Reference is to Printer's Date 3/25/14-H.
Amend the bill, as and if amended, Section 59-155-130(8), as contained in SECTION 1, by deleting the item in its entirety and inserting:
/ (8) monitor and report
to the State Board of Education the yearly success rate of
summer reading camps. Districts must provide statistical data
to include the:
(a)
number of students enrolled in camps;
(b)
number of students by grade level who successfully
complete the camps; and
(c)
total expenditure made on operating the camps by source of
funds to include in-kind donations; and /
Amend the bill further, Section 59-155-160, as contained in SECTION 1, by deleting the section in its entirety and inserting:
/ Section 59-155-160.
(A) Students scoring at the lowest
achievement level on the statewide summative reading assessment
may enroll in a summer camp prior to the following school year.
Summer camps must be six to eight weeks long for four or five
days each week and include at least four hours of instructional
time daily. The camps must be taught by compensated teachers
who have at least a Literacy Endorsement add-on and who have
demonstrated substantial success in helping students comprehend
grade-level texts. A parent or guardian of a student who does
not substantially demonstrate proficiency in comprehending texts
appropriate for his grade level must make the final decision
regarding the student's participation in the summer camp. A
district may offer summer reading camps for students who are not
exhibiting reading proficiency in prekindergarten through second
grade. The district may charge fees based on a sliding scale
pursuant to Section 59-19-90.
(B) Students scoring at
the lowest achieved level on the statewide summative reading
assessment must be provided intensive instructional services and
supports including a minimum of ninety minutes of daily reading
and writing instruction, supplemental instruction, and other
strategies prescribed by the school district. These strategies
may include, but are not limited to, instruction directly
focused on improving the student's individual reading
proficiency skills through small group instruction, reduced
teacher-student ratios, more frequent student progress
monitoring, tutoring or mentoring, transition classes containing
students in multiple grade spans, and extended school day, week,
or year reading support. The school must report to the Read to
Succeed Office on the progress of students in the class at the
end of the school year and at other times as required by the
office based on the reading progression monitoring requirements
of these students.
(C) If the student is
not demonstrating third-grade reading proficiency by the end of
third grade, his parent or guardian must be notified of this in
a timely manner and in writing. The parent or guardian may
designate another person as an education advocate also to act on
their behalf to receive notification and to assume the
responsibility of promoting the reading success of the child.
The written notification must include a description of the
proposed reading interventions that will be provided to help the
student comprehend grade-level texts. The parent, guardian, or
other education advocate must receive written reports at least
monthly on the student's progress towards being able to read
grade-level texts based upon the student's classroom work,
observations, tests, assessment, and other information. The
parent, guardian, or other education advocate also must be
provided with a plan for promoting reading at home, including
participation in shared or guided reading workshops for the
parent, guardian, or other family members. The parent or
guardian must be offered supplemental tutoring for the student
in evidenced-based services outside the instructional day.
(D) For students in
grades four and above who are substantially not demonstrating
reading proficiency, interventions will be provided in the
classroom and supplementally by teachers with a Literacy Teacher
add-on endorsement or reading/literacy coaches. This
supplemental support will be provided during the school day and,
as appropriate, before or after school in book clubs or through
a summer reading camp. /
Renumber sections to conform.
Amend title to conform.