6509-S2.E AMH .... AMH-5514.3

6509-S2.E AMH .... AMH-5514.3

E2SSB 6509 - H AMD

By Representative

ADOPTED AS AMENDED 3/6/98

Strike everything after the enacting clause and insert the following:

"NEW SECTION. Sec. 1. The legislature finds that the ability to read fluently, accurately, and with comprehension is critical to success in school and in life. Research has found that reading instruction in the early grades must consist of a comprehensive program that builds upon the firm foundational skills of phonemic awareness, decoding, and reading comprehension, to provide students with the skills necessary to engage in rich literature activities, and further develop thinking and application skills. Schools and school districts should review their reading programs to verify they are using a comprehensive approach to teaching reading.

The role of professional development in supporting and sustaining a high-quality teaching force is critical. The legislature finds that many primary grade teachers would benefit from additional professional development instruction in beginning reading skills and access to current information regarding research-based, scientifically proven instructional strategies to assist students in meeting the benchmarks established for the essential academic learning requirements.

The legislature also recognizes that when students are experiencing difficulties in advancing their reading skills, the use of volunteers to provide individualized tutoring and mentoring to those students will improve students' ability to overcome those difficulties and increase their reading achievement.

NEW SECTION. Sec. 2. A new section is added to chapter 28A.415 RCW to read as follows:

Schools interested in providing assistance to improve student learning in reading may apply for the following opportunities to provide professional development in beginning reading instructional strategies and related instructional materials and to implement volunteer tutoring programs for students throughout their school.

(1) To the extent funds are appropriated in accordance with this section, elementary schools interested in providing professional development and the purchase of related instructional materials in accordance with (a) of this subsection for certificated instructional staff that provide direct instructional services to students in kindergarten, first, and second grade may apply for and receive funding from the superintendent of public instruction. The application for funding shall be limited to:

(a) Verification that the intended professional development and related instructional materials include primary emphasis on the following beginning reading skills:

(i) Phonemic awareness instruction;

(ii) Explicit and systematic decoding instruction and diagnosis of a student's ability to decode;

(iii) Explicit spelling instruction;

(iv) Explicit instruction in reading comprehension strategies; and

(v) Research findings on the skills needed by beginning and proficient readers, and how beginning reading skills are acquired;

(b) Verification that grant funds expended in accordance with this section will not be used for intervention or remediation programs; and

(c) Verification that the professional development will be provided by a public or private contractor that provides training in the methods required in this section.

(2) To the extent funds are appropriated in accordance with this section, elementary schools interested in providing programs that use volunteer tutors and mentors to assist struggling readers in kindergarten through sixth grade may apply for grants from the superintendent of public instruction for programs that are research-based and have proven effectiveness in improving student performance. The programs must include the following elements:

(a) Teacher training in research-based effective reading strategies and effective use of classroom volunteers with struggling readers;

(b) Training for tutor and mentor volunteers in research-based effective reading strategies before the volunteers participate in the program;

(c) An established goal for a minimum number of volunteer contact hours for students to receive individual instruction from teachers, and tutor or mentor volunteers during the summer, other intercessions for schools with year-round schedules or other vacation periods, or during normal school hours; and

(d) A plan to assess student reading performance before entering the program and upon exit or at the end of the year as appropriate. The results must be compiled and reported to the superintendent of public instruction. The superintendent of public instruction shall provide an initial report to the legislature by March 1, 1999, and a final report to the legislature by December 1999 on the effectiveness of the various programs.

(3) For applications submitted before June 1, 1998, priority for funds in accordance with this section shall be given to those schools in which less than one-quarter of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom quartile for the previous three years. Priority shall then be given to those schools in which less than one-third of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom third for the previous three years. Priority shall then be given to schools in which one-half of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom half for the previous three years. Beginning June 1, 1998, the superintendent of public instruction shall open the application process to all schools without regard to performance on reading tests. For applications received after June 1, 1998, the superintendent shall provide funds to qualified applicants on a first-come, first-served basis, based on the date of application.

(4) Funds provided in accordance with this section may be used to provide additional professional development materials for interested school principals and classroom volunteers providing assistance in kindergarten, first, and second grades, interested in attending the professional development opportunity identified in subsection (1) of this section.

(5) Teachers participating in professional development opportunities in accordance with subsection (1) of this section or in volunteer programs in accordance with subsection (2) of this section will receive a stipend from the funds.

(6) An elementary school receiving funds in accordance with subsection (1) of this section shall certify and provide documentation to the superintendent of public instruction that funds received were expended for professional development and related materials in accordance with this section.

(7) Schools that received funds under RCW 28A.300.330 are not eligible to apply for funding in accordance with subsection (1) of this section.

(8) Until final allocation of funds for purposes of section 2(1) of this act by the superintendent of public instruction, or at the end of the 1998-99 school year, whichever occurs first, the following definitions apply throughout this section unless the context clearly requires otherwise.

(a) "Phonemic awareness instruction" means teaching awareness of letter sounds, and segmenting and blending phonemes, syllables, and words in a sequential progression.

(b) "Explicit systematic decoding instruction" means direct, sequential teaching of how to read words fluently and automatically by providing instruction in letter-sound correspondences, letter combinations, multisyllabic words, blending, and structural elements, and initially incorporates the use of decodable text.

(c) "Decodable text" means connected text containing a high percentage of words that provide practice on the letter-sound correspondences and letter combinations previously taught.

(d) "Diagnosis of a student's ability to decode" means regularly assessing the student's mastery of word recognition, fluency and automaticity, and word analysis in order to plan future instructional activities.

(e) "Explicit and systematic instruction in spelling" means teaching a logical scope and sequence of word knowledge, spelling patterns, syllabication, and frequently used words connected to the sequence used in reading and writing instruction.

(f) "Instruction in reading comprehension skills" means explicit, systematic teaching of vocabulary development, text structure, context, syntax, and syntactic patterns, including but not limited to, strategies for higher order thinking skills such as interpretation, summarization, prediction, clarification, and question generation.

(9) By April 15, 1998, the superintendent of public instruction shall notify all school districts that the funds under this section are available. By June 1, 1998, the superintendent shall make initial awards to applicants meeting the requirements of subsections (1) and (3) of this section based on budget estimates submitted with the applications. The superintendent shall allocate any remaining funding for applications received after June 1, 1998, without regard to the requirements in subsection (3) of this section. Elementary schools may apply and become eligible for both funding opportunities in accordance with this section. Funds provided under this section may be used for school expenditures from June 1, 1998, through the end of the 1998-99 school year.

(10) This section expires January 1, 2000.

NEW SECTION. Sec. 3. This act may be known and cited as the successful readers act.

NEW SECTION. Sec. 4. If specific funding for the purposes of this act, referencing this act by bill or chapter number, is not provided by June 30, 1998, in the omnibus appropriations act, this act is null and void.

NEW SECTION. Sec. 5. This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately."

Correct the title.