CSSB 111(FIN) am: "An Act relating to the duties of the Department of Education and Early Development; relating to public schools and school districts; 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 screening 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 the definition of 'parent' in education statutes; relating to a virtual education consortium; and providing for an effective date."
00 CS FOR SENATE BILL NO. 111(FIN) am 01 "An Act relating to the duties of the Department of Education and Early Development; 02 relating to public schools and school districts; relating to early education programs; 03 relating to funding for early education programs; relating to school age eligibility; 04 relating to reports by the Department of Education and Early Development; relating to 05 reports by school districts; relating to certification and competency of teachers; relating 06 to screening reading deficiencies and providing reading intervention services to public 07 school 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 the definition of 'parent' 10 in education statutes; relating to a virtual education consortium; and providing for an 11 effective date." 12 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA:
01 * Section 1. The uncodified law of the State of Alaska is amended by adding a new section 02 to read: 03 SHORT TITLE. This Act may be known as the Alaska Reads Act. 04 * Sec. 2. AS 14.03.040 is amended to read: 05 Sec. 14.03.040. Day in session. Each day within the school term is a day in 06 session except Saturdays, Sundays, and days designated as holidays by or according to 07 AS 14.03.050. A school board may approve Saturdays as a day in session. The day in 08 session in every school shall be at least four hours long, exclusive of intermissions, for 09 the first, second, and third grades and five hours, exclusive of intermissions, for [ALL 10 OTHER] grades four through 12. The commissioner may approve a shorter day in 11 session for any grade. The period of the day in session shall be devoted to the 12 instruction of pupils or to study periods for the pupils. 13 * Sec. 3. AS 14.03.060(e) is amended to read: 14 (e) In addition to the grades enumerated in (a) of this section, an elementary 15 school consists of an early education [A PRE-ELEMENTARY] program approved 16 or supervised by the department under AS 14.07.020(a)(8), including a program 17 operated by a head start agency [THE DEPARTMENT] as a head start program 18 under 42 U.S.C. 9831 - 9852c [AS 14.38.010, OR LOCATED IN A PUBLIC 19 SCHOOL FOR FEDERAL FUNDING PURPOSES. EXCEPT FOR A CHILD WITH 20 A DISABILITY WHO IS RECEIVING SPECIAL EDUCATION OR RELATED 21 SERVICES UNDER AS 14.30.180 - 14.30.350, PRE-ELEMENTARY STUDENTS 22 MAY NOT BE COUNTED IN A SCHOOL'S AVERAGE DAILY MEMBERSHIP 23 UNDER AS 14.17]. 24 * Sec. 4. AS 14.03.060(e), as amended by sec. 3 of this Act, is amended to read: 25 (e) In addition to the grades enumerated in (a) of this section, an elementary 26 school consists of an early education program [APPROVED OR] supervised by the 27 department under AS 14.07.020(a)(8), including a program operated by a head start 28 agency as a head start program under 42 U.S.C. 9831 - 9852c. 29 * Sec. 5. AS 14.03.072(a) is amended to read: 30 (a) Each school district shall annually provide to parents and guardians of 31 students enrolled in kindergarten through grade three in a public school in the state
01 current information on the importance of [EARLY] literacy and early reading, 02 including 03 (1) culturally responsive intervention strategies and reading 04 intervention services provided under AS 14.30.765; 05 (2) home reading [LITERACY] plans; 06 (3) grade progression [RETENTION] standards and policies for the 07 elementary school attended; 08 (4) strategies and resources to help children learn to read; 09 (5) a list of resources and organizations that specialize in 10 improving adult literacy. 11 * Sec. 6. AS 14.03.072(a), as amended by sec. 5 of this Act, is amended to read: 12 (a) Each school district shall annually provide to parents and guardians of 13 students enrolled in kindergarten through grade three in a public school in the state 14 current information on the importance of literacy and early reading, including 15 (1) culturally responsive intervention strategies [AND READING 16 INTERVENTION SERVICES PROVIDED UNDER AS 14.30.765]; 17 (2) home reading plans; 18 (3) grade progression standards and policies for the elementary school 19 attended; 20 (4) strategies and resources to help children learn to read; 21 (5) a list of resources and organizations that specialize in improving 22 adult literacy. 23 * Sec. 7. AS 14.03.078(a) is amended to read: 24 (a) The department shall provide to the legislature and school districts by 25 February 15 of each year by electronic means an annual report regarding the progress 26 of each school and school district toward high academic performance by all students. 27 The report required under this section must include 28 (1) information described under AS 14.03.120 [AS 14.03.120(d)]; 29 (2) progress of the department 30 (A) toward implementing the school accountability provisions 31 of AS 14.03.123; and
01 (B) in assisting high schools to become accredited; 02 (3) a description of the resources provided to each school and school 03 district for coordinated school improvement activities and staff training in each school 04 and school district; 05 (4) each school district's and each school's progress in aligning 06 curriculum with state education performance standards; 07 (5) a description of the efforts by the department to assist a public 08 school or district that receives a low performance designation under AS 14.03.123; 09 (6) a description of intervention efforts by each school district and 10 school for students who are not meeting state performance standards; [AND] 11 (7) the number and percentage of turnover in certificated personnel and 12 superintendents; 13 (8) a summary of the categories of certificated administrative 14 employees employed by each school district that includes the ratio of 15 (A) the number of certificated administrative employees in 16 each category employed by each school district compared to the number 17 of students enrolled in the school district on October 1 of the previous 18 year; 19 (B) the total number of certificated administrative 20 employees employed by each school district compared to the total number 21 of teachers employed by the school district on October 1 of the previous 22 year; and 23 (C) the total number of teachers employed by each school 24 district compared to the total number of students enrolled in the school 25 district on October 1 of the previous year; 26 (9) the progress made to implement the reading intervention 27 programs established under AS 14.30.760 - 14.30.780, including data on how 28 school districts are using in-service days for culturally responsive professional 29 development in reading instruction; and 30 (10) the effectiveness and participation rates of the parents as 31 teachers program established under AS 14.03.420, including measures of
01 efficiency and effectiveness that demonstrate the effects of the program on school 02 readiness. 03 * Sec. 8. AS 14.03.078(a), as amended by sec. 7 of this Act, is amended to read: 04 (a) The department shall provide to the legislature and school districts by 05 February 15 of each year by electronic means an annual report regarding the progress 06 of each school and school district toward high academic performance by all students. 07 The report required under this section must include 08 (1) information described under AS 14.03.120; 09 (2) progress of the department 10 (A) toward implementing the school accountability provisions 11 of AS 14.03.123; and 12 (B) in assisting high schools to become accredited; 13 (3) a description of the resources provided to each school and school 14 district for coordinated school improvement activities and staff training in each school 15 and school district; 16 (4) each school district's and each school's progress in aligning 17 curriculum with state education performance standards; 18 (5) a description of the efforts by the department to assist a public 19 school or district that receives a low performance designation under AS 14.03.123; 20 (6) a description of intervention efforts by each school district and 21 school for students who are not meeting state performance standards; 22 (7) the number and percentage of turnover in certificated personnel and 23 superintendents; and 24 (8) a summary of the categories of certificated administrative 25 employees employed by each school district that includes the ratio of 26 (A) the number of certificated administrative employees in 27 each category employed by each school district compared to the number of 28 students enrolled in the school district on October 1 of the previous year; 29 (B) the total number of certificated administrative employees 30 employed by each school district compared to the total number of teachers 31 employed by the school district on October 1 of the previous year; and
01 (C) the total number of teachers employed by each school 02 district compared to the total number of students enrolled in the school district 03 on October 1 of the previous year [; 04 (9) THE PROGRESS MADE TO IMPLEMENT THE READING 05 INTERVENTION PROGRAMS ESTABLISHED UNDER AS 14.30.760 - 14.30.780, 06 INCLUDING DATA ON HOW SCHOOL DISTRICTS ARE USING IN-SERVICE 07 DAYS FOR CULTURALLY RESPONSIVE PROFESSIONAL DEVELOPMENT IN 08 READING INSTRUCTION; AND 09 (10) THE EFFECTIVENESS AND PARTICIPATION RATES OF 10 THE PARENTS AS TEACHERS PROGRAM ESTABLISHED UNDER 11 AS 14.03.420, INCLUDING MEASURES OF EFFICIENCY AND 12 EFFECTIVENESS THAT DEMONSTRATE THE EFFECTS OF THE PROGRAM 13 ON SCHOOL READINESS]. 14 * Sec. 9. AS 14.03.078 is amended by adding new subsections to read: 15 (c) Each school district shall make available to the public the portion of the 16 report under (a)(8) of this section that pertains to the school district by posting the 17 information in a prominent location on the school district's or local community's 18 Internet website or by another easily accessible method. 19 (d) In this section, "administrative employee" means an employee who does 20 not provide direct classroom instruction for students as a regular part of the 21 employee's job. 22 * Sec. 10. AS 14.03.080(c) is amended to read: 23 (c) A child under school age who is at least four years of age at the 24 beginning of the school year may be admitted to a public school in the school district 25 of which the child is a resident at the discretion of the governing body of the school 26 district if the child meets minimum standards prescribed by the board evidencing that 27 the child has the mental, physical, and emotional capacity to perform satisfactorily for 28 the educational program being offered. A district's educational program must prescribe 29 that, except for students in an early education program, under school age students 30 advance through the curriculum or grade level by the following school year. A 31 governing body may delegate the authority granted under this subsection to the chief
01 school administrator of the school district. 02 * Sec. 11. AS 14.03.080(c), as amended by sec. 10 of this Act, is amended to read: 03 (c) A child under school age [WHO IS AT LEAST FOUR YEARS OF AGE 04 AT THE BEGINNING OF THE SCHOOL YEAR] may be admitted to a public 05 school in the school district of which the child is a resident at the discretion of the 06 governing body of the school district if the child meets minimum standards prescribed 07 by the board evidencing that the child has the mental, physical, and emotional capacity 08 to perform satisfactorily for the educational program being offered. A district's 09 educational program must prescribe that [, EXCEPT FOR STUDENTS IN AN 10 EARLY EDUCATION PROGRAM,] under school age students advance through the 11 curriculum or grade level by the following school year. A governing body may 12 delegate the authority granted under this subsection to the chief school administrator 13 of the school district. 14 * Sec. 12. AS 14.03.080 is amended by adding a new subsection to read: 15 (g) A child who is five years of age on or before September 1 following the 16 beginning of the school year, and who is under school age, may enter a public school 17 kindergarten. 18 * Sec. 13. AS 14.03.120 is amended by adding new subsections to read: 19 (h) To the extent allowable under state and federal privacy laws, each district 20 shall annually report to the department information from the previous school year 21 regarding 22 (1) the number of students and teaching staff assigned to each 23 classroom in grades kindergarten through three; 24 (2) the number and percentage of students 25 (A) in grades kindergarten through three who demonstrated 26 improvement on expected grade-level skills on the statewide screening tool; 27 (B) in grades kindergarten through three who performed below 28 expected grade-level skills on the statewide screening tool, by grade; 29 (C) in grades kindergarten through three who did not progress 30 to the next grade and the reasons the students did not progress; 31 (D) in grade three who demonstrated sufficient reading skills to
01 progress to grade four based on the statewide screening tool; 02 (E) in grade three who progressed to grade four based on a 03 waiver under AS 14.30.765(f); 04 (F) in grade three who demonstrated sufficient reading skills to 05 progress to grade four based on an alternative standardized reading screening; 06 (G) in grade three who demonstrated sufficient reading skills to 07 progress to grade four based on a student reading portfolio; 08 (3) the performance on the statewide screening tool of students in a 09 grade above grade three who did not progress to grade four or who progressed to grade 10 four based on a waiver under AS 14.30.765(f). 11 (i) To the extent allowable under state and federal privacy laws, the 12 department shall post on the department's Internet website and make available for 13 download the information reported under this section. The department shall post the 14 information in a single downloadable comma-separated values file or a similar single 15 downloadable file that allows data storage in tabular format. The file must include the 16 comprehensive information about each public school reported under (d) and (e) of this 17 section in a single list that may be sorted and compared. 18 * Sec. 14. AS 14.03 is amended by adding new sections to read: 19 Article 4. Early Education. 20 Sec. 14.03.410. Early education programs; grants. (a) The department shall 21 provide training and assistance to develop and improve district-wide early education 22 programs that comply with standards adopted by the board under AS 14.07.165(a)(5). 23 (b) The department may award a grant to provide funding for a three-year 24 period for the development or improvement of a district-wide early education program 25 to a district that has not received a grant under this section, applies in a format 26 prescribed by the department, provides the information required under (g) of this 27 section, and is eligible for a grant as specified under (c) of this section. Unless the 28 legislature appropriates another amount, total grant funding awarded to districts under 29 this subsection may not exceed $3,000,000 in a fiscal year. 30 (c) The department shall rank the performance of each district in the state in 31 accordance with the accountability system and performance designations required
01 under AS 14.03.123. When approving grants under (b) of this section, the department 02 shall prioritize eligible districts with lower performance, based on the department's 03 ranking of districts under this subsection. A district is eligible for a grant if the 04 department determines an insufficient number of children in the district attend high 05 quality child care programs, including head start programs, early education programs 06 provided by a local government, and early education programs provided by child 07 development agencies, that 08 (1) meet or exceed the standards adopted by the board under 09 AS 14.07.165(a)(5); and 10 (2) would continue operating after development of a district early 11 education program. 12 (d) If the department does not approve the early education program of a 13 district awarded a grant under (b) of this section by the end of the district's three-year 14 grant period, the department may provide a one-year remediation grant to allow the 15 district one additional fiscal year to meet the early education program standards 16 adopted by the board under AS 14.07.165(a)(5). If the district is unable to meet the 17 early education program standards at the end of that fiscal year, the department may, 18 in the discretion of the commissioner, provide an additional remediation grant to allow 19 the district not more than one additional fiscal year to meet the standards. Nothing in 20 this section prohibits a district from using its own funds to continue the remediation 21 process. 22 (e) A student in an early education program may not be counted in a district's 23 ADM under AS 14.17.500 unless the department has approved the program. 24 (f) A grant under this section is subject to appropriation, but may not supplant 25 other early education funding available to districts. 26 (g) Before applying for a grant under (b) of this section, a district shall, to 27 avoid duplicate programs and facilitate resource sharing to improve early education 28 within the district, consult with each local and tribal head start program within the 29 district's boundaries. An application submitted under (b) of this section must include 30 documentation establishing that the district consulted with each local and tribal head 31 start program within the district and a statement signed by each head start program
01 indicating that the head start program agrees that approval of the district-wide program 02 will not jeopardize federal funding or programming. 03 (h) In this section, 04 (1) "ADM" has the meaning given in AS 14.17.990; 05 (2) "district" has the meaning given in AS 14.17.990; 06 (3) "early education program" means a program, the primary function 07 of which is educational, for children who are four and five years of age and who have 08 not attended a public school kindergarten. 09 Sec. 14.03.420. Parents as teachers program. (a) The department shall 10 design and implement a statewide parents as teachers program for the benefit of 11 children who are under five years of age. The program must provide a system of early 12 childhood education that 13 (1) is evidence-based; 14 (2) involves parents; 15 (3) is consistent with available research and best practices for high 16 quality early childhood education; 17 (4) incorporates guidelines adopted by the department for early 18 learning that 19 (A) enhance school readiness; 20 (B) increase parent understanding of child development and 21 developmental milestones; 22 (C) reduce the incidence of child abuse and neglect; 23 (D) increase identification of health problems and 24 developmental delays through regular screenings; 25 (E) improve child health indicators, including immunization 26 rates; and 27 (F) increase parental involvement; and 28 (5) provides for effective and efficient coordination with or expansion 29 of early education programs operating in the state, to the extent permitted by law. 30 (b) A school district shall, to the extent space is needed and available, provide 31 for the use of a room in a school at no charge to support the program established under
01 this section. 02 (c) The department shall develop and enter into local partnerships to 03 implement the program established under this section. 04 * Sec. 15. AS 14.07.020(a) is amended to read: 05 (a) The department shall 06 (1) exercise general supervision over the public schools of the state 07 except the University of Alaska; 08 (2) study the conditions and needs of the public schools of the state, 09 adopt or recommend plans, administer and evaluate grants to improve school 10 performance awarded under AS 14.03.125, and adopt regulations for the improvement 11 of the public schools; the department may consult with the University of Alaska to 12 develop secondary education requirements to improve student achievement in college 13 preparatory courses; 14 (3) provide advisory and consultative services to all public school 15 governing bodies and personnel; 16 (4) prescribe by regulation a minimum course of study for the public 17 schools; the regulations must provide that, if a course in American Sign Language is 18 given, the course shall be given credit as a course in a foreign language; 19 (5) establish, in coordination with the Department of Health and Social 20 Services, a program for the continuing education of children who are held in juvenile 21 detention facilities or juvenile treatment facilities, as those terms are defined in 22 AS 47.12.990, in the state during the period of detention or treatment; 23 (6) accredit those public schools that meet accreditation standards 24 prescribed by regulation by the department; these regulations shall be adopted by the 25 department and presented to the legislature during the first 10 days of any regular 26 session, and become effective 45 days after presentation or at the end of the session, 27 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 28 the members of each house; 29 (7) prescribe by regulation, after consultation with the state fire 30 marshal and the state sanitarian, standards that will ensure healthful and safe 31 conditions in the public and private schools of the state, including a requirement of
01 physical examinations and immunizations in pre-elementary schools; the standards for 02 private schools may not be more stringent than those for public schools; 03 (8) exercise general supervision over early education programs 04 [PRE-ELEMENTARY SCHOOLS] that receive direct state or federal funding, 05 including early education programs provided by a school district for students 06 four and five years of age, approve an early education program provided by a 07 school district that complies with the standards adopted by the board under 08 AS 14.07.165(a)(5), and revoke approval of an early education program if the 09 program does not comply with the standards adopted by the board under 10 AS 14.07.165(a)(5); 11 (9) exercise general supervision over elementary and secondary 12 correspondence study programs offered by municipal school districts or regional 13 educational attendance areas; the department may also offer and make available to any 14 Alaskan through a centralized office a correspondence study program; 15 (10) accredit private schools that request accreditation and that meet 16 accreditation standards prescribed by regulation by the department; nothing in this 17 paragraph authorizes the department to require religious or other private schools to be 18 licensed; 19 (11) review plans for construction of new public elementary and 20 secondary schools and for additions to and major rehabilitation of existing public 21 elementary and secondary schools and, in accordance with regulations adopted by the 22 department, determine and approve the extent of eligibility for state aid of a school 23 construction or major maintenance project; for the purposes of this paragraph, "plans" 24 include educational specifications, schematic designs, projected energy consumption 25 and costs, and final contract documents; 26 (12) provide educational opportunities in the areas of vocational 27 education and training, and basic education to individuals over 16 years of age who 28 are no longer attending school; the department may consult with businesses and labor 29 unions to develop a program to prepare students for apprenticeships or internships that 30 will lead to employment opportunities; 31 (13) administer the grants awarded under AS 14.11;
01 (14) establish, in coordination with the Department of Public Safety, a 02 school bus driver training course; 03 (15) require the reporting of information relating to school disciplinary 04 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 05 behavior; 06 (16) establish by regulation criteria, based on low student performance, 07 under which the department may intervene in a school district to improve instructional 08 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 09 (A) a notice provision that alerts the district to the deficiencies 10 and the instructional practice changes proposed by the department; 11 (B) an end date for departmental intervention, as described in 12 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 13 consecutive years of improvement consisting of not less than two percent 14 increases in student proficiency on standards-based assessments in language 15 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 16 (C) a process for districts to petition the department for 17 continuing or discontinuing the department's intervention; 18 (17) notify the legislative committees having jurisdiction over 19 education before intervening in a school district under AS 14.07.030(a)(14) or 20 redirecting public school funding under AS 14.07.030(a)(15); 21 (18) establish a reading program to provide direct support for and 22 intervention in the reading intervention programs of participating schools as 23 described in AS 14.30.765 and 14.30.770; 24 (19) annually convene, either in person or electronically, a panel to 25 review and comment on the effectiveness of the programs created by the 26 department and the regulations adopted by the board to implement AS 14.03.410, 27 14.03.420, AS 14.30.760 - 14.30.770, and 14.30.800; the panel must collectively 28 represent the regions of the state and include teachers of grades kindergarten 29 through three, school administrators, parents of students in grades kindergarten 30 through three, stakeholders from indigenous language immersion programs, 31 representatives from early education stakeholder groups, and researchers of best
01 practices for improving literacy performance, including best practices for 02 instruction of indigenous students and students whose first language is not 03 English. 04 * Sec. 16. AS 14.07.020(a), as amended by sec. 15 of this Act, is amended to read: 05 (a) The department shall 06 (1) exercise general supervision over the public schools of the state 07 except the University of Alaska; 08 (2) study the conditions and needs of the public schools of the state, 09 adopt or recommend plans, administer and evaluate grants to improve school 10 performance awarded under AS 14.03.125, and adopt regulations for the improvement 11 of the public schools; the department may consult with the University of Alaska to 12 develop secondary education requirements to improve student achievement in college 13 preparatory courses; 14 (3) provide advisory and consultative services to all public school 15 governing bodies and personnel; 16 (4) prescribe by regulation a minimum course of study for the public 17 schools; the regulations must provide that, if a course in American Sign Language is 18 given, the course shall be given credit as a course in a foreign language; 19 (5) establish, in coordination with the Department of Health and Social 20 Services, a program for the continuing education of children who are held in juvenile 21 detention facilities or juvenile treatment facilities, as those terms are defined in 22 AS 47.12.990, in the state during the period of detention or treatment; 23 (6) accredit those public schools that meet accreditation standards 24 prescribed by regulation by the department; these regulations shall be adopted by the 25 department and presented to the legislature during the first 10 days of any regular 26 session, and become effective 45 days after presentation or at the end of the session, 27 whichever is earlier, unless disapproved by a resolution concurred in by a majority of 28 the members of each house; 29 (7) prescribe by regulation, after consultation with the state fire 30 marshal and the state sanitarian, standards that will ensure healthful and safe 31 conditions in the public and private schools of the state, including a requirement of
01 physical examinations and immunizations in pre-elementary schools; the standards for 02 private schools may not be more stringent than those for public schools; 03 (8) exercise general supervision over early education programs that 04 receive direct state or federal funding, including early education programs provided by 05 a school district for students four and five years of age [, APPROVE AN EARLY 06 EDUCATION PROGRAM PROVIDED BY A SCHOOL DISTRICT THAT 07 COMPLIES WITH THE STANDARDS ADOPTED BY THE BOARD UNDER 08 AS 14.07.165(a)(5), AND REVOKE APPROVAL OF AN EARLY EDUCATION 09 PROGRAM IF THE PROGRAM DOES NOT COMPLY WITH THE STANDARDS 10 ADOPTED BY THE BOARD UNDER AS 14.07.165(a)(5)]; 11 (9) exercise general supervision over elementary and secondary 12 correspondence study programs offered by municipal school districts or regional 13 educational attendance areas; the department may also offer and make available to any 14 Alaskan through a centralized office a correspondence study program; 15 (10) accredit private schools that request accreditation and that meet 16 accreditation standards prescribed by regulation by the department; nothing in this 17 paragraph authorizes the department to require religious or other private schools to be 18 licensed; 19 (11) review plans for construction of new public elementary and 20 secondary schools and for additions to and major rehabilitation of existing public 21 elementary and secondary schools and, in accordance with regulations adopted by the 22 department, determine and approve the extent of eligibility for state aid of a school 23 construction or major maintenance project; for the purposes of this paragraph, "plans" 24 include educational specifications, schematic designs, projected energy consumption 25 and costs, and final contract documents; 26 (12) provide educational opportunities in the areas of vocational 27 education and training, and basic education to individuals over 16 years of age who 28 are no longer attending school; the department may consult with businesses and labor 29 unions to develop a program to prepare students for apprenticeships or internships that 30 will lead to employment opportunities; 31 (13) administer the grants awarded under AS 14.11;
01 (14) establish, in coordination with the Department of Public Safety, a 02 school bus driver training course; 03 (15) require the reporting of information relating to school disciplinary 04 and safety programs under AS 14.33.120 and of incidents of disruptive or violent 05 behavior; 06 (16) establish by regulation criteria, based on low student performance, 07 under which the department may intervene in a school district to improve instructional 08 practices, as described in AS 14.07.030(a)(14) or (15); the regulations must include 09 (A) a notice provision that alerts the district to the deficiencies 10 and the instructional practice changes proposed by the department; 11 (B) an end date for departmental intervention, as described in 12 AS 14.07.030(a)(14)(A) and (B) and (15), after the district demonstrates three 13 consecutive years of improvement consisting of not less than two percent 14 increases in student proficiency on standards-based assessments in language 15 arts and mathematics, as provided in AS 14.03.123(f)(1)(A); and 16 (C) a process for districts to petition the department for 17 continuing or discontinuing the department's intervention; 18 (17) notify the legislative committees having jurisdiction over 19 education before intervening in a school district under AS 14.07.030(a)(14) or 20 redirecting public school funding under AS 14.07.030(a)(15) [; 21 (18) ESTABLISH A READING PROGRAM TO PROVIDE DIRECT 22 SUPPORT FOR AND INTERVENTION IN THE READING INTERVENTION 23 PROGRAMS OF PARTICIPATING SCHOOLS AS DESCRIBED IN AS 14.30.765 24 AND 14.30.770; 25 (19) ANNUALLY CONVENE, EITHER IN PERSON OR 26 ELECTRONICALLY, A PANEL TO REVIEW AND COMMENT ON THE 27 EFFECTIVENESS OF THE PROGRAMS CREATED BY THE DEPARTMENT 28 AND THE REGULATIONS ADOPTED BY THE BOARD TO IMPLEMENT 29 AS 14.03.410, 14.03.420, AS 14.30.760 - 14.30.770, AND 14.30.800; THE PANEL 30 MUST COLLECTIVELY REPRESENT THE REGIONS OF THE STATE AND 31 INCLUDE TEACHERS OF GRADES KINDERGARTEN THROUGH THREE,
01 SCHOOL ADMINISTRATORS, PARENTS OF STUDENTS IN GRADES 02 KINDERGARTEN THROUGH THREE, STAKEHOLDERS FROM INDIGENOUS 03 LANGUAGE IMMERSION PROGRAMS, REPRESENTATIVES FROM EARLY 04 EDUCATION STAKEHOLDER GROUPS, AND RESEARCHERS OF BEST 05 PRACTICES FOR IMPROVING LITERACY PERFORMANCE, INCLUDING 06 BEST PRACTICES FOR INSTRUCTION OF INDIGENOUS STUDENTS AND 07 STUDENTS WHOSE FIRST LANGUAGE IS NOT ENGLISH]. 08 * Sec. 17. AS 14.07.020(c) is amended to read: 09 (c) In this section, "early education program" ["PRE-ELEMENTARY 10 SCHOOL"] means a program [SCHOOL] for children ages three through five years if 11 the program's [SCHOOL'S] primary function is educational. 12 * Sec. 18. AS 14.07.050 is amended to read: 13 Sec. 14.07.050. Selection of textbooks. Textbooks for use in the public 14 schools of the state, including a district offered statewide correspondence study 15 program, shall be selected by district boards for district schools. Nothing in this 16 section precludes 17 (1) a correspondence study student, or the parent or guardian of a 18 correspondence study student, from privately obtaining or using textbooks or 19 curriculum material not provided by the school district; 20 (2) the department from selecting and purchasing supplementary 21 reading textbooks and materials for school districts to support reading 22 intervention services provided under AS 14.30.765 and 14.30.770. 23 * Sec. 19. AS 14.07.050, as amended by sec. 18 of this Act, is amended to read: 24 Sec. 14.07.050. Selection of textbooks. Textbooks for use in the public 25 schools of the state, including a district offered statewide correspondence study 26 program, shall be selected by district boards for district schools. Nothing in this 27 section precludes 28 [(1)] a correspondence study student, or the parent or guardian of a 29 correspondence study student, from privately obtaining or using textbooks or 30 curriculum material not provided by the school district [; 31 (2) THE DEPARTMENT FROM SELECTING AND PURCHASING
01 SUPPLEMENTARY READING TEXTBOOKS AND MATERIALS FOR SCHOOL 02 DISTRICTS TO SUPPORT READING INTERVENTION SERVICES PROVIDED 03 UNDER AS 14.30.765 AND 14.30.770]. 04 * Sec. 20. AS 14.07.165(a) is amended to read: 05 (a) The board shall adopt 06 (1) statewide goals and require each governing body to adopt written 07 goals that are consistent with local needs; 08 (2) regulations regarding the application for and award of grants under 09 AS 14.03.125; 10 (3) regulations implementing provisions of AS 14.11.014(b); 11 (4) regulations requiring approval by the board before a charter school, 12 state boarding school, or a public school may provide domiciliary services; 13 (5) regulations establishing standards for an early education 14 program provided by a school district for children who are four and five years of 15 age; the regulations must include 16 (A) standards for a locally designed, evidence-based 17 program that meets Head Start Program Performance Standards and 18 other federal standards required for early education programs to receive 19 federal funding; 20 (B) a requirement that a teacher in charge of a program 21 hold a valid teacher certificate issued under AS 14.20 and 22 (i) have satisfactorily completed a minimum of six 23 credit hours in early childhood education or completes the 24 minimum credit hours within two years of the date the teacher's 25 employment with the early education program begins; or 26 (ii) have two or more years of experience teaching 27 kindergarten or another early education program and have 28 completed additional coursework related to reading instruction, as 29 required by the department; 30 (C) developmentally appropriate objectives for children 31 four and five years of age rather than academic standards appropriate for
01 older children; the objectives must allow school districts to adapt the 02 content of an early education program to be culturally responsive to local 03 communities; 04 (D) accommodations for the needs of all early education 05 children and their families regardless of socioeconomic circumstances; 06 and 07 (E) standards for day in session requirements appropriate 08 for children four and five years of age; 09 (6) regulations establishing standards for day in session 10 requirements appropriate for kindergarten students [REPEALED]. 11 * Sec. 21. AS 14.07.168 is amended to read: 12 Sec. 14.07.168. Report to the legislature. Not later than the 30th legislative 13 day of each regular session of the legislature, the board shall prepare and present in 14 person to the legislative committees having jurisdiction over education an annual 15 report that describes the efforts of the board to develop, maintain, and continuously 16 improve a comprehensive quality public education system, as provided for under the 17 bylaws of the board. The report must include 18 (1) a summary of the resolves and rationales provided in support of 19 policy decisions made under AS 14.03.015; 20 (2) program and curriculum changes made, discussed, or 21 recommended in meetings held under AS 14.07.125; 22 (3) additional information relevant to efforts made to improve and 23 maintain the public education system; 24 (4) a summary of implementation and utilization of the consortium 25 established under AS 14.30.800, including a review of consortium effectiveness 26 and the participation rates of districts, teachers, and students. 27 * Sec. 22. AS 14.07.168, as amended by sec. 21 of this Act, is amended to read: 28 Sec. 14.07.168. Report to the legislature. Not later than the 30th legislative 29 day of each regular session of the legislature, the board shall prepare and present in 30 person to the legislative committees having jurisdiction over education an annual 31 report that describes the efforts of the board to develop, maintain, and continuously
01 improve a comprehensive quality public education system, as provided for under the 02 bylaws of the board. The report must include 03 (1) a summary of the resolves and rationales provided in support of 04 policy decisions made under AS 14.03.015; 05 (2) program and curriculum changes made, discussed, or 06 recommended in meetings held under AS 14.07.125; 07 (3) additional information relevant to efforts made to improve and 08 maintain the public education system [; 09 (4) A SUMMARY OF IMPLEMENTATION AND UTILIZATION 10 OF THE CONSORTIUM ESTABLISHED UNDER AS 14.30.800, INCLUDING A 11 REVIEW OF CONSORTIUM EFFECTIVENESS AND THE PARTICIPATION 12 RATES OF DISTRICTS, TEACHERS, AND STUDENTS]. 13 * Sec. 23. 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 phonemic awareness, phonics, vocabulary development, reading fluency, oral 22 language skills, and reading comprehension. 23 * Sec. 24. 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. 25. AS 14.17.500 is amended by adding new subsections to read:
01 (d) Except as provided in (e) and (f) of this section, a student in a district-wide 02 early education program provided by a school district and approved by the department 03 under AS 14.07.020(a)(8) is counted as one-half of a full-time equivalent student. 04 (e) A school district may not include in a school's ADM students who are four 05 and five years of age if the students are enrolled in an early education program that 06 receives state or federal funding other than funding under this chapter. 07 (f) A school district may not include in a school's ADM students who are four 08 and five years of age if inclusion of the students would result in an increase of total 09 state aid attributable to district-wide early education programs approved under 10 AS 14.03.410 of more than $3,000,000 from the previous fiscal year. The department 11 shall prioritize the funding of district-wide early education programs, giving priority to 12 school districts with lower performance, based on the department's ranking of districts 13 under AS 14.03.410(c). When the number of students in a district-wide early 14 education program will result in an increase of total state aid attributable to district- 15 wide early education programs approved under AS 14.03.410 of more than $3,000,000 16 from the previous fiscal year, the department may identify the amount, up to 17 $3,000,000, available for the district's district-wide early education program. 18 * Sec. 26. AS 14.17.500(d), enacted by sec. 25 of this Act, is amended to read: 19 (d) A school district may not include in the school's ADM [EXCEPT AS 20 PROVIDED IN (e) AND (f) OF THIS SECTION,] a student in a district-wide early 21 education program provided by the [A SCHOOL] district [AND APPROVED BY 22 THE DEPARTMENT UNDER AS 14.07.020(a)(8) IS COUNTED AS ONE-HALF 23 OF A FULL-TIME EQUIVALENT STUDENT]. 24 * Sec. 27. AS 14.17.905(a) is amended to read: 25 (a) For purposes of this chapter, the determination of the number of schools in 26 a district is subject to the following: 27 (1) a community with an ADM of at least 10, but not more than 100, 28 shall be counted as one school; 29 (2) a community with an ADM of at least 101, but not more than 425, 30 shall be counted as 31 (A) one elementary school, which includes those students in
01 grades kindergarten through six and, except as provided in AS 14.17.500, in 02 an early education program provided by a school district and approved by 03 the department under AS 14.07.020(a)(8); and 04 (B) one secondary school, which includes students in grades 05 seven through 12; 06 (3) in a community with an ADM of greater than 425, each facility that 07 is administered as a separate school shall be counted as one school, except that each 08 alternative school with an ADM of less than 175 shall be counted as a part of the 09 school in the district with the highest ADM. 10 * Sec. 28. AS 14.17.905(a), as amended by sec. 27 of this Act, is amended to read: 11 (a) For purposes of this chapter, the determination of the number of schools in 12 a district is subject to the following: 13 (1) a community with an ADM of at least 10, but not more than 100, 14 shall be counted as one school; 15 (2) a community with an ADM of at least 101, but not more than 425, 16 shall be counted as 17 (A) one elementary school, which includes those students in 18 grades kindergarten through six [AND, EXCEPT AS PROVIDED IN 19 AS 14.17.500, IN AN EARLY EDUCATION PROGRAM PROVIDED BY A 20 SCHOOL DISTRICT AND APPROVED BY THE DEPARTMENT UNDER 21 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. 29. AS 14.20.015(c) is amended to read: 29 (c) The preliminary teacher certificate issued under this section must contain 30 the same endorsements as those on the current valid teacher certificate issued by the 31 other state. However, before teaching students in grades kindergarten through
01 three, a teacher certificated under this section must complete coursework, 02 training, or testing requirements, and demonstrate proficiency as determined by 03 the department, in phonemic awareness, phonics, vocabulary development, 04 reading fluency, oral language skills, and reading comprehension approved by 05 the board in regulation. A teacher may apply coursework, training, or testing 06 requirements completed under this subsection toward continuing education 07 requirements established by the board in regulation. 08 * Sec. 30. AS 14.20.015(c), as amended by sec. 29 of this Act, 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, BEFORE TEACHING STUDENTS IN GRADES 12 KINDERGARTEN THROUGH THREE, A TEACHER CERTIFICATED UNDER 13 THIS SECTION MUST COMPLETE COURSEWORK, TRAINING, OR TESTING 14 REQUIREMENTS IN PHONEMIC AWARENESS, PHONICS, VOCABULARY 15 DEVELOPMENT, READING FLUENCY, ORAL LANGUAGE SKILLS, AND 16 READING COMPREHENSION APPROVED BY THE BOARD IN REGULATION. 17 A TEACHER MAY APPLY COURSEWORK, TRAINING, OR TESTING 18 REQUIREMENTS COMPLETED UNDER THIS SUBSECTION TOWARD 19 CONTINUING EDUCATION REQUIREMENTS ESTABLISHED BY THE 20 BOARD IN REGULATION.] 21 * Sec. 31. AS 14.20.020(i) is amended to read: 22 (i) A [BEGINNING ON JULY 1, 1998, A] person is not eligible for an initial 23 regular teacher certificate unless the person has taken and successfully completed a 24 competency examination or examinations designated, at the time the person took the 25 test, by the board. The board shall review nationally recognized examinations that are 26 designed to test the competency of new teachers and shall designate those 27 examinations that it finds adequately test the skills and abilities of new teachers. For 28 each examination designated under this subsection, the board shall establish the 29 minimum acceptable level of performance, including a passing score. The board 30 shall reevaluate the passing score for a competency examination at least once 31 every five years and shall review each examination designated by the board at
01 least once every three years. The board shall prioritize the review of those 02 examinations for which the minimum passing score deviates the most from the 03 mean passing score adopted by other jurisdictions. When reevaluating a passing 04 score for a competency examination, the board shall consider the historical effect 05 of the established passing score, the potential effect of changing the passing score, 06 and the passing score currently used for the examination by other jurisdictions. 07 The board may allow a teacher who passed a comparable competency 08 examination required by another jurisdiction to use a score from the other 09 jurisdiction to satisfy the competency examination requirements under this 10 subsection. The board shall adopt regulations to implement this subsection. A 11 regulation that changes the passing score on a competency examination takes 12 effect on the date that is one year after the date the board adopts the regulation, 13 or a later date prescribed by the board. In this subsection, "competency 14 examination" includes a basic competency examination with components in 15 reading, writing, and mathematics and a subject area examination that is specific 16 to the subject area in which the teacher will be teaching. 17 * Sec. 32. AS 14.20.020 is amended by adding a new subsection to read: 18 (l) Before teaching students in grades kindergarten through three, a teacher 19 certificated under this section must complete coursework, training, or testing 20 requirements in phonemic awareness, phonics, vocabulary development, reading 21 fluency, oral language skills, and reading comprehension approved by the board in 22 regulation. A teacher may apply coursework, training, or testing requirements 23 completed under this subsection toward continuing education requirements established 24 by the board in regulation. 25 * Sec. 33. AS 14.30 is amended by adding new sections to read: 26 Article 15. Reading Intervention. 27 Sec. 14.30.760. Statewide screening and support. (a) To implement the 28 district reading intervention services established under AS 14.30.765, the department 29 shall 30 (1) adopt a statewide screening tool to administer to students in grades 31 kindergarten through three to identify students with reading deficiencies, including
01 students with characteristics of dyslexia; the screening tool must evaluate 02 (A) phonemic awareness, letter naming fluency, letter sound 03 fluency, and letter word sound fluency of students in kindergarten; 04 (B) letter word sound fluency and oral reading fluency of 05 students in grade one; 06 (C) vocabulary and oral reading fluency of students in grades 07 two and three; 08 (2) support teachers of grades kindergarten through three by 09 (A) administering the statewide screening tool three times each 10 school year, once in the fall, once in the winter, and once in the spring, to all 11 students in grades kindergarten through three, with the exception of students 12 who demonstrate sufficient reading skills on the first screening of the school 13 year; 14 (B) providing methods to monitor student progress; 15 (C) providing targeted instruction based on student needs as 16 determined by the results of the screening tool; and 17 (D) providing additional assistance as determined by the 18 department; 19 (3) provide training to school district staff related to using the results 20 of the statewide screening tool and understanding evidence-based reading 21 interventions, including explicit and systematic instruction in phonemic awareness, 22 phonics, vocabulary development, reading fluency, oral language skills, and reading 23 comprehension; 24 (4) require that districts identify the early education programs attended 25 by students and report to the department the average score on each performance 26 screening tool by students in grades kindergarten through three who 27 (A) attended a state-approved early education program; 28 (B) attended a Head Start program; 29 (C) attended a private early education program; 30 (D) did not attend an early education program; 31 (5) establish a process that allows the commissioner to waive, upon
01 request, use of the statewide screening tool required under this subsection by a school 02 district if the school district has adopted an evidence-based reading screening tool and 03 the screening tool is approved by the department; 04 (6) review, approve, and assist districts developing alternative 05 standardized reading screening tools in any language for use by school districts. 06 (b) In adopting a statewide screening tool under (a)(1) of this section, the 07 department shall consider the following factors: 08 (1) the amount of time needed to administer the screening with the 09 intention of minimizing effects on instructional time; 10 (2) the time frame for reporting screening results to teachers, 11 administrators, and parents or guardians; 12 (3) the integration of the screening with student instruction and 13 department support; 14 (4) recommendations from a task force, working group, or committee 15 created by law and charged with studying issues related to reading proficiency and 16 reading deficiencies; and 17 (5) whether the screening tool is culturally responsive. 18 Sec. 14.30.765. Reading intervention services and strategies; progression. 19 (a) Each school district shall offer intensive reading intervention services to students 20 in grades kindergarten through three who exhibit a reading deficiency to assist 21 students in achieving reading proficiency at or above grade level by the end of grade 22 three. The district shall provide the intensive reading intervention services in addition 23 to the core reading instruction that is provided to all students in the general education 24 classroom. 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 tool adopted under AS 14.30.760(a)(1); 29 (2) provide explicit and systematic instruction in phonemic awareness, 30 phonics, vocabulary development, reading fluency, oral language skills, and reading 31 comprehension, as necessary;
01 (3) use evidence-based reading intervention methods that have shown 02 proven results in accelerating student reading achievement within a single school year; 03 (4) include instruction with detailed explanations, extensive 04 opportunities for guided practice, and opportunities for error correction and feedback; 05 (5) incorporate daily targeted small group reading instruction based on 06 student needs, either in person or online; 07 (6) monitor the reading progress of each student's reading skills 08 throughout the school year and adjust instruction according to student needs; 09 (7) be implemented during regular school hours through any available 10 method, including in person or through online delivery by teachers or specialty 11 reading coaches; 12 (8) be implemented outside of regular school hours, as directed in the 13 student's individual reading improvement plan under (b) of this section, for a student 14 who scores at the lowest achievement level on the statewide screening tool; 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; and 18 (10) support reading intervention at home by parents or guardians by 19 offering a list of adult literacy resources and organizations, providing opportunities for 20 parent or guardian participation in training workshops, and encouraging regular parent 21 or guardian-guided home reading activities. 22 (b) In addition to the reading intervention services provided under (a) of this 23 section, a school district shall provide an individual reading improvement plan for 24 each student in grades kindergarten through three who is determined to have a reading 25 deficiency based on the statewide screening tool. An individual reading improvement 26 plan developed under this section must 27 (1) be implemented not later than 30 days after identification of the 28 reading deficiency; 29 (2) be created by the student's reading teacher in consultation with the 30 school principal, the student's parent or guardian, and other pertinent district staff; 31 (3) describe the evidence-based reading intervention services the
01 student will receive to achieve and demonstrate sufficient reading skills; 02 (4) provide reading intervention services outside of regular school 03 hours for a student who scores at the lowest achievement level on the statewide 04 screening tool consistent with (a)(8) of this section; 05 (5) include a process for monitoring progress and adjusting the plan 06 based on student needs; 07 (6) provide to the student's parent or guardian at least 10 reading 08 progress updates each school year; 09 (7) be culturally responsive; and 10 (8) support the student reading at home with a parent or guardian by 11 offering a list of adult literacy resources and organizations, providing opportunities for 12 parent or guardian participation in training workshops, and encouraging regular parent 13 or guardian-guided home reading activities. 14 (c) If at any time during the school year a student in grades kindergarten 15 through three demonstrates a reading deficiency, the district or school shall notify the 16 student's parent or guardian. The initial notification must 17 (1) be provided to the student's parent or guardian not later than 15 18 days after identification of the reading deficiency; 19 (2) state that the district identified the student as having a reading 20 deficiency and that a reading improvement plan will be developed under (b) of this 21 section; 22 (3) describe current services that the district is providing to the student; 23 (4) describe the proposed evidence-based reading intervention and 24 supplemental instructional services and supports that the district will provide to the 25 student to improve the identified area of reading deficiency; 26 (5) explain that the district or school will inform the parent or guardian 27 orally or in writing, as selected by the parent or guardian, of the student's progress 28 toward grade level reading as outlined in the student's individual reading improvement 29 plan; 30 (6) identify strategies for the parent or guardian to use at home to help 31 the student succeed in reading;
01 (7) explain that if the student has a reading deficiency at the end of the 02 school year and is in grades kindergarten through two, the student's progression may 03 be delayed unless the student has previously not progressed to the next grade; 04 (8) explain that a student in grade three should demonstrate sufficient 05 reading skills to progress to grade four under (e) of this section, unless the student 06 receives a waiver under (f) of this section or has previously not progressed to the next 07 grade; 08 (9) explain the process and deadline to request a waiver under (f) of 09 this section; and 10 (10) identify mid-year progression as an option for students who do 11 not progress to the next grade. 12 (d) If it is determined, based on a statewide screening administered in the 13 spring, that a student in grades kindergarten through two has a reading deficiency, the 14 student's teacher and other pertinent district staff shall notify and attempt to meet with 15 the student's parent or guardian to explain that the student will not be able to maintain 16 adequate academic progress at the next grade level. School staff shall work with the 17 parent or guardian to schedule a date, time, and place for the meeting, to be held not 18 later than 45 days before the end of the school year. Following that meeting, the parent 19 or guardian shall determine whether the student will progress to the next grade. If no 20 parent or guardian attends the meeting or if the parent or guardian does not determine 21 whether the student will progress to the next grade, the superintendent or the 22 superintendent's designee shall, after considering the student's best interest and 23 whether the student has previously not progressed to the next grade, determine 24 whether the student will progress to the next grade. 25 (e) A student in grade three should demonstrate sufficient reading skills to 26 progress to grade four. A student demonstrates sufficient reading skills to progress to 27 grade four by 28 (1) scoring at grade level or higher on the statewide screening tool or 29 on the statewide summative assessment; 30 (2) achieving an acceptable score on an alternative standardized 31 reading screening as determined and approved by the department; or
01 (3) demonstrating mastery of reading standards through a student 02 reading portfolio based on criteria established by the department. 03 (f) If it is determined, based on a statewide screening administered in the 04 spring, that a student in grade three has a reading deficiency, and the student does not 05 demonstrate sufficient reading skills to progress to grade four under (e) of this section, 06 the student's teacher and other pertinent district staff shall notify and attempt to meet 07 with the student's parent or guardian to explain that the student is not prepared to 08 progress to grade four. School staff shall work with the parent or guardian to schedule 09 a date, time, and place for the meeting, to be held not later than 45 days before the end 10 of the school year. Following that meeting, the parent or guardian may decide that the 11 student will not progress to grade four or decide to progress the student to grade four 12 by signing a waiver developed by the department acknowledging that the student is 13 not prepared and agreeing that the student will participate in an additional 20 hours of 14 individual reading improvement plan intervention services during the summer before 15 the student enters grade four. If no parent or guardian attends the meeting or if the 16 parent or guardian does not determine whether the student will progress to the next 17 grade, the superintendent or the superintendent's designee shall, after considering the 18 student's best interests and whether the student has previously not progressed to the 19 next grade, determine whether the student will progress to grade four. 20 (g) A superintendent or superintendent's designee may exempt a student from 21 delayed progression when progression is in the student's best interests. When 22 determining if progression is in a student's best interests, the superintendent or 23 superintendent's designee shall consider whether 24 (1) the student has received intensive reading intervention services for 25 two or more years and still demonstrates a reading deficiency; 26 (2) the student's primary language is a language other than English; 27 and 28 (3) the student has a disability and has an individualized education 29 plan under AS 14.30.278 or a plan under 29 U.S.C. 794. 30 (h) If no parent or guardian attends the meeting, and a superintendent or 31 superintendent's designee decides that a student in grades kindergarten through three
01 will not progress to the next grade under (d) or (f) of this section, the district or school 02 in which the student is enrolled shall provide immediate oral and written notification 03 to the student's parent or guardian. The written notification must explain that the 04 parent or guardian may reschedule the meeting provided under (d) or (f) of this section 05 and that during a meeting 06 (1) for a student in grades kindergarten through two, the parent or 07 guardian may decide to progress the student; and 08 (2) for a student in grade three, the parent or guardian may decide to 09 progress the student to grade four by signing a waiver under (f) of this section. 10 (i) For a student who does not progress to the next 11 grade under (d) or (f) of this section, or who progresses to the next 12 grade with a waiver under (f) of this section, the district in which the 13 student is enrolled shall 14 (1) review the student's individual reading improvement plan; 15 (2) provide intensive reading intervention services to improve the area 16 of reading deficiency using effective instructional strategies to accelerate student 17 progress; 18 (3) provide additional services and support to improve the student's 19 identified area of reading deficiency, including 20 (A) a transitional instructional setting that is designed to 21 produce learning gains; 22 (B) supplemental tutoring offered by a person with specialized 23 reading training; 24 (C) an increase in time dedicated to the reading instruction 25 methods described in (a)(3) - (5) of this section, including more extensive 26 opportunities for guided practice and error correction and feedback; 27 (4) develop a plan for reading at home outlined in an agreement with 28 the student's parent or guardian, including parent or guardian participation in training 29 workshops and regular parent or guardian-guided home reading activities. 30 (j) For a student who does not progress to grade one, grade two, or grade three 31 under (d) of this section, the district in which the student is enrolled shall, upon
01 request by the student's parent or guardian, develop a plan for the student's mid-year 02 progression. 03 (k) A school district shall adopt a policy providing for mid-year progression of 04 a student who does not progress to grade four under (f) of this section if the student 05 (1) demonstrates sufficient reading skills to progress to grade four on 06 the fall or winter statewide screening; and 07 (2) meets additional requirements determined by the district, including 08 satisfactory achievement in other subject areas. 09 (l) A district shall, for the remainder of the academic year, and, if necessary, 10 for additional school years, continue to implement an individual reading improvement 11 plan for a student promoted mid-year under (j) or (k) of this section. 12 (m) Unless a parent or guardian decides that a student will not progress to the 13 next grade under (d) or (f) of this section, a district or school may not delay the 14 student's progression under this section if the student previously did not progress to 15 the next grade. 16 (n) In this section, "reading teacher" means a teacher who 17 (1) holds a valid teacher certificate under AS 14.20; 18 (2) has demonstrated effectiveness in instructing students to read at or 19 above grade level as measured by student reading performance data and in teacher 20 performance evaluations; and 21 (3) meets the requirements established by the state Board of Education 22 and Early Development in regulation. 23 Sec. 14.30.770. Department reading program. (a) The department shall 24 establish a reading program to provide direct support for and intervention in intensive 25 reading intervention services annually in the lowest-performing 25 percent of schools 26 serving students in grades kindergarten through three as determined under 27 AS 14.03.123. The department shall determine how many schools may be adequately 28 served by the department's reading specialists and select schools from the lowest- 29 performing 25 percent of schools to participate in the reading program. A school 30 participating in the reading program that remains in the lowest-performing 25 percent 31 of schools as determined under AS 14.03.123 may apply to participate in the reading
01 program again in the following school year. State funding provided to participating 02 schools for implementation of the reading program is in addition to the amount of 03 funding provided under AS 14.17. In conducting the program, the department shall 04 (1) use the accountability system established in AS 14.03.123 to 05 identify low performing schools; 06 (2) establish an application process for school districts to apply to 07 participate in the program; 08 (3) select low performing schools from the schools that apply to 09 participate in the program; 10 (4) employ and assign reading specialists to direct the implementation 11 of the intensive reading intervention services established under AS 14.30.765 by 12 (A) modeling effective instructional strategies for teachers by 13 working regularly with students as a class, in small groups, or individually; 14 (B) coaching and mentoring teachers and staff in reading 15 instruction with an emphasis on prioritizing time in a manner that has the 16 greatest positive effects on student achievement; 17 (C) training teachers in data analysis and using data to 18 differentiate instruction; 19 (D) leading and supporting reading leadership teams; and 20 (E) reporting on school and student performance to the 21 department; 22 (5) establish a reporting process for each reading specialist to submit 23 updates to the department on implementation of the program; 24 (6) work with reading specialists to create specific improvement goals 25 for each school selected, including measures of interim progress; 26 (7) select and purchase additional reading material for each school 27 selected to supplement the intensive reading intervention services; 28 (8) pay travel and associated costs for a reading specialist to attend 29 relevant training sessions identified by or hosted by the department; 30 (9) periodically review staff development programs for their 31 effectiveness in developing reading skills and, after consultation with school districts
01 and experts, recommend to the board for approval staff development programs that 02 (A) have been proven to assess and accelerate student progress 03 toward reaching reading competency; 04 (B) provide explicit and systematic skill development in the 05 areas of phonemic awareness, phonics, vocabulary development, reading 06 fluency, oral language skills, and reading comprehension; 07 (C) are evidence-based and reliable; 08 (D) provide initial and ongoing analysis of student progress 09 toward reaching reading competency; and 10 (E) include texts on core academic content to assist students in 11 maintaining or meeting grade-appropriate proficiency in academic subjects in 12 addition to reading. 13 (b) A school selected to participate in the reading program established under 14 this section shall 15 (1) ensure that a reading specialist assigned to the school is not 16 required to perform functions that divert from the duties the department has assigned 17 to the reading specialist; 18 (2) coordinate with the reading specialist or specialists to redesign the 19 school's daily schedule to dedicate time to reading program activities, including 20 intensive reading intervention services identified in a written agreement between the 21 school and the department; 22 (3) present on the reading program established under this section and 23 the intensive reading intervention services established under AS 14.30.765 at a public 24 meeting; the presentation must include 25 (A) the data the department used to identify the school as 26 eligible for the reading program; 27 (B) a detailed overview of the reading program and intensive 28 reading intervention services; 29 (C) a timeline for implementing the intensive reading 30 intervention services and meeting reading improvement goals; and 31 (D) the implications of the program for students, families, and
01 educators; 02 (4) provide notice of the public meeting required under (3) of this 03 subsection to the parent or guardian of each student at least seven days before the date 04 of the meeting; 05 (5) present an annual update on the school's implementation of the 06 reading program and intensive reading intervention services at a public meeting with 07 notice provided to the parent or guardian of each student at least seven days before the 08 date of the meeting; 09 (6) create partnerships between the school, the families of students, 10 and the community that focus on promoting reading and increasing the amount of time 11 that students spend reading. 12 (c) The department shall publish on the department's Internet website and 13 make available to the public 14 (1) a completed application from each school selected to participate in 15 the reading program; and 16 (2) the reading program and intensive reading intervention services 17 implemented by each school selected to participate. 18 (d) The department may employ a person as a reading specialist under this 19 section if the person 20 (1) holds a valid teacher certificate issued under AS 14.20; 21 (2) has completed an approved graduate program for the preparation of 22 reading specialists at an approved institution of higher education and 23 (A) has completed a supervised practicum or internship as a 24 reading specialist; or 25 (B) has at least three years of full-time, demonstrated 26 classroom teaching experience where reading instruction was a primary 27 responsibility; 28 (3) is knowledgeable about and demonstrates competency in reading 29 instruction, including 30 (A) an understanding of phonemic awareness, phonics, 31 vocabulary development, reading fluency, oral language skills, and reading
01 comprehension; 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 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, including coursework in indigenous 16 language learning and culturally responsive education established in regulation by the 17 department in collaboration with indigenous language stakeholders. 18 Sec. 14.30.775. Regulation. The department shall, by regulation, define 19 "dyslexia" for the purposes of AS 14.30.760 - 14.30.780. The department shall 20 consider the meaning of "dyslexia" given by the International Dyslexia Association 21 when adopting the definition by regulation. 22 Sec. 14.30.780. Definitions. In AS 14.30.760 - 14.30.780, 23 (1) "district" has the meaning given in AS 14.17.990; 24 (2) "evidence-based reading intervention" means an intervention based 25 on reliable, trustworthy, and valid evidence that has a demonstrated record of success 26 in adequately increasing a student's reading competency in the areas of phonemic 27 awareness, phonics, vocabulary development, reading fluency, oral language skills, 28 and reading comprehension. 29 * Sec. 34. AS 14.30 is amended by adding a new section to read: 30 Article 16. Virtual Education. 31 Sec. 14.30.800. Virtual education consortium. (a) The department shall, in
01 cooperation with school districts, establish a virtual education consortium for the 02 purpose of making virtual education and professional development resources available 03 to students and teachers in the state. The department shall establish standards for 04 consortium resources. The consortium shall create and maintain a database of virtual 05 education courses for students, training in virtual instruction for teachers, and 06 professional development courses for teachers of students throughout the state if the 07 coursework curriculum meets the state standards established by the department. The 08 database must be accessible to all school districts that participate in the consortium. 09 (b) For teachers delivering or facilitating virtual coursework to students 10 through the consortium database, the consortium shall provide training and 11 professional development on virtual instruction methods and the differences between 12 virtual instruction and instruction offered in a classroom. A teacher may not provide 13 instruction through a course for students that is in the database unless 14 (1) the teacher has completed the training or professional development 15 provided by the consortium; or 16 (2) the consortium determines that the teacher's previous experience 17 has prepared the teacher to provide virtual instruction and the teacher demonstrates the 18 skills necessary to provide virtual instruction. 19 (c) The consortium shall employ a reading specialist available to school 20 districts to provide virtual intensive reading intervention services. The duties of the 21 reading specialist include 22 (1) modeling effective instructional strategies for teachers by working 23 regularly with students as a class, in small groups, or individually; 24 (2) coaching and mentoring teachers and staff in reading instruction 25 with an emphasis on prioritizing time in a manner that has the greatest positive effects 26 on student achievement; 27 (3) training teachers in data analysis and using data to differentiate 28 instruction; 29 (4) leading and supporting reading leadership teams; and 30 (5) reporting on school and student performance to the department. 31 (d) The department may require a school district that participates in the
01 consortium to pay a fee to the consortium. If the department requires a fee, the 02 department shall establish the fee in regulations, based on a recommendation made by 03 the consortium, and may adjust the fee annually as necessary. The fees must 04 approximately equal the consortium's prorated administrative costs related to 05 reviewing and approving courses and maintaining the database. 06 (e) A school district that provides a course included in the database may 07 charge a fee to the school district in which a student who takes the course is enrolled. 08 The department shall establish the fee in regulations. 09 (f) The consortium may require, as a condition of participation, that school 10 districts that provide courses or have students participating in courses included in the 11 database under (a) of this section adopt the same school term and class schedule for all 12 or part of a school day. The school term must meet the requirements of AS 14.03.030. 13 (g) In this section, "virtual education" or "virtual instruction" means 14 instruction delivered through telecommunications or another digital or electronic 15 method. 16 * Sec. 35. AS 14.60.010 is amended by adding new paragraphs to read: 17 (9) "culturally responsive" means showing respect for and recognition 18 of the traditions, beliefs, languages, values, and practices of the local culture that has 19 historically been present in the geographic area being served; 20 (10) "parent" or "guardian" includes a natural, adoptive, and foster 21 parent, stepparent, legal guardian, relative, and other adult person with whom a 22 student has resided and who has acted as a parent in providing for the student or has 23 been responsible for the student's welfare for a continuous period. 24 * Sec. 36. AS 47.17.290(12) is amended to read: 25 (12) "organization" means a group or entity that provides care and 26 supervision for compensation to a child not related to the caregiver, and includes a 27 child care facility, pre-elementary school, early education program, head start 28 center, child foster home, residential child care facility, recreation program, children's 29 camp, and children's club; 30 * Sec. 37. AS 14.03.080(d) and 14.03.290(4) are repealed. 31 * Sec. 38. AS 14.03.120(h), 14.03.410, 14.03.420; AS 14.17.500(e), 14.17.500(f);
01 AS 14.20.020(l); AS 14.30.760, 14.30.765, 14.30.770, 14.30.775, 14.30.780, and 14.30.800 02 are repealed. 03 * Sec. 39. The uncodified law of the State of Alaska is amended by adding a new section to 04 read: 05 VIRTUAL EDUCATION AVAILABILITY DEADLINE. The Department of 06 Education and Early Development shall make available virtual education courses and 07 professional development resources under sec. 34 of this Act on or before July 1, 2024. 08 * Sec. 40. The uncodified law of the State of Alaska is amended by adding a new section to 09 read: 10 APPLICABILITY. Section 32 of this Act applies, 11 (1) on the effective date of sec. 32 of this Act, to teachers who begin teaching 12 students in grades kindergarten through three on and after the effective date of sec. 32 of this 13 Act; 14 (2) on July 1, 2024, to teachers who began teaching students in grades 15 kindergarten through three before the effective date of sec. 32 of this Act. 16 * Sec. 41. The uncodified law of the State of Alaska is amended by adding a new section to 17 read: 18 REPORT TO THE LEGISLATURE. Not later than the thirtieth day of the First 19 Regular Session of the Thirty-Eighth Alaska State Legislature, the Department of Education 20 and Early Development shall prepare and present to the legislative committees having 21 jurisdiction over education a report evaluating the virtual education consortium established 22 under AS 14.30.800 and the following programs established under this Act: the early 23 education program, the parents as teachers program, the reading intervention program, and the 24 department reading program. The report must include 25 (1) data analysis conducted by an independent contractor evaluating the 26 success of each program, including 27 (A) statistics measuring the effectiveness of each program in 28 accomplishing the program mission; 29 (B) the cost-effectiveness of each program; 30 (C) trends in reading screening scores by each group of students listed 31 in AS 14.30.760(a)(4) as the students progress through grade eight;
01 (2) recommendations from the panels convened under AS 14.07.020(a)(19); 02 and 03 (3) recommendations from the Department of Education and Early 04 Development addressing whether to extend, expand, contract, or repeal each program. 05 * Sec. 42. The uncodified law of the State of Alaska is amended by adding a new section to 06 read: 07 TRANSITION. The number of district-wide early education programs that the 08 department approves under AS 14.03.410 in the fiscal year beginning July 1, 2022, may not 09 result in more than $3,000,000 of total state aid attributable to early education programs. In 10 the fiscal year beginning July 1, 2023, the number of district-wide early education programs 11 that the department approves may not result in an increase from the prior fiscal year of more 12 than $3,000,000 of total state aid attributable to early education programs. 13 * Sec. 43. The uncodified law of the State of Alaska is amended by adding a new section to 14 read: 15 TRANSITION: REGULATIONS. The Department of Education and Early 16 Development and the state Board of Education and Early Development may adopt regulations 17 necessary to implement the changes made by this Act. The regulations take effect under 18 AS 44.62 (Administrative Procedure Act), but a regulation may not take effect before the 19 effective date of the relevant provision of this Act implemented by the regulation. 20 * Sec. 44. Section 43 of this Act takes effect immediately under AS 01.10.070(c). 21 * Sec. 45. Sections 4, 6, 8, 11, 12, 16, 19, 22, 26, 28, 30, and 38 of this Act take effect 22 June 30, 2034. 23 * Sec. 46. Except as provided in secs. 44 and 45 of this Act, this Act takes effect July 1, 24 2023.