The Clayton County Board of Education held a work session on April 28, 2025, focusing on the district's initiatives regarding dyslexia screening and intervention. The meeting began with a call for Dr. Sherrynn Taylor, who has been leading the district's efforts in this area, to present the progress and strategies implemented under Senate Bill 48, which was enacted in 2019.

Dr. Taylor outlined the key components of the bill, which mandates screening for all kindergarten students and those identified through the Response to Intervention (RTI) process. In Clayton County, the district has opted for a more proactive approach, screening students from kindergarten through third grade. The screening focuses on essential skills such as fluency, letter recognition, letter sounds, and oral reading, which are critical for early identification of dyslexia.

The presentation detailed the structured literacy approach required by the bill, emphasizing that all students, particularly those identified with dyslexia, receive tailored interventions. The district utilizes the Amira screener, administered three times a year, to assess students' reading abilities and determine the need for tiered reading plans.

Dr. Taylor explained the tiered support system in place: if a grade level shows that 20% or more of its students are at risk, all students in that grade receive structured literacy instruction. For those identified as needing additional support, the Multi-Tiered Systems of Support (MTSS) team implements individualized reading plans, with interventions provided by reading specialists.

The presentation also highlighted the importance of progress monitoring and data reporting, which are essential for evaluating the effectiveness of interventions. Each school maintains a customized dyslexia tracker to monitor student progress and ensure timely referrals for further evaluation when necessary.

As the meeting concluded, Dr. Taylor noted that the end-of-year screening cycle had recently been completed, and the reading interventionists were in the process of analyzing the data to make recommendations for the upcoming school year. The board expressed support for the ongoing efforts to enhance literacy and provide necessary resources for students struggling with dyslexia, underscoring the district's commitment to fostering an inclusive educational environment.