Alabama 2022 Regular Session

Alabama House Bill HB220 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1	1		1 HB220
2		-	2 216029-4
	2	+	2 216029-3
3	3		3 By Representatives Collins, Baker, Holmes, Faust, Shiver,
4	4		4 Meadows, Robertson, Stadthagen, Brown (K), Wood (D), Kiel,
5	5		5 Rich, Sorrell, Almond, Dismukes, Fincher, Stringer, Brown (C),
6	6		6 Kitchens, Simpson, Moore (P), Clouse, McCutcheon, Ellis,
7	7		7 Gaston, Ledbetter, Wood (R), Hanes, South, Lee, Sullivan and
8	8		8 Ball
9	9		9 RFD: Education Policy
10	10		10 First Read: 02-FEB-22
11	11
12		-	Page 0 HB220
13		-	1
14		-	2 ENROLLED, An Act,
15		-	3 Relating to the Alabama Literacy Act; to amend
16		-	4 Sections 16-6G-2, 16-6G-3, 16-6G-4, and 16-6G-5, Code of
17		-	5 Alabama 1975, to provide further for definitions, the
18		-	6 membership and duties of the Literacy Task Force, the duties
19		-	7 and functioning of the Alabama Committee on Grade Level
20		-	8 Reading, and good cause exemptions from retention.
21		-	9 BE IT ENACTED BY THE LEGISLATURE OF ALABAMA:
22		-	10 Section 1. Sections 16-6G-2, 16-6G-3, 16-6G-4, and
23		-	11 16-6G-5 of the Code of Alabama 1975, are amended to read as
24		-	12 follows:
25		-	13 "§16-6G-2.
26		-	14 "For the purposes of this chapter, the following
27		-	15 terms shall have the following meanings:
28		-	16 "(1) ALPHABETIC PRINCIPLE. The ability to accurately
29		-	17 apply knowledge of the relationship between letters and sounds
30		-	18 during the acts of encoding and decoding.
31		-	19 "(2) COMPREHENSION. The ability to read and process
32		-	20 text and understand its meaning.
33		-	21 "(3) DECODING. The act of applying knowledge of the
34		-	22 alphabetic principle to correctly pronounce written words.
35		-	23 "(4) DYSLEXIA. A specific learning challenge or
36		-	24 disability that is neurological in origin. It is characterized
37		-	25 by difficulties with accurate or fluent, or both, word
38		-	Page 1 HB220
39		-	1 recognition and by poor spelling and decoding abilities, which
40		-	2 typically result from a deficit in the phonological component
41		-	3 of language that is often unexpected in relation to other
42		-	4 cognitive abilities and the provision of effective classroom
43		-	5 instruction.
44		-	6 "(5) ENCODING. The act and process of using
45		-	7 knowledge of the relationships between sounds and letters to
46		-	8 spell and write words.
47		-	9 "(6) FLUENCY. The ability to read with accuracy,
48		-	10 appropriate rate, and proper expression.
49		-	11 "(7) PHONEMIC AWARENESS. The ability to hear,
50		-	12 identify, and manipulate individual sounds. Phonemic awareness
51		-	13 is an auditory activity.
52		-	14 "(8) PHONICS. The relationships between the letters
53		-	15 of written language and the individual sounds of spoken
54		-	16 language including syllable types, morphology of Greek and
55		-	17 Latin roots, and multisyllabic words.
56		-	18 "(9) PHONOLOGICAL AWARENESS. The general
57		-	19 understanding of the sound structure of words and sentences.
58		-	20 "(10) TASK FORCE. The Literacy Task Force created
59		-	21 under Section 16-6G-3.
60		-	22 "(10)(11) VOCABULARY. The body of written or oral
61		-	23 language known to an individual.
62		-	24 "§16-6G-3.
63		-	Page 2 HB220
64		-	1 "(a) The State Superintendent of Education shall
	12	+	Page 0 1 ENGROSSED
	13	+	2
	14	+	3
	15	+	4 A BILL
	16	+	5 TO BE ENTITLED
	17	+	6 AN ACT
	18	+	7
	19	+	8 Relating to the Alabama Literacy Act; to amend
	20	+	9 Sections 16-6G-2, 16-6G-3, 16-6G-4, and 16-6G-5, Code of
	21	+	10 Alabama 1975, to provide further for definitions, the
	22	+	11 membership and duties of the Literacy Task Force, the duties
	23	+	12 and functioning of the Alabama Committee on Grade Level
	24	+	13 Reading, and good cause exemptions from retention.
	25	+	14 BE IT ENACTED BY THE LEGISLATURE OF ALABAMA:
	26	+	15 Section 1. Sections 16-6G-2, 16-6G-3, 16-6G-4, and
	27	+	16 16-6G-5 of the Code of Alabama 1975, are amended to read as
	28	+	17 follows:
	29	+	18 "§16-6G-2.
	30	+	19 "For the purposes of this chapter, the following
	31	+	20 terms shall have the following meanings:
	32	+	21 "(1) ALPHABETIC PRINCIPLE. The ability to accurately
	33	+	22 apply knowledge of the relationship between letters and sounds
	34	+	23 during the acts of encoding and decoding.
	35	+	24 "(2) COMPREHENSION. The ability to read and process
	36	+	25 text and understand its meaning.
	37	+	26 "(3) DECODING. The act of applying knowledge of the
	38	+	27 alphabetic principle to correctly pronounce written words.
	39	+	Page 1 1 "(4) DYSLEXIA. A specific learning challenge or
	40	+	2 disability that is neurological in origin. It is characterized
	41	+	3 by difficulties with accurate or fluent, or both, word
	42	+	4 recognition and by poor spelling and decoding abilities, which
	43	+	5 typically result from a deficit in the phonological component
	44	+	6 of language that is often unexpected in relation to other
	45	+	7 cognitive abilities and the provision of effective classroom
	46	+	8 instruction.
	47	+	9 "(5) ENCODING. The act and process of using
	48	+	10 knowledge of the relationships between sounds and letters to
	49	+	11 spell and write words.
	50	+	12 "(6) FLUENCY. The ability to read with accuracy,
	51	+	13 appropriate rate, and proper expression.
	52	+	14 "(7) PHONEMIC AWARENESS. The ability to hear,
	53	+	15 identify, and manipulate individual sounds. Phonemic awareness
	54	+	16 is an auditory activity.
	55	+	17 "(8) PHONICS. The relationships between the letters
	56	+	18 of written language and the individual sounds of spoken
	57	+	19 language including syllable types, morphology of Greek and
	58	+	20 Latin roots, and multisyllabic words.
	59	+	21 "(9) PHONOLOGICAL AWARENESS. The general
	60	+	22 understanding of the sound structure of words and sentences.
	61	+	23 "(10) TASK FORCE. The Literacy Task Force created
	62	+	24 under Section 16-6G-3.
	63	+	25 "(10)(11) VOCABULARY. The body of written or oral
	64	+	26 language known to an individual.
	65	+	27 "§16-6G-3.
	66	+	Page 2 1 "(a) The State Superintendent of Education shall
65	67		2 convene a standing task force Literacy Task Force by December
66	68		3 1, 2019, to provide recommendations for comprehensive core
67	69		4 reading and reading intervention programs, a state continuum
68	70		5 of teacher development for approved science of reading
69	71		6 pursuant to subsection (e) of Section 16-6G-6, and an annual
70	72		7 list of vetted and approved assessments that are valid and
71	73		8 reliable reading screening, formative, and diagnostic
72	74		9 assessment systems for selection and use by local education
73	75		10 agencies. The task force shall meet in regular session at
74	76		11 least twice a year and shall function independently. All
75	77		12 appointing authorities shall coordinate their appointments so
76	78		13 that diversity of gender, race, and geographical areas is
77	79		14 reflective of the makeup of this state. The membership of the
78	80		15 task force shall include all of the following appointees, each
79	81		16 of whom shall have at least three years of experience with
80	82		17 scientifically based reading instruction:
81	83		18 "(1) Two public K-12 teachers appointed by the
82	84		19 Executive Director of the Alabama Education Association.
83	85		20 "(2) One public K-12 special education teacher
84	86		21 appointed by the State Superintendent of Education.
85	87		22 "(3) Three Certified Academic Dyslexia Therapists,
86	88		23 who have been certified for a minimum of three years,
87	89		24 appointed by the Alabama Branch of the International Dyslexia
88	90		25 Association.
89		-	Page 3 HB220
90		-	1 "(4) Two public school principals appointed by the
	91	+	Page 3 1 "(4) Two public school principals appointed by the
91	92		2 Executive Director of the Council for Leaders in Alabama
92	93		3 Schools.
93	94		4 "(5) One local superintendent of education appointed
94	95		5 by the Executive Director of the School Superintendents of
95	96		6 Alabama.
96	97		7 "(6) One local board of education member appointed
97	98		8 by the Alabama Association of School Boards.
98	99		9 "(7) One Regional Education Lab national expert in
99	100		10 literacy member appointed by the State Superintendent of
100	101		11 Education.
101	102		12 "(8) One early childhood educator appointed by the
102	103		13 Secretary of the Alabama Department of Early Childhood
103	104		14 Education.
104	105		15 "(9) One dean of a college of education appointed by
105	106		16 the Alabama Commission on Higher Education.
106	107		17 "(10) Seven additional members, four appointed by
107	108		18 the Governor and three by the State Superintendent of
108	109		19 Education.
109	110		20 "(b) Each approved assessment system shall do all of
110	111		21 the following:
111	112		22 "(1) Provide screening and diagnostic capabilities
112	113		23 for monitoring student progress.
113	114		24 "(2) Measure, at a minimum, phonological awareness,
114	115		25 oral language, the alphabetic principle, including letter
115		-	Page 4 HB220
116		-	1 naming, letter sound, and sound letter correspondences,
117		-	2 decoding, encoding, accuracy, vocabulary, and comprehension.
118		-	3 "(3) Identify students who have a reading
119		-	4 deficiency, including identifying students with
120		-	5 characteristics of dyslexia.
121		-	6 "(c) In determining which assessment systems to
122		-	7 approve for use by local education agencies, the task force,
123		-	8 at a minimum, shall also consider all of the following
124		-	9 factors:
125		-	10 "(1) The time required to conduct the assessments,
126		-	11 with the intention of minimizing the impact on instructional
127		-	12 time.
128		-	13 "(2) The level of integration of assessment results
129		-	14 with instructional support for teachers and students.
130		-	15 "(3) The timeliness in reporting assessment results
131		-	16 to teachers, administrators, and parents.
132		-	17 "§16-6G-4.
133		-	18 "(a) Funds appropriated by the Legislature in
134		-	19 support of the Alabama Reading Initiative shall be allocated
135		-	20 to support and implement, in accordance with this chapter, the
136		-	21 following:
137		-	22 "(1) Local education agencies to support local
138		-	23 reading specialists.
139		-	24 "(2) The Alabama Summer Achievement Program.
140		-	25 "(3) Regional literacy specialists.
141		-	Page 5 HB220
142		-	1 "(4) Preservice and inservice teacher professional
143		-	2 learning activities for elementary school teachers in reading.
144		-	3 "(5) Curricula to support student interventions.
145		-	4 "(6) State administration.
146		-	5 "(b) Funds dedicated to the Alabama Reading
147		-	6 Initiative shall be expended on local and regional reading
148		-	7 specialists, professional learning activities, and
149		-	8 administrative activities that support all of the following
150		-	9 activities for kindergarten through third grade students in
151		-	10 public K-12 schools; continued funding shall be contingent on
152		-	11 measurable performance growth, as determined by the task force
153		-	12 established under subsection (a) of Section 16-6G-3 Alabama
154		-	13 Committee on Grade Level Reading created pursuant to Section
155		-	14 16-6G-7:
156		-	15 "(1) Administration and analysis of reading
157		-	16 screening, formative, and diagnostic assessments to guide
158		-	17 instruction.
159		-	18 "(2) Scientifically based reading instruction,
160		-	19 multisensory language instruction, including oral language
161		-	20 development, phonological awareness, phonics instruction that
162		-	21 includes decoding and encoding, fluency, writing, vocabulary,
163		-	22 and comprehension, and the Alabama course of study, English
164		-	23 Language Arts.
165		-	24 "(3) Explicit and systematic instruction with more
166		-	25 detailed explanations, more extensive opportunities for guided
167		-	Page 6 HB220
168		-	1 practice, and more opportunities for error correction and
169		-	2 feedback.
170		-	3 "(4) Differentiated reading instruction and
171		-	4 intensive intervention based on student need, including
172		-	5 students exhibiting the characteristics of dyslexia.
173		-	6 "(c) Alabama Reading Initiative regional literacy
174		-	7 specialists shall provide support to local education agencies
175		-	8 through a gradual release model, whereby the regional reading
176		-	9 specialist shall support a struggling school until that school
177		-	10 has improved core instruction to the extent that it is no
178		-	11 longer among the lowest performing five percent in reading of
179		-	12 elementary schools in reading proficiency, as determined by
180		-	13 annual results of the state summative assessment for federal
181		-	14 and statewide accountability.
182		-	15 "(1) Regional literacy specialists shall provide
183		-	16 intensive support for elementary schools that are among the
184		-	17 lowest performing five percent in reading of elementary
185		-	18 schools. Each school among the lowest performing five percent
186		-	19 performing in reading elementary schools shall be assigned a
187		-	20 regional literacy specialist who shall serve as a resource for
188		-	21 professional development throughout the school to improve
189		-	22 literacy instruction and student achievement. A regional
190		-	23 literacy specialist who is assigned to a school shall
191		-	24 primarily serve only that school.
192		-	Page 7 HB220
193		-	1 "(2) Elementary schools that are not among the
194		-	2 lowest performing five percent performing in reading schools
195		-	3 shall receive limited literacy support from an Alabama Reading
196		-	4 Initiative regional literacy specialist, who shall be assigned
197		-	5 to multiple schools. All other regional literacy specialists
198		-	6 shall be assigned to serve multiple elementary schools and
199		-	7 shall provide ongoing professional development for teachers in
200		-	8 analyzing students' reading data to impact instruction,
201		-	9 administering and analyzing instructional assessments,
202		-	10 differentiating instruction and intensive intervention, and
203		-	11 monitoring the reading progress of all students a minimum of
204		-	12 three times per year, and make instruction adjustment
205		-	13 recommendations according to student specific need. Distance
206		-	14 and need shall be considered by local superintendents of
207		-	15 education when selecting the schools where a regional literacy
208		-	16 specialist shall serve. There shall be two levels of limited
209		-	17 literacy support provided by a regional literacy specialist.
210		-	18 The local superintendent of education of a local education
211		-	19 agency subject to this subdivision shall determine the level
212		-	20 of limited support that each regional literacy specialist
213		-	21 shall provide.
214		-	22 "a. Limited support 1. An Alabama Reading Initiative
215		-	23 regional literacy specialist shall make monthly onsite visits
216		-	24 to the school and shall monitor the reading progress of all
217		-	Page 8 HB220
218		-	1 students a minimum of three times per year and adjust
219		-	2 instruction according to student specific need.
220		-	3 "b. Limited support 2. An Alabama Reading Initiative
221		-	4 regional literacy specialist shall make quarterly onsite
222		-	5 visits to the school and shall monitor the reading progress of
223		-	6 all students a minimum of three times per year and make
224		-	7 instruction adjustment recommendations according to student
225		-	8 specific need.
226		-	9 "(3) An Alabama Reading Initiative regional literacy
227		-	10 specialist shall have all of the following minimum
228		-	11 qualifications:
229		-	12 "a. The required Alabama Professional Educator
230		-	13 Certificate.
231		-	14 b. A bachelor's degree and advanced coursework or
232		-	15 professional development in the science of reading,
233		-	16 multisensory language instruction, such as Language Essentials
234		-	17 for Teachers of Reading and Spelling, or a comparable
235		-	18 alternative training approved by the State Board of Education.
236		-	19 "c. A minimum of four years of experience as a
237		-	20 successful elementary or literacy teacher.
238		-	21 "d. A knowledge of scientifically based reading
239		-	22 research, special expertise in quality reading instruction and
240		-	23 intervention, dyslexia specific interventions, and data
241		-	24 analysis.
242		-	Page 9 HB220
243		-	1 "e. A strong knowledge base in the science of
244		-	2 learning to read and the science of early childhood education.
245		-	3 "f. Excellent communication skills with outstanding
246		-	4 presentation, interpersonal, and time management skills.
247		-	5 "(d) An Alabama Reading Initiative local reading
248		-	6 specialist shall be assigned to provide intensive, targeted
249		-	7 professional development for elementary school teachers at one
250		-	8 school.
251		-	9 "(1) An Alabama Reading Initiative local reading
252		-	10 specialist shall have all of the following minimum
253		-	11 qualifications:
254		-	12 "a. The required Alabama Professional Educator
255		-	13 Certificate.
256		-	14 "b. A bachelor's degree and advanced coursework or
257		-	15 professional development in the science of reading, such as
258		-	16 multisensory language instruction, or comparable alternative
259		-	17 training approved by the State Board of Education.
260		-	18 "c. A minimum of two years of experience as a
261		-	19 successful elementary or literacy teacher.
262		-	20 "d. A knowledge of scientifically based reading
263		-	21 research, special expertise in quality reading instruction and
264		-	22 intervention, dyslexia specific interventions, and data
265		-	23 analysis.
266		-	24 "e. A strong knowledge base in the science of
267		-	25 learning to read and the science of early childhood education.
268		-	Page 10 HB220
269		-	1 "f. Excellent communication skills with outstanding
270		-	2 presentation, interpersonal, and time management skills.
271		-	3 (2) The duties and responsibilities of an Alabama
272		-	4 Reading Initiative local reading specialist shall include all
273		-	5 of the following:
274		-	6 "a. Collaborating with the principal to create a
275		-	7 strategic plan for coaching.
276		-	8 "b. Facilitating schoolwide professional development
277		-	9 and study groups.
278		-	10 "c. Modeling effective reading instructional
279		-	11 strategies for teachers.
280		-	12 "d. Coaching and mentoring teachers daily.
281		-	13 "e. Facilitating data analysis discussions and
282		-	14 supporting teachers by using data to differentiate instruction
283		-	15 according to the needs of students.
284		-	16 "f. Fostering multiple areas of teacher professional
285		-	17 learning, including exceptional student education and content
286		-	18 area knowledge.
287		-	19 "g. Prioritizing time for those teachers,
288		-	20 activities, and roles that will have the greatest impact on
289		-	21 student reading achievement, such as coaching and mentoring in
290		-	22 classrooms.
291		-	23 "h. Monitoring the reading progress of all students
292		-	24 a minimum of three times per year and making recommendations
293		-	Page 11 HB220
294		-	1 for adjustment of instruction according to student specific
295		-	2 need.
296		-	3 "(3) An Alabama Reading Initiative local reading
297		-	4 specialist may not perform administrative functions such as
298		-	5 serving as an evaluator, substitute teacher, assessment
299		-	6 coordinator, or school administrator.
300		-	7 "(e) The State Superintendent of Education and local
301		-	8 education agencies shall monitor the implementation and
302		-	9 effectiveness of the Alabama Reading Initiative regional
303		-	10 literacy specialist and local reading specialist model, and
304		-	11 the State Superintendent of Education and each local education
305		-	12 agency being served by a regional literacy specialist or a
306		-	13 local reading specialist shall maintain communication among
307		-	14 the district, school administration, and the Alabama Reading
308		-	15 Initiative state administration staff throughout the academic
309		-	16 year.
310		-	17 "(1) The State Superintendent of Education, or his
311		-	18 or her designee, shall certify that each Alabama Reading
312		-	19 Initiative regional literacy specialist or local reading
313		-	20 specialist satisfies the minimum qualifications provided by
314		-	21 this chapter before coaches are hired with funds appropriated
315		-	22 by the Legislature to support the Alabama Reading Initiative.
316		-	23 "(2) The State Superintendent of Education shall
317		-	24 develop an evidence-based accountability reporting system for
318		-	25 the Alabama Reading Initiative that shall measure student
319		-	Page 12 HB220
320		-	1 growth and proficiency towards teacher professional learning
321		-	2 goals and student performance on state-approved formative and
322		-	3 summative assessments and shall specify the number of
323		-	4 teachers, administrators, other personnel at each school and
324		-	5 local education agency who have started or completed an
325		-	6 approved training program in the science of reading, and the
326		-	7 name of the training program.
327		-	8 "(3) The State Superintendent of Education shall
328		-	9 submit a report to the Governor, the Lieutenant Governor, the
329		-	10 Speaker of the House of Representatives, the President Pro
330		-	11 Tempore of the Senate, and the Chairs of the House Ways and
331		-	12 Means Education Committee, Senate Finance and Taxation
332		-	13 Education Committee, House Education Policy Committee, and
333		-	14 Senate Education Policy Committee, the task force, and the
334		-	15 Alabama Committee on Grade Level Reading created pursuant to
335		-	16 Section 16-6G-7, no later than December 31, annually, on the
336		-	17 status of teacher professional learning, student growth and
337		-	18 proficiency against grade level standards in K-3 reading.
338		-	19 "§16-6G-5.
339		-	20 "(a) To Commencing with the 2022-2023 school year,
340		-	21 to ensure that public school students are able to read at or
341		-	22 above grade level by the end of third grade, each local
342		-	23 education agency shall offer a an approved comprehensive core
343		-	24 reading program to all students based on the science of
344		-	25 reading which develops foundational reading skills. In
345		-	Page 13 HB220
346		-	1 addition, no school district may use any curriculum for public
347		-	2 K-3 students that does not have instructional time included.
348		-	3 Commencing with the 2022-2023 school year, elementary schools
349		-	4 that are among the lowest performing five percent in reading
350		-	5 proficiency shall purchase core reading programs that fully
351		-	6 align to the science of reading and are recommended by the
352		-	7 task force.
353		-	8 "(b) Based on the results of the reading assessment
354		-	9 in Section 16-6G-3, each K-3 student who exhibits a reading
355		-	10 deficiency, or the characteristics of dyslexia, shall be
356		-	11 provided an appropriate reading intervention program to
357		-	12 address his or her specific deficiencies. Additionally,
358		-	13 students shall be evaluated after every grading period and, if
359		-	14 a student is determined to have a reading deficiency, the
360		-	15 school shall provide the student with additional tutorial
361		-	16 support. The State Superintendent of Education task force
362		-	17 shall provide recommend a list of vetted and approved
363		-	18 comprehensive reading and intervention programs with the
364		-	19 advice of the task force established under subsection (a) of
365		-	20 Section 16-6G-3. The intervention program shall be provided in
366		-	21 addition to the comprehensive core reading instruction that is
367		-	22 provided to all students in the general education classroom.
368		-	23 Dyslexia specific intervention, as defined by rule of the
369		-	24 State Board of Education, shall be provided to students who
370		-	25 have the characteristics of dyslexia and all struggling
371		-	Page 14 HB220
372		-	1 readers. The reading intervention program shall do all of the
373		-	2 following:
374		-	3 "(1) Provide explicit, direct instruction that is
375		-	4 systematic, sequential, and cumulative in language
376		-	5 development, phonological awareness, phonics, fluency,
377		-	6 vocabulary, and comprehension, as applicable.
378		-	7 "(2) Provide daily targeted small group reading
379		-	8 interventions based on student need in phonological awareness,
380		-	9 phonics including decoding and encoding, sight words,
381		-	10 vocabulary, or comprehension.
382		-	11 "(3) Be implemented during regular school hours.
383		-	12 "(c) The parent or legal guardian of any K-3 student
384		-	13 who exhibits a consistent deficiency in letter naming fluency,
385		-	14 letter sound fluency, nonsense word reading, sight words, oral
386		-	15 reading accuracy, vocabulary, or comprehension at any time
387		-	16 during the school year shall be notified in writing no later
388		-	17 than 15 school days after the identification. In addition to
389		-	18 the requirement that the Literacy Task Force consider and
390		-	19 minimize the impact on instructional time when recommending an
391		-	20 assessment system for approval by the State Superintendent of
392		-	21 Education pursuant to subsection (c) of Section 16-6G-3, the
393		-	22 State Superintendent of Education and each local education
394		-	23 agency shall minimize the impact on instructional time and
395		-	24 teacher paperwork required to comply with the written
396		-	Page 15 HB220
397		-	1 notification requirements of this subsection. The written
398		-	2 notification shall include all of the following:
399		-	3 "(1) A statement that the student has been
400		-	4 identified as having a deficiency in reading or exhibits the
401		-	5 characteristics of dyslexia, and that a reading improvement
402		-	6 plan shall be developed by the teacher, principal, other
403		-	7 pertinent school personnel, and the parent or legal guardian.
404		-	8 "(2) A description of the current services that are
405		-	9 provided to the student.
406		-	10 "(3) A description of the proposed evidence-based
407		-	11 reading interventions and supplemental instructional services
408		-	12 and supports that shall be proposed for discussion while
409		-	13 establishing the student's reading improvement plan as
410		-	14 provided in subsection (d).
411		-	15 "(4) Notification that the parent or legal guardian
412		-	16 shall be informed in writing at least monthly of the progress
413		-	17 of the student towards grade level reading.
414		-	18 "(5) Strategies and resources for the parent or
415		-	19 legal guardian to use at home to help the student succeed in
416		-	20 reading.
417		-	21 "(6) A statement that if the reading deficiency of
418		-	22 the student is not addressed by the end of third grade, the
419		-	23 student will not be promoted to fourth grade unless a good
420		-	24 cause exemption is satisfied.
421		-	Page 16 HB220
422		-	1 "(7) A statement that while the statewide reading
423		-	2 assessment is the initial determinant for promotion, the
424		-	3 assessment is not the sole determiner at the end of third
425		-	4 grade. Additionally, students shall be provided with a
426		-	5 test-based student portfolio option and an alternative a
427		-	6 supplemental reading assessment option to demonstrate
428		-	7 sufficient reading skills for promotion to fourth grade.
429		-	8 "(d) Any K-3 student who exhibits a reading
430		-	9 deficiency at any time, as provided in subsection (b), shall
431		-	10 receive an individual reading improvement plan no later than
432		-	11 30 days after the identification of the reading deficiency.
433		-	12 "(1) The reading improvement plan shall be created
434		-	13 by the teacher, principal, other pertinent school personnel,
435		-	14 and the parent or legal guardian of the student, and shall
436		-	15 describe the evidence-based reading intervention services,
437		-	16 including dyslexia specific intervention services, that the
438		-	17 student shall receive to improve the reading deficit.
439		-	18 "(2) Each identified student shall receive intensive
440		-	19 reading intervention until the student no longer has a
441		-	20 deficiency in reading, as determined by a State Board of
442		-	21 Education approved reading assessment.
443		-	22 "(3) Funds allocated to procuring curricula for
444		-	23 student interventions pursuant to subdivision (5) of
445		-	24 subsection (a) of Section 16-6G-4 shall be divided, based on a
446		-	25 per pupil allocation determined by the number of students of
447		-	Page 17 HB220
448		-	1 each local education agency who are not proficient on a state
449		-	2 approved reading assessment during the prior academic year,
450		-	3 and distributed by the State Superintendent of Education.
451		-	4 "(e) Each local education agency shall provide
452		-	5 summer reading camps to all K-3 students identified with a
453		-	6 reading deficiency as described in subsection (b).
454		-	7 "(1) Summer reading camps shall be staffed with
455		-	8 highly effective teachers of reading as demonstrated by
456		-	9 student reading performance data, completion of multisensory
457		-	10 structured language education, and teacher performance
458		-	11 evaluations.
459		-	12 "(2) The highly effective teacher of reading shall
460		-	13 provide direct, explicit, and systematic reading intervention
461		-	14 services and supports to improve any identified area of
462		-	15 reading deficiency.
463		-	16 "(3) Summer reading camps, at a minimum, shall
464		-	17 include 70 at least 60 hours of time in scientifically based
465		-	18 reading instruction and intervention.
466		-	19 "(4) A State Board of Education approved reading
467		-	20 assessment system shall be administered at the beginning and
468		-	21 end of the summer reading camp to measure student progress.
469		-	22 "(5) Summer reading camps may be held in conjunction
470		-	23 with existing summer programs in the school district or in
471		-	24 partnership with community-based summer programs, designated
472		-	25 as effective by the State Superintendent of Education and the
473		-	Page 18 HB220
474		-	1 task force established under subsection (a) of Section
475		-	2 16-6G-3.
476		-	3 "(f) The Alabama Summer Achievement Program is
477		-	4 established and shall be available to all K-3 students in
478		-	5 public elementary schools that are among the lowest performing
479		-	6 five percent in reading of elementary schools.
480		-	7 "(1) The program shall be administered and funded by
481		-	8 the allocation provided in subdivision (2) of subsection (a)
482		-	9 of Section 16-6G-4.
483		-	10 "(2) Funds allocated to the program in excess of the
484		-	11 amount needed to fully fund summer programs in public
485		-	12 elementary schools that are among the lowest performing five
486		-	13 percent performing in reading schools shall be divided, based
487		-	14 on a per pupil allocation, and distributed by the State
488		-	15 Superintendent of Education, to support high quality summer
489		-	16 camps at elementary schools that are not among the lowest
490		-	17 performing five percent performing in reading elementary
491		-	18 schools. The State Superintendent of Education shall award the
492		-	19 funds to each local education agency based on the number of
493		-	20 students who scored deficient, as determined by the task force
494		-	21 established under subsection (a) of Section 16-6G-3, on a
495		-	22 state-approved reading assessment used to determine reading
496		-	23 proficiency during the administration of the assessment during
497		-	24 the preceding academic year.
498		-	Page 19 HB220
499		-	1 "(3) The State Superintendent of Education shall
500		-	2 provide guidelines for the administration of the Alabama
501		-	3 Summer Achievement Program, and shall oversee all of the
502		-	4 following:
503		-	5 "a. The administration of the Alabama Summer
504		-	6 Achievement Program in the lowest performing five percent
505		-	7 performing in reading elementary schools.
506		-	8 "b. The response to instruction process in the
507		-	9 lowest performing five percent performing in reading
508		-	10 elementary schools.
509		-	11 "c. The Alabama Reading Initiative regional literacy
510		-	12 specialists and local reading specialists.
511		-	13 "d. All other aspects of implementation of this
512		-	14 chapter including, but not limited to, collaboration among
513		-	15 State Department of Education staff and the task force
514		-	16 established under subsection (a) of Section 16-6G-3 to improve
515		-	17 the reading proficiency of public K-3 students and
516		-	18 implementation of rules adopted by the State Board of
517		-	19 Education.
518		-	20 "e. The implementation of rules adopted by the State
519		-	21 Board of Education pertaining to dyslexia.
520		-	22 "f. Collaboration with the Alabama Reading
521		-	23 Initiative state staff and the Alabama Department of Early
522		-	24 Childhood Education for appropriate professional learning
523		-	25 approved recommended by the State Department of Education
524		-	Page 20 HB220
525		-	1 Alabama Committee on Grade Level Reading created pursuant to
526		-	2 Section 16-6G-7.
527		-	3 "g. The development of guidelines for identifying
528		-	4 the characteristics of dyslexia.
529		-	5 "(g) Any incoming third grade student identified
530		-	6 with a reading deficiency shall be provided more intensified
531		-	7 reading interventions to improve his or her specific reading
532		-	8 deficiency. Reading intervention services shall include
533		-	9 effective instructional strategies to accelerate student
534		-	10 progress. Each local education agency shall conduct a review
535		-	11 of student reading improvement plans for all incoming third
536		-	12 grade students identified with a reading deficiency. The
537		-	13 review shall address additional supports and services, as
538		-	14 described in this section, necessary to improve any identified
539		-	15 area of reading deficiency. The local education agency shall
540		-	16 provide all of the following services for third grade students
541		-	17 identified with a reading deficiency, and those services may
542		-	18 be funded with funds received through the allocation provided
543		-	19 in subdivision (2) of subsection (a) of Section 16-6G-4:
544		-	20 "(1) An effective or highly effective teacher of
545		-	21 reading as demonstrated by student reading performance data
546		-	22 and teacher performance evaluations.
547		-	23 "(2) Reading intervention services and supports to
548		-	24 improve any identified area of reading deficiency including,
549		-	25 but not limited to, all of the following:
550		-	Page 21 HB220
551		-	1 "a. Additional instructional time devoted to
552		-	2 scientifically based and evidence based reading instruction
553		-	3 and intervention.
554		-	4 "b. The use of evidence based reading strategies or
555		-	5 programs, or both, that have been vetted and approved by the
556		-	6 State Superintendent of Education and the task force
557		-	7 established under subsection (a) of Section 16-6G-3, that have
558		-	8 demonstrated proven results in accelerating student reading
559		-	9 achievement within the same school year.
560		-	10 "c. Daily targeted small group reading intervention
561		-	11 based on student need.
562		-	12 "d. Explicit and systematic instruction with more
563		-	13 detailed explanations, more extensive opportunities for guided
564		-	14 practice, and more opportunities for error correction and
565		-	15 feedback.
566		-	16 "e. Frequent monitoring of the progress of the
567		-	17 reading skills of each student throughout the school year and
568		-	18 adjusting instruction according to student need.
569		-	19 "(3) Before school or after school, or both,
570		-	20 supplemental evidence-based reading intervention delivered by
571		-	21 a teacher or tutor with specialized reading training.
572		-	22 "(4) A read at home plan, including participation in
573		-	23 parent training workshops or regular parent guided home
574		-	24 reading activities.
575		-	Page 22 HB220
576		-	1 "(h) Commencing with the 2021-2022 2022-2023
577		-	2 2021-2022 school year, third grade students shall demonstrate
578		-	3 sufficient reading skills for promotion to fourth grade.
579		-	4 Students shall be provided all of the following options to
580		-	5 demonstrate sufficient reading skills for promotion to fourth
581		-	6 grade, and the State Superintendent of Education shall provide
582		-	7 guidelines for the implementation of this subsection:
583		-	8 "(1) Scoring above the lowest achievement level cut
584		-	9 score, as determined by rule of the State Board of Education,
585		-	10 on a board-approved assessment in reading as provided in
586		-	11 Section 16-6G-3.
587		-	12 "(2) Earning an acceptable score on an alternative a
588		-	13 supplemental standardized reading assessment as determined and
589		-	14 approved by the State Superintendent of Education State Board
590		-	15 of Education.
591		-	16 "(3) Demonstrating mastery of third grade minimum
592		-	17 essential state reading standards as evidenced by a student
593		-	18 reading portfolio. The State Superintendent of Education and
594		-	19 the task force established under subsection (a) of Section
595		-	20 16-6G-3 shall establish criteria for minimum essential
596		-	21 standards and the student reading portfolios and a definition
597		-	22 of what constitutes mastery of all third grade state reading
598		-	23 standards.
599		-	24 "(i) If a student does not demonstrate sufficient
600		-	25 reading skills on one of the three options listed in
601		-	Page 23 HB220
602		-	1 subsection (h) and does not qualify for a good cause
603		-	2 exemption, the student may not be promoted to fourth grade.
604		-	3 Students with disabilities whose Individual Individualized
605		-	4 Education Plan indicates that participation in the statewide
606		-	5 assessment program is not appropriate, consistent with state
607		-	6 law, are automatically exempt from the three options listed in
608		-	7 subsection (h). automatically exempt from demonstrating
609		-	8 sufficient reading skills outlined in this chapter in order to
610		-	9 achieve promotion.
611		-	10 "(j) A local education agency may only exempt
612		-	11 students from mandatory retention, as provided in subsection
613		-	12 (i), for good cause. A student who is promoted to fourth grade
614		-	13 with a good cause exemption shall continue to receive
615		-	14 intensive reading intervention that includes specific reading
616		-	15 strategies prescribed in the individual reading improvement
617		-	16 plan of the student until the deficiency is improved. The
618		-	17 local education agency shall assist schools and teachers with
619		-	18 the implementation of reading strategies that research has
620		-	19 shown to be successful in improving reading among students
621		-	20 with reading difficulties. Good cause exemptions shall be
622		-	21 limited to the following:
623		-	22 "(1) Students with disabilities whose Individual
624		-	23 Education Plan indicates that participation in the statewide
625		-	24 assessment program is not appropriate, consistent with state
626		-	25 law.
627		-	Page 24 HB220
628		-	1 "(2)(1) Students identified as English language
629		-	2 learners who have had less than two three years of instruction
630		-	3 in English as a second language.
631		-	4 "(3)(2) Students with disabilities who participate
632		-	5 in the statewide English language arts reading assessment and
633		-	6 who have an Individual Education Plan or a Section 504 plan
634		-	7 that reflects that the student has received intensive reading
635		-	8 intervention for more than two years and who still
636		-	9 demonstrates a deficiency in reading and or was previously
637		-	10 retained in kindergarten, first grade, second grade, or third
638		-	11 grade.
639		-	12 "(4)(3) Students who have received intensive reading
640		-	13 intervention for two or more years and who still demonstrate a
641		-	14 deficiency in reading and who were previously retained in
642		-	15 kindergarten, first grade, or second grade, or third grade for
643		-	16 a total of two years. No student shall be retained more than
644		-	17 once in the third grade.
645		-	18 "(k) No student shall be retained more than twice in
646		-	19 kindergarten through third grade.
647		-	20 "(l) A request to exempt a student from the
648		-	21 mandatory retention requirement using one of the good cause
649		-	22 exemptions listed in subsection (j) shall be made consistent
650		-	23 with the following:
651		-	24 "(1) Documentation shall be submitted to the school
652		-	25 principal from the teacher of the student that indicates that
653		-	Page 25 HB220
654		-	1 the promotion of the student is appropriate. Documentation
	116	+	26 naming, letter sound, and sound letter correspondences,
	117	+	27 decoding, encoding, accuracy, vocabulary, and comprehension.
	118	+	Page 4 1 "(3) Identify students who have a reading
	119	+	2 deficiency, including identifying students with
	120	+	3 characteristics of dyslexia.
	121	+	4 "(c) In determining which assessment systems to
	122	+	5 approve for use by local education agencies, the task force,
	123	+	6 at a minimum, shall also consider all of the following
	124	+	7 factors:
	125	+	8 "(1) The time required to conduct the assessments,
	126	+	9 with the intention of minimizing the impact on instructional
	127	+	10 time.
	128	+	11 "(2) The level of integration of assessment results
	129	+	12 with instructional support for teachers and students.
	130	+	13 "(3) The timeliness in reporting assessment results
	131	+	14 to teachers, administrators, and parents.
	132	+	15 "§16-6G-4.
	133	+	16 "(a) Funds appropriated by the Legislature in
	134	+	17 support of the Alabama Reading Initiative shall be allocated
	135	+	18 to support and implement, in accordance with this chapter, the
	136	+	19 following:
	137	+	20 "(1) Local education agencies to support local
	138	+	21 reading specialists.
	139	+	22 "(2) The Alabama Summer Achievement Program.
	140	+	23 "(3) Regional literacy specialists.
	141	+	24 "(4) Preservice and inservice teacher professional
	142	+	25 learning activities for elementary school teachers in reading.
	143	+	26 "(5) Curricula to support student interventions.
	144	+	27 "(6) State administration.
	145	+	Page 5 1 "(b) Funds dedicated to the Alabama Reading
	146	+	2 Initiative shall be expended on local and regional reading
	147	+	3 specialists, professional learning activities, and
	148	+	4 administrative activities that support all of the following
	149	+	5 activities for kindergarten through third grade students in
	150	+	6 public K-12 schools; continued funding shall be contingent on
	151	+	7 measurable performance growth, as determined by the task force
	152	+	8 established under subsection (a) of Section 16-6G-3 Alabama
	153	+	9 Committee on Grade Level Reading created pursuant to Section
	154	+	10 16-6G-7:
	155	+	11 "(1) Administration and analysis of reading
	156	+	12 screening, formative, and diagnostic assessments to guide
	157	+	13 instruction.
	158	+	14 "(2) Scientifically based reading instruction,
	159	+	15 multisensory language instruction, including oral language
	160	+	16 development, phonological awareness, phonics instruction that
	161	+	17 includes decoding and encoding, fluency, writing, vocabulary,
	162	+	18 and comprehension, and the Alabama course of study, English
	163	+	19 Language Arts.
	164	+	20 "(3) Explicit and systematic instruction with more
	165	+	21 detailed explanations, more extensive opportunities for guided
	166	+	22 practice, and more opportunities for error correction and
	167	+	23 feedback.
	168	+	24 "(4) Differentiated reading instruction and
	169	+	25 intensive intervention based on student need, including
	170	+	26 students exhibiting the characteristics of dyslexia.
	171	+	Page 6 1 "(c) Alabama Reading Initiative regional literacy
	172	+	2 specialists shall provide support to local education agencies
	173	+	3 through a gradual release model, whereby the regional reading
	174	+	4 specialist shall support a struggling school until that school
	175	+	5 has improved core instruction to the extent that it is no
	176	+	6 longer among the lowest performing five percent in reading of
	177	+	7 elementary schools in reading proficiency, as determined by
	178	+	8 annual results of the state summative assessment for federal
	179	+	9 and statewide accountability.
	180	+	10 "(1) Regional literacy specialists shall provide
	181	+	11 intensive support for elementary schools that are among the
	182	+	12 lowest performing five percent in reading of elementary
	183	+	13 schools. Each school among the lowest performing five percent
	184	+	14 performing in reading elementary schools shall be assigned a
	185	+	15 regional literacy specialist who shall serve as a resource for
	186	+	16 professional development throughout the school to improve
	187	+	17 literacy instruction and student achievement. A regional
	188	+	18 literacy specialist who is assigned to a school shall
	189	+	19 primarily serve only that school.
	190	+	20 "(2) Elementary schools that are not among the
	191	+	21 lowest performing five percent performing in reading schools
	192	+	22 shall receive limited literacy support from an Alabama Reading
	193	+	23 Initiative regional literacy specialist, who shall be assigned
	194	+	24 to multiple schools. All other regional literacy specialists
	195	+	25 shall be assigned to serve multiple elementary schools and
	196	+	26 shall provide ongoing professional development for teachers in
	197	+	27 analyzing students' reading data to impact instruction,
	198	+	Page 7 1 administering and analyzing instructional assessments,
	199	+	2 differentiating instruction and intensive intervention, and
	200	+	3 monitoring the reading progress of all students a minimum of
	201	+	4 three times per year, and make instruction adjustment
	202	+	5 recommendations according to student specific need. Distance
	203	+	6 and need shall be considered by local superintendents of
	204	+	7 education when selecting the schools where a regional literacy
	205	+	8 specialist shall serve. There shall be two levels of limited
	206	+	9 literacy support provided by a regional literacy specialist.
	207	+	10 The local superintendent of education of a local education
	208	+	11 agency subject to this subdivision shall determine the level
	209	+	12 of limited support that each regional literacy specialist
	210	+	13 shall provide.
	211	+	14 "a. Limited support 1. An Alabama Reading Initiative
	212	+	15 regional literacy specialist shall make monthly onsite visits
	213	+	16 to the school and shall monitor the reading progress of all
	214	+	17 students a minimum of three times per year and adjust
	215	+	18 instruction according to student specific need.
	216	+	19 "b. Limited support 2. An Alabama Reading Initiative
	217	+	20 regional literacy specialist shall make quarterly onsite
	218	+	21 visits to the school and shall monitor the reading progress of
	219	+	22 all students a minimum of three times per year and make
	220	+	23 instruction adjustment recommendations according to student
	221	+	24 specific need.
	222	+	25 "(3) An Alabama Reading Initiative regional literacy
	223	+	26 specialist shall have all of the following minimum
	224	+	27 qualifications:
	225	+	Page 8 1 "a. The required Alabama Professional Educator
	226	+	2 Certificate.
	227	+	3 b. A bachelor's degree and advanced coursework or
	228	+	4 professional development in the science of reading,
	229	+	5 multisensory language instruction, such as Language Essentials
	230	+	6 for Teachers of Reading and Spelling, or a comparable
	231	+	7 alternative training approved by the State Board of Education.
	232	+	8 "c. A minimum of four years of experience as a
	233	+	9 successful elementary or literacy teacher.
	234	+	10 "d. A knowledge of scientifically based reading
	235	+	11 research, special expertise in quality reading instruction and
	236	+	12 intervention, dyslexia specific interventions, and data
	237	+	13 analysis.
	238	+	14 "e. A strong knowledge base in the science of
	239	+	15 learning to read and the science of early childhood education.
	240	+	16 "f. Excellent communication skills with outstanding
	241	+	17 presentation, interpersonal, and time management skills.
	242	+	18 "(d) An Alabama Reading Initiative local reading
	243	+	19 specialist shall be assigned to provide intensive, targeted
	244	+	20 professional development for elementary school teachers at one
	245	+	21 school.
	246	+	22 "(1) An Alabama Reading Initiative local reading
	247	+	23 specialist shall have all of the following minimum
	248	+	24 qualifications:
	249	+	25 "a. The required Alabama Professional Educator
	250	+	26 Certificate.
	251	+	Page 9 1 "b. A bachelor's degree and advanced coursework or
	252	+	2 professional development in the science of reading, such as
	253	+	3 multisensory language instruction, or comparable alternative
	254	+	4 training approved by the State Board of Education.
	255	+	5 "c. A minimum of two years of experience as a
	256	+	6 successful elementary or literacy teacher.
	257	+	7 "d. A knowledge of scientifically based reading
	258	+	8 research, special expertise in quality reading instruction and
	259	+	9 intervention, dyslexia specific interventions, and data
	260	+	10 analysis.
	261	+	11 "e. A strong knowledge base in the science of
	262	+	12 learning to read and the science of early childhood education.
	263	+	13 "f. Excellent communication skills with outstanding
	264	+	14 presentation, interpersonal, and time management skills.
	265	+	15 (2) The duties and responsibilities of an Alabama
	266	+	16 Reading Initiative local reading specialist shall include all
	267	+	17 of the following:
	268	+	18 "a. Collaborating with the principal to create a
	269	+	19 strategic plan for coaching.
	270	+	20 "b. Facilitating schoolwide professional development
	271	+	21 and study groups.
	272	+	22 "c. Modeling effective reading instructional
	273	+	23 strategies for teachers.
	274	+	24 "d. Coaching and mentoring teachers daily.
	275	+	25 "e. Facilitating data analysis discussions and
	276	+	26 supporting teachers by using data to differentiate instruction
	277	+	27 according to the needs of students.
	278	+	Page 10 1 "f. Fostering multiple areas of teacher professional
	279	+	2 learning, including exceptional student education and content
	280	+	3 area knowledge.
	281	+	4 "g. Prioritizing time for those teachers,
	282	+	5 activities, and roles that will have the greatest impact on
	283	+	6 student reading achievement, such as coaching and mentoring in
	284	+	7 classrooms.
	285	+	8 "h. Monitoring the reading progress of all students
	286	+	9 a minimum of three times per year and making recommendations
	287	+	10 for adjustment of instruction according to student specific
	288	+	11 need.
	289	+	12 "(3) An Alabama Reading Initiative local reading
	290	+	13 specialist may not perform administrative functions such as
	291	+	14 serving as an evaluator, substitute teacher, assessment
	292	+	15 coordinator, or school administrator.
	293	+	16 "(e) The State Superintendent of Education and local
	294	+	17 education agencies shall monitor the implementation and
	295	+	18 effectiveness of the Alabama Reading Initiative regional
	296	+	19 literacy specialist and local reading specialist model, and
	297	+	20 the State Superintendent of Education and each local education
	298	+	21 agency being served by a regional literacy specialist or a
	299	+	22 local reading specialist shall maintain communication among
	300	+	23 the district, school administration, and the Alabama Reading
	301	+	24 Initiative state administration staff throughout the academic
	302	+	25 year.
	303	+	26 "(1) The State Superintendent of Education, or his
	304	+	27 or her designee, shall certify that each Alabama Reading
	305	+	Page 11 1 Initiative regional literacy specialist or local reading
	306	+	2 specialist satisfies the minimum qualifications provided by
	307	+	3 this chapter before coaches are hired with funds appropriated
	308	+	4 by the Legislature to support the Alabama Reading Initiative.
	309	+	5 "(2) The State Superintendent of Education shall
	310	+	6 develop an evidence-based accountability reporting system for
	311	+	7 the Alabama Reading Initiative that shall measure student
	312	+	8 growth and proficiency towards teacher professional learning
	313	+	9 goals and student performance on state-approved formative and
	314	+	10 summative assessments and shall specify the number of
	315	+	11 teachers, administrators, other personnel at each school and
	316	+	12 local education agency who have started or completed an
	317	+	13 approved training program in the science of reading, and the
	318	+	14 name of the training program.
	319	+	15 "(3) The State Superintendent of Education shall
	320	+	16 submit a report to the Governor, the Lieutenant Governor, the
	321	+	17 Speaker of the House of Representatives, the President Pro
	322	+	18 Tempore of the Senate, and the Chairs of the House Ways and
	323	+	19 Means Education Committee, Senate Finance and Taxation
	324	+	20 Education Committee, House Education Policy Committee, and
	325	+	21 Senate Education Policy Committee, the task force, and the
	326	+	22 Alabama Committee on Grade Level Reading created pursuant to
	327	+	23 Section 16-6G-7, no later than December 31, annually, on the
	328	+	24 status of teacher professional learning, student growth and
	329	+	25 proficiency against grade level standards in K-3 reading.
	330	+	26 "§16-6G-5.
	331	+	Page 12 1 "(a) To Commencing with the 2022-2023 school year,
	332	+	2 to ensure that public school students are able to read at or
	333	+	3 above grade level by the end of third grade, each local
	334	+	4 education agency shall offer a an approved comprehensive core
	335	+	5 reading program to all students based on the science of
	336	+	6 reading which develops foundational reading skills. In
	337	+	7 addition, no school district may use any curriculum for public
	338	+	8 K-3 students that does not have instructional time included.
	339	+	9 Commencing with the 2022-2023 school year, elementary schools
	340	+	10 that are among the lowest performing five percent in reading
	341	+	11 proficiency shall purchase core reading programs that fully
	342	+	12 align to the science of reading and are recommended by the
	343	+	13 task force.
	344	+	14 "(b) Based on the results of the reading assessment
	345	+	15 in Section 16-6G-3, each K-3 student who exhibits a reading
	346	+	16 deficiency, or the characteristics of dyslexia, shall be
	347	+	17 provided an appropriate reading intervention program to
	348	+	18 address his or her specific deficiencies. Additionally,
	349	+	19 students shall be evaluated after every grading period and, if
	350	+	20 a student is determined to have a reading deficiency, the
	351	+	21 school shall provide the student with additional tutorial
	352	+	22 support. The State Superintendent of Education task force
	353	+	23 shall provide recommend a list of vetted and approved
	354	+	24 comprehensive reading and intervention programs with the
	355	+	25 advice of the task force established under subsection (a) of
	356	+	26 Section 16-6G-3. The intervention program shall be provided in
	357	+	27 addition to the comprehensive core reading instruction that is
	358	+	Page 13 1 provided to all students in the general education classroom.
	359	+	2 Dyslexia specific intervention, as defined by rule of the
	360	+	3 State Board of Education, shall be provided to students who
	361	+	4 have the characteristics of dyslexia and all struggling
	362	+	5 readers. The reading intervention program shall do all of the
	363	+	6 following:
	364	+	7 "(1) Provide explicit, direct instruction that is
	365	+	8 systematic, sequential, and cumulative in language
	366	+	9 development, phonological awareness, phonics, fluency,
	367	+	10 vocabulary, and comprehension, as applicable.
	368	+	11 "(2) Provide daily targeted small group reading
	369	+	12 interventions based on student need in phonological awareness,
	370	+	13 phonics including decoding and encoding, sight words,
	371	+	14 vocabulary, or comprehension.
	372	+	15 "(3) Be implemented during regular school hours.
	373	+	16 "(c) The parent or legal guardian of any K-3 student
	374	+	17 who exhibits a consistent deficiency in letter naming fluency,
	375	+	18 letter sound fluency, nonsense word reading, sight words, oral
	376	+	19 reading accuracy, vocabulary, or comprehension at any time
	377	+	20 during the school year shall be notified in writing no later
	378	+	21 than 15 school days after the identification. The written
	379	+	22 notification shall include all of the following:
	380	+	23 "(1) A statement that the student has been
	381	+	24 identified as having a deficiency in reading or exhibits the
	382	+	25 characteristics of dyslexia, and that a reading improvement
	383	+	26 plan shall be developed by the teacher, principal, other
	384	+	27 pertinent school personnel, and the parent or legal guardian.
	385	+	Page 14 1 "(2) A description of the current services that are
	386	+	2 provided to the student.
	387	+	3 "(3) A description of the proposed evidence-based
	388	+	4 reading interventions and supplemental instructional services
	389	+	5 and supports that shall be proposed for discussion while
	390	+	6 establishing the student's reading improvement plan as
	391	+	7 provided in subsection (d).
	392	+	8 "(4) Notification that the parent or legal guardian
	393	+	9 shall be informed in writing at least monthly of the progress
	394	+	10 of the student towards grade level reading.
	395	+	11 "(5) Strategies and resources for the parent or
	396	+	12 legal guardian to use at home to help the student succeed in
	397	+	13 reading.
	398	+	14 "(6) A statement that if the reading deficiency of
	399	+	15 the student is not addressed by the end of third grade, the
	400	+	16 student will not be promoted to fourth grade unless a good
	401	+	17 cause exemption is satisfied.
	402	+	18 "(7) A statement that while the statewide reading
	403	+	19 assessment is the initial determinant for promotion, the
	404	+	20 assessment is not the sole determiner at the end of third
	405	+	21 grade. Additionally, students shall be provided with a
	406	+	22 test-based student portfolio option and an alternative a
	407	+	23 supplemental reading assessment option to demonstrate
	408	+	24 sufficient reading skills for promotion to fourth grade.
	409	+	25 "(d) Any K-3 student who exhibits a reading
	410	+	26 deficiency at any time, as provided in subsection (b), shall
	411	+	Page 15 1 receive an individual reading improvement plan no later than
	412	+	2 30 days after the identification of the reading deficiency.
	413	+	3 "(1) The reading improvement plan shall be created
	414	+	4 by the teacher, principal, other pertinent school personnel,
	415	+	5 and the parent or legal guardian of the student, and shall
	416	+	6 describe the evidence-based reading intervention services,
	417	+	7 including dyslexia specific intervention services, that the
	418	+	8 student shall receive to improve the reading deficit.
	419	+	9 "(2) Each identified student shall receive intensive
	420	+	10 reading intervention until the student no longer has a
	421	+	11 deficiency in reading, as determined by a State Board of
	422	+	12 Education approved reading assessment.
	423	+	13 "(3) Funds allocated to procuring curricula for
	424	+	14 student interventions pursuant to subdivision (5) of
	425	+	15 subsection (a) of Section 16-6G-4 shall be divided, based on a
	426	+	16 per pupil allocation determined by the number of students of
	427	+	17 each local education agency who are not proficient on a state
	428	+	18 approved reading assessment during the prior academic year,
	429	+	19 and distributed by the State Superintendent of Education.
	430	+	20 "(e) Each local education agency shall provide
	431	+	21 summer reading camps to all K-3 students identified with a
	432	+	22 reading deficiency as described in subsection (b).
	433	+	23 "(1) Summer reading camps shall be staffed with
	434	+	24 highly effective teachers of reading as demonstrated by
	435	+	25 student reading performance data, completion of multisensory
	436	+	26 structured language education, and teacher performance
	437	+	27 evaluations.
	438	+	Page 16 1 "(2) The highly effective teacher of reading shall
	439	+	2 provide direct, explicit, and systematic reading intervention
	440	+	3 services and supports to improve any identified area of
	441	+	4 reading deficiency.
	442	+	5 "(3) Summer reading camps, at a minimum, shall
	443	+	6 include 70 at least 60 hours of time in scientifically based
	444	+	7 reading instruction and intervention.
	445	+	8 "(4) A State Board of Education approved reading
	446	+	9 assessment system shall be administered at the beginning and
	447	+	10 end of the summer reading camp to measure student progress.
	448	+	11 "(5) Summer reading camps may be held in conjunction
	449	+	12 with existing summer programs in the school district or in
	450	+	13 partnership with community-based summer programs, designated
	451	+	14 as effective by the State Superintendent of Education and the
	452	+	15 task force established under subsection (a) of Section
	453	+	16 16-6G-3.
	454	+	17 "(f) The Alabama Summer Achievement Program is
	455	+	18 established and shall be available to all K-3 students in
	456	+	19 public elementary schools that are among the lowest performing
	457	+	20 five percent in reading of elementary schools.
	458	+	21 "(1) The program shall be administered and funded by
	459	+	22 the allocation provided in subdivision (2) of subsection (a)
	460	+	23 of Section 16-6G-4.
	461	+	24 "(2) Funds allocated to the program in excess of the
	462	+	25 amount needed to fully fund summer programs in public
	463	+	26 elementary schools that are among the lowest performing five
	464	+	27 percent performing in reading schools shall be divided, based
	465	+	Page 17 1 on a per pupil allocation, and distributed by the State
	466	+	2 Superintendent of Education, to support high quality summer
	467	+	3 camps at elementary schools that are not among the lowest
	468	+	4 performing five percent performing in reading elementary
	469	+	5 schools. The State Superintendent of Education shall award the
	470	+	6 funds to each local education agency based on the number of
	471	+	7 students who scored deficient, as determined by the task force
	472	+	8 established under subsection (a) of Section 16-6G-3, on a
	473	+	9 state-approved reading assessment used to determine reading
	474	+	10 proficiency during the administration of the assessment during
	475	+	11 the preceding academic year.
	476	+	12 "(3) The State Superintendent of Education shall
	477	+	13 provide guidelines for the administration of the Alabama
	478	+	14 Summer Achievement Program, and shall oversee all of the
	479	+	15 following:
	480	+	16 "a. The administration of the Alabama Summer
	481	+	17 Achievement Program in the lowest performing five percent
	482	+	18 performing in reading elementary schools.
	483	+	19 "b. The response to instruction process in the
	484	+	20 lowest performing five percent performing in reading
	485	+	21 elementary schools.
	486	+	22 "c. The Alabama Reading Initiative regional literacy
	487	+	23 specialists and local reading specialists.
	488	+	24 "d. All other aspects of implementation of this
	489	+	25 chapter including, but not limited to, collaboration among
	490	+	26 State Department of Education staff and the task force
	491	+	27 established under subsection (a) of Section 16-6G-3 to improve
	492	+	Page 18 1 the reading proficiency of public K-3 students and
	493	+	2 implementation of rules adopted by the State Board of
	494	+	3 Education.
	495	+	4 "e. The implementation of rules adopted by the State
	496	+	5 Board of Education pertaining to dyslexia.
	497	+	6 "f. Collaboration with the Alabama Reading
	498	+	7 Initiative state staff and the Alabama Department of Early
	499	+	8 Childhood Education for appropriate professional learning
	500	+	9 approved recommended by the State Department of Education
	501	+	10 Alabama Committee on Grade Level Reading created pursuant to
	502	+	11 Section 16-6G-7.
	503	+	12 "g. The development of guidelines for identifying
	504	+	13 the characteristics of dyslexia.
	505	+	14 "(g) Any incoming third grade student identified
	506	+	15 with a reading deficiency shall be provided more intensified
	507	+	16 reading interventions to improve his or her specific reading
	508	+	17 deficiency. Reading intervention services shall include
	509	+	18 effective instructional strategies to accelerate student
	510	+	19 progress. Each local education agency shall conduct a review
	511	+	20 of student reading improvement plans for all incoming third
	512	+	21 grade students identified with a reading deficiency. The
	513	+	22 review shall address additional supports and services, as
	514	+	23 described in this section, necessary to improve any identified
	515	+	24 area of reading deficiency. The local education agency shall
	516	+	25 provide all of the following services for third grade students
	517	+	26 identified with a reading deficiency, and those services may
	518	+	Page 19 1 be funded with funds received through the allocation provided
	519	+	2 in subdivision (2) of subsection (a) of Section 16-6G-4:
	520	+	3 "(1) An effective or highly effective teacher of
	521	+	4 reading as demonstrated by student reading performance data
	522	+	5 and teacher performance evaluations.
	523	+	6 "(2) Reading intervention services and supports to
	524	+	7 improve any identified area of reading deficiency including,
	525	+	8 but not limited to, all of the following:
	526	+	9 "a. Additional instructional time devoted to
	527	+	10 scientifically based and evidence based reading instruction
	528	+	11 and intervention.
	529	+	12 "b. The use of evidence based reading strategies or
	530	+	13 programs, or both, that have been vetted and approved by the
	531	+	14 State Superintendent of Education and the task force
	532	+	15 established under subsection (a) of Section 16-6G-3, that have
	533	+	16 demonstrated proven results in accelerating student reading
	534	+	17 achievement within the same school year.
	535	+	18 "c. Daily targeted small group reading intervention
	536	+	19 based on student need.
	537	+	20 "d. Explicit and systematic instruction with more
	538	+	21 detailed explanations, more extensive opportunities for guided
	539	+	22 practice, and more opportunities for error correction and
	540	+	23 feedback.
	541	+	24 "e. Frequent monitoring of the progress of the
	542	+	25 reading skills of each student throughout the school year and
	543	+	26 adjusting instruction according to student need.
	544	+	Page 20 1 "(3) Before school or after school, or both,
	545	+	2 supplemental evidence-based reading intervention delivered by
	546	+	3 a teacher or tutor with specialized reading training.
	547	+	4 "(4) A read at home plan, including participation in
	548	+	5 parent training workshops or regular parent guided home
	549	+	6 reading activities.
	550	+	7 "(h) Commencing with the 2021-2022 2022-2023
	551	+	8 2021-2022 school year, third grade students shall demonstrate
	552	+	9 sufficient reading skills for promotion to fourth grade.
	553	+	10 Students shall be provided all of the following options to
	554	+	11 demonstrate sufficient reading skills for promotion to fourth
	555	+	12 grade, and the State Superintendent of Education shall provide
	556	+	13 guidelines for the implementation of this subsection:
	557	+	14 "(1) Scoring above the lowest achievement level cut
	558	+	15 score, as determined by rule of the State Board of Education,
	559	+	16 on a board-approved assessment in reading as provided in
	560	+	17 Section 16-6G-3.
	561	+	18 "(2) Earning an acceptable score on an alternative a
	562	+	19 supplemental standardized reading assessment as determined and
	563	+	20 approved by the State Superintendent of Education State Board
	564	+	21 of Education.
	565	+	22 "(3) Demonstrating mastery of third grade minimum
	566	+	23 essential state reading standards as evidenced by a student
	567	+	24 reading portfolio. The State Superintendent of Education and
	568	+	25 the task force established under subsection (a) of Section
	569	+	26 16-6G-3 shall establish criteria for minimum essential
	570	+	27 standards and the student reading portfolios and a definition
	571	+	Page 21 1 of what constitutes mastery of all third grade state reading
	572	+	2 standards.
	573	+	3 "(i) If a student does not demonstrate sufficient
	574	+	4 reading skills on one of the three options listed in
	575	+	5 subsection (h) and does not qualify for a good cause
	576	+	6 exemption, the student may not be promoted to fourth grade.
	577	+	7 Students with disabilities whose Individual Individualized
	578	+	8 Education Plan indicates that participation in the statewide
	579	+	9 assessment program is not appropriate, consistent with state
	580	+	10 law, are automatically exempt from the three options listed in
	581	+	11 subsection (h). automatically exempt from demonstrating
	582	+	12 sufficient reading skills outlined in this chapter in order to
	583	+	13 achieve promotion.
	584	+	14 "(j) A local education agency may only exempt
	585	+	15 students from mandatory retention, as provided in subsection
	586	+	16 (i), for good cause. A student who is promoted to fourth grade
	587	+	17 with a good cause exemption shall continue to receive
	588	+	18 intensive reading intervention that includes specific reading
	589	+	19 strategies prescribed in the individual reading improvement
	590	+	20 plan of the student until the deficiency is improved. The
	591	+	21 local education agency shall assist schools and teachers with
	592	+	22 the implementation of reading strategies that research has
	593	+	23 shown to be successful in improving reading among students
	594	+	24 with reading difficulties. Good cause exemptions shall be
	595	+	25 limited to the following:
	596	+	26 "(1) Students with disabilities whose Individual
	597	+	27 Education Plan indicates that participation in the statewide
	598	+	Page 22 1 assessment program is not appropriate, consistent with state
	599	+	2 law.
	600	+	3 "(2)(1) Students identified as English language
	601	+	4 learners who have had less than two three years of instruction
	602	+	5 in English as a second language.
	603	+	6 "(3)(2) Students with disabilities who participate
	604	+	7 in the statewide English language arts reading assessment and
	605	+	8 who have an Individual Education Plan or a Section 504 plan
	606	+	9 that reflects that the student has received intensive reading
	607	+	10 intervention for more than two years and who still
	608	+	11 demonstrates a deficiency in reading and or was previously
	609	+	12 retained in kindergarten, first grade, second grade, or third
	610	+	13 grade.
	611	+	14 "(4)(3) Students who have received intensive reading
	612	+	15 intervention for two or more years and who still demonstrate a
	613	+	16 deficiency in reading and who were previously retained in
	614	+	17 kindergarten, first grade, or second grade, or third grade for
	615	+	18 a total of two years. No student shall be retained more than
	616	+	19 once in the third grade.
	617	+	20 "(k) No student shall be retained more than twice in
	618	+	21 kindergarten through third grade.
	619	+	22 "(l) A request to exempt a student from the
	620	+	23 mandatory retention requirement using one of the good cause
	621	+	24 exemptions listed in subsection (j) shall be made consistent
	622	+	25 with the following:
	623	+	26 "(1) Documentation shall be submitted to the school
	624	+	27 principal from the teacher of the student that indicates that
	625	+	Page 23 1 the promotion of the student is appropriate. Documentation
655	626		2 shall include a statement identifying which good cause
656	627		3 exemption is requested, as well as the existing reading
657	628		4 improvement plan or Individual Education Plan of the student,
658	629		5 as applicable.
659	630		6 "(2) The school principal shall review the
660	631		7 recommendation of the teacher, determine if the student meets
661	632		8 one of the good cause exemptions, and shall make his or her
662	633		9 determination in writing to the local superintendent of
663	634		10 education. The local superintendent of education, in writing,
664	635		11 shall approve or reject the recommendation of the school
665	636		12 principal.
666	637		13 "(3) The local education agency shall assist schools
667	638		14 under its jurisdiction in providing written notification to
668	639		15 the parent of any student who is retained in third grade for
669	640		16 not achieving the reading level required for promotion. Notice
670	641		17 shall clearly state the reasons why the student is not
671	642		18 eligible for a good cause exemption and shall include a
672	643		19 description of the proposed interventions and supports that
673	644		20 shall be provided to the student to improve any identified
674	645		21 area of reading deficiency during the retained year.
675	646		22 "(4) There shall be established at each school, as
676	647		23 applicable, an intensive acceleration for any student retained
677	648		24 in third grade. In addition to the criteria established in
678	649		25 subdivisions (1) to (4), inclusive, of subsection (g), the
679		-	Page 26 HB220
680		-	1 intensive acceleration shall be taught by a highly effective
681		-	2 teacher of reading who has received training in the science of
682		-	3 reading and multisensory language instruction, as demonstrated
683		-	4 by student reading performance data and teacher performance
684		-	5 evaluations; shall have a reduced teacher-student ratio; and
685		-	6 shall provide explicit and systematic reading instruction and
686		-	7 intervention for the majority of student contact time each
687		-	8 day.
688		-	9 "(m) Annually, on or before September 30, each local
689		-	10 education agency shall report in writing to the State
690		-	11 Superintendent of Education the following information on the
691		-	12 previous school year:
692		-	13 "(1) By grade, the number and percentage of all K-3
693		-	14 students identified with a reading deficiency on a State
694		-	15 Department of Education approved reading assessment.
695		-	16 "(2) By grade, the number and percentage of students
696		-	17 screened for dyslexia characteristics, the number and
697		-	18 percentage of students identified as demonstrating the
698		-	19 characteristics of dyslexia and receiving dyslexia specific
699		-	20 intervention, and the name of the dyslexia specific
700		-	21 intervention being provided.
701		-	22 "(3) By grade, the number and percentage of all K-3
702		-	23 students performing on grade level or above on a State Board
703		-	24 of Education approved reading assessment.
704		-	Page 27 HB220
705		-	1 "(4) The total number and percentage of students
706		-	2 starting third grade with a reading deficiency, which shall
707		-	3 include the specific area of reading deficiency.
708		-	4 "(5) The total number and percentage of third grade
709		-	5 students who started third grade with a reading deficiency but
710		-	6 completed third grade on grade level as determined by the
711		-	7 third grade state standardized assessment in reading.
712		-	8 "(6) By grade, the total number and percentage of
713		-	9 eligible K-3 students who attended the Alabama Summer
714		-	10 Achievement Program or other mandatory summer reading camp.
715		-	11 "(7) By grade, pre- and post-Alabama Summer
716		-	12 Achievement Program reading assessment scores and other
717		-	13 mandatory summer camp data.
718		-	14 "(8) By grade, the number and percentage of all
719		-	15 students retained in grades K-3.
720		-	16 "(9) The total number and percentage of students in
721		-	17 third grade who demonstrated sufficient reading skills for
722		-	18 promotion on the alternative reading assessment.
723		-	19 "(10) The total number and percentage of students in
724		-	20 third grade who were promoted for good cause, by each category
725		-	21 of good cause specified in subsection (j).
726		-	22 "(11) In succeeding years, the performance of
727		-	23 students promoted with a good cause on the state standardized
728		-	24 assessment in reading.
729		-	Page 28 HB220
730		-	1 "(12) By school, the number of teachers who are
731		-	2 participating in or have completed professional development in
732		-	3 the science of reading and who hold advanced certifications in
733		-	4 those areas.
734		-	5 "(13) By school, the number of teachers who have
735		-	6 completed training in dyslexia awareness, multisensory
736		-	7 strategies, and satisfy the definition of a dyslexia
737		-	8 interventionist as defined by rule of the State Board of
738		-	9 Education.
739		-	10 "(n) The State Superintendent of Education shall
740		-	11 establish a uniform format for local school systems to use in
741		-	12 reporting the information required by subsection (m). The
742		-	13 format shall be developed with input from local education
743		-	14 agencies and shall be provided to each local education agency
744		-	15 no later than 90 days before the annual due date. Annually, on
745		-	16 or before December 1, the State Superintendent of Education
746		-	17 shall compile the information received from the local
747		-	18 education agencies into state level summary information and
748		-	19 report the information to the State Board of Education, the
749		-	20 public, the Governor, the Lieutenant Governor, the President
750		-	21 Pro Tempore of the Senate, the Speaker of the House of
751		-	22 Representatives, and the Chairs of the House Ways and Means
752		-	23 Education Committee and Senate Finance and Taxation Education
753		-	24 Committee, the task force, and the Alabama Committee on Grade
754		-	25 Level Reading created pursuant to Section 16-6G-7.
755		-	Page 29 HB220
756		-	1 "(1) The State Superintendent of Education and the
757		-	2 task force established under subsection (a) of Section 16-6G-3
758		-	3 Alabama Committee on Grade Level Reading created pursuant to
759		-	4 Section 16-6G-7 shall establish recommend annual reading
760		-	5 growth and proficiency targets based on the information
761		-	6 required to be reported to the superintendent in subsection
762		-	7 (m).
763		-	8 "(2) Of the funds allocated to the Alabama Reading
764		-	9 Initiative pursuant to subdivision (6) of subsection (a) of
765		-	10 Section 16-6G-4 for state administration, the State
766		-	11 Superintendent of Education may allocate such sums as he or
767		-	12 she deems appropriate to establish an Alabama Reading
768		-	13 Initiative Incentive Program that shall distribute monetary
769		-	14 incentives to schools based on a formula, approved by the
770		-	15 State Superintendent of Education with the Alabama Committee
771		-	16 on Grade Level Reading created in Section 16-6G-7, that shall
772		-	17 factor the size and geography of the school, reading growth
773		-	18 and proficiency, and the composition of student subgroups."
774		-	19 Section 2. This act shall become effective
775		-	20 immediately following its passage and approval by the
776		-	21 Governor, or its otherwise becoming law.
777		-	Page 30 HB220
778		-	1
	650	+	26 intensive acceleration shall be taught by a highly effective
	651	+	27 teacher of reading who has received training in the science of
	652	+	Page 24 1 reading and multisensory language instruction, as demonstrated
	653	+	2 by student reading performance data and teacher performance
	654	+	3 evaluations; shall have a reduced teacher-student ratio; and
	655	+	4 shall provide explicit and systematic reading instruction and
	656	+	5 intervention for the majority of student contact time each
	657	+	6 day.
	658	+	7 "(m) Annually, on or before September 30, each local
	659	+	8 education agency shall report in writing to the State
	660	+	9 Superintendent of Education the following information on the
	661	+	10 previous school year:
	662	+	11 "(1) By grade, the number and percentage of all K-3
	663	+	12 students identified with a reading deficiency on a State
	664	+	13 Department of Education approved reading assessment.
	665	+	14 "(2) By grade, the number and percentage of students
	666	+	15 screened for dyslexia characteristics, the number and
	667	+	16 percentage of students identified as demonstrating the
	668	+	17 characteristics of dyslexia and receiving dyslexia specific
	669	+	18 intervention, and the name of the dyslexia specific
	670	+	19 intervention being provided.
	671	+	20 "(3) By grade, the number and percentage of all K-3
	672	+	21 students performing on grade level or above on a State Board
	673	+	22 of Education approved reading assessment.
	674	+	23 "(4) The total number and percentage of students
	675	+	24 starting third grade with a reading deficiency, which shall
	676	+	25 include the specific area of reading deficiency.
	677	+	26 "(5) The total number and percentage of third grade
	678	+	27 students who started third grade with a reading deficiency but
	679	+	Page 25 1 completed third grade on grade level as determined by the
	680	+	2 third grade state standardized assessment in reading.
	681	+	3 "(6) By grade, the total number and percentage of
	682	+	4 eligible K-3 students who attended the Alabama Summer
	683	+	5 Achievement Program or other mandatory summer reading camp.
	684	+	6 "(7) By grade, pre- and post-Alabama Summer
	685	+	7 Achievement Program reading assessment scores and other
	686	+	8 mandatory summer camp data.
	687	+	9 "(8) By grade, the number and percentage of all
	688	+	10 students retained in grades K-3.
	689	+	11 "(9) The total number and percentage of students in
	690	+	12 third grade who demonstrated sufficient reading skills for
	691	+	13 promotion on the alternative reading assessment.
	692	+	14 "(10) The total number and percentage of students in
	693	+	15 third grade who were promoted for good cause, by each category
	694	+	16 of good cause specified in subsection (j).
	695	+	17 "(11) In succeeding years, the performance of
	696	+	18 students promoted with a good cause on the state standardized
	697	+	19 assessment in reading.
	698	+	20 "(12) By school, the number of teachers who are
	699	+	21 participating in or have completed professional development in
	700	+	22 the science of reading and who hold advanced certifications in
	701	+	23 those areas.
	702	+	24 "(13) By school, the number of teachers who have
	703	+	25 completed training in dyslexia awareness, multisensory
	704	+	26 strategies, and satisfy the definition of a dyslexia
	705	+	Page 26 1 interventionist as defined by rule of the State Board of
	706	+	2 Education.
	707	+	3 "(n) The State Superintendent of Education shall
	708	+	4 establish a uniform format for local school systems to use in
	709	+	5 reporting the information required by subsection (m). The
	710	+	6 format shall be developed with input from local education
	711	+	7 agencies and shall be provided to each local education agency
	712	+	8 no later than 90 days before the annual due date. Annually, on
	713	+	9 or before December 1, the State Superintendent of Education
	714	+	10 shall compile the information received from the local
	715	+	11 education agencies into state level summary information and
	716	+	12 report the information to the State Board of Education, the
	717	+	13 public, the Governor, the Lieutenant Governor, the President
	718	+	14 Pro Tempore of the Senate, the Speaker of the House of
	719	+	15 Representatives, and the Chairs of the House Ways and Means
	720	+	16 Education Committee and Senate Finance and Taxation Education
	721	+	17 Committee, the task force, and the Alabama Committee on Grade
	722	+	18 Level Reading created pursuant to Section 16-6G-7.
	723	+	19 "(1) The State Superintendent of Education and the
	724	+	20 task force established under subsection (a) of Section 16-6G-3
	725	+	21 Alabama Committee on Grade Level Reading created pursuant to
	726	+	22 Section 16-6G-7 shall establish recommend annual reading
	727	+	23 growth and proficiency targets based on the information
	728	+	24 required to be reported to the superintendent in subsection
	729	+	25 (m).
	730	+	26 "(2) Of the funds allocated to the Alabama Reading
	731	+	27 Initiative pursuant to subdivision (6) of subsection (a) of
	732	+	Page 27 1 Section 16-6G-4 for state administration, the State
	733	+	2 Superintendent of Education may allocate such sums as he or
	734	+	3 she deems appropriate to establish an Alabama Reading
	735	+	4 Initiative Incentive Program that shall distribute monetary
	736	+	5 incentives to schools based on a formula, approved by the
	737	+	6 State Superintendent of Education with the Alabama Committee
	738	+	7 on Grade Level Reading created in Section 16-6G-7, that shall
	739	+	8 factor the size and geography of the school, reading growth
	740	+	9 and proficiency, and the composition of student subgroups."
	741	+	10 Section 2. This act shall become effective
	742	+	11 immediately following its passage and approval by the
	743	+	12 Governor, or its otherwise becoming law.
	744	+	Page 28 1
779	745		2
780		-	3
781		-	4
782		-	Speaker of the House of Representatives
783		-
784		-	5
785		-	6 President and Presiding Officer of the Senate
786		-	House of Representatives7
787		-	I hereby certify that the within Act originated in8
788		-	9 and was passed by the House 23-FEB-22, as amended.
789		-	10
790		-	11 Jeff Woodard
791		-	12 Clerk
792		-	13
793		-	14
794		-	Senate15 05-APR-22 Amended and Passed
795		-	House16 05-APR-22
796		-	Concurred in Sen-
797		-	ate Amendment
798		-	17
799		-	Page 31
	746	+	House of Representatives3
	747	+	Read for the first time and re-4
	748	+	5 ferred to the House of Representa-
	749	+	6 tives committee on Education Policy
	750	+	....................................7 .......02-FEB-22
	751	+	8
	752	+	Read for the second time and placed9
	753	+	on the calendar 1 amendment ......10 .......09-FEB-22
	754	+	11
	755	+	Read for the third time and passed12
	756	+	as amended.........................13 .......23-FEB-22
	757	+	Yeas 103, Nays 0, Abstains 014
	758	+	15
	759	+	16 Jeff Woodard
	760	+	17 Clerk
	761	+	18
	762	+	Page 29