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2. The curricula and instructional materials do not include 3-cueing.
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(b) 1. By no later than 30 days after the department receives recommendations
12under par. (a), the department shall submit to the joint committee on finance
13proposed recommendations on early literacy curricula and instructional materials
14that satisfy the criteria under par. (a) 1. and 2. for use in the following school year.
15If the cochairpersons of the joint committee on finance do not notify the department
16within 14 working days after the date of the submittal of the proposed
17recommendations that the committee has scheduled a meeting to review the
18proposed recommendations, the department shall adopt the proposed
19recommendations for use in the following school year. If, within 14 working days
20after the date of the submittal of the proposed recommendations, the cochairpersons
21of the committee notify the department that the committee has scheduled a meeting
22to review the proposed recommendations, the department may not adopt the
23proposed recommendations unless the committee approves or modifies the proposed
24recommendations. If the committee modifies the plan, the department may adopt
25the recommendations only as modified by the committee.
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12. The department shall maintain on its website a current list of the early
2literacy curricula and instructional materials recommendations adopted under this
3paragraph.
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(c) The department shall award grants to reimburse school boards, operators
5of charter schools, and governing bodies of private schools participating in a program
6under s. 118.60 or 119.23 that adopt a literacy curriculum from the recommendations
7adopted under par. (b) after January 1, 2024. A grant under this paragraph shall be
8an amount equal to one-half of the costs of purchasing the literacy curriculum and
9instructional materials adopted from the recommendations adopted under par. (b).
10If the amount appropriated for this purpose is insufficient to pay the full amount to
11all grant recipients under this paragraph, the department shall prorate the grant
12awards among all grant recipients.
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(d) Beginning on the effective date of this paragraph .... [LRB inserts date], no
14school board, operator of a charter school, or governing body of a private school
15participating in a program under s. 118.60 or 119.23 may purchase curricula or
16instructional materials that include 3-cueing.
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17Section 13
. 118.015 (2) of the statutes is amended to read:
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118.015
(2) Employment of reading specialists. Each school district shall
19employ a reading specialist certified by the department to
develop and coordinate a
20comprehensive reading curriculum in grades kindergarten to 12. At the discretion
21of the state superintendent, a school district may contract with other school districts
22or cooperative educational service agencies to employ a certified reading specialist
23on a cooperative basis.
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24Section 14
. 118.015 (3) (a) of the statutes is amended to read:
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1118.015
(3) (a)
Develop and implement Implement a reading curriculum in
2grades kindergarten to 12.
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3Section 15
. 118.015 (5) of the statutes is created to read:
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118.015
(5) Prohibited instructional practices; 3-cueing. Beginning in the
52024-25 school year, no public school, including a charter school, or private school
6participating in a program under s. 118.60 or 119.23 may provide instruction that
7incorporates 3-cueing in the core reading curriculum for grades kindergarten to 3
8or in supplemental materials, including materials used for reading intervention, for
9pupils in grades kindergarten to 3.
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10Section 16
. 118.016 of the statutes is repealed and recreated to read:
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11118.016 Reading readiness assessments; characteristics of dyslexia. 12(1) Definitions. In this section:
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(a) “At-risk” means a pupil scored below the 25th percentile on a universal
14screening assessment or diagnostic assessment, as indicated by the publisher of the
15assessment.
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(b) “Diagnostic assessment” means a tool that includes all of the following:
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1. An assessment that evaluates a pupil's skill in the areas listed in par. (L) 1.
18to 5., rapid naming, phonological awareness, word recognition, spelling, vocabulary,
19listening comprehension, and, when developmentally appropriate for the pupil, oral
20reading fluency and reading comprehension.
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2. An opportunity for a pupil's parent to complete a family history survey to
22provide additional information about learning difficulties in the pupil's family.
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(c) “Dyslexia” means a specific learning disability that is all of the following:
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1. Neurobiological in origin.
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12. Characterized by difficulties with accurate and fluent word recognition and
2poor spelling and decoding abilities that typically result from a deficit in the
3phonological component of language. Consequences of these difficulties may include
4problems in reading comprehension and reduced reading experience that may
5impede vocabulary growth and background knowledge.
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3. Often unexpected in relation to other cognitive abilities.
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(d) “Family history survey” means a questionnaire that includes questions
8about previous recommendations for summer reading support or outside tutoring,
9general interest in reading and books, family history of characteristics of dyslexia,
10and any known family struggles in reading or spelling.
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(e) “Fidelity” means to perform in the manner that the author or publisher of
12a program or assessment intends.
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(f) “Fundamental skills screening assessment” means an assessment that
14evaluates whether a pupil possesses phonemic awareness and letter sound
15knowledge.
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(g) “Inadequate rate of progress” means a pupil's rate of improvement that is
17minimal and that with continued intervention the pupil is unlikely to demonstrate
18grade-level skills by the end of the school year.
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(h) “Independent charter school” means a charter school established under s.
20118.40 (2r) or (2x).
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(i) “Intervention” means an intervention that is all of the following:
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1. Explicit, direct instruction that is systematic, sequential, and cumulative
23and follows a logical plan of presenting the area of deficit that targets the specific
24needs of the pupil without presuming prior skills or knowledge of the pupil.
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12. Individualized instruction to meet the specific needs of a pupil in a setting
2that uses intensive, highly concentrated instruction methods and materials that
3maximize pupil engagement.