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2021 SPECIAL SESSION I
HB 1865 Kindergarten through grade 3; reading intervention services for certain students.
Introduced by: Karrie K. Delaney | all patrons ... notes | add to my profiles | history
SUMMARY AS PASSED HOUSE:
Certain students in kindergarten through grade 3; reading intervention services. Requires reading intervention services for students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education to be evidence-based, including services that are grounded in the science of reading, and include explicit, systematic, sequential, and cumulative instruction, to include phonemic awareness, systematic phonics, fluency, vocabulary development, and text comprehension as appropriate based on the student's demonstrated reading deficiencies. The bill requires the parent of each student who receives such reading intervention services to be notified before the services begin and the progress of each such student to be monitored throughout the provision of services.
SUMMARY AS INTRODUCED:
Certain students in kindergarten through grade 3; reading intervention services. Requires reading intervention services for students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education to be evidence-based and aligned with the science of reading and structured literacy approaches, both defined in the bill, and to include the components of effective reading instruction and explicit, systematic, sequential, and cumulative instruction. The bill requires the parent of each student who receives such reading intervention services to be notified before the services begin and the progress of each such student to be monitored throughout the provision of services. The bill also requires the Department of Education, no later than the beginning of the 2021%962022 school year, to compile and provide to each local school division a list of materials, resources, and curriculum programs that are supported by the science of reading and based on instruction that is explicit, systematic, cumulative, and diagnostic, including (i) evidence-based dyslexia programs that are aligned to structured literacy or grounded in the Orton-Gillingham methodology and (ii) evidence-based reading intervention programs, including programs that are grounded in the science of reading.