Alaska 2023-2024 Regular Session

Alaska Senate Bill SB192 Compare Versions

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

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2	2	SB0192A -1- SB 192
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5	5	33-GS2315\A
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11	11	SENATE BILL NO. 192
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13	13	IN THE LEGISLATURE OF THE STATE OF ALASKA
14	14
15	15	THIRTY-THIRD LEGISLATURE - SECOND SESSION
16	16
17	17	BY THE SENATE RULES COMMITTEE BY REQUEST OF THE GOVERNOR
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19	19	Introduced: 1/18/24
20	20	Referred: Education, Finance
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22	22
23	23	A BILL
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25	25	FOR AN ACT ENTITLED
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27	27	"An Act relating to screening reading deficiencies and providing reading intervention 1
28	28	services to public school students enrolled in grades kindergarten through three." 2
29	29	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA: 3
30	30	* Section 1. AS 14.30.760(a) is amended to read: 4
31	31	(a) To implement the district reading intervention services established under 5
32	32	AS 14.30.765, the department shall 6
33	33	(1) adopt a statewide screening tool to administer to students in grades 7
34	34	kindergarten through three to identify students with reading deficiencies, including 8
35	35	students with characteristics of dyslexia; the screening tool must evaluate 9
36	36	(A) phonemic awareness, letter naming fluency, letter sound 10
37	37	fluency, and letter word sound fluency of students in kindergarten; 11
38	38	(B) letter word sound fluency and oral reading fluency of 12
39	39	students in grade one; 13
40	40	(C) vocabulary and oral reading fluency of students in grades 14 33-GS2315\A
41	41	SB 192 -2- SB0192A
42	42	New Text Underlined [DELETED TEXT BRACKETED]
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44	44	two and three; 1
45	45	(2) support teachers of grades kindergarten through three by 2
46	46	(A) administering the statewide screening tool three times each 3
47	47	school year, once in the fall, once in the winter, and once in the spring, to all 4
48	48	students in grades kindergarten through three [, WITH THE EXCEPTION OF 5
49	49	STUDENTS WHO DEMONSTRATE SUFFICIENT READING SKILLS ON 6
50	50	THE FIRST SCREENING OF THE SCHOOL YEAR]; 7
51	51	(B) providing methods to monitor student progress; 8
52	52	(C) providing targeted instruction based on student needs as 9
53	53	determined by the results of the screening tool; and 10
54	54	(D) providing additional assistance as determined by the 11
55	55	department; 12
56	56	(3) provide training to school district staff related to using the results 13
57	57	of the statewide screening tool and understanding evidence-based reading 14
58	58	interventions, including explicit and systematic instruction in phonemic awareness, 15
59	59	phonics, vocabulary development, reading fluency, oral language skills, and reading 16
60	60	comprehension; 17
61	61	(4) require that districts identify the early education programs attended 18
62	62	by students and report to the department the average score on each performance 19
63	63	screening tool by students in grades kindergarten through three who 20
64	64	(A) attended a state-approved early education program; 21
65	65	(B) attended a head start program; 22
66	66	(C) attended a private early education program; 23
67	67	(D) did not attend an early education program; 24
68	68	(5) establish a process that allows the commissioner to waive, upon 25
69	69	request, use of the statewide screening tool required under this subsection by a school 26
70	70	district if the school district has adopted an evidence-based reading screening tool and 27
71	71	the screening tool is approved by the department; 28
72	72	(6) review, approve, and assist districts developing alternative 29
73	73	standardized reading screening tools in any language for use by school districts. 30
74	74	* Sec. 2. AS 14.30.765(f) is amended to read: 31 33-GS2315\A
75	75	SB0192A -3- SB 192
76	76	New Text Underlined [DELETED TEXT BRACKETED]
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78	78	(f) If it is determined, based on a statewide screening administered in the 1
79	79	spring, that a student in grade three has a reading deficiency, and the student does not 2
80	80	demonstrate sufficient reading skills to progress to grade four under (e) of this section, 3
81	81	the student's teacher and other pertinent district staff shall notify and attempt to meet 4
82	82	with the student's parent or guardian to explain that the student is not prepared to 5
83	83	progress to grade four. School staff shall work with the parent or guardian to schedule 6
84	84	a date, time, and place for the meeting, to be held after the spring screening 7
85	85	assessment and not later than 15 [45] days before the end of the school year. 8
86	86	Following that meeting, the parent or guardian may decide that the student will not 9
87	87	progress to grade four or decide to progress the student to grade four by signing a 10
88	88	waiver developed by the department acknowledging that the student is not prepared 11
89	89	and agreeing that the student will participate in an additional 20 hours of individual 12
90	90	reading improvement plan intervention services during the summer before the student 13
91	91	enters grade four. If no parent or guardian attends the meeting or if the parent or 14
92	92	guardian does not determine whether the student will progress to the next grade, the 15
93	93	superintendent or the superintendent's designee shall, after considering the student's 16
94	94	best interests and whether the student has previously not progressed to the next grade, 17
95	95	determine whether the student will progress to grade four. 18