 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
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| Economic/Workforce Development |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promotion/Retention |
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| Purposes of Public Education |
| |
 | Reading/Literacy |
| |
| MA | Signed into law 09/2012 | P-12 | Establishes an Early Literacy Expert Panel to develop recommendations to have all students in the commonwealth reading proficiently by the end of third grade. Outlines who will serve on the panel, and logistics including term limits and meeting criteria.
Requires the panel to advise the departments of early education and care, elementary and secondary education and higher education and the executive office of education on the refinement and implementation of plans for early literacy development on the following:
(1) comprehensive curricula on language and literacy development for children in early education and care programs and grades pre-kindergarten to third grade
(2) effective instructional practices to promote children's language and literacy development in early education and care programs and grades pre-kindergarten to third grade
(3) pre-service and in-service professional development and training for educators on language and literacy development, the administration of screenings and assessments, and the analysis of data gained through screenings and assessments to make instructional decisions
(4) developmentally appropriate screening and assessment to monitor and report on children's progress toward achieving benchmarks in language and literacy development across educational levels prior to third grade and measuring school readiness and children's reading proficiency from pre-kindergarten to third grade
(5) family partnership strategies for improving the quality, frequency, and efficacy of home-school interactions to support children's literacy and language development, as well as for building community capacity to support family literacy practices
(6) action steps to implement the recommendations contained in "Turning the Page: Refocusing Massachusetts for Reading Success" by Nonie Lesaux.
Requires the panel to advise on leveraging existing and new federal grant opportunities and private funding to support language and literacy acquisition for children from birth to third grade.
Requires an annual report on the activities of the expert panel in advising the departments and sets forth requirements for the content and availability of the report.
http://www.mass.gov/legis/journal/desktop/Current%20Agenda%202011/H4243.pdf
Title: H.B. 4243
Source: http://www.malegislature.gov/
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| OH | Signed into law 06/2012 | P-12 | Directs the state board to determine a level of achievement on the 3rd grade English language arts assessment for a student to be promoted to the 4th grade, and to review and adjust upward the level of achievement until the level is set at the "proficient" level. Effective with entering 3rd graders in the 2013-14 school year, prohibits a district from promoting to the 4th grade any student who does not achieve a benchmark on the 3rd grade English language arts assessment; excludes certain English language learners and students with disabilities, students demonstrating ability on alternate assessment, and certain students receiving remediation who were previously retained from this requirement. Replaces requirement that districts assess reading skills at the end of 1st and 2nd grade with requirement that each K-3 student's reading skills be assessed by September 30. Permits districts to use a state diagnostic tool or comparable tool approved by the department of education for this purpose. Requires, upon identifying a student reading below grade level, (1) written parental notification and description of current services and proposed services to remediate areas of reading deficiency, and (2) intensive reading instruction to the student immediately following identification of a reading deficiency. Specifies such reading instruction must include research-based strategies shown to be successful in improving reading among low-performing readers; removes requirement that instruction be in intensive, systematic phonetics. Requires any intervention or remediation services required by these provisions to include intensive, explicit, and systematic instruction. Requires a reading improvement and monitoring plan to be developed within 60 days after receiving the student's results on the diagnostic assessment. Identifies required components of each reading improvement and monitoring plan. Requires each student with a reading improvement and monitoring plan entering 3rd grade in 2013-14 school year or thereafter to be assigned to a teacher who has either received a passing score on a rigorous test of principles of scientifically-based reading instruction approved by the state board of education or has a reading endorsement on the teacher's license.
Requires districts to include (1) documents related to administration of diagnostic assessments and (2) information in any student improvement plan in the information provided to student's parent. Requires every district to submit diagnostic assessment results to the department of education, regardless of the type of assessment used, and authorizes the department to issue reports with the data collected.
Specifies services that must be offered a student retained in grade 3 pursuant to these provisions, including at least 90 minutes of daily reading. Requires a district to adopt a policy for mid-year promotion of a student subsequently reading on grade level. Requires a district to assign a retained student to a high-performing teacher, as determined by the teacher's student performance data, when available, and performance reviews. Requires the district to offer the option for students to receive applicable services from one or more approved providers other than the district. Requires a retained student who shows grade-level proficiency in math, science, writing, or social studies to be provided instruction commensurate with student achievement levels in that subject.
Requires each district to annually report to the department on implementation and compliance with these provisons. Directs the superintendent of public instruction to annually report to the governor and general assembly the number and percentage of students in grades K-4 reading below grade level based on the diagnostic assessments and the 3rd grade achievement assessments in English language arts, aggregated
by school district and building; the types of intervention services provided to students; and, if available, an evaluation of the efficacy of the intervention services provided.
Pages 13, 34-36, 86-93 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Third-Grade Reading Proficiency
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | By June 20, 2013, directs the department to conduct a study of the licensure requirements for educational staff responsible for the development of informational sources for the support of curriculum and literacy development in schools. Directs the department and the state board to use the study to make any necessary updates or revisions to the licensure requirements for those staff. Pages 394-395 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Licensure Requirements for Staff Developing Informational Sources to Support Curriculum and Literacy Development
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Directs the state board and the early childhood advisory council, in consultation with the governor's office of 21st century education, to develop legislative recommendations regarding the state's policies on literacy education for birth through 3rd grade with the goal of increasing kindergarten readiness, K-3 reading proficiency, and increasing school success and college- and career-readiness for Ohio's children. Directs the state board and early childhood advisory council to submit these recommendations no later than February 28, 2013. Requires that the recommendations address (1) alignment of state's policies and resources for reading readiness and proficiency from birth through 3rd grade; (2) identification of birth through kindergarten entry strategies to reduce the kindergarten readiness gap, increase literacy success throughout the K-12 continuum, and increase college- and career-readiness; and (3) recommendations for implementing reading proficiency strategies. Page 395 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Birth through 3rd Grade Literacy Education
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | By December 31, 2012, directs the superintendent of public instruction and the governor's director of 21st century education to issue a report to the governor and general assembly on the department's ability to to reprioritize state and federal funds appropriated or allocated to the department (including Title I and Title III funds and funds from "Enhancing Education Through Technology Act of 2001"), in order to identify additional funds that may be used to support the assessments and interventions associated with the 3rd grade reading guarantee (i.e., potential retention of a child not achieving a benchmark score on 3rd grade English language arts assessment). Pages 395-396 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Additional State and Federal Funds to Support Early Literacy Assessment and Interventions
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2012 | P-12 | Requires each local education provider (LEP, i.e., school districts, Boards of Cooperative Educational Services or BOCES, charter schools) to provide to students in kindergarten through 3rd grade the instruction and evidence based interventions necessary to ensure to the greatest extent possible that early-grade students develop the reading skills necessary to enable them to succeed in later grades.
Beginning in 2012-13, requires LEPs to report to the department the number of early-grade students with significant reading deficiencies, based on the state board's definition. Beginning in the 2013-14 academic year, requires each LEP to measure reading competency for early-grade students using a combination of assessments approved by the department, which is required to create a list of approved instructional programs and professional development tools. The department will provide training, technical assistance, and coaching as necessary.
Creates a process for teachers, parents, and other personnel to create a Reading to Ensure Academic Development (READ) plan for when a student with significant reading deficiencies is identified. Provides the READ plan is part of the student's academic record until the student achieves reading competency.
Creates a process for parents and educators to determine if the student should advance to the next grade level in the next academic year. If the student is completing 3rd grade, the joint decision is subject to approval of the local superintendent, or his/her designee. If the student does not advance, the LEP must provide more rigorous instructional services to the student.
Creates the Early Literacy Grant Program in the department to provide funding to LEPs for literacy assessment, instructional support, and appropriate interventions for early-grade learners. Creates the Early Literacy Fund to support the implementation of the act and to provide a source of funds for the grant program. Also describes how funding will be calculated for the program and for per student support.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/BE80872E0CC93D2987257981007DC105?Open&file=1238_enr.pdf
Title: H.B. 1238
Source: http://www.leg.state.co.us
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| CO | Signed into law 05/2012 | P-12 | Requires the education department to issue request for proposals for the purchase of an early literacy assessment tool that teachers may use to obtain real-time assessments of the reading skill levels of K-3 students, and, based on the results, create intervention plans and materials. Describes requirements for the assessment software and procedures for using the assessment tool/software in districts and schools. Requires the department to a report that includes the following information: percentage of students receiving services using the assessment tool; improvements in reading levels; and cost of purchasing the assessment tool and licenses.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf
Title: H.B. 1345 (sec. 7)
Source: http://www.leg.state.co.us
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| CT | Signed into law 05/2012 | P-12 | (Sec. 5) Requires the Department of Education, by January 1, 2012, to develop and approve reading assessments that districts must use to identify kindergarten through third grade who are below proficiency in reading. Assessments must: 1) Include frequent student screening and progress monitoring; 2) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension; 3) allow for periodic formative assessment during the school year; 4) produce data that is useful for developing individual and classroom instruction; and 5) be compatible with best practices in reading instruction and research.
By February 1, 2013, the commissioner must submit the reading assessment to the Education Committee.
(Sec. 6) Requires all certified employees (i. e. teachers and administrators), beginning July 1, 2014, and each following school year, working in kindergarten through third grade to take a practice version of an SBE-approved reading instruction exam. Each local and regional board of education must annually report the results to the SDE.
(Sec. 7) Requires the education commissioner, by July 1, 2013, to establish a professional development program in reading instruction for teachers. The program must: 1) count towards professional development requirements established under the bill (§ 38), 2) be based on student reading assessment data, 3) provide differentiated and intensified training in teacher reading instruction, 4) be used to identify mentor teachers who will train teachers in reading instruction, 5) outline how model classrooms will be established in schools for reading instruction, and 6) inform principals on how to evaluate classrooms and teacher performance in scientifically-based reading research and instruction, and 7) be job-embedded and local whenever possible. Also, requires the education commissioner to annually review the professional development for teachers holding professional certificates with early childhood nursery through third grade or elementary school endorsements and holding jobs requiring such endorsements. The commissioner must assess whether the professional development meets state goals for student academic achievement through implementation of (1) the State Board of Education (SBE)-adopted common core standards, (2) research based interventions, and (3) the federal special education law.
(Sec. 4) Extends a pilot study under PA-1185 to promote best practices in early literacy and closing academic achievement gaps through July 1, 2013. (Not Codified)
(Sec. 89) Directs the commissioner to create a specified intensive reading instruction program to improve student literacy in grades kindergarten to three, inclusive, and close the achievement gap. Directs the commissioner to select five elementary schools that are either (1) located in an educational reform district, (2) participating in the commissioner's network of schools, or (3) among the lowest 5% of elementary schools SPI for reading and mathematics, to participate in an intensive reading instruction program for the school year beginning July 1, 2012 and permits the commissioner to select up to five such schools to participate in the intensive reading instruction program each year thereafter. A specified intensive reading intervention strategy will be used by each school. Provides that any student of a priority school that is selected for the intensive reading program who is reading below proficiency at the end of the school year must be enrolled in an intensive summer school reading program that includes specified components named in the bill. The components include, among other items, a comprehensive reading intervention and scientifically-based reading research and instruction strategies.
(Sec. 91) Requires the SDE by July 1, 2013, to develop a specified coordinated state-wide reading plan for students in grades K-3 that contains research-driven strategies and frameworks to produce effective reading instruction and improvement in student performance.
(Sec. 92 & 93) Requires certified teachers with the comprehensive special education or remedial reading and language arts endorsements to pass the reading instruction test approved by SBE on April 1, 2009.
(Sec. 94) Requires the education commissioner to establish an incentive program, within available appropriations, for schools that: increase by 10% the number of students who meet reading goals on Connecticut mastery tests and demonstrate the methods and instruction the school used to achieve those results. The incentives can include, at the commissioner's discretion, public recognition, financial rewards, and enhanced autonomy or operational flexibility.
(Sec. 94) Requires the SDE, by July 1, 2013 and in consultation with the Board of Regents for Higher Education, to design and approve a preliteracy course for inclusion in the bachelor's degree program with early childhood education concentration offered by a higher education institution accredited by the Board of Governors of Higher Education. The course must be practice-based and specific to preliteracy and language skills instruction for early childhood education teachers.
(Sec. 96) Requires the SDE to collaborate with the Governor's Early Care and Education Cabinet to develop an information-sharing system between preschool and school readiness programs and kindergarten about children's proficiency in oral language and preliteracy.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
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| IA | Signed into law 05/2012 | P-12 | This section requires the state board to adopt, by rule, guidelines for school district implementation of basic levels of reading proficiency based on approved assessments and identification of tools to evaluate any student what may be determined deficient in reading. Assessments should include but are not limited to initial assessments, subsequent assessments, alternative assessments and portfolio reviews. Requires districts to administer a kindergarten readiness assessment prescribed by the Department to every resident prekindergarten or 4-year-old child enrolled in the district (until July 1, 2013). Establishes a Cross-Agency Assessment Instrument Planning Group to study and select one standard, multidomain assessment for implementation by all districts for purposes of kindergarten assessments. Requires districts to assess all students enrolled in kindergarten-3rd at the beginning of each school year for their level of reading or reading readiness on locally determined or statewide assessments.
Districts are required to provide intensive reading instruction to any student who exhibits a substantial deficiency in reading, based on assessments or teacher observations. Requires continuation of intensive reading instruction until the reading deficiency is remedied. Parents/guardians of any K-3 student must be notified at least annually if their child exhibits a substantial deficiency in reading. Districts are required to provide intensive reading instruction until the student is proficient. Districts must provide students identified as having a substantial deficiency in reading with intensive instructional services and supports free of charge (a minimum of 90 minutes daily of scientific, research-based reading instruction). Strategies may include but are not limited to: small group instruction; reduced teacher-student ratios; more frequent progress monitoring; tutoring or mentoring; extended school day, week, or year; or summer reading programs. Districts must provide a report to the parent re: progress and an outline of a plan.
Requires the state board to adopt standards that provide a reasonable expectation that a student's progress towards reading proficiency is sufficient to master appropriate 4th grade reading skills prior to the student's promotion to the 4th grade. Rules and guidelines are to be adopted by July 1, 2013. Beginning May 1, 2017, if a student's reading deficiency is not remedied by the end of 3rd grade, the district must notify the student's parent that they may enroll the student in the intensive summer reading program. If the parent does not enroll the student in the program, and the student is ineligible for a good cause exemption, the student must be retained in 3rd grade. If the student is exempt for good cause or completes the intensive summer reading program but is not reading proficient upon completion, the student may be promoted to 4th grade. In making promotion decisions, districts are required to place significant weight on reading deficiencies identified by assessments or teacher observations. Districts must also consider the student's progress in other subject areas and overall intellectual, physical, emotional or social development. Parents must be consulted prior to any decision to retain is made.
Districts are required to address reading proficiency in their comprehensive school improvement plan. Subject to appropriation, each district must provide professional development services to enhance the skills of elementary teachers in responding to a child's unique reading issues and needs.
Requires the Department to establish an Iowa reading research center for the application of current research on literacy, subject to appropriation.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division IX
Source: http://coolice.legis.state.ia.us
| |
| LA | Adopted 05/2012 | P-12 | From May 2012 Louisiana Register: LEAs must require every child enrolled in grades K-3 to be given a state board-approved literacy screening. The results of this screening must be used to plan instruction and provide appropriate and timely intervention. For students with significant hearing or visual impairment, nonverbal students, or students with significant cognitive impairment, requires the LEA to provide an alternate assessment recommended by the LDE. The results of the screening provide information required by R.S. 17:182 Student reading skills; requirements; reports. Pages 79-80 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:CXV.2307
Source: www.doa.louisiana.gov
| |
| MD | Signed into law 05/2012 | P-12 | Requires the State Department of Education to conduct a study on the costs and benefits (specifications detailed in bill) of establishing an electronic reader pilot program in certain public middle schools or high schools in the State; Requires the Department to determine whether to establish the pilot program, and report findings and recommendations to the General Assembly on or before December 31, 2012. http://mlis.state.md.us/2012rs/bills/hb/hb1220t.pdf
Title: H.B. 1220
Source: mlis.state.md.us
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| OK | Signed into law 05/2012 | P-12 | New section of law. Establishes a dyslexia teacher training pilot to train higher education faculty to teach multisensory structure reading education for students with dyslexia to teacher candidates. Other purposes are to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors and evaluate whether the early assistance programs can reduce future special education costs. An additional goal is to create a replicable model that can be followed by other higher education institutions. Requires Regents to promulgate rules. The program will operate by contract with a nonprofit education center that is certified as a multisensory structured language training institute.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1565_ENR.RTF
Title: S.B. 1565
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2012 | P-12 | Adds kindergarten students to assessment requirement (K-3 students are to be assessed at the beginning of each year using an approved screening instrument). Establishes that a statewide criterion-referenced test is the initial determinant, but not the sole determinant, of promotion. Specifies that students with disabilities, where appropriate, are to be assessment with alternate achievement standards through the Oklahoma Alternate Assessment Program (OAAP). Requires requests to exempt students from the mandatory retention requirements based on one of the good-cause exemptions to include documentation that the student meets the good-cause exemptions through alternative assessment results or student portfolio work and the individual education plan (IEP) as applicable. A teacher recommending promotion to 4th grade may make that recommendation contingent upon participation in remediation or successful completion of competencies. The principal is to review and discuss the documentation with the teacher, then determines whether the student should be promoted and makes a written recommendation to the district superintendent. The Superintendent is to accept or reject the recommendation in writing. Contingent on funding for the Act, funding for interventions is to be distributed to districts only upon approval of the reading sufficiency plan and submittal of a child-count report to the Department that details the number of students needing remediation or intervention in reading. The total amount of funds available for allocation is to be divided by the total number of students identified as in need of remediation or intervention.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB2516_ENR.RTF
Title: H.B. 2516
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2012 | P-12 | Deletes the limitation on the number of screening instruments that the state board is to approve for use at the beginning of the school year (previously, it was no more than three). Requires that at least one of the screening instruments meet the following criteria: 1. Assess for phonological awareness, phonics, reading fluency, and comprehension; 2. Document the validity and reliability of each assessment; 3. Can be used for diagnosis and progress monitoring; 4. Can be used to assess special education and limited-English-proficient students; 5. Accompanied by a data management system that provides profiles for students, class, grade level and school building. The profiles are to identify each student's instructional point of need and reading achievement level.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB2511_ENR.RTF
Title: H.B. 2511
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2012 | P-12 | Directs the state board to establish the Oklahoma Bridge to Literacy Program to improve reading skills of children through the 4th grade. Requires the state department to issue a request for proposals by October 1, 2012, and each October 1 after that, seeking applications for the program. Eligible applicants include nonprofit organizations; community-based programs, centers, organizations or services; and churches or religious organizations. Programs must establish reading programs for children through the fourth grade and may be offered before school, after school, on Saturdays or during summer months. The programs must focus on enabling children to read at the appropriate level and provide assessments and measure of reading skills to determine success. The state board must award grants by February 1 each year. The department also must provide reading instruction training, resource materials on reading instruction and remediation and other assistance. The board must provide for independent evaluations of programs and report to the governor, speaker of the House and pro tempore of the Senate each year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2676%20ENR.DOC
Title: H.B. 2676
Source: http://webserver1.lsb.state.ok.us
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| VA | Signed into law 05/2012 | P-12 | Public schools; reading intervention. Requires local school divisions to provide reading intervention services to students in grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education. The local school division, at its discretion, shall provide such intervention before promotion to grade four.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB1181ER+pdf
Title: H.B. 1181
Source: http://lis.virginia.gov/
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| FL | Signed into law 04/2012 | P-12 | For the 2012-13 and 2013-14 school years, requires each district with one or more of the 100 lowest-performing elementary schools based on the state reading assessment to use specified funds to provide intensive reading instruction during an additional hour of instruction beyond the normal school day each day of the school year. Specifies this hour of instruction may only be provided by teachers or reading specialists who are effective in teaching reading. Makes participation in additional hour of reading instruction optional for students who have level 5 assessment scores. Specifies criteria that additional reading instruction must meet.
Additionally amends provisions related to broader allocation of funds for research-based reading instruction. Previous policy permitted funds to be allocated to provide reading coaches, summer reading camps, intensive interventions for middle and high school students, and other purposes. New amendment includes the aforementioned additional hour a day in 100 lowest-performing elementary schools as another permitted allocation, as well as K-5 reading intervention teachers during the school day. Specifies that reading coaches are intended to support teachers in making instructional decisions based on student data and improve teacher delivery of effective reading instruction, intervention, and reading in the content areas. Specifies that summer reading camps are to be provided to all K-2 students demonstrating a reading deficiency, and to students in grades 3-5 scoring at Level 1 on FCAT Reading. Expands "intensive interventions" to make all K-12 students identified by FCAT as having a reading deficiency or reading below grade level. Existing provision required districts receiving reading funds to adopt and implement a district plan. New amendment directs the department to monitor implementation of each district plan, including conducting site visits and collecting specified data, and to report its findings annually to the legislature.
Pages 26-33 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012
Title: H.B. 5101 - Reading Instruction
Source: myfloridahouse.gov
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| KY | Signed into law 04/2012 | P-12 | Defines "aphasia", "dyscalculia", "dysgraphia", "dyslexia", "phonemic awareness" and "scientifically based research". Directs the state board to promulgate administrative regulations for districtwide use of a response-to-intervention system for K-3 students, to provide general, compensatory and special education students interventions aligned with scientifically based research. Requires all districts to implement RTI systems for reading and writing by August 1, 2013; math by August 1, 2014; and behavior by August 1, 2015. Directs the department to make technical assistance and training available to all districts in the implementation of the system, and identifies the professional knowledge and skills the technical assistance must be designed to improve. Also directs the department to develop a Web-based resource for teachers that includes among other features instructional tools, based on scientifically based research, to assist students in reading, writing, math and behavior. Encourages the department to coordinate technical assistance and training with state postsecondary institutions, and requires the department to collaborate with specified entities to ensure teachers are prepared to utilize scientifically based interventions in reading, writing, math and behavior. Requires conformity with 20 U.S.C. sec. 1414(a)(1)(E) for initial evaluations of students with suspected disabilities. Directs the department to report annually beginning November 30, 2013 on implementation of the system. Pages 1-4 of 9: http://www.lrc.ky.gov/record/12RS/HB69/bill.doc
Title: H.B. 69 - K-3 Response to Intervention System in Reading, Writing, Math and Behavior
Source: www.lrc.ky.gov
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| MS | Signed into law 04/2012 | P-12 | Repeals section 37-13-10, Mississippi code of 1972, which provides components of a reading sufficiency program of instruction to be implemented by the state board of education.
http://billstatus.ls.state.ms.us/2012/pdf/history/SB/SB2453.xml
Title: S.B. 2453
Source: http://billstatus.ls.state.ms.us/
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| WI | Signed into law 04/2012 | P-12 | Creates the Governor's Read to Lead Development Fund and the Read to Lead Development Council. Sets membership of the Council. Allows for awarding of grants to any person other than a school board for support of a literacy improvement program. Makes appropriations from which the Governor may draw to award such grants. Grants are to support assessments of reading readiness, literacy and early childhood development programs and/or literacy improvement aids. Establishes a separate, nonlapsible trust fund, designated the Governor's Read to Lead Development Fund, consisting of all gifts, grants, bequests, and other contributions made to the fund. Section 20 (118.016) requires that school boards and charter school governing bodies use the appropriate, valid, and reliable assessment of literacy fundamentals selected by the Department and annually assess each pupil enrolled in kindergarten for reading readiness. Requires that results be reported to the pupil's parent. Section 21 (118.19 (14)) prohibits the Department from issuing a beginning teaching license (grades K-5) or in special education, reading teacher unless the applicant has passed an examination identical to the Foundations of Reading test administered in 2012 as part of the Massachusetts Tests for Educator Licensure. Requires that the passing score be set no lower than the level recommended by the developer of the test, based on Wisconsin's standards. Requires that beginning July 1, 2012, each teacher preparatory program in the state submit to the department a list of individuals who have completed the program and who have been recommended by the program for licensure, together with each individual's date of program completion, from each term or semester of the program's most recently completed academic year and sets filing requirements.
https://docs.legis.wisconsin.gov/2011/related/acts/166
Title: S.B. 461
Source: https://docs.legis.wisconsin.gov
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| AZ | Signed into law 03/2012 | P-12 | Directs the Department of Education to prominently post on their website best practice examples of reading intervention and remedial reading strategies used in school districts and charter schools in the state. Removes current good cause exemptions for promoting third grade pupils whose reading falls far below the third grade level except for ELL students who have had fewer than two years of English language instruction, and adds a new good cause exemption that states that a child with a disability whose reading score falls far below the third grade level can be promoted if the student's guardian and IEP team agree that promotion is appropriate based on the IEP. Directs board to develop intervention and remedial strategies for students in kindergarten and grades one through three who have reading deficiencies and requires each school district or charter school to offer at least one intervention strategy and one remedial strategy. Directs the board to include in notifications to parents a list of intervention and remedial strategies and requires that the parents or guardian choose the strategy that will be implemented for the child. http://www.azleg.gov/legtext/50leg/2r/laws/0150.pdf
Title: S.B. 1258
Source: azleg.gov
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| WY | Signed into law 03/2012 | P-12 | Requires assessment and early intervention for dyslexia and other reading difficulties in K-3. Directs districts to report number of students identified by screening.
http://legisweb.state.wy.us/2012/Enroll/SF0052.pdf
Title: S.F. 52
Source: http://legisweb.state.wy.us
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| NM | Signed into law 02/2012 | P-12 | Converts the "K-3 plus" pilot project to a program in the state education department to provide funding for additional educational time for disadvantaged students in kindergarten through third grade to improve numeracy, literacy and social skills. In evaluating applications for K-3 plus, the department shall grant priority to those schools with research-based, scientific reading strategies and programs.The legislation discusses funding for the program and dissemination of information about best practices.
http://www.nmlegis.gov/Sessions/12%20Regular/bills/house/HB0014.pdf
Title: H.B. 14
Source: http://www.nmlegis.gov
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