| 34 | | - | [The] (b) On or before April 1, 2012, the Commissioner of Education may identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps. For the school year commencing July 1, 2012, and any school year thereafter in which the pilot study is conducted, the Commissioner of Education may select additional schools to participate in the pilot study, provided such schools are located in educational reform districts. The pilot study may assess the reading levels of students more than two times a year and utilize various assessment tools, including, but not limited to, assessments conducted pursuant to section 10-265g of the general statutes, as amended by public act 11-85, and assessments developed or approved pursuant to section 2 of this act. The Commissioner of Education may waive the assessments, described in said section 10-265g, for certain grade levels in participating schools. The schools participating in the pilot study shall comply with federal assessment requirements. The Department of Education may research and evaluate participating schools and such research and evaluation may be conducted in conjunction with external groups or organizations. The commissioner may accept funds from private sources and from any state or federal grants. Not later than October 1, 2013, the department shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes, on the findings of the pilot study. [For purposes of this section, "achievement gaps" means the existence of a significant disparity in the academic performance of students among and between (1) racial groups, (2) ethnic groups, (3) socioeconomic groups, (4) genders, and (5) English language learners and students whose primary language is English.] |
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| 34 | + | (c) (1) An intensive accelerated reading class shall be designed to improve the reading level of each student during the school year. Such intensive accelerated reading class shall include: (A) A reduced student to teacher ratio, (B) a ninety-minute period of uninterrupted reading instruction during the school day, (C) opportunities to master grade four standards in other core academic subject areas, (D) a scientifically-based reading research program that has proven results in accelerating student reading achievement within the same school year, (E) intensive language and vocabulary instruction using a scientifically-based reading research program and a speech and language therapist, (F) weekly monitoring of student reading progress, (G) personalized teaching strategies and methods tailored to the particular needs of such student, (H) a teacher who has been trained in reading instruction, and (I) the provision of at least one of the following instructional options: (i) Before or after school tutoring, (ii) parent workshops and a parent-guided home reading program, (iii) a mentor or tutor with specialized reading training, (iv) extended school day programs, or (v) supplemental educational services. |
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| 38 | | - | Sec. 3. (NEW) (Effective July 1, 2012) (a) Any local or regional board of education identified by the Department of Education that disproportionately and inappropriately identifies minority students as requiring special education services because such students have a reading deficiency in contravention of the provisions of subparagraph (A) of subdivision (4) of subsection (a) of section 10-76ff of the general statutes, shall annually submit a report to the department on the plan adopted by such board that reduces the misidentification of such minority students by improving reading assessments and interventions for students in kindergarten to grade three, inclusive. |
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| 38 | + | (3) Each local and regional board of education shall submit reports to the Department of Education, at such time and in such manner as prescribed by the department, on (A) student reading progress for the students enrolled in the intensive accelerated reading class based on the data collected from the screening and progress monitoring of such students using the reading assessments described in section 5 of this act, and (B) the specific reading interventions and supports implemented as part of the intensive accelerated reading class. |
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| 39 | + | |
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| 40 | + | (d) (1) A student in grade three who does not achieve a satisfactory score on the reading component of the state-wide mastery examination pursuant to section 10-14n of the general statutes, as amended by this act, may be promoted to grade four if such student (A) (i) is a limited English proficient student who has received less than two years of instruction in a program to assist English language learners, (ii) is receiving special education services and the individualized education program states that the grade reading examination is not appropriate for such student, (iii) demonstrates an acceptable level of performance on an alternative standardized reading assessment, approved by the State Board of Education, (iv) demonstrates through a student portfolio that such student is reading at an acceptable grade level, (v) is a student with disabilities whose individualized education program indicates that such student has received intensive remediation in reading for more than two school years but still demonstrates a deficiency in reading and who has been retained in kindergarten or grades one to three, inclusive, or (vi) is a student who has received intensive remediation in reading through a program of reading instruction for two or more years but still demonstrates a deficiency in reading and who has been retained in kindergarten or grades one to three, inclusive, at least twice, and (B) the teacher of such student recommends to the principal of the school that promotion is appropriate based on the record of such student. |
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| 41 | + | |
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| 42 | + | (2) Any student promoted to grade four pursuant to this subsection shall be provided additional reading instruction during the school day. Such additional reading instruction shall be based on special diagnostic information and include specific reading strategies for each student. |
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| 43 | + | |
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| 44 | + | (e) Any student retained in grade three pursuant to this section may be eligible to be promoted (1) prior to the student's grade three school year if such student completes the intensive summer school reading instruction program described in subsection (b) of this section and is able to achieve a satisfactory score on the reading component of the state-wide mastery examination pursuant to section 10-14n of the general statutes, as amended by this act, or (2) during the student's grade three school year if such student is able to achieve a satisfactory score on the reading component of the state-wide mastery examination pursuant to section 10-14n of the general statutes, as amended by this act, and demonstrate proficiency in grade four reading skills. |
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| 45 | + | |
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| 46 | + | Sec. 7. Subsection (f) of section 10-14n of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2012): |
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| 47 | + | |
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| 48 | + | (f) [No] (1) On and after July 1, 2014, any student in grade three who does not achieve a satisfactory score on the reading component of the state-wide mastery examination shall (A) be retained in grade three, except as provided in subsection (d) of section 6 of this act, and (B) be enrolled in an intensive summer school reading instruction program and an intensive accelerated reading class, pursuant to section 6 of this act. |
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| 49 | + | |
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| 50 | + | (2) Except as otherwise provided in subdivision (1) of this subsection, no such public school or endowed or incorporated high school or academy may require achievement of a satisfactory score on the state-wide mastery examination, or any subsequent retest on a component of such examination as the sole criterion of promotion or graduation. |
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| 51 | + | |
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| 52 | + | Sec. 8. (NEW) (Effective July 1, 2012) (a) Any local or regional board of education identified by the Department of Education that disproportionately and inappropriately identifies minority students as requiring special education services because such students have a reading deficiency, in contravention of the provisions of subparagraph (A) of subdivision (4) of subsection (a) of section 10-76ff of the general statutes, shall annually submit a report to the department on the plan adopted by such board that reduces the misidentification of such minority students by improving reading assessments and interventions for students in kindergarten to grade three, inclusive. |
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| 46 | | - | (b) The Commissioner of Education shall annually review the continuing education training required under subdivision (1) of subsection (i) of section 10-145b of the general statutes for certified employees who hold a professional educator certificate with an early childhood nursery through grade three or an elementary endorsement and who hold a position requiring such an endorsement. The commissioner shall assess whether such training meets the state goals for student academic achievement through implementation of the common core state standards adopted by the State Board of Education, research-based interventions and the Individuals With Disabilities Education Act, 20 USC 1400 et seq., as amended from time to time. The commissioner shall submit such review to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes. |
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| 60 | + | Sec. 10. Subdivision (1) of subsection (i) of section 10-145b of the 2012 supplement to the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2012): |
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| 61 | + | |
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| 62 | + | (i) (1) For certified employees of local and regional boards of education or nonpublic schools, except as provided in this subdivision, each professional educator certificate shall be valid for five years and continued every five years thereafter upon the successful completion of professional development activities which shall consist of not less than ninety hours of continuing education, as determined by the employing local or regional board of education or the employing supervisory agent of a nonpublic school approved by the State Board of Education in accordance with this section, or documented completion of a national board certification assessment in the appropriate endorsement area, during each successive five-year period. (A) Such continuing education completed by certified employees with an early childhood nursery through grade three or an elementary endorsement who hold a position requiring such an endorsement shall include at least [fifteen] thirty hours of training in the teaching of reading and reading readiness and assessment of reading performance, including systematic methods of teaching language skills necessary for reading, reading comprehension skills, phonics, phonemic awareness, fluency, vocabulary and the structure of the English language during each five-year period. Such training shall be based on scientifically-based reading research approved by the Department of Education. (B) Such continuing education requirement completed by certified employees with elementary, middle grades or secondary academic endorsements who hold a position requiring such an endorsement shall include at least fifteen hours of training in the use of computers in the classroom during each five-year period unless such employees are able to demonstrate technology competency, in a manner determined by their local or regional board of education, based on state-wide standards for teacher competency in the use of technology for instructional purposes adopted pursuant to section 4d-85. (C) Such continuing education completed by (i) the superintendent of schools, and (ii) employees employed in positions requiring an intermediate administrator or supervisory certificate, or the equivalent thereof, and whose administrative or supervisory duties equal at least fifty per cent of their assigned time, shall include at least fifteen hours of training in the evaluation of teachers pursuant to section 10-151b during each five-year period. (D) In the case of certified employees with a bilingual education endorsement who hold positions requiring such an endorsement (i) in an elementary school and who do not hold an endorsement in elementary education, such continuing education taken on or after July 1, 1999, shall only count toward the ninety-hour requirement if it is in language arts, reading and mathematics, and (ii) in a middle or secondary school and who do not hold an endorsement in the subject area they teach, such continuing education taken on or after July 1, 1999, shall only count toward the ninety-hour requirement if it is in such subject area or areas. On and after July 1, 2011, such continuing education shall be as determined by the local or regional board of education in full consideration of the provisions of this section and the priorities and needs related to student outcomes as determined by the State Board of Education. During each five-year period in which a professional educator certificate is valid, a holder of such certificate who has not completed the ninety hours of continuing education required pursuant to this subdivision, and who has not been employed while holding such certificate by a local or regional board of education for all or part of the five-year period, shall, upon application, be reissued such certificate for five years minus any period of time such holder was employed while holding such certificate by a local or regional board of education, provided there shall be only one such reissuance during each five-year period in which such certificate is valid. A certified employee of a local or regional board of education who is a member of the General Assembly and who has not completed the ninety hours of continuing education required pursuant to this subdivision for continuation of a certificate, upon application, shall be reissued a professional educator certificate for a period of time equal to six months for each year the employee served in the General Assembly during the previous five years. Continuing education hours completed during the previous five years shall be applied toward such ninety-hour requirement which shall be completed during the reissuance period in order for such employee to be eligible to have a certificate continued. The cost of the professional development activities required under this subsection for certified employees of local or regional boards of education shall be shared by the state and local or regional boards of education, except for those activities identified by the State Board of Education as the responsibility of the certificate holder. Each local and regional board of education shall make available, annually, at no cost to its certified employees not fewer than eighteen hours of professional development activities for continuing education credit. Such activities may be made available by a board of education directly, through a regional educational service center or cooperative arrangement with another board of education or through arrangements with any continuing education provider approved by the State Board of Education. Local and regional boards of education shall grant continuing education credit for professional development activities which the certified employees of the board of education are required to attend, professional development activities offered in accordance with the plan developed pursuant to subsection (b) of section 10-220a, or professional development activities which the board may approve for any individual certified employee. Each board of education shall determine the specific professional development activities to be made available with the advice and assistance of the teachers employed by such board, including representatives of the exclusive bargaining unit for such teachers pursuant to section 10-153b, and on and after July 1, 2011, in full consideration of priorities and needs related to student outcomes as determined by the State Board of Education. The time and location for the provision of such activities shall be in accordance with either an agreement between the board of education and the exclusive bargaining unit pursuant to said section 10-153b or, in the absence of such agreement or to the extent such agreement does not provide for the time and location of all such activities, in accordance with a determination by the board of education. |
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| 63 | + | |
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| 64 | + | Sec. 11. (NEW) (Effective July 1, 2012) (a) On or before July 1, 2014, the Commissioner of Education shall create a program of professional development in reading instruction for teachers. Such program of professional development shall (1) count towards the continuing education requirements pursuant to section 10-145b of the general statutes, as amended by this act, (2) be based on data collected from student reading assessments, (3) provide differentiated and intensified training in reading instruction for teachers, (4) be used to identify mentor teachers who will train teachers in reading instruction, and (5) outline how model classrooms will be established in schools for reading instruction. |
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| 65 | + | |
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| 66 | + | (b) The Commissioner of Education shall annually review the continuing education training required under subdivision (1) of subsection (i) of section 10-145b of the general statutes, as amended by this act, for certified employees who hold a professional educator certificate with an early childhood nursery through grade three or an elementary endorsement and who hold a position requiring such an endorsement. The commissioner shall assess whether such training meets the state goals for student academic achievement through implementation of the common core state standards adopted by the State Board of Education, research-based interventions and the Individuals With Disabilities Education Act, 20 USC 1400 et seq., as amended from time to time. The commissioner shall submit such review to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes. |
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| 67 | + | |
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| 68 | + | Sec. 12. Subsection (f) of section 10-145d of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2012): |
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| 69 | + | |
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| 70 | + | (f) An endorsement to teach elementary education grades one to six, inclusive, shall be valid for grades kindergarten to six, inclusive, and an endorsement to teach comprehensive special education grades one to twelve, inclusive, shall be valid for grades kindergarten to twelve, inclusive, provided any certified employee with such comprehensive special education endorsement achieves a satisfactory score on the reading instruction examination approved by the State Board of Education on April 1, 2009. |
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| 71 | + | |
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| 72 | + | Sec. 13. (NEW) (Effective July 1, 2012) (a) On or before July 1, 2014, the Commissioner of Education shall establish, within available appropriations, an incentive program for teachers who demonstrate improvement in student reading for students in kindergarten to grade three, inclusive, for a three-year period. Such incentives may include, but not be limited to, (1) a master teacher designation for teachers who have significantly improved student reading skills in the classroom, (2) performance bonuses, and (3) an option to delay the expiration of a teacher's certificate for any teacher who has been designated as a master teacher. The commissioner shall evaluate teachers under such program by measuring improvements within the population of the school in which such teacher is employed. |
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| 73 | + | |
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| 74 | + | (b) On or before July 1, 2014, the Commissioner of Education shall establish, within available appropriations, an incentive program for schools that (1) increase by ten per cent the number of students who meet or exceed the state-wide goal level in reading on the state-wide examination under section 10-14n of the general statutes, as amended by this act, and (2) demonstrate the methodology and instruction used by the school to improve student reading skills and scores on such state-wide examination. |
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| 75 | + | |
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| 76 | + | Sec. 14. Subsection (d) of section 10-265f of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2012): |
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| 77 | + | |
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| 78 | + | (d) In the case of proposals for intensive early intervention reading programs including after-school and summer programs, the plan shall: (1) Incorporate the competencies required for early reading success, critical indicators for teacher intervention and the components of a high quality early reading success curriculum in accordance with the findings of the Early Reading Success Panel delineated in section 10-221l; (2) provide for a period of time each day of individualized or small group instruction for each student; (3) provide for monitoring of programs and students and follow-up in subsequent grades, documentation of continuous classroom observation of students' reading behaviors and establishment of performance indicators aligned with the state-wide mastery examinations under chapter 163c, measures of efficacy of programs developed by the department pursuant to subsection (i) of this section, the findings of the Early Reading Success Panel pursuant to section 10-221j; [and other methodologies for assessing reading competencies established by the department pursuant to section 10-221i;] (4) include a professional development component for teachers in grades kindergarten to three, inclusive, that emphasizes the teaching of reading and reading readiness and assessment of reading competency based on the findings of the Early Reading Success Panel pursuant to section 10-221j; (5) provide for on-site teacher training and coaching in the implementation of research-based reading instruction delineated in section 10-221l; (6) provide for parental involvement and ensure that parents have access to information on strategies that may be used at home to improve prereading or reading skills; (7) provide for data collection and program evaluation; and (8) include any additional information the commissioner deems relevant. Each school district that receives grant funds under this section shall annually report to the Department of Education on the district's progress toward reducing the achievement gap in reading, including data on student progress in reading and how such data have been used to guide professional development and the coaching process. |
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| 79 | + | |
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| 80 | + | Sec. 15. Sections 10-221h and 10-221i of the general statutes are repealed. (Effective July 1, 2012) |
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| 90 | + | Sec. 5 July 1, 2012 New section |
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| 91 | + | Sec. 6 July 1, 2012 New section |
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| 92 | + | Sec. 7 July 1, 2012 10-14n(f) |
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| 93 | + | Sec. 8 July 1, 2012 New section |
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| 94 | + | Sec. 9 July 1, 2012 New section |
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| 95 | + | Sec. 10 July 1, 2012 10-145b(i)(1) |
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| 96 | + | Sec. 11 July 1, 2012 New section |
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| 97 | + | Sec. 12 July 1, 2012 10-145d(f) |
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| 98 | + | Sec. 13 July 1, 2012 New section |
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| 99 | + | Sec. 14 July 1, 2012 10-265f(d) |
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| 100 | + | Sec. 15 July 1, 2012 Repealer section |
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