The bill amends the Strong Readers Act to improve reading proficiency measures for students in kindergarten through third grade. Key changes include reducing the number of required reading screening instruments from three to two, eliminating beginning-of-year screenings, and shortening the timeline for implementing intervention plans from thirty days to fifteen. It also specifies that reading interventions should not occur during core instructional time for subjects like mathematics and emphasizes the need for tailored interventions based on individual student needs. The Reading Proficiency Team will now include a school principal or vice principal, and parents will receive bi-weekly updates on their child's progress.

Additionally, the bill establishes retention policies for students who do not meet proficiency benchmarks, mandating that third graders who fail to meet these benchmarks must repeat the grade, with certain exceptions such as having an Individual Education Plan or demonstrating significant improvement. It also allows retired teachers to serve as literacy coaches and prohibits noncertified adjunct teachers from teaching core subjects in grades K-6 unless they meet specific proficiency criteria. The bill requires school districts to report statistics related to reading proficiency and intervention services to the State Department of Education and outlines new provisions for alternative placement teaching certificates, aiming to enhance reading proficiency and streamline the teacher certification process, with an effective date set for July 1, 2026.

Statutes affected:
Introduced: 70-1210.508C