§ 21-3-401 — Reading assessment and intervention

(a) Each school district shall select and implement a
reading assessment and intervention program that uses one (1) or
more instruments identified by the state superintendent under
subsection (d) of this section that screens for signs of reading
difficulties, including but not limited to dyslexia or other
reading deficiencies, not less than three (3) times per year in
kindergarten through grade three (3) and that implements with
fidelity an evidence based intervention program for students at-
risk for reading failure. The program shall include instruments
identified by the state superintendent under subsection (d) of
this section that monitor and measure reading progress and
assess student reading skills and progress to provide data that
informs any intervention. The assessment and intervention
program shall be administered to all students in kindergarten
through grade three (3). The program shall also include
implementation of evidence based core curricula aligned to the
uniform content and performance standards and evidenced based
interventions to meet the needs of all students. The program
shall be multi-tiered and shall include evidence based
interventions to facilitate skill-specific remediation of any
reading difficulty as early as possible.
(b) As soon as practicable after the screening is
conducted under the program established in subsection (a) of
this section, each school district shall provide a copy of the
screening results, including an explanation of the screening
results, to the parent, guardian or other person having control
of a student showing signs of reading difficulties, including
but not limited to dyslexia or other reading deficiencies, or
not showing appropriate reading competence under this section.
Students found to be high-risk for reading failure under this
section shall be placed on an individualized reading plan
anytime between the middle of the school year in kindergarten
through the end of grade three (3) to remedy the reading related
difficulty utilizing an appropriate evidence based intervention
program that does not occur during literacy core instructional
time. For students under an individualized education program
(IEP) which addresses reading difficulties, the IEP shall be
deemed sufficient to meet the requirements of this subsection
and no additional plan shall be required.
(c) Each district shall annually report to the department
of education on the progress of each of its schools toward
achieving the goal of eighty-five percent (85%) of all students
reading at grade level upon completion of the third grade. This
report shall include cohort analysis for kindergarten through
grade three (3) for those students identified by the screening
instruments as having signs of reading difficulties, including
but not limited to dyslexia or other reading deficiencies. The
report shall include the percentage of students meeting or
exceeding proficiency levels for the annual reporting period.
The reporting shall also include the aggregate number of
students identified by the screening instruments as having signs
of reading difficulties, including but not limited to dyslexia
or other reading deficiencies, in addition to listing the
evidence based core literacy curricula and interventions
implemented in each district by grade. This report shall include
kindergarten through grade three (3) progress toward achieving
the goal of eighty-five percent (85%) proficiency in the
specific skills known to be predictive of grade three (3)
reading proficiency and that are listed in subsection (d) of
this section. This report shall also include grade three (3)
reading proficiency determined by the grade three (3) statewide
assessment administered pursuant to W.S. 21-2-304(a)(v). Each
school not meeting the eighty-five percent (85%) goal specified
under this subsection shall submit an improvement plan to the
school district, and the school district shall submit an overall
improvement plan to the department. At a minimum, each school
and district improvement plan shall outline its general strategy
for increasing reading proficiency for the next school year and
shall specifically address the evidence based program of
instruction, assessment and intervention being implemented and
the specific training in those programs that reading teachers
have received.
(d) The state superintendent, in consultation with Wyoming
school districts, professionals in the area of reading
difficulties, including but not limited to dyslexia and other
reading deficiencies, and other appropriate stakeholders, shall
promulgate rules as necessary to assist each school district to
administer its reading assessment and intervention program
pursuant to this section and to assess the skills in paragraphs
(i) through (v) of this subsection using a curriculum-
independent assessment. The rules shall contain criteria to
identify instruments that screen for signs of reading
difficulties, including but not limited to dyslexia and other
reading deficiencies, required under subsection (a) of this
section. Based on the criteria incorporated by rule, the state
superintendent shall identify instruments approved for use by
school districts that monitor and measure reading progress and
assess student reading skills and progress to provide data that
informs any intervention required under subsection (a) of this
section. The rules shall provide mechanisms for the state
superintendent to directly support schools and school districts
in meeting the goals of improvement plans developed pursuant to
subsection (c) of this section including, but not limited to,
professional development in evidence based literacy instruction
and intervention and professional development in identifying the
signs of reading difficulties, including but not limited to
dyslexia and other reading deficiencies. To accomplish the
purposes of this subsection, the department of education shall
collect kindergarten through grade three (3) statewide
longitudinal data from assessments selected and performed by
each school district, which measures the following specific
skills that evidence based research has concluded are predictive
of grade three (3) reading proficiency:
(i) Phonological awareness;
(ii) Phonics;
(iii) Decoding words and nonwords;
(iv) Oral reading fluency; and
(v) Reading comprehension.
(e) Commencing with school year 2022-2023, each school
district shall require each district employee providing
instruction in grades kindergarten through three (3) within the
district to have received or receive professional development in
evidence based literacy instruction and intervention and in
identifying the signs of reading difficulties, including but not
limited to dyslexia and other reading deficiencies, using
suitable materials reviewed and required pursuant to rule by the
state superintendent. The rules required under subsection (d) of
this section shall establish minimum reading assessment and
intervention professional development requirements to be
completed not less than once every three (3) years as required
under this subsection for district employees providing
instruction in grades kindergarten through three (3). The rules
shall contain criteria to identify appropriate and suitable
professional development materials for district employees in
evidence based literacy instruction and intervention and in
detection of reading difficulties, including but not limited to
dyslexia and other reading deficiencies.