(1) Any student in Grades 4 through 8 identified with a deficiency in reading shall be provided with supplemental or intensive interventions dependent upon the severity of the deficit skills to address his or her specific deficiency. Intervention services shall include effective instructional strategies to accelerate student progress and shall be delivered by a reading teacher, reading specialist, dyslexia therapist, or interventionist who has received intensive training in remediation of reading difficulties and fidelity to the selected intervention curriculum. The district shall provide the following:(a) Access to a reading teacher, reading specialist, dyslexia therapist, or interventionist who has received intensive training in remediation of reading difficulties; and(b) Reading intervention services and supports from a vetted and approved list to address the identified areas of reading deficiency, including, but not limited to:(i) Use of reading strategies or programs that are verified by scientifically and evidenced-based research and have proven results in accelerating student reading achievement within the same school year;(ii) Prescribed targeted small-group reading intervention or dyslexia therapy based on student needs, including explicit and systematic instruction with detailed explanations, extensive opportunities for guided practice, and opportunities for error correction and feedback; and(iii) Scheduled progress monitoring throughout the time in which the student is in intervention to adjust instruction according to student needs.
(a) Access to a reading teacher, reading specialist, dyslexia therapist, or interventionist who has received intensive training in remediation of reading difficulties; and
(b) Reading intervention services and supports from a vetted and approved list to address the identified areas of reading deficiency, including, but not limited to:(i) Use of reading strategies or programs that are verified by scientifically and evidenced-based research and have proven results in accelerating student reading achievement within the same school year;(ii) Prescribed targeted small-group reading intervention or dyslexia therapy based on student needs, including explicit and systematic instruction with detailed explanations, extensive opportunities for guided practice, and opportunities for error correction and feedback; and(iii) Scheduled progress monitoring throughout the time in which the student is in intervention to adjust instruction according to student needs.
(i) Use of reading strategies or programs that are verified by scientifically and evidenced-based research and have proven results in accelerating student reading achievement within the same school year;
(ii) Prescribed targeted small-group reading intervention or dyslexia therapy based on student needs, including explicit and systematic instruction with detailed explanations, extensive opportunities for guided practice, and opportunities for error correction and feedback; and
(iii) Scheduled progress monitoring throughout the time in which the student is in intervention to adjust instruction according to student needs.
(2) Summer school remediation programs, or other forms of remediation appropriate to the academic needs of the students, shall not be used to promote a student who failed the grade level prior to summer school. Summer school remediation may be offered to students based on the results of the universal screener, diagnostic assessment, intervention progress monitoring data, or ELA State Summative Assessment.
(3) A read-at-home plan shall be provided in the family’s home language by the district and shall include strategies for parents to use at home to help their child succeed in reading.