The goal of Senate Bill 9 (2022), the Read to Succeed Act, is to support evidence-based early literacy instruction throughout the commonwealth by investing in teachers to increase student success in reading. A child’s ability to read is a critical predictor of both educational and lifelong success. Students must have every opportunity to gain and strengthen this skill, and teachers must be equipped and empowered in the teaching of reading to best support their students.
Per KRS 158.791, it is the intent of the General Assembly that every elementary school:
Provide comprehensive schoolwide reading instruction aligned to reading and writing standards required by KRS 158.6453 and outlined in administrative regulation promulgated by the Kentucky Board of Education;
Provide a multi-tiered system of supports to support and engage all students in learning to read at the proficient level, meaning a level that reflects developmentally appropriate grade-level performance, by the end of grade three (3);
Ensure quality instruction by highly trained teachers and intervention by individuals most qualified to provide the intervention; and
Provide high quality library media programs.
Additionally, KRS 158.806 requires the Kentucky Department of Education to “create a literacy coaching program.” The Literacy Coaching Handbook outlines the goals, roles, expectations and resources of Kentucky’s literacy coaching program. The handbook provides guidance to State Literacy Coaching Specialists (SLCS), SLCS partnership schools and local education agencies interested in developing or refining coaching models of their own.
KY Reading Improvement Plan Form Now Available in Infinite Campus for 2024-2025 School Year
To assist districts in effectively developing and implementing Reading Improvement Plans, the Kentucky Department of Education (KDE) has developed a template as an example that incorporates the requirements of KRS 158.305. Districts may modify the template to fit the local context as needed. This template can be used during the problem-solving process to document intervention plans, progress monitoring data and parent notification. An existing student intervention plan developed, implemented and monitored as part of a multi-tiered system of supports may also meet the requirements of the reading improvement plan if it addresses the components required by Senate Bill 9 – The Read to Succeed Act (2022).
The KY Reading Improvement Plan is now available as a form in Infinite Campus. The form may be added to a student record which allows multiple users to access the same form, allows schools to share the form with parents/guardians through the Parent Portal, and allows the form to travel with a student should they transfer within or to another district. Please see the Guidance Document for Adding a Reading Improvement Plan to a Student Record in Infinite Campus for instructions.
Accelerated Intervention in Reading Required for Students in Grade 4 Beginning in 2024-2025
Per the Read to Succeed Act amendments to KRS 158.305, beginning in the 2024-2025 school year, if a student does not score in the proficient performance level or higher in reading on the state annually required grade three assessment, the local school district shall provide accelerated intervention that includes evidence-based reading instruction and intensive instructional services, progress monitoring measures and supports to students in grade 4. Written notification of the interventions and supports must be provided to the parent or legal guardian of the student to include a reading improvement plan, as defined under KRS 158.305(1)(i), for students in grade 4. For more information about the Reading Improvement Plan, visit
Early Literacy Resources.
KDE Approved List of K-12 HQIR for Reading and Writing & Instructional Resources Consumer Guide Available for KRS 158.305 District Implementation
Per amendments to
KRS 158.305 as part of Senate Bill 156 (2023), each superintendent or public charter school board shall adopt a common comprehensive reading program that is determined by the department to be reliable, valid, and aligned to reading and writing standards required by KRS 158.6453 and outlined in administrative regulation promulgated by the Kentucky Board of Education for kindergarten through grade three (3) for all schools or a subset of schools, with consultation of all affected elementary school councils." Senate Bill 156 (2023) requires superintendents adopt this common comprehensive reading program by July 1, 2024.
To assist districts in evaluating and selecting a KDE approved K-3 common comprehensive reading program, the Kentucky Department of Education (KDE) published a
list of K-12 approved Tier 1 core comprehensive high quality instructional resources (HQIRs) for reading and writing and a
consumer guide specific to evaluating HQIRs for reading and writing. The guide is intended to help decision-makers in Kentucky districts select high-quality reading and writing instructional resources aligned to the Kentucky Academic Standards (KAS) for Reading and Writing and their local priorities in order to meet the unique needs of students, educators and local communities.
The KDE further recommends districts consider both an explicit, systematic, cumulative, multisensory reading foundational skills supplemental resource as well as a rich, knowledge-building curriculum, such as Core Knowledge/Amplify, EL Education and Wit and Wisdom.
Please reach out to Christie Biggerstaff, Director of Early Literacy, at christie.biggerstaff@education.ky.gov with any questions.