The bill amends the Idaho Code to enhance literacy and reading instruction for students in kindergarten through grade 3, introducing new definitions such as "dyslexia," "independent literacy expert," and "science of reading." It revises the Idaho Comprehensive Literacy Plan to ensure that reading instruction is grounded in evidence-based practices, mandates summative reading assessments, and establishes additional literacy intervention and school literacy plans to improve accountability and outcomes. The legislation requires targeted support for students identified with reading deficiencies, including the creation of individual reading improvement plans with parental involvement, and emphasizes the use of formative and summative assessments to monitor progress.

Additionally, the bill outlines specific requirements for literacy intervention programs, mandating a minimum of sixty hours of supplemental instruction for students scoring below basic and thirty hours for those scoring basic. It requires the use of adaptive learning technology from state-approved providers and establishes a framework for accountability, including annual literacy proficiency targets for school districts. The state board of education will evaluate literacy interventions every three years and maintain a resource center for best practices. The bill also details funding distribution for literacy intervention programs based on student enrollment and proficiency, replacing the term "statewide" with "summative" in reference to reading assessments, and is set to take effect on July 1, 2025.

Statutes affected:
Bill Text: 33-1802, 33-1804, 33-1805, 33-1806, 33-1807, 33-1809, 33-1811, 33-1002