SF0059

Establishes a comprehensive K-12 language and literacy program requiring school districts to implement evidence-based reading instruction, screening, assessment, and intervention systems.

• Creates the Wyoming language and literacy program with the purpose of ensuring all K-12 students develop strong language and literacy skills through evidence-based instruction, assessment, intervention, and professional development. (W.S. 21-3-402, Sec. 1)
• Defines key terms including dyslexia, developmental language disorder, evidence-based language and literacy instruction, individualized reading plan, literacy proficiency, and multitiered system of support. (W.S. 21-3-403, Sec. 1)
• Requires each school district to adopt and implement a district language and literacy plan that uses universal and dyslexia screeners and diagnostic assessments to identify students with reading difficulties. (W.S. 21-3-404(a)(i), Sec. 1)
• Mandates specific screening schedules: dyslexia screeners once in fall for K-2, universal screeners three times yearly for K-3, and universal screeners once yearly for grades 4-12 students not demonstrating grade level proficiency. (W.S. 21-3-404(a)(i)(A)-(C), Sec. 1)
• Requires school districts to provide parents with student screening and diagnostic assessment results and to notify parents quarterly of student progress on individualized reading plans. (W.S. 21-3-404(a)(i), W.S. 21-3-404(a)(iv)(D), Sec. 1)
• Requires implementation of individualized reading plans for students identified with reading difficulties within 30 days of identification, including evidence-based instruction and measurable goals. (W.S. 21-3-404(a)(iv), Sec. 1)
• Establishes a multitiered system of support with three tiers: universal instruction for all K-12 students, supplemental instruction for struggling readers, and intensive individualized instruction for students with significant reading difficulties. (W.S. 21-3-404(a)(iii), Sec. 1)
• Prohibits use of the three-cueing system as the only basis for teaching word recognition or decoding, and requires high-quality instructional materials aligned with the science of reading.