This amendment clarifies and refines the requirements for reading screening, individualized reading plans, intervention delivery, and school district reporting under the reading assessment and intervention program.
- Expands the bill's subject matter description in the enacting clause to explicitly reference amendments to student screening requirements, individualized reading plan requirements, and school district reporting requirements. (Page 1, lines 1-5)
- Specifies that the reading intervention program is designed for students at-risk for reading failure. (Page 2, lines 7-8)
- Modifies the intervention requirement to specify that interventions must facilitate 'skill-specific' remediation rather than general remediation. (Page 2, line 10)
- Removes reference to 'assessment or' screening, so the requirement references only screening conducted under the program. (Page 2, line 12)
- Replaces the phrase 'not showing appropriate reading competence' with 'found to be high-risk for reading failure' to establish a clearer criterion for placement on individualized reading plans. (Page 3, lines 14-16)
- Specifies the timeframe for placing students on individualized reading plans, allowing placement anytime between the middle of the kindergarten school year through the end of grade three. (Page 3, lines 18-20)
- Clarifies that the intervention program must occur outside of regular literacy core instructional time. (Page 3, lines 22-23)
- Adds requirement that evidence-based interventions must include core literacy curricula. (Page 4, lines 25-26)
- Restructures the reporting requirement language to clarify that grade three reading proficiency reporting is part of the annual district report. (Page 4, lines 28-31)
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