House Bill 1193 (AS PASSED HOUSE AND SENATE) By: Representatives Erwin of the 32nd, Burns of the 159th, Hatchett of the 155th, Dubnik of the 29th, Jones of the 47th, and others A BILL TO BE ENTITLED AN ACT To amend Title 20 of the Official Code of Georgia Annotated, relating to education, so as to promote and advance state-wide literacy and reading education efforts; to provide for funding for school based literacy coaches in all public schools in this state with students in any of grades kindergarten through three; to provide for regional literacy coaches employed by regional educational service agencies; to provide for literacy coaching endorsements for certificated professional personnel; to substantially revise the "Georgia Early Literacy and Dyslexia Act"; to include legislative intent; to provide for a definition; to revise provisions of said Act relative to the selection of and requirements for universal reading screeners; to revise provisions for professional learning; to require local school systems and other public schools to have unified literacy plans; to revise provisions for educator preparation programs and the evaluation of such programs by the Professional Standards Commission; to provide for certification of and funding for high-quality instructional materials; to establish within the Office of Student Achievement the Georgia Literacy Coordinating Committee; to provide for the State Literacy Director; to provide for the Georgia Coordinator of Literacy Coaches; to provide for a position description and minimum qualifications and duties for school based literacy coaches and regional literacy coaches; to establish the Georgia Literacy Task Force; to provide for appointment, qualifications, duties, and compensation of members of such task force; to provide for recommendations of such task force; to provide for consideration of such recommendations by the State Board of Education; to provide for a comprehensive state-wide promotional campaign for literacy awareness; to provide for the termination of the Georgia Council on Literacy; to encourage families to have their children attend school or a home study program beginning at age five; to provide for the placement of newly enrolled students; to provide for parents and guardians of students who are eligible for initial public school enrollment in first grade to elect for their children to be enrolled in kindergarten rather than first grade; to provide for parents and guardians to elect for their children who are either four or five years old to be enrolled in a voluntary pre-kindergarten program provided and operated as part of Georgia's Pre-K Program; to provide for first grade readiness assessments; to require annual reports regarding first grade readiness; to revise provisions relative to grade placement, promotion, and retention; to provide a short title; to provide for an effective date; to provide for related matters; to repeal conflicting laws; and for other purposes. BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA: PART I SECTION 1-1. This Act shall be known and may be cited as the "Georgia Early Literacy Act of 2026." SECTION 1-2. Title 20 of the Official Code of Georgia Annotated, relating to education, is amended in Part 5 of Article 6 of Chapter 2, relating to program weights and funding requirements under the "Quality Basic Education Act," by adding a new Code section to read as follows: "20-2-186.1. (a) As used in this paragraph, the term 'eligible school' means a school with any of grades kindergarten through three. (b) Subject to appropriations by the General Assembly, the State Board of Education shall provide grants to local units of administration with eligible schools for the purpose of reimbursing such units of administration for expenditures sufficient to pay the beginning salary and benefits of one school based literacy coach per eligible school, except that any such school with 200 or fewer full-time equivalent students shall earn 50 percent of such amount. (c)(1) The State Board of Education, in collaboration with the Office of Student Achievement, shall establish the minimum qualifications and duties for school based literacy coaches. (2) The minimum qualifications for school based literacy coaches shall include, but shall not be limited to: (A) Certification by the Professional Standards Commission; (B) A minimum of five years of documented successful classroom teaching or literacy intervention experience at assigned grade levels; and (C) A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis. (3) The minimum duties for school based literacy coaches shall include, but shall not be limited to: (A) Coaching educators using nonevaluative, evidence based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom support; (B) Collaborating with the school principal to create a strategic plan for literacy coaching; (C) Spending no less than 70 percent of the school day in classrooms working directly with students and teachers; (D) Prioritizing time for those teachers, activities, and roles that will have the greatest impact on student reading achievement, such as coaching and mentoring in classrooms; (E) Analyzing student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports framework; (F) Synthesizing student performance data and educator practice data to establish coaching goals and design targeted, needs based support for educators; (G) Supporting the implementation and monitoring of evidence based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading; and (H) Demonstrating competency through approved, periodic, practice based assessment that verifies his or her ability to apply the science of reading, learning science, and instructional science to deliver explicit, systematic, evidence based literacy instruction directly with students. (4) A school based literacy coach shall not be: (A) Authorized or required to perform administrative functions or duties, including, but not limited to, performing any rotating duty assignments or serving as an evaluator, substitute teacher, assessment coordinator, or school administrator; (B) Invited, required, or permitted to attend placement committee meetings; or (C) Designated as a teacher of record. (d) By August 1, 2026, the State Board of Education shall establish policies, rules, and regulations necessary for the implementation of this Code section, including, but not limited to, the process by which local units of administration shall request and receive such grant funds. (e) Nothing in the Code section shall be construed to prohibit local units of administration from hiring or contracting with school based literacy coaches using other funds available for such purpose." SECTION 1-3. Said title is further amended in Part 11 of Article 6 of Chapter 2, relating to regional educational service agencies, by adding a new Code section to read as follows: "20-2-270.3. (a) The board of control of each regional educational service agency (RESA) shall authorize regional literacy coaches and regional leadership literacy coaches to provide literacy coaching, support, and related services to local school systems and other public schools in the RESA service area. (b) In collaboration with the State Literacy Director and the Georgia Literacy Coach Coordinator, the board of control of each RESA shall assign regional literacy coaches to the local school systems and public schools of the RESA service area, and at least one regional leadership literacy coach shall be assigned to serve as the primary point of contact with local school system and school leaders. (c) Each regional literacy coach and regional leadership literacy coach authorized by the board of control of a RESA shall be employed by such RESA and shall report to the director of the RESA. (d) Each regional literacy coach, regional leadership literacy coach, and RESA director shall work in full cooperation with the Georgia Literacy Coordinating Committee, the State Literacy Director, and the Georgia Literacy Coach Coordinator. (e) Each regional literacy coach and regional leadership literacy coach shall work in full cooperation with any observation, evaluation, and feedback provided by the Georgia Literacy Coach Coordinator or his or her designee. (f)(1) The State Board of Education, in collaboration with the Office of Student Achievement, shall establish the minimum qualifications and duties for regional literacy coaches. (2) The minimum qualifications for regional literacy coaches shall include, but shall not be limited to: (A) Certification by the Professional Standards Commission; (B) A minimum of five years of documented successful classroom teaching or literacy intervention experience at assigned grade levels; and (C) A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis. (3) The minimum duties for regional literacy coaches shall include, but shall not be limited to: (A) Coaching educators using nonevaluative, evidence based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom support; (B) Collaborating with school principals, school based literacy coaches, and representatives of the Department of Education and the Office of Student Achievement; (C) Providing ongoing support to local school systems and public schools for effective implementation and continuous improvement of comprehensive literacy programs; (D) Providing ongoing professional learning activities and materials for teachers and literacy coaches that include research on the science of reading and curriculum based professional learning to support them in applying such training and research into instructional practices; and (E) Analyzing student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports framework. (g)(1) The State Board of Education, in collaboration with the Office of Student Achievement, shall establish the minimum qualifications and duties for regional leadership literacy coaches. (2) The minimum qualifications for regional leadership literacy coaches shall include, but shall not be limited to: (A) Certification by the Professional Standards Commission; (B) A minimum of five years of documented success as a literacy coach or as a classroom teacher or administrator in kindergarten to grade three; (C) A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis; (D) Successful experience in leading a school, a school district, or a regional literacy program to include the role of principal, curriculum director, superintendent, or state-level literacy specialist; (E) Extensive knowledge of the implementation of a structured literacy program that is founded in the science of reading; (F) Successful experience in working with adult learners; (G) Exceptional interpersonal skills; (H) Exceptional communication skills; and (I) Successful experience in leading educational programs and/or initiatives. (3) The minimum duties for regional leadership literacy coaches shall include, but shall not be limited to: (A) Attending and participating in professional learning related to literacy improvement and coaching within the RESA network; (B) Collaborating with local school superintendents and school principals to create a literacy rich environment within the local school system, with priority given to schools that include kindergarten through third grade; (C) Joining local school superintendents and school principals in side-by-side classroom observations to support teachers and paraprofessionals in applying the science of reading into instructional practices; (D) Assisting regional literacy coaches to prioritize the needs of the local school system based on student data and communication with local school system leaders; (E) Facilitating communication and collaboration between the local school system and regional literacy coaches; (F) Providing guidance to local school systems in the development and implementation of the local unified literacy plan; (G) Facilitating collaboration between the local school system and the local community to support literacy development for children from birth to age five; (H) Facilitating collaboration between the local school system and the local and regional postsecondary educational institutions; and (I) Collaborating with other regional leadership literacy coaches. SECTION 1-4. Said title is further amended in Subpart 1 of Part 6 of Article 6 of Chapter 2, relating to certificated professional personnel, by adding a new Code section to read as follows: "20-2-208.2. (a) No later than December 31, 2026, the Professional Standards Commission shall establish a literacy coaching endorsement for teachers and other certificated professional personnel trained in an evidence based approach to teaching oral and written language aligned to the science of reading founded on the science of how children learn to read and characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics. (b) The requirements to receive such literacy coaching endorsement shall include training on the use of universal reading screeners to measure and monitor a student's progress in foundational literacy skills, providing guidance to parents, and providing training or guidance to other teachers and school personnel." PART II SECTION 2-1. Said title is further amended in Part 3 of Article 6 of Chapter 2, relating to educational programs under the "Quality Basic Education Act," by repealing and reserving paragraph (2) and repealing and replacing paragraph (6) of subsection (b), redesignating paragraph (16) of subsection (b) as paragraph (17), adding a new paragraph to subsection (b), revising subsection (c), paragraph (2) of subsection (d), subsection (d.1), and subsection (e), and adding new subsections to Code Section 20-2-153.1, the "Georgia Early Literacy and Dyslexia Act," to read as follows: "(a.1) It is the intent of the General Assembly that: (1) Early literacy instruction in this state shall be: (A) Comprehensive; (B) Focused on structured literacy and foundational literacy skills; (C) Aligned to the science of reading; and (D) Anchored by high-quality instructional materials that are aligned to the science of reading; (2) Educators shall have access to and be provided with research on the science of reading and receive comprehensive curriculum based professional learning to support them in applying such research in instructional practices; and (3) The ongoing involvement of parents and guardians in comprehensive state-wide literacy efforts shall be encouraged and integrated into their children's educations." "(6) 'Dyslexia' shall have the same meaning as the definition adopted and amended from time to time by the International Dyslexia Association and approved by the board and posted on the websites of the department and the Office of Student Achievement." "(16) 'Unified literacy plan' means a comprehensive, evidence based framework to ensure coherent, aligned, and continuous literacy development for learners from birth through career readiness. Such plan shall, as appropriate according to grade levels served: (A) Establish measurable literacy goals for all tested grade levels, using state-wide assessment results and approved universal reading screener data to monitor student progress, guide instructional decision making, and evaluate program effectiveness; (B) Include explicit strategies for collaboration with early learning providers for learners from birth to age five to support school readiness and early language development; and (C) Establish literacy transition plans for the transition from kindergarten to elementary school." "(c)(1) The board, in consultation with the department and the Office of Student Achievement, shall establish such policies, rules, and regulations as necessary to implement uniform grade-appropriate metrics for measuring literacy. (2) By March 1, 2027 As soon as practicable but not later than January 1, 2024, the board shall: (A) Upon the recommendation of the Office of Student Achievement, approve Approve high-quality instructional materials aligned to the science of reading to be used for teaching students in kindergarten through third grade to read; and (B) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017, constitute high-quality instructional materials aligned to the science of reading. (3)(A) Every three years beginning in 2027, the center shall review and update, as appropriate, qualifications, timelines, and submission procedures for education service providers to submit one or more universal reading screeners to be considered for inclusion on the board's list of approved universal reading screener providers provided for in subparagraph (B) of this paragraph. (B)(3) By April 1, 2028, and by April 1 every third year thereafter, upon the recommendation of the Office of Student Achievement a list of no less than two and As soon as practicable but not later than May 15, 2025, the board shall approve the memorandum of agreement between the council and the department, as provided for in subparagraph (B) of paragraph (4) of this subsection, for a list of no more than five universal reading screeners, one of which shall be a free universal reading screener, for use by public schools and local school systems as part of their comprehensive literacy programs which meet the following criteria shall be approved by the board. Each such universal reading screener shall: (i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs; (ii) Capable of measuring foundational literacy skills; (iii) Capable of identifying students who are significantly at risk of not attaining grade level reading proficiency, including, but not limited to, identifying students with characteristics of dyslexia; (iv) Prescribed parameters on the time required to administer a universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and (v) Capable of progress monitoring. (A) Provide screening and diagnostic capabilities for monitoring student progress; (B) Measure, at a minimum, a student's foundational reading skills, including, but not limited to, a student's phonological awareness, oral language, the alphabetic principle, including letter naming, letter sound, and sound letter correspondences, decoding, encoding, accuracy, vocabulary, and comprehension; (C) Identify students who are significantly at risk of not attaining grade level reading proficiency, including, but not limited to, identifying students with characteristics of dyslexia; and (D) Have robust reporting capabilities, including, but not limited to, the capability to generate and provide directly to the department and the Office of Student Achievement reports of screener results by: (i) Student; (ii) Student subgroups based on grade level, educational program, demographic characteristics, and other criteria identified by the Georgia Literacy Task Force; (iii) School; and (iv) Local school system. (4)(A) The By July 15 each year, the department shall publish and regularly update on its public website the free universal reading screener and the list of other approved universal reading screeners provided for in paragraph (3) of this subsection, one of which each public school and local school system shall adopt and administer in order to comply with the requirements of subparagraph (B) of paragraph (3) of this subsection as part of their comprehensive literacy programs. (B) The council, in collaboration with the center and the Office of Planning and Budget, shall identify a free universal reading screener that meets the criteria established by the board as provided in subparagraph (B) of paragraph (3) of this subsection. The council shall enter into a memorandum of agreement with the department to make such universal reading screener available for use free of charge to public schools and local school systems. (5) The department shall publish on its public website and distribute by July 15 July 1 each year by electronic means to each local school system and public school in this state a dyslexia informational handbook that includes guidance, technical assistance, and training to assist all schools in the implementation of evidence based practices for instructing students with characteristics of dyslexia. Such handbook shall include, but shall not be limited to, the following information: (A) Evidence based practices designed specifically for students with characteristics of dyslexia; (B) Guidance on developing support plans for students with characteristics of dyslexia; (C) A list and brief description of the dyslexia related training programs accredited by the International Dyslexia Association and any other nationally or internationally recognized accrediting organization; and (D) A list of dyslexia endorsement programs approved by the Professional Standards Commission in collaboration with the Office of Student Achievement. (6) The department shall, in consultation with the University System of Georgia, the Professional Standards Commission, the Office of Student Achievement, the Georgia Literacy Coordinating Committee, Georgia's regional education educational service agencies, and literacy experts, develop or procure one or more training professional learning programs for kindergarten through third grade teachers on the science of reading, structured literacy, and foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. Such programs shall emphasize the importance of applying research about the science of reading to instructional practices and of using high-quality instructional materials. Such training programs shall be developed or procured to promote teachers' knowledge and skills for teaching all students to read, including students with dyslexia, and to ensure teachers and literacy coaches have the knowledge and skills necessary to use approved universal reading screeners and to use assessment data to inform instruction based on student needs. One such program shall be a state-wide comprehensive curriculum based professional learning program in structured literacy that is aligned to and includes research on the science of reading to support teachers and literacy coaches in applying such research into instructional practices for kindergarten through grade three teachers and literacy coaches. Such program shall be recommended by the Georgia Literacy Task Force, as provided for in Code Section 20-14-202. Beginning no later than the 2027-2028 school year, such comprehensive program shall be made available free of charge to public school kindergarten through third grade teachers. (7) The department shall provide technical assistance to aid public schools and local school systems in implementing the provisions of this Code section. (8)(A) By November 1 each year Beginning April 1, 2026, the department shall provide an annual report on the impacts of the implementation of the provisions of this Code section, including, but not limited to, reporting the results by school and school system of: (i) The comprehensive summative assessment program for third grade students provided for in subsection (a) of Code Section 20-2-281; and (ii) The formative reading assessments for first and second grade students provided for in Code Section 20-2-280. (B) Such report shall also include analyses of the impact of use of universal reading screeners, the use of high-quality instructional materials, and instructional practices grounded in aligned to the science of reading. Such report shall be provided to the Governor, the President of the Senate, the Speaker of the House of Representatives, the chairperson chairpersons of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, the Senate Higher Education Committee, the House Committee on Appropriations, and the Senate Appropriations Committee, and the board, and shall be made available on the department's public website for access by the public." "(2)(A) Utilizing school based literacy coaches and other available resources, each Each public school and local school system shall provide instructional support for kindergarten through third grade teachers that shall include: (i)(A) Onsite teacher training professional learning and research materials on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making; (ii)(B) Demonstrated lessons to support teachers in applying such professional learning and research materials in instructional practices; (C) School based literacy coaches working side-by-side with teachers in classrooms; (D) School based literacy coaches working directly with individual students and small groups of students as time permits; and (iii)(E) Prompt feedback for improving instruction. (B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the department and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources. (ii) The department shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph." "(d.1)(1) The Professional Standards Commission shall adopt rules which establish criteria for core curricula for each state approved educator preparation program. Such rules shall include, but shall not be limited to, the following: (1)(A) The use of content standards established by the State Board of Education board that are aligned to the science of reading to guide curricula and instruction; (2)(B) Evidence based standards for the teaching of reading that: (A)(i) Are exclusively aligned with to the science of reading; (B)(ii) Prepare teachers to provide explicit, systematic, sequential, diagnostic, and cumulative approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension; and (C)(iii) Employ multisensory and multimodal intervention strategies; (3)(C) Content based literacy and mathematics practices; (4)(D) Strategies appropriate for the instruction of English language learners; (5)(E) Strategies appropriate for the instruction of students with disabilities; (6)(F) Strategies to including, but not limited to, the use of assessment results, to identify student strengths and weaknesses and differentiate instruction based on student needs; (7)(G) Strategies and practices to support research based content aligned to state standards and grading practices; (8)(H) Strategies appropriate for the early identification of a student with a reading deficiency; and (9)(I) Strategies to support the use of technology in education and distance learning. (2) Beginning January 1, 2027, the Professional Standards Commission shall undertake an ongoing review of each state approved educator preparation program's compliance with the rules provided for in paragraph (1) of this subsection, with a particular emphasis on subparagraphs (B) and (F) of paragraph (1) of this subsection. The Executive Director shall have the discretion to determine the order and priority of reviews; provided, however, that all educator preparation programs shall be reviewed no less often than every four years. By November 1 each year, the Professional Standards Commission shall provide a report of its review and significant findings to the Chancellor of the Board of Regents of the University System of Georgia, the governing body of each state approved educator preparation program that is not an institution of the University System of Georgia, the State Board of Education, the Office of Student Achievement, the Georgia Council on Literacy, and the chairpersons of the House Committee on Higher Education, the Senate Higher Education Committee, the House Committee on Education, and the Senate Education and Youth Committee. "(e)(1) There is established within the Office of Student Achievement the Georgia Literacy Coach Coordinating Committee. Such committee shall comprise, at a minimum, the Georgia Literacy Coach, the Coordinator of Georgia Literacy Coaching, State Literacy Director, the Georgia Literacy Coach Coordinator, a representative of the Department of Education department, at least one representative of Georgia's regional education services educational service agencies, a representative representatives of a research based education organization organizations with subject matter expertise identified by the Georgia Council on Literacy department and the Office of Student Achievement, and other subject matter experts identified by the Georgia Literacy Coach or the Georgia Council on Literacy department and the Office of Student Achievement. In collaboration with the board, the department, the Department of Early Care and Learning, the Department of Public Health, the University System of Georgia, the Technical College System of Georgia, and other appropriate stakeholders as determined by the Office of Student Achievement, the Georgia Literacy Coordinating Committee shall: (A) Maintain and amend as needed the Georgia Literacy Plan originally created by the Georgia Council on Literacy; (B) Review to ensure oversight, accountability, and effectiveness of implementation of this Code section and other literacy efforts supporting schools and school systems, children and families, and adult learners provided for in the Georgia Literacy Plan; (C) Support the coordination of the efforts of all state-wide literacy and reading education programs across state, regional, and local agencies, systems, and initiatives; (D) Review the conditions, needs, issues, and problems related to state literacy outcomes, and make recommendations for legislation and appropriations to support improving such outcomes; (E) Review and make recommendations for local unified literacy plans; (F) Review state-wide birth to age five initiatives and suggest policy and appropriation changes; and (G) Review best practices for community based literacy programs and make recommendations for improvement. (2) The Office of Student Achievement shall employ the State Literacy Director and the Georgia Literacy Coach Coordinator, whose duties and responsibilities shall be provided for in Article 4 of Chapter 14 of this title.: (A) The Georgia Literacy Coach; and (B) The Coordinator of Georgia Literacy Coaching, who shall be responsible for: (i) Serving as the chairperson of the Georgia Literacy Coach Coordinating Committee; (ii) Coordinating state-wide literacy coaching efforts; (iii) Serving as the primary liaison with the Department of Education with respect to state-wide literacy coaching efforts; (iv) Direction and oversight of literacy coaches affiliated with the Department of Education or a regional education service agency whose positions are supported with state or federal funds; and (v) Coordinating with designated organizations affiliated with the Georgia Council on Literacy with respect to research, best practices, and proactive intervention strategies for birth to adult language and literacy learning." (f)(1) Not later than January 1, 2027, each local board of education and other public school governing body shall adopt a unified literacy plan. (2) Beginning January 1, 2027: (A) No local school system shall be eligible for any waiver or variance granted under Code Section 20-2-244 or Article 4 of this chapter or to enter into or renew a charter system contract or strategic waivers school system contract with the State Board of Education unless such local school system has adopted a unified literacy plan; (B) Neither the State Board of Education nor any local board of education shall authorize a new charter petition or a renewal charter petition for a local charter school, as such term is defined in Code Section 20-2-2062, unless such petition includes a unified literacy plan for such local charter school; and (C) Neither the State Board of Education nor the State Charter Schools Commission shall authorize a new charter petition or a renewal charter petition for a state charter school, as such term is defined in Code Section 20-2-2081, unless such petition includes a unified literacy plan for such state charter school." SECTION 2-2. Said title is further amended in Article 19 of Chapter 2, relating to instructional materials and content, by revising Code Section 20-2-1010, relating to instructional materials and content, as follows: "20-2-1010. (a) The State Board of Education is authorized to shall prescribe, by regulation, the definition of the term 'instructional materials and content' to include but not be limited to systematically designed material in any medium, including digital instructional materials and content and any computer hardware, software, and technical equipment necessary to support such instructional materials and content, that constitutes the principal source of study for a state funded course to be used in the various grades in the public schools of this state, including the elementary grades and high school grades kindergarten through grade 12. The state board may provide, by regulation, for multiple listings of instructional materials and content for use in the various grades and may, in its discretion, authorize the local school superintendents systems and other public schools to exercise a choice as between various instructional materials and content so listed or adopted for any particular grade. (b) Nothing in this Code section shall be construed to exempt computer hardware or related equipment acquired by the state from competitive bidding. (c) Notwithstanding any provision of law, including, but not limited to, any provision of this article to the contrary, it is the policy of this state that: (1) Only high-quality instructional materials and content that are aligned to the science of reading, as such terms are defined in Code Section 20-2-153.1, shall be used for literacy and reading education in kindergarten through grade three; and (2) Beginning with the 2029-2030 school year and continuing thereafter, no public school that receives funds under Article 6 of this chapter shall use any portion of such funds for the purchase or use of instructional materials and content for literacy and reading education in kindergarten through grade three that are not approved for such purpose by the State Board of Education upon the recommendation of the Georgia Literacy Task Force." SECTION 2-3. Said title is further amended in said article of said chapter by adding a new Code section to read as follows: "20-2-1015.1. (a) Local boards of education and other public school governing bodies shall approve high-quality instructional materials for students in kindergarten through grade three as required under Code Section 20-2-153.1. (b) Local boards of education and other public school governing bodies are strongly encouraged to provide exclusively for the use of high-quality instructional materials that are aligned to the science of reading, as such terms are defined in Code Section 20-2-153.1, for literacy and reading instruction for students in kindergarten through grade three. (c) The State Board of Education shall annually determine a reasonable level of funding to assist local boards of education and other public school governing bodies in attaining high-quality instructional materials pursuant to this Code section. Such level of funding shall annually be presented to the General Assembly for its consideration in including appropriations for such purposes." SECTION 2-4. Said title is further amended in Chapter 14, relating to education accountability, by adding a new article to read as follows: "ARTICLE 4 20-14-200. (a) As provided for in Code Section 20-2-153.1, there is established within the Office of Student Achievement the Georgia Literacy Coordinating Committee. The members and responsibilities of such committee shall be as provided for in Code Section 20-2-153.1, the 'Georgia Early Literacy and Dyslexia Act,' (b) Upon the recommendation of the State Literacy Director, the Office of Student Achievement is authorized to engage individuals with subject matter expertise to work with the Georgia Literacy Coordinating Committee. 20-14-201. As provided for in Code Section 20-2-153.1, the Office of Student Achievement shall employ: (1) The State Literacy Director, who shall report to the director of the Office of Student Achievement and shall be responsible for: (A) Oversight of the maintenance, amendment, implementation, alignment, and evaluation of the state-wide literacy plan in collaboration with other stakeholders as provided for in Code Section 20-2-153.1; (B) Evaluating and making recommendations for the continuous improvement and alignment of state-wide literacy and reading education programs across state, regional, and local agencies, systems, and initiatives; (C) Serving as the primary liaison with the Department of Education, the Department of Early Care and Learning, the Department of Public Health, the University System of Georgia, the Technical College System of Georgia, Georgia's regional educational service agencies, the Professional Standards Commission, and the Office of Student Achievement with respect to state-wide literacy and reading education efforts; (D) Making recommendations for effective implementation of and continuous improvements to the 'Georgia Early Literacy and Dyslexia Act' and other legislation, policies, rules, and regulations relative to literacy and reading instruction across all ages and grades; (E) Serving as chairperson of the Georgia Literacy Coordinating Committee; (F) Serving as chairperson of the Georgia Literacy Task Force; and (G) Supervision and evaluation of staff assigned to work with the Georgia Literacy Coordinating Committee or the Georgia Literacy Task Force, including, but not limited to, the Georgia Literacy Coach Coordinator; and (2) The Georgia Literacy Coach Coordinator, who shall report to the State Literacy Director and shall be responsible for: (A) Serving on the Georgia Literacy Coordinating Committee; (B) State-wide coordination of regional leadership literacy coaches, regional literacy coaches, and school based literacy coaches; (C) Collaboration with and coordination of literacy coaches and specialists affiliated with the Department of Education or a regional educational service agency whose positions are supported with state or federal funds, including, but not limited to, regional literacy coaches; (D) Observing, evaluating, and providing feedback to literacy coaches and specialists affiliated with the Department of Education or a regional educational service agency whose positions are supported with state or federal funds, including, but not limited to, regional literacy coaches; and (E) Reviewing and collaborating on the development and implementation of state-wide professional learning and professional development programs and training for literacy and reading education. 20-14-202. (a) As used in this Code section, the term 'task force' means the Georgia Literacy Task Force established pursuant to this Code section. (b) There is established the Georgia Literacy Task Force, a standing task force which shall be convened by the Office of Student Achievement by September 1, 2026, and which shall be responsible for providing recommendations to the State Board of Education, the Office of Student Achievement, the Georgia Literacy Coordinating Committee, and the State Literacy Director for: (1) The state-wide comprehensive curriculum based professional learning program in structured literacy that is aligned to and includes research on the science of reading to support teachers and literacy coaches in applying such research into instructional practices for kindergarten through grade three teachers and literacy coaches to be made available at no cost as provided for in Code Section 20-2-153.1; (2)(A) A list of no less than two and no more than five universal reading screeners that are valid and reliable reading screening, formative, and diagnostic assessment systems for selection and use by local school systems and public schools. (B) Each universal reading screener recommended by the task force shall: (i) Provide screening and diagnostic capabilities for monitoring student progress; (ii) Measure, at a minimum, a student's foundational reading skills, as such term is defined in Code Section 20-2-153.1, including, but not limited to, a student's phonological awareness, oral language, the alphabetic principle, including letter naming, letter sound, and sound letter correspondences, decoding, encoding, accuracy, vocabulary, and comprehension; (iii) Identify students who are significantly at risk of not attaining grade level reading proficiency, including, but not limited to, identifying students with characteristics of dyslexia; and (iv) Have robust reporting capabilities, including, but not limited to, the capability to generate and provide directly to the department and the Office of Student Achievement reports of screener results by: (I) Student; (II) Student subgroups based on grade level, educational program, demographic characteristics, and other criteria identified by the Georgia Literacy Task Force; (III) School; and (IV) Local school system. (C) In determining which universal reading screeners to recommend for use by local school systems and public schools, the task force shall, at a minimum, consider: (i) The time required to conduct the universal reading screener, with the intention of minimizing the impact on instructional time; (ii) The level of integration of universal reading screener results with instructional support for teachers and students; and (iii) The timeliness in reporting assessment results to teachers, administrators, and parents. (D) The task force shall recommend one universal reading screener to be made available free of charge to local school systems and public schools. (E) By April 1, 2028, and by April 1 every third year thereafter, the task force shall submit to the State Board of Education the list of recommended universal reading screeners, including the universal reading screener to be made available free of charge to local school systems and public schools. (F) No universal reading screener shall be approved by the State Board of Education unless it has been recommended by the task force; and (3)(A) A list of no less than two and no more than five of systematically designed programs of high-quality instructional materials that are aligned to the science of reading, as such terms are defined in Code Section 20-2-153.1, for students in kindergarten through grade three for recommendation to the State Board of Education. (B) By April 1, 2027, and by April 1 every fourth year thereafter, the task force shall submit to the State Board of Education the list of recommended systematically designed programs of high-quality instructional materials that are aligned to the science of reading. (c)(1) The State Literacy Director shall serve as chairperson of the task force. (2) In addition to the State Literacy Director, the membership of the task force shall include the following appointed members, each of whom shall have at least three years of experience with scientifically based reading instruction: (A) Three members appointed by the Governor, two of whom shall have significant experience as a literacy or reading specialist, coach, or teacher or as a curriculum specialist; (B) Three members appointed by the Speaker of the House of Representatives, two of whom shall have significant experience as a literacy or reading specialist, coach, or teacher or as a curriculum specialist; (C) Three members appointed by the President of the Senate, two of whom shall have significant experience as a literacy or reading specialist, coach, or teacher or as a curriculum specialist; (D) One member who shall be a certified academic dyslexia therapist for a minimum of three years appointed by the Office of Student Achievement; and (E) One member appointed by the State Board of Education. (3) The Office of Student Achievement shall verify that each appointed member of the task force satisfies the credentials under which he or she was appointed. (4) Members appointed to the task force shall be appointed to serve a three-year term and may be reappointed to serve one additional two-year term. (5)(A) The task force shall be authorized to conduct meetings at such places and times, either virtually or in-person, as it deems necessary or convenient to enable it to fully and effectively perform its duties; provided, however, that it shall meet not less than two times per year and shall hold meetings at the call of the chairperson. (B) A quorum for transacting business of the task force shall be a majority of the members. (C) Meetings of the task force shall be exempt from the provisions of Chapter 14 of Title 50 notwithstanding any provision of law to the contrary. (6) Legislative members of the task force shall receive the allowances provided for in Code Section 28-1-8. Nonlegislative members of the task force shall receive a daily expense allowance in the amount specified in subsection (a) of Code Section 45-7-21 as well as the mileage or transportation allowance authorized for state employees. Members of the task force who are state officials, other than legislative members, or state employees shall receive no compensation for their services on the task force, but shall be reimbursed for expenses incurred by them in the performance of their duties as members of the task force in the same manner as they are reimbursed for expenses in their capacities as state officials or state employees. The funds necessary for the reimbursement of the expenses of state officials, other than legislative members, and state employees shall come from funds appropriated to or otherwise available to their respective departments. All other funds necessary to carry out the provisions of this article shall come from funds appropriated to the Office of Student Achievement. (d) The task force shall endeavor to include multiple vendors in each annual list of universal reading screeners and high-quality instructional materials provided for in subsection (a) of this Code section. The task force shall make public all rubrics and measurements used to determine eligibility and compliance for all universal reading screeners and high-quality instructional materials accepted for consideration. 20-14-203. (a) Within 60 days of receiving any recommendation from the Georgia Literacy Task Force, the State Board of Education shall vote to adopt or reject such recommendation. (b) The State School Superintendent shall recommend that the State Board of Education adopt recommendations received pursuant to subsection (a) of this Code section; provided, however, that if the State School Superintendent disagrees with a recommendation received pursuant to subsection (a) of this Code section, he or she shall submit to the State Board of Education the reasons for such disagreement in writing. Irrespective of whether the State School Superintendent submits any disagreement, the State Board of Education shall timely vote to adopt or reject the recommendation from the Georgia Literacy Task Force. 20-14-204. The Office of Student Achievement shall be responsible for developing and implementing, in collaboration with the Department of Education, the Department of Early Care and Learning, the Department of Public Health, the University System of Georgia, the Technical College System of Georgia, Georgia's regional educational service agencies, and local school systems and public schools, a comprehensive state-wide promotional campaign to increase public awareness and education about the essential importance of literacy in the lives of all Georgians and to urge all Georgia families and communities to support and participate in literacy programs and other efforts, especially for children from birth through fifth grade." SECTION 2-5. Said title is further amended by revising Code Section 20-1-45, relating to termination, as follows: "20-1-45. The council shall be abolished and this article shall stand repealed on December 31, 2030 2026." PART III SECTION 3-1. Said title is further amended in Subpart 2 of Part 1 of Article 16 of Chapter 2, relating to compulsory attendance, by revising subsection (b) of Code Section 20-2-690.1, relating to compulsory education for children between ages six and 16 and voluntary withdrawal, as follows: "(b) Each child in this state shall be required to attend a public school, a private school, or a home study program between his or her sixth and sixteenth birthdays; provided, however, that it is the policy of this state that families are encouraged to have their children attend a public school, a private school, or a home study program beginning at age five. Such compulsory attendance shall not apply to any child who has successfully completed all requirements for a high school diploma or state approved high school equivalency (HSE) diploma." SECTION 3-2. Said title is further amended in Part 3 of Article 6 of Chapter 2, relating to educational programs under the "Quality Basic Education Act," by revising subsection (c) of Code Section 20-2-150, relating to eligibility for enrollment for educational programs, as follows: "(c) All children enrolled for 20 school days or more in the public schools of this state prior to their seventh sixth birthday shall become subject to all of the provisions of this article, the provisions of Code Sections 20-2-690 through 20-2-701, and the rules and regulations of the State Board of Education relating to compulsory school attendance even though they have not attained seven six years of age." SECTION 3-3. Said title is further amended in said part by revising paragraphs (1) and (2) of subsection (b) of Code Section 20-2-151, relating to general and career education programs, purpose, and authorized programs, as follows: "(1)(A) All local school systems may shall offer a full-day kindergarten program. As used in For purposes of this subsection, the term 'full-day kindergarten program' means a student is provided classroom instruction for a minimum of four and one-half hours daily for a 180 day school year, or the equivalent thereof as determined in accordance with State Board of Education guidelines. (B)(i) It is the policy of this state that before any child is enrolled in the first grade of a state supported primary grades program, he or she shall attend a full-day kindergarten program unless he or she has been assessed as ready for first grade, as provided for in paragraph (2) of this subsection, and meets the age eligibility requirement for enrollment in the first grade. (ii) The the purposes of the state supported kindergarten program shall be to provide all children with an equal opportunity to become prepared for a successful first grade experience and to acquire the foundation for academic progress throughout the students' educational careers. (iii) To be eligible for enrollment in a state supported kindergarten program, a child must shall attain the age of five by September 1, except as otherwise provided by subsection (b) of Code Section 20-2-150. (iv) This subparagraph shall not be construed or applied to require a child to complete a full school year of kindergarten prior to enrolling in first grade. (v) At the discretion of the school principal or at the request of the parent or guardian, a child who meets the age eligibility requirement for enrollment in the first grade may be assessed for first grade readiness as provided for in paragraph (2) of this subsection. (vi) A child who meets the age eligibility requirement for enrollment in the first grade and who has been assessed as ready for first grade, as provided for in paragraph (2) of this subsection, may be placed in or promoted to first grade. (vii) No student shall remain in kindergarten for more than two years. (viii) Notwithstanding any part of this subsection or other provision of law to the contrary: (I) Each child enrolling in a state supported education program for the first time who, by virtue of his or her age and date of birth, is eligible for enrollment in the first grade of a state supported primary grades program pursuant to this Code section or Code Section 20-2-150 shall be enrolled in a state supported kindergarten program at the request of his or her parent or guardian; and (II) Each child who attains the age of either four or five by September 1 shall be eligible for enrollment in a voluntary pre-kindergarten program provided and operated as part of Georgia's Pre-K Program, and each such child shall be enrolled in such program at the request of his or her parent or guardian; provided, however, that this paragraph shall not be construed or applied to require or permit a child to be enrolled in such a program for more than one year; and, provided, further that children ages four and five shall be treated on the same basis relative to selection for available seats in such programs. (2)(A) It is the policy of this state that the purpose of the primary grades program shall be mastery by enrolled students of the essential basic skills and knowledge which will enable them to achieve more advanced skills and knowledge offered at the higher grade levels. For purposes of funding under this article, the primary grades program shall include grades one, two, and three. (B) To be eligible for enrollment in the first grade of a state supported primary grades program, a child must shall: (i) Be assessed for readiness by teachers and other personnel of the local school system or public school. Such assessment shall include: (I) The use of assessments, screeners, and other instruments approved for such purpose by the State Board of Education, including, but not limited to: (a) The first grade readiness assessment adopted by the State Board of Education pursuant to Code Section 20-2-281; and (b) A universal reading screener adopted by the State Board of Education pursuant to Code Section 20-2-153.1; (II) Consideration of teacher input and recommendations; and (III) Other relevant information, which shall include, but shall not be limited to, the preference of such child's parent or guardian; and (ii) Attain attain the age of six by September 1, except as otherwise provided by subsection (b) of Code Section 20-2-150. The State Board of Education shall adopt an instrument or instruments, procedures, and policies necessary to assess the first grade readiness of children enrolled in Georgia's public school kindergarten programs pursuant to Code Section 20-2-281. Readiness information obtained by the instrument or instruments adopted by the state board shall be used by local school systems in concert with teacher recommendations and other relevant information to make appropriate student grade placement decisions. (C) If, upon being assessed for first grade readiness pursuant to this paragraph, a child is identified as significantly at risk of not attaining grade level reading proficiency, as provided for in Code Section 20-2-153.1: (i) A tiered reading intervention plan shall be immediately developed and implemented for such child; and (ii) The parent or guardian of the student shall be notified in writing by first-class mail by the school principal or the principal's designee regarding the determination that the student has been identified as significantly at risk of not attaining grade level reading proficiency prior to beginning the first grade, the student's tiered reading intervention plan, and the possibility that the student might not be placed or promoted to the first grade. (D) When a child who meets the age eligibility requirement for enrollment in the first grade has been identified as significantly at risk of not attaining grade level reading proficiency and, after a tiered reading intervention plan has been implemented, the child continues to be significantly at risk of not attaining grade level reading proficiency, the following shall occur: (i) The school principal or the principal's designee shall determine the child is not ready for placement in or promotion to the first grade program except as otherwise provided in this paragraph; (ii) The school principal or the principal's designee shall notify in writing by first-class mail the parent or guardian of the child regarding the determination that the child is not ready for placement in or promotion to the first grade program. The notice shall describe the option of the parent or guardian to appeal such determination and shall further describe the composition and functions of the placement committee as provided for in this paragraph, including the requirement that a decision to place the child in or promote the child to the first grade must be a unanimous decision of the committee; (iii) If the parent or guardian appeals the determination that his or her child is not ready for placement in or promotion to the first grade program, then the school principal or the principal's designee shall establish a placement committee composed of the school principal or the principal's designee, the student's parent or guardian, and the student's teacher, and shall notify in writing by first-class mail the parent or guardian of the time and place for convening the placement committee; (iv) The placement committee shall: (I) Review the child's overall readiness for placement in or promotion to the first grade program and his or her progress toward grade level reading proficiency; (II) Decide whether the child shall be placed in or promoted to the first grade program; provided, however, that a decision to place the child in or promote the child to the first grade program shall be a unanimous decision; and (III) Prescribe for the child such accelerated, differentiated, or additional instruction as needed to perform at grade level by the conclusion of the subsequent school year, prescribe such additional assessments as may be appropriate in addition to assessments administered to other students at the grade level during the year, and provide for a plan of continuous assessment during the subsequent school year in order to monitor the progress of the child; (v) For children who are eligible to receive special education or related services, the child's Individualized Education Plan Committee shall serve as the placement committee; and (vi) The decision of the placement committee may be appealed only as provided for by the local board of education or other public school governing body. (E) By July 1, 2026, the State Board of Education shall: (i) Adopt policies and procedures necessary to implement the requirements of this paragraph; and (ii) Approve one or more assessments, screeners, and other instruments for assessing the first grade readiness of children. The State Board of Education shall consider for approval any assessment, screener, or other instrument recommended by the Office of Student Achievement. (F) By July 15, 2026, the The Department of Education, in collaboration with the Office of Student Achievement, shall develop guidelines for utilization of the instrument or instruments such assessments, screeners, and other instruments approved by the State Board of Education in grade placement decisions and shall provide such guidelines and technical assistance to local school systems and public schools. The guidelines shall include information pertinent to consideration of the placement of students who have been identified as being disabled or limited-English-proficient. (G) Whenever the decision is made not to place a child in or promote a child to the first grade, the local school system or public school shall document the reasons for the such decision not to promote, according to policies, procedures, and guidelines established by the board State Board of Education and shall provide such reasons in writing to the parent or guardian of the child. (H) By November 1 each year, the Office of Student Achievement shall The State School Superintendent may annually provide a report summarizing the results of the readiness of first grade Georgia public school kindergarten children. No student shall remain in kindergarten for more than two years the readiness of Georgia children for placement in or promotion to the first grade program. Such report shall include, but shall not be limited to, information on the grade level reading proficiency of such children. Such report shall be submitted to the Governor; the President of the Senate; the Speaker of the House of Representatives; the chairpersons of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, the Senate Higher Education Committee, the House Committee on Appropriations, and the Senate Appropriations Committee; and the State Board of Education. (I)(i) The provisions of subparagraphs (C) and (D) of this paragraph shall apply beginning with the 2027-2028 school year and continue thereafter. (ii) By July 1, 2027. the State Board of Education and the Department of Education shall update the policies, procedures, guidelines required in subparagraphs (E) and (F) of this paragraph;" SECTION 3-4. Said title is further amended in Part 12 of Article 6 of Chapter 2, relating to effectiveness of educational programs, by revising Code Section 20-2-283, relating to criteria, specific requirements for students in grades three, five, and eight, and implementation, as follows: "20-2-283. (a) No later than January 1, 2002 January 1, 2027, the State Board of Education shall adopt criteria for the development of a placement and promotion policy by each local board of education and other public school governing body consistent with the Georgia Academic Placement and Promotion Policy. (b) Such criteria as adopted by the State Board of Education shall require the following for students in grades one, three, five, and eight: (1) No student shall be promoted, except as provided in this Code section, to: (A) The second grade program to which the student would otherwise be assigned if the student is determined to be significantly at risk of not attaining grade level reading proficiency, as determined in accordance with Code Section 20-2-153.1, by the end of the first grade program and does not meet the promotional standards and criteria established by the State Board of Education and by the local board of education or other governing body for the school that the student attends; (A)(B) The fourth grade program to which the student would otherwise be assigned if the student does not achieve grade level as defined by the Office of Student Achievement in accordance with Code Section 20-14-31 on the third grade end-of-grade reading assessment developed in accordance with subsection (a) of Code Section 20-2-281 and meet the promotional standards and criteria established by the State Board of Education and by the local school board of education or other governing body for the school that the student attends; (B)(C) The sixth grade program to which the student would otherwise be assigned if the student does not achieve grade level as defined by the Office of Student Achievement in accordance with Code Section 20-14-31 on the fifth grade end-of-grade mathematics assessment and fifth grade end-of-grade reading assessment developed in accordance with subsection (a) of Code Section 20-2-281 and meet the promotional standards and criteria established by the State Board of Education and by the local school board of education or other governing body for the school that the student attends; or (C)(D) The ninth grade program to which the student would otherwise be assigned if the student does not achieve grade level as defined by the Office of Student Achievement in accordance with Code Section 20-14-31 on the eighth grade end-of-grade mathematics assessment and eighth grade end-of-grade reading assessment developed in accordance with subsection (a) of Code Section 20-2-281 and meet the promotional standards and criteria established by the State Board of Education and by the local school board of education or other governing body for the school that the student attends; (2) When a student does not perform at grade level on any end-of-grade assessment specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection, then the following shall occur: (A) The parent or guardian of the student shall be notified in writing by first-class mail by the school principal or such official's the principal's designee regarding the student's performance below grade level on the assessment instrument, the retest to be given the student, the accelerated, differentiated, or additional instruction program to which the student is assigned, and the possibility that the student might be retained at the same grade level for the next school year; (B) The student shall be retested with an end-of-grade assessment or an alternative assessment instrument that is appropriate for the student's grade level as provided for by the State Board of Education and the local board of education or school governing body; and (C) The student shall be given an opportunity for accelerated, differentiated, or additional instruction in the applicable subject; and (3) When a student does not perform at grade level on any end-of-grade assessment specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection and also does not perform at grade level on a second additional opportunity as provided for in paragraph (2) of this subsection, then the following shall occur: (A) The school principal or the principal's designee shall retain the student for the next school year except as otherwise provided in this subsection; (B) The school principal or the principal's designee shall notify in writing by first-class mail the parent or guardian of the student and the teacher regarding the decision to retain the student. The notice shall describe the option of the parent, guardian, or teacher to appeal the decision to retain the student and shall further describe the composition and functions of the placement committee as provided for in this subsection, including the requirement that a decision to promote the student must be a unanimous decision of the committee; (C) If the parent, guardian, or teacher appeals the decision to retain the student, then the school principal or the principal's designee shall establish a placement committee composed of the principal or the principal's designee, the student's parent or guardian, and the teacher of the subject of the assessment instrument on which the student failed to perform at grade level and shall notify in writing by first-class mail the parent or guardian of the time and place for convening the placement committee; (D) The placement committee shall: (i) Review the overall academic achievement of the student in light of the performance on the end-of-grade assessment and the standards and criteria as adopted by the local board of education and make a determination to promote or retain. A decision to promote must be a unanimous decision and must determine that if promoted and given accelerated, differentiated, or additional instruction during the next year, the student is likely to perform at grade level as defined by the Office of Student Achievement in accordance with Code Section 20-14-31 by the conclusion of the school year; and (ii) Prescribe for the student, whether the student is retained or promoted, such accelerated, differentiated, or additional instruction as needed to perform at grade level by the conclusion of the subsequent school year, prescribe such additional assessments as may be appropriate in addition to assessments administered to other students at the grade level during the year, and provide for a plan of continuous assessment during the subsequent school year in order to monitor the progress of the student; (E) For students receiving special education or related services, the Individualized Education Plan Committee shall serve as the placement committee; and (F) The decision of the placement committee may be appealed only as provided for by the local board of education or other public school governing body; and (4)(A) When a student is determined to be significantly at risk of not attaining grade level reading proficiency, as specified in subparagraph (A) of paragraph (1) of this subsection, then the following shall occur: (i) The parent or guardian of the student shall be notified in writing by first-class mail by the school principal or the principal's designee regarding the determination that the student has been determined to be significantly at risk of not attaining grade level reading proficiency by the end of the first grade program, the student's updated tiered reading intervention plan, and the possibility that the student might be retained at the same grade level for the next school year; (ii) The student shall be reassessed to determine if he or she is to be significantly at risk of not attaining grade level reading proficiency by the end of the first grade program; and (iii) The student shall receive intensive reading intervention in accordance with Code Section 20-2-153.1. (B) When a student is determined to be significantly at risk of not attaining grade level reading proficiency, as specified in subparagraph (A) of paragraph (1) of this subsection, and continues to be significantly at risk of not attaining grade level reading proficiency after provisions of subparagraph (A) of this paragraph are implemented, then the following shall occur: (i) The school principal or the principal's designee shall retain the student for the next school year except as otherwise provided in this paragraph; (ii) The school principal or the principal's designee shall notify in writing by first-class mail the parent or guardian of the student regarding the decision to retain the student. The notice shall describe the option of the parent or guardian to appeal the decision to retain the student and shall further describe the composition and functions of the placement committee as provided for in this paragraph, including the requirement that a decision to promote the student must be a unanimous decision of 1000 the committee; 1001 (iii) If the parent or guardian appeals the decision to retain the student, then the 1002 school principal or the principal's designee shall establish a placement committee 1003 composed of the school principal or the principal's designee, the student's parent or 1004 guardian, and the student's teacher and shall notify in writing by first-class mail the 1005 parent or guardian of the time and place for convening the placement committee; 1006 (iv) The placement committee shall: 1007 (I) Review the overall academic achievement of the student and his or her progress 1008 toward grade level reading proficiency and make a determination to promote or 1009 retain. A decision to promote must be a unanimous decision and must determine 1010 that if promoted and given intensive reading intervention in accordance with Code 1011 Section 20-2-153.1 during the next year, the student is likely to perform at grade 1012 level as defined by the Office of Student Achievement in accordance with Code 1013 Section 20-14-31 by the conclusion of the school year; and 1014 (II) Prescribe for the student, whether the student is retained or promoted, such 1015 accelerated, differentiated, or additional instruction as needed to perform at grade 1016 level by the conclusion of the subsequent school year, prescribe such additional 1017 assessments as may be appropriate in addition to assessments administered to other 1018 students at the grade level during the year, and provide for a plan of continuous 1019 assessment during the subsequent school year in order to monitor the progress of the 1020 student; 1021 (v) For students receiving special education or related services, the Individualized 1022 Education Plan Committee shall serve as the placement committee; 1023 (vi) The decision of the placement committee may be appealed only as provided for 1024 by the local board of education or other public school governing body; and 1025 (vii) No student shall remain in the first grade program for more than two years. 1026 (c) This Code section does not preclude the retention by the school principal or the 1027 principal's designee of a student who performs satisfactorily on the end-of-grade 1028 assessments specified in subparagraph (B), (C), or (D) of paragraph (1) of subsection (b) 1029 of this Code section as provided for by the local board of education or other public school 1030 governing body. 1031 (d) This Code section does not create a property interest in promotion. 1032 (e) The State Board of Education shall establish policies and procedures for 1033 implementation of this Code section." 1034 SECTION 3-5. 1035 Said title is further amended in said part by revising Code Section 20-2-284, relating to 1036 criteria for local boards of education and model placement and promotion policy, as follows: 1037 "20-2-284. 1038 (a) No later than July 1, 2003 2026, each local board of education and other public school 1039 governing body shall develop and adopt a placement and promotion policy in accordance 1040 with the criteria established by the State Board of Education as provided in Code 1041 Section 20-2-283 and consistent with the Georgia Academic Placement and Promotion 1042 Policy. 1043 (b) Except for those end-of-grade assessments specified in Code Section 20-2-283, the 1044 placement and promotion policy as developed and adopted by each local board of 1045 education and other public school governing body shall state how the end-of-grade 1046 assessments administered under Code Section 20-2-281 for grades one through eight, and 1047 assessments administered to determine grade level reading proficiency for grade one, will 1048 be weighted or otherwise utilized by the school principal or the principal's designee in 1049 determining the overall academic achievement of a student and an appropriate plan of 1050 accelerated, differentiated, or additional instruction, placement, promotion, or retention of 1051 a student. 1052 (c) To assist each local board of education and other public school governing body, the 1053 State Board of Education shall develop a model placement and promotion policy which 1054 may be utilized by a local board of education." 1055 SECTION 3-6. 1056 Said title is further amended in said part by revising Code Section 20-2-285, relating to 1057 timetable for implementation of policy, as follows: 1058 "20-2-285. 1059 The State Board of Education shall provide for a timetable of implementation of this Code 1060 section and the Georgia Academic Placement and Promotion Policy which shall include: 1061 (1) The third grade beginning with the 2003-2004 school year; 1062 (2) The fifth grade beginning with the 2004-2005 school year; and 1063 (3) The eighth grade beginning with the 2005-2006 school year; and 1064 (4) The first grade beginning with the 2027-2028 school year." 1065 PART IV 1066 SECTION 4-1. 1067 This Act shall become effective upon its approval by the Governor or upon its becoming law 1068 without such approval. 1069 SECTION 4-2. 1070 All laws and parts of laws in conflict with this Act are repealed.