6142.2

Instruction

Reading/Language Arts

Reading and language skills are integral parts of all phases of the learning process. Each individual, therefore must learn to speak, read, write, and listen to words in order to function effectively in school and society. Since it is primarily with words that ideas and thoughts are communicated, it is imperative that the individuals develop competency in the reading and language arts areas for self-fulfillment, effective communication, creative expression, and to assume a productive role in society. Each individual must be provided with an educational program at his or her level of ability and achievement. Such a program will emphasize the differentiation of instruction, flexible grouping, and a multi-modality approach.

REQUIREMENTS FOR PRIORITY SCHOOL DISTRICTS:

A summer reading program shall be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education.

Each school shall provide instruction for students determined to be substantially deficient in reading that incorporates the competence required for early reading success and effective reading instruction as delineated in C.G.S. 10-22l1.  If a student is determined to be substantially deficient in reading based on a middle of the school year or end of the school year assessment the parents/guardians shall be notified of such result. An individual priority school district reading plan will be developed and implemented for the student. Such individual priority school district plan shall include assessment results, applicable federal requirements and additional instruction, within available appropriations, such as but not limited to, tutoring, an after-school, school vacation, or weekend program or a summer reading program.

Individual priority school district reading plans pursuant to this legislation shall be (1) reviewed and revised as appropriate after each assessment or state-wide examination, as appropriate, (2) monitored by school literacy teams that shall consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction, and (3) given to the student's parent/guardian and include specific recommendations for reading strategies that the parent/guardian can use at home. In providing additional instruction, preference shall be given first to elementary schools and then to middle schools, with the highest number of students who are substantially deficient in reading.

Educational and instructional decisions for students with individual priority school district reading plans from kindergarten, first, second, or third grade shall be based on documented progress in achieving the goals of the individual priority school district reading plan or demonstrated reading proficiency. The Principal must justify in writing to the Superintendent the decision to promote a student from kindergarten, first, second or third grade who is substantially deficient in reading. An individual priority school district reading plan that incorporates the competencies required for early reading success and explicit reading instruction as delineated in C.G.S. 10-2211 shall be maintained for a student who is substantially deficient in reading until the student achieves grade level proficiency as determined by a reading assessment or state-wide examination.

Subject to the provisions of legislation and within available appropriations, each local and regional board of education for a priority school district shall require students in kindergarten to grade three, inclusive, who, based on an end-of-the year assessment are determined to be substantially deficient in reading, to attend school the summer following such evaluation. The Superintendent of Schools may exempt an individual student from such requirement, upon the recommendation of the school principal, based on the student's progress with the student's individual priority school district reading plan. If a student does not receive such an exemption, has been offered the opportunity to attend a summer school program and fails to attend summer school, the local or regional board of education shall not promote the student to the next grade.

The Board of Education for a priority school district school may require, within available appropriations, (students in the schools under its jurisdiction who fail in fourth, fifth or sixth grade to make progress with the additional instruction provided in their personal reading plans to attend school the summer following the school year in which they failed to make such progress. The Superintendent of Schools may exempt an individual student from such requirement upon the recommendation of the school principal. If a student does not receive such an exemption, has been offered the opportunity to attend a summer school program and fails to attend summer school, the Board of Education shall not promote the student to the next grade.

Legal Reference:  Connecticut General Statutes

10-14t Reading assessments for students in kindergarten to grade 3 (as amended by P.A. 15-97)

10-220a In-service training. Professional development. Institutes for educators. Cooperating and beginning teacher programs, regulations. (as amended by P.A. 15-97)

10-2211 State-wide Early Reading Success Institute

10-265f Early reading success grant program. (as amended by PA 06-135)

10-265g Summer reading programs required for priority school districts Evaluation of student reading level. Personal reading plans (as amended by June Special Session PA 01-1 and by PA 06-135)

10-2651 Requirements for additional instruction for poor performing students in priority school districts; exemptions. Summer school required exemptions.

10-266p Priority school district grant program.

P.A. 99-288 An Act Concerning Education Accountability

P.A. 06-135 An Act Requiring A Study Of State Educational Institutions and Departments With Respect to the Expenditures of Such Institutions and Departments and the Programs Administered or Services Provided by Such Institutions and Department.

P.A. 15-97 An Act Concerning Students with Dyslexia

Policy adopted: