SB 2487

AN ACT TO PROVIDE CERTAIN INTERVENTION AND IMPLEMENTATION STRATEGIES FOR LITERACY PROFICIENCY AMONG STUDENTS IN GRADES 4-8; TO DEFINE TERMINOLOGY; TO REQUIRE THE STATE DEPARTMENT OF EDUCATION TO PROVIDE A SYSTEM OF SUPPORT FOR SCHOOL AND DISTRICT INSTRUCTIONAL LEADERS, CONTENT-AREA TEACHERS, LITERACY COACHES, DYSLEXIA THERAPISTS, INTERVENTIONISTS, TUTORS, AND OTHER IDENTIFIED PERSONNEL TO ENSURE THEY HAVE THE KNOWLEDGE AND SKILLS TO SUPPORT STUDENTS IN GRADES 4-8 WITH READING DIFFICULTIES; TO PRESCRIBE WHAT THE SYSTEM OF SUPPORTS SHALL ENTAIL; TO REQUIRE THAT ANY STUDENT IN GRADES 4-8 EXHIBITING DEFICIENCIES IN READING SHALL RECEIVE AN INDIVIDUAL READING PLAN (IRP) NO LATER THAN 30 DAYS AFTER THE IDENTIFICATION OF THE READING DEFICIENCY; TO SPECIFY THAT THE IRP SHALL BE CREATED BY THE TEACHER, INTERVENTIONIST, PRINCIPAL, OTHER PERTINENT SCHOOL PERSONNEL, AND PARENT AND SHALL DESCRIBE THE SCIENTIFICALLY RESEARCHED AND EVIDENCED-BASED READING INTERVENTION SERVICES THE STUDENT SHALL RECEIVE TO REMEDY THE READING DEFICIT; TO REQUIRE WRITTEN NOTIFICATION OF THE PARENT OF ANY STUDENT IN GRADES 4-8 WITHIN 10 BUSINESS DAYS OF THE IDENTIFICATION OF A READING DEFICIENCY; TO REQUIRE THAT ANY INCOMING STUDENT IN GRADES 4-8 IDENTIFIED WITH A READING DEFICIENCY BE PROVIDED WITH SUPPLEMENTAL OR INTENSIVE INTERVENTIONS DEPENDENT UPON THE SEVERITY OF THE DEFICIT SKILLS TO ADDRESS THE SPECIFIC DEFICIENCY; TO PROHIBIT THE PROMOTION OF STUDENTS WHOSE READING DEFICIENCY IS NOT REMEDIED BEFORE THE END OF EIGHTH GRADE; TO SET OUT THE RESPONSIBILITIES OF SCHOOL DISTRICTS, THE STATE DEPARTMENT OF EDUCATION, AND EDUCATOR PREPARATION PROGRAMS; TO PROVIDE THAT THE STATE BOARD OF EDUCATION SHALL HAVE THE AUTHORITY TO ENFORCE THIS ACT AND MAY PROMULGATE RULES AND REGULATIONS AS NECESSARY FOR THE IMPLEMENTATION OF THIS ACT; AND FOR RELATED PURPOSES.