To provide criteria to define the term “substantial deficiency in reading.” The effect will be to standardize the definition throughout the state and reduce confusion and disparities as to which students are receiving appropriate interventions. The rule has also been updated to incorporate the plan template, clarify the role of literacy coaches, require district evaluation of plan implementation, and specifically enumerate the requirements for summer reading camps and the extra hour for elementary schools identified as one of the 300 lowest-performing. The effect is clarity for districts in determining which students should receive intensive interventions.