Literacy assessments.

A. The department shall adopt grade-specific literacy assessments for kindergarten through third grade that: (1) have screening, diagnostic and monitoring capabilities; (2) measure, at minimum, phonological awareness, the alphabetic principle, decoding, encoding, accuracy, vocabulary and comprehension; (3) identify students who have a reading difficulty, including characteristics of dyslexia; (4) can be administered with minimal impact on instructional time; and (5) provide for timely reporting of assessment results that can be integrated with instructional support for teachers and students. B. Beginning in the 2027-2028 school year, public schools shall administer the literacy assessments to all students in kindergarten through third grade. The literacy assessment for students in first grade may be administered in lieu of the dyslexia screening required by Section 22-13-32 NMSA 1978. C. If a public school identifies a student as having a reading difficulty based on the results of a literacy assessment, the public school shall provide written notice to the student's parents within thirty days. The notice shall include: (1) an explanation that the student was identified as having a reading difficulty and qualifies for literacy interventions; (2) an explanation that the public school will develop a reading improvement plan for the student; (3) a description of the interventions or supplemental instructional services, supports or programs the public school proposes for the student; (4) an assurance that the parents will receive written reports on the student's progress at least four times each school year; (5) a description of the student's specific skill deficits; (6) a read-at-home plan customized to address the student's specific skill deficits; and (7) if applicable, any other information required by state or federal law. D. Immediately after providing parents with written notice, the public school shall provide the student with differentiated core instruction or with targeted or intensive interventions through a multilayered system of support. E. The department shall develop a template for the written notice required by this section and grade-specific templates for read-at-home plans. The read-at-home plan templates shall be customizable but shall include, at minimum: (1) information about the five essential components of reading and, for a student who is an English language learner, the importance of developing the student's home language and English to support the student's biliteracy and long-term literacy outcomes; (2) guidance on how to read with the student at home; (3) suggested daily reading activities; (4) specific strategies and games to build literacy skills; and (5) information about how to monitor progress.