K-3 Reading Assessment and Intervention Program
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Bill Summary - 22LSO-0106 Bill No.: SF0032 Effective: Multiple Dates LSO No.: 22LSO-0106 Enrolled Act No.: SEA No. 0028 Chapter No.: 56 Prime Sponsor: Joint Education Interim Committee Catch Title: K-3 reading assessment and intervention program. Subject: Reading assessment and intervention program for kindergarten through grade three (3). Summary/Major Elements: This act modifies the reading assessment and intervention program in kindergarten through grade three (3) for public schools. The program was enacted in 2001, with subsequent amendments in 2011, 2013, 2015, 2019, and most recently during the 2022 Budget Session. This act requires that school districts assess students in kindergarten through grade three (3) not less than three (3) times per year for reading difficulties and requires the state superintendent to adopt criteria to identify instruments that screen for reading difficulties and monitor and measure reading progress. Section 4 of this act, authorizing study of the criteria for the assessment instruments, is effective immediately. This act requires school district employees providing instruction in kindergarten through grade three (3) to have received or receive professional development in literacy instruction and identification of students with reading difficulties not less than once every three (3) years. The state superintendent is charged with reviewing and adopting professional development requirements in rule. Comments: This act requires reporting by the state superintendent over the 2022 and 2023 interim, with a final report on the assessment instruments not later than July 1, 2023, and on the professional development requirements, not later than September 1, 2023. The above summary is not an official publication of the Wyoming Legislature and is not an official statement of legislative intent. While the Legislative Service Office endeavored to provide accurate information in this summary, it should not be relied upon as a comprehensive abstract of the bill.
Public statements
Last checked Aug 7, 10:53 PM
Why they voted this way
The lawmaker opposes the bill because his districts believe they are already meeting standards under existing state law and view this new legislation as an unnecessary cumulative mandate that removes local control.
R · S30
Why they voted this way
The lawmaker supports the bill because current data shows many students, even in better-performing districts, are not being adequately prepared for the modern workforce and need standardized intervention.
R · S15
Why they voted this way
The lawmaker plans to vote against the bill because local school districts are already using evidence-based screeners and professional training, making additional mandates unnecessary.
S08
Why they voted this way
The lawmaker supports the bill to create a uniform system for identifying struggling readers early, which prevents costly misplacement in special education programs.
D · S09
Why they voted this way
The lawmaker supports the bill because it emphasizes necessary professional development and establishes criteria for effective screening tools without being overly prescriptive or onerous.
S19
Why they voted this way
The lawmaker is hesitant about the bill because existing multi-tiered systems are already working and districts know best how to address their specific needs.
R · S20
Why they voted this way
The lawmaker opposes the bill because his high-performing districts are already succeeding and should not be subject to state mandates on how they teach.
R · S03
Why they voted this way
The lawmaker supports the bill based on trust in the Education Committee's work and recommendation after reviewing testimony.
If a lawmaker is not listed, we couldn't find a published reason.
Wyoming roll calls
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Official activity
Changes
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The amendment changes how the bill refers to reading difficulties by specifying that they include dyslexia and other reading deficiencies.
The amendment modifies the bill to require school districts to provide detailed reports on student reading progress and improvement plans for schools not meeting proficiency goals.
The amendment modifies a bill about reading assessments and intervention programs, adding specific conditions for certain requirements and deleting some sections.
The amendment modifies the bill's requirements for reading assessment and intervention programs by changing specific wording related to notifications, rulemaking, and professional development criteria.
This amendment changes how reading assessment tools are chosen and used in schools.
The amendment adds a requirement that school districts must match state funding for reading assessment and intervention programs with their own money in a one-to-one ratio.