AB321,,23 115.28 (7) (a) License all teachers for the public schools of the state; make rules establishing standards of attainment and procedures for the examination and licensing of teachers within the limits prescribed in ss. 118.19 (2) and (3), 118.191, 118.1915, 118.192, 118.193, 118.194, 118.195, and 118.197; prescribe by rule standards, requirements, and procedures for the approval of teacher preparatory programs leading to licensure, including a requirement that, to be approved by the state superintendent, a teacher preparatory program shall demonstrate that it provides instruction that prepares teachers to teach reading and language arts using science-based early reading instruction, as defined in s. 118.015 (1c) (b), and does not provide instruction on teaching reading and language arts that incorporates 3-cueing, as defined in s. 118.015 (1c) (c), and a requirement that, beginning on July 1, 2012, and annually thereafter, each teacher preparatory program located in this state shall submit to the department a list of individuals who have completed the program and who have been recommended by the program for licensure under this subsection, together with each individual’s date of program completion, from each term or semester of the program’s most recently completed academic year; file in the state superintendent’s office all papers relating to state teachers’ licenses; and register each such license.

AB321,6 Section 6. 115.38 (1) (a) of the statutes is amended to read:

AB321,,25 115.38 (1) (a) Indicators of academic achievement, including the performance of pupils on the tests administered under s. 121.02 (1) (r), the performance of pupils on assessments required under s. 118.016 (3), and the performance of pupils, by subject area, on the statewide assessment examinations administered under s. 118.30.

AB321,7 Section 7. 115.385 (1) (e) of the statutes is created to read:

AB321,,27 115.385 (1) (e) For a school district other than a union high school district and for each school that offers grade 3 in that school district, the number and percentage of pupils who scored in the lowest proficiency category on the standardized reading test administered under s. 121.02 (1) (r).

AB321,8 Section 8. 115.39 of the statutes is created to read:

AB321,,29 115.39 Literacy coaching program. (1) Definitions. In this section:

AB321,,30 (a) “CESA region” means the geographic territory within the boundaries of a cooperative educational service agency.

AB321,,31 (b) “Eligible school” means any of the following that does not provide instruction that incorporates 3-cueing, as defined in s. 118.015 (1c) (c), in the core reading curriculum for grades kindergarten to 3:

AB321,,32 1. A public school, including a charter school established under s. 118.40 (2r) or (2x).

AB321,,33 2. A private school participating in a program under s. 118.60 or 119.23.

AB321,,34 (c) “Office” means the office of literacy in the department.

AB321,,35 (2) Literacy coaching program. The office shall establish and supervise an early literacy coaching program to improve literacy outcomes in this state. As part of the early literacy coaching program established under this subsection, the office shall, in consultation with cooperative educational service agencies, do all of the following:

AB321,,36 (a) Contract with individuals who demonstrate knowledge and expertise in science-based early literacy instruction and instructional practices, and have instructional experience in grades kindergarten to 12 to serve as literacy coaches. The office may not contract for more than 64 full-time equivalent positions under this paragraph.

AB321,,37 (b) Provide ongoing training on science-based early literacy instruction and instructional practices and supervision to individuals with whom the office contracts under par. (a).

AB321,,38 (c) Prohibit literacy coaches from using or promoting instruction that includes 3-cueing, as defined in s. 118.015 (1c) (c).

AB321,,39 (3) Participation; schools and school districts. (a) The office shall assign one-half of the number of literacy coaches under sub. (2) (a) as follows:

AB321,,40 1. Based on scores of the standardized reading test administered to pupils during the prior school year under s. 121.02 (1) (r), the office shall identify the 50 eligible schools that had the lowest percentage of pupils score as proficient in reading at grade level and the 50 eligible schools that had the largest gap in pupils who scored as proficient in reading at grade level.

AB321,,41 2. a. Subject to par. (c) and subd. 2. b., from the eligible schools identified under subd. 1., the office shall select the eligible schools that the office determines have the greatest need for early literacy instructional coaching and shall assign at least one but no more than 3 eligible schools selected under this subdivision to each full-time equivalent literacy coach.

AB321,,42 b. From the eligible schools identified under subd. 1., the office shall select at least two eligible schools that are private schools participating in a program under s. 118.60 or 119.23.

AB321,,43 (b) The office shall assign one-half of the number of literacy coaches under sub. (2) (a), in consultation with cooperative educational service agencies, to eligible schools that request early literacy support. The office shall assign literacy coaches under this paragraph in a manner that allocates the literacy coaches evenly across CESA regions.

AB321,,44 (c) 1. The total number of full-time equivalent literacy coaches assigned under pars. (a) and (b) to eligible schools located within the geographical boundaries of a school district may not exceed the following:

AB321,,45 a. For a first class city school district, 10.

AB321,,46 b. For a school district other than a first class city school district, 4.

AB321,,47 2. The total number of full-time equivalent literacy coaches assigned under pars. (a) and (b) to eligible schools located within a CESA region may not be fewer than 3.

AB321,,48 (d) The office shall ensure that a school assigned a literacy coach under par. (a) or (b) does not request or require that the literacy coach perform duties outside the individual’s role as a literacy coach. For purposes of this paragraph, the role of a literacy coach is to provide support to administrators, school-based literacy coaches, principals, and teachers to build teacher and school capacity to teach reading and language arts using science-based early reading instruction, as defined in s. 118.015 (1c) (b), in order to increase the percentage of pupils who are reading at grade level by the end of grade 3.

AB321,,49 (4) Report. By October 15, 2024, and by each October 15 thereafter, the office shall submit a report to the joint committee on finance that includes at least all of the following for the previous school year:

AB321,,50 (a) The number of literacy coaches assigned to schools under sub. (3) (a) and (b).

AB321,,51 (b) The number of schools that were assigned a literacy coach under sub. (3) (a) and the number of schools that were assigned a literacy coach under sub. (3) (b).