(1) Any student in Grades 4 through 8 who exhibits deficiencies in reading at any time, based upon the vetted and approved assessment system, shall receive an individual reading plan (IRP) no later than thirty (30) days after the identification of the reading deficiency. The IRP shall be created by the teacher, interventionist, principal, other pertinent school personnel, and parent(s) and shall describe the scientifically researched and evidenced-based reading intervention services the student shall receive to remedy the reading deficit. If possible, students and parents should have a voice in scheduling decisions, especially when changes affect classes or electives the student values. Each student shall receive intensive reading intervention until the student no longer has a deficiency in reading, as determined by multiple data points, including an approved literacy screener, diagnostic assessment, and the state’s summative assessment.
(2) The IRP shall follow the template provided by the department and include documentation of reading intervention services and strategies outlined within the MTSS guidance document, at a minimum:(a) The student’s specific deficiencies in reading as determined or identified by diagnostic assessment data or the literacy screener provided or approved by the department;(b) The goals and benchmark cut scores for student growth in reading;(c) A description of the specific measures that will be used to evaluate and monitor the student’s reading progress;(d) The alignment to an Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act for students who receive special education services;(e) The specific evidence-based literacy instruction the student will receive;(f) The strategies, resources, and materials that will be provided to the student’s parent or guardian to support the student at home in making reading progress; and(g) Any additional services the teacher deems available and appropriate to accelerate the student’s reading development.
(a) The student’s specific deficiencies in reading as determined or identified by diagnostic assessment data or the literacy screener provided or approved by the department;
(b) The goals and benchmark cut scores for student growth in reading;
(c) A description of the specific measures that will be used to evaluate and monitor the student’s reading progress;
(d) The alignment to an Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act for students who receive special education services;
(e) The specific evidence-based literacy instruction the student will receive;
(f) The strategies, resources, and materials that will be provided to the student’s parent or guardian to support the student at home in making reading progress; and
(g) Any additional services the teacher deems available and appropriate to accelerate the student’s reading development.
(3) The IRP may include the following services for the student:(i) Instruction from a reading specialist, dyslexia therapist, trained paraprofessional, or classroom teacher with support from an aide; and(ii) Extended instructional time in the school day or school year or, for students in Grades 6 through 8, a literacy course, in addition to the required core English - Language Arts course, that provides the specific evidence-based literacy instruction identified in the student’s reading plan.
(i) Instruction from a reading specialist, dyslexia therapist, trained paraprofessional, or classroom teacher with support from an aide; and
(ii) Extended instructional time in the school day or school year or, for students in Grades 6 through 8, a literacy course, in addition to the required core English - Language Arts course, that provides the specific evidence-based literacy instruction identified in the student’s reading plan.