This amendment refines the bill's language regarding reading assessment, intervention programs, and reporting requirements by clarifying terminology, specifying intervention delivery, and adjusting reporting procedures.
- Expands the bill's purpose statement to explicitly include amendments to screening requirements for reading difficulties, individualized reading plan requirements, and school district reporting requirements. (Page 1, lines 1-5)
- Clarifies that the intervention program is specifically for students at high-risk for reading failure. (Page 2, lines 7-8)
- Specifies that intervention facilitation must address skill-specific needs. (Page 2, line 10)
- Removes the reference to assessment from the timing requirement, keeping only the screening reference. (Page 2, line 12)
- Changes the terminology for identifying students requiring intervention from 'not showing appropriate reading competence' to 'found to be high-risk for reading failure'. (Page 3, lines 14-16)
- Adds a requirement that intervention programs must occur outside of core instructional time. (Page 3, lines 18-19)
- Specifies that evidence-based core curricula are a required component when implementing interventions. (Page 4, lines 21-22)
- Restructures the reporting requirement by adding introductory language and adjusting the grammatical construction of the grade three proficiency reporting clause. (Page 4, lines 24-27)
AI-generated summary · Verify against the amendment text (PDF) · Notice a problem? Let us know
