4133S.06C
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SENATE COMMITTEE SUBSTITUTE
FOR
SENATE BILLS NOS. 681 & 662
AN ACT
To repeal sections 161.097, 167.268, 167.640,
167.645, and 170.014, RSMo, and to enact in lieu
thereof eight new sections relating to educational
outcomes.
Be it enacted by the General Assembly of the State of Missouri, as follows:
Section A. Sections 161.097, 167.268, 167.640, 167.645,
and 170.014, RSMo, are repealed and eight new sections enacted
in lieu thereof, to be known as sections 161.097, 161.214,
161.241, 167.268, 167.640, 167.645, 170.014, and 186.080, to
read as follows:
161.097. 1. The state board of education shall
establish standards and procedures by which it will evaluate
all teacher training institutions in this state for the
approval of teacher education programs. The state board of
education shall not require teacher training institutions to
meet national or regional accreditation as a part of its
standards and procedures in making those evaluations, but it
may accept such accreditations in lieu of such approval if
standards and procedures set thereby are at least as
stringent as those set by the board. The state board of
education's standards and procedures for evaluating teacher
training institutions shall equal or exceed those of
national or regional accrediting associations.
2. There is hereby established within the department
of elementary and secondary education the "Missouri Advisory
Board for Educator Preparation", hereinafter referred to as
"MABEP". The MABEP shall advise the state board of
education and the coordinating board for higher education
regarding matters of mutual interest in the area of quality
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educator preparation programs in Missouri. The advisory
board shall include at least three active elementary or
secondary classroom teachers and at least three fac ulty
members within approved educator preparation programs. The
classroom teacher members shall be selected to represent
various regions of the state and districts of different
sizes. The faculty representatives shall represent
institutions from var ious regions of the state and sizes of
program. The advisory board shall hold regular meetings
that allow members to share needs and concerns and plan
strategies to enhance teacher preparation.
3. Upon approval by the state board of education of
the teacher education program at a particular teacher
training institution, any person who graduates from that
program, and who meets other requirements which the state
board of education shall prescribe by rule, regulation and
statute shall be grante d a certificate or license to teach
in the public schools of this state. However, no such rule
or regulation shall require that the program from which the
person graduates be accredited by any national or regional
accreditation association.
4. The state board of education shall, in consultation
with MABEP, align literacy and reading instruction
coursework for teacher education programs in early
childhood, kindergarten to fifth grade elementary teacher
certification, middle school communicatio n arts, high school
communication arts, and all reading and special education
certificates to include the following:
(1) Teacher candidates shall receive classroom and
clinical training in:
(a) The core components of reading, including phonem ic
awareness, phonics, fluency, comprehension, morphology,
syntax, and vocabulary;
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(b) Oral and written language development; and
(c) Identification of reading deficiencies, dyslexia,
and other language difficulties;
(2) Teacher candidates shall also have training on:
(a) The selection and use of reading curricula and
instructional materials;
(b) The administration and interpretation of
assessments;
(c) How to translate assessment results into effective
practice in the classroom specific to the needs of students;
and
(d) Additional best practices in the field of literacy
instruction as recommended by the literacy advisory council
pursuant to section 186.080.
5. Any rule or portion of a rule, as that te rm is
defined in section 536.010, that is created under the
authority delegated in this section shall become effective
only if it complies with and is subject to all of the
provisions of chapter 536 and, if applicable, section
536.028. This section and chapter 536 are nonseverable and
if any of the powers vested with the general assembly
pursuant to chapter 536 to review, to delay the effective
date, or to disapprove and annul a rule are subsequently
held unconstitutional, then the grant of rulema king
authority and any rule proposed or adopted after August 28,
2014, shall be invalid and void.
161.214. 1. For purposes of this section, the
following terms shall mean:
(1) "Board", the state board of education;
(2) "Department", the department of elementary and
secondary education;
(3) "School innovation team", a group of natural
persons officially authorized by:
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(a) A single elementary or secondary school;
(b) A group of two or more elementary or sec ondary
schools within the same school district that share common
interests, such as geographical location or educational
focus, or that sequentially serve classes of students as
they progress through elementary and secondary education;
(c) A group of two or more elementary or secondary
schools not within the same school district that share
common interests, such as geographical location or
educational focus, or that sequentially serve classes of
students as they progress through elementary and secondary
education;
(d) A single school district; or
(e) A group of two or more school districts that share
common interests, such as geographical location or
educational focus, or that sequentially serve classes of
students as they progr ess through elementary and secondary
education;
(4) "School innovation waiver", a waiver granted by
the board to a single school, group of schools, single
school district, or group of school districts pursuant to
this section, in which the school , group of schools, school
district, or group of school districts is exempt from a
specific requirement imposed by chapter 160, chapter 161,
chapter 162, chapter 167, chapter 170, or chapter 171, or
any regulations promulgated thereunder by the board o r the
department. Any school innovation waiver granted to a
school district or group of school districts shall be
applicable to every elementary and secondary school within
the school district or group of school districts unless the
plan specifically provides otherwise.
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2. Any school innovation team seeking a school
innovation waiver may submit a plan to the board for one or
more of the following purposes:
(1) Improving student readiness for employment, higher
education, vocational trai ning, technical training, or any
other form of career and job training;
(2) Increasing the compensation of teachers; or
(3) Improving the recruitment, retention, training,
preparation, or professional development of teachers.
3. Any plan for a school innovation waiver shall:
(1) Identify the specific provision of law for which a
waiver is being requested and provide an explanation for why
the specific provision of law inhibits the ability of the
school or school district to acco mplish the goal stated in
the plan;
(2) Demonstrate that the intent of the specific
provision of law can be addressed in a more effective,
efficient or economical manner and that the waiver or
modification is necessary to implement the plan;
(3) Include measurable annual performance targets and
goals for the implementation of the plan;
(4) Specify the innovations to be pursued in meeting
one or more of the goals listed in subsection 2 of this
section;
(5) Demonstrate parental , school employee, and
community and business support for, and engagement with, the
plan; and
(6) Be approved by at least the minimum number of
people required to be on the school innovation team prior to
submitting the plan for approval.
4. (1) In evaluating a plan submitted by a school
innovation team under subsection 2 of this section, the
board shall consider whether the plan will:
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(a) Improve the preparation, counseling, and overall
readiness of students for postsecondary life ;
(b) Increase teacher salaries in a financially
sustainable and prudent manner; or
(c) Increase the attractiveness of the teaching
profession for prospective teachers and active teachers
alike.
(2) The board may approve any plan submi tted under
subsection 2 of this section if it determines that:
(a) The plan successfully demonstrates the ability to
address the intent of the provision of law to be waived in a
more effective, efficient or economical manner;
(b) The waivers or modifications are demonstrated to
be necessary to stimulate improved student readiness for
postsecondary life, increase teacher salaries, or increase
the attractiveness of the teaching profession for
prospective teachers and active teachers;
(c) The plan has demonstrated sufficient participation
from among the teachers, principals, superintendent,
faculty, school board, parents, and the community at large;
and
(d) The plan is based upon sound educational
practices, does not endanger the health and safety of
students or staff, and does not compromise equal opportunity
for learning.
(3) The board may propose modifications to the plan in
cooperation with the school innovation team.
5. Any waiver granted under this section shall be
effective for a period of no longer than three school years
beginning the school year following the school year in which
the waiver is approved. Any waiver may be renewed. No more
than one school innovation waiver shall be in effect with
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respect to any one elementary or secondary school at one
time.
6. This section shall not be construed to allow the
state board of education to authorize the waiver of any
statutory requirements relating to teacher certification,
teacher tenure, or any requirement imposed by federal law.
7. The board may promulgate rules implementing the
provisions of this section. Any rule or portion of a rule,
as that term is defined in section 536.010, that is created
under the authority delegated in thi s section shall become
effective only if it complies with and is subject to all of
the provisions of chapter 536 and, if applicable, section
536.028. This section and chapter 536 are nonseverable and
if any of the powers vested with the general assemb ly
pursuant to chapter 536 to review, to delay the effective
date, or to disapprove and annul a rule are subsequently
held unconstitutional, then the grant of rulemaking
authority and any rule proposed or adopted after August 28,
2022, shall be invali d and void.
161.241. 1. The state board of education, in
collaboration with the coordinating board for higher
education and the commissioner's advisory council under
section 186.080, shall develop a plan to establish a
comprehensive system of services for reading instruction.
2. The state board of education shall establish and
periodically update a statewide literacy plan that supports
high quality, evidence -based reading instruction for all
students.
3. The state board of education shall create an office
of literacy. The commissioner of education shall coordinate
staff with roles relating to literacy and align staff work
around supporting best practices in reading instruction.
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4. The state board of education sh all align literacy
and reading instruction coursework for teacher education
programs as required under subsection 4 of section 161.097.
5. Subject to appropriation, the department of
elementary and secondary education shall recruit and employ
quality teacher trainers with expertise in reading
instruction and provide opportunities for evidence -based
professional development in reading instruction available
for all active teachers.
6. The department shall maintain and publish data on
reading outcomes, provided that the report shall not include
individually identifiable student data.
7. The department shall publish criteria and examples
to help districts and schools select and use evidence -based
reading curricula and instructional m aterials.
Additionally, the department shall publish a list of
curricula that ensure instruction is explicit, systematic,
diagnostic and based on phonological awareness, phonics,
fluency, vocabulary, comprehension, morphology, syntax, and
semantics. This shall be a resource to districts.
8. The department shall provide online tools and
training for active teachers on evidence -based reading
instruction.
9. There is hereby created in the state treasury the
"Evidence-based Reading Instruc tion Program Fund". The fund
shall be administered by the department and used to
reimburse school districts and charter schools for efforts
to improve student literacy, including, but not limited to:
initiatives that provide optional training and mat erials to
teachers regarding best practices in reading pedagogies;
resources for parents and guardians to assist them in
teaching their children to read; funding for reading
tutoring programs outside of regular school hours; stipends
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for teachers who undergo additional training in reading
instruction, which may also count toward professional
development requirements; and funding for summer reading
programs. The fund shall consist of moneys appropriated
annually by the general assembly from general revenue to
such fund, any moneys paid into the state treasury and
required by law to be credited to such fund and any gifts,
bequests or donations to such fund. The fund shall be kept
separate and apart from all other moneys in the state
treasury and shall be paid out by the state treasurer
pursuant to chapter 33. Notwithstanding the provisions of
section 33.080 to the contrary, moneys in the fund at the
end of the biennium shall not be transferred to the credit
of the general revenue fund. All interest and moneys earned
on the fund shall be credited to the fund.
167.268. 1. Each [local] school district and charter
school shall have on file a policy for reading
[intervention] success plans [for any pupils of the district
in grades kindergarten through three pursuant to the
provisions of this section. Such plans shall identify
strategies to be followed by the district teachers to raise
a pupil identified as reading below grade level by
recognized methods to reading at gr ade level by the end of
the third grade. Recognized methods of identification may
include but need not be limited to the scores of the pupil
obtained through any established standardized testing
program currently administered by the district, observat ions
of classroom teachers, and documented classroom
performance]. Each school district and charter school
shall provide all parents and guardians of students,
including parents of students who are identified as having a
substantial deficiency in re ading under subsection 1 of
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section 167.645, with a plan that includes suggestions for
regular parent-guided home reading.
2. [The state board of education ] The department of
elementary and secondary education shall develop guidelines
to assist districts and charter schools in formulating
policies for reading [intervention] success plans. Such
guidelines may include, but are not limited to, measures of
reading proficiency, strategies for addressing reading
deficiencies, timelines for measurin g pupil improvement in
reading, and information on screening [for and treatment] of
[auditory] dyslexia[, and information on the Lindamood
Auditory Conceptualization Test and the Auditory
Discrimination in Depth Program ]. Such guidelines may also
identify performance levels for pupils identified as
handicapped or severely handicapped and conditions under
which such pupils [are] may be exempt from the provisions of
this section and section 167.645.
3. [Each local school district enrolling a pu pil
identified as reading below grade level shall develop an
individual plan of reading intervention for such pupil. The
individual pupil's plan may include individual or group
reading development activities. The plan may be developed
after consultation with the pupil's parent or legal
guardian] Each school district and charter school shall
provide intensive reading instruction to students as
provided in section 167.645 .
167.640. 1. School districts [may] shall adopt a
policy with regard to student promotion which may require
remediation as a condition of promotion to the next grade
level for any student identified by the district as failing
to master skills and competencies established for that
particular grade level by the district board of education.
School districts may also require parents or guardians of
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such students to commit to conduct home -based tutorial
activities with their children or, in the case of a student
with disabilities eligible for services pursuant to sections
162.670 to 162.1000, the individual education plan shall
determine the nature of parental involvement consistent with
the requirements for a free, appropriate public education.
2. Such remediation shall recognize that different
students learn differently and shall employ methods designed
to help these students achieve at high levels. Such
remediation may include, but shall not necessarily be
limited to, a mandatory summer school program focused on the
areas of deficiency or other such activities conducted by
the school district outside of the regular school day.
Decisions concerning the instruction of a child who receives
special educational services pursuant to sections 162.670 to
162.1000 shall be made in accordance with the child's
individualized education plan.
3. School districts providing remediation pursuant to
this section or section 167.245 outside of the traditional
school day may count extra hours of instruction in the
calculation of average daily attendanc e as defined in
section 163.011.
167.645. 1. [For purposes of this section, the
following terms mean:
(1) "Reading assessment", a recognized method of
judging a student's reading ability, with results expressed
as reading at a particular grade level. The term reading
assessment shall include, but is not limited to, standard
checklists designed for use as a student reads out loud,
paper-and-pencil tests promulgated by nationally recognized
organizations and other recognized m ethods of determining a
student's reading accuracy, expression, fluency and
comprehension in order to make a determination of the
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student's grade-level reading ability. Assessments which do
not give a grade-level result may be used in combination
with other assessments to reach a grade -level
determination. Districts are encouraged but not required to
select assessment methods identified pursuant to section
167.346. Districts are also encouraged to use multiple
methods of assessment;
(2) "Summer school", for reading instruction purposes,
a minimum of forty hours of reading instruction and
practice. A school district may arrange the hours and days
of instruction to coordinate with its regular program of
summer school.
2. For purposes of this section, methods of reading
assessment shall be determined by each school district.
Unless a student has been determined in the current school
year to be reading at grade level or above, each school
district shall administer a reading asses sment or set of
assessments to each student within forty -five days of the
end of the third-grade year, except that the provisions of
this subsection shall not apply to students receiving
special education services under an individualized education
plan pursuant to sections 162.670 to 162.999, to students
receiving services pursuant to Section 504 of the
Rehabilitation Act of 1973 whose services plan includes an
element addressing reading or to students determined to have
limited English proficiency or to students who have been
determined, prior to the beginning of any school year, to
have a cognitive ability insufficient to meet the reading
requirement set out in this section, provided that districts
shall provide reading improvement plans for s tudents
determined to have such insufficient cognitive ability. The
assessment required by this subsection shall also be
required for students who enter a school district in grades
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four, five or six unless such student has been determined in
the current school year to be reading at grade level or
above.
3. Beginning with school year 2002 -03, for each
student whose third-grade reading assessment determines that
such student is reading below second -grade level, the school
district shall design a reading improvement plan for the
student's fourth-grade year. Such reading improvement plan
shall include, at a minimum, thirty hours of additional
reading instruction or practice outside the regular school
day during the fourth -grade year. The school district shall
determine the method of reading instruction necessary to
enforce this subsection. The school district may also
require the student to attend summer school for reading
instruction as a condition of promotion to fourth grade.
The department of elementary and secondary education may,
from funds appropriated for the purpose, reimburse school
districts for additional instructional personnel costs
incurred in the implementation and execution of the thirty
hours of additional reading instruction minus the revenue
generated by the school district through the foundation
formula for the additional reading instruction average daily
attendance.
4. Each student for whom a reading improvement plan
has been designed pursuant to subs ection 3 of this section
shall be given another reading assessment, to be
administered within forty -five days of the end of such
student's fourth-grade year. If such student is determined
to be reading below third -grade level, the student shall be
required to attend summer school to receive reading
instruction. At the end of such summer school instruction,
such student shall be given another reading assessment. If
such student is determined to be reading below third -grade
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level, the district sha ll notify the student's parents or
guardians, and the student shall not be promoted to fifth
grade. No student shall be denied promotion more than once
solely for inability to meet the reading standards set out
in this section.
5. The process described in subsections 3 and 4 of
this section shall be repeated as necessary through the end
of the sixth grade, with the target grade level rising
accordingly. Mandatory retention in grade shall not apply
to grades subsequent to fourth grade.
6. The mandatory process of additional reading
instruction pursuant to this section shall cease at the end
of the sixth grade. The permanent record of students who
are determined to be reading below the fifth -grade level at
the end of sixth grade shal l carry a notation advising that
such student has not met minimal reading standards. The
notation shall stay on the student's record until such time
as the district determines that a student has met minimal
reading standards.
7. Each school district shall be required to offer
summer school reading instruction to any student with a
reading improvement plan. Districts may fulfill the
requirement of this section through cooperative arrangements
with neighboring districts; provided that such dis tricts
shall timely make all payments provided pursuant to such
cooperative agreements.
8. A school district may adopt a policy that requires
retention in grade of any student who has been determined to
require summer school instruction in readin g and who does
not fulfill the summer school attendance requirement.
9. Nothing in this section shall preclude a school
district from retaining any student in grade when a
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determination is made in accordance with district policy
that retention is in the best interests of the student.
10. The state board of education shall not incorporate
information about the number of students receiving
additional instruction pursuant to this section into any
element of any standard of the Missouri schoo l improvement
program or its successor accreditation program; provided,
however, each district shall make available, upon the
request of any parent, patron, or media outlet within the
district, the number and percentage of students receiving
remediation pursuant to this section. The information shall
be presented in a way that does not permit personal
identification of any student or educational personnel.
11. Each school district shall make a systematic
effort to inform parents of the method s and materials used
to teach reading in kindergarten through fourth grade, in
terms understandable to a layperson and shall similarly
inform parents of students for whom a reading improvement
plan is required pursuant to this section ] Each school
district and charter school shall assess all students
enrolled in kindergarten through grade three at the
beginning and end of each school year for their level of
reading or reading readiness on state -approved reading
assessments. Additionally all school districts and charter
schools shall assess any newly enrolled student in grades
one through five for their level of reading or reading
readiness on a reading assessment from the state -approved
list. At the beginning of the school year, each school
district and charter school shall provide a reading success
plan to any student who:
(1) Exhibits a substantial deficiency in reading which
creates a barrier to the child's progress learning to read.
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The identification of such deficiency may be ba sed upon the
most recent assessments or teacher observation; or
(2) Has been identified as being at risk of dyslexia
in the statewide dyslexia screening or has a formal
diagnosis of dyslexia.
For the purposes of this section, a substantial reading
deficiency shall refer to a student who is one or more grade
level or levels behind in reading or reading readiness;
provided that nothing in this section shall be interpreted
to prevent a school district or charter school from offering
a reading success plan to any student based on an assessment
completed at the start and end of the school year or teacher
observation. For any student entering the school district
or charter school after the start of the school year, such
student shall be provided a reading success plan in the
event the student has been identified as having a
substantial reading deficiency based on the student's most
recent assessment or otherwise being identified through
teacher observation. The student's reading proficiency
shall be reassessed by reading assessments on the state -
approved list. The student shall continue to be provided
with intensive reading instruction under a reading success
plan until the reading deficiency is remedied.
2. The district or charter school shall notify the
parent or guardian of any student in kindergarten through
grade three who exhibits a substantial deficiency in
reading, as described in subsection 1 of this section, at
least annually in writing, and in an appropriate,
alternative manner for the parent or other guardian if
necessary, of the following:
(1) That the child has been identified as having a
substantial deficiency in reading;
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(2) A description of the services currently provided
to the child;
(3) A description of the proposed supplemental
instructional services and supports that the school district
will provide to the child that are designed to remediate the
identified area of reading deficiency. For students
identified being at risk of dyslexi a or those that have a
diagnosis of dyslexia the district shall provide an
explanation that the instruction that will be used to teach
the child reading shall be explicit, systematic, and
diagnostic and based on phonological awareness, phonics,
fluency, vocabulary, comprehension, morphology, syntax, and
semantics;
(4) Strategies for parents and guardians to use in
helping the child succeed in reading proficiency, including
but not limited to the promotion of parent -guided home
reading.
3. If the school district or charter school provides a
summer reading program under this section, the district or
charter school shall notify the parent or guardian of each
student who exhibits a substantial deficiency in reading of
the opportunity to attend the summer reading program.
4. If a student has a substantial reading deficiency
at the end of third grade, the student's parent or guardian
and appropriate school staff shall discuss whether the
student should be retained in grade level, b ased on a
consideration of all relevant factors, including the reading
deficiency, the student's progress in other subject areas,
and the student's overall intellectual, physical, emotional,
and social development. A decision to promote or retain a
student with a substantial reading deficiency at the end of
grade three shall be made only after direct personal
consultation with the student's parent or guardian and after
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the formulation of a specific plan of action to remedy the
student's reading de ficiency.
5. Each school district or charter school shall do all
of the following:
(1) Provide students who are identified as having a
substantial deficiency in reading under subsection 1 of this
section, have been identified as being at ris k of dyslexia
in the statewide dyslexia screening or have a formal
diagnosis of dyslexia with intensive instructional services
and supports specified in a reading success plan, as
appropriate according to student need, free of charge, to
remediate the identified areas of reading deficiency,
including additional scientific, evidence -based reading
instruction and other strategies prescribed by the school
district or charter school which may include but are not
limited to the following:
(a) Small group or individual instruction;
(b) Reduced teacher-student ratios;
(c) More frequent progress monitoring;
(d) Tutoring or mentoring;
(e) Extended school day, week, or year; and
(f) Summer reading programs;
(2) For any student with a formal diagnosis of
dyslexia or for a student who was found to be at risk of
dyslexia in the statewide dyslexia screening, the school
district or charter school shall provide evidence -based
reading instruction that addresses phonology, sound-symbol
association, syllable instruction, morphology, syntax, and
semantics provided through systematic, cumulative, explicit
and diagnostic methods;
(3) At regular intervals, but no less than four times
per year in a manner that reflects progress through each
school term, notify the parent or guardian of academic and
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other progress being made by the student and give the parent
or guardian other useful information.
(4) In addition to required reading enhancement and
acceleration strategies, provide all parents of students,
including parents of students who are identified as having a
substantial deficiency in reading under subsection 1 of this
section, with a plan that includes suggestions for regular
parent-guided home reading.
6. Each school district and charter school shall
ensure that intensive reading instruction through a reading
development initiative shall be provided to each
kindergarten through grade five student who is assessed as
exhibiting a substantial def iciency in reading. In addition
to the requirements otherwise provided, such instruction
will also comply with all of the following criteria:
(1) Be provided to all kindergarten through grade five
students who exhibit a substantial deficiency in reading
under this section. The assessment initiative shall measure
phonemic awareness, phonics, fluency, vocabulary, and
comprehension;
(2) Be provided during regular school hours;
(3) Provide a reading curriculum that meets the
requirements of section 170.014, and at a minimum has the
following specifications:
(a) Assists students assessed as exhibiting a
substantial deficiency in reading to develop the skills to
read at grade level;
(b) Provides skill development in phonem ic awareness,
phonics, fluency, vocabulary, and comprehension;
(c) Includes a scientifically based and reliable
assessment;
(d) Provides initial and ongoing analysis of each
student's reading progress; and
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(e) Provides a curriculum in core academic subjects to
assist the student in maintaining or meeting proficiency
levels for the appropriate grade in all academic subjects.
7. School districts shall report to the department the
specific intensive reading interventions and suppo rts
implemented by the school district or charter school
pursuant to this section as well as the reading assessment
data collected for grades kindergarten through five. The
department shall annually prescribe the components of
required or requested r eports.
8. (1) Each school district and charter school shall
address reading proficiency as part of its comprehensive
school improvement plan, drawing upon information about
children from assessments conducted pursuant to subsection 1
and the prevalence of deficiencies identified by classroom,
elementary school, and other student characteristics. As
part of its comprehensive school improvement plan or
contract, each school district or charter school shall
review chronic early elementary abse nteeism for its impact
on literacy development. If more than fifteen percent of an
attendance center's students are not at grade level in
reading by the end of third grade, the comprehensive school
improvement plan or contract shall include strategies to
reduce that percentage, including school and community
strategies to raise the percentage of students who are
proficient in reading.
(2) Each school district and charter school shall
provide professional development services to enhance the
skills of elementary teachers in responding to children's
unique reading issues and needs and to increase the use of
evidence-based strategies.
170.014. 1. This section shall be known as the
"Reading Instruction Act" and is enacted to e nsure that all
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public schools establish reading programs in kindergarten
through grade [three] five based in scientific research.
"Evidence-based reading instruction" includes practices that
have been proven effective through evaluation of the
outcomes for large numbers of students and are highly likely
to be effective in improving reading if implemented with
fidelity. Such programs shall include the essential
components of phonemic awareness, phonics, fluency,
vocabulary, and comprehension, and all new teachers who
teach reading in kindergarten through grade three shall
receive adequate training in these areas.
2. [The program described in subsection 1 of this
section may include "explicit systematic phonics", which,
for the purposes of this section, shall mean the methodology
of pronouncing and reading words by learning the phonetic
sound association of individual letters, letter groups, and
syllables, and the principles governing these associations.
3.] Every public school in the state shall offer a
reading program as described in subsection 1 of this section
for kindergarten through grade [three] five.
186.080. 1. The commissioner of education shall
establish a literacy advisory council. The council shall
consist of no more than twenty members, appointed by the
commissioner, and shall include members representing the
following stakeholder groups:
(1) School boards;
(2) Charter schools;
(3) School superintendents;
(4) Elementary and secondary building principals;
(5) At least three teachers, including at least two
teachers with expertise in reading instruction;
(6) At least two special education educators;
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(7) At least two parents of elementary and secondary
school-age pupils who have struggled with literacy
proficiency;
(8) At least two community members who have struggled
with literacy proficiency or supported others who have
struggled with literacy proficiency, at least one of whom
shall be a high school student;
(9) One member from dyslexia advocacy group;
(10) Faculty members of institutions of higher
education with approved teacher preparation programs;
(11) Professionals with expertise in reading
instruction, reading interventi ons and how students learn to
read including one certified academic language therapist; and
(12) Professionals with expertise in educational
assessment data analysis.
2. The council shall meet at least twice per year to
review best practices in literacy instruction and related
policy provisions. The department shall provide necessary
staff and resources for the work of the advisory council.
3. The council shall periodically provide
recommendations to the commissioner and the state b oard of
education regarding any identified improvements to literacy
instruction and policy for students. The recommendations
may include recommendations for changes to state law, and
the commissioner shall furnish any such recommendations to
the joint committee on education.
4. The council recommendations shall:
(1) Advise the department of elementary and secondary
education on how to implement and maintain the statewide
literacy plan required under section 161.241 and advise the
department, school districts and charter schools on ways to
inform and engage parents and other community members about
the literacy plan;
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(2) Provide advice as to what services the department
should provide to school districts and charter schools to
support implementation of the plan and on staffing levels
and resources needed at the department to support the
statewide effort to improve literacy;
(3) Provide advice regarding the statewide plan for
collecting literacy-related data that informs:
(a) Literacy instructional practices;
(b) Teacher professional development in the field of
literacy;
(c) What proficiencies and skills should be measured
through literacy assessments and how those assessments are
incorporated into loc al assessment plans; and
(d) How to identify school progress in achieving
literacy outcomes, including closing literacy gaps for
students from historically underserved populations;
(4) Recommend best practices for tiered literacy
instruction within a multi-tiered system of supports to best
improve and sustain literacy proficiency;
(5) Review literacy assessments and outcomes and
provide ongoing advice as to how to continuously improve
those outcomes and sustain improvement; and
(6) Provide a means for members of the public to
provide input and ask questions concerning literacy issues.