SB 6 — An Act relating to early education programs provided by school districts; relating to funding for early education programs; relating to the duties of the Department of Education and Early Development; establishing a reading intervention program for public school students enrolled in grades kindergarten through three; establishing a literacy program in the Department of Education and Early Development; and providing for an effective date.

1508 Sec.

(a) The department shall 1609 provide training and assist districts in the development of early education programs, 1710 and shall approve early education programs that meet the standards adopted by the 1811 board under AS 14.07.165(a)(5).

If the department determines that the district's early 1912 education program complies with the standards, the department shall approve the early 2013 education program.

If the department determines that the district's early education 2114 program does not comply with the standards, the department shall provide assistance 2215 to the district to improve the early education program to meet the standards.

2316 (b) The department may award a grant to an eligible district to provide 2417 funding for a three-year period for the development of a district-wide early education 2518 program.

At the end of the three-year grant period, the department shall assess the 2619 district's early education program and determine whether the program complies with 2720 the standards adopted under AS 14.07.165(a)(5).

2821 (c) TheBefore awarding a three-year grant under (b) of this section, in the fiscal 22 year beginning July 1, 2019, the department shall rank the performance of all districts 23 in the state in 29 accordance with the accountability system and performance designations required24 30required under AS 14.03.123.

The department shall divideidentify allfive groups of districts intoby six25 groupsperformance basedranking, onwith 3120 performancepercent ranking.of the districts in each group.

EachThe groupfollowing 26 groups of districts isare eligible for a three-year grant in the followingidentified fiscal years:

0227 (1) for the fiscal year beginning July 1, 2020,2019, the lowest performing 1020 0328 percent of districts;

0429 (2) for the fiscal year beginning July 1, 2021,2020, the second lowest 0530 performing 1520 percent of districts;

0631 (3) for the fiscal year beginning July 1, 2022,2021, the third lowest 07 performing 1520 percent of districts;

0802 (4) for the fiscal year beginning July 1, 2023,2022, the thirdsecond highest 0903 performing 20 percent of districts;

1004 (5) for the fiscal year beginning July 1, 2024,2023, the second highest 11 performing 05 20 percent of districts;districts.

1206 (6)(d) forIn theeach fiscal yearyear, beginningthe Julydepartment 1,may 2025,award a three-year grant to a 07 district that applies in a format prescribed by the highestdepartment performingand 13that 20is percentin a group of districts.08 districts that 09 (1) is eligible for a grant during that fiscal year under (c) of this 10 section;

14or (d)11 In(2) eachwas fiscaleligible year,for the department may award a three-year grant to a 15 district that applies in a formatprevious prescribedfiscal byyear theunder department(c) and that is in a group of 16this districts12 thatsection, 17but (1)did isnot eligiblereceive for a grant duringunder thatthis fiscalsection yearin undera (c)previous offiscal thisyear. 18 section;

or13 19(e) (2)If wasthe eligibledepartment fordoes not approve a grantdistrict's inearly aeducation previousprogram fiscalat year14 underthe (c)end of thisthe 20three-year section,grant butperiod, didthe notdepartment receivemay provide a one-year 15 remediation grant underto thisallow sectionthe indistrict aone previousadditional fiscal year.year to meet the early 16 education program standards established by the board.

21 (e) If the departmentdistrict doesis notunable approveto ameet district's17 the early education program standards at 22 the end of the three-yearfiscal grantyear, period, the department may18 providemay, ain one-yearthe 23discretion of the commissioner, provide an additional remediation grant to 19 allow the district not more than one additional fiscal year to meet the earlystandards. 24 education program standards adopted by the board under AS 14.07.165(a)(5).

If20 the(f) 25A districtstudent isin unablean to meet the early education program standardsmay atnot thebe endcounted ofin the fiscaldistrict 2621 year,ADM theunder departmentAS may,14.17.500 inor the14.17.905 discretionuntil ofafter the commissioner,department providedetermines anthat additionalthe 2722 remediationearly granteducation toprogram allowcomplies with the districtstandards notadopted moreby thanthe oneboard additionalunder fiscal23 yearAS to14.07.165(a)(5) meetand 28approves the standards.program.

NothingThe indepartment may not approve an 24 early education program developed with a grant awarded under (b) of this section prohibitsuntil a25 districtthe fromend usingof itsthe ownthree-year fundsgrant toperiod 29under continue(b) of this section or the additional 26 remediation process.period under (e) of this section.

30The (f)department Amay studentapprove ina andistrict's 27 early education program maythat does not bereceive counteda ingrant the district 31 ADM under ASthis 14.17.500section orat 14.17.905any untiltime afterif the28 department determines that the early education program complies with the standards adopted by the board under 0229 AS 14.07.165(a)(5)14.07.165(a)(5). and approves the program.

The30 department(g) mayA not approve an 03 early education program developed with a grant awarded under (b) of this section untilis 04subject theto endappropriation, ofbut themay three-yearnot grantsupplant period31 underother (b)early ofeducation thisfunding sectionavailable orto thedistricts. additional 05 remediation period under (e) of this section.

The(h) departmentIn may approve a district's 06 early education program that does not receive a grant under this sectionsection, at02 any(1) time"ADM" ifhas 07 the earlymeaning educationgiven programin complies with the standards adopted by the board under 08 AS 14.07.165(a)(5).14.17.990;

0903 (g)(2) A"district" granthas underthe thismeaning sectiongiven isin subjectAS to14.17.990; appropriation, but may not supplant 10 other early education funding available to districts.

1104 (h)(3) In"early thiseducation section,program" 12means (1)a "ADM"program hasfor children who are 05 four and five years of age and who have not attended a public school kindergarten if 06 the meaningprogram's givenprimary infunction ASis 14.17.990;educational.

1307 (2)* "district"Sec. has the meaning given in AS 14.17.990;

144. (3) "early education program" means a program for children who are 15 four and five years of age and who have not attended a public school kindergarten if 16 the program's primary function is educational.

17 * Sec.

7.

1808 (a) The department shall 1909 (1) exercise general supervision over the public schools of the state 2010 except the University of Alaska;

2111 (2) study the conditions and needs of the public schools of the state, 2212 adopt or recommend plans, administer and evaluate grants to improve school 2313 performance awarded under AS 14.03.125, and adopt regulations for the improvement 2414 of the public schools;

the department may consult with the University of Alaska to 2515 develop secondary education requirements to improve student achievement in college 2616 preparatory courses;

2717 (3) provide advisory and consultative services to all public school 2818 governing bodies and personnel;

2919 (4) prescribe by regulation a minimum course of study for the public 3020 schools;

the regulations must provide that, if a course in American Sign Language is 3121 given, the course shall be given credit as a course in a foreign language;

22 (5) establish, in coordination with the Department of Health and Social 0223 Services, a program for the continuing education of children who are held in detention 0324 facilities in the state during the period of detention;

0425 (6) accredit those public schools that meet accreditation standards 0526 prescribed by regulation by the department;

these regulations shall be adopted by the 0627 department and presented to the legislature during the first 10 days of any regular 0728 session, and become effective 45 days after presentation or at the end of the session, 0829 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 0930 the members of each house;

1031 (7) prescribe by regulation, after consultation with the state fire 11 marshal and the state sanitarian, standards that will ensure healthful and safe 1202 conditions in the public and private schools of the state, including a requirement of 1303 physical examinations and immunizations in pre-elementary schools;

the standards for 1404 private schools may not be more stringent than those for public schools;

1505 (8) exercise general supervision over early education programs 1606 [PRE-ELEMENTARY SCHOOLS] that receive direct state or federal funding, 1707 including an early education programsprogram provided by a school district for students 1808 four and five years of age, and approve early education programs that meet the 1909 standards adopted by the board under AS 14.07.165(a)(5);

2010 (9) exercise general supervision over elementary and secondary 2111 correspondence study programs offered by municipal school districts or regional 2212 educational attendance areas;

the department may also offer and make available to any 2313 Alaskan through a centralized office a correspondence study program;

2414 (10) accredit private schools that request accreditation and that meet 2515 accreditation standards prescribed by regulation by the department;

nothing in this 2616 paragraph authorizes the department to require religious or other private schools to be 2717 licensed;

2818 (11) review plans for construction of new public elementary and 2919 secondary schools and for additions to and major rehabilitation of existing public 3020 elementary and secondary schools and, in accordance with regulations adopted by the 3121 department, determine and approve the extent of eligibility for state aid of a school 22 construction or major maintenance project;

for the purposes of this paragraph, "plans" 0223 include educational specifications, schematic designs, projected energy consumption 0324 and costs, and final contract documents;

0425 (12) provide educational opportunities in the areas of vocational 0526 education and training, and basic education to individuals over 16 years of age who 0627 are no longer attending school;

the department may consult with businesses and labor 0728 unions to develop a program to prepare students for apprenticeships or internships that 0829 will lead to employment opportunities;

0930 (13) administer the grants awarded under AS 14.11;

1031 (14) establish, in coordination with the Department of Public Safety, a 11 school bus driver training course;

1202 (15) require the reporting of information relating to school disciplinary 1303 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 1404 behavior;

1505 (16) establish by regulation criteria, based on low student performance, 1606 under which the department may intervene in a school district to improve instructional 1707 practices, as described in AS 14.07.030(a)(14) or (15);

the regulations must include 1808 (A) a notice provision that alerts the district to the deficiencies 1909 and the instructional practice changes proposed by the department;

2010 (B) an end date for departmental intervention, as described in 2111 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 2212 consecutive years of improvement consisting of not less than two percent 2313 increases in student proficiency on standards-based assessments in language 2414 arts and mathematics, as provided in AS 14.03.123(f)(1)(A);

and 2515 (C) a process for districts to petition the department for 2616 continuing or discontinuing the department's intervention;

2717 (17) notify the legislative committees having jurisdiction over 2818 education before intervening in a school district under AS 14.07.030(a)(14) or 2919 redirecting public school funding under AS 14.07.030(a)(15);14.07.030(a)(15).

3020 (18)* establishSec. a literacy program to provide direct support for and 31 intervention in the reading intervention programs of participating schools as described in AS 14.30.765 and 14.30.770.

025. * Sec.

8.

0321 (c) In this section, "early education program" ["PRE-ELEMENTARY 0422 SCHOOL"] means a programschool [SCHOOL] for children ages three through five years if 05 the program'sschool's [SCHOOL'S]23 primary function is educational.

0624 * Sec.

9.6.

AS 14.07.050 is amended to read:

07 Sec.

14.07.050.

Selection of textbooks.

Textbooks for use in the public 08 schools of the state, including a district offered statewide correspondence study 09 program, shall be selected by district boards for district schools.

Nothing in this 10 section precludes 11 (1) a correspondence study student, or the parent or guardian of a 12 correspondence study student, from privately obtaining or using textbooks or 13 curriculum material not provided by the school district;

14 (2) the department from selecting and purchasing supplementary 15 reading textbooks and materials for school districts in connection with reading 16 intervention services provided under AS 14.30.765 and 14.30.770.

17 * Sec.

10.

1825 (a) The board shall adopt 1926 (1) statewide goals and require each governing body to adopt written 2027 goals that are consistent with local needs;

2128 (2) regulations regarding the application for and award of grants under 2229 AS 14.03.125;

2330 (3) regulations implementing provisions of AS 14.11.014(b);

2431 (4) regulations requiring approval by the board before a charter school, 25 state boarding school, or a public school may provide domiciliary services;

2602 (5) regulations establishing standards for an early education 2703 program provided by a school district for children who are four and five years of 2804 age;

the regulations must include 2905 (A) standards for a 3006 (i) half-day program consisting of not less than two 3107 and one-half hours;

08 (ii) full-day program consisting of six hours;

and 0209 (iii) locally designed, evidence-based program that is 0310 less than half a day that meets early education program standards;

0411 (B) a requirement that athe lead teacher in charge of a program 05 hold a 12 valid teacher certificate issued under AS 14.20 and 06 (i) have satisfactorily 13 completed a minimum of six 07 credit hours in early childhood education or 14 completes the 08 minimum credit hours within one year of the date the teacher's15 09teacher's employment with the early education program begins;

or16 10(C) (ii)developmentally haveappropriate fiveobjectives orfor morechildren 17 four and five years of experienceage teachingrather 11than kindergartenacademic orstandards anotherappropriate earlyfor education18 program;older children;

12the (C)objectives developmentallymust appropriateallow objectivesschool fordistricts childrento 13adapt fourthe and19 fivecontent years of agean ratherearly thaneducation academicprogram standardsto be culturally appropriate forto 1420 olderlocal children;communities;

theand objectives21 must(D) allowaccommodations schoolfor districts to adapt the 15needs content of anall early education program22 tochildren beand culturallytheir appropriatefamilies toregardless 16of localsocioeconomic communities;circumstances 23 [REPEALED].

and 17 (D) accommodations for the needs of all early education 18 children and their families regardless of socioeconomic circumstances 19 [REPEALED].

20 * Sec.

11.

AS 14.17.500 is amended by adding a new subsection to read:

21 (d) Except as provided in AS 14.17.905(d), a student in an early education 22 program approved by the department under AS 14.07.020(a)(8) is counted as one-half 23 of a full-time equivalent student.

12.7.

AS 14.17.500 is amended by adding a new subsection to read:

25 (d) Except as provided in AS 14.17.905(d), a student in an early education 26 program approved by the department under AS 14.07.020(a)(8) is counted as one-half 27 of a full-time equivalent student.

28 * Sec.

8.

2529 (a) For purposes of this chapter, the determination of the number of schools in 2630 a district is subject to the following:

2731 (1) a community with an ADM of at least 10, but not more than 100, 28 shall be counted as one school;

2902 (2) a community with an ADM of at least 101, but not more than 425, 3003 shall be counted as 3104 (A) one elementary school, which includes those students in 05 grades kindergarten through six, and, except as provided in (d) of this 0206 section, in an early education program provided by a school district and 0307 approved by the department under AS 14.07.020(a)(8);

and 0408 (B) one secondary school, which includes students in grades 0509 seven through 12;

0610 (3) in a community with an ADM of greater than 425, each facility that 0711 is administered as a separate school shall be counted as one school, except that each 0812 alternative school with an ADM of less than 175 shall be counted as a part of the 0913 school in the district with the highest ADM.

1014 * Sec.

13.9.

1115 (d) A school district may not include in the average daily membership of a 1216 school students who are four and five years of age if the students are enrolled in an 1317 early education program that receives state or federal funding other than funding under 1418 this chapter.

1519 * Sec.

14.10.

AS 14.30 is amended by adding new sections to read:

16 Article 15.

Reading Intervention Programs.

17 Sec.

14.30.760.

Statewide assessment.

(a) To implement the district reading 18 intervention services established under AS 14.30.765, the department shall 19 (1) adopt a statewide screening or assessment tool to administer to 20 students in grades kindergarten through three to identify students with reading 21 deficiencies, including students with characteristics of dyslexia;

the screening or 22 assessment tool must evaluate 23 (A) phonic awareness, letter naming fluency, letter sound 24 fluency, and letter word sound fluency of students in kindergarten;

25 (B) letter word sound fluency and oral reading fluency of 26 students in grade one;

27 (C) vocabulary and oral reading fluency of students in grades 28 two and three;

29 (2) support teachers of grades kindergarten through three by 30 (A) administering the statewide screening or assessment tool 31 three times each school year, once in the fall, once in the winter, and once in the spring, to all students in grades kindergarten through three, with the 02 exception of students who demonstrate sufficient reading skills on the first 03 screening or assessment of the school year;

04 (B) providing methods to monitor student progress;

05 (C) providing targeted instruction based on student needs as 06 determined by the results of the screening or assessment tool;

and 07 (D) providing additional assistance as determined by the 08 department;

09 (3) provide training to school district staff related to using the results 10 of the statewide screening or assessment tool and understanding the science of 11 reading, including explicit and systematic instruction in phonological awareness, 12 alphabetic principle, decoding, fluency, vocabulary, comprehension, and building 13 content knowledge.

14 (b) In adopting a statewide screening or assessment tool under (a)(1) of this 15 section, the department shall consider the following factors:

16 (1) the amount of time needed to administer the screening or 17 assessment, with the intention of minimizing effects on instructional time;

18 (2) the time frame for reporting screening or assessment results to 19 teachers, administrators, and parents or guardians;

and 20 (3) the integration of the screening or assessment with student 21 instruction and department support.

22 Sec.

14.30.765.

District reading intervention services.

(a) Each school 23 district shall offer intensive reading intervention services to students in grades 24 kindergarten through three who exhibit a reading deficiency to assist students in 25 achieving reading proficiency at or above grade level by the end of grade three.

The 26 district shall provide the intensive reading intervention services in addition to the core 27 reading instruction that is provided to all students in the general education classroom.

28 The intensive reading intervention services must 29 (1) be provided by a district reading teacher to all students in grades 30 kindergarten through three who are determined to have a reading deficiency based on 31 the statewide screening or assessment tool adopted under AS 14.30.760(a)(1);

(2) provide explicit and systematic instruction in phonological 02 awareness, phonics, fluency, vocabulary, and comprehension, as necessary;

03 (3) use reading instruction methods that are based on scientific 04 research and have proven results in accelerating student reading achievement within a 05 single school year;

06 (4) include instruction with detailed explanations, extensive 07 opportunities for guided practice, and opportunities for error correction and feedback;

08 (5) incorporate daily targeted small group reading instruction based on 09 student needs, either in person or online;

10 (6) monitor the reading progress of each student's reading skills 11 throughout the school year and adjust instruction according to student needs;

12 (7) be implemented during regular school hours through any available 13 method, including in person or through online delivery by teachers or specialty 14 reading coaches;

15 (8) be implemented outside of regular school hours for at least 70 16 hours during the school year for a student who scores at the lowest achievement level 17 on the statewide screening or assessment;

and 18 (9) be reviewed based on a department-approved response to 19 intervention or multi-tiered system support models, addressing additional support and 20 services needed to remedy identified needs.

21 (b) In addition to the reading intervention services provided under (a) of this 22 section, a school district shall provide an individual reading improvement plan for 23 each student in grades kindergarten through three who is determined to have a reading 24 deficiency based on the statewide screening or assessment.

An individual reading 25 improvement plan developed under this section must 26 (1) be implemented not later than 30 days after identification of the 27 reading deficiency;

28 (2) be created by the student's reading teacher in consultation with the 29 school principal, the student's parents or guardians, and other pertinent district staff;

30 (3) describe the research-based reading intervention services the 31 student will receive to achieve and demonstrate sufficient reading skills;

(4) provide reading intervention services outside of regular school 02 hours for a student who scores at the lowest achievement level on the statewide 03 screening or assessment consistent with (a)(8) of this section;

and 04 (5) include a process for monitoring progress and adjusting the plan 05 based on student needs.

06 (c) If at any time during the school year a student in grades kindergarten 07 through three demonstrates a reading deficiency, the district or school shall notify the 08 student's parents or guardians in writing.

The district or school shall provide the 09 student's parents or guardians with updates on the student's progress every two weeks 10 after the initial written notification.

The initial written notification must 11 (1) be provided to the student's parents or guardians not later than 15 12 days after identification of the reading deficiency;

13 (2) state that the district identified the student as having a reading 14 deficiency and that a reading improvement plan will be developed under (b) of this 15 section;

16 (3) describe current services that the district is providing to the student;

17 (4) describe the proposed research-based reading interventions and 18 supplemental instructional services and supports that the district will provide to the 19 student to improve the identified area of reading deficiency;

20 (5) explain that the district or school will inform the parents or 21 guardians in writing of the student's progress toward grade level reading at least every 22 two weeks;

23 (6) identify strategies for the parents or guardians to use at home to 24 help the student succeed in reading;

25 (7) explain that if the student has a reading deficiency at the end of the 26 school year, unless the student receives an exemption under (f) of this section, the 27 student may be prevented from progressing to the next grade level under (d) of this 28 section;

and 29 (8) explain that a student in grade three should demonstrate sufficient 30 reading skills to progress to grade four under (e) of this section, unless the student 31 receives an exemption under (f) of this section.

(d) If, not later than 45 days before the end of the school year, a teacher 02 determines that a student in grades kindergarten through three has a reading 03 deficiency, the student's teacher and other pertinent district staff shall meet with the 04 student's parents or guardians to determine whether the student will be able to 05 maintain adequate academic progress at the next grade level and discuss delayed grade 06 level progression as an intervention strategy.

School staff shall work with the parents 07 or guardians to schedule a date, time, and place for the meeting and, if no parent or 08 guardian attends the meeting, the teacher and school staff shall determine grade level 09 progression.

10 (e) A student in grade three should demonstrate sufficient reading skills to 11 progress to grade four.

A student demonstrates sufficient reading skills for progression 12 by 13 (1) scoring above the lowest achievement level on the statewide 14 screening or assessment;

15 (2) achieving an acceptable score on an alternative standardized 16 reading assessment as determined and approved by the state Board of Education and 17 Early Development;

or 18 (3) demonstrating mastery of reading standards through a student 19 reading portfolio based on criteria established by the department.

20 (f) A school board may exempt a student from delayed grade level progression 21 for good cause.

A good cause exemption is limited to 22 (1) a student with a disability whose individualized education plan 23 under AS 14.30.278 exempts the student from participation in the statewide screening 24 or assessment;

25 (2) a student with a disability who participates in the statewide 26 screening or assessment and has an individualized education plan under AS 14.30.278 27 or a plan under 29 U.S.C.

794 that reflects that the student has received intensive 28 reading intervention services for two years or more but still demonstrates a reading 29 deficiency and was previously retained in kindergarten, grade one, grade two, or grade 30 three;

31 (3) a student who has received intensive reading intervention services for two or more years but still demonstrates a reading deficiency and who was 02 previously retained in kindergarten, grade one, grade two, or grade three;

or 03 (4) a student whose primary language is other than English and who 04 has had less than two years of instruction in an English language learning program.

05 (g) A student's parents or guardians may request that the student receive a 06 good cause exemption under (f) of this section by submitting documentation to the 07 principal of the school in which the student is enrolled showing that an exemption is 08 appropriate.

If the principal determines that the student meets one of the exemptions 09 under (f) of this section, the principal shall recommend to the school board in writing 10 that the school board grant the student a good cause exemption.

The school board shall 11 accept or reject the principal's recommendation in writing and provide notice of its 12 decision to the student's parents or guardians and the principal.

13 (h) If a student is a candidate for delayed grade level progression, the district 14 or school in which the student is enrolled shall provide written notification to the 15 student's parents or guardians not later than 120 days before the end of the school year.

16 (i) If a student in grade three does not demonstrate sufficient reading skills for 17 progression to grade four under (e) of this section, the district or school in which the 18 student is enrolled shall provide written notification to the student's parents or 19 guardians not later than 30 days before the end of the school year.

The written 20 notification must 21 (1) state that the student did not demonstrate sufficient reading skills to 22 progress to grade four;

23 (2) explain the implementation of intervention or progression 24 strategies;

25 (3) describe the current services being provided to the student;

and 26 (4) if the student's parents or guardians requested a good cause 27 exemption under (f) of this section and the school board rejected the request, include a 28 statement that the request for a good cause exemption was rejected and a copy of the 29 written notification the school board provided the parents or guardians under (g) of 30 this section.

31 (j) For a student who does not progress to the next grade level under (d) or (e) of this section, or who progresses to the next grade level with a good cause exemption 02 under (f) of this section, the district in which the student is enrolled shall 03 (1) review the student's individual reading improvement plan;

04 (2) provide intensive reading intervention services to improve the area 05 of reading deficiency using effective instructional strategies to accelerate student 06 progress;

07 (3) provide additional services and support to improve the student's 08 identified area of reading deficiency, including 09 (A) a transitional instructional setting that is designed to 10 produce learning gains;

11 (B) supplemental tutoring offered by a person with specialized 12 reading training;

13 (C) an increase in time dedicated to the reading instruction 14 methods described in (a)(3) - (5) of this section, including more extensive 15 opportunities for guided practice and error correction and feedback;

16 (4) a plan for reading at home outlined in an agreement with the 17 parents or guardians, including parent participation in training workshops and regular 18 parent-guided home reading activities.

19 (k) A district shall establish intensive acceleration classes for students retained 20 in grade three who were previously retained in kindergarten, grade one, or grade two.

21 The intensive acceleration classes must provide reading instruction and intervention 22 for the majority of student contact time each day and have a reduced teacher-to- 23 student ratio.

24 (l) In this section, "reading teacher" means a teacher certificated under 25 AS 14.20 who has demonstrated an effectiveness at instructing students to read at or 26 above grade level through student reading performance data and teacher performance 27 evaluations and who meets the requirements established by the state Board of 28 Education and Early Development in regulation.

29 Sec.

14.30.770.

Department literacy program.

(a) The department shall 30 establish a literacy program to provide direct support for and intervention in intensive 31 reading intervention services of not more than 10 participating schools at a time.

State funding provided to participating schools for implementation of the literacy program is 02 in addition to the amount of funding provided under AS 14.17.

In conducting the 03 program, the department shall 04 (1) use the accountability system established in AS 14.03.123 to 05 identify low performing schools;

06 (2) establish an application process for school districts to apply to 07 participate in the program;

08 (3) select low performing schools from the schools that apply to 09 participate in the program;

10 (4) employ and assign a reading specialist for each school selected to 11 direct the implementation of the intensive reading intervention services established 12 under AS 14.30.765 by 13 (A) modeling effective instructional strategies for teachers by 14 working regularly with students as a class, in small groups, or individually;

15 (B) coaching and mentoring teachers and staff in reading 16 instruction with an emphasis on prioritizing time in a manner that has the 17 greatest positive effects on student achievement;

18 (C) training teachers in data analysis and using data to 19 differentiate instruction;

20 (D) leading and supporting reading leadership teams;

and 21 (E) reporting on school and student performance to the 22 department;

23 (5) establish a reporting process for each reading specialist and support 24 reading specialist to submit updates to the department on implementation of the 25 program;

26 (6) work with reading specialists to create specific improvement goals 27 for each school selected, including measures of interim progress;

28 (7) select and purchase additional reading material for each school 29 selected to supplement the intensive reading intervention services;

30 (8) pay travel and associated costs for a reading specialist or support 31 reading specialist to attend relevant training sessions identified by or hosted by the department;

02 (9) periodically review staff development programs for their 03 effectiveness in developing reading skills and, after consultation with school districts 04 and experts, recommend to the board for approval staff development programs that 05 (A) have been proven to assess and accelerate student progress 06 toward reaching reading competency;

07 (B) provide explicit and systematic skill development in the 08 areas of phonological awareness, phonics, fluency, vocabulary, and 09 comprehension;

10 (C) are scientifically based and reliable;

11 (D) provide initial and ongoing analysis of student progress 12 toward reaching reading competency;

and 13 (E) include texts on core academic content to assist students in 14 maintaining or meeting grade-appropriate proficiency in academic subjects in 15 addition to reading.

16 (b) The department may employ and assign a support reading specialist for 17 each school selected to participate in the program, as necessary, to support the reading 18 specialist assigned under (a)(4) of this section or serve as a reading specialist for a 19 school's early education program.

20 (c) A school selected to participate in the literacy program established under 21 this section shall 22 (1) ensure that a reading specialist assigned to the school is not 23 required to perform functions that divert from the duties the department has assigned 24 to the reading specialist;

25 (2) coordinate with the reading specialist or specialists to redesign the 26 school's daily schedule to dedicate time to literacy program activities, including 27 intensive reading intervention services identified in a written agreement between the 28 school and the department;

29 (3) present on the literacy program established under this section and 30 the intensive reading intervention services established under AS 14.30.765 at a public 31 meeting;

the presentation must include (A) the data the department used to identify the school as 02 eligible for the literacy program;

03 (B) a detailed overview of the literacy program and intensive 04 reading intervention services;

05 (C) a timeline for implementing the intensive reading 06 intervention services and meeting literacy improvement goals;

and 07 (D) the implications of the program for students, families, and 08 educators;

09 (4) provide notice of the public meeting required under (3) of this 10 subsection to the parents or guardians of each student at least seven days before the 11 date of the meeting;

12 (5) present an annual update on the school's implementation of the 13 literacy program and intensive reading intervention services at a public meeting with 14 notice provided to the parents or guardians of each student at least seven days before 15 the date of the meeting;

16 (6) create partnerships between the school, the families of students, 17 and the community that focus on promoting literacy and increasing the amount of time 18 that students spend reading.

19 (d) The department shall publish on the department's Internet website and 20 make available to the public 21 (1) a completed application from each school selected to participate in 22 the literacy program;

23 (2) the literacy program and intensive reading intervention services 24 implemented by each school selected to participate;

and 25 (3) a data analysis conducted by an independent contractor of the 26 success of the literacy program and intensive reading intervention services.

27 (e) In this section, "reading specialist" means a teacher certificated under 28 AS 14.20 who is employed and funded by the department and who meets the 29 requirements established by the state Board of Education and Early Development in 30 regulation.

31 Sec.

14.30.775.

Definition.

In AS 14.30.760 - 14.30.775, "district" has the meaning given in AS 14.17.990.

02 * Sec.

15.

0320 (12) "organization" means a group or entity that provides care and 0421 supervision for compensation to a child not related to the caregiver, and includes a 0522 child care facility, pre-elementary school, early education program, head start 0623 center, child foster home, residential child care facility, recreation program, children's 0724 camp, and children's club;

0825 * Sec.

16.11.

AS 14.03.135 is repealed July 1, 2031.2029.

09 * Sec.

17.

The uncodified law of the State of Alaska is amended by adding a new section to 10 read:

11 TRANSITION.

The Department of Education and Early Development shall conduct 12 the performance ranking of all districts in the state required under AS 14.03.135(c), added by 13 sec.

6 of this Act, on or before August 1, 2020.

14 * Sec.

18.

The uncodified law of the State of Alaska is amended by adding a new section to 15 read:

16 REPORT BY COMMISSIONER OF EDUCATION AND EARLY 17 DEVELOPMENT.

Not later than 30 days after the effective date of this Act, the 18 commissioner of education and early development shall submit a report to the state Board of 19 Education and Early Development describing the progress made to implement this Act.

20 * Sec.

19.

This Act takes effect July 1, 2020.