2014 Kentucky Revised Statutes CHAPTER 158 - CONDUCT OF SCHOOLS -- SPECIAL PROGRAMS 158.792 Definitions for KRS 158.792 and 164.0207 -- Reading diagnostic and intervention fund -- Grants for reading intervention programs -- Administrative regulations -- Annual reports on use of grant funds and costs of intervention programs.
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158.792 Definitions for KRS 158.792 and 164.0207 -- Reading diagnostic and
intervention fund -- Grants for reading intervention programs -Administrative regulations -- Annual reports on use of grant funds and
costs of intervention programs.
(1)
(2)
(3)
As used in this section and KRS 164.0207, unless the context requires
otherwise:
(a) "Comprehensive reading program" means a program that emphasizes
the essential components of reading: phonemic awareness, phonics,
fluency, vocabulary, comprehension, and connections between writing
and reading acquisition and motivation to read.
(b) "Reading diagnostic assessment" means an assessment that identifies a
struggling reader and measures the reader's skills against established
performance levels in the essential components of reading. The purpose
is to screen for areas that require intervention in order for the student to
learn to read proficiently.
(c) "Reading intervention program" means short-term intensive instruction in
the essential skills necessary to read proficiently that is provided to a
student by a highly trained teacher. This instruction may be conducted
one-on-one or in small groups; shall be research-based, reliable, and
replicable; and shall be based on the ongoing assessment of individual
student needs.
(d) "Reliable, replicable research" means objective, valid, scientific studies
that:
1.
Include rigorously defined samples of subjects that are sufficiently
large and representative to support the general conclusions drawn;
2.
Rely on measurements that meet established standards of reliability
and validity;
3.
Test competing theories, where multiple theories exist;
4.
Are subjected to peer review before their results are published; and
5.
Discover effective strategies for improving reading skills.
The reading diagnostic and intervention fund is created to help teachers and
library media specialists improve the reading skills of struggling readers in the
primary program. The Department of Education, upon the recommendation of
the Reading Diagnostic and Intervention Grant Steering Committee, shall
provide renewable, two (2) year grants to schools to support teachers in the
implementation of reliable, replicable research-based reading intervention
programs that use a balance of diagnostic tools and instructional strategies that
emphasize
phonemic
awareness,
phonics,
fluency,
vocabulary,
comprehension, and connections between writing and reading acquisition and
motivation to read to address the diverse learning needs of those students
reading at low levels. Any moneys in the fund at the close of the fiscal year
shall not lapse but shall be carried forward to be used for the purposes
specified in this section.
(a) The Kentucky Board of Education shall promulgate administrative
regulations, based on recommendations from the secretary of the
Education and Workforce Development Cabinet, the Reading Diagnostic
(4)
(5)
and Intervention Grant Steering Committee established in KRS 158.794,
and the Collaborative Center for Literacy Development established in
KRS 164.0207 to:
1.
Identify eligible grant applicants, taking into consideration how the
grant program described in this section will relate to other grant
programs;
2.
Specify the criteria for acceptable diagnostic assessments and
intervention programs;
3.
Specify the criteria for acceptable ongoing assessment of each child
to determine his or her reading progress;
4.
Establish the minimum evaluation process for an annual review of
each grant recipient's program and progress;
5.
Identify the annual data that must be provided from grant recipients;
6.
Define the application review and approval process;
7.
Establish matching requirements deemed necessary;
8.
Define the professional development and continuing education
requirements for teachers, library media specialists, administrators,
and staff of grant recipients;
9.
Establish the conditions for renewal of a two (2) year grant; and
10. Specify other conditions necessary to implement the purposes of
this section.
(b) The board shall require that a grant applicant provide assurances that the
following principles will be met if the applicant's request for funding is
approved:
1.
A research-based comprehensive schoolwide reading program will
be available;
2.
Intervention services will supplement, not replace, regular classroom
instruction;
3.
Intervention services will be provided to struggling primary program
readers within the school based upon ongoing assessment of their
needs; and
4.
A system for informing parents of struggling readers of the available
family literacy services within the district will be established.
In order to qualify for funding, the school council, or if none exists, the principal
or the superintendent of schools, shall allocate matching funds required by
grant recipients under subsection (3) of this section. Funding for professional
development allocated to the school council under KRS 160.345 and for
continuing education under KRS 158.070 may be used as part of the school's
match.
The Department of Education shall make available to schools:
(a) Information concerning successful, research-based comprehensive
reading programs, diagnostic tools for pre- and post-assessment, and
intervention programs, from the Collaborative Center for Literacy
Development created under KRS 164.0207;
(b)
(6)
Strategies for successfully implementing early reading programs,
including professional development support and the identification of
funding sources; and
(c) A list of professional development providers offering teacher training
related to reading that emphasizes the essential components for
successful reading: phonemic awareness, phonics, fluency, vocabulary,
comprehension, and connections between writing and reading acquisition
and motivation to read.
The Department of Education shall submit a report to the Interim Joint
Committee on Education no later than September 1 of each year outlining the
use of grant funds. The report shall also include comparisons of the overall
costs and effectiveness of intervention programs. The annual report for an
odd-numbered year shall include an estimate of the cost to expand the reading
diagnostic and intervention grant program.
Effective:June 25, 2009
History: Amended 2009 Ky. Acts ch. 11, sec. 50, effective June 25, 2009. -Amended 2005 Ky. Acts ch. 127, sec. 3, effective March 18, 2005. -- Created
1998 Ky. Acts ch. 580, sec. 1, effective July 15, 1998.
Legislative Research Commission Note (3/18/2005). 2005 Ky. Acts ch. 127,
which included an amendment to this section, KRS 158.792, provides that the
Act shall be cited as the "Read to Achieve Act of 2005."
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