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.
Impact
The implications of SB 2487 on state laws are significant as it introduces mandatory requirements for school districts to identify and support students struggling with reading. The requirement for an IRP and the prohibition of promoting students with unresolved reading deficiencies before the end of eighth grade marks a shift in addressing academic performance. Schools will need to implement systematic assessments and provide detailed support, including specialized instruction from trained personnel, thus enhancing the educational resources available for struggling students.
Summary
Senate Bill 2487 aims to enhance literacy proficiency among students in grades 4-8 by establishing a comprehensive framework for addressing reading deficiencies. The bill mandates that any student identified with reading difficulties must receive an Individual Reading Plan (IRP) within 30 days of identification. This plan is to be developed collaboratively by educators and parents and must outline specific evidence-based interventions tailored to the student's needs. The act is designed to ensure that all students have the necessary support to develop critical reading skills essential for their academic success.
Sentiment
Sentiment surrounding SB 2487 is predominantly positive among advocates for educational reform, as it is perceived as a critical step towards improving literacy rates and combating educational inequity. However, concerns have also been raised regarding the feasibility of implementation and whether schools will have adequate resources and trained personnel to meet the new requirements effectively. The focus on maintaining academic standards while providing necessary support has generated constructive discussions among educators and lawmakers.
Contention
Notable points of contention within the legislative discussions revolve around the bill's potential administrative burdens on schools and the adequacy of funding for the required interventions. Critics express concern that, without sufficient resources and training for educators, the bill's ambitious goals may not be met. Additionally, there are worries about the consequences for students who may struggle with the stringent promotion criteria tied to their reading proficiency, which may unfairly impact their educational trajectory.