PocketLaw | Utah Code | Interventions for Reading Difficulties

Interventions for Reading Difficulties Program.

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Affected by 63I-1-253 on 7/1/2024

Effective 5/14/2019
53F-5-203. Interventions for Reading Difficulties Program.

(1) As used in this section:
- (a) "Dyslexia" means a specific learning disability that is neurological in origin and characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
- (b) "Multi-Tier System of Supports" or "MTSS" means a framework integrating assessment and intervention that:
  - (i) provides increasingly intensive interventions for students at risk for or experiencing reading difficulties, including:
    - (A) tier II interventions that, in addition to standard classroom reading, provide supplemental and targeted small group instruction in reading using evidence-based curricula; and
    - (B) tier III interventions that address the specific needs of students who are the most at risk or who have not responded to tier II interventions by providing frequent, intensive, and targeted small group instruction using evidence-based curricula; and
  - (ii) is developed to:
    - (A) maximize student achievement;
    - (B) reduce behavior problems; and
    - (C) increase long-term success.
- (c) "Program" means the Interventions for Reading Difficulties Program.
- (d) "Reading difficulty" means an impairment, including dyslexia, that negatively affects a student's ability to learn to read.

(2) There is created the Interventions for Reading Difficulties Program to provide:
- (a) specific evidence-based literacy interventions using an MTSS for students in kindergarten through grade 5 who are at risk for or experiencing a reading difficulty, including dyslexia; and
- (b) professional development to educators who provide the literacy interventions described in Subsection (2)(a).

(3)
- (a) An LEA may submit a proposal to the state board to participate in the program.
- (b) An LEA proposal described in Subsection (3)(a) shall:
  - (i) specify:
    - (A) a range of current benchmark assessment in reading scores described in Section 53E-4-307 that the LEA will use to determine whether a student is at risk for a reading difficulty; and
    - (B) other reading difficulty risk factors that the LEA will use to determine whether a student is at risk for a reading difficulty;
  - (ii) describe the LEA's existing reading program;
  - (iii) describe the LEA's MTSS approach; and
  - (iv) include any other information requested by the state board.
- (c) The state board may:
  - (i) specify the format for an LEA proposal; and
  - (ii) set a deadline for an LEA to submit a proposal.

(4) The state board shall:
- (a) define criteria for selecting an LEA to participate in the program;
- (b) select LEAs to participate in the program:
  - (i) on a competitive basis; and
  - (ii) using criteria described in Subsection (4)(a); and
- (c) subject to legislative appropriations, provide each LEA, selected as described in Subsection (4)(b), up to $30,000 per school within the LEA.

(5) An LEA that participates in the program shall:
- (a) select at least one school in the LEA to participate in the program;
- (b) identify students in kindergarten through grade 5 for participation in the program by:
  - (i) using current benchmark assessment in reading scores as described in Section 53E-4-307; and
  - (ii) considering other reading difficulty risk factors identified by the LEA;
- (c) provide interventions for each student participating in the program using an MTSS implemented by an educator trained in evidence-based interventions;
- (d) participate in training provided by the state board; and
- (e) report annually to the state board on:
  - (i) individual student outcomes in changes in reading ability;
  - (ii) school level outcomes; and
  - (iii) any other information requested by the state board.

(6) Subject to funding for the program, an LEA may use the funds described in Subsection (4)(c) for the following purposes:
- (a) to provide for ongoing professional development in evidence-based literacy interventions;
- (b) to support educators in earning a reading interventionist credential that prepares teachers to provide a student who is at risk for or experiencing reading difficulty, including dyslexia, with reading intervention that is:
  - (i) explicit;
  - (ii) systematic; and
  - (iii) targeted to a student's specific reading difficulty; and
- (c) to implement the program.

(7) The state board shall contract with an independent evaluator to evaluate the program on:
- (a) whether the program improves reading outcomes for a student who receives the interventions described in Subsection (5)(c);
- (b) whether the program may reduce the need for a student to be referred for possible special education services; and
- (c) any other student or school achievement outcomes requested by the state board.

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