Amendment vs bill Senate Committee Amendment, #3356, EDUC, Draft vs Enrolled

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ENROLLED Regular Session HOUSE BILL NO.
SCAHB316 428 3356 SENATE COMMITTEE AMENDMENTS Regular Session Amendments proposed bySenate Committee on Education to Reengrossed House Bill No.
316 BY REPRESENTATIVE WYBLE AN ACT To amend and reenact R.S.
by Representative Wyble AMENDMENT NO.
17:24.10(K), to enact R.S.
1 Onpage1,atthebeginningofline3,after"100.13(N)"andbeforethecomma","insert"and (O)" AMENDMENT NO.
17:7.2(A)(11) through (13), 24.14, 100.13(N) and (O), and 3996(B)(24), and to repeal R.S.
2 On page 1, line 12, after "100.13(N)" and before the comma "," insert "and (O)" 7 AMENDMENT NO.
17:24.9(C), relative to literacy;
3 On page 2, at the end of line 14, delete the period "." and insert "that do not include the three-cueing systems model." AMENDMENT NO.
to require that certain teacher education programs provide for certain components relative to adolescent literacy;
4 On page 2, between lines 17 and 18, insert the following:
to provide requirements for the state Department of Education, public school governing authorities, and public schools with respect to adolescent literacy;
"(e) How to understand the negative impacts of the three-cueing systems model, how to identify it in curricula, and the reasons why it is a flawed model of teaching children to read." AMENDMENT NO.
to provide with respect to high-dosage tutoring;
5 On page 4, between lines 1 and 2, insert the following:
to provide for definitions;
"(3) Nothing in this Section shall be construed to supersede, conflict with,oroverridetherequirementsofanindividualizededucationprogramor anindividualizedaccommodationplan,includingtheprovisionofanyrelated services or accommodations required by federal law.
to provide for applicability and implementation;
The provisions of any such program or plan shall supersede and control to the extent of a conflict with any provision of this Section." AMENDMENT NO.
and to provide for related matters.
6 On page 5, delete lines 5 and 6 and insert the following:
Be it enacted by the Legislature of Louisiana:
"(d) Scientifically based reading research strategies for how to identify and address reading deficiencies in adolescent learners." AMENDMENT NO.
Section 1.
7 On page 6, between lines 3 and 4, insert the following:
R.S.
"(vi) The availability of comprehensive training on any department- approved assessment system to ensure teachers have the knowledge and skills to administertheassessmentandcanusethedata to informinstruction and interventions based on student needs." AMENDMENT NO.
17:24.10(K) is hereby amended and reenacted and R.S.
8 On page 7, line 23, after "Section" and before "is" delete "or" and insert "and" Page 1 of 2 SCAHB316 428 3356 AMENDMENT NO.
17:7.2(A)(11) through (13), 24.14, 100.13(N) and (O), and 3996(B)(24) areherebyenacted to read as follows:
9 On page 8, at the end of line 2, delete the period "." and insert "based on the results of the universal screener, diagnostic tool, or the English language arts state assessment." AMENDMENT NO.
§7.2.
10 On page 9, at the beginning of line 4, delete "Curricula and interventions" and insert "Curricula, supplemental materials, and interventions" AMENDMENT NO.
Approved teacher education programs A.
11 On page 9, at the end of line 5, delete the period "." and insert "instruction and shall not include the use of the three-cueing systems model." AMENDMENT NO.
In carrying out its responsibility to prescribe the qualifications and provide for the certification of teachers under authority of R.S.
12 On page 9, between lines 19 and 20, insert the following:
17:7(6), the State Board of Elementaryand SecondaryEducation, subject to the constitutional power and authority of the Board of Regents, the Board of Supervisors for the University of Louisiana System, the Board of Supervisors of Louisiana State University and Agricultural and Mechanical College, and the Board of Supervisors of Southern University and Agricultural and Mechanical College, shall establish qualifications and requirements for the approval of teacher education programs from which Page 1 of 12 CODING:
"(c)(i) Notwithstanding the provisions of R.S.
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HB NO.
316 ENROLLED graduates may be certified.
The qualifications and requirements established bythe State Board of Elementary and Secondary Education for an approved teacher education program shall include but not be limited to the following:
* * * (11) That a program for candidatesseekingcertificationto teach students in kindergarten through third grade include instruction on foundational literacy skills that includes the following:
(a) How to effectively teach the foundational literacy skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
(b) How to differentiate instruction for teaching students with advanced literacyskills and students with significant literacydeficiencies,including dyslexia.
(c) How to implement effective literacy instruction using high quality instructional materials that do not include the three-cueing systems model.
(d) How to administer literacy screeners to students, interpret results using state-established benchmarks, and apply data to instructional planning and intervention decisions.
(e) How to understand the negative impacts of the three-cueing systems model, how to identify it in curricula, and the reasons why it is a flawed model of teaching children to read.
(12)(a) That a program for special education and secondary education teacher candidates include instruction on adolescent literacy skills that includes the following:
(i) Effective strategies for teaching reading aligned to instruction based on the scienceof reading, including explicit and systematic instruction in phonological awareness, the alphabetic principle, oral language development, comprehension, content literacy instruction, disciplinary literacy instruction, writing, and advanced phonics including encoding, fluency, and morphology including etymology.
(ii) Implementation of reading instruction using high quality instructional materials as identified by the state Department of Education.
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HB NO.
316 ENROLLED (iii) Provision of effective instruction on interventions for all students, including students with dyslexia.
(iv) Understanding and use of student data to make instructional decisions.
(v) Incorporation of content literacyacross disciplinary areas.
(b) For the purposes of this Paragraph, "adolescent literacy", "content literacy", and "disciplinary literacy" shall be defined as in R.S.
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17:24.14.
(13) Thattherequirementsin Paragraphs(11)and(12)ofthisSubsectionbe aligned to ensurecontinuityand progression of instruction across certification areas and grade spans.
* * * §24.10.
Early literacy instruction and screening;
foundational numeracy skills instruction and screening;
parental notification;
reporting * * * K.(1) Eachpublicschoolgoverningauthorityshallensurethatanyindividual studentplanasprovidedforinthisSectionoraconsolidatedstudentplanasprovided for in Paragraph (2) of this Subsection that was developed in a prior school year is annuallyreviewed during the first eight weeks of school.
For each plan, the review shall include:
(a) Evaluation of the effectiveness of prior-year interventions, additional support, and services offered to the student in the previous year.
(b) Identification of updates needed to the support offered through the plan.
(c) Input from any members of the team that initially developed the plan, including but not limited to the teacher, reading specialist or interventionist, principal, other pertinent school personnel, and the parent or guardian.
(2) The following plans may be consolidated into a single plan for each student, as applicable:
(1) (a) Individual reading improvement plans as provided for in Subsection F of this Section.
(2) (b) Individual numeracy improvement plans as provided for in Subsection J of this Section.
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HB NO.
316 ENROLLED (3) (c) Individual reading plans as provided for in R.S.
17:24.11.
(4)(d) PlansforacceleratedinstructionasprovidedforinR.S.17:100.13(H).
(3) Nothing in this Section shall be construed to supersede, conflict with, or override the requirements of an individualized education program or an individualized accommodation plan, including the provision of anyrelated services or accommodations required byfederal law.
The provisions of anysuch program or plan shall supersedeand control to the extent of a conflict with anyprovision of this Section.
* * * §24.14.
Adolescent literacy instruction and assessment;
parental notification;
professional development A.
For purposes of this Section:
(1) "Adolescentliteracy"meansthedevelopmentandapplicationofreading, writing, language, and comprehension skills necessary for students in grades four through eight to access,understand, analyze, and produce grade-leveltext across all subject areas.
(2) "Adolescent literacyintervention course" means a professional learning course that includes all of the components of an adolescent literacy professional development course as defined in Paragraph (3) of this Subsection and all of the following:
(a) Comprehensivetrainingonthescienceofreading,includingexplicitand systematic instruction in phonological and phonemic awareness,phonics, including decoding and encoding, fluency, vocabulary, syntax, and comprehension.
(b) Approaches to assist educators in determining which students maybe at risk for development of reading and writing difficulties, including dyslexia, dysgraphia, and other learning differences.
(c) Trainingin the identification ofandtheuseof appropriateinterventions, accommodations, and teaching techniques for students with reading and writing difficulties, including dyslexia, dysgraphia, and other learning differences.
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HB NO.
316 ENROLLED (d) Training in the identification of reading deficiencies based on reading assessment data.
(3) "Adolescent literacy professional development course" means a professional learning course that is based on the science of reading designed for the professional development of educators and includes all of the following:
(a) Strategies to increase educator knowledge of how to teach reading and writing skills for students.
(b) Identification of literacyskills essential to specific content areas.
(c) Explicit and systematic instruction in advanced phonics, vocabulary, morphology, comprehension, content literacy, disciplinary literacy, knowledge building, and writing.
(d) Scientifically based reading research strategies for how to identify and address reading deficiencies in adolescent learners.
(4) "Contentliteracy"meansaliteracyinstructionalapproachwherestudents use general reading and writing strategies to learn information across subject and content areas.
(5) "Disciplinary literacy" means a literacy instructional approach that teaches students how to use literacyto think, interpret text, and engage in advanced participation and conversations like a disciplinaryexpert would.
(6) "Student" means a student in grades four through eight.
(7) "Teacher" means each fourth through eighth grade teacher who teaches reading or English language arts.
B.
The state Department of Education, referred to in this Section as the "department", shall:
(1) Develop an adolescent literacy program for students, including special education students.
(2)(a) Develop an approved list of one or more reliable and valid reading assessments for students.
In developing this list, the department shall consider:
(i) The time required to conduct the assessment, with the intention of minimizing the impact on instructional time.
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HB NO.
316 ENROLLED (ii) The timeline of statewide assessments during the spring semester.
(iii) The availability of appropriate accommodations for students with specialized plans.
(iv) The timeliness in reporting assessment results to teachers, administrators, and parents.
(v) How assessment results can be used to inform instruction and intervention, including diagnosis of and progress monitoring for students who may qualify for high-dosage tutoring pursuant to R.S.
17:100.13.
(vi) Theavailabilityofcomprehensivetrainingonanydepartment-approved assessment system to ensure teachers have the knowledge and skills to administer theassessmentandcanusethedatato informinstruction andinterventionsbasedon student needs.
(b) Any approved reading assessment shall include:
(i) Auniversalscreenerthatidentifiesstudentsatriskofreadingfailurewith progress monitoring capabilities.
(ii) A diagnostic tool which identifies specific skill deficits in early foundational skills as well as deficits in advanced phonics, vocabulary, and sentence-level comprehension.
(iii) A benchmark indicator for use throughout the school year to assess progress and proficiencylevel overall and on discrete skills.
(3)(a) Develop or identify and approve adolescent literacy professional development courses and adolescent literacyintervention courses.
(b) Make available resources for job-embedded coaching support for administrators and teachers, including:
(i) Training on evidence-based reading instructional strategies and data-based decision making.
(ii) Content literacy and disciplinary literacy instructional support to reinforce student use of general reading and writing strategies as students learn information across subjects and content areas.
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HB NO.
316 ENROLLED (iii) Demonstration of lessons, co-teaching, modeling, and teacher observation.
(iv) Feedback for improvement.
C.
Each public school shall:
(1) Provide each student with core instruction that includes advanced phonics, morphology, etymology, fluency, vocabulary, comprehension, and writing according to grade-level standards for English language arts.
Dailyclass schedules shall be adaptable and allocate sufficient instructional time for core instruction, intervention,andacademicenrichmentasdeemedappropriatebyanalysisofstudent data.
(2) Within the first thirty days of each school year, administer an approved reading assessment as provided in Paragraph (B)(2) of this Section to any student who scored below mastery in English language arts on the state assessment administered the prior school year.
(3) Withinfifteendaysofidentifyingthatastudenthasdemonstratedreading deficienciesbasedontheresultsofthereadingassessment,notifythestudent'sparent or legal guardian in writing that the student has been identified as having such deficiencies.
Such notification shall include:
(a) Notification that an individual reading improvement plan is being developed as provided in Paragraph (5) of this Subsection.
(b) A description of the current services that are provided to the student and suggested resources or strategies that the parent can use to support reading at home.
(c) Notification that the parent shall be informed in writing of the student's progress toward becoming a skilled reader throughout the school year with each progress report.
(4) Provideeachstudentidentifiedashavingsuchdeficiencieswithintensive interventionstoaddressthespecificdeficiencies.
Thestudentshallbeprovidedwith all of the following:
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HB NO.
316 ENROLLED (a) Regular access to instruction from an individual who has completed an approved adolescent literacyintervention course as provided in Paragraph (B)(3) of this Section and is a reading teacher, reading specialist, or reading interventionist.
(b) Reading interventions and support using high quality instructional materials in accordance with Paragraph (6) of this Subsection.
(c) Timeinthestudentschedule,inadditiontocoreinstruction,forintensive interventions.
(d) Targeted small group reading intervention based on student needs and specified in an individual reading improvement plan.
(e) Summer school remediation programs or other forms of remediation as appropriate to meet the academic needs of the student based on the results of the universal screener, diagnostic tool, or the English language arts state assessment.
(5) Provide each student, within thirty days of being identified as having such deficiencies, with an individual reading improvement plan.
The plan shall be createdbytheteacher,readingspecialistorinterventionist,principalordesignee,and other pertinent school personnel in collaboration with the parents or guardians, who shall be provided a written copyof the plan.
The plan shall offer intensive reading instructional intervention time for the student, while continuing grade-level instruction, and shall remain in place until the student no longer demonstrates a deficiency in reading in accordance with the approved reading assessment or the state assessment in English language arts.
The plan shall be documented using the template provided by the department and shall include the following:
(a) Thespecificdeficienciesinreadingasdeterminedbythestateassessment and the reading assessment system.
(b) The goals and benchmarks for student growth in reading.
(c) A description of the specific measures that shall be used to evaluate and monitor the student's reading progress.
(d) A description of the proposed interventions and supplemental instructional services aligned with scientifically based reading research that are Page 8 of 12 CODING:
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HB NO.
316 ENROLLED designed to remedyeach identified reading deficiencyand that shall be provided to the student.
(e) Strategies, resources, and materials that shall be provided to the parent or guardian to support student reading progress at home.
(f) For students who receive special education services, the alignment with the student's Individualized Education Plan.
(g) Any additional services the teacher deems available and appropriate to accelerate the student's reading development.
(6) Ensure, pursuant to R.S.
17:351.1, that all textbooks and instructional materials used to teach and provide intervention services for students are high-quality, fully aligned to state content standards, content-rich, aligned with scientifically based reading research, and focus on advanced phonics, vocabulary, comprehension, and content writing embedded throughout all core subject areas.
Curricula, supplemental materials, and interventions used to teach reading shall focus on decoding, fluency, and language structure as well as vocabulary, comprehension, and content writing instruction and shall not include the use of the three-cueing systems model.
(7)(a) BeginningSeptember 1, 2026, and trienniallythereafter,develop and submit to the department an adolescent literacyskills plan for students and post the plan on its website.
Each plan shall include:
(i) The amount of time to be spent daily on literacy skills instruction and a description of how the instructional time shall be used.
(ii) AlistofEnglishlanguageartstextbooksandinstructionalmaterialsused by the school.
(iii) A description of the interventions and support available to students identified as having literacy skills below grade level.
(iv) A description of any professional development in literacy instruction provided to teachers.
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HB NO.
316 ENROLLED (b) This plan maybe consolidated with the foundational literacy skills plan provided for in R.S.
17:24.10(C) into a single school plan that meets the requirements of this Paragraph and that Subsection.
(c)(i) Notwithstanding the provisions of R.S.
(ii) Notwithstanding the provisions of Subparagraph (a) of this Paragraph, a charter school with a school performance letter grade or progress index of "D" or "F" shall submit the adolescent literacyskills plan required bythat Subparagraph to its chartering authority instead of the department.
(ii) Notwithstanding the provisions of Subparagraph (a) of this Paragraph, a charter school with a school performance letter grade or progress index of "D" or "F" shall submit the adolescent literacy skills plan required by that Subparagraph to its chartering authority instead of the department." AMENDMENT NO.
D.(1) Eachpublicschoolgoverningauthorityshallensurethatanyindividual reading improvement plan as provided for in Paragraph (C)(5) of this Section or a consolidatedstudentplanasprovidedforinParagraph(2)ofthisSubsectionthatwas developedin a prior school year is annuallyreviewedduringthe first eight weeks of school.
13 On page 10, between lines 8 and 9, insert the following:
For each plan, the review shall include:
"E.Anyadolescentliteracyinterventioncourseoradolescentliteracy professionaldevelopmentcourseshallbecompletedduringexistingweekly, job-embedded teacher collaboration time.
(a) Evaluation of the effectiveness of prior-year interventions, additional support, and services offered to the student in the previous year.
Nothing in this Section shall be construed to require or authorize an increase in such time or to extend the teacher's work day or work year.
(b) Identification of updates needed to the support offered through the plan.
If completion of any such course occurs duringa teacher's planningtime asprovidedinR.S.
(c) Input from any members of the team that initially developed the plan, including but not limited to the teacher, reading specialist or interventionist, principal, other pertinent school personnel, and the parent or guardian.
17:434 oroutside ofany employee's regular work hours, the employee shall be compensated as provided in R.S.
(2) The following plans may be consolidated into a single plan for each student, as applicable:
(a) IndividualreadingimprovementplanasprovidedforinParagraph(C)(5) of this Section.
(b) Plan for accelerated instruction as provided for in R.S.
17:100.13(H).
E.
Any adolescent literacy intervention course or adolescent literacy professional development course shall be completed during existing weekly, job-embeddedteachercollaborationtime.NothinginthisSectionshallbeconstrued to require or authorize an increase in such time or to extend the teacher's work day Page 10 of 12 CODING:
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HB NO.
316 ENROLLED or work year.
If completion of any such course occurs during a teacher's planning timeasprovidedinR.S.17:434oroutsideofanyemployee'sregularworkhours,the employee shall be compensated as provided in R.S.
Any requirementforsuchacourseshallbeimplementedinamannerconsistentwithR.S.
Any requirement for such a course shall be implemented in a manner consistent with R.S.
17:419.4(A).
17:419.4(A)." AMENDMENT NO.
F.
14 On page 10, at the beginning of line 9, delete "E." and insert "F." AMENDMENT NO.
TheStateBoardofElementaryandSecondaryEducationshalladoptrules in accordance with the Administrative Procedure Act to implement the provisions of this Section.
15 On page 10, between lines 16 and 17, insert the following:
* * * §100.13.
"O.
Expanded academic support * * * N.
Aschoolboardmayprovideongoingcoachingsupportinevidence-based instruction to tutors delivering high-dosage tutoring.
O.
If such activities occur during a teacher's planning time as provided R.S.
If such activities occur during a teacher'splanningtimeasprovidedR.S.17:434oroutsideofanyemployee's regular work hours, the employee shall be compensated as provided in R.S.
17:434 or outside of any employee's regular work hours, the employee shall be compensated as provided in R.S.
17:419.4(A).
17:419.4(A)." Page 2 of 2
* * * §3996.
Charter schools;
exemptions;
requirements * * * B.
Notwithstanding any state law, rule, or regulation to the contrary and except as may be otherwise specifically provided for in an approved charter, a charter school established and operated in accordance with the provisions of this Chapter and its approved charter and the school's officers and employees shall be exempt from all statutory mandates or other statutory requirements that are Page 11 of 12 CODING:
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HB NO.
316 ENROLLED applicable to public schools and to public school officers and employees except for the following laws otherwise applicable to public schools with the same grades:
* * * (24) Adolescent literacy, R.S.
17:24.14.
* * * Section 2.
R.S.
17:24.9(C) is hereby repealed in its entirety.
Section 3.(A) The provisions of R.S.
17:24.14 as enacted by Section 1 of this Act shallbeimplementedbeginningwiththe2027-2028schoolyearexceptfortheSeptember1, 2026, plan submission deadline provided for in R.S.
17:24.14(C)(7).
(B) The provisions of R.S.
17:7.2(A)(12) and (13) as enacted by Section 1 of this Act shall be applicable to persons entering teacher education programs during or after the 2027-2028 academic year.
SPEAKER OF THE HOUSE OF REPRESENTATIVES PRESIDENT OF THE SENATE GOVERNOR OF THE STATE OF LOUISIANA APPROVED:
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