8 LONG TITLE
9 Committee Note:
10 The Education Interim Committee recommended this bill.
11 General Description:
12 This bill amends the Interventions for Reading Difficulties Pilot Program, including
13 extending the sunset date.
14 Highlighted Provisions:
15 This bill:
16 ▸ renames the Interventions for Reading Difficulties Pilot Program as the
17 Interventions for Reading Difficulties Program (program);
18 ▸ repeals outdated provisions related to the program;
19 ▸ modifies requirements related to the program;
20 ▸ extends the sunset date for the program from July 1, 2019, to July 1, 2024; and
21 ▸ makes technical and conforming changes.
22 Money Appropriated in this Bill:
24 Other Special Clauses:
26 Utah Code Sections Affected:
28 53F-5-203, as last amended by Laws of Utah 2018, Chapter 22 and renumbered and
29 amended by Laws of Utah 2018, Chapter 2
30 63I-1-253, as last amended by Laws of Utah 2018, Chapters 107, 117, 385, 415, and
33 Be it enacted by the Legislature of the state of Utah:
34 Section 1. Section 53F-5-203 is amended to read:
35 53F-5-203. Interventions for Reading Difficulties Program.
36 (1) As used in this section:
37 (a) "Board" means the State Board of Education.
38 (b) "Dyslexia" means a specific learning disability that is neurological in origin and
39 characterized by difficulties with accurate or fluent word recognition and by poor spelling and
40 decoding abilities that typically result from a deficit in the phonological component of language
41 that is often unexpected in relation to other cognitive abilities and the provision of effective
42 classroom instruction.
43 (c) "Local education agency" or "LEA" means:
44 (i) a school district;
45 (ii) a charter school; or
46 (iii) the Utah Schools for the Deaf and the Blind.
47 (d) "Multi-Tier System of Supports" or "MTSS" means a framework integrating
48 assessment and intervention that:
49 (i) provides increasingly intensive interventions for students at risk for or experiencing
50 reading difficulties, including:
51 (A) tier II interventions that, in addition to standard classroom reading, provide
52 supplemental and targeted small group instruction in reading using evidence-based curricula;
54 (B) tier III interventions that address the specific needs of students who are the most at
55 risk or who have not responded to tier II interventions by providing frequent, intensive, and
56 targeted small group instruction using evidence-based curricula; and
57 (ii) is developed to:
58 (A) maximize student achievement;
59 (B) reduce behavior problems; and
60 (C) increase long-term success.
61 (e) "Program" means the Interventions for Reading Difficulties [
62 (f) "Reading difficulty" means an impairment, including dyslexia, that negatively
63 affects a student's ability to learn to read.
64 (2) There is created the Interventions for Reading Difficulties [
66 (a) specific evidence-based literacy interventions using an MTSS for students in
67 kindergarten through grade 5 who are at risk for or experiencing a reading difficulty, including
68 dyslexia; and
69 (b) professional development to educators who provide the literacy interventions
70 described in Subsection (2)(a).
71 (3) (a) An LEA may submit a proposal to the board to participate in the program.
72 (b) An LEA proposal described in Subsection (3)(a) shall:
73 (i) specify:
74 (A) a range of current benchmark assessment in reading scores described in Section
75 53E-4-307 that the LEA will use to determine whether a student is at risk for a reading
76 difficulty; and
77 (B) other reading difficulty risk factors that the LEA will use to determine whether a
78 student is at risk for a reading difficulty;
79 (ii) describe the LEA's existing reading program;
80 (iii) describe the LEA's MTSS approach; and
81 (iv) include any other information requested by the board.
82 (c) The board may:
83 (i) specify the format for an LEA proposal; and
84 (ii) set a deadline for an LEA to submit a proposal.
85 (4) The board shall:
86 (a) define criteria for selecting an LEA to participate in the program;
87 (b) [
88 (i) on a competitive basis; and
89 (ii) using criteria described in Subsection (4)(a); and
90 (c) subject to legislative appropriations, provide each LEA, selected as described in
91 Subsection (4)(b), up to $30,000 per school within the LEA.
101 (a) select at least one school in the LEA to participate in the program;
102 (b) identify students in kindergarten through grade 5 for participation in the program
104 (i) using current benchmark assessment in reading scores as described in Section
105 53E-4-307; and
106 (ii) considering other reading difficulty risk factors identified by the LEA;
107 (c) provide interventions for each student participating in the program using an MTSS
108 implemented by an educator trained in evidence-based interventions;
109 (d) include the LEA's proposal submitted under Subsection (3)(b) in the reading
110 achievement plan described in Section 53E-4-306 for each school in the LEA that participates
111 in the program; [
112 (e) participate in training provided by the Ŝ→ state ←Ŝ board; and
114 (i) individual student outcomes in changes in reading ability;
115 (ii) school level outcomes; and
116 (iii) any other information requested by the board.
118 Subsection (4)(c) for the following purposes:
119 (a) to provide for ongoing professional development in evidence-based literacy
121 (b) to support educators in earning a reading interventionist credential that prepares
122 teachers to provide a student who is at risk for or experiencing reading difficulty, including
123 dyslexia, with reading intervention that is:
124 (i) explicit;
125 (ii) systematic; and
126 (iii) targeted to a student's specific reading difficulty; and
127 (c) to implement the program.
129 program on:
130 (a) whether the program improves reading outcomes for a student who receives the
131 interventions described in Subsection [
132 (b) whether the program may reduce [
133 student to be referred for possible special education services; and
134 (c) any other student or school achievement outcomes requested by the board.
139 Section 2. Section 63I-1-253 is amended to read:
140 63I-1-253. Repeal dates, Titles 53 through 53G.
141 The following provisions are repealed on the following dates:
150 from the Land Exchange Distribution Account to the Geological Survey for test wells, other
151 hydrologic studies, and air quality monitoring in the West Desert, is repealed July 1, 2020.
156 State Plan Pilot Program, is repealed July 1, 2022.