Bill Text: CT SB00362 | 2018 | General Assembly | Comm Sub
Bill Title: An Act Concerning Remedial Instruction In Reading.
Spectrum: Committee Bill
Status: (Introduced - Dead) 2018-04-17 - Referred by Senate to Committee on Appropriations [SB00362 Detail]
Download: Connecticut-2018-SB00362-Comm_Sub.html
General Assembly |
Raised Bill No. 362 | ||
February Session, 2018 |
LCO No. 1931 | ||
*_____SB00362ED____031618____* | |||
Referred to Committee on EDUCATION |
|||
Introduced by: |
|||
(ED) |
|||
AN ACT CONCERNING REMEDIAL INSTRUCTION IN READING.
Be it enacted by the Senate and House of Representatives in General Assembly convened:
Section 1. Section 10-14y of the 2018 supplement to the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2018):
(a) The Department of Education shall, within available appropriations, establish a reading readiness program that provides tiered supports in early literacy to each school district. [designated as an alliance district, pursuant to section 10-262u, and each school participating in the commissioner's network of schools, pursuant to section 10-223h.] The department shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade three, inclusive, for each [such school and] school district. Such reading readiness assessment shall consider any combination of the following: (1) Whether [such school or] the school district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade three, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external coaches in literacy, and (4) whether there is reading intervention staff embedded at [such school or] schools in the school district.
(b) The department shall identify the early literacy needs of each [school and] school district [described in subsection (a) of this section] based on the results of the reading readiness assessment conducted pursuant to [said] subsection (a) of this section, and provide tiered supports in early literacy as follows:
(1) Tier one universal supports shall [be provided to each such school district that is an educational reform district, as defined in section 10-262u, and] include online professional development modules aligned with the reading instruction survey, as described in section 10-145r, and other literacy modules and programs available in the state;
(2) Tier two targeted supports shall include (A) a two-year program of literacy leadership training for certain teachers and administrators, (B) targeted professional development, in accordance with the provisions of section 10-148b, using the results of the reading instruction survey, as described in section 10-145r, and (C) external coaching support using funding received pursuant to section 10-223h or 10-262u; and
(3) Tier three intensive supports shall include multiyear support from the department and a commitment from [such school or] the school district, that includes, but need not be limited to, (A) [the use of funding received pursuant to section 10-262u to support an early literacy program for students enrolled in kindergarten to grade three, inclusive, (B)] for school districts designated as alliance districts, pursuant to section 10-262u, technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, [(C)] (B) identifying and embedding dedicated literacy coaches and reading interventionists, [(D)] (C) targeted and intensive professional development, and [(E)] (D) funds for assessment and instructional materials.
(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to section 10-223h, or alliance district plan, developed pursuant to section 10-262u, as applicable.
Sec. 2. Section 10-265l of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2018):
(a) For the school year commencing July 1, [2006] 2018, and each school year thereafter, each local and regional board of education [for a priority school district pursuant to section 10-266p] shall, within available appropriations, require the schools under its jurisdiction to develop and implement a personal reading plan, as described in section 10-265g, for each student in grades three to five, inclusive, who fails to meet the state-wide standard for remedial assistance on the reading component of the mastery examination, under section 10-14n, unless the school principal determines that such additional instruction is not necessary based on the recommendations of the student's teacher.
(b) Subject to the provisions of this subsection, each local and regional board of education [for a priority school district] may require, within available appropriations, (1) for the [2005-2006] school year commencing July 1, 2018, students in the fourth and sixth grades in schools under its jurisdiction who fail to make progress with the additional instruction provided in their personal reading plans to attend school during the summer following the school year in which the student fails to make such progress, and (2) for the [2006-2007] school year commencing July 1, 2019, and each school year thereafter, students in the schools under its jurisdiction who fail in fourth, fifth or sixth grade to make progress with the additional instruction provided in their personal reading plans to attend school the summer following the school year in which they failed to make such progress. The superintendent of schools may exempt an individual student from such requirement, upon the recommendation of the school principal. If a student does not receive such an exemption, has been offered the opportunity to attend a summer school program and fails to attend summer school, the local or regional board of education shall not promote the student to the next grade.
This act shall take effect as follows and shall amend the following sections: | ||
Section 1 |
July 1, 2018 |
10-14y |
Sec. 2 |
July 1, 2018 |
10-265l |
ED |
Joint Favorable |