HB 2520: schools; reading requirements
PRIME SPONSOR: Representative Coleman, LD 16
BILL STATUS: Education
Relating to early literacy programs and interventions.
1. Requires applicants for a Standard Elementary Education Teaching Certificate to complete 45 classroom hours, or three credit hours, in research-based reading instruction from a public or private provider. (Sec. 1)
2. Limits the use of K-3 reading support level weight monies to evidence-based instructional programs and practices. (Sec. 2)
3. Instructs ADE to ensure that the program implementation guidance include the most current evidence-based practices by consulting with public universities. (Sec. 2)
4. Directs ADE's best practice examples of reading intervention and remedial reading strategies to be selected from LEAs showing the most improvement on 3rd-grade reading proficiency. (Sec. 3)
5. Authorizes ADE to use up to 1% of the monies in the Early Literacy Grant Program Fund per year to administer the grants. (Sec. 4)
6. Instructs ADE to award early literacy grants based on applications from eligible schools rather than on a per pupil basis. (Sec. 4)
7. Directs ADE to develop an application process for early literacy grants that requires schools to provide detailed descriptions of how the monies will increase reading proficiency. (Sec. 4)
8. Allows an ELL student, or student with limited English proficiency, to be promoted regardless of the amount of English language instruction the student has received. (Sec. 5)
9. Requires diagnostic information to be used for planning evidence-based instruction. (Sec. 7)
10. Modifies the definitions of eligible expenses, essential components of reading instruction and reading. (Sec. 4, 7)
11. Makes technical and conforming changes. (Sec. 1-7)
ADE administers a K-3 reading program to improve reading proficiency. ADE is required to prioritize supports and interventions for LEAs that have the highest percentage of students failing to demonstrate sufficient reading skills.
LEAs are required to submit a K-3 Literacy Plan to improve reading proficiency of their students. The plan must include baseline data on reading proficiency, a budget for monies from the K-3 Support Level Weight and the K-3 Reading Support Level Weight. LEAs are also required to submit an updated plan, with data on expenditures and results, to ADE. LEAs assigned an A or B letter grade may submit updated plans every two years. LEAs assigned C, D or F letter grades, or LEAs with more than 10% of their 3rd-grade students failing to demonstrate proficient reading skills, must have their plan reviewed by ADE and approved by SBE before they are eligible for the K-3 Reading Support Level Weight (A.R.S. § 15-211).
The MOWR retention requirements prohibit a 3rd grade student from being promoted if the student scores far below the 3rd-grade reading level on the statewide assessment, with exceptions (A.R.S. § 15-701). Schools that provide instruction in grades K-3 are required to:
1. Adopt an evidence-based curriculum;
2. Provide ongoing professional development on reading research to teachers;
3. Administer reading assessments, screenings and ongoing diagnostics;
4. Monitor student progress; and
5. Plan appropriate instruction and intervention for each student (A.R.S. § 15-704).
In addition to the K-3 Reading Program and Support Level Weight, ADE also administers the Early Literacy Grant Program Fund. Grants are awarded in 3-year cycles on a per-pupil basis to LEAs with 90% free and reduced-price lunch eligibility rates (A.R.S. § 15-249.09).
The 2017 MOWR Annual Report can be found here.
---------- DOCUMENT FOOTER ---------
Fifty-third Legislature HB 2520
Second Regular Session Version 1: Education
---------- DOCUMENT FOOTER ---------