Educator

Requires all DCPS schools to implement high-impact tutoring for students in need, reaching approximately 10% of all students.

Requires an accelerated learning committee to develop an IEP for every student who does not pass pass the STAAR test in grade 3, 5, or 8 in math or reading. Also, requires the assignment of a certified master, exemplary, or recognized teacher or participation in tutoring for any student who does not pass the STAAR test in grades 3–8 or STAAR (EOC) end-of-course assessments. Requirements are to begin in fall 2021 based on spring 2021 test results.

Tutoring must:

Creates TN Accelerating Literacy and Learning Corps, a matching grant opportunity to empower districts to implement or strengthen tutoring supports for students in low ratios and at a high dosage, with TN ALL Corps tutoring occurring for small groups of students in 30–45-minute sessions, two to three times per week. For every student tutored, the department will provide $700 per student per year, while a district contributes $800 per year per student. This amount covers at least 15% of district students in 1st – 8th grades in year one.

Partners with local schools to recruit, educate, and activate corps members to support students and accelerate learning through tutoring in NC's neediest districts. Corps members are paid a living wage by schools to work part-time as high-impact K-3 literacy tutors grounded in the science of reading and reading instruction. Corps members and school administrators benefit from a common recruitment and application process, training, and ongoing support provided by NCEC.

Provides $30,000,000 for high-impact tutoring statewide.

Revises the Read to Achieve Program in many ways, one of which is including tutoring as part of the definition of literacy interventions.

Provides literacy-based high-dosage tutoring to accelerate reading achievement for K-5 students in Mississippi using college students funded through Americorps. The 2021 pilot program served 1,000 students in grades K-5 in literacy with a focus on relationship-development using GEER funds.

Requires many efforts to combat COVID-19 impact on education including funding for community partnerships to provide tutoring during the summer of 2021.

Requires the original K-3 requirement of Transitional Supplemental Instruction for Struggling Learners program to add additional components: 1) funding for one-on-one and small-group instruction for students who are not, or are not on track to, reading at grade level by grade 3; 2) funding for students who are not proficient in math (with priority to reading) and 3) extend services to grades 4 - 12.