Utah Code § 53F-5-226 — Utah Code / Title 53F / Chapter 53F-5 / § 53F-5-226
§ 53F-5-226. Dyslexia Screening Pilot Program.
Status: in_force

7/1/2026 (1) As used in this section: (a) "Dyslexia" means the same as that term is defined in Section 53E-4-307. (b) "Program" means the Dyslexia Screening Pilot Program created in Subsection (2). (c) "Rural elementary school" means a public elementary school located in a county of the fourth, fifth, or sixth class as described in Section 17-60-104. (d) "Screening" means the use of evidence-based measures to identify whether a student may: (i) be at risk for characteristics of dyslexia; and (ii) need additional assessment, progress monitoring, and intervention related to dyslexia. (e) "Urban elementary school" means a public elementary school located in a county of the first, second, or third class as described in Section 17-60-104. (2) There is created a four-year pilot program known as the Dyslexia Screening Pilot Program to: (a) provide dyslexia resources to a district and charter school; (b) provide dyslexia intervention to one rural elementary school and one urban elementary school; (c) create a statewide dyslexia intervention plan; and (d) create a dyslexia screener at the University of Utah Education Policy Center and the University of Utah College of Education. (3) The state board shall: (a) administer and oversee the program in coordination with the University of Utah Education Policy Center and the University of Utah College of Education; (b) solicit proposals from and select district and charter schools to participate in the program; (c) select one rural elementary school and one urban elementary school participating in the program to receive dyslexia intervention; (d) in accordance with Title 63G, Chapter 6a, Utah Procurement Code, procure a vendor to provide the dyslexia intervention described in Subsection (3)(c); (e) identify and maintain an approved list of dyslexia screeners, including the screener developed under Subsection (5), that, in identifying risks for dyslexia and informing instructional decision-making, demonstrate evidence of validity and reliability; (f) report annually to the Education Interim Committee detailing: (i) the reports described in Subsections (5)(f) and (g); and (ii) the outcomes and effectiveness of the screener and dyslexia intervention; and (g) publish on the state board's website a webpage that: (i) provides a list of dyslexia screeners the state board approves district and charter schools to use for the program; (ii) provides additional dyslexia resources for parents, teachers, and students, including: (A) information on early indicators and reported risk factors; (B) characteristics of dyslexia and related literacy difficulties; (C) information on evidence-based instruction and intervention practices; (D) expectations for progress monitoring and communication; and (E) guidance on a referral process for diagnosis; and (iii) links to all other dyslexia resources the state board creates or approves. (4) To participate in the program, a district or charter school shall: (a) submit an application to the state board; (b) use the free dyslexia screener the University of Utah Education Policy Center and University of Utah College of Education develops in accordance with Subsection (5)(a); and (c) allocate funds from the district or charter school's budget to pay other costs incurred under the program. (5) The University of Utah Education Policy Center and the University of Utah College of Education shall: (a) work with the state board and stakeholders to develop and maintain a dyslexia screening process a district or charter school may use in accordance with the requirements of this section; (b) ensure that the screening process described in Subsection (5)(a): (i) is free to use for district and charter schools participating in the program; (ii) uses scientifically sound, evidence-based measures; (iii) aligns with nationally recognized best practices for dyslexia screening; and (iv) identifies indicators of risk for dyslexia for the purpose of informing: (A) instruction; (B) interventions; (C) progress monitoring; (D) reporting; and (E) further evaluation; (c) recommend to the state board the data elements the district and charter schools participating in the program should collect and report; (d) evaluate the program screener's validity, reliability, and usefulness in: (i) identifying a student at risk for dyslexia; and (ii) informing instruction and interventions; (e) in consultation with the state board, develop and maintain a comprehensive statewide dyslexia intervention plan, that: (i) establishes evidence-based standards for early identification and intervention for a student with dyslexia; (ii) provides guidance, resources, and best practices to district and charter schools; and (iii) promotes statewide coordination, training, and implementation of best practices for dyslexia intervention; (f) regarding the schools described in Subsection (3)(c) that the state board selects for dyslexia intervention, collaborate with the state board to: (i) evaluate the implementation and effectiveness of evidence-based interventions provided under the program, including: (A) analyses of student progress-monitoring data; (B) updates on a student's IEP or 504 Accommodation Plan; (C) intervention fidelity; and (D) student literacy outcomes; and (ii) report annually to the state board on the intervention outcomes described in this Subsection (5)(f); (g) report annually to the state board regarding the creation and outcomes of the screener developed under Subsection (5)(a); (h) use the reports the state board requires under Subsection (9)(b) to annually evaluate the program; and (i) provide professional learning for educators on: (i) recognizing early indicators and characteristics of dyslexia; (ii) using screeners and progress monitoring tools; (iii) implementing evidence-based instruction and intervention practices; and (iv) communicating with families. (6) The University of Utah Education Policy Center and the University of Utah College of Education may work in collaboration with the reading clinic at the University of Utah established in Section 53H-4-209 to implement the requirements of Subsection (5). (7) (a) A district or charter school shall use the state board approved list described in Subsection (3)(e) when screening a student for dyslexia. (b) A school district or charter school may use the dyslexia screening process the University of Utah Education Policy Center and the University of Utah College of Education develops under Subsection (5)(a), at no cost, to satisfy the requirements of this section. (8) Beginning July 1, 2027, a school district or charter school participating in the program: (a) shall use the state board approved screener to screen a student for dyslexia one time who: (i) scores below or well below average on the benchmark assessments described in Section 53E-4-307; and (ii) is in kindergarten, first grade, or was not tested in kindergarten or first grade and is demonstrating characteristics of dyslexia in second or third grade; and (b) shall provide additional screening to a student in kindergarten or first grade when teacher observation or parent concern indicates characteristics of dyslexia. (9) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules to: (a) create an application process for a district or charter school to participate in the program; (b) create reporting requirements for a district or charter school participating in the program; (c) establish reporting requirements related to intervention delivery, including documentation of intervention, dosage, duration, and student response; (d) in accordance with Subsection (7)(a), enforce required dyslexia screening under the program; (e) create a process for reviewing and criteria for approving dyslexia screeners; (f) identify the intervals for administering the dyslexia screener; and (g) maintain accessibility for the screener for district and charter schools. (10) A district or charter school that participates in the pilot program or the state board shall report annually to the Education Interim Committee on the program's progress and outcomes.