Skip to main content

New State Literacy Law

Utah Senate Bill 241 (SB 241) took effect on July 1, 2026. The law sets a statewide goal for 80% of third-grade students to read on grade level by 2030. It also creates new requirements for reading instruction, testing, student support, and family communication.

What Families Should Know

  • Science of Reading: K–3 teachers, elementary school leaders, and paraprofessionals who support reading must receive training in the science of reading. This approach is based on research about how children learn to read. Reading lessons, materials, and interventions must also follow this research.
  • Reading Assessments: K–3 students will complete reading assessments three times each school year: at the beginning, middle, and end of the year. Families will receive their child’s results.
  • Targeted Support: Students who score below the grade-level benchmark will receive extra support based on their specific reading needs. This support must use methods shown by research to be effective.
  • Individualized Reading Plans: Some students will need an Individualized Reading Plan, or IRP. A Literacy Team, including the student’s family, will create the plan within 45 days after the school first notifies the family. The plan will describe the student’s reading needs, the support the school will provide, ways the family can help, and how the school will track progress.
  • Third-Grade Retention: Beginning in the 2029–30 school year, a third-grade student who ends the year reading below the grade level benchmark must repeat third grade unless the student qualifies for an allowed exception. This will first apply to students who enter kindergarten in 2026–27. We will share more information about the requirements and exceptions before this part of the law takes effect.
  • Family Partnership and Resources: Families are important partners in helping children become strong readers. Visit our Family Reading Resource page for activities and resources you can use at home.

SLCSD Is Prepared

For several years, SLCSD has worked to build strong early reading systems. Our K–3 teachers, instructional coaches, and school leaders have completed or are taking part in LETRS. LETRS is in-depth training based on the science of reading.

Schools regularly use assessment results to identify student needs and provide extra instruction and support. Teachers also use research-based resources, including Wonders and 95 Percent Group. Early literacy coaches provide added support to schools and teachers.

A reading score is only one piece of information. It does not define a child. We will work with families to understand each student’s strengths and needs. Together, we will provide the instruction, support, and encouragement each child needs to grow as a confident reader.

We are ready to carry out these new requirements, and students will remain our top priority. After the first reading assessments are completed, your child’s teacher will provide you with more information about their progress and this process.

Thank you for your continued partnership and for trusting us with your child’s education. If you have questions about SB 241 or your child’s reading progress, please contact your child’s teacher or school administrator.