Nevada

Local control?

Yes

Has your state passed legislation and/or non-legislated rule changes related to the science of reading?

No

Does your state have an approved curriculum list?

Yes, Nevada has legislation where instructional materials have to meet specific guidelines pertaining to standards alignment and social justice. For more information, visit Nevada Department of Education’s Instructional Materials webpage.

Was evidence-aligned reading instruction a consideration for the curriculum review?

No

Does your state mandate or provide guidance on early screening?

Yes, Nevada mandates the Kindergarten Entry Assessment (KEA) as required by Nevada law. All schools are obligated to assess children upon their entry into Kindergarten. This assessment takes place within a timeframe of 15 days before the school year commences to 45 days after it begins. Importantly, the assessment’s purpose is not to determine admission into Kindergarten but rather to provide valuable insights for instruction and to serve as a snapshot of statewide data.

Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?

Not at this time.

Does your state have policy or guidance related to instruction and/or professional development

Yes, for Read by Grade 3 Literacy Specialists who are identified under Nevada’s Read by Grade 3 Act (AB 289), based on the statutory reference NRS 388.159, required training or professional development for literacy specialists. (NRS 385.080, 388.159). Per Nevada State Regulations (NAC 388.662) Read by Grade 3 Literacy Specialists are required to complete training or professional development concerning:

• The Nevada Academic Content Standards for English Language Arts for all grades at an elementary school adopted by reference in NAC 389.232, 389.2418, 389.2431 and 389.247;
• The current Nevada State Literacy Plan and the local literacy plan;
• Evidence-based instructional resources and methods for instruction and intervention in literacy, including, without limitation, the instruction and intervention required by NRS 392.750 to 392.770, inclusive;
• Methods for screening for and intervention concerning dyslexia and other reading disabilities, including, without limitation, the screening and intervention described in NRS 388.439, 388.441 and 388.443, the minimum standards prescribed by the State Board for the special education of pupils with dyslexia pursuant to NRS 388.419 and the Dyslexia Resource Guide published by the Department pursuant to NRS 388.447;
• Using the assessments approved by the State Board in NAC 388.660;
• Methods for using diagnostic and progress monitoring assessments;
• Guiding teachers in data analysis and data-based decision making to inform instruction;
• National standards for coaching teachers in literacy instruction, including methods for effectively delivering and receiving feedback;
• Evidence-based instructional resources and methods for instruction and intervention in literacy for students who are English Language Learners (ELL).

Yes, for elementary classroom teachers who are identified under Nevada’s Read by Grade 3 Act (AB 289), based on the statutory reference NRS 388.159, required training or professional development for classroom teachers (NRS 385.080, 388.159). Per Nevada State Regulations (NAC 388.664), elementary classroom teachers are required to complete training or professional development concerning:

• The Nevada Academic Content Standards for English Language Arts for all grades at an elementary school adopted by reference in NAC 389.232, 389.2418, 389.2431 and 389.247;
• The current Nevada State Literacy Plan and the local literacy plan;
• Evidence-based instructional resources and methods for instruction and intervention in literacy, including, without limitation, the instruction and intervention required by NRS 392.750 to 392.770, inclusive;
• Methods for screening for and intervention concerning dyslexia and other reading disabilities, including, without limitation, the screening and intervention described in NRS 388.439, 388.441 and 388.443, the minimum standards prescribed by the State Board for the special education of pupils with dyslexia pursuant to NRS 388.419 and the Dyslexia Resource Guide published by the Department pursuant to NRS 388.447;
• Using the assessments approved by the State Board in NAC 386. Methods for using diagnostic and progress monitoring assessments;
• Methods for using diagnostic and progress monitoring assessments;
• Application of data analysis & data-based decision-making strategies to inform instruction;
• Collaborative practices that focus on pupil learning by effectively participating in professional learning or coaching;
• Evidence-based instructional resources and methods for instruction and intervention in literacy for students who are English Language Learners (ELL).

Has your state reviewed standards for alignment to the science of reading?

No.

Does your state have guidance or resources for families related to the science of reading?

No.

Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?

No.

Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?

No.

Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?

No.

Please describe and link to any other work you would like to share that relates to the science of reading

During the 2022-2023 fiscal year, the Nevada State Department of Education partnered with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) for the Nevada PRESS Project. This exciting professional learning opportunity was offered to many Nevada educators during this time. PRESS includes four primary elements: Quality Core Instruction, Data-Driven Decision Making, Tiered Interventions, and Professional Learning.

PRESS also includes a comprehensive approach to the Science of Reading.

In the Fall of 2022, the Nevada State Department of Education partnered with NWEA for putting on a Literacy Summit for Nevada Educators, Literacy Specialists, and Administrators. The summit theme was Bringing the Science of Reading to Life! It included the following strands:

• Enhancing Your Instructional Planning for Literacy with “The Science of Reading”
• Integrating “The Science of Reading” into Your Literacy Instruction
• Improving Formative Assessment Practices: From Decision-Making to Data Analysis
• Meeting Individual Student’s Needs Through the Art of Differentiation