Dyslexia is considered a learning disorder characterized by difficulty in learning to read, write, and spell despite conventional instruction, adequate intelligence, and sociocultural opportunities (TEC§38.003 cited in Texas Education Agency, 2014). The Texas Education Code (TEC) §38.003 makes provision for the evaluation and identification of students suspected of being dyslexic, and mandates the formulation of rules and standards for the evaluation and instruction of students diagnosed with dyslexia. The purpose of this evaluation was to identify the protocols for the delivery of dyslexia services, review related teacher and interventionist professional development and their alignment with the protocols, and analyze the 2016 reading and writing performance of HISD students identified with dyslexia. Key findings include: (1) Chancery School Information System (SIS) data revealed that 3,091 students were identified with dyslexia in 2015-2016. Of these, about 48 percent were also diagnosed with a learning disability; (2) There were close linkages between the International Dyslexia Association's knowledge and practice standards, the Texas Education Agency's Dyslexia Handbook, and Neuhaus's "Developing metacognitive skills" training materials used in the professional development of the district dyslexia interventionists and teachers; and (3) From 12.8 to 27.0 percent of third to eighth-grade students met Level II: Satisfactory performance at the 2016 progression standard on the State of Texas Assessments of Academic Readiness (STAAR) writing test and 13.0 and 9.6 percent of fourth and seventh grade students respectively, met the same standard on the writing test.