Requires school districts to provide instructional programming and services in reading and literacy which are evidence based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
Impact
The bill outlines that all teachers in grades pre-K through five must participate in professional development courses in reading education to ensure effective delivery of this evidence-based instruction. Furthermore, the legislation mandates the development of a list of approved curricula and professional development programs, which will be accessible to school districts and updated annually. The aim is to create a cohesive framework for teaching literacy that not only supports teachers but also enhances student learning outcomes across the board.
Summary
Bill S09747, also known as the 'Right to Read Act', aims to enhance early literacy education in New York by mandating that school districts provide evidence-based instructional programming and services aligned with state standards for reading and literacy. This new legislation requires school districts to focus on foundational reading skills, including phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension. One of the significant aspects of the bill is its emphasis on utilizing curricula that have proven successful in improving reading competency across various student demographics.
Contention
Opposition to the bill may arise due to concerns about the feasibility and financial implications of implementing such widespread changes across school districts. Critics might argue that the shift to evidence-based curricula could marginalize existing programs that are locally preferred or culturally relevant. Additionally, the requirement for teachers to undergo continuous training may be perceived as an added burden, especially in districts facing budget constraints or staffing shortages. Balancing the need for standardized evidence-based practices with the flexibility to adapt to local educational requirements could be a contentious point among lawmakers and educators alike.
Same As
Requires school districts to provide instructional programming and services in reading and literacy which are evidence based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
Requires school districts to provide instructional programming and services in reading and literacy which are evidence based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
Requires school districts to provide instructional programming and services in reading and literacy which are evidence based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
Relates to requiring the department of education to provide school districts with a list of resources and instructional materials on media literacy; defines terms.
AN ACT relating to literacy screening assessment and intervention; providing requirements for screening assessments, evidence based interventions and evidence based core literacy instruction for specified grade levels; requiring schools and school districts to submit improvement plans; requiring specific skills for literacy proficiency used in data collection; requiring school districts to maintain records; requiring professional development; requiring school districts to employ or consult with persons with literacy endorsements as specified; specifying additional duties for the Wyoming professional teaching standards board; repealing the reading assessment and intervention program; requiring reporting; requiring rulemaking; making conforming amendments; providing definitions; specifying applicability; and providing for effective dates.