(1) (a) As described in Section 53E-4-307, the state board shall approve a benchmark assessment for use statewide by school districts and charter schools. (b) The state board shall contract with one or more educational technology providers, selected through a request for proposals process, for a diagnostic assessment system for reading for students in kindergarten through grade 3 that meets the requirements of this section.

(a) As described in Section 53E-4-307, the state board shall approve a benchmark assessment for use statewide by school districts and charter schools.

(b) The state board shall contract with one or more educational technology providers, selected through a request for proposals process, for a diagnostic assessment system for reading for students in kindergarten through grade 3 that meets the requirements of this section.

(2) Subject to legislative appropriations, a diagnostic assessment system for reading shall be made available to school districts and charter schools that apply to use a diagnostic assessment for reading beginning in the 2011-12 school year.

(3) A diagnostic assessment system for reading for students in kindergarten through grade 3 shall: (a) be in a digital format; (b) include benchmark assessments of reading proficiency to be administered at the beginning, in the middle, and at the end of kindergarten, grade 1, grade 2, and grade 3; (c) include formative assessments to be administered every two to four weeks for students who are at high risk of not attaining proficiency in reading; (d) align with the language arts core standards for Utah public schools adopted by the state board; and (e) include a data analysis component hosted by the provider that: (i) has the capacity to generate electronic information immediately and produce individualized student progress reports, class summaries, and class groupings for instruction; (ii) may have the capability of identifying lesson plans that may be used to develop reading skills; (iii) enables teachers, administrators, and designated supervisors to access reports through a secured password system; (iv) produces electronic printable reports for parents and administrators; and (v) has the capability for principals to monitor usage by teachers.

(a) be in a digital format;

(b) include benchmark assessments of reading proficiency to be administered at the beginning, in the middle, and at the end of kindergarten, grade 1, grade 2, and grade 3;

(c) include formative assessments to be administered every two to four weeks for students who are at high risk of not attaining proficiency in reading;

(d) align with the language arts core standards for Utah public schools adopted by the state board; and

(e) include a data analysis component hosted by the provider that: (i) has the capacity to generate electronic information immediately and produce individualized student progress reports, class summaries, and class groupings for instruction; (ii) may have the capability of identifying lesson plans that may be used to develop reading skills; (iii) enables teachers, administrators, and designated supervisors to access reports through a secured password system; (iv) produces electronic printable reports for parents and administrators; and (v) has the capability for principals to monitor usage by teachers.

(i) has the capacity to generate electronic information immediately and produce individualized student progress reports, class summaries, and class groupings for instruction;

(ii) may have the capability of identifying lesson plans that may be used to develop reading skills;

(iii) enables teachers, administrators, and designated supervisors to access reports through a secured password system;

(iv) produces electronic printable reports for parents and administrators; and

(v) has the capability for principals to monitor usage by teachers.