Wyoming districts check reading and plan student support

Districts give reading checks, share results with families, and assess some students further. All students in kindergarten through grade 2 receive a dyslexia check each fall; students in kindergarten through grade 3 receive a general reading check three times each school year. The state superintendent approves the screening and assessment tools. For grades 4 through 12, annual checks apply to students who have not shown grade-level reading proficiency, students transferring into a public school, and students identified as not proficient or at risk. Dyslexia checks for kindergarten through grade 2 happen each fall. General checks for kindergarten through grade 3 happen three times each school year; applicable older students are checked once each year.

Districts use evidence-based reading instruction and support, and make individual reading plans for identified students. The plan covers students identified as having reading difficulties or being at risk for poor reading outcomes. A federal special education plan counts as the student's reading plan. The district develops the plan with the student's parent or guardian and includes measurable goals and progress checks. Districts must implement the plan within 30 calendar days after identifying the student and report progress to the family each quarter during the applicable school year.

Districts meeting a reading-proficiency threshold offer extra literacy instruction to some younger students. The offer is for students in grades 1 through 3 who have a reading plan in districts meeting the 60 percent threshold. A district must have at least 60 percent of students below grade-level reading proficiency. Instruction must match each student's reading plan and add age- and district-appropriate hours beyond the regular school year.

Districts train staff, report reading data to the state each year, and may not use three-cueing alone to teach word recognition or decoding. Training applies to district employees, with content suited to their roles and responsibilities. The state superintendent sets staff training hours and content by rule. Three-cueing may not be the only basis for teaching word recognition or decoding. Districts report information for the prior school year by August 15 each year.