SB329-SSA1,13 Section 13 . 118.015 (2) of the statutes is amended to read:

SB329-SSA1,11,23 118.015 (2) Employment of reading specialists. Each school district shall employ a reading specialist certified by the department to develop and coordinate a comprehensive reading curriculum in grades kindergarten to 12. At the discretion of the state superintendent, a school district may contract with other school districts or cooperative educational service agencies to employ a certified reading specialist on a cooperative basis.

SB329-SSA1,14 Section 14 . 118.015 (3) (a) of the statutes is amended to read:

SB329-SSA1,12,2 118.015 (3) (a) Develop and implement Implement a reading curriculum in grades kindergarten to 12.

SB329-SSA1,15 Section 15 . 118.015 (5) of the statutes is created to read:

SB329-SSA1,12,9 118.015 (5) Prohibited instructional practices; 3-cueing. Beginning in the 2024-25 school year, no public school, including a charter school, or private school participating in a program under s. 118.60 or 119.23 may provide instruction that incorporates 3-cueing in the core reading curriculum for grades kindergarten to 3 or in supplemental materials, including materials used for reading intervention, for pupils in grades kindergarten to 3.

SB329-SSA1,16 Section 16 . 118.016 of the statutes is repealed and recreated to read:

SB329-SSA1,12,12 118.016 Reading readiness assessments; characteristics of dyslexia. (1) Definitions. In this section:

SB329-SSA1,12,15 (a) “At-risk” means a pupil scored below the 25th percentile on a universal screening assessment or diagnostic assessment, as indicated by the publisher of the assessment.

SB329-SSA1,12,16 (b) “Diagnostic assessment” means a tool that includes all of the following:

SB329-SSA1,12,20 1. An assessment that evaluates a pupil's skill in the areas listed in par. (L) 1. to 5., rapid naming, phonological awareness, word recognition, spelling, vocabulary, listening comprehension, and, when developmentally appropriate for the pupil, oral reading fluency and reading comprehension.

SB329-SSA1,12,22 2. An opportunity for a pupil's parent to complete a family history survey to provide additional information about learning difficulties in the pupil's family.

SB329-SSA1,12,23 (c) “Dyslexia” means a specific learning disability that is all of the following:

SB329-SSA1,12,24 1. Neurobiological in origin.

SB329-SSA1,13,5 2. Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language. Consequences of these difficulties may include problems in reading comprehension and reduced reading experience that may impede vocabulary growth and background knowledge.

SB329-SSA1,13,6 3. Often unexpected in relation to other cognitive abilities.

SB329-SSA1,13,10 (d) “Family history survey” means a questionnaire that includes questions about previous recommendations for summer reading support or outside tutoring, general interest in reading and books, family history of characteristics of dyslexia, and any known family struggles in reading or spelling.

SB329-SSA1,13,12 (e) “Fidelity” means to perform in the manner that the author or publisher of a program or assessment intends.

SB329-SSA1,13,15 (f) “Fundamental skills screening assessment” means an assessment that evaluates whether a pupil possesses phonemic awareness and letter sound knowledge.

SB329-SSA1,13,18 (g) “Inadequate rate of progress” means a pupil's rate of improvement that is minimal and that with continued intervention the pupil is unlikely to demonstrate grade-level skills by the end of the school year.

SB329-SSA1,13,20 (h) “Independent charter school” means a charter school established under s. 118.40 (2r) or (2x).

SB329-SSA1,13,21 (i) “Intervention” means an intervention that is all of the following:

SB329-SSA1,13,24 1. Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the area of deficit that targets the specific needs of the pupil without presuming prior skills or knowledge of the pupil.

SB329-SSA1,14,3 2. Individualized instruction to meet the specific needs of a pupil in a setting that uses intensive, highly concentrated instruction methods and materials that maximize pupil engagement.

SB329-SSA1,14,5 3. Instruction that incorporates the simultaneous use of 2 or more sensory pathways during teacher presentations and pupil practice.

SB329-SSA1,14,6 (j) “Parent” has the meaning given in s. 115.76 (12) (a).

SB329-SSA1,14,8 (k) “Reading readiness assessment” means a fundamental skills screening assessment, universal screening assessment, or diagnostic assessment.

SB329-SSA1,14,10 (L) “Universal screening assessment” means an assessment that evaluates a pupil's skill in all of the following areas:

SB329-SSA1,14,11 1. Phonemic awareness.