SB459: SB459 "Georgia Early Literacy Act of 2026"; enact

26 LC 49 2601 Senate Bill 459 By: Senators Hickman of the 4th, Walker III of the 20th, Anavitarte of the 31st, Still of the 48th, Payne of the 54th 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 e fforts; to include Quality2 Basic Education funding for school based literacy coaches in each public school in this state3 with students in any of grades kindergarten through three; to r equire all children to attend4 kindergarten prior to enrolling in first grade, subject to exception; to encourage families to5 have their children attend school or a home study program beginning at age five; to provide6 for first grade readiness assessments; to require annual report s regarding first grade7 readiness; to revise provisions relative to grade placement, pr omotion, and retention; to8 provide for literacy coaching endorsements for certificated pro fessional personnel; to9 substantially revise the "Georgia Early Literacy and Dyslexia A ct"; to include legislative10 intent; to provide for a definition; to revise provisions of said act relative to the selection of11 and requirements for universal reading screeners; to revise pro visions for professional12 learning; to require local school systems and other public scho ols to have unified literacy13 plans; to revise provisions for educator preparation programs a nd the evaluation of such14 programs by the Professional Standards Commission; to provide for regional literacy coaches15 employed by regional educational service agencies; to provide f or certification of and16 funding for high-quality instructional materials; to establish within the Office of Student17 Achievement the Georgia Literacy Coordinating Committee; to pro vide for the Georgia18 Director of Literacy; to provide for the Georgia Coordinator of Literacy Coaches; to repeal19 S. B. 459 - 1 - 26 LC 49 2601 the Georgia Literacy Coach; to provide for a position description and minimum qualifications20 and duties for school based literacy coaches and regional literacy coaches; to establish the21 Georgia Literacy Task Force; to provide for appointment, qualif ications, duties, and22 compensation of members of such task force; to provide for recommendations of such task23 force; to provide for consideration of such recommendations by the State Board of24 Education; to provide for a comprehensive state-wide promotiona l campaign for literacy25 awareness; to provide a short title; to provide for an effectiv e date; to provide for related26 matters; to repeal conflicting laws; and for other purposes.27 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:28 SECTION 1.29 This Act shall be known and may be cited as the "Georgia Early Literacy Act of 2026."30 SECTION 2.31 Title 20 of the Official Code of Georgia Annotated, relating to education, is amended in32 Article 4 of Chapter 1, relating to the Council on Literacy, by revising subsection (e) of Code33 Section 20-1-42, relating to membership, terms, cooperation, and Literacy Coach, as follows:34 "(e) The council shall be attached for administrative purposes only to the Office of Student35 Achievement. The Office of Student Achievement shall provide s taff support for the36 council and shall hire an individual to serve as Georgia Literacy Coach Director of Literacy37 who shall be responsible for coordination of such staff support and for working in38 coordination with the literacy related efforts of the Alliance of Education Agency Heads. 39 The Office of Student Achievement shall use any funds specifically appropriated to support40 the work of the council for such purpose."41 SECTION 3.42 S. B. 459 - 2 - 26 LC 49 2601 Said title is further amended in Part 3 of Article 6 of Chapter 2, relating to educational43 programs under the "Quality Basic Education Act," by revising s ubsection (c) of Code44 Section 20-2-150, relating to eligibility for enrollment for educational programs, as follows:45 "(c) All children enrolled for 20 school days or more in the pu blic schools of this state46 prior to their seventh fifth birthday shall become subject to all of the provisions of this47 article, the provisions of Code Sections 20-2-690 through 20-2- 701, and the rules and48 regulations of the State Board of Education relating to compulsory school attendance even49 though they have not attained seven five years of age."50 SECTION 4.51 Said title is further amended in said part by revising paragraphs (1) and (2) of subsection (b)52 of Code Section 20-2-151, relating to general and career education programs, purpose, and53 authorized programs, as follows:54 "(1)(A) All local school systems may shall offer a full-day kindergarten program. As55 used in For purposes of this subsection, the term 'full-day kindergarten program' means56 a student is provided classroom instruction for a minimum of four and one-half hours57 daily for a 180 day school year, or the equivalent thereof as determined in accordance58 with State Board of Education guidelines.59 (B) It is the policy of this state that all children shall att end a full-day kindergarten60 program prior to enrolling in first grade and that the purposes of the kindergarten such61 program shall be to provide all children with an equal opportunity to become prepared62 for a successful first grade experience and to acquire the foun dation for academic63 progress throughout the students' educational careers. This subparagraph shall not be64 construed or applied to require a child to complete a full scho ol year of kindergarten65 prior to enrolling in first grade. A child who has been assessed as ready for first grade,66 as provided for in paragraph (2) of this subsection, and who me ets the age eligibility67 requirement may be placed in or promoted to first grade. 68 S. B. 459 - 3 - 26 LC 49 2601 (C) To be eligible for enrollment in a state supported kindergart en program, a child69 must shall attain the age of five by September 1, except as otherwise pro vided by70 subsection (b) of Code Section 20-2-150.71 (D) No student shall remain in kindergarten for more than two years.72 (E) At the discretion of the school principal, a student who m eets the age eligibility73 requirement for enrollment in the first grade may be assessed for first grade readiness74 as provided for in paragraph (2) of this subsection;75 (2)(A) It is the policy of this state that the purpose of the primary grades program shall76 be mastery by enrolled students of the essential basic skills and knowledge which will77 enable them to achieve more advanced skills and knowledge offered at the higher grade78 levels. For purposes of funding under this article, the primar y grades program shall79 include grades one, two, and three.80 (B) To be eligible for enrollment in the first grade of a state supported primary grades81 program, a child must shall:82 (i) Be assessed for readiness by teachers and other personnel of the local school83 system or public school. Such assessment shall include:84 (I) The use of assessments, screeners, and other instruments a pproved for such85 purpose by the State Board of Education, including, but not limited to:86 (a) The first grade readiness assessment adopted by the State Board of Education87 pursuant to Code Section 20-2-281; and88 (b) A universal reading screener adopted by the State Board of Education89 pursuant to Code Section 20-2-153.1;90 (II) Consideration of teacher input and recommendations; and91 (III) Other relevant information, which shall include, but shall not be limited to, the92 preference of such child's parent or guardian; and93 (ii) Attain attain the age of six by September 1, except as otherwise provided by94 subsection (b) of Code Section 20-2-150. The State Board of Education shall adopt95 S. B. 459 - 4 - 26 LC 49 2601 an instrument or instruments, procedures, and policies necessar y to assess the first96 grade readiness of children enrolled in Georgia's public school kindergarten programs97 pursuant to Code Section 20-2-281. Readiness information obtai ned by the98 instrument or instruments adopted by the state board shall be u sed by local school99 systems in concert with teacher recommendations and other relevant information to100 make appropriate student grade placement decisions.101 (C) If, upon being assessed for first grade readiness pursuant to this paragraph, a child102 is identified as significantly at risk of not attaining grade level reading proficiency, as103 provided for in Code Section 20-2-153.1:104 (i) A tiered reading intervention plan shall be immediately de veloped and105 implemented for such child; and106 (ii) The parent or guardian of the student shall be notified i n writing by first-class107 mail by the school principal or the principal's designee regarding the determination108 that the student has been identified as significantly at risk of not attaining grade level109 reading proficiency prior to beginning the first grade, the stu dent's tiered reading110 intervention plan, and the possibility that the student might not be placed or promoted111 to the first grade.112 (D) When a child who meets the age eligibility requirement for enrollment in the first113 grade has been identified as significantly at risk of not attai ning grade level reading114 proficiency and, after a tiered reading intervention plan has been implemented, the child115 continues to be significantly at risk of not attaining grade level reading proficiency, the116 following shall occur:117 (i) The school principal or the principal's designee shall det ermine the child is not118 ready for placement in or promotion to the first grade program except as otherwise119 provided in this paragraph;120 (ii) The school principal or the principal's designee shall no tify in writing by121 first-class mail the parent or guardian of the child regarding the determination that the122 S. B. 459 - 5 - 26 LC 49 2601 child is not ready for placement in or promotion to the first g rade program. The123 notice shall describe the option of the parent or guardian to appeal such determination124 and shall further describe the composition and functions of the placement committee125 as provided for in this paragraph, including the requirement that a decision to place126 the child in or promote the child to the first grade must be a unanimous decision of127 the committee;128 (iii) If the parent or guardian appeals the determination that his or her child is not129 ready for placement in or promotion to the first grade program, then the school130 principal or the principal's designee shall establish a placement committee composed131 of the school principal or the principal's designee, the student's parent or guardian, and132 the student's teacher, and shall notify in writing by first-cla ss mail the parent or133 guardian of the time and place for convening the placement committee;134 (iv) The placement committee shall:135 (I) Review the child's overall readiness for placement in or promotion to the first136 grade program and his or her progress toward grade level reading proficiency;137 (II) Decide whether the child shall be placed in or promoted t o the first grade138 program; provided, however, that a decision to place the child in or promote the139 child to the first grade program shall be a unanimous decision; and140 (III) Prescribe for the child such accelerated, differentiated, or additional instruction141 as needed to perform at grade level by the conclusion of the subsequent school year,142 prescribe such additional assessments as may be appropriate in addition to143 assessments administered to other students at the grade level during the year, and144 provide for a plan of continuous assessment during the subseque nt school year in145 order to monitor the progress of the child;146 (v) For children who are eligible to receive special education or related services, the147 child's Individualized Education Plan Committee shall serve as the placement148 committee; and149 S. B. 459 - 6 - 26 LC 49 2601 (vi) The decision of the placement committee may be appealed only as provided for150 by the local board of education or other public school governing body.151 (E) By July 1, 2026, the State Board of Education shall:152 (i) Adopt policies and procedures necessary to implement the r equirements of this153 paragraph; and154 (ii) Approve one or more assessments, screeners, and other instruments for assessing155 the first grade readiness of children. The State Board of Education shall consider for156 approval any assessment, screener, or other instrument recommended by the Office157 of Student Achievement.158 (F) By July 15, 2026, the The Department of Education, in collaboration with the159 Office of Student Achievement, shall develop guidelines for utilization of the160 instrument or instruments such assessments, screeners, and other instruments approved161 by the State Board of Education in grade placement decisions and shall provide such162 guidelines and technical assistance to local school systems and public schools . The163 guidelines shall include information pertinent to consideration of the placement of164 students who have been identified as being disabled or limited-English-proficient.165 (G) Whenever the decision is made not to place a child in or promote a child to the first166 grade, the local school system or public school shall document the reasons for the such167 decision not to promote, according to policies, procedures, and guidelines established168 by the board State Board of Education and shall provide such reasons in writing to the169 parent or guardian of the child.170 (H) By November 1 each year, the Office of Student Achievement shall The State171 School Superintendent may annually provide a report summarizing the results of the172 readiness of first grade Georgia public school kindergarten children. No student shall173 remain in kindergarten for more than two years the readiness of Georgia children for174 placement in or promotion to the first grade program. Such rep ort shall include, but175 shall not be limited to, information on the grade level reading proficiency of such176 S. B. 459 - 7 - 26 LC 49 2601 children. Such report shall be submitted to the Governor; the President of the Senate;177 the Speaker of the House of Representatives; the chairpersons of the House Committee178 on Education, the Senate Education and Youth Committee, the House Committee on179 Higher Education, the Senate Higher Education Committee, the House Committee on180 Appropriations, and the Senate Appropriations Committee; and th e State Board of181 Education.182 (I)(i) The provisions of subparagraphs (C) and (D) of this par agraph shall apply183 beginning with the 2027-2028 school year and continue thereafter.184 (ii) By July 1, 2027. the State Board of Education and the Department of Education185 shall update the policies, procedures, guidelines required in subparagraphs (E) and (F)186 of this paragraph;"187 SECTION 5.188 Said title is further amended in said part by redesignating paragraph (16) of subsection (b)189 as paragraph (17), adding a new paragraph to subsection (b), re vising subsection (c),190 paragraph (2) of subsection (d), and subsection (d.1), repealing and replacing subsection (e),191 and adding a new subsection to Code Section 20-2-153.1, the "Georgia Early Literacy and192 Dyslexia Act," as follows:193 "(a.1) It is the intent of the General Assembly that:194 (1) Early literacy instruction in this state shall be:195 (A) Comprehensive;196 (B) Focused on structured literacy and foundational literacy skills;197 (C) Aligned to the science of reading; and198 (D) Anchored by high-quality instructional materials that are aligned to the science of199 reading;200 S. B. 459 - 8 - 26 LC 49 2601 (2) Educators shall have access to and be provided with resear ch on the science of201 reading and receive comprehensive curriculum based professional learning to support202 them in applying such research in instructional practices; and203 (3) The ongoing involvement of parents and guardians in compre hensive state-wide204 literacy efforts shall be encouraged and integrated into their children's educations."205 "(16) 'Unified literacy plan' means a comprehensive, evidence based framework to ensure206 coherent, aligned, and continuous literacy development for learners from birth through207 career readiness. Such plan shall, as appropriate according to grade levels served:208 (A) Establish measurable literacy goals for all tested grade l evels, using state-wide209 assessment results and approved universal reading screener data to monitor student210 progress, guide instructional decision making, and evaluate program effectiveness;211 (B) Include explicit strategies for collaboration with early l earning providers for212 learners from birth to age five to support school readiness and early language213 development; and214 (C) Establish literacy transition plans for the transition from kindergarten to elementary215 school."216 "(c)(1) The board, in consultation with the department and the Office of Student217 Achievement, shall establish such policies, rules, and regulati ons as necessary to218 implement uniform grade-appropriate metrics for measuring literacy.219 (2) By March 1, 2027 As soon as practicable but not later than January 1, 2024 , the220 board shall:221 (A) Upon the recommendation of the Office of Student Achieveme nt, approve222 Approve high-quality instructional materials aligned to the science of reading to be223 used for teaching students in kindergarten through third grade to read; and224 (B) Establish a procedure for each public school and local school system to annually225 certify to the department that such school or school system's l ocally approved226 instructional materials and content, as defined in subsection ( a) of Code227 S. B. 459 - 9 - 26 LC 49 2601 Section 20-2-1017, constitute high-quality instructional materials aligned to the science228 of reading.229 (3)(A) Every three years beginning in 2027, the center shall r eview and update, as230 appropriate, qualifications, timelines, and submission procedures for education service231 providers to submit one or more universal reading screeners to be considered for232 inclusion on the board's list of approved universal reading screener providers provided233 for in subparagraph (B) of this paragraph.234 (B)(3) By April 1, 2028, and by April 1 every third year thereaft er, upon the235 recommendation of the Office of Student Achievement a list of no less than two and As236 soon as practicable but not later than May 15, 2025, the board shall approve the237 memorandum of agreement between the council and the department, as provided for in238 subparagraph (B) of paragraph (4) of this subsection, for a lis t of no more than five239 universal reading screeners, one of which shall be a free universal reading screener, for240 use by public schools and local school systems as part of their comprehensive literacy241 programs which meet the following criteria shall be approved by the board. Each such242 universal reading screener shall:243 (i) Capable of providing relevant information to assist teache rs with targeting244 instruction based on student needs;245 (ii) Capable of measuring foundational literacy skills;246 (iii) Capable of identifying students who are significantly at risk of not attaining247 grade level reading proficiency, including, but not limited to, identifying students with248 characteristics of dyslexia;249 (iv) Prescribed parameters on the time required to administer a universal reading250 screener with the primary objective of such prescription being to minimize impacts251 on instructional time; and252 (v) Capable of progress monitoring.253 (A) Provide screening and diagnostic capabilities for monitoring student progress;254 S. B. 459 - 10 - 26 LC 49 2601 (B) Measure, at a minimum, a student's foundational reading skills, including, but not255 limited to, a student's phonological awareness, oral language, the alphabetic principle,256 including letter naming, letter sound, and sound letter corresp ondences, decoding,257 encoding, accuracy, vocabulary, and comprehension;258 (C) Identify students who are significantly at risk of not attaining grade level reading259 proficiency, including, but not limited to, identifying student s with characteristics of260 dyslexia; and261 (D) Have robust reporting capabilities, including, but not limited to, the capability to262 generate and provide directly to the department and the Office of Student Achievement263 reports of screener results by:264 (i) Student;265 (ii) Student subgroups based on grade level, educational progr am, demographic266 characteristics, and other criteria identified by the Georgia Literacy Task Force;267 (iii) Teacher;268 (iv) School; and269 (v) Local school system.270 (4)(A) The By July 15each year, the department shall publish and regularly update on271 its public website the free universal reading screener and the list of ot her approved272 universal reading screeners provided for in paragraph (3) of this subsection, one of which273 each public school and local school system shall adopt and administer in order to comply274 with the requirements of subparagraph (B) of paragraph (3) of this subsection as part of275 their comprehensive literacy programs.276 (B) The council, in collaboration with the center and the Offi ce of Planning and277 Budget, shall identify a free universal reading screener that m eets the criteria278 established by the board as provided in subparagraph (B) of par agraph (3) of this279 subsection. The council shall enter into a memorandum of agree ment with the280 S. B. 459 - 11 - 26 LC 49 2601 department to make such universal reading screener available for use free of charge to281 public schools and local school systems.282 (5) The department shall publish on its public website and distribute by July 15 July 1283 each year by electronic means to each local school system and public school in this state284 a dyslexia informational handbook that includes guidance, techn ical assistance, and285 training to assist all schools in the implementation of evidenc e based practices for286 instructing students with characteristics of dyslexia. Such handbook shall include, but287 shall not be limited to, the following information:288 (A) Evidence based practices designed specifically for students with characteristics of289 dyslexia;290 (B) Guidance on developing support plans for students with characteristics of dyslexia;291 (C) A list and brief description of the dyslexia related training programs accredited by292 the International Dyslexia Association and any other nationally or internationally293 recognized accrediting organization; and294 (D) A list of dyslexia endorsement programs approved by the Professional Standards295 Commission in collaboration with the Office of Student Achievement.296 (6) The department shall, in consultation with the University System of Georgia, the297 Professional Standards Commission, the Office of Student Achiev ement, the Georgia298 Literacy Coordinating Committee, Georgia's regional education educational service299 agencies, and literacy experts, develop or procure one or more training professional300 learning programs for kindergarten through third grade teachers on the science of reading,301 structured literacy, and foundational literacy skills that enable students to develop reading302 skills required to meet state standards in literacy. Such prog rams shall emphasize the303 importance of applying research about the science of reading to instructional practices304 and of using high-quality instructional materials. Such training programs shall be305 developed or procured to promote teachers' knowledge and skills for teaching all students306 to read, including students with dyslexia, and to ensure teachers and literacy coaches have307 S. B. 459 - 12 - 26 LC 49 2601 the knowledge and skills necessary to use approved universal re ading screeners and to308 use assessment data to inform instruction based on student need s. One such program309 shall be a state-wide comprehensive curriculum based professional learning program in310 structured literacy that is aligned to and includes research on the science of reading to311 support teachers and literacy coaches in applying such research into instructional312 practices for kindergarten through grade three teachers and literacy coaches. Beginning313 no later than the 2027-2028 school year, such comprehensive pro gram shall be made314 available free of charge to public school kindergarten through third grade teachers.315 (7) The department shall provide technical assistance to aid p ublic schools and local316 school systems in implementing the provisions of this Code section.317 (8)(A) By November 1 each year Beginning April 1, 2026 , the department shall318 provide an annual report on the impacts of the implementation of the provisions of this319 Code section, including, but not limited to, reporting the results by school and school320 system of:321 (i) The comprehensive summative assessment program for third g rade students322 provided for in subsection (a) of Code Section 20-2-281; and323 (ii) The formative reading assessments for first and second grade students provided324 for in Code Section 20-2-280.325 (B) Such report shall also include analyses of the impact of u se of universal reading326 screeners, the use of high-quality instructional materials, and instructional practices327 grounded in aligned to the science of reading. Such report shall be provided to the328 Governor, the President of the Senate, the Speaker of the House of Representatives, the329 chairperson chairpersons of the House Committee on Education, the Senate Education330 and Youth Committee, the House Committee on Higher Education, the Senate Higher331 Education Committee, the House Committee on Appropriations, and t h e S e n a t e332 Appropriations Committee, and the board, and shall be made available on the333 department's public website for access by the public."334 S. B. 459 - 13 - 26 LC 49 2601 "(2)(A) Utilizing school based literacy coaches and other available resources, each Each335 public school and local school system shall provide instructional support for kindergarten336 through third grade teachers that shall include:337 (i)(A) Onsite teacher training professional learning and research materials on the338 science of reading, structured literacy, foundational literacy skills, and evidence based339 decision making;340 (ii)(B) Demonstrated lessons to support teachers in applying such professional learning341 and research materials in instructional practices;342 (C) School based literacy coaches working side-by-side with teachers in classrooms;343 (D) School based literacy coaches working directly with individual students and small344 groups of students as time permits; and345 (iii)(E) Prompt feedback for improving instruction.346 (B)(i) Any public school or local school system claiming that a lack of sufficient347 funding prevents such public school or local school system from providing348 instructional support as required in subparagraph (A) of this paragraph shall promptly349 and in writing notify the department and shall describe all eff orts such school or350 school system has undertaken to secure sufficient funding from local, state, federal,351 and private sources.352 (ii) The department shall provide technical assistance and other guidance to public353 schools and local schools systems in identifying local, state, federal, and private354 funding sources to provide for instructional support as required in subparagraph (A)355 of this paragraph."356 "(d.1)(1) The Professional Standards Commission shall adopt rules which establish357 criteria for core curricula for each state approved educator pr eparation program. Such358 rules shall include, but shall not be limited to, the following:359 (1)(A) The use of content standards established by the State Board of Education that360 are aligned to the science of reading to guide curricula and instruction;361 S. B. 459 - 14 - 26 LC 49 2601 (2)(B) Evidence based standards for the teaching of reading that:362 (A)(i) Are exclusively aligned with to the science of reading;363 (B)(ii) Prepare teachers to provide explicit, systematic, sequential, and cumulative364 approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text365 comprehension; and366 (C)(iii) Employ multisensory and multimodal intervention strategies;367 (3)(C) Content based literacy and mathematics practices;368 (4)(D) Strategies appropriate for the instruction of English language learners;369 (5)(E) Strategies appropriate for the instruction of students with disabilities;370 (6)(F) Strategies to including, but not limited to, the use of assessment results, to371 identify student strengths and weaknesses and differentiate instruction based on student372 needs;373 (7)(G) Strategies and practices to support research based content al igned to state374 standards and grading practices;375 (8)(H) Strategies appropriate for the early identification of a stud ent with a reading376 deficiency; and377 (9)(I) Strategies to support the use of technology in education and distance learning.378 (2) Beginning January 1, 2027, the Professional Standards Commission shall undertake379 an ongoing review of each state approved educator preparation p rogram's compliance380 with the rules provided for in paragraph (1) of this subsection, with a particular emphasis381 on subparagraphs (B) and (F) of paragraph (1) of this subsection. The Executive Director382 shall have the discretion to determine the order and priority o f reviews; provided,383 however, that all educator preparation programs shall be review ed no less often than384 every four years. By November 1 each year, the Professional St andards Commission385 shall provide a report of its review and significant findings to the Chancellor of the Board386 of Regents of the University System of Georgia, the governing b ody of each state387 approved educator preparation program that is not an institution of the University System388 S. B. 459 - 15 - 26 LC 49 2601 of Georgia, the State Board of Education, the Office of Student Achievement, the Georgia389 Council on Literacy, and the chairpersons of the House Committee on Higher Education,390 the Senate Higher Education Committee, the House Committee on E ducation, and the391 Senate Education and Youth Committee.392 (e)(1) Not later than January 1, 2027, each local board of edu cation and other public393 school governing body shall adopt a unified literacy plan.394 (2) Beginning January 1, 2027:395 (A) No local school system shall be eligible for any waiver or variance granted under396 Code Section 20-2-244 or Article 4 of this chapter or to enter into or renew a charter397 system contract or strategic waivers school system contract wit h the State Board of398 Education unless such local school system has adopted a unified literacy plan;399 (B) Neither the State Board of Education nor any local board o f education shall400 authorize a new charter petition or a renewal charter petition for a local charter school,401 as such term is defined in Code Section 20-2-2062, unless such petition includes a402 unified literacy plan for such local charter school; and403 (C) Neither the State Board of Education nor the State Charter Schools Commission404 shall authorize a new charter petition or a renewal charter pet ition for a state charter405 school, as such term is defined in Code Section 20-2-2081, unless such petition includes406 a unified literacy plan for such state charter school."407 S. B. 459 - 16 - 26 LC 49 2601 SECTION 6.408 Said title is further amended in Part 5 of Article 6 of Chapter 2, relating to program weights409 and funding requirements under the "Quality Basic Education Act," by deleting "and" at the410 end of paragraph (4), by replacing the period at the end of paragraph (5) with "; and", and by411 adding a new paragraph to subsection (b) of Code Section 20-2-1 86, relating to allocation412 of funds for local education agencies to pay beginning salaries of superintendents,413 secretaries, accountants, nurses, and certain other personnel and eligibility of failing schools414 for funds, to read as follows:415 "(6) Each local education agency shall earn funding sufficient to pay the beginning salary416 of one full-time equivalent school based literacy coach for each school with any of grades417 kindergarten through three, except that any such school with 20 0 or fewer full-time418 equivalent students shall earn 50 percent of such funding. Such funding shall be based419 on a contract length of 190 days. Each such school based literacy coach shall be a teacher420 or other certificated professional personnel who meets the qualifications established by421 the State Board of Education upon a recommendation from the Off ice of Student422 Achievement, as provided for in Code Section 20-14-202. Such q ualifications shall423 include a preference for certificated professional personnel wi th a literacy coaching424 endorsement established pursuant to Code Section 20-2-208.2. E ach local education425 agency shall be permitted to utilize one full-time school based literacy coach for each426 qualifying school or a combination of part-time school based li teracy coaches for each427 qualifying school; provided, however, that each local education agency shall expend 100428 percent of the funds earned pursuant to this paragraph for salaries and benefits for school429 based literacy coaches; and provided, further, that no individu al employed by a local430 education agency as a full-time or part-time school based liter acy coach shall be431 employed by such local education agency in any other capacity or for any other purpose."432 S. B. 459 - 17 - 26 LC 49 2601 SECTION 7.433 Said title is further amended in Subpart 1 of Part 6 of Article 6 of Chapter 2, relating to434 certificated professional personnel, by adding a new Code section to read as follows:435 "20-2-208.2.436 (a) No later than December 30, 2026, the Professional Standard s Commission shall437 establish a literacy coaching endorsement for teachers and other certificated professional438 personnel trained in an evidence based approach to teaching ora l and written language439 aligned to the science of reading founded on the science of how children learn to read and440 characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology,441 sound-symbol association, syllable instruction, morphology, syntax, and semantics.442 (b) The requirements to receive such literacy coaching endorsement shall include training443 on the use of universal reading screeners to measure and monito r a student's progress in444 foundational literacy skills, providing guidance to parents, an d providing training or445 guidance to other teachers and school personnel."446 SECTION 8.447 Said title is further amended in Part 11 of Article 6, relating to regional educational service448 agencies, by adding a new Code section to read as follows:449 "20-2-270.3.450 (a) The board of control of each regional educational service agency (RESA) shall451 authorize regional literacy coaches and regional leadership lit eracy coaches to provide452 literacy coaching, support, and related services to local schoo l systems and other public453 schools in the RESA service area.454 (b) In collaboration with the Georgia Director of Literacy and the Georgia Literacy Coach455 Coordinator, the board of control of each RESA shall assign regional literacy coaches to456 the local school systems and public schools of the RESA service area, and at least one457 S. B. 459 - 18 - 26 LC 49 2601 regional leadership literacy coach shall be assigned to serve as the primary point of contact458 with local school system and school leaders.459 (c) Each regional literacy coach and regional leadership literacy coach authorized by the460 board of control of a RESA shall be employed by such RESA and s hall report to the461 director of the RESA.462 (d) Each regional literacy coach, regional leadership literacy coach, and RESA director463 shall work in full cooperation with the Georgia Literacy Coordi nating Committee, the464 Georgia Director of Literacy, and the Georgia Literacy Coach Coordinator.465 (e) Each regional literacy coach and regional leadership literacy coach shall work in full466 cooperation with any observation, evaluation, and feedback prov ided by the Georgia467 Literacy Coach Coordinator or his or her designee."468 SECTION 9.469 Said title is further amended in Part 12 of Article 6 of Chapter 2, relating to effectiveness of470 educational programs, by revising Code Section 20-2-283, relati ng to criteria, specific471 requirements for students in grades three, five, and eight, and implementation, as follows:472 "20-2-283.473 (a) No later than January 1, 2002 July 1, 2026, the State Board of Education shall adopt474 criteria for the development of a placement and promotion policy by each local board of475 education and other public school governing body consistent with the Georgia Academic476 Placement and Promotion Policy.477 (b) Such criteria as adopted by the State Board of Education shall require the following for478 students in grades one, three, five, and eight:479 (1) No student shall be promoted, except as provided in this Code section, to:480 (A) The second grade program to which the student would otherwise be assigned if the481 student is determined to be significantly at risk of not attain ing grade level reading482 proficiency, as determined in accordance with Code Section 20-2-153.1, by the end of483 S. B. 459 - 19 - 26 LC 49 2601 the first grade program and does not meet the promotional stand ards and criteria484 established by the State Board of Education and by the local board of education or other485 governing body for the school that the student attends;486 (A)(B) The fourth grade program to which the student would otherwise be assigned if487 the student does not achieve grade level as defined by the Offi ce of Student488 Achievement in accordance with Code Section 20-14-31 on the thi rd grade489 end-of-grade reading assessment developed in accordance with subsection (a) of Code490 Section 20-2-281 and meet the promotional standards and criteri a established by the491 State Board of Education and by the local school board of education or other governing492 body for the school that the student attends;493 (B)(C) The sixth grade program to which the student would otherwise be assigned if494 the student does not achieve grade level as defined by the Offi ce of Student495 Achievement in accordance with Code Section 20-14-31 on the fifth grade end-of-grade496 mathematics assessment and fifth grade end-of-grade reading assessment developed in497 accordance with subsection (a) of Code Section 20-2-281 and mee t the promotional498 standards and criteria established by the State Board of Educat ion and by the local499 school board of education or other governing body for the school that the student500 attends; or501 (C)(D) The ninth grade program to which the student would otherwise be assigned if502 the student does not achieve grade level as defined by the Offi ce of Student503 Achievement in accordance with Code Section 20-14-31 on the eig hth grade504 end-of-grade mathematics assessment and eighth grade end-of-gra de reading505 assessment developed in accordance with subsection (a) of Code Section 20-2-281 and506 meet the promotional standards and criteria established by the State Board of Education507 and by the local school board of education or other governing body for the school that508 the student attends;509 S. B. 459 - 20 - 26 LC 49 2601 (2) When a student does not perform at grade level on any end- of-grade assessment510 specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection, then the511 following shall occur:512 (A) The parent or guardian of the student shall be notified in writing by first-class mail513 by the school principal or such official's the principal's designee regarding the student's514 performance below grade level on the assessment instrument, the retest to be given the515 student, the accelerated, differentiated, or additional instruction program to which the516 student is assigned, and the possibility that the student might be retained at the same517 grade level for the next school year;518 (B) The student shall be retested with an end-of-grade assessm ent or an alternative519 assessment instrument that is appropriate for the student's grade level as provided for520 by the State Board of Education and the local board of education or school governing521 body; and522 (C) The student shall be given an opportunity for accelerated, differentiated, or523 additional instruction in the applicable subject; and524 (3) When a student does not perform at grade level on any end- of-grade assessment525 specified in subparagraph (B), (C), or (D) of paragraph (1) of this subsection and also526 does not perform at grade level on a second additional opportun ity as provided for in527 paragraph (2) of this subsection, then the following shall occur:528 (A) The school principal or the principal's designee shall retain the student for the next529 school year except as otherwise provided in this subsection;530 (B) The school principal or the principal's designee shall notify in writing by first-class531 mail the parent or guardian of the student and the teacher rega rding the decision to532 retain the student. The notice shall describe the option of th e parent, guardian, or533 teacher to appeal the decision to retain the student and shall further describe the534 composition and functions of the placement committee as provide d for in this535 S. B. 459 - 21 - 26 LC 49 2601 subsection, including the requirement that a decision to promote the student must be a536 unanimous decision of the committee;537 (C) If the parent, guardian, or teacher appeals the decision to retain the student, then538 the school principal or the principal's designee shall establish a placement committee539 composed of the principal or the principal's designee, the student's parent or guardian,540 and the teacher of the subject of the assessment instrument on which the student failed541 to perform at grade level and shall notify in writing by first- class mail the parent or542 guardian of the time and place for convening the placement committee;543 (D) The placement committee shall:544 (i) Review the overall academic achievement of the student in light of the545 performance on the end-of-grade assessment and the standards and criteria as adopted546 by the local board of education and make a determination to pro mote or retain. A547 decision to promote must be a unanimous decision and must deter mine that if548 promoted and given accelerated, differentiated, or additional i nstruction during the549 next year, the student is likely to perform at grade level as d efined by the Office of550 Student Achievement in accordance with Code Section 20-14-31 by the conclusion551 of the school year; and552 (ii) Prescribe for the student, whether the student is retaine d or promoted, such553 accelerated, differentiated, or additional instruction as neede d to perform at grade554 level by the conclusion of the subsequent school year, prescrib e such additional555 assessments as may be appropriate in addition to assessments administered to other556 students at the grade level during the year, and provide for a plan of continuous557 assessment during the subsequent school year in order to monitor the progress of the558 student;559 (E) For students receiving special education or related servic es, the Individualized560 Education Plan Committee shall serve as the placement committee; and561 S. B. 459 - 22 - 26 LC 49 2601 (F) The decision of the placement committee may be appealed only as provided for by562 the local board of education or other public school governing body; and563 (4)(A) When a student is determined to be significantly at risk of not attaining grade564 level reading proficiency, as specified in subparagraph (A) of paragraph (1) of this565 subsection, then the following shall occur:566 (i) The parent or guardian of the student shall be notified in writing by first-class mail567 by the school principal or the principal's designee regarding the determination that the568 student has been determined to be significantly at risk of not attaining grade level569 reading proficiency by the end of the first grade program, the student's updated tiered570 reading intervention plan, and the possibility that the student might be retained at the571 same grade level for the next school year;572 (ii) The student shall be reassessed to determine if he or she is to be significantly at573 risk of not attaining grade level reading proficiency by the en d of the first grade574 program; and575 (iii) The student shall receive intensive reading intervention in accordance with Code576 Section 20-2-153.1.577 (B) When a student is determined to be significantly at risk of not attaining grade level578 reading proficiency, as specified in subparagraph (A) of paragr aph (1) of this579 subsection, and continues to be significantly at risk of not attaining grade level reading580 proficiency after provisions of subparagraph (A) of this paragr aph are implemented,581 then the following shall occur:582 (i) The school principal or the principal's designee shall retain the student for the next583 school year except as otherwise provided in this paragraph;584 (ii) The school principal or the principal's designee shall no tify in writing by585 first-class mail the parent or guardian of the student regarding the decision to retain586 the student. The notice shall describe the option of the parent or guardian to appeal587 the decision to retain the student and shall further describe t he composition and588 S. B. 459 - 23 - 26 LC 49 2601 functions of the placement committee as provided for in this paragraph, including the589 requirement that a decision to promote the student must be a unanimous decision of590 the committee;591 (iii) If the parent or guardian appeals the decision to retain the student, then the592 school principal or the principal's designee shall establish a placement committee593 composed of the school principal or the principal's designee, the student's parent or594 guardian, and the student's teacher and shall notify in writing by first-class mail the595 parent or guardian of the time and place for convening the placement committee;596 (iv) The placement committee shall:597 (I) Review the overall academic achievement of the student and his or her progress598 toward grade level reading proficiency and make a determination to promote or599 retain. A decision to promote must be a unanimous decision and must determine600 that if promoted and given intensive reading intervention in accordance with Code601 Section 20-2-153.1 during the next year, the student is likely to perform at grade602 level as defined by the Office of Student Achievement in accord ance with Code603 Section 20-14-31 by the conclusion of the school year; and604 (II) Prescribe for the student, whether the student is retaine d or promoted, such605 accelerated, differentiated, or additional instruction as needed to perform at grade606 level by the conclusion of the subsequent school year, prescrib e such additional607 assessments as may be appropriate in addition to assessments administered to other608 students at the grade level during the year, and provide for a plan of continuous609 assessment during the subsequent school year in order to monitor the progress of the610 student;611 (v) For students receiving special education or related servic es, the Individualized612 Education Plan Committee shall serve as the placement committee;613 (vi) The decision of the placement committee may be appealed only as provided for614 by the local board of education or other public school governing body; and615 S. B. 459 - 24 - 26 LC 49 2601 (vii) No student shall remain in the first grade program for more than two years.616 (c) This Code section does not preclude the retention by the s chool principal or the617 principal's designee of a student who performs satisfactorily o n the end-of-grade618 assessments specified in subparagraph (B), (C), or (D) of paragraph (1) of subsection (b)619 of this Code section as provided for by the local board of education or other public school620 governing body.621 (d) This Code section does not create a property interest in promotion.622 (e) The State Board of Education shall establish policies and procedures for623 implementation of this Code section."624 SECTION 10.625 Said title is further amended in said part by revising Code Sec tion 20-2-284, relating to626 criteria for local boards of education and model placement and promotion policy, as follows:627 "20-2-284.628 (a) No later than July 1, 2003 2026, each local board of education and other public school629 governing body shall develop and adopt a placement and promotion policy in accordance630 with the criteria established by the State Board of Education a s provided in Code631 Section 20-2-283 and consistent with the Georgia Academic Place ment and Promotion632 Policy.633 (b) Except for those end-of-grade assessments specified in Cod e Section 20-2-283, the634 placement and promotion policy as developed and adopted by each local board of635 education and other public school governing body shall state how the end-of-grade636 assessments administered under Code Section 20-2-281 for grades one through eight, and637 assessments administered to determine grade level reading proficiency for grade one, will638 be weighted or otherwise utilized by the school principal or th e principal's designee in639 determining the overall academic achievement of a student and a n appropriate plan of640 S. B. 459 - 25 - 26 LC 49 2601 accelerated, differentiated, or additional instruction, placement, promotion, or retention of641 a student.642 (c) To assist each local board of education and other public s chool governing body, the643 State Board of Education shall develop a model placement and pr omotion policy which644 may be utilized by a local board of education."645 SECTION 11.646 Said title is further amended in said part by revising Code Sec tion 20-2-285, relating to647 timetable for implementation of policy, as follows:648 "20-2-285.649 The State Board of Education shall provide for a timetable of implementation of this Code650 section and the Georgia Academic Placement and Promotion Policy which shall include:651 (1) The third grade beginning with the 2003-2004 school year;652 (2) The fifth grade beginning with the 2004-2005 school year; and653 (3) The eighth grade beginning with the 2005-2006 school year; and654 (4) The first grade beginning with the 2026-2027 school year."655 SECTION 12.656 Said title is further amended in Subpart 2 of Part 1 of Article 16 of Chapter 2, relating to657 compulsory attendance, by revising subsection (b) of Code Section 20-2-690.1, relating to658 compulsory education for children between ages six and 16 and v oluntary withdrawal, as659 follows:660 "(b) Each child in this state shall be required to attend a public school, a private school, or661 a home study program between his or her sixth and sixteenth birthdays; provided, however,662 that it is the policy of this state that families are encouraged to have their children attend663 a public school, a private school, or a home study program begi nning at age five. Such664 compulsory attendance shall not apply to any child who has succ essfully completed all665 S. B. 459 - 26 - 26 LC 49 2601 requirements for a high school diploma or state approved high school equivalency (HSE)666 diploma."667 SECTION 13.668 Said title is further amended in Article 19 of Chapter 2, relating to instructional materials and669 content, by revising Code Section 20-2-1010, relating to instructional materials and content,670 as follows:671 "20-2-1010.672 (a) The State Board of Education is authorized to s h a l l prescribe, by regulation, the673 definition of the term 'instructional materials and content' to include but not be limited to674 systematically designed material in any medium, including digital instructional materials675 and content and any computer hardware, software, and technical equipment necessary to676 support such instructional materials and content, that constitu tes the principal source of677 study for a state funded course to be used in the various grades in the public schools of this678 state, including the elementary grades and high school grades kindergarten through679 grade 12. The state board may provide, by regulation, for multiple listings of instructional680 materials and content for use in the various grades and may, in its discretion, authorize the681 local school superintendents systems and other public schools to exercise a choice as682 between various instructional materials and content so listed or adopted for any particular683 grade.684 (b) Nothing in this Code section shall be construed to exempt computer hardware or685 related equipment acquired by the state from competitive bidding.686 (c) Notwithstanding any provision of law, including, but not limited to, any provision of687 this article to the contrary, it is the policy of this state that:688 (1) Only high-quality instructional materials that are aligned to the science of reading,689 as such terms are defined in Code Section 20-2-153.1, shall be used for literacy and690 reading education in kindergarten through grade three; and691 S. B. 459 - 27 - 26 LC 49 2601 (2) Beginning with the 2029-2030 school year and continuing th ereafter, no public692 school that receives funds under Article 6 of this chapter shal l use any portion of such693 funds for the purchase or use of instructional materials for literacy and reading education694 in kindergarten through grade three that are not approved for such purpose by the State695 Board of Education upon the recommendation of the Georgia Literacy Task Force."696 SECTION 14.697 Said title is further amended in said article by adding a new Code section to read as follows:698 "20-2-1015.1.699 (a) Local boards of education and other public school governin g bodies shall approve700 high-quality instructional materials for students in kindergart en through grade three as701 required under Code Section 20-2-153.1, the 'Georgia Early Literacy and Dyslexia Act.'702 (b) Local boards of education and other public school governin g bodies are strongly703 encouraged to provide exclusively for the use of high-quality instructional materials that704 are aligned to the science of reading, as such terms are defined in Code Section 20-2-153.1,705 for literacy and reading instruction for students in kindergarten through grade three.706 (c) The State Board of Education shall annually determine a reasonable level of funding707 to assist local boards of education and other public school gov erning bodies in attaining708 high-quality instructional materials pursuant to this Code section. Such level of funding709 shall annually be presented to the General Assembly for its con sideration in including710 appropriations for such purposes."711 SECTION 15.712 Said title is further amended in Chapter 14, relating to education accountability, by adding713 a new article to read as follows:714 S. B. 459 - 28 - 26 LC 49 2601 "ARTICLE 4715 20-14-200.716 (a) There is established within the Office of Student Achievem ent the Georgia Literacy717 Coordinating Committee. Such committee shall comprise, at a mi nimum, the Georgia718 Director of Literacy, the Georgia Literacy Coach Coordinator, a representative of the719 Department of Education, at least one representative of Georgia 's regional educational720 service agencies, at least one representative of an educator pr eparation program, other721 subject matter experts identified by the Georgia Director of Li teracy, and the director of722 the Office of Student Achievement, or his or her designee. Each member of the Georgia723 Literacy Coordinating Committee shall have knowledge of the sci ence of reading and724 expertise in quality reading instruction and intervention.725 (b) The Georgia Literacy Coordinating Committee shall be responsible for:726 (1) Coordinating the efforts of all state-wide literacy and re ading education programs727 across state, regional, and local agencies, systems, and initiatives;728 (2) Developing a state-wide literacy plan; and729 (3) Reviewing and making recommendations for local unified literacy plans.730 (c) Upon the recommendation of the Georgia Director of Literacy, the Office of Student731 Achievement is authorized to engage individuals with subject matter expertise to work with732 the Georgia Literacy Coordinating Committee.733 20-14-201.734 The Office of Student Achievement shall employ:735 (1) The Georgia Director of Literacy, who shall report to the director of the Office of736 Student Achievement and shall be responsible for:737 (A) Oversight of development, implementation, alignment, and e valuation of a738 state-wide literacy plan;739 S. B. 459 - 29 - 26 LC 49 2601 (B) Evaluating and making recommendations for the continuous i mprovement and740 alignment of state-wide literacy and reading education programs across state, regional,741 and local agencies, systems, and initiatives;742 (C) Serving as the primary liaison with the Department of Education, the Department743 of Early Care and Learning, the Department of Public Health, th e University System744 of Georgia, Georgia's regional educational service agencies, the Professional Standards745 Commission, and the Office of Student Achievement with respect to state-wide literacy746 and reading education efforts;747 (D) Making recommendations for effective implementation of and continuous748 improvements to the 'Georgia Early Literacy and Dyslexia Act' and other legislation,749 policies, rules, and regulations relative to literacy and reading instruction across all ages750 and grades;751 (E) Serving as chairperson of the Georgia Literacy Coordinating Committee;752 (F) Serving as chairperson of the Georgia Literacy Task Force; and753 (G) Supervision and evaluation of staff assigned to work with the Georgia Literacy754 Coordinating Committee or the Georgia Literacy Task Force, including, but not limited755 to, the Georgia Literacy Coach Coordinator; and756 (2) The Georgia Literacy Coach Coordinator, who shall report to the Georgia Director757 of Literacy and shall be responsible for:758 (A) Serving on the Georgia Literacy Coordinating Committee;759 (B) State-wide coordination of regional leadership literacy coaches, regional literacy760 coaches, and school based literacy coaches;761 (C) Collaboration with and coordination of literacy coaches and specialists affiliated762 with the Department of Education or a regional educational serv ice agency whose763 positions are supported with state or federal funds, including, but not limited to,764 regional literacy coaches;765 S. B. 459 - 30 - 26 LC 49 2601 (D) Observing, evaluating, and providing feedback to literacy coaches and specialists766 affiliated with the Department of Education or a regional educa tional service agency767 whose positions are supported with state or federal funds, including, but not limited to,768 regional literacy coaches; and769 (E) Reviewing and collaborating on the development and implementation of state-wide770 professional learning and professional development programs and training for literacy771 and reading education.772 20-14-202.773 (a) The Georgia Literacy Coordinating Committee shall develop and recommend to the774 State Board of Education, local boards of education, and the regional educational service775 agencies position descriptions and minimum qualifications and d uties for school based776 literacy coaches, regional literacy coaches, and regional leadership literacy coaches.777 (b)(1) The minimum qualifications for school based literacy coaches shall include, but778 shall not be limited to:779 (A) Certification by the Professional Standards Commission;780 (B) A minimum of five years of documented successful classroom teaching or literacy781 intervention experience at assigned grade levels; and782 (C) A knowledge of scientifically based reading research, special expertise in quality783 reading instruction and intervention, dyslexia specific interventions, and data analysis.784 (2) The minimum duties for school based literacy coaches shall include, but shall not be785 limited to:786 (A) Demonstrating competency through approved, periodic, practice based assessment787 that verifies the literacy coach's ability to:788 (i) Apply the science of reading, learning science, and instructional science to deliver789 explicit, systematic, evidence based literacy instruction directly with students;790 S. B. 459 - 31 - 26 LC 49 2601 (ii) Analyze student data, including screening, diagnostic, and progress monitoring791 data, to inform instruction, grouping, and intervention within a multi-tiered system of792 supports framework;793 (iii) Synthesize student performance data and educator practic e data to establish794 coaching goals and design targeted, need based support for educators;795 (iv) Coach educators using nonevaluative, evidence based pract ices, including796 modeling instruction, analyzing instructional practice and data, providing actionable797 feedback, and delivering side-by-side classroom support; and798 (v) Support the implementation and monitoring of evidence based literacy curricula799 and instructional materials with fidelity, ensuring alignment to the science of reading;800 (B) Collaborating with the school principal to create a strate gic plan for literacy801 coaching;802 (C) Spending no less than 70 percent of the school day in classrooms working directly803 with students and teachers; and804 (D) Prioritizing time for those teachers, activities, and roles that will have the greatest805 impact on student reading achievement, such as coaching and mentoring in classrooms;806 and807 (3) A school based literacy coach shall not be:808 (A) Authorized or required to perform administrative functions or duties, including, but809 not limited to, performing any rotating duty assignments or ser ving as an evaluator,810 substitute teacher, assessment coordinator, or school administrator;811 (B) Invited, required, or permitted to attend placement committee meetings; or812 (C) Designated as a teacher of record.813 (c)(1) The minimum qualifications for regional literacy coaches shall include, but shall814 not be limited to:815 (A) Certification by the Professional Standards Commission;816 S. B. 459 - 32 - 26 LC 49 2601 (B) A minimum of five years of documented successful classroom teaching or literacy817 intervention experience at assigned grade levels; and818 (C) A knowledge of scientifically based reading research, special expertise in quality819 reading instruction and intervention, dyslexia specific interventions, and data analysis.820 (2) The minimum duties for regional literacy coaches shall inc lude, but shall not be821 limited to:822 (A) Demonstrating competency through approved, periodic, practice based assessment823 that verifies the literacy coach's ability to:824 (i) Apply the science of reading, learning science, and instructional science to deliver825 explicit, systematic, evidence based literacy instruction directly with students;826 (ii) Analyze student data, including screening, diagnostic, and progress monitoring827 data, to inform instruction, grouping, and intervention within a multi-tiered system of828 supports framework;829 (iii) Synthesize student performance data and educator practic e data to establish830 coaching goals and design targeted, need based support for educators; and831 (iv) Coach educators using nonevaluative, evidence based pract ices, including832 modeling instruction, analyzing instructional practice and data, providing actionable833 feedback, and delivering side-by-side classroom support;834 (B) Supporting the implementation and monitoring of evidence based literacy curricula835 and instructional materials with fidelity, ensuring alignment to the science of reading;836 (C) Providing ongoing support to local school systems and public schools for effective837 implementation and continuous improvement of comprehensive literacy programs;838 (D) Collaborating with school principals, school based literac y coaches, and839 representatives of the Georgia Literacy Coordinating Committee; and840 (E) Providing ongoing professional learning activities and materials for teachers and841 literacy coaches that include research on the science of reading and curriculum based842 S. B. 459 - 33 - 26 LC 49 2601 professional learning to support them in applying such training and research into843 instructional practices.844 (d)(1) The minimum qualifications for regional leadership literacy coaches shall include,845 but shall not be limited to:846 (A) Certification by the Professional Standards Commission;847 (B) A minimum of five years of documented success as a literac y coach or as a848 classroom teacher or administrator in kindergarten to grade three;849 (C) A knowledge of scientifically based reading research, special expertise in quality850 reading instruction and intervention, dyslexia specific interventions, and data analysis;851 (D) Successful experience in leading a school, a school district, or a regional literacy852 program to include the role of principal, curriculum director, superintendent, or853 state-level literacy specialist;854 (E) Extensive knowledge of the implementation of a structured literacy program that855 is founded in the science of reading;856 (F) Successful experience in working with adult learners;857 (G) Exceptional interpersonal skills;858 (H) Exceptional communication skills; and859 (I) Successful experience in leading educational programs and/or initiatives.860 (2) The minimum duties for regional leadership literacy coaches shall include, but shall861 not be limited to:862 (A) Attending and participating in professional learning relat ed to literacy863 improvement and coaching within the RESA network;864 (B) Collaborating with local school superintendents and school principals to create a865 literacy rich environment within the local school system, with priority given to schools866 that include kindergarten through third grade;867 S. B. 459 - 34 - 26 LC 49 2601 (C) Joining local school superintendents and school principals in side-by-side868 classroom observations to support teachers and paraprofessional s in applying the869 science of reading into instructional practices;870 (D) Assisting regional literacy coaches to prioritize the need s of the local school871 system based on student data and communication with local school system leaders;872 (E) Facilitating communication and collaboration between the local school system and873 regional literacy coaches;874 (F) Providing guidance to local school systems in the development and implementation875 of the local unified literacy plan;876 (G) Facilitating collaboration between the local school system and the local community877 to support literacy development for children from birth to age five;878 (H) Facilitating collaboration between the local school system and the local and879 regional postsecondary educational institutions; and880 (I) Collaborating with other regional leadership literacy coaches.881 20-14-203.882 (a) As used in this Code section, the term 'task force' means the Georgia Literacy Task883 Force established pursuant to this Code section.884 (b) There is established the Georgia Literacy Task Force, a standing task force which shall885 be convened by the Office of Student Achievement by September 1, 2026, and which shall886 be responsible for providing recommendations to the State Board of Education, the Office887 of Student Achievement, the Georgia Literacy Coordinating Committee, and the Georgia888 Director of Literacy for:889 (1) Effective implementation of and continuous improvements to the 'Georgia Early890 Literacy and Dyslexia Act' and other legislation, policies, rules, and regulations relative891 to literacy and reading instruction across all ages and grades;892 S. B. 459 - 35 - 26 LC 49 2601 (2) The state-wide comprehensive curriculum based professional learning program in893 structured literacy that is aligned to and includes research on the science of reading to894 support teachers and literacy coaches in applying such research into instructional895 practices for kindergarten through grade three teachers and literacy coaches to be made896 available at no cost as provided for in Code Section 20-2-153.1;897 (3)(A) A list of no less than two and no more than five universal reading screeners that898 are valid and reliable reading screening, formative, and diagnostic assessment systems899 for selection and use by local school systems and public schools.900 (B) Each universal reading screener recommended by the task force shall:901 (i) Provide screening and diagnostic capabilities for monitoring student progress;902 (ii) Measure, at a minimum, a student's foundational reading skills, as such term is903 defined in Code Section 20-2-153.1, including, but not limited to, a student's904 phonological awareness, oral language, the alphabetic principle , including letter905 naming, letter sound, and sound letter correspondences, decodin g, encoding,906 accuracy, vocabulary, and comprehension;907 (iii) Identify students who are significantly at risk of not attaining grade level reading908 proficiency, including, but not limited to, identifying students with characteristics of909 dyslexia; and910 (iv) Have robust reporting capabilities, including, but not limited to, the capability911 to generate and provide directly to the department and the Offi ce of Student912 Achievement reports of screener results by:913 (I) Student;914 (II) Student subgroups based on grade level, educational progr am, demographic915 characteristics, and other criteria identified by the Georgia Literacy Task Force;916 (III) Teacher;917 (IV) School; and918 (V) Local school system.919 S. B. 459 - 36 - 26 LC 49 2601 (C) In determining which universal reading screeners to recommend for use by local920 school systems and public schools, the task force shall, at a minimum, consider:921 (i) The time required to conduct the universal reading screener, with the intention of922 minimizing the impact on instructional time;923 (ii) The level of integration of universal reading screener re sults with instructional924 support for teachers and students; and925 (iii) The timeliness in reporting assessment results to teache rs, administrators, and926 parents.927 (D) The task force shall recommend one universal reading scree ner to be made928 available free of charge to local school systems and public schools.929 (E) By March 1, 2028, and by March 1 every third year thereafter, the task force shall930 submit to the State Board of Education the list of recommended universal reading931 screeners, including the universal reading screener to be made available free of charge932 to local school systems and public schools.933 (F) No universal reading screener shall be approved by the State Board of Education934 unless it has been recommended by the task force; and935 (4) An annual list of high-quality instructional materials that are aligned to the science936 of reading, as such terms are defined in Code Section 20-2-153. 1, for students in937 kindergarten through grade three for recommendation to the State Board of Education.938 (c)(1) The Georgia Director of Literacy shall serve as chairperson of the task force.939 (2) In addition to the Georgia Director of Literacy, the membership of the task force shall940 include the following appointed members, each of whom shall have at least three years941 of experience with scientifically based reading instruction:942 (A) Three members appointed by the Governor, two of whom shall have significant943 experience as a literacy or reading specialist, coach, or teach er or as a curriculum944 specialist;945 S. B. 459 - 37 - 26 LC 49 2601 (B) Three members appointed by the Speaker of the House of Representatives, two of946 whom shall have significant experience as a literacy or reading specialist, coach, or947 teacher or as a curriculum specialist;948 (C) Three members appointed by the President of the Senate, two of whom shall have949 significant experience as a literacy or reading specialist, coa ch, or teacher or as a950 curriculum specialist;951 (D) One member who shall be a certified academic dyslexia therapist for a minimum952 of three years appointed by the Office of Student Achievement; and953 (E) One member appointed by the State Board of Education.954 (3) The Office of Student Achievement shall verify that each appointed member of the955 task force satisfies the credentials under which he or she was appointed.956 (4) Members appointed to the task force shall be appointed to serve a three-year term and957 may be reappointed to serve one additional two-year term.958 (5)(A) The task force shall be authorized to conduct meetings at such places and times,959 either virtually or in-person, as it deems necessary or conveni ent to enable it to fully960 and effectively perform its duties; provided, however, that it shall meet not less than961 two times per year and shall hold meetings at the call of the chairperson.962 (B) A quorum for transacting business of the task force shall be a majority of the963 members.964 (C) Meetings of the task force shall be exempt from the provis ions of Chapter 14 of965 Title 50 notwithstanding any provision of law to the contrary.966 (6) Legislative members of the task force shall receive the al lowances provided for in967 Code Section 28-1-8. Nonlegislative members of the task force shall receive a daily968 expense allowance in the amount specified in subsection (a) of Code Section 45-7-21 as969 well as the mileage or transportation allowance authorized for state employees. Members970 of the task force who are state officials, other than legislati ve members, or state971 employees shall receive no compensation for their services on the task force, but shall be972 S. B. 459 - 38 - 26 LC 49 2601 reimbursed for expenses incurred by them in the performance of their duties as members973 of the task force in the same manner as they are reimbursed for expenses in their974 capacities as state officials or state employees. The funds ne cessary for the975 reimbursement of the expenses of state officials, other than legislative members, and state976 employees shall come from funds appropriated to or otherwise av ailable to their977 respective departments. All other funds necessary to carry out the provisions of this978 article shall come from funds appropriated to the Office of Student Achievement.979 (d) The task force shall e ndeavor to include multiple vendors in each annual list of980 universal reading screeners and high-quality instructional mate rials provided for in981 subsection (a) of this Code section. The task force shall make public all rubrics and982 measurements used to determine eligibility and compliance for a ll universal reading983 screeners and high-quality instructional materials accepted for consideration.984 20-14-204.985 (a) Within 60 days of receiving any recommendation from the Ge orgia Literacy Task986 Force, the State Board of Education shall vote to adopt or reject such recommendation.987 (b) The State School Superintendent shall recommend that the State Board of Education988 adopt recommendations received pursuant to subsection (a) of this Code section; provided,989 however, that if the State School Superintendent disagrees with a recommendation received990 pursuant to subsection (a) of this Code section, he or she shall submit to the State Board991 of Education the reasons for such disagreement in writing. Irr espective of whether the992 State School Superintendent submits any disagreement, the State Board of Education shall993 timely vote to adopt or reject the recommendation from the Georgia Literacy Task Force.994 20-14-205.995 The Office of Student Achievement shall be responsible for developing and implementing,996 in collaboration with the Department of Education, the Departme nt of Early Care and997 S. B. 459 - 39 - 26 LC 49 2601 Learning, the Department of Public Health, the University System of Georgia, Georgia's998 regional educational service agencies, and local school systems and public schools, a999 comprehensive state-wide promotional campaign to increase publi c awareness and1000 education about the essential importance of literacy in the lives of all Georgians and to urge1001 all Georgia families and communities to support and participate in literacy programs and1002 other efforts, especially for children from birth through fifth grade."1003 SECTION 16.1004 This Act shall become effective upon its approval by the Governor or upon its becoming law1005 without such approval.1006 SECTION 17.1007 All laws and parts of laws in conflict with this Act are repealed.1008 S. B. 459 - 40 -