Connecticut 2019 Regular Session Status: In Committee

SB 1019 — AN ACT CONCERNING SCHOOL LITERACY.

Last action — FAV. CHG. OF REF. HOUSE TO COMM.ON APP

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    Introduced
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    In Committee
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    Passed Senate
  4. 4
    Passed House
  5. 5
    To Executive
  6. 6
    Enacted

This bill died with 2019 Regular Session. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.

This bill is no longer active — its legislative session has ended, so there is no live prognosis. It would have to be reintroduced in the current session to move again.

Bill Text

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455 line(s) added, 566 removed.

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General Assembly Substitute Bill No.
General Assembly Raised Bill No.
1019 January Session, 2019 AN ACT CONCERNING SCHOOL LITERACY.
1019 January Session, 2019 LCO No.
5606 Referred to Committee on EDUCATION Introduced by:
(ED) AN ACT CONCERNING SCHOOL LITERACY.
(a) On or before [January 1, 2016] July 1, 2019, the Department of Education shall develop or approve reading assessments for use by local and regional boards of education for towns designated as an alliance district, as defined in section 10-262u, as amended by this act, for the school year commencing July 1, [2016] 2019, and each school year thereafter, to identify students in kindergarten to grade [three] five, inclusive, who are below proficiency in reading, provided any reading assessments developed or approved by the department include frequent screening and progress monitoring of students.
(a) On or before [January 1, 2016] July 1, 2019, the Department of Education shall develop or approve reading assessments for use by local and regional boards of education for the school year commencing July 1, [2016] 2019, and each school year thereafter, to identify students in kindergarten to grade [three] five, inclusive, who are below proficiency in reading, provided any reading assessments developed or approved by the department include frequent screening and progress monitoring of students.
Such reading assessments shall (1) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension, (2) provide opportunities for periodic formative assessment during the school year, (3) produce data that is useful for informing individual and classroom instruction, including the grouping of students based on such data and the selection of instructional activities based on data of individual student response patterns during such progress monitoring, (4) be compatible with best practices in reading instruction and research, and (5) assist in identifying, in whole or in part, students at risk for dyslexia, as defined LCO \\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-01019-R1 of 17 SB.docx Substitute Bill No.
Such reading assessments shall (1) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension, (2) provide opportunities for periodic formative assessment during the school year, (3) produce data that is useful for informing individual and classroom instruction, including the grouping of students based on such data and the selection of instructional activities based on data of individual student response patterns during such progress monitoring, (4) be compatible with best LCO No.
1019 in section 10-3d, or other reading-related learning disabilities.
5606 1 of 14 Raised Bill No.1019 practices in reading instruction and research, and (5) assist in identifying, in whole or in part, students at risk for dyslexia, as defined in section 10-3d, or other reading-related learning disabilities.
Such comprehensive program or collection of practices [shall include] includes, but is not [be] limited to, instruction in five areas of reading:
Such comprehensive program or collection of practices shall include, but not be limited to, instruction in five areas of reading:
(b) For the school year commencing July 1, [2014] 2019, and each school year thereafter, the Commissioner of Education, in consultation with the coordinator of the Center for Literacy Research and Reading Success, established pursuant to section 5 of this act, shall create an LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0102 of 17 R01-SB.docx } Substitute Bill No.
(b) For the school year commencing July 1, [2014] 2019, and each school year thereafter, the Commissioner of Education, in consultation LCO No.
1019 intensive reading instruction program to improve student literacy in grades kindergarten to grade [three] five, inclusive, and close the achievement gap.
5606 2 of 14 Raised Bill No.1019 with the coordinator of the Center for Literacy Research and Reading Success, established pursuant to section 5 of this act, shall create an intensive reading instruction program to improve student literacy in grades kindergarten to grade [three] five, inclusive, and close the achievement gap.
[For the school year commencing July 1, 2014, the commissioner shall select five elementary schools that are (1) located in an educational reform district, as defined in section 10-262u, as amended by this act, (2) participating in the commissioner's network of schools, pursuant to section 10-223h, or (3) among the lowest five per cent of elementary schools in school subject performance indices for reading and mathematics, as defined in section 10-223e, to participate in the intensive reading instruction program and for the school year commencing July 1, 2015, and each school year thereafter, the commissioner may select up to five additional such elementary schools to participate in the intensive reading instruction program.] For the school year commencing July 1, 2019, the commissioner, in consultation with the Center for Literacy Research and Reading Success, shall provide, upon request, such intensive reading instruction program to a local or regional board of education for a town designated as an alliance district, as defined in section 10-262u, as amended by this act, or may include such intensive reading instruction program in the tiered supports in early literacy provided under the reading readiness program pursuant to section 10- 14y, as amended by this act.
[For the school year commencing July 1, 2014, the commissioner shall select five elementary schools that are (1) located in an educational reform district, as defined in section 10-262u, (2) participating in the commissioner's network of schools, pursuant to section 10-223h, or (3) among the lowest five per cent of elementary schools in school subject performance indices for reading and mathematics, as defined in section 10-223e, to participate in the intensive reading instruction program and for the school year commencing July 1, 2015, and each school year thereafter, the commissioner may select up to five additional such elementary schools to participate in the intensive reading instruction program.] For the school year commencing July 1, 2019, the commissioner, in consultation with the Center for Literacy Research and Reading Success, shall provide, upon request, such intensive reading instruction program to a local or regional board of education, or may include such intensive reading instruction program in the tiered supports in early literacy provided under the reading readiness program pursuant to section 10-14y, as amended by this act.
(c) On or before July 1, [2014] 2019, the Department of Education, in consultation with the Center for Literacy Research and Reading Success, shall develop an intensive reading intervention strategy for use by [schools selected by the Commissioner of Education to participate in the intensive reading instruction program to address the LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0103 of 17 R01-SB.docx } Substitute Bill No.
(c) On or before July 1, [2014] 2019, the Department of Education, in consultation with the Center for Literacy Research and Reading Success, shall develop an intensive reading intervention strategy for use by [schools selected by the Commissioner of Education to LCO No.
1019 achievement gap at such schools and to] any elementary school located in an alliance district that enrolls students who are not reading at or above grade level to ensure that [all] such students are reading proficiently by grade [three] five in such schools.
5606 3 of 14 Raised Bill No.1019 participate in the intensive reading instruction program to address the achievement gap at such schools and to] any elementary school that enrolls students who are not reading at grade level to ensure that [all] such students are reading proficiently by grade [three] five in such schools.
Such intensive reading intervention strategy [for schools] shall (1) include, but not be limited to, (A) rigorous assessments in reading skills, (B) scientifically- based reading research and instruction, (C) [one] external literacy [coach for] coaches made available to each school [, to be funded by the department,] who will work with the reading data collected, support the principal of the school as needed, observe, and coach classes and supervise the reading interventions, (D) [four] reading interventionists [for each school, to be funded by the department,] who will develop a reading remediation plan for any student who is reading below proficiency, be responsible for all supplemental reading instruction, and conduct reading assessments as needed, and (E) training for teachers and administrators in scientifically-based reading research and instruction, including [,] training for school administrators on how to assess a classroom to ensure that all children are proficient in reading by grade [three] five, and (2) outline, at a minimum, how (A) reading data will be collected, analyzed and used for purposes of instructional development, (B) professional and leadership development will be related to reading data analysis and used to support individual teacher and classroom needs, (C) [the selected] schools will communicate with parents and guardians of students on reading instruction strategies and student reading performance goals, and on opportunities for parents and guardians to partner with teachers and school administrators to improve reading at home and at school, (D) teachers and school leaders will be trained in the science of teaching reading, (E) periodic student progress reports will be issued, and (F) such [selected school] intensive reading intervention strategy will be monitored at the classroom level.
Such intensive reading intervention strategy [for schools] shall (1) include, but not be limited to, (A) rigorous assessments in reading skills, (B) scientifically-based reading research and instruction, (C) [one] external literacy [coach for] coaches available to each school [, to be funded by the department,] who will work with the reading data collected, support the principal of the school as needed, observe, and coach classes and supervise the reading interventions, (D) [four] reading interventionists [for each school, to be funded by the department,] who will develop a reading remediation plan for any student who is reading below proficiency, be responsible for all supplemental reading instruction, and conduct reading assessments as needed, and (E) training for teachers and administrators in scientifically-based reading research and instruction, including [,] training for school administrators on how to assess a classroom to ensure that all children are proficient in reading by grade [three] five, and (2) outline, at a minimum, how (A) reading data will be collected, analyzed and used for purposes of instructional development, (B) professional and leadership development will be related to reading data analysis and used to support individual teacher and classroom needs, (C) [the selected] schools will communicate with parents and guardians of students on reading instruction strategies and student reading performance goals, and on opportunities for parents and guardians to partner with teachers and school administrators to improve reading at home and at school, (D) teachers and school leaders will be trained in the science of teaching reading, (E) periodic student progress reports will be issued, and (F) such [selected school] intensive reading intervention strategy will be monitored at the classroom level.
The commissioner shall review and evaluate the [school] intensive reading intervention strategy for model components that may be used and replicated in other [schools and school] alliance districts to ensure that all children are proficient in reading by grade [three] five.
The commissioner shall review and evaluate the [school] intensive reading intervention strategy for model components that may be used and replicated [in other schools and school districts] LCO No.
LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0104 of 17 R01-SB.docx } Substitute Bill No.
5606 4 of 14 Raised Bill No.1019 throughout the state to ensure that all children are proficient in reading by grade [three] five.
1019 (d) (1) For the school year commencing July 1, [2014] 2019, and each school year thereafter, each [school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section shall] local and regional board of education for a town designated as an alliance district shall, in consultation with the Center for Literacy Research and Reading Success, provide supplemental reading instruction to students in kindergarten to grade [three] five, inclusive, who are reading below proficiency, as identified by the reading assessment described in section 10-14t, as amended by this act.
(d) (1) For the school year commencing July 1, [2014] 2019, and each school year thereafter, each school [selected by the Commissioner of Education to participate in the intensive reading instruction program under this section] shall, in consultation with the Center for Literacy Research and Reading Success, provide supplemental reading instruction to students in kindergarten to grade [three] five, inclusive, who are reading below proficiency, as identified by the reading assessment described in section 10-14t, as amended by this act.
(2) A reading remediation plan shall be developed by a reading interventionist for each student in an alliance district in kindergarten to grade [three] five, inclusive, who has been identified as reading below proficiency to address and correct the reading deficiency of such student.
(2) A reading remediation plan shall be developed by a reading interventionist for each student in kindergarten to grade [three] five, inclusive, who has been identified as reading below proficiency to address and correct the reading deficiency of such student.
(3) The principal [of a school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section] of each school in an alliance district shall notify the parent or guardian of any student in kindergarten to grade [three] five, inclusive, who has been identified as being below proficiency in reading.
(3) The principal [of a school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section] of each school shall notify the parent or guardian of any student in kindergarten to grade [three] five, inclusive, who has been identified as being below proficiency in reading.
(e) (1) [Any student enrolled in a school selected by the Commissioner of Education that is located in a priority school district, LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-01015 of 17 R01-SB.docx } Substitute Bill No.
LCO No.
1019 pursuant to section 10-266p, to participate in the intensive reading instruction program under this section and who is reading below proficiency at the end of the school year shall be enrolled in] Each local and regional board of education for a town designated as an alliance district shall, in collaboration with the Center for Literacy Research and Reading Success, provide any student in kindergarten to grade five, inclusive, who is reading below proficiency at the end of the school year with an intensive summer school reading instruction program.
5606 5 of 14 Raised Bill No.1019 (e) (1) [Any student enrolled in a school selected by the Commissioner of Education that is located in a priority school district, pursuant to section 10-266p, to participate in the intensive reading instruction program under this section and who is reading below proficiency at the end of the school year] Each school shall, [be enrolled in] in collaboration with the Center for Literacy Research and Reading Success, provide any student who is reading below proficiency at the end of the school year an intensive summer school reading instruction program.
(2) [The principal of a school selected by the Commissioner of Education to participate in] Each local and regional board of education for a town designated as an alliance district providing supplemental reading instruction as part of the intensive reading instruction program under this section shall submit reports to the Department of Education, at such time and in such manner as prescribed by the department, on (A) student reading progress for each student reading below proficiency based on the data collected from the screening and progress monitoring of such student using the reading assessments described in section 10-14t, as amended by this act, and (B) the specific reading interventions and supports implemented.
(2) [The principal of a school selected by the Commissioner of Education to participate in] Each school providing supplemental reading instruction as part of the intensive reading instruction program under this section shall submit reports to the Department of Education, at such time and in such manner as prescribed by the department, on (A) student reading progress for each student reading below proficiency based on the data collected from the screening and progress monitoring of such student using the reading assessments described in section 10-14t, as amended by this act, and (B) the specific reading interventions and supports implemented.
(f) Not later than October 1, [2015] 2019, and annually thereafter, the department shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a, on student reading LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0106 of 17 R01-SB.docx } Substitute Bill No.
(f) Not later than October 1, [2015] 2019, and annually thereafter, the department shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a, on student reading levels [in schools participating] in the intensive reading instruction LCO No.
1019 levels [in schools participating] in the intensive reading instruction program.
5606 6 of 14 Raised Bill No.1019 program.
Such report shall include recommendations on model components of the school intensive reading intervention strategy that may be used and replicated in other [schools and school] alliance districts.
Such report shall include recommendations on model components of the school intensive reading intervention strategy that may be used and replicated in other schools and school districts.
(9) teacher training and reading performance tests aligned with teacher preparation courses and professional development LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0107 of 17 R01-SB.docx } Substitute Bill No.
(9) teacher training and reading performance tests aligned with teacher preparation courses and professional development activities;
1019 activities;
(11) research-based literacy training for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten;
(11) research-based literacy training LCO No.
5606 7 of 14 Raised Bill No.1019 for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten;
(a) The Department of Education shall, within available appropriations and in collaboration with the Center for Literacy Research and Reading Success, established pursuant to section 5 of this act, establish a reading readiness program that provides tiered supports in early literacy to each school district designated as an alliance district, pursuant to section 10-262u, and each school participating in the commissioner's network of schools, pursuant to section 10-223h.
(a) The Department of Education shall, within available appropriations and in collaboration with the Center for Literacy Research and Reading Success, established pursuant to section 5 of this act, establish a reading readiness program that provides tiered supports in early literacy.
The department shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade [three] five, inclusive, for each such school and school district.
[to each school district designated as an alliance district, pursuant to section 10-262u, and each school participating in the commissioner's network of schools, pursuant to section 10-223h.] The department shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade [three] five, inclusive, for each [such school and] school district.
(1) Whether such school or school district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade [three] five, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external coaches in literacy, and (4) whether there is reading intervention staff embedded at such school or in the school district.
(1) Whether such [school or] school district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade [three] five, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external coaches in literacy, and (4) whether there is reading intervention staff embedded [at such school or] in the school district.
LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0108 of 17 R01-SB.docx } Substitute Bill No.
(b) The department shall identify the early literacy needs of each LCO No.
1019 (b) The department shall identify the early literacy needs of each school and school district described in subsection (a) of this section based on the results of the reading readiness assessment conducted pursuant to [said] subsection (a) of this section, and provide, in collaboration with the Center for Literacy Research and Reading Success, tiered supports in early literacy as follows:
5606 8 of 14 Raised Bill No.1019 [school and] school district [described in subsection (a) of this section] based on the results of the reading readiness assessment conducted pursuant to [said] subsection (a) of this section, and provide, in collaboration with the Center for Literacy Research and Reading Success, tiered supports in early literacy as follows:
and (3) Tier three intensive supports shall include multiyear support from the department and a commitment from such school or school district, that includes, but need not be limited to, (A) the use of funding received pursuant to section 10-262u, as amended by this act, to support an early literacy program for students enrolled in kindergarten to grade [three] five, inclusive, (B) technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, as amended by this act, (C) identifying and embedding dedicated literacy coaches and reading interventionists, (D) targeted and intensive professional development, and (E) funds for assessment and instructional materials.
and (3) Tier three intensive supports shall include multiyear support from the department and a commitment from such school or school district, that includes, but need not be limited to, (A) the use of funding received pursuant to section 10-262u to support an early literacy program for students enrolled in kindergarten to grade [three] five, inclusive, (B) technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, (C) identifying and embedding dedicated literacy coaches and reading interventionists, (D) targeted and intensive professional development, and (E) funds for assessment and instructional materials.
(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0109 of 17 R01-SB.docx } Substitute Bill No.
(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to section 10-223h, or alliance district plan, developed pursuant to section LCO No.
1019 section 10-223h, or alliance district plan, developed pursuant to section 10-262u, as amended by this act, as applicable.
5606 9 of 14 Raised Bill No.1019 10-262u, as applicable.
(NEW) (Effective July 1, 2019) (a) The Department of Education shall establish a Center for Literacy Research and Reading Success.
(NEW) (Effective July 1, 2019) (a) There is established a Center for Literacy Research and Reading Success within the Neag School of Education at The University of Connecticut.
The center shall be responsible for (1) collaborating with the department in the implementation of the coordinated state-wide reading plan for students in kindergarten to grade five, inclusive, established pursuant to section 10-14v of the general statutes, as amended by this act, (2) researching and developing, in collaboration with the department and Office of Early Childhood, a birth to grade twelve reading success strategy to be included in the alignment of reading instruction with the two-generational initiative, established pursuant to section 17b-112l of the general statutes, as amended by this act, (3) providing direct support to schools and boards of education to improve reading outcomes for students in kindergarten to grade five, inclusive, through coaching, leadership training, professional development, parental engagement and technical assistance that is consistent with the intensive reading instruction program, as described in section 10-14u of the general statutes, as amended by this act, and aligned with evidence-based practices, (4) developing and maintaining an Internet web site for the purpose of (A) disseminating tools and information associated with the intensive reading instruction program and other reading initiatives, and (B) supporting the community of teachers, schools and boards of education engaged in improving student reading, and (5) serving as a collaborative center for institutions of higher education and making available to the faculty of teacher preparation programs (A) the science of teaching reading, (B) the intensive reading instruction program, and (C) samples of available curriculum.
The center shall be responsible for (1) collaborating with the Department of Education in the implementation of the coordinated state-wide reading plan for students in kindergarten to grade five, inclusive, established pursuant to section 10-14v of the general statutes, as amended by this act, (2) researching and developing, in collaboration with the Department of Education and Office of Early Childhood, a birth to grade twelve reading success strategy to be included in the alignment of reading instruction with the two-generational initiative, established pursuant to section 17b-112l of the general statutes, as amended by this act, (3) providing direct support to schools and school districts to improve reading outcomes for students in kindergarten to grade five, inclusive, through coaching, leadership training, professional development, parental engagement and technical assistance that is consistent with the intensive reading instruction program, as described in section 10- 14u of the general statutes, as amended by this act, and aligned with evidence-based practices, (4) developing and maintaining an Internet web site for the purpose of (A) disseminating tools and information associated with the intensive reading instruction program and other reading initiatives, and (B) supporting the community of teachers, schools and school districts engaged in improving student reading, and (5) serving as a collaborative center for higher education to make available to the faculty of teacher preparation programs (A) the science of teaching reading, (B) the intensive reading instruction program, and (C) samples of available curriculum.
(b) The center shall be under the direction of a coordinator who shall, in consultation with the Reading Leadership Advisory Council described in subsection (c) of this section, be responsible for (1) overseeing all activities of the center, (2) facilitating communication LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0110 of 17 R01-SB.docx } Substitute Bill No.
(b) The center shall be under the direction of a coordinator who shall, in consultation with the Reading Leadership Advisory Council described in subsection (c) of this section, be responsible for (1) overseeing all activities of the center, (2) facilitating communication between the center and school districts, the Department of Education LCO No.
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1019 between the center and boards of education, the Department of Education and other affiliates of the center, and (3) coordinating the dissemination of information, tools and services made available by the center.
5606 10 of 14 Raised Bill No.1019 and other affiliates of the center, and (3) coordinating the dissemination of information, tools and services made available by the center.
(c) The activities of the center shall be implemented by the Reading Leadership Advisory Council which shall consist of the following members:
The coordinator shall be an employee of the Neag School of Education at The University of Connecticut.
(1) The coordinator of the center, or the coordinator's designee, (2) the director of reading initiatives for the Department of Education, as described in section 10-3c of the general statutes, as amended by this act, (3) the executive director of the Commission on Women, Children and Seniors, or the executive director's designee, (4) literacy experts, designated by the coordinator, who are engaged in the development and implementation of the intensive reading instruction program, (5) an individual designated by the chairperson of the Black and Puerto Rican Caucus of the General Assembly, provided such individual is not a member of the General Assembly, and (6) the dean of the Neag School of Education at The University of Connecticut, or the dean's designee.
(c) The activities of the center shall be implemented by the Reading Leadership Advisory Council and shall consist of the following members:
(A) The coordinator of the center, or the coordinator's designee, (B) the director of reading initiatives for the Department of Education, as described in section 10-3c of the general statutes, as amended by this act, (C) the executive director of the Commission on Women, Children and Seniors, or the executive director's designee, (D) literacy experts, designated by the coordinator, who are engaged in the development and implementation of the intensive reading instruction program, and (E) an individual designated by the chairperson of the Black and Puerto Rican Caucus of the General Assembly, provided such individual is not a member of the General Assembly.
LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0111 of 17 R01-SB.docx } Substitute Bill No.
1019 (e) For purposes of establishing and administering the center under this section, the Department of Education may enter into a memorandum of understanding with a public institution of higher education that has expertise in scientifically-based reading research and instruction, as defined in section 10-14u of the general statutes, as amended by this act, and prior experience in the delivery of comprehensive school-wide evidence-based reading instruction and intervention in grades kindergarten to five, inclusive.
(Effective from passage) (a) There is established a working group to study issues relating to the teaching of scientifically-based reading research and instruction, as defined in section 10-14u of the general statutes, as amended by this act, as part of teacher preparation programs, as defined in section 10-10a of the general statutes, offered by public and independent institutions of higher education in the state.
(NEW) (Effective July 1, 2019) For the school year commencing LCO No.
Such study shall include, but need not be limited to, an examination of (1) whether, or to what extent, (A) such teacher preparation programs are providing, pursuant to subsection (e) of section 10-145a of the general statutes, instruction on the knowledge and pedagogy of the science of reading and the skills that are tested as part of the reading instruction examination approved by the State Board of Education on April 1, 2009, and (B) professors in such teacher preparation programs have received training on or are competent to provide such instruction, and (2) the number of credit hours of such instruction being provided in such teacher preparation programs.
5606 11 of 14 Raised Bill No.1019 July 1, 2019, and each school year thereafter, no student in grade three who is below proficiency in reading at the end of the school year, as identified by the reading assessment described in section 10-14t of the general statutes, as amended by this act, shall be promoted to grade four until such student successfully completes an intensive reading instruction program pursuant to section 10-14u of the general statutes, as amended by this act, and is reading at proficiency at the completion of such program.
(b) The working group shall consist of the following members:
If a student is retained in grade three pursuant to this section, and such student is still below proficiency in reading, such student may be promoted to grade four in accordance with the policy concerning promotion adopted by the local or regional board of education, provided such promotion includes a plan on how the intensive reading instruction program will be delivered to such child in grade four.
(1) The director of reading initiatives for the Department of Education, as described in section 10-3c of the general statutes, as amended by this act;
(2) The executive director of the Commission on Women, Children and Seniors, or the executive director's designee;
(3) Three members who are representatives from the Neag School of LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0112 of 17 R01-SB.docx } Substitute Bill No.
1019 Education at The University of Connecticut, appointed by the president of The University of Connecticut;
(4) Four members who are representatives from each of the teacher preparation programs offered at Western Connecticut State University, Southern Connecticut State University, Eastern Connecticut State University and Central Connecticut State University, appointed by the president of the Connecticut State Colleges and Universities;
(5) Three members who are representatives from teacher preparation programs offered by independent institutions of higher education in the state, appointed by the president of the Connecticut Conference of Independent Colleges;
and (6) Two members who have expertise in scientifically-based reading research and instruction, appointed by the executive director of the Commission on Women, Children and Seniors.
(c) All appointments to the working group shall be made not later than thirty days after the effective date of this section.
Any vacancy shall be filled by the appointing authority.
(d) The director of reading initiatives for the Department of Education shall schedule the first meeting of the working group, which shall be held not later than sixty days after the effective date of this section.
The members of the working group shall elect the chairperson of the working group from among the members of the working group at the first meeting.
(e) Not later than January 1, 2021, the working group shall submit a report on its findings and recommendations to the joint standing committees of the General Assembly having cognizance of matters relating to education and higher education, in accordance with the provisions of section 11-4a of the general statutes.
Such report shall include a recommendation as to the appropriate number of credit hours for the instruction on the knowledge and pedagogy of the science of reading and the skills that are tested as part of the reading LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0113 of 17 R01-SB.docx } Substitute Bill No.
1019 instruction examination approved by the State Board of Education on April 1, 2009.
The working group shall terminate on the date that it submits such report or January 1, 2021, whichever is later.
Subsection (e) of section 10-145a of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2019):
(e) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training.
Such instruction shall (1) be incorporated into requirements of student major and concentration, [and] (2) on and after July 1, 2015, include not fewer than twelve clock hours of instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d, and (3) on and after July 1, 2019, include not fewer than twelve credit hours of instruction on the knowledge and pedagogy of the science of reading and the skills that are tested as part of the reading instruction examination approved by the State Board of Education on April 1, 2009.
Sec.
8.
(NEW) (Effective July 1, 2019) No member of the faculty of an institution of higher education shall provide instruction on the LCO No.
5606 12 of 14 Raised Bill No.1019 knowledge and pedagogy of the science of reading and the skills that are tested as part of the reading instruction examination approved by the State Board of Education on April 1, 2009, pursuant to subsection (e) of section 10-145a of the general statutes, as amended by this act, as part of a program of teacher preparation leading to professional certification unless such faculty member has successfully completed training on the knowledge and pedagogy of the science of reading and the skills that are tested as part of said reading instruction examination.
Sec.
9.
8.
10.
The director shall be responsible for (1) administering the intensive reading instruction program to improve student literacy in kindergarten to grade [three] five, inclusive, and close the achievement gap, pursuant to section 10-14u, as amended by this act, (2) assisting in the development and administration of the program of professional development for teachers and principals in scientifically based reading research and instruction, pursuant to section 10-148b, (3) administering the coordinated state-wide reading plan for students in kindergarten to grade [three] five, inclusive, pursuant to section 10-14v, as amended by this act, (4) administering the incentive program described in section 10-14w, (5) providing assistance to local and regional boards of education in the administration of the reading assessments described in section 10-14t, as amended by this act, and the implementation of school district reading plans, (6) providing information and assistance to parents and guardians of students relating to reading and literacy instruction, (7) LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0114 of 17 R01-SB.docx } Substitute Bill No.
The director shall be responsible for (1) administering the intensive reading instruction program to improve student literacy in kindergarten to grade [three] five, inclusive, and close the achievement gap, pursuant to section 10-14u, as amended by this act, (2) assisting in the development and administration of the program of professional development for teachers and principals in scientifically based reading research and instruction, pursuant to section 10-148b, (3) administering the coordinated state-wide reading plan for students in kindergarten to grade [three] five, inclusive, LCO No.
1019 addressing reading and literacy issues related to students who are English language learners, and (8) developing and administering any other state-wide reading and literacy initiatives for students in kindergarten to grade twelve, inclusive.
5606 13 of 14 Raised Bill No.
Sec.
1019 pursuant to section 10-14v, as amended by this act, (4) administering the incentive program described in section 10-14w, (5) providing assistance to local and regional boards of education in the administration of the reading assessments described in section 10-14t, as amended by this act, and the implementation of school district reading plans, (6) providing information and assistance to parents and guardians of students relating to reading and literacy instruction, (7) addressing reading and literacy issues related to students who are English language learners, and (8) developing and administering any other state-wide reading and literacy initiatives for students in kindergarten to grade twelve, inclusive.
9.
Subsection (d) of section 10-262u of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2019):
(d) The local or regional board of education for a town designated as an alliance district may apply to the Commissioner of Education, at such time and in such manner as the commissioner prescribes, to receive any increase in funds received over the amount the town received for the prior fiscal year pursuant to subsection (a) of section 10-262i.
Applications pursuant to this subsection shall include objectives and performance targets and a plan that are developed, in part, on the strategic use of student academic performance data.
Such plan may include, but not be limited to, the following:
(1) A tiered system of interventions for the schools under the jurisdiction of such board based on the needs of such schools, (2) ways to strengthen the foundational programs in reading, through the intensive reading instruction program pursuant to section 10-14u, as amended by this act, to ensure reading mastery in kindergarten to grade [three] five, inclusive, with a focus on standards and instruction, proper use of data, intervention strategies, current information for teachers, parental engagement, and teacher professional development, (3) additional learning time, including extended school day or school year programming administered by school personnel or external partners, (4) a talent strategy that includes, but is not limited to, teacher and school leader recruitment and assignment, career ladder policies that draw upon guidelines for a model teacher evaluation program adopted by the State Board of Education, pursuant to section 10-151b, and adopted by each local or regional board of education.
Such talent strategy may include provisions that demonstrate increased ability to attract, retain, promote and bolster the performance of staff in LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0115 of 17 R01-SB.docx } Substitute Bill No.
1019 accordance with performance evaluation findings and, in the case of new personnel, other indicators of effectiveness, (5) training for school leaders and other staff on new teacher evaluation models, (6) provisions for the cooperation and coordination with early childhood education providers to ensure alignment with district expectations for student entry into kindergarten, including funding for an existing local Head Start program, (7) provisions for the cooperation and coordination with other governmental and community programs to ensure that students receive adequate support and wraparound services, including community school models, (8) provisions for implementing and furthering state-wide education standards adopted by the State Board of Education and all activities and initiatives associated with such standards, (9) strategies for attracting and recruiting minority teachers and administrators, (10) provisions for the enhancement of bilingual education programs, pursuant to section 10- 17f, or other language acquisition services to English language learners, including, but not limited to, participation in the English language learner pilot program, established pursuant to section 10-17n, (11) entering into the model school district responsibilities agreement, described in section 10-223l, (12) leadership succession plans that provide training and learning opportunities for administrators and are designed to assist in the seamless transition of school and district personnel in and out of leadership positions in the school district and the continuous implementation of plans developed under this subsection, and (13) any additional categories or goals as determined by the commissioner.
Such plan shall demonstrate collaboration with key stakeholders, as identified by the commissioner, with the goal of achieving efficiencies and the alignment of intent and practice of current programs with conditional programs identified in this subsection.
The commissioner may (A) require changes in any plan submitted by a local or regional board of education before the commissioner approves an application under this subsection, and (B) permit a local or regional board of education, as part of such plan, to use a portion of any funds received under this section for the purposes of paying tuition charged to such board pursuant to subdivision (1) of LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-0116 of 17 R01-SB.docx } Substitute Bill No.
1019 subsection (k) of section 10-264l or subsection (b) of section 10-264o.
6 from passage New section Sec.
6 July 1, 2019 New section Sec.
7 July 1, 2019 17b-112l(b)(2) Sec.
7 July 1, 2019 10-145a(e) Sec.
8 July 1, 2019 10-3c Sec.
8 July 1, 2019 New section Sec.
9 July 1, 2019 10-262u(d) ED Joint Favorable Subst.
9 July 1, 2019 17b-112l(b)(2) Sec.
C/R APP LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2019SB-01019- 17 of 17 R01-SB.docx }
10 July 1, 2019 10-3c Statement of Purpose:
To implement the intensive reading instruction program state wide and expand such program to include grades four and five;
to establish the Center for Literacy Research and Reading Success within the Neag School of Education at The University of Connecticut;
and to require students to be proficient in reading at the end of grade three.
[Proposed deletions are enclosed in brackets.
Proposed additions are indicated by underline, except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not underlined.] LCO No.
5606 14 of 14
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Action History

  1. FAV. CHG. OF REF. HOUSE TO COMM.ON APP

  2. FAV. CHG. OF REF., SEN. TO COMM. ON Appropriations

  3. RPTD. OUT OF LCO

  4. FILED WITH LCO

  5. Joint Favorable Substitute Change of Reference APP

  6. PUBLIC HEARING 0313

  7. REF. TO JOINT COMM. ON Education

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1 sponsors · 0 co-sponsors · 186 not signed on

Sponsors (1)

Co-sponsors (0)

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Not signed on (186)

186 members have not signed on to this bill.

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"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

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Frequently asked questions

Who sponsors SB 1019?
SB 1019 is sponsored by Sanchez, J..
What is the current status of SB 1019?
This bill died with 2019 Regular Session. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.
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