Latest update: sure to check out the tab at the top labeled What’s Happening in Other States – there are 10 states with current pending legislation including Colorado!! Come on, Colorado, it’s time for action!  Please plan to join us for the bill hearing on 2/28 starting at 1:30and share your dyslexia story.  

Information on public testimony guidelines can be found at:


Ready to get involved?  Contact your legislator and tell them your family’s experience with dyslexia!   

Don’t know where to start?  Read this… Colorado Sun- A Citizen’s Guide to lawmaking & lobbying in Coloradohttps://coloradosun.com/2019/01/04/guide-to-colorado-capitol-legislature-lobbying/

Our Mission

COKID is a grassroots parent led advocacy group with current leadership representation from Boulder, St. Vrain, Adams 12, Littleton, and Douglas County. We have been advocating in our own districts, speaking at school boards, sitting on dyslexia task forces and other committees. Above all, we are parents of kids with dyslexia. We are in the process or have been through the process of trying to get our kids help. It has been a battle for us and for our kids. COKID’s mission is to ensure that all dyslexic children are identified and receive appropriate intervention and support to achieve their full potential. Children are slipping through the cracks of the existing system. We know that we can do better and that we have to do better. CO

-KID Objectives
  • Legal definition of Dyslexia in Colorado. The National Institute of Health and International Dyslexia Association have an agreed, shared definition:  Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
  • Dyslexia awareness professional development for in-service teachers.
  • Early, universal dyslexia screening in K-3.
  • Appropriate, automatic and evidence based intervention and progress monitoring when dyslexic weaknesses are identified whether or not the child is below grade level in reading. Not all students with signs of dyslexia will need special education if they are identified early and receive evidence based intervention before they are behind in reading.
  • Teacher training: In-service – professional development in the foundations of reading and evidence based intervention. Pre-Service – more comprehensive requirements for teaching literacy to include dyslexia, its warning signs, best practices in teaching and accommodating students in University teacher training programs, as well as a stand-alone test of the foundations of literacy knowledge for certification.
  • First, best instruction for all children with an emphasis on structured literacy.
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