Idaho
State Information
The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.
Updated 2025
Local control?
Yes
Has your state passed legislation and/or non-legislated rule changes related to the SoR?
Yes, In 2025, Idaho amended the Idaho Literacy Achievement and Accountability Act, Title 33, Chapter 18. This amendment, found in Idaho Code § 33-1807(7), directs the Idaho Department of Education, over a multi-year period, to provide professional development to all teachers and elementary administrators serving students in kindergarten through grade 3. Such professional development shall be based on the science of reading and shall include embedded coaching that integrates evidence-based best practices supporting early literacy intervention, including but not limited to data literacy, the statewide reading assessment, and best practices as outlined in the Idaho Comprehensive Literacy Plan. Funding for this initiative was secured through Senate Bill 1213 (2025).
Does your state have an approved curriculum list?
Yes, ensuring that all local education agencies have access to High-Quality Instructional Materials (HQIM) aligned with Idaho Content Standards is a priority of the Idaho Department of Education and is upheld in the Idaho Code. Currently, it is an ELA curriculum review year.
Was evidence-aligned reading instruction a consideration for the curriculum review?
Yes, Idaho Statute 33-1806 (5) states that “the [Idaho] legislature intends that curricular materials utilized by school districts for kindergarten through grade 3 shall be tied to evidence-based best practices and aligned with the Idaho Comprehensive Literacy Plan.
Please describe any other instructional materials work related to the science of reading with links, where applicable.
Idaho SMART Instructional Materials
Educator Pathway:
Participants engage with Speech to Print: Language Essentials for Teachers and the accompanying Speech to Print Workbook by Dr. Louisa Moats, as well as Dr. Mary Dahlgren’s Tools for Reading resources. Each participant also receives UFLI Foundations to support classroom implementation.
District/Building Coach Pathway:
Participants use Lexia LETRS® (Language Essentials for Teachers of Reading and Spelling) to deepen their knowledge of evidence-based reading instruction and coaching practices.
Leadership Pathway:
Participants complete Lexia LETRS for Administrators and study It’s Possible! A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All to strengthen literacy leadership and systems implementation at the school and district levels.
Does your state mandate or provide guidance on early screening?
Yes, Idaho Statute 33-1806(2) requires mandatory statewide fall and spring literacy screening through the Idaho Reading Indicator (IRI) for all kindergarten through grade 3 students. The primary objective of the IRI is to identify students at risk of reading failure and ensure they receive early intervention.
Idaho Statute 33-1811(2) Requires all Idaho students in kindergarten through grade 5, except as provided in Idaho Code 33-1816, to be screened for dyslexia characteristics at the beginning of each school year. Those with identified concerns will receive further testing using approved diagnostic measures and shall be provided with evidence-based interventions that align with the Idaho Comprehensive Literacy Plan and the State Dyslexia Handbook.
Please describe any other assessment work related to the science of reading with links, where applicable.
Idaho Statute 33-1807 2(a) requires each school district and public charter school to create an extended literacy intervention program for K-3 students who score basic or below basic on fall Idaho Reading (IRI). The program should include proven, evidence-based interventions targeting phonemic awareness, decoding, vocabulary, comprehension, and fluency, tailored to each student based on formative assessments. LEAs shall provide at least 60 hours of additional instruction for students scoring below basic and at least 30 hours of additional instruction for students scoring basic.
Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?
Yes, the MTSS-R work, rooted in evidence-based practices, is one of the SMART 2.0 Literacy initiative components. Participating schools receive individualized technical assistance from an MTSS Project Team Member, who collaborates with them to develop tailored MTSS school-level checklists, action plans, and doses of instruction. Quarterly check-ins throughout the year ensure progress and adaptability, while a year-end regional meeting fosters collaboration among schools, encouraging the sharing of successes and innovative solutions. This integrated approach supports continuous improvement, effective MTSS processes, and sustainable literacy practices at the school, LEA, and regional levels, ultimately enhancing literacy outcomes for all of Idaho’s students.
Does your state have policy or guidance related to instruction and/or professional development?
Yes,
Idaho Statute 33-1811(4 a.b.c) Requires Idaho teachers, based on their endorsements, to complete up to three modules and earn one credit of professional development that aligns with the Idaho Comprehensive Literacy Plan and the State Dyslexia Handbook. These courses must provide professional development in the following areas:
- Identifying characteristics of dyslexia in students.
- Evidence-based dyslexia screening and intervention practices.
- Evidence-based instruction and intervention strategies to meet the needs of students with dyslexia.
Does your state have state-developed guidance documents or training courses related to the science of reading?
Yes,
The Idaho SMART Project is a statewide K–3 literacy initiative that provides multi-year professional development grounded in the Science of Reading.
Built on three interconnected pathways—Leadership, District/Building Coach, and Educator strengthens Idaho’s commitment to early literacy by aligning administrators, coaches, and teachers in a shared system of support.
Through this structure, administrators work with a dedicated Leadership Coach and participate in monthly communities of practice to build and sustain the systems that support effective instruction. District and building coaches receive specialized training, resources, and ongoing support to guide classroom teachers in evidence-based practices and build capacity across schools. Teachers and staff engage in book studies, professional learning, and one-on-one coaching with a SMART Coach, applying what they learn directly in the classroom to ensure Idaho students master early literacy skills.
The goal of the Idaho SMART Project is to build a cohesive statewide literacy ecosystem that ensures every student has access to evidence-based instruction and the opportunity to become a proficient, independent, and joyful reader.
Idaho Comprehensive Literacy Plan (ICLP)
The Idaho Comprehensive Literacy Plan (ICLP) provides statewide direction for ensuring K–12 students develop strong literacy skills. It establishes a common framework for literacy instruction, assessment, and professional learning across Idaho’s schools and educator preparation programs. The plan outlines the roles and responsibilities of the state, local education agencies, schools, and classrooms to ensure alignment and coherence in implementing evidence-based literacy practices. Grounded in the Science of Reading, the ICLP guides statewide efforts to deliver consistent, research-aligned reading instruction and improve literacy outcomes for all students.
The Idaho Dyslexia Handbook, with Dr. Louisa Moats as the lead author, provides statewide guidance for understanding, identifying, and supporting students with characteristics of dyslexia in K–12 settings. It defines dyslexia, explains the screening and diagnostic process, and outlines instructional and intervention practices grounded in the Science of Reading and informed by the principles and elements of structured literacy. The handbook supports all stakeholders in creating a shared understanding of dyslexia and ensures that identification and instruction are consistent, research-informed, and responsive to student needs.
Please describe any grant work that names the science of reading and/or evidence-aligned instruction.
Idaho’s State Personnel Development Grant (SPDG), awarded by the Office of Special Education Programs (OSEP), has been critical in advancing evidence-based literacy practices grounded in the Science of Reading. The SPDG grant, most recently awarded in 2020, supports Idaho’s initiatives like the Cultivating Readers project (now SMART 2.0), which focuses on providing professional development and technical assistance to educators in the science of teaching reading. This initiative emphasizes Structured Literacy, a systematic and explicit approach to reading instruction that aligns with the Science of Reading.
https://idahotc.com/Topics/Readers
Has your state reviewed standards for alignment to the science of reading?
Yes.
Idaho Content Standards are aligned with the vast body of research known as the Science of Reading, which emphasizes evidence-based practices and instructional strategies that are systematic and explicit. Starting in the early grades, the standards emphasize foundational skills, including phonemic awareness, phonics, fluency, and vocabulary, providing critical skills necessary to promote comprehension through oral and written language. As students advance through grade levels, the standards focus on building knowledge through rich and diverse texts, deepening reading comprehension with increasingly complex texts, and developing the ability to draw and use text evidence in both oral and written communication. By high school, the focus shifts to strong vocabulary and proficient writing skills across various genres. Organized into strands that guide instruction across disciplines, these standards equip Idaho’s students with the literacy skills necessary to succeed as 21st-century readers and writers.
Please describe any other standards work related to the science of reading with links, where applicable.
The Idaho Department of Education has involved stakeholders in Essential Standards committee work to assist LEAs statewide. This initiative helps prioritize critical standards and ensures alignment with research-based practices, supporting effective instruction. It is intended as guidance only, not a mandate. We encourage LEAs to engage in this process independently, using these documents as a resource to support their efforts. Extended Standards Guides and an Essential Standards Toolkit will be available in the SY2025 school year.
https://www.sde.idaho.gov/academic/standards/
Does your state have guidance or resources for families related to the science of reading?
Yes.
The Idaho literacy Resource Center (ILRC) is a hub for parents/caregivers offering resources on reading development, interventions, and literacy support. It includes materials that help families understand foundational reading skills and how to support children’s literacy at home.
Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?
Yes,
Idaho ensures that all state-approved Educator Preparation Programs (EPPs) are aligned to the Science of Reading through both statute and state board oversight.
Under Idaho Code § 33-1808, the Idaho State Board of Education reviews all teacher preparation programs and must assure that their coursework and graduation requirements are consistent with the Idaho Comprehensive Literacy Plan, which is grounded in the Science of Reading.
The Idaho Comprehensive Literacy Concepts and Competencies Standards, developed by the Idaho Higher Education Literacy Partnership (IHELP), guide EPP coursework and assessments to ensure teacher candidates demonstrate knowledge and skills aligned with evidence-based reading instruction. All teacher candidates must also pass the Idaho Comprehensive Literacy Assessment (ICLS) to demonstrate proficiency in these competencies prior to certification.
All Idaho teachers working on an interim certificate (alternate authorizations, nontraditional routes) must complete a state board approved Idaho Comprehensive Literacy course or assessment as a one-time requirement for a standard instructional certificate.
Do you have a “contact us” website that we can share publicly on TRL Compass?
Yes, for more information, please access the Content and Curriculum team at https://www.sde.idaho.gov/about-us/departments/content-and-curriculum/
Interactive State Map
Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.
Filter by specific topic area(s) to find state-specific work:
The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.
