A pair of bills signed into law last week aim to build out a more comprehensive system of literacy education across Wyoming’s public schools.
One mandates evidence-based practices and requires regular screenings for dyslexia, while the other enables the Wyoming Department of Education (WDE) to hire a dedicated literacy professional to oversee statewide compliance.
Gov. Mark Gordon’s signing of both bills on Friday was the latest accomplishment of an ongoing push for improved literacy standards. That push has been spearheaded by State Superintendent of Public Instruction Megan Degenfelder.
“Wyoming is not going to let a single child fall through the cracks,” Degenfelder said during a public bill signing last week. “We are not going to fall behind when it comes to ensuring that our children can read at grade level.”
The primary bill, Senate File 59, establishes a statewide K-12 program for teaching students to read that is built on “evidence based language and literacy instruction, assessment, intervention and professional development that supports educators, engages families and promotes literacy proficiency for all Wyoming students.”
The bill defines evidence-based strategies as those that conform to the science of reading, a term that will be defined and updated by Degenfelder’s office. Nationwide, it generally means putting academic research into practice in classrooms. SF 59 specifically prohibits the exclusive use of “three-cueing” — a strategy once widely employed to teach reading but which education experts now say is outdated and less effective than other strategies.
It also requires annual dyslexia screeners for students below the third grade, and testing for reading difficulties for all students.
The screeners are used to identify the severity of reading difficulties in order to direct “tiered” support that offers the most intensive interventions to the students most in need, while still providing “evidence based” language instruction to all students.
Each school district must formulate an individualized reading plan “for each student identified as having reading difficulties or at risk for poor reading outcomes.”
Districts must now report to the state annually regarding their literacy-related work. Any district where 60% or more of the students are struggling will be required to implement “summer literacy camps or extended supports, including after school support and tutoring.”
The bill also requires literacy related professional development for teachers and specialists “appropriate to their role and level of responsibility” related to literacy education.
SF 59 was backed by dyslexia advocates and literacy specialists.
Senate File 14, the other literacy bill signed into law Friday, appropriates $120,000 annually for the next two years for a full-time position at WDE “to assist school districts in implementing a reading assessment and intervention program and language and literacy programs.”
Both bills go into effect July 1.
