HB 164: "An Act relating to early education programs provided by school districts; relating to school age eligibility; relating to early education programs; establishing a parents as teachers program; relating to the duties of the Department of Education and Early Development; relating to certification of teachers; establishing a reading intervention program for public school students enrolled in grades kindergarten through three; establishing a reading program in the Department of Education and Early Development; relating to a virtual education consortium; and providing for an effective date."
00 HOUSE BILL NO. 164 01 "An Act relating to early education programs provided by school districts; relating to 02 school age eligibility; relating to early education programs; establishing a parents as 03 teachers program; relating to the duties of the Department of Education and Early 04 Development; relating to certification of teachers; establishing a reading intervention 05 program for public school students enrolled in grades kindergarten through three; 06 establishing a reading program in the Department of Education and Early 07 Development; relating to a virtual education consortium; and providing for an effective 08 date." 09 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA: 10 * Section 1. The uncodified law of the State of Alaska is amended by adding a new section 11 to read: 12 SHORT TITLE. This Act may be known as the Alaska Reads Act.
01 * Sec. 2. AS 14.03.060(e) is amended to read: 02 (e) In addition to the grades enumerated in (a) of this section, an elementary 03 school consists of an early education [A PRE-ELEMENTARY] program approved 04 or supervised by the department under AS 14.07.020(a)(8), including a program 05 operated by a head start agency [THE DEPARTMENT] as a head start program 06 under 42 U.S.C. 9831 - 9852c [AS 14.38.010, OR LOCATED IN A PUBLIC 07 SCHOOL FOR FEDERAL FUNDING PURPOSES. EXCEPT FOR A CHILD WITH 08 A DISABILITY WHO IS RECEIVING SPECIAL EDUCATION OR RELATED 09 SERVICES UNDER AS 14.30.180 - 14.30.350, PRE-ELEMENTARY STUDENTS 10 MAY NOT BE COUNTED IN A SCHOOL'S AVERAGE DAILY MEMBERSHIP 11 UNDER AS 14.17]. 12 * Sec. 3. AS 14.03.072(a) is amended to read: 13 (a) Each school district shall annually provide to parents and guardians of 14 students enrolled in kindergarten through grade three in a public school in the state 15 current information on the importance of early reading [LITERACY], including 16 (1) culturally responsive intervention strategies and reading 17 intervention services provided under AS 14.30.765; 18 (2) home reading [LITERACY] plans; 19 (3) grade proficiency [RETENTION] standards and policies, 20 including retention, for the elementary school attended; 21 (4) strategies and resources to help children learn to read. 22 * Sec. 4. AS 14.03.078(a) is amended to read: 23 (a) The department shall provide to the legislature by February 15 of each year 24 by electronic means an annual report regarding the progress of each school and school 25 district toward high academic performance by all students. The report required under 26 this section must include 27 (1) information described under AS 14.03.120 [AS 14.03.120(d)]; 28 (2) progress of the department 29 (A) toward implementing the school accountability provisions 30 of AS 14.03.123; and 31 (B) in assisting high schools to become accredited;
01 (3) a description of the resources provided to each school and school 02 district for coordinated school improvement activities and staff training in each school 03 and school district; 04 (4) each school district's and each school's progress in aligning 05 curriculum with state education performance standards; 06 (5) a description of the efforts by the department to assist a public 07 school or district that receives a low performance designation under AS 14.03.123; 08 (6) a description of intervention efforts by each school district and 09 school for students who are not meeting state performance standards; [AND] 10 (7) the number and percentage of turnover in certificated personnel and 11 superintendents; 12 (8) the progress made to implement the reading intervention 13 programs established under AS 14.30.760 - 14.30.775, including data on how 14 school districts are using in-service days for culturally responsive professional 15 development in reading instruction; and 16 (9) the effectiveness and participation rates of the parents as 17 teachers program established under AS 14.03.420, including measures of 18 efficiency and effectiveness that demonstrate the effects of the program on school 19 readiness. 20 * Sec. 5. AS 14.03.080(d) is amended to read: 21 (d) A child who is five years of age on or before September 1 following the 22 beginning of the school year, and who is under school age, may enter a public school 23 kindergarten. A school district may waive the requirements of this subsection for a 24 child who achieves a passing score on an assessment approved by the 25 department. 26 * Sec. 6. AS 14.03.080 is amended by adding a new subsection to read: 27 (g) A child who is at least four, but not more than five, years of age on or 28 before September 1 following the beginning of the school year and who has not 29 attended a public school kindergarten may enter a public school early education 30 program. 31 * Sec. 7. AS 14.03.120 is amended by adding a new subsection to read:
01 (h) To the extent allowable under state and federal privacy laws, each district 02 shall annually report to the department information from the previous school year 03 regarding 04 (1) the number of students and teaching staff assigned to each 05 classroom in grades kindergarten through three; 06 (2) the number and percentage of students 07 (A) in grades kindergarten through three who demonstrated 08 improvement on expected grade-level skills on the statewide screening or 09 assessment tool; 10 (B) in grades kindergarten through three who performed below 11 expected grade-level skills on the statewide screening or assessment tool, by 12 grade; 13 (C) retained in grades kindergarten through three and the 14 reasons for retention; 15 (D) in grade three who demonstrated sufficient reading skills 16 for grade progression based on the statewide screening or assessment tool; 17 (E) in grade three who demonstrated sufficient reading skills 18 for grade progression based on an alternative standardized reading screening or 19 assessment; 20 (F) in grade three who demonstrated sufficient reading skills 21 for grade progression based on a student reading portfolio; 22 (G) in grade three who progressed to grade four based on a 23 good cause exemption under AS 14.30.765(i); 24 (3) the performance on the statewide screening or assessment tool of 25 students in a grade above grade three who were retained in grade three under 26 AS 14.30.765(g) or who progressed to grade four based on a good cause exemption 27 under AS 14.30.765(i). 28 * Sec. 8. AS 14.03 is amended by adding new sections to read: 29 Article 4. Early Education. 30 Sec. 14.03.410. Early education programs; grants. (a) The department shall 31 (1) provide training and assistance to develop and improve district-
01 wide early education programs that comply with standards adopted by the board under 02 AS 14.07.165(a)(5); and 03 (2) approve district-wide early education programs that comply with 04 the standards adopted by the board under AS 14.07.165(a)(5), subject to the 05 limitations in (d) of this section. 06 (b) The department may award a grant to provide funding for a three-year 07 period for the development or improvement of a district-wide early education program 08 to a district that applies in a format prescribed by the department and that 09 (1) is eligible for a grant during the first fiscal year of the grant period 10 as specified under (c) of this section; or 11 (2) was eligible for a grant in a previous fiscal year under (c) of this 12 section, but did not receive a grant under this section in that fiscal year. 13 (c) The department shall rank the performance of all districts in the state in 14 accordance with the accountability system and performance designations required 15 under AS 14.03.123. The department shall divide all districts into six groups based on 16 performance ranking. Each group of districts is eligible for a grant in the following 17 fiscal years: 18 (1) for the fiscal year beginning July 1, 2021, the lowest performing 10 19 percent of districts; 20 (2) for the fiscal year beginning July 1, 2022, the second lowest 21 performing 15 percent of districts; 22 (3) for the fiscal year beginning July 1, 2023, the third lowest 23 performing 15 percent of districts; 24 (4) for the fiscal year beginning July 1, 2024, the third highest 25 performing 20 percent of districts; 26 (5) for the fiscal year beginning July 1, 2025, the second highest 27 performing 20 percent of districts; 28 (6) for the fiscal year beginning July 1, 2026, the highest performing 29 20 percent of districts. 30 (d) The department may assess at any time a district's early education program 31 and approve the program if the program complies with the standards adopted by the
01 board under AS 14.07.165(a)(5). The number of district-wide early education 02 programs that the department approves in a fiscal year may not result in a calculation 03 of state aid under AS 14.17.410(b) for all districts that exceeds the amount calculated 04 for the previous fiscal year by more than $5,000,000. If the number of programs 05 eligible in a fiscal year exceeds the number of programs that the department may 06 approve under this subsection, the department shall prioritize the approval of programs 07 based on the department's ranking of districts under (c) of this section. 08 (e) If the department does not approve the early education program of a 09 district awarded a grant under (c) of this section by the end of the district's three-year 10 grant period, the department may provide a one-year remediation grant to allow the 11 district one additional fiscal year to meet the early education program standards 12 adopted by the board under AS 14.07.165(a)(5). If the district is unable to meet the 13 early education program standards at the end of that fiscal year, the department may, 14 in the discretion of the commissioner, provide an additional remediation grant to allow 15 the district not more than one additional fiscal year to meet the standards. Nothing in 16 this section prohibits a district from using its own funds to continue the remediation 17 process. 18 (f) A student in an early education program may not be counted in a district's 19 ADM under AS 14.17.500 or 14.17.905 unless the department has approved the 20 program under (a)(2) of this section. 21 (g) A grant under this section is subject to appropriation, but may not supplant 22 other early education funding available to districts. 23 (h) In this section, 24 (1) "ADM" has the meaning given in AS 14.17.990; 25 (2) "district" has the meaning given in AS 14.17.990; 26 (3) "early education program" means a program 27 (A) for children who are four and five years of age and who 28 have not attended a public school kindergarten; and 29 (B) the primary function of which is educational. 30 Sec. 14.03.420. Parents as teachers program. (a) The department shall 31 design and implement a statewide parents as teachers program for the benefit of
01 children who are under five years of age. The program must provide a system of early 02 childhood education that 03 (1) is evidence-based; 04 (2) involves parents; 05 (3) is consistent with available research and best practices for high 06 quality early childhood education; 07 (4) incorporates guidelines adopted by the department for early 08 learning that 09 (A) enhance school readiness; 10 (B) increase parent understanding of child development and 11 developmental milestones; 12 (C) reduce the incidence of child abuse and neglect; 13 (D) increase identification of health problems and 14 developmental delays through regular screenings; 15 (E) improve child health indicators, including immunization 16 rates; and 17 (F) increase parental involvement; and 18 (5) provides for effective and efficient coordination with or expansion 19 of early education programs operating in the state, to the extent permitted by law. 20 (b) A school district shall, to the extent space is needed and available, provide 21 for the use of a room in a school at no charge to support the program established under 22 this section. 23 (c) The department shall develop and enter into local partnerships to 24 implement the program established under this section. 25 * Sec. 9. AS 14.07.020(a) is amended to read: 26 (a) The department shall 27 (1) exercise general supervision over the public schools of the state 28 except the University of Alaska; 29 (2) study the conditions and needs of the public schools of the state, 30 adopt or recommend plans, administer and evaluate grants to improve school 31 performance awarded under AS 14.03.125, and adopt regulations for the improvement
01 of the public schools; the department may consult with the University of Alaska to 02 develop secondary education requirements to improve student achievement in college 03 preparatory courses; 04 (3) provide advisory and consultative services to all public school 05 governing bodies and personnel; 06 (4) prescribe by regulation a minimum course of study for the public 07 schools; the regulations must provide that, if a course in American Sign Language is 08 given, the course shall be given credit as a course in a foreign language; 09 (5) establish, in coordination with the Department of Health and Social 10 Services, a program for the continuing education of children who are held in detention 11 facilities in the state during the period of detention; 12 (6) accredit those public schools that meet accreditation standards 13 prescribed by regulation by the department; these regulations shall be adopted by the 14 department and presented to the legislature during the first 10 days of any regular 15 session, and become effective 45 days after presentation or at the end of the session, 16 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 17 the members of each house; 18 (7) prescribe by regulation, after consultation with the state fire 19 marshal and the state sanitarian, standards that will ensure healthful and safe 20 conditions in the public and private schools of the state, including a requirement of 21 physical examinations and immunizations in pre-elementary schools; the standards for 22 private schools may not be more stringent than those for public schools; 23 (8) exercise general supervision over early education programs 24 [PRE-ELEMENTARY SCHOOLS] that receive direct state or federal funding, 25 including early education programs provided by a school district for students 26 four and five years of age, and approve early education programs provided by a 27 school district under AS 14.03.410(a)(2); 28 (9) exercise general supervision over elementary and secondary 29 correspondence study programs offered by municipal school districts or regional 30 educational attendance areas; the department may also offer and make available to any 31 Alaskan through a centralized office a correspondence study program;
01 (10) accredit private schools that request accreditation and that meet 02 accreditation standards prescribed by regulation by the department; nothing in this 03 paragraph authorizes the department to require religious or other private schools to be 04 licensed; 05 (11) review plans for construction of new public elementary and 06 secondary schools and for additions to and major rehabilitation of existing public 07 elementary and secondary schools and, in accordance with regulations adopted by the 08 department, determine and approve the extent of eligibility for state aid of a school 09 construction or major maintenance project; for the purposes of this paragraph, "plans" 10 include educational specifications, schematic designs, projected energy consumption 11 and costs, and final contract documents; 12 (12) provide educational opportunities in the areas of vocational 13 education and training, and basic education to individuals over 16 years of age who 14 are no longer attending school; the department may consult with businesses and labor 15 unions to develop a program to prepare students for apprenticeships or internships that 16 will lead to employment opportunities; 17 (13) administer the grants awarded under AS 14.11; 18 (14) establish, in coordination with the Department of Public Safety, a 19 school bus driver training course; 20 (15) require the reporting of information relating to school disciplinary 21 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 22 behavior; 23 (16) establish by regulation criteria, based on low student performance, 24 under which the department may intervene in a school district to improve instructional 25 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 26 (A) a notice provision that alerts the district to the deficiencies 27 and the instructional practice changes proposed by the department; 28 (B) an end date for departmental intervention, as described in 29 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 30 consecutive years of improvement consisting of not less than two percent 31 increases in student proficiency on standards-based assessments in language
01 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 02 (C) a process for districts to petition the department for 03 continuing or discontinuing the department's intervention; 04 (17) notify the legislative committees having jurisdiction over 05 education before intervening in a school district under AS 14.07.030(a)(14) or 06 redirecting public school funding under AS 14.07.030(a)(15); 07 (18) establish a reading program to provide direct support for and 08 intervention in the reading intervention programs of participating schools as 09 described in AS 14.30.765 and 14.30.770. 10 * Sec. 10. AS 14.07.020(c) is amended to read: 11 (c) In this section, "early education program" ["PRE-ELEMENTARY 12 SCHOOL"] means a program [SCHOOL] for children ages three through five years if 13 the program's [SCHOOL'S] primary function is educational. 14 * Sec. 11. AS 14.07.050 is amended to read: 15 Sec. 14.07.050. Selection of textbooks. Textbooks for use in the public 16 schools of the state, including a district-offered [DISTRICT OFFERED] statewide 17 correspondence study program, shall be selected by district boards for district schools. 18 Nothing in this section precludes 19 (1) a correspondence study student, or the parent or guardian of a 20 correspondence study student, from privately obtaining or using textbooks or 21 curriculum material not provided by the school district; 22 (2) the department from selecting and purchasing supplementary 23 reading textbooks and materials for school districts to support reading 24 intervention services provided under AS 14.30.765 and 14.30.770. 25 * Sec. 12. AS 14.07.165(a) is amended to read: 26 (a) The board shall adopt 27 (1) statewide goals and require each governing body to adopt written 28 goals that are consistent with local needs; 29 (2) regulations regarding the application for and award of grants under 30 AS 14.03.125; 31 (3) regulations implementing provisions of AS 14.11.014(b);
01 (4) regulations requiring approval by the board before a charter school, 02 state boarding school, or a public school may provide domiciliary services; 03 (5) regulations establishing standards for an early education 04 program provided by a school district for children who are four and five years of 05 age; the regulations must include 06 (A) standards for a locally designed, evidence-based 07 program that meets federal standards for early education programs and 08 complies with the day-in-session requirements provided under 09 AS 14.03.040; 10 (B) a requirement that a teacher in charge of a program 11 hold a valid teacher certificate issued under AS 14.20 and 12 (i) have satisfactorily completed a minimum of six 13 credit hours in early childhood education or completes the 14 minimum credit hours within one year of the date the teacher's 15 employment with the early education program begins; or 16 (ii) have two or more years of experience teaching 17 kindergarten or another early education program and have 18 completed additional coursework related to reading instruction, as 19 required by the department; 20 (C) developmentally appropriate objectives for children 21 four and five years of age rather than academic standards appropriate for 22 older children; the objectives must allow school districts to adapt the 23 content of an early education program to be culturally responsive to local 24 communities; and 25 (D) accommodations for the needs of all early education 26 children and their families regardless of socioeconomic circumstances 27 [REPEALED]. 28 * Sec. 13. AS 14.07.180(a) is amended to read: 29 (a) Notwithstanding any other provision of law, the board shall establish 30 standards and a procedure for the review, ranking, and approval of mathematics and 31 English and language arts curricula for school districts to use in each grade level as
01 provided in this section. The board may include curricula delivered through virtual 02 education in the standards and procedure established under this subsection. Standards 03 established for the review, ranking, and approval of language arts curricula for 04 early education programs and grades kindergarten through three must be based 05 on the five components of evidence-based reading instruction identified by the 06 National Reading Panel. 07 * Sec. 14. AS 14.17.500 is amended by adding a new subsection to read: 08 (d) Except as provided in AS 14.17.905(d), a student in an early education 09 program provided by a school district and approved by the department under 10 AS 14.07.020(a)(8) is counted as one-half of a full-time equivalent student. 11 * Sec. 15. AS 14.17.505(a) is amended to read: 12 (a) A district may not accumulate in a fiscal year an unreserved portion of its 13 year-end fund balance in its school operating fund, as defined by department 14 regulations, that is greater than 25 [10] percent of its expenditures for that fiscal year, 15 except that, during the first three fiscal years after a cooperative arrangement 16 grant is awarded under AS 14.14.115, a district may accumulate an additional 17 unreserved portion that is not more than the savings resulting from the grant. 18 * Sec. 16. AS 14.17.905(a) is amended to read: 19 (a) For purposes of this chapter, the determination of the number of schools in 20 a district is subject to the following: 21 (1) a community with an ADM of at least 10, but not more than 100, 22 shall be counted as one school; 23 (2) a community with an ADM of at least 101, but not more than 425, 24 shall be counted as 25 (A) one elementary school, which includes those students in 26 grades kindergarten through six and, except as provided in (d) of this 27 section, in an early education program provided by a school district and 28 approved by the department under AS 14.07.020(a)(8); and 29 (B) one secondary school, which includes students in grades 30 seven through 12; 31 (3) in a community with an ADM of greater than 425, each facility that
01 is administered as a separate school shall be counted as one school, except that each 02 alternative school with an ADM of less than 175 shall be counted as a part of the 03 school in the district with the highest ADM. 04 * Sec. 17. AS 14.17.905 is amended by adding a new subsection to read: 05 (d) A school district may not include in a school's ADM students who are four 06 and five years of age if the students are enrolled in an early education program that 07 receives state or federal funding other than funding under this chapter. 08 * Sec. 18. AS 14.20.015(c) is amended to read: 09 (c) The preliminary teacher certificate issued under this section must contain 10 the same endorsements as those on the current valid teacher certificate issued by the 11 other state. However, a teacher holding a preliminary teacher certificate issued 12 under this section must complete three credits or the equivalent of coursework, 13 training, or testing requirements in evidence-based reading instruction approved 14 by the board to be eligible for an endorsement in elementary education issued by 15 the department. A teacher may apply coursework, training, or testing 16 requirements completed under this subsection toward continuing education 17 requirements established by the board in regulation. In this subsection, 18 "evidence-based reading instruction" means reading instruction informed by 19 research that supports improved educational outcomes. 20 * Sec. 19. AS 14.20.020 is amended by adding a new subsection to read: 21 (l) A teacher certificated under this section must complete three credits or the 22 equivalent of coursework, training, or testing requirements in evidence-based reading 23 instruction approved by the board in regulation to be eligible for an endorsement in 24 elementary education issued by the department. A teacher may apply coursework, 25 training, or testing requirements completed under this subsection toward continuing 26 education requirements established by the board in regulation. In this subsection, 27 "evidence-based reading instruction" means reading instruction informed by research 28 that supports improved educational outcomes. 29 * Sec. 20. AS 14.30 is amended by adding new sections to read: 30 Article 15. Reading Programs. 31 Sec. 14.30.760. Statewide assessment. (a) To implement the district reading
01 intervention services established under AS 14.30.765, the department shall 02 (1) adopt a statewide screening or assessment tool to administer to 03 students in grades kindergarten through three to identify students with any reading 04 deficiencies, including students with characteristics of dyslexia; the screening or 05 assessment tool must evaluate 06 (A) phonemic awareness, letter naming fluency, letter sound 07 fluency, and letter word sound fluency of students in kindergarten; 08 (B) letter word sound fluency and oral reading fluency of 09 students in grade one; 10 (C) vocabulary and oral reading fluency of students in grades 11 two and three; 12 (2) support teachers of grades kindergarten through three by 13 (A) administering the statewide screening or assessment tool 14 three times each school year, once in the fall, once in the winter, and once in 15 the spring, to all students in grades kindergarten through three, with the 16 exception of students who demonstrate sufficient reading skills on the first 17 screening or assessment of the school year; 18 (B) providing methods to monitor student progress; 19 (C) providing targeted instruction based on student needs as 20 determined by the results of the screening or assessment tool; and 21 (D) providing additional assistance as determined by the 22 department; 23 (3) provide training to school district staff related to using the results 24 of the statewide screening or assessment tool and understanding evidence-based 25 reading interventions, including explicit and systematic instruction in phonemic 26 awareness, phonics, fluency, vocabulary, and comprehension; 27 (4) establish a process that allows the commissioner to waive, upon 28 request, use of the statewide screening or assessment tool required under this 29 subsection by a school district if the school district has adopted an evidence-based 30 reading screening or assessment tool and the screening or assessment tool is approved 31 by the department;
01 (5) review and approve alternative standardized reading screenings or 02 assessments for use by school districts. 03 (b) In adopting a statewide screening or assessment tool under (a)(1) of this 04 section, the department shall consider the following factors: 05 (1) the amount of time needed to administer the screening or 06 assessment, with the intention of minimizing effects on instructional time; 07 (2) the time frame for reporting screening or assessment results to 08 teachers, administrators, and parents or guardians; 09 (3) the integration of the screening or assessment with student 10 instruction and department support; 11 (4) recommendations from a task force, working group, or committee 12 created by law and charged with studying issues related to reading proficiency and 13 reading deficiencies; and 14 (5) whether the screening or assessment is culturally responsive to the 15 needs of particular communities. 16 Sec. 14.30.765. District reading intervention services. (a) Each school 17 district shall offer intensive reading intervention services to students in grades 18 kindergarten through three who exhibit a reading deficiency to assist students in 19 achieving reading proficiency at or above grade level by the end of grade three. The 20 district shall provide the intensive reading intervention services in addition to the core 21 reading instruction that is provided to all students in the general education classroom. 22 If practicable, the intensive reading intervention services must 23 (1) be provided by a reading teacher or a paraprofessional under the 24 supervision of a reading teacher to all students in grades kindergarten through three 25 who are determined to have a reading deficiency based on the statewide screening or 26 assessment tool adopted under AS 14.30.760(a)(1); 27 (2) provide explicit and systematic instruction in phonemic awareness, 28 phonics, fluency, vocabulary, and comprehension, as necessary; 29 (3) use evidence-based reading intervention methods that have shown 30 proven results in accelerating student reading achievement within a single school year; 31 (4) include instruction with detailed explanations, extensive
01 opportunities for guided practice, and opportunities for error correction and feedback; 02 (5) incorporate daily targeted small group reading instruction based on 03 student needs, either in person or online; 04 (6) monitor the reading progress of each student's reading skills 05 throughout the school year and adjust instruction according to student needs; 06 (7) be implemented during regular school hours through any available 07 method, including in person or through online delivery by teachers or specialty 08 reading coaches; 09 (8) be implemented outside of regular school hours, as directed in the 10 student's individual reading improvement plan under (b) of this section, for a student 11 who scores at the lowest achievement level on the statewide screening or assessment 12 tool; and 13 (9) be reviewed based on a department-approved response to 14 intervention or multi-tiered system support models, addressing additional support and 15 services needed to remedy identified needs. 16 (b) In addition to the reading intervention services provided under (a) of this 17 section, a school district shall provide an individual reading improvement plan for 18 each student in grades kindergarten through three who, based on the statewide 19 screening or assessment tool, is determined to have a reading deficiency. An 20 individual reading improvement plan developed under this section must 21 (1) be implemented not later than 30 days after identification of the 22 reading deficiency; 23 (2) be created by the student's reading teacher in consultation with the 24 school principal, the student's parents or guardians, and other pertinent district staff; 25 (3) describe the evidence-based reading intervention services the 26 student will receive to achieve and demonstrate sufficient reading skills; 27 (4) provide reading intervention services outside of regular school 28 hours for a student who scores at the lowest achievement level on the statewide 29 screening or assessment tool consistent with (a)(8) of this section; 30 (5) include a process for monitoring progress and adjusting the plan 31 based on student needs;
01 (6) require the district or school to provide the student's parents or 02 guardians with updates on the student's progress not fewer than 10 times during the 03 school year; and 04 (7) be culturally responsive. 05 (c) If at any time during the school year a student in grades kindergarten 06 through three demonstrates a reading deficiency, the district or school shall notify the 07 student's parents or guardians in writing or during a conference. The initial notification 08 must 09 (1) be provided to the student's parents or guardians not later than 15 10 days after identification of the reading deficiency; 11 (2) state that the district identified the student as having a reading 12 deficiency and that a reading improvement plan will be developed under (b) of this 13 section; 14 (3) describe current services that the district is providing to the student; 15 (4) describe the proposed evidence-based reading intervention and 16 supplemental instructional services and supports that the district will provide to the 17 student to address the identified area of reading deficiency; 18 (5) explain that the district or school will inform the parents or 19 guardians of the student's progress toward grade level reading as outlined in the 20 student's individual reading improvement plan; 21 (6) identify strategies for the parents or guardians to use at home to 22 help the student succeed in reading; 23 (7) explain that if the student has a reading deficiency at the end of the 24 school year, unless the student receives an exemption under (i) of this section or has 25 previously been retained in kindergarten, grade one, grade two, or grade three, the 26 student may be prevented from progressing to the next grade level under (e) of this 27 section; and 28 (8) explain that a student in grade three should demonstrate sufficient 29 reading skills to progress to grade four under (g) of this section, unless the student 30 receives an exemption under (i) of this section or has previously been retained in 31 kindergarten, grade one, grade two, or grade three.
01 (d) If a student does not demonstrate proficiency on the statewide screening or 02 assessment tool administered in the winter, the district or school shall inform the 03 student's parents or guardians about the process and deadline to request a good cause 04 exemption from delayed grade level progression under (j) of this section. 05 (e) If, not later than 45 days before the end of the school year, a teacher 06 determines that a student in grades kindergarten through three has a reading 07 deficiency, the student's teacher and other pertinent district staff shall provide written 08 notification to and meet with the student's parents or guardians to determine whether 09 the student will be able to maintain adequate academic progress at the next grade level 10 and discuss delayed grade level progression as an intervention strategy. School staff 11 shall work with the parents or guardians to schedule a date, time, and place for the 12 meeting and, if no parent or guardian attends the meeting, the teacher and school staff 13 shall determine grade level progression. 14 (f) At the meeting described in (e) of this section, the parents or guardians, the 15 teacher, and the participating staff members shall decide whether the student will 16 advance to the next grade level in the next school year. If the parents or guardians, the 17 teacher, and the participating staff members are not in agreement, the parents or 18 guardians shall decide whether the student will advance to the next grade level unless 19 circumstances exist as specified in the policy adopted by the district that would 20 prevent advancement. Parents or guardians who decide to advance a student without 21 agreement of the teacher and participating staff members shall sign a waiver 22 developed by the district. 23 (g) A student in grade three should demonstrate sufficient reading skills to 24 progress to grade four. A student demonstrates sufficient reading skills for progression 25 by 26 (1) scoring at a proficient or higher achievement level on the statewide 27 screening or assessment tool or on the statewide summative assessment; 28 (2) achieving an acceptable score on an alternative standardized 29 reading screening or assessment as determined and approved by the department; or 30 (3) demonstrating mastery of reading standards through a student 31 reading portfolio based on criteria established by the department.
01 (h) The department shall develop a program to provide recognition to districts, 02 schools, school staff, and students for increases in the percentage of students in grade 03 three who demonstrate sufficient reading skills under (g) of this section. 04 (i) A school board may exempt a student from delayed grade level progression 05 for good cause. A good cause exemption is limited to 06 (1) a student with a disability whose individualized education plan 07 under AS 14.30.278 exempts the student from participation in the statewide screening 08 or assessment tool; 09 (2) a student with a disability who participates in the statewide 10 screening or assessment tool and has an individualized education plan under 11 AS 14.30.278 or a plan under 29 U.S.C. 794 that reflects that the student has received 12 intensive reading intervention services for two years or more but still demonstrates a 13 reading deficiency; 14 (3) a student who has received intensive reading intervention services 15 for two or more years but still demonstrates a reading deficiency; or 16 (4) a student whose primary language is other than English and who 17 has had less than two years of instruction in an English language learning program. 18 (j) A student's parents or guardians may request that the student receive a good 19 cause exemption under (i) of this section by submitting documentation to the principal 20 of the school in which the student is enrolled showing that an exemption is 21 appropriate. If the principal determines that the student meets one of the exemptions 22 under (i) of this section, the principal shall recommend to the school board in writing 23 that the school board grant the student a good cause exemption. The school board shall 24 accept or reject the principal's recommendation in writing and provide notice of its 25 decision to the student's parents or guardians and the principal. 26 (k) If a student in grade three does not demonstrate sufficient reading skills for 27 progression to grade four under (g) of this section, the district or school in which the 28 student is enrolled shall provide written notification to the student's parents or 29 guardians not later than 45 days before the end of the school year. The written 30 notification must 31 (1) state that the student did not demonstrate sufficient reading skills to
01 progress to grade four; 02 (2) explain the implementation of intervention or progression 03 strategies; 04 (3) describe the current services being provided to the student; and 05 (4) if the student's parents or guardians requested a good cause 06 exemption under (i) of this section and the school board rejected the request, include a 07 statement that the request for a good cause exemption was rejected and a copy of the 08 written notification the school board provided the parents or guardians under (j) of this 09 section. 10 (l) For a student who does not progress to the next grade level under (e) or (g) 11 of this section, or who progresses to the next grade level with a good cause exemption 12 under (i) of this section, the district in which the student is enrolled shall 13 (1) review the student's individual reading improvement plan; 14 (2) provide intensive reading intervention services to improve the area 15 of reading deficiency using effective instructional strategies to accelerate student 16 progress; 17 (3) provide additional services and support to improve the student's 18 identified area of reading deficiency, including 19 (A) a transitional instructional setting that is designed to 20 produce learning gains; 21 (B) supplemental tutoring offered by a person with specialized 22 reading training; 23 (C) an increase in time dedicated to the reading instruction 24 methods described in (a)(3) - (5) of this section, including more extensive 25 opportunities for guided practice and error correction and feedback; 26 (4) a plan for reading at home outlined in an agreement with the 27 parents or guardians, including parent participation in training workshops and regular 28 parent-guided home reading activities. 29 (m) A district or school may not retain a student under this section who was 30 previously retained in kindergarten, grade one, grade two, or grade three. 31 (n) In this section,
01 (1) "evidence-based reading intervention" means an intervention based 02 on reliable, trustworthy, and valid evidence that has a demonstrated record of success 03 in adequately increasing a student's reading competency in the areas of phonemic 04 awareness, phonics, vocabulary development, reading fluency, oral language skills, 05 and reading comprehension; 06 (2) "reading teacher" means a teacher who holds a valid teacher 07 certificate under AS 14.20 and has demonstrated an effectiveness at instructing 08 students to read at or above grade level through student reading performance data and 09 teacher performance evaluations and who meets the requirements established by the 10 state Board of Education and Early Development in regulation. 11 Sec. 14.30.770. Department reading program. (a) The department shall 12 establish a reading program to provide direct support for and intervention in intensive 13 reading intervention services in the lowest performing 25 percent of schools serving 14 students in grades kindergarten through three as determined under AS 14.03.123, 15 selecting not more than 10 participating schools at a time. State funding provided to 16 participating schools for implementation of the reading program is in addition to the 17 amount of funding provided under AS 14.17. In conducting the program, the 18 department shall 19 (1) use the accountability system established in AS 14.03.123 to 20 identify low performing schools; 21 (2) establish an application process for school districts to apply to 22 participate in the program; 23 (3) select low performing schools from the schools that apply to 24 participate in the program; 25 (4) employ and assign a reading specialist for each school selected to 26 direct the implementation of the intensive reading intervention services established 27 under AS 14.30.765 by 28 (A) modeling effective instructional strategies for teachers by 29 working regularly with students as a class, in small groups, or individually; 30 (B) coaching and mentoring teachers and staff in reading 31 instruction with an emphasis on prioritizing time in a manner that has the
01 greatest positive effects on student achievement; 02 (C) training teachers in data analysis and using data to 03 differentiate instruction; 04 (D) leading and supporting reading leadership teams; and 05 (E) reporting on school and student performance to the 06 department; 07 (5) establish a reporting process for each reading specialist and support 08 reading specialist to submit updates to the department on implementation of the 09 program; 10 (6) work with reading specialists to create specific improvement goals 11 for each school selected, including measures of interim progress; 12 (7) select and purchase additional reading material for each school 13 selected to supplement the intensive reading intervention services; 14 (8) pay travel and associated costs for a reading specialist or support 15 reading specialist to attend relevant training sessions identified by or hosted by the 16 department; 17 (9) periodically review staff development programs for their 18 effectiveness in developing reading skills and, after consultation with school districts 19 and experts, recommend to the board for approval staff development programs that 20 (A) have been proven to assess and accelerate student progress 21 toward reaching reading competency; 22 (B) provide explicit and systematic skill development in the 23 areas of phonemic awareness, phonics, fluency, vocabulary, and 24 comprehension; 25 (C) are evidence-based and reliable; 26 (D) provide initial and ongoing analysis of student progress 27 toward reaching reading competency; and 28 (E) include texts on core academic content to assist students in 29 maintaining or meeting grade-appropriate proficiency in academic subjects in 30 addition to reading; 31 (10) annually convene, either in person or electronically, a panel made
01 up of teachers of grades kindergarten through three, school administrators, early 02 education advocacy groups, and parents of students in grades kindergarten through 03 three to review and provide commentary on the effectiveness of the reading 04 intervention programs established under AS 14.30.760 - 14.30.775. 05 (b) The department may employ and assign a support reading specialist for 06 each school selected to participate in the program, as necessary, to support the reading 07 specialist assigned under (a)(4) of this section or serve as a reading specialist for a 08 school's early education program. 09 (c) A school selected to participate in the reading program established under 10 this section shall 11 (1) ensure that a reading specialist assigned to the school is not 12 required to perform functions that divert from the duties the department has assigned 13 to the reading specialist; 14 (2) coordinate with the reading specialist or specialists to redesign the 15 school's daily schedule to dedicate time to reading program activities, including 16 intensive reading intervention services identified in a written agreement between the 17 school and the department; 18 (3) present on the reading program established under this section and 19 the intensive reading intervention services established under AS 14.30.765 at a public 20 meeting; the presentation must include 21 (A) the data the department used to identify the school as 22 eligible for the reading program; 23 (B) a detailed overview of the reading program and intensive 24 reading intervention services; 25 (C) a timeline for implementing the intensive reading 26 intervention services and meeting reading improvement goals; and 27 (D) the implications of the program for students, families, and 28 educators; 29 (4) provide notice of the public meeting required under (3) of this 30 subsection to the parents or guardians of each student at least seven days before the 31 date of the meeting;
01 (5) present an annual update on the school's implementation of the 02 reading program and intensive reading intervention services at a public meeting with 03 notice provided to the parents or guardians of each student at least seven days before 04 the date of the meeting; 05 (6) create partnerships between the school, the families of students, 06 and the community that focus on promoting reading and increasing the amount of time 07 that students spend reading. 08 (d) The department shall publish on the department's Internet website and 09 make available to the public 10 (1) a completed application from each school selected to participate in 11 the reading program; 12 (2) the reading program and intensive reading intervention services 13 implemented by each school selected to participate; and 14 (3) a data analysis conducted by an independent contractor of the 15 success of the reading program and intensive reading intervention services. 16 (e) The department may employ a person as a reading specialist or support 17 reading specialist under this section if the person 18 (1) holds a valid teacher certificate issued under AS 14.20 and 19 (A) has completed an approved graduate program for the 20 preparation of reading specialists at an approved institution of higher education 21 and a supervised practicum or internship as a reading specialist; or 22 (B) has at least three years of full-time, demonstrated 23 classroom teaching experience where reading instruction was a primary 24 responsibility; 25 (2) is knowledgeable about and demonstrates competency in reading 26 instruction, including 27 (A) an understanding of the five components of reading 28 instruction identified by the National Reading Panel; 29 (B) knowledge of and experience in implementing effective 30 reading instruction strategies and intervention methods; 31 (C) experience in designing and implementing a school-wide
01 response to intervention program or multi-tiered system support model; 02 (D) an understanding of and experience in reading screenings 03 or assessments and data analyses that inform instruction; 04 (E) knowledge of dyslexia and other learning disorders that 05 affect reading achievement; 06 (F) knowledge of and an ability to effectively articulate the 07 methods, issues, and resources involved in support of student instruction to a 08 wide variety of audiences, including staff, parents, and students whose primary 09 language is other than English; and 10 (3) meets other reading instruction coursework requirements 11 established by the department in regulation. 12 Sec. 14.30.775. Definitions. In AS 14.30.760 - 14.30.775, 13 (1) "district" has the meaning given in AS 14.17.990; 14 (2) "parent" or "guardian" includes a natural, adoptive, and foster 15 parent, stepparent, legal guardian, relative, and other adult person with whom the 16 student has resided and who has acted as a parent in providing for the student or has 17 been responsible for the student's welfare for a continuous period of time. 18 Article 16. Virtual Education. 19 Sec. 14.30.800. Virtual education consortium. (a) The department shall, in 20 cooperation with school districts, establish a virtual education consortium for the 21 purpose of making virtual education and professional development resources available 22 to students and teachers in the state. The department shall establish standards for 23 consortium resources. The consortium shall create and maintain a database of virtual 24 education courses for students, training in virtual instruction for teachers, and 25 professional development courses for teachers of students throughout the state if the 26 coursework curriculum meets the state standards established by the department. The 27 database must be accessible to all school districts that participate in the consortium. 28 (b) For teachers delivering or facilitating virtual coursework to students 29 through the consortium database, the consortium shall provide training and 30 professional development on virtual instruction methods and the differences between 31 virtual instruction and instruction offered in a classroom. A teacher may not provide
01 instruction through a course for students that is in the database unless 02 (1) the teacher has completed the training or professional development 03 provided by the consortium; or 04 (2) the consortium determines that the teacher's previous experience 05 has prepared the teacher to provide virtual instruction and the teacher demonstrates the 06 skills necessary to provide virtual instruction. 07 (c) The consortium shall employ a reading specialist available to school 08 districts to provide virtual intensive reading intervention services. The duties of the 09 reading specialist include 10 (1) modeling effective instructional strategies for teachers by working 11 regularly with students as a class, in small groups, or individually; 12 (2) coaching and mentoring teachers and staff in reading instruction 13 with an emphasis on prioritizing time in a manner that has the greatest positive effects 14 on student achievement; 15 (3) training teachers in data analysis and using data to differentiate 16 instruction; 17 (4) leading and supporting reading leadership teams; and 18 (5) reporting on school and student performance to the department. 19 (d) The department may require a school district that participates in the 20 consortium to pay a fee to the consortium. If the department requires a fee, the 21 department shall establish the fee in regulations, based on a recommendation made by 22 the consortium, and may adjust the fee annually as necessary. The fees must 23 approximately equal the consortium's prorated administrative costs related to 24 reviewing and approving courses and maintaining the database. 25 (e) A school district that provides a course included in the database may 26 charge a fee to the school district in which a student who takes the course is enrolled. 27 The department shall establish the fee in regulations. 28 (f) The consortium may require, as a condition of participation, that school 29 districts that provide courses or have students participating in courses included in the 30 database under (a) of this section adopt the same school term and class schedule for all 31 or part of a school day. The school term must meet the requirements of AS 14.03.030.
01 (g) In this section, "virtual education" or "virtual instruction" means 02 instruction delivered through telecommunications or another digital or electronic 03 method. 04 * Sec. 21. AS 47.17.290(12) is amended to read: 05 (12) "organization" means a group or entity that provides care and 06 supervision for compensation to a child not related to the caregiver, and includes a 07 child care facility, pre-elementary school, early education program, head start 08 center, child foster home, residential child care facility, recreation program, children's 09 camp, and children's club; 10 * Sec. 22. AS 14.03.410 is repealed July 1, 2032. 11 * Sec. 23. The uncodified law of the State of Alaska is amended by adding a new section to 12 read: 13 VIRTUAL EDUCATION AVAILABILITY DEADLINE. The Department of 14 Education and Early Development shall make available virtual education courses and 15 professional development resources under sec. 20 of this Act on or before July 1, 2023. 16 * Sec. 24. The uncodified law of the State of Alaska is amended by adding a new section to 17 read: 18 APPLICABILITY. Section 19 of this Act applies to endorsements in elementary 19 education issued on or after the effective date of this Act. An endorsement in elementary 20 education issued before the effective date of this Act may not be renewed on or after the 21 effective date of this Act unless the teacher has completed three credits or the equivalent of 22 coursework, training, or testing requirements under sec. 19 of this Act. 23 * Sec. 25. The uncodified law of the State of Alaska is amended by adding a new section to 24 read: 25 TRANSITION. To determine the lowest performing 10 percent of districts for 26 purposes of grant eligibility under sec. 8 of this Act, in fiscal year 2022, the Department of 27 Education and Early Development shall use school accountability rankings from the 2019- 28 2020 school year. 29 * Sec. 26. This Act takes effect July 1, 2021.