(a) The Department of Education shall, within available appropriations, establish a reading readiness program that provides tiered supports in early literacy to each school district designated as an alliance district, pursuant to section 10-262u, and each school participating in the commissioner’s network of schools, pursuant to section 10-223h. The department shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade three, inclusive, for each such school and school district. Such reading readiness assessment shall consider any combination of the following: (1) Whether such school or school district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade three, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external coaches in literacy, and (4) whether there is reading intervention staff embedded at such school or in the school district.

(b) The department shall identify the early literacy needs of each school and school district described in subsection (a) of this section based on the results of the reading readiness assessment conducted pursuant to said subsection (a), and provide tiered supports in early literacy as follows:

(1) Tier one universal supports shall be provided to each such school district that is an educational reform district, as defined in section 10-262u, and include online professional development modules aligned with the reading instruction survey, as described in section 10-145r, and other literacy modules and programs available in the state;

(2) Tier two targeted supports shall include (A) a two-year program of literacy leadership training for certain teachers and administrators, (B) targeted professional development, in accordance with the provisions of section 10-148b, using the results of the reading instruction survey, as described in section 10-145r, and (C) external coaching support using funding received pursuant to section 10-223h or 10-262u; and

(3) Tier three intensive supports shall include multiyear support from the department and a commitment from such school or school district, that includes, but need not be limited to, (A) the use of funding received pursuant to section 10-262u to support an early literacy program for students enrolled in kindergarten to grade three, inclusive, (B) technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, (C) identifying and embedding dedicated literacy coaches and reading interventionists, (D) targeted and intensive professional development, and (E) funds for assessment and instructional materials.

(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to section 10-223h, or alliance district plan, developed pursuant to section 10-262u, as applicable.

(P.A. 17-101, S. 2.)

History: P.A. 17-101 effective July 1, 2017.