Bill Text: IL HB4703 | 2019-2020 | 101st General Assembly | Introduced

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Bill Title: Creates the K-3 Comprehensive Reading and Math Intervention Act. Allows a school district to offer an evidence-based reading or math intervention program to each kindergarten through grade 3 student who exhibits a reading or math deficiency. Provides that any student in kindergarten through grade 3 who exhibits a deficiency in reading or math may receive an individual reading or math improvement plan. Allows a school district to provide a summer reading and math camp to all grade 3 students scoring at the lowest achievement level on the grade 3 statewide assessment and to establish at each school, where applicable, an intensive acceleration class for any student retained in grade 3 who was previously retained in kindergarten, grade one, or grade 2. Allows each school district and charter school to establish an extended-time literacy and math intervention program for students in kindergarten through grade 3 who score basic or below basic on a reading and math screening assessment. Amends the School Code. Provides that, beginning with 2022-2023 school year, grade 3 students must demonstrate sufficient reading and math skills for promotion to grade 4. Provides that if the student cannot demonstrate sufficient reading or math skills, the student must be retained in grade 3, with exceptions. Sets forth provisions concerning parental notification, intensive reading and math intervention, and reporting. Makes other changes.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Introduced - Dead) 2020-06-23 - Rule 19(b) / Re-referred to Rules Committee [HB4703 Detail]

Download: Illinois-2019-HB4703-Introduced.html

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101ST GENERAL ASSEMBLY State of Illinois 2019 and 2020 HB4703 Introduced , by Rep. Rita Mayfield SYNOPSIS AS INTRODUCED:
See Index
Creates the K-3 Comprehensive Reading and Math Intervention Act. Allows a school district to offer an evidence-based reading or math intervention program to each kindergarten through grade 3 student who exhibits a reading or math deficiency. Provides that any student in kindergarten through grade 3 who exhibits a deficiency in reading or math may receive an individual reading or math improvement plan. Allows a school district to provide a summer reading and math camp to all grade 3 students scoring at the lowest achievement level on the grade 3 statewide assessment and to establish at each school, where applicable, an intensive acceleration class for any student retained in grade 3 who was previously retained in kindergarten, grade one, or grade 2. Allows each school district and charter school to establish an extended-time literacy and math intervention program for students in kindergarten through grade 3 who score basic or below basic on a reading and math screening assessment. Amends the School Code. Provides that, beginning with 2022-2023 school year, grade 3 students must demonstrate sufficient reading and math skills for promotion to grade 4. Provides that if the student cannot demonstrate sufficient reading or math skills, the student must be retained in grade 3, with exceptions. Sets forth provisions concerning parental notification, intensive reading and math intervention, and reporting. Makes other changes.
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FISCAL NOTE ACT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
A BILL FOR
HB4703 LRB101 17456 NHT 66866 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 1. Short title. This Act may be cited as the K-3
Comprehensive Reading and Math Intervention Act.
Section 5. Legislative intent and goal.
(a) It is the intent of the General Assembly that:
(1) each public school student's progression from one
grade to another be based, in part, upon proficiency in
reading and math;
(2) school board policies facilitate evidence-based
reading and math instruction and intervention services to
address student reading and math needs; and
(3) each student and his or her parent or guardian be
informed of that student's reading and math progress.
(b) It is the ultimate goal of the General Assembly that
every public school student demonstrate reading and math
performance at or above his or her grade level by grade 3.
Section 10. Reading or math intervention program. A school
district may offer an evidence-based reading or math
intervention program to each kindergarten through grade 3
student who exhibits a reading or math deficiency to ensure the

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student has reading and math skills at or above his or her
grade level by the end of grade 3. A deficiency shall be
defined as scoring below grade level or being determined to be
at-risk of reading or math failure based upon a screening
assessment, diagnostic assessment, standardized summative
assessment, or progress monitoring. The State Board of
Education shall create a process for reviewing and approving a
list of reliable and valid reading and math screening
assessments, and each school district may administer one of the
Board-approved reading and math screening assessments to all
kindergarten through grade 3 students within 45 days after the
beginning of the school year to identify students with reading
and math deficiencies. The reading or math intervention program
may be provided in addition to the core reading or math
instruction that is provided to all students in the general
education classroom. The reading or math intervention program
may:
(1) be provided to all kindergarten through grade 3
students identified as having a reading or math deficiency
as determined by the Board-approved reading and math
screening assessment administered within the first 45 days
of school;
(2) regularly monitor the progress of all kindergarten
through grade 3 students who have been identified as having
a reading or math deficiency throughout the school year and
adjust instruction according to student needs;

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(3) in the reading intervention program, provide
explicit and systematic instruction in phonological
awareness, phonics, fluency, vocabulary, and
comprehension, as applicable;
(4) in the math intervention program, provide explicit
and systematic instruction in early numeracy skills, as
applicable;
(5) be implemented during regular school hours; and
(6) subject to available funds, provide professional
development for teachers responding to students' reading
and math issues and needs.
Section 15. Reading or math improvement plan. Any student
in kindergarten through grade 3 who exhibits a deficiency in
reading or math at any time, based upon the reliable and valid
reading and math screening assessment approved by the State
Board of Education under Section 10, may receive an individual
reading or math improvement plan no later than 45 days after
the identification of the reading or math deficiency. The
reading or math improvement plan may be created by the teacher,
the principal, or other pertinent school personnel, along with
the parent or guardian, and may describe the research-based
reading or math intervention services the student will receive
to remedy the reading or math deficiency. Under the reading or
math improvement plan, the student must receive intensive
reading or math intervention until the student no longer has a

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deficiency in reading or math.
Section 20. Summer reading and math camp. A school district
may provide a summer reading and math camp to all grade 3
students scoring at the lowest achievement level on the grade 3
statewide English language arts and mathematics assessment. A
summer reading and math camp must be staffed with highly
effective teachers of reading and math, as demonstrated by
student reading and math performance data and teacher
performance evaluations. A highly effective teacher of reading
or math may provide explicit and systematic reading or math
intervention services and support to correct the identified
areas of reading or math deficiency. A summer reading and math
camp must include, at a minimum, 90 hours of instructional time
in reading or math or both. If funding allows, a school
district may offer a summer reading and math camp to students
in grades one and 2 identified with a reading or math
deficiency.
Section 25. Intensive acceleration class. A school
district may establish at each school, where applicable, an
intensive acceleration class for any student retained in grade
3 who was previously retained in kindergarten, grade one, or
grade 2. The intensive acceleration class may:
(1) have a reduced teacher-student ratio; and
(2) provide explicit and systematic reading or math

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instruction and intervention for the majority of student
contact time each day.
Section 30. Extended-time literacy and math intervention
program.
(a) Each school district and charter school may establish
an extended-time literacy and math intervention program for
students in kindergarten through grade 3 who score basic or
below basic on the fall reading and math screening assessment
or alternate reading and math screening assessment approved by
the State Board of Education under Section 10. The school
district or charter school shall submit the program to the
State Board.
(b) The program may provide proven and effective
research-based substantial intervention and shall include
basic mathematics, phonemic awareness, decoding, vocabulary,
comprehension, and fluency, as applicable to the student based
on a formative assessment designed to, at a minimum, identify
weaknesses in those areas. The program may include:
(1) online or digital instructional materials or
programs or library resources;
(2) a minimum of 60 hours of supplemental instruction
for students in kindergarten through grade 3 who score
below basic on the reading and math screening assessment;
and
(3) a minimum of 30 hours of supplemental instruction

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for students in kindergarten through grade 3 who score
basic on the reading and math screening assessment.
(c) To ensure students receive high quality literacy and
math instruction and intervention, the State Board of Education
may provide professional development to districts and schools
on best practices supporting literacy and math instruction.
(d) Each school district and charter school establishing an
extended-time literacy and math intervention program under
this Section must annually report program participation and
effectiveness to the State Board of Education. The State Board
shall compile this data in an annual report that is sent to the
Governor and the General Assembly, as provided in Section 3.1
of the General Assembly Organization Act.
Section 90. State Board enforcement, technical assistance,
and rulemaking.
(a) The State Board of Education has the authority to
enforce this Act. However, a school district is exempt from the
requirements of this Act if it can prove that it already has an
effective program.
(b) The State Board may provide technical assistance to aid
school districts in implementing this Act.
(c) The State Board may adopt any rules necessary to
administer this Act.
Section 900. The School Code is amended by changing

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Sections 10-20.9a and 34-18.51 and by adding Sections 2-3.182,
10-20.9b, and 34-18.51a as follows:
(105 ILCS 5/2-3.182 new)
Sec. 2-3.182. Student retention, promotion, and assessment
information; report. The State Board of Education may establish
a uniform format for school districts to report the information
required under subsection (g) of Section 10-20.9b and
subsection (g) of 34-18.51a. The format may be developed with
input from school boards and may be provided to each school
district no later than 90 days prior to the annual reporting
due date.
The State Board may annually compile the information
required under subsection (g) of Section 10-20.9b and
subsection (g) of 34-18.51a, along with State-level summary
information, and, by October 1 of each year, report that
information to the public, the Governor, and the General
Assembly, as provided under Section 3.1 of the General Assembly
Organization Act.
(105 ILCS 5/10-20.9a) (from Ch. 122, par. 10-20.9a)
Sec. 10-20.9a. Final grade; promotion.
(a) Teachers shall administer the approved marking system
or other approved means of evaluating pupil progress. The
teacher shall maintain the responsibility and right to
determine grades and other evaluations of students within the

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grading policies of the district based upon his or her
professional judgment of available criteria pertinent to any
given subject area or activity for which he or she is
responsible. District policy shall provide the procedure and
reasons by and for which a grade may be changed; provided that
no grade or evaluation shall be changed without notification to
the teacher concerning the nature and reasons for such change.
If such a change is made, the person making the change shall
assume such responsibility for determining the grade or
evaluation, and shall initial such change.
(b) School districts shall not promote students to the next
higher grade level based upon age or any other social reasons
not related to the academic performance of the students. School
On or before September 1, 1998, school boards shall adopt and
enforce a policy on promotion as they deem necessary to ensure
that students meet local goals and objectives and can perform
at the expected grade level prior to promotion. Decisions to
promote or retain students in any classes shall be based on
successful completion of the curriculum, attendance,
performance based on the assessments required under Section
2-3.64a-5 of this Code, the Iowa Test of Basic Skills, or other
testing or any other criteria established by the school board.
Students determined by the local district to not qualify for
promotion to the next higher grade shall be provided remedial
assistance, which may include, but shall not be limited to, a
summer bridge program of no less than 90 hours, tutorial

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sessions, increased or concentrated instructional time,
modifications to instructional materials, and retention in
grade. This subsection (b) is subject to Section 10-20.9b.
(Source: P.A. 98-972, eff. 8-15-14.)
(105 ILCS 5/10-20.9b new)
Sec. 10-20.9b. Retention in grade 3 for reading or math
deficiency.
(a) The parent or guardian of any kindergarten through
grade 3 student who exhibits a deficiency in reading or math at
any time during the school year must be notified, in writing,
no later than 30 days after the identification of the reading
or math deficiency, and the written notification must include
all of the following:
(1) That his or her child has been identified as having
a deficiency in reading or math and a reading or math
improvement plan may be developed by the teacher, the
principal, or other pertinent school personnel, along with
the parent or guardian.
(2) A description of the current services that are
provided to the child.
(3) A description of the proposed research-based
reading or math intervention services and supplemental
instructional services and support that will be provided to
the child and that are designed to remedy the identified
areas of reading or math deficiency.

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(4) Notification that the parent or guardian will be
informed in writing of his or her child's progress toward
grade-level reading or math at least once every 2 weeks.
(5) Strategies for the parent or guardian to use at
home to help his or her child succeed in reading or math.
(6) That if the child's reading or math deficiency is
not corrected by the end of grade 3, the child will not be
promoted to grade 4 unless a good cause exemption is met.
(7) That while the statewide reading and math
assessment is the initial determinate for promotion, it is
not the sole determinate at the end of grade 3 and students
are provided with a test-based student portfolio option or
an alternative standardized reading and math assessment
option approved by the State Board of Education to
demonstrate sufficient reading and math skills for
promotion to grade 4.
(b) Beginning with 2022-2023 school year, grade 3 students
must demonstrate sufficient reading and math skills for
promotion to grade 4. Students may be provided with the
following options to demonstrate sufficient reading or math
skills for promotion to grade 4:
(1) scoring above a specific cut score, as determined
by the State Board, on the grade 3 statewide English
language arts and mathematics assessment;
(2) earning an acceptable score, as determined by the
State Board, on an alternative standardized reading and

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math assessment approved by the State Board; or
(3) demonstrating mastery of all grade 3 State reading
and math standards as evidenced through a test-based
student reading and math portfolio.
The State Board shall establish criteria for the student
reading and math portfolio and to define mastery of all grade 3
State reading and math standards.
If the student cannot demonstrate sufficient reading or
math skills under this subsection (b) and does not qualify for
a good cause exemption under subsection (c), the student must
be retained in grade 3. However, no student may be retained
twice in grade 3.
(c) A school board may exempt a student from mandatory
retention as provided in subsection (b) only for good cause. A
student who is promoted to grade 4 with a good cause exemption
may continue to receive intensive reading or math intervention
that includes specific reading or math strategies prescribed in
the student's reading or math improvement plan until the
deficiency is remedied. The school district may assist schools
and teachers with the implementation of reading and math
strategies that research has shown to be successful in
improving reading and math among students with reading and math
difficulties. Good cause exemptions may be limited to the
following:
(1) Students with disabilities whose individualized
education program indicates that participation in

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statewide assessments is not appropriate, consistent with
State law.
(2) Students identified as English learners who have
had less than 2 years of instruction in a transitional
bilingual education program.
(3) Students with disabilities who participate in the
statewide English language arts and mathematics assessment
and who have an individualized education program or a
federal Section 504 plan that reflects that the student has
received intensive reading or math intervention for more
than 2 years but still demonstrates a deficiency in reading
or math and was previously retained in kindergarten, grade
1, grade 2, or grade 3.
(4) Students who have received intensive reading or
math intervention for 2 or more years but still demonstrate
a deficiency in reading or math and who were previously
retained in kindergarten, grade 1, grade 2, or grade 3 for
a total of 2 years.
(d) A request to exempt a student from the mandatory
retention requirement using a good cause exemption under
subsection (c) may be made consistent with the following:
(1) Documentation may be submitted from the student's
teacher to the school's administration that indicates that
the promotion of the student is appropriate. Such
documentation may consist only of the good cause exemption
being requested and the existing reading or math

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improvement plan or individualized education program, as
applicable.
(2) The school's administration may review and discuss
the promotion with the teacher and make a determination on
whether the student meets the requirements for a good cause
exemption. If the school's administration determines that
the student meets the requirements for a good cause
exemption based upon the documentation provided, the
school's administration may make a recommendation, in
writing, to the district superintendent that the student be
promoted. The district superintendent may accept or reject
the administration's recommendation, in writing.
(e) The school district may assist a school with providing
written notification to the parent or guardian of any student
who is retained. The notification shall state that the child
has not met the reading or math level required for promotion,
the reasons the child is not eligible for a good cause
exemption, and that the child will be retained in grade 3. The
notification must include a description of the proposed
intervention services and support that will be provided to the
child to remedy the identified areas of reading or math
deficiency in the retained year.
(f) Beginning with the 2022-2023 school year, a student
retained under subsection (b) must be provided intensive
reading or math intervention to remedy the student's specific
reading or math deficiency. The reading or math intervention

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services must include effective instructional strategies to
accelerate student progress. A school district may conduct a
review of the reading and math improvement plans of all
students retained in grade 3 under subsection (b). The review
may address additional support and services, as described in
this subsection (f), needed to remedy the identified areas of
reading or math deficiency. The district may provide any of the
following to retained students:
(1) A highly effective teacher of reading or math as
demonstrated by student reading or math performance data
and teacher performance evaluations.
(2) Reading or math intervention services and support
to correct the identified areas of reading or math
deficiency, including, but not limited to:
(A) more dedicated time than in the previous school
year to scientifically research-based reading or math
instruction and intervention;
(B) the use of reading or math strategies or
programs that are scientifically research-based and
that have proven results in accelerating student
reading or math achievement within the same school
year;
(C) daily targeted small group reading or math
intervention based on student needs;
(D) explicit and systematic instruction with more
detailed explanations, more extensive opportunities

HB4703 - 15 - LRB101 17456 NHT 66866 b
for guided practice, and more opportunities for error
correction and feedback; and
(E) frequent monitoring of the reading or math
progress of each student's reading or math skills
throughout the school year and an adjustment of
instruction according to the student's needs.
(3) The option of a transitional instructional
setting. Such setting may specifically be designed to
produce learning gains sufficient to meet grade 4
performance standards in all other core academic areas
while continuing to correct the areas of reading or math
deficiency.
(4) Before-school or after-school supplemental
research-based reading or math intervention delivered by a
teacher or tutor with specialized reading or math training.
(5) An at-home plan outlined in a parental contract,
including participation in parent-training workshops or
regular parent-guided reading or math activities.
(g) On or before September 1 of each year, a school board
must report, in writing, to the State Board of Education the
following information for the prior school year:
(1) The school board's policies and procedures on
student retention and promotion.
(2) By grade, the number and percentage of all students
in kindergarten through grade 3 performing below grade
level on local and statewide assessments.

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(3) By grade, the number and percentage of all students
retained in kindergarten through grade 3.
(4) The total number and percentage of students in
grade 3 who demonstrated sufficient reading or math skills
on the test-based student portfolio for promotion.
(5) The total number and percentage of students in
grade 3 who demonstrated sufficient reading or math skills
on the alternative standardized reading and math
assessment for promotion.
(6) The total number and percentage of students in
grade 3 who were promoted for good cause, by each category
of good cause listed under subsection (c).
(7) In succeeding school years, the performance of
students promoted for good cause on the statewide English
language arts and mathematics assessment.
(h) The State Board of Education may provide technical
assistance to aid school boards in implementing this Section.
(i) A school district is exempt from the requirements of
this Section if it can prove to the State Board that it already
has an effective program.
(105 ILCS 5/34-18.51)
Sec. 34-18.51. Committee on the retention of students.
(a) The board may create a committee on the retention of
students. The committee shall consist of the general
superintendent of schools or his or her designee, a district

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administrator who directs student instruction and curriculum,
a principal from a school of the district, and a teacher from a
school of the district.
(b) Prior to retention in a grade, a school may submit, by
a date as set by the committee on the retention of students,
the names of all students determined by the school to not
qualify for promotion to the next higher grade and the reason
for that determination. Subject to Section 34-18.51a, the The
committee shall review the school's decision to retain with
respect to each student and shall make a final decision
regarding whether or not to retain a particular student. The
committee shall take into consideration the relevant data and
evidence gathered during the Response to Intervention process.
The committee may vote to overturn a retention decision if the
committee determines that the student should be promoted after
examining the student's access to remedial assistance,
performance, attendance, and participation and the resources
and facilities provided by the school district or due to the
student having an undiagnosed learning disability.
(Source: P.A. 99-592, eff. 7-22-16; 100-201, eff. 8-18-17.)
(105 ILCS 5/34-18.51a new)
Sec. 34-18.51a. Retention in grade 3 for reading or math
deficiency.
(a) The parent or guardian of any kindergarten through
grade 3 student who exhibits a deficiency in reading or math at

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any time during the school year must be notified, in writing,
no later than 30 days after the identification of the reading
or math deficiency, and the written notification must include
all of the following:
(1) That his or her child has been identified as having
a deficiency in reading or math and a reading or math
improvement plan may be developed by the teacher, the
principal, or other pertinent school personnel, along with
the parent or guardian.
(2) A description of the current services that are
provided to the child.
(3) A description of the proposed research-based
reading or math intervention services and supplemental
instructional services and support that will be provided to
the child and that are designed to remedy the identified
areas of reading or math deficiency.
(4) Notification that the parent or guardian will be
informed in writing of his or her child's progress toward
grade-level reading or math at least once every 2 weeks.
(5) Strategies for the parent or guardian to use at
home to help his or her child succeed in reading or math.
(6) That if the child's reading or math deficiency is
not corrected by the end of grade 3, the child will not be
promoted to grade 4 unless a good cause exemption is met.
(7) That while the statewide reading and math
assessment is the initial determinate for promotion, it is

HB4703 - 19 - LRB101 17456 NHT 66866 b
not the sole determinate at the end of grade 3 and students
are provided with a test-based student portfolio option or
an alternative standardized reading and math assessment
option approved by the State Board of Education to
demonstrate sufficient reading and math skills for
promotion to grade 4.
(b) Beginning with 2022-2023 school year, grade 3 students
must demonstrate sufficient reading and math skills for
promotion to grade 4. Students may be provided with the
following options to demonstrate sufficient reading or math
skills for promotion to grade 4:
(1) scoring above a specific cut score, as determined
by the State Board, on the grade 3 statewide English
language arts and mathematics assessment;
(2) earning an acceptable score, as determined by the
State Board, on an alternative standardized reading and
math assessment approved by the State Board; or
(3) demonstrating mastery of all grade 3 State reading
and math standards as evidenced through a test-based
student reading and math portfolio.
The State Board shall establish criteria for the student
reading and math portfolio and to define mastery of all grade 3
State reading and math standards.
If the student cannot demonstrate sufficient reading or
math skills under this subsection (b) and does not qualify for
a good cause exemption under subsection (c), the student must

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be retained in grade 3. However, no student may be retained
twice in grade 3.
(c) The board may exempt a student from mandatory retention
as provided in subsection (b) only for good cause. A student
who is promoted to grade 4 with a good cause exemption may
continue to receive intensive reading or math intervention that
includes specific reading or math strategies prescribed in the
student's reading or math improvement plan until the deficiency
is remedied. The school district may assist schools and
teachers with the implementation of reading and math strategies
that research has shown to be successful in improving reading
and math among students with reading and math difficulties.
Good cause exemptions may be limited to the following:
(1) Students with disabilities whose individualized
education program indicates that participation in
statewide assessments is not appropriate, consistent with
State law.
(2) Students identified as English learners who have
had less than 2 years of instruction in a transitional
bilingual education program.
(3) Students with disabilities who participate in the
statewide English language arts and mathematics assessment
and who have an individualized education program or a
federal Section 504 plan that reflects that the student has
received intensive reading or math intervention for more
than 2 years but still demonstrates a deficiency in reading

HB4703 - 21 - LRB101 17456 NHT 66866 b
or math and was previously retained in kindergarten, grade
1, grade 2, or grade 3.
(4) Students who have received intensive reading or
math intervention for 2 or more years but still demonstrate
a deficiency in reading or math and who were previously
retained in kindergarten, grade 1, grade 2, or grade 3 for
a total of 2 years.
(d) A request to exempt a student from the mandatory
retention requirement using a good cause exemption under
subsection (c) may be made consistent with the following:
(1) Documentation may be submitted from the student's
teacher to the school's administration that indicates that
the promotion of the student is appropriate. Such
documentation may consist only of the good cause exemption
being requested and the existing reading or math
improvement plan or individualized education program, as
applicable.
(2) The school's administration may review and discuss
the promotion with the teacher and make a determination on
whether the student meets the requirements for a good cause
exemption. If the school's administration determines that
the student meets the requirements for a good cause
exemption based upon the documentation provided, the
school's administration may make a recommendation, in
writing, to the general superintendent of schools that the
student be promoted. The superintendent may accept or

HB4703 - 22 - LRB101 17456 NHT 66866 b
reject the administration's recommendation, in writing.
(e) The school district may assist a school with providing
written notification to the parent or guardian of any student
who is retained. The notification shall state that the child
has not met the reading or math level required for promotion,
the reasons the child is not eligible for a good cause
exemption, and that the child will be retained in grade 3. The
notification must include a description of the proposed
intervention services and support that will be provided to the
child to remedy the identified areas of reading or math
deficiency in the retained year.
(f) Beginning with the 2022-2023 school year, a student
retained under subsection (b) must be provided intensive
reading or math intervention to remedy the student's specific
reading or math deficiency. The reading or math intervention
services must include effective instructional strategies to
accelerate student progress. The school district may conduct a
review of the reading and math improvement plans of all
students retained in grade 3 under subsection (b). The review
may address additional support and services, as described in
this subsection (f), needed to remedy the identified areas of
reading or math deficiency. The district may provide any of the
following to retained students:
(1) A highly effective teacher of reading or math as
demonstrated by student reading or math performance data
and teacher performance evaluations.

HB4703 - 23 - LRB101 17456 NHT 66866 b
(2) Reading or math intervention services and support
to correct the identified areas of reading or math
deficiency, including, but not limited to:
(A) more dedicated time than in the previous school
year to scientifically research-based reading or math
instruction and intervention;
(B) the use of reading or math strategies or
programs that are scientifically research-based and
that have proven results in accelerating student
reading or math achievement within the same school
year;
(C) daily targeted small group reading or math
intervention based on student needs;
(D) explicit and systematic instruction with more
detailed explanations, more extensive opportunities
for guided practice, and more opportunities for error
correction and feedback; and
(E) frequent monitoring of the reading or math
progress of each student's reading or math skills
throughout the school year and an adjustment of
instruction according to the student's needs.
(3) The option of a transitional instructional
setting. Such setting may specifically be designed to
produce learning gains sufficient to meet grade 4
performance standards in all other core academic areas
while continuing to correct the areas of reading or math

HB4703 - 24 - LRB101 17456 NHT 66866 b
deficiency.
(4) Before-school or after-school supplemental
research-based reading or math intervention delivered by a
teacher or tutor with specialized reading or math training.
(5) An at-home plan outlined in a parental contract,
including participation in parent-training workshops or
regular parent-guided reading or math activities.
(g) On or before September 1 of each year, the board must
report, in writing, to the State Board the following
information for the prior school year:
(1) The board's policies and procedures on student
retention and promotion.
(2) By grade, the number and percentage of all students
in kindergarten through grade 3 performing below grade
level on local and statewide assessments.
(3) By grade, the number and percentage of all students
retained in kindergarten through grade 3.
(4) The total number and percentage of students in
grade 3 who demonstrated sufficient reading or math skills
on the test-based student portfolio for promotion.
(5) The total number and percentage of students in
grade 3 who demonstrated sufficient reading or math skills
on the alternative standardized reading and math
assessment for promotion.
(6) The total number and percentage of students in
grade 3 who were promoted for good cause, by each category

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of good cause listed under subsection (c).
(7) In succeeding school years, the performance of
students promoted for good cause on the statewide English
language arts and mathematics assessment.
(h) The State Board may provide technical assistance to aid
the board in implementing this Section.
(i) The school district is exempt from the requirements of
this Section if it can prove to the State Board that it already
has an effective program.
HB4703 - 26 - LRB101 17456 NHT 66866 b
INDEX
Statutes amended in order of appearance