WY's Implementation Report:
8 out of 18
Wyoming's Implementation Report
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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
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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.
Indiana
Example of Best practice
Indiana requires teacher preparation programs to include content within the curriculum that is aligned to the science of reading for those candidates obtaining an elementary generalist license that is valid for teaching K–5, early childhood or special education. The Hoosier State also prohibits teacher preparation programs from using curriculum or content that is based on the three-cueing model.
The Department must conduct a review of accredited teacher preparation programs to
ensure alignment with the coursework science of reading requirements. If a program is
not aligned, the program may lose their right to use the word “accredited.”
Full implementation means...
EPP required coursework (elementary, early childhood and special education) is aligned to the science of reading and prohibits the use of course materials that include three-cueing. Coursework includes evidence-based literacy instruction, how to administer reading assessments and how to identify students with reading difficulties, such as dyslexia.
Arkansas
Example of Best practice
The Natural State adopted Act 416 of 2017 which requires all K–6 and special education teacher candidates to pass a stand-alone teaching reading assessment — the Foundations of Reading. The test is aligned to scientifically-based reading research and assesses candidates' proficiency in and depth of understanding of reading and writing development. The state education agency (SEA) provided strategic support to help educator preparation programs (EPPs) align with state requirements. The SEA deployed literacy specialists and staff from the Educator Effectiveness Unit to problem-solve with EPP leaders and LETRS training was made available to EPPs.
Full implementation means...
Elementary education candidates must pass a science of reading aligned assessment to obtain teacher licensure.
Kentucky
Example of Best practice
Kentucky directs funding specifically to support state and/or local implementation of early literacy fundamental principles such as reading diagnostic and intervention and
LETRS training. The Bluegrass State also provides sustainable funding through the Read to Succeed Fund for professional learning academies, instructional materials, assessment, and the literacy coaching program.
Full implementation means...
Adequate funding is dedicated to support the sustainability of the implementation of each of the fundamental principles of the early literacy policy.
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.
Alabama
Example of Best practice
The Yellowhammer State passed the Alabama Literacy Act in 2019 which established summer reading camps and the Alabama Summer Achievement Program (ASAP). All districts must offer summer reading camps, and staff must be trained in scientifically based reading instruction and intervention. Instruction must include at least 60 hours of direct, explicit and systematic reading intervention. ASAP is offered in the lowest five percent of elementary schools. Alabama is particularly noteworthy for their reporting requirements for summer camp.
Full implementation means...
The state requires districts to offer summer reading camps to rising first – fourth grade students at risk of reading failure to remediate learning loss and/or build reading skills. Staff are required to be trained in the science of reading.
Arizona
Example of Best practice
Arizona believes that families play a crucial role in helping support foundational early reading skills and have developed a family engagement center that can be utilized at home year-round. Here, families have access to free reading resources, can explore Arizona schools and receive updates about literacy across the states.
Full implementation means...
The state requires schools to provide read-at-home plans to parents as soon as a student is identified with a reading deficiency. Strategies shared with parents target students’ needs based on data and are aligned with the science of reading.
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?
Wyoming requires administration of a universal screener to all K–3rd grade students three times per year and data-informed, evidence-based interventions to meet the needs of all students. To achieve a comprehensive literacy policy, the Cowboy State can consider adopting the remaining fundamental principles including: aligning educator preparation programs with the science of reading, literacy coach support, provisions for summer reading programs and family resources to support reading at home, and a promotion/retention component with good cause exemptions. 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.
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