Illinois 2025-2026 Regular Session

Illinois Senate Bill SB1672 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1		-	SB1672 EngrossedLRB104 08071 LNS 18117 b SB1672 Engrossed LRB104 08071 LNS 18117 b
2		-	SB1672 Engrossed LRB104 08071 LNS 18117 b
	1	+	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 SB1672 Introduced 2/5/2025, by Sen. Christopher Belt - Julie A. Morrison SYNOPSIS AS INTRODUCED: 105 ILCS 5/2-3.161105 ILCS 5/10-20.53a new105 ILCS 5/34-18.45a new Amends the School Code. Provides that the State Board of Education shall include in its handbook regarding dyslexia guidelines on the administration of universal screeners for a risk of reading difficulties and secondary reviews, the interpretation of data from these screeners and reviews, and the resulting appropriate intervention within a multi-tiered system of support framework. Requires the State Board to adopt any rules necessary to ensure that a student will be screened for a risk of reading difficulties using a universal screener. Provides that a student shall be screened: (1) if the student is enrolled in a public school in any of grades kindergarten through 3; (2) if the student is in any of grades kindergarten through 3, transfers to a new public school, and has not been screened twice previously during the school year; (3) if the student is in grade 4 or higher and the student's teacher, parent, or guardian requests that the student be screened for a risk of reading difficulties using a universal screener; or (4) if the student is from another state and enrolls for the first time in any of grades kindergarten through 3 in a school district in the State. Provides that, beginning with the 2025-2026 school year, each school district must screen students, no less than twice each school year, in grades kindergarten through 3 for a risk of reading difficulties using a universal screener approved by the State Board. Provides for intervention. Requires a report to the State Board. Makes other changes. Effective immediately. LRB104 08071 LNS 18117 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR 104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 SB1672 Introduced 2/5/2025, by Sen. Christopher Belt - Julie A. Morrison SYNOPSIS AS INTRODUCED: 105 ILCS 5/2-3.161105 ILCS 5/10-20.53a new105 ILCS 5/34-18.45a new 105 ILCS 5/2-3.161 105 ILCS 5/10-20.53a new 105 ILCS 5/34-18.45a new Amends the School Code. Provides that the State Board of Education shall include in its handbook regarding dyslexia guidelines on the administration of universal screeners for a risk of reading difficulties and secondary reviews, the interpretation of data from these screeners and reviews, and the resulting appropriate intervention within a multi-tiered system of support framework. Requires the State Board to adopt any rules necessary to ensure that a student will be screened for a risk of reading difficulties using a universal screener. Provides that a student shall be screened: (1) if the student is enrolled in a public school in any of grades kindergarten through 3; (2) if the student is in any of grades kindergarten through 3, transfers to a new public school, and has not been screened twice previously during the school year; (3) if the student is in grade 4 or higher and the student's teacher, parent, or guardian requests that the student be screened for a risk of reading difficulties using a universal screener; or (4) if the student is from another state and enrolls for the first time in any of grades kindergarten through 3 in a school district in the State. Provides that, beginning with the 2025-2026 school year, each school district must screen students, no less than twice each school year, in grades kindergarten through 3 for a risk of reading difficulties using a universal screener approved by the State Board. Provides for intervention. Requires a report to the State Board. Makes other changes. Effective immediately. LRB104 08071 LNS 18117 b LRB104 08071 LNS 18117 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR
	2	+	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 SB1672 Introduced 2/5/2025, by Sen. Christopher Belt - Julie A. Morrison SYNOPSIS AS INTRODUCED:
	3	+	105 ILCS 5/2-3.161105 ILCS 5/10-20.53a new105 ILCS 5/34-18.45a new 105 ILCS 5/2-3.161 105 ILCS 5/10-20.53a new 105 ILCS 5/34-18.45a new
	4	+	105 ILCS 5/2-3.161
	5	+	105 ILCS 5/10-20.53a new
	6	+	105 ILCS 5/34-18.45a new
	7	+	Amends the School Code. Provides that the State Board of Education shall include in its handbook regarding dyslexia guidelines on the administration of universal screeners for a risk of reading difficulties and secondary reviews, the interpretation of data from these screeners and reviews, and the resulting appropriate intervention within a multi-tiered system of support framework. Requires the State Board to adopt any rules necessary to ensure that a student will be screened for a risk of reading difficulties using a universal screener. Provides that a student shall be screened: (1) if the student is enrolled in a public school in any of grades kindergarten through 3; (2) if the student is in any of grades kindergarten through 3, transfers to a new public school, and has not been screened twice previously during the school year; (3) if the student is in grade 4 or higher and the student's teacher, parent, or guardian requests that the student be screened for a risk of reading difficulties using a universal screener; or (4) if the student is from another state and enrolls for the first time in any of grades kindergarten through 3 in a school district in the State. Provides that, beginning with the 2025-2026 school year, each school district must screen students, no less than twice each school year, in grades kindergarten through 3 for a risk of reading difficulties using a universal screener approved by the State Board. Provides for intervention. Requires a report to the State Board. Makes other changes. Effective immediately.
	8	+	LRB104 08071 LNS 18117 b LRB104 08071 LNS 18117 b
	9	+	LRB104 08071 LNS 18117 b
	10	+	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
	11	+	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
	12	+	A BILL FOR
	13	+	SB1672LRB104 08071 LNS 18117 b SB1672 LRB104 08071 LNS 18117 b
	14	+	SB1672 LRB104 08071 LNS 18117 b
3	15		1 AN ACT concerning education.
4	16		2 Be it enacted by the People of the State of Illinois,
5	17		3 represented in the General Assembly:
6		-	4 Section 5. The School Code is amended by ~~adding~~ Section
7		-	5 10-20.53a as ~~follows:~~
8		-	6 ~~(105 ILCS 5/10-20.53a new)~~
9		-	7 ~~Sec~~. ~~10-20.53a. Early literacy screener reporting.~~
10		-	8 ~~(a) On or before July 1,~~ ~~2026, each school district that~~
11		-	9 ~~serves students in any of grades kindergarten through 3 shall~~
12		-	10 ~~report to the State Board of Education the following~~
13		-	11 ~~information:~~
14		-	12 ~~(1) any early literacy screeners used by the district~~
15		-	13 ~~in grades kindergarten through 3~~, ~~including which skill~~
16		-	14 ~~areas the screener is intended to identify;~~
17		-	15 ~~(2)~~ the ~~grade level~~ of ~~students who are administered~~
18		-	16 the ~~early literacy screeners under paragraph (1); and~~
19		-	17 ~~(3) the frequency with which the early literacy~~
20		-	18 ~~screeners under paragraph (1) are administered to~~
21		-	19 ~~students,~~ by ~~grade, each year.~~
22		-	20 ~~(b) On~~ or ~~before January 1, 2027, the State Board of~~
23		-	21 ~~Education shall file a report with the General Assembly~~
24		-	22 ~~outlining~~ the ~~data received under subsection (a). This report~~
25		-	23 ~~shall be posted publicly on the State Board~~ of ~~Education's~~
	18	+	4 Section 5. The School Code is amended by changing Section
	19	+	5 2-3.161 and by adding Sections 10-20.53a and 34-18.45a as
	20	+	6 follows:
	21	+	7 (105 ILCS 5/2-3.161)
	22	+	8 Sec. 2-3.161. Definition of dyslexia; reading instruction
	23	+	9 advisory group; handbook; screening and support.
	24	+	10 (a) As used in this Section, "universal screener" means a
	25	+	11 tool that is used to predict which students may be at risk for
	26	+	12 poor learning outcomes, including a risk for reading
	27	+	13 difficulties, and is typically brief, valid, and reliable and
	28	+	14 conducted with all students at a particular grade level.
	29	+	15 The State Board of Education shall incorporate, in both
	30	+	16 general education and special education, the following
	31	+	17 definition of dyslexia:
	32	+	18 Dyslexia is a specific learning disability that is
	33	+	19 neurobiological in origin. Dyslexia is characterized by
	34	+	20 difficulties with accurate and/or fluent word recognition
	35	+	21 and by poor spelling and decoding abilities. These
	36	+	22 difficulties typically result from a deficit in the
	37	+	23 phonological component of language that is often
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34		-	1 Internet website no later than January 1, 2027.
35		-	2 (c) This Section is repealed on July 1, 2027.
	41	+	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 SB1672 Introduced 2/5/2025, by Sen. Christopher Belt - Julie A. Morrison SYNOPSIS AS INTRODUCED:
	42	+	105 ILCS 5/2-3.161105 ILCS 5/10-20.53a new105 ILCS 5/34-18.45a new 105 ILCS 5/2-3.161 105 ILCS 5/10-20.53a new 105 ILCS 5/34-18.45a new
	43	+	105 ILCS 5/2-3.161
	44	+	105 ILCS 5/10-20.53a new
	45	+	105 ILCS 5/34-18.45a new
	46	+	Amends the School Code. Provides that the State Board of Education shall include in its handbook regarding dyslexia guidelines on the administration of universal screeners for a risk of reading difficulties and secondary reviews, the interpretation of data from these screeners and reviews, and the resulting appropriate intervention within a multi-tiered system of support framework. Requires the State Board to adopt any rules necessary to ensure that a student will be screened for a risk of reading difficulties using a universal screener. Provides that a student shall be screened: (1) if the student is enrolled in a public school in any of grades kindergarten through 3; (2) if the student is in any of grades kindergarten through 3, transfers to a new public school, and has not been screened twice previously during the school year; (3) if the student is in grade 4 or higher and the student's teacher, parent, or guardian requests that the student be screened for a risk of reading difficulties using a universal screener; or (4) if the student is from another state and enrolls for the first time in any of grades kindergarten through 3 in a school district in the State. Provides that, beginning with the 2025-2026 school year, each school district must screen students, no less than twice each school year, in grades kindergarten through 3 for a risk of reading difficulties using a universal screener approved by the State Board. Provides for intervention. Requires a report to the State Board. Makes other changes. Effective immediately.
	47	+	LRB104 08071 LNS 18117 b LRB104 08071 LNS 18117 b
	48	+	LRB104 08071 LNS 18117 b
	49	+	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
	50	+	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
	51	+	A BILL FOR
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	57	+	105 ILCS 5/2-3.161
	58	+	105 ILCS 5/10-20.53a new
	59	+	105 ILCS 5/34-18.45a new
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	63	+	LRB104 08071 LNS 18117 b
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	65	+	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
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	82	+	1 unexpected in relation to other cognitive abilities and
	83	+	2 the provision of effective classroom instruction.
	84	+	3 Secondary consequences may include problems in reading
	85	+	4 comprehension and reduced reading experience that can
	86	+	5 impede growth of vocabulary and background knowledge.
	87	+	6 (b) (Blank).
	88	+	7 (c) The State Board of Education shall develop and
	89	+	8 maintain a handbook to be made available on its Internet
	90	+	9 website that provides guidance for pupils, parents or
	91	+	10 guardians, and teachers on the subject of dyslexia. The
	92	+	11 handbook shall include, but is not limited to:
	93	+	12 (1) guidelines for teachers and parents or guardians
	94	+	13 on how to identify signs of dyslexia;
	95	+	14 (2) a description of educational strategies that have
	96	+	15 been shown to improve the academic performance of pupils
	97	+	16 with dyslexia; and
	98	+	17 (3) a description of resources and services available
	99	+	18 to pupils with dyslexia, parents or guardians of pupils
	100	+	19 with dyslexia, and teachers; and .
	101	+	20 (4) guidelines on the administration of universal
	102	+	21 screeners for a risk of reading difficulties and secondary
	103	+	22 reviews, the interpretation of data from these screeners
	104	+	23 and reviews, and the resulting appropriate intervention
	105	+	24 under Section 10-20.53a or 34-18.45a within a multi-tiered
	106	+	25 system of support framework.
	107	+	26 The State Board shall review the handbook once every 4
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	113	+	SB1672 - 2 - LRB104 08071 LNS 18117 b
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	118	+	1 years to update, if necessary, the guidelines, educational
	119	+	2 strategies, or resources and services made available in the
	120	+	3 handbook.
	121	+	4 (d) The State Board shall adopt any rules necessary to
	122	+	5 ensure that a student will be screened, as provided under
	123	+	6 Section 10-20.53a or 34-18.45a, for a risk of reading
	124	+	7 difficulties, including dyslexia, using a universal screener.
	125	+	8 The purpose of the universal screener is to identify, through
	126	+	9 a school district's multi-tiered system of support framework,
	127	+	10 students who may be at risk of reading difficulties, not to
	128	+	11 indicate a need to initiate an evaluation for special
	129	+	12 education. A student shall be screened:
	130	+	13 (1) if the student is enrolled in a public school in
	131	+	14 any of grades kindergarten through 3;
	132	+	15 (2) if the student is in any of grades kindergarten
	133	+	16 through 3 and:
	134	+	17 (A) transfers to a new public school; and
	135	+	18 (B) has not been screened twice previously during
	136	+	19 the school year;
	137	+	20 (3) if the student is in grade 4 or higher and the
	138	+	21 student's teacher, parent, or guardian requests that the
	139	+	22 student be screened for a risk of reading difficulties,
	140	+	23 including dyslexia, using a universal screener; or
	141	+	24 (4) if the student is from another state and enrolls
	142	+	25 for the first time in any of grades kindergarten through 3
	143	+	26 in a school district in this State.
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	154	+	1 (e) As outlined in the State Board of Education's
	155	+	2 comprehensive literacy plan under subsection (c) of Section
	156	+	3 2-3.200, a universal screener administered to a student who is
	157	+	4 an English learner must, in consultation with the school's or
	158	+	5 school district's English learner team, be administered in the
	159	+	6 student's first language, if possible, or account for language
	160	+	7 differences. The screening must be culturally and
	161	+	8 linguistically responsive, and the English learner team must
	162	+	9 differentiate between language acquisition challenges and
	163	+	10 reading difficulties.
	164	+	11 (f) As outlined in the State Board of Education's handbook
	165	+	12 under subsection (c) of this Section and the State Board of
	166	+	13 Education's comprehensive literacy plan under subsection (c)
	167	+	14 of Section 2-3.200, a universal screener must include, as
	168	+	15 developmentally appropriate, all of the following:
	169	+	16 (1) phonological and phonemic awareness;
	170	+	17 (2) sound symbol recognition;
	171	+	18 (3) alphabet knowledge;
	172	+	19 (4) decoding skills;
	173	+	20 (5) rapid automatic naming skills;
	174	+	21 (6) encoding skills; and
	175	+	22 (7) oral reading fluency.
	176	+	23 (g) The State Board of Education is authorized, to the
	177	+	24 extent funds are available, to provide statewide support,
	178	+	25 professional development, and technical assistance to school
	179	+	26 districts in relation to:
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	190	+	1 (1) the administration of universal screeners for a
	191	+	2 risk of reading difficulties and secondary reviews;
	192	+	3 (2) analyzing and interpreting data therefrom;
	193	+	4 (3) providing intervention in accordance with Sections
	194	+	5 10-20.53a and 34-18.45a; and
	195	+	6 (4) dyslexia.
	196	+	7 (h) The State Board of Education shall adopt any rules
	197	+	8 necessary to ensure that a student receives intervention under
	198	+	9 Section 10-20.53a or 34-18.45a.
	199	+	10 (Source: P.A. 102-539, eff. 8-20-21.)
	200	+	11 (105 ILCS 5/10-20.53a new)
	201	+	12 Sec. 10-20.53a. Early literacy screening and support.
	202	+	13 (a) As used in this Section:
	203	+	14 "Secondary review" means a process, as determined by a
	204	+	15 school district, for gathering additional information to
	205	+	16 determine if risk factors for reading difficulties, including
	206	+	17 dyslexia, are present.
	207	+	18 "Universal screener" means a tool that is used to predict
	208	+	19 which students may be at risk for poor learning outcomes,
	209	+	20 including a risk for reading difficulties, and is typically
	210	+	21 brief, valid, and reliable and conducted with all students at
	211	+	22 a particular grade level.
	212	+	23 (b) Beginning with the 2025-2026 school year, each school
	213	+	24 district must screen students, no less than twice each school
	214	+	25 year, in grades kindergarten through 3 for a risk of reading
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	220	+	SB1672 - 5 - LRB104 08071 LNS 18117 b
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	225	+	1 difficulties, including dyslexia, using a universal screener
	226	+	2 approved by the State Board of Education.
	227	+	3 (c) If a universal screener administered under subsection
	228	+	4 (b) indicates that a student may be at risk or at some risk for
	229	+	5 reading difficulties, including dyslexia, the school district
	230	+	6 must conduct a secondary review of the student within the
	231	+	7 district's multi-tiered system of support framework. Through
	232	+	8 the secondary review conducted by the multi-tiered system of
	233	+	9 support team, the school district must gather additional
	234	+	10 information to determine if the student has risk factors for
	235	+	11 reading difficulties, including dyslexia. The purpose of the
	236	+	12 secondary review is only to determine the need for
	237	+	13 intervention through the school district's multi-tiered system
	238	+	14 of support framework, not to indicate a need to initiate an
	239	+	15 evaluation for special education. The additional information
	240	+	16 may include, but is not limited to, information from progress
	241	+	17 monitoring data, work samples, and teacher input.
	242	+	18 For any student who is an English learner, the school's or
	243	+	19 school district's English learner team must be included in the
	244	+	20 secondary review of the student. The additional information
	245	+	21 gathered through the secondary review for a student who is an
	246	+	22 English learner may also include, but is not limited to,
	247	+	23 information from any home language survey, information from
	248	+	24 any State English language proficiency screener or assessment,
	249	+	25 and information regarding previous educational experiences
	250	+	26 inside or outside of the United States.
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	261	+	1 (d) If the secondary review indicates that a student has
	262	+	2 risk factors for reading difficulties, including dyslexia, the
	263	+	3 school must use a multi-tiered system of support framework to
	264	+	4 address the needs of the student.
	265	+	5 (e) If a student's secondary review indicates that the
	266	+	6 student has risk factors for reading difficulties, the school
	267	+	7 district must notify the student's parent or guardian.
	268	+	8 (f) If a student's secondary review indicates that the
	269	+	9 student has risk factors for reading difficulties, including
	270	+	10 dyslexia, the school or school district must provide the
	271	+	11 student with intervention that aligns with the components of
	272	+	12 effective structured literacy instruction, as outlined in the
	273	+	13 State Board of Education's handbook under subsection (c) of
	274	+	14 Section 2-3.161, and that:
	275	+	15 (1) includes the teaching of phoneme awareness,
	276	+	16 phoneme-grapheme correspondences, orthography,
	277	+	17 morphology, syntax, and semantics;
	278	+	18 (2) incorporates multimodal, hands-on practice and
	279	+	19 intensive instruction with additional time, repeated
	280	+	20 exposures, and practice;
	281	+	21 (3) uses decodable texts that align with phonics
	282	+	22 instruction for scaffolded learning;
	283	+	23 (4) encourages orthographic mapping for automatic word
	284	+	24 recognition;
	285	+	25 (5) uses explicit instruction that is direct,
	286	+	26 unambiguous teaching with modeling, scaffolding, and
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	297	+	1 quality feedback;
	298	+	2 (6) ensures systematic and cumulative instruction with
	299	+	3 structured sequence building from simple to complex, with
	300	+	4 prerequisite skills taught first;
	301	+	5 (7) uses diagnostic teaching, with adjustments based
	302	+	6 on frequent assessment and progress monitoring; and
	303	+	7 (8) is delivered by a highly skilled teacher or
	304	+	8 teachers who understand individual needs and the reading
	305	+	9 process.
	306	+	10 Within a multi-tiered system of support framework, the
	307	+	11 frequency and intensity of the intervention under this Section
	308	+	12 shall meet the individual needs of the student.
	309	+	13 (g) On or before July 1, 2026, and on or before each July 1
	310	+	14 thereafter, each school district must report to the State
	311	+	15 Board of Education the following information with respect to
	312	+	16 the previous school year:
	313	+	17 (1) the universal screeners and the interventions that
	314	+	18 were used by the school district under this Section;
	315	+	19 (2) the number of students who were administered a
	316	+	20 universal screener under this Section;
	317	+	21 (3) the number of students who were determined to be
	318	+	22 at risk or at some risk for reading difficulties under
	319	+	23 this Section; and
	320	+	24 (4) the number of students who received intervention
	321	+	25 under this Section.
	322	+	26 The State Board of Education shall publish the information
	323	+
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	333	+	1 collected from the report on its Internet website.
	334	+	2 (105 ILCS 5/34-18.45a new)
	335	+	3 Sec. 34-18.45a. Early literacy screening and support.
	336	+	4 (a) As used in this Section:
	337	+	5 "Secondary review" means a process, as determined by the
	338	+	6 school district, for gathering additional information to
	339	+	7 determine if risk factors for reading difficulties, including
	340	+	8 dyslexia, are present.
	341	+	9 "Universal screener" means a tool that is used to predict
	342	+	10 which students may be at risk for poor learning outcomes,
	343	+	11 including a risk for reading difficulties, and is typically
	344	+	12 brief, valid, and reliable and conducted with all students at
	345	+	13 a particular grade level.
	346	+	14 (b) Beginning with the 2025-2026 school year, the school
	347	+	15 district must screen students, no less than twice each school
	348	+	16 year, in grades kindergarten through 3 for a risk of reading
	349	+	17 difficulties, including dyslexia, using a universal screener
	350	+	18 approved by the State Board of Education.
	351	+	19 (c) If a universal screener administered under subsection
	352	+	20 (b) indicates that a student may be at risk or at some risk for
	353	+	21 reading difficulties, including dyslexia, the school district
	354	+	22 must conduct a secondary review of the student within the
	355	+	23 district's multi-tiered system of support framework. Through
	356	+	24 the secondary review conducted by the multi-tiered system of
	357	+	25 support team, the school district must gather additional
	358	+
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	368	+	1 information to determine if the student has risk factors for
	369	+	2 reading difficulties, including dyslexia. The purpose of the
	370	+	3 secondary review is only to determine the need for
	371	+	4 intervention through the school district's multi-tiered system
	372	+	5 of support framework, not to indicate a need to initiate an
	373	+	6 evaluation for special education. The additional information
	374	+	7 may include, but is not limited to, information from progress
	375	+	8 monitoring data, work samples, and teacher input.
	376	+	9 For any student who is an English learner, the school's or
	377	+	10 school district's English learner team must be included in the
	378	+	11 secondary review of the student. The additional information
	379	+	12 gathered through the secondary review for a student who is an
	380	+	13 English learner may also include, but is not limited to,
	381	+	14 information from any home language survey, information from
	382	+	15 any State English language proficiency screener or assessment,
	383	+	16 and information regarding previous educational experiences
	384	+	17 inside or outside of the United States.
	385	+	18 (d) If the secondary review indicates that a student has
	386	+	19 risk factors for reading difficulties, including dyslexia, the
	387	+	20 school must use a multi-tiered system of support framework to
	388	+	21 address the needs of the student.
	389	+	22 (e) If a student's secondary review indicates that the
	390	+	23 student has risk factors for reading difficulties, the school
	391	+	24 district must notify the student's parent or guardian.
	392	+	25 (f) If a student's secondary review indicates that the
	393	+	26 student has risk factors for reading difficulties, including
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	404	+	1 dyslexia, the school or school district must provide the
	405	+	2 student with intervention that aligns with the components of
	406	+	3 effective structured literacy instruction, as outlined in the
	407	+	4 State Board of Education's handbook under subsection (c) of
	408	+	5 Section 2-3.161, and that:
	409	+	6 (1) includes the teaching of phoneme awareness,
	410	+	7 phoneme-grapheme correspondences, orthography,
	411	+	8 morphology, syntax, and semantics;
	412	+	9 (2) incorporates multimodal, hands-on practice and
	413	+	10 intensive instruction with additional time, repeated
	414	+	11 exposures, and practice;
	415	+	12 (3) uses decodable texts that align with phonics
	416	+	13 instruction for scaffolded learning;
	417	+	14 (4) encourages orthographic mapping for automatic word
	418	+	15 recognition;
	419	+	16 (5) uses explicit instruction that is direct,
	420	+	17 unambiguous teaching with modeling, scaffolding, and
	421	+	18 quality feedback;
	422	+	19 (6) ensures systematic and cumulative instruction with
	423	+	20 structured sequence building from simple to complex, with
	424	+	21 prerequisite skills taught first;
	425	+	22 (7) uses diagnostic teaching, with adjustments based
	426	+	23 on frequent assessment and progress monitoring; and
	427	+	24 (8) is delivered by a highly skilled teacher or
	428	+	25 teachers who understand individual needs and the reading
	429	+	26 process.
	430	+
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	440	+	1 Within a multi-tiered system of support framework, the
	441	+	2 frequency and intensity of the intervention under this Section
	442	+	3 shall meet the individual needs of the student.
	443	+	4 (g) On or before July 1, 2026, and on or before each July 1
	444	+	5 thereafter, the school district must report to the State Board
	445	+	6 of Education the following information with respect to the
	446	+	7 previous school year:
	447	+	8 (1) the universal screeners and the interventions that
	448	+	9 were used by the school district under this Section;
	449	+	10 (2) the number of students who were administered a
	450	+	11 universal screener under this Section;
	451	+	12 (3) the number of students who were determined to be
	452	+	13 at risk or at some risk for reading difficulties under
	453	+	14 this Section; and
	454	+	15 (4) the number of students who received intervention
	455	+	16 under this Section.
	456	+	17 The State Board of Education shall publish the information
	457	+	18 collected from the report on its Internet website.
	458	+
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