HCS/SS#2/SCS/SB 949 - This act modifies provisions relating to reading intervention in schools. BRAILLE INSTRUCTION: This act requires a student to receive instruction in Braille reading and writing as part of his or her individualized education plan (IEP) unless the IEP team determines that instruction in Braille or the use of Braille is not appropriate for the child. The act modifies the definition of "student". This provision is identical to HCS/SB 681 (2018), HCS/HB 2555 (2018), to a provision contained in the truly agreed SS/HCS/HB 1606 (2018), to a provision contained in the truly agreed CCS/HCS/SB 743 (2018), and is similar to SB 362 (2017), HB 2569 (2016), and HCS/HB 1003 (2015). READING SUCCESS PLANS: READING SUCCESS PLANS: This act requires school districts and charter schools to establish a reading success plan for students in kindergarten to third grade. The plan shall be provided to those students who exhibit a reading deficiency, are identified as being at risk for dyslexia, or have a formal diagnosis of dyslexia. The plan shall contain certain characteristics, as described in the act. Plans are not required to be provided to certain students, as set forth in the act. A student who exhibits a reading deficiency shall receive an individual reading success plan no later than 30 days after the identification of the reading deficiency for students in first through third grade and by January 31st for kindergarten students. The student's parent shall be notified no later than 15 days after the identification of the reading deficiency. Beginning in the 2020-2021 school year, students who are not reading at grade level by the end of the second grade shall receive intensive reading intervention. Each school district and charter school shall review student reading success plans and shall provide services as outlined in the act. Each school district and charter school shall also establish an intensive acceleration class for any student not reading proficient or above on the third grade state assessment. The Department shall annually compile certain information relating to student reading proficiency, as set forth in the act. The information shall be compiled each year and reported to the State Board of Education, the Governor, and the Joint Committee on Education. Current sections of law relating to reading intervention plans are repealed under the act. These provisions are similar to HB 1417 (2018). JAMIE ANDREWS