Alaska 2023-2024 Regular Session

Alaska House Bill HB383 Compare Versions

Only one version of the bill is available at this time.

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2	2	HB0383a -1- HB 383
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11	11	HOUSE BILL NO. 383
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13	13	IN THE LEGISLATURE OF THE STATE OF ALASKA
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15	15	THIRTY-THIRD LEGISLATURE - SECOND SESSION
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17	17	BY REPRESENTATIVE GALVIN
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19	19	Introduced: 2/20/24
20	20	Referred: Education, Finance
21	21
22	22
23	23	A BILL
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25	25	FOR AN ACT ENTITLED
26	26
27	27	"An Act relating to education; providing for an effective date by repealing the effective 1
28	28	date of secs. 4, 6, 8, 11, 12, 16, 20, 23, 28, 30, 33, and 47, ch. 40, SLA 2022; and providing 2
29	29	for an effective date." 3
30	30	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA: 4
31	31	* Section 1. AS 14.03.072 is amended by adding a new subsection to read: 5
32	32	(c) Each school district shall periodically request feedback and engage with 6
33	33	parents and guardians of students enrolled in kindergarten through grade three in a 7
34	34	public school in the state on home reading plans. The feedback and engagement must 8
35	35	include discussions of home reading practices when teachers meet with parents or 9
36	36	guardians. 10
37	37	* Sec. 2. AS 14.03 is amended by adding a new section to read: 11
38	38	Sec. 14.03.165. Class size. (a) A school may not place more than 15 students 12
39	39	in grades kindergarten through three in a classroom during any student instruction 13
40	40	period. 14 33-LS1405\B
41	41	HB 383 -2- HB0383a
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44	44	(b) A school may not place more than 25 students in grades four through 12 in 1
45	45	a classroom during any student instruction period. 2
46	46	* Sec. 3. AS 14.17.470 is amended to read: 3
47	47	Sec. 14.17.470. Base student allocation. The base student allocation is $7,942 4
48	48	[$5,960]. 5
49	49	* Sec. 4. AS 14.30.760(a) is amended to read: 6
50	50	(a) To implement the district reading intervention services established under 7
51	51	AS 14.30.765, the department shall 8
52	52	(1) adopt a statewide screening tool to administer to students in grades 9
53	53	kindergarten through three to identify students with reading deficiencies, including 10
54	54	students with characteristics of dyslexia; the screening tool must evaluate 11
55	55	(A) phonemic awareness, letter naming fluency, letter sound 12
56	56	fluency, and letter word sound fluency of students in kindergarten; 13
57	57	(B) letter word sound fluency and oral reading fluency of 14
58	58	students in grade one; 15
59	59	(C) vocabulary and oral reading fluency of students in grades 16
60	60	two and three; 17
61	61	(2) support teachers of grades kindergarten through three by 18
62	62	(A) administering the statewide screening tool three times each 19
63	63	school year, once in the fall, once in the winter, and once in the spring, to all 20
64	64	students in grades kindergarten through three, with the exception of students 21
65	65	who demonstrate sufficient reading skills on the first screening of the school 22
66	66	year; 23
67	67	(B) providing methods to monitor student progress; 24
68	68	(C) providing targeted instruction and intervention plans 25
69	69	developed with parent or guardian participation based on student needs as 26
70	70	determined by the results of the screening tool; and 27
71	71	(D) providing additional assistance as determined by the 28
72	72	department; 29
73	73	(3) provide training to school district staff related to using the results 30
74	74	of the statewide screening tool and understanding evidence-based reading 31 33-LS1405\B
75	75	HB0383a -3- HB 383
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78	78	interventions, including explicit and systematic instruction in phonemic awareness, 1
79	79	phonics, vocabulary development, reading fluency, oral language skills, and reading 2
80	80	comprehension; 3
81	81	(4) require that districts identify the early education programs attended 4
82	82	by students and report to the department the average score on each performance 5
83	83	screening tool by students in grades kindergarten through three who 6
84	84	(A) attended a state-approved early education program; 7
85	85	(B) attended a head start program; 8
86	86	(C) attended a private early education program; 9
87	87	(D) did not attend an early education program; 10
88	88	(5) establish a process that allows the commissioner to waive, upon 11
89	89	request, use of the statewide screening tool required under this subsection by a school 12
90	90	district if the school district has adopted an evidence-based reading screening tool and 13
91	91	the screening tool is approved by the department; 14
92	92	(6) review, approve, and assist districts developing alternative 15
93	93	standardized reading screening tools in any language for use by school districts; 16
94	94	(7) require that school districts incorporate in reading intervention 17
95	95	services family engagement best practices from the Department of Education and 18
96	96	Early Development December 2010 Family Engagement Action Plan, including 19
97	97	the components welcoming every family, two-way communication, sharing 20
98	98	power, and supporting student success. 21
99	99	* Sec. 5. AS 14.30.765(a) is amended to read: 22
100	100	(a) Each school district shall offer intensive reading intervention services to 23
101	101	students in grades kindergarten through three who exhibit a reading deficiency to 24
102	102	assist students in achieving reading proficiency at or above grade level by the end of 25
103	103	grade three. The district shall provide the intensive reading intervention services in 26
104	104	addition to the core reading instruction that is provided to all students in the general 27
105	105	education classroom. The intensive reading intervention services must [, TO THE 28
106	106	EXTENT PRACTICABLE,] 29
107	107	(1) be provided in small groups by a district reading teacher, or 30
108	108	paraprofessional under the supervision of a reading teacher, to all students in grades 31 33-LS1405\B
109	109	HB 383 -4- HB0383a
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112	112	kindergarten through three who are determined to have a reading deficiency based on 1
113	113	the statewide screening tool adopted under AS 14.30.760(a)(1); 2
114	114	(2) provide explicit and systematic instruction in phonemic awareness, 3
115	115	phonics, vocabulary development, reading fluency, oral language skills, and reading 4
116	116	comprehension, as necessary; 5
117	117	(3) use evidence-based reading intervention methods that have shown 6
118	118	proven results in accelerating student reading achievement within a single school year; 7
119	119	(4) include instruction with detailed explanations, extensive 8
120	120	opportunities for guided practice, and opportunities for error correction and feedback; 9
121	121	(5) incorporate daily targeted small group reading instruction based on 10
122	122	student needs, either in person or online; 11
123	123	(6) monitor the reading progress of each student's reading skills 12
124	124	throughout the school year and adjust instruction according to student needs; 13
125	125	(7) be implemented during regular school hours through any available 14
126	126	method, including in person or through online delivery by teachers or specialty 15
127	127	reading coaches; 16
128	128	(8) be implemented outside of regular school hours, as directed in the 17
129	129	student's individual reading improvement plan under (b) of this section, for a student 18
130	130	who scores at the lowest achievement level on the statewide screening tool; 19
131	131	(9) be reviewed based on a department-approved response to 20
132	132	intervention or multi-tiered system support models, addressing additional support and 21
133	133	services needed to remedy identified needs; and 22
134	134	(10) support reading intervention at home by parents or guardians by 23
135	135	offering a list of adult literacy resources and organizations, providing opportunities for 24
136	136	parent or guardian participation in training workshops, periodically requesting 25
137	137	feedback for reading teachers and engaging with parents and guardians on home 26
138	138	reading plans, and encouraging regular parent or guardian-guided home reading 27
139	139	activities. 28
140	140	* Sec. 6. AS 14.30.765(b) is amended to read: 29
141	141	(b) In addition to the reading intervention services provided under (a) of this 30
142	142	section, a school district shall provide an individual reading improvement plan for 31 33-LS1405\B
143	143	HB0383a -5- HB 383
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146	146	each student in grades kindergarten through three who is determined to have a reading 1
147	147	deficiency based on the statewide screening tool. An individual reading improvement 2
148	148	plan developed under this section must 3
149	149	(1) be implemented not later than 30 days after identification of the 4
150	150	reading deficiency; 5
151	151	(2) be created by the student's reading teacher in consultation with the 6
152	152	school principal, the student's parent or guardian, and other pertinent district staff; 7
153	153	(3) describe the evidence-based reading intervention services the 8
154	154	student will receive to achieve and demonstrate sufficient reading skills; 9
155	155	(4) provide reading intervention services outside of regular school 10
156	156	hours for a student who scores at the lowest achievement level on the statewide 11
157	157	screening tool consistent with (a)(8) of this section; 12
158	158	(5) include a process for monitoring progress and adjusting the plan 13
159	159	based on student needs; 14
160	160	(6) provide to the student's parent or guardian at least 10 reading 15
161	161	progress updates each school year, and request a parent or guardian response 16
162	162	about the plan and home reading following each progress update; 17
163	163	(7) be culturally responsive; and 18
164	164	(8) support the student reading at home with a parent or guardian by 19
165	165	offering a list of adult literacy resources and organizations, providing opportunities for 20
166	166	parent or guardian participation in training workshops, soliciting responses and 21
167	167	feedback from the parent or guardian, and encouraging regular parent or guardian-22
168	168	guided home reading activities. 23
169	169	* Sec. 7. AS 14.30.765(c) is amended to read: 24
170	170	(c) If at any time during the school year a student in grades kindergarten 25
171	171	through three demonstrates a reading deficiency, the district or school shall notify the 26
172	172	student's parent or guardian. The initial notification must 27
173	173	(1) be provided to the student's parent or guardian not later than 15 28
174	174	days after identification of the reading deficiency; 29
175	175	(2) state that the district identified the student as having a reading 30
176	176	deficiency, explain how [AND THAT] a reading improvement plan will be 31 33-LS1405\B
177	177	HB 383 -6- HB0383a
178	178	New Text Underlined [DELETED TEXT BRACKETED]
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180	180	developed, and how the parent or guardian may participate in the plan 1
181	181	development under (b) of this section; 2
182	182	(3) describe current services that the district is providing to the student; 3
183	183	(4) describe the proposed evidence-based reading intervention and 4
184	184	supplemental instructional services and supports that the district will provide to the 5
185	185	student to improve the identified area of reading deficiency; 6
186	186	(5) explain that the district or school will inform the parent or guardian 7
187	187	orally or in writing, as selected by the parent or guardian, of the student's progress 8
188	188	toward grade level reading as outlined in the student's individual reading improvement 9
189	189	plan; 10
190	190	(6) identify strategies for the parent or guardian to use at home to help 11
191	191	the student succeed in reading; 12
192	192	(7) explain that if the student has a reading deficiency at the end of the 13
193	193	school year and is in grades kindergarten through two, the student's progression may 14
194	194	be delayed unless the student has previously not progressed to the next grade; 15
195	195	(8) explain that a student in grade three should demonstrate sufficient 16
196	196	reading skills to progress to grade four under (e) of this section, unless the student 17
197	197	receives a waiver under (f) of this section or has previously not progressed to the next 18
198	198	grade; 19
199	199	(9) explain the process and deadline to request a waiver under (f) of 20
200	200	this section; [AND] 21
201	201	(10) identify mid-year progression as an option for students who do 22
202	202	not progress to the next grade; and 23
203	203	(11) request feedback and input from the parent or guardian for 24
204	204	the student's reading teacher. 25
205	205	* Sec. 8. AS 14.30.765(d) is amended to read: 26
206	206	(d) If it is determined, based on a statewide screening administered in the 27
207	207	spring, that a student in grades kindergarten through two has a reading deficiency, the 28
208	208	student's teacher and other pertinent district staff shall notify and attempt to meet with 29
209	209	the student's parent or guardian to explain that the student will not be able to maintain 30
210	210	adequate academic progress at the next grade level. School staff shall work with the 31 33-LS1405\B
211	211	HB0383a -7- HB 383
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214	214	parent or guardian to schedule a date, time, and place for the meeting, to be held not 1
215	215	later than 45 days before the end of the school year. Following that meeting, the parent 2
216	216	or guardian shall determine whether the student will progress to the next grade. [IF 3
217	217	NO PARENT OR GUARDIAN ATTENDS THE MEETING OR IF THE PARENT 4
218	218	OR GUARDIAN DOES NOT DETERMINE WHETHER THE STUDENT WILL 5
219	219	PROGRESS TO THE NEXT GRADE, THE SUPERINTENDENT OR THE 6
220	220	SUPERINTENDENT'S DESIGNEE SHALL, AFTER CONSIDERING THE 7
221	221	STUDENT'S BEST INTEREST AND WHETHER THE STUDENT HAS 8
222	222	PREVIOUSLY NOT PROGRESSED TO THE NEXT GRADE, DETERMINE 9
223	223	WHETHER THE STUDENT WILL PROGRESS TO THE NEXT GRADE.] 10
224	224	* Sec. 9. AS 14.30.765(f) is amended to read: 11
225	225	(f) If it is determined, based on a statewide screening administered in the 12
226	226	spring, that a student in grade three has a reading deficiency, and the student does not 13
227	227	demonstrate sufficient reading skills to progress to grade four under (e) of this section, 14
228	228	the student's teacher and other pertinent district staff shall notify and attempt to meet 15
229	229	with the student's parent or guardian to explain that the student is not prepared to 16
230	230	progress to grade four. School staff shall work with the parent or guardian to schedule 17
231	231	a date, time, and place for the meeting, to be held not later than 45 days before the end 18
232	232	of the school year. Following that meeting, the parent or guardian may decide that the 19
233	233	student will not progress to grade four or decide to progress the student to grade four 20
234	234	by signing a waiver developed by the department acknowledging that the student is 21
235	235	not prepared and agreeing that the student will participate in an additional 20 hours of 22
236	236	individual reading improvement plan intervention services during the summer before 23
237	237	the student enters grade four. [IF NO PARENT OR GUARDIAN ATTENDS THE 24
238	238	MEETING OR IF THE PARENT OR GUARDIAN DOES NOT DETERMINE 25
239	239	WHETHER THE STUDENT WILL PROGRESS TO THE NEXT GRADE, THE 26
240	240	SUPERINTENDENT OR THE SUPERINTENDENT'S DESIGNEE SHALL, AFTER 27
241	241	CONSIDERING THE STUDENT'S BEST INTERESTS AND WHETHER THE 28
242	242	STUDENT HAS PREVIOUSLY NOT PROGRESSED TO THE NEXT GRADE, 29
243	243	DETERMINE WHETHER THE STUDENT W ILL PROGRESS TO GRADE FOUR.] 30
244	244	* Sec. 10. AS 14.30.765(h) is amended to read: 31 33-LS1405\B
245	245	HB 383 -8- HB0383a
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248	248	(h) If no parent or guardian attends the meeting, [AND A 1
249	249	SUPERINTENDENT OR SUPERINTENDENT'S DESIGNEE DECIDES THAT A 2
250	250	STUDENT IN GRADES KINDERGARTEN THROUGH THREE WILL NOT 3
251	251	PROGRESS TO THE NEXT GRADE UNDER (d) OR (f) OF THIS SECTION,] t he 4
252	252	district or school in which the student is enrolled shall provide immediate oral and 5
253	253	written notification to the student's parent or guardian. The written notification must 6
254	254	explain that the parent or guardian may reschedule the meeting provided under (d) or 7
255	255	(f) of this section and that during a meeting 8
256	256	(1) for a student in grades kindergarten through two, the parent or 9
257	257	guardian may decide to progress the student; and 10
258	258	(2) for a student in grade three, the parent or guardian may decide to 11
259	259	progress the student to grade four by signing a waiver under (f) of this section. 12
260	260	* Sec. 11. AS 44.27 is amended by adding a new section to read: 13
261	261	Article 3. Strategic Recruitment Office. 14
262	262	Sec. 44.27.100. Strategic recruitment office. (a) A strategic recruitment 15
263	263	office is established in the Department of Education and Early Development. 16
264	264	(b) The office shall assist school districts and the state in recruitment and 17
265	265	retention of qualified and certificated teachers. 18
266	266	(c) The state Board of Education and Early Development shall adopt 19
267	267	regulations to implement this section. 20
268	268	* Sec. 12. Sections 4, 6, 8, 11, 12, 16, 20, 23, 28, 30, 33, and 47, ch. 40, SLA 2022, are 21
269	269	repealed. 22
270	270	* Sec. 13. Section 56, ch. 40, SLA 2022, is repealed. 23
271	271	* Sec. 14. This Act takes effect immediately under AS 01.10.070(c). 24