Connecticut 2019 Regular Session

Connecticut Senate Bill SB01019 Compare Versions

Version 1 (Old)

Version 2 (New)

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7		-	General Assembly ~~Substitute~~ Bill No. 1019
	5	+	General Assembly Raised Bill No. 1019
8	6		January Session, 2019
	7	+	LCO No. 5606
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10	9
	10	+	Referred to Committee on EDUCATION
	11	+
	12	+
	13	+	Introduced by:
	14	+	(ED)
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13	17
14	18		AN ACT CONCERNING SC HOOL LITERACY.
15	19		Be it enacted by the Senate and House of Representatives in General
16	20		Assembly convened:
17	21
18	22		Section 1. Section 10-14t of the general statutes is repealed and the 1
19	23		following is substituted in lieu thereof (Effective July 1, 2019): 2
20	24		(a) On or before [January 1, 2016] July 1, 2019, the Department of 3
21	25		Education shall develop or approve reading assessments for use by 4
22		-	local and regional boards of education for towns designated as an 5
23		-	alliance district, as defined in section 10-262u, as amended by this act, 6
24		-	for the school year commencing July 1, [2016] 2019, and each school 7
25		-	year thereafter, to identify students in kindergarten to grade [three] 8
26		-	five, inclusive, who are below proficiency in reading, provided any 9
27		-	reading assessments developed or approved by the department 10
28		-	include frequent screening and progress monitoring of students. Such 11
29		-	reading assessments shall (1) measure phonics, phonemic awareness, 12
30		-	fluency, vocabulary, and comprehension, (2) provide opportunities for 13
31		-	periodic formative assessment during the school year, (3) produce data 14
32		-	that is useful for informing individual and classroom instruction, 15
33		-	including the grouping of students based on such data and the 16
34		-	selection of instructional activities based on data of individual student 17
35		-	response patterns during such progress monitoring, (4) be compatible 18
36		-	with best practices in reading instruction and research, and (5) assist in 19
37		-	identifying, in whole or in part, students at risk for dyslexia, as defined 20 Substitute Bill No. 1019
	26	+	local and regional boards of education for the school year commencing 5
	27	+	July 1, [2016] 2019, and each school year thereafter, to identify students 6
	28	+	in kindergarten to grade [three] five, inclusive, who are below 7
	29	+	proficiency in reading, provided any reading assessments developed 8
	30	+	or approved by the department include frequent screening and 9
	31	+	progress monitoring of students. Such reading assessments shall (1) 10
	32	+	measure phonics, phonemic awareness, fluency, vocabulary, and 11
	33	+	comprehension, (2) provide opportunities for periodic formative 12
	34	+	assessment during the school year, (3) produce data that is useful for 13
	35	+	informing individual and classroom instruction, including the 14
	36	+	grouping of students based on such data and the selection of 15
	37	+	instructional activities based on data of individual student response 16
	38	+	patterns during such progress monitoring, (4) be compatible with best 17
	39	+	Raised Bill No. 1019
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44		-	in section 10-3d, or other reading-related learning disabilities. 21
45		-	(b) Not later than [February 1, 2016] July 1, 2020, the Commissioner 22
46		-	of Education shall submit the reading assessments developed or 23
47		-	approved under this section to the joint standing committee of the 24
48		-	General Assembly having cognizance of matters relating to education, 25
49		-	in accordance with the provisions of section 11-4a. 26
50		-	Sec. 2. Section 10-14u of the general statutes is repealed and the 27
51		-	following is substituted in lieu thereof (Effective July 1, 2019): 28
52		-	(a) As used in this section: 29
53		-	(1) "Achievement gap" means the existence of a significant disparity 30
54		-	in the academic performance of students among and between (A) 31
55		-	racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) 32
56		-	genders, and (E) English language learners and students whose 33
57		-	primary language is English. 34
58		-	(2) "Scientifically-based reading research and instruction" means (A) 35
59		-	a comprehensive program or a collection of instructional practices that 36
60		-	is based on reliable, valid evidence showing that when such programs 37
61		-	or practices are used, students can be expected to achieve satisfactory 38
62		-	reading progress, and (B) the integration of instructional strategies for 39
63		-	continuously assessing, evaluating and communicating the student's 40
64		-	reading progress and needs in order to design and implement ongoing 41
65		-	interventions so that students of all ages and proficiency levels can 42
66		-	read and comprehend text and apply higher level thinking skills. Such 43
67		-	comprehensive program or collection of practices [shall include] 44
68		-	includes, but is not [be] limited to, instruction in five areas of reading: 45
69		-	Phonemic awareness, phonics, fluency, vocabulary, and text 46
70		-	comprehension. 47
71		-	(b) For the school year commencing July 1, [2014] 2019, and each 48
72		-	school year thereafter, the Commissioner of Education, in consultation 49
73		-	with the coordinator of the Center for Literacy Research and Reading 50
74		-	Success, established pursuant to section 5 of this act, shall create an 51 Substitute Bill No. 1019
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	44	+
	45	+	practices in reading instruction and research, and (5) assist in 18
	46	+	identifying, in whole or in part, students at risk for dyslexia, as defined 19
	47	+	in section 10-3d, or other reading-related learning disabilities. 20
	48	+	(b) Not later than [February 1, 2016] July 1, 2020, the Commissioner 21
	49	+	of Education shall submit the reading assessments developed or 22
	50	+	approved under this section to the joint standing committee of the 23
	51	+	General Assembly having cognizance of matters relating to education, 24
	52	+	in accordance with the provisions of section 11-4a. 25
	53	+	Sec. 2. Section 10-14u of the general statutes is repealed and the 26
	54	+	following is substituted in lieu thereof (Effective July 1, 2019): 27
	55	+	(a) As used in this section: 28
	56	+	(1) "Achievement gap" means the existence of a significant disparity 29
	57	+	in the academic performance of students among and between (A) 30
	58	+	racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) 31
	59	+	genders, and (E) English language learners and students whose 32
	60	+	primary language is English. 33
	61	+	(2) "Scientifically-based reading research and instruction" means (A) 34
	62	+	a comprehensive program or a collection of instructional practices that 35
	63	+	is based on reliable, valid evidence showing that when such programs 36
	64	+	or practices are used, students can be expected to achieve satisfactory 37
	65	+	reading progress, and (B) the integration of instructional strategies for 38
	66	+	continuously assessing, evaluating and communicating the student's 39
	67	+	reading progress and needs in order to design and implement ongoing 40
	68	+	interventions so that students of all ages and proficiency levels can 41
	69	+	read and comprehend text and apply higher level thinking skills. Such 42
	70	+	comprehensive program or collection of practices shall include, but not 43
	71	+	be limited to, instruction in five areas of reading: Phonemic awareness, 44
	72	+	phonics, fluency, vocabulary, and text comprehension. 45
	73	+	(b) For the school year commencing July 1, [2014] 2019, and each 46
	74	+	school year thereafter, the Commissioner of Education, in consultation 47
	75	+	Raised Bill No. 1019
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81		-	intensive reading instruction program to improve student literacy in 52
82		-	grades kindergarten to grade [three] five, inclusive, and close the 53
83		-	achievement gap. Such intensive reading instruction program shall 54
84		-	include routine reading assessments for students in kindergarten to 55
85		-	grade [three] five, inclusive, scientifically-based reading research and 56
86		-	instruction, an intensive reading intervention strategy, as described in 57
87		-	subsection (c) of this section, supplemental reading instruction and 58
88		-	reading remediation plans, as described in subsection (d) of this 59
89		-	section, and an intensive summer school reading program, as 60
90		-	described in subsection (e) of this section. [For the school year 61
91		-	commencing July 1, 2014, the commissioner shall select five elementary 62
92		-	schools that are (1) located in an educational reform district, as defined 63
93		-	in section 10-262u, as amended by this act, (2) participating in the 64
94		-	commissioner's network of schools, pursuant to section 10-223h, or (3) 65
95		-	among the lowest five per cent of elementary schools in school subject 66
96		-	performance indices for reading and mathematics, as defined in 67
97		-	section 10-223e, to participate in the intensive reading instruction 68
98		-	program and for the school year commencing July 1, 2015, and each 69
99		-	school year thereafter, the commissioner may select up to five 70
100		-	additional such elementary schools to participate in the intensive 71
101		-	reading instruction program.] For the school year commencing July 1, 72
102		-	2019, the commissioner, in consultation with the Center for Literacy 73
103		-	Research and Reading Success, shall provide, upon request, such 74
104		-	intensive reading instruction program to a local or regional board of 75
105		-	education for a town designated as an alliance district, as defined in 76
106		-	section 10-262u, as amended by this act, or may include such intensive 77
107		-	reading instruction program in the tiered supports in early literacy 78
108		-	provided under the reading readiness program pursuant to section 10-79
109		-	14y, as amended by this act. 80
110		-	(c) On or before July 1, [2014] 2019, the Department of Education, in 81
111		-	consultation with the Center for Literacy Research and Reading 82
112		-	Success, shall develop an intensive reading intervention strategy for 83
113		-	use by [schools selected by the Commissioner of Education to 84
114		-	participate in the intensive reading instruction program to address the 85 Substitute Bill No. 1019
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	80	+
	81	+	with the coordinator of the Center for Literacy Research and Reading 48
	82	+	Success, established pursuant to section 5 of this act, shall create an 49
	83	+	intensive reading instruction program to improve student literacy in 50
	84	+	grades kindergarten to grade [three] five, inclusive, and close the 51
	85	+	achievement gap. Such intensive reading instruction program shall 52
	86	+	include routine reading assessments for students in kindergarten to 53
	87	+	grade [three] five, inclusive, scientifically-based reading research and 54
	88	+	instruction, an intensive reading intervention strategy, as described in 55
	89	+	subsection (c) of this section, supplemental reading instruction and 56
	90	+	reading remediation plans, as described in subsection (d) of this 57
	91	+	section, and an intensive summer school reading program, as 58
	92	+	described in subsection (e) of this section. [For the school year 59
	93	+	commencing July 1, 2014, the commissioner shall select five elementary 60
	94	+	schools that are (1) located in an educational reform district, as defined 61
	95	+	in section 10-262u, (2) participating in the commissioner's network of 62
	96	+	schools, pursuant to section 10-223h, or (3) among the lowest five per 63
	97	+	cent of elementary schools in school subject performance indices for 64
	98	+	reading and mathematics, as defined in section 10-223e, to participate 65
	99	+	in the intensive reading instruction program and for the school year 66
	100	+	commencing July 1, 2015, and each school year thereafter, the 67
	101	+	commissioner may select up to five additional such elementary schools 68
	102	+	to participate in the intensive reading instruction program.] For the 69
	103	+	school year commencing July 1, 2019, the commissioner, in 70
	104	+	consultation with the Center for Literacy Research and Reading 71
	105	+	Success, shall provide, upon request, such intensive reading 72
	106	+	instruction program to a local or regional board of education, or may 73
	107	+	include such intensive reading instruction program in the tiered 74
	108	+	supports in early literacy provided under the reading readiness 75
	109	+	program pursuant to section 10-14y, as amended by this act. 76
	110	+	(c) On or before July 1, [2014] 2019, the Department of Education, in 77
	111	+	consultation with the Center for Literacy Research and Reading 78
	112	+	Success, shall develop an intensive reading intervention strategy for 79
	113	+	use by [schools selected by the Commissioner of Education to 80
	114	+	Raised Bill No. 1019
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121		-	achievement gap at such schools and to] any elementary school located 86
122		-	in an alliance district that enrolls students who are not reading at or 87
123		-	above grade level to ensure that [all] such students are reading 88
124		-	proficiently by grade [three] five in such schools. Such intensive 89
125		-	reading intervention strategy [for schools] shall (1) include, but not be 90
126		-	limited to, (A) rigorous assessments in reading skills, (B) scientifically-91
127		-	based reading research and instruction, (C) [one] external literacy 92
128		-	[coach for] coaches made available to each school [, to be funded by the 93
129		-	department,] who will work with the reading data collected, support 94
130		-	the principal of the school as needed, observe, and coach classes and 95
131		-	supervise the reading interventions, (D) [four] reading interventionists 96
132		-	[for each school, to be funded by the department,] who will develop a 97
133		-	reading remediation plan for any student who is reading below 98
134		-	proficiency, be responsible for all supplemental reading instruction, 99
135		-	and conduct reading assessments as needed, and (E) training for 100
136		-	teachers and administrators in scientifically-based reading research 101
137		-	and instruction, including [,] training for school administrators on how 102
138		-	to assess a classroom to ensure that all children are proficient in 103
139		-	reading by grade [three] five, and (2) outline, at a minimum, how (A) 104
140		-	reading data will be collected, analyzed and used for purposes of 105
141		-	instructional development, (B) professional and leadership 106
142		-	development will be related to reading data analysis and used to 107
143		-	support individual teacher and classroom needs, (C) [the selected] 108
144		-	schools will communicate with parents and guardians of students on 109
145		-	reading instruction strategies and student reading performance goals, 110
146		-	and on opportunities for parents and guardians to partner with 111
147		-	teachers and school administrators to improve reading at home and at 112
148		-	school, (D) teachers and school leaders will be trained in the science of 113
149		-	teaching reading, (E) periodic student progress reports will be issued, 114
150		-	and (F) such [selected school] intensive reading intervention strategy 115
151		-	will be monitored at the classroom level. The commissioner shall 116
152		-	review and evaluate the [school] intensive reading intervention 117
153		-	strategy for model components that may be used and replicated in 118
154		-	other [schools and school] alliance districts to ensure that all children 119
155		-	are proficient in reading by grade [three] five. 120 Substitute Bill No. 1019
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	120	+	participate in the intensive reading instruction program to address the 81
	121	+	achievement gap at such schools and to] any elementary school that 82
	122	+	enrolls students who are not reading at grade level to ensure that [all] 83
	123	+	such students are reading proficiently by grade [three] five in such 84
	124	+	schools. Such intensive reading intervention strategy [for schools] shall 85
	125	+	(1) include, but not be limited to, (A) rigorous assessments in reading 86
	126	+	skills, (B) scientifically-based reading research and instruction, (C) 87
	127	+	[one] external literacy [coach for] coaches available to each school [, to 88
	128	+	be funded by the department,] who will work with the reading data 89
	129	+	collected, support the principal of the school as needed, observe, and 90
	130	+	coach classes and supervise the reading interventions, (D) [four] 91
	131	+	reading interventionists [for each school, to be funded by the 92
	132	+	department,] who will develop a reading remediation plan for any 93
	133	+	student who is reading below proficiency, be responsible for all 94
	134	+	supplemental reading instruction, and conduct reading assessments as 95
	135	+	needed, and (E) training for teachers and administrators in 96
	136	+	scientifically-based reading research and instruction, including [,] 97
	137	+	training for school administrators on how to assess a classroom to 98
	138	+	ensure that all children are proficient in reading by grade [three] five, 99
	139	+	and (2) outline, at a minimum, how (A) reading data will be collected, 100
	140	+	analyzed and used for purposes of instructional development, (B) 101
	141	+	professional and leadership development will be related to reading 102
	142	+	data analysis and used to support individual teacher and classroom 103
	143	+	needs, (C) [the selected] schools will communicate with parents and 104
	144	+	guardians of students on reading instruction strategies and student 105
	145	+	reading performance goals, and on opportunities for parents and 106
	146	+	guardians to partner with teachers and school administrators to 107
	147	+	improve reading at home and at school, (D) teachers and school 108
	148	+	leaders will be trained in the science of teaching reading, (E) periodic 109
	149	+	student progress reports will be issued, and (F) such [selected school] 110
	150	+	intensive reading intervention strategy will be monitored at the 111
	151	+	classroom level. The commissioner shall review and evaluate the 112
	152	+	[school] intensive reading intervention strategy for model components 113
	153	+	that may be used and replicated [in other schools and school districts] 114
	154	+	Raised Bill No. 1019
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162		-	(d) (1) For the school year commencing July 1, [2014] 2019, and each 121
163		-	school year thereafter, each [school selected by the Commissioner of 122
164		-	Education to participate in the intensive reading instruction program 123
165		-	under this section shall] local and regional board of education for a 124
166		-	town designated as an alliance district shall, in consultation with the 125
167		-	Center for Literacy Research and Reading Success, provide 126
168		-	supplemental reading instruction to students in kindergarten to grade 127
169		-	[three] five, inclusive, who are reading below proficiency, as identified 128
170		-	by the reading assessment described in section 10-14t, as amended by 129
171		-	this act. Such supplemental reading instruction shall be provided by a 130
172		-	reading interventionist during regular school hours. 131
173		-	(2) A reading remediation plan shall be developed by a reading 132
174		-	interventionist for each student in an alliance district in kindergarten 133
175		-	to grade [three] five, inclusive, who has been identified as reading 134
176		-	below proficiency to address and correct the reading deficiency of such 135
177		-	student. Such remediation plan shall include instructional strategies 136
178		-	that utilize research based reading instruction materials and teachers 137
179		-	trained in reading instruction, parental involvement in the 138
180		-	implementation of the remediation plan and regular progress reports 139
181		-	on such student. 140
182		-	(3) The principal [of a school selected by the Commissioner of 141
183		-	Education to participate in the intensive reading instruction program 142
184		-	under this section] of each school in an alliance district shall notify the 143
185		-	parent or guardian of any student in kindergarten to grade [three] five, 144
186		-	inclusive, who has been identified as being below proficiency in 145
187		-	reading. Such notice shall be in writing and (A) include an explanation 146
188		-	of why such student is below proficiency in reading, and (B) inform 147
189		-	such parent or guardian that a remediation plan, as described in 148
190		-	subdivision (2) of this subsection, will be developed for such student to 149
191		-	provide supplemental reading instruction, including strategies for the 150
192		-	parent or guardian to use at home with such student. 151
193		-	(e) (1) [Any student enrolled in a school selected by the 152
194		-	Commissioner of Education that is located in a priority school district, 153 Substitute Bill No. 1019
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	160	+	throughout the state to ensure that all children are proficient in 115
	161	+	reading by grade [three] five. 116
	162	+	(d) (1) For the school year commencing July 1, [2014] 2019, and each 117
	163	+	school year thereafter, each school [selected by the Commissioner of 118
	164	+	Education to participate in the intensive reading instruction program 119
	165	+	under this section] shall, in consultation with the Center for Literacy 120
	166	+	Research and Reading Success, provide supplemental reading 121
	167	+	instruction to students in kindergarten to grade [three] five, inclusive, 122
	168	+	who are reading below proficiency, as identified by the reading 123
	169	+	assessment described in section 10-14t, as amended by this act. Such 124
	170	+	supplemental reading instruction shall be provided by a reading 125
	171	+	interventionist during regular school hours. 126
	172	+	(2) A reading remediation plan shall be developed by a reading 127
	173	+	interventionist for each student in kindergarten to grade [three] five, 128
	174	+	inclusive, who has been identified as reading below proficiency to 129
	175	+	address and correct the reading deficiency of such student. Such 130
	176	+	remediation plan shall include instructional strategies that utilize 131
	177	+	research based reading instruction materials and teachers trained in 132
	178	+	reading instruction, parental involvement in the implementation of the 133
	179	+	remediation plan and regular progress reports on such student. 134
	180	+	(3) The principal [of a school selected by the Commissioner of 135
	181	+	Education to participate in the intensive reading instruction program 136
	182	+	under this section] of each school shall notify the parent or guardian of 137
	183	+	any student in kindergarten to grade [three] five, inclusive, who has 138
	184	+	been identified as being below proficiency in reading. Such notice shall 139
	185	+	be in writing and (A) include an explanation of why such student is 140
	186	+	below proficiency in reading, and (B) inform such parent or guardian 141
	187	+	that a remediation plan, as described in subdivision (2) of this 142
	188	+	subsection, will be developed for such student to provide 143
	189	+	supplemental reading instruction, including strategies for the parent or 144
	190	+	guardian to use at home with such student. 145
	191	+	Raised Bill No. 1019
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201		-	pursuant to section 10-266p, to participate in the intensive reading 154
202		-	instruction program under this section and who is reading below 155
203		-	proficiency at the end of the school year shall be enrolled in] Each local 156
204		-	and regional board of education for a town designated as an alliance 157
205		-	district shall, in collaboration with the Center for Literacy Research 158
206		-	and Reading Success, provide any student in kindergarten to grade 159
207		-	five, inclusive, who is reading below proficiency at the end of the 160
208		-	school year with an intensive summer school reading instruction 161
209		-	program. Such intensive summer school reading instruction program 162
210		-	shall include, (A) a comprehensive reading intervention program, (B) 163
211		-	scientifically-based reading research and instruction strategies and 164
212		-	interventions, (C) diagnostic assessments administered to a student 165
213		-	prior to or during an intensive summer school reading instruction 166
214		-	program to determine such student's particularized need for 167
215		-	instruction, (D) teachers who are trained in the teaching of reading and 168
216		-	reading assessment and intervention, and (E) weekly progress 169
217		-	monitoring to assess the reading progress of such student and tailor 170
218		-	instruction for such student. 171
219		-	(2) [The principal of a school selected by the Commissioner of 172
220		-	Education to participate in] Each local and regional board of education 173
221		-	for a town designated as an alliance district providing supplemental 174
222		-	reading instruction as part of the intensive reading instruction 175
223		-	program under this section shall submit reports to the Department of 176
224		-	Education, at such time and in such manner as prescribed by the 177
225		-	department, on (A) student reading progress for each student reading 178
226		-	below proficiency based on the data collected from the screening and 179
227		-	progress monitoring of such student using the reading assessments 180
228		-	described in section 10-14t, as amended by this act, and (B) the specific 181
229		-	reading interventions and supports implemented. 182
230		-	(f) Not later than October 1, [2015] 2019, and annually thereafter, the 183
231		-	department shall report to the joint standing committee of the General 184
232		-	Assembly having cognizance of matters relating to education, in 185
233		-	accordance with the provisions of section 11-4a, on student reading 186 Substitute Bill No. 1019
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	197	+	(e) (1) [Any student enrolled in a school selected by the 146
	198	+	Commissioner of Education that is located in a priority school district, 147
	199	+	pursuant to section 10-266p, to participate in the intensive reading 148
	200	+	instruction program under this section and who is reading below 149
	201	+	proficiency at the end of the school year] Each school shall, [be 150
	202	+	enrolled in] in collaboration with the Center for Literacy Research and 151
	203	+	Reading Success, provide any student who is reading below 152
	204	+	proficiency at the end of the school year an intensive summer school 153
	205	+	reading instruction program. Such intensive summer school reading 154
	206	+	instruction program shall include, (A) a comprehensive reading 155
	207	+	intervention program, (B) scientifically-based reading research and 156
	208	+	instruction strategies and interventions, (C) diagnostic assessments 157
	209	+	administered to a student prior to or during an intensive summer 158
	210	+	school reading instruction program to determine such student's 159
	211	+	particularized need for instruction, (D) teachers who are trained in the 160
	212	+	teaching of reading and reading assessment and intervention, and (E) 161
	213	+	weekly progress monitoring to assess the reading progress of such 162
	214	+	student and tailor instruction for such student. 163
	215	+	(2) [The principal of a school selected by the Commissioner of 164
	216	+	Education to participate in] Each school providing supplemental 165
	217	+	reading instruction as part of the intensive reading instruction 166
	218	+	program under this section shall submit reports to the Department of 167
	219	+	Education, at such time and in such manner as prescribed by the 168
	220	+	department, on (A) student reading progress for each student reading 169
	221	+	below proficiency based on the data collected from the screening and 170
	222	+	progress monitoring of such student using the reading assessments 171
	223	+	described in section 10-14t, as amended by this act, and (B) the specific 172
	224	+	reading interventions and supports implemented. 173
	225	+	(f) Not later than October 1, [2015] 2019, and annually thereafter, the 174
	226	+	department shall report to the joint standing committee of the General 175
	227	+	Assembly having cognizance of matters relating to education, in 176
	228	+	accordance with the provisions of section 11-4a, on student reading 177
	229	+	levels [in schools participating] in the intensive reading instruction 178
	230	+	Raised Bill No. 1019
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240		-	levels [in schools participating] in the intensive reading instruction 187
241		-	program. Such report shall include recommendations on model 188
242		-	components of the school intensive reading intervention strategy that 189
243		-	may be used and replicated in other [schools and school] alliance 190
244		-	districts. 191
245		-	Sec. 3. Section 10-14v of the general statutes is repealed and the 192
246		-	following is substituted in lieu thereof (Effective July 1, 2019): 193
247		-	On or before January 1, [2014] 2019, the Department of Education 194
248		-	shall, in collaboration with the Center for Literacy Research and 195
249		-	Reading Success, established pursuant to section 5 of this act, develop 196
250		-	a coordinated state-wide reading plan for students in kindergarten to 197
251		-	grade [three] five, inclusive, that contains strategies and frameworks 198
252		-	that are research-driven to produce effective reading instruction and 199
253		-	improvement in student performance. Such plan shall include: (1) The 200
254		-	alignment of reading standards, instruction and assessments for 201
255		-	students in kindergarten to grade [three] five, inclusive; (2) teachers' 202
256		-	use of data on the progress of all students to adjust and differentiate 203
257		-	instructional practices to improve student reading success; (3) the 204
258		-	collection of information concerning each student's reading 205
259		-	background, level and progress so that teachers can use such 206
260		-	information to assist in the transition of a student's promotion to the 207
261		-	next grade level; (4) an intervention for each student who is not 208
262		-	making adequate progress in reading to help such student read at the 209
263		-	appropriate grade level; (5) enhanced reading instruction for students 210
264		-	who are reading at or above their grade level; (6) the coordination of 211
265		-	reading instruction activities between parents, students, teachers and 212
266		-	administrators of the school district at home and in school; (7) school 213
267		-	district reading plans; (8) parental involvement by providing parents 214
268		-	and guardians of students with opportunities for partnering with 215
269		-	teachers and school administrators to (A) create an optimal learning 216
270		-	environment, and (B) receive updates on the reading progress of their 217
271		-	student; (9) teacher training and reading performance tests aligned 218
272		-	with teacher preparation courses and professional development 219 Substitute Bill No. 1019
	234	+	LCO No. 5606 7 of 14
	235	+
	236	+	program. Such report shall include recommendations on model 179
	237	+	components of the school intensive reading intervention strategy that 180
	238	+	may be used and replicated in other schools and school districts. 181
	239	+	Sec. 3. Section 10-14v of the general statutes is repealed and the 182
	240	+	following is substituted in lieu thereof (Effective July 1, 2019): 183
	241	+	On or before January 1, [2014] 2019, the Department of Education 184
	242	+	shall, in collaboration with the Center for Literacy Research and 185
	243	+	Reading Success, established pursuant to section 5 of this act, develop 186
	244	+	a coordinated state-wide reading plan for students in kindergarten to 187
	245	+	grade [three] five, inclusive, that contains strategies and frameworks 188
	246	+	that are research-driven to produce effective reading instruction and 189
	247	+	improvement in student performance. Such plan shall include: (1) The 190
	248	+	alignment of reading standards, instruction and assessments for 191
	249	+	students in kindergarten to grade [three] five, inclusive; (2) teachers' 192
	250	+	use of data on the progress of all students to adjust and differentiate 193
	251	+	instructional practices to improve student reading success; (3) the 194
	252	+	collection of information concerning each student's reading 195
	253	+	background, level and progress so that teachers can use such 196
	254	+	information to assist in the transition of a student's promotion to the 197
	255	+	next grade level; (4) an intervention for each student who is not 198
	256	+	making adequate progress in reading to help such student read at the 199
	257	+	appropriate grade level; (5) enhanced reading instruction for students 200
	258	+	who are reading at or above their grade level; (6) the coordination of 201
	259	+	reading instruction activities between parents, students, teachers and 202
	260	+	administrators of the school district at home and in school; (7) school 203
	261	+	district reading plans; (8) parental involvement by providing parents 204
	262	+	and guardians of students with opportunities for partnering with 205
	263	+	teachers and school administrators to (A) create an optimal learning 206
	264	+	environment, and (B) receive updates on the reading progress of their 207
	265	+	student; (9) teacher training and reading performance tests aligned 208
	266	+	with teacher preparation courses and professional development 209
	267	+	activities; (10) incentives for schools that have demonstrated significant 210
	268	+	improvement in student reading; (11) research-based literacy training 211
	269	+	Raised Bill No. 1019
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279		-	activities; (10) incentives for schools that have demonstrated significant 220
280		-	improvement in student reading; (11) research-based literacy training 221
281		-	for early childhood care and education providers and instructors 222
282		-	working with children birth to five years of age, inclusive, and 223
283		-	transition plans relating to oral language and preliteracy proficiency 224
284		-	for children between prekindergarten and kindergarten; (12) the 225
285		-	alignment of reading instruction with the common core state standards 226
286		-	adopted by the State Board of Education; and (13) the alignment of 227
287		-	reading instruction with the two-generational initiative established 228
288		-	pursuant to section 17b-112l, as amended by this act. 229
289		-	Sec. 4. Section 10-14y of the general statutes is repealed and the 230
290		-	following is substituted in lieu thereof (Effective July 1, 2019): 231
291		-	(a) The Department of Education shall, within available 232
292		-	appropriations and in collaboration with the Center for Literacy 233
293		-	Research and Reading Success, established pursuant to section 5 of this 234
294		-	act, establish a reading readiness program that provides tiered 235
295		-	supports in early literacy to each school district designated as an 236
296		-	alliance district, pursuant to section 10-262u, and each school 237
297		-	participating in the commissioner's network of schools, pursuant to 238
298		-	section 10-223h. The department shall conduct an assessment of the 239
299		-	reading readiness of students enrolled in kindergarten to grade [three] 240
300		-	five, inclusive, for each such school and school district. Such reading 241
301		-	readiness assessment shall consider any combination of the following: 242
302		-	(1) Whether such school or school district has developed and is 243
303		-	implementing a multiyear plan and allocated resources specifically for 244
304		-	early literacy in kindergarten to grade [three] five, inclusive, (2) 245
305		-	whether teachers and administrators have received training regarding 246
306		-	the science of teaching reading, and the extent to which teachers and 247
307		-	administrators have completed the program of professional 248
308		-	development in scientifically based reading research and instruction, 249
309		-	pursuant to section 10-148b, (3) the level of access to external coaches 250
310		-	in literacy, and (4) whether there is reading intervention staff 251
311		-	embedded at such school or in the school district. 252 Substitute Bill No. 1019
	273	+	LCO No. 5606 8 of 14
	274	+
	275	+	for early childhood care and education providers and instructors 212
	276	+	working with children birth to five years of age, inclusive, and 213
	277	+	transition plans relating to oral language and preliteracy proficiency 214
	278	+	for children between prekindergarten and kindergarten; (12) the 215
	279	+	alignment of reading instruction with the common core state standards 216
	280	+	adopted by the State Board of Education; and (13) the alignment of 217
	281	+	reading instruction with the two-generational initiative established 218
	282	+	pursuant to section 17b-112l, as amended by this act. 219
	283	+	Sec. 4. Section 10-14y of the general statutes is repealed and the 220
	284	+	following is substituted in lieu thereof (Effective July 1, 2019): 221
	285	+	(a) The Department of Education shall, within available 222
	286	+	appropriations and in collaboration with the Center for Literacy 223
	287	+	Research and Reading Success, established pursuant to section 5 of this 224
	288	+	act, establish a reading readiness program that provides tiered 225
	289	+	supports in early literacy. [to each school district designated as an 226
	290	+	alliance district, pursuant to section 10-262u, and each school 227
	291	+	participating in the commissioner's network of schools, pursuant to 228
	292	+	section 10-223h.] The department shall conduct an assessment of the 229
	293	+	reading readiness of students enrolled in kindergarten to grade [three] 230
	294	+	five, inclusive, for each [such school and] school district. Such reading 231
	295	+	readiness assessment shall consider any combination of the following: 232
	296	+	(1) Whether such [school or] school district has developed and is 233
	297	+	implementing a multiyear plan and allocated resources specifically for 234
	298	+	early literacy in kindergarten to grade [three] five, inclusive, (2) 235
	299	+	whether teachers and administrators have received training regarding 236
	300	+	the science of teaching reading, and the extent to which teachers and 237
	301	+	administrators have completed the program of professional 238
	302	+	development in scientifically based reading research and instruction, 239
	303	+	pursuant to section 10-148b, (3) the level of access to external coaches 240
	304	+	in literacy, and (4) whether there is reading intervention staff 241
	305	+	embedded [at such school or] in the school district. 242
	306	+	(b) The department shall identify the early literacy needs of each 243
	307	+	Raised Bill No. 1019
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318		-	(b) The department shall identify the early literacy needs of each 253
319		-	school and school district described in subsection (a) of this section 254
320		-	based on the results of the reading readiness assessment conducted 255
321		-	pursuant to [said] subsection (a) of this section, and provide, in 256
322		-	collaboration with the Center for Literacy Research and Reading 257
323		-	Success, tiered supports in early literacy as follows: 258
324		-	(1) Tier one universal supports shall [be provided to each such 259
325		-	school district that is an educational reform district, as defined in 260
326		-	section 10-262u, and] include online professional development 261
327		-	modules aligned with the reading instruction survey, as described in 262
328		-	section 10-145r, and other literacy modules and programs available in 263
329		-	the state; 264
330		-	(2) Tier two targeted supports shall include (A) a two-year program 265
331		-	of literacy leadership training for certain teachers and administrators, 266
332		-	(B) targeted professional development, in accordance with the 267
333		-	provisions of section 10-148b, using the results of the reading 268
334		-	instruction survey, as described in section 10-145r, and (C) external 269
335		-	coaching support using funding received pursuant to section 10-223h 270
336		-	or 10-262u; and 271
337		-	(3) Tier three intensive supports shall include multiyear support 272
338		-	from the department and a commitment from such school or school 273
339		-	district, that includes, but need not be limited to, (A) the use of 274
340		-	funding received pursuant to section 10-262u, as amended by this act, 275
341		-	to support an early literacy program for students enrolled in 276
342		-	kindergarten to grade [three] five, inclusive, (B) technical support in 277
343		-	the drafting and submission of alliance district reading plans, as 278
344		-	described in section 10-262u, as amended by this act, (C) identifying 279
345		-	and embedding dedicated literacy coaches and reading 280
346		-	interventionists, (D) targeted and intensive professional development, 281
347		-	and (E) funds for assessment and instructional materials. 282
348		-	(c) Any tiered supports in early literacy provided under this section 283
349		-	shall be aligned with any turnaround plan, developed pursuant to 284 Substitute Bill No. 1019
	311	+	LCO No. 5606 9 of 14
	312	+
	313	+	[school and] school district [described in subsection (a) of this section] 244
	314	+	based on the results of the reading readiness assessment conducted 245
	315	+	pursuant to [said] subsection (a) of this section, and provide, in 246
	316	+	collaboration with the Center for Literacy Research and Reading 247
	317	+	Success, tiered supports in early literacy as follows: 248
	318	+	(1) Tier one universal supports shall [be provided to each such 249
	319	+	school district that is an educational reform district, as defined in 250
	320	+	section 10-262u, and] include online professional development 251
	321	+	modules aligned with the reading instruction survey, as described in 252
	322	+	section 10-145r, and other literacy modules and programs available in 253
	323	+	the state; 254
	324	+	(2) Tier two targeted supports shall include (A) a two-year program 255
	325	+	of literacy leadership training for certain teachers and administrators, 256
	326	+	(B) targeted professional development, in accordance with the 257
	327	+	provisions of section 10-148b, using the results of the reading 258
	328	+	instruction survey, as described in section 10-145r, and (C) external 259
	329	+	coaching support using funding received pursuant to section 10-223h 260
	330	+	or 10-262u; and 261
	331	+	(3) Tier three intensive supports shall include multiyear support 262
	332	+	from the department and a commitment from such school or school 263
	333	+	district, that includes, but need not be limited to, (A) the use of 264
	334	+	funding received pursuant to section 10-262u to support an early 265
	335	+	literacy program for students enrolled in kindergarten to grade [three] 266
	336	+	five, inclusive, (B) technical support in the drafting and submission of 267
	337	+	alliance district reading plans, as described in section 10-262u, (C) 268
	338	+	identifying and embedding dedicated literacy coaches and reading 269
	339	+	interventionists, (D) targeted and intensive professional development, 270
	340	+	and (E) funds for assessment and instructional materials. 271
	341	+	(c) Any tiered supports in early literacy provided under this section 272
	342	+	shall be aligned with any turnaround plan, developed pursuant to 273
	343	+	section 10-223h, or alliance district plan, developed pursuant to section 274
	344	+	Raised Bill No. 1019
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356		-	section 10-223h, or alliance district plan, developed pursuant to section 285
357		-	10-262u, as amended by this act, as applicable. 286
358		-	Sec. 5. (NEW) (Effective July 1, 2019) (a) The Department of 287
359		-	Education shall establish a Center for Literacy Research and Reading 288
360		-	Success. The center shall be responsible for (1) collaborating with the 289
361		-	department in the implementation of the coordinated state-wide 290
362		-	reading plan for students in kindergarten to grade five, inclusive, 291
363		-	established pursuant to section 10-14v of the general statutes, as 292
364		-	amended by this act, (2) researching and developing, in collaboration 293
365		-	with the department and Office of Early Childhood, a birth to grade 294
366		-	twelve reading success strategy to be included in the alignment of 295
367		-	reading instruction with the two-generational initiative, established 296
368		-	pursuant to section 17b-112l of the general statutes, as amended by this 297
369		-	act, (3) providing direct support to schools and boards of education to 298
370		-	improve reading outcomes for students in kindergarten to grade five, 299
371		-	inclusive, through coaching, leadership training, professional 300
372		-	development, parental engagement and technical assistance that is 301
373		-	consistent with the intensive reading instruction program, as described 302
374		-	in section 10-14u of the general statutes, as amended by this act, and 303
375		-	aligned with evidence-based practices, (4) developing and maintaining 304
376		-	an Internet web site for the purpose of (A) disseminating tools and 305
377		-	information associated with the intensive reading instruction program 306
378		-	and other reading initiatives, and (B) supporting the community of 307
379		-	teachers, schools and boards of education engaged in improving 308
380		-	student reading, and (5) serving as a collaborative center for 309
381		-	institutions of higher education and making available to the faculty of 310
382		-	teacher preparation programs (A) the science of teaching reading, (B) 311
383		-	the intensive reading instruction program, and (C) samples of 312
384		-	available curriculum. 313
385		-	(b) The center shall be under the direction of a coordinator who 314
386		-	shall, in consultation with the Reading Leadership Advisory Council 315
387		-	described in subsection (c) of this section, be responsible for (1) 316
388		-	overseeing all activities of the center, (2) facilitating communication 317 Substitute Bill No. 1019
	348	+	LCO No. 5606 10 of 14
	349	+
	350	+	10-262u, as applicable. 275
	351	+	Sec. 5. (NEW) (Effective July 1, 2019) (a) There is established a Center 276
	352	+	for Literacy Research and Reading Success within the Neag School of 277
	353	+	Education at The University of Connecticut. The center shall be 278
	354	+	responsible for (1) collaborating with the Department of Education in 279
	355	+	the implementation of the coordinated state-wide reading plan for 280
	356	+	students in kindergarten to grade five, inclusive, established pursuant 281
	357	+	to section 10-14v of the general statutes, as amended by this act, (2) 282
	358	+	researching and developing, in collaboration with the Department of 283
	359	+	Education and Office of Early Childhood, a birth to grade twelve 284
	360	+	reading success strategy to be included in the alignment of reading 285
	361	+	instruction with the two-generational initiative, established pursuant 286
	362	+	to section 17b-112l of the general statutes, as amended by this act, (3) 287
	363	+	providing direct support to schools and school districts to improve 288
	364	+	reading outcomes for students in kindergarten to grade five, inclusive, 289
	365	+	through coaching, leadership training, professional development, 290
	366	+	parental engagement and technical assistance that is consistent with 291
	367	+	the intensive reading instruction program, as described in section 10-292
	368	+	14u of the general statutes, as amended by this act, and aligned with 293
	369	+	evidence-based practices, (4) developing and maintaining an Internet 294
	370	+	web site for the purpose of (A) disseminating tools and information 295
	371	+	associated with the intensive reading instruction program and other 296
	372	+	reading initiatives, and (B) supporting the community of teachers, 297
	373	+	schools and school districts engaged in improving student reading, 298
	374	+	and (5) serving as a collaborative center for higher education to make 299
	375	+	available to the faculty of teacher preparation programs (A) the science 300
	376	+	of teaching reading, (B) the intensive reading instruction program, and 301
	377	+	(C) samples of available curriculum. 302
	378	+	(b) The center shall be under the direction of a coordinator who 303
	379	+	shall, in consultation with the Reading Leadership Advisory Council 304
	380	+	described in subsection (c) of this section, be responsible for (1) 305
	381	+	overseeing all activities of the center, (2) facilitating communication 306
	382	+	between the center and school districts, the Department of Education 307
	383	+	Raised Bill No. 1019
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395		-	between the center and boards of education, the Department of 318
396		-	Education and other affiliates of the center, and (3) coordinating the 319
397		-	dissemination of information, tools and services made available by the 320
398		-	center. 321
399		-	(c) The activities of the center shall be implemented by the Reading 322
400		-	Leadership Advisory Council which shall consist of the following 323
401		-	members: (1) The coordinator of the center, or the coordinator's 324
402		-	designee, (2) the director of reading initiatives for the Department of 325
403		-	Education, as described in section 10-3c of the general statutes, as 326
404		-	amended by this act, (3) the executive director of the Commission on 327
405		-	Women, Children and Seniors, or the executive director's designee, (4) 328
406		-	literacy experts, designated by the coordinator, who are engaged in the 329
407		-	development and implementation of the intensive reading instruction 330
408		-	program, (5) an individual designated by the chairperson of the Black 331
409		-	and Puerto Rican Caucus of the General Assembly, provided such 332
410		-	individual is not a member of the General Assembly, and (6) the dean 333
411		-	of the Neag School of Education at The University of Connecticut, or 334
412		-	the dean's designee. The Reading Leadership Advisory Council shall 335
413		-	develop and publish the annual goals for the center and meet at least 336
414		-	once every two months. The Reading Leadership Advisory Council 337
415		-	may establish an advisory board that consists of representatives from 338
416		-	public, private and philanthropic organizations, and is responsible for 339
417		-	providing advice, guidance and resources for the center's goal and 340
418		-	mission. 341
419		-	(d) The center shall hire reading coaches who have experience and 342
420		-	expertise in the intensive reading instruction program. Such reading 343
421		-	coaches shall (1) provide training and professional development on the 344
422		-	intensive reading instruction program, literacy leadership and effective 345
423		-	instruction to teachers, (2) work directly with teachers to support the 346
424		-	implementation of the intensive reading instruction program and 347
425		-	attend school and school district leadership, data and planning 348
426		-	meetings, (3) provide coaching to teachers, and (4) lead and participate 349
427		-	in family engagement activities. 350 Substitute Bill No. 1019
	387	+	LCO No. 5606 11 of 14
	388	+
	389	+	and other affiliates of the center, and (3) coordinating the 308
	390	+	dissemination of information, tools and services made available by the 309
	391	+	center. The coordinator shall be an employee of the Neag School of 310
	392	+	Education at The University of Connecticut. 311
	393	+	(c) The activities of the center shall be implemented by the Reading 312
	394	+	Leadership Advisory Council and shall consist of the following 313
	395	+	members: (A) The coordinator of the center, or the coordinator's 314
	396	+	designee, (B) the director of reading initiatives for the Department of 315
	397	+	Education, as described in section 10-3c of the general statutes, as 316
	398	+	amended by this act, (C) the executive director of the Commission on 317
	399	+	Women, Children and Seniors, or the executive director's designee, (D) 318
	400	+	literacy experts, designated by the coordinator, who are engaged in the 319
	401	+	development and implementation of the intensive reading instruction 320
	402	+	program, and (E) an individual designated by the chairperson of the 321
	403	+	Black and Puerto Rican Caucus of the General Assembly, provided 322
	404	+	such individual is not a member of the General Assembly. The 323
	405	+	Reading Leadership Advisory Council shall develop and publish the 324
	406	+	annual goals for the center and meet at least once every two months. 325
	407	+	The Reading Leadership Advisory Council may establish an advisory 326
	408	+	board that consists of representatives from public, private and 327
	409	+	philanthropic organizations, and is responsible for providing advice, 328
	410	+	guidance and resources for the center's goal and mission. 329
	411	+	(d) The center shall hire reading coaches who have experience and 330
	412	+	expertise in the intensive reading instruction program. Such reading 331
	413	+	coaches shall (1) provide training and professional development on the 332
	414	+	intensive reading instruction program, literacy leadership and effective 333
	415	+	instruction to teachers, (2) work directly with teachers to support the 334
	416	+	implementation of the intensive reading instruction program and 335
	417	+	attend school and school district leadership, data and planning 336
	418	+	meetings, (3) provide coaching to teachers, and (4) lead and participate 337
	419	+	in family engagement activities. 338
	420	+	Sec. 6. (NEW) (Effective July 1, 2019) For the school year commencing 339
	421	+	Raised Bill No. 1019
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434		-	(e) For purposes of establishing and administering the center under 351
435		-	this section, the Department of Education may enter into a 352
436		-	memorandum of understanding with a public institution of higher 353
437		-	education that has expertise in scientifically-based reading research 354
438		-	and instruction, as defined in section 10-14u of the general statutes, as 355
439		-	amended by this act, and prior experience in the delivery of 356
440		-	comprehensive school-wide evidence-based reading instruction and 357
441		-	intervention in grades kindergarten to five, inclusive. 358
442		-	Sec. 6. (Effective from passage) (a) There is established a working 359
443		-	group to study issues relating to the teaching of scientifically-based 360
444		-	reading research and instruction, as defined in section 10-14u of the 361
445		-	general statutes, as amended by this act, as part of teacher preparation 362
446		-	programs, as defined in section 10-10a of the general statutes, offered 363
447		-	by public and independent institutions of higher education in the state. 364
448		-	Such study shall include, but need not be limited to, an examination of 365
449		-	(1) whether, or to what extent, (A) such teacher preparation programs 366
450		-	are providing, pursuant to subsection (e) of section 10-145a of the 367
451		-	general statutes, instruction on the knowledge and pedagogy of the 368
452		-	science of reading and the skills that are tested as part of the reading 369
453		-	instruction examination approved by the State Board of Education on 370
454		-	April 1, 2009, and (B) professors in such teacher preparation programs 371
455		-	have received training on or are competent to provide such instruction, 372
456		-	and (2) the number of credit hours of such instruction being provided 373
457		-	in such teacher preparation programs. 374
458		-	(b) The working group shall consist of the following members: 375
459		-	(1) The director of reading initiatives for the Department of 376
460		-	Education, as described in section 10-3c of the general statutes, as 377
461		-	amended by this act; 378
462		-	(2) The executive director of the Commission on Women, Children 379
463		-	and Seniors, or the executive director's designee; 380
464		-	(3) Three members who are representatives from the Neag School of 381 Substitute Bill No. 1019
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	426	+
	427	+	July 1, 2019, and each school year thereafter, no student in grade three 340
	428	+	who is below proficiency in reading at the end of the school year, as 341
	429	+	identified by the reading assessment described in section 10-14t of the 342
	430	+	general statutes, as amended by this act, shall be promoted to grade 343
	431	+	four until such student successfully completes an intensive reading 344
	432	+	instruction program pursuant to section 10-14u of the general statutes, 345
	433	+	as amended by this act, and is reading at proficiency at the completion 346
	434	+	of such program. If a student is retained in grade three pursuant to this 347
	435	+	section, and such student is still below proficiency in reading, such 348
	436	+	student may be promoted to grade four in accordance with the policy 349
	437	+	concerning promotion adopted by the local or regional board of 350
	438	+	education, provided such promotion includes a plan on how the 351
	439	+	intensive reading instruction program will be delivered to such child 352
	440	+	in grade four. 353
	441	+	Sec. 7. Subsection (e) of section 10-145a of the general statutes is 354
	442	+	repealed and the following is substituted in lieu thereof (Effective July 355
	443	+	1, 2019): 356
	444	+	(e) On and after July 1, 2006, any program of teacher preparation 357
	445	+	leading to professional certification shall include, as part of the 358
	446	+	curriculum, instruction in literacy skills and processes that reflects 359
	447	+	current research and best practices in the field of literacy training. Such 360
	448	+	instruction shall (1) be incorporated into requirements of student major 361
	449	+	and concentration, [and] (2) on and after July 1, 2015, include not fewer 362
	450	+	than twelve clock hours of instruction in the detection and recognition 363
	451	+	of, and evidence-based structured literacy interventions for, students 364
	452	+	with dyslexia, as defined in section 10-3d, and (3) on and after July 1, 365
	453	+	2019, include not fewer than twelve credit hours of instruction on the 366
	454	+	knowledge and pedagogy of the science of reading and the skills that 367
	455	+	are tested as part of the reading instruction examination approved by 368
	456	+	the State Board of Education on April 1, 2009. 369
	457	+	Sec. 8. (NEW) (Effective July 1, 2019) No member of the faculty of an 370
	458	+	institution of higher education shall provide instruction on the 371
	459	+	Raised Bill No. 1019
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471		-	Education at The University of Connecticut, appointed by the 382
472		-	president of The University of Connecticut; 383
473		-	(4) Four members who are representatives from each of the teacher 384
474		-	preparation programs offered at Western Connecticut State University, 385
475		-	Southern Connecticut State University, Eastern Connecticut State 386
476		-	University and Central Connecticut State University, appointed by the 387
477		-	president of the Connecticut State Colleges and Universities; 388
478		-	(5) Three members who are representativ es from teacher 389
479		-	preparation programs offered by independent institutions of higher 390
480		-	education in the state, appointed by the president of the Connecticut 391
481		-	Conference of Independent Colleges; and 392
482		-	(6) Two members who have expertise in scientifically-based reading 393
483		-	research and instruction, appointed by the executive director of the 394
484		-	Commission on Women, Children and Seniors. 395
485		-	(c) All appointments to the working group shall be made not later 396
486		-	than thirty days after the effective date of this section. Any vacancy 397
487		-	shall be filled by the appointing authority. 398
488		-	(d) The director of reading initiatives for the Department of 399
489		-	Education shall schedule the first meeting of the working group, which 400
490		-	shall be held not later than sixty days after the effective date of this 401
491		-	section. The members of the working group shall elect the chairperson 402
492		-	of the working group from among the members of the working group 403
493		-	at the first meeting. 404
494		-	(e) Not later than January 1, 2021, the working group shall submit a 405
495		-	report on its findings and recommendations to the joint standing 406
496		-	committees of the General Assembly having cognizance of matters 407
497		-	relating to education and higher education, in accordance with the 408
498		-	provisions of section 11-4a of the general statutes. Such report shall 409
499		-	include a recommendation as to the appropriate number of credit 410
500		-	hours for the instruction on the knowledge and pedagogy of the 411
501		-	science of reading and the skills that are tested as part of the reading 412 Substitute Bill No. 1019
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	464	+
	465	+	knowledge and pedagogy of the science of reading and the skills that 372
	466	+	are tested as part of the reading instruction examination approved by 373
	467	+	the State Board of Education on April 1, 2009, pursuant to subsection 374
	468	+	(e) of section 10-145a of the general statutes, as amended by this act, as 375
	469	+	part of a program of teacher preparation leading to professional 376
	470	+	certification unless such faculty member has successfully completed 377
	471	+	training on the knowledge and pedagogy of the science of reading and 378
	472	+	the skills that are tested as part of said reading instruction 379
	473	+	examination. 380
	474	+	Sec. 9. Subdivision (2) of subsection (b) of section 17b-112l of the 381
	475	+	general statutes is repealed and the following is substituted in lieu 382
	476	+	thereof (Effective July 1, 2019): 383
	477	+	(2) Alignment of existing state and local support systems around the 384
	478	+	(A) household, including how to leverage Temporary Assistance for 385
	479	+	Needy Families block grant funds, and services to equip such 386
	480	+	households with the tools and skills needed to overcome obstacles and 387
	481	+	engage opportunities, and (B) the coordinated state-wide reading plan 388
	482	+	for students in kindergarten to grade [three] five, inclusive, developed 389
	483	+	pursuant to section 10-14v, as amended by this act; 390
	484	+	Sec. 10. Section 10-3c of the general statutes is repealed and the 391
	485	+	following is substituted in lieu thereof (Effective July 1, 2019): 392
	486	+	There shall be a director of reading initiatives within the 393
	487	+	Department of Education. The director shall be responsible for (1) 394
	488	+	administering the intensive reading instruction program to improve 395
	489	+	student literacy in kindergarten to grade [three] five, inclusive, and 396
	490	+	close the achievement gap, pursuant to section 10-14u, as amended by 397
	491	+	this act, (2) assisting in the development and administration of the 398
	492	+	program of professional development for teachers and principals in 399
	493	+	scientifically based reading research and instruction, pursuant to 400
	494	+	section 10-148b, (3) administering the coordinated state-wide reading 401
	495	+	plan for students in kindergarten to grade [three] five, inclusive, 402
	496	+	Raised Bill No. 1019
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507	499
508		-	instruction examination approved by the State Board of Education on 413
509		-	April 1, 2009. The working group shall terminate on the date that it 414
510		-	submits such report or January 1, 2021, whichever is later. 415
511		-	Sec. 7. Subdivision (2) of subsection (b) of section 17b-112l of the 416
512		-	general statutes is repealed and the following is substituted in lieu 417
513		-	thereof (Effective July 1, 2019): 418
514		-	(2) Alignment of existing state and local support systems around the 419
515		-	(A) household, including how to leverage Temporary Assistance for 420
516		-	Needy Families block grant funds, and services to equip such 421
517		-	households with the tools and skills needed to overcome obstacles and 422
518		-	engage opportunities, and (B) the coordinated state-wide reading plan 423
519		-	for students in kindergarten to grade [three] five, inclusive, developed 424
520		-	pursuant to section 10-14v, as amended by this act; 425
521		-	Sec. 8. Section 10-3c of the general statutes is repealed and the 426
522		-	following is substituted in lieu thereof (Effective July 1, 2019): 427
523		-	There shall be a director of reading initiatives within the 428
524		-	Department of Education. The director shall be responsible for (1) 429
525		-	administering the intensive reading instruction program to improve 430
526		-	student literacy in kindergarten to grade [three] five, inclusive, and 431
527		-	close the achievement gap, pursuant to section 10-14u, as amended by 432
528		-	this act, (2) assisting in the development and administration of the 433
529		-	program of professional development for teachers and principals in 434
530		-	scientifically based reading research and instruction, pursuant to 435
531		-	section 10-148b, (3) administering the coordinated state-wide reading 436
532		-	plan for students in kindergarten to grade [three] five, inclusive, 437
533		-	pursuant to section 10-14v, as amended by this act, (4) administering 438
534		-	the incentive program described in section 10-14w, (5) providing 439
535		-	assistance to local and regional boards of education in the 440
536		-	administration of the reading assessments described in section 10-14t, 441
537		-	as amended by this act, and the implementation of school district 442
538		-	reading plans, (6) providing information and assistance to parents and 443
539		-	guardians of students relating to reading and literacy instruction, (7) 444 Substitute Bill No. 1019
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545		-
546		-	addressing reading and literacy issues related to students who are 445
547		-	English language learners, and (8) developing and administering any 446
548		-	other state-wide reading and literacy initiatives for students in 447
549		-	kindergarten to grade twelve, inclusive. 448
550		-	Sec. 9. Subsection (d) of section 10-262u of the general statutes is 449
551		-	repealed and the following is substituted in lieu thereof (Effective July 450
552		-	1, 2019): 451
553		-	(d) The local or regional board of education for a town designated 452
554		-	as an alliance district may apply to the Commissioner of Education, at 453
555		-	such time and in such manner as the commissioner prescribes, to 454
556		-	receive any increase in funds received over the amount the town 455
557		-	received for the prior fiscal year pursuant to subsection (a) of section 456
558		-	10-262i. Applications pursuant to this subsection shall include 457
559		-	objectives and performance targets and a plan that are developed, in 458
560		-	part, on the strategic use of student academic performance data. Such 459
561		-	plan may include, but not be limited to, the following: (1) A tiered 460
562		-	system of interventions for the schools under the jurisdiction of such 461
563		-	board based on the needs of such schools, (2) ways to strengthen the 462
564		-	foundational programs in reading, through the intensive reading 463
565		-	instruction program pursuant to section 10-14u, as amended by this 464
566		-	act, to ensure reading mastery in kindergarten to grade [three] five, 465
567		-	inclusive, with a focus on standards and instruction, proper use of 466
568		-	data, intervention strategies, current information for teachers, parental 467
569		-	engagement, and teacher professional development, (3) additional 468
570		-	learning time, including extended school day or school year 469
571		-	programming administered by school personnel or external partners, 470
572		-	(4) a talent strategy that includes, but is not limited to, teacher and 471
573		-	school leader recruitment and assignment, career ladder policies that 472
574		-	draw upon guidelines for a model teacher evaluation program 473
575		-	adopted by the State Board of Education, pursuant to section 10-151b, 474
576		-	and adopted by each local or regional board of education. Such talent 475
577		-	strategy may include provisions that demonstrate increased ability to 476
578		-	attract, retain, promote and bolster the performance of staff in 477 Substitute Bill No. 1019
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585		-	accordance with performance evaluation findings and, in the case of 478
586		-	new personnel, other indicators of effectiveness, (5) training for school 479
587		-	leaders and other staff on new teacher evaluation models, (6) 480
588		-	provisions for the cooperation and coordination with early childhood 481
589		-	education providers to ensure alignment with district expectations for 482
590		-	student entry into kindergarten, including funding for an existing local 483
591		-	Head Start program, (7) provisions for the cooperation and 484
592		-	coordination with other governmental and community programs to 485
593		-	ensure that students receive adequate support and wraparound 486
594		-	services, including community school models, (8) provisions for 487
595		-	implementing and furthering state-wide education standards adopted 488
596		-	by the State Board of Education and all activities and initiatives 489
597		-	associated with such standards, (9) strategies for attracting and 490
598		-	recruiting minority teachers and administrators, (10) provisions for the 491
599		-	enhancement of bilingual education programs, pursuant to section 10-492
600		-	17f, or other language acquisition services to English language 493
601		-	learners, including, but not limited to, participation in the English 494
602		-	language learner pilot program, established pursuant to section 10-17n, 495
603		-	(11) entering into the model school district responsibilities agreement, 496
604		-	described in section 10-223l, (12) leadership succession plans that 497
605		-	provide training and learning opportunities for administrators and are 498
606		-	designed to assist in the seamless transition of school and district 499
607		-	personnel in and out of leadership positions in the school district and 500
608		-	the continuous implementation of plans developed under this 501
609		-	subsection, and (13) any additional categories or goals as determined 502
610		-	by the commissioner. Such plan shall demonstrate collaboration with 503
611		-	key stakeholders, as identified by the commissioner, with the goal of 504
612		-	achieving efficiencies and the alignment of intent and practice of 505
613		-	current programs with conditional programs identified in this 506
614		-	subsection. The commissioner may (A) require changes in any plan 507
615		-	submitted by a local or regional board of education before the 508
616		-	commissioner approves an application under this subsection, and (B) 509
617		-	permit a local or regional board of education, as part of such plan, to 510
618		-	use a portion of any funds received under this section for the purposes 511
619		-	of paying tuition charged to such board pursuant to subdivision (1) of 512 Substitute Bill No. 1019
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626		-	subsection (k) of section 10-264l or subsection (b) of section 10-264o. 513
	502	+	pursuant to section 10-14v, as amended by this act, (4) administering 403
	503	+	the incentive program described in section 10-14w, (5) providing 404
	504	+	assistance to local and regional boards of education in the 405
	505	+	administration of the reading assessments described in section 10-14t, 406
	506	+	as amended by this act, and the implementation of school district 407
	507	+	reading plans, (6) providing information and assistance to parents and 408
	508	+	guardians of students relating to reading and literacy instruction, (7) 409
	509	+	addressing reading and literacy issues related to students who are 410
	510	+	English language learners, and (8) developing and administering any 411
	511	+	other state-wide reading and literacy initiatives for students in 412
	512	+	kindergarten to grade twelve, inclusive. 413
627	513		This act shall take effect as follows and shall amend the following
628	514		sections:
629	515
630	516		Section 1 July 1, 2019 10-14t
631	517		Sec. 2 July 1, 2019 10-14u
632	518		Sec. 3 July 1, 2019 10-14v
633	519		Sec. 4 July 1, 2019 10-14y
634	520		Sec. 5 July 1, 2019 New section
635		-	Sec. 6 from passage New section
636		-	Sec. 7 July 1, 2019 17b-112l(b)(2)
637		-	Sec. 8 July 1, 2019 10-3c
638		-	Sec. 9 July 1, 2019 10-262u(d)
	521	+	Sec. 6 July 1, 2019 New section
	522	+	Sec. 7 July 1, 2019 10-145a(e)
	523	+	Sec. 8 July 1, 2019 New section
	524	+	Sec. 9 July 1, 2019 17b-112l(b)(2)
	525	+	Sec. 10 July 1, 2019 10-3c
639	526
640		-	ED Joint Favorable Subst. C/R APP
	527	+	Statement of Purpose:
	528	+	To implement the intensive reading instruction program state wide
	529	+	and expand such program to include grades four and five; to establish
	530	+	the Center for Literacy Research and Reading Success within the Neag
	531	+	School of Education at The University of Connecticut; and to require
	532	+	students to be proficient in reading at the end of grade three.
641	533
	534	+	[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline,
	535	+	except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is
	536	+	not underlined.]