Early Literacy

The deadline for achieving the statewide reading proficiency goal was extended from July 1, 2027, to July 1, 2030.

The required reading proficiency rate for third-grade students was increased from 70% to 80%.

New definitions were added for 'benchmark reading assessment', 'reading on grade level', 'science of reading', and 'educator preparation program' to clarify expectations.

Several specific line items detailing funding allocations and exemption criteria were removed during the amendment process, though the general intent to fund literacy remains.

Added a requirement for the state board to use $150,000 from the literacy funding pool in fiscal year 2027 specifically to fund the science of reading plan.

Modified the text regarding the hiring of additional faculty members in higher education to clarify the collaboration between the Center for the School of the Future, the Board of Higher Education, and the state board.

Clarified the exemption criteria for third-grade retention by adding specific language to ensure that students with IEPs or 504 plans are evaluated based on whether the plan indicates the benchmark assessment is inappropriate, alongside other factors like intensive intervention history.

Made minor formatting and line-break adjustments to the text of the bill to align with standard legislative drafting conventions.

Established a statewide goal requiring 80% of third-grade students to read on grade level by July 1, 2030.

Formally defined 'science of reading' as an interdisciplinary body of evidence and 'three-cueing' as a prohibited teaching model that relies on visual memory and context rather than phonics.

Required Local Education Agencies (LEAs) to create individualized reading plans for students scoring below benchmarks and to consider grade retention for third-graders who fail to meet reading goals, with specific exemptions.

Mandated that LEAs exclude the 'three-cueing' model from their reading curricula, with very limited exceptions for students with specific IEPs.

Updated educator evaluation components to include fluency in and implementation of the science of reading for teachers in K-3.

Required the Utah Board of Higher Education to partner with the State Board of Education to improve science of reading training for future teachers.

Dedicated specific funding from the Public Education Economic Stabilization Restricted Account to hire paraprofessionals who support literacy and to provide literacy coaching.

Established a new expert science of reading panel to advise the State Board on implementation and curriculum standards.