Sec. 10-14n. Mastery examination.
Sec. 10-14ii. Review and approval of comprehensive reading curriculum models or programs.
Sec. 10-14n. Mastery examination. (a) As used in this section, “mastery examination” means (1) for students enrolled in grades three to eight, inclusive, an examination or examinations, approved by the State Board of Education, that measures essential and grade-appropriate skills in reading, writing or mathematics, (2) for students enrolled in grades five, eight and eleven, an examination, approved by the State Board of Education, that measures essential and grade-appropriate skills in science, and (3) for students enrolled in grade eleven, a nationally recognized college readiness assessment, approved by the State Board of Education, that measures essential and grade-appropriate skills in reading, writing and mathematics.
(b) (1) For the school year commencing July 1, 2015, and each school year thereafter, each student enrolled in grades three to eight, inclusive, and grade eleven in any public school shall, annually, take a mastery examination in reading, writing and mathematics during the regular school day.
(2) For the school years commencing July 1, 2013, to July 1, 2017, inclusive, each student enrolled in grades five, eight and ten in any public school shall, annually, in March or April, take a state-wide mastery examination in science during the regular school day.
(3) For the school year commencing July 1, 2018, and each school year thereafter, each student enrolled in grades five, eight and eleven in any public school shall annually take a state-wide mastery examination in science during the regular school day.
(c) (1) Mastery examinations, as defined in subdivision (1) of subsection (a) of this section, given to students enrolled in grades three to eight, inclusive, pursuant to subdivision (1) of subsection (b) of this section, shall be provided by and administered under the supervision of the State Board of Education.
(2) Mastery examinations, as defined in subdivision (2) of subsection (a) of this section, given to students enrolled in grades five, eight and ten or eleven, pursuant to subdivisions (2) and (3) of subsection (b) of this section, shall be provided by and administered under the supervision of the State Board of Education.
(3) Mastery examinations, as defined in subdivision (3) of subsection (a) of this section, given to students enrolled in grade eleven, pursuant to subdivision (1) of subsection (b) of this section, shall be paid for by the State Board of Education and administered by the provider of such nationally recognized college readiness assessment in accordance with the provisions of the agreement between the state board and such provider, pursuant to section 10-14x.
(d) The scores on each component of the mastery examination, as defined in subdivision (3) of subsection (a) of this section, for each eleventh grade student may be included on the permanent record and transcript of each such student who takes such examination. For each eleventh grade student who meets or exceeds the state-wide mastery goal level on any component of the mastery examination, a certification of having met or exceeded such goal level shall be made on the permanent record and the transcript of each such student and such student shall be issued a certificate of mastery for such component.
(e) No public school may require achievement of a satisfactory score on a mastery examination, or any subsequent retest on a component of such examination as the sole criterion of promotion or graduation.
(f) (1) For the school year commencing July 1, 2015, and each school year thereafter, the scores on each component of the mastery examination for students who are multilingual learners, as defined in section 10-76kk, and who have been enrolled in a school in this state or another state for fewer than twenty school months, shall not be used for purposes of calculating the accountability index, as defined in section 10-223e, for a school or school district.
(2) For the school year commencing July 1, 2015, and each school year thereafter, mastery examinations pursuant to subsection (b) of this section shall be offered in the most common native language of students who are multilingual learners taking such mastery examinations and any additional native languages of such students when mastery examinations in such native languages are developed and have been approved by the United States Department of Education.
(g) Not later than August fifteenth of each school year, the Department of Education shall notify each local and regional board of education of the scores of students under the jurisdiction of the board on the mastery examination administered during the previous school year.
(P.A. 78-194, S. 2, 9; P.A. 82-387, S. 1, 2; P.A. 83-454, S. 2–4; P.A. 84-293, S. 2, 5; P.A. 88-136, S. 23, 37; P.A. 90-324, S. 1, 13; P.A. 92-58; 92-262, S. 3, 42; P.A. 93-353, S. 38, 52; P.A. 94-245, S. 33, 46; P.A. 97-247, S. 5, 27; P.A. 03-168, S. 1; 03-174, S. 1; P.A. 05-245, S. 9, 51; P.A. 06-135, S. 4; June Sp. Sess. P.A. 07-3, S. 18; P.A. 13-207, S. 1; P.A. 14-39, S. 10; 14-217, S. 115; P.A. 15-238, S. 3; June Sp. Sess. P.A. 15-5, S. 295; P.A. 17-14, S. 12; P.A. 17-173, S. 1; P.A. 23-150, S. 20.)
History: P.A. 82-387 added Subsecs. (b) and (c) requiring retesting of students who tested below the state-wide level of expected performance on any component of the ninth grade proficiency exam and prohibiting use of the exam or any retest for purposes of determining promotion or graduation; P.A. 83-454 amended Subsec. (a), moving ninth grade exam to eighth grade, effective July 1, 1984, and providing for transition year test in the ninth grade and amended Subsecs. (b) and (c), making technical revisions; P.A. 84-293 amended Subsec. (a) substituting “ninth” grade test for “eighth” grade test up to and including the 1986–1987 school year, inserted new Subsec. (b) re fourth grade state-wide mastery exam, and new Subsec. (c) re sixth and eighth grade state-wide mastery exam, relettering former Subsec. (b) as Subsec. (d) and adding provision re retesting using the eighth grade test, inserted new Subsec. (e) also re retesting on the eighth grade test and relettered former Subsec. (c) as Subsec. (f), adding provision to include mastery exam and changing limitation on use of test from “a condition of promotion or graduation” to prohibition of use as “the sole criterion” of promotion or graduation; P.A. 88-136 deleted obsolete provisions including Subsecs. (a) and (d) re proficiency examination and relettered remaining Subsecs.; P.A. 90-324 in Subsec. (c) limited the taking and retaking of the eighth grade mastery examination to prior to September 1, 1993, inserted new Subsecs. (d) and (e) re tenth grade mastery examination and relettered former Subsec. (d) as Subsec. (f); P.A. 92-58 inserted new Subsec. (f) concerning educational mastery and relettered the existing Subsec. (f) as Subsec. (g); P.A. 92-262 amended Subsec. (c) to add the requirement for certain ninth grade students to take or retake the eighth grade mastery examination; P.A. 93-353 amended Subsec. (e) to change the requirement for taking or retaking the examination to failure to pass each component required pursuant to Subsec. (a) rather than failure to pass each component, effective July 1, 1993; P.A. 94-245 deleted former Subsecs. (c) and (e) providing for the retaking of the examination by students who failed to meet a state-wide standard for remedial assistance and relettered the remaining Subsecs. and changed the date for implementation of mastery certification, effective June 2, 1994; P.A. 97-247 made technical changes and in Subsec. (c) added the reference to approval by the State Board of Education pursuant to Sec. 10-34 to describe endowed or incorporated high school or academy, effective July 1, 1997; P.A. 03-168 redesignated existing Subsecs. (a) to (c) as Subsec. (a)(1), (2) and (3), added new Subsec. (b) re testing in April, added new Subsec. (c) re grades tested beginning in the 2005-2006 and 2007-2008 school years, added new Subsec. (d) re examination provided by and administered under supervision of the State Board of Education, redesignated existing Subsecs. (d) and (e) as Subsecs. (e) and (f), and added Subsec. (g) re federal requirements and funding, effective July 1, 2003; P.A. 03-174 amended formerly designated Subsec. (d) by allowing recordation of mastery scores if a student meets or exceeds goal level on any component rather than on each component and by requiring the issuance of a certificate of mastery, effective July 1, 2003; P.A. 05-245 amended Subsecs. (b) and (c) by permitting testing in March, effective June 30, 2005, and added Subsec. (h) re kindergarten assessment tool, effective July 1, 2005; P.A. 06-135 amended Subsec. (g) to remove prohibition against the spending of state and local funds in conformance with the No Child Left Behind Act, effective July 1, 2006; June Sp. Sess. P.A. 07-3 amended Subsec. (h) to advance development date to October 1, 2007, and to provide that tool not be used as a measurement for program accountability, effective July 1, 2007; P.A. 13-207 replaced former Subsecs. (a) to (c) with new Subsec. (a) re definition of “mastery examination” and new Subsec. (b) re mastery examination in reading, writing and mathematics and state-wide mastery examination in science, redesignated existing Subsecs. (d) to (f) as Subsecs. (c) to (e), amended redesignated Subsec. (e) by deleting reference to endowed or incorporated high school or academy, deleted former Subsec. (g) re testing in conformance with No Child Left Behind Act, redesignated existing Subsec. (h) as Subsec. (f) and amended same by deleting provision re within available appropriations and replacing “October 1, 2007” with “April 1, 2014”, and made technical and conforming changes, effective July 1, 2013; P.A. 14-39 deleted former Subsec. (f) re kindergarten assessment tool, effective May 28, 2014; P.A. 14-217 amended Subsec. (b)(1) by deleting requirement that mastery examination in reading, writing and mathematics be taken in March or April, effective July 1, 2014; P.A. 15-238 amended Subsec. (a) by designating existing provisions as Subdiv. (1) and amending same by deleting “science” and making provisions applicable to students in grades 3 to 8, adding Subdiv. (2) re examination for students in grades 5, 8 and 10, and adding Subdiv. (3) re nationally recognized college readiness assessment for students in grade 11, amended Subsec. (b) by replacing “2013” with “2015”, deleting “ten or” and adding “during the regular school day” in Subdiv. (1), and replacing “grade five, eight, ten or eleven” with “grades five, eight and ten” and adding “during the regular school day” in Subdiv. (2), amended Subsec. (c) by designating existing provisions as Subdiv. (1) and amending same by adding “, as defined in subdivision (1) of subsection (a) of this section, given to students enrolled in grades three to eight, inclusive,” and “subdivision (1) of”, adding Subdiv. (2) re mastery examination given to students in grades 5, 8 and 10, and adding Subdiv. (3) re mastery examinations given to students in grade 11, and amended Subsec. (d) by adding “, as defined in subdivision (3) of subsection (a) of this section,” and deleting “tenth or” and provision re retaking mastery examination, effective June 30, 2015, and applicable on and after the effective date of an agreement between the State Board of Education and a provider of a nationally recognized college readiness assessment for the provision and administration of a college readiness assessment as part of the grade eleven mastery examination requirement; June Sp. Sess. P.A. 15-5 added Subsec. (f) re English language learner scores and native language mastery examinations, effective July 1, 2015; P.A. 17-14 amended Subsec. (a)(2) by replacing reference to grade ten with reference to grade eleven, amended Subsec. (b) by replacing “and each school year thereafter” with “to July 1, 2017, inclusive” and making a conforming change in Subdiv. (2) and adding Subdiv. (3) re mastery examination in science, and amended Subsec. (c)(2) by adding reference to grade eleven and replacing “subdivision (2)” with “subdivisions (2) and (3)”, effective July 1, 2017; P.A. 17-173 amended Subsec. (f)(1) by replacing references to the school performance index and district performance index with “accountability index, as defined in section 10-223e, for a school or school district”, and added Subsec. (g) re notification of student scores not later than August 15th, effective July 1, 2017; P.A. 23-150 amended Subsec. (f) by replacing references to “English language” with “multilingual”, effective July 1, 2023.
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Sec. 10-14u. Intensive reading instruction program for students in kindergarten to grade three. Intensive reading intervention strategy. Supplemental reading instruction. Reading remediation plan. Intensive summer school reading instruction program. (a) As used in this section:
(1) “Achievement gaps” means the existence of a significant disparity in the academic performance of students among and between (A) racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) multilingual learners and students whose primary language is English.
(2) “Opportunity gaps” means the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations or other factors intersect with the unequal or inequitable distribution of resources and opportunities to contribute to or perpetuate lower educational expectations, achievement or attainment.
(3) “Scientifically-based reading research and instruction” means (A) a comprehensive program or a collection of instructional practices that is based on reliable, valid evidence showing that when such programs or practices are used, students can be expected to achieve satisfactory reading progress, and (B) the integration of instructional strategies for continuously assessing, evaluating and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills. Such comprehensive program or collection of practices includes, but is not limited to, instruction in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.
(b) For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall oversee an intensive reading instruction program to improve student literacy in grades kindergarten to grade three, inclusive, and close the achievement gaps that result from opportunity gaps. Such intensive reading instruction program shall include routine reading assessments for students in kindergarten to grade three, inclusive, scientifically-based reading research and instruction, an intensive reading intervention strategy, as described in subsection (c) of this section, supplemental reading instruction and reading remediation plans, as described in subsection (d) of this section, and an intensive summer school reading program, as described in subsection (e) of this section. For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success shall provide, upon request of a local or regional board of education for a town designated as an alliance district, as defined in section 10-262u, the intensive reading instruction program to such board, or may include the intensive reading instruction program in the tiered supports in early literacy provided under the reading readiness program pursuant to section 10-14y.
(c) For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success, shall develop an intensive reading intervention strategy which shall be available to local and regional boards of education for a town designated as an alliance district that have any elementary schools that enroll students who are not reading at or above grade level to ensure that such students are reading proficiently by grade three in such schools. Such intensive reading intervention strategy shall (1) include, but not be limited to, (A) rigorous assessments in reading skills, (B) scientifically-based reading research and instruction, (C) external literacy coaches who have experience and expertise in the science of teaching reading, who will work with the reading data collected, support the principal of the school as needed, observe, and coach classes and supervise the reading interventions, (D) reading interventionists who will develop a reading remediation plan for any student who is reading below proficiency, be responsible for all supplemental reading instruction, and conduct reading assessments as needed, and (E) training for teachers and administrators in scientifically-based reading research and instruction, including, training for school administrators on how to assess a classroom to ensure that all children are proficient in reading by grade three, and (2) outline, at a minimum, how (A) reading data will be collected, analyzed and used for purposes of instructional development, (B) professional and leadership development will be related to reading data analysis and used to support individual teacher and classroom needs, (C) schools will communicate with parents and guardians of students on reading instruction strategies and student reading performance goals, and on opportunities for parents and guardians to partner with teachers and school administrators to improve reading at home and at school, (D) teachers and school leaders will be trained in the science of teaching reading, (E) periodic student progress reports will be issued, and (F) such intensive reading intervention strategy will be monitored at the classroom level. The commissioner shall review and evaluate the intensive reading intervention strategy for model components that may be used and replicated in other alliance districts to ensure that all children are proficient in reading by grade three.
(d) (1) For the school year commencing July 1, 2022, and each school year thereafter, each local and regional board of education for a town designated as an alliance district shall, in consultation with the Center for Literacy Research and Reading Success, provide supplemental reading instruction to students in kindergarten to grade three, inclusive, who are reading below proficiency, as identified by the reading assessment described in section 10-14t. Such supplemental reading instruction shall be provided by a reading interventionist during regular school hours.
(2) A reading remediation plan shall be developed by a reading interventionist for each student enrolled in an elementary school in an alliance district in kindergarten to grade three, inclusive, who has been identified as reading below proficiency to address and correct the reading deficiency of such student. Such remediation plan shall include instructional strategies that utilize research-based reading instruction materials and teachers trained in reading instruction, parental involvement in the implementation of the remediation plan and regular progress reports on such student.
(3) The principal of each elementary school in an alliance district shall notify the parent or guardian of any student in kindergarten to grade three, inclusive, who has been identified as being below proficiency in reading. Such notice shall be in writing and (A) include an explanation of why such student is below proficiency in reading, and (B) inform such parent or guardian that a remediation plan, as described in subdivision (2) of this subsection, will be developed for such student to provide supplemental reading instruction, including strategies for the parent or guardian to use at home with such student.
(e) (1) Each local and regional board of education for a town designated as an alliance district shall, in consultation with the Center for Literacy Research and Reading Success, provide any student in kindergarten to grade three, inclusive, who is reading below proficiency at the end of the school year with an intensive summer school reading instruction program. Such intensive summer school reading instruction program shall include, (A) a comprehensive reading intervention program, (B) scientifically-based reading research and instruction strategies and interventions, (C) diagnostic assessments administered to a student prior to or during an intensive summer school reading instruction program to determine such student's particularized need for instruction, (D) teachers who are trained in the teaching of reading and reading assessment and intervention, and (E) weekly progress monitoring to assess the reading progress of such student and tailor instruction for such student.
(2) Each local and regional board of education for a town designated as an alliance district providing supplemental reading instruction as part of the intensive reading instruction program under this section shall submit reports to the Center for Literacy Research and Reading Success, at such time and in such manner as prescribed by the Department of Education, on (A) student reading progress for each student reading below proficiency based on the data collected from the screening and progress monitoring of such student using the reading assessments described in section 10-14t, and (B) the specific reading interventions and supports implemented.
(f) Not later than October 1, 2022, and annually thereafter, the Commissioner of Education shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a, on student reading levels in the intensive reading instruction program. Such report shall include recommendations on model components of the school intensive reading intervention strategy that may be used and replicated in other alliance districts.
(P.A. 12-116, S. 89; P.A. 13-31, S. 5; 13-245, S. 12; June Sp. Sess. P.A. 21-2, S. 399; P.A. 23-150, S. 21; 23-167, S. 23.)
History: P.A. 12-116 effective July 1, 2012; P.A. 13-31 made a technical change in Subsec. (d)(3), effective May 28, 2013; P.A. 13-245 amended Subsecs. (b), (c) and (d)(1) by replacing references to “July 1, 2012” with references to “July 1, 2014”, amended Subsec. (b) by replacing “July 1, 2013” with “July 1, 2015” and adding provisions re participation of additional elementary schools and amended Subsec. (f) by replacing “October 1, 2013” with “October 1, 2015”, effective July 1, 2013; June Sp. Sess. P.A. 21-2 amended Subsec. (a) by adding “and section 10-3c”, adding new Subdiv. (2) defining “opportunity gaps”, and redesignating existing Subdiv. (2) as Subdiv. (3) and amending same by redefining “scientifically-based reading research and instruction”, amended Subsec. (b) by replacing “July 1, 2014” with “July 1, 2022”, “Commissioner of Education” with “Center for Literacy Research and Reading Success, established pursuant to section 10-14gg,”, “create” with “oversee” and “achievement gap” with “achievement gaps that result from opportunity gaps”, replacing provision re selection of 5 elementary schools to participate in intensive reading instruction program with provision re center to provide intensive reading instruction program to boards of education or include program in tiered supports in early literacy, amended Subsec. (c) by replacing “On or before July 1, 2014, the Department of Education” with “For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success,”, replacing provision re intensive reading intervention strategy for use by selected schools with provision re intensive reading intervention strategy to be available to alliance districts, replacing “one external literacy for each school to be funded by the department” with “external literacy coaches who have experience and expertise in the science of teaching reading” in Subdiv. (1)(C), and deleting “four” and “for each school, to be funded by the department” in Subdiv. (1)(D), amended Subsec. (d) by replacing “July 1, 2014” with “July 1, 2022” and replacing provision re selected school with provision re each alliance district in Subdiv. (1), adding “enrolled in an elementary school in an alliance district” in Subdiv. (2), replacing provision re selected school with provision re each elementary school in alliance district in Subdiv. (3), amended Subsec. (e) by replacing provision re any student enrolled in selected school who is reading below proficiency with provision re alliance districts to provide any student in kindergarten to grade 3 who is reading below proficiency in Subdiv. (1), replacing provision re principal of selected school with provision re each alliance district providing supplemental reading instruction and replacing “Department of Education” with “Center for Literacy Research and Reading Success” in Subdiv. (2), amended Subsec. (f) by replacing “October 1, 2015” with “October 1, 2022” and “department” with “Commissioner of Education”, and made technical and conforming changes throughout, effective July 1, 2022; P.A. 23-150 amended Subsec. (a)(1) to redefine “achievement gaps” by replacing “English language” with “multilingual”, effective July 1, 2023; P.A. 23-167 amended Subsec. (a) by deleting “and section 10-3c”, effective June 28, 2023.
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Sec. 10-14x. Agreement re use of college readiness assessment for purposes of grade eleven mastery examination requirement. To the extent permitted by federal law or the terms of a federal waiver of the Elementary and Secondary Education Act of 1965, 20 USC 6301, et seq., as amended from time to time, as it relates to the grade eleven mastery examination requirement pursuant to section 10-14n, not later than January 1, 2016, the State Board of Education, in consultation with the Mastery Examination Committee, established pursuant to section 1 of public act 15-238*, shall enter into an agreement with a provider of a nationally recognized college readiness assessment for the provision and administration of such college readiness assessment as part of such grade eleven mastery examination requirement, provided such college readiness assessment offers accommodations for students with disabilities and students who are multilingual learners.
(P.A. 15-238, S. 2; P.A. 23-150, S. 22.)
*Note: Section 1 of public act 15-238 is special in nature and therefore has not been codified but remains in full force and effect according to its terms.
History: P.A. 15-238 effective July 1, 2015; P.A. 23-150 replaced “English language” with “multilingual”, effective July 1, 2023.
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Sec. 10-14gg. Center for Literacy Research and Reading Success. Reading Leadership Implementation Council. (a) The Department of Education shall establish a Center for Literacy Research and Reading Success within the department. The center shall be responsible for (1) the implementation of the coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, established pursuant to section 10-14v; (2) researching and developing, in collaboration with the Office of Early Childhood, a birth to grade twelve reading success strategy to be included in the alignment of reading instruction with the two-generational initiative, established pursuant to section 17b-112l; (3) (A) providing direct support to schools and boards of education to improve reading outcomes for students in kindergarten to grade three, inclusive, and other reading initiatives, and (B) supporting teachers, schools and boards of education engaged in improving through coaching, leadership training, professional development, parental engagement and technical assistance that is consistent with the intensive reading instruction program, as described in section 10-14u and aligned with evidence-based practices; (4) providing independent, random reviews of how a local or regional board of education is implementing (A) a comprehensive reading curriculum model or program for grades kindergarten to grade three, inclusive, pursuant to section 10-14hh, and (B) an approved reading assessment, pursuant to section 10-14t; (5) receiving and publicly reporting, not later than September 1, 2025, and biennially thereafter, the comprehensive reading curriculum model or program being implemented by each local and regional board of education pursuant to section 10-14hh; (6) developing and maintaining an Internet web site for the purpose of disseminating tools and information associated with the intensive reading instruction program for student reading; (7) serving as a collaborative center for institutions of higher education and making available to the faculty of teacher preparation programs (A) the science of teaching reading, (B) the intensive reading instruction program, and (C) samples of available comprehensive reading curriculum models or programs reviewed and approved pursuant to section 10-14ii; and (8) reviewing and publicly reporting on progress made by teacher preparation programs to include comprehensive reading curriculum models or programs reviewed and approved pursuant to section 10-14ii.
(b) The Center for Literacy Research and Reading Success shall be under the direction of a director who shall, in consultation with the Reading Leadership Implementation Council described in subsection (c) of this section, be responsible for (1) overseeing all activities of the center, (2) facilitating communication between the center, local and regional boards of education and other affiliates of the center, and (3) coordinating the dissemination of information, tools and services made available by the center.
(c) The activities of the center shall be informed by the Reading Leadership Implementation Council which shall consist of the following members: (1) The director of the center, or the director's designee; (2) the executive director of the Commission on Women, Children, Seniors, Equity and Opportunity, or the executive director's designee; (3) an individual designated by the Governor, who has experience in literacy or education and is engaged in the development and implementation of the intensive reading instruction program; (4) an individual designated by the speaker of the House of Representatives, who has experience in literacy or education; (5) an individual designated by the president pro tempore of the Senate, who has experience in literacy or education; (6) an individual designated by the minority leader of the House of Representatives, who has experience in literacy or education; (7) an individual designated by the minority leader of the Senate, who has experience in literacy or education; (8) two individuals, designated by the chairperson of the Black and Puerto Rican Caucus of the General Assembly, one of whom has experience with literacy or education and is engaged in the development and implementation of the intensive reading instruction program, provided such individual is not a member of the General Assembly; (9) the dean of the Neag School of Education at The University of Connecticut, or the dean's designee; and (10) three individuals designated by the Commissioner of Education. The Reading Leadership Implementation Council shall develop and publish annual goals for the center and meet at least once every two months. The Reading Leadership Implementation Council may consult with representatives from public, private and philanthropic organizations.
(d) The Center for Literacy Research and Reading Success shall engage external literacy coaches who have experience and expertise in the science of teaching reading. Such external literacy coaches shall (1) provide training and professional development on the intensive reading instruction program, described in section 10-14u, literacy leadership and effective instruction to teachers, (2) work directly with teachers to support the implementation of the intensive reading instruction program, (3) provide coaching to teachers, and (4) participate in family engagement activities.
(June Sp. Sess. P.A. 21-2, S. 402; P.A. 23-167, S. 22.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021; P.A. 23-167 amended Subsec. (a) by replacing “reading curriculum model or program for grades prekindergarten” with “comprehensive reading curriculum model or program for grades kindergarten” in Subdiv. (4)(A), replacing “September 1, 2023” with “September 1, 2025” and “reading curriculum model or program” with “comprehensive reading curriculum model or program” in Subdiv. (5), and replacing “reading curriculum models or programs reviewed and recommended” with “comprehensive reading curriculum models or programs reviewed and approved” in Subdivs. (7)(C) and (8), effective June 28, 2023.
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Sec. 10-14hh. Implementation of reading curriculum model or program in grades prekindergarten to three. (a)(1) Except as otherwise provided in subdivision (2) of this subsection, for the school year commencing July 1, 2023, and each school year thereafter, each local and regional board of education shall fully implement a comprehensive reading curriculum model or program for grades kindergarten to grade three, inclusive, that has been reviewed and approved pursuant to section 10-14ii.
(2) (A) For the school years commencing July 1, 2023, and July 1, 2024, a local or regional board of education that has not been granted a waiver pursuant to subsection (c) of this section and is not fully implementing a comprehensive reading curriculum model or program for grades kindergarten to grade three, inclusive, in accordance with the provisions of subdivision (1) of subsection (a) of this section, shall begin partial implementation of such comprehensive reading curriculum model or program, and for the school year commencing July 1, 2025, and each school year thereafter, such board shall fully implement such comprehensive reading curriculum model or program in accordance with the provisions of subsection (a) of this section.
(B) For the school year commencing July 1, 2024, and each school year thereafter, a local or regional board of education that has been granted a waiver pursuant to subsection (c) of this section shall implement a comprehensive reading curriculum model or program other than a model or program reviewed and approved pursuant to section 10-14ii in accordance with the provisions of such waiver.
(b) On or before July 1, 2025, and biennially thereafter, each local and regional board of education shall notify the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, of which comprehensive reading curriculum model or program that the board is implementing pursuant to subsection (a) of this section.
(c) The Commissioner of Education, in consultation with the director of the Center for Literacy Research and Reading Success, shall, upon request of a local or regional board of education, grant a waiver from the provisions of subsection (a) of this section to such board to implement a comprehensive reading curriculum model or program other than a model or program reviewed and recommended pursuant to section 10-14ii, if the commissioner determines that such other comprehensive reading curriculum model or program is (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension. A request for a waiver under this subsection shall include (A) data collected from the reading assessments described in section 10-14t that has been disaggregated by race, ethnicity, gender, eligibility for free or reduced priced lunches, students whose primary language is not English and students with disabilities, and (B) a strategy to address remaining reading achievement gaps, as defined in section 10-14u.
(June Sp. Sess. P.A. 21-2, S. 394; P.A. 23-167, S. 20.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021; P.A. 23-167 replaced references to a reading curriculum model or program with a comprehensive reading curriculum model or program throughout, amended Subsec. (a) by substantially revising the requirements for implementing a comprehensive reading curriculum model or program for grades kindergarten to grade 3, amended Subsec. (b) by replacing “July 1, 2023” with “July 1, 2025”, deleted former Subsec. (c) re commissioner granting extension of time, and redesignating existing Subsec. (d) as new Subsec. (c), effective June 28, 2023.
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Sec. 10-14ii. Review and approval of comprehensive reading curriculum models or programs. Not later than July 1, 2022, the director of the Center for Literacy Research and Reading Success, in consultation with the Reading Leadership Implementation Council established pursuant to section 10-14gg, shall review and approve at least five comprehensive reading curriculum models or programs to be implemented by local and regional boards of education according to the unique needs of each school district in accordance with the provisions of section 10-14hh. Such comprehensive reading curriculum models or programs shall be (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.
(June Sp. Sess. P.A. 21-2, S. 395; P.A. 23-167, S. 21.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021; P.A. 23-167 replaced “reading curriculum models or programs” with “comprehensive reading curriculum models or program” and made a conforming change, effective June 28, 2023.
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