(a) The state superintendent shall, by rule: (i) In consultation with school districts, identify universal and dyslexia screeners, diagnostic assessments, evidence based language and literacy instruction and high quality instructional materials and practices to be utilized by school districts. School districts may request the state superintendent approve use of alternatives not incorporated in rule in the manner and form required by the state superintendent; (ii) Establish professional development requirements related to effective language and literacy instruction for all teachers and instructional staff, differentiated by their role, level of responsibility and grade level in supporting literacy proficiency; (iii) Define terms necessary for the administration and implementation of this act, including but not limited to, "grade level reading proficiency", "qualifications", "significant and persistent reading difficulties", the "science of reading", "progress monitoring" and "at risk for poor reading outcomes"; (iv) Ensure school districts comply with the requirements of this act through monitoring and providing technical assistance to school districts. The rules shall identify policies and procedures for imposition of corrective action plans for school districts failing to adhere to the requirements of this act. (b) The state superintendent shall post the information reported by school districts pursuant to W.S. 21-3-404(d) to the department's website. (c) Nothing in this article shall be construed to limit or prohibit the expenditure of federal funds or other funds for the purposes of this article.
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