 |
State |
Status/Date |
Level |
Summary |
|
 | 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 |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| 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--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| 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/
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
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| 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
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| 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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| OH | Signed into law 12/2011 | P-12 | Specifies dyslexia as a specific learning disability. Directs the superintendent of public instruction to establish a pilot project, to operate for three school years in three districts, to provide early screening and intervention services for children with risk factors for dyslexia, including low phonemic awareness. In establishing and operating the pilot, directs the superintendent to consult with the international dyslexia association or any other nationally recognized organization that specializes in multisensory structured language programs for the treatment of dyslexia. Requires participating districts to report annually to the superintendent data about the operation and results of the pilot project. Directs the state superintendent, not later than December 31 of the third school year of the pilot, to report to the general assembly the superintendent's evaluation of the results of the pilot project and legislative recommendations whether to continue, expand or make changes to the pilot project. http://www.legislature.state.oh.us/BillText129/129_HB_96_EN_N.pdf
Title: H.B. 96
Source: www.legislature.state.oh.us/
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| OH | Signed into law 12/2011 | P-12 | Defines "dyslexia" and "dyslexia specialist". Permits the governing board of any educational service center to engage the services of a dyslexia specialist to provide training for teachers of grades K-4 on the indicators of dyslexia and the instruction that children with dyslexia need to learn, read, write and spell. Provides that if a service center provides this training, it must make the training available to districts within the service center's territory and to other districts, community schools, and STEM schools that have contracted for the training from the service center. Provides that if an educational service center's governing board does not provide the training, a group of local districts within the service center's territory may engage the services of a dyslexia specialist to provide training for teachers independently. Permits a district or school to require the aforementioned training for its teachers as part of the district's or school's regular in-service training programs. Pages 11-12 of 22: http://www.legislature.state.oh.us/BillText129/129_HB_157_EN_N.pdf
Title: H.B. 157 - Dyslexia Training for K-4 Teachers
Source: www.legislature.state.oh.us
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| MN | Adopted Rules 11/2011 | P-12 | Revised English Language Arts standards to set consistent expectations across the state. The revised standards include statutory requirements related to college and career readiness, technology information literacy, and contributions of Minnesota American Indian Tribes and Communities.
3501.0640 - Kindergarten through Grade 12 Reading Standards: https://www.revisor.mn.gov/rules/?id=3501.0640
3501.0645 - Kindergarten through Grade 12 Writing Standards: https://www.revisor.mn.gov/rules/?id=3501.0645
3501.0650 - Kindergarten through Grade 12 Speaking, Viewing, Listening and Media Literacy Standards: https://www.revisor.mn.gov/rules/?id=3501.0650
3501.0655 - Kindergarten through Grade 12 Language Standards: https://www.revisor.mn.gov/rules/?id=3501.0655
Title: MN ADC 3501.0640, 0645, 0650, 0655
Source: Westlaw/StateNet
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| CA | Signed into law 09/2011 | P-12 | Repeals the Governor's Reading Award Program, a grant program for school districts that maintain any of grades K-8. Repeals the requirement that the secretary contract for the public involvement campaign to inform Californians that promoting reading in the public schools as a key to success in life is the responsibility of all Californians. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_942_bill_20110926_chaptered.pdf
Title: S.B. 942 - Governor's Reading Award Program
Source: /www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| IL | Signed into law 07/2011 | P-12 | Directs each school board to promote at least 60 minutes of minimum reading opportunities daily for students in grades K-3 whose reading level is one grade level or lower than their current grade level according to current learning standards and the school district. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0088.pdf
Title: H.B. 2397
Source: www.ilga.gov
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| IN | Signed into law 07/2011 | P-12 | To be licensed as an elementary teacher, individuals must be able to demonstrate comprehensive scientifically based reading instruction skills, including: (a) phonemic awareness; (b) phonics instruction; (c) fluency; (d) vocabulary; and (e) comprehension (the last three are new). These are in addition to other prior requirements that included (1) basic reading, writing and math; (2) pedagogy; (3) knowledge of the areas in which the individual is required to have a license to teach.
Full text: http://www.in.gov/legislative/bills/2011/SE/SE0001.1.html
Title: S.B. 1 - Proficiencies for Teaching Reading
Source: http://www.in.gov
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| MN | Signed into law 07/2011 | P-12 | (1) Restates the literacy goal so that the legislature seeks to have every child reading at or above grade level no later than the end of grade 3. (2) Adds identification requirements for students who are not reading at grade level. (3) Requires reading assessments identify and evaluate students' areas of academic need related to literacy. (4) Requires schools at least annually give the parent of each student who is not reading at or above grade level timely information about the student's reading proficiency, services being provided to the student, and strategies for parents to help their student succeed in reading. (5) Requires the district to provide reading intervention to accelerate student growth. (6) Clarifies that elementary teachers be able to implement the five reading areas of comprehensive, scientifically based reading instruction and requires that licensed teachers recognize students' diverse needs in cross-cultural settings and are able to serve the oral language and linguistic needs of students who are English language learners. (7) Requires a school district to adopt a local literacy plan to have every child reading at or above grade level no later than the end of grade 3; states what the plan must include and requires that the plan be posted on the district website. (Article 2, Sec 3)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us
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| MN | Signed into law 07/2011 | P-12 | Expands the state's Reading Corps program to include comprehensive, scientifically based reading instruction to children age three to grade three. Requires the commission to submit a biennial report that records and evaluates program data to determine the efficacy of the program. (Article 2, Sec 38, Subd 8)
Specifies $4,125,000 per year be put toward leveraging federal and private funding to support the Minnesota Reading Corps, including the costs associated with training and teaching early literacy skills to children age three to grade three and the evaluation of the impact of the Reading Corps program. (Article 2, Sec 50, Subd 17)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Articulates legislative priority that high school graduates enter the workforce or higher education fully prepared. To implement this priority, directs the joint education oversight committee to study and report to the 2012 regular session with a comprehensive plan that addresses, among other issues, implementation of a 3rd grade literacy policy, including the advisability of a program for 3rd grade reading specialists modeled on Florida's reading specialist program. Provides that any program implemented needs to be structured so that ongoing, evaluable performance and outcome data is available.
Page 37 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Committee report (recommendations on page 24 of 27): http://www.ncleg.net/documentsites/committees/JLEOC/Report%20to%20the%20General%20Assembly%20Session/2012%20Ed%20Oversight%20Final%20Report.pdf
Title: H.B. 200 - Third Grade Literacy Recommendations
Source: www.ncleg.net
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| TN | Signed into law 06/2011 | P-12 | Beginning with the 2011-2012 school year, a student in the third grade may not be promoted to the next grade level unless the student has shown a basic understanding of curriculum and ability to perform the skills required in the subject of reading as demonstrated by the student's grades or standardized test results. However, such student may be promoted if the student participates in an LEA approved research-based intervention prior to the beginning of the next school year.
http://www.capitol.tn.gov/Bills/107/Bill/SB1776.pdf
Title: S.B. 1776
Source: http://www.capitol.tn.gov
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| WI | Signed into law 06/2011 | P-12 | Provided over $600,000 for costs to develop and implement a program to assess and improve literacy in elementary school
children (section 9101 (2)). A task force created by the governor by executive order and charged with developing detailed recommendations for a program to assess and improve literacy in elementary school children may request the department of administration to release funding from the department's appropriation account under section 20.505 (4) (c) of the statutes,
as created by this act, for use by the department to implement the recommendations of the task force after the governor has approved the detailed recommendations proposed by the task force.
https://docs.legis.wisconsin.gov/2011/related/acts/32.pdf
Title: A.B. 40 (Act 32) - Budget Bill
Source: https://docs.legis.wisconsin.gov/
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| OK | Signed into law 05/2011 | P-12 | Starting with students entering first grade in the 2011-2012 school year, the program of reading instruction must include provisions of the READ Initiative adopted by the school district, as instructed in the measure. If a reading deficiency is not remedied by the end of third grade, as demonstrated by scoring at the limited knowledge level on annual assessments, the student must be retained in third grade. Districts must notify parents their child has a reading deficiency, services provided and that the student will be retained if the deficiency isn't remedied. Administrators may promote students for good cause such as limited English proficient students and students with disabilities. Students may be promoted if they perform at a certain level on alternative assessments or if they demonstrate mastery through a student portfolio. Students also may be promoted if they receive intensive remediation in reading for two or more years but still demonstrate a deficiency and were previously retained in kindergarten, first grade, second grade or third grade for a total of two years. Those students must have an altered instructional day that includes reading instruction specific to their needs. Students not promoted must receive intensive reading instruction including methods such as tutoring or mentoring, an extended school day or week or year, summer reading camps or reduced teacher-student ratios. Districts must have a policy for midyear promotion of students if necessary. Districts must establish a Reading Enhancement and Acceleration Development Initiative to prevent the retention of third grade students and to offer intensive accelerated reading instruction to third grade students who failed to meet standards for promotion and to each kindergarten through third grade student who is assessed as having a reading deficiency.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB346%20ENR.DOC
Title: S.B. 346
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 04/2011 | P-12 | Requires all teachers of reading in the public schools in kindergarten through third grade to incorporate into instruction the five elements of reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB1269_ENR.RTF
Title: H.B. 1269
Source: http://webserver1.lsb.state.ok.us
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| MS | Vetoed 03/2011 | P-12 | To repeal components for the state department of education reading sufficiency program of instruction. (Identical to S.B. 2531, which was signed into law.)
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/0600-0699/HB0642SG.pdf
Title: H.B. 642
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 03/2011 | P-12 | Requires the knowledge of the science of teaching reading to be part of the teacher assessment examination for elementary licensure.
http://www.nmlegis.gov/Sessions/11%20Regular/final/HB0074.pdf
Title: H.B. 74
Source: http://www.nmlegis.gov
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| UT | Signed into law 03/2011 | P-12 | Clarifies that a district or charter school must assess the reading level of a student in 1st, 2nd or 3rd grade at the midpoint of a school year using multiple assessments and, by February 15, notify the parent if a student is reading below grade level. http://le.utah.gov/~2011/bills/sbillenr/sb0038.pdf
Title: S.B. 38
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Identifies allowable expenditures of K-3 Reading Improvement Program funds, including, among other uses, focused reading remediations through before- and after-school programs and summer programs, or reading software. Directs the state board to annually report to the education interim committee a summary of reading improvement program expenditures by districts and charter schools. http://le.utah.gov/~2011/bills/sbillenr/sb0063.pdf
Title: S.B. 63
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to approve a benchmark assessment for districts and charter schools to assess the reading proficiency of 1st, 2nd and 3rd graders at the beginning, middle and end of the school year, and report the assessment results to a student's parent or guardian. Provides that if a benchmark assessment or supplemental reading assessment indicates a student need in reading, the district or charter must provide focused intervention, administer formative assessments to measure the success of the intervention, inform the parent of activities the parent may engage in to enhance the student's reading proficiency, and provide the parent with information on appropriate interventions available to the student outside the regular school day that may include tutoring, before/after-school programs, or summer school.
Directs the state board of education to contract with an educational technology provider for a diagnostic assessment system for reading for students in grades K-3. Requires that the diagnostic assessment system for reading be available to applicant districts and charter schools beginning in the 2011-12 school year. Provides the diagnostic assessment system for reading must include (1) a benchmark assessment to be administered at the beginning, middle and end of grades K-3; (2) formative assessments to be administered every 2-4 weeks for students at high risk of not attaining proficiency in reading; (3) align with the state's language arts core curriculum; (4) include a data analysis component that has specified capabilities, including individualized student progress reports and lesson plans that may be used to develop reading skills. Provides the benchmark and formative assessments must be available to be downloaded to a portable technology device so that a teacher may sit beside a student as the student is being assessed at any location in the school.
Directs a district and charter school governing board to monitor the learning gains of a school's students as reported by the benchmark assessments, and require a reading achievement plan to be revised if the district or governing board determines a school's students are not making adequate learning gains.
Directs the state board to evaluate the effects of the diagnostic assessment system for reading by comparing the learning gains of students in schools that use the diagnostic assessment system with the gains of students in schools that do not use the system, and submit a report on the evaluation to the public education appropriations subcommittee by November 2013. Clarifies that certain district or charter school actions are prerequisites to receiving funds rather than precede an allocation of funds through the K-3 Reading Improvement Program; clarifies that one such action is professional development specifically for classroom teachers in grades K-3. Specifies goals that an applicant district or charter school must submit to be eligible for program funds. Provides that a district or charter school may use program funds for portable technology devices to administer reading assessments. Specifies criteria under which a district or charter school may, after three years, not receive additional funds under the K-3 Reading Improvement Program. Directs the state board of education to make an annual report to the public education appropriations subcommittee that includes information on student learning gains and trends, and that may include recommendations on how to increase the percentage of 3rd graders reading on grade level.
Makes an appropriation. Provides legislative intent that if this and H.B. 301 http://le.utah.gov/~2011/bills/hbillenr/hb0301.pdf both pass, (which did happen), that the amendments to subsection 53A-17a-150(15) in this bill supersede the amendments to the same section in H.B. 301. http://le.utah.gov/~2011/bills/hbillenr/hb0302.pdf
Title: H.B. 302
Source: le.utah.gov
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| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
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| IN | Notices of Intent to Adopt Rules 10/2010 | P-12 | Amends 511 IAC 6.1-5-2.6 to include the utilization of the reading framework adopted by the state board of education as part of the required elementary curriculum. Adds 511 IAC 6.2-3.1 to define and require elementary schools to submit a reading plan and to define the components of the reading plan. Defines the reading instruction and intervention requirements and specific intervention. Requires the reading plan to include, beginning with the 2012-2013 school year, retention of a student in grade 3 if the student does not achieve a passing score on the IREAD-3 assessment during the previous school year or during a subsequent attempt at passing IREAD-3.
Statutory authority: IC 20-19-2-8; IC 20-32-8.5.
http://www.in.gov/legislative/iac/
Title: 511 IAC 6.1-5-2.6; 511 IAC 6.2-3.1
Source: http://www.in.gov
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| TX | Adopted 08/2010 | P-12 | 2007 H.B. 1270 requires an intensive reading and language intervention pilot program that had been permissive, and directs the commissioner to adopt rules to implement the program. Adopted as published in the March 26, 2010 Texas Register (pp 92-93 of 151): http://www.sos.state.tx.us/texreg/pdf/backview/0326/0326prop.pdf
Title: 19 TAC 102.1057
Source: www.sos.state.tx.us
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| MO | Signed into law 06/2010 | P-12 | Removes the provision specifying that no fee can be charged for Parents as Teachers services, clarifies that families with children younger than the kindergarten entry age will be eligible to receive specified services, requires priority to be given to high-needs families according to department criteria, and allows school districts to establish cost-sharing strategies for these services. These provisions will expire December 31, 2015.
http://www.house.mo.gov/content.aspx?info=/bills101/bills/hb1543.htm
Title: H.B. 1543--Multiple Provisions
Source: http://www.house.mo.gov
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| AZ | Signed into law 05/2010 | P-12 | Requires the State Board of Education to adopt specific competency requirements for the promotion of third grade pupils.
Establishes the Task Force on Reading Assessment. Specifies requirements for inclusion in the State Board of Education adopted competency requirements for promotion from the third grade. Stipulates "good-cause" exemptions from the competency requirements.
Requires intervention and remedial strategies developed by the State Board of Education for students who are not promoted including reassignment of the student to a different teacher, summer school reading instruction, intensive reading instruction during the regular school day in the next academic year, or online reading instruction. Directs school district govering boards to offer at least one of the intervention and remedial strategies developed by the State Board of Education. Requires a parent or guardian of a student who is not promoted to choose one of the intervention and remedial strategies for the student. Requires the State Board of Education to provide for universal screening of students in preschool and kindergarten programs and in grades one through three designed to identify students with reading deficiencies.
Establishes a seven-member Task Force on Reading Assessment to be appointed by the State Board of Education and specifies its membership. Directs the Task Force to: (1) examine the experiences and outcomes of other states who require reading tests to promote third grade students; (2) develop methodologies, models and other recommendations for an assessment to measure the reading abilities of students in grades one and two; (3) develop recommendations integrating mid-year promotion; and (4) submit findings and recommendations in a written report to the State Board of Education, the governor, speaker of the house, president of the senate and secretary of state by February 15, 2011. Specifies the recommended reading assessment must rely on the following concepts: (1) phonics; (2) phonemic awareness; (3) reading comprehension; (4) fluency; and (5) vocabulary. Chapter 296
http://www.azleg.gov/legtext/49leg/2r/bills/hb2732s.pdf
Title: H.B. 2732
Source: http://www.azleg.gov
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| IN | Signed into law 03/2010 | P-12 | Adds a new chapter to the code, Chapter 8.5--Reading Deficiency Remediation Plan.
Requires the state superintendent and the state board to develop a plan to improve reading skills of students and implement appropriate remediation techniques for students. In addition to appropriate consultation with parents or guardians, the plan must include the following: (1) Reading skills standards for grade 1 through grade 3; (2) emphasis on the method for making determinant evaluations by grade 3 that might require remedial action for the student, including retention as a last resort, after other methods of remediation have been evaluated or used, or both, if reading skills are below the standard; (3) fiscal impact of each component of the plan must be taken into account. For any component of the plan that has a fiscal impact, the state superintendent must present those components of the plan to the general assembly. The state board is to adopt rules to carry out this chapter.
Adds a new chapter to the code, Chapter 16—School Fund Transfers.
Allows the governing board of a school corporation to adopt a resolution to transfer money during the 2010-2011 school year from its capital projects fund if no employees of the school corporation will receive a compensation increase for the 2010-2011 school year, excluding certain incidental or automatic increases, certain reimbursement to teachers for completion of professional education development courses, and a compensation increase paid to a teacher as a result of the teacher receiving an advanced higher education degree. Provides that the maximum amount that may be transferred from a school corporation's capital projects fund is equal to 10% of the sum of: (1) the balance in the school corporation's capital projects fund on December 31, 2009; plus (2) the amount of the school corporation's property tax levy for its capital projects fund for taxes first due and payable in 2010. Provides that the governing body of a school corporation and an exclusive representative may mutually agree to forego any salary or compensation increases that would otherwise be required for the 2010-2011 school year under the statutes concerning minimum teacher pay. Requires school corporations to adopt a plan to take the actions necessary and desirable to preserve and protect institutional programs. Provides that the plan must address class sizes, curriculum or program offerings, certificated employee positions and teaching assistants, allocation of resources to students who are deficient in reading skills and limitations on employee and administrative salaries and other compensation. Public Law 109
http://www.in.gov/legislative/bills/2010/HE/HE1367.1.html
Title: H.B. 1367
Source: http://www.in.gov/legislative
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| KY | Signed into law 03/2010 | P-12 | Relates to adolescent reading skills. Expresses legislative intent that all middle and high school students have the skills necessary to read complex materials in specific core subjects and comprehend and apply information. Requires every middle and high school to (1) provide explicit instruction to students lacking skills in how to read, learn, and analyze information in key subjects, and (2) ensure that teachers have the skills to help all students develop critical strategies and skills for subject-based reading. Directs the department of education to provide technical assistance to districts to identify teaching strategies to improve reading skills needed to understand subject area concepts and content. Directs the education professional standards board to review and revise the teacher certification and licensure requirements as necessary to ensure that all teachers are prepared to improve students' subject reading skills. Also directs the department of education to work with state and national educators and subject matter experts to identify student reading skills in each subject area that align with the state content standards and identify teaching strategies in each subject area that can be used explicitly to develop the necessary reading skills. Further directs the department to encourage the development of comprehensive middle and high school adolescent reading plans to be incorporated into the curricula of each subject area to improve all students' reading comprehension.
Expands the duties of the Collaborative Center for Literacy Development: Early Childhood through Adulthood. Requires the center to (1) help middle and high schools develop comprehensive adolescent reading plans and (2) maintain a repository of comprehension best practices in the teaching of each subject area and a list of classroom-based diagnostic reading comprehension assessments that measure student progress in developing students' reading comprehension skills. http://www.lrc.ky.gov/record/10RS/SB163/bill.doc
Title: S.B. 163
Source: www.lrc.ky.gov
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| NM | Signed into law 03/2010 | P-12 | Requires interventions for students displaying characteristics of dyslexia; provides that a parent of a student referred to a student assistance team shall be informed of the parent's right to request an initial special education evaluation; requires the Department of Education to provide technical assistance for special education diagnosticians and other special education professionals regarding the formal special education evaluation of students suspected of having dyslexia.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0230.pdf
Title: H.B. 230
Source: http://nmlegis.gov/
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| UT | Signed into law 03/2010 | P-12 | Requires notification of a parent of a 1st, 2nd or 3rd grader, prior to midyear of the school term, that the student is reading below grade level, as determined by multiple assessments. Requires the district or charter school to provide information to the parent on reading remediation inteventions available through the district or charter school, and to provide focused reading remediation through appropriate interventions that may include tutoring, before and after school programs, or summer school assistance. Directs the state board to make rules defining expected reading levels for 1st, 2nd and 3rd grades. Directs the state board, by the November meeting of the Education Interim Committee, to annually report the number of students in grades 1-3 reading below grade level in the previous school year, and the number of such students who received reading intervention during the previous school year. Specifies that nothing in these provisions may be interpreted to imply that a student may or may not be advanced to the next grade level based on the student's reading ability as measured in accordance with these provisions. http://le.utah.gov/~2010/bills/sbillenr/sb0150.pdf
Title: S.B. 150
Source: le.utah.gov
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| UT | Adopted 07/2009 | P-12 | Changes the percentage and the criteria for which funds are allocated to local Adult Education programs consistent with findings from the state legislative audit of the adult education program. http://www.rules.utah.gov/publicat/bulletin/2009/20090515/32647.htm
Title: R277-733
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2009 | P-12
Postsec. | Establishes the Interagency Literacy Council for the study, promotion and enhancement of literacy in the state. Specifies that one of the duties of the council is to study current research to assess the adult literacy needs in this state. Directs the council to develop a comprehensive statewide action plan for the improvement of literacy, including a recommended timeline for implementation. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB04328F.pdf
Title: H.B. 4328
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends action that triggers a teacher's participation in a teacher reading academy. Former provision required teacher to participate in reading academy if teacher provided instruction in reading, math, science or social studies to students in any grades 6-8 and campus was considered "academically unacceptable." New provision deletes "academically unacceptable" and requires participation in reading academy if campus failed to satisfy any standard under Section 39.054(d).
New 39.054(d) standards: Page 80 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Section 24: Page 24 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 24
Source: www.legis.state.tx.us
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| FL | Adopted 05/2009 | P-12 | Amends rule to provide criteria for reading intervention for students in the grades K-12; amends rule to update terminology to reflect current practice in the field and update statutory references with regard to school personnel providing services to students enrolled in the English Speakers of Other Languages program. https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.054
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0900
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0901
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0904
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0905
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0906
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0907
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0908
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.0909
https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.09091
Title: FAC 6A-6.054, .0900, .0901, .0904, .0905, .0906, .0907, .0908, .0909,.09091
Source: https://www.flrules.org
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| MN | Signed into law 05/2009 | P-12 | Includes as part of the Board of Teaching's licensure exams an assessment of reading instruction for teacher licensure prekindergarten and elementary school candidates.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a Minnesota Reading Corps program to provide AmeriCorps members with a data-based problem-solving model of literacy instruction to help train local Head Start program providers, other prekindergarten program providers, and staff in schools with students in kindergarten through grade 3 to evaluate and teach early literacy skills to children age 3 to grade 3. Requires literacy programs under this subdivision to comply with the provisions governing literacy program goals and data use under the Head Start program.
https://www.revisor.mn.gov/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| WY | Adopted 05/2009 | P-12 | Amends rules concerning standards for middle level grades (5-8). Entails standards for preparing educators to teach language arts to middle-level students.
soswy.state.wy.us/AdminServices/Docs/09Rulesindex.pdf
Title: Chapter 5
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 04/2009 | P-12 | Beginning with the 2010-2011 school year, all institutions within The Oklahoma State System of Higher Education that offer elementary, early childhood education, or special education programs approved by the Oklahoma Commission for Teacher Preparation are required to incorporate into those programs the requirement that teacher candidates study the five elements of reading instruction which are phonological awareness, phonics, reading fluency, vocabulary, and comprehension. Effective July 1, 2010, teacher candidates enrolled in an institution within The Oklahoma State System of Higher Education in an elementary, early childhood education, or special education program approved by the Oklahoma Commission for Teacher Preparation are required to pass, prior to graduation, a comprehensive examination to assess their teaching skills in the area of reading instruction.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1581_int.rtf
Title: H.B. 1581
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Requires the Office of the Superintendent of Public Instruction to develop an educator training program to enhance the reading, writing, and spelling skills of students with dyslexia by implementing the findings of the dyslexia pilot program and to develop a dyslexia handbook to be used as reference for teachers and parents of students; requires each educational service district to report to the office the number of individuals who participate in the training. Chapter 546
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6016-S.PL.pdf
Title: S.B. 6016
Source: http://apps.leg.wa.gov
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| IL | Adopted 03/2009 | P-12 | Establishes rules concerning the Reading Improvement Block Grant Program. Identifies the applicants eligible to apply for professional development grants on a competitive basis, establishes the procedures and requirements for both initial and continuation applications, and provides the criteria for review and awarding of grants. The amendments contemplate two pools of applicants: school districts, charter schools and approved public university laboratory schools, which would apply on behalf of their teachers who would participate in the professional development activities, and these applicants and other entities, which would apply to establish the training programs. Amendment additionally allows sufficient flexibility for the state superintendent to identify in each RFP the training approaches that would best meet the needs of school staff or support statewide priorities for improvement of teaching and learning. This flexibility will enable the agency to target limited resources toward programs with the greatest likelihood of success, without first having to conduct a lengthy process to amend the rules. Pages 340-348 of 372: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue10.pdf
Title: 23 IAC 260.100, .110, .120, .130, .140
Source: www.cyberdriveillinois.com
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| KY | Signed into law 03/2009 | P-12 | Adds provision that teacher professional development programs must be based on teacher needs. Makes inclusion of specific components in teacher professional development programs mandatory instead of optional. Adds the following areas of mandatory teacher professional development programs:
--Strategies to provide continuous student progress
--Differentiated instruction
--Assessment literacy
--Integration of performance-based student assessment into daily classroom instruction.
Replaces provision that teacher professional development may address phonics with provision that teacher professional development must include instruction in reading, including phonics, phonemic awareness, comprehension, fluency and vocabulary.
Repeals KRS 156.095(4) requirement that the department its regional service centers, in addition to collaboration with postsecondary education institutions, education cooperative and consortia, and professional education organizations, to provide local district personnel with access to high quality programming.
Pages 35-40 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 8
Source: www.lrc.ky.gov
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| UT | Signed into law 03/2009 | P-12 | Relates to the Utah Commission on Volunteers. Removes the commission's duty to prepare service learning applications. Removes the commission's duty to establish a community volunteer training program to assist school districts in implementing certain literacy programs. http://le.utah.gov/~2009/bills/hbillenr/hb0231.pdf
Title: H.B. 231
Source: le.utah.gov
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| UT | Adopted 11/2008 | P-12 | Updates and align state and federal laws and regulations pertaining to adult education programs. Adds provisions regarding the qualifications of adult education teachers. Deletes references to adult education diplomas. Specifies that adult education must provide a program that allows students to transition between sites in a seamless manner.
Directs the state superintendent of public instruction or designee to represent Adult Education programs on the Department of Workforce Services State Council as a voting member. Directs adult education programs to participate on or establish and maintain a local interagency advisory council consisting at a minimum of specified partner agencies. http://www.rules.utah.gov/publicat/code/r277/r277-733.htm
Title: R277-733
Source: www.rules.utah.gov
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| CA | Vetoed 09/2008 | P-12 | Requires the State Board of Education to revise reading/language arts framework to include, as a core program, the English Language Development Literacy Program, a basic comprehensive English language literacy program for English learners, that would be aligned to both the reading/language arts and content standards and the English language development standards adopted by the state board.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2135
Source: http://www.assembly.ca.gov
| |
| CA | Vetoed 09/2008 | P-12 | Relates to the State Board of Education and school curriculum content standards. Requires that prior to the adoption of a curriculum framework, a content standards review panel must be appointed for reading/language arts and history/social sciences. Requires the review panel to review content in its subject area and recommend changes to the state board. Requires hearings on recommended changes to content standards. Amends provisions regarding a repeal.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1097
Source: http://www.assembly.ca.gov
| |
| LA | Signed into law 07/2008 | P-12 | By January 30, 2009, requires the state board to implement a pilot program to provide universal screening of students in grades prekindergarten through 3 for dyslexia and related disorders. Provides that if no monies are appropriated in the 2008-2009 fiscal year for the pilot program, the board must begin development and implementation of the pilot program in any subsequent fiscal year in which monies are appropriated for such purpose. Provides that remediation and intervention strategies provided to address a need identified during the screening must, to the extent possible, utilize a multi-tiered model structured to provide research-based instruction in a general education setting. Requires an external evaluation of the pilot program to be conducted at the end of the first full year of the pilot program. Requires an interim report to be submitted to the house and senate education committees by August 15, 2009, and a final report, including a determination of whether the program should be implemented on a statewide basis, by March 15, 2010. http://www.legis.state.la.us/billdata/streamdocument.asp?did=501774
Title: S.B. 719
Source: www.legis.state.la.us
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| CT | Signed into law 06/2008 | Postsec.
Community College | Establishes an adult literacy board as a standing committee of the state Employment and Training Commission to review and advise the commission on workforce investment and adult literacy services.
http://www.cga.ct.gov/2008/ACT/Pa/pdf/2008PA-00163-R00SB-00465-PA.pdf
Title: S.B. 465
Source: http://www.cga.ct.gov/
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| CO | Signed into law 05/2008 | P-12 | Requires the Department of Education to make available to school districts, administrative units, and local education agencies technical assistance and training pertaining to students with literacy challenges, including dyslexia, and to base the training on a tiered continuum of intensity for intervention; encourages the department to coordinate the training with current best practices and teacher preparation at state higher education; requires an annual report.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/33DFFB3D4C82ADD78725736F0079DBBF?open&file=1223_enr.pdf
Title: H.B. 1223
Source: http://www.leg.state.co.us/
| |
| MO | Adopted 05/2008 | P-12 | Proposes to rescind rules regarding the standards for remedial reading classes.
http://www.sos.mo.gov/adrules/csr/current/5csr/5c50-320.pdf
Title: 5 CSR 50-320.010
Source: http://www.sos.mo.gov
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| OK | Signed into law 05/2008 | P-12 | Directs the state board to issue a license to teach to persons in the Teach for America Program; provides such licenses will not be subject to the requirements of the residency program; requires certain coursework; provides upon successful completion of the coursework and payment of fees, the teacher shall be issued a certificate to teach by the board. If funds are available, which may include but not be limited to grant, foundation, or other funds, they may be provided to train middle school teachers in reading education.
http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB3124_ENR.RTF
Title: H.B. 3124
Source: http://webserver1.lsb.state.ok.us
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| MD | Signed into law 04/2008 | P-12
Postsec. | Requires the State Department of Education each year by August 1 to compile a list by county of adult education and family literacy services offered to the public; requires the Department to distribute the list to specified local school officials and to post the list on its public website.
Title: S.B. 773
Source: http://mlis.state.md.us/
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| NJ | Signed into law 01/2008 | P-12 | Amends fiscal year 2008 annual appropriations act to allocate $ 250,000 from Governor's Literacy Initiative to Literacy Volunteers of New Jersey, Inc.
http://www.njleg.state.nj.us/2006/Bills/S3000/2889_R1.PDF
Title: S.B. 2889
Source: http://www.njleg.state.nj.us
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| UT | Adopted 01/2008 | P-12 | Defines "adult basic education," "adult education," "GED," "measurable outcomes." Establishes clearer fiscal standards and practices for adult education programs. Adds a new section focusing adult education funds on student outcomes and student mastery. http://www.rules.utah.gov/publicat/code/r277/r277-733.htm
Title: R277-733
Source: www.rules.utah.gov
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| CA | Signed into law 10/2007 | Postsec. | Requires the Postsecondary Education Commission to assess and discuss issues, information, and barriers relating to, and progress made in the accomplishment of, the creation of additional speech-language pathology assistant training programs in a report to the Legislature. Requires the commission to confer with specified stakeholder groups in connection with this report.
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0951-1000/ab_962_bill_20071014_chaptered.pdf
Title: A.B. 962
Source: http://info.sen.ca.go
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| IL | Signed into law 10/2007 | Community College | Authorizes the community college board to establish and administer a We Want to Learn English Initiative to provide resources for immigrants and refugees to learn English. Provides that the board may include in its budget proposal $ 15,000,000 in funding for the initiative, to be disbursed by the board. Provides that funds for the We Want to Learn English Initiative may be used only to provide programs that teach English to U.S. citizens, lawful permanent residents, and other persons who are in lawful immigration status. http://www.ilga.gov/legislation/95/SB/PDF/09500SB1446lv.pdf
Title: S.B. 1446
Source: www.ilga.gov/legislation
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| MI | Signed into law 07/2007 | P-12
Postsec. | Provides for the extension of the requirement that a teacher, in order to advance to a professional certification, must complete a course of study with appropriate field experiences in the diagnosis and remediation of reading disabilities and differential instruction. Provides the course of study may be completed either as part of a teacher preparation program or during the first 6 years of employment in classroom training.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0032.pdf
Title: S.B. 70
Source: Michigan Legislature
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| OK | Signed into law 06/2007 | P-12 | Adds provisions related to implementing comprehensive reading reform and systemic change. Specifies that the Oklahoma Commission for Teacher Preparation shall award one-year grants renewable for up to two (2) additional years to public schools that serve students in kindergarten through third grade. Provides for method of evaluation of the elementary school reading professional development institute. New provision request the evaluation to determine adherence to program requirements and the program's effectiveness in increasing teacher knowledge and student achievement. Any school which has been determined to be a school in need of improvement or a school that has not made adequate yearly progress in reading is to be given priority for receipt of a grant. Grants are to be awarded based on the amount of funds allocated to the Commission for Teacher Preparation for the purposes of this section. Funds may be used for payment for substitute teachers, program consultants, on-site facilitation, and literacy resource specialists. Describes evaluation components for grant recipients. As additional funds become available for such purpose, the Commission is required to develop and offer professional development institutes in:
1. Mathematics for teachers in grades five through nine; 2. The use of technology in the classroom; 3. Training of residency committee members in teacher mentoring; and
4. Hands-on inquiry-based science for elementary teachers.
http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB1390_ENR.RTF
Title: H.B. 1390
Source: http://webserver1.lsb.state.ok.us
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| CO | Signed into law 05/2007 | P-12 | Creates the Read-to-Achieve Grant Program in which grants are given to fund intensive reading programs of eligible public schools for pupils whose reading readiness or literacy and reading comprehensive skills are below an established levels for pupils in specified grade levels; creates a Read-to-Achieve Board to solicit and review grant applications.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/8074D42836CBD26187257251007B31D4?open&file=192_enr.pdf
Title: S.B. 192
Source: Colorado Legislature
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| MN | Signed into law 05/2007 | P-12 | Establishes a research-based early childhood literacy program premised on actively involved parents, ongoing professional staff development, and high quality early literacy program standards. Intended to increase the literacy skills of children participating in Head Start to prepare them to be successful readers and to increase families' participation in providing early literacy experiences to their children. Establishes program rules.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Early Childhood]
Source: http://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2007 | P-12 | Requires districts to report to the commissioner on education students who are at risk of not learning to read by the end of first grade.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [First Grade Literacy]
Source: http://www.revisor.leg.state.mn.us/
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| TX | Signed into law 05/2007 | P-12 | Requires, rather than authorizes, the commissioner of education to establish by rule an intensive reading or language intervention pilot program. The bill requires the Commissioner to allocate up to $6 million for the pilot from funds appropriated for accelerated instruction.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB01270F.pdf
Title: H.B. 1270
Source: http://www.legis.state.tx.us
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| TX | Signed into law 05/2007 | P-12 | Directs the commissioner to establish teacher academies for teachers providing reading instruction for students in grades 6 through 8 by June 1, 2008. Attendance in a
reading academy is required for teachers of reading, mathematics, science, or social studies in grades 6, 7, or 8 on campuses rated academically unacceptable based on student performance on reading assessments. The commissioner will develop criteria for selection of other teachers to attend. Teacher attending the reading academies are entitled to a stipend. The commissioner is required to conduct or contract for a performance evaluation of the reading academies and deliver a report to the legislature by December 1, 2010. Also directs school districts to administer a reading instrument adopted by the commissioner to each 7th grade student whose performance on the 6th grade reading assessment indicates a lack of reading proficiency. School districts must provide additional reading instruction and intervention to 7th grade students to address areas of need identified by the reading instrument.
Authorizes the commissioner to adopt rules requiring school districts receiving federal funding under Title I to use those funds to provide supplemental educational services in conjunction with accelerated instruction.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237 (Reading-Related Provisions)
Source: http://www.legis.state.tx.us
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| VT | Signed into law 05/2007 | P-12 | Creates a legislative interim committee to study the impact of Vermont's public libraries on increased literacy, computer and internet access, and adult and child resources and services.
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2008/bills/passed/H-099.HTM
Title: H.B. 99
Source: http://www.leg.state.vt.us
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| NM | Signed into law 04/2007 | P-12
Postsec. | Provides for high school redesign. Directs the department of education to establish a readiness assessment system to measure the readiness of every New Mexico high school student for success in higher education or a career no later than the 2008-2009 school year. Raises the compulsory school age in the state and changes high school graduation requirements and creates a middle and high school literacy initiative. Eliminates certificates of employment and part-time schools as they related to previous compulsory school-age law.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0561.pdf
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0584.pdf
Title: H.B. 584/S.B. 561
Source: http://legis.state.nm.us/
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| UT | Signed into law 04/2007 | P-12 | Provides an ongoing appropriation, subject to future budget constraints, to the state board for the K-3 Reading Improvement Program. Appropriates $2,500,000 from the Uniform School Fund for fiscal year 2007-08.
http://le.utah.gov/~2007/bills/hbillenr/hb0461.pdf
Title: H.B. 461
Source: http://le.utah.gov/
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| MS | Signed into law 03/2007 | P-12 | Relates to dyslexia screening and remediation pilot programs. Requires state department of education to select a literacy and numeracy screening instrument to be used by districts for K-3 students. Requires all districts to use selected instrument. Districts may not use instrument to determine grade promotion and must report data to the state department annually. Requires the department to annually report on the effectiveness of of the instrument for literacy and numeracy screening purposes.
http://billstatus.ls.state.ms.us/documents/2007/html/HB/1000-1099/HB1058PS.htm
Title: H.B. 1058
Source: http://billstatus.ls.state.ms.us
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| UT | Signed into law 02/2007 | P-12 | This concurrent resolution of the legislature and governor encourages reading with a child 20 minutes a day to help prepare children for success in school and lifelong learning. http://le.utah.gov/~2007/bills/hbillenr/hcr005.htm
Title: H.C.R. 5
Source: http://www.le.state.ut.us/
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| LA | Adopted 11/2006 | P-12 | Raises accountability levels among adult education programs and ensures similar concepts are taught at appropriate educational levels throughout the state. Page 3-11 of 67 http://www.doa.louisiana.gov/osr/reg/0611/0611RUL.pdf
Title: LAC 28:CXXIX.Chapter 1-11
Source: Lexis-Nexis/StateNet
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| UT | Adopted 11/2006 | P-12 | Allows a school district to budget an increased amount of ad valorem property tax revenue in addition to revenue from new growth without the required advertising (notice) requirements based on the date of voted leeway approval for Reading Improvement Programs. This amendment brings the rule in compliance with changes in state law. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 21)
Title: R277-422
Source: http://www.rules.utah.gov/main/
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding reading and language arts content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.1_ne.pdf
Title: Title 126, Series 44A
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2006 | P-12 | Requires the Superintendent of Public Instruction and the State Department of Education to administer prekindergarten and family literacy programs. Requires a participating program to provide certain child development and family literacy services in order to receive funding. Requires a local educational agency to select a program coordinator. Makes an appropriation to provide direct child care services for children in participating classrooms. Encourages participating providers to offer full-day services.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0151-0200/ab_172_bill_20060907_chaptered.pdf
Title: A.B. 172
Source: California Legislature
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| CA | Vetoed 09/2006 | P-12 | Provides a local educational agency that receives continuous funding for Reading First beginning in rounds 1-3 of grant funding is eligible for grant funding through the 5th and 6th years of funding if it demonstrates significant progress. Requires the State Board of Education to develop an accountability process for the implementation of the program and to gather specified information related to the administration of the program. Relates to related teacher training requirements. Relates to funding denials.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2201-2250/ab_2248_bill_20060831_enrolled.pdf
Title: A.B. 2248
Source: California Legislature
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| CA | Signed into law 09/2006 | P-12 | Prohibits the State Board of Education from adopting the same basic instructional materials in language arts or mathematics for the same grade level in successive years. Requires that instructional materials for language arts be submitted to the state board for adoption in 2008. Requires school districts to ensure each pupil is provided with language-arts textbooks.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2701-2750/ab_2722_bill_20060915_enrolled.pdf
Title: A.B. 2722
Source: California Legislature
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| CA | Vetoed 09/2006 | P-12 | Requires the 2008 Reading/Language Arts/English Language Development Curriculum Frameworks and Criteria adopted by the Board of Education to include the accelerated English program. Requires the board, commencing with the 2008 Reading/Language Arts/English Language Development Curriculum Frameworks and Criteria adoption cycle, to allow publishers to submit for adoption as a basic core program under the program instructional materials that conform to the program.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1751-1800/sb_1769_bill_20060907_enrolled.pdf
Title: S.B. 1769
Source: California Legislature
| |
| WV | Adopted 09/2006 | P-12 | Amends rules regarding the pre-K & K-12 program or curriculum requirements; reduces the amount of required teaching time for English Language Arts and Reading in middle school; changes pathway options to high school graduation from 3 to 2; requires a minimum number of Advanced Placement courses be offered or an International Baccalaureate program at the high school level; revises the school Breakfast and Lunch program; revises components of the Five Year School and School System Strategic Plans. http://www.wvsos.com/csrdocs/worddocs/126-042.doc
Title: Title 126, Series 42
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 06/2006 | P-12 | Extends repeal date of Iowa Early Intervention and School Improvement Technology Block Grant Programs to July 2007. (Includes funds for K-3 class size reduction and student achievement in basic skills, especially reading skills.) http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 6
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12 | Deletes provision that a local board may provide an extended school tuition-free program for district residents over the maximum school age of 21 who do not have a high school diploma or high school equivalency diploma and who are currently enrolled in an education program in the district. Repeals related provisions. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 38
Source: coolice.legis.state.ia.us
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| OK | Signed into law 06/2006 | P-12 | Requires each public school district to ensure that a majority of the instructional time each day of the school year in kindergarten through third grade is focused on reading and mathematics (Chapter No. 146).
http://webserver1.lsb.state.ok.us/2005-06bills/HB/hb2712_enr.rtf
Title: H.B. 2712
Source: http://webserver1.lsb.state.ok.us/
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| FL | Signed into law 05/2006 | P-12
Postsec. | There is created in the Department of Education the Just Read, Florida! office. The office will: (1) Train highly effective reading coaches. (2) Create multiple designations of effective reading instruction; (3) Train K-12 teachers and school principals on effective content-area-specific reading strategies. For secondary teachers, emphasis shall be on technical text; (4) Provide parents with information and strategies for assisting their children in reading in the content area. (5) Provide technical assistance to school districts in the development and implementation of research-based reading instruction and annually review and approve such plans. (6) Review, evaluate, and provide technical assistance to school districts' implementation of the reading plan. (7) Work with the Florida Center for Reading Research to provide information on research-based reading programs and effective reading in the content area strategies. (8) Periodically review the Sunshine State Standards for reading at all grade levels. (9) Periodically review teacher certification examinations, including alternative certification exams, to ascertain whether the examinations measure the skills needed for research-based reading instruction and instructional strategies. (10) Work with teacher preparation programs approved to integrate research-based reading strategies into programs.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 8)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12
Postsec. | Creates the Florida Center for Reading Research (FCRR) at the Florida State University. The center shall include two outreach centers, one at a central Florida community college and one at a south Florida state university. The center and the outreach centers, under the center's leadership, will: (1) Provide technical assistance and support to all school districts and schools in this state in the implementation of evidence-based literacy instruction, assessments, programs, and professional development. (2) Conduct applied research that will have an immediate impact on policy and practices related to literacy instruction and assessment with an emphasis on struggling readers and reading in the content area strategies and methods for secondary teachers. (3) Conduct basic research on reading, reading growth, reading assessment, and reading instruction which will contribute to scientific knowledge about reading. (4) Collaborate with the Just Read! Florida Office and school districts in the development of frameworks for comprehensive reading intervention courses for possible use in middle schools and secondary schools. (5) Collaborate with the Just Read! Florida Office and school districts in the development of frameworks for professional development activities. (6) Disseminate information about research-based practices related to literacy instruction, assessment from screening, progress monitoring, and outcome assessments through the Florida Progress Monitoring and Reporting Network.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B 7087 (Section 34)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | The research-based reading instruction allocation is created to provide comprehensive reading instruction to students in kindergarten through grade 12. Funds for comprehensive, research-based reading instruction will be allocated annually to each school district in the amount provided in the General Appropriations Act.
Funds must be used to provide a system of comprehensive reading instruction to students enrolled in the K-12 programs, which may include the following: 1. The provision of highly qualified reading coaches. 2. Professional development for school district teachers in scientifically based reading instruction, including strategies to teach reading in content areas and with an emphasis on technical and informational text.
3. The provision of summer reading camps for students who score at Level 1 on FCAT Reading. 4. The provision of supplemental instructional materials that are grounded in scientifically based reading research. 5. The provision of intensive interventions for middle and high school students reading below grade level.
Annually, school districts shall submit a K-12 comprehensive reading plan for the specific use of the research-based reading instruction allocation in the format prescribed by the department for review and approval by the Just Read, Florida! Office.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 50)
Source: Florida Legislature
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| TN | Signed into law 04/2006 | P-12
Postsec. | Requires reading instruction as a mandatory element of teacher education curriculum and requires certification of teacher competence in reading instruction.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB2973.pdf
Title: H.B. 2973
Source: Tennessee Legislature
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| NM | Signed into law 03/2006 | P-12 | Creates a Reading Materials Fund to be used to purchase scientific research-based reading materials for certain reading programs; makes appropriations. A school district may apply for funding for its reading program if: (1) core and supplemental materials are highly rated by either the Oregon reading first center or the Florida center for reading research or the materials are listed in the international dyslexia association's framework for informed reading and language instruction; (2) the district selects no more than two comprehensive published core reading programs; and (3) the district has established a professional development plan describing how it will provide teachers with professional development and ongoing support in the effective use of the selected instructional materials.
http://legis.state.nm.us/Sessions/06%20Regular/FinalVersions/house/HB0225.pdf
Title: H.B. 225
Source: http://legis.state.nm.us
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| WA | Signed into law 03/2006 | P-12 | From Substitute Senate Bill Report: A Reading Achievement Account (Account) is created in the custody of the State Treasurer. The Account is a non-appropriated but allotted fund. The Account is allowed to retains its own interest. The Director of the Department for Early Learning (Director) must deposit in the Account all state appropriations to the Department and all non-state monies received by the Department for reading achievement, including reading foundations and implementation of research-based reading models.
Link to Substitute Senate Bill Report: http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bill%20Reports/Senate/2836-S.SBR.pdf
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2836-S.SL.pdf
Title: H.B. 2836
Source: http://www.leg.wa.gov
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| OK | Adopted 11/2005 | P-12 | Amends rules concerning teacher education and certification withregard to competencies for licensure. Adds the reading competencies forelementary teachers to the competencies for special education teachers. OKLAHOMA 13921
Title: OAC 210:20-9-172
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2005 | P-12 | An act to add Section 60851.3 to the Education Code, relating to education. Require the exit examination to be offered to a person regularly enrolled in an adult education program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1051-1100/ab_1057_bill_20050908_enrolled.pdf
Title: A.B. 1057
Source: www.leginfo.ca.gov
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| RI | Adopted 09/2005 | P-12 | Establishes rules to provide for improving reading levels for students. Revises graduation requirements. Implements personalized learning environments. RHODE ISLAND REG 2450 (SN)
Title: Uncodified Rules
Source: StateNet
| |
| OK | Adopted 08/2005 | P-12 | Establishes rules concerning the Reading Sufficiency Act to meet legislative changes from the 2005 session . Updates student eligibility for participation in the Act, allowable expenditures, dates for reporting from districts, requirements for evaluation of the program, the claims process, and requirements for content, teaching, training and student eligibility. For example, reading sufficiency funds must be used only for expenses relating to individual and small group tutoring, purchase of and training in the use of screening assessment measures, summer school programs, and Saturday school programs for students in the first, second and third grades who have been identified by the elementary site as in need of a program of reading instruction. Districts with one or more schools identified for school improvement must submt reading sufficiency plans to the state department. Contingent on the availability of appropriated funds, the state department will award up to $400 to public school districts for each eligible currently enrolled student who is found not to be reading at grade level and who subsequently participates in a summer academy reading program pursuant to the Reading Sufficiency Act. Sets parameters for summer school reading programs, including the requriement that courses must:
(1) provide at least four (4) weeks of tutoring a half (1/2) day each day for four days,
(2) incorporate the content of a reading program administered by the Oklahoma Commission for Teacher Preparation or a scientifically based reading program administered by the State Board of Education.
(3) be taught by teachers who have successfully completed a professional development institute in reading administered by the Oklahoma Commission for Teacher Preparation or a scientifically based reading professional development program administered by the State Board of Education.
(4) include only eligible students not reading at grade level based on results from an assessment approved by the State Board of Education.
Title: OAC 210:15-27-1
Source: Secretary of State Office
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| NC | Signed into law 06/2005 | Community College
Postsec. | The Community Colleges System Office is designated as the primary lead agency for delivering workforce development training, adult literacy training, and adult education programs in the State.
http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H583v5.html
Title: H.B. 583
Source: StateNet
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| TN | Signed into law 06/2005 | P-12 | Establishes the Governor's Books from Birth Fund and authorizes a partnership arrangement between the Fund and a nonprofit public benefit corporationan act to amend tennessee code annotated, title 4, relative to the establishment of the governor's books from birth fund and the authorization of a partnership arrangement between the fund and a nonprofit public benefit corporation. http://tennessee.gov/sos/acts/104/pub/pc0416.pdf
Title: S.B. 2275/Act 416
Source: http://tennessee.gov
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| TX | Signed into law 06/2005 | P-12 | Intensive Reading and Language Intervention Pilot Program. From bill analysis: Over the past decade many instructional aids have been developed to enhance the reading ability of a student. Campuses across the state are using some of these materials to augment the TEKS (Texas Assessment Knowledge and Skills) curricula. H.B. 3468 allows the commissioner of education to develop pilot programs implementing accelerated learning curricula aids. H.B. 3468 does not implement a new type of curriculum but augments the existing TEKS with instructional tools. Adds Section 29.094. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=03468&VERSION=5&TYPE=B
Title: H.B. 3468
Source: http://www.capitol.state.tx.us
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| IN | Signed into law 05/2005 | P-12 | Defines "phonologic weakness." Requires the department of education to develop and implement a plan to
(1) train teachers, especially the teachers directly involved in reading and language arts, about phonologic weakness and its role in reading development;
(2) determine which reading instruments can be used to detect phonologic weakness before formal reading instruction begins;
(3) determine which reading instruments can be used to assess student reading and spelling development; and
(4) apply the results of the assessment using reading instruments to a child's instructional program.
Requires the department to develop a technical assistance manual related to the plan and adopt reading instruments to diagnose reading and writing development. Requires each instrument adopted to be based on scientific research concerning reading development and have adequate reliability and validity.
http://www.in.gov/legislative/bills/2005/HE/HE1488.1.html
Title: H.B. 1488
Source: www.in.gov
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| OK | Signed into law 05/2005 | P-12 | Amends 70 O.S. 2001, Section 3-153, which relates to exemptions for reporting district plans to state board of education. Except for districts with one or more sites identified for school improvement pursuant to NCLB, a number of reporting requirements are reduced. Delays the deadline by one year for reaching reading goal and allows exclusion of up to 15% of students with individualized education programs (IEPs) and English language learners who are not yet proficient in English.Moves the baseline deterimination of third graders who are proficient in reading from May 1, 2002 to September 1, 2005. Requires the state board to recognize schools and districts making progress toward the reading goal and to provide technical assistance to those that are not making progress. Changes from phoneme to phonological awareness as a priority academic student skill (PASS) to be screened for with kindergarten students and requires additional emphasis on reading for those students who are at risk for reading difficulties. Similar provisions apply to first- through third-grade students. Requires the state board to approve no more than three screening instruments and to approve diagnostic and other reading assessments -- ensuring that any assessments align with PASS. Requires the state department to report annually to the governor and legislature on the three-year trend in reading achievement. http://www2.lsb.state.ok.us/2005-06SB/sb966_enr.rtf
Title: S.B. 966
Source: http://www2.lsb.state.ok.us
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| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | Limits professional development requirements for certified personnel working solely in the following adult education programs: (1) Adult basic education; (2) General adult education; (3) English as a second language for adults; and (4) General Educational Development Test examiners. 34http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1150.pdf
Title: S.B. 1150
Source: www.arkleg.state.ar.us
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| CO | Signed into law 04/2005 | P-12 | Authorizes the state board to establish procedures for the filing and investigation of complaints alleging conduct that, if true, may establish grounds for denying, annulling, revoking or suspending an educator license or certificate.
Allows a person who converted his/her professional license to inactive status because called to active duty to, when returning professional license to active status, include in the notice to the department of education a copy of the official notice of honorable discharge or release from active service. Upon receipt of the notice and evidence of honorable discharge or release, the department must reissue the professional license with a new expiration date reflecting a period equal to the period remaining on the professional license as of the date the license holder converted to inactive professional license status plus the period during which the person was in active military service.
Authorizes the state board to require, in adopting minimum criteria for professional development activities, all or a portion of the activities to be related to increasing the license holder's competence or skills in his/her existing or potential endorsement area or in the teaching of literacy.
Specifies that teacher professional development related to assessment must pertain to effective use of assessments in planning for instructional delivery and in individualizing student instruction.
Specifies that to be accepted as a professional development activity, educational travel must be applicable to the endorsement area of the licensee's license.
Changes temporary educator eligibility authorization from three-year nonrenewable to one-year with two opportunities to renew for one year.
Specifies that an interim authorization authorizes a school district to employ as a principal, administrator or teacher a person who is eligible for certification or licensure.
Changes terminology from provisional licensure to initial licensure for administrators, principals, professional special service providers. Specifies that a person holding a provisional educator license as of the date this bill goes into effect is deemed to hold an initial educator license on and after said date, so long as the license is valid.
Strongly encourages all school districts to hire persons who hold alternative teacher licenses and teacher in residence authorizations to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of students.
Eliminates language allowing a district to hire as a teacher a person who is not certified. Replaces with language allowing district to hire a person with an alternative teacher license to teach as an alternative teacher pursuant to an alternative teacher contract. Authorizes a district to hire a person who holds a teacher in residence authorization to teach as a resident teacher pursuant to a teacher in residence program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0FC6014CF21E6B8D87256F3A0061BC79?Open&file=1026_enr.pdf
Title: H.B. 1026
Source: www.leg.state.co.us
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| FL | Emergency Rule Adoption 04/2005 | P-12 | Establishes emergency rules regarding course requirements. Establishes basic and adult secondary programs for 2005.
Course Requirements - Grades 6-12 Basic and Adult Secondary Programs – 2005. This emergency rule was adopted to amend the present course descriptions in Rule 6A-1.09412, FAC., for intensive reading courses in middle and high school grades to include suggested time allocations and instructional activities, as well as alignment to instruction grounded in scientifically based-reading research. Rule 6A-1.09412, FAC., Course Requirements - Grades 6 -12 Basic and Adult Secondary Programs, will be amended through the rulemaking process and presented to the State Board for final approval to include the intensive reading course descriptions
Title: FAC 6AER05-1
Source: StateNet
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| ID | Signed into law 04/2005 | P-12 | Establishes legislative intent for the Idaho Safe and Drug-Free Schools Program. Requires program to include the following:
(1) Districts will develop a policy and plan which will provide a guide for their substance abuse programs.
(2) Districts will have an advisory board to assist each district in making decisions relating to the programs.
(3) The districts' substance abuse programs will be comprehensive to meet the needs of all students. This will include prevention programs, student assistance programs that address early identification and referral, and aftercare.
(4) Districts shall submit an annual evaluation of their programs to the State Department of Education as to the effectiveness of their programs.
Establishes legislative intent that state board and state department coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts.
The highest priority for Idaho Digital Learning Academy funds be to provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test. Allows funds also to be used to provide basic coursework, Advanced Placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/S1224.html
Title: S.B. 1224
Source: www3.state.id.us
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| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 93 (Section 1, multiple provisions)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Sections 5 and 6)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Specifies that, for the state to achieve its student achievement goals, the Council on Postsecondary Education, in cooperation with the Education Professional Standards Board, must exercise its duties and functions under KRS 164.020 to ensure that teacher education programs are fulfilling the needs of Kentucky for highly skilled teachers. Requires the council to coordinate the federal and state grant programs it administers with other statewide initiatives relating to improving student achievement in reading and mathematics to avoid duplication of effort and to make efficient use of resources. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 5)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | (8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources, whenever possible, to supplement or match state and federal resources to support teachers, school administrators, and school councils in helping students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraphs 8-10)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | This act is to be cited as the "Read to Achieve Act of 2005." Relates to reading; makes an appropriation therefor; describes the general assembly's findings and intent regarding reading. Defines "comprehensive reading program," "reading diagnostic assessment," and "reading intervention program." Eliminates the Early Reading Incentive Fund and the Early Reading Incentive Grant Steering Committee; establishes the Reading Diagnostic and Intervention Fund and the Reading Diagnostic and Intervention Grant Steering Committee to provide renewable, two-year grants to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. Requires the state board to:
1. Identify eligible grant applicants, taking into consideration how the grant program described in this section will relate to other grant programs;
2. Specify the criteria for acceptable diagnostic assessments and intervention programs;
3. Specify the criteria for acceptable ongoing assessment of each child to determine his or her reading progress;
4. Establish the minimum evaluation process for an annual review of each grant recipient's program and progress;
5. Identify the annual data that must be provided from grant recipients;
6. Define the application review and approval process;
7. Establish matching requirements deemed necessary;
8. Define the professional development and continuing education requirements for teachers, library media specialists, administrators, and staff of grant recipients;
9. Establish the conditions for renewal of a two-year grant; and
10. Specify other conditions necessary to implement the program.
Sets forth principles that program grant applicants must meet for the applicant's request for funding to be approved.
Requires the department's annual report on the use of grant funds to include comparisons of the overall costs and effectiveness of intervention programs, and every other year to include an estimate of the cost to expand the reading diagnostic and intervention grant program.
Modifies the membership and expands upon the powers of the Reading Diagnostic and Intervention Grant Steering Committee.
Requires the Collaborative Center for Literacy Development: Early Childhood through Adulthood to undertake specified advisory and research duties. Requires the center's research agenda to consider the impact of various reading and intervention programs:
1. In eliminating academic achievement gaps among students with differing characteristics, including subpopulations of students with disabilities, students with low socioeconomic status, students from racial minority groups, students with limited English proficiency, and students of different gender;
2. In schools with differing characteristics, such as urban versus rural schools, poverty versus nonpoverty schools, schools with strong library media center programs versus schools with weak library media center programs and schools in different geographic regions of the state;
3. In terms of their costs and effectiveness; and
4. In maintaining positive student progress over a sustained period of time.
Requires the Early Childhood Development Authority to provide that primary students, regardless of age, who are having difficulty with reading may be referred and receive a second vision examination as described in KRS 156.160 at no cost to the parent.
http://lrc.ky.gov/RECORD/05RS/SB19.htm
Title: S.B. 19
Source: lrc.ky.gov
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| GA | Adopted 12/2004 | Postsec. | Establishes rules regarding the Area School Program and adult literacy grants. http://rules.sos.state.ga.us/cgi-bin/page.cgi?g=GRANTS_OF_GEORGIA_DEPARTMENT_OF_TECHNICAL_AND_ADULT_EDUCATION%2FGRANT_PROGRAMS%2Findex.html&d=1
Title: GAC 668-1
Source: StateNet
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| DE | Rule Adoption 11/2004 | P-12 | Amends regulation relating to the Standard Certificate Reading Specialist, to clarify as to which educators this regulation applies to.
Title: 14 DAC 1554
Source: StateNet
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| LA | Adopted 10/2004 | P-12 | Amends rules to add a requirement for demonstration of reading competencies by alternate teacher certification program completers. http://www.state.la.us/osr/lac/28v01/28v01.pdf
Title: LAC 28:I.903
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Authorizes a local educational agency that provides every pupil in kindergarten and grades 1 to 3, inclusive, with instructional materials in reading that were adopted by the state board of education in January 2002, to determine which supplemental instruction materials are scientifically based and aligned with the reading/language arts content standards adopted by the state board. http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2416_bill_20040817_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2416_veto.pdf
Title: A.B. 2416
Source: California Legislative Web site
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| CA | Vetoed 09/2004 | P-12 | Requires a school district, as a condition of receiving funding for supplemental instruction, to convene a pupil study team for each pupil who is
retained, or at risk of being retained, between the 2nd and 3rd grades because the pupil's reading ability is unsatisfactory. Requires a pupil study team to develop an intervention plan for the pupil to whom it is assigned and to meet once a year for this purpose until the pupil graduates from the school or until the team determines that the pupil no longer needs intervention. If a pupil graduates from elementary school and is
still in need of the services provided pursuant to his or her intervention plan, a letter to that effect would be required to be placed in the pupil's cumulative file so that this need is communicated to personnel at the school the pupil will subsequently attend. Requires that a school district
give first priority for the use of supplemental instruction funding to the implementation of the intervention plans developed by pupil study teams. Makes implementation of these provisions contingent upon funds being appropriated for this purpose in the annual Budget Act or other statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_0651-0700/sb_651_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/SB_651_Veto.pdf
Title: S.B. 651
Source: California Legislative Web site
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| OH | Rule Adoption 09/2004 | P-12 | Rescinds rules regarding rules for giving public notice of hearings, notice of meetings, definitions, and establishing terms and conditions for participation in the OhioReads Reading Grant program. OHIO REG 11451 (SN)
Title: OAC 3301:1-1-01 thru -04
Source: StateNet
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| RI | Became law without GOVERNOR'S signature. 07/2004 | P-12 | Requires district strategic plans to extend the range at which the improvement of reading is addressed to include students in grade four (4) and grade five (5).
Title: H.B. 7986
Source: Rhode Island Legislative Web Site
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| RI | Became law without GOVERNOR'S signature. 07/2004 | P-12 | Requires that activities under this act include strategies to improve the performance of students in mathematics, reading and writing. Such activities must be founded on a scientific research base, as described in the No Child Left Behind Act of 2001. Reading instruction to improve the reading skills of all students in the early grades (specifically kindergarten (K) through to and including grade five (5) are to be consistent with the board of regents reading policy.
Title: H.B. 8180
Source: http://www.rilin.state.ri.us/gen_assembly
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| RI | Signed into law 07/2004 | P-12 | Requires the Board of Regents for elementary and secondary education to select and/or develop a statewide curriculum in mathematics and English/Language arts in grades kindergarten (k) through twelve by August 31, 2006. The curriculum selected and/or developed by the board of regents must (1) be aligned with state standards and assessments utilized by the state department of education; and (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments. The state commissioner is to convene an advisory committee in each area (math and English/language arts).
Title: S.B. 2672
Source: Rhode Island Legislative Web Site
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| FL | Signed into law 06/2004 | P-12 | Relates to education personnel; provides for expunging of criminal history records of applicants for employment at certain education related offices; requires background screening for charter school employees and board members; amends requirements for admission to teacher preparation programs; authorizes programs providing experiences as teacher assistants prior to entering teacher preparation programs for individuals meeting specified criteria; creates teacher preparation institutes that provide professional development, instruction for substitute teachers, alternative certificate programs and establishes criteria for applicants; provides for the creation of guidelines for mentoring of first-time teachers and other programs geared toward the recruitment and retention of quality teachers; requires background screenings and fingerprinting of instructional and noninstructional hires or contractual employees who come in contact with students; specifies a school district's performance assessment may include criteria for assessment of instructional and administrative personnel and student performance; requires training in teaching of reading for certified personnel who teach students who have limited English proficiency; establishes qualifications, requirements and evaluation of substitute teachers; provides for educator discipline by the Education Practices Commission and the Department of Education; amends the Recovery Network Program that assists educators impaired as the result of alcohol abuse, drug abuse or a mental condition. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2986er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 2986
Source: Florida Legislative Web site
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| LA | Signed into law 06/2004 | P-12
Postsec. | Eliminates requirement that the applicant have completed three semester hours in the teaching of reading for secondary-level certification, and nine semester hours of such coursework for certification at any level below the secondary level. Requires secondary- and pre-secondary level certification candidates to complete number of semester hours in the teaching of reading as established by the state board of elementary and secondary education. http://www.legis.state.la.us/leg_docs/04RS/CVT7/OUT/0000LQT4.PDF
Title: S.B. 542
Source: www.legis.state.la.us
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| RI | To governor 06/2004 | P-12 | Amends the requirements of the Rhode Island Student Investment Initiative. Specifically, the grades which the strategic plan to improve reading instruction must cover would be extended to include students in grade four (4) and grade five (5).
Title: S.B. 2590
Source: Rhode Island Legislative Web Site
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| RI | To governor 06/2004 | P-12 | Activities under this act must include strategies to improve the performance of students in mathematics, reading and writing. Such activities must be founded on a scientific research base, as described in the No Child Left Behind Act of 2001. Reading instruction to improve the reading skills of all students in the early grades (specifically kindergarten (K) through to and including grade five must be consistent with the board of regents reading policy.
Title: S.B. 2623
Source: http://www.rilin.state.ri.us
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| CT | Signed into law 05/2004 | Postsec. | Concerning teacher education programs at institutions of higher education; requires teacher training programs to include literacy training. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00075-R00HB-05507-PA.htm
Title: H.B. 5507
Source: Connecticut Legislative web site
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| FL | Signed by Governor 05/2004 | P-12
Postsec. | Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 364
Source: Florida Legislative Web site
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| FL | To governor 05/2004 | P-12 | Creates the "Middle School Reform Act;" provides definitions; prescribes program criteria and content; provides a timeline for implementation; requires an academic performance study of middle grade students and schools with recommendations for increase in performance; requires school improvement plan to include rigorous reading requirement; provides for individual student plans; provides for additions to academic improvement plans; adds criteria to the assessment process for instructional personnel; requires DOE to conduct study on physical education in public schools; requires school districts to implement mandatory physical education under certain circumstances.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0354er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 354
Source: Florida Legislative Web site
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| ID | Temporary Rule Adoption 05/2004 | P-12 | Amends rules to allow new Limited English Proficient (LEP) students to take a language proficiency test in lieu of the state reading test.
http://www2.state.id.us/adm/adminrules/bulletin/04jun.pdf (page 30)
Title: IDAPA 08.02.03 §§ 111-112
Source: Idaho State Web site
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| OK | Signed into law 05/2004 | P-12 | Part of this bill relates to the Reading Sufficiency Act; limits certain students who are excluded from the reading goals and program of reading instruction; modifies reading skills to include vocabulary; requires the demonstration of reading proficiency for driver license; limits alternative documentation option to certain students. http://www2.lsb.state.ok.us/2003-04HB/hb2477_enr.rtf
Title: H.B. 2477
Source: http://www2.lsb.state.ok.us
| |
| OK | Signed into law 04/2004 | P-12 | Modifies the Reading Sufficiency Act to allow that if a student is found not to be reading at the appropriate grade level and teachers, in collaboration with others, are concerned that undiagnosed health problems may affect the ability of the student to read, the school district may make a recommendation to the parents or legal guardians for a medical evaluation without being liable for the cost of the evaluation or any associated costs. http://www2.lsb.state.ok.us/2003-04HB/hb1133_enr.rtf
Title: H.B. 1133
Source: http://www2.lsb.state.ok.us
| |
| VA | Signed into law 04/2004 | P-12 | Requires the Department of Correctional Education to arrange for noncustodial parent offenders committed to the custody of the Department of Corrections to be afforded the opportunity to participate in pre- and post- release parenting programs that include parenting skills training, anger management and literacy skills. http://leg1.state.va.us/cgi-bin/legp504.exe?ses=041&typ=bil&val=sb576
Title: S.B. 98
Source: http://leg1.state.va.us
| |
| VA | Signed into law 04/2004 | P-12 | Requires the English Standards of Learning for reading in grades K-3 to be based on components of effective reading instruction, including, at a minimum, phonemic awareness, phonics, fluency, vocabulary development, and text comprehension. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
| |
| VA | Signed into law 04/2004 | P-12 | Requires local boards to provide early identification, diagnosis, and assistance for students with reading problems and provision of instructional strategies and reading practices that benefit the development of reading skills for all students. Requires one full-time reading specialist for each 1,000 students in average daily membership; http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
| |
| UT | Signed into law 03/2004 | P-12 | Creates the K-3 Reading Improvement Program to achieve the state's goals of having third graders reading at or above grade level; requires a school district or charter school to submit a reading proficiency improvement plan to qualify to use program monies; provides how program monies are to be allocated among qualifying school districts and charter schools.
Title: S.B. 230
Source: StateNet
| |
| WY | Signed into law 03/2004 | P-12 | Provides assistance to districts for reading assessment and intervention programs; implements the adjustment to the education resource block grant model for experience and longevity of school district classified staff; modifies the at-risk adjustment to include mobile students; modifies the small school adjustment; provides a foundation program hold harmless; clarifies cost of living index computations; imposes duties upon the Department of Education.
Title: H.B. 93
Source: StateNet
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| AR | Signed into law 01/2004 | P-12 | Adds Ark. Code 6-15-1804. Students exhibiting a reading deficiency will receive intensive reading instruction and beginning with the 2005-06 school year, child's parents will be notified of student's deficiency and available services. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 § 5
Source: Arkansas Legislative Web site
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| GA | Adopted 11/2003 | P-12 | Submits rules regarding the Reading First Program System Subgrant, which provides federal funds for scientifically based reading reform for eligible K-3 schools.
Title: GAC 160-1-4-.265
Source: StateNet
| |
| CA | Signed into law 10/2003 | P-12 | Prohibits the department of education and the state board of education from developing or implementing requirements or criteria making a local educational agency ineligible for funding for providing primary language instruction and comprehensive English language development instruction to English learners. Requires the state department of education to amend California's Reading First Plan to authorize local educational agencies operating programs in which English learners are not educated through sheltered or structural English immersion to apply for funding under the federal No Child Left Behind Act. Requires the revised plan to specify that priority to specified federal funds be
given to programs meeting certain criteria. Prohibits the allocation of a specified appropriation made in the Budget Act of 2003 until the State Board of Education amends the Reading First Plan according to this act and submits it to federal authorities and the federal Secretary of
Education approves the plan. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html
Title: A.B. 1485 §§ 1 - 3
Source: California Legislative Web site
| |
| CA | Signed into law 09/2003 | P-12 | Repeals the English Language and Intensive Literacy Program, the Library Literacy Service and the Families for Literacy Program. Creates the English Literacy Program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html
Title: A.B. 1266 §§ 5 - 6
Source: California Legislative Web site
| |
| OH | Signed into law 08/2003 | P-12 | This section specififes that the following options available to districts under the third grad reading guarantee for students who receive a limited score on the third grade reading achievement test apply to special education students: (1) promotion to 4th grade if the principal and reading teacher agree that other evaluations of the stuent's work indicate that the student is academically prepared for 4th grade;. (2) promotion to 4th grade with "intensive intervention" in that grade, or (3) retention in 3rd grade.
Title: H.B. 3 -- Third Grade Reading Guarantee
Source: Digest of Enactments 2003
| |
| AZ | Line item vetoed 06/2003 | P-12
Postsec.
Community College | Creates budget reconciliation for education and includes the following provisions: Prohibits the State Board of Education from sponsoring additional charter schools in FY 2003-04, and requires the State Board for Charter Schools to provide oversight for existing state board of education-sponsored charter schools during FY 2003-04;Repeals a FY 2002-03 transfer of monies to the Parental Choice for Reading Success Program and deposits the monies in the General Fund; Allows school districts and charter schools to complete the minimum number of instructional hours in less than 180 days; Repeals the State Board of Directors for Community Colleges (SBDCC), transfers any remaining SBDCC funds to the General Fund, applies this change retroactively to July 1, 2003, and requires the Legislative Council to prepare proposed legislation conforming the repeal of the SBDCC throughout statute.
Title: H.B. 2534
Source: Arizona Legislation Web site
| |
| CO | Signed into law 06/2003 | P-12 | Modifies the eligibility criteria for children in grades 1 through 3 for purposes of the "Colorado Opportunity Contract Pilot Program" (HB03-1160) to require a child to have been continuously attending a public school during the previous school year and has been assessed below grade level on reading readiness or literacy and reading comprehension. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/4295E920CFF3C36387256D080063EA0F?Open&file=1369_enr.pdf
Title: H.B. 1369
Source: Colorado Legislative web site
| |
| CO | Signed into law 06/2003 | P-12 | Specifies that the general assembly intends for the Department of Education, for purposes of Colorado family literacy programs, to actively pursue all federal moneys for family literacy available through the federal No Child Left Behind Act of 2001 and the Workforce Investment Act of 1998. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/B52289055A2999FE87256C87004BAD0F?Open&file=1173_enr.pdf
Title: H.B. 1173
Source: Colorado Legislative Web site
| |
| FL | Signed into law 06/2003 | P-12 | Revises inservice training requirements for child care personnel; requires training in early literacy and language development; requires annual training and annual health and safety home inspection self- evaluation by family day care home operators; requires annual training of operators of large family child care homes, etc. http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=2446&Chamber=Senate&Year=2003&Title=%2D%3EBill%2520Info%3AS%25202446%2D%3ESession%25202003
Title: S.B. 2446
Source: Florida Legislative Web site
| |
| FL | Signed into law 06/2003 | P-12
Community College
Postsec. | Requires emphasis on reading; requires certain accountability measures; eliminates the limitations on the number of charter schools per school district; authorizes community colleges to operate charter schools that provide students with the option of receiving an associates degree upon high school graduation and develop administrative fees charged by sponsor for provision of services; provides report to Governor; revises eligibility criteria for charter school capital outlay funding; provides allocation criteria for future said outlay appropriations. http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=0055&Year=2003A&Chamber=House#BillText
Title: H.B. 55-A
Source: Florida State Web site
| |
| IL | Signed into law 06/2003 | P-12 | Provides that the state board has the power and duty to improve the reading and study skills of children from grades 7 through 12 in school districts. Authorizes the state board to administer a Continued Reading Improvement Block Grant Program. Provides how funds for the program shall be distributed to school districts and how funds shall be used by school districts. Requires the state superintendent to annually report to the General Assembly on the results of the program and the progress being made on improving the reading skills of student in grades 7 through 12. Effective July 1, 2003.
http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=SB&DocNum=381
Title: S.B. 381
Source: Illinois Legislative web site
| |
| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the regional training programs for the professional development of teachers and administrators and the Statewide Council for the Coordination of the Regional Training Programs. Amends NRS 391.544 to provide that through the Nevada Early Literacy Intervention Program established for the regional training program, training for teachers who teach kindergarten and grades 1, 2 or 3 on methods to teach fundamental reading skills, including, without limitation:
(1) Phonemic awareness;
(2) Phonics;
(3) Vocabulary;
(4) Fluency;
(5) Comprehension; and
(6) Motivation.
Also requires an evaluation of training. http://www.leg.state.nv.us/72nd/bills/SB/SB210_EN.pdf
Title: S.B. 210
Source: http://www.leg.state.nv.us
| |
| OH | Rule Adoption 06/2003 | P-12 | Establishes rules pertaining to OhioReads classroom reading grant program. Specifies rule for giving public notice of hearings, notice of meetings. Provides definition of terms. OHIO REG 10572 (SN)
Title: OAC 3301:1-1-01, 02, 03, 04, 05
Source: StateNet
| |
| TX | Signed into law 06/2003 | P-12 | Under current law, a school district is entitled to compensatory education funding to provide services to students who are educationally disadvantaged or who are at risk of dropping out of school. However, a school district is prohibited from using compensatory education funds for a program provided for dyslexic students under Section 38.003 (Screening and Treatment for Dyslexia and Related Disorders), Education Code. H.B. 1691 allows compensatory education funds to be used for accelerated reading programs for students at risk of dyslexia and for treatment programs for students who have been determined to have dyslexia or a related disorder. (From Bill Analysis, Senate Research) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01691&VERSION=5&TYPE=B
Title: H.B. 1691
Source: http://www.capitol.state.tx.us
| |
| IA | Signed into law 05/2003 | P-12 | Changes repeal date from 2003 to 2004 on chapter establishing statewide early intervention block grant program. Components of this program include K-3 class size reduction and K-3 diagnostic reading assessments. Chapter requires districts to annually report to the department their current class sizes for grades K-3. Chapter also requires districts to annually report to public the percentage of fourth-graders who are proficient in reading, and encourages districts to report to public on K-3 student reading proficiency. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Vetoed 05/2003 | P-12 | Establishes a reading instruction pilot program for students in grades K-8, to be conducted in 2003-04 school year for any district or consortium of districts that meets minimum enrollment numbers. Requires the implementation of systematic intensive phonics reading instruction and direct instruction for students, and observance of National Institute for Literacy standards. Requires the program to offer teacher training and support as well as informal student assessment. Requires districts interested in participating to apply to the department, requires department to offer technical assistance in application submission and information regarding program objectives and operation, in addition to offering program implementation assistance to the district or districts selected. Establishes required components of district applications. Requires participating district(s) to report to the department at the end of the pilot program regarding the program's impact on student achievement, which results the department must report and make recommendations on to specified members of the legislature. See http://www.legis.state.ia.us/GA/80GA/Session.1/HJournal/02200/02251.html and Section 69 and Section 71, subsection 3: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| LA | Signed into law 05/2003 | P-12 | Clarifies that at least nine semester hours in the teaching of reading must be completed by anyone seeking certification at any level below the secondary level. Adds that candidates for teacher certification who have participated in any alternate teacher education program must be given the option of either completing the same number of semester hours as required for the teaching of reading for undergraduate program applicants or must possess the reading and literacy competencies identified in scientifically based reading research at the national level and approved by the state board of education for the teaching of reading.
http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=HB568&doctype=BT
Title: H.B. 568
Source: www.legis.state.la.us
| |
| WA | Signed into law 05/2003 | P-12 | A new section is added to chapter 28A.630 13 RCW. Creates the special services pilot program to encourage participating school districts to provide early intensive reading and language assistance to students who are struggling academically. The goal of such assistance is to effectively address reading and language difficulties resulting in a substantially greater proportion of students meeting the progressively increasing performance standards for both the aggregate and disaggregated subgroups under federal law. A maximum of two school districts may participate. Ends in 1997 (four years duration). http://www.leg.wa.gov/pub/billinfo/2003-04/House/2000-2024/2012-s2_pl.pdf
Title: H.B. 2012
Source: http://www.leg.wa.gov
| |
| CA | Emergency Rule Adoption 04/2003 | P-12 | Establishes emergency rules concerning the Reading First Program, specifying how the amount of the grant for each approved subgrant application is calculated. http://www.cde.ca.gov/regulations/reading1stemereegs041803.pdf
Title: Title 5 CCR 11990
Source: California State Web site
| |
| NV | Temporary Rule Adoption 04/2003 | P-12 | Amends rules concerning literacy standards for kindergarten and elementary school. NEVADA REG 3130 (SN)
Title: NAC 389.2433, 389.248, 389.2932, 389.29415, 389.299
Source: StateNet
| |
| NM | Signed into law 03/2003 | P-12
Postsec. | Amends Section 22-2-2 (Z)(BB and CC) to require the state board to approve education curricula and programs
offered in all two-year public post-secondary educational institutions, except those in Chapter 21, Article 12 NMSA 1978, that lead to
alternative licenses for degreed persons or licensure for educational assistants; and (CC.) withhold program approval from a college of
education or teacher preparation program that fails to offer a course on teaching reading that: (1) is based upon current scientifically based
reading research; (2) aligns with state board-adopted reading standards; (3) includes strategies and assessment measures to ensure that beginning teachers are proficient in teaching reading; and (4) was designed after seeking input from experts in the education field.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Amends Section 22-8-43. The public school reading proficiency fund dollars are to be distributed to public schools that implement innovative, scientifically-based reading programs. (Changed from research-based.) Schools are required to show evident that they are using scientifically based reading research to improve proficiency. Section 22-13-1.3 amends design of reading initiative to also include scientifically-based reading research. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| OR | Adopted 01/2003 | P-12 | Revises the reading endorsement content area and compentencies and amends rules to require completion of a reading program. Increases fees for the following: initial licensure, renewing licenses, adding endorsements, reinstating licenses, reinstating a suspended license, and revoked licenses. OREGON REG 23951 (SN)
Title: OAR 584-017-0170, 584-063-0055, 584-060-0061, 584- 065-0050
Source: StateNet
| |
| TX | Adopted 01/2003 | P-12 | Proposes rules related to the reading specialist certificate and student services certificates. Specifies the rules for general provisions for issuance of the reading specialist certificate, minimum requirements for admission to a reading specialist preparation program, and transition and implementation dates. TEXAS REG 84539 (SN)
Title: 19 TAC 239.90 thru 239.95
Source: StateNet
| |
| TX | Adopted 01/2003 | P-12 | Amends rules relating to the number of required continuing professional education hours by classes of certificates. Requires holders of the new standard reading specialist certificate to complete 200 hours of continuing professional education every five years in order to renew the certificate. TEXAS REG 84538 (SN)
Title: 19 TAC 232.851
Source: StateNet
| |
| AZ | Rejected by voters 11/2002 | P-12
Postsec.
Community College | Revises State Gaming Act; a portion of the revenues from non-tribal gaming devices would support reading programs for students in kindergarten through third grade and scholarships for graduates of Arizona high schools and community colleges. (http://www.sosaz.com/election/2002/info/pubpamphlet/english/prop201.htm)
Title: Proposition 201
Source: Arizona Election Services
| |
| FL | Signed into law 08/2002 | P-12 | Shifts responsibility for establishing rules regarding student report cards from state superintendent to state board. Modifies rules relating to remediation, retention and promotion. Specifically, as stated by legislative summary, "The bill requires retention of students whose reading deficiency is not remedied by the third grade, as demonstrated by scoring at Level 2 or higher on the third grade reading portion of the FCAT. Before third grade, students identified as having a substantial reading deficiency must be given intensive reading instruction." Also, "The bill requires that academic improvement plans describe specific areas of reading deficiency, desired levels of performance in these areas, and necessary support services. The bill requires written parental notification of a substantial reading disability, current services, proposed remediation, and a mandatory third grade retention requirement. The bill outlines good cause exemptions: Limited English Proficient students who have had less than two years of instruction in an English for Speakers of Other Languages program; those with disabilities whose individual education plan (IEP) indicates that participation in the statewide assessments is not appropriate; those who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education; those who demonstrate, through a student portfolio, the mastery of the Sunshine State Standards in reading equal to a Level 2 performance on the FCAT; students with disabilities who were previously retained in kindergarten, first or second grade, who participate in the FCAT and whose IEP or 504 plan shows a remaining deficiency after intensive remediation in reading for more than two years; and students who have received the intensive remediation in reading for two or more years but still demonstrate a deficiency or who were previously retained in kindergarten, grade one or grade two for a total of two years. The bill requires the teacher to document and report any good cause exemption to the principal. The principal reviews and reports a recommendation to the superintendent who makes the final decision. Each step of this process must be in writing. The bill gives the State Board of Education authority to enforce these provisions by requiring that districts submit relevant data, allowing the Commissioner of Education to investigate noncompliance, ordering compliance within a specified time frame, and withholding funds in the event of continued noncompliance." See bill section 371, page 825, line 4 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
| |
| ID | Signed into law 07/2002 | P-12
Postsec. | PRE-SERVICE TEACHERS-Amends existing law to clarify that only K-8 preservice teachers shall pass the State Board of Education's preservice reading assessment measure, and that passage will be tied to certification rather than graduation.
Title: H.B. 399
Source: Idaho State Board of Education Web site
| |
| MD | Signed into law 07/2002 | P-12 | Allows, if federal funds are sufficient, districts in addition to Baltimore and Prince George's County to apply to department for grants to participate in the Maryland Educational Opportunity Summer Pilot Program. Extends pilot program through June 30, 2007. http://mlis.state.md.us/2002rs/bills/hb/hb1370t.rtf
Title: H.B. 1370
Source: mlis.state.md.us
| |
| MD | Signed into law 07/2002 | P-12 | Establishes tobacco tax as well as special fund to dedicate tobacco tax revenues for education funding. Monies are to 1) provide unrestricted grants to districts; 2) assist local lead agencies and Baltimore City under the Maryland Infants and Toddlers Program; and 3) provide funding for adult education and literacy services. http://mlis.state.md.us/2002rs/bills/sb/sb0856e.rtf
Title: S.B. 856
Source: mlis.state.md.us
| |
| CA | Signed into law 06/2002 | P-12 | Allows Fresno Unified School District to apply for a waiver from certain regulations so as to allow the district to use designated funds for pupils at Cooper Middle School performing below basic or far below basic in math and reading on the California Standards Tests an instructional day 60 minutes longer than at other middle schools in the district instead of offering supplemental instructional programs the monies were originally intended to provide. Cooper Middle School may also offer an instructional day 60 minutes longer than at other district middle schools to students who have scored above below basic on the math and reading portions of the California Standards Tests. Includes parental opt-out, which requires that children be placed in a regular program at another district middle school. Program must be evaluated by state superintendent and reported on to general assembly by December 31, 2004. Section repealed as of January 1, 2005. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1285_bill_20020621_chaptered.html
Title: A.B. 1285
Source: www.leginfo.ca.gov
| |
| CO | Signed into law 06/2002 | P-12 | Creates the School-Readiness Child Care Subsidization Program on and after January 1, 2003, which program offers three-year school-readiness subsidies to county departments of social services to increase the school readiness of children age 5 and younger enrolled in the Colorado child care assistance program or enrolled at a child care facility. A county department is eligible to apply for funds if it has in its boundaries one or more neighborhood elementary schools rated "low" or "unsatisfactory" in the state accountability system. Creates a voluntary school-readiness rating system to evaluate the services provided by a child care provider to prepare children for elementary school. County-level pilot site agency community is designated as recipient of subsidation applications. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/F453E914F9BF456F87256B22004BB389?Open&file=1297_enr.pdf
Title: H.B. 1297
Source: www.leg.state.co.us
| |
| MO | Signed into law 06/2002 | P-12 | Requires districts to have reading programs for kindergarten through grade three that are based on scientific research. The programs must contain five elements, one of which is phonics. Explicit systematic phonics, as defined in the bill, is permitted as part of the program.
Title: H.B. 1711
Source: House Research Stafff Summaries
| |
| AZ | Signed into law 05/2002 | P-12 | Requires diagnostic assessment of a child's reading proficiency before instruction; requires teaching of phonics; permits multiple reading instruction curricula by each school district and charter school.
Title: H.B. 2465
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 05/2002 | P-12 | Expands the Summer School Grant Program to provide funding to school districts for the operation of intensive literacy and reading comprehension education services to students preparing to enter the first grade who scored at an unsatisfactory level on the kindergarten reading readiness assessment. Only schools providing full-day kindergarten are eligible to apply for grant funds. The department is encouraged to apply for "No Child Left Behind" funds to help support the program. Bill also reduces the funds available to qualifying schools in the teacher pay incentive program for low-performing schools. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/FAB1CA6943E47F8F87256B3C004D317E?Open&file=1304_enr.pdf
Title: H.B. 1304
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Establishes a Family Literacy Education Grant Program within the Department of Education; permits local education providers to apply for grants in order to provide family literacy education, adult literacy education or English language literacy education. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/749A738EBAEFDEC587256B3E0082C23B?Open&file=1303_enr.pdf
Title: H.B. 1303
Source: www.leg.state.co.us
| |
| DE | Signed into law 05/2002 | P-12 | Before enactment of this legislation, this subparagraph banned any 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment from being promoted to the next grade unless the student participated in a summer school program and attained a proficient-level score on the state reading assessment before the start of the new school year. The subparagraph now states that a 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment may not be promoted to the next grade unless he/she attends a summer school program and scores at Below the Standard or above on the state reading assessment before the start of the next school year and, if the student at the end of summer school scores at Below the Standard, the student's parents/guardian and the district agree upon an individual improvement plan. In addition, a separate subparagraph barred any 8th-grader performing Well Below the Standard on the state math assessment from being promoted to the next grade unless he/she attended summer school and attained a proficient score on the state math assessment before the beginning of the new school year. The new legislation changes this such that now no 8th-grader scoring Well Below the Standard on the state math assessment can be promoted unless he/she attends summer school and scores at Below the Standard or above on the state math assessment before the start of the new school year and, if the student performs at Below the Standard, the student's parents/guardian and the district agree on an individual improvement plan. http://www.legis.state.de.us/LIS/LIS141.NSF/vwLegislation/
Title: S.B. 322
Source: www.legis.state.de.us
| |
| MD | Signed by governor 05/2002 | P-12 | Provides that if additional federal funding becomes available for the Maryland Educational Opportunity Summer Pilot Program, counties other than Baltimore County and Prince George's County are eligible to apply to the department for grants. Extends pilot program through Juned 30, 2007.
Title: H.B. 1370
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 04/2002 | P-12 | Requires the department of education to distribute need- and performance-based grants for adult education. Adult education and -literacy grant funds under this program may be used for GED instruction, the Maryland Adult External High School Program, ESL, family literacy and basic skills and literacy instruction. Funding is as provided in state budget. http://mlis.state.md.us/2002rs/bills/sb/sb0737t.rtf
Title: S.B. 737
Source: mlis.state.md.us
| |
| ID | Signed into law 03/2002 | P-12 | Amends existing law to define the students who shall be included in calculations relating to the reading assessment. Students counted must have attended at least 90% of school days between the fall and spring test administrations.
Title: S.B. 1412
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/2002 | P-12 | Specifies the duties, powers, and membership of a school community council and establishes a process for the selection of council members. specifies the duties, powers, and membership of a school community council; consolidates the school plan to improve student reading achievement and the School LAND Trust plan; Each school community council is to annually evaluate the school's U-PASS test results and use the evaluations in developing a school improvement plan. Each school improvement plan mustl: (a) identify the school's most critical academic needs; (b) recommend a course of action to meet the identified needs; (c) list any programs, practices, materials, or equipment that the school will need to implement its action plan to have a direct impact on the instruction of students and result in measurable increased student performance; and (d) describe how the school intends to enhance or improve academic achievement, including how financial resources available to the school, such as School LAND Trust Program monies received will be used to enhance or improve academic achievement. The school improvement plan shall focus on the school's most critical academic needs but may include other actions to enhance or improve academic achievement and community environment for students. http://www.le.state.ut.us/~2002/bills/sbillenr/sb0167.htm
Title: S.B. 167
Source: http://www.le.state.ut.us
| |
| VA | Signed into law 03/2002 | P-12 | Amends the Standards of Quality to require, within the Standards of Accreditation, guidance counselors in elementary schools at the following staffing levels: one hour per day per 100 students, one full-time at 500 students, and one hour per day additional time per 100 students or major fraction thereof. In addition, elementary schools may employ one full-time reading specialist.
Title: H.B. 1136
Source: http://hod.state.va.us/welcome.htm
| |
| VA | Signed into law 03/2002 | P-12 | Directs the Board of Education, in making selections for basal textbooks for reading in kindergarten through third grade to establish a minimum decodability standard based on words that students can correctly read by properly attaching speech sounds to each letter to formulate the word at seventy percent or above for such textbooks. http://leg1.state.va.us/cgi-bin/legp504.exe?021+ful+CHAP0421
Title: H.B. 794
Source: http://leg1.state.va.us
| |
| WA | Signed into law 03/2002 | P-12 | Repeals student improvement goals provisions, includes reading and mathematic goals. http://www.leg.wa.gov/pub/billinfo/2001-02/Senate/5800-5824/5823-s_sl_03272002.txt
Title: S.B. 5823
Source: www.leg.wa.gov
| |
| CA | Signed into law 01/2002 | P-12 | Intensive reading instruction is to be offered four hours per day for six continuous weeks during the summer or when school is not regularly in session. Due to facilities constraints or for other educational reasons, a school district may offer intensive reading instruction before school, after school, on Saturdays, or during intersession, or in a combination of summer school, before school, after school, Saturday, or intersession instruction. Services may be provided to pupils during the regular instructional day if the instruction is delivered by a certificated employee, provided that the employee is not the pupil's regular classroom teacher, and does not result in the pupil being removed from regular classroom instruction. Other service providers should have appropriate training in the teaching of reading. A school district that operates a program pursuant to this article is not required to provide a meal or snack to pupils participating in the
program.
Title: A.B. 804
Source: California Legislative Web Site
| |
| NJ | Vetoed 12/2001 | P-12 | Establishes the Spread the Word Program in Department of Education to provide donated books to certain elementary school children; provides that donating schools will collect books, using book drives and other methods, and the books would be donated to recipient schools for children with few books.
Title: A.B. 3151
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 11/2001 | P-12 | Replaces the fourth grade reading guarantee with a third grade reading guarantee beginning July 1, 2003. Provides districts with three options for students who score below basic on the third grade reading achievement test in the third or fourth grade: (1) promotion to the next grade if the principal and reading teacher agree that other evaluations of the student's work indicate that the student is academically prepared for the next grade, (2) promotion to the next grade with "intensive intervention" in that grade, or (3) retention in the current grade. Requires the intervention services provided to students reading below grade level in first, second, or third grade to include instruction in phonics.
Title: S.B. 1
Source: 2001 Digest of Enactments
| |
| CA | Signed into law 10/2001 | P-12 | Appropriates funds to the Department of Education for purposes of contracting for a study that identifies reading programs in schools that maintain any kindergarten or grades 1-6 where the performance of 75% of the pupils was at or above the 80th percentile on the reading portion of the achievement tests administered pursuant to the Standardized Testing and Reporting Program.
Title: A.B. 876
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/2001 | P-12 | Creates Early Success Reading Initiative; authorizes the University of Oregon to develop, implement and monitor the initiative; specifies components of the initiative; authorizes the Department of Education to award grants to 30 specified school districts for a pilot project to establish early success reading sites in individual schools.
Title: H.B. 3941
Source: Lexis-Nexis/StateNet
| |
| OR | Vetoed 07/2001 | P-12 | Directs state department to provide instructional phonics game to each approved Oregon prekindergarten.
Title: S.B. 593
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/2001 | P-12 | Establishes elementary school pilot program on teaching students how to read using explicit phonics; appropriates moneys from General Fund to Department of Education for grants to school districts participating in pilot program.
Title: S.B. 595
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 06/2001 | P-12 | Amends the School Code; provides that under the Reading Improvement Block Grant Program, programs provided with grant funds shall not replace quality classroom reading instruction; changes the requirements for how program funds are to be used by school districts; provides that applications shall include a proposed assessment method for measuring the reading growth of students who receive direct instruction as a result of funding.
Title: H.B. 3566
Source: Lexis-Nexis/StateNet
| |
| NV | Signed into law 06/2001 | P-12 | Expresses the sense of the Nevada Legislature regarding available methods to improve the reading proficiency of Nevada's school children at an early grade level.
Title: S.B. 10A
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 06/2001 | P-12 | Requires the state board of education to establish by rule and policy a reading initiative for kindergarten through grade 8 that includes at a minimum: (1) clear content and performance standards for student reading proficiency; (2) specific qualifications, requirements and standards for the teaching of reading;
(3) developmentally appropriate diagnostic methods for assessing and monitoring the individual reading development of all children and identifying students who are having reading difficulties; (4) effective, developmentally appropriate instruction and intervention for all students based on their individual needs as identified by use of approved diagnostic methods; (5) training and support of all educators employed or
supervising instruction in such grades in the use and application of developmentally appropriate reading diagnostic, instructional and intervention methods; (6) notification to parents of their child' s level of reading
proficiency and any intervention that may be deemed necessary to ensure such child's ability to meet reading proficiency standards; (7) encouragement of parents to play an integral role in supporting their children in learning to read and write; and (8) a system of annual reporting, pursuant to Section 49-1-211, of the results of the reading initiative established by this section, including summary information from the reports by schools to local boards of education required by subdivision (d)(4) of this section. Also requires the state commissioner to recommend reading diagnostic methods and to develop guidelines. BILL WAS LEFT UNFUNDED, SO NO IMPLEMENTATION.
Title: S.B. 1881/H.B. 1921--Omnibus Bill
Source: http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0343.pdf
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| HI | Signed into law 05/2001 | P-12 | Provides for changing the responsibility for ongoing operation of a literacy and lifelong learning program to the public libraries of the State; requires the development of public-private sector literacy partnerships for literacy program support.
Title: H.B. 614
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 05/2001 | P-12 | Deletes the automatic repealer on the Pilot Program for testing and educational remediation for students with dyslexia and related disorders.
Title: S.B. 2309
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2001 | P-12 | Modifies the 1997 Reading Sufficiency Act. Goal is 90% of third graders reading at/above grade level. For students below this level, requires development of a new reading program. Requires state department to provide each school district with a list of approved comparable reading assessments, which should include any such assessments recommended by the Oklahoma Commission for Teacher Preparation and may include any assessments developed and approved by the state department, to be used for initial identification of students at risk of reading failure and for periodic and post assessments. Assessments must measure student acquisition of reading skills including, but not limited to, phoneme awareness, phonics, spelling, reading fluency and comprehension and must reflect the required reading competencies.
Title: S.B. 168
Source: http://www2.lsb.state.ok.us/2001-02SB/sb168_enr.rtf
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| OR | Signed into law 05/2001 | P-12 | Creates within the department of education, a program to provide books to kindergarten through fifth grade students who have few books at home. Names the program "Spread the Word." Requires the department to set criteria for identifying eligible students and to develop and distribute a brochure to schools. Directs participating schools to hold book drives, review donated books as to condition and appropriateness, and to sort and pack the books. Requires school districts to collect donated books from participating schools and to arrange for their transport to recipient schools. Requires recipient schools to distribute books to eligible children. Specifies that information on children receiving books is not a public record.
Title: H.B. 3352
Source: Oregon Legislative Web Site
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| TN | Signed into law 05/2001 | P-12 | Modifies reporting requirements to include a more general report on the number, status, and funding of reading programs in grades kindergarten through three. Must include: (1) The number of identifiable reading programs being conducted in Tennessee; (2) The local education agencies which are conducting such
programs and the number of programs in each LEA; (3) The number of students served in each program;
(4) The number of hours such programs are conducted, either by the week or school term; (5) The source of funding for such programs, whether federal, state, local, or private; (6) The amount spent on reading programs by each LEA, from all sources; (7) The testing procedures used to evaluate students before,
during, and after such programs; (8) The number of teachers certified as reading specialists in each LEA; and (9) Such other information as the joint oversight committee, the education committees of either house, or the committee on children and family affairs of the house of representatives may request.
Title: S.B. 1173
Source: http://www.legislature.state.tn.us
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| NM | Signed into law 04/2001 | P-12 | Adds statewide testing in reading writing. Requires the department of education to involve local school district personnel, especially certified elementary reading specialists, in the development of methods on a statewide basis to measure student reading performance in order to assist school districts in the assessment of student problem areas in kindergarten through 3rd grade. The assessment shall provide a means of demonstrating continuous progress in reading and diagnostic information on phonics, phonemic awareness and comprehension. The department of education also is requried to involve local school district personnel, especially certified school instructors in the elementary, middle or junior high school grades, in the development or selection of a uniform statewide writing production test for school districts to measure student writing performance. The writing production test shall be administered to each student, once when attending elementary school and once when attending a middle or junior high school. (22-2-8.5)
Title: S.B. 673
Source: New Mexico Legislative Web Site
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| NM | Signed into law 04/2001 | P-12 | Provides for improvement in public school students reading proficiencies; makes an appropriation.
Title: H.B. 74
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 04/2001 | P-12 | A person seeking standard or alternative elementary certification shall have completed six hours of reading courses, and a person seeking standard or alternative secondary certification shall have completed three hours of reading courses in subject matter content.
Title: S.B. 395
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12 | Creates public school reading proficiency fund to help train teachers to teach reading and writing to students below grade level; sets up "enterprise centers" to provide fee-for-service assistance to districts; creates "probationary school intervention funds" for grants to probationary schools; requires colleges of education to form a consortium to develop criterion-referenced end-of-course tests for high schools (to be administered during 2002-03); makes appropriations for professional development days for teachers, teacher mentorship programs, etc.; appropriates dollars to summer programs, bilingual, art/music, full-day kindergarten; appropriates dollars to standards/assessment alignment, development of new assessments and early literacy interventions.
Title: S.B. 307
Source: New Mexico Legislative Web Site
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| NM | Signed into law 04/2001 | P-12 | A school district shall provide reading enhancement in grades two through ten, designed to improve a student's reading proficiency to his grade level. Before the end of the school year, the reading proficiency of all students in grades one through nine shall be determined based upon a combination of state-mandated assessments and local school or district reading assessments. A student who is determined not to be reading at grade level shall be provided reading enhancement.
Title: S.B. 180
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 04/2001 | P-12 | Makes an appropriation to fund an advanced readers at risk program in the public schools to develop advanced reading knowledge and skills in students.
Title: H.B. 216
Source: Lexis-Nexis/StateNet
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| ID | Signed into law 03/2001 | P-12 | Provides statewide goals for reading evaluations conducted in public schools; provides additional assistance to schools which fail to achieve specified goals.
Title: S.B. 1116
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 03/2001 | P-12 | Requires reading courses for teacher certification.
Title: H.B. 281
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/2001 | P-12 | Modifies the provisions related to the State System of Public Education by changing the Reading Skills Development Center into a clinic to assist educators and parents of students in assessing elementary school students who do not demonstrate satisfactory progress in reading.
Title: H.B. 99
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/2001 | P-12 | Relates to reading achievement in elementary schools; modifies the provisions related to the State System of Public Education; sets a goal of 90% or more of all 3rd graders reading on or above grade level by 2006; requires an annual report on the percentage of students reading on or above grade level in the first, second, and third grades by school and by school district.
Title: H.B. 145
Source: Lexis-Nexis/StateNet
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| VA | Active 03/2001 | P-12 | For kindergarten through third grade. Provides for diagnosis of reading problems in the first school years and for intervention. University of Virginia developed the program, and models of instruction recommended for use in the classroom are based on current research documenting effective practices.
Title: N/A
Source: Department of Education
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| WY | Signed into law 03/2001 | P-12 | Relates to public schools; requires school districts to implement a reading assessment for first and second grade students; requires demonstration of proficiency; requires remediation programs; imposes duties on the state board of education; provides payments to districts from the foundation program account.
Title: S.B. 92
Source: Lexis-Nexis/StateNet
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| SD | Signed into law 02/2001 | P-12 | Makes an appropriation for the acceleration of the Reading Enhancement Program.
Title: H.B. 1230
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Appropriates funds to the Superintendent of Public Instruction to fund reading training programs in the Oakland Unified School District and the Lakeside Union Elementary School District. Makes certain findings and declarations regarding the inapplicability of a general statute within the meaning of Section 16 of Article IV of the California Constitution.
Title: A.B. 886
Source: Lexis-Nexis/StateNet
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| RI | Signed into law 07/2000 | P-12 | Relates to An act pertaining to education; relates to the State-Wide Reading Success Institute for training teachers.
Title: H.B. 7735
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/2000 | P-12 | Concerns the creation of the Learning Improvement Grant Program for public schools in the Department of Education. The program, also referred to as Read-to-Achieve provides grants to schools to improve reading at the early elementary grades. This bill creates the Read-to-Achieve Board, which will, among other duties, establish criteria for awarding grants for the program.
Title: H.B. 1136
Source: Lexis-Nexis/StateNet
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| OK | Vetoed 06/2000 | P-12 | Creates the Partnership for School Readiness Act to facilitate community collaboration of efforts and services that will prepare children to enter school healthy and ready to succeed. Goal also to stress importance of reading to children for 15 minutes per day. Creates an advisory board. Up to six pilot projects (rural and urban) to be selected.
Title: S.B. 1597
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 06/2000 | P-12 | Requires certain actions by State Department of Education, State Board of Education, and Higher Education Commission to improve teaching of reading and literacy in Tennessee.
Title: S.B. 2485
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2000 | P-12 | Provides continued support of elementary school reading professional development institutes through ongoing teacher development at individual school sites. Funds may be used for the cost of mentor training, payment for substitute teachers, on-site facilitation, and any other costs necessary to ensure improved reading by students. If a teacher attends and completes a professional development institute in elementary reading approved by the Oklahoma Commission for teacher preparation during the summer or when school is not in session, the teacher shall receive a stipend equal to the amount of the cost for a substitute teacher, based on the amount of funds allocated.
Title: H.B. 2000
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 04/2000 | P-12 | Concerns literacy in early elementary grades; establishes and appropriates funds for a Read-To-Achieve Program. Under this program, any public school, including a charter school may apply for grants to fund intensive reading programs for 2nd and 3rd graders and pupils between 3rd and 4th grade whose literacy and reading comprehension skills are below the level established byt the Statge Board of Education.
Title: S.B. 124
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 04/2000 | P-12 | Requires the State Board of Education to distribute grants to organizations that promote literacy at an early age during --- child health visits to a pediatrician; requires an organization that is awarded a grant to use the grant to purchase books and train health care providers; requires the Governor to include funding for the grants in the State budget; requires the State Board to adopt regulations to implement the Act.
Title: H.B. 1172, S.B. 750
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 04/2000 | P-12 | Relates to education; improves student reading proficiencies; creates a statewide reading initiative; creates the Public School Reading Proficiency Fund.
Title: H.B. 8A
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 04/2000 | P-12 | Re-creates the Literacy Initiatives Commission.
Title: H.B. 1850
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 03/2000 | P-12 | Provides that an individual seeking licensure as an elementary teacher must demonstrate proficiency in comprehensive reading instruction skills, including phonemic awareness and phonic instruction, through a written examination or other procedures prescribed by the professional standards board.
Title: S.B. 352
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 03/2000 | P-12 | Relates to education; provides for an early literacy program in the public schools; makes an appropriation.
Title: H.B. 28
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/2000 | P-12 | Creates a reading performance improvement scholarship program to assist selected elementary teachers in obtaining a reading endorsement.
Title: H.B. 397
Source: Lexis-Nexis/StateNet
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| MO | Signed into law 07/1999 | P-12 | Beginning with the 1999-2000 school year, a pilot project of explicit phonics instruction for students through third grade is to be established in each subdistrict in each metropolitan school district.
Title: H.B. 889
Source: Lexis-Nexis
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| MO | Signed into law 07/1999 | P-12 | Beginning July 1, 2000, if a school district provides reading improvement instruction for K-3 students who fall below the district's objectives for reading on the district's chosen reading assessment, such students may be counted for additional average daily attendance for state state aid if such time falls outside normal school hours. This instruction may take the form of summer school.
Beginning July 1, 2000, the department of education shall provide a four-year competitive matching-grant program at the district and building level to help pay for reading assessments and teacher and administrator training in the use of reading assessments and early reading intervention strategies. Grantee shall show improvement of students in the reading instruction improvement program after year 2 of of the grant in order to be eligible for funds for years 3 and 4. Grants are renewable for an additional four-year term, based in part upon the results of the first grant.
In addition, the state board shall develop a list of recommended reading assessments for kindergarten through grade three pupils by July 1, 2000. Such assessments shall have a demonstrated effectiveness based on research.
Title: H.B. 889
Source: Lexis-Nexis
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| OR | Signed into law 06/1999 | P-12 | Requires State Board of Education to include instructional materials on phonics on statewide list of adopted instructional materials; requires school districts to provide instructional materials on phonics to teachers.
Title: H.B. 3305
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to grants in support of pre-reading instruction.
Title: S.B. 955
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to assistance to low performing public school districts; relates to and provides for the Master Reading Teacher Grant Program; provides for grants to school districts to pay stipends to teachers who are certified master reading teachers.
Title: H.B. 2307
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to the disposition of the proceeds from the Read to Succeed license plate.
Title: H.B. 3551
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 04/1999 | P-12 | Establishes Elementary School Intensive Reading Program to provide instruction for up to 10 percent of 400 schools' K-4 students, including classes during the summer, between sessions, on Saturday, or after school. Also includes connection with teacher preparation programs, Public Involvement Reading Campaign and $5,000 grants to K-8 schools whose students read the greatest number of approved books, among other criteria.
Title: A.B. 2A
Source: "EdSource," May 1999
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| ID | Signed into law 03/1999 | P-12 | Identifies the "Idaho Comprehensive Literacy Skills Plan" as the skills reference document, requires a reading assessment in kindergarten through third grade with follow-up interventions for students with special needs; provides legislative intent.
Title: H.B. 176
Source: Lexis-Nexis/StateNet
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| ID | Signed into law 03/1999 | P-12 | Adds to existing law to establish an extended year reading intervention program for students in kindergarten through third grade who are below grade level in reading; provides that the costs of the program including a transportation allowance, will be reimbursed to the district by the state.
Title: H.B. 178
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 03/1999 | P-12 | Requires the State Department of Education to adopt pilot programs for the testing of dyslexia in the public schools; extends the repealer on the dyslexia testing pilot programs.
Title: H.B. 539
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 03/1999 | P-12 | Implements the OhioReads initiative through the creation of classroom and community reading grants, establishes the Ohio Schools Best Practices Center, the OhioReads Office and the OhioReads Council and abolishes the Council on July 1, 2004, and makes an appropriation.
Title: H.B. 1
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Establishes a reading performance improvement awards program in the states public elementary schools; provides for annual amount awards to selected schools; requires the state board of education to make rules regarding application and award procedures.
Title: H.B. 75
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Provides for a literacy program to assist children in acquiring literacy skills; provides for the Commission on National and Community Service to establish a community volunteer training program to assist schools in implementing literacy programs; provides for information kits to parents of new-born infants on the development of emerging literacy skills; provides for a public service campaign to educate parents on the importance of emerging reading development.
Title: H.B. 8
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Provides for the establishment of a reading skills development center at the University of Utah; provides that the center assist school districts identifying assessing and providing instructional intervention programs for students with reading difficulties; provides for a professional teacher development program; provides for a specified appropriation for the center.
Title: H.B. 63
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Establishes a reading achievement program in the state's public schools with a specific emphasis on grades one through three; requires the establishment of standards, expectations, assessments, and a common method of track student reading achievement.
Title: H.B. 312
Source: Lexis-Nexis/StateNet
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| MD | Active 07/1998 | P-12 | In July 1998 the Maryland State Department of Education (MSDE) passed regulatory amendments that increased the amount of reading coursework current and prospective teachers must have. Regular and special education teachers at the early childhood and elementary levels have to complete 12 semester hours in specific reading coursework such as language and cognitive development; phonics, semantics, and syntactics; selecting and using reading materials; and reading assessment. Regular and special education teachers at the secondary level, as well as teachers with N-12 certification, have to complete 6 semester hours in coursework such as cognitive development, reading assessment, reading in the content areas, and the application of theories and practices in daily classroom instruction. The course requirements are consistent for teachers applying for an initial certificate and for those seeking certificate renewal.
Title: State Department Regulations
Source: http://www.msde.state.md.us/
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| OK | Signed into law 06/1998 | P-12 | Relates to schools and the Reading Sufficiency Act; requires district plans to be submitted to the State Board of Education.
Title: H.B. 2878 Reading Sufficiency Act
Source: Information for Public Affairs, Inc.
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| OK | Signed into law 06/1998 | P-12 | The Act is intended to ensure that students can read at grade level by the completion of 3rd grade. The modifications add kindergarten as a grade at which skills must be assessed, clarifies that after-school tutoring does not count towards the 180 school day per year requirement, specifies the elements of reading instruction to be included in assessment plans, and calls for a Reading Report Card for each elementary site.
Title: H.B. 2878
Source: Research Division, Oklahoma House of Representatives
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| AZ | Signed into law 05/1998 | P-12 | Relates to school curriculum and parental choice for reading success; states that beginning in the 2000-2001 school year, school districts that provide education for grades K-3 shall implement research based balanced comprehensive language arts instruction which includes instruction in listening, speaking, reading and writing.
Title: H.B. 2130
Source: Lexis-Nexis/StateNet
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| AZ | Signed into law 05/1998 | P-12 | Makes technical changes to existing requirements regarding pupils who do not meet the literacy and reading comprehension standards set by the Board of Education by providing intensive reading instruction without instruction in any other subject matter until the pupil can meet set standards. Requires intensive reading instruction for pupils who cannot pass an "Arizona Instrument to Measure Standards" test, created by the Board of Education.
Title: H.B. 2293
Source: Information for Public Affairs, Inc.
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| CT | Signed into law 05/1998 | P-12 | Requires each local or regional board of education to develop and implement a three-year plan to improve the reading skills of students in kindergarten through third grade; requires the Department of Education to provide technical assistance to local boards.
Title: H.B. 5657
Source: Information for Public Affairs, Inc.
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| OK | Signed into law 05/1998 | P-12 | Corrects an inadvertent omission exempting students attending private school, home schools. Requires certain reading proficiency for driver license, or alternative education programs. Districts must report test results to students, provide opportunities for remediation for students who fail. Applies also to people applying for motorcycle licenses.
Title: H.B. 2889 Modifying Reading Requirement for Driver's License
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 05/1998 | P-12 | Allows school boards to employ reading specialists for each elementary school; provides that funding for such programs will be apportioned as given in the appropriation act.
Title: H.B. 426
Source: Information for Public Affairs, Inc.
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| WA | Died 05/1998 | P-12 | Relate to reading improvement; create a new section; provide expiration dates; and declare an emergency.
Title: H.B. 2418 & H.B. 2419 Reading Improvement
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/1998 | P-12 | Establishes the Early Literacy Incentive Fund; provides grants to schools to implement reading models, including phonics instruction; requires the State Board to establish an application process and the criteria for funding grants; requires applicants to allocate matching funds; creates Collaborative Center for Literacy Development of the University of Kentucky to promote literacy development, including training educators.
Title: S.B. 186
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 04/1998 | P-12 | Phases out the current Literacy Passport testing requirements set forth in the Standards of Quality as follows, in school year 1997-98, the Literacy Passport Test shll be administered to students in grades 6, 7, and 8 and to graded students and ungraded students, as applicable, in grades 9 through 12, and to adults and students returning to upgrade a certificate of completion or special diploma to a standard or advanced studies diploma.
Title: S.B. 120, H.B. 409 Literacy Passport Testing
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 04/1998 | P-12 | Enhances student achievement accountability. Provides that as of 12/15/98, each School District Board of Directors shall select the reading standard results on either the 1997 or 1998 Washington assessment of student learning as the school district's initial baseline reading standard; establishes a 3-year, district-wide goal to increase the percentage of students who meet or exceed the reading standard on the 4th grade Washington assessment of student learning.
Title: H.B. 2849 Accountability
Source: Lexis-Nexis/StateNet
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| WA | Vetoed 04/1998 | P-12 | Declares an intent to establish a grant program to provide training in successful reading instruction methods to certificated employees who provide direct reading instructional services to students enrolled in grades one and two; provides that the grant program shall provide additional training to certificated reading instructional staff so they will possess the knowledge and skills to effectively teach students to read.
Title: S.B. 6509 Reading Instruction
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1998 | P-12 | Establishes the Reading Incentive Grants Program and Fund, to be administered by the Board of Education; incentive grants would be awarded on a competitive basis to public schools demonstrating low pupil academic performance and be used to support successful reading programs, including but not limited to, the Virginia Reading Recovery Program. ENACTED - HOUSE ACCEPTS GOVERNOR'S RECOMMENDED AMENDMENTS.
Title: S.B. 558
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 02/1998 | P-12 | Permits school districts participating in the Reading Improvement Block Program to use assessment methods other than the reading portion of the IGAP tests to measure student reading skills; provides that districts not demonstrating performance progress using an approved assessment method shall not be eligible for subsequent funding until such progress is established.
Title: H.B. 2887
Source: Lexis-Nexis/StateNet
| |
| OK | Died 01/1998 | P-12 | Relates to competencies incorporatds into the teacher preparation system; requires certain teachers to have certain reading development competencies.
Title: H.B. 2605 Reading Development Competencies
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 08/1997 | P-12 | Beginning with students who enter fourth grade in the school year that starts July 1, 2001, no student may be promoted to fifth grade who fails to attain the score designated under division (A) (1) of section 3301.0710 of the Revised Code on the test prescribed under that divisiion to measure skill in reading, unless the student was excused or the principal and reading teacher agree that the pupil is academically prepared. For each student identified as reading below grade level at the end of third grade, the district shall offer intense remediation services during th summer following third grade. For each student entering fourth grade after July 1, 2001, who does not attain by the end of the fourth grade the score designated under division (A)(1) of section 3301.0710 of the Revised Code on the test prescribed under that division to measure skill in reading, the district also shall offer intense remediation services, and another opportunity to take that test, during the summer following fourth grade.
Title: 3313.608 Fourth grade reading guarantee
Source:
| |
| OK | Signed into law 07/1997 | P-12 | Requires any person under 18 who receives a drivers license to document student status and passage of an 8th grade reading proficiency test approved by the State Department of Education; requires school districts to document, upon request, a student's reading proficiency by passage of the 8th grade criterion referenced reading exam; requires school districts to re-examine any student who fails to pass the exam; requires alternative documentation of reading proficiency of certain students with disabilities.
Title: S.B. 0081
Source: Oklahoma State School Boards Association
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| CT | Died 06/1997 | P-12 | Expands types of programs eligible for funding under priority school district grant program; requires students in priority school districts to be able to read prior to promotion to the third grade; requires state board of education to develop a standard of reading competency for second graders in priority school districts; requires boards for priority school districts to provide summer school reading programs for students unable to read.
Title: S.B. 1199 Reading Competency
Source:
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| LA | Died 06/1997 | P-12 | Requires mastery of grade appropriate reading skills for advancement from third grade to fourth grade in public schools.
Title: H.B. 1186 Reading Skills for Advancement from Third to Fourth Grade
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 06/1997 | P-12 | Requires implementation of reading programs at each public elementary school to teach students to read at grade level by the end of the first grade and provides for certain reports.
Title: H.B. 2444 Implementation of Reading Parograms
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 06/1997 | P-12 | S.B. 81 builds on current literacy incentives which require a person under the age 18 to be enrolled in school or a GED program, with some exceptions, in order to obtain a driver's license. Effective for driver licenses issued after January 1, 1998, persons under the age of 18 must also have successfully passed the criterion-referenced reading test required for all eighth grade students in the public schools, or an alternative reading proficiency test approved by the State Department of Education. School districts are required to offer to re-examine any student who fails to pass the examination and must administer the tests at least six times per year. Districts may charge a fee of up to $25 per re-examination for each subsequent re-examination after the first. S.B. 81 also requires the State Board of Education to administer, or contract with school districts to administer, a reading proficiency test approved by the State Department of Education, in the same manner as for public school students, to any any student not enrolled in a public school. Alternative documentation of reading proficiency may be provided for students with learning disabilities, special education student, alternative education students, and certain other students.
Title: S.B. 81
Source: 1997 Session Highlights - Oklahoma House of Representative
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| OK | Signed into law 06/1997 | P-12 | Beginning with the 1998-99 school year, schools are required to assess all students enrolled in the first and second grades by multiple on-going assessments for the acquisition of reading skills at that grade level. Any student who is found to be not reading at grade level will be given a reading assessment plan designed to enable the student to acquire the apporpriate grade level reading skill. Students who are on an individual education plan, have limited English proficiency or for whom English is a second language are excepted.
Title: H.B. 2017
Source: Session Highlights--Oklahoma House of Representatives
| |
| OK | Signed into law 06/1997 | P-12 | H.B. 2017 also provides for the administration of professional development institutes in intensive elementary reading by the Oklahoma Commission for Teacher Preparation (OCTP). H.B. 1872 appropriates $3.3 million to fund the total cost of these institutes. As additional funds become available the OCTP is directed to offer profession development institutes in mathematics for teachers in grades five through nine in the use of technology in the classroom, in training of teacher mentoring for residency committee members, and in hands-on inquiry-based science for elementary teachers.
Title: H.B. 2017 Common Education
Source: 1997 Session Highlights - Oklahoma House of Representatives
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| OK | Signed into law 06/1997 | P-12 | The Reading Sufficiency Act, created in H.B. 2017, brings focus to the importance of the attainment of reading skills early in child's school career. Beginning with the 1998-99 school year, the act requires schools to access all students enrolled in the first and second grades by multiple on-going assessments for the acquisition of reading skills at that grade level. Any student who is found to be not reading at grade level will be given a reading assessment plan designed to enable the student to acquire the appropriate grade level reading skill. Students who are on an individual education plan, have limited English proficiency or for whom English is a second language are excepted. The plan must include sufficient in-school instructional time, and if necessary, tutoring after school, on Saturdays and during the summer, along with the appropriate teaching methodologies, including phonics and other methodologies in wide practice. Students with reading assessment plans may continue to progress by grade level. In the third grade, assessment of the student's reading skill must include a nationally recognized reading assessment given mid-year. Students found not to be reading at grade level must receive new reading assessment plans, to include specialized tutoring. The plan may make a recommendation as to whether the student should be retained in the third grade. To administer the provisions of this act, each school site is required to establish a committee to determine the reading assessment plans. The committee must include a certified reading specialist if possible, and the parent or guardian must be included in the development of the student's reading assessment plan. Each school district is required to adopt a district plan for compliance.
Title: H.B. 2017 Common Education - Literacy
Source: 1997 Session Highlights-Oklahoma House of Representatives
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| OK | Signed into law 06/1997 | P-12 | Builds on current literacy incentives which require a person under the age of 18 to be enrolled in school or a GED program in order to obtain a driver's license. Effective for driver's licenses issued after 1/1/98, persons under 18 must also have successfully passed the criterion-referenced reading test required for all eighth-grade students in the public schools, or an alternative reading proficiency test approved by the State Department of Education. The Board must also administer the test to any student not enrolled in a public school.
Title: S.B. 81
Source: 1997 Session Highlights--Oklahoma House of Representatives
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| TX | Signed into law 06/1997 | P-12 | New reading programs will aslo get underway during the biennium. The budget includes $32 million (7 million in 1998 and $25 million in 1999) for reading academies - "schools-within-schools" that focus on reading. Also created was the Read to Succeed program for early diagnosis of reading problems in kindergarten through second grade. Read to Succeed will be funded through the sale of special automobile license plates.
Title: Budget
Source: SREB Legislative Report
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| TX | Died 06/1997 | P-12 | Relates to intensive reading instruction for certain public school students.
Title: H.B. 3053 Reading Instrucation for Students
Source: Lexis-Nexis/StateNet
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| VT | Signed into law 06/1997 | P-12 | Requires the State Board of Education, in collaboration with the Agency of Human Services, to develop a plan for services for early education to ensure that all children will read by the end of third grade and directs public schools to offer early reading instruction as well as intervention when necessary.
Title: H.B. 527
Source: Vermont Legislative Council
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| IN | Signed into law 05/1997 | P-12 | Increases state contribution for adult education programs; creates a state-level alternative education grant program; increases assessment funding to account for graduation exam; appropriates money for early intervention programs for reading in K-3; appropriates money for nonpublic teacher mentor program; allows nonpublic school students to have their Advanced Placement tests paid for by the state; appropriates $30 for the Technology Plan Grant Fund; provides 100% reimbursement funding for the expense of providing free textbooks to students who qualify for the federal free lunch program.
Title: S.B. 6 Budget Bill
Source: Indiana Department of Education
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| MO | Died 05/1997 | P-12 | Places the savings realized fromn the winding-down of the desegregation lawsuits into a new fund that rewards children who pass literacy tests. Currently such savings go to the state school moneys fund. The Department of Elementary and Secondary Education is required to develop literacy tests for third, eighth, and twelfth grade levels; schools and libraries may apply to become approved test administration sites.
Title: H.B. 882 Literacy Tests
Source: Lexis-Nexis/StateNet
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| FL | Died 04/1997 | P-12 | Provides for Education Commissioner to adopt rules regarding student performance standards; revises requirements of school district testing programs; requires intensive reading instruction under certain circumstances; raises required cumulative grade point average for 9th graders entering during 1997-98 school year and thereafter; revises high school grading system; requires adoption of guidelines regarding dual enrollment, etc.
Title: H.B. 1007 Student Performance Standards
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 04/1997 | P-12 | Establishes a Reading Recovery Training Program in the Department of Education to provide training to all eligible first-grade teachers.
Title: H.B. 229 Reading Recovery Training Program
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 04/1997 | P-12 | Requires students who do not pass the literacy tests required to obtain the Literacy Passport to participate in summer school or after-school remediation programs; requires School Boards to establish remediation program standards committees, consisting of administrators, teachers, parents, and the community at large.
Title: H.B. 1859 Remedial Instructional Programs
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 04/1997 | P-12 | Clarifies that all pupils, including those who transfer from nonpublic schools, must pass the Literacy Passport Test to obtain a high school diploma.
Title: H.B. 1960
Source: Lexis-Nexis
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| OR | Died 03/1997 | P-12 | Directs school districts to use phonics in reading and writing education programs in grades 1 through 3.
Title: H.B. 3351 Phonics
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1997 | P-12 | Relates to public education; provides for the administration of a reading proficiency test in the 5th grade; requires students to pass the test in order to advance to the 6th grade; provides for exemptions; provides for an assessment of emerging and early reading skills of children entering kindergarten and the 1st grade; provides that school districts make available material to parents to assist in helping their children to master emerging reading skills and early reading skills.
Title: H.B. 67 Student Assessments of Reading Proficiency
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1997 | P-12 | Establishes the Virginia Innovative Remedial Education Program to establish a program for innovative options and instructional approaches for the remediation of students who are educationally at-risk, have failed the Literacy Passport Test, or have been identified for remedial summer school attendance.
Title: S.B. 1158 Virginia Innovative Remedial Education Program
Source: Lexis-Nexis
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| HI | Died 02/1997 | P-12 | Ensures that the Board of Education provides for the testing of students for specific learning disorders including dyslexia and provides remediation for students determined to have those learning disorders.
Title: H.B. 1909 Testing for Learning Disorder
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 02/1997 | P-12 | Requires students to read a book a week and write a theme paper about each book.
Title: S.B. 773 "A Book A Week" Requirement
Source: Lexis-Nexis
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| TX | Died 02/1997 | P-12 | Relate to intensive reading instruction for certain public school students.
Title: H.B. 926 & S.B. 425 Reading Instructions
Source: Lexis-Nexis/StateNet
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| WA | Vetoed 02/1997 | P-12 | Provides teachers with an accurate evaluation of student reading progress; provides teachers with information needed to improve instructional strategies.
Title: H.B. 2042 Reading in the Primary Grades
Source: Lexis-Nexis
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| MS | Died 01/1997 | P-12 | Requires school boards to necessitate a minimum of 4 books to be read per pupil per school year; authorizes Department of Education to develop and issue guidelines. guidelines.
Title: S.B. 2035 Necessitation of a Minimun of 4 Books to be Read Per Pupil Per Year
Source: Lexis-Nexis/StateNet
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| TX | Died 01/1997 | P-12 | Relates to intensive reading instruction for certain public school students.
Title: S.B. 176 Reading Instruction
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/1996 | P-12 | Requires Commission on Teacher Credentialing to develop, adopt and administer a reading instruction competence assessment to measure an individual's knowledge, skill, and ability relative to effective reading instruction. Requires the Commission to perform certain duties with respect to that assessment, including, among other duties, developing and administering the assessment and periodically analyzing the assessment content.
Title: A.B. 1178 Requires the Commission on Teacher Credentialing to develop, adopt, and administer a reading instruction competence assessment
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 07/1996 | P-12 | Enacts the Teacher Reading Instruction Development Program, which would effectuate legislative intent, expressed in the bill, that each certified teacher of pupils enrolled in kindergarten and grades 1 to 3, inclusive, possess the knowledge and skills to effectively teach pupils to read. Enacts the Comprehensive Reading Leadership Program, which would encourage members of governing boards of school districts and teachers to implement a comprehensive reading program for grades K-3.
Title: A.B. 3482 Teacher Reading Instruction Development Program
Source: Lexis-Nexis/StateNet
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| NC | Died 06/1996 | P-12 | Directs the State Board of Education to develop a plan to improve reading in the public schools and to revise the standard course of study. Directs the board to collaborate with public and private colleges to evaluate and revise teacher certification and education programs. Encourages local boards to review and revise their policies, curricula, and professional development programs.
Title: S.B. 1473 Development of a Plan to Improve Reading in the Public Schools
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 05/1996 | P-12 | (Effective: 04/22/96) Kindergarten reading readiness level established by State Board. State Board will identify and approve instruments for assessing kindergarten reading readiness and the literacy and reading comprehension level of each pupil in first, second or third grade. No later than the 1998-99 school year, each district must assess on an annual basis the reading readiness or literacy and reading comprehension level of each pupil enrolled in kindergarten, or first, second or third grade using the state assessment. An individual literacy plan formulated for each student if literacy falls below the level established by the state. Students with disabilities are exempt from these requirements, although literacy plans may be incorporated into individual education plans. Each literacy plan shall include: 1) sufficient in school instructional time to develop pupil's reading comprehension skills; 2) an agreement by parents to implement a home reading program to support and coordinate with the school; 3) if necessary, placement of the student in a summer reading tutorial program. District must reassess each individual literacy plan each semester until pupil is reading at or above grade level. Pupil cannot be passed on from third to fourth grade reading classes if score below state reading comprehension level. Districts must report annually on the number and percentage of pupils enrolled in third grade who: 1) read at or above the third grade level; 2) have an individual literacy plan; 3) increase their literacy and reading comprehension by two or more grades during one year of instruction. Legislative Declaration. The General Assembly hereby finds and declares that all pupils can succeed in school if they have the basic skills in reading and writing that are appropriate for their grade levels. The General Assembly further finds and declares that, for success in school, reading is the most important skill, closely followed by writing and mathematics. Accordingly, it is the obligation of the General Assembly, the Department of Education, school districts, schools, educators, and parents or legal guardians to provide pupils with the literacy skills essential for success in school and life. It is the intent of the General Assembly that, after completion of the third grade, no pupil may be placed at a grade level or other level of schooling that requires literacy skills not yet acquired by the pupil. In no case shall a school district permit a pupil to pass from the third grade to the fourth grade for reading classes unless the pupil is assessed as reading at or above the reading comprehension level established by the state board.
Title: H.B. 1139 Colorado Basic Literacy Act
Source: CO Association of School Boards, Legislative Newsletter - Billboard, January 19, 1996, 5/10/96; CO Education Association Journal 4/96
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| WI | Signed into law 04/1996 | P-12 | (Effective: 04/30/96) Relates to teacher training in phonics.
Title: A.B. 237 Training in Phonics
Source: Lexis-Nexis/StateNet
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| NY | Died 03/1996 | P-12 | Enacts the Literacy Restoration Act which requires that English be taught by the direct, systematic, intensive phonetic method which is a means of teaching students to read, write, spell and speak by learning the sound association of letters, letter groups, speech sound patterns, prefixes, suffixes and root words of alphabetic principals.
Title: A.B. 9606 Teaching Reading Through Phonetics
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 03/1996 | P-12 | (Effective: 03/29/96) Directs the center for the improvement of student learning, or its designee, to develop and implement a process for identifying programs that have been proven to be effective using scientifically valid research in teaching elementary students to read.
Title: H.B. 2909 Effective Reading Programs for Elementary Students
Source: Lexis-Nexis/StateNet
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| ID | Died 02/1996 | P-12 | Adds to existing law to establish a reading recovery program and to provide the method for determining the allocation of funds.
Title: S.B. 1399
Source: Lexis-Nexis/StateNet
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| TN | Died 02/1996 | P-12 | Enacts "Right to Read Act of 1996". Specifies that no later than 97-98 school year, all boards of education shall direct that systematic, intensive and direct teaching of phonics information and its application to written word analysis shall be implemented in all public schools.
Title: H.B. 2908/S.B. 2878 Right to Read Act
Source: Lexis-Nexis/StateNet
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| MS | Died 01/1996 | P-12 | Requires phonics to be taught in all first grade classes.
Title: H.B. 835 Phonics Should be Taught in all First Grade Classes
Source: Lexis-Nexis/StateNet
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| VT | Died 01/1996 | P-12 | Creates a task force for the purpose of identifying programs for teaching children to read and write; developing techniques for strengthening teaching of primary level reading and writing; developing techniques for assessing student reading and writing success at the primary level; and reporting the results of its work to the General Assembly.
Title: H.B. 698 Identify Programs for Teaching Children to Read and Write
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 07/1995 | P-12 | Requires the implementation of a nationally normed test to assess student achievement in grades three through eleven; requires a comprehensive core curriculum for high schools, including four years each of English, mathematics, science, and social studies; requires English, social studies, mathematics, and science be taught each year in grades one through eight; requires every elementary school to include the teaching of phonics; requires funds to be budgeted for tutorial assistance programs at each school for students identified on normed reference tests as being one or more grade levels below the national norm; requires state assistance and state intervention for school identified as being in need of assistance; requires the implementation of a new budgeting and financial reporting system; requires school level accountability reports; includes restrictions on the use of state appropriated funding for instructional salaries and classroom instructional support; and requires the development of a plan for the reduction of teacher paperwork.
Title: H.B. 466/S.B. 391 Nationally Normed Test
Source: Legislative Fiscal Office; American Chemical Society, State & Local Reaction
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| OH | Died 05/1995 | P-12 | Requires the colleges of education of state universities to provide instruction in the teaching of intensive systematic phonics. Requires successful completion of a course in the teaching of phonics prior to receipt of certain teaching certificates.
Title: H.B. 366 Teaching of Phonics
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 06/1994 | P-12 | Sets up Reading Recovery program for those students identified as at risk of reading failure in elementary schools. Purpose is to develop strategies that promote reading and independent learning skills, and better equip teachers to provide reading instruction.
Title: Virginia Reading Recovery Program (22.1-208.2)
Source: Code of Virginia
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