State Education Agency (SEA) Dyslexia LegislationYes
SF0052 requires universal screening for dyslexia in grades K-3. It also calls for an appropriate intervention curriculum in a multi-tiered framework. Chapter 43 provides additional clarification and definies dyslexia as, “a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.”
Page 26 of the Wyoming K-3 Literacy Guide defines dyslexia using the 2014 International Dyslexia Association definition.
- Response to Intervention for Student Learning Disability Eligibility in 2010?
- Permitted by law
- Severe Discrepancy for Student Learning Disability Eligibility in 2010?
- Permitted by law
- Student Learning Disability Eligibility (Zirkel & Thomas 2010 Classification)?
- RTI and SD permitted
According to Title 21, each school district shall select and implement an instrument that screens for signs of dyslexia and other reading difficulties. The instruments that monitor and measure reading progress and assess student reading skills and progress to provide data that informs any intervention. The assessment and intervention program shall be administered to all students in kindergarten through grade three.
The state superintendent, in consultation with Wyoming school districts, professionals in the area of dyslexia and other reading difficulties, and other appropriate stakeholders, shall promulgate rules and regulations as necessary to assist each school district to administer its reading assessment and intervention program pursuant to this section and to assess the skills in paragraphs (i) through (v) of this subsection using a curriculum‑independent assessment. The rules shall provide mechanisms for the state superintendent to directly support schools and school districts in meeting the goals of improvement plans developed pursuant to subsection (c) of this section including, but not limited to, professional development in evidence based literacy instruction and intervention and professional development in identifying the signs of dyslexia and other reading difficulties. To accomplish the purposes of this subsection, the department of education shall collect kindergarten through grade two (2) statewide longitudinal data from assessments selected and performed by each school district, which measures the following specific skills that evidence based research has concluded are predictive of grade three (3) reading proficiency: (i) Phonological awareness; (ii) Phonics; (iii) Decoding words and nonwords; (iv) Oral reading fluency; and (v) Reading comprehension.
State Recognized Screeners
See Wyoming's Approved Evaluation Instrument list.
Wyoming does not have pre-service legislation related to dyslexia.
Wyoming does not have in-service legislation related to dyslexia.
The program shall also include implementation of evidence based core curriculum aligned to the uniform content and performance standards and evidenced based interventions to meet the needs of all students. The program shall be multi‑tiered and shall include evidence based interventions to facilitate remediation of any reading difficulty as early as possible. The state guidebook also promotes multisensory and explicit instruction.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?No
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law. Educational Policy, 0895904818807328.
Disclaimer: We cannot guarantee the accuracy, completeness, or adequacy of the information contained on this page. If you see missing or incorrect information, let us know!
Has Dyslexia Legislation?Yes
Has Literacy SIMR?No
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2021 National Center on Improving Literacy. https://improvingliterarcy.org