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General Assembly Raised Bill No. 1019
January Session, 2019
LCO No. 5606
Referred to Committee on EDUCATION
Introduced by:
(ED)
AN ACT CONCERNING SC HOOL LITERACY.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Section 10-14t of the general statutes is repealed and the 1
following is substituted in lieu thereof (Effective July 1, 2019): 2
(a) On or before [January 1, 2016] July 1, 2019, the Department of 3
Education shall develop or approve reading assessments for use by 4
local and regional boards of education for the school year commencing 5
July 1, [2016] 2019, and each school year thereafter, to identify students 6
in kindergarten to grade [three] five, inclusive, who are below 7
proficiency in reading, provided any reading assessments developed 8
or approved by the department include frequent screening and 9
progress monitoring of students. Such reading assessments shall (1) 10
measure phonics, phonemic awareness, fluency, vocabulary, and 11
comprehension, (2) provide opportunities for periodic formative 12
assessment during the school year, (3) produce data that is useful for 13
informing individual and classroom instruction, including the 14
grouping of students based on such data and the selection of 15
instructional activities based on data of individual student response 16
patterns during such progress monitoring, (4) be compatible with best 17
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practices in reading instruction and research, and (5) assist in 18
identifying, in whole or in part, students at risk for dyslexia, as defined 19
in section 10-3d, or other reading-related learning disabilities. 20
(b) Not later than [February 1, 2016] July 1, 2020, the Commissioner 21
of Education shall submit the reading assessments developed or 22
approved under this section to the joint standing committee of the 23
General Assembly having cognizance of matters relating to education, 24
in accordance with the provisions of section 11-4a. 25
Sec. 2. Section 10-14u of the general statutes is repealed and the 26
following is substituted in lieu thereof (Effective July 1, 2019): 27
(a) As used in this section: 28
(1) "Achievement gap" means the existence of a significant disparity 29
in the academic performance of students among and between (A) 30
racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) 31
genders, and (E) English language learners and students whose 32
primary language is English. 33
(2) "Scientifically-based reading research and instruction" means (A) 34
a comprehensive program or a collection of instructional practices that 35
is based on reliable, valid evidence showing that when such programs 36
or practices are used, students can be expected to achieve satisfactory 37
reading progress, and (B) the integration of instructional strategies for 38
continuously assessing, evaluating and communicating the student's 39
reading progress and needs in order to design and implement ongoing 40
interventions so that students of all ages and proficiency levels can 41
read and comprehend text and apply higher level thinking skills. Such 42
comprehensive program or collection of practices shall include, but not 43
be limited to, instruction in five areas of reading: Phonemic awareness, 44
phonics, fluency, vocabulary, and text comprehension. 45
(b) For the school year commencing July 1, [2014] 2019, and each 46
school year thereafter, the Commissioner of Education, in consultation 47
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with the coordinator of the Center for Literacy Research and Reading 48
Success, established pursuant to section 5 of this act, shall create an 49
intensive reading instruction program to improve student literacy in 50
grades kindergarten to grade [three] five, inclusive, and close the 51
achievement gap. Such intensive reading instruction program shall 52
include routine reading assessments for students in kindergarten to 53
grade [three] five, inclusive, scientifically-based reading research and 54
instruction, an intensive reading intervention strategy, as described in 55
subsection (c) of this section, supplemental reading instruction and 56
reading remediation plans, as described in subsection (d) of this 57
section, and an intensive summer school reading program, as 58
described in subsection (e) of this section. [For the school year 59
commencing July 1, 2014, the commissioner shall select five elementary 60
schools that are (1) located in an educational reform district, as defined 61
in section 10-262u, (2) participating in the commissioner's network of 62
schools, pursuant to section 10-223h, or (3) among the lowest five per 63
cent of elementary schools in school subject performance indices for 64
reading and mathematics, as defined in section 10-223e, to participate 65
in the intensive reading instruction program and for the school year 66
commencing July 1, 2015, and each school year thereafter, the 67
commissioner may select up to five additional such elementary schools 68
to participate in the intensive reading instruction program.] For the 69
school year commencing July 1, 2019, the commissioner, in 70
consultation with the Center for Literacy Research and Reading 71
Success, shall provide, upon request, such intensive reading 72
instruction program to a local or regional board of education, or may 73
include such intensive reading instruction program in the tiered 74
supports in early literacy provided under the reading readiness 75
program pursuant to section 10-14y, as amended by this act. 76
(c) On or before July 1, [2014] 2019, the Department of Education, in 77
consultation with the Center for Literacy Research and Reading 78
Success, shall develop an intensive reading intervention strategy for 79
use by [schools selected by the Commissioner of Education to 80
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participate in the intensive reading instruction program to address the 81
achievement gap at such schools and to] any elementary school that 82
enrolls students who are not reading at grade level to ensure that [all] 83
such students are reading proficiently by grade [three] five in such 84
schools. Such intensive reading intervention strategy [for schools] shall 85
(1) include, but not be limited to, (A) rigorous assessments in reading 86
skills, (B) scientifically-based reading research and instruction, (C) 87
[one] external literacy [coach for] coaches available to each school [, to 88
be funded by the department,] who will work with the reading data 89
collected, support the principal of the school as needed, observe, and 90
coach classes and supervise the reading interventions, (D) [four] 91
reading interventionists [for each school, to be funded by the 92
department,] who will develop a reading remediation plan for any 93
student who is reading below proficiency, be responsible for all 94
supplemental reading instruction, and conduct reading assessments as 95
needed, and (E) training for teachers and administrators in 96
scientifically-based reading research and instruction, including [,] 97
training for school administrators on how to assess a classroom to 98
ensure that all children are proficient in reading by grade [three] five, 99
and (2) outline, at a minimum, how (A) reading data will be collected, 100
analyzed and used for purposes of instructional development, (B) 101
professional and leadership development will be related to reading 102
data analysis and used to support individual teacher and classroom 103
needs, (C) [the selected] schools will communicate with parents and 104
guardians of students on reading instruction strategies and student 105
reading performance goals, and on opportunities for parents and 106
guardians to partner with teachers and school administrators to 107
improve reading at home and at school, (D) teachers and school 108
leaders will be trained in the science of teaching reading, (E) periodic 109
student progress reports will be issued, and (F) such [selected school] 110
intensive reading intervention strategy will be monitored at the 111
classroom level. The commissioner shall review and evaluate the 112
[school] intensive reading intervention strategy for model components 113
that may be used and replicated [in other schools and school districts] 114
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throughout the state to ensure that all children are proficient in 115
reading by grade [three] five. 116
(d) (1) For the school year commencing July 1, [2014] 2019, and each 117
school year thereafter, each school [selected by the Commissioner of 118
Education to participate in the intensive reading instruction program 119
under this section] shall, in consultation with the Center for Literacy 120
Research and Reading Success, provide supplemental reading 121
instruction to students in kindergarten to grade [three] five, inclusive, 122
who are reading below proficiency, as identified by the reading 123
assessment described in section 10-14t, as amended by this act. Such 124
supplemental reading instruction shall be provided by a reading 125
interventionist during regular school hours. 126
(2) A reading remediation plan shall be developed by a reading 127
interventionist for each student in kindergarten to grade [three] five, 128
inclusive, who has been identified as reading below proficiency to 129
address and correct the reading deficiency of such student. Such 130
remediation plan shall include instructional strategies that utilize 131
research based reading instruction materials and teachers trained in 132
reading instruction, parental involvement in the implementation of the 133
remediation plan and regular progress reports on such student. 134
(3) The principal [of a school selected by the Commissioner of 135
Education to participate in the intensive reading instruction program 136
under this section] of each school shall notify the parent or guardian of 137
any student in kindergarten to grade [three] five, inclusive, who has 138
been identified as being below proficiency in reading. Such notice shall 139
be in writing and (A) include an explanation of why such student is 140
below proficiency in reading, and (B) inform such parent or guardian 141
that a remediation plan, as described in subdivision (2) of this 142
subsection, will be developed for such student to provide 143
supplemental reading instruction, including strategies for the parent or 144
guardian to use at home with such student. 145
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(e) (1) [Any student enrolled in a school selected by the 146
Commissioner of Education that is located in a priority school district, 147
pursuant to section 10-266p, to participate in the intensive reading 148
instruction program under this section and who is reading below 149
proficiency at the end of the school year] Each school shall, [be 150
enrolled in] in collaboration with the Center for Literacy Research and 151
Reading Success, provide any student who is reading below 152
proficiency at the end of the school year an intensive summer school 153
reading instruction program. Such intensive summer school reading 154
instruction program shall include, (A) a comprehensive reading 155
intervention program, (B) scientifically-based reading research and 156
instruction strategies and interventions, (C) diagnostic assessments 157
administered to a student prior to or during an intensive summer 158
school reading instruction program to determine such student's 159
particularized need for instruction, (D) teachers who are trained in the 160
teaching of reading and reading assessment and intervention, and (E) 161
weekly progress monitoring to assess the reading progress of such 162
student and tailor instruction for such student. 163
(2) [The principal of a school selected by the Commissioner of 164
Education to participate in] Each school providing supplemental 165
reading instruction as part of the intensive reading instruction 166
program under this section shall submit reports to the Department of 167
Education, at such time and in such manner as prescribed by the 168
department, on (A) student reading progress for each student reading 169
below proficiency based on the data collected from the screening and 170
progress monitoring of such student using the reading assessments 171
described in section 10-14t, as amended by this act, and (B) the specific 172
reading interventions and supports implemented. 173
(f) Not later than October 1, [2015] 2019, and annually thereafter, the 174
department shall report to the joint standing committee of the General 175
Assembly having cognizance of matters relating to education, in 176
accordance with the provisions of section 11-4a, on student reading 177
levels [in schools participating] in the intensive reading instruction 178
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program. Such report shall include recommendations on model 179
components of the school intensive reading intervention strategy that 180
may be used and replicated in other schools and school districts. 181
Sec. 3. Section 10-14v of the general statutes is repealed and the 182
following is substituted in lieu thereof (Effective July 1, 2019): 183
On or before January 1, [2014] 2019, the Department of Education 184
shall, in collaboration with the Center for Literacy Research and 185
Reading Success, established pursuant to section 5 of this act, develop 186
a coordinated state-wide reading plan for students in kindergarten to 187
grade [three] five, inclusive, that contains strategies and frameworks 188
that are research-driven to produce effective reading instruction and 189
improvement in student performance. Such plan shall include: (1) The 190
alignment of reading standards, instruction and assessments for 191
students in kindergarten to grade [three] five, inclusive; (2) teachers' 192
use of data on the progress of all students to adjust and differentiate 193
instructional practices to improve student reading success; (3) the 194
collection of information concerning each student's reading 195
background, level and progress so that teachers can use such 196
information to assist in the transition of a student's promotion to the 197
next grade level; (4) an intervention for each student who is not 198
making adequate progress in reading to help such student read at the 199
appropriate grade level; (5) enhanced reading instruction for students 200
who are reading at or above their grade level; (6) the coordination of 201
reading instruction activities between parents, students, teachers and 202
administrators of the school district at home and in school; (7) school 203
district reading plans; (8) parental involvement by providing parents 204
and guardians of students with opportunities for partnering with 205
teachers and school administrators to (A) create an optimal learning 206
environment, and (B) receive updates on the reading progress of their 207
student; (9) teacher training and reading performance tests aligned 208
with teacher preparation courses and professional development 209
activities; (10) incentives for schools that have demonstrated significant 210
improvement in student reading; (11) research-based literacy training 211
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for early childhood care and education providers and instructors 212
working with children birth to five years of age, inclusive, and 213
transition plans relating to oral language and preliteracy proficiency 214
for children between prekindergarten and kindergarten; (12) the 215
alignment of reading instruction with the common core state standards 216
adopted by the State Board of Education; and (13) the alignment of 217
reading instruction with the two-generational initiative established 218
pursuant to section 17b-112l, as amended by this act. 219
Sec. 4. Section 10-14y of the general statutes is repealed and the 220
following is substituted in lieu thereof (Effective July 1, 2019): 221
(a) The Department of Education shall, within available 222
appropriations and in collaboration with the Center for Literacy 223
Research and Reading Success, established pursuant to section 5 of this 224
act, establish a reading readiness program that provides tiered 225
supports in early literacy. [to each school district designated as an 226
alliance district, pursuant to section 10-262u, and each school 227
participating in the commissioner's network of schools, pursuant to 228
section 10-223h.] The department shall conduct an assessment of the 229
reading readiness of students enrolled in kindergarten to grade [three] 230
five, inclusive, for each [such school and] school district. Such reading 231
readiness assessment shall consider any combination of the following: 232
(1) Whether such [school or] school district has developed and is 233
implementing a multiyear plan and allocated resources specifically for 234
early literacy in kindergarten to grade [three] five, inclusive, (2) 235
whether teachers and administrators have received training regarding 236
the science of teaching reading, and the extent to which teachers and 237
administrators have completed the program of professional 238
development in scientifically based reading research and instruction, 239
pursuant to section 10-148b, (3) the level of access to external coaches 240
in literacy, and (4) whether there is reading intervention staff 241
embedded [at such school or] in the school district. 242
(b) The department shall identify the early literacy needs of each 243
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[school and] school district [described in subsection (a) of this section] 244
based on the results of the reading readiness assessment conducted 245
pursuant to [said] subsection (a) of this section, and provide, in 246
collaboration with the Center for Literacy Research and Reading 247
Success, tiered supports in early literacy as follows: 248
(1) Tier one universal supports shall [be provided to each such 249
school district that is an educational reform district, as defined in 250
section 10-262u, and] include online professional development 251
modules aligned with the reading instruction survey, as described in 252
section 10-145r, and other literacy modules and programs available in 253
the state; 254
(2) Tier two targeted supports shall include (A) a two-year program 255
of literacy leadership training for certain teachers and administrators, 256
(B) targeted professional development, in accordance with the 257
provisions of section 10-148b, using the results of the reading 258
instruction survey, as described in section 10-145r, and (C) external 259
coaching support using funding received pursuant to section 10-223h 260
or 10-262u; and 261
(3) Tier three intensive supports shall include multiyear support 262
from the department and a commitment from such school or school 263
district, that includes, but need not be limited to, (A) the use of 264
funding received pursuant to section 10-262u to support an early 265
literacy program for students enrolled in kindergarten to grade [three] 266
five, inclusive, (B) technical support in the drafting and submission of 267
alliance district reading plans, as described in section 10-262u, (C) 268
identifying and embedding dedicated literacy coaches and reading 269
interventionists, (D) targeted and intensive professional development, 270
and (E) funds for assessment and instructional materials. 271
(c) Any tiered supports in early literacy provided under this section 272
shall be aligned with any turnaround plan, developed pursuant to 273
section 10-223h, or alliance district plan, developed pursuant to section 274
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10-262u, as applicable. 275
Sec. 5. (NEW) (Effective July 1, 2019) (a) There is established a Center 276
for Literacy Research and Reading Success within the Neag School of 277
Education at The University of Connecticut. The center shall be 278
responsible for (1) collaborating with the Department of Education in 279
the implementation of the coordinated state-wide reading plan for 280
students in kindergarten to grade five, inclusive, established pursuant 281
to section 10-14v of the general statutes, as amended by this act, (2) 282
researching and developing, in collaboration with the Department of 283
Education and Office of Early Childhood, a birth to grade twelve 284
reading success strategy to be included in the alignment of reading 285
instruction with the two-generational initiative, established pursuant 286
to section 17b-112l of the general statutes, as amended by this act, (3) 287
providing direct support to schools and school districts to improve 288
reading outcomes for students in kindergarten to grade five, inclusive, 289
through coaching, leadership training, professional development, 290
parental engagement and technical assistance that is consistent with 291
the intensive reading instruction program, as described in section 10-292
14u of the general statutes, as amended by this act, and aligned with 293
evidence-based practices, (4) developing and maintaining an Internet 294
web site for the purpose of (A) disseminating tools and information 295
associated with the intensive reading instruction program and other 296
reading initiatives, and (B) supporting the community of teachers, 297
schools and school districts engaged in improving student reading, 298
and (5) serving as a collaborative center for higher education to make 299
available to the faculty of teacher preparation programs (A) the science 300
of teaching reading, (B) the intensive reading instruction program, and 301
(C) samples of available curriculum. 302
(b) The center shall be under the direction of a coordinator who 303
shall, in consultation with the Reading Leadership Advisory Council 304
described in subsection (c) of this section, be responsible for (1) 305
overseeing all activities of the center, (2) facilitating communication 306
between the center and school districts, the Department of Education 307
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and other affiliates of the center, and (3) coordinating the 308
dissemination of information, tools and services made available by the 309
center. The coordinator shall be an employee of the Neag School of 310
Education at The University of Connecticut. 311
(c) The activities of the center shall be implemented by the Reading 312
Leadership Advisory Council and shall consist of the following 313
members: (A) The coordinator of the center, or the coordinator's 314
designee, (B) the director of reading initiatives for the Department of 315
Education, as described in section 10-3c of the general statutes, as 316
amended by this act, (C) the executive director of the Commission on 317
Women, Children and Seniors, or the executive director's designee, (D) 318
literacy experts, designated by the coordinator, who are engaged in the 319
development and implementation of the intensive reading instruction 320
program, and (E) an individual designated by the chairperson of the 321
Black and Puerto Rican Caucus of the General Assembly, provided 322
such individual is not a member of the General Assembly. The 323
Reading Leadership Advisory Council shall develop and publish the 324
annual goals for the center and meet at least once every two months. 325
The Reading Leadership Advisory Council may establish an advisory 326
board that consists of representatives from public, private and 327
philanthropic organizations, and is responsible for providing advice, 328
guidance and resources for the center's goal and mission. 329
(d) The center shall hire reading coaches who have experience and 330
expertise in the intensive reading instruction program. Such reading 331
coaches shall (1) provide training and professional development on the 332
intensive reading instruction program, literacy leadership and effective 333
instruction to teachers, (2) work directly with teachers to support the 334
implementation of the intensive reading instruction program and 335
attend school and school district leadership, data and planning 336
meetings, (3) provide coaching to teachers, and (4) lead and participate 337
in family engagement activities. 338
Sec. 6. (NEW) (Effective July 1, 2019) For the school year commencing 339
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July 1, 2019, and each school year thereafter, no student in grade three 340
who is below proficiency in reading at the end of the school year, as 341
identified by the reading assessment described in section 10-14t of the 342
general statutes, as amended by this act, shall be promoted to grade 343
four until such student successfully completes an intensive reading 344
instruction program pursuant to section 10-14u of the general statutes, 345
as amended by this act, and is reading at proficiency at the completion 346
of such program. If a student is retained in grade three pursuant to this 347
section, and such student is still below proficiency in reading, such 348
student may be promoted to grade four in accordance with the policy 349
concerning promotion adopted by the local or regional board of 350
education, provided such promotion includes a plan on how the 351
intensive reading instruction program will be delivered to such child 352
in grade four. 353
Sec. 7. Subsection (e) of section 10-145a of the general statutes is 354
repealed and the following is substituted in lieu thereof (Effective July 355
1, 2019): 356
(e) On and after July 1, 2006, any program of teacher preparation 357
leading to professional certification shall include, as part of the 358
curriculum, instruction in literacy skills and processes that reflects 359
current research and best practices in the field of literacy training. Such 360
instruction shall (1) be incorporated into requirements of student major 361
and concentration, [and] (2) on and after July 1, 2015, include not fewer 362
than twelve clock hours of instruction in the detection and recognition 363
of, and evidence-based structured literacy interventions for, students 364
with dyslexia, as defined in section 10-3d, and (3) on and after July 1, 365
2019, include not fewer than twelve credit hours of instruction on the 366
knowledge and pedagogy of the science of reading and the skills that 367
are tested as part of the reading instruction examination approved by 368
the State Board of Education on April 1, 2009. 369
Sec. 8. (NEW) (Effective July 1, 2019) No member of the faculty of an 370
institution of higher education shall provide instruction on the 371
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knowledge and pedagogy of the science of reading and the skills that 372
are tested as part of the reading instruction examination approved by 373
the State Board of Education on April 1, 2009, pursuant to subsection 374
(e) of section 10-145a of the general statutes, as amended by this act, as 375
part of a program of teacher preparation leading to professional 376
certification unless such faculty member has successfully completed 377
training on the knowledge and pedagogy of the science of reading and 378
the skills that are tested as part of said reading instruction 379
examination. 380
Sec. 9. Subdivision (2) of subsection (b) of section 17b-112l of the 381
general statutes is repealed and the following is substituted in lieu 382
thereof (Effective July 1, 2019): 383
(2) Alignment of existing state and local support systems around the 384
(A) household, including how to leverage Temporary Assistance for 385
Needy Families block grant funds, and services to equip such 386
households with the tools and skills needed to overcome obstacles and 387
engage opportunities, and (B) the coordinated state-wide reading plan 388
for students in kindergarten to grade [three] five, inclusive, developed 389
pursuant to section 10-14v, as amended by this act; 390
Sec. 10. Section 10-3c of the general statutes is repealed and the 391
following is substituted in lieu thereof (Effective July 1, 2019): 392
There shall be a director of reading initiatives within the 393
Department of Education. The director shall be responsible for (1) 394
administering the intensive reading instruction program to improve 395
student literacy in kindergarten to grade [three] five, inclusive, and 396
close the achievement gap, pursuant to section 10-14u, as amended by 397
this act, (2) assisting in the development and administration of the 398
program of professional development for teachers and principals in 399
scientifically based reading research and instruction, pursuant to 400
section 10-148b, (3) administering the coordinated state-wide reading 401
plan for students in kindergarten to grade [three] five, inclusive, 402
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pursuant to section 10-14v, as amended by this act, (4) administering 403
the incentive program described in section 10-14w, (5) providing 404
assistance to local and regional boards of education in the 405
administration of the reading assessments described in section 10-14t, 406
as amended by this act, and the implementation of school district 407
reading plans, (6) providing information and assistance to parents and 408
guardians of students relating to reading and literacy instruction, (7) 409
addressing reading and literacy issues related to students who are 410
English language learners, and (8) developing and administering any 411
other state-wide reading and literacy initiatives for students in 412
kindergarten to grade twelve, inclusive. 413
This act shall take effect as follows and shall amend the following
sections:
Section 1 July 1, 2019 10-14t
Sec. 2 July 1, 2019 10-14u
Sec. 3 July 1, 2019 10-14v
Sec. 4 July 1, 2019 10-14y
Sec. 5 July 1, 2019 New section
Sec. 6 July 1, 2019 New section
Sec. 7 July 1, 2019 10-145a(e)
Sec. 8 July 1, 2019 New section
Sec. 9 July 1, 2019 17b-112l(b)(2)
Sec. 10 July 1, 2019 10-3c
Statement of Purpose:
To implement the intensive reading instruction program state wide
and expand such program to include grades four and five; to establish
the Center for Literacy Research and Reading Success within the Neag
School of Education at The University of Connecticut; and to require
students to be proficient in reading at the end of grade three.
[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline,
except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is
not underlined.]