This amendment refocuses the K-12 language and literacy program to prioritize universal screeners for identifying at-risk students and establishes that intervention services target those identified through screener results.
- Changes the reference from 'universal and' to 'universal screeners,' clarifying that universal screeners are the primary identification tool. (Page 8, line 17)
- Specifies that parental notification applies only to students identified as at risk by screeners and removes the requirement to notify parents about diagnostic assessments. (Page 9, lines 1-7)
- Restricts Tier II intervention services to students identified as at risk by universal screeners. (Page 9, lines 6-11)
- Changes the grammatical structure to refer to 'Universal screeners' as plural. (Page 9, lines 8-14)
- Replaces 'supplemental' with 'intervention' to better characterize Tier II services. (Page 10, lines 16-17)
- Changes the focus of progress monitoring from 'students with reading difficulties' to tracking 'skill specific progress,' broadening the measurement approach. (Page 10, lines 19-20)
- Adds requirement that evidence-based intervention programming with an IRP must begin in the middle of the school year in kindergarten. (Page 11, lines 6-26)
- Changes terminology from 'difficulties' to 'specific literacy skill deficits' for more precise characterization of student needs. (Page 11, lines 14-29)
- Adds requirement that parents be given opportunity to participate in the IRP and removes the thirty-day deadline specification. (Page 11, lines 23-34)
- Replaces the thirty-day deadline with 'as soon as reasonably possible' for implementing an IRP and changes language to identify students 'as high risk for' reading difficulties. (Page 12, lines 1-38)
- Changes the monitoring period from a single school year to annual monitoring as long as the student remains on the IRP. (Page 12, lines 6-41)
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