By: Dutton, Jetton, et al. H.B. No. 2162
 
 
 
A BILL TO BE ENTITLED
 
AN ACT
  relating to reading instruction, assessment instruments, and
  interventions provided to public school students.
         BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
         SECTION 1.  This Act may be cited as the Texas Literacy Act.
         SECTION 2.  Section 21.044, Education Code, is amended by
  adding Subsection (h) to read as follows:
         (h)  An educator preparation program may not include
  instruction in using the reading instruction method of
  three-cueing, as defined by Section 28.0062(a-1).
         SECTION 3.  Section 28.006, Education Code, is amended by
  amending Subsections (a), (b), (c), (c-1), (c-2), (c-3), and (j)
  and adding Subsections (a-1), (b-2), (b-3), (b-4), (d-1), (g-3),
  (g-4), (g-5), (g-6), (n), and (o) to read as follows:
         (a)  The commissioner shall adopt procedures [develop
  recommendations] for school districts and open-enrollment charter
  schools for:
               (1)  administering reading instruments to:
                     (A)  ensure the results of the reading instruments
  are valid, reliable, and equated;
                     (B)  diagnose student reading development and
  comprehension; and
                     (C)  identify students at risk for dyslexia or
  other reading difficulties;
               (2)  training educators in administering the reading
  instruments; and
               (3)  applying the results of the reading instruments to
  the instructional program and intervention practices.
         (a-1)  A school district or open-enrollment charter school
  may not administer a reading instrument to a student more than three
  times during a school year.
         (b)  The commissioner shall adopt a comprehensive list of
  reading instruments that a school district or open-enrollment
  charter school shall select from for [may] use in diagnosing [to
  diagnose student] reading development and comprehension for
  students who are enrolled in kindergarten through third gradeA
  reading instrument included on the commissioner's list must include
  the foundational literacy components of phonemic and phonological
  awareness, phonics, vocabulary, fluency, and comprehension. For
  use in diagnosing the reading development and comprehension of
  kindergarten students, the commissioner shall adopt [a]
  multidimensional assessment tools [tool] that include [includes a]
  reading instruments that test [instrument and tests] at least three
  developmental skills, including the foundational literacy
  components. A multidimensional assessment tool administered as
  provided by this subsection is considered to be a reading
  instrument for purposes of this section.  A school district or
  open-enrollment charter school [district-level committee
  established under Subchapter F, Chapter 11,] may use other [adopt a
  list of] reading instruments, subject to Subsection (b-4), [for use
  in the district in a grade level other than kindergarten] in
  addition to the reading instruments included on the commissioner's
  list.  Each reading instrument included on the list adopted by the
  commissioner or administered by a school district or
  open-enrollment charter school [or a district-level committee]
  must:
               (1)  be based on scientific research concerning reading
  skills development and reading comprehension;
               (2)  [.  A list of reading instruments adopted under
  this subsection must] provide for diagnosing the reading
  development and comprehension of students participating in a
  program under Subchapter B, Chapter 29;
               (3)  provide progress monitoring capabilities;
               (4)  provide a diagnostic tool to assist teachers in
  developing research-based targeted instruction;
               (5)  allow screening of students three times each
  school year;
               (6)  assess only foundational literacy components not
  already mastered by the student; and
               (7)  assess whether a student needs reading instruction
  intervention.
         (b-2)  The commissioner shall include on the commissioner's
  list any reading instrument that is:
               (1)  based on scientific research concerning reading
  skills development and reading comprehension; and
               (2)  submitted for inclusion on the list under
  Subsection (b-4).
         (b-3)  The commissioner shall update the list of reading
  instruments at least once every four years, including
  multidimensional assessment tools authorized under this section.
         (b-4)  A school district or open-enrollment charter school
  that uses one or more reading instruments not included on the
  commissioner's list in accordance with Subsection (b) must submit
  the instrument to the commissioner to verify the instrument
  satisfies the requirements of this section. The commissioner shall
  place on the commissioner's list a reading instrument that
  satisfies the requirements of this section.
         (c)  Each school district and open-enrollment charter school
  shall administer, at the first and second grade levels, a reading
  instrument that is based on scientific research concerning reading
  skills development and reading comprehension included on the list
  adopted by the commissioner [or by the district-level
  committee].  The district or school shall administer the reading
  instrument in accordance with the commissioner's recommendations
  under Subsection (a)(1).
         (c-1)  Each school district and open-enrollment charter
  school shall administer at the beginning of the seventh grade a
  reading instrument included on the list adopted by the commissioner
  to each student whose performance on the assessment instrument in
  reading administered under Section 39.023(a) to the student in
  grade six did not demonstrate reading proficiency, as determined by
  the commissioner.  The district or school shall administer the
  reading instrument in accordance with the commissioner's policies
  adopted [recommendations] under Subsection (a)(1).
         (c-2)  Each school district and open-enrollment charter
  school shall administer at the kindergarten level a reading
  instrument included on the list adopted by the commissioner [under
  Subsection (b) or approved by the commissioner under Subsection
  (b-1)].  The district or school shall administer the reading
  instrument in accordance with the commissioner's policies adopted
  [recommendations] under Subsection (a)(1).
         (c-3)  The commissioner by rule shall determine the
  performance on a [the] reading instrument adopted under Subsection
  (b) that indicates kindergarten readiness.
         (d-1)  The commissioner shall prominently display on the
  agency's Internet website information regarding the commissioner's
  list of reading instruments maintained under this section and the
  process for applying for inclusion on the list, as provided by
  agency rule adopted under Subsection (n).
         (g-3)  A school district or open-enrollment charter school
  shall provide reading intervention to each student in kindergarten
  through grade three who is determined to need reading intervention
  using an assessment administered in accordance with Subsection (b).  
  The school district shall continue to offer a student reading
  intervention until the student achieves satisfactory performance
  on a reading instrument.  A reading intervention program offered
  under this subsection must:
               (1)  include targeted instruction to improve the
  student's reading skills in the relevant areas identified through
  the assessment instrument;
               (2)  monitor the progress of the student's reading
  skills throughout the school year;
               (3)  be implemented during regular school hours and in
  addition to core instruction;
               (4)  use high-quality instructional materials,
  curricula, and curricular tools that are research based and
  effective for early childhood literacy intervention; and
               (5)  be provided by a teacher who has attended a
  literacy achievement academy provided under Section 21.4552.
         (g-4)  In providing reading intervention under Subsection
  (g-3), a school district or open-enrollment charter school may not
  remove a student, except under circumstances for which a student
  enrolled in the same grade level who is not receiving reading
  intervention would be removed, from:
               (1)  instruction in the foundation curriculum and
  enrichment curriculum adopted under Section 28.002 for the grade
  level in which the student is enrolled; or
               (2)  recess or other physical activity that is
  available to other students enrolled in the same grade level.
         (g-5)  In addition to the report required under Subsection
  (d)(2), a school district or open-enrollment charter school shall
  notify the parent or guardian of each student in kindergarten
  through grade three who is determined to need reading intervention.  
  The notification must:
               (1)  be distributed not later than the 30th day after
  the date the result of the reading instrument indicating that the
  student needs intervention is available;
               (2)  describe the current reading services the district
  or school provides to the student;
               (3)  describe the reading interventions that will be
  provided to the student to ensure the student will meet or exceed
  grade-level reading standards; and
               (4)  include high-quality resources for the parent or
  guardian of the student to use at home to help the student succeed
  at reading.
         (g-6)  From funds appropriated for teacher literacy
  achievement academies developed under Section 21.4552, the
  commissioner may, in collaboration with regional education service
  centers, provide assistance to school districts and
  open-enrollment charter schools in complying with the requirements
  of Section 28.0062. The commissioner shall prioritize providing
  assistance under this subsection in school districts with the
  highest rate of students performing below satisfactory levels on
  reading instruments administered under Subsection (b).
         (j)  [No more than 15 percent of the funds certified by the
  commissioner under Subsection (i) may be spent on indirect costs.]  
  The commissioner shall evaluate the programs that fail to meet the
  standard of performance under Section 39.301(c)(5) and may
  implement interventions or sanctions under Chapter 39A.  [The
  commissioner may audit the expenditures of funds appropriated for
  purposes of this section.  The use of the funds appropriated for
  purposes of this section shall be verified as part of the district
  audit under Section 44.008.]
         (n)  The agency by rule shall provide a process under which a
  school district or open-enrollment charter school may submit an
  application for inclusion of a reading instrument on the
  commissioner's list of reading instruments maintained under this
  section.
         (o)  The agency may not use data collected from a reading
  instrument administered under this section in evaluating the
  performance of a school district or campus under Section 39.054.
         SECTION 4.  Section 28.0062, Education Code, is amended by
  adding Subsection (a-1) to read as follows:
         (a-1)  In this subsection, "three-cueing" means any model,
  including the model referred to as meaning, structure, and visual
  cues (MSV), of teaching a student to read based on meaning,
  structure and syntax, and visual cues or memory. A school district
  or open-enrollment charter school may not include any instruction
  that incorporates three-cueing in the foundational skills reading
  curriculum for kindergarten through third grade.
         SECTION 5.  Subchapter A, Chapter 28, Education Code, is
  amended by adding Section 28.0063 to read as follows:
         Sec. 28.0063.  SUPPLEMENTAL READING INSTRUCTION FOR CERTAIN
  STUDENTS. (a) A school district or open-enrollment charter school
  shall make available supplemental instruction described by Section
  28.0211(a-4) to address a student's reading deficiency if the
  student's results on both of the reading assessments administered
  under Section 28.006 in two consecutive school years indicate the
  student needs reading intervention.
         (b)  A parent or guardian of a student described by
  Subsection (a) may select a tutor from a list of high-quality tutors
  approved by the agency or by the school district or open-enrollment
  charter school the student attends to provide the supplemental
  instruction required under Subsection (a). The district or school
  shall contract directly with the tutor selected, who may be a
  classroom teacher employed at the district or school. A classroom
  teacher selected as a student's tutor is entitled to supplemental
  pay from the district or school. The district or school may not
  provide money under this subsection directly to a parent or
  guardian of a student.
         (c)  A school district or open-enrollment charter school
  shall submit to the agency the district's or school's list of
  high-quality tutors and publish the list on the district's or
  school's Internet website.
         (d)  A school district or open-enrollment charter school
  that provides a tutor to a student under this section shall continue
  to provide the student any other reading support required of the
  district or school by federal or state law.
         SECTION 6.  Section 29.1543, Education Code, is amended to
  read as follows:
         Sec. 29.1543.  EARLY EDUCATION REPORTS.  The agency shall
  produce and make available to the public on the agency's Internet
  website annual district and campus-level reports containing
  information from the previous school year on early education in
  school districts and open-enrollment charter schools. A report
  under this section must contain:
               (1)  the information required by Section 29.1532(c) to
  be reported through the Public Education Information Management
  System (PEIMS);
               (2)  a description of any [the] diagnostic reading
  instruments administered as provided by Section 28.006 [in
  accordance with Section 28.006(c) or (c-2)];
               (3)  the number of students who were administered a
  diagnostic reading instrument administered as provided by Section
  28.006 [in accordance with Section 28.006(c) or (c-2)];
               (4)  the number of students whose scores from a
  diagnostic reading instrument administered as provided by Section
  28.006 [in accordance with Section 28.006(c) or (c-2)] indicate
  reading proficiency;
               (5)  the number of kindergarten students who were
  enrolled in a prekindergarten program in the previous school year
  in the same district or school as the district or school in which
  the student attends kindergarten;
               (6)  the number and percentage of students who perform
  satisfactorily on the third grade reading or mathematics assessment
  instrument administered under Section 39.023, disaggregated by
  whether the student was eligible for free prekindergarten under
  Section 29.153;
               (7)  the number of students described by Subdivision
  (6) who attended kindergarten in the district, disaggregated by:
                     (A)  whether the student met the kindergarten
  readiness standard on a [the] reading instrument adopted under
  Section 28.006;
                     (B)  whether the student attended prekindergarten
  in the district; and
                     (C)  the type of prekindergarten the student
  attended, if applicable; and
               (8)  the information described by Subdivisions (6) and
  (7) disaggregated by whether the student is educationally
  disadvantaged.
         SECTION 7.  Section 28.006(b-1), Education Code, is
  repealed.
         SECTION 8.  This Act applies beginning with the 2023-2024
  school year.
         SECTION 9.  This Act takes effect immediately if it receives
  a vote of two-thirds of all the members elected to each house, as
  provided by Section 39, Article III, Texas Constitution.  If this
  Act does not receive the vote necessary for immediate effect, this
  Act takes effect September 1, 2023.