(1) The school district shall conduct an annual review of IRPs during the first twenty (20) days of school for students who had a plan from the last school year. The review shall assess the effectiveness of prior interventions and any additional support and services needed to address the identified areas of reading deficiency. This may include supplemental, scientifically researched, and evidence-based reading interventions provided before and/or after school by a teacher or tutor with specialized reading training. Current screener and diagnostic data shall be used to determine continued reading intervention support.
(2) Each district school board shall annually report in writing to the department and on its website by October 1 of each year, the following information on the prior school year:(a) By grade, the number and percentage of all students in Grades 4 through 8 performing below grade level on local or statewide assessments.(b) By grade, the number and percentage of students in Grades 4 through 8 who received supplemental or intensive reading intervention the previous year.(c) By grade, the number and percentage of students who had an IRP no longer qualify for them.(d) By grade, the number and percentage of students retained in Kindergarten through Grade 8.(e) By grade, the number and percentage of students retained in Grades 4 through 8 who have an IRP.
(a) By grade, the number and percentage of all students in Grades 4 through 8 performing below grade level on local or statewide assessments.
(b) By grade, the number and percentage of students in Grades 4 through 8 who received supplemental or intensive reading intervention the previous year.
(c) By grade, the number and percentage of students who had an IRP no longer qualify for them.
(d) By grade, the number and percentage of students retained in Kindergarten through Grade 8.
(e) By grade, the number and percentage of students retained in Grades 4 through 8 who have an IRP.