Kentucky 2022 Regular Session Status: Enacted 3 R cosponsors

SB 9 — AN ACT relating to early literacy education, making an appropriation therefor, and declaring an emergency.

Last action — signed by Governor (Acts Ch. 40)

  1. ✓
    Introduced
  2. ✓
    In Committee
  3. ✓
    Passed Senate
  4. ✓
    Passed House
  5. ✓
    To Executive
  6. 6
    Enacted

This bill has been enacted into law. Introduced January 05, 2022. Enacted.

Prognosis

Likely to advance 76% · moderate confidence

Where this bill stands today.

Odds of enactment

High

How often bills like it became law.

  • Enacted

    Current position in the legislative process.

  • 3 sponsors

    3 primary, 0 co-sponsors signed on.

  • Single-party support

    Sponsorship is currently within one party (3 R).

  • Cleared a recorded vote

    Passed 3 recorded votes so far.

Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.

Summary

Amend KRS 158.791 to specify the Department of Education's role in assisting local school districts with regard to reading instruction, supports, and interventions; require the department to collaborate with designated agencies on reading programming, materials, and activities; amend KRS 158.305 to define new terms; replace references to "response to intervention" systems with "multi-tiered system of supports"; require a local board of education to adopt and implement a reading universal screener and reading diagnostic assessment by January 1, 2023; permit a local school district to adopt a common comprehensive reading program for K-3; require all K-3 teachers to be trained in any reading diagnostic assessment and universal screener adopted by a local board; establish requirements for the administration of reading universal screeners by grade-level; define and establish the requirements for a reading improvement plan; establish service requirements for a student that needs accelerated intervention as demonstrated by the results of the approved reading diagnostic assessment or state annually required grade 3 assessment; require the department to establish reading teacher academies or coaching models by September 1, 2023, if funds are appropriated; remove the requirement for KDE to provide an annual report to IJCE on academic interventions; create a new section of KRS Chapter 164 to require postsecondary institutions offering early childhood or elementary teacher preparation programs to include designated instruction; require the EPSB to maintain a list of approved reading teacher preparation tests; require all new teachers seeking certification in Interdisciplinary Early Childhood Education or Elementary School to take an approved reading teacher preparation test; amend KRS 158.840 to require CPE to submit an annual report to IJCE on the compliance of teacher preparation programs to this Act; require regular reports to an external evaluator; amend KRS 164.0207 to redefine existing terms; require the Board of Education to pass administrative regulations that prioritize schools with the most need and schools that have not received a grant in the previous cycle when awarding reading diagnostic and intervention grants; amend KRS 158.794 to reorganize the composition of the reading diagnostic and intervention grant steering committee; amend KRS 164.0207 to conform; create a new section of KRS Chapter 158 to establish and define the read to succeed fund; provide that moneys and interest in the fund shall not lapse; designate the Act as the Read to Succeed Act.

Bill Text

What changed in the latest version

579 added · 789 removed

579 line(s) added, 789 removed.

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UNOFFICIAL COPY 22 RS SB 9/EN AN ACT relating to early literacy education, making an appropriation therefor, and declaring an emergency.
CHAPTER 40 1 CHAPTER 40 ( SB 9 ) AN ACT relating to early literacy education, making an appropriation therefor, and declaring an emergency.
Provide a multi-tiered system of supports, as set forth in and required by Section 2 of this Act, to support and engage all students in learning[diagnostic reading assessments and intervention services for those students who need them to learn] to read at the proficient level, meaning a level that reflects developmentally appropriate grade-level performance, by the end of grade three (3);
Provide a multitiered system of supports, as set forth in and required by Section 2 of this Act, to support and engage all students in learning[diagnostic reading assessments and intervention services for those students who need them to learn] to read at the proficient level, meaning a level that reflects developmentally appropriate grade-level performance, by the end of grade three (3);
Provide direct, explicit instruction to students lacking skills in how to Page 1 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN read, learn, and analyze information in key subjects, including language, reading, English, mathematics, science, social studies, arts and humanities, practical living skills, and career studies;
Provide direct, explicit instruction to students lacking skills in how to read, learn, and analyze information in key subjects, including language, reading, English, mathematics, science, social studies, arts and humanities, practical living skills, and career studies;
and 3.[2.]Use activities and materials that will help the students comprehend and constructively apply information based on the unique content of each subject area;[ and] (d) The Education Professional Standards Board review and revise when deemed necessary the teacher certification and licensure requirements to ensure that all teachers, regardless of the subject area taught, are prepared to improve students' subject reading skills;
and 3.[2.] Use activities and materials that will help the students comprehend and constructively apply information based on the unique content of each subject area;[ and] (d) The Education Professional Standards Board review and revise when deemed necessary the teacher certification and licensure requirements to ensure that all teachers, regardless of the subject area taught, are prepared to improve students' subject reading skills;
and (e) The department shall collaborate with the Department for Libraries and Archives, the Governor's Office of Early Childhood, and Kentucky Educational Television to establish and maintain a partnership to support the use of high quality, evidence-based year-round programming, materials, and activities for elementary-aged children in the areas of reading.
and (e) The department shall collaborate with the Department for Libraries and Archives, the Governor's Office of Early Childhood, and Kentucky Educational Television to establish and maintain a Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY partnership to support the use of high quality, evidence-based year-round programming, materials, and activities for elementary-aged children in the areas of reading.
Page 2 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN Section 2.
Section 2.
(g)[(e)] "Phonemic awareness" has the same meaning as in KRS 158.307;[ and] (h) "Reading diagnostic assessment" has the same meaning as in Section 5 of Page 3 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN this Act;
(g)[(e)] "Phonemic awareness" has the same meaning as in KRS 158.307;[ and] (h) "Reading diagnostic assessment" has the same meaning as in Section 5 of this Act;
A representative of the local education agency who is knowledgeable about the reading curriculum and the availability of the evidence- based literacy resources of the local education agency;
A representative of the local education agency who is knowledgeable about the reading curriculum and the availability of the evidence-based literacy resources of the local education agency;
Page 4 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (2) Notwithstanding any other statute or administrative regulation to the contrary, the Kentucky Board of Education shall promulgate administrative regulations to further define a multi-tiered system of supports for district-wide use of a[ response-to- intervention] system for students in kindergarten through grade three (3), that includes a tiered continuum of interventions with varying levels of intensity and duration and which connects general, compensatory, and special education programs to provide interventions implemented with fidelity to evidence-based research and matched to individual student strengths and needs.
(2) Notwithstanding any other statute or administrative regulation to the contrary, the Kentucky Board of Education shall promulgate administrative regulations to further define a multitiered system of supports for district-wide use of a[ response-to-intervention] system for students in kindergarten through grade three (3), that includes a tiered continuum of interventions with varying levels of intensity and duration and which connects general, compensatory, and special education programs to provide interventions implemented with CHAPTER 40 3 fidelity to evidence-based research and matched to individual student strengths and needs.
(3) The Department of Education shall provide technical assistance and training, if requested by a local district, to assist in the implementation of the district-wide, multi-tiered system of supports[response-to-intervention system] as a means to identify and assist any student experiencing difficulty in reading, writing, mathematics, or behavior and to determine appropriate instructional modifications needed by advanced learners to make continuous progress.
(3) The Department of Education shall provide technical assistance and training, if requested by a local district, to assist in the implementation of the district-wide, multitiered system of supports[response-to-intervention system] as a means to identify and assist any student experiencing difficulty in reading, writing, mathematics, or behavior and to determine appropriate instructional modifications needed by advanced learners to make continuous progress.
and Page 5 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (e) Accelerated, intensive, direct instruction that addresses students' individual differences, including advanced learners, and enables students that are experiencing difficulty to catch up with typically performing peers.
and (e) Accelerated, intensive, direct instruction that addresses students' individual differences, including advanced learners, and enables students that are experiencing difficulty to catch up with typically performing peers.
At least one (1) reading diagnostic assessment for reading that is determined by the department to be reliable and valid to be administered as part of a multi-tiered system of supports for students in kindergarten through grade three (3).
At least one (1) reading diagnostic assessment for reading that is determined by the department to be reliable and valid to be administered as part of a multitiered system of supports for students in kindergarten through grade three (3).
How to interpret the results of the reading diagnostic assessment to Page 6 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN identify students needing interventions;
How to interpret the results of the reading diagnostic assessment to identify students needing interventions;
(a) Given in the first forty-five (45) days of the school year for all kindergarten students at a public school or public charter school;
Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY (a) Given in the first forty-five (45) days of the school year for all kindergarten students at a public school or public charter school;
(b) A school to provide a written quarterly progress report containing the information required by paragraph (a) of this subsection to a parent or Page 7 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN guardian of any student subject to a reading improvement plan.
(b) A school to provide a written quarterly progress report containing the information required by paragraph (a) of this subsection to a parent or guardian of any student subject to a reading improvement plan.
and Page 8 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (b) Written notification of the interventions and supports described in paragraph (a) of this subsection to the parent or legal guardian of the student, including a description of proposed interventions and supports to be provided.
and (b) Written notification of the interventions and supports described in paragraph (a) of this subsection to the parent or legal guardian of the student, including a description of proposed interventions and supports to be provided.
(10) By September 1, 2023, if funds are appropriated, the department shall establish required teacher academies or coaching models for teachers of students in pre- kindergarten through grade three (3).
(10) By September 1, 2023, if funds are appropriated, the department shall establish required teacher academies or coaching models for teachers of students in pre-kindergarten through grade three (3).
1.
CHAPTER 40 5 1.
Behavior when a student is exhibiting behaviors that interfere with his or Page 9 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN her learning or the learning of other students;
Behavior when a student is exhibiting behaviors that interfere with his or her learning or the learning of other students;
(12)[(6)] The department shall encourage districts to utilize both state and federal funds as appropriate to implement a district-wide multi-tiered system of supports[system of interventions].
(12)[(6)] The department shall encourage districts to utilize both state and federal funds as appropriate to implement a district-wide multitiered system of supports[system of interventions].
A NEW SECTION OF KRS CHAPTER 164 IS CREATED TO Page 10 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN READ AS FOLLOWS:
A NEW SECTION OF KRS CHAPTER 164 IS CREATED TO READ AS FOLLOWS:
(1) Beginning in the 2022-2023 school year, postsecondary institutions offering teacher preparation programs for interdisciplinary early childhood education or elementary regular education shall include evidence-based reading instructional programming related to reading instruction in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension and on:
(1) Beginning in the 2022-2023 school year, postsecondary institutions offering teacher preparation programs for interdisciplinary early childhood education or elementary regular education shall include evidence- based reading instructional programming related to reading instruction in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension and on:
Section 4.
Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY Section 4.
(1) The General Assembly hereby finds that reading and mathematics proficiency are Page 11 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN gateway skills necessary for all Kentucky students to achieve the academic goals established in KRS 158.6451.
(1) The General Assembly hereby finds that reading and mathematics proficiency are gateway skills necessary for all Kentucky students to achieve the academic goals established in KRS 158.6451.
and (c) Students who are struggling in reading and mathematics or are not at the proficient level on statewide assessments be provided evidence[research]- based and developmentally appropriate diagnostic and intervention services, and instructional modifications necessary to learn.
and (c) Students who are struggling in reading and mathematics or are not at the proficient level on statewide assessments be provided evidence[research]-based and developmentally appropriate diagnostic and intervention services, and instructional modifications necessary to learn.
(2) The General Assembly's role is to set policies that address the achievement levels of all students and provide resources for the professional growth of teachers and administrators, assessing students' academic achievement, including diagnostic Page 12 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN assessment and instructional interventions, technology innovations, targeted reading and mathematics statewide initiatives, research and the distribution of research findings, services for students beyond the regular school day, and other services needed to help struggling learners.
(2) The General Assembly's role is to set policies that address the achievement levels of all students and provide resources for the professional growth of teachers and administrators, assessing students' academic achievement, including diagnostic assessment and instructional interventions, technology innovations, targeted reading and mathematics statewide initiatives, research and the distribution of research findings, services for students beyond the regular school day, and other services needed to help struggling learners.
(d) Conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education Page 13 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN for changes to statutory requirements that are necessary to gain a greater return on investment;
(d) Conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment;
2.
CHAPTER 40 7 2.
and Page 14 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (c) Regularly report program data to an external evaluator for an analysis of the progress of teacher preparation programs for interdisciplinary early childhood education and elementary regular education to increase the success of new teacher candidates in demonstrating reading instruction knowledge and skills.
and (c) Regularly report program data to an external evaluator for an analysis of the progress of teacher preparation programs for interdisciplinary early childhood education and elementary regular education to increase the success of new teacher candidates in demonstrating reading instruction knowledge and skills.
(e) Provide staff to consult and provide technical assistance to teachers, staff, and Page 15 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN administrators at elementary, middle, and secondary school sites;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY (10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
phonemic awareness, phonics, fluency, vocabulary, and comprehension;[, and connections between writing and reading acquisition and motivation to read.] (b) "Reading diagnostic assessment" means an assessment that measures a Page 16 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN student's skills against established performance levels in essential components of reading and identifies students that require intervention in at least one (1) of those components to accelerate the student's progress toward proficient performance in reading;[means an assessment that identifies a struggling reader and measures the reader's skills against established performance levels in the essential components of reading.
phonemic awareness, phonics, fluency, vocabulary, and comprehension;[, and connections between writing and reading acquisition and motivation to read.] (b) "Reading diagnostic assessment" means an assessment that measures a student's skills against established performance levels in essential components of reading and identifies students that require intervention in at least one (1) of those components to accelerate the student's progress toward proficient performance in reading;[means an assessment that identifies a struggling reader and measures the reader's skills against established performance levels in the essential components of reading.
The Department of Education, upon the recommendation of the Reading Diagnostic Page 17 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN and Intervention Grant Steering Committee, shall provide renewable, two (2) year grants to schools to support teachers and reading interventionists in the implementation of reliable, replicable evidence[research]-based reading intervention programs that use a balance of diagnostic tools and instructional strategies that emphasize phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between writing and reading acquisition and motivation to read to address the diverse learning needs of those students reading at low levels.
The Department of Education, upon the recommendation of the Reading Diagnostic and Intervention Grant Steering Committee, shall provide renewable, two (2) year grants to schools to support teachers and reading interventionists in the implementation of reliable, replicable evidence[research]-based reading intervention programs that use a balance of diagnostic tools and instructional strategies that emphasize phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between writing and reading acquisition and motivation to read to address the diverse learning needs of those students reading at low levels.
4.
CHAPTER 40 9 4.
Page 18 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN 7.
7.
(4) In order to qualify for funding, the school council, or if none exists, the principal or Page 19 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN the superintendent of schools, shall allocate matching funds required by grant recipients under subsection (3) of this section.
(4) In order to qualify for funding, the school council, or if none exists, the principal or the superintendent of schools, shall allocate matching funds required by grant recipients under subsection (3) of this section.
(6) The Department of Education shall submit a report to the Interim Joint Committee on Education no later than November[September] 1 of each year outlining the use of grant funds.[ The report shall also include comparisons of the overall costs and effectiveness of intervention programs.] The annual report for an odd-numbered year shall include an estimate of the cost to expand the reading diagnostic and intervention fund[grant program].
(6) The Department of Education shall submit a report to the Interim Joint Committee on Education no later than November[September] 1 of each year outlining the use of grant funds.[ The report shall also include comparisons of the overall costs and effectiveness of intervention programs.] The annual report for an odd- numbered year shall include an estimate of the cost to expand the reading diagnostic and intervention fund[grant program].
(1) The Reading Diagnostic and Intervention Grant Steering Committee is hereby Page 20 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN created for the purpose of advising the Kentucky Board of Education and the Department of Education concerning the implementation and administration of universal screeners, reading diagnostic assessments, and a statewide professional development program for early literacy[the reading diagnostic and intervention fund created in KRS 158.792].
(1) The Reading Diagnostic and Intervention Grant Steering Committee is hereby created for the purpose of advising the Kentucky Board of Education and the Department of Education concerning the implementation and administration of universal screeners, reading diagnostic assessments, and a statewide professional Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY development program for early literacy[the reading diagnostic and intervention fund created in KRS 158.792].
(i) One (1) teacher with experience assisting children who are deaf or hearing- impaired;
(i) One (1) teacher with experience assisting children who are deaf or hearing-impaired;
Page 21 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (2) Each member of the committee, other than the commissioner of education or the commissioner's designee[members who serve by virtue of their position], shall serve for a term of three (3) years or until a successor is appointed, except that upon initial appointment, five (5) members shall serve a one (1) year term, four (4) members shall serve a two (2) year term, and four (4) members shall serve a three (3) year term.
(2) Each member of the committee, other than the commissioner of education or the commissioner's designee[members who serve by virtue of their position], shall serve for a term of three (3) years or until a successor is appointed, except that upon initial appointment, five (5) members shall serve a one (1) year term, four (4) members shall serve a two (2) year term, and four (4) members shall serve a three (3) year term.
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Suggested universal screeners for reading to be administered to students in kindergarten through grade three (3) as required by Page 22 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN Section 1 of this Act;
Suggested universal screeners for reading to be administered to students in kindergarten through grade three (3) as required by Section 1 of this Act;
(1) The Collaborative Center for Literacy Development:
CHAPTER 40 11 (1) The Collaborative Center for Literacy Development:
(b) Providing advice to the Kentucky Board of Education regarding evidence- based comprehensive reading instruction[the Reading Diagnostic and Intervention Grant Program established in KRS 158.792] and in other matters relating to reading;
(b) Providing advice to the Kentucky Board of Education regarding evidence-based comprehensive reading instruction[the Reading Diagnostic and Intervention Grant Program established in KRS 158.792] and in other matters relating to reading;
Page 23 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (d) Collaborating with the Kentucky Department of Education to assist districts with students functioning at low levels of reading skills to assess and address identified literacy needs;
(d) Collaborating with the Kentucky Department of Education to assist districts with students functioning at low levels of reading skills to assess and address identified literacy needs;
Page 24 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN (a) The center may contract for research studies to be conducted on its behalf.
(a) The center may contract for research studies to be conducted on its behalf.
(4) With advice from the Department of Education, the Council on Postsecondary Education shall develop a process to solicit, review, and approve a proposal for locating the Collaborative Center for Literacy Development at a public institution of postsecondary education.
Legislative Research Commission PDF Version ACTS OF THE GENERAL ASSEMBLY (4) With advice from the Department of Education, the Council on Postsecondary Education shall develop a process to solicit, review, and approve a proposal for locating the Collaborative Center for Literacy Development at a public institution of postsecondary education.
(1) The read to succeed fund is hereby created to train and support teachers and library media specialists to improve the reading skills of students in kindergarten Page 25 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN through grade three (3) as set forth in subsection (2) of this section and in subsection (5) of Section 2 of this Act.
(1) The read to succeed fund is hereby created to train and support teachers and library media specialists to improve the reading skills of students in kindergarten through grade three (3) as set forth in subsection (2) of this section and in subsection (5) of Section 2 of this Act.
(2) The Department of Education shall implement teacher professional learning academies related to evidence-based practices in instruction, instructional materials, and assessment in reading using moneys appropriated or otherwise received by the read to succeed fund.
(2) The Department of Education shall implement teacher professional learning academies related to evidence- based practices in instruction, instructional materials, and assessment in reading using moneys appropriated or otherwise received by the read to succeed fund.
(4) Notwithstanding the provisions of KRS 45.229, unexpended funds in the read to succeed fund in the 2022-2023 fiscal year or in any subsequent fiscal year shall not lapse but shall carry forward to the next fiscal year and shall be used for the purposes established in subsections (1) and (2) of this section.
(4) Notwithstanding the provisions of KRS 45.229, unexpended funds in the read to succeed fund in the 2022- fiscal year or in any subsequent fiscal year shall not lapse but shall carry forward to the next fiscal year and shall be used for the purposes established in subsections (1) and (2) of this section.
This Act shall be known and may be cited as the Read to Succeed Page 26 of 27 SB000920.100 - 1025 - XXXX Engrossed UNOFFICIAL COPY 22 RS SB 9/EN Act.
This Act shall be known and may be cited as the Read to Succeed Act.
Page 27 of 27 SB000920.100 - 1025 - XXXX Engrossed
Signed by Governor March 29, 2022.
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Action History

  1. signed by Governor (Acts Ch. 40)

  2. delivered to Governor

  3. enrolled, signed by Speaker of the House

  4. enrolled, signed by President of the Senate

  5. passed 38-0

  6. Senate concurred in House Committee Substitute (1) and Committee Amendment (1-title)

  7. posted for passage for concurrence in House Committee Substitute (1) and Committee Amendment (1-title)

  8. to Rules (S)

  9. received in Senate

  10. 3rd reading, passed 91-5 with Committee Substitute (1) and Committee Amendment (1-title)

  11. posted for passage in the Regular Orders of the Day for Thursday, March 17, 2022

  12. 2nd reading, to Rules

  13. reported favorably, 1st reading, to Calendar with Committee Substitute (1) and Committee Amendment (1-title)

  14. to Education (H)

  15. to Committee on Committees (H)

  16. received in House

  17. 3rd reading, passed 28-7

  18. posted for passage in the Regular Orders of the Day for Wednesday, January 19, 2022

  19. 2nd reading, to Rules

  20. reported favorably, 1st reading, to Calendar

  21. to Education (S)

  22. to Committee on Committees (S)

  23. introduced in Senate

Sponsors

Sponsorship breakdown

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3 sponsors · 0 co-sponsors · 135 not signed on · 6 voted No

Sponsors (3)

Co-sponsors (0)

None.

Not signed on (135)

135 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.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Votes

FINAL PASSAGE SB 9 W/ hcs1 hca1t

Passed 38 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 19000
Republican 17000
Democrat 2000
Total 38000
% of votes cast 100%0%0%0%
How each member voted (38)
Member Party Vote
Alvarado — Yea
Parrett — Yea
Thomas — Yea
Hornback — Yea
Turner — Yea
Schickel — Yea
Kerr — Yea
Schroder — Yea
Castlen — Yea
Smith — Yea
Westerfield — Yea
McGarvey — Yea
Southworth — Yea
Embry — Yea
Meredith — Yea
Thayer — Yea
Yates — Yea
Nemes — Yea
Harper Angel — Yea
Gerald A. Neal Democrat Yea
Karen Berg Democrat Yea
Brandon J. Storm Republican Yea
Christian McDaniel Republican Yea
Danny Carroll Republican Yea
David P. Givens Republican Yea
Donald Douglas Republican Yea
Jared Carpenter Republican Yea
Jason Howell Republican Yea
Jimmy Higdon Republican Yea
Julie Raque Adams Republican Yea
Max Wise Republican Yea
Mike Wilson Republican Yea
Phillip Wheeler Republican Yea
Rick Girdler Republican Yea
Robby Mills Republican Yea
Robert Stivers Republican Yea
Robin L. Webb Republican Yea
Stephen West Republican Yea

Official roll call →

Pass

Passed 91 Yea · 5 Nay
Party YeaNayPresentNot Voting
Republican 51000
Unaffiliated 33300
Democrat 7200
Total 91500
% of votes cast 95%5%0%0%
How each member voted (96)
Member Party Vote
Fischer — Yea
Santoro — Yea
Bechler — Yea
Bentley — Yea
Minter — Yea
Sheldon — Yea
Koenig — Yea
Smith — Yea
Flood — Yea
Nemes — Yea
Palumbo — Yea
Thomas — Yea
Graham — Yea
Timoney — Yea
Pratt — Yea
Prunty — Yea
Burch — Yea
Hatton — Yea
Massey — Yea
Heath — Yea
Raymond — Yea
Webber — Yea
McCoy — Yea
Dixon — Yea
Westrom — Yea
Wheatley — Yea
Jenkins — Yea
Meredith — Yea
Rowland — Yea
DuPlessis — Yea
Cantrell — Nay
Donohue — Nay
Kirk McCormick — Yea
Miller C — Yea
Miller J — Yea
Stevenson C — Nay
Al Gentry Democrat Nay
Ashley Tackett Laferty Democrat Yea
George Brown Jr. Democrat Yea
Keturah J. Herron Democrat Nay
Lisa Willner Democrat Yea
Mary Lou Marzian Democrat Yea
Nima Kulkarni Democrat Yea
Pamela Stevenson Democrat Yea
Tina Bojanowski Democrat Yea
Aaron Reed Republican Yea
Adam Bowling Republican Yea
Bill Wesley Republican Yea
Bobby McCool Republican Yea
Chris Freeland Republican Yea
Chris Fugate Republican Yea
DJ Johnson Republican Yea
Daniel Elliott Republican Yea
Daniel Fister Republican Yea
David Hale Republican Yea
David Meade Republican Yea
David W. Osborne Republican Yea
Deanna Gordon Republican Yea
Derek Lewis Republican Yea
Felicia Rabourn Republican Yea
James Tipton Republican Yea
Jason Petrie Republican Yea
Jennifer Decker Republican Yea
John Blanton Republican Yea
Josh Branscum Republican Yea
Josh Bray Republican Yea
Josh Calloway Republican Yea
Ken Fleming Republican Yea
Ken Upchurch Republican Yea
Kim Banta Republican Yea
Kim King Republican Yea
Kimberly Poore Moser Republican Yea
Mark Hart Republican Yea
Mary Beth Imes Republican Yea
Matt Lockett Republican Yea
Matthew Koch Republican Yea
Michael Sarge Pollock Republican Yea
Myron Dossett Republican Yea
Nancy Tate Republican Yea
Patrick Flannery Republican Yea
Randy Bridges Republican Yea
Ryan Dotson Republican Yea
Samara Heavrin Republican Yea
Savannah Maddox Republican Yea
Scott Lewis Republican Yea
Scott Sharp Republican Yea
Shane Baker Republican Yea
Shawn McPherson Republican Yea
Steve Bratcher Republican Yea
Steve Riley Republican Yea
Steven Rudy Republican Yea
Suzanne Miles Republican Yea
T.J. Roberts Republican Yea
Thomas Huff Republican Yea
Timmy Truett Republican Yea
William Lawrence Republican Yea

Official roll call →

PASS SB 9

Passed 28 Yea · 7 Nay
Party YeaNayPresentNot Voting
Unaffiliated 12400
Republican 14300
Democrat 2000
Total 28700
% of votes cast 80%20%0%0%
How each member voted (35)
Member Party Vote
Alvarado — Yea
Nemes — Yea
Hornback — Yea
Parrett — Yea
Thayer — Yea
Turner — Yea
Schickel — Yea
Castlen — Yea
Meredith — Yea
Schroder — Yea
Southworth — Yea
McGarvey — Nay
Thomas — Nay
Westerfield — Nay
Smith — Nay
Harper Angel — Yea
Gerald A. Neal Democrat Yea
Karen Berg Democrat Yea
Brandon J. Storm Republican Yea
Christian McDaniel Republican Yea
Danny Carroll Republican Yea
David P. Givens Republican Yea
Donald Douglas Republican Yea
Jared Carpenter Republican Yea
Jason Howell Republican Yea
Jimmy Higdon Republican Nay
Julie Raque Adams Republican Yea
Max Wise Republican Yea
Mike Wilson Republican Yea
Phillip Wheeler Republican Yea
Rick Girdler Republican Nay
Robby Mills Republican Yea
Robert Stivers Republican Yea
Robin L. Webb Republican Nay
Stephen West Republican Yea

Official roll call →

Subjects

education
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Frequently asked questions

What does SB 9 do?
Amend KRS 158.791 to specify the Department of Education's role in assisting local school districts with regard to reading instruction, supports, and interventions; require the department to collaborate with designated agencies on reading programming, materials, and activities; amend KRS 158.305 to define new terms; replace references to "response to intervention" systems with "multi-tiered system of supports"; require a local board of education to adopt and implement a reading universal screener and reading diagnostic assessment by January 1, 2023; permit a local school district to adopt a common comprehensive reading program for K-3; require all K-3 teachers to be trained in any reading diagnostic assessment and universal screener adopted by a local board; establish requirements for the administration of reading universal screeners by grade-level; define and establish the requirements for a reading improvement plan; establish service requirements for a student that needs accelerated intervention as demonstrated by the results of the approved reading diagnostic assessment or state annually required grade 3 assessment; require the department to establish reading teacher academies or coaching models by September 1, 2023, if funds are appropriated; remove the requirement for KDE to provide an annual report to IJCE on academic interventions; create a new section of KRS Chapter 164 to require postsecondary institutions offering early childhood or elementary teacher preparation programs to include designated instruction; require the EPSB to maintain a list of approved reading teacher preparation tests; require all new teachers seeking certification in Interdisciplinary Early Childhood Education or Elementary School to take an approved reading teacher preparation test; amend KRS 158.840 to require CPE to submit an annual report to IJCE on the compliance of teacher preparation programs to this Act; require regular reports to an external evaluator; amend KRS 164.0207 to redefine existing terms; require the Board of Education to pass administrative regulations that prioritize schools with the most need and schools that have not received a grant in the previous cycle when awarding reading diagnostic and intervention grants; amend KRS 158.794 to reorganize the composition of the reading diagnostic and intervention grant steering committee; amend KRS 164.0207 to conform; create a new section of KRS Chapter 158 to establish and define the read to succeed fund; provide that moneys and interest in the fund shall not lapse; designate the Act as the Read to Succeed Act.
Who sponsors SB 9?
SB 9 is sponsored by Stephen West (Republican), Mike Wilson (Republican), and Robby Mills (Republican).
What is the current status of SB 9?
This bill has been enacted into law. Introduced January 05, 2022. Enacted.
Where can I track SB 9?
Track SB 9 free on One Click Politics — get push/email alerts when it moves.

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