Individualized Reading Plans (IRPs)
The following information has been taken directly from USBE's "Utah Early Literacy Handbook Supporting Implementation of SB 241, 2026
Purpose
The primary purpose of Utah Senate Bill 241 (2026) is to establish a comprehensive early literacy framework focused on the science of reading to ensure that 80% of students in grade three are reading on grade level by 2030.
This is a model handbook that Local Education Agencies (LEAs) may use or adapt to meet the legislated requirements of Utah Senate Bill 241 (SB 241), which states:
An LEA shall provide students with an individualized reading plan (IRP) that identifies specific reading interventions to remediate reading deficiencies, based on the student’s performance on the statewide benchmark reading assessment.
The requirement of an individualized reading plan may be met using this framework or adapted to local formats, provided that the school retains the student’s individualized reading plan as part of the student’s permanent school record. Users are encouraged to document the required parent communications including notifications regarding reading deficiencies, the IRP process, and early grade retention policies either in writing or through the LEA’s standard parent- communication portal.
To determine if an individualized reading plan is required for a student, LEAs will use the state-approved benchmark reading assessment, Acadience Reading.
An individualized reading plan is required for any of the following:
- Students in kindergarten who scores well below benchmark on the middle-of-year or end-of-year benchmark reading assessment
- Students in grade 1, 2, or 3 who scores below or well below benchmark on a benchmark reading assessment
- A student whom an LEA promotes to grade 4 and has not scored at or above benchmark on a benchmark reading assessment during grade 4
- A student in kindergarten or grade 4 (who does not score at or above benchmark on a benchmark reading assessment)
- Students whose parent requests that the student receive an individualized reading plan
The student’s literacy team will communicate to review and modify the reading plan after every benchmark assessment. Interventions must continue until the student scores at or above the benchmark on the reading assessment for their current grade level, or until the literacy team jointly modifies the plan.
SB 241 Brief Summary and Goals
Utah Senate Bill 241 (SB 241) establishes a comprehensive framework for early literacy interventions in kindergarten through grade three. The primary statewide goal of the legislation is to have 80% of students in grade three reading on grade level by July 1, 2030.
In SB 241, “reading on grade level” is defined as a student scoring at or above the benchmark for their relevant grade level on the statewide benchmark reading assessment.
Parent Notification Requirements
When a student scores below or well below grade level on a benchmark reading assessment, the Local Education Agency (LEA) must formally notify the parent either in writing or through the standard parent-communication portal. This notification must clearly state that the student has a substantial reading deficiency, describe the current services the student receives, and explain the process for establishing an individualized reading plan. Furthermore, parents must be informed that retention can be beneficial in earlier grades and that scoring below benchmark at the end of grade three makes the student subject to retention. The notice must also clarify that the benchmark assessment is not the sole determinant for grade promotion, as other evaluations are available, and it must include a statement connecting the student’s reading proficiency to long-term success.
Parents also maintain active participation
and communication throughout the
implementation of the individualized
reading plan. The reading plan itself must
explicitly include opportunities for the parent
to be involved in the identified reading
interventions. It must outline a concrete
process for monitoring and communicating to
the parent the exact extent to which their child
is receiving these interventions. To ensure
ongoing collaboration, the literacy team is
required to meet at the parent’s request to
review the reading plan and the student’s
academic progress. Additionally, the student’s
teacher is mandated to review the reading
plan and literacy progress with both the parent
and the student during every parent-teacher
conference.
Parent Involvement
Throughout the IRP Process
- Participate in the literacy team
- Request a literacy team meeting
- Receive regular updates on interventions
- Review reading progress during conferences
- Participate in at-home literacy activities
- Receive information regarding retention requirements