The bill aims to enhance reading proficiency for students in kindergarten through grade four by modifying the existing reading assessment and intervention program. It introduces new definitions and requirements, including the establishment of individualized reading plans that involve parental input and may lead to student retention if proficiency standards are not met. High-performing school districts are exempt from certain mandates, while the bill emphasizes the importance of early identification of reading difficulties through universal screening and mandates effective intervention programs. Additionally, it outlines the responsibilities of the Department of Education and sets forth reporting requirements to ensure compliance with the new standards.

To ensure accountability, the bill requires school districts to submit annual reports on reading proficiency goals and develop improvement plans for those not meeting standards. It also allows parents to take legal action if their school district fails to provide necessary notifications or individualized plans, with potential monetary damages for related expenses. Furthermore, the legislation includes provisions for the revocation of teacher certifications for fraudulent practices related to student assessments and establishes an operations research staff within the Department of Education to support the implementation of these initiatives. The overarching goal is for 85% of students to achieve proficient or advanced scores in English language arts assessments.

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