(1) As used in this section, "competency" means a demonstrable acquisition of a specified knowledge, skill, or ability that has been organized into a hierarchical arrangement leading to higher levels of knowledge, skill, or ability.

(2) The state board shall approve a benchmark assessment for use statewide by school districts and charter schools to assess the reading competency of students in grades 1, 2, and 3 as provided by this section.

(3) A school district or charter school shall: (a) administer benchmark assessments to students in grades 1, 2, and 3 at the beginning, middle, and end of the school year using the benchmark assessment approved by the state board; and (b) after administering a benchmark assessment, report the results to a student's parent.

(a) administer benchmark assessments to students in grades 1, 2, and 3 at the beginning, middle, and end of the school year using the benchmark assessment approved by the state board; and

(b) after administering a benchmark assessment, report the results to a student's parent.

(4) If a benchmark assessment or supplemental reading assessment indicates a student lacks competency in a reading skill, or is lagging behind other students in the student's grade in acquiring a reading skill, the school district or charter school shall: (a) provide focused individualized intervention to develop the reading skill; (b) administer formative assessments to measure the success of the focused intervention; (c) inform the student's parent of activities that the parent may engage in with the student to assist the student in improving reading proficiency; and (d) provide information to the parent regarding appropriate interventions available to the student outside of the regular school day that may include tutoring, before and after school programs, or summer school.

(a) provide focused individualized intervention to develop the reading skill;

(b) administer formative assessments to measure the success of the focused intervention;

(c) inform the student's parent of activities that the parent may engage in with the student to assist the student in improving reading proficiency; and

(d) provide information to the parent regarding appropriate interventions available to the student outside of the regular school day that may include tutoring, before and after school programs, or summer school.

(5) In accordance with Section 53F-4-201, the state board shall contract with one or more educational technology providers for a diagnostic assessment system for reading for students in kindergarten through grade 3.