As Amended by House Committee
Session of 2000
By Committee on Education

10             AN  ACT enacting the Kansas pupils reading improvement program.
12       Be it enacted by the Legislature of the State of Kansas:
13             Section  1. This act shall be known and may be cited as the Kansas
14       pupils reading improvement program. The purpose of the Kansas pupils
15       reading improvement program is: (a) To provide supplemental reding
16       reading instruction assistance to pupils who are in attendance at school
17       in prekindergarten classes or in any of grades one through three and who
18       are experiencing difficulty in learning to read; and
19             (b)  to provide professional development opportunities for classroom
20       teachers in the administration and interpretation of diagnostic assess-
21       ments, implementation of research-based reading programs, and the de-
22       sign of a reading improvement program plan for pupils performing below
23       basic reading levels for their age and grade.
24             Sec.  2. As used in this act:
25             (a) ``Research-based programs and practices'' means programs and
26       practices that, when implemented, help pupils acquire the skills and
27       knowledge they need to meet the state's academic reading standards and:
28             (1) Have been effective in raising academic achievement levels based
29       on independent evaluation, especially for pupils at risk of not meeting the
30       academic standards for reading;
31             (2) include professional development and ongoing technical assis-
32       tance for the program or practices either through the program's devel-
33       oper, independent contractors, or dissemination networks established by
34       schools using the program or practices; and
35             (3) have been successfully implemented at sites with similar pupil
36       populations and resources.
37             (b) ``Supplemental reading instruction'' means educational services,
38       not including special education and related services, for children who
39       need assistance beyond the classroom or in addition to the regular class-
40       room to meet state and district reading standards. Such services may be
41       provided before and after school, on weekends, and during the summer.
42             (c) ``Diagnostic assessment'' means an assessment of a pupil's reading
43       development and comprehension by trained educators, to determine the


  1       pupil's language development, comprehension, phonemic awareness, and
  2       any cognitive or physical disabilities that hinder the pupil's ability to read
  3       independently. Such assessments shall be used by the classroom teacher
  4       to determine a pupil's reading instructional needs and modifications in
  5       the curriculum or pedagogy to improve the pupil's reading ability.
  6             Sec.  3. The state board of education shall administer the Kansas pu-
  7       pils reading improvement program and shall:
  8             (a) Provide competitive grants to schools for the purpose of designing
  9       and implementing supplemental and intensive, research-based reading
10       programs and practices to help pupils in prekindergarten through grade
11       three who have been identified as being at risk of or failing to meet state
12       or district reading standards. Such programs and practices shall be im-
13       plemented by licensed teachers or reading specialists;
14             (b) select and publish a list of diagnostic reading instruments that
15       schools may use to assess reading development and comprehension of
16       pupils. Each reading diagnostic assessment instrument selected by the
17       state board of education shall be based on research in reading and child
18       development. A teacher may use methods of observation in addition to a
19       diagnostic assessment instrument to determine a pupil's reading skills;
20             (c) review applications by schools for a supplemental reading instruc-
21       tion program grant. In determining which applications to fund, the state
22       board of education shall give preferential consideration to those schools
23       having:
24             (1) The greatest need to provide supplemental reading instruction
25       and professional development, as demonstrated by the applicant's needs
26       assessment;
27             (2) an average school score in the bottom 25% on the Kansas reading
28       assessment in one or both of the previous two years;
29             (3) the highest percentage of pupils identified as low performing or
30       the highest percentage of pupils that do not meet basic/proficiency stan-
31       dards on state and district assessments or the highest percentage of stu-
32       dents from low income families;
33             (4) the best likelihood that the plan will lead to the stated goals and
34       objectives;
35             (5) a high degree of coordination with other resources and activities
36       available beyond this grant;
37             (6) a high percentage of pupils that are identified, through diagnostic,
38       state or local assessments, as being at risk of reading failure for their grade
39       level; and
40             (7) experience in the use of supervised and trained volunteer and/or
41       tutors and/or other community-based programs to provide additional
42       reading support during noninsturctional noninstructional hours.
43             Sec.  4. A school shall submit an application to the state board of


  1       education that shall include a plan, developed in consultation with the
  2       reading committee, which shall include a description of how the school
  3       will:
  4             (a) Conduct a needs assessment of pupil reading, including the number
  5       of pupils demonstrating reading difficulty or who are at risk of reading
  6       difficulty and who are needing additional insturctional instructional
  7       time;
  8             (2) (b) provide professional development opportunities for new and
  9       experienced teachers provided on the school site, to the extent feasible,
10       in:
11             (1) Content knowledge, teaching skills, child development that is re-
12       lated to teaching reading, and reading instruction for limited English pro-
13       ficiency and pupils with disablities disabilities;
14             (2) administering and interpreting diagnostic assessments and state
15       and district reading assessments;
16             (3) planning reading improvement instruction programs for individ-
17       ual pupils, groups of pupils, classes, and whole schools; and
18             (4) implementing research-based reading programs selected by the
19       school;
20             (c) ensure that supplemental reading instruction will be provided to
21       identified pupils in small groups, small class sizes, or if necessary, through
22       individualized instruction;
23             (d) select research-based reading programs and practices that will
24       have the greatest likelihood of success with the pupils;
25             (e) encourage parents and community-based organizations to work
26       with schools to provide trained and supervised additional reading support
27       to pupils; and
28             (f) coordinate funds under this grant with other state, federal, local,
29       and private resources, both in cash and in-kind, that further the goals of
30       this grant.
31             Sec.  5. (a) A school shall establish a school reading committee that
32       assists the school with:
33             (1) The planning and implementation of a plan to improve reading
34       skills of pupils identified to be in need of supplemental reading instruction
35       to acquire the appropriate grade level reading skills;
36             (2) the identification and coordination of state, local and federal read-
37       ing programs and resources;
38             (3) professional development in administering and interpreting di-
39       agnostic and other assessments of reading skills and in research-based
40       reading programs and practices;
41             (4) the alignment of state reading and pupil performance standards
42       and state cirricular curricular frameworks and assessments;
43             (5) coordination with parents and the community to enhance reading


  1       support; and
  2             (6) the dissemination of effective research-based reading programs
  3       and practices.
  4             (b) The school reading committee shall include:
  5             (1) Local school district staff responsible for programs relating to cur-
  6       riculum, reading, compensatory education, pupils with limited English
  7       proficiency, special education, and parent involvement;
  8             (2) a reading specilaist specialist if feasible;
  9             (3) school classroom teachers;
10             (4) the school principal;
11             (5) a representative of a community-based organization with dem-
12       onstrated history and experience in providing reading support to children;
13             (6) departments of a college or university that work in areas related
14       to the instruction of reading or child development if feasible; and
15             (7) a representative of a parents' association.
16             Sec.  6. A school that receives funds under this grant may use such
17       funds for the following activities:
18             (a) Implementing research-based reading programs, including techni-
19       cal assistance from the program developer or a person or entity with
20       expertise in the effective implementation of the program;
21             (b) administering diagnostic assessments to identify pupils in need of
22       supplemental reading assistance, including pupils who need help in mak-
23       ing the transition from kindergarten to first grade, at risk of reading failure
24       and grade retention, and at risk of referral to special education based on
25       reading skills;
26             (c) providing a reading improvement program based on reading re-
27       search to pupils identified to be in need of supplemental reading
28       assistance;
29             (d) reassessment of pupils on an ongoing basis, using multiple as-
30       sessments, to determine pupil progress and to improve reading
31       instruction;
32             (e) professional development for classroom teachers and other school
33       staff in research-based reading programs and training for supervised vol-
34       unteer and paid tutors and classroom aides in providing effective support
35       to supplemental reading assistance programs;
36             (f) professional development for classroom teachers in the adminis-
37       tration and interpretation of diagnostic reading assessments;
38             (g) providing adequate time to classroom teachers and other school
39       staff to jointly plan, consult, and observe reading instruction in the school
40       and in other schools using research-based reading programs and practices;
41             (h) parent involvement activities, including training for parents, on a
42       voluntary basis, and how to help their children acquire and apply reading
43       skills; and


  1             (i) coordination with library and other literacy activities, including
  2       family literacy, within the school district to avoid unnecessary duplication
  3       and to increase effectiveness of reading instruction.
  4             Sec.  7. A school may reserve up to 50% of the grant funds to provide
  5       training to school-based reading specialists and classroom teachers for the
  6       purposes of:
  7             (a) Implementing research-based reading programs and practices;
  8             (b) administering and interpreting diagnostic, state and district pupil
  9       assessments;
10             (c) working with pupils of diverse backgrounds;
11             (d) providing training and supervision of volunteer and paid tutors
12       and instructional aides to support reading instruction in the classroom;
13       and
14             (e) aligning instruction in the regular classroom with supplemental,
15       intensive reading instruction for pupils at risk of or failing to meet state
16       and district reading standards.
17             Sec.  8. Funds provided under this grant shall be used to supplement
18       and not to supplant federal, state or local funds for similar purposes.
19             Sec.  9. (a) Each pupil shall receive a diagnostic assessment of reading
20       skills in kindergarten and in each of the grades one through three to:
21             (1) Determine the pupil's reading skills;
22             (2) identify any physical or cognitive disabilities that impair reading
23       skills and comprehension;
24             (3) assist the teacher in aligning instruction with a pupil's level of
25       reading skill; and
26             (4) provide a benchmark for regular/periodic reassessment of a pu-
27       pil's progress in reading.
28             (b) Any pupil, through diagnostic and other assessment measures,
29       found to be reading below the pupil's appropriate grade level, except for
30       pupils who have an individualized education program under the special
31       education for exceptional children act, shall be provided a readign read-
32       ing improvement program using supplemental reading assistance in small
33       groups, small class sizes, and if necessary, in an individualized setting.
34             (c) Any supplemental reading instruction provided under this section
35       shall be consistent with the reading instruction provided in the regular
36       academic program, and shall assist the pupil in meeting state and district
37       reading standards.
38             (d) The reading improvement program shall be developed by the pu-
39       pil's classroom teacher, a reading specialist, if feasible, and other appro-
40       priate school staff, in consultation with parents. The program shall include
41       specific and measurable goals for reading improvement and a description
42       of activities that will support reading achievement, including one or more
43       of the following: Supplemental reading instruction, extended day in-


  1       struction, weekend and summer course work, tutorial assistance, or other
  2       types of supplemental reading instruction.
  3             (e) Each pupil who has a reading inprovement improvement pro-
  4       gram shall participate in ongoin ongoing, multiple assessments to deter-
  5       mine any changes that should be made to the reading program and
  6       whether the pupil has reached grade level reading standards and no
  7       longer requires supplemental instruction.
  8             Sec.  10. (a) For pupils in kindergarten and grades one through three,
  9       the school shall notify each parent or guardian of a pupil identified to be
10       in need of supplemental reaqding reading instruction based on diagnos-
11       tic assessments and other state and local assessments. The notice shall be
12       written in clear and easy to understand English and in the native language
13       of the parent or guardian. The notice shall include a description of the
14       pupil's reading level and any deficiency demonstrated by diagnostic or
15       other assessments and an invitation for the parent or guardian to partic-
16       ipate in the development of the pupil's reading improvement program.
17             (b) Each pupil participating in the supplemental reading instruction
18       program shall be reassessed for determining whether the reading defi-
19       ciency has been remedied, and at the recommendation of the teacher, in
20       consultation with the parent, the pupil will no longer be provided sup-
21       plemental reading instruction when the reading skill deficiency is
22       remedied.
23             Sec.  11. The school shall annually collect and evaluate data and sub-
24       mit a report to the local board of education and the state board of edu-
25       cation on the extent to which pupils who are the intended beneficiaries
26       of this grant have improved their reading skills. The report shall include
27       information on the number and percent of pupils served through the
28       grant who are meeting state and district reading performance standards,
29       disaggregated by grade level, eligibility for free and reduced price lunch,
30       race, gender, disability, and limited English proficiency. This report shall
31       include:
32             (a) The progress of pupils identified for supplemental reading in-
33       struction, including progress on state and district assessments;
34             (b) the research-based and promising programs and practices se-
35       lected by the school, including the cost of the program; the teachers'
36       perception of the effectiveness of the program; and technical assistance
37       provided by the district, the program's developer or a person or entity
38       with expertise in effectively implementing the programs and practices;
39             (c) professional development offerings to enhance teachers' content
40       knowledge and teaching skills, use of diagnostic, state and district reading
41       assessments, and ability to implement research-based programs and prac-
42       tices; and
43             (d) the instruments used to diagnose pupil reading skills and other


  1       state, district and school assessments used to evaluate pupil reading skills
  2       achievement. 
  3        Sec.  12. This act shall take effect and be in force from and after its
  4       publication in the statute book.