The purpose of this rule revision is to update and align the criteria for reading intervention placement with current research, include professional development offerings that will be available to content area reading intervention teachers in 2011, and provide greater flexibility to districts in meeting student reading needs. A change is proposed in the criteria established for determining placement of students in reading intervention at the secondary level as new research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school. Also, in 2011, new professional development will be provided for content area reading intervention teachers, called Next Generation Content Area Professional Development (NGCAR-PD). Finally, additional flexibility is requested for districts in scheduling additional time for reading intervention. Finally, language was revised to allow flexibility to districts regarding progress monitoring requirements of Level 1 and 2 students to protect instructional time. With the rule revision it allows flexibility for administering a progress monitoring tool at the end of the school year.