2023 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 -- Use of grant funds -- Information and reports provided by Department of Education. (Effective until July 1, 2024).
Download as PDF
158.792 Definitions for KRS 158.792 and 164.0207 -- Reading diagnostic and
intervention fund -- Grants for reading intervention programs -Administrative regulations -- Use of grant funds -- Information and reports
provided by Department of Education.
(Effective until July 1, 2024)
(1)
(2)
(3)
As used in this section and KRS 164.0207, unless the context requires otherwise:
(a) "Comprehensive reading program" means any print, nonprint, or electronic
medium of reading instruction designed to assist students. For students in
kindergarten through grade three (3), program instructional resources shall
include instruction in five (5) key areas: phonemic awareness, phonics,
fluency, vocabulary, and comprehension;
(b) "Reading diagnostic assessment" means an assessment that measures a
student's skills against established performance levels in essential components
of reading and identifies students that require intervention in at least one (1)
of those components to accelerate the student's progress toward proficient
performance in reading;
(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 evidence-based, reliable, and replicable; and shall be
based on the ongoing assessment of individual student needs; and
(d) "Reliable, replicable evidence" 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 kindergarten
through grade three (3) and to assist schools in employing reading interventionists
who specialize in providing those services. 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 and reading interventionists in the implementation of reliable, replicable
evidence-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 Department of Education
(4)
that shall include but not be limited to a school selection process with a focus
on those with the most need, professional learning supports in literacy, and
early reading instruction 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 reading and literacy 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.
An evidence-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 kindergarten through
grade three (3) 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.
(c) The board shall not restrict how a grant applicant utilizes grant funds as it
relates to the applicant's use of funds for professional development, resources,
tools, employment of reading interventionists, and other expenses authorized
by this section. The grant applicant shall have discretion in allocating grant
funds for purposes authorized by this section; however, the board may
consider the effectiveness of those uses in reviewing the application.
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
(5)
(6)
(7)
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, evidence-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) 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 November 1 of each year outlining the use of grant
funds. The annual report for an odd-numbered year shall include an estimate of the
cost to expand the reading diagnostic and intervention fund.
The Department of Education shall report program data to an external evaluator for
analysis of the program's success in meeting the goal of increasing early literacy
student outcomes.
Effective: July 1, 2022
History: Amended 2022 Ky. Acts ch. 40, sec. 5, effective March 29, 2022; and ch. 236,
sec. 70, effective July 1, 2022. -- 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 (7/1/2022). This statute was amended by 2022
Ky. Acts chs. 40 and 236. Ch. 236 combined the Education and Workforce
Development Cabinet and Labor Cabinet and amended all applicable statutes to
remove each and every existing reference to either of those cabinets and insert the
name of the successor agency, "Education and Labor Cabinet," in its place. One such
replacement was made in this section, but the amendment of this section in ch. 40
removed the cabinet reference in its entirety, making the name update unnecessary.
Legislative Research Commission Note (3/29/2022). 2022 Ky. Acts ch. 40, sec. 9, reads
as follows: "Notwithstanding any regulation or rule adopted by the Kentucky
Department of Education, any grant application submitted previously to the
department in accordance with during the 2021-2022 school year under KRS
158.792 shall be subject to Section 5 of this Act [this statute, as amended by 2022
Ky. Acts ch. 40, sec. 5]."
Legislative Research Commission Note (3/29/2022). 2022 Ky. Acts ch. 40, sec. 10,
provides that the Act, which amended this statute, may be cited as the Read to
Succeed Act.
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.
Disclaimer: These codes may not be the most recent version. Kentucky may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.