This amendment removes requirements for teacher performance evaluations, licensure assessments, and detailed instruction specifications from the reading intervention program, while establishing new professional development requirements for certain district employees.
- Removes language requiring teacher performance evaluations and a passing score on professional teaching standards board approved literacy interventionist reading knowledge and skills assessment from the performance data specification for high performing districts. (Page 18, lines 1-16)
- Removes language requiring explicit and systematic instruction with detailed error correction and feedback opportunities from the intervention specifications for high performing districts. (Page 18, lines 11-16)
- Removes the requirement for adoption of high-quality instructional materials and practices and changes punctuation from a semicolon to a comma in the state superintendent's support duties. (Page 18, lines 18-23)
- Removes language requiring demonstration of effectiveness through student reading performance data, teacher performance evaluations, and a passing score on professional teaching standards board approved reading knowledge and skills assessment for identifying effective reading teachers. (Page 18, lines 24-33)
- Replaces the deleted Senate standing committee amendment with a new requirement that school districts ensure district employees responsible for curriculum selection, special education oversight, literacy supervision, literacy coaches, literacy instructors, intervention specialists, and special education staff receive professional development in evidence-based literacy instruction and intervention. (Page 19, lines 35-Page 2, line 4)
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