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General Assembly Substitute Bill No. 1019
January Session, 2019
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 Section 10-14t of the general statutes is repealed and the 1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 towns designated as an 5
alliance district, as defined in section 10-262u, as amended by this act, 6
for the school year commencing July 1, [2016] 2019, and each school 7
year thereafter, to identify students in kindergarten to grade [three] 8
five, inclusive, who are below proficiency in reading, provided any 9
reading assessments developed or approved by the department 10
include frequent screening and progress monitoring of students. Such 11
reading assessments shall (1) measure phonics, phonemic awareness, 12
fluency, vocabulary, and comprehension, (2) provide opportunities for 13
periodic formative assessment during the school year, (3) produce data 14
that is useful for informing individual and classroom instruction, 15
including the grouping of students based on such data and the 16
selection of instructional activities based on data of individual student 17
response patterns during such progress monitoring, (4) be compatible 18
with best practices in reading instruction and research, and (5) assist in 19
identifying, in whole or in part, students at risk for dyslexia, as defined 20 Substitute Bill No. 1019
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in section 10-3d, or other reading-related learning disabilities. 21
(b) Not later than [February 1, 2016] July 1, 2020, the Commissioner 22
of Education shall submit the reading assessments developed or 23
approved under this section to the joint standing committee of the 24
General Assembly having cognizance of matters relating to education, 25
in accordance with the provisions of section 11-4a. 26
Sec. 2. Section 10-14u of the general statutes is repealed and the 27
following is substituted in lieu thereof (Effective July 1, 2019): 28
(a) As used in this section: 29
(1) "Achievement gap" means the existence of a significant disparity 30
in the academic performance of students among and between (A) 31
racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) 32
genders, and (E) English language learners and students whose 33
primary language is English. 34
(2) "Scientifically-based reading research and instruction" means (A) 35
a comprehensive program or a collection of instructional practices that 36
is based on reliable, valid evidence showing that when such programs 37
or practices are used, students can be expected to achieve satisfactory 38
reading progress, and (B) the integration of instructional strategies for 39
continuously assessing, evaluating and communicating the student's 40
reading progress and needs in order to design and implement ongoing 41
interventions so that students of all ages and proficiency levels can 42
read and comprehend text and apply higher level thinking skills. Such 43
comprehensive program or collection of practices [shall include] 44
includes, but is not [be] limited to, instruction in five areas of reading: 45
Phonemic awareness, phonics, fluency, vocabulary, and text 46
comprehension. 47
(b) For the school year commencing July 1, [2014] 2019, and each 48
school year thereafter, the Commissioner of Education, in consultation 49
with the coordinator of the Center for Literacy Research and Reading 50
Success, established pursuant to section 5 of this act, shall create an 51 Substitute Bill No. 1019
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intensive reading instruction program to improve student literacy in 52
grades kindergarten to grade [three] five, inclusive, and close the 53
achievement gap. Such intensive reading instruction program shall 54
include routine reading assessments for students in kindergarten to 55
grade [three] five, inclusive, scientifically-based reading research and 56
instruction, an intensive reading intervention strategy, as described in 57
subsection (c) of this section, supplemental reading instruction and 58
reading remediation plans, as described in subsection (d) of this 59
section, and an intensive summer school reading program, as 60
described in subsection (e) of this section. [For the school year 61
commencing July 1, 2014, the commissioner shall select five elementary 62
schools that are (1) located in an educational reform district, as defined 63
in section 10-262u, as amended by this act, (2) participating in the 64
commissioner's network of schools, pursuant to section 10-223h, or (3) 65
among the lowest five per cent of elementary schools in school subject 66
performance indices for reading and mathematics, as defined in 67
section 10-223e, to participate in the intensive reading instruction 68
program and for the school year commencing July 1, 2015, and each 69
school year thereafter, the commissioner may select up to five 70
additional such elementary schools to participate in the intensive 71
reading instruction program.] For the school year commencing July 1, 72
2019, the commissioner, in consultation with the Center for Literacy 73
Research and Reading Success, shall provide, upon request, such 74
intensive reading instruction program to a local or regional board of 75
education for a town designated as an alliance district, as defined in 76
section 10-262u, as amended by this act, or may include such intensive 77
reading instruction program in the tiered supports in early literacy 78
provided under the reading readiness program pursuant to section 10-79
14y, as amended by this act. 80
(c) On or before July 1, [2014] 2019, the Department of Education, in 81
consultation with the Center for Literacy Research and Reading 82
Success, shall develop an intensive reading intervention strategy for 83
use by [schools selected by the Commissioner of Education to 84
participate in the intensive reading instruction program to address the 85 Substitute Bill No. 1019
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achievement gap at such schools and to] any elementary school located 86
in an alliance district that enrolls students who are not reading at or 87
above grade level to ensure that [all] such students are reading 88
proficiently by grade [three] five in such schools. Such intensive 89
reading intervention strategy [for schools] shall (1) include, but not be 90
limited to, (A) rigorous assessments in reading skills, (B) scientifically-91
based reading research and instruction, (C) [one] external literacy 92
[coach for] coaches made available to each school [, to be funded by the 93
department,] who will work with the reading data collected, support 94
the principal of the school as needed, observe, and coach classes and 95
supervise the reading interventions, (D) [four] reading interventionists 96
[for each school, to be funded by the department,] who will develop a 97
reading remediation plan for any student who is reading below 98
proficiency, be responsible for all supplemental reading instruction, 99
and conduct reading assessments as needed, and (E) training for 100
teachers and administrators in scientifically-based reading research 101
and instruction, including [,] training for school administrators on how 102
to assess a classroom to ensure that all children are proficient in 103
reading by grade [three] five, and (2) outline, at a minimum, how (A) 104
reading data will be collected, analyzed and used for purposes of 105
instructional development, (B) professional and leadership 106
development will be related to reading data analysis and used to 107
support individual teacher and classroom needs, (C) [the selected] 108
schools will communicate with parents and guardians of students on 109
reading instruction strategies and student reading performance goals, 110
and on opportunities for parents and guardians to partner with 111
teachers and school administrators to improve reading at home and at 112
school, (D) teachers and school leaders will be trained in the science of 113
teaching reading, (E) periodic student progress reports will be issued, 114
and (F) such [selected school] intensive reading intervention strategy 115
will be monitored at the classroom level. The commissioner shall 116
review and evaluate the [school] intensive reading intervention 117
strategy for model components that may be used and replicated in 118
other [schools and school] alliance districts to ensure that all children 119
are proficient in reading by grade [three] five. 120 Substitute Bill No. 1019
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(d) (1) For the school year commencing July 1, [2014] 2019, and each 121
school year thereafter, each [school selected by the Commissioner of 122
Education to participate in the intensive reading instruction program 123
under this section shall] local and regional board of education for a 124
town designated as an alliance district shall, in consultation with the 125
Center for Literacy Research and Reading Success, provide 126
supplemental reading instruction to students in kindergarten to grade 127
[three] five, inclusive, who are reading below proficiency, as identified 128
by the reading assessment described in section 10-14t, as amended by 129
this act. Such supplemental reading instruction shall be provided by a 130
reading interventionist during regular school hours. 131
(2) A reading remediation plan shall be developed by a reading 132
interventionist for each student in an alliance district in kindergarten 133
to grade [three] five, inclusive, who has been identified as reading 134
below proficiency to address and correct the reading deficiency of such 135
student. Such remediation plan shall include instructional strategies 136
that utilize research based reading instruction materials and teachers 137
trained in reading instruction, parental involvement in the 138
implementation of the remediation plan and regular progress reports 139
on such student. 140
(3) The principal [of a school selected by the Commissioner of 141
Education to participate in the intensive reading instruction program 142
under this section] of each school in an alliance district shall notify the 143
parent or guardian of any student in kindergarten to grade [three] five, 144
inclusive, who has been identified as being below proficiency in 145
reading. Such notice shall be in writing and (A) include an explanation 146
of why such student is below proficiency in reading, and (B) inform 147
such parent or guardian that a remediation plan, as described in 148
subdivision (2) of this subsection, will be developed for such student to 149
provide supplemental reading instruction, including strategies for the 150
parent or guardian to use at home with such student. 151
(e) (1) [Any student enrolled in a school selected by the 152
Commissioner of Education that is located in a priority school district, 153 Substitute Bill No. 1019
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pursuant to section 10-266p, to participate in the intensive reading 154
instruction program under this section and who is reading below 155
proficiency at the end of the school year shall be enrolled in] Each local 156
and regional board of education for a town designated as an alliance 157
district shall, in collaboration with the Center for Literacy Research 158
and Reading Success, provide any student in kindergarten to grade 159
five, inclusive, who is reading below proficiency at the end of the 160
school year with an intensive summer school reading instruction 161
program. Such intensive summer school reading instruction program 162
shall include, (A) a comprehensive reading intervention program, (B) 163
scientifically-based reading research and instruction strategies and 164
interventions, (C) diagnostic assessments administered to a student 165
prior to or during an intensive summer school reading instruction 166
program to determine such student's particularized need for 167
instruction, (D) teachers who are trained in the teaching of reading and 168
reading assessment and intervention, and (E) weekly progress 169
monitoring to assess the reading progress of such student and tailor 170
instruction for such student. 171
(2) [The principal of a school selected by the Commissioner of 172
Education to participate in] Each local and regional board of education 173
for a town designated as an alliance district providing supplemental 174
reading instruction as part of the intensive reading instruction 175
program under this section shall submit reports to the Department of 176
Education, at such time and in such manner as prescribed by the 177
department, on (A) student reading progress for each student reading 178
below proficiency based on the data collected from the screening and 179
progress monitoring of such student using the reading assessments 180
described in section 10-14t, as amended by this act, and (B) the specific 181
reading interventions and supports implemented. 182
(f) Not later than October 1, [2015] 2019, and annually thereafter, the 183
department shall report to the joint standing committee of the General 184
Assembly having cognizance of matters relating to education, in 185
accordance with the provisions of section 11-4a, on student reading 186 Substitute Bill No. 1019
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levels [in schools participating] in the intensive reading instruction 187
program. Such report shall include recommendations on model 188
components of the school intensive reading intervention strategy that 189
may be used and replicated in other [schools and school] alliance 190
districts. 191
Sec. 3. Section 10-14v of the general statutes is repealed and the 192
following is substituted in lieu thereof (Effective July 1, 2019): 193
On or before January 1, [2014] 2019, the Department of Education 194
shall, in collaboration with the Center for Literacy Research and 195
Reading Success, established pursuant to section 5 of this act, develop 196
a coordinated state-wide reading plan for students in kindergarten to 197
grade [three] five, inclusive, that contains strategies and frameworks 198
that are research-driven to produce effective reading instruction and 199
improvement in student performance. Such plan shall include: (1) The 200
alignment of reading standards, instruction and assessments for 201
students in kindergarten to grade [three] five, inclusive; (2) teachers' 202
use of data on the progress of all students to adjust and differentiate 203
instructional practices to improve student reading success; (3) the 204
collection of information concerning each student's reading 205
background, level and progress so that teachers can use such 206
information to assist in the transition of a student's promotion to the 207
next grade level; (4) an intervention for each student who is not 208
making adequate progress in reading to help such student read at the 209
appropriate grade level; (5) enhanced reading instruction for students 210
who are reading at or above their grade level; (6) the coordination of 211
reading instruction activities between parents, students, teachers and 212
administrators of the school district at home and in school; (7) school 213
district reading plans; (8) parental involvement by providing parents 214
and guardians of students with opportunities for partnering with 215
teachers and school administrators to (A) create an optimal learning 216
environment, and (B) receive updates on the reading progress of their 217
student; (9) teacher training and reading performance tests aligned 218
with teacher preparation courses and professional development 219 Substitute Bill No. 1019
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activities; (10) incentives for schools that have demonstrated significant 220
improvement in student reading; (11) research-based literacy training 221
for early childhood care and education providers and instructors 222
working with children birth to five years of age, inclusive, and 223
transition plans relating to oral language and preliteracy proficiency 224
for children between prekindergarten and kindergarten; (12) the 225
alignment of reading instruction with the common core state standards 226
adopted by the State Board of Education; and (13) the alignment of 227
reading instruction with the two-generational initiative established 228
pursuant to section 17b-112l, as amended by this act. 229
Sec. 4. Section 10-14y of the general statutes is repealed and the 230
following is substituted in lieu thereof (Effective July 1, 2019): 231
(a) The Department of Education shall, within available 232
appropriations and in collaboration with the Center for Literacy 233
Research and Reading Success, established pursuant to section 5 of this 234
act, establish a reading readiness program that provides tiered 235
supports in early literacy to each school district designated as an 236
alliance district, pursuant to section 10-262u, and each school 237
participating in the commissioner's network of schools, pursuant to 238
section 10-223h. The department shall conduct an assessment of the 239
reading readiness of students enrolled in kindergarten to grade [three] 240
five, inclusive, for each such school and school district. Such reading 241
readiness assessment shall consider any combination of the following: 242
(1) Whether such school or school district has developed and is 243
implementing a multiyear plan and allocated resources specifically for 244
early literacy in kindergarten to grade [three] five, inclusive, (2) 245
whether teachers and administrators have received training regarding 246
the science of teaching reading, and the extent to which teachers and 247
administrators have completed the program of professional 248
development in scientifically based reading research and instruction, 249
pursuant to section 10-148b, (3) the level of access to external coaches 250
in literacy, and (4) whether there is reading intervention staff 251
embedded at such school or in the school district. 252 Substitute Bill No. 1019
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(b) The department shall identify the early literacy needs of each 253
school and school district described in subsection (a) of this section 254
based on the results of the reading readiness assessment conducted 255
pursuant to [said] subsection (a) of this section, and provide, in 256
collaboration with the Center for Literacy Research and Reading 257
Success, tiered supports in early literacy as follows: 258
(1) Tier one universal supports shall [be provided to each such 259
school district that is an educational reform district, as defined in 260
section 10-262u, and] include online professional development 261
modules aligned with the reading instruction survey, as described in 262
section 10-145r, and other literacy modules and programs available in 263
the state; 264
(2) Tier two targeted supports shall include (A) a two-year program 265
of literacy leadership training for certain teachers and administrators, 266
(B) targeted professional development, in accordance with the 267
provisions of section 10-148b, using the results of the reading 268
instruction survey, as described in section 10-145r, and (C) external 269
coaching support using funding received pursuant to section 10-223h 270
or 10-262u; and 271
(3) Tier three intensive supports shall include multiyear support 272
from the department and a commitment from such school or school 273
district, that includes, but need not be limited to, (A) the use of 274
funding received pursuant to section 10-262u, as amended by this act, 275
to support an early literacy program for students enrolled in 276
kindergarten to grade [three] five, inclusive, (B) technical support in 277
the drafting and submission of alliance district reading plans, as 278
described in section 10-262u, as amended by this act, (C) identifying 279
and embedding dedicated literacy coaches and reading 280
interventionists, (D) targeted and intensive professional development, 281
and (E) funds for assessment and instructional materials. 282
(c) Any tiered supports in early literacy provided under this section 283
shall be aligned with any turnaround plan, developed pursuant to 284 Substitute Bill No. 1019
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section 10-223h, or alliance district plan, developed pursuant to section 285
10-262u, as amended by this act, as applicable. 286
Sec. 5. (NEW) (Effective July 1, 2019) (a) The Department of 287
Education shall establish a Center for Literacy Research and Reading 288
Success. The center shall be responsible for (1) collaborating with the 289
department in the implementation of the coordinated state-wide 290
reading plan for students in kindergarten to grade five, inclusive, 291
established pursuant to section 10-14v of the general statutes, as 292
amended by this act, (2) researching and developing, in collaboration 293
with the department and Office of Early Childhood, a birth to grade 294
twelve reading success strategy to be included in the alignment of 295
reading instruction with the two-generational initiative, established 296
pursuant to section 17b-112l of the general statutes, as amended by this 297
act, (3) providing direct support to schools and boards of education to 298
improve reading outcomes for students in kindergarten to grade five, 299
inclusive, through coaching, leadership training, professional 300
development, parental engagement and technical assistance that is 301
consistent with the intensive reading instruction program, as described 302
in section 10-14u of the general statutes, as amended by this act, and 303
aligned with evidence-based practices, (4) developing and maintaining 304
an Internet web site for the purpose of (A) disseminating tools and 305
information associated with the intensive reading instruction program 306
and other reading initiatives, and (B) supporting the community of 307
teachers, schools and boards of education engaged in improving 308
student reading, and (5) serving as a collaborative center for 309
institutions of higher education and making available to the faculty of 310
teacher preparation programs (A) the science of teaching reading, (B) 311
the intensive reading instruction program, and (C) samples of 312
available curriculum. 313
(b) The center shall be under the direction of a coordinator who 314
shall, in consultation with the Reading Leadership Advisory Council 315
described in subsection (c) of this section, be responsible for (1) 316
overseeing all activities of the center, (2) facilitating communication 317 Substitute Bill No. 1019
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between the center and boards of education, the Department of 318
Education and other affiliates of the center, and (3) coordinating the 319
dissemination of information, tools and services made available by the 320
center. 321
(c) The activities of the center shall be implemented by the Reading 322
Leadership Advisory Council which shall consist of the following 323
members: (1) The coordinator of the center, or the coordinator's 324
designee, (2) the director of reading initiatives for the Department of 325
Education, as described in section 10-3c of the general statutes, as 326
amended by this act, (3) the executive director of the Commission on 327
Women, Children and Seniors, or the executive director's designee, (4) 328
literacy experts, designated by the coordinator, who are engaged in the 329
development and implementation of the intensive reading instruction 330
program, (5) an individual designated by the chairperson of the Black 331
and Puerto Rican Caucus of the General Assembly, provided such 332
individual is not a member of the General Assembly, and (6) the dean 333
of the Neag School of Education at The University of Connecticut, or 334
the dean's designee. The Reading Leadership Advisory Council shall 335
develop and publish the annual goals for the center and meet at least 336
once every two months. The Reading Leadership Advisory Council 337
may establish an advisory board that consists of representatives from 338
public, private and philanthropic organizations, and is responsible for 339
providing advice, guidance and resources for the center's goal and 340
mission. 341
(d) The center shall hire reading coaches who have experience and 342
expertise in the intensive reading instruction program. Such reading 343
coaches shall (1) provide training and professional development on the 344
intensive reading instruction program, literacy leadership and effective 345
instruction to teachers, (2) work directly with teachers to support the 346
implementation of the intensive reading instruction program and 347
attend school and school district leadership, data and planning 348
meetings, (3) provide coaching to teachers, and (4) lead and participate 349
in family engagement activities. 350 Substitute Bill No. 1019
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(e) For purposes of establishing and administering the center under 351
this section, the Department of Education may enter into a 352
memorandum of understanding with a public institution of higher 353
education that has expertise in scientifically-based reading research 354
and instruction, as defined in section 10-14u of the general statutes, as 355
amended by this act, and prior experience in the delivery of 356
comprehensive school-wide evidence-based reading instruction and 357
intervention in grades kindergarten to five, inclusive. 358
Sec. 6. (Effective from passage) (a) There is established a working 359
group to study issues relating to the teaching of scientifically-based 360
reading research and instruction, as defined in section 10-14u of the 361
general statutes, as amended by this act, as part of teacher preparation 362
programs, as defined in section 10-10a of the general statutes, offered 363
by public and independent institutions of higher education in the state. 364
Such study shall include, but need not be limited to, an examination of 365
(1) whether, or to what extent, (A) such teacher preparation programs 366
are providing, pursuant to subsection (e) of section 10-145a of the 367
general statutes, instruction on the knowledge and pedagogy of the 368
science of reading and the skills that are tested as part of the reading 369
instruction examination approved by the State Board of Education on 370
April 1, 2009, and (B) professors in such teacher preparation programs 371
have received training on or are competent to provide such instruction, 372
and (2) the number of credit hours of such instruction being provided 373
in such teacher preparation programs. 374
(b) The working group shall consist of the following members: 375
(1) The director of reading initiatives for the Department of 376
Education, as described in section 10-3c of the general statutes, as 377
amended by this act; 378
(2) The executive director of the Commission on Women, Children 379
and Seniors, or the executive director's designee; 380
(3) Three members who are representatives from the Neag School of 381 Substitute Bill No. 1019
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Education at The University of Connecticut, appointed by the 382
president of The University of Connecticut; 383
(4) Four members who are representatives from each of the teacher 384
preparation programs offered at Western Connecticut State University, 385
Southern Connecticut State University, Eastern Connecticut State 386
University and Central Connecticut State University, appointed by the 387
president of the Connecticut State Colleges and Universities; 388
(5) Three members who are representativ es from teacher 389
preparation programs offered by independent institutions of higher 390
education in the state, appointed by the president of the Connecticut 391
Conference of Independent Colleges; and 392
(6) Two members who have expertise in scientifically-based reading 393
research and instruction, appointed by the executive director of the 394
Commission on Women, Children and Seniors. 395
(c) All appointments to the working group shall be made not later 396
than thirty days after the effective date of this section. Any vacancy 397
shall be filled by the appointing authority. 398
(d) The director of reading initiatives for the Department of 399
Education shall schedule the first meeting of the working group, which 400
shall be held not later than sixty days after the effective date of this 401
section. The members of the working group shall elect the chairperson 402
of the working group from among the members of the working group 403
at the first meeting. 404
(e) Not later than January 1, 2021, the working group shall submit a 405
report on its findings and recommendations to the joint standing 406
committees of the General Assembly having cognizance of matters 407
relating to education and higher education, in accordance with the 408
provisions of section 11-4a of the general statutes. Such report shall 409
include a recommendation as to the appropriate number of credit 410
hours for the instruction on the knowledge and pedagogy of the 411
science of reading and the skills that are tested as part of the reading 412 Substitute Bill No. 1019
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instruction examination approved by the State Board of Education on 413
April 1, 2009. The working group shall terminate on the date that it 414
submits such report or January 1, 2021, whichever is later. 415
Sec. 7. Subdivision (2) of subsection (b) of section 17b-112l of the 416
general statutes is repealed and the following is substituted in lieu 417
thereof (Effective July 1, 2019): 418
(2) Alignment of existing state and local support systems around the 419
(A) household, including how to leverage Temporary Assistance for 420
Needy Families block grant funds, and services to equip such 421
households with the tools and skills needed to overcome obstacles and 422
engage opportunities, and (B) the coordinated state-wide reading plan 423
for students in kindergarten to grade [three] five, inclusive, developed 424
pursuant to section 10-14v, as amended by this act; 425
Sec. 8. Section 10-3c of the general statutes is repealed and the 426
following is substituted in lieu thereof (Effective July 1, 2019): 427
There shall be a director of reading initiatives within the 428
Department of Education. The director shall be responsible for (1) 429
administering the intensive reading instruction program to improve 430
student literacy in kindergarten to grade [three] five, inclusive, and 431
close the achievement gap, pursuant to section 10-14u, as amended by 432
this act, (2) assisting in the development and administration of the 433
program of professional development for teachers and principals in 434
scientifically based reading research and instruction, pursuant to 435
section 10-148b, (3) administering the coordinated state-wide reading 436
plan for students in kindergarten to grade [three] five, inclusive, 437
pursuant to section 10-14v, as amended by this act, (4) administering 438
the incentive program described in section 10-14w, (5) providing 439
assistance to local and regional boards of education in the 440
administration of the reading assessments described in section 10-14t, 441
as amended by this act, and the implementation of school district 442
reading plans, (6) providing information and assistance to parents and 443
guardians of students relating to reading and literacy instruction, (7) 444 Substitute Bill No. 1019
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addressing reading and literacy issues related to students who are 445
English language learners, and (8) developing and administering any 446
other state-wide reading and literacy initiatives for students in 447
kindergarten to grade twelve, inclusive. 448
Sec. 9. Subsection (d) of section 10-262u of the general statutes is 449
repealed and the following is substituted in lieu thereof (Effective July 450
1, 2019): 451
(d) The local or regional board of education for a town designated 452
as an alliance district may apply to the Commissioner of Education, at 453
such time and in such manner as the commissioner prescribes, to 454
receive any increase in funds received over the amount the town 455
received for the prior fiscal year pursuant to subsection (a) of section 456
10-262i. Applications pursuant to this subsection shall include 457
objectives and performance targets and a plan that are developed, in 458
part, on the strategic use of student academic performance data. Such 459
plan may include, but not be limited to, the following: (1) A tiered 460
system of interventions for the schools under the jurisdiction of such 461
board based on the needs of such schools, (2) ways to strengthen the 462
foundational programs in reading, through the intensive reading 463
instruction program pursuant to section 10-14u, as amended by this 464
act, to ensure reading mastery in kindergarten to grade [three] five, 465
inclusive, with a focus on standards and instruction, proper use of 466
data, intervention strategies, current information for teachers, parental 467
engagement, and teacher professional development, (3) additional 468
learning time, including extended school day or school year 469
programming administered by school personnel or external partners, 470
(4) a talent strategy that includes, but is not limited to, teacher and 471
school leader recruitment and assignment, career ladder policies that 472
draw upon guidelines for a model teacher evaluation program 473
adopted by the State Board of Education, pursuant to section 10-151b, 474
and adopted by each local or regional board of education. Such talent 475
strategy may include provisions that demonstrate increased ability to 476
attract, retain, promote and bolster the performance of staff in 477 Substitute Bill No. 1019
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accordance with performance evaluation findings and, in the case of 478
new personnel, other indicators of effectiveness, (5) training for school 479
leaders and other staff on new teacher evaluation models, (6) 480
provisions for the cooperation and coordination with early childhood 481
education providers to ensure alignment with district expectations for 482
student entry into kindergarten, including funding for an existing local 483
Head Start program, (7) provisions for the cooperation and 484
coordination with other governmental and community programs to 485
ensure that students receive adequate support and wraparound 486
services, including community school models, (8) provisions for 487
implementing and furthering state-wide education standards adopted 488
by the State Board of Education and all activities and initiatives 489
associated with such standards, (9) strategies for attracting and 490
recruiting minority teachers and administrators, (10) provisions for the 491
enhancement of bilingual education programs, pursuant to section 10-492
17f, or other language acquisition services to English language 493
learners, including, but not limited to, participation in the English 494
language learner pilot program, established pursuant to section 10-17n, 495
(11) entering into the model school district responsibilities agreement, 496
described in section 10-223l, (12) leadership succession plans that 497
provide training and learning opportunities for administrators and are 498
designed to assist in the seamless transition of school and district 499
personnel in and out of leadership positions in the school district and 500
the continuous implementation of plans developed under this 501
subsection, and (13) any additional categories or goals as determined 502
by the commissioner. Such plan shall demonstrate collaboration with 503
key stakeholders, as identified by the commissioner, with the goal of 504
achieving efficiencies and the alignment of intent and practice of 505
current programs with conditional programs identified in this 506
subsection. The commissioner may (A) require changes in any plan 507
submitted by a local or regional board of education before the 508
commissioner approves an application under this subsection, and (B) 509
permit a local or regional board of education, as part of such plan, to 510
use a portion of any funds received under this section for the purposes 511
of paying tuition charged to such board pursuant to subdivision (1) of 512 Substitute Bill No. 1019
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subsection (k) of section 10-264l or subsection (b) of section 10-264o. 513
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 from passage New section
Sec. 7 July 1, 2019 17b-112l(b)(2)
Sec. 8 July 1, 2019 10-3c
Sec. 9 July 1, 2019 10-262u(d)
ED Joint Favorable Subst. C/R APP