Purpose

• To modify how reading interventions are provided under the Read Act. The goal is to help students grow in reading and reach grade-level reading by the end of the current grade and school year, using a framework that emphasizes evidence-based practices and collaboration with families and community supports.

Main Provisions

• Intervention requirements for identified students

  • For each student identified as needing help with reading, the district must provide reading intervention aimed at accelerating growth so the student reaches or exceeds grade-level reading by the end of the current grade and school year.
  • Districts are encouraged to use a Multi-Tiered System of Supports (MTSS) framework.
  • If a student does not reach grade-level reading by the end of the current year, districts must continue the intervention until the student reads at grade level.
  • Intervention methods should involve family engagement and, where possible, collaboration with school and community programs that use evidence-based instructional practices.
  • Interventions should measure mastery of foundational reading skills, including phonemic awareness, phonics, decoding, fluency, and oral language.
  • Interventions may include options such as summer school, extended-day programs, or programs that strengthen students’ cultural connections, and may temporarily remove the student from the regular classroom for parts of the day if needed.

• Personal Learning Plan (PLP)

  • Districts or charter schools must provide a Personal Learning Plan for students who show they cannot demonstrate grade-level proficiency as measured by the statewide reading assessment (in grade 3) or a Department-identified screener.
  • The PLP is developed with input from the student, educators, and other appropriate professionals, and in consultation with the student’s parent or guardian.
  • The PLP must include targeted, evidence-based instruction, ongoing progress monitoring, and strategies to address knowledge gaps and skill deficiencies (including specific exercises and practices during and outside the regular school day).
  • The PLP may include grade retention if it's in the student’s best interest, but a student may not be retained solely due to literacy delays or not meeting grade-level proficiency.
  • Districts must maintain, regularly update, and modify the PLP until the student reads at grade level.
  • This PLP requirement does not apply to students who are under an Individualized Education Program (IEP).

• Evidence-based literacy interventions

  • Beginning with the 2025-2026 school year, districts must use only evidence-based literacy interventions.
  • Districts are strongly encouraged to use intervention materials approved by the Department of Education under the Read Act.

• Tier 2 interventions and paraprofessional oversight

  • Beginning with the 2026-2027 school year, to provide a Tier 2 literacy intervention, a paraprofessional or other unlicensed person (including volunteers) must be supervised by a licensed teacher.
  • The supervising teacher must have completed training in evidence-based reading instruction approved by the Department of Education and must have completed evidence-based training developed under Read Act by CAREI or the regional literacy networks (or a department-determined equivalent) that meets or exceeds the requirements.

• Role of district and community

  • Districts are encouraged to collaborate with families and appropriate community programs that specialize in evidence-based instructional practices.
  • The bill emphasizes using proven methods and monitoring progress to ensure improvements in reading skills.

Significant Changes to Existing Law

• Shift to evidence-based interventions only (starting 2025-2026).
• Mandatory Personal Learning Plans for students not reading at grade level by grade 3 (or per screeners), with structured instruction, progress monitoring, and potential for retention only if in the student’s best interest.
• Formal requirement that Tier 2 interventions involve supervision by a licensed teacher starting in 2026-2027, with specified training standards.
• Stronger emphasis on family involvement, MTSS use, and collaboration with community resources within the intervention framework.

Timeline and Implementation

• 2025-2026: Districts must use only evidence-based literacy interventions.
• 2026-2027: Paraprofessionals or unlicensed staff providing Tier 2 interventions must be supervised by a licensed teacher who has completed approved training in evidence-based reading instruction.

Relevant Terms - reading intervention - MTSS (Multi-Tiered System of Supports) - grade-level reading - foundational reading skills - phonemic awareness - phonics - decoding - fluency - oral language - summer school - extended-day programs - cultural connections - personal learning plan (PLP) - statewide reading assessment - screener - evidence-based literacy interventions - Read Act - CAREI - regional literacy networks - licensed teacher - paraprofessional - Tier 2 intervention - progress monitoring - retention - Individualized Education Program (IEP) - district and charter school responsibilities