| 49 | | - | SECTION 1. NEW LAW A new section of law to be codified |
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| 50 | | - | in the Oklahoma Statut es as Section 1210.508I of Title 70, unless |
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| 51 | | - | there is created a duplication in numbering, reads as follows: |
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| 52 | | - | A. There is hereby created in the State Treasury a revolving |
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| 53 | | - | fund for the Oklahoma State Regents for Higher Education to be |
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| 54 | | - | designated the “Statewide Literacy Revolving Fund ”. The fund shall |
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| 55 | | - | be a continuing fund, not subject to fiscal year lim itations, and |
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| 56 | | - | shall consist of all monies received by the State Regents from state |
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| 57 | | - | appropriations provided for the purpose of implementing the |
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| 58 | | - | provisions of subsection B of this section. All monies accruing to |
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| 59 | | - | the credit of the fund are hereby appropriated and may be budgeted |
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| 60 | | - | and expended by the State Regents for the purpose provided for in |
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| 61 | | - | this subsection. Expenditures from the fund shall be made upon |
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| 56 | + | SECTION 1. AMENDATORY 70 O.S. 2021, Section 1210.508A, |
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| 57 | + | is amended to read as follows: |
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| 58 | + | Section 1210.508A. Sections 1210.508A through 1210.508E of this |
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| 59 | + | title shall be known and may be cited as the “Reading Sufficiency |
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| 60 | + | Act” “Strong Readers Act”. |
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| 61 | + | SECTION 2. AMENDATORY 70 O.S. 2021, Section 1210.508B, |
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| 62 | + | is amended to read as follows: |
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| 63 | + | Section 1210.508B. A. The Legislature finds that it is |
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| 64 | + | essential for children in the public schools to read early and well |
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| 65 | + | in elementary school. The Legislature further fi nds that clear and |
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| 88 | | - | warrants issued by the State Treasurer against claims filed as |
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| 89 | | - | prescribed by law with the Director of th e Office of Management and |
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| 90 | | - | Enterprise Services for approval and payment. |
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| 91 | | - | B. Subject to the availability of funding, the Oklahoma State |
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| 92 | | - | Regents for Higher Educa tion shall utilize the Statewide Literacy |
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| 93 | | - | Revolving Fund created in subsection A of this section to: |
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| 94 | | - | 1. Implement training in the science of reading in teacher |
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| 95 | | - | preparation programs accredited by the Commission for Educational |
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| 96 | | - | Quality and Accountability. For the purposes of this section, |
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| 97 | | - | training in the science of reading includes providing explicit and |
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| 98 | | - | systematic instruction in phonological awareness, decoding, fluency, |
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| 99 | | - | vocabulary, and comprehension and implementing reading strategies |
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| 100 | | - | that research has sh own to be successful in improving reading among |
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| 101 | | - | students with reading difficulties. Beginning with students |
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| 102 | | - | entering a teacher preparation program accredited by the Commission |
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| 103 | | - | for Educational Quality and Accountability in the 2025 -2026 academic |
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| 104 | | - | year, completion of training required by this paragraph shall lead |
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| 105 | | - | to a micro-credential in the science of reading which shall be |
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| 106 | | - | reflected on teaching certificates awarded to such individuals; and |
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| 107 | | - | 2. Support teacher preparation programs accredited by the |
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| 108 | | - | Commission for Educational Quality and Accountability in developing |
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| 109 | | - | and implementing a micro -credential in the science of reading for |
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| 110 | | - | certified teachers employed by school districts and charter schools |
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| 93 | + | visible goals, assessments to determine the reading level at each |
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| 94 | + | elementary school, annual use of a scientifically based and |
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| 95 | + | researched methodology in reading instruction in addition to regular |
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| 96 | + | and periodic measurements of elementary sc hool reading improvement, |
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| 97 | + | and accountability in each level of the educational syst em will |
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| 98 | + | result in a significant increase in the number of children read ing |
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| 99 | + | at or above grade level. |
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| 100 | + | B. The purpose of the Reading Sufficiency Act Strong Readers |
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| 101 | + | Act is to ensure that each child attains the necessary reading |
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| 102 | + | skills by completion of the third gra de which will enable that |
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| 103 | + | student to continue development of reading skills and to succeed |
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| 104 | + | throughout school and life progression from one grade to another is |
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| 105 | + | determined, in part, upon proficiency in reading, that school |
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| 106 | + | district board of education p olicies facilitate reading instruction |
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| 107 | + | and intervention services to add resses student reading needs, and |
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| 108 | + | that each student and his or her parent or legal guardian be |
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| 109 | + | informed of that student’s reading progress. |
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| 110 | + | C. Each public school district in this state shall ensure that |
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| 111 | + | all students receive a well -rounded education that is focused on |
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| 112 | + | building deep foundations in reading , writing, and mathematics. The |
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| 113 | + | State Board of Educat ion shall encourage school districts to |
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| 114 | + | integrate the teaching of the other curricular areas in the subject |
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| 115 | + | matter standards adopted by the Board with th e instruction of |
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| 116 | + | reading, writing, and mathematics. All teach ers of reading in the |
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| 141 | | - | Section 1210.508A. Sections 1210.508A through 1210.508E of this |
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| 142 | | - | title shall be known and may be cited as the “Reading Sufficiency |
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| 143 | | - | Act” “Strong Readers Act” . |
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| 144 | | - | SECTION 3. AMENDATORY 70 O.S. 2021, Section 1210.508B, |
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| 145 | | - | is amended to read as follows: |
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| 146 | | - | Section 1210.508B. A. The Legislature finds that it is |
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| 147 | | - | essential for children in the public schools to read early and well |
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| 148 | | - | in elementary school. The Legislature further finds that clear and |
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| 149 | | - | visible goals, assessments to determine the reading level at each |
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| 150 | | - | elementary school, annual use of a scientifically based and |
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| 151 | | - | researched methodology in reading instruction in addition to regular |
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| 152 | | - | and periodic measurements of elementary school reading improvement, |
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| 153 | | - | and accountability in each level of the educational system will |
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| 154 | | - | result in a significant increase in the number of children reading |
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| 155 | | - | at or above grade level. |
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| 156 | | - | B. The purpose of the Reading Sufficiency Act Strong Readers |
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| 157 | | - | Act is to ensure that each child attains the necessary reading |
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| 158 | | - | skills by completion of the third grade which will enable that |
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| 159 | | - | student to continue development of reading skills and to succeed |
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| 160 | | - | throughout school and life progression from one grade to another is |
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| 150 | + | Section 1210.508C. A. 1. Each To identify students who have a |
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| 151 | + | reading deficiency including identifying students with |
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| 152 | + | characteristics of dyslexia, each student enrolled in kindergarten |
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| 153 | + | and first, second, and third grade in a public school i n this state |
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| 154 | + | shall be screened at the beginning, middle and end of each school |
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| 155 | + | year for reading skills including, but not limited to, phonemic |
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| 156 | + | phonological awareness, letter recognition decoding, fluency, |
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| 157 | + | vocabulary, and oral language skills as identified in the subject |
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| 158 | + | matter standards adopted by the State Board of Educa tion |
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| 159 | + | comprehension. A screening instrument approved by the State Board |
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| 160 | + | of Education, in consultation with the Commi ssion for Educational |
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| 161 | + | Quality and Accountability and the Secretary of Ed ucation, shall be |
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| 162 | + | utilized for the purposes of this sect ion. In determining which |
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| 163 | + | screening instrument to approve, the State Board of Education, the |
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| 164 | + | Commission for Educational Quality and Accountability, and the |
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| 165 | + | Secretary of Education shall take into consideration at a minimum |
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| 166 | + | the following factors: |
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| 187 | | - | determined, in part, upon proficiency in reading, that school |
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| 188 | | - | district board of education policies facilitate reading instruction |
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| 189 | | - | and intervention services to address student reading needs, and that |
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| 190 | | - | each student and his or her parent or legal guardian be informed of |
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| 191 | | - | that student’s reading progress . |
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| 192 | | - | C. Each public school district in this state shall ensure that |
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| 193 | | - | all students receive a well -rounded education that is focused on |
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| 194 | | - | building deep foundations in reading , writing, and mathematics. The |
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| 195 | | - | State Board of Education shall encourage school districts to |
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| 196 | | - | integrate the teaching of the other curricular areas in the subject |
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| 197 | | - | matter standards adopted by the Board with the instruction of |
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| 198 | | - | reading, writing, and mathematics. All teachers of reading in the |
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| 199 | | - | public schools in this state in kindergarten through third grade |
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| 200 | | - | shall incorporate into instruction the five elements of reading |
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| 201 | | - | instruction which are phonemic phonological awareness, phonics |
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| 202 | | - | decoding, reading fluency, vocabulary, and comprehension. |
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| 203 | | - | D. It is the intent of the Legislature that after the effective |
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| 204 | | - | date of this act, school districts and charter schools in this state |
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| 205 | | - | shall be prohibited from using the three -cueing system model of |
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| 206 | | - | teaching students to read. For the purposes of this section, the |
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| 207 | | - | “three-cueing system” means any model of teaching students to read |
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| 208 | | - | based on meaning, structure, syntax, and visual cues, which may also |
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| 209 | | - | be known as MSV, balanced litera cy, or whole language. |
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| 194 | + | 1. The time required to conduct the screening instrument with |
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| 195 | + | the intention of minimizing the impact on instructional time; |
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| 196 | + | 2. The timeliness in reporting screening instrument results to |
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| 197 | + | teachers, administrat ors, and parents and legal guardians of |
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| 198 | + | students; and |
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| 199 | + | 3. The integration of the screening inst rument into reading |
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| 200 | + | curriculum. |
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| 201 | + | 2. For those kindergarten children at risk for reading |
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| 202 | + | difficulties at the beginning of the year, teachers shall emphasize |
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| 203 | + | reading skills as id entified in the subject matter standards adopted |
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| 204 | + | by the State Board of Education, monitor progress throughout th e |
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| 205 | + | year and measure mid -year and year-end reading progress . |
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| 206 | + | 3. Kindergarten students who are not meeting grade -level |
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| 207 | + | targets by mid-year in reading shall be provided a program of |
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| 208 | + | reading instruction designed to enable the st udent to acquire the |
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| 209 | + | appropriate grade-level reading skills. |
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| 210 | + | 4. Classroom assistants, wh ich may include parents, |
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| 211 | + | grandparents, or other volunteers, shall be provided in kinder garten |
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| 212 | + | classes to assist with the screening of studen ts if a teacher aide |
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| 213 | + | is not already employed to assist in a kindergarten classroom. |
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| 214 | + | B. Each student enrolled in fir st, second and third grade of |
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| 215 | + | the public schools of this state shall be assessed at the beginning, |
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| 216 | + | middle and end of each school year using a screening instrument |
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| 217 | + | approved by the State Board of Education f or the acquisition of |
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| 236 | | - | SECTION 4. AMENDATORY 70 O.S. 2021, Section 1210.508C, |
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| 237 | | - | is amended to read as follows: |
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| 238 | | - | Section 1210.508C. A. 1. Each To identify students who have a |
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| 239 | | - | reading deficiency including identifying students with |
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| 240 | | - | characteristics of dyslexia, each student enrolled in kindergarten |
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| 241 | | - | and first, second, and third g rade in a public school in this state |
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| 242 | | - | shall be screened at the beginning, middle , and end of each school |
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| 243 | | - | year for reading skills including, but not limited to, phonemic |
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| 244 | | - | phonological awareness, letter recognition decoding, fluency, |
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| 245 | | - | vocabulary, and oral language skills as identified in the subject |
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| 246 | | - | matter standards adopted by the State Board of Education |
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| 247 | | - | comprehension. A screening instrument approved by the State B oard |
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| 248 | | - | of Education, in consultation with the Commission for Educational |
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| 249 | | - | Quality and Accountabilit y and the Secretary of Education, shall be |
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| 250 | | - | utilized for the purposes of this section. In determining which |
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| 251 | | - | screening instrument to approve, the State Board of Education, the |
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| 252 | | - | Commission for Educational Quality and Accountability, and the |
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| 253 | | - | Secretary of Education shall take into consideration at a minimum |
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| 254 | | - | the following factors: |
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| 255 | | - | 1. The time required to conduct the screening instrument with |
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| 256 | | - | the intention of minimizin g the impact on instructional time; |
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| 257 | | - | 2. The timeliness in reporting screening instrument results to |
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| 258 | | - | teachers, administrators, and parents and legal guardians of |
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| 259 | | - | students; and |
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| 245 | + | reading skills including, but not limited to, phonemic awareness, |
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| 246 | + | phonics, reading fluency, vocabulary, and comprehe nsion. |
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| 247 | + | C. Any student enrolled in first, second or t hird grade who is |
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| 248 | + | assessed and who is not meeting grade -level targets in reading sha ll |
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| 249 | + | be provided a program of read ing instruction designed to enable the |
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| 250 | + | student to acquire the appropriat e grade level reading skills. The |
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| 251 | + | program of reading in struction shall include provisions of t he READ |
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| 252 | + | Initiative adopted by the scho ol district as provided for in |
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| 253 | + | subsection P of this section. Throughout the year progress |
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| 254 | + | monitoring shall continue, and diagnostic asses sment, if determined |
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| 255 | + | appropriate, shall be provided. Year-end reading skills shall be |
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| 256 | + | measured to determine rea ding success. |
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| 257 | + | D. The State Board of Education shall appr ove screening |
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| 258 | + | instruments for use at the beginning middle and end of the school |
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| 259 | + | year, for monitoring of progress , and for measurement of reading |
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| 260 | + | skills at the end of the school year as required in subsections |
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| 261 | + | subsection A and B of this section; provided, at least one of the. |
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| 262 | + | The screening instruments shall meet the following criteria: |
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| 263 | + | 1. Assess for phonemic phonological awareness, phonics |
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| 264 | + | decoding, reading fluency, vocabulary, and comprehension; |
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| 265 | + | 2. Document the validity and rel iability of each assessment ; |
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| 266 | + | 3. Can be used for identifying students who are at ris k for |
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| 267 | + | reading deficiency and progress monitoring throughout the school |
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| 268 | + | year; |
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| 286 | | - | 3. The integration of the screening instrument into reading |
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| 287 | | - | curriculum. |
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| 288 | | - | 2. For those kindergarten children at risk for reading |
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| 289 | | - | difficulties at the beginning of the year, teachers shall emphasize |
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| 290 | | - | reading skills as identified in the subject matter standards adopted |
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| 291 | | - | by the State Board of Education, monitor progress throughout the |
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| 292 | | - | year and measure mid-year and year-end reading progress. |
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| 293 | | - | 3. Kindergarten students who are not meeting grade-level |
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| 294 | | - | targets by mid-year in reading shall be provided a program of |
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| 295 | | - | reading instruction designed to enable the student to acquire the |
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| 296 | | - | appropriate grade-level reading skills. |
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| 297 | | - | 4. Classroom assistants, which may include parents, |
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| 298 | | - | grandparents, or other volunteers, shall be provided in kindergarten |
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| 299 | | - | classes to assist with the screening of students if a teacher aide |
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| 300 | | - | is not already employed to assist in a kinderg arten classroom. |
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| 301 | | - | B. Each student enrolled in first, second and third grade of |
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| 302 | | - | the public schools of this state shall be assessed at the beginning, |
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| 303 | | - | middle and end of each school year using a screening instrument |
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| 304 | | - | approved by the State Board of Education for the acquisition of |
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| 305 | | - | reading skills including, but not limited to, phonemic awareness, |
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| 306 | | - | phonics, reading fluency, vocabulary, and comprehension. |
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| 307 | | - | C. Any student enrolled in first, second or third grade who is |
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| 308 | | - | assessed and who is not meeting grade -level targets in reading shall |
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| 309 | | - | be provided a program of reading instruction designed to enable the |
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| 296 | + | 4. Can be used to assess stude nts with disabilities and English |
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| 297 | + | language learners; an d |
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| 298 | + | 5. Accompanied by a data mana gement system that provides |
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| 299 | + | profiles for of students, class, grade level , and school building. |
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| 300 | + | The profiles shall identify each student ’s instructional point of |
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| 301 | + | need and reading achievement level. Th e State Board shall also |
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| 302 | + | determine other comparable reading assessments for diagnostic |
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| 303 | + | purposes to be used for stude nts at risk of reading failure. The |
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| 304 | + | State Board shall ensure that any assessments approved are in |
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| 305 | + | alignment with the subject matter standards adopted by the State |
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| 306 | + | Board of Education. |
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| 307 | + | E. C. 1. Students who are administered a screening instrument |
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| 308 | + | pursuant to subsection A of this section and are found not to be |
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| 309 | + | meeting grade-level targets shall be provided a program of reading |
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| 310 | + | instruction designed to enable students to acquire the appropriate |
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| 311 | + | grade-level reading skills. The program of reading instruction |
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| 312 | + | required in subsections A and B of this section shall be based on |
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| 313 | + | scientific reading research and align with the subject matter |
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| 314 | + | standards adopted by the State Board of Education and shall include |
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| 315 | + | provisions of the READ Initiative adopted by the school district as |
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| 316 | + | provided for in subsection P of this section . A program of reading |
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| 317 | + | instruction may include, but is not limited to shall include: |
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| 318 | + | a. sufficient additional in -school instructional time for |
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| 319 | + | the acquisition of phonemic phonological awareness, |
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| 336 | | - | student to acquire the appropriate grade level reading skills. The |
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| 337 | | - | program of reading instruction shall include provisions of the READ |
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| 338 | | - | Initiative adopted by the school district as provided for in |
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| 339 | | - | subsection P of this section. Throughout the year progress |
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| 340 | | - | monitoring shall continue, and diagnostic assessment, if determined |
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| 341 | | - | appropriate, shall be provided. Year -end reading skills shall be |
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| 342 | | - | measured to determine reading suc cess. |
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| 343 | | - | D. The State Board of Education shall approve no fewer than |
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| 344 | | - | five (5) screening instrument s for use at the beginning , middle, and |
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| 345 | | - | end of the school year , for monitoring of progress , and for |
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| 346 | | - | measurement of reading skills at the end of the school year as |
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| 347 | | - | required in subsections subsection A and B of this section; |
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| 348 | | - | provided, at least one of the . The screening instruments shall meet |
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| 349 | | - | the following criteria: |
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| 350 | | - | 1. Assess for phonemic phonological awareness, phonics |
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| 351 | | - | decoding, reading fluency, vocabulary, and comprehension; |
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| 352 | | - | 2. Document the validity and reliability of each assessment; |
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| 353 | | - | 3. Can be used for identifying students who are at risk for |
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| 354 | | - | reading deficiency and progress monitoring throughout the school |
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| 355 | | - | year; |
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| 356 | | - | 4. Can be used to assess students with disabili ties and English |
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| 357 | | - | language learners; and |
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| 358 | | - | 5. Accompanied by a data management system that provides |
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| 359 | | - | profiles for of students, class, grade level , and school building. |
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| 347 | + | phonics decoding, reading fluency, vocabulary, and |
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| 348 | + | comprehension, |
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| 349 | + | b. if necessary and if funding is available , tutorial |
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| 350 | + | instruction after regular school hours, on Saturdays , |
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| 351 | + | and during summer; however, such i nstruction may not |
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| 352 | + | be counted toward the one -hundred-eighty-day or one- |
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| 353 | + | thousand-eighty-hour school year required in Section |
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| 354 | + | 1-109 of this title, and |
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| 355 | + | c. assessments identified for diagnostic purpose s and |
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| 356 | + | periodic monitoring to mea sure the acquisition of |
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| 357 | + | reading skills including, but not limited to, phonemic |
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| 358 | + | phonological awareness, phonics decoding, reading |
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| 359 | + | fluency, vocabulary, and comprehension, as identified |
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| 360 | + | in the student’s program of reading instruction , |
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| 361 | + | d. high-quality instructional materials grounded in |
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| 362 | + | scientifically based reading research, and |
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| 363 | + | e. a means of providing every family of a student in |
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| 364 | + | prekindergarten, kindergarten, and first, second, and |
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| 365 | + | third grade access to free online evid ence-based |
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| 366 | + | literacy instruction resource s to support the |
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| 367 | + | student’s literacy development at home . |
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| 368 | + | 2. A student enrolled in kindergarten or first or, second, |
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| 369 | + | grades or third grade who has been assessed as provided for in |
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| 370 | + | subsection B of this section and found not to be me eting grade-level |
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| 386 | | - | The profiles shall identify each student’s instructional point of |
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| 387 | | - | need and reading achieve ment level. The State Board shall also |
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| 388 | | - | determine other comparable reading assessments for diagn ostic |
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| 389 | | - | purposes to be used for students at risk of reading failure. The |
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| 390 | | - | State Board shall ensure that any assessments approved are in |
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| 391 | | - | alignment with the subject matter standards adopted by the State |
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| 392 | | - | Board of Education. |
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| 393 | | - | E. C. 1. Students who are administered a screening instrument |
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| 394 | | - | pursuant to subsection A of this section and are found not to be |
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| 395 | | - | meeting grade-level targets shall be provided a program of reading |
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| 396 | | - | instruction designed to enable students to acquire the appropriate |
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| 397 | | - | grade-level reading skills. The program of reading instruction |
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| 398 | | - | required in subsections A and B of this section shall be based on |
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| 399 | | - | scientific reading research and align with the subject matte r |
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| 400 | | - | standards adopted by the State Board of Education and shall include |
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| 401 | | - | provisions of the READ Initiative adopted by the school district as |
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| 402 | | - | provided for in subsection P of this section . A program of reading |
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| 403 | | - | instruction may include, but is not limited to shall include: |
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| 404 | | - | a. sufficient additional in -school instructional time for |
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| 405 | | - | the acquisition of phonemic phonological awareness, |
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| 406 | | - | phonics decoding, reading fluency, vocabulary, and |
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| 407 | | - | comprehension, |
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| 408 | | - | b. if necessary and if funding is available , tutorial |
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| 409 | | - | instruction after regular school hours, on Saturdays , |
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| 398 | + | targets in reading, exhibits a deficiency in reading at any time |
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| 399 | + | based on the screening instrument administered pursuant to |
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| 400 | + | subsection A of this section shall be entitled to supplemental |
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| 401 | + | instructional services and s upports in reading until the student is |
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| 402 | + | determined by the results of a sc reening instrument to be meeting |
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| 403 | + | grade-level targets in reading receive an individual reading |
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| 404 | + | intervention plan no later than thirty (30) days after th e |
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| 405 | + | identification of the deficiency in reading . The reading |
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| 406 | + | intervention plan shall be provided in addition to core reading |
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| 407 | + | instruction that is provided to all students . The reading |
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| 408 | + | intervention plan shall: |
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| 409 | + | a. describe the research-based reading intervention |
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| 410 | + | services the student will re ceive to remedy the |
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| 411 | + | deficiency in reading, |
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| 412 | + | b. provide explicit and system atic instruction in |
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| 413 | + | phonological awareness, decoding, fl uency, vocabulary, |
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| 414 | + | and comprehension, as applicable, |
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| 415 | + | c. monitor the reading progress of each st udent’s reading |
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| 416 | + | skills throughout the school year and adjust |
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| 417 | + | instruction according to the student ’s needs, and |
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| 418 | + | d. continue until the student is determined to be meeting |
|---|
| 419 | + | grade-level targets in reading ba sed on screening |
|---|
| 420 | + | instruments administered pursuant to subs ection A of |
|---|
| 421 | + | this section or assessments identified for diagnostic |
|---|
| 436 | | - | and during summer; however, such instruction may not |
|---|
| 437 | | - | be counted toward the one -hundred-eighty-day or one- |
|---|
| 438 | | - | thousand-eighty-hour school year required in Section |
|---|
| 439 | | - | 1-109 of this title, and |
|---|
| 440 | | - | c. assessments identified for dia gnostic purposes and |
|---|
| 441 | | - | periodic monitoring to measure the acquisition of |
|---|
| 442 | | - | reading skills including, but not limited to, phonemic |
|---|
| 443 | | - | phonological awareness, phonics decoding, reading |
|---|
| 444 | | - | fluency, vocabulary, and comprehension, as identified |
|---|
| 445 | | - | in the student’s program o f reading instruction , |
|---|
| 446 | | - | d. high-quality instructional materials grounded in |
|---|
| 447 | | - | scientifically based reading research, and |
|---|
| 448 | | - | e. a means of providing every family of a student in |
|---|
| 449 | | - | prekindergarten, kindergarten, and first, second, and |
|---|
| 450 | | - | third grade access to free onli ne evidence-based |
|---|
| 451 | | - | literacy instruction resources to support the |
|---|
| 452 | | - | student’s literacy development a t home. |
|---|
| 453 | | - | 2. A student enrolled in kindergarten or first or, second, |
|---|
| 454 | | - | grades or third grade who has been assessed as provided for in |
|---|
| 455 | | - | subsection B of this section and found not to be meeting grade -level |
|---|
| 456 | | - | targets in reading, exhibits a deficiency in reading at any time |
|---|
| 457 | | - | based on the screening instrument administered pursuant to |
|---|
| 458 | | - | subsection A of this section shall be entitled to supplemental |
|---|
| 459 | | - | instructional services and su pports in reading until the student is |
|---|
| 449 | + | purposes and periodic monitoring pursuant to |
|---|
| 450 | + | subparagraph c of par agraph 1 of this subsection. |
|---|
| 451 | + | 3. The program of reading instruction intervention plan for |
|---|
| 452 | + | each student identified with a deficiency in reading shall be |
|---|
| 453 | + | developed by a Student Reading Proficiency Team and shall include |
|---|
| 454 | + | supplemental instructional services and supports. Each team shall |
|---|
| 455 | + | be composed of: |
|---|
| 456 | + | a. the parent or guardian of the student, |
|---|
| 457 | + | b. the teacher assigned to the studen t who had |
|---|
| 458 | + | responsibility for reading instruction in that |
|---|
| 459 | + | academic year, |
|---|
| 460 | + | c. a teacher who is responsible for reading instruction |
|---|
| 461 | + | and is assigned to teach in t he next grade level of |
|---|
| 462 | + | the student, and |
|---|
| 463 | + | d. a certified reading specialist, if one is available. |
|---|
| 464 | + | 4. A school district shall notify the parent or legal guardian |
|---|
| 465 | + | of any student in kindergarten or first, second, or third grade who |
|---|
| 466 | + | exhibits a deficiency in reading at any time based on the screening |
|---|
| 467 | + | instrument administe red pursuant to subsection A of this se ction. |
|---|
| 468 | + | The notification shall occur no later than fifteen (15) days after |
|---|
| 469 | + | the identification of the deficiency in reading. |
|---|
| 470 | + | F. The program of readin g instruction shall continue un til the |
|---|
| 471 | + | student is determined by the results of approved reading assessments |
|---|
| 472 | + | to be meeting grade-level targets. |
|---|
| 486 | | - | determined by the results of a screening instrument to be meeting |
|---|
| 487 | | - | grade-level targets in reading receive an individual reading |
|---|
| 488 | | - | intervention plan no later than thirty (30) days after the |
|---|
| 489 | | - | identification of the deficienc y in reading. The reading |
|---|
| 490 | | - | intervention plan shall be provided in addition to core reading |
|---|
| 491 | | - | instruction that is provided to all students. The reading |
|---|
| 492 | | - | intervention plan shall: |
|---|
| 493 | | - | a. describe the research -based reading intervention |
|---|
| 494 | | - | services the student will rec eive to remedy the |
|---|
| 495 | | - | deficiency in reading, |
|---|
| 496 | | - | b. provide explicit and systematic instruction in |
|---|
| 497 | | - | phonological awareness, decoding, fluency, vocabulary, |
|---|
| 498 | | - | and comprehension, as applicable, |
|---|
| 499 | | - | c. monitor the reading progress of each student’s reading |
|---|
| 500 | | - | skills throughout the school year and adjust |
|---|
| 501 | | - | instruction according to the student’s needs, and |
|---|
| 502 | | - | d. continue until the student is determined to be meeting |
|---|
| 503 | | - | grade-level targets in reading based on screening |
|---|
| 504 | | - | instruments administered pursuant to subsection A of |
|---|
| 505 | | - | this section or assessments identified for diagnostic |
|---|
| 506 | | - | purposes and periodic monitoring pursuant to |
|---|
| 507 | | - | subparagraph c of paragraph 1 of this subsection. |
|---|
| 508 | | - | 3. The program of reading instruction intervention plan for |
|---|
| 509 | | - | each student identified with a deficiency in reading shall be |
|---|
| 500 | + | G. D. 1. Every school district shal l adopt, and implement a |
|---|
| 501 | + | district reading sufficiency strong readers plan which has had input |
|---|
| 502 | + | from school administrators, teachers, and parents and legal |
|---|
| 503 | + | guardians and if possible a reading specialist, and which shall be |
|---|
| 504 | + | submitted electronically to and approv ed by the State Board of |
|---|
| 505 | + | Education. The plan shall be updated annually. School districts |
|---|
| 506 | + | shall not be required to electronically submit the annual updates to |
|---|
| 507 | + | the Board if the last p lan submitted to the Board was approved and |
|---|
| 508 | + | expenditures for the program include only expen ses relating to |
|---|
| 509 | + | individual and small group tutoring, purchase of and training in the |
|---|
| 510 | + | use of screening and assessment measur es, summer school programs, |
|---|
| 511 | + | and Saturday school programs. If any expenditure for the program is |
|---|
| 512 | + | deleted or changed or any other type of expen diture for the program |
|---|
| 513 | + | is implemented, the sch ool district shall be required to submit the |
|---|
| 514 | + | latest annual update to t he Board for approval. The district |
|---|
| 515 | + | reading sufficiency strong readers plan shall include a plan for |
|---|
| 516 | + | each site which includes an analysis of the data provided by the |
|---|
| 517 | + | Oklahoma School Testing Program and other reading assessments |
|---|
| 518 | + | utilized as required in t his section, and which outlines how eac h |
|---|
| 519 | + | school site will comply with the provisions of the Reading |
|---|
| 520 | + | Sufficiency Strong Readers Act. |
|---|
| 521 | + | 2. The State Board of Education shall adopt rules for t he |
|---|
| 522 | + | implementation and evaluation of the provisions of the Reading |
|---|
| 523 | + | Sufficiency Strong Readers Act. The evaluation s hall include, but |
|---|
| 536 | | - | developed by a Student Reading Proficiency Team and shall include |
|---|
| 537 | | - | supplemental instructional services and supports. Each team shall |
|---|
| 538 | | - | be composed of: |
|---|
| 539 | | - | a. the parent or guardian of the student, |
|---|
| 540 | | - | b. the teacher assigned to the student who had |
|---|
| 541 | | - | responsibility for reading instruction in that |
|---|
| 542 | | - | academic year, |
|---|
| 543 | | - | c. a teacher who is responsible for reading instructi on |
|---|
| 544 | | - | and is assigned to teach in the next grade level of |
|---|
| 545 | | - | the student, and |
|---|
| 546 | | - | d. a certified reading specialist, if one is available. |
|---|
| 547 | | - | 4. A school district shall noti fy the parent or legal guardian |
|---|
| 548 | | - | of any student in kindergarten or first, second, or third grade who |
|---|
| 549 | | - | exhibits a deficiency in reading at any time based on the screening |
|---|
| 550 | | - | instrument administered pursuant to subsection A of this section. |
|---|
| 551 | | - | The notification shal l occur no later than thirty (30) days after |
|---|
| 552 | | - | the identification of the deficiency in reading. |
|---|
| 553 | | - | F. The program of reading instruction shall continue until the |
|---|
| 554 | | - | student is determined by the results of approved reading assessments |
|---|
| 555 | | - | to be meeting grade-level targets. |
|---|
| 556 | | - | G. D. 1. Every school district shall adopt , and implement a |
|---|
| 557 | | - | district reading sufficiency strong readers plan which has had input |
|---|
| 558 | | - | from school administrators, teachers, and parents and legal |
|---|
| 559 | | - | guardians and if possible a reading specialist, and which s hall be |
|---|
| 551 | + | not be limited to, an analysis of the data requ ired in subsection S |
|---|
| 552 | + | K of this section. |
|---|
| 553 | + | H. For any third-grade student found not to be meeting grade - |
|---|
| 554 | + | level targets as determined by reading ass essments administered |
|---|
| 555 | + | pursuant to this section, a new program of reading instruction, |
|---|
| 556 | + | including provisions of the R EAD Initiative adopted by t he school |
|---|
| 557 | + | district as provided for in subsecti on P of this section, shall be |
|---|
| 558 | + | developed by a Student Reading Proficiency Team and implemente d as |
|---|
| 559 | + | specified in subsection E of this section. In addition t o other |
|---|
| 560 | + | requirements of the Reading Sufficienc y Act, the plan may include |
|---|
| 561 | + | specialized tutoring. |
|---|
| 562 | + | I. E. 1. Any first-grade, second-grade, or third-grade student |
|---|
| 563 | + | who demonstrates end of year proficiency in reading at the third- |
|---|
| 564 | + | grade level through a grade-level appropriate screening instrument |
|---|
| 565 | + | which meets the acquisition of reading skills criteria approved |
|---|
| 566 | + | pursuant to subsection B of this section shall not be subject to |
|---|
| 567 | + | retention pursuant to this s ection require a program of reading |
|---|
| 568 | + | instruction or an individual reading intervention p lan. After a |
|---|
| 569 | + | student has demonstrated proficiency through a screening instrument, |
|---|
| 570 | + | the district shall provide notification to the parent or legal |
|---|
| 571 | + | guardian of the student that they have he or she has satisfied the |
|---|
| 572 | + | requirements of the Reading Sufficiency Act and will not be subject |
|---|
| 573 | + | to retention pursuant to this section Strong Readers Act. The |
|---|
| 586 | | - | submitted electronically to and approved by the State Board of |
|---|
| 587 | | - | Education. The plan shal l be updated annually. School districts |
|---|
| 588 | | - | shall not be required to electronically submit the annual updates to |
|---|
| 589 | | - | the Board if the last plan submitted to the Board was approved and |
|---|
| 590 | | - | expenditures for the program include only expenses relating to |
|---|
| 591 | | - | individual and small group tutoring, purchase of and training in the |
|---|
| 592 | | - | use of screening and assessment measures, summer school programs , |
|---|
| 593 | | - | and Saturday school programs. If any exp enditure for the program is |
|---|
| 594 | | - | deleted or changed or any other type of expenditure for the program |
|---|
| 595 | | - | is implemented, the school district shall be required to submit the |
|---|
| 596 | | - | latest annual update to the Board for approval. The district |
|---|
| 597 | | - | reading sufficiency strong readers plan shall include a plan for |
|---|
| 598 | | - | each site which includes an analysis of the data provided by the |
|---|
| 599 | | - | Oklahoma School Testing Program and other reading assessments |
|---|
| 600 | | - | utilized as required in this section, and which outlines how each |
|---|
| 601 | | - | school site will comply with the provisions of the Reading |
|---|
| 602 | | - | Sufficiency Strong Readers Act. |
|---|
| 603 | | - | 2. The State Board of Education shall adopt rules for the |
|---|
| 604 | | - | implementation and evaluation of the provisions of the Reading |
|---|
| 605 | | - | Sufficiency Strong Readers Act. The evaluation shall include, but |
|---|
| 606 | | - | not be limited to, an analysis of the data required in subsection S |
|---|
| 607 | | - | K of this section. |
|---|
| 608 | | - | H. For any third-grade student found not to be meeting grade - |
|---|
| 609 | | - | level targets as determined by reading assessments administered |
|---|
| 601 | + | district shall continue to mo nitor the student in the next |
|---|
| 602 | + | successive grade level to ensure he or she maintains prof iciency. |
|---|
| 603 | + | 2. If Beginning with the 2024 -2025 school year, if a third- |
|---|
| 604 | + | grade student is identified at any point of the academic year as |
|---|
| 605 | + | having a significant reading deficiency, which shall be define d as |
|---|
| 606 | + | not meeting grade-level targets on a screening instrument which |
|---|
| 607 | + | meets the acquisition of reading skills criter ia administered |
|---|
| 608 | + | pursuant to subsection B A of this section, the district shall |
|---|
| 609 | + | immediately begin a student reading portfolio as provided by |
|---|
| 610 | + | subsection L of this section and shall provide notice to the parent |
|---|
| 611 | + | of the deficiency pursuant to subsectio n J of this section provide |
|---|
| 612 | + | the student with intensive intervention services for the appropriate |
|---|
| 613 | + | amount of the instructional day consistent with the individual |
|---|
| 614 | + | reading intervention plan developed pursuant to paragraph 2 of |
|---|
| 615 | + | subsection C of this section and as determined by the Student |
|---|
| 616 | + | Reading Proficiency Team. Intensive intervention ser vices shall |
|---|
| 617 | + | continue until the student demonstrates proficiency at his or her |
|---|
| 618 | + | grade level based on a screening instrument administered pu rsuant to |
|---|
| 619 | + | subsection A of this sectio n. |
|---|
| 620 | + | 3. If a student has not yet sa tisfied the proficiency |
|---|
| 621 | + | requirements of this section prior to the completion of third grade |
|---|
| 622 | + | and still has a significant reading deficiency, as identified b ased |
|---|
| 623 | + | on assessments administered as provided for in subsection B of this |
|---|
| 624 | + | section, has not accumulated evidence of third-grade proficiency |
|---|
| 636 | | - | pursuant to this section, a new program of read ing instruction, |
|---|
| 637 | | - | including provisions of the READ Initiative adopted by the school |
|---|
| 638 | | - | district as provided for in subsection P of this section, shall be |
|---|
| 639 | | - | developed by a Student Reading Proficiency Team and implemented as |
|---|
| 640 | | - | specified in subsection E of this secti on. In addition to other |
|---|
| 641 | | - | requirements of the Reading Sufficiency Act, the plan may include |
|---|
| 642 | | - | specialized tutoring. |
|---|
| 643 | | - | I. E. 1. Any first-grade, second-grade, or third-grade student |
|---|
| 644 | | - | who demonstrates end of year proficiency in reading at the third- |
|---|
| 645 | | - | grade level through a grade-level appropriate screening instrument |
|---|
| 646 | | - | which meets the acquisition of reading sk ills criteria approved |
|---|
| 647 | | - | pursuant to subsection B of this section shall not be subject to |
|---|
| 648 | | - | retention pursuant to this section require a program of reading |
|---|
| 649 | | - | instruction or an individual reading intervention plan . After a |
|---|
| 650 | | - | student has demonstrated proficiency through a screening instrument, |
|---|
| 651 | | - | the district shall provide notification to the parent or legal |
|---|
| 652 | | - | guardian of the student that they have he or she has satisfied the |
|---|
| 653 | | - | requirements of the Reading Sufficiency Act and will not be subject |
|---|
| 654 | | - | to retention pursuant to thi s section Strong Readers Act. The |
|---|
| 655 | | - | district shall continue to monitor the student in the next |
|---|
| 656 | | - | successive grade level to ensure he or she maintains proficiency. |
|---|
| 657 | | - | 2. If Beginning with the 2024 -2025 school year, if a third- |
|---|
| 658 | | - | grade student is identified at any point of the academic year as |
|---|
| 659 | | - | having a significant reading deficiency, which shall be defined as |
|---|
| 652 | + | through a student portfolio as provided in subsection L of this |
|---|
| 653 | + | section, or is not subject to a good -cause exemption as provided in |
|---|
| 654 | + | subsection L of this section, then the student shall no t be eligible |
|---|
| 655 | + | for automatic promotion to fourth grade. |
|---|
| 656 | + | 4. The minimum criteria for grade -level performance of third - |
|---|
| 657 | + | grade students pursuant to the Reading Suff iciency Act shall be that |
|---|
| 658 | + | students are able to read and comp rehend grade-level text. To |
|---|
| 659 | + | determine the promotion and retention of third-grade students |
|---|
| 660 | + | pursuant to the Reading Sufficiency Act, the State Board of |
|---|
| 661 | + | Education shall use onl y the scores for the standards for reading |
|---|
| 662 | + | foundations/processes and vocabulary portions of the statewide |
|---|
| 663 | + | third-grade assessment administered pursuant to Section 1210.508 of |
|---|
| 664 | + | this title and shall not use the scores from the other language arts |
|---|
| 665 | + | portions of the assessment. The pe rformance levels establishe d by |
|---|
| 666 | + | the Commission for Education al Quality and Accountability pursuant |
|---|
| 667 | + | to Section 1210.508 of this title shall ensure that students meeting |
|---|
| 668 | + | the performance-level criteria are performing at grade level on th e |
|---|
| 669 | + | reading foundations and vocabulary portions of the statewide third - |
|---|
| 670 | + | grade assessment. |
|---|
| 671 | + | 5. a. A student not eligible fo r automatic promotion as |
|---|
| 672 | + | provided for under paragraph 3 of this subsection and |
|---|
| 673 | + | who does not meet the criteria established by the |
|---|
| 674 | + | Commission for Educational Qual ity and Accountability |
|---|
| 675 | + | on the reading portion of the statewi de third-grade |
|---|
| 686 | | - | not meeting grade-level targets on a screening instrument which |
|---|
| 687 | | - | meets the acquisition of reading skills criteria administered |
|---|
| 688 | | - | pursuant to subsection B A of this section, the district shall |
|---|
| 689 | | - | immediately begin a student reading portfolio as provided by |
|---|
| 690 | | - | subsection L of this section and shall provide notice to the parent |
|---|
| 691 | | - | of the deficiency pursuant to subsection J of this section provide |
|---|
| 692 | | - | the student with intensive intervention services for the appropriate |
|---|
| 693 | | - | amount of the instructional day consistent with the individual |
|---|
| 694 | | - | reading intervention plan developed pursuant to paragraph 2 of |
|---|
| 695 | | - | subsection C of this section and as determined by the Student |
|---|
| 696 | | - | Reading Proficiency Team . Intensive intervention services shall |
|---|
| 697 | | - | continue until the student demonstrates proficiency at his or her |
|---|
| 698 | | - | grade level based on a screening instrument administered pu rsuant to |
|---|
| 699 | | - | subsection A of this section. |
|---|
| 700 | | - | 3. If a student has not yet satisfied the proficiency |
|---|
| 701 | | - | requirements of this section prior to the completion of third grade |
|---|
| 702 | | - | and still has a significant reading deficiency, as identified based |
|---|
| 703 | | - | on assessments administer ed as provided for in subsection B of this |
|---|
| 704 | | - | section, has not accumulated evidence of third -grade proficiency |
|---|
| 705 | | - | through a student portfolio as provided in subsection L of this |
|---|
| 706 | | - | section, or is not subject to a good -cause exemption as provided in |
|---|
| 707 | | - | subsection L of this section, then the student shall not be eligible |
|---|
| 708 | | - | for automatic promotion to fourth grade. |
|---|
| 703 | + | assessment administered purs uant to Section 1210.508 |
|---|
| 704 | + | of this title may be evaluated for probationary |
|---|
| 705 | + | promotion by the Student Reading Proficiency Team |
|---|
| 706 | + | which was created for the student pursuant to |
|---|
| 707 | + | subsection E of this section. |
|---|
| 708 | + | b. The student shall be promoted to the fourth gra de if |
|---|
| 709 | + | the team members unanimous ly recommend probationary |
|---|
| 710 | + | promotion to the school principal and the school |
|---|
| 711 | + | district superintendent and the principal and |
|---|
| 712 | + | superintendent approve the recomme ndation that |
|---|
| 713 | + | promotion is the bes t option for the student. If a |
|---|
| 714 | + | student is allowed a probationary promotion, the team |
|---|
| 715 | + | shall continue to review the reading performance of |
|---|
| 716 | + | the student and repeat the requireme nts of this |
|---|
| 717 | + | paragraph each academic year until the student |
|---|
| 718 | + | demonstrates grade-level reading proficiency, as |
|---|
| 719 | + | identified through a screening instrument which meets |
|---|
| 720 | + | the acquisition of reading skills criteria pursuant to |
|---|
| 721 | + | subsection B of this section, for the corresponding |
|---|
| 722 | + | grade level in which the student is enrolled or |
|---|
| 723 | + | transitions to a loca lly designed remediation plan |
|---|
| 724 | + | after the fifth grade which shall have the goal of |
|---|
| 725 | + | ensuring that the student is on track to be college |
|---|
| 726 | + | and career ready. |
|---|
| 735 | | - | 4. The minimum criteria for grade -level performance of third - |
|---|
| 736 | | - | grade students pursuant to the Reading Sufficiency Act shall be that |
|---|
| 737 | | - | students are able to read and c omprehend grade-level text. To |
|---|
| 738 | | - | determine the promotion and retention of third -grade students |
|---|
| 739 | | - | pursuant to the Reading Sufficiency Act, the State Board of |
|---|
| 740 | | - | Education shall use only the scores for the standards for reading |
|---|
| 741 | | - | foundations/processes and vocabulary portions of the statewide |
|---|
| 742 | | - | third-grade assessment administered pursuant to Section 1210.508 of |
|---|
| 743 | | - | this title and shall not use the scores from the other language arts |
|---|
| 744 | | - | portions of the assessment. The performance levels established by |
|---|
| 745 | | - | the Commission for Educat ional Quality and Accountability pursuant |
|---|
| 746 | | - | to Section 1210.508 of this title shall ensure that st udents meeting |
|---|
| 747 | | - | the performance-level criteria are performing at grade level on the |
|---|
| 748 | | - | reading foundations and vocabulary portions of the statewide third - |
|---|
| 749 | | - | grade assessment. |
|---|
| 750 | | - | 5. a. A student not eligible for automatic promotion as |
|---|
| 751 | | - | provided for under paragraph 3 of this subsection and |
|---|
| 752 | | - | who does not meet the criteria established by the |
|---|
| 753 | | - | Commission for Educational Quality and Accountability |
|---|
| 754 | | - | on the reading portion of the stat ewide third-grade |
|---|
| 755 | | - | assessment administered pursuant to Section 1210.508 |
|---|
| 756 | | - | of this title may be eval uated for probationary |
|---|
| 757 | | - | promotion by the Student Reading Proficiency Team |
|---|
| 754 | + | 6. Beginning with the 2017-2018 school year, students who do |
|---|
| 755 | + | not meet the performance criteria established by the Commission for |
|---|
| 756 | + | Educational Quality and Accountability on t he reading portion of the |
|---|
| 757 | + | statewide third-grade assessment administered pursuant to Section |
|---|
| 758 | + | 1210.508 of this title, who are not subject to a good cause |
|---|
| 759 | + | exemption as provided in subsection L of this section, and who do |
|---|
| 760 | + | not qualify for promotion or probationary promotion as provided in |
|---|
| 761 | + | this subsection, shall be retained in the third grade and provided |
|---|
| 762 | + | intensive instructional services and supports as provided for in |
|---|
| 763 | + | subsection O of this section. |
|---|
| 764 | + | 7. F. Each school district shall annually report in an |
|---|
| 765 | + | electronic format to the State Department of Education , the Office |
|---|
| 766 | + | of Educational Quality and Accountability, and the Secretary of |
|---|
| 767 | + | Education the number of students promoted to the fourth grade |
|---|
| 768 | + | pursuant to this subsection and the number of s tudents promoted to a |
|---|
| 769 | + | subsequent grade pursuant to the provisions in paragraph 5 of this |
|---|
| 770 | + | subsection in kindergarten through third grade per grade level who |
|---|
| 771 | + | exhibit grade-level reading proficiency, the number of students per |
|---|
| 772 | + | grade level who received intensive intervention services pursuant to |
|---|
| 773 | + | paragraph 2 of subsection E of this section, the number of students |
|---|
| 774 | + | per grade level who attended a summer academy as provided for in |
|---|
| 775 | + | Section 1210.508E of this title, the numbe r of students per grade |
|---|
| 776 | + | level who exhibited improved reading profi ciency after completion of |
|---|
| 777 | + | intensive intervention services, and the number of studen ts per |
|---|
| 784 | | - | which was created for the student pursuant to |
|---|
| 785 | | - | subsection E of this section. |
|---|
| 786 | | - | b. The student shall be promoted to the fourth grade if |
|---|
| 787 | | - | the team members unanimously recommend probationary |
|---|
| 788 | | - | promotion to the school principal and the school |
|---|
| 789 | | - | district superintendent and the principal and |
|---|
| 790 | | - | superintendent approve the recommendation that |
|---|
| 791 | | - | promotion is the best option for the student. If a |
|---|
| 792 | | - | student is allowed a probationary promotion, the team |
|---|
| 793 | | - | shall continue to review the reading performance of |
|---|
| 794 | | - | the student and repeat the requirements of this |
|---|
| 795 | | - | paragraph each academic year until the student |
|---|
| 796 | | - | demonstrates grade-level reading proficiency, as |
|---|
| 797 | | - | identified through a screening instrument which meets |
|---|
| 798 | | - | the acquisition of reading skills criteria pursuant to |
|---|
| 799 | | - | subsection B of this section, for the corresponding |
|---|
| 800 | | - | grade level in which the student is enrolled or |
|---|
| 801 | | - | transitions to a locally designed remediation plan |
|---|
| 802 | | - | after the fifth grade which shall have the goal of |
|---|
| 803 | | - | ensuring that the student is on track to be college |
|---|
| 804 | | - | and career ready. |
|---|
| 805 | | - | 6. Beginning with the 2017 -2018 school year, students who do |
|---|
| 806 | | - | not meet the performance criteria establ ished by the Commission for |
|---|
| 807 | | - | Educational Quality and Accountability on the reading portion of the |
|---|
| 805 | + | grade level who are still in need of intensive intervention |
|---|
| 806 | + | services. The State Department of Education shall publicly report |
|---|
| 807 | + | the aggregate and district-specific number of students promoted |
|---|
| 808 | + | numbers submitted pursuant to this subsection on their its website |
|---|
| 809 | + | and shall provide electroni c copies of the report to the Governor , |
|---|
| 810 | + | Secretary of Education, Presid ent Pro Tempore of the Senate, Speaker |
|---|
| 811 | + | of the House of Representatives, and to the respective chairs of the |
|---|
| 812 | + | committees with responsibility for common education policy in eac h |
|---|
| 813 | + | legislative chamber. |
|---|
| 814 | + | J. G. The parent of any student who is found to have a reading |
|---|
| 815 | + | deficiency and is not meeting grade -level reading targets and ha s |
|---|
| 816 | + | been provided a program of reading instruction as provided for in |
|---|
| 817 | + | paragraph 1 of subsection B C of this section shal l be notified in |
|---|
| 818 | + | writing of the follow ing: |
|---|
| 819 | + | 1. That the student has be en identified as having a substantial |
|---|
| 820 | + | deficiency in reading; |
|---|
| 821 | + | 2. A description of the current services that are provided to |
|---|
| 822 | + | the student pursuant to a conjoint measurement mo del such that a |
|---|
| 823 | + | reader and a text are placed on the same scale subsection C of this |
|---|
| 824 | + | section; |
|---|
| 825 | + | 3. A description of the propos ed supplemental instruction al |
|---|
| 826 | + | intensive intervention services and supports that will be provided |
|---|
| 827 | + | to the student that are de signed to remediate th e identified area of |
|---|
| 834 | | - | statewide third-grade assessment administered pursuant to Section |
|---|
| 835 | | - | 1210.508 of this title, who are not subject to a good cause |
|---|
| 836 | | - | exemption as provided in subsecti on L of this section, and who do |
|---|
| 837 | | - | not qualify for promotion or probationary promotion as provided in |
|---|
| 838 | | - | this subsection, shall be retained in the third grade and provided |
|---|
| 839 | | - | intensive instructional services and supports as provided for in |
|---|
| 855 | + | reading deficiency as provided for in paragraph 2 of subsection E of |
|---|
| 856 | + | this section; |
|---|
| 857 | + | 4. That the a student will not be who is promoted to the fourth |
|---|
| 858 | + | grade if the reading deficiency is not remediated by the end of the |
|---|
| 859 | + | third grade, unless the student is otherwise promoted as provided |
|---|
| 860 | + | for in subsection I of this section or is exempt for good cause as |
|---|
| 861 | + | set forth in subsection L of this section shall receive supplemental |
|---|
| 862 | + | intensive intervention services ; |
|---|
| 863 | + | 5. Strategies for parents to use in hel ping their child succeed |
|---|
| 864 | + | in reading proficiency; and |
|---|
| 865 | + | 6. The grade-level performance scores of the student ; |
|---|
| 866 | + | 7. That while the results of the statewide assessments |
|---|
| 867 | + | administered pursuant to Section 1210.508 of this title are the |
|---|
| 868 | + | initial determinant, they are not the sole determiner of promotion |
|---|
| 869 | + | and that portfolio reviews and assessments are available; and |
|---|
| 870 | + | 8. The specific criteria and policie s of the school district |
|---|
| 871 | + | for midyear promotion implemented as provided for in paragraph 4 of |
|---|
| 841 | | - | 7. F. Each school district shall annually report in an |
|---|
| 842 | | - | electronic format to the State Department of Education , the Office |
|---|
| 843 | | - | of Educational Quality and Accountability, and the Secretary of |
|---|
| 844 | | - | Education the number of students promoted to the fourth grade |
|---|
| 845 | | - | pursuant to this subsection and the number of students promoted to a |
|---|
| 846 | | - | subsequent grade pursuant to the provisions in paragraph 5 of this |
|---|
| 847 | | - | subsection in kindergarten through third grade per grade level who |
|---|
| 848 | | - | exhibit grade-level reading proficiency, the number of students per |
|---|
| 849 | | - | grade level who received intensive intervention services pursuant to |
|---|
| 850 | | - | paragraph 2 of subsection E of this section, the number of students |
|---|
| 851 | | - | per grade level who attended a summer academy as provided for in |
|---|
| 852 | | - | Section 1210.508E of this title, the num ber of students per grade |
|---|
| 853 | | - | level who exhibited improved reading proficiency after completion of |
|---|
| 854 | | - | intensive intervention services, and the number of students per |
|---|
| 855 | | - | grade level who are still in need of intensive intervention |
|---|
| 856 | | - | services. The State Department of Ed ucation shall publicly report |
|---|
| 857 | | - | the aggregate and district -specific number of students promoted |
|---|
| 873 | + | K. H. No student may be assigned to a grade level based solely |
|---|
| 874 | + | on age or other factors that constitute socia l promotion. |
|---|
| 875 | + | L. For those students who do not meet the academic requirements |
|---|
| 876 | + | for promotion and who are not otherwise promoted as provided for in |
|---|
| 877 | + | subsection I of this section, a school district may promote the |
|---|
| 884 | | - | numbers submitted pursuant to this subsection on their its website |
|---|
| 885 | | - | and shall provide electronic copies of the report to the Governor, |
|---|
| 886 | | - | Secretary of Education, Pres ident Pro Tempore of the Senate, Speaker |
|---|
| 887 | | - | of the House of Representatives, and to the respective chairs of the |
|---|
| 888 | | - | committees with responsibility for common education policy in each |
|---|
| 889 | | - | legislative chamber. |
|---|
| 890 | | - | J. G. The parent of any student who is found to have a re ading |
|---|
| 891 | | - | deficiency and is not meeting grade -level reading targets and has |
|---|
| 892 | | - | been provided a program of reading instruction as provided for in |
|---|
| 893 | | - | paragraph 1 of subsection B C of this section shall be notified in |
|---|
| 894 | | - | writing of the following: |
|---|
| 895 | | - | 1. That the student has been identified as having a substantial |
|---|
| 896 | | - | deficiency in reading; |
|---|
| 897 | | - | 2. A description of the current services that are provided to |
|---|
| 898 | | - | the student pursuant to a conjoint measurement model such that a |
|---|
| 899 | | - | reader and a text are placed on the same scale subsection C of this |
|---|
| 900 | | - | section; |
|---|
| 901 | | - | 3. A description of the proposed supplemental instructional |
|---|
| 902 | | - | intensive intervention services and supports that will be provided |
|---|
| 903 | | - | to the student that are designed to remediate the identified area of |
|---|
| 904 | | - | reading deficiency as provided for in paragraph 2 of subsection E of |
|---|
| 905 | | - | this section; |
|---|
| 906 | | - | 4. That the a student will not be who is promoted to the fourth |
|---|
| 907 | | - | grade if the reading deficiency is not remediated by the end of the |
|---|
| 905 | + | student for good cause only. Good -cause exemptions for promotion |
|---|
| 906 | + | shall be limited to the following: |
|---|
| 907 | + | 1. English language learners who have had less than two (2) |
|---|
| 908 | + | years of instruction in an English language learner program; |
|---|
| 909 | + | 2. Students with disabilities w hose individualized education |
|---|
| 910 | + | program (IEP), consistent with state law, indicates that the student |
|---|
| 911 | + | is to be assessed with alternate achievement standards through the |
|---|
| 912 | + | Oklahoma Alternate Assessment Program (OAAP); |
|---|
| 913 | + | 3. Students who demonstrate an acceptable level of performance |
|---|
| 914 | + | on an alternative standa rdized reading assessment a pproved by the |
|---|
| 915 | + | State Board of Education; |
|---|
| 916 | + | 4. Students who demonstrate, through a student portfolio, that |
|---|
| 917 | + | the student is reading on grade level as evidenced by demonstration |
|---|
| 918 | + | of mastery of the state standards beyond the retention leve l; |
|---|
| 919 | + | 5. Students with disabilities who participate in the statewide |
|---|
| 920 | + | assessments administered pursuant to Section 1210.508 of this title |
|---|
| 921 | + | and who have an individualized education program that reflects that |
|---|
| 922 | + | the student has received intensive remediation in reading and has |
|---|
| 923 | + | made adequate progress in reading pursuant to the student ’s |
|---|
| 924 | + | individualized education program; |
|---|
| 925 | + | 6. Students who have received inte nsive remediation in reading |
|---|
| 926 | + | through a program of reading instructi on for two (2) or more years |
|---|
| 927 | + | but still demonstrate a deficiency in reading and who were |
|---|
| 934 | | - | third grade, unless the student is otherwise promoted as provided |
|---|
| 935 | | - | for in subsection I o f this section or is exempt for good cause as |
|---|
| 936 | | - | set forth in subsection L of this section shall receive supplemental |
|---|
| 937 | | - | intensive intervention services ; |
|---|
| 938 | | - | 5. Strategies for parents to use in helping their child succeed |
|---|
| 939 | | - | in reading proficiency; and |
|---|
| 940 | | - | 6. The grade-level performance scores of the student ; |
|---|
| 941 | | - | 7. That while the results of the statewide assessments |
|---|
| 942 | | - | administered pursuant to Section 1210.508 of this title are the |
|---|
| 943 | | - | initial determinant, they are not the sole determiner of promotion |
|---|
| 944 | | - | and that portfolio reviews an d assessments are available; and |
|---|
| 945 | | - | 8. The specific criteria and policies of the school district |
|---|
| 946 | | - | for midyear promotion implemented as provided for in paragraph 4 of |
|---|
| 947 | | - | subsection O of this section . |
|---|
| 948 | | - | K. H. No student may be assigned to a grade level based solely |
|---|
| 949 | | - | on age or other factors that constitute social promotion. |
|---|
| 950 | | - | L. For those students who do not mee t the academic requirements |
|---|
| 951 | | - | for promotion and who are not otherwise promoted as provided for in |
|---|
| 952 | | - | subsection I of this section, a school district may promote the |
|---|
| 953 | | - | student for good cause only. Good -cause exemptions for promotion |
|---|
| 954 | | - | shall be limited to the following: |
|---|
| 955 | | - | 1. English language learners who have had less than two (2) |
|---|
| 956 | | - | years of instruction in an English language learner program; |
|---|
| 955 | + | previously retained in prekindergarten for academic reasons, |
|---|
| 956 | + | kindergarten, first grade, second grade, or third grade; and |
|---|
| 957 | + | 7. Students who have been granted an exemption for medical |
|---|
| 958 | + | emergencies by the State Depar tment of Education. |
|---|
| 959 | + | M. A student who is otherwise promoted as provided fo r in |
|---|
| 960 | + | subsection I of this section or is promoted for good cause as |
|---|
| 961 | + | provided for in subsection L of this secti on shall be provided |
|---|
| 962 | + | intensive reading instruction that includes specialized diagnostic |
|---|
| 963 | + | information and specific reading strategies for each student until |
|---|
| 964 | + | the student meets grade -level targets in reading. The school |
|---|
| 965 | + | district shall assist schools and teachers to implement reading |
|---|
| 966 | + | strategies for the promoted students that resear ch has shown to be |
|---|
| 967 | + | successful in improving reading among low -performing readers. |
|---|
| 968 | + | N. Requests to exempt students from the retention requirements |
|---|
| 969 | + | based on one of the good-cause exemptions as described in subsectio n |
|---|
| 970 | + | L of this section shall be made using the fol lowing process: |
|---|
| 971 | + | 1. Documentation submitted from the teacher of the student to |
|---|
| 972 | + | the school principal that indicates the student me ets one of the |
|---|
| 973 | + | good-cause exemptions and promotion of the student is appropriate. |
|---|
| 974 | + | In order to minimize paperwork requiremen ts, the documentatio n shall |
|---|
| 975 | + | consist only of the alternative assessment res ults or student |
|---|
| 976 | + | portfolio work and the individual education plan (IEP), as |
|---|
| 977 | + | applicable; |
|---|
| 983 | | - | 2. Students with disabilities wh ose individualized education |
|---|
| 984 | | - | program (IEP), consistent with state law, indicates that the studen t |
|---|
| 985 | | - | is to be assessed with alternate achievement standards through the |
|---|
| 986 | | - | Oklahoma Alternate Assessment Program (OAAP); |
|---|
| 987 | | - | 3. Students who demonstrate an acceptable le vel of performance |
|---|
| 988 | | - | on an alternative standardized reading assessment approved by the |
|---|
| 989 | | - | State Board of Education; |
|---|
| 990 | | - | 4. Students who demonstrate, through a student portfolio, that |
|---|
| 991 | | - | the student is reading on grade level as evidenced by demonstration |
|---|
| 992 | | - | of mastery of the state standards beyond the retention level; |
|---|
| 993 | | - | 5. Students with disabilities who participate in the statewide |
|---|
| 994 | | - | assessments administered pursuant to Section 1210.508 of this title |
|---|
| 995 | | - | and who have an individualized education program that reflects that |
|---|
| 996 | | - | the student has received intensive remediation in reading and has |
|---|
| 997 | | - | made adequate progress in reading pursuant to the student’s |
|---|
| 998 | | - | individualized education program; |
|---|
| 999 | | - | 6. Students who have received intensive remediation in reading |
|---|
| 1000 | | - | through a program of reading instructio n for two (2) or more years |
|---|
| 1001 | | - | but still demonstrate a deficiency in reading and who were |
|---|
| 1002 | | - | previously retained in prekindergarten for academic reasons, |
|---|
| 1003 | | - | kindergarten, first grade, second grade, or third grade; and |
|---|
| 1004 | | - | 7. Students who have been granted an exemption for medical |
|---|
| 1005 | | - | emergencies by the State Department of Education. |
|---|
| 1005 | + | 2. The principal of t he school shall review and di scuss the |
|---|
| 1006 | + | documentation with the teacher and, i f applicable, the other mem bers |
|---|
| 1007 | + | of the Student Reading Proficiency Team as described in subsection E |
|---|
| 1008 | + | of this section. If the pri ncipal determines that the student meets |
|---|
| 1009 | + | one of the good-cause exemptions and should be promoted based on the |
|---|
| 1010 | + | documentation provided, the princi pal shall make a recommendation in |
|---|
| 1011 | + | writing to the school district superintendent; and |
|---|
| 1012 | + | 3. After review, the school district s uperintendent shall |
|---|
| 1013 | + | accept or reject the recommendation of the prin cipal in writing. |
|---|
| 1014 | + | O. Each school district shal l: |
|---|
| 1015 | + | 1. Conduct a review of the program of reading instruction for |
|---|
| 1016 | + | all students who do not meet the performance criteria establish ed by |
|---|
| 1017 | + | the Commission for Educational Quality and Accountability on the |
|---|
| 1018 | + | reading portion of the statewide assessment administe red pursuant to |
|---|
| 1019 | + | Section 1210.508 of this title and did not meet the criter ia for one |
|---|
| 1020 | + | of the good-cause exemptions as set forth in subsection L of this |
|---|
| 1021 | + | section. The review shall addre ss additional supports and se rvices, |
|---|
| 1022 | + | as described in this subsection, needed to remediate the identifie d |
|---|
| 1023 | + | areas of reading deficiency. The school district shall require a |
|---|
| 1024 | + | student portfolio to be completed for each retained student; |
|---|
| 1025 | + | 2. Provide to students who have been retained as set forth in |
|---|
| 1026 | + | subsection I of this section with intensive interventions in |
|---|
| 1027 | + | reading, intensive instructional services and s upports to remediate |
|---|
| 1028 | + | the identified areas of reading deficiency, includ ing a minimum of |
|---|
| 1032 | | - | M. A student who is otherwise promoted as provided for in |
|---|
| 1033 | | - | subsection I of this section or is promoted for good cause as |
|---|
| 1034 | | - | provided for in subsection L of this section shall be provided |
|---|
| 1035 | | - | intensive reading instruction that includes specialized diagnostic |
|---|
| 1036 | | - | information and specific reading strat egies for each student until |
|---|
| 1037 | | - | the student meets grade -level targets in reading. The school |
|---|
| 1038 | | - | district shall assist schools and teachers to implement reading |
|---|
| 1039 | | - | strategies for the promoted students that research has shown to be |
|---|
| 1040 | | - | successful in improving reading among low -performing readers. |
|---|
| 1041 | | - | N. Requests to exempt students from the retention requirements |
|---|
| 1042 | | - | based on one of the good -cause exemptions as described in subsection |
|---|
| 1043 | | - | L of this section shall be made using the following process: |
|---|
| 1044 | | - | 1. Documentation submitted from t he teacher of the student to |
|---|
| 1045 | | - | the school principal that indicates the student meets one of the |
|---|
| 1046 | | - | good-cause exemptions and promotion of the student is appropriate. |
|---|
| 1047 | | - | In order to minimize paperwork requirements, the documentation shall |
|---|
| 1048 | | - | consist only of the alternative assessment results or student |
|---|
| 1049 | | - | portfolio work and the individual education plan (IEP), as |
|---|
| 1050 | | - | applicable; |
|---|
| 1051 | | - | 2. The principal of the school shall review and dis cuss the |
|---|
| 1052 | | - | documentation with the teacher and, if applicable, the other members |
|---|
| 1053 | | - | of the Student Reading Proficiency Team as described in subsection E |
|---|
| 1054 | | - | of this section. If the principal determines that the student meets |
|---|
| 1055 | | - | one of the good-cause exemptions and sho uld be promoted based on the |
|---|
| 1056 | + | ninety (90) minutes o f daily, uninterrupted, scien tific-research- |
|---|
| 1057 | + | based reading instruction. Reta ined students shall be prov ided |
|---|
| 1058 | + | other strategies prescribed by the school district, which may |
|---|
| 1059 | + | include, but are not limited to: |
|---|
| 1060 | + | a. small group instruction, |
|---|
| 1061 | + | b. reduced teacher-student ratios, |
|---|
| 1062 | + | c. more frequent progress monitoring, |
|---|
| 1063 | + | d. tutoring or mentoring, |
|---|
| 1064 | + | e. transition classes cont aining third- and fourth-grade |
|---|
| 1065 | + | students, |
|---|
| 1066 | + | f. extended school day, week, or year, and |
|---|
| 1067 | + | g. summer reading academies as pro vided for in Section |
|---|
| 1068 | + | 1210.508E of this title, if available; |
|---|
| 1069 | + | 3. Provide written notification to the parent or guar dian of |
|---|
| 1070 | + | any student who is to be retained as set forth in subsection I of |
|---|
| 1071 | + | this section that the student has not met the performan ce criteria |
|---|
| 1072 | + | required for promotion and was not otherwise promoted and the |
|---|
| 1073 | + | reasons the student is not eligible for a good -cause exemption. The |
|---|
| 1074 | + | notification shall include a description of proposed in terventions |
|---|
| 1075 | + | and intensive instructional supports that will be provided to the |
|---|
| 1076 | + | student to remediate the identi fied areas of reading deficiency; |
|---|
| 1077 | + | 4. Implement a policy for the midyear pro motion of a retained |
|---|
| 1078 | + | student who can demonstrate that the student is a successful and |
|---|
| 1079 | + | independent reader, is reading at or above grade-level targets, and |
|---|
| 1082 | | - | documentation provided, the principal shall make a recommendation in |
|---|
| 1083 | | - | writing to the school district superintendent; and |
|---|
| 1084 | | - | 3. After review, the school district superintendent shall |
|---|
| 1085 | | - | accept or reject the recommendation of the princ ipal in writing. |
|---|
| 1086 | | - | O. Each school district shall: |
|---|
| 1087 | | - | 1. Conduct a review of the program of reading instruction for |
|---|
| 1088 | | - | all students who do not meet the performance criteria established by |
|---|
| 1089 | | - | the Commission for Educational Quality and Accountability on the |
|---|
| 1090 | | - | reading portion of the statewide assessment administered pursuant to |
|---|
| 1091 | | - | Section 1210.508 of this title and did not meet the criteria for one |
|---|
| 1092 | | - | of the good-cause exemptions as set forth in subsection L of this |
|---|
| 1093 | | - | section. The review shall address additional supports and ser vices, |
|---|
| 1094 | | - | as described in this subsection, needed to remediate the identified |
|---|
| 1095 | | - | areas of reading defi ciency. The school district shall require a |
|---|
| 1096 | | - | student portfolio to be completed for each retained student; |
|---|
| 1097 | | - | 2. Provide to students who have been retained as set forth in |
|---|
| 1098 | | - | subsection I of this section with intensive interventions in |
|---|
| 1099 | | - | reading, intensive instructional services and supports to remediate |
|---|
| 1100 | | - | the identified areas of reading deficiency, including a minimum of |
|---|
| 1101 | | - | ninety (90) minutes of daily, uninterrupted, scient ific-research- |
|---|
| 1102 | | - | based reading instruction. Retained students shall be provided |
|---|
| 1103 | | - | other strategies prescribed by the school district, which may |
|---|
| 1104 | | - | include, but are not limited to: |
|---|
| 1105 | | - | a. small group instruction, |
|---|
| 1107 | + | is ready to be promoted to the fourth grade. Tools that school |
|---|
| 1108 | + | districts may use in reevaluating a ny retained student may inc lude |
|---|
| 1109 | + | screening assessments, alternative assessm ents, and portfolio |
|---|
| 1110 | + | reviews, in accordance with rules of the State Boar d of Education. |
|---|
| 1111 | + | Retained students may only be promoted midyear pri or to November 1 |
|---|
| 1112 | + | and only upon demonstrating th at the student has met the performance |
|---|
| 1113 | + | criteria established by the Commission for Educational Quality and |
|---|
| 1114 | + | Accountability on the r eading portion of the statewide third -grade |
|---|
| 1115 | + | assessment administered pursuant to Section 1210.508 of this title, |
|---|
| 1116 | + | or upon demonstrating proficiency in re ading at the third-grade |
|---|
| 1117 | + | level through a screen ing instrument administered pursuant to |
|---|
| 1118 | + | subsection B of this section, a nd upon showing progress sufficient |
|---|
| 1119 | + | to master appropriate fourth -grade-level skills, as determined by |
|---|
| 1120 | + | the school. A midyear promotion shall be made only upon agreement |
|---|
| 1121 | + | of the parent or guardian of the student and the school principal; |
|---|
| 1122 | + | 5. Provide students who are retained with a high -performing |
|---|
| 1123 | + | teacher who can address the needs of the student, based on student |
|---|
| 1124 | + | performance data and above -satisfactory performance appraisals; and |
|---|
| 1125 | + | 6. In addition to required reading enhancement and acceleration |
|---|
| 1126 | + | strategies, provide students who are retained with at least one of |
|---|
| 1127 | + | the following instructional options: |
|---|
| 1128 | + | a. supplemental tutoring in scientific-research-based |
|---|
| 1129 | + | reading services in addition to the regular reading |
|---|
| 1130 | + | block, including tutoring before or after school , |
|---|
| 1132 | | - | b. reduced teacher-student ratios, |
|---|
| 1133 | | - | c. more frequent progress monitoring, |
|---|
| 1134 | | - | d. tutoring or mentoring, |
|---|
| 1135 | | - | e. transition classes containing third - and fourth-grade |
|---|
| 1136 | | - | students, |
|---|
| 1137 | | - | f. extended school day, week, or year, and |
|---|
| 1138 | | - | g. summer reading academies as provided for in Section |
|---|
| 1139 | | - | 1210.508E of this title, if available; |
|---|
| 1140 | | - | 3. Provide written notification to the parent or guardian of |
|---|
| 1141 | | - | any student who is to be retained as set f orth in subsection I of |
|---|
| 1142 | | - | this section that the student has not met the performance criteria |
|---|
| 1143 | | - | required for promotion and was not otherwise promoted and the |
|---|
| 1144 | | - | reasons the student is not eligible for a good -cause exemption. The |
|---|
| 1145 | | - | notification shall include a description of proposed interventions |
|---|
| 1146 | | - | and intensive instructional supports that will be provided to the |
|---|
| 1147 | | - | student to remediate the identified areas of reading deficien cy; |
|---|
| 1148 | | - | 4. Implement a policy for the midyear promotion of a retained |
|---|
| 1149 | | - | student who can demonstrate t hat the student is a successful and |
|---|
| 1150 | | - | independent reader, is reading at or above grade -level targets, and |
|---|
| 1151 | | - | is ready to be promoted to the fourth grade. Tools that school |
|---|
| 1152 | | - | districts may use in reevaluating any retained student may include |
|---|
| 1153 | | - | screening assessments, alternative assessments, and portfolio |
|---|
| 1154 | | - | reviews, in accordance with rules of the State Board of Education. |
|---|
| 1155 | | - | Retained students may only be promoted midyear prio r to November 1 |
|---|
| 1158 | + | b. a parent-guided “Read at Home” assistance plan, as |
|---|
| 1159 | + | developed by the State Department of Education, the |
|---|
| 1160 | + | purpose of which is to encourage regular pa rent-guided |
|---|
| 1161 | + | home reading, or |
|---|
| 1162 | + | c. a mentor or tutor with specialized reading training. |
|---|
| 1163 | + | P. Beginning with the 2011 -2012 school year, each school |
|---|
| 1164 | + | district shall establish a Reading Enhance ment and Acceleration |
|---|
| 1165 | + | Development (READ) Initia tive. The focus of the REA D Initiative |
|---|
| 1166 | + | shall be to prevent the retention of third -grade students by |
|---|
| 1167 | + | offering intensive accelerat ed reading instruction to third -grade |
|---|
| 1168 | + | students who failed to meet standards for promotion to fourth grade |
|---|
| 1169 | + | and to kindergarten through third-grade students who are exhibiting |
|---|
| 1170 | + | a reading deficiency. The READ Initiative shall: |
|---|
| 1171 | + | 1. Be provided to all kindergarten through t hird-grade students |
|---|
| 1172 | + | at risk of retention as identified by the asses sments administered |
|---|
| 1173 | + | pursuant to the Reading Suf ficiency Act. The assessme nt used shall |
|---|
| 1174 | + | measure phonemic awareness, phonics, reading fluency, vocabulary, |
|---|
| 1175 | + | and comprehension; |
|---|
| 1176 | + | 2. Be provided during regular school hours in addition to the |
|---|
| 1177 | + | regular reading instruction; |
|---|
| 1178 | + | 3. Provide a reading curriculum th at, at a minimum, meets the |
|---|
| 1179 | + | following specifications: |
|---|
| 1182 | | - | and only upon demonstrating that the student has met the performance |
|---|
| 1183 | | - | criteria established by the Commission for Educational Quality and |
|---|
| 1184 | | - | Accountability on the reading portion of the statewide third -grade |
|---|
| 1185 | | - | assessment administered pursuant to S ection 1210.508 of this title, |
|---|
| 1186 | | - | or upon demonstrating proficiency in reading at the third -grade |
|---|
| 1187 | | - | level through a screening instrument administered pursuant to |
|---|
| 1188 | | - | subsection B of this section, and upon showing progress sufficient |
|---|
| 1189 | | - | to master appropriate fourth -grade-level skills, as determined by |
|---|
| 1190 | | - | the school. A midyear promotion shall be made only upon agree ment |
|---|
| 1191 | | - | of the parent or guardian of the student and the school principal; |
|---|
| 1192 | | - | 5. Provide students who are retained with a high -performing |
|---|
| 1193 | | - | teacher who can address the needs of the student, based on student |
|---|
| 1194 | | - | performance data and above -satisfactory performance appraisals; and |
|---|
| 1195 | | - | 6. In addition to required reading enhancement and acceleration |
|---|
| 1196 | | - | strategies, provide students who are retained with at least one of |
|---|
| 1197 | | - | the following instructional options: |
|---|
| 1198 | | - | a. supplemental tutoring in scientific -research-based |
|---|
| 1199 | | - | reading services in a ddition to the regular reading |
|---|
| 1200 | | - | block, including tutoring before or after school, |
|---|
| 1201 | | - | b. a parent-guided “Read at Home” assistance plan, as |
|---|
| 1202 | | - | developed by the State De partment of Education, the |
|---|
| 1203 | | - | purpose of which is to encourage regular parent -guided |
|---|
| 1204 | | - | home reading, or |
|---|
| 1205 | | - | c. a mentor or tutor with specialized reading training. |
|---|
| 1207 | + | a. assists students assessed as exhibiting a reading |
|---|
| 1208 | + | deficiency in developing the ability t o read at grade |
|---|
| 1209 | + | level, |
|---|
| 1210 | + | b. provides skill development in phonemic aw areness, |
|---|
| 1211 | + | phonics, reading fluency, vocabulary, and |
|---|
| 1212 | + | comprehension, |
|---|
| 1213 | + | c. provides a scientific-research-based and reliable |
|---|
| 1214 | + | assessment, |
|---|
| 1215 | + | d. provides initial and ongoing analysis of t he reading |
|---|
| 1216 | + | progress of each student , and |
|---|
| 1217 | + | e. is implemented during regular school hours ,; |
|---|
| 1218 | + | 4. Establish at each school, where applicable, an Intensive |
|---|
| 1219 | + | Acceleration Class for retained third -grade students who |
|---|
| 1220 | + | subsequently do not meet the performance criteria established by the |
|---|
| 1221 | + | Commission for Educational Qual ity and Accountability on the reading |
|---|
| 1222 | + | portion of the statewide assessment ad ministered pursuant to Sect ion |
|---|
| 1223 | + | 1210.508 of this title. The focus of the Intensive Acceleration |
|---|
| 1224 | + | Class shall be to increase the re ading level of a child at least two |
|---|
| 1225 | + | grade levels in one (1) school year. The Intensive A cceleration |
|---|
| 1226 | + | Class shall: |
|---|
| 1227 | + | a. be provided to any student in the third grade who does |
|---|
| 1228 | + | not meet the performance criteria established by the |
|---|
| 1229 | + | Commission for Educational Quality and Accou ntability |
|---|
| 1230 | + | on the reading portion of th e statewide assessments |
|---|
| 1232 | | - | P. Beginning with the 2011 -2012 school year, each school |
|---|
| 1233 | | - | district shall establish a Reading Enhancem ent and Acceleration |
|---|
| 1234 | | - | Development (READ) Initiative. The focus of the READ Initiative |
|---|
| 1235 | | - | shall be to prevent the retention of third -grade students by |
|---|
| 1236 | | - | offering intensive accelerated reading instruction to third -grade |
|---|
| 1237 | | - | students who failed to meet standards for p romotion to fourth grade |
|---|
| 1238 | | - | and to kindergarten through third -grade students who are exhibiting |
|---|
| 1239 | | - | a reading deficiency. The READ Initiative shall: |
|---|
| 1240 | | - | 1. Be provided to all kindergarten through third -grade students |
|---|
| 1241 | | - | at risk of retention as identified by the assess ments administered |
|---|
| 1242 | | - | pursuant to the Reading Sufficiency Act. The assessment used shall |
|---|
| 1243 | | - | measure phonemic awareness, phonics, reading fluency, vocabulary, |
|---|
| 1244 | | - | and comprehension; |
|---|
| 1245 | | - | 2. Be provided during regular school hours in addition to the |
|---|
| 1246 | | - | regular reading instr uction; |
|---|
| 1247 | | - | 3. Provide a reading curriculum that, at a minimum, meets the |
|---|
| 1248 | | - | following specifications: |
|---|
| 1249 | | - | a. assists students assessed as exhibiting a reading |
|---|
| 1250 | | - | deficiency in developing the ability to read at grade |
|---|
| 1251 | | - | level, |
|---|
| 1252 | | - | b. provides skill development in phonemic awa reness, |
|---|
| 1253 | | - | phonics, reading fluency, vocabulary, and |
|---|
| 1254 | | - | comprehension, |
|---|
| 1258 | + | and who was retained in the third grade the prior ye ar |
|---|
| 1259 | + | because of not meeting t he performance criteria on the |
|---|
| 1260 | + | reading portion of the statewide assessments, |
|---|
| 1261 | + | b. have a reduced teacher -student ratio, |
|---|
| 1262 | + | c. provide uninterrupted reading instruction for the |
|---|
| 1263 | + | majority of student contact time each day and |
|---|
| 1264 | + | incorporate opportunities to master the fourth-grade |
|---|
| 1265 | + | state standards in other core subject areas, |
|---|
| 1266 | + | d. use a reading program that is scientific -research- |
|---|
| 1267 | + | based and has proven results in accelerat ing student |
|---|
| 1268 | + | reading achievement within the same school year, |
|---|
| 1269 | + | e. provide intensive language and vocabula ry instruction |
|---|
| 1270 | + | using a scientific-research-based program, including |
|---|
| 1271 | + | use of a speech-language therapist, and |
|---|
| 1272 | + | f. include weekly progress mo nitoring measures to ensure |
|---|
| 1273 | + | progress is being made; |
|---|
| 1274 | + | 5. Provide reports to the State Boar d of Education, upon |
|---|
| 1275 | + | request, on the specific intensive reading interventions and |
|---|
| 1276 | + | supports implemented by the school district. The State |
|---|
| 1277 | + | Superintendent of Public Instruction shall an nually prescribe the |
|---|
| 1278 | + | required components of the reports; and |
|---|
| 1279 | + | 6. Provide to a student who has been reta ined in the third |
|---|
| 1280 | + | grade and has received intensive instructional services but is still |
|---|
| 1281 | + | not ready for grade promotion, as determined by th e school district, |
|---|
| 1281 | | - | c. provides a scientific -research-based and reliable |
|---|
| 1282 | | - | assessment, |
|---|
| 1283 | | - | d. provides initial and ongoing analysis of the reading |
|---|
| 1284 | | - | progress of each student, and |
|---|
| 1285 | | - | e. is implemented during regular school hours,; |
|---|
| 1286 | | - | 4. Establish at each school, where applicable, an Intensive |
|---|
| 1287 | | - | Acceleration Class for retained third -grade students who |
|---|
| 1288 | | - | subsequently do not meet the performance criteria established by the |
|---|
| 1289 | | - | Commission for Educational Quality and Accountability on the reading |
|---|
| 1290 | | - | portion of the statewide assessment administered pursuant to Section |
|---|
| 1291 | | - | 1210.508 of this title. The focus of the Intensive Acceleration |
|---|
| 1292 | | - | Class shall be to increase the reading level of a child at least two |
|---|
| 1293 | | - | grade levels in one (1) school year. The Int ensive Acceleration |
|---|
| 1294 | | - | Class shall: |
|---|
| 1295 | | - | a. be provided to any student in the third grade who does |
|---|
| 1296 | | - | not meet the performance criteria established by the |
|---|
| 1297 | | - | Commission for Educational Quality and Accountability |
|---|
| 1298 | | - | on the reading portion of the statewide assessments |
|---|
| 1299 | | - | and who was retained in the third grade the prior year |
|---|
| 1300 | | - | because of not meeting the performance criteria on the |
|---|
| 1301 | | - | reading portion of the statewide assessments, |
|---|
| 1302 | | - | b. have a reduced teacher -student ratio, |
|---|
| 1303 | | - | c. provide uninterrupted reading instruction for the |
|---|
| 1304 | | - | majority of student contact time each day and |
|---|
| 1309 | + | the option of being placed in a transitional instructional setting. |
|---|
| 1310 | + | A transitional setting shall specifically be designed to produce |
|---|
| 1311 | + | learning gains sufficient to meet fourth -grade performance standards |
|---|
| 1312 | + | while continuing to remediate the areas of reading deficiency. |
|---|
| 1313 | + | Q. I. 1. Each school district board of educati on shall |
|---|
| 1314 | + | annually publish on the school we bsite, and report in writing |
|---|
| 1315 | + | electronically to the State Board Department of Education, the |
|---|
| 1316 | + | Office of Educational Quality and Accountabil ity, and the Secretary |
|---|
| 1317 | + | of Education by September 1 of each year , the following informatio n |
|---|
| 1318 | + | on the prior school year: |
|---|
| 1319 | + | a. the provisions of this section relating to public |
|---|
| 1320 | + | school student progression and the policies and |
|---|
| 1321 | + | procedures of adopted by the school district on |
|---|
| 1322 | + | student retention and promotion board of education to |
|---|
| 1323 | + | implement the provisions of this section. The |
|---|
| 1324 | + | information submitted shall include expenditures |
|---|
| 1325 | + | related to implement ing the provisions of this |
|---|
| 1326 | + | section, the number of staff implementing the |
|---|
| 1327 | + | provisions of this section, and average daily |
|---|
| 1328 | + | classroom time devoted to implementing the pro visions |
|---|
| 1329 | + | of this section, |
|---|
| 1330 | + | b. by grade, the number and percentage of all students in |
|---|
| 1331 | + | grade three that did not meet the performance criteria |
|---|
| 1332 | + | established by the Commission for Educational Quality |
|---|
| 1331 | | - | incorporate opportunities to master the fourth -grade |
|---|
| 1332 | | - | state standards in other core subject areas, |
|---|
| 1333 | | - | d. use a reading program that is scientific -research- |
|---|
| 1334 | | - | based and has proven results in accelerating student |
|---|
| 1335 | | - | reading achievement within the same school year, |
|---|
| 1336 | | - | e. provide intensive language and vocabulary instruction |
|---|
| 1337 | | - | using a scientific-research-based program, including |
|---|
| 1338 | | - | use of a speech-language therapist, and |
|---|
| 1339 | | - | f. include weekly progress monitoring measures to ensure |
|---|
| 1340 | | - | progress is being made; |
|---|
| 1341 | | - | 5. Provide reports to the State Board of Education, upon |
|---|
| 1342 | | - | request, on the specific intensive reading interventions and |
|---|
| 1343 | | - | supports implemented by the school district. The State |
|---|
| 1344 | | - | Superintendent of Public Instruction shall annually prescribe the |
|---|
| 1345 | | - | required components of the reports; and |
|---|
| 1346 | | - | 6. Provide to a student who has been retained in the third |
|---|
| 1347 | | - | grade and has received intensive instructional services but is still |
|---|
| 1348 | | - | not ready for grade promotion, as determined by the school district, |
|---|
| 1349 | | - | the option of being placed in a transitional instructional setting. |
|---|
| 1350 | | - | A transitional setting shall specifically be designed to produce |
|---|
| 1351 | | - | learning gains sufficient to meet fourth -grade performance standards |
|---|
| 1352 | | - | while continuing to remediate the areas of reading deficiency. |
|---|
| 1353 | | - | Q. I. 1. Each school district board of education shall |
|---|
| 1354 | | - | annually publish on the school website , and report in writing |
|---|
| 1360 | + | and Accountability on t he reading portion of the |
|---|
| 1361 | + | statewide assessment administered pursuant to Section |
|---|
| 1362 | + | 1210.508 of this title kindergarten through third |
|---|
| 1363 | + | grade who did not meet grade-level targets based on a |
|---|
| 1364 | + | screening instrument adm inistered pursuant to |
|---|
| 1365 | + | subsection A of this section, |
|---|
| 1366 | + | c. by grade, the number and percentag e of all students |
|---|
| 1367 | + | retained in grades three through ten in kindergarten |
|---|
| 1368 | + | through third grade who have been enrolled in the |
|---|
| 1369 | + | district for fewer tha n two (2) years, |
|---|
| 1370 | + | d. information on the t otal number and percentage of |
|---|
| 1371 | + | students who were promoted for go od cause, by each |
|---|
| 1372 | + | category of good cause as specified above, and by |
|---|
| 1373 | + | grade, the number and percentage of students in third |
|---|
| 1374 | + | grade who demonstrated grade-level proficiency based |
|---|
| 1375 | + | on a screening instrument administered pursuant to |
|---|
| 1376 | + | subsection A of this section, and |
|---|
| 1377 | + | e. any revisions to the policies of the school district |
|---|
| 1378 | + | on student retention and promotion fro m the prior year |
|---|
| 1379 | + | by grade, the number and percentage of stu dents in |
|---|
| 1380 | + | third grade who are on an individualized education |
|---|
| 1381 | + | program (IEP) in accordance with the Individua ls with |
|---|
| 1382 | + | Disabilities Education Ac t (IDEA) and who demonstrated |
|---|
| 1383 | + | grade-level proficiency based on a screening |
|---|
| 1381 | | - | electronically to the State Board Department of Education, the |
|---|
| 1382 | | - | Office of Educational Quality and Accountability, and the Secretary |
|---|
| 1383 | | - | of Education by September 1 of each year, the following information |
|---|
| 1384 | | - | on the prior school year: |
|---|
| 1385 | | - | a. the provisions of this section relating to public |
|---|
| 1386 | | - | school student progression and the policies and |
|---|
| 1387 | | - | procedures of adopted by the school district on |
|---|
| 1388 | | - | student retention and promotion board of education to |
|---|
| 1389 | | - | implement the provisions of this section. The |
|---|
| 1390 | | - | information submitted shall inc lude expenditures |
|---|
| 1391 | | - | related to implementing the provisions of this |
|---|
| 1392 | | - | section, the number of staff implementing the |
|---|
| 1393 | | - | provisions of this section, and average daily |
|---|
| 1394 | | - | classroom time devoted to implementing the provisions |
|---|
| 1395 | | - | of this section, |
|---|
| 1396 | | - | b. by grade, the number and percentage of all students in |
|---|
| 1397 | | - | grade three that did not meet the performance criteria |
|---|
| 1398 | | - | established by the Commission for Educational Quality |
|---|
| 1399 | | - | and Accountability on the reading portion of the |
|---|
| 1400 | | - | statewide assessment administered pursuant to Section |
|---|
| 1401 | | - | 1210.508 of this title kindergarten through third |
|---|
| 1402 | | - | grade who did not meet grade -level targets based on a |
|---|
| 1403 | | - | screening instrument administered pursuant to |
|---|
| 1404 | | - | subsection A of this sec tion, |
|---|
| 1411 | + | instrument administered pursuant to subsection A of |
|---|
| 1412 | + | this section or an alternative assessment prescribed |
|---|
| 1413 | + | by the student’s IEP. |
|---|
| 1414 | + | 2. The State Department of Education sha ll establish a uniform |
|---|
| 1415 | + | format for school districts to report the information required in |
|---|
| 1416 | + | this subsection. The format shall be developed with input from |
|---|
| 1417 | + | school districts and shall be provided not later than ninety (90) |
|---|
| 1418 | + | days prior to the annual du e date. The Department shall annually |
|---|
| 1419 | + | compile the information required, along with state -level summary |
|---|
| 1420 | + | information, and electronically report the information to the |
|---|
| 1421 | + | public, the Governor, the Secretary of Education, the President Pro |
|---|
| 1422 | + | Tempore of the Senate, and the S peaker of the House of |
|---|
| 1423 | + | Representatives. |
|---|
| 1424 | + | R. J. The State Department of Education shall provide technical |
|---|
| 1425 | + | assistance as needed to aid school districts in administering the |
|---|
| 1426 | + | provision provisions of the Reading Sufficiency Strong Readers Act. |
|---|
| 1427 | + | S. K. On or before January 31 of each year, the State |
|---|
| 1428 | + | Department of Education shall issue electronically submit to the |
|---|
| 1429 | + | Governor, the President Pro Tempore of the Senate, the Speaker of |
|---|
| 1430 | + | the House of Representatives , and members of the Senate and House of |
|---|
| 1431 | + | Representatives Education Committees committees with responsibility |
|---|
| 1432 | + | over common education in both houses of the Legislature a Reading |
|---|
| 1433 | + | Sufficiency Strong Readers Report which shall include, but is not |
|---|
| 1434 | + | limited to, trend data detailing three (3) years of data, |
|---|
| 1431 | | - | c. by grade, the number and percentage of all students |
|---|
| 1432 | | - | retained in grades three through ten in kindergarten |
|---|
| 1433 | | - | through third grade who have been enrolled in the |
|---|
| 1434 | | - | district for fewer than two (2) years , |
|---|
| 1435 | | - | d. information on the total number and percentage of |
|---|
| 1436 | | - | students who were promoted for good cause, by each |
|---|
| 1437 | | - | category of good cause as specified above, an d by |
|---|
| 1438 | | - | grade, the number and percentage of students in |
|---|
| 1439 | | - | kindergarten through third grade who demonstrated |
|---|
| 1440 | | - | grade-level proficiency based on a screening |
|---|
| 1441 | | - | instrument administered pursuant to subsection A of |
|---|
| 1442 | | - | this section, and |
|---|
| 1443 | | - | e. any revisions to the policies of the school district |
|---|
| 1444 | | - | on student retention and promotion from the prior year |
|---|
| 1445 | | - | by grade, the number and percentage of students in |
|---|
| 1446 | | - | kindergarten through third grade who are on an |
|---|
| 1447 | | - | individualized education program (IEP) in accordance |
|---|
| 1448 | | - | with the Individuals with Disabi lities Education Act |
|---|
| 1449 | | - | (IDEA) and who demonstrated grade -level proficiency |
|---|
| 1450 | | - | based on a screening instrument administered pursuant |
|---|
| 1451 | | - | to subsection A of this section o r an alternative |
|---|
| 1452 | | - | assessment prescribed by the student’s IEP . |
|---|
| 1453 | | - | 2. The State Department of Education shall establish a uniform |
|---|
| 1454 | | - | format for school districts to report the information required in |
|---|
| 1462 | + | disaggregated by student subg roups to include economically |
|---|
| 1463 | + | disadvantaged, major racial or ethnic groups, students with |
|---|
| 1464 | + | disabilities, and English languag e learners, as appropriate for the |
|---|
| 1465 | + | following: |
|---|
| 1466 | + | 1. The statewide aggregate number and percentage of stu dents in |
|---|
| 1467 | + | kindergarten through third grade determined to be at risk for |
|---|
| 1468 | + | reading difficulties compared to the total number of students |
|---|
| 1469 | + | enrolled in each gra de; |
|---|
| 1470 | + | 2. The statewide aggregate number and percentage of students in |
|---|
| 1471 | + | kindergarten who continue to be at risk fo r reading difficulties as |
|---|
| 1472 | + | determined by the year -end measurement of reading progress |
|---|
| 1473 | + | administration of the screening instrument required subsection A of |
|---|
| 1474 | + | this section; |
|---|
| 1475 | + | 3. The statewide aggregate number and percentage o f students in |
|---|
| 1476 | + | kindergarten through third grade who have succe ssfully completed |
|---|
| 1477 | + | their program of reading instruction and are reading on grade level |
|---|
| 1478 | + | as determined by the results o f screening instruments approved |
|---|
| 1479 | + | reading assessments administered pursuant to subsection A of this |
|---|
| 1480 | + | section; |
|---|
| 1481 | + | 4. The statewide aggregate and district-specific number and |
|---|
| 1482 | + | percentage of students that meet or do not meet the performance |
|---|
| 1483 | + | criteria established by the Commission for Educational Q uality and |
|---|
| 1484 | + | Accountability on the reading porti on of the statewide third-grade |
|---|
| 1485 | + | assessment administered pursu ant to Section 1210.508 of this title |
|---|
| 1481 | | - | this subsection. The format shall be developed with input from |
|---|
| 1482 | | - | school districts and shall be provided not later than ninety (90) |
|---|
| 1483 | | - | days prior to the annual due da te. The Department shall annually |
|---|
| 1484 | | - | compile the information required, along with state -level summary |
|---|
| 1485 | | - | information, and electronically report the information to th e |
|---|
| 1486 | | - | public, the Governor, the Secretary of Education, the President Pro |
|---|
| 1487 | | - | Tempore of the Senate, and the Speaker of the House of |
|---|
| 1488 | | - | Representatives. |
|---|
| 1489 | | - | R. J. The State Department of Education shall provide technical |
|---|
| 1490 | | - | assistance as needed to aid school districts in a dministering the |
|---|
| 1491 | | - | provision provisions of the Reading Sufficiency Strong Readers Act. |
|---|
| 1492 | | - | S. K. On or before January 31 of each year, the State |
|---|
| 1493 | | - | Department of Education shall issue electronically submit to the |
|---|
| 1494 | | - | Governor, the President Pro Tempore of the Senate, the Speaker of |
|---|
| 1495 | | - | the House of Representatives , and members of the Senate and House of |
|---|
| 1496 | | - | Representatives Education Committees committees with responsibility |
|---|
| 1497 | | - | over common education in both houses of the Legislature a Reading |
|---|
| 1498 | | - | Sufficiency Strong Readers Report which shall include, but is not |
|---|
| 1499 | | - | limited to, trend data detailing three (3) years of data, |
|---|
| 1500 | | - | disaggregated by student subgroups to include economically |
|---|
| 1501 | | - | disadvantaged, major racial or ethnic groups, students with |
|---|
| 1502 | | - | disabilities, and English language learners, as app ropriate for the |
|---|
| 1503 | | - | following: |
|---|
| 1513 | + | grade-level targets for reading based on screening instruments |
|---|
| 1514 | + | administered pursuant to subsection A of this section; |
|---|
| 1515 | + | 5. The number of students tested, the number of students |
|---|
| 1516 | + | promoted through meeting proficiency on a screening instrument as |
|---|
| 1517 | + | provided for in subsection I of this section, the number of students |
|---|
| 1518 | + | promoted through each of the good -cause exemptions as provided for |
|---|
| 1519 | + | in subsection L of this section and the number of students retained |
|---|
| 1520 | + | and the number of students p romoted through probationary promotion |
|---|
| 1521 | + | as provided for in subsection I of this section for each elementary |
|---|
| 1522 | + | site; |
|---|
| 1523 | + | 6. Data tracking the progression of stu dents promoted through |
|---|
| 1524 | + | each of the good-cause exemptions as provided for in subs ection L of |
|---|
| 1525 | + | this section and students promoted through probationary promotion or |
|---|
| 1526 | + | students who are retained in third grade as provided for in |
|---|
| 1527 | + | subsection I of this section. The data shall include but not be |
|---|
| 1528 | + | limited to information regarding whether students graduate on time; |
|---|
| 1529 | + | 7. The amount of funds for reading remediation received by each |
|---|
| 1530 | + | district for implementation of the Strong Readers Act; |
|---|
| 1531 | + | 8. 6. An evaluation and narrative int erpretation of the report |
|---|
| 1532 | + | data analyzing the impact of the Reading Sufficiency Strong Readers |
|---|
| 1533 | + | Act on students’ ability to read at grade level; |
|---|
| 1534 | + | 9. 7. The type of reading instruction practices and methods |
|---|
| 1535 | + | currently being used by school districts in the state; |
|---|
| 1530 | | - | 1. The statewide aggregate number and percentage of students in |
|---|
| 1531 | | - | kindergarten through third grade determined to be at risk for |
|---|
| 1532 | | - | reading difficulties compared to the total number of students |
|---|
| 1533 | | - | enrolled in each grade; |
|---|
| 1534 | | - | 2. The statewide aggregate number and percentage of students in |
|---|
| 1535 | | - | kindergarten who continue to be at risk for re ading difficulties as |
|---|
| 1536 | | - | determined by the year -end measurement of reading progress |
|---|
| 1537 | | - | administration of the screening instrument required subsection A of |
|---|
| 1538 | | - | this section; |
|---|
| 1539 | | - | 3. The statewide aggregate number and percentage of students in |
|---|
| 1540 | | - | kindergarten through third grade who have successfully completed |
|---|
| 1541 | | - | their program of reading instruction and are reading on grade level |
|---|
| 1542 | | - | as determined by the results of screening instruments approved |
|---|
| 1543 | | - | reading assessments administered pursuant to subsection A of this |
|---|
| 1544 | | - | section; |
|---|
| 1545 | | - | 4. The statewide aggregate and district -specific number and |
|---|
| 1546 | | - | percentage of students that meet or do not meet the performance |
|---|
| 1547 | | - | criteria established by the Commission for Educa tional Quality and |
|---|
| 1548 | | - | Accountability on the reading portion of the statewide third -grade |
|---|
| 1549 | | - | assessment administered pursuant to Section 1210.508 of this title |
|---|
| 1550 | | - | grade-level targets for reading based on screening instruments |
|---|
| 1551 | | - | administered pursuant to subsection A of this section; |
|---|
| 1552 | | - | 5. The number of students tested, the number of students |
|---|
| 1553 | | - | promoted through meetin g proficiency on a screening instrument as |
|---|
| 1563 | + | 10. 8. Socioeconomic information, access to reading resources |
|---|
| 1564 | + | outside of school, and screening for and identification of learning |
|---|
| 1565 | + | disabilities for students not reading at the appr opriate grade level |
|---|
| 1566 | + | by third grade in kindergarten and first through third grade; |
|---|
| 1567 | + | 11. The 9. By grade level, the types of intensive remediation |
|---|
| 1568 | + | intervention efforts being conducted by school districts to identify |
|---|
| 1569 | + | best practices for students that who are not on an IEP and who are |
|---|
| 1570 | + | not reading at the appropriate grade level and are not retained |
|---|
| 1571 | + | under the provisions of this section and for students who are on an |
|---|
| 1572 | + | IEP and who are not reading at the appropriate grade level ; and |
|---|
| 1573 | + | 12. 10. Any recommendations for improvements or amendments to |
|---|
| 1574 | + | the Reading Sufficiency Strong Readers Act. |
|---|
| 1575 | + | The State Department of Education may contract with an |
|---|
| 1576 | + | independent entity for t he reporting and analysi s requirements of |
|---|
| 1577 | + | this subsection. |
|---|
| 1578 | + | T. L. Copies of the results of the assessments screening |
|---|
| 1579 | + | instruments administered pursuant to subsection A of this section |
|---|
| 1580 | + | shall be made a part of the permanent record of each student. |
|---|
| 1581 | + | SECTION 4. AMENDATORY 70 O.S. 2021, Section 1210.508D, |
|---|
| 1582 | + | is amended to read as follows: |
|---|
| 1583 | + | Section 1210.508D. A. Contingent on the provision of |
|---|
| 1584 | + | appropriated funds designated for the Reading Sufficiency Strong |
|---|
| 1585 | + | Readers Act, school districts may b e allocated monies for e ach |
|---|
| 1586 | + | enrolled kindergarten student or first-, second-, and third-grade |
|---|
| 1580 | | - | provided for in subsection I of this section, the number of students |
|---|
| 1581 | | - | promoted through each of the good -cause exemptions as provided for |
|---|
| 1582 | | - | in subsection L of this section and the number of students retained |
|---|
| 1583 | | - | and the number of students promoted through probationary promotion |
|---|
| 1584 | | - | as provided for in subsection I of this section for each elementary |
|---|
| 1585 | | - | site; |
|---|
| 1586 | | - | 6. Data tracking the progre ssion of students promoted through |
|---|
| 1587 | | - | each of the good-cause exemptions as provided for in subsecti on L of |
|---|
| 1588 | | - | this section and students promoted through probationary promotion or |
|---|
| 1589 | | - | students who are retained in third grade as provided for in |
|---|
| 1590 | | - | subsection I of this se ction. The data shall include but not be |
|---|
| 1591 | | - | limited to information regarding whether students graduate on time; |
|---|
| 1592 | | - | 7. The amount of funds for reading remediation received by each |
|---|
| 1593 | | - | district for implementation of the Strong Readers Act ; |
|---|
| 1594 | | - | 8. 6. An evaluation and narrative interpretation of the report |
|---|
| 1595 | | - | data analyzing the impact of the Reading Sufficiency Strong Readers |
|---|
| 1596 | | - | Act on students’ ability to read at grade level; |
|---|
| 1597 | | - | 9. 7. The type of reading instruction practices and methods |
|---|
| 1598 | | - | currently being used by school districts in the state; |
|---|
| 1599 | | - | 10. 8. Socioeconomic information, access to reading resources |
|---|
| 1600 | | - | outside of school, and screening for and identification of learning |
|---|
| 1601 | | - | disabilities for students not reading at the appropriate grade level |
|---|
| 1602 | | - | by third grade in kindergarten and first through third grade; |
|---|
| 1614 | + | student of the current school year, including any student who has |
|---|
| 1615 | + | been retained in the third grade pursuant to Section 1210.508C of |
|---|
| 1616 | + | this title, who is found to be in need of remediation or intensive |
|---|
| 1617 | + | intervention services in reading. The allocation shall be |
|---|
| 1618 | + | distributed to each school distric t upon approval of the reading |
|---|
| 1619 | + | sufficiency strong readers plan for the school district by the State |
|---|
| 1620 | + | Department Board of Education and the submittal of a child-count |
|---|
| 1621 | + | report to the State Department of Education that details the number |
|---|
| 1622 | + | of students identified as needing remediation or intensive |
|---|
| 1623 | + | intervention services in reading. To determine a per-student |
|---|
| 1624 | + | allocation amount, the total amount of funds availab le for |
|---|
| 1625 | + | allocation each year shall be divided by the total number of |
|---|
| 1626 | + | students in the state identified as in need of remediation or |
|---|
| 1627 | + | intensive intervention services in reading as provided for in |
|---|
| 1628 | + | Section 1210.508C of this title. Each school district shall be |
|---|
| 1629 | + | allocated an amount equal to the per -student allocation amount |
|---|
| 1630 | + | multiplied by the number of identified students enrolled in the |
|---|
| 1631 | + | school district. |
|---|
| 1632 | + | B. Beginning with the 2022 -2023 school year, districts |
|---|
| 1633 | + | receiving more than Two Thousand Five Hundred Dollars ($ 2,500.00) |
|---|
| 1634 | + | pursuant to subsection A of this section shall spend no less than |
|---|
| 1635 | + | ten percent (10%) to provide professional development for teachers |
|---|
| 1636 | + | teaching prekindergarten through grade fi ve. The professional |
|---|
| 1637 | + | development shall include training in the science of how students |
|---|
| 1629 | | - | 11. The 9. By grade level, the types of intensive remediation |
|---|
| 1630 | | - | intervention efforts being conducted by school districts to identify |
|---|
| 1631 | | - | best practices for students that who are not on an IEP and who are |
|---|
| 1632 | | - | not reading at the appropriate grad e level and are not retained |
|---|
| 1633 | | - | under the provisions of this section and for students who are on an |
|---|
| 1634 | | - | IEP and who are not reading at the appropriate grade level ; and |
|---|
| 1635 | | - | 12. 10. Any recommendations for improvements or amendments to |
|---|
| 1636 | | - | the Reading Sufficiency Strong Readers Act. |
|---|
| 1637 | | - | The State Department of Education may contract with an |
|---|
| 1638 | | - | independent entity for the re porting and analysis requirements of |
|---|
| 1639 | | - | this subsection. |
|---|
| 1640 | | - | T. L. Copies of the results of the assessments screening |
|---|
| 1641 | | - | instruments administered pursuant to subsection A of this section |
|---|
| 1642 | | - | shall be made a part of the permanent record of each student. |
|---|
| 1643 | | - | SECTION 5. AMENDATORY 70 O.S. 2021, Section 1210.508D, |
|---|
| 1644 | | - | is amended to read as follows: |
|---|
| 1645 | | - | Section 1210.508D. A. Contingent on the provision of |
|---|
| 1646 | | - | appropriated funds designated for the Reading Sufficiency Strong |
|---|
| 1647 | | - | Readers Act, school districts may be all ocated monies for each |
|---|
| 1648 | | - | enrolled kindergarten student or first -, second-, and third-grade |
|---|
| 1649 | | - | student of the current school year , including any student who has |
|---|
| 1650 | | - | been retained in the third grade pursuant to Section 1210.508C of |
|---|
| 1651 | | - | this title, who is found to be in need of remediation or intensive |
|---|
| 1652 | | - | intervention services in reading. The allocation shall be |
|---|
| 1653 | | - | |
|---|
| 1654 | | - | ENGR. S. B. NO. 1906 Page 34 1 |
|---|
| 1655 | | - | 2 |
|---|
| 1656 | | - | 3 |
|---|
| 1657 | | - | 4 |
|---|
| 1658 | | - | 5 |
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| 1673 | | - | 20 |
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| 1674 | | - | 21 |
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| 1675 | | - | 22 |
|---|
| 1676 | | - | 23 |
|---|
| 1677 | | - | 24 |
|---|
| 1678 | | - | |
|---|
| 1679 | | - | distributed to each school district upon approval of the reading |
|---|
| 1680 | | - | sufficiency strong readers plan for the school district by the State |
|---|
| 1681 | | - | Department Board of Education and the submittal of a child -count |
|---|
| 1682 | | - | report to the State Department of Education that details the number |
|---|
| 1683 | | - | of students identified as needing remediation or intensive |
|---|
| 1684 | | - | intervention services in reading. To determine a per -student |
|---|
| 1685 | | - | allocation amount, the total amount of funds available for |
|---|
| 1686 | | - | allocation each year shall be divided by the total number of |
|---|
| 1687 | | - | students in the state identified as in need of remediation or |
|---|
| 1688 | | - | intensive intervention services in reading as provided for in |
|---|
| 1689 | | - | Section 1210.508C of this title. Each school district shall be |
|---|
| 1690 | | - | allocated an amount equal to the per -student allocation amount |
|---|
| 1691 | | - | multiplied by the number of identified students enrolled in the |
|---|
| 1692 | | - | school district. |
|---|
| 1693 | | - | B. Beginning with the 2022 -2023 school year, districts |
|---|
| 1694 | | - | receiving more than Two Thousand Five Hundred Dollars ($2,500.00) |
|---|
| 1695 | | - | pursuant to subsection A of this section shall spend no less than |
|---|
| 1696 | | - | ten percent (10%) to provide professional development for teacher s |
|---|
| 1697 | | - | teaching prekindergarten through grade five. The professional |
|---|
| 1698 | | - | development shall include training: |
|---|
| 1699 | | - | 1. Training in the science of how students learn to read as |
|---|
| 1700 | | - | well as instructional materials required for implementation ; and |
|---|
| 1701 | | - | 2. Training in Language Esse ntials for Teachers of Reading and |
|---|
| 1702 | | - | Spelling (LETRS) for certified personnel designated as reading |
|---|
| 1703 | | - | |
|---|
| 1704 | | - | ENGR. S. B. NO. 1906 Page 35 1 |
|---|
| 1705 | | - | 2 |
|---|
| 1706 | | - | 3 |
|---|
| 1707 | | - | 4 |
|---|
| 1708 | | - | 5 |
|---|
| 1709 | | - | 6 |
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|---|
| 1726 | | - | 23 |
|---|
| 1727 | | - | 24 |
|---|
| 1728 | | - | |
|---|
| 1729 | | - | coaches. Completion of LETRS training pursuant to this paragraph |
|---|
| 1730 | | - | shall be reflected on the reading coach’s certificate to teach . |
|---|
| 1665 | + | learn to read as well as instructional materials requi red for |
|---|
| 1666 | + | implementation. |
|---|
| 1755 | 1692 | | 2 |
|---|
| 1756 | 1693 | | 3 |
|---|
| 1757 | 1694 | | 4 |
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| 1774 | 1711 | | 21 |
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| 1775 | 1712 | | 22 |
|---|
| 1776 | 1713 | | 23 |
|---|
| 1777 | 1714 | | 24 |
|---|
| 1778 | 1715 | | |
|---|
| 1779 | 1716 | | 3. The potential need for the student to participate in a |
|---|
| 1780 | 1717 | | summer academy or other program designed to assist the student in |
|---|
| 1781 | 1718 | | attaining grade-level reading skills. |
|---|
| 1782 | 1719 | | B. A teacher who determines a third-grade student in |
|---|
| 1783 | 1720 | | kindergarten or first through third grade is unable to meet |
|---|
| 1784 | 1721 | | competencies required not meeting grade-level targets for reading |
|---|
| 1785 | 1722 | | for completion of third grade and promotion to fourth grade may, |
|---|
| 1786 | 1723 | | after consultation with the parent or legal guardian of the student, |
|---|
| 1787 | 1724 | | recommend that the promotion of the student to the fourth grade is |
|---|
| 1788 | 1725 | | contingent upon the participation participate in and successful |
|---|
| 1789 | 1726 | | completion of the required competencies for reading by the student |
|---|
| 1790 | 1727 | | at complete a summer academy or other program. If the student does |
|---|
| 1791 | 1728 | | not participate in t he summer academy or other program or does not |
|---|
| 1792 | 1729 | | successfully complete the competencies in the summer academy or |
|---|
| 1793 | 1730 | | other program, the student shall be retained in the third grade as |
|---|
| 1794 | 1731 | | set forth in Section 1210.508C of this title. |
|---|
| 1795 | 1732 | | C. Summer academy program s shall be designed to ensure that |
|---|
| 1796 | 1733 | | participating students successfully complete the grade-level |
|---|
| 1797 | 1734 | | competencies necessary in reading for promotion to fourth grade and |
|---|
| 1798 | 1735 | | to enhance next-grade readiness. A summer academy reading program |
|---|
| 1799 | 1736 | | shall be a program that incorpo rates the content of a scientifically |
|---|
| 1800 | 1737 | | research-based professional development program administered by the |
|---|
| 1801 | 1738 | | Oklahoma Commission for Teacher Preparation Commission for |
|---|
| 1802 | 1739 | | Educational Quality and Accountability or a scientifically res earch- |
|---|
| 1803 | 1740 | | |
|---|
| 1805 | 1743 | | 2 |
|---|
| 1806 | 1744 | | 3 |
|---|
| 1807 | 1745 | | 4 |
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| 1809 | 1747 | | 6 |
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| 1810 | 1748 | | 7 |
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| 1811 | 1749 | | 8 |
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| 1812 | 1750 | | 9 |
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| 1813 | 1751 | | 10 |
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| 1816 | 1754 | | 13 |
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| 1820 | 1758 | | 17 |
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| 1822 | 1760 | | 19 |
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| 1823 | 1761 | | 20 |
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| 1824 | 1762 | | 21 |
|---|
| 1825 | 1763 | | 22 |
|---|
| 1826 | 1764 | | 23 |
|---|
| 1827 | 1765 | | 24 |
|---|
| 1828 | 1766 | | |
|---|
| 1829 | 1767 | | based reading program administered by the State Board of Education |
|---|
| 1830 | 1768 | | and is taught by teachers who have successf ully completed |
|---|
| 1831 | 1769 | | professional development in the reading program or who are certified |
|---|
| 1832 | 1770 | | as reading specialists. |
|---|
| 1833 | 1771 | | D. School districts may approve an option for students who a re |
|---|
| 1834 | 1772 | | unable to attend a summer academy. The optional program may |
|---|
| 1835 | 1773 | | include, but is not limited to, an approved private provider of |
|---|
| 1836 | 1774 | | instruction, approved computer - or Internet-based instruction, or an |
|---|
| 1837 | 1775 | | approved program of reading in struction monitored by the parent or |
|---|
| 1838 | 1776 | | legal guardian. School districts shall not be required to pay for |
|---|
| 1839 | 1777 | | the optional program, but shall clearly communicate to the parent or |
|---|
| 1840 | 1778 | | legal guardian the expectations of the program and any costs that |
|---|
| 1841 | 1779 | | may be involved. |
|---|
| 1842 | 1780 | | E. Subject to the ava ilability of funds, beginning one (1) year |
|---|
| 1843 | 1781 | | after implementation of this section, the requirements of subsection |
|---|
| 1844 | 1782 | | B of this section may be expanded to apply to fourth-grade student |
|---|
| 1845 | 1783 | | promotion to fifth students in fourth grade. Each year thereafter, |
|---|
| 1846 | 1784 | | the requirements may be expanded by one grade level until the |
|---|
| 1847 | 1785 | | requirements apply to third-grade students through eighth-grade |
|---|
| 1848 | 1786 | | students. Summer academy programs shall be designed for each grade |
|---|
| 1849 | 1787 | | level. Nothing in this section shall prevent the State Board of |
|---|
| 1850 | 1788 | | Education or a school district board of education from utilizing |
|---|
| 1851 | 1789 | | private, local, or federal funds to implement this section. |
|---|
| 1852 | 1790 | | |
|---|
| 1883 | | - | SECTION 7. AMENDATORY 70 O.S. 2021, Section 1210.508F, |
|---|
| 1884 | | - | is amended to read as follows: |
|---|
| 1885 | | - | Section 1210.508F. A. The State Board of Education Commission |
|---|
| 1886 | | - | for Educational Quality and Accountability shall ensure that the |
|---|
| 1887 | | - | reading competencies for element ary teachers are included in the |
|---|
| 1888 | | - | competencies for special education teachers. |
|---|
| 1889 | | - | B. The State Board of Education and the Commission for |
|---|
| 1890 | | - | Educational Quality and Ac countability in collaboration with the |
|---|
| 1891 | | - | Oklahoma State Regents for Higher Education shall ensure that all |
|---|
| 1892 | | - | teachers of early childhood education, elementary education , and |
|---|
| 1893 | | - | special education are provided quality training in intervention, |
|---|
| 1894 | | - | instruction, and remediation strategies in order to meet the needs |
|---|
| 1895 | | - | of students in kindergarten through third grade wh o are determined |
|---|
| 1896 | | - | to be at risk of reading difficulties in the science of reading to |
|---|
| 1897 | | - | provide explicit and systematic instruction in phonological |
|---|
| 1898 | | - | awareness, decoding, fluency, vocabulary, and comprehension and |
|---|
| 1899 | | - | implement reading strategies that research has shown to be |
|---|
| 1900 | | - | successful in improving reading among students with reading |
|---|
| 1901 | | - | difficulties. In addition, quality education for prospective |
|---|
| 1902 | | - | |
|---|
| 1903 | | - | ENGR. S. B. NO. 1906 Page 39 1 |
|---|
| 1904 | | - | 2 |
|---|
| 1905 | | - | 3 |
|---|
| 1906 | | - | 4 |
|---|
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|---|
| 1924 | | - | 22 |
|---|
| 1925 | | - | 23 |
|---|
| 1926 | | - | 24 |
|---|
| 1927 | | - | |
|---|
| 1928 | | - | teachers shall be provided in research-based instructional |
|---|
| 1929 | | - | strategies for instruction, assessment , and intervention for |
|---|
| 1930 | | - | literacy development for all students , including advanced readers, |
|---|
| 1931 | | - | typically developing readers , and struggling readers who are coping |
|---|
| 1932 | | - | with a range of challenges , including, but not limited to, English |
|---|
| 1933 | | - | learners and learners with handicapping conditions and learning |
|---|
| 1934 | | - | disabilities (including dyslexia) , including dyslexia. Quality |
|---|
| 1935 | | - | training shall include guidance from professional resources such as |
|---|
| 1936 | | - | the Report of the Nat ional Reading Panel, Response to Intervention |
|---|
| 1937 | | - | guidelines, and professional organizations such as the Council for |
|---|
| 1938 | | - | Exceptional Children, International Dyslexia Association, |
|---|
| 1939 | | - | International Literacy Association, National Council of Teachers of |
|---|
| 1940 | | - | English, and National Association for the Education of Young |
|---|
| 1941 | | - | Children. |
|---|
| 1942 | | - | C. All institutions within The Oklahoma State System of Higher |
|---|
| 1943 | | - | Education that offer elementary, early childhood education , or |
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| 1944 | | - | special education programs approved by the Commission for |
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| 1945 | | - | Educational Quality and Accountability shall incorporate into those |
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| 1946 | | - | programs the requirement that teacher candida tes study the five |
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| 1947 | | - | elements of reading instruction which are phonemic phonological |
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| 1948 | | - | awareness, phonics decoding, reading fluency, vocabulary, and |
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| 1949 | | - | comprehension. Teacher candidates shall study strategies including, |
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| 1950 | | - | but not limited to, instruction that is explicitly taught, |
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| 1951 | | - | sequenced, multimodal (reading, writing, speaking, listening, hands - |
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| 1952 | | - | |
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| 1953 | | - | ENGR. S. B. NO. 1906 Page 40 1 |
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| 1977 | | - | |
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| 1978 | | - | on, etc.), multidisciplinary , and reflective to adapt for individual |
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| 1979 | | - | learners. |
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| 1980 | | - | D. Effective July 1, 2010 2025, teacher candidates enrolled in |
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| 1981 | | - | an institution within The Ok lahoma State System of Higher Education |
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| 1982 | | - | in a special education , early childhood education, or elementary |
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| 1983 | | - | education program approved by the Commission for Educat ional Quality |
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| 1984 | | - | and Accountability shall pass, prior to graduation, a comprehensive |
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| 1985 | | - | assessment to measure their teaching skills in the area of reading |
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| 1986 | | - | instruction. The assessment shall be developed and administered by |
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| 1987 | | - | the institutions that offer special edu cation, early childhood |
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| 1988 | | - | education, and elementary education programs that lead to |
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| 1989 | | - | certification. The assessment shall measure the knowledge and |
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| 1990 | | - | understanding of the teacher candidate in the teaching of the five |
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| 1991 | | - | elements of reading instruction which are phonemic phonological |
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| 1992 | | - | awareness, phonics decoding, reading fluency, vocabulary, and |
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| 1993 | | - | comprehension. The results of the assessment shall be |
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| 1994 | | - | electronically reported annually by the institution to the |
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| 1995 | | - | Commission for Educational Quality and Accountability as a p art of |
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| 1996 | | - | the required annual report for the institution. The Commission |
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| 1997 | | - | shall include the data in the annual report to the Oklahoma |
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| 1998 | | - | Legislature as required pursuant to Section 6 -186 of this title. It |
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| 1999 | | - | is the intent of the Legislature to ensure that teachers graduating |
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| 2000 | | - | from institutions within The Oklahoma State System of Higher |
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| 2001 | | - | |
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| 2002 | | - | ENGR. S. B. NO. 1906 Page 41 1 |
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| 2026 | | - | |
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| 2027 | | - | Education have the knowledge and skills to effectively teach reading |
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| 2028 | | - | to all children. |
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| 2029 | | - | SECTION 8. This act shall become effective July 1, 2024. |
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| 2030 | | - | SECTION 9. It being immediately necessary for the preservation |
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| 1822 | + | SECTION 6. This act shall become effec tive July 1, 2024. |
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| 1823 | + | SECTION 7. It being immediately necessary for the preservation |
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