Section 33-1801 – SHORT TITLE.

33-1801. SHORT TITLE. This act shall be known and may be cited as the "Idaho Literacy Achievement and Accountability Act." History: [33-1801, added 2021, ch. 292, sec. 5, p. 874.]

Section 33-1802 – DEFINITIONS.

33-1802. DEFINITIONS. As used in this chapter: (1) "Dyslexia" means a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate or fluent, or both, word recognition and by poor spelling and decoding abilities, which typically result from a deficit in the phonological component of language that is often unexpected […]

Section 33-1803 – LEGISLATIVE FINDINGS.

33-1803. LEGISLATIVE FINDINGS. Pursuant to section 1, article IX, of the Idaho constitution, and the state constitutional duty to establish and maintain a general, uniform, and thorough system of public, free common schools, the legislature finds that ensuring all students have access through the public schools to evidence-based reading instruction and interventions focused on developing […]

Section 33-1804 – IDAHO COMPREHENSIVE LITERACY PLAN.

33-1804. IDAHO COMPREHENSIVE LITERACY PLAN. (1) The state board of education shall develop an Idaho comprehensive literacy plan designed to create a framework for all students to be proficient in literacy and prepared to read and learn in the next grade level, as applicable to the student’s grade. The comprehensive literacy plan shall be evidence-based […]

Section 33-1805 – STUDENT READING INSTRUCTION AND INTERVENTION.

33-1805. STUDENT READING INSTRUCTION AND INTERVENTION. (1) It is the ultimate goal of the legislature that every student read at or above grade level by the end of grade 3. School districts shall offer a reading intervention program pursuant to this section to each kindergarten through grade 3 student who exhibits a reading deficiency on […]

Section 33-1806 – READING AND LITERACY ASSESSMENT.

33-1806. READING AND LITERACY ASSESSMENT. (1) The state department of education shall be responsible for administration of all assessment efforts and shall train LEA-level assessment personnel and report results. (2) In continuing recognition of the critical importance of reading skills, all public school students in kindergarten through grade 3 shall have their reading skills assessed. […]

Section 33-1807 – LITERACY INTERVENTION PROGRAM.

33-1807. LITERACY INTERVENTION PROGRAM. (1) Each school district and public charter school shall establish an extended time literacy intervention program for students who score basic or below basic on the fall reading screening assessments or alternate reading screening assessment in kindergarten through grade 3 and submit it to the state board of education. (2) (a) […]

Section 33-1808 – EDUCATOR PREPARATION.

33-1808. EDUCATOR PREPARATION. (1) The state board of education shall review teacher preparation programs at the institutions of higher education under its supervision and shall assure that the course offerings and graduation requirements are consistent with the Idaho comprehensive literacy plan. To ensure compliance with this requirement, the board may allocate funds, subject to appropriation, […]

Section 33-1809 – ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT.

33-1809. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT. (1) In recognition of the critical role leadership plays in creating a culture in our schools around continuous improvement, it is the intent of the legislature to provide local school boards of trustees and charter school boards of directors with the resources necessary to work effectively with school leadership to […]

Section 33-1810 – RULEMAKING AUTHORITY.

33-1810. RULEMAKING AUTHORITY. The state board of education may promulgate rules for the implementation of this chapter. History: [33-1810, added 2021, ch. 292, sec. 5, p. 880.]

Section 33-1811 – DYSLEXIA.

33-1811. DYSLEXIA. (1) The state department of education shall identify reliable, valid, evidence-based screening tools and intervention practices to evaluate the literacy skills of students enrolled in kindergarten through grade 5 for characteristics of dyslexia and shall provide professional development in multisensory-structured literacy approaches. (2) Starting in the 2022-2023 school year, and each year thereafter, […]