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 defines terms such as "assessment," "diagnostic instrument," "dyslexia," and "high performing district," while exempting high performing districts from certain obligations. School districts are mandated to create and implement reading assessment programs that identify reading difficulties and provide necessary interventions, with parental involvement encouraged in developing individualized reading plans. The bill also stipulates that students who do not meet proficiency standards may be retained in their current grade, requiring parental notification and participation in the intervention process.

Additionally, the bill establishes a framework for accountability, allowing parents to take legal action if schools fail to meet notification requirements or develop appropriate reading plans. It sets a goal for 60% of grade 3 students to achieve proficient or advanced scores in English language arts, with a long-term target of 85%. The legislation includes provisions for professional development in evidence-based literacy instruction for educators and repeals certain existing statutes related to reading assessments. It emphasizes the importance of parental involvement and outlines the responsibilities of school districts in addressing reading difficulties, ensuring that parents are informed and engaged in their children's reading education.

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