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General Assembly Raised Bill No. 6620
January Session, 2021
LCO No. 4700
Referred to Committee on EDUCATION
Introduced by:
(ED)
AN ACT CONCERNING TH E RIGHT TO READ AND ADDRESSING
OPPORTUNITY GAPS AND EQUITY IN PUBLIC SCHOOLS.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. (NEW) (Effective July 1, 2021) (a) For the school year 1
commencing July 1, 2023, and each school year thereafter, each local and 2
regional board of education shall implement a reading curriculum 3
model or program for grades prekindergarten to grade five, inclusive, 4
that has been approved by the Center for Literacy Research and Reading 5
Success, pursuant to section 2 of this act. 6
(b) On or before July 1, 2023, and biennially thereafter, each local and 7
regional board of education shall notify the Commissioner of Education 8
and the Center for Literacy Research and Reading Success of which 9
reading curriculum model or program that the board is implementing. 10
(c) If a local or regional board of education demonstrates to the 11
Commissioner of Education that such board has insufficient resources 12
or funding to implement any of the reading curriculum model or 13
programs, the commissioner may grant such board an extension of time, 14 Raised Bill No. 6620
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provided such board demonstrates continued efforts to implement a 15
reading curriculum model or program. 16
(d) The Commissioner of Education may, upon request of a local or 17
regional board of education, grant a waiver from the provisions of 18
subsection (a) of this section to such board to implement a reading 19
curriculum model or program other than one adopted by the Center for 20
Literacy Research and Reading Success, provided such reading 21
curriculum or model is (1) evidenced-based and scientifically-based, 22
and (2) focused on competency in the five areas of reading: Phonemic 23
awareness, phonics, fluency, vocabulary development, and reading 24
fluency, including oral skills and reading comprehension, as 25
determined by the commissioner in consultation with the center. 26
Sec. 2. (NEW) (Effective July 1, 2021) Not later than July 1, 2022, the 27
Center for Literacy Research and Reading Success, established pursuant 28
to section 9 of this act, shall approve at least five reading curriculum 29
models or programs to be implemented by local and regional boards of 30
education in accordance with the provisions of section 1 of this act. Such 31
reading curriculum models or programs shall be (1) evidenced-based 32
and scientifically-based, and (2) focused on competency in the five areas 33
of reading: Phonemic awareness, phonics, fluency, vocabulary 34
development, and reading fluency, including oral skills and reading 35
comprehension. 36
Sec. 3. Section 10-16oo of the general statutes is repealed and the 37
following is substituted in lieu thereof (Effective July 1, 2021): 38
Not later than July 1, 2012, the Department of Education shall 39
approve and make available model curricula and frameworks in 40
[reading and] mathematics for grades prekindergarten to grade four, 41
inclusive, for use by local and regional boards of education for school 42
districts or individual schools identified by the department as having 43
[academic achievement] opportunity gaps. Such curricula and 44
frameworks shall be culturally relevant, research-based and aligned 45
with student achievement standards adopted by the State Board of 46 Raised Bill No. 6620
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Education. For purposes of this section, ["achievement] "opportunity 47
gaps" means the existence of a significant disparity in the academic 48
performance of students among and between (1) racial groups, (2) ethnic 49
groups, (3) socioeconomic groups, (4) genders, and (5) English language 50
learners and students whose primary language is English. 51
Sec. 4. Subsection (a) of section 10-16b of the general statutes, as 52
amended by section 1 of public act 19-12, is repealed and the following 53
is substituted in lieu thereof (Effective July 1, 2021): 54
(a) In the public schools the program of instruction offered shall 55
include at least the following subject matter, as taught by legally 56
qualified teachers, the arts; career education; consumer education; 57
health and safety, including, but not limited to, human growth and 58
development, nutrition, first aid, including cardiopulmonary 59
resuscitation training in accordance with the provisions of section 10-60
16qq, disease prevention and cancer awareness, including, but not 61
limited to, age and developmentally appropriate instruction in 62
performing self-examinations for the purposes of screening for breast 63
cancer and testicular cancer, community and consumer health, physical, 64
mental and emotional health, including youth suicide prevention, 65
substance abuse prevention, including instruction relating to opioid use 66
and related disorders, safety, which shall include the safe use of social 67
media, as defined in section 9-601, and may include the dangers of gang 68
membership, and accident prevention; language arts, including reading, 69
writing, grammar, speaking and spelling; mathematics; physical 70
education; science, which may include the climate change curriculum 71
described in subsection (d) of this section; social studies, including, but 72
not limited to, citizenship, economics, geography, government, history 73
and Holocaust and genocide education and awareness in accordance 74
with the provisions of section 10-18f; African-American and black 75
studies in accordance with the provisions of section 10-16ss, as amended 76
by this act; Puerto Rican and Latino studies in accordance with the 77
provisions of section 10-16ss, as amended by this act; computer 78
programming instruction; and in addition, on at least the secondary 79 Raised Bill No. 6620
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level, one or more world languages; vocational education; and the black 80
and Latino studies course in accordance with the provisions of sections 81
10-16tt and 10-16uu, as amended by this act. For purposes of this 82
subsection, world languages shall include American Sign Language, 83
provided such subject matter is taught by a qualified instructor under 84
the supervision of a teacher who holds a certificate issued by the State 85
Board of Education. For purposes of this subsection, the "arts" means 86
any form of visual or performing arts, which may include, but not be 87
limited to, dance, music, art and theatre; "reading" means evidenced-88
based instruction that focuses on competency in the five areas of 89
reading: Phonemic awareness, phonics, fluency, voc abulary 90
development and reading fluency, including oral skills and reading 91
comprehension. 92
(b) If a local or regional board of education requires its pupils to take 93
a course in a world language, the parent or guardian of a pupil 94
identified as deaf or hard of hearing may request in writing that such 95
pupil be exempted from such requirement and, if such a request is 96
made, such pupil shall be exempt from such requirement. 97
(c) Each local and regional board of education shall on September 1, 98
1982, and annually thereafter at such time and in such manner as the 99
Commissioner of Education shall request, attest to the State Board of 100
Education that such local or regional board of education offers at least 101
the program of instruction required pursuant to this section, and that 102
such program of instruction is planned, ongoing and systematic. 103
(d) The State Board of Education shall make available curriculum 104
materials and such other materials as may assist local and regional 105
boards of education in developing instructional programs pursuant to 106
this section. The State Board of Education, within available 107
appropriations and utilizing available resource materials, shall assist 108
and encourage local and regional boards of education to include: (1) 109
Holocaust and genocide education and awareness; (2) the historical 110
events surrounding the Great Famine in Ireland; (3) African-American 111
and black studies; (4) Puerto Rican and Latino studies; (5) Native 112 Raised Bill No. 6620
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American history; (6) personal financial management, including, but not 113
limited to, financial literacy as developed in the plan provided under 114
section 10-16pp; (7) training in cardiopulmonary resuscitation and the 115
use of automatic external defibrillators; (8) labor history and law, 116
including organized labor, the collective bargaining process, existing 117
legal protections in the workplace, the history and economics of free 118
market capitalism and entrepreneurialism, and the role of labor and 119
capitalism in the development of the American and world economies; 120
(9) climate change consistent with the Next Generation Science 121
Standards; (10) topics approved by the state board upon the request of 122
local or regional boards of education as part of the program of 123
instruction offered pursuant to subsection (a) of this section; and (11) 124
instruction relating to the Safe Haven Act, sections 17a-57 to 17a-61, 125
inclusive. The Department of Energy and Environmental Protection 126
shall be available to each local and regional board of education for the 127
development of curriculum on climate change as described in this 128
subsection. 129
Sec. 5. Section 10-14t of the general statutes is repealed and the 130
following is substituted in lieu thereof (Effective July 1, 2021): 131
(a) [On or before January 1, 2016, the Department of Education shall 132
develop or approve] On or before January 1, 2022, the Center for 133
Literacy Research and Reading Success, established pursuant to section 134
9 of this act, shall compile a list of approved reading assessments for use 135
by local and regional boards of education for the school year 136
commencing July 1, [2016] 2023, and each school year thereafter, to 137
identify students in kindergarten to grade [three] five, inclusive, who 138
are below proficiency in reading, provided any such reading 139
assessments [developed or approved by the department] include 140
frequent screening and progress monitoring of students. Such reading 141
assessments shall (1) measure phonics, phonemic awareness, fluency, 142
vocabulary, and comprehension, (2) provide opportunities for periodic 143
formative assessment during the school year, (3) produce data that is 144
useful for informing individual and classroom instruction, including the 145 Raised Bill No. 6620
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grouping of students based on such data and the selection of 146
instructional activities based on data of individual student response 147
patterns during such progress monitoring, (4) be compatible with best 148
practices in reading instruction and research, and (5) assist in 149
identifying, in whole or in part, students at risk for dyslexia, as defined 150
in section 10-3d, or other reading-related learning disabilities. 151
(b) Not later than [February 1, 2016] January 15, 2022, the 152
Commissioner of Education shall submit the list of approved reading 153
assessments [developed or approved] compiled under this section to the 154
joint standing committee of the General Assembly having cognizance of 155
matters relating to education, in accordance with the provisions of 156
section 11-4a. 157
Sec. 6. Section 10-14u of the general statutes is repealed and the 158
following is substituted in lieu thereof (Effective July 1, 2021): 159
(a) As used in this section: 160
(1) ["Achievement gap"] "Opportunity gaps" means the existence of a 161
significant disparity in the academic performance of students among 162
and between (A) racial groups, (B) ethnic groups, (C) socioeconomic 163
groups, (D) genders, and (E) English language learners and students 164
whose primary language is English. 165
(2) "Scientifically-based reading research and instruction" means (A) 166
a comprehensive program or a collection of instructional practices that 167
is based on reliable, valid evidence showing that when such programs 168
or practices are used, students can be expected to achieve satisfactory 169
reading progress, and (B) the integration of instructional strategies for 170
continuously assessing, evaluating and communicating the student's 171
reading progress and needs in order to design and implement ongoing 172
interventions so that students of all ages and proficiency levels can read 173
and comprehend text and apply higher level thinking skills. Such 174
comprehensive program or collection of practices [shall include] 175
includes, but is not [be] limited to, instruction in five areas of reading: 176 Raised Bill No. 6620
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Phonemic awareness, phonics, fluency, vocabulary development, and 177
[text comprehension] reading fluency, including oral skills and reading 178
comprehension. 179
(b) For the school year commencing July 1, [2014] 2021, and each 180
school year thereafter, the Commissioner of Education, in consultation 181
with the director of the Center for Literacy Research and Reading 182
Success, established pursuant to section 9 of this act, shall create an 183
intensive reading instruction program to improve student literacy in 184
grades kindergarten to grade [three] five, inclusive, and close the 185
[achievement gap] opportunity gaps. Such intensive reading instruction 186
program shall include routine reading assessments for students in 187
kindergarten to grade [three] five, inclusive, scientifically-based reading 188
research and instruction, an intensive reading intervention strategy, as 189
described in subsection (c) of this section, supplemental reading 190
instruction and reading remediation plans, as described in subsection 191
(d) of this section, and an intensive summer school reading program, as 192
described in subsection (e) of this section. [For the school year 193
commencing July 1, 2014, the commissioner shall select five elementary 194
schools that are (1) located in an educational reform district, as defined 195
in section 10-262u, (2) participating in the commissioner's network of 196
schools, pursuant to section 10-223h, or (3) among the lowest five per 197
cent of elementary schools in school subject performance indices for 198
reading and mathematics, as defined in section 10-223e, to participate in 199
the intensive reading instruction program and for the school year 200
commencing July 1, 2015, and each school year thereafter, the 201
commissioner may select up to five additional such elementary schools 202
to participate in the intensive reading instruction program.] For the 203
school year commencing July 1, 2021, and each school year thereafter, 204
the commissioner, in consultation with the Center for Literacy Research 205
and Reading Success, shall provide, upon request of a local or regional 206
board of education for a town designated as an alliance district, as 207
defined in section 10-262u, as amended by this act, the intensive reading 208
instruction program to such board, or may include the intensive reading 209
instruction program in the tiered supports in early literacy provided 210 Raised Bill No. 6620
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under the reading readiness program pursuant to section 10-14y, as 211
amended by this act. 212
(c) On or before July 1, [2014] 2021, the Department of Education, in 213
consultation with the Center for Literacy Research and Reading Success, 214
shall develop an intensive reading intervention strategy for use by 215
[schools selected by the Commissioner of Education to participate in the 216
intensive reading instruction program to address the achievement gap 217
at such schools and] any elementary school located in an alliance district 218
that enrolls students who are not reading at or above grade level to 219
ensure that [all] such students are reading proficiently by grade [three] 220
five in such schools. Such intensive reading intervention strategy [for 221
schools] shall (1) include, but not be limited to, (A) rigorous assessments 222
in reading skills, (B) scientifically-based reading research and 223
instruction, (C) [one external literacy coach for] external literacy coaches 224
made available to each school, [to be funded by the department,] who 225
will work with the reading data collected, support the principal of the 226
school as needed, observe, and coach classes and supervise the reading 227
interventions, (D) [four] reading interventionists [for each school, to be 228
funded by the department,] who will develop a reading remediation 229
plan for any student who is reading below proficiency, be responsible 230
for all supplemental reading instruction, and conduct reading 231
assessments as needed, and (E) training for teachers and administrators 232
in scientifically-based reading research and instruction, including, 233
training for school administrators on how to assess a classroom to 234
ensure that all children are proficient in reading by grade [three] five, 235
and (2) outline, at a minimum, how (A) reading data will be collected, 236
analyzed and used for purposes of instructional development, (B) 237
professional and leadership development will be related to reading data 238
analysis and used to support individual teacher and classroom needs, 239
(C) [the selected] schools will communicate with parents and guardians 240
of students on reading instruction strategies and student reading 241
performance goals, and on opportunities for parents and guardians to 242
partner with teachers and school administrators to improve reading at 243
home and at school, (D) teachers and school leaders will be trained in 244 Raised Bill No. 6620
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the science of teaching reading, (E) periodic student progress reports 245
will be issued, and (F) such [selected school] intensive reading 246
intervention strategy will be monitored at the classroom level. The 247
commissioner shall review and evaluate the [school] intensive reading 248
intervention strategy for model components that may be used and 249
replicated in other [schools and school districts] alliance districts to 250
ensure that all children are proficient in reading by grade [three] five. 251
(d) (1) For the school year commencing July 1, [2014] 2021, and each 252
school year thereafter, each [school selected by the Commissioner of 253
Education to participate in the intensive reading instruction program 254
under this section shall] local and regional board of education for a town 255
designated as an alliance district shall, in consultation with the director 256
of the Center for Literacy Research and Reading Success, provide 257
supplemental reading instruction to students in kindergarten to grade 258
[three] five, inclusive, who are reading below proficiency, as identified 259
by the reading assessment described in section 10-14t, as amended by 260
this act. Such supplemental reading instruction shall be provided by a 261
reading interventionist during regular school hours. 262
(2) A reading remediation plan shall be developed by a reading 263
interventionist for each student enrolled in an elementary school in an 264
alliance district in kindergarten to grade [three] five, inclusive, who has 265
been identified as reading below proficiency to address and correct the 266
reading deficiency of such student. Such remediation plan shall include 267
instructional strategies that utilize research based reading instruction 268
materials and teachers trained in reading instruction, parental 269
involvement in the implementation of the remediation plan and regular 270
progress reports on such student. 271
(3) The principal of [a school selected by the Commissioner of 272
Education to participate in the intensive reading instruction program 273
under this section] each elementary school in an alliance district shall 274
notify the parent or guardian of any student in kindergarten to grade 275
[three] five, inclusive, who has been identified as being below 276
proficiency in reading. Such notice shall be in writing and (A) include 277 Raised Bill No. 6620
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an explanation of why such student is below proficiency in reading, and 278
(B) inform such parent or guardian that a remediation plan, as described 279
in subdivision (2) of this subsection, will be developed for such student 280
to provide supplemental reading instruction, including strategies for 281
the parent or guardian to use at home with such student. 282
(e) (1) [Any student enrolled in a school selected by the 283
Commissioner of Education that is located in a priority school district, 284
pursuant to section 10-266p, to participate in the intensive reading 285
instruction program under this section and who is reading below 286
proficiency at the end of the school year shall be enrolled in] Each local 287
and regional board of education for a town designated as an alliance 288
district shall, in consultation with the director of the Center for Literacy 289
Research and Reading Success, provide any student in kindergarten to 290
grade five, inclusive, who is reading below proficiency at the end of the 291
school year with an intensive summer school reading instruction 292
program. Such intensive summer school reading instruction program 293
shall include, (A) a comprehensive reading intervention program, (B) 294
scientifically-based reading research and instruction strategies and 295
interventions, (C) diagnostic assessments administered to a student 296
prior to or during an intensive summer school reading instruction 297
program to determine such student's particularized need for 298
instruction, (D) teachers who are trained in the teaching of reading and 299
reading assessment and intervention, and (E) weekly progress 300
monitoring to assess the reading progress of such student and tailor 301
instruction for such student. 302
(2) [The principal of a school selected by the Commissioner of 303
Education to participate in] Each local and regional board of education 304
for a town designated as an alliance district providing supplemental 305
reading instruction as part of the intensive reading instruction program 306
under this section shall submit reports to the Department of Education, 307
at such time and in such manner as prescribed by the department, on 308
(A) student reading progress for each student reading below proficiency 309
based on the data collected from the screening and progress monitoring 310 Raised Bill No. 6620
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of such student using the reading assessments described in section 10-311
14t, as amended by this act, and (B) the specific reading interventions 312
and supports implemented. 313
(f) Not later than October 1, [2015] 2021, and annually thereafter, the 314
department shall report to the joint standing committee of the General 315
Assembly having cognizance of matters relating to education, in 316
accordance with the provisions of section 11-4a, on student reading 317
levels [in schools participating] in the intensive reading instruction 318
program. Such report shall include recommendations on model 319
components of the school intensive reading intervention strategy that 320
may be used and replicated in other [schools and school districts] 321
alliance districts. 322
Sec. 7. Section 10-14v of the general statutes is repealed and the 323
following is substituted in lieu thereof (Effective July 1, 2021): 324
On or before January 1, [2014] 2021, the Department of Education, in 325
collaboration with the Center for Literacy Research and Reading Success 326
established pursuant to section 9 of this act, shall develop a coordinated 327
state-wide reading plan for students in kindergarten to grade [three] 328
five, inclusive, that contains strategies and frameworks that are 329
research-driven to produce effective reading instruction and 330
improvement in student performance. Such plan shall include: (1) The 331
alignment of reading standards, instruction and assessments for 332
students in kindergarten to grade [three] five, inclusive; (2) teachers' use 333
of data on the progress of all students to adjust and differentiate 334
instructional practices to improve student reading success; (3) the 335
collection of information concerning each student's reading 336
background, level and progress so that teachers can use such 337
information to assist in the transition of a student's promotion to the 338
next grade level; (4) an intervention for each student who is not making 339
adequate progress in reading to help such student read at the 340
appropriate grade level; (5) enhanced reading instruction for students 341
who are reading at or above their grade level; (6) the coordination of 342
reading instruction activities between parents, students, teachers and 343 Raised Bill No. 6620
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administrators of the school district at home and in school; (7) school 344
district reading plans; (8) parental involvement by providing parents 345
and guardians of students with opportunities for partnering with 346
teachers and school administrators to (A) create an optimal learning 347
environment, and (B) receive updates on the reading progress of their 348
student; (9) teacher training and reading performance tests aligned with 349
teacher preparation courses and professional development activities; 350
(10) incentives for schools that have demonstrated significant 351
improvement in student reading; (11) research-based literacy training 352
for early childhood care and education providers and instructors 353
working with children birth to five years of age, inclusive, and transition 354
plans relating to oral language and preliteracy proficiency for children 355
between prekindergarten and kindergarten; (12) the alignment of 356
reading instruction with the common core state standards adopted by 357
the State Board of Education; and (13) the alignment of reading 358
instruction with the two-generational initiative established pursuant to 359
section 17b-112l. 360
Sec. 8. Section 10-14y of the general statutes is repealed and the 361
following is substituted in lieu thereof (Effective July 1, 2021): 362
(a) The Department of Education, in collaboration with the Center for 363
Literacy Research and Reading Success established pursuant to section 364
9 of this act, shall, within available appropriations, establish a reading 365
readiness program that provides tiered supports in early literacy to each 366
school district designated as an alliance district, pursuant to section 10-367
262u, as amended by this act, and each school participating in the 368
commissioner's network of schools, pursuant to section 10-223h. The 369
department shall conduct an assessment of the reading readiness of 370
students enrolled in kindergarten to grade [three] five, inclusive, for 371
each such school and school district. Such reading readiness assessment 372
shall consider any combination of the following: (1) Whether such 373
school or school district has developed and is implementing a multiyear 374
plan and allocated resources specifically for early literacy in 375
kindergarten to grade [three] five, inclusive, (2) whether teachers and 376 Raised Bill No. 6620
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administrators have received training regarding the science of teaching 377
reading, and the extent to which teachers and administrators have 378
completed the program of professional development in scientifically 379
based reading research and instruction, pursuant to section 10-148b, (3) 380
the level of access to external coaches in literacy, and (4) whether there 381
is reading intervention staff embedded at such school or in the school 382
district. 383
(b) The department shall identify the early literacy needs of each 384
school and school district described in subsection (a) of this section 385
based on the results of the reading readiness assessment conducted 386
pursuant to [said] subsection (a) of this section, and provide, in 387
collaboration with the Center for Literacy Research and Reading 388
Success, tiered supports in early literacy as follows: 389
(1) Tier one universal supports shall [be provided to each such school 390
district that is an educational reform district, as defined in section 10-391
262u, and] include online professional development modules aligned 392
with the reading instruction survey, as described in section 10-145r, and 393
other literacy modules and programs available in the state; 394
(2) Tier two targeted supports shall include (A) a two-year program 395
of literacy leadership training for certain teachers and administrators, 396
(B) targeted professional development, in accordance with the 397
provisions of section 10-148b, using the results of the reading instruction 398
survey, as described in section 10-145r, and (C) external coaching 399
support using funding received pursuant to section 10-223h or 10-262u, 400
as amended by this act; and 401
(3) Tier three intensive supports shall include multiyear support from 402
the department and a commitment from such school or school district, 403
that includes, but need not be limited to, (A) the use of funding received 404
pursuant to section 10-262u, as amended by this act, to support an early 405
literacy program for students enrolled in kindergarten to grade [three] 406
five, inclusive, (B) technical support in the drafting and submission of 407
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amended by this act, (C) identifying and embedding dedicated literacy 409
coaches and reading interventionists, (D) targeted and intensive 410
professional development, and (E) funds for assessment and 411
instructional materials. 412
(c) Any tiered supports in early literacy provided under this section 413
shall be aligned with any turnaround plan, developed pursuant to 414
section 10-223h, or alliance district plan, developed pursuant to section 415
10-262u, as amended by this act, as applicable. 416
Sec. 9. (NEW) (Effective July 1, 2021) (a) The Department of Education 417
shall establish a Center for Literacy Research and Reading Success. The 418
center shall be responsible for (1) collaborating with the department in 419
the implementation of the coordinated state-wide reading plan for 420
students in kindergarten to grade five, inclusive, established pursuant 421
to section 10-14v of the general statutes, as amended by this act; (2) 422
researching and developing, in collaboration with the department and 423
Office of Early Childhood, a birth to grade twelve reading success 424
strategy to be included in the alignment of reading instruction with the 425
two-generational initiative, established pursuant to section 17b-112l of 426
the general statutes; (3) (A) providing direct support to schools and 427
boards of education to improve reading outcomes for students in 428
kindergarten to grade five, inclusive, and other reading initiatives, and 429
(B) supporting the community of teachers, schools and boards of 430
education engaged in improving through coaching, leadership training, 431
professional development, parental engagement and technical 432
assistance that is consistent with the intensive reading instruction 433
program, as described in section 10-14u of the general statutes, as 434
amended by this act, and aligned with evidence-based practices; (4) 435
providing independent, random reviews of how a local or regional 436
board of education is implementing (A) a reading curriculum model or 437
program for grades prekindergarten to grade five, inclusive, pursuant 438
to section 1 of this act, and (B) an approved reading assessment, 439
pursuant to section 10-14t of the general statutes, as amended by this 440
act; (5) receiving and publicly reporting, not later than September 1, 441 Raised Bill No. 6620
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2023, and biennially thereafter, the reading curriculum model or 442
program being implemented by each local and regional board of 443
education pursuant to section 1 of this act; (6) developing and 444
maintaining an Internet web site for the purpose of disseminating tools 445
and information associated with the intensive reading instruction 446
program for student reading; (7) serving as a collaborative center for 447
institutions of higher education and making available to the faculty of 448
teacher preparation programs (A) the science of teaching reading, (B) 449
the intensive reading instruction program, and (C) samples of available 450
reading curriculum models or programs adopted pursuant to section 2 451
of this act; (8) reviewing and publicly reporting on progress made by 452
teacher preparation programs to include reading curriculum models or 453
programs adopted pursuant to section 2 of this act; and (9) supporting 454
the development of research-based, successful virtual and remote 455
literacy development strategies. 456
(b) The Center for Literacy Research and Reading Success shall be 457
under the direction of a director who shall, in consultation with the 458
Reading Leadership Implementation Council described in subsection (c) 459
of this section, be responsible for (1) overseeing all activities of the 460
center, (2) facilitating communication between the center, local and 461
regional boards of education, the Department of Education and other 462
affiliates of the center, and (3) coordinating the dissemination of 463
information, tools and services made available by the center. 464
(c) The activities of the center shall be implemented by the Reading 465
Leadership Implementation Council which shall consist of the following 466
members: (1) The director of the center, or the director's designee; (2) the 467
director of reading initiatives for the Department of Education, as 468
described in section 10-3c of the general statutes, as amended by this act; 469
(3) the executive director of the Commission on Women, Children, 470
Seniors, Equity and Opportunity, or the executive director's designee; 471
(4) an individual designated by the Governor who has experience in 472
literacy or education and is engaged in the development and 473
implementation of the intensive reading instruction program; (5) two 474 Raised Bill No. 6620
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individuals, designated by the chairperson of the Black and Puerto 475
Rican Caucus of the General Assembly, one of whom has experience 476
with literacy or education and is engaged in the development and 477
implementation of the intensive reading instruction program, provided 478
such individual is not a member of the General Assembly; and (6) the 479
dean of the Neag School of Education at The University of Connecticut, 480
or the dean's designee. The Reading Leadership Implementation 481
Council shall develop and publish the annual goals for the center and 482
meet at least once every two months. The Reading Leadership 483
Implementation Council may establish an advisory board that consists 484
of representatives from public, private and philanthropic organizations, 485
and is responsible for providing advice, guidance and resources for the 486
center's goal and mission. 487
(d) The Center for Literacy Research and Reading Success shall hire 488
reading coaches who have experience and expertise in the intensive 489
reading instruction program. Such reading coaches shall (1) provide 490
training and professional development on the intensive reading 491
instruction program, literacy leadership and effective instruction to 492
teachers, (2) work directly with teachers to support the implementation 493
of the intensive reading instruction program and attend school and 494
school district leadership, data and planning meetings, (3) provide 495
coaching to teachers, and (4) lead and participate in family engagement 496
activities. 497
Sec. 10. Section 10-3c of the general statutes is repealed and the 498
following is substituted in lieu thereof (Effective July 1, 2021): 499
There shall be a director of reading initiatives within the Department 500
of Education. The director shall be responsible for (1) administering the 501
intensive reading instruction program to improve student literacy in 502
kindergarten to grade [three] five, inclusive, and close [the achievement 503
gap] opportunity gaps, pursuant to section 10-14u, as amended by this 504
act, (2) assisting in the development and administration of the program 505
of professional development for teachers and principals in scientifically 506
based reading research and instruction, pursuant to section 10-148b, (3) 507 Raised Bill No. 6620
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administering the coordinated state-wide reading plan for students in 508
kindergarten to grade [three] five, inclusive, pursuant to section 10-14v, 509
as amended by this act, (4) administering the incentive program 510
described in section 10-14w, (5) providing assistance to local and 511
regional boards of education in the administration of the reading 512
assessments described in section 10-14t, as amended by this act, and the 513
implementation of school district reading plans, (6) providing 514
information and assistance to parents and guardians of students relating 515
to reading and literacy instruction, (7) addressing reading and literacy 516
issues related to students who are English language learners, [and] (8) 517
developing and administering any other state-wide reading and literacy 518
initiatives for students in kindergarten to grade twelve, inclusive, and 519
(9) supporting the development of research-based virtual and remote 520
literacy learning models and curricula. 521
Sec. 11. Subsection (d) of section 10-262u of the general statutes is 522
repealed and the following is substituted in lieu thereof (Effective July 1, 523
2021): 524
(d) The local or regional board of education for a town designated as 525
an alliance district may apply to the Commissioner of Education, at such 526
time and in such manner as the commissioner prescribes, to receive any 527
increase in funds received over the amount the town received for the 528
prior fiscal year pursuant to subsection (a) of section 10-262i. 529
Applications pursuant to this subsection shall include objectives and 530
performance targets and a plan that are developed, in part, on the 531
strategic use of student academic performance data. Such plan may 532
include, but not be limited to, the following: (1) A tiered system of 533
interventions for the schools under the jurisdiction of such board based 534
on the needs of such schools, (2) ways to strengthen the foundational 535
programs in reading, through the intensive reading instruction program 536
pursuant to section 10-14u, as amended by this act, to ensure reading 537
mastery in kindergarten to grade [three] five, inclusive, with a focus on 538
standards and instruction, proper use of data, intervention strategies, 539
current information for teachers, parental engagement, and teacher 540 Raised Bill No. 6620
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professional development, (3) additional learning time, including 541
extended school day or school year programming administered by 542
school personnel or external partners, (4) a talent strategy that includes, 543
but is not limited to, teacher and school leader recruitment and 544
assignment, career ladder policies that draw upon guidelines for a 545
model teacher evaluation program adopted by the State Board of 546
Education, pursuant to section 10-151b, and adopted by each local or 547
regional board of education. Such talent strategy may include 548
provisions that demonstrate increased ability to attract, retain, promote 549
and bolster the performance of staff in accordance with performance 550
evaluation findings and, in the case of new personnel, other indicators 551
of effectiveness, (5) training for school leaders and other staff on new 552
teacher evaluation models, (6) provisions for the cooperation and 553
coordination with early childhood education providers to ensure 554
alignment with district expectations for student entry into kindergarten, 555
including funding for an existing local Head Start program, (7) 556
provisions for the cooperation and coordination with other 557
governmental and community programs to ensure that students receive 558
adequate support and wraparound services, including community 559
school models, (8) provisions for implementing and furthering state-560
wide education standards adopted by the State Board of Education and 561
all activities and initiatives associated with such standards, (9) strategies 562
for attracting and recruiting minority teachers and administrators, (10) 563
provisions for the enhancement of bilingual education programs, 564
pursuant to section 10-17f, or other language acquisition services to 565
English language learners, including, but not limited to, participation in 566
the English language learner pilot program, established pursuant to 567
section 10-17n, (11) entering into the model school district 568
responsibilities agreement, described in section 10-223l, (12) leadership 569
succession plans that provide training and learning opportunities for 570
administrators and are designed to assist in the seamless transition of 571
school and district personnel in and out of leadership positions in the 572
school district and the continuous implementation of plans developed 573
under this subsection, and (13) any additional categories or goals as 574
determined by the commissioner. Such plan shall demonstrate 575 Raised Bill No. 6620
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collaboration with key stakeholders, as identified by the commissioner, 576
with the goal of achieving efficiencies and the alignment of intent and 577
practice of current programs with conditional programs identified in 578
this subsection. The commissioner may (A) require changes in any plan 579
submitted by a local or regional board of education before the 580
commissioner approves an application under this subsection, and (B) 581
permit a local or regional board of education, as part of such plan, to use 582
a portion of any funds received under this section for the purposes of 583
paying tuition charged to such board pursuant to subdivision (1) of 584
subsection (k) of section 10-264l or subsection (b) of section 10-264o. 585
Sec. 12. Section 10-15c of the general statutes is repealed and the 586
following is substituted in lieu thereof (Effective from passage): 587
(a) The public schools shall be open to all children five years of age 588
and over who reach age five on or before the first day of January of any 589
school year, and each such child shall have, and shall be so advised by 590
the appropriate school authorities, an equal opportunity to participate 591
in the activities, programs and courses of study offered in such public 592
schools, at such time as the child becomes eligible to participate in such 593
activities, programs and courses of study, without discrimination on 594
account of race, as defined in section 46a-51, as amended by section 1 of 595
house bill 6515 of the current session, color, sex, gender identity or 596
expression, religion, national origin or sexual orientation; provided 597
boards of education may, by vote at a meeting duly called, admit to any 598
school children under five years of age. 599
(b) Nothing in subsection (a) of this section shall be deemed to amend 600
other provisions of the general statutes with respect to curricula, 601
facilities or extracurricular activities. 602
Sec. 13. Section 10-16uu of the general statutes is repealed and the 603
following is substituted in lieu thereof (Effective from passage): 604
(a) For the school year commencing July 1, 2021, a local or regional 605
board of education may offer the black and Latino studies course, 606 Raised Bill No. 6620
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approved pursuant to section 10-16tt, as amended by this act, in grades 607
nine to twelve, inclusive. 608
(b) For the school year commencing July 1, 2022, and each school year 609
thereafter, a local or regional board of education shall offer the black and 610
Latino studies course in grades nine to twelve, inclusive. 611
Sec. 14. Section 10-16ss of the general statutes is repealed and the 612
following is substituted in lieu thereof (Effective July 1, 2021): 613
(a) For the school year commencing July 1, 2021, and each school year 614
thereafter, each local and regional board of education shall include 615
African-American and black studies and Puerto Rican and Latino 616
studies as part of the curriculum for the school district, pursuant to 617
section 10-16b, as amended by this act. In developing and implementing 618
the African-American and black studies and Puerto Rican and Latino 619
studies curriculum, the board may utilize the curriculum materials 620
made available by the State Board of Education pursuant to subsection 621
(d) of section 10-16b or other existing and appropriate public or private 622
materials, personnel and resources, provided such curriculum is in 623
accordance with the state-wide subject matter content standards, 624
adopted by the state board pursuant to section 10-4. 625
(b) A local or regional board of education may accept gifts, grants and 626
donations, including in-kind donations, designated for the development 627
and implementation of the African-American and black studies and 628
Puerto Rican and Latino studies curriculum under this section, 629
including professional development and in-service training. 630
Sec. 15. Section 10-16tt of the general statutes is repealed and the 631
following is substituted in lieu thereof (Effective July 1, 2021): 632
(a) (1) Not later than January 1, 2021, the State Board of Education 633
shall review and approve the black and Latino studies course developed 634
pursuant to subsection (b) of this section by the State Education 635
Resource Center, established pursuant to section 10-357a. The state 636
board shall approve such course if, following a review of such course, 637 Raised Bill No. 6620
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the state board determines that the content of such course is rigorous, 638
aligned with curriculum guidelines approved by the state board, and in 639
accordance with the state-wide subject matter content standards, 640
adopted by the state board pursuant to section 10-4. 641
(2) Not later than January 15, 2021, the state board, in consultation 642
with the State Education Resource Center, shall submit a description of 643
the black and Latino studies course, which includes the scope and 644
sequence and course objective, and a report on the development and 645
review of such course to the joint standing committee of the General 646
Assembly having cognizance of matters relating to education, in 647
accordance with the provisions of section 11-4a. 648
(b) The State Education Resource Center shall develop a black and 649
Latino studies course. Such course shall be one credit and offered at the 650
high school level. In developing such course, the State Education 651
Resource Center may utilize existing and appropriate public or private 652
materials, personnel and other resources, including, but not limited to, 653
persons and organizations with subject matter expertise in African-654
American, black, Puerto Rican or Latino studies, and the curriculum 655
materials made available pursuant to subsection (d) of section 10-16b. 656
(c) For the school years commencing July 1, 2022, to July 1, 2024, 657
inclusive, the Department of Education shall conduct an annual audit to 658
ensure that the black and Latino studies course approved pursuant to 659
this section is being offered by each local and regional board of 660
education. The department shall annually submit a report on such audit 661
to the joint standing committee of the General Assembly having 662
cognizance of matters relating to education, in accordance with the 663
provisions of section 11-4a. 664
(d) For the school year commencing July 1, 2021, and each school year 665
thereafter, the State Education and Resource Center shall provide 666
technical assistance to local and regional boards of education in the 667
provision of professional development, pursuant to section 10-148a, and 668
in-service training, pursuant to section 10-220a, related to the teaching 669 Raised Bill No. 6620
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of the black and Latino studies course approved pursuant to this section. 670
This act shall take effect as follows and shall amend the following
sections:
Section 1 July 1, 2021 New section
Sec. 2 July 1, 2021 New section
Sec. 3 July 1, 2021 10-16oo
Sec. 4 July 1, 2021 10-16b(a)
Sec. 5 July 1, 2021 10-14t
Sec. 6 July 1, 2021 10-14u
Sec. 7 July 1, 2021 10-14v
Sec. 8 July 1, 2021 10-14y
Sec. 9 July 1, 2021 New section
Sec. 10 July 1, 2021 10-3c
Sec. 11 July 1, 2021 10-262u(d)
Sec. 12 from passage 10-15c
Sec. 13 from passage 10-16uu
Sec. 14 July 1, 2021 10-16ss
Sec. 15 July 1, 2021 10-16tt
ED Joint Favorable C/R APP