The bill establishes a new section in the Public School Code focused on providing academic support, intervention, and accelerated instruction for students identified with deficiencies in mathematics or reading. It defines "mathematics deficiency" and "reading deficiency" based on scores from statewide assessments and mandates that public schools review these assessments annually to identify affected students. Upon identification, schools are required to notify parents and ensure that students receive necessary academic support and interventions, as well as accelerated instruction tailored to their specific needs.

Accelerated instruction must commence within thirty days of identification and be delivered by licensed school employees trained in relevant interventions. The instruction is to occur at least three times a week in thirty-minute sessions, using high-quality materials aligned with state standards. Additionally, parents are to receive detailed information about their child's instruction plan, including progress reports every fifteen days, to help them support their child's learning at home.