WYOMING LEGISLATIONS AND REGULATIONS

1. SF0059 - K-12 language and literacy program (2026)

• Summary: This bill establishes the Wyoming Language and Literacy Program to support literacy development for all K-12 students. It requires school districts to implement district language and literacy plans that include the use of universal and dyslexia screeners, diagnostic assessments, and evidence-based instruction grounded in the science of reading. The bill mandates a multi-tiered system of support (MTSS), individualized reading plans (IRPs) for students with reading difficulties or at risk, parent notification of screening results and progress, and annual reporting on literacy outcomes. It also requires ongoing, job-embedded professional development for educators and prohibits the use of the three-cueing system as the sole method for teaching word recognition.

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• How This Affects Families and Educators: Educators must follow structured literacy practices and participate in ongoing training. Students identified with reading difficulties will receive targeted support, and families will be informed of screening results and student progress.

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• More: SF0059

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2. SF0032 - K-3 reading assessment and intervention program (2022)

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• Summary: This bill requires reading assessment and intervention programs for K-3 students in Wyoming, emphasizing early identification of dyslexia and other reading difficulties through state-approved screening tools, evidence-based interventions, and individualized reading plans. It also requires professional development for educators, statewide reporting on reading progress. 
   

• How This Affects Families and Educators: With mandatory training, teachers will be better prepared to identify dyslexia early and implement appropriate instructional strategies. Families can expect improved educational experiences as teachers become more knowledgeable about dyslexia.
   

• More: SF0032

3. SF0052 Dyslexia screening and response (2012)

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• Summary: This bill establishes a framework for early literacy instruction and intervention in Wyoming schools, focusing on students in kindergarten through grade three. It mandates screening for reading difficulties, including dyslexia, and requires schools to implement evidence-based practices to support literacy development. 
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• How This Affects Families and Educators: By requiring early identification and intervention, this legislation aims to improve literacy outcomes for students with dyslexia. Educators will have clear guidelines to assist struggling readers, while families can expect proactive communication regarding their child’s literacy development.
   

• More: SF0052

4.  Title 21 - Section 21-3-401 - Reading Assessment and Intervention 

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• Summary: The statute mandates that school districts implement a reading assessment and intervention program for students in kindergarten through grade three, screening for reading difficulties, including dyslexia, and providing evidence-based interventions. Parents must receive screening results.
   

• How This Affects Families and Educators: This statute ensures that children receive timely and appropriate interventions for reading difficulties, with clear communication from the school. It requires teachers to participate in ongoing professional development to effectively identify and address reading difficulties, ensuring the use of evidence-based strategies in the classroom. 
   

• More: Title 21 - Section 21-3-401

TEACHER CERTIFICATION AND PROFESSIONAL DEVELOPMENT REQUIREMENTS

• All educators in Wyoming are encouraged to participate in professional development focused on dyslexia identification and intervention strategies.
   

• Training should include:
  - Evidence-based instructional practices for teaching reading.
  - Identification processes for students with characteristics of dyslexia.
  - Implementation of interventions through a Multi-Tiered System of Support (MTSS) framework.
   

• School districts are required to ensure educators are trained to recognize dyslexia signs and provide appropriate accommodations.​

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• Ongoing, job-embedded, and practice-based professional development aligned with evidence-based language and literacy instruction is required for educators. Training must be differentiated by educator role, level of responsibility, and grade level, and includes opportunities for literacy coaching and leadership development to support effective implementation of reading instruction and intervention.

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More:

• WDE - K–3 Literacy Guidance Framework 

• Title 21 - Section 21-3-401

• SF0059

MORE WYOMING STATE RESOURCES 

• WyLit

• Wyoming K-3 Literacy Guide

• K-3 Reading Assessment & Intervention

• Parents Helping Parents of Wyoming​

• Wyoming State Snapshot – National Assessment of Educational Progress

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