Aligned with dyslexia legislation in all 50 states.
EduFlip is built on IDA Structured Literacy standards — the framework behind dyslexia mandates in all 50 states. We've completed detailed alignment verification for six states so far, with more underway.
The standards behind the laws
Most state dyslexia legislation draws from the International Dyslexia Association's Structured Literacy framework. The federal IDEA mandate requires evidence-based intervention for students with specific learning disabilities, including dyslexia. EduFlip is designed to support both.
See Our Full IDA & IDEA Alignment →Detailed State Verification
We've completed formal alignment verification for the following states. Each is backed by a dedicated specification document with hard-fail gates preventing claim inflation.
Don't see your state? Contact us — our IDA-aligned curriculum supports dyslexia mandates nationwide, and we're adding formal state verifications regularly.
Texas
Texas Dyslexia and Dysgraphia Handbook 2024 (HB 3928)
| Requirement | EduFlip Feature |
|---|---|
| OG-based structured literacy instruction (19 TAC §74.28(c)) | Curriculum methodology |
| Eight critical components of dyslexia instruction | 8 of 8 covered (syntax at foundational level; teacher supplement recommended) |
| Phonological awareness intervention (K-3) | Level 1 PA + ongoing monitoring through Level 6 |
| Decodable text in intervention | Levels 2-6 reading practice (decodability gate enforced) |
| IEP/ARD-compatible progress documentation | Report types + telemetry |
| Multisensory (VAKT) instructional approach | V+A+limited K/T (digital platform) |
| TEKS ELA Foundational Language Skills | Formal alignment spec completed |
Funding: Texas Dyslexia Pilot Grant; Title I; IDEA. Purchasing: Sourcewell and TIPS (registration in progress).
Florida
Fla. Stat. § 1008.25 + B.E.S.T. Standards (2020)
| Requirement | EduFlip Feature |
|---|---|
| Explicit, systematic, multisensory intervention | Curriculum methodology |
| Science of reading grounded instruction | Full SOR alignment (NRP 5 pillars) |
| Anti-three-cueing compliance | Phonics-first architecture |
| Phonics for decoding and encoding | Levels 1-6 decode/encode activities |
| Morphology and etymology | Levels 5-6 morphology layer |
| Multidimensional fluency | CWPM benchmarks (teacher-entered) |
Funding: Title I; IDEA; State literacy grants.
South Carolina
Read to Succeed Act (Act 114 of 2024)
| Requirement | EduFlip Feature |
|---|---|
| Structured literacy instruction for intervention | Full curriculum |
| Foundational literacy skills (6 components) | PA, phonics, fluency, vocabulary, comprehension |
| Dyslexia-specific intervention (§ 59-33-510) | Multisensory, morphology, systematic |
| Progress monitoring with documentation | Full monitoring system |
| Anti-three-cueing compliance | Phonics-first architecture |
Funding: SC Read to Succeed Literacy Funds; Title I; IDEA.
Georgia
Early Literacy Act (HB 538, 2023)
| Requirement | EduFlip Feature |
|---|---|
| Nine-component foundational literacy skills | 8 of 9 addressed (oral language supplemented by district) |
| Science of reading and structured literacy | Full curriculum alignment |
| HQIM requirements | Phonics-first, anti-three-cueing |
| Spelling (strongest encoding anchor) | Encode activities throughout |
Funding: Title I; IDEA; State literacy grants.
Mississippi
Literacy-Based Promotion Act (2013) + Dyslexia Code
| Requirement | EduFlip Feature |
|---|---|
| OG-based program mandate (§ 37-173-17) | Curriculum methodology |
| Phonemic awareness, graphophonemic knowledge | Levels 1-6 |
| Morphology, semantics | Levels 5-6 morphology layer |
| Encoding | Partial (instruction present, mastery not asserted) |
| Reading comprehension | 170 passage-anchored comprehension items across 65 decodable passages (composition not in scope) |
Funding: MS Excellence in Education Act Funds; Title I; IDEA.
Louisiana
MSL Program Mandate (La. R.S. § 17:392.3) + Bulletin 1903
| Requirement | EduFlip Feature |
|---|---|
| MSL program qualifying attributes | Multi-sensory, intensive phonetic, systematic, language-based |
| Bulletin 1903 content components | PA, phoneme-grapheme, phonics, syllable, morphology |
| Instructional method requirements | Explicit, systematic, sequential, cumulative, diagnostic, multisensory |
| Reading comprehension | 170 passage-anchored items across 8 comprehension skills (composition not in scope) |
| Oral reading fluency | Partial (CWPM teacher-entered, not automated) |
Funding: Title I; IDEA; State literacy grants.
Federal Framework Alignment
IDEA
Individuals with Disabilities Education Act
Evidence-based structured literacy intervention, IEP Progress Note reports, skill-domain data exports, ARD documentation support.
Full IDEA alignment details →Title I
Improving Basic Programs for Disadvantaged Students
Eligible under "effective use of technology" and "well-rounded educational opportunities" spending categories.
Title IV-A
Student Support and Academic Enrichment
Eligible for EdTech purchases.
Cooperative Purchasing
Streamlined procurement for districts.
Sourcewell
Registration in progressMajor cooperative purchasing vehicle for K-12 districts
OMNIA Partners
Registration in progressNational cooperative purchasing
TIPS
Registration in progressTexas Interlocal Purchasing System — high priority for TX market
Ready to align your district?
EduFlip supports dyslexia mandates in every state. Let's talk about yours.