SB 111: "An Act relating to the duties of the Department of Education and Early Development; relating to public schools; relating to early education programs; relating to funding for early education programs; relating to school age eligibility; relating to reports by the Department of Education and Early Development; relating to reports by school districts; relating to certification and competency of teachers; relating to assessing reading deficiencies and providing reading intervention services to public school students enrolled in grades kindergarten through three; relating to textbooks and materials for reading intervention services; establishing a reading program in the Department of Education and Early Development; relating to school operating funds; relating to a virtual education consortium; and providing for an effective date."
00 SENATE BILL NO. 111 01 "An Act relating to the duties of the Department of Education and Early Development; 02 relating to public schools; relating to early education programs; relating to funding for 03 early education programs; relating to school age eligibility; relating to reports by the 04 Department of Education and Early Development; relating to reports by school 05 districts; relating to certification and competency of teachers; relating to assessing 06 reading deficiencies and providing reading intervention services to public school 07 students enrolled in grades kindergarten through three; relating to textbooks and 08 materials for reading intervention services; establishing a reading program in the 09 Department of Education and Early Development; relating to school operating funds; 10 relating to a virtual education consortium; and providing for an effective date." 11 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA: 12 * Section 1. The uncodified law of the State of Alaska is amended by adding a new section
01 to read: 02 SHORT TITLE. This Act may be known as the Alaska Academic Improvement and 03 Modernization Act. 04 * Sec. 2. AS 14.03.060(e) is amended to read: 05 (e) In addition to the grades enumerated in (a) of this section, an elementary 06 school consists of an early education [A PRE-ELEMENTARY] program approved 07 or supervised by the department under AS 14.07.020(a)(8), including a program 08 operated by a head start agency [THE DEPARTMENT] as a head start program 09 under 42 U.S.C. 9831 - 9852c [AS 14.38.010, OR LOCATED IN A PUBLIC 10 SCHOOL FOR FEDERAL FUNDING PURPOSES. EXCEPT FOR A CHILD WITH 11 A DISABILITY WHO IS RECEIVING SPECIAL EDUCATION OR RELATED 12 SERVICES UNDER AS 14.30.180 - 14.30.350, PRE-ELEMENTARY STUDENTS 13 MAY NOT BE COUNTED IN A SCHOOL'S AVERAGE DAILY MEMBERSHIP 14 UNDER AS 14.17]. 15 * Sec. 3. AS 14.03.060(e), as amended by sec. 2 of this Act, is amended to read: 16 (e) In addition to the grades enumerated in (a) of this section, an elementary 17 school consists of an early education program [APPROVED OR] supervised by the 18 department under AS 14.07.020(a)(8), including a program operated by a head start 19 agency as a head start program under 42 U.S.C. 9831 - 9852c. 20 * Sec. 4. AS 14.03.072(a) is amended to read: 21 (a) Each school district shall annually provide to parents and guardians of 22 students enrolled in kindergarten through grade three in a public school in the state 23 current information on the importance of early reading [LITERACY], including 24 (1) intervention strategies and reading intervention services 25 provided under AS 14.30.765; 26 (2) home reading [LITERACY] plans; 27 (3) grade retention standards and policies for the elementary school 28 attended; 29 (4) strategies and resources to help children learn to read. 30 * Sec. 5. AS 14.03.078(a) is amended to read: 31 (a) The department shall provide to the legislature and school districts by
01 February 15 of each year by electronic means an annual report regarding the progress 02 of each school and school district toward high academic performance by all students. 03 The report required under this section must include 04 (1) information described under AS 14.03.120 [AS 14.03.120(d)]; 05 (2) progress of the department 06 (A) toward implementing the school accountability provisions 07 of AS 14.03.123; and 08 (B) in assisting high schools to become accredited; 09 (3) a description of the resources provided to each school and school 10 district for coordinated school improvement activities and staff training in each school 11 and school district; 12 (4) each school district's and each school's progress in aligning 13 curriculum with state education performance standards; 14 (5) a description of the efforts by the department to assist a public 15 school or district that receives a low performance designation under AS 14.03.123; 16 (6) a description of intervention efforts by each school district and 17 school for students who are not meeting state performance standards; [AND] 18 (7) the number and percentage of turnover in certificated personnel and 19 superintendents; 20 (8) a summary of the categories of certificated administrative 21 employees employed by each school district that includes the ratio of 22 (A) the number of certificated administrative employees in 23 each category employed by each school district compared to the number 24 of students enrolled in the school district on October 1 of the previous 25 year; 26 (B) the total number of certificated administrative 27 employees employed by each school district compared to the total number 28 of teachers employed by the school district on October 1 of the previous 29 year; and 30 (C) the total number of teachers employed by each school 31 district compared to the total number of students enrolled in the school
01 district on October 1 of the previous year; and 02 (9) the progress made to implement the reading intervention 03 programs established under AS 14.30.760 - 14.30.775, including data on how 04 school districts are using in-service days for professional development in reading 05 instruction. 06 * Sec. 6. AS 14.03.078 is amended by adding new subsections to read: 07 (c) Each school district shall make available to the public the portion of the 08 report under (a)(8) of this section that pertains to the school district by posting the 09 information in a prominent location on the school district's or local community's 10 Internet website or by another easily accessible method. 11 (d) In this section, "administrative employee" means an employee who does 12 not provide direct classroom instruction for students as a regular part of the 13 employee's job. 14 * Sec. 7. AS 14.03.080(d) is amended to read: 15 (d) A child who is five years of age on or before June 1 preceding 16 [SEPTEMBER 1 FOLLOWING] the beginning of the school year, and who is under 17 school age, may enter a public school kindergarten. A school district shall allow a 18 child who is four years of age on or before June 1 preceding the beginning of the 19 school year, and who achieves a passing score on an assessment approved by the 20 department, to enter a public school kindergarten. 21 * Sec. 8. AS 14.03.080 is amended by adding a new subsection to read: 22 (g) A child who is at least four, but not more than five, years of age on or 23 before June 1 preceding the beginning of the school year and who has not attended a 24 public school kindergarten may enter a public school early education program. 25 * Sec. 9. AS 14.03.120 is amended by adding a new subsection to read: 26 (h) To the extent allowable under state and federal privacy laws, each district 27 shall annually report to the department information from the previous school year 28 regarding 29 (1) the number of students and teaching staff assigned to each 30 classroom in grades kindergarten through three; 31 (2) the number and percentage of students
01 (A) in grades kindergarten through three who demonstrated 02 improvement on expected grade-level skills on the statewide screening or 03 assessment tool; 04 (B) in grades kindergarten through three who performed below 05 expected grade-level skills on the statewide screening or assessment tool, by 06 grade; 07 (C) retained in grades kindergarten through three and the 08 reasons for retention; 09 (D) in grade three who demonstrated sufficient reading skills to 10 progress to grade four based on the statewide screening or assessment tool; 11 (E) in grade three who demonstrated sufficient reading skills to 12 progress to grade four based on an alternative standardized reading screening 13 or assessment; 14 (F) in grade three who demonstrated sufficient reading skills to 15 progress to grade four based on a student reading portfolio; 16 (G) in grade three who progressed to grade four based on a 17 waiver under AS 14.30.765(f); 18 (H) in grade three who progressed to grade four based on a 19 good cause exemption under AS 14.30.765(h); 20 (3) the performance on the statewide screening or assessment tool of 21 students in a grade above grade three who were retained in grade three or who 22 progressed to grade four based on a waiver under AS 14.30.765(f) or a good cause 23 exemption under AS 14.30.765(h). 24 * Sec. 10. AS 14.03 is amended by adding new sections to read: 25 Article 4. Early Education. 26 Sec. 14.03.410. Early education programs; grants. (a) The department shall 27 (1) provide training and assistance to develop and improve district- 28 wide early education programs that comply with standards adopted by the board under 29 AS 14.07.165(a)(5); and 30 (2) approve district-wide early education programs that comply with 31 the standards adopted by the board under AS 14.07.165(a)(5), subject to the
01 limitations in (d) of this section. 02 (b) The department may award a grant to provide funding for a three-year 03 period for the development or improvement of a district-wide early education program 04 to a district that has not received a grant under this section, applies in a format 05 prescribed by the department, and is eligible for a grant as specified under (c) of this 06 section. 07 (c) The department shall rank the performance of all districts in the state in 08 accordance with the accountability system and performance designations required 09 under AS 14.03.123. The lowest performing districts are eligible for a grant in the 10 following fiscal years: 11 (1) for the fiscal year beginning July 1, 2021, the lowest performing 5 12 districts; 13 (2) for the fiscal year beginning July 1, 2022, the lowest performing 10 14 districts; 15 (3) for the fiscal year beginning July 1, 2023, the lowest performing 20 16 districts. 17 (d) The department may assess at any time a district's early education program 18 and approve the program if the program complies with the standards adopted by the 19 board under AS 14.07.165(a)(5). The number of district-wide early education 20 programs that the department approves in the fiscal year beginning July 1, 2021, may 21 not result in a total cost of more than $3,000,000. In the fiscal year beginning July 1, 22 2022, and all subsequent fiscal years, the number of district-wide early education 23 programs that the department approves may not result in a total cost increase of more 24 than $3,000,000 from the prior fiscal year. If the number of programs eligible in a 25 fiscal year exceeds the number of programs that the department may approve under 26 this subsection, the department shall prioritize the approval of programs based on the 27 department's ranking of districts under (c) of this section. 28 (e) If the department does not approve the early education program of a 29 district awarded a grant under (c) of this section by the end of the district's three-year 30 grant period, the department may provide a one-year remediation grant to allow the 31 district one additional fiscal year to meet the early education program standards
01 adopted by the board under AS 14.07.165(a)(5). If the district is unable to meet the 02 early education program standards at the end of that fiscal year, the department may, 03 in the discretion of the commissioner, provide an additional remediation grant to allow 04 the district not more than one additional fiscal year to meet the standards. Nothing in 05 this section prohibits a district from using its own funds to continue the remediation 06 process. 07 (f) A student in an early education program may not be counted in a district's 08 ADM under AS 14.17.500 or 14.17.905 unless the department has approved the 09 program under (a)(2) of this section. 10 (g) A grant under this section is subject to appropriation, but may not supplant 11 other early education funding available to districts. 12 (h) In this section, 13 (1) "ADM" has the meaning given in AS 14.17.990; 14 (2) "district" has the meaning given in AS 14.17.990; 15 (3) "early education program" means a program 16 (A) for children who are four and five years of age and who 17 have not attended a public school kindergarten; and 18 (B) the primary function of which is educational. 19 Sec. 14.03.420. Parents as teachers program. (a) The department shall 20 design and implement a statewide parents as teachers program for the benefit of 21 children who are under five years of age. The program must provide a system of early 22 childhood education that 23 (1) is evidence-based; 24 (2) involves parents; 25 (3) is consistent with available research and best practices for high 26 quality early childhood education; 27 (4) incorporates guidelines adopted by the department for early 28 learning that 29 (A) enhance school readiness; 30 (B) increase parent understanding of child development and 31 developmental milestones;
01 (C) reduce the incidence of child abuse and neglect; 02 (D) increase identification of health problems and 03 developmental delays through regular screenings; 04 (E) improve child health indicators, including immunization 05 rates; and 06 (F) increase parental involvement; and 07 (5) provides for effective and efficient coordination with or expansion 08 of early education programs operating in the state, to the extent permitted by law. 09 (b) A school district shall, to the extent space is needed and available, provide 10 for the use of a room in a school at no charge to support the program established under 11 this section. 12 (c) The department shall develop and enter into local partnerships to 13 implement the program established under this section. 14 * Sec. 11. AS 14.07.020(a) is amended to read: 15 (a) The department shall 16 (1) exercise general supervision over the public schools of the state 17 except the University of Alaska; 18 (2) study the conditions and needs of the public schools of the state, 19 adopt or recommend plans, administer and evaluate grants to improve school 20 performance awarded under AS 14.03.125, and adopt regulations for the improvement 21 of the public schools; the department may consult with the University of Alaska to 22 develop secondary education requirements to improve student achievement in college 23 preparatory courses; 24 (3) provide advisory and consultative services to all public school 25 governing bodies and personnel; 26 (4) prescribe by regulation a minimum course of study for the public 27 schools; the regulations must provide that, if a course in American Sign Language is 28 given, the course shall be given credit as a course in a foreign language; 29 (5) establish, in coordination with the Department of Health and Social 30 Services, a program for the continuing education of children who are held in detention 31 facilities in the state during the period of detention;
01 (6) accredit those public schools that meet accreditation standards 02 prescribed by regulation by the department; these regulations shall be adopted by the 03 department and presented to the legislature during the first 10 days of any regular 04 session, and become effective 45 days after presentation or at the end of the session, 05 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 06 the members of each house; 07 (7) prescribe by regulation, after consultation with the state fire 08 marshal and the state sanitarian, standards that will ensure healthful and safe 09 conditions in the public and private schools of the state, including a requirement of 10 physical examinations and immunizations in pre-elementary schools; the standards for 11 private schools may not be more stringent than those for public schools; 12 (8) exercise general supervision over early education programs 13 [PRE-ELEMENTARY SCHOOLS] that receive direct state or federal funding, 14 including early education programs provided by a school district for students 15 four and five years of age, and approve early education programs provided by a 16 school district under AS 14.03.410(a)(2); 17 (9) exercise general supervision over elementary and secondary 18 correspondence study programs offered by municipal school districts or regional 19 educational attendance areas; the department may also offer and make available to any 20 Alaskan through a centralized office a correspondence study program; 21 (10) accredit private schools that request accreditation and that meet 22 accreditation standards prescribed by regulation by the department; nothing in this 23 paragraph authorizes the department to require religious or other private schools to be 24 licensed; 25 (11) review plans for construction of new public elementary and 26 secondary schools and for additions to and major rehabilitation of existing public 27 elementary and secondary schools and, in accordance with regulations adopted by the 28 department, determine and approve the extent of eligibility for state aid of a school 29 construction or major maintenance project; for the purposes of this paragraph, "plans" 30 include educational specifications, schematic designs, projected energy consumption 31 and costs, and final contract documents;
01 (12) provide educational opportunities in the areas of vocational 02 education and training, and basic education to individuals over 16 years of age who 03 are no longer attending school; the department may consult with businesses and labor 04 unions to develop a program to prepare students for apprenticeships or internships that 05 will lead to employment opportunities; 06 (13) administer the grants awarded under AS 14.11; 07 (14) establish, in coordination with the Department of Public Safety, a 08 school bus driver training course; 09 (15) require the reporting of information relating to school disciplinary 10 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 11 behavior; 12 (16) establish by regulation criteria, based on low student performance, 13 under which the department may intervene in a school district to improve instructional 14 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 15 (A) a notice provision that alerts the district to the deficiencies 16 and the instructional practice changes proposed by the department; 17 (B) an end date for departmental intervention, as described in 18 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 19 consecutive years of improvement consisting of not less than two percent 20 increases in student proficiency on standards-based assessments in language 21 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 22 (C) a process for districts to petition the department for 23 continuing or discontinuing the department's intervention; 24 (17) notify the legislative committees having jurisdiction over 25 education before intervening in a school district under AS 14.07.030(a)(14) or 26 redirecting public school funding under AS 14.07.030(a)(15); 27 (18) establish a reading program to provide direct support for and 28 intervention in the reading intervention programs of participating schools as 29 described in AS 14.30.765 and 14.30.770. 30 * Sec. 12. AS 14.07.020(a), as amended by sec. 11 of this Act, is amended to read: 31 (a) The department shall
01 (1) exercise general supervision over the public schools of the state 02 except the University of Alaska; 03 (2) study the conditions and needs of the public schools of the state, 04 adopt or recommend plans, administer and evaluate grants to improve school 05 performance awarded under AS 14.03.125, and adopt regulations for the improvement 06 of the public schools; the department may consult with the University of Alaska to 07 develop secondary education requirements to improve student achievement in college 08 preparatory courses; 09 (3) provide advisory and consultative services to all public school 10 governing bodies and personnel; 11 (4) prescribe by regulation a minimum course of study for the public 12 schools; the regulations must provide that, if a course in American Sign Language is 13 given, the course shall be given credit as a course in a foreign language; 14 (5) establish, in coordination with the Department of Health and Social 15 Services, a program for the continuing education of children who are held in detention 16 facilities in the state during the period of detention; 17 (6) accredit those public schools that meet accreditation standards 18 prescribed by regulation by the department; these regulations shall be adopted by the 19 department and presented to the legislature during the first 10 days of any regular 20 session, and become effective 45 days after presentation or at the end of the session, 21 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 22 the members of each house; 23 (7) prescribe by regulation, after consultation with the state fire 24 marshal and the state sanitarian, standards that will ensure healthful and safe 25 conditions in the public and private schools of the state, including a requirement of 26 physical examinations and immunizations in pre-elementary schools; the standards for 27 private schools may not be more stringent than those for public schools; 28 (8) exercise general supervision over early education programs that 29 receive direct state or federal funding, including early education programs provided by 30 a school district for students four and five years of age, and approve early education 31 programs provided by a school district under AS 14.03.410(a)(2);
01 (9) exercise general supervision over elementary and secondary 02 correspondence study programs offered by municipal school districts or regional 03 educational attendance areas; the department may also offer and make available to any 04 Alaskan through a centralized office a correspondence study program; 05 (10) accredit private schools that request accreditation and that meet 06 accreditation standards prescribed by regulation by the department; nothing in this 07 paragraph authorizes the department to require religious or other private schools to be 08 licensed; 09 (11) review plans for construction of new public elementary and 10 secondary schools and for additions to and major rehabilitation of existing public 11 elementary and secondary schools and, in accordance with regulations adopted by the 12 department, determine and approve the extent of eligibility for state aid of a school 13 construction or major maintenance project; for the purposes of this paragraph, "plans" 14 include educational specifications, schematic designs, projected energy consumption 15 and costs, and final contract documents; 16 (12) provide educational opportunities in the areas of vocational 17 education and training, and basic education to individuals over 16 years of age who 18 are no longer attending school; the department may consult with businesses and labor 19 unions to develop a program to prepare students for apprenticeships or internships that 20 will lead to employment opportunities; 21 (13) administer the grants awarded under AS 14.11; 22 (14) establish, in coordination with the Department of Public Safety, a 23 school bus driver training course; 24 (15) require the reporting of information relating to school disciplinary 25 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 26 behavior; 27 (16) establish by regulation criteria, based on low student performance, 28 under which the department may intervene in a school district to improve instructional 29 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 30 (A) a notice provision that alerts the district to the deficiencies 31 and the instructional practice changes proposed by the department;
01 (B) an end date for departmental intervention, as described in 02 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 03 consecutive years of improvement consisting of not less than two percent 04 increases in student proficiency on standards-based assessments in language 05 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 06 (C) a process for districts to petition the department for 07 continuing or discontinuing the department's intervention; 08 (17) notify the legislative committees having jurisdiction over 09 education before intervening in a school district under AS 14.07.030(a)(14) or 10 redirecting public school funding under AS 14.07.030(a)(15); 11 (18) establish a reading program to provide direct support for and 12 intervention in the reading intervention programs of participating schools as described 13 in AS 14.30.765 [AND 14.30.770]. 14 * Sec. 13. AS 14.07.020(a), as amended by sec. 12 of this Act, is amended to read: 15 (a) The department shall 16 (1) exercise general supervision over the public schools of the state 17 except the University of Alaska; 18 (2) study the conditions and needs of the public schools of the state, 19 adopt or recommend plans, administer and evaluate grants to improve school 20 performance awarded under AS 14.03.125, and adopt regulations for the improvement 21 of the public schools; the department may consult with the University of Alaska to 22 develop secondary education requirements to improve student achievement in college 23 preparatory courses; 24 (3) provide advisory and consultative services to all public school 25 governing bodies and personnel; 26 (4) prescribe by regulation a minimum course of study for the public 27 schools; the regulations must provide that, if a course in American Sign Language is 28 given, the course shall be given credit as a course in a foreign language; 29 (5) establish, in coordination with the Department of Health and Social 30 Services, a program for the continuing education of children who are held in detention 31 facilities in the state during the period of detention;
01 (6) accredit those public schools that meet accreditation standards 02 prescribed by regulation by the department; these regulations shall be adopted by the 03 department and presented to the legislature during the first 10 days of any regular 04 session, and become effective 45 days after presentation or at the end of the session, 05 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 06 the members of each house; 07 (7) prescribe by regulation, after consultation with the state fire 08 marshal and the state sanitarian, standards that will ensure healthful and safe 09 conditions in the public and private schools of the state, including a requirement of 10 physical examinations and immunizations in pre-elementary schools; the standards for 11 private schools may not be more stringent than those for public schools; 12 (8) exercise general supervision over early education programs that 13 receive direct state or federal funding, including early education programs provided by 14 a school district for students four and five years of age [, AND APPROVE EARLY 15 EDUCATION PROGRAMS PROVIDED BY A SCHOOL DISTRICT UNDER 16 AS 14.03.410(a)(2)]; 17 (9) exercise general supervision over elementary and secondary 18 correspondence study programs offered by municipal school districts or regional 19 educational attendance areas; the department may also offer and make available to any 20 Alaskan through a centralized office a correspondence study program; 21 (10) accredit private schools that request accreditation and that meet 22 accreditation standards prescribed by regulation by the department; nothing in this 23 paragraph authorizes the department to require religious or other private schools to be 24 licensed; 25 (11) review plans for construction of new public elementary and 26 secondary schools and for additions to and major rehabilitation of existing public 27 elementary and secondary schools and, in accordance with regulations adopted by the 28 department, determine and approve the extent of eligibility for state aid of a school 29 construction or major maintenance project; for the purposes of this paragraph, "plans" 30 include educational specifications, schematic designs, projected energy consumption 31 and costs, and final contract documents;
01 (12) provide educational opportunities in the areas of vocational 02 education and training, and basic education to individuals over 16 years of age who 03 are no longer attending school; the department may consult with businesses and labor 04 unions to develop a program to prepare students for apprenticeships or internships that 05 will lead to employment opportunities; 06 (13) administer the grants awarded under AS 14.11; 07 (14) establish, in coordination with the Department of Public Safety, a 08 school bus driver training course; 09 (15) require the reporting of information relating to school disciplinary 10 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 11 behavior; 12 (16) establish by regulation criteria, based on low student performance, 13 under which the department may intervene in a school district to improve instructional 14 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 15 (A) a notice provision that alerts the district to the deficiencies 16 and the instructional practice changes proposed by the department; 17 (B) an end date for departmental intervention, as described in 18 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 19 consecutive years of improvement consisting of not less than two percent 20 increases in student proficiency on standards-based assessments in language 21 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 22 (C) a process for districts to petition the department for 23 continuing or discontinuing the department's intervention; 24 (17) notify the legislative committees having jurisdiction over 25 education before intervening in a school district under AS 14.07.030(a)(14) or 26 redirecting public school funding under AS 14.07.030(a)(15); 27 (18) establish a reading program to provide direct support for and 28 intervention in the reading intervention programs of participating schools as described 29 in AS 14.30.765. 30 * Sec. 14. AS 14.07.020(c) is amended to read: 31 (c) In this section, "early education program" ["PRE-ELEMENTARY
01 SCHOOL"] means a program [SCHOOL] for children ages three through five years if 02 the program's [SCHOOL'S] primary function is educational. 03 * Sec. 15. AS 14.07.050 is amended to read: 04 Sec. 14.07.050. Selection of textbooks. Textbooks for use in the public 05 schools of the state, including a district offered statewide correspondence study 06 program, shall be selected by district boards for district schools. Nothing in this 07 section precludes 08 (1) a correspondence study student, or the parent or guardian of a 09 correspondence study student, from privately obtaining or using textbooks or 10 curriculum material not provided by the school district; 11 (2) the department from selecting and purchasing supplementary 12 reading textbooks and materials for school districts to support reading 13 intervention services provided under AS 14.30.765 and 14.30.770. 14 * Sec. 16. AS 14.07.050, as amended by sec. 15 of this Act, 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 statewide correspondence study 17 program, shall be selected by district boards for district schools. Nothing in this 18 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 intervention 24 services provided under AS 14.30.765 [AND 14.30.770]. 25 * Sec. 17. 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. 18. AS 14.07.168 is amended to read: 29 Sec. 14.07.168. Report to the legislature. Not later than the 30th legislative 30 day of each regular session of the legislature, the board shall prepare and present in 31 person to the legislative committees having jurisdiction over education an annual
01 report that describes the efforts of the board to develop, maintain, and continuously 02 improve a comprehensive quality public education system, as provided for under the 03 bylaws of the board. The report must include 04 (1) a summary of the resolves and rationales provided in support of 05 policy decisions made under AS 14.03.015; 06 (2) program and curriculum changes made, discussed, or 07 recommended in meetings held under AS 14.07.125; 08 (3) additional information relevant to efforts made to improve and 09 maintain the public education system 10 (4) a summary of implementation and utilization of the consortium 11 established under AS 14.30.800, including a review of consortium effectiveness 12 and the participation rates of districts, teachers, and students. 13 * Sec. 19. AS 14.07.180(a) is amended to read: 14 (a) Notwithstanding any other provision of law, the board shall establish 15 standards and a procedure for the review, ranking, and approval of mathematics and 16 English and language arts curricula for school districts to use in each grade level as 17 provided in this section. The board may include curricula delivered through virtual 18 education in the standards and procedure established under this subsection. Standards 19 established for the review, ranking, and approval of language arts curricula for 20 early education programs and grades kindergarten through three must be based 21 on the five components of evidence-based reading instruction identified by the 22 National Reading Panel. 23 * Sec. 20. AS 14.14.115(a) is amended to read: 24 (a) To encourage cooperative arrangements between school districts and 25 between school districts and private businesses, nonprofit organizations, or 26 government agencies to provide more efficient or economical administrative or 27 educational services, a school district may receive a one-time cooperative arrangement 28 grant from the department of up to $100,000. The department shall ensure that 29 grant funds provided to districts under this section do not provide direct benefit 30 to private educational institutions. 31 * Sec. 21. AS 14.17.500 is amended by adding a new subsection to read:
01 (d) Except as provided in AS 14.17.905(d), a student in an early education 02 program provided by a school district and approved by the department under 03 AS 14.07.020(a)(8) is counted as one-half of a full-time equivalent student. 04 * Sec. 22. AS 14.17.500(d), enacted by sec. 21 of this Act, is amended to read: 05 (d) A school district may not include [EXCEPT AS PROVIDED IN 06 AS 14.17.905(d),] a student in an early education program provided by the [A 07 SCHOOL] district in a school's ADM [AND APPROVED BY THE DEPARTMENT 08 UNDER AS 14.07.020(a)(8) IS COUNTED AS ONE-HALF OF A FULL-TIME 09 EQUIVALENT STUDENT]. 10 * Sec. 23. AS 14.17.505(a) is amended to read: 11 (a) A district may not accumulate in a fiscal year an unreserved portion of its 12 year-end fund balance in its school operating fund, as defined by department 13 regulations, that is greater than 50 [10] percent of its expenditures for that fiscal year. 14 * Sec. 24. AS 14.17.505(a), as amended by sec. 23 of this Act, is amended to read: 15 (a) Except as provided in (c) of this section, a [A] district may not 16 accumulate in a fiscal year an unreserved portion of its year-end fund balance in its 17 school operating fund, as defined by department regulations, that is greater than 25 18 [50] percent of its expenditures for that fiscal year. 19 * Sec. 25. AS 14.17.505(b) is amended to read: 20 (b) The department shall review each district's annual audit under 21 AS 14.14.050 for the preceding fiscal year to ascertain its year-end operating fund 22 balance. The amount by which the unreserved portion of that balance exceeds the 23 amount permitted in (a), or (c) if the district is eligible, of this section shall be 24 deducted from the state aid that would otherwise be paid to the district in the current 25 fiscal year. 26 * Sec. 26. AS 14.17.505 is amended by adding a new subsection to read: 27 (c) A district may accumulate in a fiscal year an unreserved portion of its year- 28 end fund balance in its school operating fund, as defined by department regulations, 29 that is not greater than 50 percent of its expenditures for that fiscal year, if 30 (1) the average reading proficiency score in the district on the National 31 Assessment of Educational Progress reading assessment exceeds the national average;
01 or 02 (2) reductions in non-instruction costs account for the unreserved 03 portion of the district's year-end fund balance in its school operating fund that is 04 greater than 25 percent of its expenditures for that fiscal year, and the district 05 (A) submits and the department approves a plan to use this 06 unreserved fund balance for the purpose of improving student reading 07 proficiency; 08 (B) submits an annual plan implementation report with a 09 narrative; and 10 (C) executes the plan within three years. 11 * Sec. 27. AS 14.17.905(a) is amended to read: 12 (a) For purposes of this chapter, the determination of the number of schools in 13 a district is subject to the following: 14 (1) a community with an ADM of at least 10, but not more than 100, 15 shall be counted as one school; 16 (2) a community with an ADM of at least 101, but not more than 425, 17 shall be counted as 18 (A) one elementary school, which includes those students in 19 grades kindergarten through six and, except as provided in (d) of this 20 section, in an early education program provided by a school district and 21 approved by the department under AS 14.07.020(a)(8); and 22 (B) one secondary school, which includes students in grades 23 seven through 12; 24 (3) in a community with an ADM of greater than 425, each facility that 25 is administered as a separate school shall be counted as one school, except that each 26 alternative school with an ADM of less than 175 shall be counted as a part of the 27 school in the district with the highest ADM. 28 * Sec. 28. AS 14.17.905(a), as amended by sec. 27 of this Act, is amended to read: 29 (a) For purposes of this chapter, the determination of the number of schools in 30 a district is subject to the following: 31 (1) a community with an ADM of at least 10, but not more than 100,
01 shall be counted as one school; 02 (2) a community with an ADM of at least 101, but not more than 425, 03 shall be counted as 04 (A) one elementary school, which includes those students in 05 grades kindergarten through six [AND, EXCEPT AS PROVIDED IN (d) OF 06 THIS SECTION, IN AN EARLY EDUCATION PROGRAM PROVIDED BY 07 A SCHOOL DISTRICT AND APPROVED BY THE DEPARTMENT 08 UNDER AS 14.07.020(a)(8)]; and 09 (B) one secondary school, which includes students in grades 10 seven through 12; 11 (3) in a community with an ADM of greater than 425, each facility that 12 is administered as a separate school shall be counted as one school, except that each 13 alternative school with an ADM of less than 175 shall be counted as a part of the 14 school in the district with the highest ADM. 15 * Sec. 29. AS 14.17.905 is amended by adding a new subsection to read: 16 (d) A school district may not include in a school's ADM students who are four 17 and five years of age if the students are enrolled in an early education program that 18 receives state or federal funding other than funding under this chapter. 19 * Sec. 30. AS 14.20.015(c) is amended to read: 20 (c) The preliminary teacher certificate issued under this section must contain 21 the same endorsements as those on the current valid teacher certificate issued by the 22 other state. However, a teacher holding a preliminary teacher certificate issued 23 under this section may teach grades kindergarten through three if the teacher 24 completes coursework, training, or testing requirements in evidence-based 25 reading instruction approved by the board in regulation. A teacher may apply 26 coursework, training, or testing requirements completed under this subsection 27 toward continuing education requirements established by the board in 28 regulation. 29 * Sec. 31. AS 14.20.020(i) is amended to read: 30 (i) A [BEGINNING ON JULY 1, 1998, A] person is not eligible for an initial 31 regular teacher certificate unless the person has taken and successfully completed a
01 competency examination or examinations designated, at the time the person took the 02 test, by the board. The board shall review nationally recognized examinations that are 03 designed to test the competency of new teachers and shall designate those 04 examinations that it finds adequately test the skills and abilities of new teachers. For 05 each examination designated under this subsection, the board shall establish the 06 minimum acceptable level of performance, including a passing score. The board 07 shall reevaluate the passing score for a competency examination at least once 08 every five years and shall review each examination designated by the board at 09 least once every three years. The board shall prioritize the review of those 10 examinations for which the minimum passing score deviates the most from the 11 mean passing score adopted by other jurisdictions. When reevaluating a passing 12 score for a competency examination, the board shall consider the historical effect 13 of the established passing score, the potential effect of changing the passing score, 14 and the passing score currently used for the examination by other jurisdictions. 15 The board may allow a teacher who passed a comparable competency 16 examination required by another jurisdiction to use a score from the other 17 jurisdiction to satisfy the competency examination requirements under this 18 subsection. The board shall adopt regulations to implement this subsection. A 19 regulation that changes the passing score on a competency examination takes 20 effect on the date that is one year after the date the board adopts the regulation, 21 or a later date prescribed by the board. In this subsection, "competency 22 examination" includes a basic competency examination with components in 23 reading, writing, and mathematics and a subject area examination that is specific 24 to the subject area in which the teacher will be teaching. 25 * Sec. 32. AS 14.20.020 is amended by adding a new subsection to read: 26 (l) Before teaching students in grades kindergarten through three, a teacher 27 certificated under this section must complete coursework, training, or testing 28 requirements in evidence-based reading instruction approved by the board in 29 regulation. A teacher may apply coursework, training, or testing requirements 30 completed under this subsection toward continuing education requirements established 31 by the board in regulation.
01 * Sec. 33. AS 14.30 is amended by adding new sections to read: 02 Article 15. Reading Intervention. 03 Sec. 14.30.760. Statewide assessment and support. (a) To implement the 04 district reading intervention services established under AS 14.30.765, the department 05 shall 06 (1) adopt a statewide screening or assessment tool to administer to 07 students in grades kindergarten through three to identify students with reading 08 deficiencies, including students with characteristics of dyslexia; the screening or 09 assessment tool must evaluate 10 (A) phonemic awareness, letter naming fluency, letter sound 11 fluency, and letter word sound fluency of students in kindergarten; 12 (B) letter word sound fluency and oral reading fluency of 13 students in grade one; 14 (C) vocabulary and oral reading fluency of students in grades 15 two and three; 16 (2) support teachers of grades kindergarten through three by 17 (A) administering the statewide screening or assessment tool 18 three times each school year, once in the fall, once in the winter, and once in 19 the spring, to all students in grades kindergarten through three, with the 20 exception of students who demonstrate sufficient reading skills on the first 21 screening or assessment of the school year; 22 (B) providing methods to monitor student progress; 23 (C) providing targeted instruction based on student needs as 24 determined by the results of the screening or assessment tool; and 25 (D) providing additional assistance as determined by the 26 department; 27 (3) provide training to school district staff related to using the results 28 of the statewide screening or assessment tool and understanding evidence-based 29 reading interventions, including explicit and systematic instruction in phonemic 30 awareness, phonics, fluency, vocabulary, and comprehension; 31 (4) establish a process that allows the commissioner to waive, upon
01 request, use of the statewide screening or assessment tool required under this 02 subsection by a school district if the school district has adopted an evidence-based 03 reading screening or assessment tool and the screening or assessment tool is approved 04 by the department; 05 (5) review and approve alternative standardized reading screenings or 06 assessments for use by school districts. 07 (b) In adopting a statewide screening or assessment tool under (a)(1) of this 08 section, the department shall consider the following factors: 09 (1) the amount of time needed to administer the screening or 10 assessment, with the intention of minimizing effects on instructional time; 11 (2) the time frame for reporting screening or assessment results to 12 teachers, administrators, and parents or guardians; 13 (3) the integration of the screening or assessment with student 14 instruction and department support; and 15 (4) recommendations from a task force, working group, or committee 16 created by law and charged with studying issues related to reading proficiency and 17 reading deficiencies. 18 Sec. 14.30.765. Reading intervention services and strategies; retention. (a) 19 Each school district shall offer intensive reading intervention services to students in 20 grades kindergarten through three who exhibit a reading deficiency to assist students 21 in achieving reading proficiency at or above grade level by the end of grade three. The 22 district shall provide the intensive reading intervention services in addition to the core 23 reading instruction that is provided to all students in the general education classroom. 24 The intensive reading intervention services must, to the extent practicable, 25 (1) be provided by a district reading teacher, or paraprofessional under 26 the supervision of a reading teacher, to all students in grades kindergarten through 27 three who are determined to have a reading deficiency based on the statewide 28 screening or assessment tool adopted under AS 14.30.760(a)(1); 29 (2) provide explicit and systematic instruction in phonemic awareness, 30 phonics, fluency, vocabulary, and comprehension, as necessary; 31 (3) use evidence-based reading intervention methods that have shown
01 proven results in accelerating student reading achievement within a single school year; 02 (4) include instruction with detailed explanations, extensive 03 opportunities for guided practice, and opportunities for error correction and feedback; 04 (5) incorporate daily targeted small group reading instruction based on 05 student needs, either in person or online; 06 (6) monitor the reading progress of each student's reading skills 07 throughout the school year and adjust instruction according to student needs; 08 (7) be implemented during regular school hours through any available 09 method, including in person or through online delivery by teachers or specialty 10 reading coaches; 11 (8) be implemented outside of regular school hours, as directed in the 12 student's individual reading improvement plan under (b) of this section, for a student 13 who scores at the lowest achievement level on the statewide screening or assessment 14 tool; and 15 (9) be reviewed based on a department-approved response to 16 intervention or multi-tiered system support models, addressing additional support and 17 services needed to remedy identified needs. 18 (b) In addition to the reading intervention services provided under (a) of this 19 section, a school district shall provide an individual reading improvement plan for 20 each student in grades kindergarten through three who is determined to have a reading 21 deficiency based on the statewide screening or assessment tool. An individual reading 22 improvement plan developed under this section must 23 (1) be implemented not later than 30 days after identification of the 24 reading deficiency; 25 (2) be created by the student's reading teacher in consultation with the 26 school principal, the student's parents or guardians, and other pertinent district staff; 27 (3) describe the evidence-based reading intervention services the 28 student will receive to achieve and demonstrate sufficient reading skills; 29 (4) provide reading intervention services outside of regular school 30 hours for a student who scores at the lowest achievement level on the statewide 31 screening or assessment tool consistent with (a)(8) of this section;
01 (5) include a process for monitoring progress and adjusting the plan 02 based on student needs; and 03 (6) provide to the student's parents or guardians at least 10 reading 04 progress updates each school year. 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 improve the identified area of reading deficiency; 18 (5) explain that the district or school will inform the parents or 19 guardians in writing of the student's progress toward grade level reading as outlined in 20 the 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, the student may be retained unless the student 25 (A) receives a waiver under (f) of this section; 26 (B) receives an exemption under (h) of this section; or 27 (C) has previously been retained in kindergarten, grade one, 28 grade two, or grade three; 29 (8) explain that a student in grade three should demonstrate sufficient 30 reading skills to progress to grade four under (e) of this section, unless the student 31 receives a waiver under (f) of this section, receives an exemption under (h) of this
01 section, or has previously been retained in kindergarten, grade one, grade two, or 02 grade three; and 03 (9) explain the process and deadline to request a waiver under (f) of 04 this section or an exemption under (h) of this section. 05 (d) 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 grade level retention as an intervention strategy. School staff shall work 11 with the parents or guardians to schedule a date, time, and place for the meeting and, if 12 no parent or guardian attends the meeting, the teacher and school staff shall determine 13 whether the student will progress to the next grade. 14 (e) A student in grade three should demonstrate sufficient reading skills to 15 progress to grade four. A student demonstrates sufficient reading skills to progress to 16 grade four by 17 (1) scoring at grade level or higher on the statewide screening or 18 assessment tool or on the statewide summative assessment; 19 (2) achieving an acceptable score on an alternative standardized 20 reading screening or assessment as determined and approved by the department; or 21 (3) demonstrating mastery of reading standards through a student 22 reading portfolio based on criteria established by the department. 23 (f) A district shall adopt a policy for grade level progression. At a meeting 24 described in (d) of this section for a student in grade three, the participants shall decide 25 whether the student will progress to grade four. If the parents or guardians, the teacher, 26 and participating staff do not agree that the student should progress to grade four, and 27 the district grade level progression policy does not prohibit the student's progression, 28 the parents or guardians may decide to progress the student to grade four. Parents or 29 guardians who decide to progress a student to grade four without the agreement of the 30 teacher and participating staff shall sign a waiver developed by the department 31 acknowledging that the student is not prepared and agreeing that the student will
01 participate in an additional 20 hours of individual reading improvement plan 02 intervention services during the summer before the student enters grade four. 03 (g) The department shall develop a program to provide recognition to districts, 04 schools, school staff, and students for increases in the percentage of students in grade 05 three who demonstrate sufficient reading skills under (e) of this section. 06 (h) A school board may exempt a student from grade level retention for good 07 cause. A good cause exemption is limited to 08 (1) a student with a disability whose individualized education plan 09 under AS 14.30.278 exempts the student from participation in the statewide screening 10 or assessment tool; 11 (2) a student with a disability who participates in the statewide 12 screening or assessment tool and has an individualized education plan under 13 AS 14.30.278 or a plan under 29 U.S.C. 794 that reflects that the student has received 14 intensive reading intervention services for two years or more but still demonstrates a 15 reading deficiency; 16 (3) a student who has received intensive reading intervention services 17 for two or more years but still demonstrates a reading deficiency; or 18 (4) a student whose primary language is other than English and who 19 has had less than two years of instruction in an English language learning program. 20 (i) A student's parent or guardian may request that the student receive a good 21 cause exemption under (h) of this section by submitting documentation to the principal 22 of the school in which the student is enrolled showing that an exemption is 23 appropriate. If the principal determines that the student meets one of the exemptions 24 under (h) of this section, the principal shall recommend to the school board in writing 25 that the school board grant the student a good cause exemption. The school board shall 26 accept or reject the principal's recommendation in writing and provide notice of its 27 decision to the student's parents or guardians and the principal. 28 (j) If a student in grade three does not demonstrate sufficient reading skills to 29 progress to grade four under (e) of this section, the district or school in which the 30 student is enrolled shall provide written notification to the student's parent or guardian 31 not later than 45 days before the end of the school year. The written notification must
01 (1) state that the student did not demonstrate sufficient reading skills to 02 progress to grade four; 03 (2) explain the implementation of intervention or progression and 04 retention strategies; 05 (3) describe the current services being provided to the student; and 06 (4) if the student's parents or guardians requested a good cause 07 exemption under (h) of this section and the school board rejected the request, include a 08 statement that the request for a good cause exemption was rejected and a copy of the 09 written notification the school board provided the parents or guardians under (i) of this 10 section. 11 (k) For a student who does not progress to the next grade level under (d) or (e) 12 of this section, or who progresses to the next grade level with a waiver under (f) of this 13 section or a good cause exemption under (h) of this section, the district in which the 14 student is enrolled shall 15 (1) review the student's individual reading improvement plan; 16 (2) provide intensive reading intervention services to improve the area 17 of reading deficiency using effective instructional strategies to accelerate student 18 progress; 19 (3) provide additional services and support to improve the student's 20 identified area of reading deficiency, including 21 (A) a transitional instructional setting that is designed to 22 produce learning gains; 23 (B) supplemental tutoring offered by a person with specialized 24 reading training; 25 (C) an increase in time dedicated to the reading instruction 26 methods described in (a)(3) - (5) of this section, including more extensive 27 opportunities for guided practice and error correction and feedback; 28 (4) a plan for reading at home outlined in an agreement with the 29 parents or guardians, including parent participation in training workshops and regular 30 parent-guided home reading activities. 31 (l) A school district shall adopt a policy providing for mid-year promotion of a
01 student who does not progress to grade four under (e) of this section if the student 02 (1) demonstrates sufficient reading skills to progress to grade four on 03 the fall or winter statewide screening or assessment; and 04 (2) meets additional requirements determined by the district, including 05 satisfactory achievement in other subject areas. 06 (m) A district shall, for the remainder of the academic year, and, if necessary, 07 for additional school years, continue to implement an individual reading improvement 08 plan for a student promoted mid-year under (l) of this section. 09 (n) A district or school may not retain a student under this section who was 10 previously retained in kindergarten, grade one, grade two, or grade three. 11 (o) In this section, "reading teacher" means a teacher who 12 (1) holds a valid teacher certificate under AS 14.20; 13 (2) has demonstrated effectiveness in instructing students to read at or 14 above grade level as measured by student reading performance data and in teacher 15 performance evaluations; and 16 (3) meets the requirements established by the state Board of Education 17 and Early Development in regulation. 18 Sec. 14.30.770. Department reading program. (a) The department shall 19 establish a reading program to provide direct support for and intervention in intensive 20 reading intervention services annually in the lowest-performing 25 percent of schools 21 serving students in grades kindergarten through three as determined under 22 AS 14.03.123, selecting not more than five participating schools each year. A school 23 participating in the reading program that remains in the lowest-performing 25 percent 24 of schools as determined under AS 14.03.123 may apply to participate in the reading 25 program again in the following school year. State funding provided to participating 26 schools for implementation of the reading program is in addition to the amount of 27 funding provided under AS 14.17. In conducting the program, the department shall 28 (1) use the accountability system established in AS 14.03.123 to 29 identify low performing schools; 30 (2) establish an application process for school districts to apply to 31 participate in the program;
01 (3) select low performing schools from the schools that apply to 02 participate in the program; 03 (4) employ and assign a reading specialist for each school selected to 04 direct the implementation of the intensive reading intervention services established 05 under AS 14.30.765 by 06 (A) modeling effective instructional strategies for teachers by 07 working regularly with students as a class, in small groups, or individually; 08 (B) coaching and mentoring teachers and staff in reading 09 instruction with an emphasis on prioritizing time in a manner that has the 10 greatest positive effects on student achievement; 11 (C) training teachers in data analysis and using data to 12 differentiate instruction; 13 (D) leading and supporting reading leadership teams; and 14 (E) reporting on school and student performance to the 15 department; 16 (5) establish a reporting process for each reading specialist to submit 17 updates to the department on implementation of the program; 18 (6) work with reading specialists to create specific improvement goals 19 for each school selected, including measures of interim progress; 20 (7) select and purchase additional reading material for each school 21 selected to supplement the intensive reading intervention services; 22 (8) pay travel and associated costs for a reading specialist to attend 23 relevant training sessions identified by or hosted by the department; 24 (9) periodically review staff development programs for their 25 effectiveness in developing reading skills and, after consultation with school districts 26 and experts, recommend to the board for approval staff development programs that 27 (A) have been proven to assess and accelerate student progress 28 toward reaching reading competency; 29 (B) provide explicit and systematic skill development in the 30 areas of phonemic awareness, phonics, fluency, vocabulary, and 31 comprehension;
01 (C) are evidence-based and reliable; 02 (D) provide initial and ongoing analysis of student progress 03 toward reaching reading competency; and 04 (E) include texts on core academic content to assist students in 05 maintaining or meeting grade-appropriate proficiency in academic subjects in 06 addition to reading; 07 (10) annually convene, either in person or electronically, a panel made 08 up of teachers of grades kindergarten through three, school administrators, and parents 09 of students in grades kindergarten through three to review and provide commentary on 10 the effectiveness of the reading intervention programs established under AS 14.30.760 11 - 14.30.775. 12 (b) A school selected to participate in the reading program established under 13 this section shall 14 (1) ensure that a reading specialist assigned to the school is not 15 required to perform functions that divert from the duties the department has assigned 16 to the reading specialist; 17 (2) coordinate with the reading specialist or specialists to redesign the 18 school's daily schedule to dedicate time to reading program activities, including 19 intensive reading intervention services identified in a written agreement between the 20 school and the department; 21 (3) present on the reading program established under this section and 22 the intensive reading intervention services established under AS 14.30.765 at a public 23 meeting; the presentation must include 24 (A) the data the department used to identify the school as 25 eligible for the reading program; 26 (B) a detailed overview of the reading program and intensive 27 reading intervention services; 28 (C) a timeline for implementing the intensive reading 29 intervention services and meeting reading improvement goals; and 30 (D) the implications of the program for students, families, and 31 educators;
01 (4) provide notice of the public meeting required under (3) of this 02 subsection to the parents or guardians of each student at least seven days before the 03 date of the meeting; 04 (5) present an annual update on the school's implementation of the 05 reading program and intensive reading intervention services at a public meeting with 06 notice provided to the parents or guardians of each student at least seven days before 07 the date of the meeting; 08 (6) create partnerships between the school, the families of students, 09 and the community that focus on promoting reading and increasing the amount of time 10 that students spend reading. 11 (c) The department shall publish on the department's Internet website and 12 make available to the public 13 (1) a completed application from each school selected to participate in 14 the reading program; 15 (2) the reading program and intensive reading intervention services 16 implemented by each school selected to participate; and 17 (3) a data analysis conducted by an independent contractor of the 18 success of the reading program and intensive reading intervention services. 19 (d) The department may employ a person as a reading specialist under this 20 section if the person 21 (1) holds a valid teacher certificate issued under AS 14.20; 22 (2) has completed an approved graduate program for the preparation of 23 reading specialists at an approved institution of higher education and 24 (A) has completed a supervised practicum or internship as a 25 reading specialist; or 26 (B) has at least three years of full-time, demonstrated 27 classroom teaching experience where reading instruction was a primary 28 responsibility; 29 (3) is knowledgeable about and demonstrates competency in reading 30 instruction, including 31 (A) an understanding of the five components of reading
01 instruction identified by the National Reading Panel; 02 (B) knowledge of and experience in implementing effective 03 reading instruction strategies and intervention methods; 04 (C) experience in designing and implementing a school-wide 05 response to intervention program or multi-tiered system support model; 06 (D) an understanding of and experience in reading screenings 07 or assessments and data analyses that inform instruction; 08 (E) knowledge of dyslexia and other learning disorders that 09 affect reading achievement; 10 (F) knowledge of and an ability to effectively articulate the 11 methods, issues, and resources involved in support of student instruction to a 12 wide variety of audiences, including staff, parents, and students whose primary 13 language is other than English; and 14 (4) meets other reading instruction coursework requirements 15 established by the department in regulation. 16 Sec. 14.30.775. Definitions. In AS 14.30.760 - 14.30.775, 17 (1) "district" has the meaning given in AS 14.17.990; 18 (2) "evidence-based reading intervention" means an intervention based 19 on reliable, trustworthy, and valid evidence that has a demonstrated record of success 20 in adequately increasing a student's reading competency in the areas of phonemic 21 awareness, phonics, vocabulary development, reading fluency, oral language skills, 22 and reading comprehension; 23 (3) "parent" or "guardian" includes a natural, adoptive, and foster 24 parent, stepparent, legal guardian, relative, and other adult person with whom a 25 student has resided and who has acted as a parent in providing for the student or has 26 been responsible for the student's welfare for a continuous period. 27 * Sec. 34. AS 14.30.765(c), enacted by sec. 33 of this Act, is amended to read: 28 (c) If at any time during the school year a student in grades kindergarten 29 through three demonstrates a reading deficiency, the district or school shall notify the 30 student's parents or guardians in writing or during a conference. The initial notification 31 must
01 (1) be provided to the student's parents or guardians not later than 15 02 days after identification of the reading deficiency; 03 (2) state that the district identified the student as having a reading 04 deficiency and that a reading improvement plan will be developed under (b) of this 05 section; 06 (3) describe current services that the district is providing to the student; 07 (4) describe the proposed evidence-based reading intervention and 08 supplemental instructional services and supports that the district will provide to the 09 student to improve the identified area of reading deficiency; 10 (5) explain that the district or school will inform the parents or 11 guardians in writing of the student's progress toward grade level reading as outlined in 12 the student's individual reading improvement plan; 13 (6) identify strategies for the parents or guardians to use at home to 14 help the student succeed in reading; 15 (7) explain that if the student has a reading deficiency at the end of the 16 school year, the student may be retained unless the student 17 (A) receives a waiver under (f) of this section; 18 (B) receives an exemption under (h) of this section; or 19 (C) has previously been retained in kindergarten, grade one, 20 grade two, or grade three; 21 (8) explain that a student in grade three must [SHOULD] demonstrate 22 sufficient reading skills to progress to grade four under (e) of this section, unless the 23 student receives a waiver under (f) of this section, receives an exemption under (h) of 24 this section, or has previously been retained in kindergarten, grade one, grade two, or 25 grade three; and 26 (9) explain the process and deadline to request a waiver under (f) of 27 this section or an exemption under (h) of this section. 28 * Sec. 35. AS 14.30.765(e), enacted by sec. 33 of this Act, is amended to read: 29 (e) A student in grade three must [SHOULD] demonstrate sufficient reading 30 skills to progress to grade four. A student demonstrates sufficient reading skills to 31 progress to grade four by
01 (1) scoring at grade level or higher on the statewide screening or 02 assessment tool or on the statewide summative assessment; 03 (2) achieving an acceptable score on an alternative standardized 04 reading screening or assessment as determined and approved by the department; or 05 (3) demonstrating mastery of reading standards through a student 06 reading portfolio based on criteria established by the department. 07 * Sec. 36. AS 14.30 is amended by adding a new section to read: 08 Article 16. Virtual Education. 09 Sec. 14.30.800. Virtual education consortium. (a) The department shall, in 10 cooperation with school districts, establish a virtual education consortium for the 11 purpose of making virtual education and professional development resources available 12 to students and teachers in the state. The department shall establish standards for 13 consortium resources. The consortium shall create and maintain a database of virtual 14 education courses for students, training in virtual instruction for teachers, and 15 professional development courses for teachers of students throughout the state if the 16 coursework curriculum meets the state standards established by the department. The 17 database must be accessible to all school districts that participate in the consortium. 18 (b) For teachers delivering or facilitating virtual coursework to students 19 through the consortium database, the consortium shall provide training and 20 professional development on virtual instruction methods and the differences between 21 virtual instruction and instruction offered in a classroom. A teacher may not provide 22 instruction through a course for students that is in the database unless 23 (1) the teacher has completed the training or professional development 24 provided by the consortium; or 25 (2) the consortium determines that the teacher's previous experience 26 has prepared the teacher to provide virtual instruction and the teacher demonstrates the 27 skills necessary to provide virtual instruction. 28 (c) The consortium shall employ a reading specialist available to school 29 districts to provide virtual intensive reading intervention services. The duties of the 30 reading specialist include 31 (1) modeling effective instructional strategies for teachers by working
01 regularly with students as a class, in small groups, or individually; 02 (2) coaching and mentoring teachers and staff in reading instruction 03 with an emphasis on prioritizing time in a manner that has the greatest positive effects 04 on student achievement; 05 (3) training teachers in data analysis and using data to differentiate 06 instruction; 07 (4) leading and supporting reading leadership teams; and 08 (5) reporting on school and student performance to the department. 09 (d) The department may require a school district that participates in the 10 consortium to pay a fee to the consortium. If the department requires a fee, the 11 department shall establish the fee in regulations, based on a recommendation made by 12 the consortium, and may adjust the fee annually as necessary. The fees must 13 approximately equal the consortium's prorated administrative costs related to 14 reviewing and approving courses and maintaining the database. 15 (e) A school district that provides a course included in the database may 16 charge a fee to the school district in which a student who takes the course is enrolled. 17 The department shall establish the fee in regulations. 18 (f) The consortium may require, as a condition of participation, that school 19 districts that provide courses or have students participating in courses included in the 20 database under (a) of this section adopt the same school term and class schedule for all 21 or part of a school day. The school term must meet the requirements of AS 14.03.030. 22 (g) In this section, "virtual education" or "virtual instruction" means 23 instruction delivered through telecommunications or another digital or electronic 24 method. 25 * Sec. 37. AS 47.17.290(12) is amended to read: 26 (12) "organization" means a group or entity that provides care and 27 supervision for compensation to a child not related to the caregiver, and includes a 28 child care facility, pre-elementary school, early education program, head start 29 center, child foster home, residential child care facility, recreation program, children's 30 camp, and children's club; 31 * Sec. 38. AS 14.03.410, 14.03.420; AS 14.07.165(a)(5); and AS 14.17.905(d) are repealed.
01 * Sec. 39. AS 14.30.770 is repealed. 02 * Sec. 40. The uncodified law of the State of Alaska is amended by adding a new section to 03 read: 04 VIRTUAL EDUCATION AVAILABILITY DEADLINE. The Department of 05 Education and Early Development shall make available virtual education courses and 06 professional development resources under sec. 36 of this Act on or before July 1, 2023. 07 * Sec. 41. The uncodified law of the State of Alaska is amended by adding a new section to 08 read: 09 APPLICABILITY. Section 32 of this Act applies, 10 (1) on the effective date of sec. 32 of this Act, to teachers who begin teaching 11 students in grades kindergarten through three on and after the effective date of sec. 32 of this 12 Act; 13 (2) on July 1, 2023, to teachers who began teaching students in grades 14 kindergarten through three before the effective date of sec. 32 of this Act. 15 * Sec. 42. The uncodified law of the State of Alaska is amended by adding a new section to 16 read: 17 REPORT BY DEPARTMENT. Not later than January 1, 2028, the Department of 18 Education and Early Development shall prepare and present in person to the legislative 19 committees having jurisdiction over education a report evaluating the effectiveness of the 20 reading specialists implementing intensive reading intervention services. 21 * Sec. 43. The uncodified law of the State of Alaska is amended by adding a new section to 22 read: 23 TRANSITION. To determine the lowest performing five districts for purposes of grant 24 eligibility under sec. 10 of this Act, in fiscal year 2022, the Department of Education and 25 Early Development shall use school accountability rankings from the 2019-2020 school year. 26 * Sec. 44. Sections 7, 24 - 26, 34, and 35 of this Act take effect July 1, 2026. 27 * Sec. 45. Sections 12, 16, and 39 of this Act take effect June 30, 2028. 28 * Sec. 46. Sections 3, 13, 22, 28, and 38 of this Act take effect June 30, 2032. 29 * Sec. 47. Except as provided in secs. 44 - 46 of this Act, this Act takes effect July 1, 2021.