(1) State standards for literacy in Grades K through 8 shall align with evidence-based strategies and scientifically based reading research, and all students shall have access to high-quality Tier 1 core instruction that is differentiated to meet students’ diverse needs. Evidence-based reading instruction has been proven to accelerate the progress of all students, including those exhibiting a reading deficiency.
(2) The department shall:(a) Develop a list of HQIM core literacy curricula, interventions, and supplemental materials aligned with scientifically researched and evidence-based reading instruction and state standards for use in districts for students in Grades 4 through 8. Standards as well as HQIM should address word recognition and language comprehension skills, build background knowledge and expand students’ knowledge across content areas. Balanced literacy, including, but not limited to, the three-cueing systems model, which research shows is inconsistent with scientifically based reading instruction and the science of reading, shall not be used to teach reading in Mississippi public schools or state agencies or by anyone who receives state funding. The list shall be approved by the State Board of Education; and(b) Provide an approved list of one or more reliable and valid reading assessment systems for school district use for screening and monitoring student progress toward becoming a skilled reader. The reading assessment system shall:(i) Provide a screener to be administered three (3) times per year (beginning, middle, and end) with progress monitoring capabilities and a diagnostic tool to support teachers with targeting instruction based on student needs;(ii) Measure, at a minimum, fluency and comprehension; and(iii) For students who demonstrate difficulty with these skills, provide additional diagnostic screening in foundational skills (phonological awareness and phonics) to identify specific skill deficits.(c) Consider, at a minimum, the following factors in determining which assessment systems to approve for use by school districts:(i) The time required to conduct the assessment, with the intention of minimizing the impact on instructional time;(ii) The availability of accommodation for students with specialized plans;(iii) The timeliness in reporting assessment results to teachers, administrators, and parents; and(iv) The integration of assessment and instruction the system provides.
(a) Develop a list of HQIM core literacy curricula, interventions, and supplemental materials aligned with scientifically researched and evidence-based reading instruction and state standards for use in districts for students in Grades 4 through 8. Standards as well as HQIM should address word recognition and language comprehension skills, build background knowledge and expand students’ knowledge across content areas. Balanced literacy, including, but not limited to, the three-cueing systems model, which research shows is inconsistent with scientifically based reading instruction and the science of reading, shall not be used to teach reading in Mississippi public schools or state agencies or by anyone who receives state funding. The list shall be approved by the State Board of Education; and
(b) Provide an approved list of one or more reliable and valid reading assessment systems for school district use for screening and monitoring student progress toward becoming a skilled reader. The reading assessment system shall:(i) Provide a screener to be administered three (3) times per year (beginning, middle, and end) with progress monitoring capabilities and a diagnostic tool to support teachers with targeting instruction based on student needs;(ii) Measure, at a minimum, fluency and comprehension; and(iii) For students who demonstrate difficulty with these skills, provide additional diagnostic screening in foundational skills (phonological awareness and phonics) to identify specific skill deficits.
(i) Provide a screener to be administered three (3) times per year (beginning, middle, and end) with progress monitoring capabilities and a diagnostic tool to support teachers with targeting instruction based on student needs;
(ii) Measure, at a minimum, fluency and comprehension; and
(iii) For students who demonstrate difficulty with these skills, provide additional diagnostic screening in foundational skills (phonological awareness and phonics) to identify specific skill deficits.
(c) Consider, at a minimum, the following factors in determining which assessment systems to approve for use by school districts:(i) The time required to conduct the assessment, with the intention of minimizing the impact on instructional time;(ii) The availability of accommodation for students with specialized plans;(iii) The timeliness in reporting assessment results to teachers, administrators, and parents; and(iv) The integration of assessment and instruction the system provides.
(i) The time required to conduct the assessment, with the intention of minimizing the impact on instructional time;
(ii) The availability of accommodation for students with specialized plans;
(iii) The timeliness in reporting assessment results to teachers, administrators, and parents; and
(iv) The integration of assessment and instruction the system provides.
(3) School districts shall offer reading intervention services to each student in Grades 4 through 8 who exhibits deficiencies in reading based upon the approved literacy screener administered within the first thirty (30) days of school, middle of the year, and end of the year and subsequently administered diagnostics to inform targeted interventions. Determination for the need for intervention will be made by the examination of multiple data points, including a diagnostic assessment, within the first thirty (30) days of school. Reading intervention shall be provided to struggling students, in addition to core reading instruction that is provided to all students in the general education classroom. School districts shall adhere to the MTSS guidance process for Mississippi and shall consider multiple data points. These services shall:(a) Provide appropriate interventions to all students in Grades 4 through 8 who are identified with reading deficiencies, as determined by the department, including students who meet the approved assessments system cut scores, Fourth-Grade students promoted from Third Grade with a good-cause exemption, students receiving special education services, students diagnosed with or showing characteristics of dyslexia, and English Language Learners;(b) Provide explicit and systematic instruction in age and developmentally appropriate phonological awareness, phonics (including decoding and encoding), fluency, vocabulary, morphology, and comprehension, as applicable;(c) Utilize explicit and systematic reading strategies to develop phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction, and feedback;(d) Monitor the reading progress of each student’s reading skills throughout the school year and provide differentiated instruction based on screening, diagnostic, and progress monitoring to adjust instruction to meet students’ specific needs;(e) Be implemented during regular school hours in addition to any offerings provided before, during, or after school with a trained educator;(f) Be implemented by a reading specialist, dyslexia therapist or interventionist, or school-based coach who shall have training in scientifically researched and evidenced-based reading instruction, fidelity to the selected intervention, and evidence-based literacy instruction practices; and(g) Be delivered primarily by a trained educator using age and developmentally appropriate interventions, with any technology used to serve as supplemental support.
(a) Provide appropriate interventions to all students in Grades 4 through 8 who are identified with reading deficiencies, as determined by the department, including students who meet the approved assessments system cut scores, Fourth-Grade students promoted from Third Grade with a good-cause exemption, students receiving special education services, students diagnosed with or showing characteristics of dyslexia, and English Language Learners;
(b) Provide explicit and systematic instruction in age and developmentally appropriate phonological awareness, phonics (including decoding and encoding), fluency, vocabulary, morphology, and comprehension, as applicable;
(c) Utilize explicit and systematic reading strategies to develop phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction, and feedback;
(d) Monitor the reading progress of each student’s reading skills throughout the school year and provide differentiated instruction based on screening, diagnostic, and progress monitoring to adjust instruction to meet students’ specific needs;
(e) Be implemented during regular school hours in addition to any offerings provided before, during, or after school with a trained educator;
(f) Be implemented by a reading specialist, dyslexia therapist or interventionist, or school-based coach who shall have training in scientifically researched and evidenced-based reading instruction, fidelity to the selected intervention, and evidence-based literacy instruction practices; and
(g) Be delivered primarily by a trained educator using age and developmentally appropriate interventions, with any technology used to serve as supplemental support.
(4) Local school boards, in collaboration with district literacy leaders, shall develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk, including, but not limited to, those who fail to achieve a passing score on the English - Language Arts State Summative Assessment in Grades 3 through 8, English Language Learners, and students who show characteristics of or who are diagnosed with dyslexia in middle grades. Such programs shall include strategies and methods that are proven through scientifically researched and evidence-based instruction. Local school boards shall also implement programs in Grades 4 through 8 to enhance success.
(5) Each school board shall employ at least one (1) reading specialist, interventionist, or dyslexia therapist in any school serving students in Grades 4 through 8. Each such reading specialist shall be required to participate in professional learning grounded in the science of reading, to include:(a) Training in the identification and use of appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related reading disorder;(b) Service as an advisor on dyslexia and related reading disorders; and(c) State-approved training on the definition of dyslexia and knowledge of:(i) Techniques to help a student with dyslexia on the continuum of skills;(ii) Dyslexia characteristics that may manifest at different ages and grade levels;(iii) The basic foundational keys to reading, including direct, explicit, sequential, systematic, and multisensory/multimodal reading instruction; and(iv) Appropriate interventions, accommodations, and assistive technology support for students with dyslexia.
(a) Training in the identification and use of appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related reading disorder;
(b) Service as an advisor on dyslexia and related reading disorders; and
(c) State-approved training on the definition of dyslexia and knowledge of:(i) Techniques to help a student with dyslexia on the continuum of skills;(ii) Dyslexia characteristics that may manifest at different ages and grade levels;(iii) The basic foundational keys to reading, including direct, explicit, sequential, systematic, and multisensory/multimodal reading instruction; and(iv) Appropriate interventions, accommodations, and assistive technology support for students with dyslexia.
(i) Techniques to help a student with dyslexia on the continuum of skills;
(ii) Dyslexia characteristics that may manifest at different ages and grade levels;
(iii) The basic foundational keys to reading, including direct, explicit, sequential, systematic, and multisensory/multimodal reading instruction; and
(iv) Appropriate interventions, accommodations, and assistive technology support for students with dyslexia.