(1)It is the ultimate goal of the legislature that every student read at or above grade level by the end of grade 3. School districts shall offer a reading intervention program pursuant to this section to each kindergarten through grade 3 student who exhibits a reading deficiency on the statewide reading assessment pursuant to section 33-1806, Idaho Code, to ensure students can read at or above grade level at the end of grade 3. The reading intervention program shall be provided in addition to core reading instruction that is provided to all students in the general education classroom and must be in alignment with the Idaho comprehensive literacy plan. The reading intervention program shall:
(a)Be provided to all kindergarten through grade 3 students identified with a reading deficiency
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(1) It is the ultimate goal of the legislature that every student read at or above grade level by the end of grade 3. School districts shall offer a reading intervention program pursuant to this section to each kindergarten through grade 3 student who exhibits a reading deficiency on the statewide reading assessment pursuant to section 33-1806, Idaho Code, to ensure students can read at or above grade level at the end of grade 3. The reading intervention program shall be provided in addition to core reading instruction that is provided to all students in the general education classroom and must be in alignment with the Idaho comprehensive literacy plan. The reading intervention program shall:
(a) Be provided to all kindergarten through grade 3 students identified with a reading deficiency as determined by the statewide reading assessments;
(b) Provide intensive development in phonemic awareness, phonics, fluency, vocabulary, and text comprehension as applicable to the grade level; and
(c) Monitor the reading progress of each student’s reading skills throughout the school year and adjust instruction according to student needs. Monitoring may include both local and statewide assessments.
(2) Reading improvement plan. Any student in kindergarten through grade 3 who exhibits a deficiency in reading at any time based on the statewide assessment shall receive an individual reading improvement plan no later than thirty (30) days after the identification of the reading deficiency. The reading improvement plan shall be created by the teacher, principal, other pertinent school personnel, including staff-assigned library duties if applicable, and the student’s parent or guardian and shall describe the reading intervention services the student will receive to remedy the reading deficit. Each student must receive intensive reading intervention until the student is determined to be proficient in reading for the student’s grade level.
(a) Having made a good faith effort, should the school be unable to engage the parent or guardian in the development of the student’s reading improvement plan within fifteen (15) days of notifying the parent, the school may move forward with the creation of the student’s reading improvement plan without parental participation.
(b) Any student who has been identified as not proficient through a local literacy assessment may also be put on a reading improvement plan.
(c) Students who are on a reading improvement plan and have been identified through the statewide assessment to be at grade level may be transitioned off of the reading improvement plan. Schools must notify the parents or guardians in advance of transitioning students off of their reading improvement plan.
(3) Parent notification. The parent of any student in kindergarten through grade 3 who exhibits a deficiency in reading at any time during the school year must be notified in writing of the reading deficiency. The school district shall assist schools with providing written notification to the parent of any student who has not met grade-level proficiency.
(a) The initial notification must include the following:
(i) A statement that the student has been identified as having a deficiency in reading and that a reading improvement plan will be established by the teacher, principal, other applicable school personnel, and the parent or guardian;
(ii) A description of the current services that are provided to the student; and
(iii) A description of the available reading intervention and supplemental instructional services and supports that could be provided to the student that are designed to address the identified areas of reading deficiency.
(b) Following development of the plan, the parent will be provided with:
(i) A description of the reading intervention and supplemental instructional services and support that will be provided to the student that are designed to address the identified areas of reading deficiency; and
(ii) Strategies for parents to use at home in helping their student to succeed in reading.
(c) At the conclusion of each school year, or earlier if it has been determined that the student is proficient and is no longer in need of intervention, the parent or guardian will be updated on the student’s progress, including any recommendation for placement.
(4) District annual reporting. Each school district shall report to the state department of education by October 1 of each year the number and percentage of students, by grade level, on an individualized reading improvement plan.
(5) Department responsibilities. The state department of education shall annually compile the information required along with state-level summary information and annually report such information to the state board of education, the public, the governor, and the legislature. The department shall provide technical assistance as needed to aid school districts in implementing the provisions of this section.
(6) The state board of education may promulgate rules for the administration and implementation of this section.