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Committee discusses K–3 literacy statute, reporting and dyslexia supports; lawmakers ask for targeted implementation authority
Summary
Lawmakers reviewed Wyoming’s K–3 literacy statute and asked LSO and the Department of Education to draft clarifying legislation on screening, reporting and enforcement for students who do not meet reading benchmarks.
The committee reviewed Wyoming’s K–3 literacy statute and debated amendments intended to clarify screening, reporting and implementation of individualized reading plans for students who do not meet statutory benchmarks.
Senator Scott presented a draft that would unify terminology used in statute, narrow which districts must prepare a formal improvement plan and add reporting and enforcement provisions. He told the committee the proposal would require improvement plans only for districts that score five percentage points or more below the statewide average in students scoring proficient or advanced on the state assessment, and would require the State Department of Education to compile and summarize district data for the committee.
Members discussed whether the statewide assessment or approved local screeners should trigger plans and screening. Senator Scott’s draft gave the Department discretion to use benchmark screeners and assessment results; the committee adopted an amendment requiring screening opportunities be available through grade 12 rather than limited to K–3 screening alone.
Lawmakers debated enforcement. Senator Scott proposed letting parents petition the state superintendent to require a district to act when required plans were not developed; the draft also authorizes the superintendent in specified cases to order targeted evidence-based interventions (for example recognized dyslexia protocols) or to fund limited assistance and to help build regional referral networks for services smaller districts cannot offer alone.
Committee members also discussed whether licensure and teacher-preparation standards should align with structured-literacy evidence-based practices; members asked that PTSB and the University of Wyoming provide the committee information about how teacher certification and preparation align with statutory literacy expectations.
Ending: The committee directed LSO and the Department of Education to prepare bill language based on the concepts discussed and to circulate drafting instructions and the proposed draft before the next meeting for stakeholder review.
