IA's Implementation Report:
11 out of 18
Iowa's Implementation Report
Reset Report Card
Supports For Teachers & Policy
Science of Reading (SOR) Training
Literacy/Reading Coaches
Educator Preparation Program (EPP) Alignment
Educator Preparation Program (EPP) Assessment
Funding for Literacy Efforts
Assessment & Parent Notification
Universal Reading Screener
Screener for Characteristics of Dyslexia
Parental Notification
Instruction & Intervention
District Adoption of High-Quality Instructional Materials
Eliminating Three-Cueing Instructional Materials
Individual Reading Plans
Regularly Monitor Student Progress
Evidence-Based Interventions
Summer Reading Camps
Parent Read-At-Home Plan
Retention & Intervention
Initial Determinant Retention at 3rd Grade Based on State Assessment
Multiple Options for Promotion
Good Cause Exemptions for Some Students
Reset Report Card
Alabama
Example of Best practice
Notably, 757 out of 762 schools in the Cotton State have agreed to hire local reading specialists (building literacy coaches) and are awarded $85,000 to support such efforts. The literacy specialists provide support relating to literacy instruction, including focusing on providing training to new teachers and/or K–3 teachers who have the most “at-risk” or “struggling” students. Regional Literacy Specialists are assigned to districts to support local reading specialists. These specialists are designated for each
elementary school with any combination of a kindergarten, first grade, second grade, or third grade including virtual and charter schools.
Full implementation means...
Literacy coaches are trained in the science of reading and are assigned to each elementary school to provide job-embedded professional development and coaching to K–3 teachers.
New Hampshire
Example of Best practice
New Hampshire requires schools to utilize an evidence-based screener to screen all students, upon entry to school and no later than 60 days beyond that, in grades K–3 for dyslexia and related disorders. Additional screening during the current school year and then two times per year through 3rd grade for students who show characteristics of dyslexia is also required.
Full implementation means...
A state-approved screener for characteristics of dyslexia assesses the following skills as developmentally appropriate: phonological and phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding, rapid naming, encoding, and oral reading fluency. The screener is, at minimum, administered to all students at the end of Kindergarten and the beginning of first and second grade.
Colorado
Example of Best practice
The Centennial State passed the Literacy Curriculum Transparency Act in 2021 which requires districts to report their adopted HQIM to the state and post the information on the district’s website in an easily identifiable location. Materials are required to be evidence-based or scientifically based, be high-quality, meet state standards and demonstrate a full alignment to the science of reading. Colorado created the Literacy Transparency Dashboard to provide information on state, district, school and grade-level instructional materials. There is also an Advisory List of Instructional Programming which includes guidance on core, intervention and supplemental instructional materials.
Full implementation means...
The state requires school districts to adopt high-quality instructional materials aligned to the science of reading and state standards from a vetted and approved list. Districts must post their adopted materials on the district website.
Louisiana
Example of Best practice
In 2022, Louisiana enacted HB 865, eliminating the use of textbooks or instructional materials that employ the three-cueing systems model of teaching reading based on meaning, structure and syntax, and visual, which is also known as “MSV,” are used in reading instruction.
Full implementation means...
The state has adopted a policy to eliminate the use of all instructional materials that include the three-cueing systems model for teaching word reading with a clear timeline for the elimination of the use of these materials.
Florida
Example of Best practice
In Florida, no student may be assigned to a grade level based solely on age or other factors that constitute social promotion. If a student scores in the lowest performance level on the state assessment, the parent or guardian will be notified by the school that their child will not be promoted to grade 4 until they achieve the required reading level. Only a good cause exemption shall promote a student to grade 4. Retention is not a simple repeat of the third grade. Students receive intensive supports like 90 minutes of core reading instruction from a teacher trained in the science of reading, intensive interventions, progress monitoring and small group instruction.
Full implementation means...
The state requires that a student who is unable to demonstrate sufficient reading skills on the state test-based options provided – and does not meet a good cause exemption – be retained.
South Carolina
Example of Best practice
South Carolina offers at least three pathways for promotion to 4th grade, including demonstrating reading proficiency on the state 3rd grade summative reading assessment, successful completion of summer reading camp, demonstrating 3rd grade reading proficiency on a state board approved alternative assessment and demonstrating mastery of the state standards in reading through a reading portfolio. The Palmetto State requires a review of a student's reading portfolio and summer reading camp post-assessment results to determine eligibility for promotion to 4th grade. The final decision for promotion is determined by the district superintendent, with recommendations from the principal.
Full implementation means...
The state offers at least three pathways to promotion to fourth grade including achieving a predetermined level on the state reading assessment, passing an alternative assessment or retest, or successfully demonstrating sufficient 3rd grade reading skills through a portfolio of student work.
Mississippi
Example of Best practice
For Mississippi students who do not pass the assessment at or above the level for promotion, the school district can promote a student for meeting one of the following Good Cause Exemptions:
- Limited English Proficient student who has less than two (2) years of instruction in an English Language Learner program
- Student with a disability whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law
- Student with a disability who participate in the state annual accountability assessment and who has an IEP or Section 504 Plan that reflects that the individual student has received intensive remediation in reading for two (2) years but still demonstrates a deficiency or was previously retained in Kindergarten, 1st, 2nd, or 3rd grade
- Student who demonstrates an acceptable level of reading proficiency on an alternative standardized assessment approved by the State Board of Education
- Student who received intensive intervention in reading for two (2) or more years but still demonstrates a deficiency in reading and who was previously retained in Kindergarten, first, second or third grade for a total of two (2) years and has not met exceptional education criteria
Full implementation means...
The state allows specific good cause exemptions for promotion to fourth grade that recognize the special needs of some students with disabilities, English language learners, and students who were previously retained. Intensive interventions are required to continue in fourth grade for students promoted for good cause.
How can your state progress?
Notably, Iowa established a dyslexia board to guide implementation of dyslexia instruction and make recommendations for continued improvement. The Hawkeye State could strengthen its early literacy policy by adopting the remaining fundamental principles including deploying literacy coaches, adopting high-quality instructional materials, providing specific guidance and criteria for selection of a dyslexia screener and adopting a promotion/retention policy. Last updated: January 2026
In Your Neighborhood
See how the Early Literacy Fundamental Principles impact educators and students in other states.
A comprehensive state early literacy policy can ensure all students enter 4th grade with the foundational reading skills they need to learn, graduate and succeed.
Support the policy work needed to achieve student success in your state