MS SB2157

Requires schools to document intensive reading instruction and intervention in an individual reading plan for each student with reading deficiencies, including diagnosed skill gaps, growth goals, progress monitoring methods, instructional services, and parent involvement strategies.

Changes the promotion threshold beginning in the 2018-2019 school year so that Third-Grade students must score above the lowest two achievement levels (not just the lowest level) on state reading assessments to be promoted to Fourth Grade.

Establishes a Mississippi Reading Panel to recommend alternative standardized reading assessments and cut scores for students who did not meet promotion requirements on the state accountability assessment or were unable to take it.

Limits good cause exemptions for Fourth Grade promotion to English language learners with less than two years of instruction, students with disabilities, those scoring acceptably on alternative assessments, and students with multiple years of intervention and prior retention.

Requires school districts to provide retained Third-Grade students with minimum 90 minutes daily of research-based reading instruction, high-performing teachers, progress monitoring, and parent "Read at Home" plans.