Literacy in Grades 4 through 8; develop intervention strategies to support the promotion of.

From the Legislature

An Act To Provide Certain Intervention And Implementation Strategies For Literacy Proficiency Among Students In Grades 4-8; To Define Terminology; To Require The State Department Of Education To Provide A System Of Support For School And District Instructional Leaders, Content-area Teachers, Literacy Coaches, Dyslexia Therapists, Interventionists, Tutors, And Other Identified Personnel To Ensure They Have The Knowledge And Skills To Support Students In Grades 4-8 With Reading Difficulties; To Prescribe What The System Of Supports Shall Entail; To Require That Any Student In Grades 4-8 Exhibiting Deficiencies In Reading Shall Receive An Individual Reading Plan (irp) No Later Than 30 Days After The Identification Of The Reading Deficiency; To Specify That The Irp Shall Be Created By The Teacher, Interventionist, Principal, Other Pertinent School Personnel, And Parent And Shall Describe The Scientifically Researched And Evidenced-based Reading Intervention Services The Student Shall Receive To Remedy The Reading Deficit; To Require Written Notification Of The Parent Of Any Student In Grades 4-8 Within 10 Business Days Of The Identification Of A Reading Deficiency; To Require That Any Incoming Student In Grades 4-8 Identified With A Reading Deficiency Be Provided With Supplemental Or Intensive Interventions Dependent Upon The Severity Of The Deficit Skills To Address The Specific Deficiency; To Prohibit The Promotion Of Students Whose Reading Deficiency Is Not Remedied Before The End Of Eighth Grade; To Set Out The Responsibilities Of School Districts, The State Department Of Education, And Educator Preparation Programs; To Provide That The State Board Of Education Shall Have The Authority To Enforce This Act And May Promulgate Rules And Regulations As Necessary For The Implementation Of This Act; And For Related Purposes.