Individualized Education Program annual review deadline:

Typically within 365 days of the prior IEP date

Reassessment interval for reevaluation of eligibility:

Districts often reassess every three years or sooner if needed

Parent notification and consent timing requirements:

Provide copies at meetings and retain proof of delivery

Processing Stages from Testing to IEP Decision

Typical processing stages for a Dyslexia Progress Report outline assessment, intervention, review, and decision milestones within the student's educational timeline.

01

Assessment Completed

Administer tests and record baseline and current scores.

02

Intervention Period

Deliver intervention per plan; log fidelity and attendance.

03

Progress Review

Analyze outcomes versus goals; prepare draft report.

04

Decision & Next Steps

IEP team reviews, adjusts services, and sets reassessment date.

Common Preparation Mistakes to Avoid

  • Using different assessment tools without cross-referencing norms makes trend comparisons invalid and can misrepresent gains or declines over time.
  • Recording progress without specifying intervention intensity, duration, or fidelity prevents reproducibility and undermines decisions about continuing or modifying instruction.
  • Entering approximate dates or using vague descriptors like 'improved' without objective scores reduces report usefulness for IEP teams and funders.
  • Failing to secure parental consent before sharing educational or medical details can violate FERPA or HIPAA and prompt administrative sanctions.

Consequences of Inaccurate or Mishandled Reports

IEP Delays: Incomplete data can delay IEP services
Privacy Violations: Sharing without consent risks privacy violations
Eligibility Appeals: Errors may trigger due-process hearings
Instructional Harm: Faulty measures lead to inappropriate instruction
Weakened Evidence: Missing dates or signatures weaken evidence
Liability Exposure: False statements could prompt legal claims

Download, Save, and Bundle Supporting Documents

Export and supplement Dyslexia Progress Reports using interoperable formats and include companion documents to provide full context for decisions and records.

Download Formats

Provide signed reports in PDF/A for long-term archival, standard PDF for sharing, and DOCX for editable drafts. Include audit trails and metadata when exporting to preserve signature evidence and timestamps.

Saving Options

Store signed files in the student information system, secure cloud storage with access controls, and a district records archive. Maintain versioning and restrict access by role.

Supporting Documents

Attach baseline assessments, intervention logs, session notes, consent forms, prior IEPs, and medical evaluation summaries to provide a complete evidentiary record for teams and auditors.

Exported Audit Trail

Ensure exports include a timestamped certificate, signer attribution, IP logs, and a compact audit trail file to support authenticity during reviews or appeals.

Frequently Asked Questions About Dyslexia Progress Reports

Answers to common questions about completing, sharing, and validating Dyslexia Progress Reports electronically, with attention to privacy, signatures, and recordkeeping.


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