The bill aims to enhance reading proficiency for students in kindergarten through grade four by establishing new definitions and requirements for reading assessment and intervention programs. It introduces terms such as "assessment," "diagnostic instrument," "dyslexia," and "high performing district," while exempting high performing districts from certain obligations. School districts are mandated to develop reading assessment programs that screen for difficulties and provide interventions, which may include parental involvement in creating individualized reading plans. The legislation also stipulates that students who do not meet proficiency standards may be retained in their current grade, and parents must be informed of their child's performance and invited to participate in intervention strategies.

In addition to these provisions, the bill includes accountability measures for school districts, requiring them to report progress towards a goal of 60% of grade three students scoring proficient or advanced in English language arts. It allows parents to take legal action against districts that fail to meet notification requirements or develop individualized reading plans, with potential monetary damages and court-ordered implementation of plans. The bill also establishes an operations research staff within the Department of Education to assist in implementing these provisions, with a long-term goal of achieving 85% of students scoring proficient or advanced. Overall, the legislation emphasizes early identification and intervention for reading difficulties while holding educators accountable for their roles in student assessment and intervention.

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