School district language and literacy plans; administration of screeners and diagnostic assessments; multitiered system of support; individualized reading plans.

Wyo. Stat. Ann. § 21-3-404
in effect
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(a) Each school district shall adopt and implement a DLLP to ensure language and literacy competency and literacy proficiency for students in kindergarten through grade twelve (12). The DLLP shall, at a minimum: (i) Use universal and dyslexia screeners and diagnostic assessments to assess and identify students with reading difficulties and students at risk for poor reading outcomes. After administration of a screener or diagnostic assessment, each school district shall provide the results of the student's performance on the screener or assessment administered pursuant to this paragraph to the student's parent or guardian. Screeners and diagnostic assessments shall be approved by the state superintendent pursuant to W.S. 21-3-405(a)(i) and shall be administered as follows: (A) A dyslexia screener, once each fall, for all students in kindergarten through grade two (2); (B) A universal screener, three (3) times each school year, for all students in kindergarten through grade three (3); (C) A universal screener, once each school year, for all students in grades four (4) through twelve (12) who have not demonstrated grade level reading proficiency, for any student transferring into an elementary or secondary public school in the state and for any student identified as not proficient or at risk for poor reading outcomes through district procedures or recent assessments; (D) Diagnostic assessments as appropriate for any student identified with a reading difficulty or at risk for poor reading outcomes. (ii) Use high quality instructional materials and practices aligned with the science of reading to deliver evidence based language and literacy instruction; (iii) Deploy an MTSS that ensures comprehensive and effective evidence based language and literacy instruction and intervention to improve the literacy proficiency of all students. The MTSS shall, at a minimum, include: (A) Tier I, to provide explicit and systematic evidence based language and literacy instruction for all students in kindergarten through grade twelve (12); (B) Tier II, to provide supplemental evidence based language and literacy instruction with targeted assistance and ongoing progress monitoring for students with reading difficulties; (C) Tier III, to deliver intensive and individualized evidence based language and literacy instruction and intervention for students with significant and persistent reading difficulties. (iv) Implement an IRP for each student identified as having reading difficulties or at risk for poor reading outcomes. An individualized education program (IEP) prepared for a student pursuant to the federal Individuals with Disabilities in Education Act shall be deemed an IRP for purposes of this paragraph. The IRP shall: (A) Specify evidence based language and literacy instruction specific to the student's reading difficulties; (B) Identify measurable language, literacy and reading goals and progress monitoring methods; (C) Be integrated into the student's educational record; (D) Be developed in collaboration with the student's parent or guardian and implemented within thirty (30) calendar days after identification of a student with reading difficulties or at risk for poor reading outcomes pursuant to paragraph (i) of this subsection. The school district shall notify the student's parent or guardian of the student's progress quarterly during the applicable school year. (v) Prohibit the use of the three-cueing system as the only basis for teaching word recognition or decoding. (b) Each school district with sixty percent (60%) or more students not demonstrating grade level reading proficiency, as defined by rule of the state superintendent, shall offer summer literacy camps or extended supports, including after school support and tutoring, for all students in grades one (1) through three (3) with an IRP. The instruction required pursuant to this subsection shall consist of appropriate, evidence based language and literacy instruction aligned with each student's IRP and shall include age and district appropriate hours additional instruction beyond that delivered during the regular course of the school year. (c) Each school district shall ensure any person employed by the school district receives job embedded, practice based and ongoing literacy related professional development appropriate to their role and level of responsibility. The minimum professional development shall include opportunities for literacy coaching and leadership development to support effective implementation of evidence based language and literacy instruction. The hours and content requirements shall be as defined by rule of the state superintendent pursuant to W.S. 21-3-405(a)(ii). (d) Not later than August 15 each year, for the prior school year, each school district shall report to the department: (i) The percentage of students not achieving grade level reading proficiency; (ii) The average growth, by grade, for the lowest performing ten percent (10%) of students in relation to grade level reading proficiency; (iii) A list of the evidence based language and literacy instruction and high quality instructional materials and practices utilized by the school district; (iv) The qualifications, as defined by rule of the state superintendent, of any person employed by the school district that delivers language and literacy instruction to students.
Source: WY Statutes (Official Site)URL: https://wyoleg.gov/statutes/compress/title21.pdfFetched: 10/4/2026

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