The bill revises the reading assessment and intervention program for students in kindergarten through grade four, introducing new definitions and requirements to enhance reading proficiency. It exempts high-performing school districts from specific mandates while establishing a framework to address reading inadequacies, which may include the retention of students who do not meet proficiency standards. The legislation mandates parental notification regarding student performance and encourages parental involvement in creating individualized reading plans. It also introduces new causes of action related to reading assessments, specifying the burdens of proof required.

Additionally, the bill outlines significant changes to individualized reading plans, emphasizing parental engagement and intervention strategies for struggling students. Starting in the 2025-2026 school year, school districts must provide parents with a copy of their child's reading plan and consider their feedback. For students in grades K-2, the plan may include options for retention if requested by parents, while for grade 3 students with basic or below basic assessment scores, the plan must invite parental meetings to develop a strategy, potentially involving retention. The bill also establishes a cause of action for parents if their school district fails to meet notification or plan development requirements, allowing for monetary damages and court-ordered implementation. Furthermore, it creates an operations research staff within the Department of Education to support these initiatives and aims for 85% of students to achieve proficient or advanced scores in English language arts assessments.

Statutes affected:
Introduced: 21-2-802, 21-3-401