Utah
State Education Agency (SEA) Dyslexia Legislation
Has Legislation?YesSB0117 creates a dyslexia pilot program in a multi-tiered intervention structure.
Utah’s dyslexia handbook recognizes IDA’s definition of dyslexia.
Screening
Required?No- 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, or can be used in combination
Utah does not have dyslexia screening legislation to our knowledge. However, the state handbook states that Utah has mandated two tools for reading assessment (i.e., The Kindergarten Entry and Exit Profile) and the Early Literacy Program which use DIBELS. C-TOPP and DIBELS Content Area Indicator are recommended for older students and as diagnostic assessments.
SB0117 created a dyslexia pilot program. Legislative changes may be forthcoming.
Pre-service
Required?NoUtah does not have pre-service legislation related to dyslexia.
In-service
Required?NoUtah does not have in-service legislation related to dyslexia.
Intervention
Required?NoTo our knowledge, Utah does not specifically require dyslexia intervention. However, the state handbook promotes evidence-based, structured literacy interventions in an RTI/MTSS framework that include explicit instruction.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?No
Resources
Citations
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.
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Has Dyslexia Legislation?Yes
Screening Requirement?No
Pre-service Requirement?No
In-service Requirement?No
Intervention Requirement?No
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 © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org