HB1193: HB1193 Georgia Early Literacy Act of 2026; enact

26 HB 1193/AP 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 to1 promote and advance state-wide literacy and reading education efforts; to provide for funding2 for school based literacy coaches in all public schools in this state with students in any of3 grades kindergarten through three; to provide for regional lite racy coaches employed by4 regional educational service agencies; to provide for literacy coaching endorsements for5 certificated professional personnel; to substantially revise the "Georgia Early Literacy and6 Dyslexia Act"; to include legislative intent; to provide for a definition; to revise provisions7 of said Act relative to the selection of and requirements for universal reading screeners; to8 revise provisions for professional learning; to require local school systems and other public9 schools to have unified literacy plans; to revise provisions for educator preparation programs10 and the evaluation of such programs by the Professional Standards Commission; to provide11 for certification of and funding for high-quality instructional materials; to establish within12 the Office of Student Achievement the Georgia Literacy Coordinating Committee; to provide13 for the State Literacy Director; to provide for the Georgia Coordinator of Literacy Coaches;14 to provide for a position description and minimum qualifications and duties for school based15 literacy coaches and regional literacy coaches; to establish the Georgia Literacy Task Force;16 to provide for appointment, qualifications, duties, and compensation of members of such task17 force; to provide for recommendations of such task force; to pr ovide for consideration of18 H. B. 1193 - 1 - 26 HB 1193/AP such recommendations by the State Board of Education; to provid e for a comprehensive19 state-wide promotional campaign for literacy awareness; to provide for the termination of the20 Georgia Council on Literacy; to encourage families to have their children attend school or21 a home study program beginning at age five; to provide for the placement of newly enrolled22 students; to provide for parents and guardians of students who are eligible for initial public23 school enrollment in first grade to elect for their children to be enrolled in kindergarten rather24 than first grade; to provide for parents and guardians to elect for their children who are either25 four or five years old to be enrolled in a voluntary pre-kindergarten program provided and26 operated as part of Georgia's Pre-K Program; to provide for first grade readiness assessments;27 to require annual reports regarding first grade readiness; to revise provisions relative to grade28 placement, promotion, and retention; to provide a short title; to provide for an effective date;29 to provide for related matters; to repeal conflicting laws; and for other purposes.30 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:31 PART I32 SECTION 1-1.33 This Act shall be known and may be cited as the "Georgia Early Literacy Act of 2026."34 SECTION 1-2.35 Title 20 of the Official Code of Georgia Annotated, relating to education, is amended in Part36 5 of Article 6 of Chapter 2, relating to program weights and funding requirements under the37 "Quality Basic Education Act," by adding a new Code section to read as follows:38 H. B. 1193 - 2 - 26 HB 1193/AP "20-2-186.1.39 (a) As used in this paragraph, the term 'eligible school' means a school with any of grades40 kindergarten through three.41 (b) Subject to appropriations by the General Assembly, the State Board of Education shall42 provide grants to local units of administration with eligible s chools for the purpose of43 reimbursing such units of administration for expenditures sufficient to pay the beginning44 salary and benefits of one school based literacy coach per eligible school, except that any45 such school with 200 or fewer full-time equivalent students shall earn 50 percent of such46 amount.47 (c)(1) The State Board of Education, in collaboration with the Office of Student48 Achievement, shall establish the minimum qualifications and dut ies for school based49 literacy coaches.50 (2) The minimum qualifications for school based literacy coaches shall include, but shall51 not be limited to:52 (A) Certification by the Professional Standards Commission;53 (B) A minimum of five years of documented successful classroom teaching or literacy54 intervention experience at assigned grade levels; and55 (C) A knowledge of scientifically based reading research, special expertise in quality56 reading instruction and intervention, dyslexia specific interventions, and data analysis.57 (3) The minimum duties for school based literacy coaches shall include, but shall not be58 limited to:59 (A) Coaching educators using nonevaluative, evidence based pra ctices, including60 modeling instruction, analyzing instructional practice and data , providing actionable61 feedback, and delivering side-by-side classroom support;62 (B) Collaborating with the school principal to create a strate gic plan for literacy63 coaching;64 H. B. 1193 - 3 - 26 HB 1193/AP (C) Spending no less than 70 percent of the school day in classrooms working directly65 with students and teachers;66 (D) Prioritizing time for those teachers, activities, and roles that will have the greatest67 impact on student reading achievement, such as coaching and mentoring in classrooms;68 (E) Analyzing student data, including screening, diagnostic, and progress monitoring69 data, to inform instruction, grouping, and intervention within a multi-tiered system of70 supports framework;71 (F) Synthesizing student performance data and educator practic e data to establish72 coaching goals and design targeted, needs based support for educators;73 (G) Supporting the implementation and monitoring of evidence based literacy curricula74 and instructional materials with fidelity, ensuring alignment to the science of reading;75 and76 (H) Demonstrating competency through approved, periodic, practice based assessment77 that verifies his or her ability to apply the science of readin g, learning science, and78 instructional science to deliver explicit, systematic, evidence based literacy instruction79 directly with students.80 (4) A school based literacy coach shall not be:81 (A) Authorized or required to perform administrative functions or duties, including, but82 not limited to, performing any rotating duty assignments or ser ving as an evaluator,83 substitute teacher, assessment coordinator, or school administrator;84 (B) Invited, required, or permitted to attend placement committee meetings; or85 (C) Designated as a teacher of record.86 (d) By August 1, 2026, the State Board of Education shall esta blish policies, rules, and87 regulations necessary for the implementation of this Code secti on, including, but not88 limited to, the process by which local units of administration shall request and receive such89 grant funds.90 H. B. 1193 - 4 - 26 HB 1193/AP (e) Nothing in the Code section shall be construed to prohibit local units of administration91 from hiring or contracting with school based literacy coaches using other funds available92 for such purpose."93 SECTION 1-3.94 Said title is further amended in Part 11 of Article 6 of Chapte r 2, relating to regional95 educational service agencies, by adding a new Code section to read as follows:96 "20-2-270.3.97 (a) The board of control of each regional educational service agency (RESA) shall98 authorize regional literacy coaches and regional leadership lit eracy coaches to provide99 literacy coaching, support, and related services to local schoo l systems and other public100 schools in the RESA service area.101 (b) In collaboration with the State Literacy Director and the Georgia Literacy Coach102 Coordinator, the board of control of each RESA shall assign regional literacy coaches to103 the local school systems and public schools of the RESA service area, and at least one104 regional leadership literacy coach shall be assigned to serve as the primary point of contact105 with local school system and school leaders.106 (c) Each regional literacy coach and regional leadership literacy coach authorized by the107 board of control of a RESA shall be employed by such RESA and s hall report to the108 director of the RESA.109 (d) Each regional literacy coach, regional leadership literacy coach, and RESA director110 shall work in full cooperation with the Georgia Literacy Coordinating Committee, the State111 Literacy Director, and the Georgia Literacy Coach Coordinator.112 (e) Each regional literacy coach and regional leadership literacy coach shall work in full113 cooperation with any observation, evaluation, and feedback prov ided by the Georgia114 Literacy Coach Coordinator or his or her designee.115 H. B. 1193 - 5 - 26 HB 1193/AP (f)(1) The State Board of Education, in collaboration with the Office of Student116 Achievement, shall establish the minimum qualifications and duties for regional literacy117 coaches.118 (2) The minimum qualifications for regional literacy coaches shall include, but shall not119 be limited to:120 (A) Certification by the Professional Standards Commission;121 (B) A minimum of five years of documented successful classroom teaching or literacy122 intervention experience at assigned grade levels; and123 (C) A knowledge of scientifically based reading research, special expertise in quality124 reading instruction and intervention, dyslexia specific interventions, and data analysis.125 (3) The minimum duties for regional literacy coaches shall inc lude, but shall not be126 limited to:127 (A) Coaching educators using nonevaluative, evidence based pra ctices, including128 modeling instruction, analyzing instructional practice and data , providing actionable129 feedback, and delivering side-by-side classroom support;130 (B) Collaborating with school principals, school based literac y coaches, and131 representatives of the Department of Education and the Office of Student Achievement;132 (C) Providing ongoing support to local school systems and public schools for effective133 implementation and continuous improvement of comprehensive literacy programs;134 (D) Providing ongoing professional learning activities and materials for teachers and135 literacy coaches that include research on the science of reading and curriculum based136 professional learning to support them in applying such training and research into137 instructional practices; and138 (E) Analyzing student data, including screening, diagnostic, and progress monitoring139 data, to inform instruction, grouping, and intervention within a multi-tiered system of140 supports framework.141 H. B. 1193 - 6 - 26 HB 1193/AP (g)(1) The State Board of Education, in collaboration with the Office of Student142 Achievement, shall establish the minimum qualifications and dut ies for regional143 leadership literacy coaches.144 (2) The minimum qualifications for regional leadership literacy coaches shall include,145 but shall not be limited to:146 (A) Certification by the Professional Standards Commission;147 (B) A minimum of five years of documented success as a literac y coach or as a148 classroom teacher or administrator in kindergarten to grade three;149 (C) A knowledge of scientifically based reading research, special expertise in quality150 reading instruction and intervention, dyslexia specific interventions, and data analysis;151 (D) Successful experience in leading a school, a school district, or a regional literacy152 program to include the role of principal, curriculum director, superintendent, or153 state-level literacy specialist;154 (E) Extensive knowledge of the implementation of a structured literacy program that155 is founded in the science of reading;156 (F) Successful experience in working with adult learners;157 (G) Exceptional interpersonal skills;158 (H) Exceptional communication skills; and159 (I) Successful experience in leading educational programs and/or initiatives.160 (3) The minimum duties for regional leadership literacy coaches shall include, but shall161 not be limited to:162 (A) Attending and participating in professional learning relat ed to literacy163 improvement and coaching within the RESA network;164 (B) Collaborating with local school superintendents and school principals to create a165 literacy rich environment within the local school system, with priority given to schools166 that include kindergarten through third grade;167 H. B. 1193 - 7 - 26 HB 1193/AP (C) Joining local school superintendents and school principals in side-by-side168 classroom observations to support teachers and paraprofessional s in applying the169 science of reading into instructional practices;170 (D) Assisting regional literacy coaches to prioritize the need s of the local school171 system based on student data and communication with local school system leaders;172 (E) Facilitating communication and collaboration between the local school system and173 regional literacy coaches;174 (F) Providing guidance to local school systems in the development and implementation175 of the local unified literacy plan;176 (G) Facilitating collaboration between the local school system and the local community177 to support literacy development for children from birth to age five;178 (H) Facilitating collaboration between the local school system and the local and179 regional postsecondary educational institutions; and180 (I) Collaborating with other regional leadership literacy coaches.181 SECTION 1-4.182 Said title is further amended in Subpart 1 of Part 6 of Article 6 of Chapter 2, relating to183 certificated professional personnel, by adding a new Code section to read as follows:184 "20-2-208.2.185 (a) No later than December 31, 2026, the Professional Standard s Commission shall186 establish a literacy coaching endorsement for teachers and other certificated professional187 personnel trained in an evidence based approach to teaching ora l and written language188 aligned to the science of reading founded on the science of how children learn to read and189 characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology,190 sound-symbol association, syllable instruction, morphology, syntax, and semantics.191 (b) The requirements to receive such literacy coaching endorsement shall include training192 on the use of universal reading screeners to measure and monito r a student's progress in193 H. B. 1193 - 8 - 26 HB 1193/AP foundational literacy skills, providing guidance to parents, an d providing training or194 guidance to other teachers and school personnel."195 PART II196 SECTION 2-1.197 Said title is further amended in Part 3 of Article 6 of Chapter 2, relating to educational198 programs under the "Quality Basic Education Act," by repealing and reserving paragraph (2)199 and repealing and replacing paragraph (6) of subsection (b), redesignating paragraph (16) of200 subsection (b) as paragraph (17), adding a new paragraph to sub section (b), revising201 subsection (c), paragraph (2) of subsection (d), subsection (d. 1), and subsection (e), and202 adding new subsections to Code Section 20-2-153.1, the "Georgia Early Literacy and203 Dyslexia Act," to read as follows:204 "(a.1) It is the intent of the General Assembly that:205 (1) Early literacy instruction in this state shall be:206 (A) Comprehensive;207 (B) Focused on structured literacy and foundational literacy skills;208 (C) Aligned to the science of reading; and209 (D) Anchored by high-quality instructional materials that are aligned to the science of210 reading;211 (2) Educators shall have access to and be provided with resear ch on the science of212 reading and receive comprehensive curriculum based professional learning to support213 them in applying such research in instructional practices; and214 (3) The ongoing involvement of parents and guardians in compre hensive state-wide215 literacy efforts shall be encouraged and integrated into their children's educations."216 H. B. 1193 - 9 - 26 HB 1193/AP "(6) 'Dyslexia' shall have the same meaning as the definition adopted and amended from217 time to time by the International Dyslexia Association and appr oved by the board and218 posted on the websites of the department and the Office of Student Achievement."219 "(16) 'Unified literacy plan' means a comprehensive, evidence based framework to ensure220 coherent, aligned, and continuous literacy development for learners from birth through221 career readiness. Such plan shall, as appropriate according to grade levels served:222 (A) Establish measurable literacy goals for all tested grade l evels, using state-wide223 assessment results and approved universal reading screener data to monitor student224 progress, guide instructional decision making, and evaluate program effectiveness;225 (B) Include explicit strategies for collaboration with early l earning providers for226 learners from birth to age five to support school readiness and early language227 development; and228 (C) Establish literacy transition plans for the transition from kindergarten to elementary229 school."230 "(c)(1) The board, in consultation with the department and the Office of Student231 Achievement, shall establish such policies, rules, and regulati ons as necessary to232 implement uniform grade-appropriate metrics for measuring literacy.233 (2) By March 1, 2027 As soon as practicable but not later than January 1, 2024 , the234 board shall:235 (A) Upon the recommendation of the Office of Student Achieveme nt, approve236 Approve high-quality instructional materials aligned to the science of reading to be237 used for teaching students in kindergarten through third grade to read; and238 (B) Establish a procedure for each public school and local school system to annually239 certify to the department that such school or school system's l ocally approved240 instructional materials and content, as defined in subsection ( a) of Code241 Section 20-2-1017, constitute high-quality instructional materials aligned to the science242 of reading.243 H. B. 1193 - 10 - 26 HB 1193/AP (3)(A) Every three years beginning in 2027, the center shall r eview and update, as244 appropriate, qualifications, timelines, and submission procedures for education service245 providers to submit one or more universal reading screeners to be considered for246 inclusion on the board's list of approved universal reading screener providers provided247 for in subparagraph (B) of this paragraph.248 (B)(3) By April 1, 2028, and by April 1 every third year thereaft er, upon the249 recommendation of the Office of Student Achievement a list of no less than two and As250 soon as practicable but not later than May 15, 2025, the board shall approve the251 memorandum of agreement between the council and the department, as provided for in252 subparagraph (B) of paragraph (4) of this subsection, for a lis t of no more than five253 universal reading screeners, one of which shall be a free universal reading screener, for254 use by public schools and local school systems as part of their comprehensive literacy255 programs which meet the following criteria shall be approved by the board. Each such256 universal reading screener shall:257 (i) Capable of providing relevant information to assist teache rs with targeting258 instruction based on student needs;259 (ii) Capable of measuring foundational literacy skills;260 (iii) Capable of identifying students who are significantly at risk of not attaining261 grade level reading proficiency, including, but not limited to, identifying students with262 characteristics of dyslexia;263 (iv) Prescribed parameters on the time required to administer a universal reading264 screener with the primary objective of such prescription being to minimize impacts265 on instructional time; and266 (v) Capable of progress monitoring.267 (A) Provide screening and diagnostic capabilities for monitoring student progress;268 (B) Measure, at a minimum, a student's foundational reading skills, including, but not269 limited to, a student's phonological awareness, oral language, the alphabetic principle,270 H. B. 1193 - 11 - 26 HB 1193/AP including letter naming, letter sound, and sound letter corresp ondences, decoding,271 encoding, accuracy, vocabulary, and comprehension;272 (C) Identify students who are significantly at risk of not attaining grade level reading273 proficiency, including, but not limited to, identifying student s with characteristics of274 dyslexia; and275 (D) Have robust reporting capabilities, including, but not limited to, the capability to276 generate and provide directly to the department and the Office of Student Achievement277 reports of screener results by:278 (i) Student;279 (ii) Student subgroups based on grade level, educational progr am, demographic280 characteristics, and other criteria identified by the Georgia Literacy Task Force;281 (iii) School; and282 (iv) Local school system.283 (4)(A) The By July 15 each year, the department shall publish and regularly update on284 its public website the free universal reading screener and the list of ot her approved285 universal reading screeners provided for in paragraph (3) of this subsection, one of which286 each public school and local school system shall adopt and administer in order to comply287 with the requirements of subparagraph (B) of paragraph (3) of this subsection as part of288 their comprehensive literacy programs.289 (B) The council, in collaboration with the center and the Offi ce of Planning and290 Budget, shall identify a free universal reading screener that m eets the criteria291 established by the board as provided in subparagraph (B) of par agraph (3) of this292 subsection. The council shall enter into a memorandum of agree m e n t w i t h t h e293 department to make such universal reading screener available for use free of charge to294 public schools and local school systems.295 (5) The department shall publish on its public website and distribute by July 15 July 1296 each year by electronic means to each local school system and public school in this state297 H. B. 1193 - 12 - 26 HB 1193/AP a dyslexia informational handbook that includes guidance, techn ical assistance, and298 training to assist all schools in the implementation of evidenc e based practices for299 instructing students with characteristics of dyslexia. Such handbook shall include, but300 shall not be limited to, the following information:301 (A) Evidence based practices designed specifically for students with characteristics of302 dyslexia;303 (B) Guidance on developing support plans for students with characteristics of dyslexia;304 (C) A list and brief description of the dyslexia related training programs accredited by305 the International Dyslexia Association and any other nationally or internationally306 recognized accrediting organization; and307 (D) A list of dyslexia endorsement programs approved by the Professional Standards308 Commission in collaboration with the Office of Student Achievement.309 (6) The department shall, in consultation with the University System of Georgia, the310 Professional Standards Commission, the Office of Student Achiev ement, the Georgia311 Literacy Coordinating Committee, Georgia's regional education educational service312 agencies, and literacy experts, develop or procure one or more training professional313 learning programs for kindergarten through third grade teachers on the science of reading,314 structured literacy, and foundational literacy skills that enable students to develop reading315 skills required to meet state standards in literacy. Such prog rams shall emphasize the316 importance of applying research about the science of reading to instructional practices317 and of using high-quality instructional materials. Such training programs shall be318 developed or procured to promote teachers' knowledge and skills for teaching all students319 to read, including students with dyslexia, and to ensure teachers and literacy coaches have320 the knowledge and skills necessary to use approved universal re ading screeners and to321 use assessment data to inform instruction based on student need s. One such program322 shall be a state-wide comprehensive curriculum based professional learning program in323 structured literacy that is aligned to and includes research on the science of reading to324 H. B. 1193 - 13 - 26 HB 1193/AP support teachers and literacy coaches in applying such research into instructional325 practices for kindergarten through grade three teachers and lit eracy coaches. Such326 program shall be recommended by the Georgia Literacy Task Force, as provided for in327 Code Section 20-14-202. Beginning no later than the 2027-2028 school year, such328 comprehensive program shall be made available free of charge to public school329 kindergarten through third grade teachers.330 (7) The department shall provide technical assistance to aid p ublic schools and local331 school systems in implementing the provisions of this Code section.332 (8)(A) By November 1 each year Beginning April 1, 2026 , the department shall333 provide an annual report on the impacts of the implementation of the provisions of this334 Code section, including, but not limited to, reporting the results by school and school335 system of:336 (i) The comprehensive summative assessment program for third g rade students337 provided for in subsection (a) of Code Section 20-2-281; and338 (ii) The formative reading assessments for first and second grade students provided339 for in Code Section 20-2-280.340 (B) Such report shall also include analyses of the impact of u se of universal reading341 screeners, the use of high-quality instructional materials, and instructional practices342 grounded in aligned to the science of reading. Such report shall be provided to the343 Governor, the President of the Senate, the Speaker of the House of Representatives, the344 chairperson chairpersons of the House Committee on Education, the Senate Education345 and Youth Committee, the House Committee on Higher Education, the Senate Higher346 Education Committee, the House Committee on Appropriations, and t h e S e n a t e347 Appropriations Committee, and the board, and shall be made available on the348 department's public website for access by the public."349 H. B. 1193 - 14 - 26 HB 1193/AP "(2)(A) Utilizing school based literacy coaches and other available resources, each Each350 public school and local school system shall provide instructional support for kindergarten351 through third grade teachers that shall include:352 (i)(A) Onsite teacher training professional learning and research materials on the353 science of reading, structured literacy, foundational literacy skills, and evidence based354 decision making;355 (ii)(B) Demonstrated lessons to support teachers in applying such professional learning356 and research materials in instructional practices;357 (C) School based literacy coaches working side-by-side with teachers in classrooms;358 (D) School based literacy coaches working directly with individual students and small359 groups of students as time permits; and360 (iii)(E) Prompt feedback for improving instruction.361 (B)(i) Any public school or local school system claiming that a lack of sufficient362 funding prevents such public school or local school system from providing363 instructional support as required in subparagraph (A) of this paragraph shall promptly364 and in writing notify the department and shall describe all eff orts such school or365 school system has undertaken to secure sufficient funding from local, state, federal,366 and private sources.367 (ii) The department shall provide technical assistance and other guidance to public368 schools and local schools systems in identifying local, state, federal, and private369 funding sources to provide for instructional support as required in subparagraph (A)370 of this paragraph."371 "(d.1)(1) The Professional Standards Commission shall adopt rules which establish criteria372 for core curricula for each state approved educator preparation program. Such rules shall373 include, but shall not be limited to, the following:374 (1)(A) The use of content standards established by the State Board of Education board375 that are aligned to the science of reading to guide curricula and instruction;376 H. B. 1193 - 15 - 26 HB 1193/AP (2)(B) Evidence based standards for the teaching of reading that:377 (A)(i) Are exclusively aligned with to the science of reading;378 (B)(ii) Prepare teachers to provide explicit, systematic, sequential, diagnostic, and379 cumulative approaches to teaching phonemic awareness, phonics, vocabulary,380 fluency, and text comprehension; and381 (C)(iii) Employ multisensory and multimodal intervention strategies;382 (3)(C) Content based literacy and mathematics practices;383 (4)(D) Strategies appropriate for the instruction of English language learners;384 (5)(E) Strategies appropriate for the instruction of students with disabilities;385 (6)(F) Strategies to including, but not limited to, the use of assessment results, to386 identify student strengths and weaknesses and differentiate instruction based on student387 needs;388 (7)(G) Strategies and practices to support research based content al igned to state389 standards and grading practices;390 (8)(H) Strategies appropriate for the early identification of a stud ent with a reading391 deficiency; and392 (9)(I) Strategies to support the use of technology in education and distance learning.393 (2) Beginning January 1, 2027, the Professional Standards Commission shall undertake394 an ongoing review of each state approved educator preparation p rogram's compliance395 with the rules provided for in paragraph (1) of this subsection, with a particular emphasis396 on subparagraphs (B) and (F) of paragraph (1) of this subsection. The Executive Director397 shall have the discretion to determine the order and priority o f reviews; provided,398 however, that all educator preparation programs shall be review ed no less often than399 every four years. By November 1 each year, the Professional St andards Commission400 shall provide a report of its review and significant findings to the Chancellor of the Board401 of Regents of the University System of Georgia, the governing b ody of each state402 approved educator preparation program that is not an institution of the University System403 H. B. 1193 - 16 - 26 HB 1193/AP of Georgia, the State Board of Education, the Office of Student Achievement, the Georgia404 Council on Literacy, and the chairpersons of the House Committee on Higher Education,405 the Senate Higher Education Committee, the House Committee on E ducation, and the406 Senate Education and Youth Committee.407 "(e)(1) There is established within the Office of Student Achie vement the Georgia408 Literacy Coach Coordinating Committee. Such committee shall comprise, at a minimum,409 the Georgia Literacy Coach, the Coordinator of Georgia Literacy Coaching, State410 Literacy Director, the Georgia Literacy Coach Coordinator, a r e p r e s e n t a t i v e o f t h e411 Department of Education department, at least one representative of Georgia's regional412 education services educational service agencies, a representative representatives of a413 research based education organization organizations with subject matter expertise414 identified by the Georgia Council on Literacy department and the Office of Student415 Achievement, and other subject matter experts identified by the Georgia Literacy Coach416 or the Georgia Council on Literacy department and the Office of Student Achievement. 417 In collaboration with the board, the department, the Department of Early Care and418 Learning, the Department of Public Health, the University Syste m of Georgia, the419 Technical College System of Georgia, and other appropriate stakeholders as determined420 by the Office of Student Achievement, the Georgia Literacy Coor dinating Committee421 shall:422 (A) Maintain and amend as needed the Georgia Literacy Plan originally created by the423 Georgia Council on Literacy;424 (B) Review to ensure oversight, accountability, and effectiveness of implementation425 of this Code section and other literacy efforts supporting schools and school systems,426 children and families, and adult learners provided for in the Georgia Literacy Plan;427 (C) S upport the coordination of the efforts of all state-wide litera cy and reading428 education programs across state, regional, and local agencies, systems, and initiatives;429 H. B. 1193 - 17 - 26 HB 1193/AP (D) Review the conditions, needs, issues, and problems related to state literacy430 outcomes, and make recommendations for legislation and appropri ations to support431 improving such outcomes;432 (E) Review and make recommendations for local unified literacy plans;433 (F) Review state-wide birth to age five initiatives and suggest policy and appropriation434 changes; and435 ( G ) R e v i e w b e s t p r a c t i c e s f o r c o m m u n i t y b a s e d l i t e r a c y p r o g r a ms and make436 recommendations for improvement.437 (2) The Office of Student Achievement shall employ the State Literacy Director and the438 Georgia Literacy Coach Coordinator, whose duties and responsibilities shall be provided439 for in Article 4 of Chapter 14 of this title.:440 (A) The Georgia Literacy Coach; and441 (B) The Coordinator of Georgia Literacy Coaching, who shall be responsible for:442 (i) Serving as the chairperson of the Georgia Literacy Coach C oordinating443 Committee;444 (ii) Coordinating state-wide literacy coaching efforts;445 (iii) Serving as the primary liaison with the Department of Education with respect to446 state-wide literacy coaching efforts;447 (iv) Direction and oversight of literacy coaches affiliated wi th the Department of448 Education or a regional education service agency whose positions are supported with449 state or federal funds; and450 (v) Coordinating with designated organizations affiliated with the Georgia Council451 on Literacy with respect to research, best practices, and proac tive intervention452 strategies for birth to adult language and literacy learning."453 (f)(1) Not later than January 1, 2027, each local board of edu cation and other public454 school governing body shall adopt a unified literacy plan.455 (2) Beginning January 1, 2027:456 H. B. 1193 - 18 - 26 HB 1193/AP (A) No local school system shall be eligible for any waiver or variance granted under457 Code Section 20-2-244 or Article 4 of this chapter or to enter into or renew a charter458 system contract or strategic waivers school system contract wit h the State Board of459 Education unless such local school system has adopted a unified literacy plan;460 (B) Neither the State Board of Education nor any local board o f education shall461 authorize a new charter petition or a renewal charter petition for a local charter school,462 as such term is defined in Code Section 20-2-2062, unless such petition includes a463 unified literacy plan for such local charter school; and464 (C) Neither the State Board of Education nor the State Charter Schools Commission465 shall authorize a new charter petition or a renewal charter pet ition for a state charter466 school, as such term is defined in Code Section 20-2-2081, unless such petition includes467 a unified literacy plan for such state charter school."468 SECTION 2-2.469 Said title is further amended in Article 19 of Chapter 2, relating to instructional materials and470 content, by revising Code Section 20-2-1010, relating to instructional materials and content,471 as follows:472 "20-2-1010.473 (a) The State Board of Education is authorized to s h a l l prescribe, by regulation, the474 definition of the term 'instructional materials and content' to include but not be limited to475 systematically designed material in any medium, including digital instructional materials476 and content and any computer hardware, software, and technical equipment necessary to477 support such instructional materials and content, that constitu tes the principal source of478 study for a state funded course to be used in the various grades in the public schools of this479 state, including the elementary grades and high school grades kindergarten through480 grade 12. The state board may provide, by regulation, for multiple listings of instructional481 materials and content for use in the various grades and may, in its discretion, authorize the482 H. B. 1193 - 19 - 26 HB 1193/AP local school superintendents systems and other public schools to exercise a choice as483 between various instructional materials and content so listed or adopted for any particular484 grade.485 (b) Nothing in this Code section shall be construed to exempt computer hardware or486 related equipment acquired by the state from competitive bidding.487 (c) Notwithstanding any provision of law, including, but not limited to, any provision of488 this article to the contrary, it is the policy of this state that:489 (1) Only high-quality instructional materials and content that are aligned to the science490 of reading, as such terms are defined in Code Section 20-2-153. 1, shall be used for491 literacy and reading education in kindergarten through grade three; and492 (2) Beginning with the 2029-2030 school year and continuing th ereafter, no public493 school that receives funds under Article 6 of this chapter shal l use any portion of such494 funds for the purchase or use of instructional materials and co ntent for literacy and495 reading education in kindergarten through grade three that are not approved for such496 purpose by the State Board of Education upon the recommendation of the Georgia497 Literacy Task Force."498 SECTION 2-3.499 Said title is further amended in said article of said chapter by adding a new Code section to500 read as follows:501 "20-2-1015.1.502 (a) Local boards of education and other public school governin g bodies shall approve503 high-quality instructional materials for students in kindergart en through grade three as504 required under Code Section 20-2-153.1.505 (b) Local boards of education and other public school governin g bodies are strongly506 encouraged to provide exclusively for the use of high-quality instructional materials that507 H. B. 1193 - 20 - 26 HB 1193/AP are aligned to the science of reading, as such terms are defined in Code Section 20-2-153.1,508 for literacy and reading instruction for students in kindergarten through grade three.509 (c) The State Board of Education shall annually determine a reasonable level of funding510 to assist local boards of education and other public school gov erning bodies in attaining511 high-quality instructional materials pursuant to this Code section. Such level of funding512 shall annually be presented to the General Assembly for its con sideration in including513 appropriations for such purposes."514 SECTION 2-4.515 Said title is further amended in Chapter 14, relating to education accountability, by adding516 a new article to read as follows:517 "ARTICLE 4518 20-14-200.519 (a) As provided for in Code Section 20-2-153.1, there is established within the Office of520 Student Achievement the Georgia Literacy Coordinating Committee. The members and521 responsibilities of such committee shall be as provided for in Code Section 20-2-153.1, the522 'Georgia Early Literacy and Dyslexia Act,'523 (b) Upon the recommendation of the State Literacy Director, th e Office of Student524 Achievement is authorized to engage individuals with subject matter expertise to work with525 the Georgia Literacy Coordinating Committee.526 20-14-201.527 As provided for in Code Section 20-2-153.1, the Office of Stude nt Achievement shall528 employ:529 H. B. 1193 - 21 - 26 HB 1193/AP (1) The State Literacy Director, who shall report to the director of the Office of Student530 Achievement and shall be responsible for:531 (A) Oversight of the maintenance, amendment, implementation, a lignment, and532 evaluation of the state-wide literacy plan in collaboration wit h other stakeholders as533 provided for in Code Section 20-2-153.1;534 (B) Evaluating and making recommendations for the continuous i mprovement and535 alignment of state-wide literacy and reading education programs across state, regional,536 and local agencies, systems, and initiatives;537 (C) Serving as the primary liaison with the Department of Education, the Department538 of Early Care and Learning, the Department of Public Health, th e University System539 of Georgia, the Technical College System of Georgia, Georgia's regional educational540 service agencies, the Professional Standards Commission, and th e Office of Student541 Achievement with respect to state-wide literacy and reading education efforts;542 (D) Making recommendations for effective implementation of and continuous543 improvements to the 'Georgia Early Literacy and Dyslexia Act' and other legislation,544 policies, rules, and regulations relative to literacy and reading instruction across all ages545 and grades;546 (E) Serving as chairperson of the Georgia Literacy Coordinating Committee;547 (F) Serving as chairperson of the Georgia Literacy Task Force; and548 (G) Supervision and evaluation of staff assigned to work with the Georgia Literacy549 Coordinating Committee or the Georgia Literacy Task Force, including, but not limited550 to, the Georgia Literacy Coach Coordinator; and551 (2) The Georgia Literacy Coach Coordinator, who shall report t o the State Literacy552 Director and shall be responsible for:553 (A) Serving on the Georgia Literacy Coordinating Committee;554 (B) State-wide coordination of regional leadership literacy coaches, regional literacy555 coaches, and school based literacy coaches;556 H. B. 1193 - 22 - 26 HB 1193/AP (C) Collaboration with and coordination of literacy coaches and specialists affiliated557 with the Department of Education or a regional educational serv ice agency whose558 positions are supported w ith state or federal funds, including, but not limited to,559 regional literacy coaches;560 (D) Observing, evaluating, and providing feedback to literacy coaches and specialists561 affiliated with the Department of Education or a regional educa tional service agency562 whose positions are supported with state or federal funds, including, but not limited to,563 regional literacy coaches; and564 (E) Reviewing and collaborating on the development and implementation of state-wide565 professional learning and professional development programs and training for literacy566 and reading education.567 20-14-202.568 (a) As used in this Code section, the term 'task force' means the Georgia Literacy Task569 Force established pursuant to this Code section.570 (b) There is established the Georgia Literacy Task Force, a standing task force which shall571 be convened by the Office of Student Achievement by September 1, 2026, and which shall572 be responsible for providing recommendations to the State Board of Education, the Office573 of Student Achievement, the Georgia Literacy Coordinating Commi ttee, and the State574 Literacy Director for:575 (1) The state-wide comprehensive curriculum based professional learning program in576 structured literacy that is aligned to and includes research on the science of reading to577 support teachers and literacy coaches in applying such research into instructional578 practices for kindergarten through grade three teachers and literacy coaches to be made579 available at no cost as provided for in Code Section 20-2-153.1;580 H. B. 1193 - 23 - 26 HB 1193/AP (2)(A) A list of no less than two and no more than five universal reading screeners that581 are valid and reliable reading screening, formative, and diagnostic assessment systems582 for selection and use by local school systems and public schools.583 (B) Each universal reading screener recommended by the task force shall:584 (i) Provide screening and diagnostic capabilities for monitoring student progress;585 (ii) Measure, at a minimum, a student's foundational reading skills, as such term is586 defined in Code Section 20-2-153.1, including, but not limited to, a student's587 phonological awareness, oral language, the alphabetic principle , including letter588 naming, letter sound, and sound letter correspondences, decodin g, encoding,589 accuracy, vocabulary, and comprehension;590 (iii) Identify students who are significantly at risk of not attaining grade level reading591 proficiency, including, but not limited to, identifying students with characteristics of592 dyslexia; and593 (iv) Have robust reporting capabilities, including, but not li mited to, the capability594 to generate and provide directly to the department and the Offi ce of Student595 Achievement reports of screener results by:596 (I) Student;597 (II) Student subgroups based on grade level, educational progr am, demographic598 characteristics, and other criteria identified by the Georgia Literacy Task Force;599 (III) School; and600 (IV) Local school system.601 (C) In determining which universal reading screeners to recommend for use by local602 school systems and public schools, the task force shall, at a minimum, consider:603 (i) The time required to conduct the universal reading screener, with the intention of604 minimizing the impact on instructional time;605 (ii) The level of integration of universal reading screener re sults with instructional606 support for teachers and students; and607 H. B. 1193 - 24 - 26 HB 1193/AP (iii) The timeliness in reporting assessment results to teache rs, administrators, and608 parents.609 (D) The task force shall recommend one universal reading scree ner to be made610 available free of charge to local school systems and public schools.611 (E) By April 1, 2028, and by April 1 every third year thereaft er, the task force shall612 submit to the State Board of Education the list of recommended universal reading613 screeners, including the universal reading screener to be made available free of charge614 to local school systems and public schools.615 (F) No universal reading screener shall be approved by the State Board of Education616 unless it has been recommended by the task force; and617 (3)(A) A list of no less than two and no more than five of sys tematically designed618 programs of high-quality instructional materials that are align ed to the science of619 reading, as such terms are defined in Code Section 20-2-153.1, for students in620 kindergarten through grade three for recommendation to the State Board of Education.621 (B) By April 1, 2027, and by April 1 every fourth year thereafter, the task force shall622 submit to the State Board of Education the list of recommended systematically designed623 programs of high-quality instructional materials that are align ed to the science of624 reading.625 (c)(1) The State Literacy Director shall serve as chairperson of the task force.626 (2) In addition to the State Literacy Director, the membership of the task force shall627 include the following appointed members, each of whom shall have at least three years628 of experience with scientifically based reading instruction:629 (A) Three members appointed by the Governor, two of whom shall have significant630 experience as a literacy or reading specialist, coach, or teach er or as a curriculum631 specialist;632 H. B. 1193 - 25 - 26 HB 1193/AP (B) Three members appointed by the Speaker of the House of Representatives, two of633 whom shall have significant experience as a literacy or reading specialist, coach, or634 teacher or as a curriculum specialist;635 (C) Three members appointed by the President of the Senate, two of whom shall have636 significant experience as a literacy or reading specialist, coa ch, or teacher or as a637 curriculum specialist;638 (D) One member who shall be a certified academic dyslexia therapist for a minimum639 of three years appointed by the Office of Student Achievement; and640 (E) One member appointed by the State Board of Education.641 (3) The Office of Student Achievement shall verify that each appointed member of the642 task force satisfies the credentials under which he or she was appointed.643 (4) Members appointed to the task force shall be appointed to serve a three-year term and644 may be reappointed to serve one additional two-year term.645 (5)(A) The task force shall be authorized to conduct meetings at such places and times,646 either virtually or in-person, as it deems necessary or conveni ent to enable it to fully647 and effectively perform its duties; provided, however, that it shall meet not less than648 two times per year and shall hold meetings at the call of the chairperson.649 (B) A quorum for transacting business of the task force shall be a majority of the650 members.651 (C) Meetings of the task force shall be exempt from the provis ions of Chapter 14 of652 Title 50 notwithstanding any provision of law to the contrary.653 (6) Legislative members of the task force shall receive the al lowances provided for in654 Code Section 28-1-8. Nonlegislative members of the task force shall receive a daily655 expense allowance in the amount specified in subsection (a) of Code Section 45-7-21 as656 well as the mileage or transportation allowance authorized for state employees. Members657 of the task force who are state officials, other than legislati ve members, or state658 employees shall receive no compensation for their services on the task force, but shall be659 H. B. 1193 - 26 - 26 HB 1193/AP reimbursed for expenses incurred by them in the performance of their duties as members660 of the task force in the same manner as they are reimbursed for expenses in their661 capacities as state officials or state employees. The funds ne cessary for the662 reimbursement of the expenses of state officials, other than legislative members, and state663 employees shall come from funds appropriated to or otherwise av ailable to their664 respective departments. All other funds necessary to carry out the provisions of this665 article shall come from funds appropriated to the Office of Student Achievement.666 (d) The task force shall endeavor to include multiple vendors in each annual list of667 universal reading screeners and high-quality instructional mate rials provided for in668 subsection (a) of this Code section. The task force shall make public all rubrics and669 measurements used to determine eligibility and compliance for a ll universal reading670 screeners and high-quality instructional materials accepted for consideration.671 20-14-203.672 (a) Within 60 days of receiving any recommendation from the Ge orgia Literacy Task673 Force, the State Board of Education shall vote to adopt or reject such recommendation.674 (b) The State School Superintendent shall recommend that the State Board of Education675 adopt recommendations received pursuant to subsection (a) of this Code section; provided,676 however, that if the State School Superintendent disagrees with a recommendation received677 pursuant to subsection (a) of this Code section, he or she shall submit to the State Board678 of Education the reasons for such disagreement in writing. Irr espective of whether the679 State School Superintendent submits any disagreement, the State Board of Education shall680 timely vote to adopt or reject the recommendation from the Georgia Literacy Task Force.681 20-14-204.682 The Office of Student Achievement shall be responsible for developing and implementing,683 in collaboration with the Department of Education, the Departme nt of Early Care and684 H. B. 1193 - 27 - 26 HB 1193/AP Learning, the Department of Public Health, the University Syste m of Georgia, the685 Technical College System of Georgia, Georgia's regional educational service agencies, and686 local school systems and public schools, a comprehensive state- wide promotional687 campaign to increase public awareness and education about the e ssential importance of688 literacy in the lives of all Georgians and to urge all Georgia families and communities to689 support and participate in literacy programs and other efforts, especially for children from690 birth through fifth grade."691 SECTION 2-5.692 Said title is further amended by revising Code Section 20-1-45, relating to termination, as693 follows:694 "20-1-45.695 The council shall be abolished and this article shall stand repealed on December 31, 2030696 2026."697 PART III698 SECTION 3-1.699 Said title is further amended in Subpart 2 of Part 1 of Article 16 of Chapter 2, relating to700 compulsory attendance, by revising subsection (b) of Code Section 20-2-690.1, relating to701 compulsory education for children between ages six and 16 and v oluntary withdrawal, as702 follows:703 "(b) Each child in this state shall be required to attend a public school, a private school, or704 a home study program between his or her sixth and sixteenth birthdays; provided, however,705 that it is the policy of this state that families are encouraged to have their children attend706 a public school, a private school, or a home study program begi nning at age five. Such707 compulsory attendance shall not apply to any child who has succ essfully completed all708 H. B. 1193 - 28 - 26 HB 1193/AP requirements for a high school diploma or state approved high school equivalency (HSE)709 diploma."710 SECTION 3-2.711 Said title is further amended in Part 3 of Article 6 of Chapter 2, relating to educational712 programs under the "Quality Basic Education Act," by revising s ubsection (c) of Code713 Section 20-2-150, relating to eligibility for enrollment for educational programs, as follows:714 "(c) All children enrolled for 20 school days or more in the pu blic schools of this state715 prior to their seventh sixth birthday shall become subject to all of the provisions of this716 article, the provisions of Code Sections 20-2-690 through 20-2- 701, and the rules and717 regulations of the State Board of Education relating to compulsory school attendance even718 though they have not attained seven six years of age."719 SECTION 3-3.720 Said title is further amended in said part by revising paragraphs (1) and (2) of subsection (b)721 of Code Section 20-2-151, relating to general and career education programs, purpose, and722 authorized programs, as follows:723 "(1)(A) All local school systems may shall offer a full-day kindergarten program. As724 used in For purposes of this subsection, the term 'full-day kindergarten program' means725 a student is provided classroom instruction for a minimum of four and one-half hours726 daily for a 180 day school year, or the equivalent thereof as determined in accordance727 with State Board of Education guidelines.728 (B)(i) It is the policy of this state that before any child is enrol led in the first grade729 of a state supported primary grades program, he or she shall at tend a full-day730 kindergarten program unless he or she has been assessed as ready for first grade, as731 provided for in paragraph (2) of this subsection, and meets the age eligibility732 requirement for enrollment in the first grade.733 H. B. 1193 - 29 - 26 HB 1193/AP (ii) The the purposes of the state supported kindergarten program shall be to provide734 all children with an equal opportunity to become prepared for a successful first grade735 experience and to acquire the foundation for academic progress throughout the736 students' educational careers. 737 (iii) To be eligible for enrollment in a state supported kindergarten program, a child738 must shall attain the age of five by September 1, except as otherwise pro vided by739 subsection (b) of Code Section 20-2-150.740 (iv) This subparagraph shall not be construed or applied to re q u i r e a c h i l d t o741 complete a full school year of kindergarten prior to enrolling in first grade.742 (v) At the discretion of the school principal or at the request of the parent or guardian,743 a child who meets the age eligibility requirement for enrollment in the first grade may744 be assessed for first grade readiness as provided for in paragr aph (2) of this745 subsection.746 (vi) A child who meets the age eligibility requirement for enr ollment in the first747 grade and who has been assessed as ready for first grade, as pr ovided for in748 paragraph (2) of this subsection, may be placed in or promoted to first grade.749 (vii) No student shall remain in kindergarten for more than two years.750 (viii) Notwithstanding any part of this subsection or other pr ovision of law to the751 contrary:752 (I) Each child enrolling in a state supported education progra m for the first time753 who, by virtue of his or her age and date of birth, is eligible for enrollment in the754 first grade of a state supported primary grades program pursuan t to this Code755 section or Code Section 20-2-150 shall be enrolled in a state supported kindergarten756 program at the request of his or her parent or guardian; and757 (II) Each child who attains the age of either four or five by September 1 shall be758 eligible for enrollment in a voluntary pre-kindergarten program provided and759 operated as part of Georgia's Pre-K Program, and each such child shall be enrolled760 H. B. 1193 - 30 - 26 HB 1193/AP in such program at the request of his or her parent or guardian; provided, however,761 that this paragraph shall not be construed or applied to require or permit a child to762 be enrolled in such a program for more than one year; and, prov ided, further that763 children ages four and five shall be treated on the same basis relative to selection764 for available seats in such programs.765 (2)(A) It is the policy of this state that the purpose of the primary grades program shall766 be mastery by enrolled students of the essential basic skills and knowledge which will767 enable them to achieve more advanced skills and knowledge offered at the higher grade768 levels. For purposes of funding under this article, the primar y grades program shall769 include grades one, two, and three.770 (B) To be eligible for enrollment in the first grade of a state supported primary grades771 program, a child must shall:772 (i) Be assessed for readiness by teachers and other personnel of the local school773 system or public school. Such assessment shall include:774 (I) The use of assessments, screeners, and other instruments a pproved for such775 purpose by the State Board of Education, including, but not limited to:776 (a) The first grade readiness assessment adopted by the State Board of Education777 pursuant to Code Section 20-2-281; and778 (b) A universal reading screener adopted by the State Board of Education779 pursuant to Code Section 20-2-153.1;780 (II) Consideration of teacher input and recommendations; and781 (III) Other relevant information, which shall include, but shall not be limited to, the782 preference of such child's parent or guardian; and783 (ii) Attain attain the age of six by September 1, except as otherwise provided by784 subsection (b) of Code Section 20-2-150. The State Board of Education shall adopt785 an instrument or instruments, procedures, and policies necessar y to assess the first786 grade readiness of children enrolled in Georgia's public school kindergarten programs787 H. B. 1193 - 31 - 26 HB 1193/AP pursuant to Code Section 20-2-281. Readiness information obtai ned by the788 instrument or instruments adopted by the state board shall be u sed by local school789 systems in concert with teacher recommendations and other relevant information to790 make appropriate student grade placement decisions.791 (C) If, upon being assessed for first grade readiness pursuant to this paragraph, a child792 is identified as significantly at risk of not attaining grade level reading proficiency, as793 provided for in Code Section 20-2-153.1:794 (i) A tiered reading intervention plan shall be immediately de veloped and795 implemented for such child; and796 (ii) The parent or guardian of the student shall be notified i n writing by first-class797 mail by the school principal or the principal's designee regarding the determination798 that the student has been identified as significantly at risk of not attaining grade level799 reading proficiency prior to beginning the first grade, the stu dent's tiered reading800 intervention plan, and the possibility that the student might not be placed or promoted801 to the first grade.802 (D) When a child who meets the age eligibility requirement for enrollment in the first803 grade has been identified as significantly at risk of not attai ning grade level reading804 proficiency and, after a tiered reading intervention plan has been implemented, the child805 continues to be significantly at risk of not attaining grade level reading proficiency, the806 following shall occur:807 (i) The school principal or the principal's designee shall det ermine the child is not808 ready for placement in or promotion to the first grade program except as otherwise809 provided in this paragraph;810 (ii) The school principal or the principal's designee shall no tify in writing by811 first-class mail the parent or guardian of the child regarding the determination that the812 child is not ready for placement in or promotion to the first g rade program. The813 notice shall describe the option of the parent or guardian to appeal such determination814 H. B. 1193 - 32 - 26 HB 1193/AP and shall further describe the composition and functions of the placement committee815 as provided for in this paragraph, including the requirement that a decision to place816 the child in or promote the child to the first grade must be a unanimous decision of817 the committee;818 (iii) If the parent or guardian appeals the determination that his or her child is not819 ready for placement in or promotion to the first grade program, then the school820 principal or the principal's designee shall establish a placement committee composed821 of the school principal or the principal's designee, the student's parent or guardian, and822 the student's teacher, and shall notify in writing by first-cla ss mail the parent or823 guardian of the time and place for convening the placement committee;824 (iv) The placement committee shall:825 (I) Review the child's overall readiness for placement in or promotion to the first826 grade program and his or her progress toward grade level reading proficiency;827 (II) Decide whether the child shall be placed in or promoted t o the first grade828 program; provided, however, that a decision to place the child in or promote the829 child to the first grade program shall be a unanimous decision; and830 (III) Prescribe for the child such accelerated, differentiated, or additional instruction831 as needed to perform at grade level by the conclusion of the subsequent school year,832 prescribe such additional assessments as may be appropriate in addition to833 assessments administered to other students at the grade level during the year, and834 provide for a plan of continuous assessment during the subseque nt school year in835 order to monitor the progress of the child;836 (v) For children who are eligible to receive special education or related services, the837 child's Individualized Education Plan Committee shall serve as the placement838 committee; and839 (vi) The decision of the placement committee may be appealed only as provided for840 by the local board of education or other public school governing body.841 H. B. 1193 - 33 - 26 HB 1193/AP (E) By July 1, 2026, the State Board of Education shall:842 (i) Adopt policies and procedures necessary to implement the r equirements of this843 paragraph; and844 (ii) Approve one or more assessments, screeners, and other instruments for assessing845 the first grade readiness of children. The State Board of Education shall consider for846 approval any assessment, screener, or other instrument recommended by the Office847 of Student Achievement.848 (F) By July 15, 2026, the The Department of Education, in collaboration with the849 Office of Student Achievement, shall develop guidelines for utilization of the850 instrument or instruments such assessments, screeners, and other instruments approved851 by the State Board of Education in grade placement decisions and shall provide such852 guidelines and technical assistance to local school systems and public schools . The853 guidelines shall include information pertinent to consideration of the placement of854 students who have been identified as being disabled or limited-English-proficient.855 (G) Whenever the decision is made not to place a child in or promote a child to the first856 grade, the local school system or public school shall document the reasons for the such857 decision not to promote, according to policies, procedures, and guidelines established858 by the board State Board of Education and shall provide such reasons in writing to the859 parent or guardian of the child.860 (H) By November 1 each year, the Office of Student Achievement shall The State861 School Superintendent may annually provide a report summarizing the results of the862 readiness of first grade Georgia public school kindergarten children. No student shall863 remain in kindergarten for more than two years the readiness of Georgia children for864 placement in or promotion to the first grade program. Such rep ort shall include, but865 shall not be limited to, information on the grade level reading proficiency of such866 children. Such report shall be submitted to the Governor; the President of the Senate;867 the Speaker of the House of Representatives; the chairpersons of the House Committee868 H. B. 1193 - 34 - 26 HB 1193/AP on Education, the Senate Education and Youth Committee, the Hou se Committee on869 Higher Education, the Senate Higher Education Committee, the House Committee on870 Appropriations, and the Senate Appropriations Committee; and th e State Board of871 Education.872 (I)(i) The provisions of subparagraphs (C) and (D) of this par agraph shall apply873 beginning with the 2027-2028 school year and continue thereafter.874 (ii) By July 1, 2027. the State Board of Education and the Department of Education875 shall update the policies, procedures, guidelines required in subparagraphs (E) and (F)876 of this paragraph;"877 SECTION 3-4.878 Said title is further amended in Part 12 of Article 6 of Chapter 2, relating to effectiveness of879 educational programs, by revising Code Section 20-2-283, relati ng to criteria, specific880 requirements for students in grades three, five, and eight, and implementation, as follows:881 "20-2-283.882 (a) No later than January 1, 2002 January 1, 2027, the State Board of Education shall adopt883 criteria for the development of a placement and promotion policy by each local board of884 education and other public school governing body consistent with the Georgia Academic885 Placement and Promotion Policy.886 (b) Such criteria as adopted by the State Board of Education shall require the following for887 students in grades one, three, five, and eight:888 (1) No student shall be promoted, except as provided in this Code section, to:889 (A) The second grade program to which the student would otherwise be assigned if the890 student is determined to be significantly at risk of not attain ing grade level reading891 proficiency, as determined in accordance with Code Section 20-2-153.1, by the end of892 the first grade program and does not meet the promotional stand ards and criteria893 H. B. 1193 - 35 - 26 HB 1193/AP established by the State Board of Education and by the local board of education or other894 governing body for the school that the student attends;895 (A)(B) The fourth grade program to which the student would otherwise be assigned if896 the student does not achieve grade level as defined by the Offi ce of Student897 Achievement in accordance with Code Section 20-14-31 on the thi rd grade898 end-of-grade reading assessment developed in accordance with subsection (a) of Code899 Section 20-2-281 and meet the promotional standards and criteri a established by the900 State Board of Education and by the local school board of education or other governing901 body for the school that the student attends;902 (B)(C) The sixth grade program to which the student would otherwise be assigned if903 the student does not achieve grade level as defined by the Offi ce of Student904 Achievement in accordance with Code Section 20-14-31 on the fifth grade end-of-grade905 mathematics assessment and fifth grade end-of-grade reading assessment developed in906 accordance with subsection (a) of Code Section 20-2-281 and mee t the promotional907 standards and criteria established by the State Board of Educat ion and by the local908 school board of education or other governing body for the school that the student909 attends; or910 (C)(D) The ninth grade program to which the student would otherwise be assigned if911 the student does not achieve grade level as defined by the Offi ce of Student912 Achievement in accordance with Code Section 20-14-31 on the eig hth grade913 end-of-grade mathematics assessment and eighth grade end-of-gra de reading914 assessment developed in accordance with subsection (a) of Code Section 20-2-281 and915 meet the promotional standards and criteria established by the State Board of Education916 and by the local school board of education or other governing body for the school that917 the student attends;918 H. B. 1193 - 36 - 26 HB 1193/AP (2) When a student does not perform at grade level on any end- of-grade assessment919 specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection, then the920 following shall occur:921 (A) The parent or guardian of the student shall be notified in writing by first-class mail922 by the school principal or such official's the principal's designee regarding the student's923 performance below grade level on the assessment instrument, the retest to be given the924 student, the accelerated, differentiated, or additional instruction program to which the925 student is assigned, and the possibility that the student might be retained at the same926 grade level for the next school year;927 (B) The student shall be retested with an end-of-grade assessm ent or an alternative928 assessment instrument that is appropriate for the student's grade level as provided for929 by the State Board of Education and the local board of education or school governing930 body; and931 (C) The student shall be given an opportunity for accelerated, differentiated, or932 additional instruction in the applicable subject; and933 (3) When a student does not perform at grade level on any end- of-grade assessment934 specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection and also935 does not perform at grade level on a second additional opportun ity as provided for in936 paragraph (2) of this subsection, then the following shall occur:937 (A) The school principal or the principal's designee shall retain the student for the next938 school year except as otherwise provided in this subsection;939 (B) The school principal or the principal's designee shall notify in writing by first-class940 mail the parent or guardian of the student and the teacher rega rding the decision to941 retain the student. The notice shall describe the option of th e parent, guardian, or942 teacher to appeal the decision to retain the student and shall further describe the943 composition and functions of the placement committee as provide d for in this944 H. B. 1193 - 37 - 26 HB 1193/AP subsection, including the requirement that a decision to promote the student must be a945 unanimous decision of the committee;946 (C) If the parent, guardian, or teacher appeals the decision to retain the student, then947 the school principal or the principal's designee shall establish a placement committee948 composed of the principal or the principal's designee, the student's parent or guardian,949 and the teacher of the subject of the assessment instrument on which the student failed950 to perform at grade level and shall notify in writing by first- class mail the parent or951 guardian of the time and place for convening the placement committee;952 (D) The placement committee shall:953 (i) Review the overall academic achievement of the student in light of the954 performance on the end-of-grade assessment and the standards and criteria as adopted955 by the local board of education and make a determination to pro mote or retain. A956 decision to promote must be a unanimous decision and must deter mine that if957 promoted and given accelerated, differentiated, or additional i nstruction during the958 next year, the student is likely to perform at grade level as d efined by the Office of959 Student Achievement in accordance with Code Section 20-14-31 by the conclusion960 of the school year; and961 (ii) Prescribe for the student, whether the student is retaine d or promoted, such962 accelerated, differentiated, or additional instruction as neede d to perform at grade963 level by the conclusion of the subsequent school year, prescrib e such additional964 assessments as may be appropriate in addition to assessments administered to other965 students at the grade level during the year, and provide for a plan of continuous966 assessment during the subsequent school year in order to monitor the progress of the967 student;968 (E) For students receiving special education or related servic es, the Individualized969 Education Plan Committee shall serve as the placement committee; and970 H. B. 1193 - 38 - 26 HB 1193/AP (F) The decision of the placement committee may be appealed only as provided for by971 the local board of education or other public school governing body; and972 (4)(A) When a student is determined to be significantly at risk of not attaining grade973 level reading proficiency, as specified in subparagraph (A) of paragraph (1) of this974 subsection, then the following shall occur:975 (i) The parent or guardian of the student shall be notified in writing by first-class mail976 by the school principal or the principal's designee regarding the determination that the977 student has been determined to be significantly at risk of not attaining grade level978 reading proficiency by the end of the first grade program, the student's updated tiered979 reading intervention plan, and the possibility that the student might be retained at the980 same grade level for the next school year;981 (ii) The student shall be reassessed to determine if he or she is to be significantly at982 risk of not attaining grade level reading proficiency by the en d of the first grade983 program; and984 (iii) The student shall receive intensive reading intervention in accordance with Code985 Section 20-2-153.1.986 (B) When a student is determined to be significantly at risk of not attaining grade level987 reading proficiency, as specified in subparagraph (A) of paragr aph (1) of this988 subsection, and continues to be significantly at risk of not attaining grade level reading989 proficiency after provisions of subparagraph (A) of this paragr aph are implemented,990 then the following shall occur:991 (i) The school principal or the principal's designee shall retain the student for the next992 school year except as otherwise provided in this paragraph;993 (ii) The school principal or the principal's designee shall no tify in writing by994 first-class mail the parent or guardian of the student regarding the decision to retain995 the student. The notice shall describe the option of the parent or guardian to appeal996 the decision to retain the student and shall further describe t he composition and997 H. B. 1193 - 39 - 26 HB 1193/AP functions of the placement committee as provided for in this paragraph, including the998 requirement that a decision to promote the student must be a unanimous decision of999 the committee;1000 (iii) If the parent or guardian appeals the decision to retain the student, then the1001 school principal or the principal's designee shall establish a placement committee1002 composed of the school principal or the principal's designee, the student's parent or1003 guardian, and the student's teacher and shall notify in writing by first-class mail the1004 parent or guardian of the time and place for convening the placement committee;1005 (iv) The placement committee shall:1006 (I) Review the overall academic achievement of the student and his or her progress1007 toward grade level reading proficiency and make a determination to promote or1008 retain. A decision to promote must be a unanimous decision and must determine1009 that if promoted and given intensive reading intervention in accordance with Code1010 Section 20-2-153.1 during the next year, the student is likely to perform at grade1011 level as defined by the Office of Student Achievement in accord ance with Code1012 Section 20-14-31 by the conclusion of the school year; and1013 (II) Prescribe for the student, whether the student is retaine d or promoted, such1014 accelerated, differentiated, or additional instruction as needed to perform at grade1015 level by the conclusion of the subsequent school year, prescrib e such additional1016 assessments as may be appropriate in addition to assessments administered to other1017 students at the grade level during the year, and provide for a plan of continuous1018 assessment during the subsequent school year in order to monitor the progress of the1019 student;1020 (v) For students receiving special education or related servic es, the Individualized1021 Education Plan Committee shall serve as the placement committee;1022 (vi) The decision of the placement committee may be appealed only as provided for1023 by the local board of education or other public school governing body; and1024 H. B. 1193 - 40 - 26 HB 1193/AP (vii) No student shall remain in the first grade program for more than two years.1025 (c) This Code section does not preclude the retention by the s chool principal or the1026 principal's designee of a student who performs satisfactorily o n the end-of-grade1027 assessments specified in subparagraph (B), (C), or (D) of paragraph (1) of subsection (b)1028 of this Code section as provided for by the local board of education or other public school1029 governing body.1030 (d) This Code section does not create a property interest in promotion.1031 (e) The State Board of Education shall establish policies and procedures for1032 implementation of this Code section."1033 SECTION 3-5.1034 Said title is further amended in said part by revising Code Sec tion 20-2-284, relating to1035 criteria for local boards of education and model placement and promotion policy, as follows:1036 "20-2-284.1037 (a) No later than July 1, 2003 2026, each local board of education and other public school1038 governing body shall develop and adopt a placement and promotion policy in accordance1039 with the criteria established by the State Board of Education a s provided in Code1040 Section 20-2-283 and consistent with the Georgia Academic Place ment and Promotion1041 Policy.1042 (b) Except for those end-of-grade assessments specified in Cod e Section 20-2-283, the1043 placement and promotion policy as developed and adopted by each local board of1044 education and other public school governing body shall state how the end-of-grade1045 assessments administered under Code Section 20-2-281 for grades one through eight, and1046 assessments administered to determine grade level reading proficiency for grade one, will1047 be weighted or otherwise utilized by the school principal or th e principal's designee in1048 determining the overall academic achievement of a student and a n appropriate plan of1049 H. B. 1193 - 41 - 26 HB 1193/AP accelerated, differentiated, or additional instruction, placement, promotion, or retention of1050 a student.1051 (c) To assist each local board of education and other public s chool governing body, the1052 State Board of Education shall develop a model placement and pr omotion policy which1053 may be utilized by a local board of education."1054 SECTION 3-6.1055 Said title is further amended in said part by revising Code Sec tion 20-2-285, relating to1056 timetable for implementation of policy, as follows:1057 "20-2-285.1058 The State Board of Education shall provide for a timetable of implementation of this Code1059 section and the Georgia Academic Placement and Promotion Policy which shall include:1060 (1) The third grade beginning with the 2003-2004 school year;1061 (2) The fifth grade beginning with the 2004-2005 school year; and1062 (3) The eighth grade beginning with the 2005-2006 school year; and1063 (4) The first grade beginning with the 2027-2028 school year."1064 PART IV1065 SECTION 4-1.1066 This Act shall become effective upon its approval by the Governor or upon its becoming law1067 without such approval.1068 SECTION 4-2.1069 All laws and parts of laws in conflict with this Act are repealed.1070 H. 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