House Bill #5887 (2019)
AN ACT RELATING TO EDUCATION - RHODE ISLAND CERTIFICATIONS STANDARDS BOARD [SEE TITLE 16 CHAPTER 97 - THE RHODE ISLAND BOARD OF EDUCATION ACT]
Creates the Right to Read Act to require certain licensed teachers to be proficient in scientific reading instruction.
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2019-03-21: Introduced, referred to House H.E.W.
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2019-03-29: Scheduled for hearing and/or consideration (04/03/2019)
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2019-04-03: Committee recommended measure be held for further study
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2019-05-10: Scheduled for hearing and/or consideration (05/15/2019)
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2019-05-15: Committee recommended measure be held for further study
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2019-06-03: Scheduled for consideration (06/05/2019)
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2019-06-03: Proposed Substitute
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2019-06-05: Committee recommends passage of Sub A
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2019-06-07: Placed on House Calendar (06/13/2019)
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2019-06-13: House passed Sub A
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2019-06-25: Referred to Senate Education
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2019-06-28: Placed on House Calendar (06/28/2019)
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2019-06-28: House passed Sub B in concurrence
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2019-06-28: Scheduled for hearing and/or consideration
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2019-06-28: Scheduled for hearing and/or consideration (06/28/2019)
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2019-06-28: Proposed Substitute
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2019-06-28: Committee recommends passage of Sub B
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2019-06-28: Placed on Senate Calendar (06/28/2019)
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2019-06-28: Senate passed Sub B
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2019-07-03: Transmitted to Governor
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2019-07-08: Signed by Governor
Changes since original draft
2019 – H 5887- 2019 – H 5887 SUBSTITUTE B
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LC001688- LC001688/SUB B
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S T A T E O F R H O D E I S L A N D IN GENERAL ASSEMBLY JANUARY SESSION, A.D. 2019 ____________ A N A C T RELATING TO EDUCATION - RHODE ISLAND CERTIFICATIONS STANDARDS BOARD- S TATE OF RHODE IS L AND
- IN GENERAL ASSEMBLY
- JANUARY SESSION, A.D. 2019
- ____________
- A N A C T
- RELATINGTO EDUCATION - RHODEISLAND CERTIFICATIONSSTANDARDSBOARD
- [SEE TITLE 16 CHAPTER 97 - THE RHODE ISLAND BOARD OF EDUCATION ACT]
- Introduced By: Representatives O'Brien, Amore, Corvese, McEntee, and Morin
- Date Introduced: March 21, 2019
- Referred To: House Health, Education & Welfare
It is enacted by the General Assembly as follows: SECTION 1. Chapter 16-11.4 of the General Laws entitled "Rhode Island Certification Standards Board [See Title 16 Chapter 97 - The Rhode Island Board of Education Act]" is hereby amended by adding thereto the following section:- It is enacted by the GeneralAssembly as follows:
- SECTION 1. Chapter 16-11.4 of the General Laws entitled "Rhode Island Certification Standards Board [See Title 16 Chapter 97 - The Rhode Island Board of Education Act]"is hereby amended by adding thereto the following section:
- 16-11.4-6. Right to read act.
- (a) This section shall be known and may be cited as the "Right to Read Act".
(b) No later than 2025, the following shall have proficient knowledge and skills to teach reading consistent with the best practices of scientific reading instruction:- (b) No later than 2025, the following shall have proficient knowledge and skills to teach reading consistent with the best practices of scientific reading instruction and structured literacy instruction:
- (1) A person who completes a state-approved educator preparation program; and
- (2) A person seeking teacher licensure by reciprocity or by adding an endorsement.
(b) No later than 2025, a person who completes a state-approved educator preparation program other than a teacher of elementary education program shall demonstrate an awareness of the best practices of scientific reading instruction. (c) Beginning no later than the 2024-2025 school year, each state-approved educator preparation program shall post on its website information describing its program to prepare teachers to teach reading using scientific reading instruction aligned with, but not limited to, the content measured by the stand-alone reading assessment adopted by the Rhode Island board of education act. (d) Beginning with the 2020-2021 school year, a public school district and an open- enrollment public charter school shall provide the following professional development in scientific reading instruction: (1) For teachers licensed at the elementary level, professional development for one (1) of the prescribed pathways to obtaining a proficiency credential in knowledge and practices in scientific reading instruction; and (2) For teachers licensed at a level other than the elementary level, professional development for one of the prescribed pathways to obtaining an awareness credential in knowledge and practices in scientific reading instruction. (e) Beginning with the 2022-2023 school year, a public school that does not provide the professional development under subsection (c)(1) of this section shall: (1) Be placed in probationary status; and (2) Provide notice to parents that the public school district has not met the requirements of this section. (f) By the beginning of the 2023-2024 school year: (1) All teachers employed in a teaching position that requires an elementary education (K-6) license or special education (K-12) license shall demonstrate proficiency in knowledge and practices of scientific reading instruction; and (2) All other teachers shall demonstrate awareness in knowledge and practices of scientific reading instruction. (g) All teachers who begin employment in the 2023-2024 school year and each school year thereafter shall demonstrate proficiency or awareness in knowledge and practices in scientific reading instruction as is applicable to their teaching position by completing the prescribed proficiency or awareness in knowledge and practices of the scientific reading instruction credential either:- In addition, no later than 2025, a person who completes a state-approved educator preparation program, other than a teacher of elementary education program, shalldemonstrate an awareness of the best practices of scientific reading instruction and structured literacy instruction.
- (d) Beginning later than the 2024-2025 school year, each state-approved educator preparation program shall post on its website information describing its program to prepare teachers to teach reading with scientific reading instruction and structured literacy instruction; aligned with, but not limited to, the content measured by the stand-alone reading assessment adopted by the Rhode Island board of education act.
- (e) Beginning with the 2020-2021 school year, a public school district and an open- enrollment public charter school shall provide the following professional development in scientific reading instruction and structured literacy instruction:
- (1) For teachers licensed at the elementary level, professionaldevelopment for one of the prescribed pathways to obtaining a proficiency credential in knowledge and practices in scientific reading instruction and structured literacy instruction; and
- (2) For teachers licensed at a level other than the elementary level, professional development for one of the prescribed pathways to obtaining an awareness credential in knowledge and practices in scientific reading instruction and structured literacy instruction.
- (f) Beginning with the 2022-2023 school year, a public school that does not provide the professional development pursuant to the provisions of subsection (d) of this section shall:
- (1) Be placed on probationary status; and
- (3) Provide notice to parents that the public school district has not met the requirements of this section.
- (g) By the beginning of the 2023-2024 school year:
- (1) All teachers employed in a teaching position that requires an elementary education (K-6) license, or (K-12) license, shall demonstrate proficiency in knowledge and practices of scientific reading and structured literacy instruction; and
- (2) All other teachers shall demonstrate awareness in knowledge and practices of scientific reading instruction, and structured literacy instruction.
- (h) All teachers who begin employment in the 2023-2024 school year and each school year thereafter shall demonstrate proficiency or awareness in knowledge and practices in scientific reading instruction and structured literacy instruction as is applicable to their teaching position by completing the prescribed proficiency or awareness in knowledge and practices of the scientific reading instruction credentialand a structured literacy instruction credentialeither:
- (1) As a condition of licensure; or
- (2) Within one year if the teacher is:
- (i) Already licensed; or
- (ii) Employed under a waiver from licensure.
(h) A provider of a state-approved educator preparation program shall include in its annual report to the department of education a description of the provider's program to prepare educators to teach reading using scientific reading instruction. (i) A public school district that employs an educator in violation of this section or that does not provide the professional development as required under this section shall be in violation of the standards for accreditation of the Rhode Island board of education act and school districts and may be placed in probationary status by the department. (j) A public school district placed in probationary status under subsection (f)(1)(A) of this section, shall send written notification to the parents of the students in the public school district of the reason for being placed in probationary status.- (i) A provider of a state-approved educator preparation program shall include in its annual report to the department of elementary and secondary education (the "department") a description of program to prepare educators to teach reading using with scientific reading instruction and structured literacy instruction.
- (j) A public school district that employs an educator in violation of this section or that
- LC001688/SUB B - Page 2of 6 does not provide the professional development as required under this section shall be in violation of the standards for accreditation of the Rhode Island board of education act, and the school district may be placed on probationary status by the department. A public school district placed on probationary status pursuant to the provisions of this subsection shall send written notification to the parents of the students in the public school district of the reason for being placed on probationary status.
- (k) A provider of a state-approved educator preparation program that does not comply with the requirements of this section may be subject to penalties up to and including having the provider's approval status revoked.
(l) The department of elementary and secondary education is vested with the authority to and shall enforce this section. (m) The department of elementary and secondary education shall promulgate rules to implement this section. SECTION 2. This act shall take effect on September 1, 2020.- (l) The department is vested with the authority to, and shall enforce, this section.
- (m) The department shallpromulgate rules to implement the provisions of this section.
- (n) As used in this section:
- (1) The term "scientific reading instruction" means instruction that is instructional centered, empirically based, and further based on the study of the relationship between cognitive science and educationaloutcomes; and
- (2) The term "structured literacy instruction" means an approach by which licensed personnel teach reading, which includes syllables, morphology, sound-symbol correspondence, semantics, and syntax in an explicit, systematic, and diagnostic manner.
- SECTION 2. Title 16 of the General Laws entitled "EDUCATION" is hereby amended by adding thereto the following chapter:
- CHAPTER 67.2
- EDUCATION OF CHILDREN WITH DYSLEXIA AND RELATED DISORDERS
- 16-67.2-1. Teacher professional development and training.
- No later than September 1, 2021, the department of elementary and secondary education shall develop and make available on its website resources to assist schooldistricts in developing a program to ensure all teachers and school administrators have access to materials to support professional awareness of best practices on:
- (1) Recognition of the characteristics of dyslexia, related disorders, dyscalculia and dysgraphia; and
- (2) Evidence-based interventions and accommodations for dyslexia, related disorders, dyscalculia and dysgraphia.
- 16-67.2-2. Learning laboratory.
- (a) The department of elementary and secondary education (the "department") shall develop a collaborative learning laboratory (the "laboratory") to assist and promote training for
- LC001688/SUB B - Page 3of 6 parents, guardians, caregivers, and teachers in:
- (1) Recognition of the characteristics of dyslexia, related disorders, dyscalculia and dysgraphia; and
- (2) Evidence-based interventions and accommodations for dyslexia, related disorders, dyscalculia and dysgraphia.
- (b) In developing the laboratory, the department shall work with professionals and experts who have proven, data-driven models of success in teaching students with dyslexia. The department shall seek to foster partnerships among educators and practitioners from both the public and private teaching sectors, with the goal of ensuring that every student in this state who has dyslexia shall be appropriately and adequately screened, diagnosed, and provided therapy, instruction, and accommodations as needed.
- 16-67.2-3. Department of elementary and secondary education responsibilities.
- (a) The department of elementary and secondary education (the "department") shall disseminate, using web-based technology, research-based best practice methods by which the state and district school boards and committees shall evaluate and improve the professional development system of teachers in regard to dyslexia.
- (b) The department shall also disseminate, using web-based technology, professional development in the use of integrated digital instruction at schools that include middle grades.
- 16-67.2-4. Dyslexiaandrelateddisordereducationinteacherpreparationprograms.
- No later than the 2021-2022 school year, the department of elementary and secondary education (the "department") shall collaborate with the board of education to require that all department approved undergraduate educator preparation programs for licensure as a teacher of elementary education and as a reading specialist/consultant include instruction in:
- (1) Dyslexia professional awareness of the characteristics of dyslexia and related disorders;
- (2) Evidence-based interventions and accommodations for dyslexia and related disorders; and
- (3) Completion of a classroom educator program providing instruction in the use of specific dyslexia and related disorder-targeted methods of teaching.
- 16-67.2-5. Research commission.
- (a) No later than January 1, 2020, the general assembly shall form a joint study research commission (the "commission") consisting of nine (9) members to be appointed as follows: one with expertise in educating students with learning disabilities to be appointed by the speaker of the house; one with expertise in educating students with learning disabilities to be appointed by
- LC001688/SUB B - Page 4of 6 the president of the senate; one with expertise in educating students with learning disabilities to be appointed by the governor; one member of the house of representatives, which shall be appointed by the speaker of the house; one member of the senate, which shallbe appointed by the president of the senate; three (3) teachers with expertise in dyslexia to be appointed jointly by the speaker of the house and the president of the senate; and one parent of a student with dyslexia, which shall be appointed by the speaker of the house.
- (b) The purpose of the commission shall be to study the possibility and feasibility of establishing two (2) schools, to be located on the University of Rhode Island and Rhode Island College campuses, which would be dedicated to the instruction of dyslexic children and the development of instructional techniques and professional development programs used to improve the instruction and identification of dyslexia and other learning disabilities.
- (c) The commission shall be funded by the general assembly, and shall visit no fewer than four (4) schools dedicated to the education of dyslexic children, provided that if a school selected for visitation is greater than forty (40) miles away from the state of Rhode Island's capitol building, the visit may be conducted virtually.
- (d) The commission shall render a report to the governor and to the general assembly prior to the commencement of the 2021 legislative session on the ways in which the department can enforce realistic goals pertaining to the increased availability of quality instruction for:
- (1) Students with dyslexia and other learning disabilities; and
- (2) Instructors, administrators, and special educators regarding dyslexia and other learning disabilities.
- SECTION 3. This act shalltake effect upon passage.
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LC001688- LC001688/SUB B
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- EXPLANATION
BY THE LEGISLATIVE COUNCIL OF A N A C T RELATING TO EDUCATION - RHODE ISLAND CERTIFICATIONS STANDARDS BOARD [SEE TITLE 16 CHAPTER 97 - THE RHODE ISLAND BOARD OF EDUCATION ACT]- BY THE LEGISLATIVE COUNCIL
- OF
- A N A C T RELATINGTO EDUCATION - RHODEISLAND CERTIFICATIONSSTANDARDSBOARD
- [SEE TITLE 16 CHAPTER 97 - THE RHODE ISLAND BOARD OF EDUCATION ACT]
- ***
This Act would create the Right to Read Act to require licensed teachers at the elementary level to be proficient in scientific reading instruction and further require all other licensed teachers to have a cursory knowledge of scientific reading instruction. This act would take effect on September 1, 2020. ======== LC001688 ========- This act would create the Right to Read Act to require certain licensed teachers to be proficient in scientific reading instruction and further require all other licensed teachers to have a cursory knowledge of scientific and structured literacy reading instruction. This act would also establish a new chapter addressing the education of children with dyslexia and related disorders.
- This act would take effect upon passage. ======== LC001688/SUB B ========
- LC001688/SUB B - Page 6of 6
Votes
NOTE: Electronic voting records are unofficial and may not be accurate. For an official vote tally, check the
House or Senate Journal from the day of the vote.
June 13, 2019 at 5:21pm
Yeas: 69 /
Nays: 0 /
Not voting: 6 /
Recused: 0
June 28, 2019 at 8:03pm
Yeas: 33 /
Nays: 0 /
Not voting: 5 /
Recused: 0