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General Assembly Raised Bill No. 5380
February Session, 2020
LCO No. 1510
Referred to Committee on EDUCATION
Introduced by:
(ED)
AN ACT CONCERNING SC HOOL LITERACY.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Section 10-14t of the general statutes is repealed and the 1
following is substituted in lieu thereof (Effective July 1, 2020): 2
(a) On or before [January 1, 2016] July 1, 2020, the Department of 3
Education shall develop or approve reading assessments for use by local 4
and regional boards of education for towns designated as an alliance 5
district, as defined in section 10-262u, as amended by this act, for the 6
school year commencing July 1, [2016] 2020, and each school year 7
thereafter, to identify students in kindergarten to grade [three] five, 8
inclusive, who are below proficiency in reading, provided any reading 9
assessments developed or approved by the department include 10
frequent screening and progress monitoring of students. Such reading 11
assessments shall (1) measure phonics, phonemic awareness, fluency, 12
vocabulary, and comprehension, (2) provide opportunities for periodic 13
formative assessment during the school year, (3) produce data that is 14
useful for informing individual and classroom instruction, including the 15
grouping of students based on such data and the selection of 16 Raised Bill No. 5380
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instructional activities based on data of individual student response 17
patterns during such progress monitoring, (4) be compatible with best 18
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
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 Section 10-14u of the general statutes is repealed and the 27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, 2020): 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) racial 31
groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and 32
(E) English language learners and students whose primary language is 33
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 read 42
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 Raised Bill No. 5380
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(b) For the school year commencing July 1, [2014] 2020, 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
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 section, 59
and an intensive summer school reading program, as described in 60
subsection (e) of this section. [For the school year commencing July 1, 61
2014, the commissioner shall select five elementary schools that are (1) 62
located in an educational reform district, as defined in section 10-262u, 63
(2) participating in the commissioner's network of schools, pursuant to 64
section 10-223h, or (3) among the lowest five per cent of elementary 65
schools in school subject performance indices for reading and 66
mathematics, as defined in section 10-223e, to participate in the 67
intensive reading instruction program and for the school year 68
commencing July 1, 2015, and each school year thereafter, the 69
commissioner may select up to five additional such elementary schools 70
to participate in the intensive reading instruction program.] For the 71
school year commencing July 1, 2020, the commissioner, in consultation 72
with the Center for Literary Research and Reading Success, shall 73
provide, upon request, such intensive reading instruction program to a 74
local or regional board of education for a town designated as an alliance 75
district, as defined in section 10-262u, as amended by this act, or may 76
include such intensive reading instruction program in the tiered 77
supports in early literacy provided under the reading readiness 78
program pursuant to section 10-14y, as amended by this act. 79
(c) On or before July 1, [2014] 2020, the Department of Education, in 80
consultation with the coordinator of the Center for Literacy Research 81 Raised Bill No. 5380
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and Reading Success, shall develop an intensive reading intervention 82
strategy for use by [schools selected by the Commissioner of Education 83
to participate in the intensive reading instruction program to address 84
the achievement gap at such schools and to] any elementary school 85
located in an alliance district that enrolls students who are not reading 86
at or above grade level to ensure that [all] such students are reading 87
proficiently by grade [three] five in such schools. Such intensive reading 88
intervention strategy [for schools] shall (1) include, but not be limited 89
to, (A) rigorous assessments in reading skills, (B) scientifically-based 90
reading research and instruction, (C) [one] external literacy [coach for] 91
coaches made available to each school [, to be funded by the 92
department,] who will work with the reading data collected, support the 93
principal of the school as needed, observe, and coach classes and 94
supervise the reading interventions, (D) [four] reading interventionists 95
[for each school, to be funded by the department,] who will develop a 96
reading remediation plan for any student who is reading below 97
proficiency, be responsible for all supplemental reading instruction, and 98
conduct reading assessments as needed, and (E) training for teachers 99
and administrators in scientifically-based reading research and 100
instruction, including [,] training for school administrators on how to 101
assess a classroom to ensure that all children are proficient in reading 102
by grade [three] five, and (2) outline, at a minimum, how (A) reading 103
data will be collected, analyzed and used for purposes of instructional 104
development, (B) professional and leadership development will be 105
related to reading data analysis and used to support individual teacher 106
and classroom needs, (C) [the selected] schools will communicate with 107
parents and guardians of students on reading instruction strategies and 108
student reading performance goals, and on opportunities for parents 109
and guardians to partner with teachers and school administrators to 110
improve reading at home and at school, (D) teachers and school leaders 111
will be trained in the science of teaching reading, (E) periodic student 112
progress reports will be issued, and (F) such [selected school] intensive 113
reading intervention strategy will be monitored at the classroom level. 114
The commissioner shall review and evaluate the [school] intensive 115
reading intervention strategy for model components that may be used 116 Raised Bill No. 5380
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and replicated in other [schools and school] alliance districts to ensure 117
that all children are proficient in reading by grade [three] five. 118
(d) (1) For the school year commencing July 1, [2014] 2020, and each 119
school year thereafter, each [school selected by the Commissioner of 120
Education to participate in the intensive reading instruction program 121
under this section shall] local and regional board of education for a town 122
designated as an alliance district shall, in consultation with the 123
coordinator of the Center for Literacy Research and Reading Success, 124
provide supplemental reading instruction to students in kindergarten 125
to grade [three] five, inclusive, who are reading below proficiency, as 126
identified by the reading assessment described in section 10-14t, as 127
amended by this act. Such supplemental reading instruction shall be 128
provided by a reading interventionist during regular school hours. 129
(2) A reading remediation plan shall be developed by a reading 130
interventionist for each student in an alliance district in kindergarten to 131
grade [three] five, inclusive, who has been identified as reading below 132
proficiency to address and correct the reading deficiency of such 133
student. Such remediation plan shall include instructional strategies 134
that utilize research based reading instruction materials and teachers 135
trained in reading instruction, parental involvement in the 136
implementation of the remediation plan and regular progress reports on 137
such student. 138
(3) The principal of [a school selected by the Commissioner of 139
Education to participate in the intensive reading instruction program 140
under this section] each school in an alliance district shall notify the 141
parent or guardian of any student in kindergarten to grade [three] five, 142
inclusive, who has been identified as being below proficiency in 143
reading. Such notice shall be in writing and (A) include an explanation 144
of why such student is below proficiency in reading, and (B) inform such 145
parent or guardian that a remediation plan, as described in subdivision 146
(2) of this subsection, will be developed for such student to provide 147
supplemental reading instruction, including strategies for the parent or 148
guardian to use at home with such student. 149 Raised Bill No. 5380
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(e) (1) [Any student enrolled in a school selected by the 150
Commissioner of Education that is located in a priority school district, 151
pursuant to section 10-266p, to participate in the intensive reading 152
instruction program under this section and who is reading below 153
proficiency at the end of the school year shall be enrolled in] Each local 154
and regional board of education for a town designated as an alliance 155
district shall, in consultation with the coordinator of the Center for 156
Literacy Research and Reading Success, provide any student in 157
kindergarten to grade five, inclusive, who is reading below proficiency 158
at the end of the school year with an intensive summer school reading 159
instruction program. Such intensive summer school reading instruction 160
program shall include, (A) a comprehensive reading intervention 161
program, (B) scientifically-based reading research and instruction 162
strategies and interventions, (C) diagnostic assessments administered to 163
a student prior to or during an intensive summer school reading 164
instruction program to determine such student's particularized need for 165
instruction, (D) teachers who are trained in the teaching of reading and 166
reading assessment and intervention, and (E) weekly progress 167
monitoring to assess the reading progress of such student and tailor 168
instruction for such student. 169
(2) [The principal of a school selected by the Commissioner of 170
Education to participate in] Each local and regional board of education 171
for a town designated as an alliance district providing supplemental 172
reading instruction as part of the intensive reading instruction program 173
under this section shall submit reports to the Department of Education, 174
at such time and in such manner as prescribed by the department, on 175
(A) student reading progress for each student reading below proficiency 176
based on the data collected from the screening and progress monitoring 177
of such student using the reading assessments described in section 10-178
14t, as amended by this act, and (B) the specific reading interventions 179
and supports implemented. 180
(f) Not later than October 1, [2015] 2020, and annually thereafter, the 181
department shall report to the joint standing committee of the General 182
Assembly having cognizance of matters relating to education, in 183 Raised Bill No. 5380
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accordance with the provisions of section 11-4a, on student reading 184
levels [in schools participating] in the intensive reading instruction 185
program. Such report shall include recommendations on model 186
components of the school intensive reading intervention strategy that 187
may be used and replicated in other [schools and school] alliance 188
districts. 189
Sec. 3. Section 10-14v of the general statutes is repealed and the 190
following is substituted in lieu thereof (Effective July 1, 2020): 191
On or before January 1, [2014] 2020, the Department of Education 192
shall, in collaboration with the Center for Literacy Research and 193
Reading Success, established pursuant to section 5 of this act, develop a 194
coordinated state-wide reading plan for students in kindergarten to 195
grade [three] five, inclusive, that contains strategies and frameworks 196
that are research-driven to produce effective reading instruction and 197
improvement in student performance. Such plan shall include: (1) The 198
alignment of reading standards, instruction and assessments for 199
students in kindergarten to grade [three] five, inclusive; (2) teachers' use 200
of data on the progress of all students to adjust and differentiate 201
instructional practices to improve student reading success; (3) the 202
collection of information concerning each student's reading 203
background, level and progress so that teachers can use such 204
information to assist in the transition of a student's promotion to the 205
next grade level; (4) an intervention for each student who is not making 206
adequate progress in reading to help such student read at the 207
appropriate grade level; (5) enhanced reading instruction for students 208
who are reading at or above their grade level; (6) the coordination of 209
reading instruction activities between parents, students, teachers and 210
administrators of the school district at home and in school; (7) school 211
district reading plans; (8) parental involvement by providing parents 212
and guardians of students with opportunities for partnering with 213
teachers and school administrators to (A) create an optimal learning 214
environment, and (B) receive updates on the reading progress of their 215
student; (9) teacher training and reading performance tests aligned with 216
teacher preparation courses and professional development activities; 217 Raised Bill No. 5380
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(10) incentives for schools that have demonstrated significant 218
improvement in student reading; (11) research-based literacy training 219
for early childhood care and education providers and instructors 220
working with children birth to five years of age, inclusive, and transition 221
plans relating to oral language and preliteracy proficiency for children 222
between prekindergarten and kindergarten; (12) the alignment of 223
reading instruction with the common core state standards adopted by 224
the State Board of Education; and (13) the alignment of reading 225
instruction with the two-generational initiative established pursuant to 226
section 17b-112l. 227
Sec. 4. Section 10-14y of the general statutes is repealed and the 228
following is substituted in lieu thereof (Effective July 1, 2020): 229
(a) The Department of Education shall, within available 230
appropriations and in collaboration with the Center for Literacy 231
Research and Reading Success, established pursuant to section 5 of this 232
act, establish a reading readiness program that provides tiered supports 233
in early literacy to each school district designated as an alliance district, 234
pursuant to section 10-262u, as amended by this act, and each school 235
participating in the commissioner's network of schools, pursuant to 236
section 10-223h. The department shall conduct an assessment of the 237
reading readiness of students enrolled in kindergarten to grade [three] 238
five, inclusive, for each such school and school district. Such reading 239
readiness assessment shall consider any combination of the following: 240
(1) Whether such school or school district has developed and is 241
implementing a multiyear plan and allocated resources specifically for 242
early literacy in kindergarten to grade [three] five, inclusive, (2) whether 243
teachers and administrators have received training regarding the 244
science of teaching reading, and the extent to which teachers and 245
administrators have completed the program of professional 246
development in scientifically-based reading research and instruction, 247
pursuant to section 10-148b, (3) the level of access to external coaches in 248
literacy, and (4) whether there is reading intervention staff embedded at 249
such school or in the school district. 250 Raised Bill No. 5380
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(b) The department shall identify the early literacy needs of each 251
school and school district described in subsection (a) of this section 252
based on the results of the reading readiness assessment conducted 253
pursuant to [said] subsection (a) of this section, and provide, in 254
collaboration with the Center for Literacy Research and Reading 255
Success, tiered supports in early literacy as follows: 256
(1) Tier one universal supports shall [be provided to each such school 257
district that is an educational reform district, as defined in section 10-258
262u, and] include online professional development modules aligned 259
with the reading instruction survey, as described in section 10-145r, and 260
other literacy modules and programs available in the state; 261
(2) Tier two targeted supports shall include (A) a two-year program 262
of literacy leadership training for certain teachers and administrators, 263
(B) targeted professional development, in accordance with the 264
provisions of section 10-148b, using the results of the reading instruction 265
survey, as described in section 10-145r, and (C) external coaching 266
support using funding received pursuant to section 10-223h or 10-262u, 267
as amended by this act; and 268
(3) Tier three intensive supports shall include multiyear support from 269
the department and a commitment from such school or school district, 270
that includes, but need not be limited to, (A) the use of funding received 271
pursuant to section 10-262u, as amended by this act, to support an early 272
literacy program for students enrolled in kindergarten to grade [three] 273
five, inclusive, (B) technical support in the drafting and submission of 274
alliance district reading plans, as described in section 10-262u, as 275
amended by this act, (C) identifying and embedding dedicated literacy 276
coaches and reading interventionists, (D) targeted and intensive 277
professional development, and (E) funds for assessment and 278
instructional materials. 279
(c) Any tiered supports in early literacy provided under this section 280
shall be aligned with any turnaround plan, developed pursuant to 281
section 10-223h, or alliance district plan, developed pursuant to section 282 Raised Bill No. 5380
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10-262u, as amended by this act, as applicable. 283
Sec. 5. (NEW) (Effective July 1, 2020) (a) The Department of Education 284
shall establish a Center for Literacy Research and Reading Success. The 285
center shall be responsible for (1) collaborating with the department in 286
the implementation of the coordinated state-wide reading plan for 287
students in kindergarten to grade five, inclusive, established pursuant 288
to section 10-14v of the general statutes, as amended by this act; (2) 289
researching and developing, in collaboration with the department and 290
Office of Early Childhood, a birth to grade twelve reading success 291
strategy to be included in the alignment of reading instruction with the 292
two-generational initiative, established pursuant to section 17b-112l of 293
the general statutes; (3) providing direct support to schools and boards 294
of education to improve reading outcomes for students in kindergarten 295
to grade five, inclusive, through coaching, leadership training, 296
professional development, parental engagement and technical 297
assistance that is consistent with the intensive reading instruction 298
program, as described in section 10-14u of the general statutes, as 299
amended by this act, and aligned with evidence-based practices; (4) 300
developing and maintaining an Internet web site for the purpose of (A) 301
disseminating tools and information associated with the intensive 302
reading instruction program and other reading initiatives, and (B) 303
supporting the community of teachers, schools and boards of education 304
engaged in improving student reading; and (5) serving as a 305
collaborative center for institutions of higher education and making 306
available to the faculty of teacher preparation programs (A) the science 307
of teaching reading, (B) the intensive reading instruction program, and 308
(C) samples of available curriculum. 309
(b) The center shall be under the direction of a coordinator who shall, 310
in consultation with the Reading Leadership Advisory Council 311
described in subsection (c) of this section, be responsible for (1) 312
overseeing all activities of the center, (2) facilitating communication 313
between the center and boards of education, the Department of 314
Education and other affiliates of the center, and (3) coordinating the 315
dissemination of information, tools and services made available by the 316 Raised Bill No. 5380
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center. 317
(c) The activities of the center shall be implemented by the Reading 318
Leadership Advisory Council which shall consist of the following 319
members: (1) The coordinator of the center, or the coordinator's 320
designee; (2) the director of reading initiatives for the Department of 321
Education, as described in section 10-3c of the general statutes, as 322
amended by this act; (3) the executive director of the Commission on 323
Women, Children and Seniors, or the executive director's designee; (4) 324
literacy experts, designated by the coordinator, who are engaged in the 325
development and implementation of the intensive reading instruction 326
program; (5) an individual designated by the chairperson of the Black 327
and Puerto Rican Caucus of the General Assembly, provided such 328
individual is not a member of the General Assembly; and (6) the dean 329
of the Neag School of Education at The University of Connecticut, or the 330
dean's designee. The Reading Leadership Advisory Council shall 331
develop and publish the annual goals for the center and meet at least 332
once every two months. The Reading Leadership Advisory Council may 333
establish an advisory board that consists of representatives from public, 334
private and philanthropic organizations, and is responsible for 335
providing advice, guidance and resources for the center's goal and 336
mission. 337
(d) The center shall hire reading coaches who have experience and 338
expertise in the intensive reading instruction program. Such reading 339
coaches shall (1) provide training and professional development on the 340
intensive reading instruction program, literacy leadership and effective 341
instruction to teachers, (2) work directly with teachers to support the 342
implementation of the intensive reading instruction program and attend 343
school and school district leadership, data and planning meetings, (3) 344
provide coaching to teachers, and (4) lead and participate in family 345
engagement activities. 346
(e) For purposes of establishing and administering the center under 347
this section, the Department of Education may enter into a 348
memorandum of understanding with a public institution of higher 349 Raised Bill No. 5380
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education that has expertise in scientifically-based reading research and 350
instruction, as defined in section 10-14u of the general statutes, as 351
amended by this act, and prior experience in the delivery of 352
comprehensive school-wide, evidence-based reading instruction and 353
intervention in grades kindergarten to five, inclusive. 354
Sec. 6. (Effective from passage) (a) There is established a working group 355
to study issues relating to the teaching of scientifically-based reading 356
research and instruction, as defined in section 10-14u of the general 357
statutes, as amended by this act, as part of teacher preparation 358
programs, as defined in section 10-10a of the general statutes, offered by 359
public and independent institutions of higher education in the state. 360
Such study shall include, but need not be limited to, an examination of 361
(1) whether, or to what extent, (A) such teacher preparation programs 362
are providing, pursuant to subsection (e) of section 10-145a of the 363
general statutes, instruction on the knowledge and pedagogy of the 364
science of reading and the skills that are tested as part of the reading 365
instruction examination approved by the State Board of Education on 366
April 1, 2009, and (B) professors in such teacher preparation programs 367
have received training on or are competent to provide such instruction, 368
and (2) the number of credit hours of such instruction being provided in 369
such teacher preparation programs. 370
(b) The working group shall consist of the following members: 371
(1) The director of reading initiatives for the Department of 372
Education, as described in section 10-3c of the general statutes, as 373
amended by this act; 374
(2) The executive director of the Commission on Women, Children 375
and Seniors, or the executive director's designee; 376
(3) Three members who are representatives from the Neag School of 377
Education at The University of Connecticut, appointed by the president 378
of The University of Connecticut; 379
(4) Four members who are representatives from each of the teacher 380 Raised Bill No. 5380
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preparation programs offered at Western Connecticut State University, 381
Southern Connecticut State University, Eastern Connecticut State 382
University and Central Connecticut State University, appointed by the 383
president of the Connecticut State Colleges and Universities; 384
(5) Three members who are representatives from teacher preparation 385
programs offered by independent institutions of higher education in the 386
state, appointed by the president of the Connecticut Conference of 387
Independent Colleges; and 388
(6) Two members who have expertise in scientifically-based reading 389
research and instruction, appointed by the executive director of the 390
Commission on Women, Children and Seniors. 391
(c) All appointments to the working group shall be made not later 392
than thirty days after the effective date of this section. Any vacancy shall 393
be filled by the appointing authority. 394
(d) The director of reading initiatives for the Department of 395
Education shall schedule the first meeting of the working group, which 396
shall be held not later than sixty days after the effective date of this 397
section. The members of the working group shall elect the chairperson 398
of the working group from among the members of the working group 399
at the first meeting. 400
(e) Not later than January 1, 2022, the working group shall submit a 401
report on its findings and recommendations to the joint standing 402
committees of the General Assembly having cognizance of matters 403
relating to education and higher education, in accordance with the 404
provisions of section 11-4a of the general statutes. Such report shall 405
include a recommendation as to the appropriate number of credit hours 406
for the instruction on the knowledge and pedagogy of the science of 407
reading and the skills that are tested as part of the reading instruction 408
examination approved by the State Board of Education on April 1, 2009. 409
The working group shall terminate on the date that it submits such 410
report or January 1, 2021, whichever is later. 411 Raised Bill No. 5380
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Sec. 7. Section 10-3c of the general statutes is repealed and the 412
following is substituted in lieu thereof (Effective July 1, 2020): 413
There shall be a director of reading initiatives within the Department 414
of Education. The director shall be responsible for (1) administering the 415
intensive reading instruction program to improve student literacy in 416
kindergarten to grade [three] five, inclusive, and close the achievement 417
gap, pursuant to section 10-14u, as amended by this act, (2) assisting in 418
the development and administration of the program of professional 419
development for teachers and principals in scientifically-based reading 420
research and instruction, pursuant to section 10-148b, (3) administering 421
the coordinated state-wide reading plan for students in kindergarten to 422
grade [three] five, inclusive, pursuant to section 10-14v, as amended by 423
this act, (4) administering the incentive program described in section 10-424
14w, (5) providing assistance to local and regional boards of education 425
in the administration of the reading assessments described in section 10-426
14t, as amended by this act, and the implementation of school district 427
reading plans, (6) providing information and assistance to parents and 428
guardians of students relating to reading and literacy instruction, (7) 429
addressing reading and literacy issues related to students who are 430
English language learners, and (8) developing and administering any 431
other state-wide reading and literacy initiatives for students in 432
kindergarten to grade twelve, inclusive. 433
Sec. 8. Subsection (d) of section 10-262u of the general statutes is 434
repealed and the following is substituted in lieu thereof (Effective July 1, 435
2020): 436
(d) The local or regional board of education for a town designated as 437
an alliance district may apply to the Commissioner of Education, at such 438
time and in such manner as the commissioner prescribes, to receive any 439
increase in funds received over the amount the town received for the 440
prior fiscal year pursuant to subsection (a) of section 10-262i. 441
Applications pursuant to this subsection shall include objectives and 442
performance targets and a plan that are developed, in part, on the 443
strategic use of student academic performance data. Such plan may 444 Raised Bill No. 5380
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include, but not be limited to, the following: (1) A tiered system of 445
interventions for the schools under the jurisdiction of such board based 446
on the needs of such schools, (2) ways to strengthen the foundational 447
programs in reading, through the intensive reading instruction program 448
pursuant to section 10-14u, as amended by this act, to ensure reading 449
mastery in kindergarten to grade [three] five, inclusive, with a focus on 450
standards and instruction, proper use of data, intervention strategies, 451
current information for teachers, parental engagement, and teacher 452
professional development, (3) additional learning time, including 453
extended school day or school year programming administered by 454
school personnel or external partners, (4) a talent strategy that includes, 455
but is not limited to, teacher and school leader recruitment and 456
assignment, career ladder policies that draw upon guidelines for a 457
model teacher evaluation program adopted by the State Board of 458
Education, pursuant to section 10-151b, and adopted by each local or 459
regional board of education. Such talent strategy may include 460
provisions that demonstrate increased ability to attract, retain, promote 461
and bolster the performance of staff in accordance with performance 462
evaluation findings and, in the case of new personnel, other indicators 463
of effectiveness, (5) training for school leaders and other staff on new 464
teacher evaluation models, (6) provisions for the cooperation and 465
coordination with early childhood education providers to ensure 466
alignment with district expectations for student entry into kindergarten, 467
including funding for an existing local Head Start program, (7) 468
provisions for the cooperation and coordination with other 469
governmental and community programs to ensure that students receive 470
adequate support and wraparound services, including community 471
school models, (8) provisions for implementing and furthering state-472
wide education standards adopted by the State Board of Education and 473
all activities and initiatives associated with such standards, (9) strategies 474
for attracting and recruiting minority teachers and administrators, (10) 475
provisions for the enhancement of bilingual education programs, 476
pursuant to section 10-17f, or other language acquisition services to 477
English language learners, including, but not limited to, participation in 478
the English language learner pilot program, established pursuant to 479 Raised Bill No. 5380
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section 10-17n, (11) entering into the model school district 480
responsibilities agreement, described in section 10-223l, (12) leadership 481
succession plans that provide training and learning opportunities for 482
administrators and are designed to assist in the seamless transition of 483
school and district personnel in and out of leadership positions in the 484
school district and the continuous implementation of plans developed 485
under this subsection, and (13) any additional categories or goals as 486
determined by the commissioner. Such plan shall demonstrate 487
collaboration with key stakeholders, as identified by the commissioner, 488
with the goal of achieving efficiencies and the alignment of intent and 489
practice of current programs with conditional programs identified in 490
this subsection. The commissioner may (A) require changes in any plan 491
submitted by a local or regional board of education before the 492
commissioner approves an application under this subsection, and (B) 493
permit a local or regional board of education, as part of such plan, to use 494
a portion of any funds received under this section for the purposes of 495
paying tuition charged to such board pursuant to subdivision (1) of 496
subsection (k) of section 10-264l or subsection (b) of section 10-264o. 497
This act shall take effect as follows and shall amend the following
sections:
Section 1 July 1, 2020 10-14t
Sec. 2 July 1, 2020 10-14u
Sec. 3 July 1, 2020 10-14v
Sec. 4 July 1, 2020 10-14y
Sec. 5 July 1, 2020 New section
Sec. 6 from passage New section
Sec. 7 July 1, 2020 10-3c
Sec. 8 July 1, 2020 10-262u(d)
Statement of Purpose:
To expand the intensive reading instruction program to include grades
four and five, and to establish the Center for Literacy Research and
Reading Success within the Department of Education.
Raised Bill No. 5380
LCO No. 1510 17 of 17
[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except
that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not
underlined.]