View Amendment Current Amendment: 3 to Bill 3994 Reps. ROBINSON-SIMPSON and J.E. SMITH propose the following Amendment No. 3 to H. 3994 (COUNCIL\AGM\3994C002.AGM.AB14):

Reference is to Printer's Date 3/25/14-H.

Amend the bill, as and if amended, Section 59-155-130(8), as contained in SECTION 1, by deleting the item in its entirety and inserting:

/      (8)      monitor and report to the State Board of Education the yearly success rate of summer reading camps. Districts must provide statistical data to include the:
           (a)      number of students enrolled in camps;
           (b)      number of students by grade level who successfully complete the camps; and
           (c)      total expenditure made on operating the camps by source of funds to include in-kind donations; and /

Amend the bill further, Section 59-155-160, as contained in SECTION 1, by deleting the section in its entirety and inserting:

/      Section 59-155-160.      (A)      Students scoring at the lowest achievement level on the statewide summative reading assessment may enroll in a summer camp prior to the following school year. Summer camps must be six to eight weeks long for four or five days each week and include at least four hours of instructional time daily. The camps must be taught by compensated teachers who have at least a Literacy Endorsement add-on and who have demonstrated substantial success in helping students comprehend grade-level texts. A parent or guardian of a student who does not substantially demonstrate proficiency in comprehending texts appropriate for his grade level must make the final decision regarding the student's participation in the summer camp. A district may offer summer reading camps for students who are not exhibiting reading proficiency in prekindergarten through second grade. The district may charge fees based on a sliding scale pursuant to Section 59-19-90.
     (B)      Students scoring at the lowest achieved level on the statewide summative reading assessment must be provided intensive instructional services and supports including a minimum of ninety minutes of daily reading and writing instruction, supplemental instruction, and other strategies prescribed by the school district. These strategies may include, but are not limited to, instruction directly focused on improving the student's individual reading proficiency skills through small group instruction, reduced teacher-student ratios, more frequent student progress monitoring, tutoring or mentoring, transition classes containing students in multiple grade spans, and extended school day, week, or year reading support. The school must report to the Read to Succeed Office on the progress of students in the class at the end of the school year and at other times as required by the office based on the reading progression monitoring requirements of these students.
     (C)      If the student is not demonstrating third-grade reading proficiency by the end of third grade, his parent or guardian must be notified of this in a timely manner and in writing. The parent or guardian may designate another person as an education advocate also to act on their behalf to receive notification and to assume the responsibility of promoting the reading success of the child. The written notification must include a description of the proposed reading interventions that will be provided to help the student comprehend grade-level texts. The parent, guardian, or other education advocate must receive written reports at least monthly on the student's progress towards being able to read grade-level texts based upon the student's classroom work, observations, tests, assessment, and other information. The parent, guardian, or other education advocate also must be provided with a plan for promoting reading at home, including participation in shared or guided reading workshops for the parent, guardian, or other family members. The parent or guardian must be offered supplemental tutoring for the student in evidenced-based services outside the instructional day.
     (D)      For students in grades four and above who are substantially not demonstrating reading proficiency, interventions will be provided in the classroom and supplementally by teachers with a Literacy Teacher add-on endorsement or reading/literacy coaches. This supplemental support will be provided during the school day and, as appropriate, before or after school in book clubs or through a summer reading camp. /

Renumber sections to conform.
Amend title to conform.