HB 1865

Abstract

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.

Certain students in kindergarten through grade3; reading intervention services. Requires reading interventionservices for students in kindergarten through grade three who demonstratedeficiencies based on their individual performance on the Standardsof Learning reading test or any reading diagnostic test that meetscriteria established by the Department of Education to be evidence-basedand aligned with the science of reading and structured literacy approaches,both defined in the bill, and to include the components of effectivereading instruction and explicit, systematic, sequential, and cumulativeinstruction. The bill requires the parent of each student who receivessuch reading intervention services to be notified before the servicesbegin and the progress of each such student to be monitored throughoutthe provision of services. The bill also requires the Departmentof Education, no later than the beginning of the 2021%962022 school year, to compile and provide to each local school division a listof materials, resources, and curriculum programs that are supportedby the science of reading and based on instruction that is explicit,systematic, cumulative, and diagnostic, including (i) evidence-baseddyslexia programs that are aligned to structured literacy or groundedin the Orton-Gillingham methodology and (ii) evidence-based readingintervention programs, including programs that are grounded in thescience of reading.