Due in part to parent advocacy, Texas passed legislation and released guidelines to support identification and instruction for students with dyslexia, and their families. In alignment with state guidelines, since January 2020, the Houston Independent School District (HISD) implemented an additional instructional intervention using Reading by Design (RbD) and provided training to teachers and parents to improve the reading performance of students with dyslexia. A univariate analysis was conducted to explore the perception of parents and teachers, as well as the effectiveness of the Reading by Design (RbD) program on reading performance of students with dyslexia. A gain-based model was used to measure HISD students' gains in reading, calculated as the change in performance level from the beginning to the end of the 2020-2021 school year. Parents who found the process of attaining support for their child to be difficult were less likely to be involved in consultation with the school regarding their child's learning. On average, teachers reported a higher level of confidence in their ability to identify and support students with dyslexia at the elementary school level compared to middle and high school. When examined at the elementary, middle, and high school levels, RbD results showed gains in the reading performance of elementary students where teachers used a pull-out model and less so for middle and high school students where teachers used a course-based intervention model. For elementary school teachers who used RbD, 24.4 percent of their students with dyslexia had higher reading performance compared to 15.7 percent of their peers at campuses where teachers reported not using an intervention. A higher percentage of elementary school students with dyslexia who received the RbD intervention and who did not meet the Approaches Grade Level standard in pre-intervention reading (2019 STAAR) met the standard on the STAAR 2021 reading assessment.