Bill Text: CA SB1145 | 2015-2016 | Regular Session | Amended
Bill Title: Language arts: reading: diagnostic tools and plans.
Spectrum: Partisan Bill (Democrat 2-0)
Status: (Failed) 2016-11-30 - From committee without further action. [SB1145 Detail]
Download: California-2015-SB1145-Amended.html
BILL NUMBER: SB 1145 AMENDED
BILL TEXT
AMENDED IN SENATE APRIL 5, 2016
INTRODUCED BY Senator Hueso
(Principal coauthor: Assembly Member Roger Hernández)
FEBRUARY 18, 2016
An act to amend Section 8482.3 of, and to add
Chapter 15.5 (commencing with Section 53008) to Part 28 of Division 4
of Title 2 of, of the Education Code,
relating to language arts.
LEGISLATIVE COUNSEL'S DIGEST
SB 1145, as amended, Hueso. Language arts: reading:
assessments diagnostic tools and plans.
The Comprehensive Reading Leadership Program Act of 1996
authorizes county offices of education to apply to the State Board of
Education to design a reading leadership program and develop
materials that focus on reading skills, including phonics.
This bill would require the state board, on or before December 31,
2017, to develop a reading assessment
identify formative reading diagnostic tools that can be used by
the public schools to assess pupils pupils
' developmental levels of reading proficiency
in grades 1 to 3, inclusive, in their ability to read
proficiently by the end of grade 3. 3 and to
post a list of those diagnostic tools on the department's Internet
Web site. The bill would require
require, on or before the beginning of the 2018-19 school year,
public schools that enroll pupils in these grades,
grades 1 to 4, inclusive, and at which less than 50%
of 4th grade pupils demonstrate proficiency on English language arts
standards on the statewide assessment administered the previous
school year, on or before the start of the 2018-19
school year, to ensure that each pupil's reading
competency proficiency is measured using at
least one of the reading assessment.
formative reading diagnostic tools identified above. The bill
would require any pupil who has a significant reading
deficiency, does not have an appropriate developmental
reading level, as provided, to have a reading plan to be
created in collaboration with the pupil's parent and teacher. The
bill would require the reading plan to have certain elements to be
reviewed at least annually by the school and updated or revised as
appropriate. By expanding the duties of a public school, the bill
would create a state-mandated local program.
Existing law establishes the After School Education and Safety
Program to serve pupils in kindergarten and grades 1 to 9, inclusive,
at participating public elementary, middle, junior high, and charter
schools. Existing law requires each component of the program to have
specified elements, including that the program have an educational
and literacy element in which tutoring or homework assistance is
offered in one or more specified areas.
This bill would require, if the program is designed for pupils in
elementary school, that tutoring and homework assistance be instead
offered in language arts.
The California Constitution requires the state to reimburse local
agencies and school districts for certain costs mandated by the
state. Statutory provisions establish procedures for making that
reimbursement.
This bill would provide that, if the Commission on State Mandates
determines that the bill contains costs mandated by the state,
reimbursement for those costs shall be made pursuant to these
statutory provisions.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: yes.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. Section 8482.3 of the Education Code
is amended to read:
8482.3. (a) The After School Education and Safety Program shall
be established to serve pupils in kindergarten and grades 1 to 9,
inclusive, at participating public elementary, middle, junior high,
and charter schools.
(b) A program may operate a before school component of a program,
an after school component, or both the before and after school
components of a program, on one or multiple schoolsites. If a program
operates at multiple schoolsites, only one application shall be
required for its establishment.
(c) (1) Each component of a program established pursuant to this
article shall consist of the following two elements:
(A) (i) An educational and literacy element in which tutoring or
homework assistance is provided in one or more of the following
areas: language arts, mathematics, history and social science,
computer training, or science.
(ii) Notwithstanding clause (i), if the program is designed for
pupils in elementary school, then tutoring and homework assistance
shall be offered in language arts.
(B) An educational enrichment element that may include, but need
not be limited to, fine arts, career technical education, recreation,
physical fitness, and prevention activities.
(2) Notwithstanding any other provision of this article, the
majority of the time spent by a pupil who is in kindergarten or any
of grades 1 to 9, inclusive, and who is participating in a career
technical education element of a program established pursuant to this
article shall be at a site that complies with Section 8484.6.
(d) (1) Applicants shall agree that snacks made available through
a program shall conform to the nutrition standards in Article 2.5
(commencing with Section 49430) of Chapter 9 of Part 27 of Division 4
of Title 2.
(2) Applicants shall agree that meals made available through a
program shall conform to the nutrition standards of the United States
Department of Agriculture's at-risk afterschool meal component of
the federal Child and Adult Care Food Program (42 U.S.C. Sec. 1766).
(e) Applicants for programs established pursuant to this article
may include any of the following:
(1) A local educational agency, including, but not limited to, a
charter school, the California School for the Deaf (northern
California), the California School for the Deaf (southern
California), and the California School for the Blind.
(2) A city, county, or nonprofit organization in partnership with,
and with the approval of, a local educational agency or agencies.
(f) Applicants for grants pursuant to this article shall ensure
that each of the following requirements is fulfilled, if applicable:
(1) The application documents the commitments of each partner to
operate a program on that site or sites.
(2) The application has been approved by the school district, or
the charter school governing body, and the principal of each
participating school for each schoolsite or other site.
(3) Each partner in the application agrees to share responsibility
for the quality of the program.
(4) The application designates the public agency or local
educational agency partner to act as the fiscal agent. For purposes
of this section, "public agency" means only a county board of
supervisors or if the city is incorporated or has a charter, a city
council.
(5) Applicants agree to follow all fiscal reporting and auditing
standards required by the department.
(6) Applicants agree to incorporate into the program both of the
elements required pursuant to subdivision (c).
(7) Applicants agree to provide information to the department for
the purpose of program evaluation pursuant to Section 8483.55.
(8) Applicants shall certify that program evaluations will be
based upon Section 8484 and upon any requirements recommended by the
Advisory Committee on Before and After School Programs and adopted by
the state board, in compliance with subdivision (g) of Section
8482.4.
(9) The application states the targeted number of pupils to be
served by the program.
(10) Applicants agree to provide the following information on
participating pupils to the department:
(A) Schoolday attendance rates.
(B) Program attendance.
(g) (1) Grantees shall review their after school program plans
every three years, including, but not limited to, all of the
following:
(A) Program goals. A grantee may specify any new program goals
that will apply to the following three years during the grant renewal
process.
(B) Program content, including the elements identified in
subdivision (c).
(C) Outcome measures selected from those identified in subdivision
(a) of Section 8484 that the grantee will use for the next three
years.
(D) Any other information requested by the department.
(E) If the program goals or outcome measures change as a result of
this review, the grantee shall notify the department in a manner
prescribed by the department.
(F) The grantee shall maintain documentation of the after school
program plan for a minimum of five years.
(2) The department shall monitor this review as part of its onsite
monitoring process.
SEC. 2. SECTION 1. Chapter 15.5
(commencing with Section 53008) is added to Part 28 of Division 4 of
Title 2 of the Education Code, to read:
CHAPTER 15.5. GOLDEN STATE READING GUARANTEE
53008. (a) The Legislature finds and declares all of the
following:
(1) Reading proficiently by the end of third
grade 3 can be a make-or-break benchmark in a child's
educational development. Up until the end of third grade,
grade 3, most children are learning to read.
Beginning in fourth grade, grade 4,
however, they are reading to learn, using their skills to gain more
information in such subjects as mathematics and science.
(2) California's long-term economic strength depends on having an
educated workforce and grade-level reading proficiency is the key. By
dramatically getting more California children on track as proficient
readers, California can also dramatically stop the cycle of
intergenerational poverty, and boost the individual earning
potential, global competitiveness, and overall quality of life for
all Californians.
(3) An important partnership between a parent and child begins
before the child enters kindergarten, when the parent helps the child
develop rich linguistic experiences, including listening
comprehension and speaking, that help form the foundation for reading
and writing, which are the main vehicles for content acquisition.
(b) It is therefore the intent of the Legislature that all
California public schools that enroll pupils in first,
second, or third grade grades 1 to 3, inclusive,
will work closely with the parents and teachers of these pupils to
provide them the instructional programming, intervention instruction,
and support necessary to ensure that pupils, by the completion of
third grade, grade 3, can demonstrate a
level of competency proficiency in
reading skills that is necessary to support them in achieving the
academic standards and expectations applicable to the fourth
grade 4 curriculum.
(c) It is further the intent of the Legislature to increase the
local control funding formula base rate for pupils in kindergarten
and grades 1 to 3, inclusive, only at those schools at which 50
percent or more of pupils in grade 4 score below reading proficiency
on a statewide assessment.
53008.1. On or before December 31, 2017, the state board shall
accomplish both of the following:
(a) Develop a reading assessment Identify
a list of formative reading diagnostic tools that can be used
by the public schools, pursuant to Section 53008.2, to assess
pupils pupils' developmental levels of
reading proficiency in grades 1 to 3, inclusive, in their
ability to read proficiently by the end of grade 3.
3 and to post a list of those diagnostic tools on the
department's Internet Web site.
(b) Define what it means for a pupil to have a
"significant an appropriate "developmental
reading deficiency" level "
in grades 1 to 3, inclusive, such that the pupil is not
on track to reading proficiency by the end of grade 3, as
determined by the reading assessment.
formative reading diagnostic tools.
53008.2. (a) On or before the start
beginning of the 2018-19 school year, a public school that
enrolls pupils in grades 1 to 3, 4,
inclusive, at which less than 50 percent of 4th grade pupils
demonstrate proficiency on English language arts s
tandards on the statewide assessment administered the previous school
year, shall ensure that each pupil's reading
competency proficiency is measured throughout
the school year using at least one of the reading
assessment developed formative reading diagnostic
tools identified by the state board pursuant to Section 53008.1
to determine if a pupil has a significant an
appropriate developmental reading deficiency.
level for the pupil's grade level.
(b) A reading plan, plan, as
described in subdivision (c), shall be created for a pupil in grades
1 to 3, inclusive, who has a significant reading deficiency,
is not at the appropriate developmental reading level
for the pupil's grade level as that term is defined by the
state board pursuant to Section 53008.1. The plan shall be created in
collaboration with the pupil's parent and teacher, if possible, and
as soon as possible after the pupil's significant
developmental reading deficiency
level is identified. The pupil's reading plan shall continue to
be implemented until the pupil demonstrates reading proficiency. The
pupil's reading plan shall be reviewed at least annually by the
school and updated or revised as appropriate to facilitate the pupil'
s progress in demonstrating reading proficiency.
(c) A reading plan shall include all of the following:
(1) The pupil's specific, diagnosed reading skill
deficiencies specific developmental reading level
that need needs to be
remediated addressed in order for the pupil to
attain reading proficiency.
(2) The goals and benchmarks for the pupil's growth in attaining
reading proficiency by the end of grade 3.
(3) The type of additional instructional services and
interventions the pupil will receive in reading as determined by the
school.
(4) The strategies the pupil's parent is encouraged to use in
assisting their child to achieve reading proficiency that are
designed to supplement the additional instructional services and
interventions described in paragraph (3).
(5) Any additional services that are deemed available and
appropriate to accelerate the pupils's pupil'
s reading skill development.
(d) The parent of the pupil shall be provided with a copy of their
child's reading plan along with all of the following information:
(1) The state's goal is for all children in California to graduate
from high school having attained skill levels that adequately
prepare them for postsecondary studies or for the workforce, and
research demonstrates that achieving reading competency by grade 3 is
a critical milestone in achieving this goal.
(2) If the pupil enters grade 4 without achieving reading
competency, he or she is significantly more likely to fall behind in
all subject areas beginning in grade 4 and continuing in later
grades. If the pupil's reading skill deficiencies are not remediated,
it is likely the pupil will not have the skills necessary to
complete the coursework required to graduate from high school.
(3) The parent plays a central role in supporting the pupil's
efforts to achieve reading competency and is strongly encouraged to
work with his or her child's teacher in implementing the reading
plan, and, in order to supplement the intervention instruction the
pupil receives in school, the reading plan will include strategies
the parent is encouraged to use at home to support the pupil's
reading success.
(e) If a pupil is identified as having a disability that impacts
the pupil's progress in developing reading skills, the public school
shall, as appropriate, integrate into the pupil's individualized
education program intervention instruction and strategies to address
the pupil's reading issues in lieu of a reading plan.
(f)
(e) For purposes of this section, "parent" means parent
or legal guardian.
53008.3. It is the intent of the Legislature to increase the base
rate funding pursuant to Section 42238.02 for kindergarten and
grades 1 to 3, inclusive, for purposes of funding this chapter.
SEC. 3. SEC. 2. If the Commission on
State Mandates determines that this act contains costs mandated by
the state, reimbursement to local agencies and school districts for
those costs shall be made pursuant to Part 7 (commencing with Section
17500) of Division 4 of Title 2 of the Government Code.
