| 19 | 7 | | include provisions for students significantly at risk of not achieving grade level reading2 |
|---|
| 20 | 8 | | proficiency or with characteristics of dyslexia; to provide for support plans for such students;3 |
|---|
| 21 | 9 | | to provide for notice to parents and guardians of such students; to require the Department of4 |
|---|
| 22 | 10 | | Education to publish and distribute information relevant to dyslexia and students with5 |
|---|
| 23 | 11 | | characteristics of dyslexia; to require local school systems and public schools to distribute6 |
|---|
| 24 | 12 | | information relevant to dyslexia and students with characteristics of dyslexia; to provide for7 |
|---|
| 25 | 13 | | reporting; to prohibit the three-cueing systems model from being featured or promoted in8 |
|---|
| 26 | 14 | | high-quality instructional materials or structured literacy for students in kindergarten through9 |
|---|
| 27 | 15 | | third grade; to prohibit public schools from employing curricula, instructional materials,10 |
|---|
| 28 | 16 | | instructional practices, and other interventions that utilize the three-cueing systems model;11 |
|---|
| 29 | 17 | | to repeal a provision relating to reading recovery programs; to provide for written12 |
|---|
| 30 | 18 | | notification to parents and guardians; to repeal certain provisions setting deadlines applicable13 |
|---|
| 31 | 19 | | to the State Board of Education and the Department of Education that have expired; to14 |
|---|
| 32 | 20 | | provide for ongoing review and updating of required and authorized actions; to require15 |
|---|
| 33 | 21 | | additional reports by the Department of Education; to revise a short title; to repeal Code16 |
|---|
| 34 | 22 | | Section 20-2-159.6, relating to screening for dyslexia and related disorders, training and17 |
|---|
| 35 | 23 | | professional development, pilot program evaluating early intervention, and data reporting;18 |
|---|
| 40 | 26 | | Student Achievement; to provide for duties and responsibilities for such council; to expand20 |
|---|
| 41 | 27 | | the purposes of the Georgia Council on Literacy to improving literacy outcomes for Georgia21 |
|---|
| 42 | 28 | | adults as well as students; to revise provisions for compensation of members of the Georgia22 |
|---|
| 43 | 29 | | Council on Literacy; to extend the automatic repealer on the Georgia Council on Literacy23 |
|---|
| 44 | 30 | | from 2026 to 2030; to provide for and revise definitions; to make conforming changes; to24 |
|---|
| 45 | 31 | | amend Code Section 45-7-21 of the Official Code of Georgia Annotated, relating to expense25 |
|---|
| 46 | 32 | | allowance and travel cost reimbursement for members of certain boards and commissions,26 |
|---|
| 47 | 33 | | so as to include the Georgia Council on Literacy in the list of boards and commissions that27 |
|---|
| 48 | 34 | | receive certain expense allowance and reimbursement; to provide for related matters; to28 |
|---|
| 49 | 35 | | provide for an effective date; to repeal conflicting laws; and for other purposes.29 |
|---|
| 50 | 36 | | BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:30 |
|---|
| 51 | 37 | | PART I31 |
|---|
| 52 | 38 | | SECTION 1-1.32 |
|---|
| 53 | 39 | | Title 20 of the Official Code of Georgia Annotated, relating to education, is amended in33 |
|---|
| 54 | 40 | | Part 3 of Article 6 of Chapter 2, relating to educational programs under the "Quality Basic34 |
|---|
| 55 | 41 | | Education Act," by revising subsection (c) of Code Section 20-2-153, relating to early35 |
|---|
| 56 | 42 | | intervention program for students at risk of not reaching or maintaining academic grade level,36 |
|---|
| 57 | 43 | | as follows:37 |
|---|
| 58 | 44 | | "(c) The State Board of Education shall describe by rules and regulations such additional38 |
|---|
| 59 | 45 | | services, resources, support, or strategies as may be provided by the local school system. 39 |
|---|
| 60 | 46 | | The specifications for delivery of early intervention services shall be the responsibility of40 |
|---|
| 61 | 47 | | local boards of education except that the program rules and regulations adopted by the41 |
|---|
| 62 | 48 | | State Board of Education shall be followed in designing the program delivery models. 42 |
|---|
| 65 | 50 | | Delivery models may include, but are not limited to, class augmentation, pull-out or43 |
|---|
| 66 | 51 | | self-contained classes, and the Reading Recovery Program delivered by certificated44 |
|---|
| 67 | 52 | | personnel."45 |
|---|
| 68 | 53 | | SECTION 1-2.46 |
|---|
| 69 | 54 | | Said title is further amended in said part by revising Code Section 20-2-153.1, relating to47 |
|---|
| 70 | 55 | | Georgia Early Literacy, uniform grade appropriate metrics to measure literacy, universal48 |
|---|
| 71 | 56 | | reading screeners, high-quality instructional materials aligned with the science of reading,49 |
|---|
| 72 | 57 | | support for literacy instruction, and reading intervention plans, as follows:50 |
|---|
| 73 | 58 | | "20-2-153.1.51 |
|---|
| 74 | 59 | | (a) This Code section shall be known and may be cited as the 'Georgia Early Literacy and52 |
|---|
| 75 | 60 | | Dyslexia Act.'53 |
|---|
| 76 | 61 | | (b) As used in this Code section, the term:54 |
|---|
| 77 | 62 | | (1) 'Board' means the State Board of Education.55 |
|---|
| 78 | 63 | | (1.1)(2) 'Center' means the Sandra Dunagan Deal Center for Early Language and56 |
|---|
| 79 | 64 | | Literacy.57 |
|---|
| 80 | 65 | | (3) 'Characteristics of dyslexia' means persistent weaknesses in one or more areas of58 |
|---|
| 81 | 66 | | foundational reading skills and inadequate response to targeted intervention that indicates59 |
|---|
| 82 | 67 | | a need for more intensive intervention.60 |
|---|
| 83 | 68 | | (1.2)(4) 'Council' means the Georgia Council on Literacy.61 |
|---|
| 84 | 69 | | (2)(5) 'Department' means the Department of Education.62 |
|---|
| 85 | 70 | | (3)(6) 'Dyslexia' means a specific learning disability that is neurological in origin. 63 |
|---|
| 86 | 71 | | Dyslexia is characterized by difficulties with accurate or fluent word recognition and by64 |
|---|
| 87 | 72 | | poor spelling and decoding abilities. These difficulties typically result from a deficit in65 |
|---|
| 88 | 73 | | the phonological component of language that is often unexpected in relation to other66 |
|---|
| 89 | 74 | | cognitive abilities and the provision of effective classroom instruction. Secondary67 |
|---|
| 92 | 76 | | consequences may include problems in reading comprehension and reduced reading68 |
|---|
| 93 | 77 | | experience that can impede the growth of vocabulary and background knowledge.69 |
|---|
| 94 | 78 | | (7) 'Foundational literacy skills' means phonological awareness, phonemic awareness,70 |
|---|
| 95 | 79 | | alphabet knowledge, phonics, oral reading fluency, spelling, vocabulary, reading71 |
|---|
| 96 | 80 | | comprehension, spelling, oral language, and the intersection of reading and writing rapid72 |
|---|
| 97 | 81 | | automatized naming.73 |
|---|
| 98 | 82 | | (4)(8) 'High-quality instructional materials' means instructional materials aligned to the74 |
|---|
| 99 | 83 | | science of reading that instruct students in foundational literacy skills and75 |
|---|
| 100 | 84 | | grade-appropriate English language arts and reading standards approved by the State76 |
|---|
| 101 | 85 | | Board of Education board. Instructional materials that feature or promote the use of the77 |
|---|
| 102 | 86 | | three-cueing system shall not constitute high-quality instructional materials.78 |
|---|
| 103 | 87 | | (9) 'Parent' or 'guardian' means an individual who has legal authority to act on behalf of79 |
|---|
| 104 | 88 | | a child as a natural or adoptive parent, a legal guardian, or a legal agent. Such term shall80 |
|---|
| 105 | 89 | | also include a kinship caregiver, as such term is defined in Code Section 20-1-15.81 |
|---|
| 106 | 90 | | (5)(10) 'Reading intervention' means evidence based strategies frequently used to82 |
|---|
| 107 | 91 | | remediate reading deficiencies and includes, but is not limited to, individual and83 |
|---|
| 108 | 92 | | small-group instruction, multisensory approaches, tutoring, mentoring, or the use of84 |
|---|
| 109 | 93 | | technology that targets specific reading skills and abilities.85 |
|---|
| 110 | 94 | | (6)(11) 'Science of reading' means the body of research that identifies evidence based86 |
|---|
| 111 | 95 | | approaches of explicitly and systematically teaching students to read, including87 |
|---|
| 112 | 96 | | foundational literacy skills that enable students to develop reading skills required to meet88 |
|---|
| 113 | 97 | | state standards in literacy.89 |
|---|
| 114 | 98 | | (7)(12) 'Significantly at risk of not attaining grade level reading proficiency' 'Significant90 |
|---|
| 115 | 99 | | reading deficiency' means for students in kindergarten through third grade that such91 |
|---|
| 116 | 100 | | student's score on a universal reading screener is within the range of scores determined92 |
|---|
| 117 | 101 | | by the department to demonstrate a lack of proficiency in foundational literacy skills93 |
|---|
| 118 | 102 | | foundational literacy skills, as measured by scores on a universal reading screener and94 |
|---|
| 121 | 104 | | other quantitative and qualitative data, indicate that the student is at high risk of not95 |
|---|
| 122 | 105 | | attaining grade level reading proficiency.96 |
|---|
| 123 | 106 | | (8)(13) 'Structured literacy' means an evidence based approach to teaching oral and97 |
|---|
| 124 | 107 | | written language aligned to the science of reading founded on the science of how children98 |
|---|
| 125 | 108 | | learn to read and characterized by explicit, systematic, cumulative, and diagnostic99 |
|---|
| 126 | 109 | | instruction in phonology, sound-symbol association, syllable instruction, morphology,100 |
|---|
| 127 | 110 | | syntax, and semantics. An approach to teaching oral and written language that features101 |
|---|
| 128 | 111 | | or promotes the three-cueing system shall not constitute structured literacy.102 |
|---|
| 129 | 112 | | (14) 'Three-cueing system' means any model for teaching students word reading based103 |
|---|
| 130 | 113 | | on meaning, structure and syntax, and visual cues. Such models are also referred to as104 |
|---|
| 131 | 114 | | 'MSV.'105 |
|---|
| 132 | 115 | | (9)(15) 'Tiered reading intervention plan' means a plan that describes the evidence based106 |
|---|
| 133 | 116 | | reading intervention services a student will receive to remediate such student's reading107 |
|---|
| 134 | 117 | | deficit and to ensure that such student becomes proficient support the student in reaching108 |
|---|
| 135 | 118 | | grade level proficiency in foundational literacy skills.109 |
|---|
| 136 | 119 | | (10)(16) 'Universal reading screener' means a uniform tool that screens and monitors a110 |
|---|
| 137 | 120 | | student's progress in foundational literacy skills that is administered to students multiple111 |
|---|
| 138 | 121 | | times during the school year.112 |
|---|
| 139 | 122 | | (c)(1) The board, in consultation with the department and the Office of Student113 |
|---|
| 140 | 123 | | Achievement, shall establish such policies, rules, and regulations as necessary to114 |
|---|
| 141 | 124 | | implement uniform grade-appropriate metrics for measuring literacy.115 |
|---|
| 142 | 125 | | (2) As soon as practicable but not later than January 1, 2024, the board shall:116 |
|---|
| 143 | 126 | | (A) Approve high-quality instructional materials to be used for teaching students in117 |
|---|
| 144 | 127 | | kindergarten through third grade to read; and118 |
|---|
| 145 | 128 | | (B) Establish a procedure for each public school and local school system to annually119 |
|---|
| 146 | 129 | | certify to the department that such school or school system's locally approved120 |
|---|
| 154 | 134 | | establish Every three years beginning in 2027, the center shall review and update, as124 |
|---|
| 155 | 135 | | appropriate, qualifications, time lines timelines, and submission procedures for125 |
|---|
| 156 | 136 | | education service providers to submit one or more universal reading screeners to be126 |
|---|
| 157 | 137 | | considered for inclusion on the board's list of approved universal reading screener127 |
|---|
| 158 | 138 | | providers provided for in subparagraph (B) of this paragraph.128 |
|---|
| 159 | 139 | | (B) As soon as practicable but not later than May 15, 2025, the board shall approve the129 |
|---|
| 160 | 140 | | memorandum of agreement between the council and the department, as provided for130 |
|---|
| 161 | 141 | | in subparagraph (B) of paragraph (4) of this subsection, for a list of no more than five131 |
|---|
| 162 | 142 | | universal reading screeners, one of which shall be a free universal reading screener, for132 |
|---|
| 163 | 143 | | use by public schools and local school systems as part of their comprehensive literacy133 |
|---|
| 164 | 144 | | programs which meet the following criteria:134 |
|---|
| 165 | 145 | | (i) Capable of providing relevant information to assist teachers with targeting135 |
|---|
| 166 | 146 | | instruction based on student needs;136 |
|---|
| 167 | 147 | | (ii) Capable of measuring foundational literacy skills;137 |
|---|
| 168 | 148 | | (iii) Capable of identifying students who have a significant reading deficiency are138 |
|---|
| 169 | 149 | | significantly at risk of not attaining grade level reading proficiency, including, but not139 |
|---|
| 170 | 150 | | limited to, identifying students with characteristics of dyslexia;140 |
|---|
| 171 | 151 | | (iv) Prescribed parameters on the time required to administer a universal reading141 |
|---|
| 172 | 152 | | screener with the primary objective of such prescription being to minimize impacts142 |
|---|
| 173 | 153 | | on instructional time; and143 |
|---|
| 174 | 154 | | (v) Capable of progress monitoring.144 |
|---|
| 175 | 155 | | (4)(A) As soon as practicable but not later than By July 15, 2025 each year, the145 |
|---|
| 176 | 156 | | department shall publish on its public website the free universal reading screener and146 |
|---|
| 177 | 157 | | the list of other approved universal reading screeners, one of which each public school147 |
|---|
| 184 | 161 | | subsection.150 |
|---|
| 185 | 162 | | (B) The council, in collaboration with the center and the Office of Planning and151 |
|---|
| 186 | 163 | | Budget, shall identify a free universal reading screener that meets the criteria152 |
|---|
| 187 | 164 | | established by the board as provided in subparagraph (B) of paragraph (3) of this153 |
|---|
| 188 | 165 | | subsection. The council shall enter into a memorandum of agreement with the154 |
|---|
| 189 | 166 | | department to make such universal reading screener available for use free of charge to155 |
|---|
| 190 | 167 | | public schools and local school systems.156 |
|---|
| 191 | 168 | | (5) The department shall publish on its public website and distribute by July 15 each year157 |
|---|
| 192 | 169 | | by electronic means to each local school system and public school in this state a dyslexia158 |
|---|
| 193 | 170 | | informational handbook that includes guidance, technical assistance, and training to assist159 |
|---|
| 194 | 171 | | all schools in the implementation of evidence based practices for instructing students with160 |
|---|
| 195 | 172 | | characteristics of dyslexia. Such handbook shall include, but shall not be limited to, the161 |
|---|
| 196 | 173 | | following information:162 |
|---|
| 197 | 174 | | (A) Evidence based practices designed specifically for students with characteristics of163 |
|---|
| 198 | 175 | | dyslexia;164 |
|---|
| 199 | 176 | | (B) Guidance on developing support plans for students with characteristics of dyslexia;165 |
|---|
| 200 | 177 | | (C) A list and brief description of the dyslexia related training programs accredited by166 |
|---|
| 201 | 178 | | the International Dyslexia Association and any other nationally or internationally167 |
|---|
| 202 | 179 | | recognized accrediting organization; and168 |
|---|
| 203 | 180 | | (D) A list of dyslexia endorsement programs approved by the Professional Standards169 |
|---|
| 204 | 181 | | Commission.170 |
|---|
| 205 | 182 | | (6) The department shall, in consultation with the University System of Georgia, the171 |
|---|
| 206 | 183 | | Professional Standards Commission, the Office of Student Achievement, Georgia's172 |
|---|
| 207 | 184 | | Regional Education Service Agencies regional education service agencies, and literacy173 |
|---|
| 208 | 185 | | experts, develop or procure one or more training programs for kindergarten through third174 |
|---|
| 221 | 195 | | school systems in implementing the provisions of this Code section.183 |
|---|
| 222 | 196 | | (7)(8)(A) Beginning April 1, 2026, the department shall provide an annual report on184 |
|---|
| 223 | 197 | | the impacts of the implementation of the provisions of this Code section, including, but185 |
|---|
| 224 | 198 | | not limited to, reporting the results by school and school system of:186 |
|---|
| 225 | 199 | | (A) The research based formative assessments with a summative component that is187 |
|---|
| 226 | 200 | | tied to performance indicators in English language arts and reading in grades one and188 |
|---|
| 227 | 201 | | two provided for in subsection (a) of Code Section 20-2-281;189 |
|---|
| 228 | 202 | | (B)(i) The comprehensive summative assessment program for third grade students190 |
|---|
| 229 | 203 | | provided for in subsection (a) of Code Section 20-2-281; and191 |
|---|
| 230 | 204 | | (C) The nationally norm-referenced instruments in reading for third grade students192 |
|---|
| 231 | 205 | | provided for in subsection (a) of Code Section 20-2-281; and193 |
|---|
| 232 | 206 | | (D)(ii) The formative reading assessments for first and second grade students194 |
|---|
| 233 | 207 | | provided for in Code Section 20-2-280.195 |
|---|
| 234 | 208 | | (B) Such report shall also include analyses of the impact of use of universal reading196 |
|---|
| 235 | 209 | | screeners, the use of high-quality instructional materials, and instructional practices197 |
|---|
| 236 | 210 | | grounded in the science of reading. Such report shall be provided to the Governor, the198 |
|---|
| 237 | 211 | | President of the Senate, the Speaker of the House of Representatives, the chairperson199 |
|---|
| 238 | 212 | | of the House Committee on Education, the Senate Education and Youth Committee, the200 |
|---|
| 239 | 213 | | House Committee on Higher Education, the Senate Higher Education Committee, and201 |
|---|
| 242 | 215 | | the board, and shall be made available on the department's public website for access by202 |
|---|
| 243 | 216 | | the public.203 |
|---|
| 244 | 217 | | (d)(1) Local boards of education and public school governing bodies shall by August 1204 |
|---|
| 245 | 218 | | each year:205 |
|---|
| 246 | 219 | | (A) Approve By December 1, 2024, approve high-quality instructional materials for206 |
|---|
| 247 | 220 | | students in kindergarten through third grade; and207 |
|---|
| 248 | 221 | | (B) Certify By December 15, 2024, and by August 1 each year thereafter, certify to the208 |
|---|
| 249 | 222 | | department that its locally approved instructional materials and content, as defined in209 |
|---|
| 250 | 223 | | subsection (a) of Code Section 20-2-1017, constitute high-quality instructional210 |
|---|
| 251 | 224 | | materials.;211 |
|---|
| 252 | 225 | | (C) Report to the department the total number and percentage of students in212 |
|---|
| 253 | 226 | | kindergarten through third grade who were identified during the previous school year213 |
|---|
| 254 | 227 | | as having characteristics of dyslexia, including, but not limited to, total numbers and214 |
|---|
| 255 | 228 | | percentages by grade level; and215 |
|---|
| 256 | 229 | | (D) Certify in writing to the department that a copy of the dyslexia informational216 |
|---|
| 257 | 230 | | handbook provided for in paragraph (5) of subsection (c) of this Code section has been217 |
|---|
| 258 | 231 | | distributed by electronic means to each school administrator, teacher, and other school218 |
|---|
| 259 | 232 | | personnel employed by such local school system or public school.219 |
|---|
| 260 | 233 | | (2)(A) Each public school and local school system shall provide instructional support220 |
|---|
| 261 | 234 | | for kindergarten through third grade teachers that shall include:221 |
|---|
| 262 | 235 | | (i) Onsite teacher training on the science of reading, structured literacy, foundational222 |
|---|
| 263 | 236 | | literacy skills, and evidence based decision making;223 |
|---|
| 264 | 237 | | (ii) Demonstrated lessons; and224 |
|---|
| 265 | 238 | | (iii) Prompt feedback for improving instruction.225 |
|---|
| 266 | 239 | | (B)(i) Any public school or local school system claiming that a lack of sufficient226 |
|---|
| 267 | 240 | | funding prevents such public school or local school system from providing227 |
|---|
| 268 | 241 | | instructional support as required in subparagraph (A) of this paragraph shall promptly228 |
|---|
| 271 | 243 | | and in writing notify the Department of Education department and shall describe all229 |
|---|
| 272 | 244 | | efforts such school or school system has undertaken to secure sufficient funding from230 |
|---|
| 273 | 245 | | local, state, federal, and private sources.231 |
|---|
| 274 | 246 | | (ii) The Department of Education department shall provide technical assistance and232 |
|---|
| 275 | 247 | | other guidance to public schools and local schools systems in identifying local, state,233 |
|---|
| 276 | 248 | | federal, and private funding sources to provide for instructional support as required234 |
|---|
| 277 | 249 | | in subparagraph (A) of this paragraph.235 |
|---|
| 278 | 250 | | (3)(A) Three Beginning August 1, 2024, three times each school year each public236 |
|---|
| 279 | 251 | | school and local school system shall administer a universal reading screener to each237 |
|---|
| 280 | 252 | | student in kindergarten through third grade, with the first administration occurring238 |
|---|
| 281 | 253 | | within 30 school days of the beginning of the school year; provided, however, that for239 |
|---|
| 282 | 254 | | students in first and second grades such public school or local school system shall be240 |
|---|
| 283 | 255 | | authorized to substitute one administration of a universal reading screener with an241 |
|---|
| 284 | 256 | | administration of a formative reading assessment as provided for in Code242 |
|---|
| 285 | 257 | | Section 20-2-280.243 |
|---|
| 286 | 258 | | (B) Reserved.244 |
|---|
| 287 | 259 | | (C) After each administration of a universal reading screener, each public school or245 |
|---|
| 288 | 260 | | local school system shall report the results to:246 |
|---|
| 289 | 261 | | (i) Parents and guardians of students who participated in the administration; and247 |
|---|
| 290 | 262 | | (ii) The department for analysis.248 |
|---|
| 291 | 263 | | (D)(C) The results of the universal reading screeners administered to students shall not249 |
|---|
| 292 | 264 | | be used as part of any education assessment accountability program provided for in250 |
|---|
| 293 | 265 | | Article 2 of Chapter 14 of this title.251 |
|---|
| 294 | 266 | | (4)(A) Beginning August 1, 2024, public schools and local school systems shall252 |
|---|
| 295 | 267 | | implement tiered reading intervention plans for public school students in kindergarten253 |
|---|
| 296 | 268 | | through third grade who at any time during the school year exhibit a significant reading254 |
|---|
| 297 | 269 | | deficiency are determined to be significantly at risk of not attaining grade level reading255 |
|---|
| 300 | 271 | | proficiency, as measured by performance on a universal reading screener approved by256 |
|---|
| 301 | 272 | | the board and other qualitative and quantitative data. Each such tiered reading257 |
|---|
| 302 | 273 | | intervention plan shall be implemented no later than 30 school days after a student such258 |
|---|
| 303 | 274 | | determination has been made identified as exhibiting a significant reading deficiency259 |
|---|
| 304 | 275 | | and shall describe the evidence based reading intervention services the student will260 |
|---|
| 305 | 276 | | receive to remedy the reading deficit address the student's difficulties and ensure the261 |
|---|
| 306 | 277 | | student becomes proficient in foundational literacy skills. Such tiered reading262 |
|---|
| 307 | 278 | | intervention plans may should be incorporated into and included as part of the school's263 |
|---|
| 308 | 279 | | existing multi-tiered multitiered system of supports or response to intervention264 |
|---|
| 309 | 280 | | frameworks.265 |
|---|
| 310 | 281 | | (B) Each student who has been identified as exhibiting a significant reading deficiency266 |
|---|
| 311 | 282 | | determined to be significantly at risk of not attaining grade level reading proficiency267 |
|---|
| 312 | 283 | | shall receive intensive reading intervention until such student is determined to no longer268 |
|---|
| 313 | 284 | | identified as exhibiting a significant reading deficiency be significantly at risk of not269 |
|---|
| 314 | 285 | | attaining grade level reading proficiency.270 |
|---|
| 315 | 286 | | (C) The parent or guardian of any student in kindergarten through third grade who at271 |
|---|
| 316 | 287 | | any time during the school year exhibits a significant reading deficiency has been272 |
|---|
| 317 | 288 | | determined to be significantly at risk of not attaining grade level reading proficiency273 |
|---|
| 318 | 289 | | shall be notified in writing by the student's school no later than 15 school days after274 |
|---|
| 319 | 290 | | such determination has been made the identification of the possible deficiency. Such275 |
|---|
| 320 | 291 | | written notification shall include:276 |
|---|
| 321 | 292 | | (i) That the student has been identified as exhibiting a significant reading deficiency277 |
|---|
| 322 | 293 | | determined to be significantly at risk of not attaining grade level reading proficiency;278 |
|---|
| 323 | 294 | | (ii) That a tiered reading intervention plan will be implemented by the student's279 |
|---|
| 324 | 295 | | teacher an educator at the student's school;280 |
|---|
| 325 | 296 | | (iii) Results of the student's performance on the universal reading screeners281 |
|---|
| 326 | 297 | | administered to date and other data used to make such determination;282 |
|---|
| 335 | 303 | | student is significantly at risk of not attaining grade level reading proficiency to287 |
|---|
| 336 | 304 | | ensure the student becomes proficient in foundational literacy skills;288 |
|---|
| 337 | 305 | | (vi) Notification that the parent or guardian will be informed in writing of the289 |
|---|
| 338 | 306 | | student's progress toward grade level reading; and290 |
|---|
| 339 | 307 | | (vii) Strategies for parents and guardians to use at home to help their child succeed291 |
|---|
| 340 | 308 | | in reading.292 |
|---|
| 341 | 309 | | (D) For each student who has been determined to be significantly at risk of not293 |
|---|
| 342 | 310 | | attaining grade level reading proficiency and who does not make adequate progress294 |
|---|
| 343 | 311 | | toward grade level reading despite receiving evidence based reading interventions and295 |
|---|
| 344 | 312 | | supplemental instructional services and supports, additional quantitative and qualitative296 |
|---|
| 345 | 313 | | data shall be collected and examined in conjunction with universal reading screener297 |
|---|
| 346 | 314 | | data to identify whether the student may have characteristics of dyslexia.298 |
|---|
| 347 | 315 | | (5) The parent or guardian of any student in kindergarten through third grade who at any299 |
|---|
| 348 | 316 | | time during the school year is identified as having characteristics of dyslexia shall be300 |
|---|
| 349 | 317 | | notified in writing by the student's school no later than 15 school days after the301 |
|---|
| 350 | 318 | | identification. Such written notification shall include:302 |
|---|
| 351 | 319 | | (A) That the student has been identified as having characteristics of dyslexia;303 |
|---|
| 352 | 320 | | (B) That a support plan for students with characteristics of dyslexia will be304 |
|---|
| 353 | 321 | | implemented by the student's teacher;305 |
|---|
| 354 | 322 | | (C) A description of the qualitative and quantitative data used to make the306 |
|---|
| 355 | 323 | | identification, including the student's rate of progress toward grade level reading with307 |
|---|
| 356 | 324 | | prior intervention support;308 |
|---|
| 359 | 326 | | (D) A description of proposed changes or additions to the evidence based reading309 |
|---|
| 360 | 327 | | interventions and supplemental instructional services and supports to be provided to the310 |
|---|
| 361 | 328 | | student that are designed to ensure the student becomes proficient in foundational311 |
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| 362 | 329 | | literacy skills;312 |
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| 363 | 330 | | (E) Notification that the parent or guardian will be informed in writing of the student's313 |
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| 364 | 331 | | progress toward grade level reading;314 |
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| 365 | 332 | | (F) Information and resource material regarding dyslexia;315 |
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| 366 | 333 | | (G) Strategies for parents and guardians to use at home to help their child succeed in316 |
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| 367 | 334 | | reading; and317 |
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| 368 | 335 | | (H) Notification that the parent or guardian shall have the right to elect, in writing, that318 |
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| 369 | 336 | | the student not receive the support plan and the proposed changes or additions to the319 |
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| 370 | 337 | | evidence based reading interventions and supplemental instructional services and320 |
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| 371 | 338 | | supports.321 |
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| 372 | 339 | | (6)(A) No local school system or public school shall use a program of foundational322 |
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| 373 | 340 | | skills instruction for students in kindergarten through third grade that is based on any323 |
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| 374 | 341 | | curriculum, instructional materials, instructional practices, or other interventions that324 |
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| 375 | 342 | | utilize the three-cueing systems model for teaching word reading.325 |
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| 376 | 343 | | (B) Each local school system and public school shall ensure that all instructional326 |
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| 377 | 344 | | materials used to teach students in kindergarten through third grade:327 |
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| 378 | 345 | | (i) Are high-quality instructional materials; and328 |
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| 379 | 346 | | (ii) Do not utilize the three-cueing system model for teaching word reading.329 |
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| 380 | 347 | | (C) Instruction in public schools and local school systems shall not employ the330 |
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| 381 | 348 | | three-cueing system or visual memory as a basis for teaching word reading. Instruction331 |
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| 382 | 349 | | may include visual information and strategies which improve background and332 |
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| 383 | 350 | | experiential knowledge, add context, and increase oral language and vocabulary to333 |
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| 384 | 351 | | support comprehension, but shall not be used to teach word reading.334 |
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| 387 | 353 | | (5)(7) By July August 1, 2025, all kindergarten through third grade teachers shall335 |
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| 388 | 354 | | complete a training program developed or procured pursuant to paragraph (c)(5) (6) of336 |
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| 389 | 355 | | subsection (c) of this Code section.337 |
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| 390 | 356 | | (e)(1) There is established within the Office of Student Achievement the Georgia338 |
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| 391 | 357 | | Literacy Coach Coordinating Committee. Such committee shall comprise, at a minimum,339 |
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| 392 | 358 | | the Georgia Literacy Coach, the Coordinator of Georgia Literacy Coaching, a340 |
|---|
| 393 | 359 | | representative of the Department of Education, at least one representative of Georgia's341 |
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| 394 | 360 | | regional education services agencies, a representative of a research based education342 |
|---|
| 395 | 361 | | organization with subject matter expertise identified by the Georgia Council on Literacy,343 |
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| 396 | 362 | | and other subject matter experts identified by the Georgia Literacy Coach or the Georgia344 |
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| 397 | 363 | | Council on Literacy.345 |
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| 398 | 364 | | (2) The Office of Student Achievement shall employ:346 |
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| 399 | 365 | | (A) The Georgia Literacy Coach; and347 |
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| 400 | 366 | | (B) The Coordinator of Georgia Literacy Coaching, who shall be responsible for:348 |
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| 401 | 367 | | (i) Serving as the chairperson of the Georgia Literacy Coach Coordinating349 |
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| 402 | 368 | | Committee;350 |
|---|
| 403 | 369 | | (ii) Coordinating state-wide literacy coaching efforts;351 |
|---|
| 404 | 370 | | (iii) Serving as the primary liaison with the Department of Education with respect to352 |
|---|
| 405 | 371 | | state-wide literacy coaching efforts;353 |
|---|
| 406 | 372 | | (iv) Direction and oversight of literacy coaches affiliated with the Department of354 |
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| 407 | 373 | | Education or a regional education service agency whose positions are supported with355 |
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| 408 | 374 | | state or federal funds; and356 |
|---|
| 409 | 375 | | (v) Coordinating with designated organizations affiliated with the Georgia Council357 |
|---|
| 410 | 376 | | on Literacy with respect to research, best practices, and proactive intervention358 |
|---|
| 411 | 377 | | strategies for birth to adult language and literacy learning.359 |
|---|
| 414 | 379 | | (e)(f) Nothing in this Code section shall be construed to abrogate or otherwise affect the360 |
|---|
| 415 | 380 | | operation or application of the federal Individuals with Disabilities Education Act (IDEA)361 |
|---|
| 416 | 381 | | or Section 504 of the federal Rehabilitation Act of 1973.362 |
|---|
| 417 | 382 | | (f)(g) This Code section shall not be subject to waivers pursuant to Code Section 20-2-82363 |
|---|
| 418 | 383 | | for a strategic waivers school system, Code Section 20-2-244 for a local board of364 |
|---|
| 419 | 384 | | education, Code Section 20-2-2063.2 for a charter system, or Code Section 20-2-2065 for365 |
|---|
| 420 | 385 | | a charter school established pursuant to Article 31 or Article 31A of this chapter, a charter366 |
|---|
| 421 | 386 | | system, or schools within a charter system, or any state special school."367 |
|---|
| 422 | 387 | | SECTION 1-3.368 |
|---|
| 423 | 388 | | Said title is further amended in said part by repealing Code Section 20-2-159.6, relating to369 |
|---|
| 424 | 389 | | screening for dyslexia and related disorders, training and professional development, pilot370 |
|---|
| 425 | 390 | | program evaluating early intervention, and data reporting.371 |
|---|
| 426 | 391 | | PART II372 |
|---|
| 427 | 392 | | SECTION 2-1.373 |
|---|
| 428 | 393 | | Said title is further amended in Article 4 of Chapter 1, relating to Council on Literacy, by374 |
|---|
| 429 | 394 | | revising paragraph (2) of Code Section 20-1-40, relating to definitions, as follows:375 |
|---|
| 430 | 395 | | "(2) 'Evidence based literacy instruction methods and curricula' means instructional376 |
|---|
| 431 | 396 | | materials, instructional practices, and curricula that are scientifically based reading377 |
|---|
| 432 | 397 | | instruction, or multisensory language instruction, including oral language development,378 |
|---|
| 433 | 398 | | phonological awareness, and phonics instruction that includes decoding and encoding,379 |
|---|
| 434 | 399 | | fluency, writing, vocabulary, reading, and comprehension. Instructional materials that380 |
|---|
| 435 | 400 | | feature or promote the use of the three-cueing system, as such term is defined in Code 381 |
|---|
| 436 | 401 | | Section 20-2-153.1, shall not constitute high-quality instructional materials."382 |
|---|
| 449 | 411 | | SECTION 2-3.391 |
|---|
| 450 | 412 | | Said title is further amended in said article by revising subsection (c) of Code Section392 |
|---|
| 451 | 413 | | 20-1-43, relating to meetings, executive committee of voting members, and expenses, as393 |
|---|
| 452 | 414 | | follows:394 |
|---|
| 453 | 415 | | "(c) Legislative members of the council shall receive the allowances provided for in Code395 |
|---|
| 454 | 416 | | Section 28-1-8. Nonlegislative members of the council shall receive a daily expense396 |
|---|
| 455 | 417 | | allowance in the amount specified in subsection (b) (a) of Code Section 45-7-21 as well as397 |
|---|
| 456 | 418 | | the mileage or transportation allowance authorized for state employees. Members of the398 |
|---|
| 457 | 419 | | council who are state officials, other than legislative members, or state employees shall399 |
|---|
| 458 | 420 | | receive no compensation for their services on the council, but shall be reimbursed for400 |
|---|
| 459 | 421 | | expenses incurred by them in the performance of their duties as members of the council in401 |
|---|
| 460 | 422 | | the same manner as they are reimbursed for expenses in their capacities as state officials402 |
|---|
| 461 | 423 | | or state employees. The funds necessary for the reimbursement of the expenses of state403 |
|---|
| 462 | 424 | | officials, other than legislative members, and state employees shall come from funds404 |
|---|
| 463 | 425 | | appropriated to or otherwise available to their respective departments. All other funds405 |
|---|
| 464 | 426 | | necessary to carry out the provisions of this article shall come from funds appropriated to406 |
|---|
| 465 | 427 | | the Senate and the House of Representatives."407 |
|---|
| 476 | 435 | | as provided for in Code Section 20-2-153.1;"414 |
|---|
| 477 | 436 | | SECTION 2-5.415 |
|---|
| 478 | 437 | | Said title is further amended in said article by revising Code Section 20-1-45, relating to416 |
|---|
| 479 | 438 | | termination, as follows:417 |
|---|
| 480 | 439 | | "20-1-45.418 |
|---|
| 481 | 440 | | The council shall be abolished and this article shall stand repealed on December 31, 2026419 |
|---|
| 482 | 441 | | 2030."420 |
|---|
| 483 | 442 | | SECTION 2-6.421 |
|---|
| 484 | 443 | | Code Section 45-7-21 of the Official Code of Georgia Annotated, relating expense allowance422 |
|---|
| 485 | 444 | | and travel cost reimbursement for members of certain boards and commissions, is amended423 |
|---|
| 486 | 445 | | by adding a new paragraph to subsection (a) to read as follows:424 |
|---|
| 487 | 446 | | "(2.3) Georgia Council on Literacy;"425 |
|---|
| 488 | 447 | | PART III426 |
|---|
| 489 | 448 | | SECTION 3-1.427 |
|---|
| 490 | 449 | | This Act shall become effective upon its approval by the Governor or upon its becoming law428 |
|---|
| 491 | 450 | | without such approval.429 |
|---|