Status Summary

SB 5237 died in House Rules.

Legislative Session

2013

Status

Died

Sponsor

Sen. Dammeier

Sponsored by Sen. Dammeier, SB 5237 is the companion to HB 1452.

As amended:  Subject  to funds being appropriated, a requirement is included for  DEL to expand ECEAP to serve more children in the 2013-15 biennium.  Targeted, research-based professional development for K-3 teachers, subject to funds being appropriated is added.  OSPI must  create partnerships with the educational service districts or public and private institutions of higher education with approved educator preparation programs to deliver the professional development.  A requirement is added that each school district must require that each report card of every student in K-4 grades includes information regarding how the student  is progressing in reading skills and whether the student is on grade level.  If the student is not on or above grade level then the teacher must explain to the parent or guardian what interventions will be used to help the student improve.  Each school must report to the school district the number of students in grades K-3 that are reading below grade level and the interventions being provided.  The school district must then report to OSPI.

Starting in 2015-16, instead of 2014-15, a student who scores below basic on the ELA assessment will be automatically enrolled in an intensive summer school program provided by the school district.  At the end of the summer the student retakes the assessment.  A parent or guardian can opt their student out of the summer school program.  If at the end of the summer school program, the student does not meet the state standard on the ELA assessment then in the 2015-16 school year, school districts must provide the remediation specified in the bill to the student in fourth grade.  If in the 2016-17 school year the fourth grade student does not meet the state standard on the ELA assessment and the student has participated in the intensive summer school program and the remediation provided in the fourth grade then the student may not be promoted to the fifth grade, unless the student meets one of the good cause exemptions provided in the bill.  The school district must provide the specified remediation to the retained student.

SB 5237 Substitute bill: The substitute bill adds a requirement for DEL to expand ECEAP to serve more children in the 2013-2015 biennium and for professional development for K-3 teachers, both subject to funds being appropriated. A requirement is also added that the report card of every student in K-4 grades must include information about the student’s reading skills, progress, and whether he or she is on grade level. If the student is not on grade level, the teacher must explain what interventions will be used to help the student improve and each school must report to the district the number of K-3 students that are reading below grade level and the interventions being provided. Starting in 2015-2016, instead of 2014-2015, a student who scores below basic on the ELA assessment will automatically be enrolled in an intensive summer school program provided by the school district. If at the end of the summer school program, the student does not meet the state standard, the school district must provide the remediation specified in the bill to the student in fourth grade. If in the following school year, the fourth grade student does not meet the state standard then the student may not be promoted to the fifth grade, unless he or she meets one of the good cause exemptions provided in the bill.

As amended by Ways and Means:  The intent section amended to include LAP and basic education; adds that LAP must first focus on reading and reading-readiness skills for students in grades K-3 with reading deficits, and that LAP outreach must first focus on the same group of participating students; adds LAP reporting requirements; and revises required interventions for students not meeting state standard on English language arts or reading assessments.  The revised process includes meetings of teachers, parents or guardians, and principals to select an option for students with a reading deficiency in third grade, which may retain the student in third grade or promote the student to  fourth grade with an intensive summer reading program, which may be a contracted program approved by the school district.  At the end of summer program, the student must be re-tested and a second meeting convened. Implementation of the provisions of the bill regarding student retention, summer reading programs, and reading  remediation requirements is subject to the availability of funds appropriated specifically for the purpose.

As amended in House Education:  Replaces all provisions of the underlying bill with the following:

States that responsibility for reading and early literacy is shared among local school districts, state and regional education agencies, and the Legislature itself.  Provides that the Legislature's responsibility is to continue funding for Basic Education, including implementation of full-day kindergarten and reduced K-3 class size. States that the Legislature also provides support for other initiatives.

Assigns the OSPI with responsibility for:  Continuing to work collaboratively with DEL and the ESDs on early literacy benchmarks and the state Comprehensive Literacy Plan; Disseminating research and information; Providing statewide models to support district implementation of Response to Intervention, Positive Behavior Intervention Support Systems, and other similar models; Within available funds and in partnership with ESDs, providing technical assistance and professional development.

Assigns school districts the responsibility for providing a comprehensive system of instruction and services in reading and early literacy for K-3 students that includes: Annual use of screening assessments and other tools to identify at-risk readers; Based on the screening results and progress monitoring, use of appropriate diagnostic assessments and evaluations to identify potential causes of low literacy skills; Provision of a range of research and evidence-based strategies to assist students in reaching grade-level performance; Continuous use of data; Creation of partnerships with early learning, out-of-school service providers, and social and health service organizations to align provision of in and out-of-school supports and services in a wraparound manner; and Family involvement and engagement strategies. Makes the 3rd grade Reading/English Language Arts assessment an accountability measure for the system described above. Directs the SBE to monitor reading/ELA results in 3rd grade as well as other grades, over time, among schools, and by student subgroup to identify patterns and trends. Requires development of benchmarks to serve as warning indicators of system problems based on results over a 3-year period. Requires SBE to submit a biennial report to SPI on its analysis and findings. Based on the report, directs SPI to consult with teachers, DEL, ESDs, and others to develop recommendations for action to improve outcomes.

Requires SPI to submit the recommendations to legislative Education Committees by December 1st of each even-numbered year. Subject to funds, directs the UW to conduct a research study on the neuroscience associated with early literacy and use the findings to suggest strategies for improved instruction.