| Last Action | 02/26/21: to Committee on Committees (H) |
|---|---|
| Title | AN ACT relating to early literacy education and making an appropriation therefor. |
| Bill Documents |
Current/Final
Introduced |
| Bill Request Number | 1273 |
| Sponsor | S. West |
| Summary of Original Version | Amend KRS 158.791 to set forth the intent of the General Assembly with regard to reading instruction, supports, and interventions; define 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 programing, materials, and activities; amend KRS 158.305 to replace references to "response to intervention" systems with "multi-tiered system of supports"; require school districts to submit evidence of implementation of a multi-tiered system of supports by October 1 of each year; require the department to provide technical assistance and training on a multi-tiered system of supports upon the request of a school district; require the department to develop and maintain lists of approved universal screeners, diagnostic assessments, and comprehensive reading programs; require a local board of education to adopt and implement a reading universal screener and reading diagnostic assessment by January 1, 2022; 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; require the department to establish reading teacher academies or coaching models by September 1, 2022, if funds are appropriated; amend KRS 158.840 to require CPE and EPSB to report to the IJCE on teacher preparation programs compliance; 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 164.0207 to rename the Reading Diagnostic and Intervention Grant Steering Committee the Read to Succeed Council; amend KRS 156.553 and 158.070 to conform; designate the Act as "the Read to Succeed Act;" APPROPRIATION. |
| Index Headings of Original Version |
Education, Elementary and Secondary - Early literacy education, requirements Education, Higher - Teacher preparation programs, early literacy instruction, teacher preparation test, requiring State Agencies - Department of Education, role in early literacy education, defining State Agencies - Read to Succeed Council, creating State Agencies - School districts, early literacy education, requirements Teachers - Training, reading diagnostic assessment and universal screener, requiring Universities and Colleges - Teacher preparation programs, early literacy instruction, teacher preparation test, requiring Appropriations - Reading diagnostic and intervention fund, repurpose funds Children and Minors - Early literacy education, requirements Boards and Commissions - EPSB, early literacy teacher preparation tests, list of approved tests, maintenance of Short Titles and Popular Names - The Read to Succeed Act |
| Jump to Proposed Amendments |
Senate Committee Substitute 1 Senate Floor Amendment 1 |
| Votes | Vote History |
| 01/13/21 |
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|---|---|
| 02/02/21 |
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| 02/11/21 |
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| 02/22/21 |
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| 02/24/21 |
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| 02/25/21 |
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| 02/26/21 |
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| Amendment | Senate Committee Substitute 1 |
|---|---|
| Summary | Retain all original provisions, amend KRS 158.791 to define proficient level; amend KRS 158.305 to amend the definition of "enrichment program"; replace references to "remedying a deficiency in reading" with "increasing a student's rate of progress towards proficient performance in reading"; remove the requirement that the Department of Education maintain and approve a lists of universal screeners, reading diagnostic assessments, and comprehensive reading programs; distinguish services offered through grade three with those offered in grade four; and change the composition of the Read to Succeed Council. |
| Index Headings |
State Agencies - Read to Succeed Council, composition Children and Minors - Student performance levels, proficient, definition Children and Minors - Reading and literacy instruction, accelerated interventions, one-on-one instruction Education, Elementary and Secondary - Student performance levels, proficient, definition Education, Elementary and Secondary - Read to Succeed Council, composition Education, Elementary and Secondary - Reading and literacy instruction, accelerated interventions, one-on-one instruction |
| Amendment | Senate Floor Amendment 1 |
|---|---|
| Sponsor | J. Higdon |
| Summary | Retain all original provisions except, amend KRS 158.305 to require a multi-tiered system of supports to include response to intervention instruction; retain the existing purpose and function of the reading diagnostic and intervention fund; create a new section of KRS 158 to create a literacy coaching fund; define the purpose of the literacy coaching fund; require the department to report program data to the IJCE and an external evaluator; amend KRS 158.794 to authorize the Read to Succeed Council to advise KDE on the literacy coaching program; appropriate to the literacy coaching fund $3,000,000 in fiscal year 2021-2022 and $3,000,000 in fiscal year 2022-2023 for the literacy coaching program; provide that the funds shall not lapse. APPROPRIATION |
| Index Headings |
Appropriations - Literacy coaching fund, creation Education, Elementary and Secondary - Reading diagnostic and intervention fund, grant funding Teachers - Reading diagnostics and intervention fund, grant funding |
Last updated: 11/9/2023 2:52 PM (EST)