Reading assessment costs, competitive matching grantprogram--application--requirements--reimbursement of district'sfunds, when--allocation of grants.
167.343. 1. Beginning July 1, 2000, the department of elementary andsecondary education shall provide a four-year competitive matching grantprogram at the district and building level to defray the cost of readingassessment, teacher and administrator training in the use of readingassessment and in early grade reading intervention strategies, providedthat such intervention strategies give the classroom teacher options forselecting the method most appropriate for an individual student's needs.Grants may also be used to expand existing reading instruction improvementprograms. Grants may also be used for explicit phonics instruction, in anydistrict, consistent with the requirements for the pilot programestablished pursuant to section 168.430*.
2. In its grant application the school district shall describe itscurrent program, at the building level if applicable, of reading assessmentand instruction, show a need for improved assessment and instructionalmethods, and explain which assessment and reading instruction improvementprogram or programs it will implement under the grant and how it proposesto judge student progress. Additional priority shall be given to programsthat include a parental involvement component.
3. The grantee pursuant to this section shall show improvement ofstudents in the reading instruction improvement program after the secondyear of the grant to receive funds for years three and four. As part ofthe mid-grant progress report, the grantee shall report the progress ofstudents who are receiving reading improvement instruction as a result oftheir performance on the third-grade communication arts assessment. Thegrantee shall also report its third grade communication arts assessmentresults in the two-year period before the grant and its results during thefirst two years of the grant. Performance on the third grade communicationarts assessment may be a factor in the granting or denial of funds foryears three and four, but primary emphasis shall be given to the plan ofreading improvement and the measurements selected by the grantee.
4. Upon the conclusion of the grant, the department of elementary andsecondary education may, upon demonstration of significant levels ofimprovement, from funds appropriated for that purpose, reimburse thedistrict for its match, with such funds to be returned to the district'soperating funds. The department shall develop rules to determinesignificant progress, allowing for flexibility in application to varyinggrant projects but supplying rigorous standards so that significant isunderstood to mean measurable and meaningful in the context of theindividual grant project.
5. Grants are renewable for an additional four-year term, based inpart upon the results of the first grant. Any reimbursement of adistrict's match shall be a one-time payment.
6. Nothing in this act** shall be construed to prohibit the inclusionof vision- or hearing-impaired students in reading improvement instructiongrant programs appropriate for them. Nothing in this act** shall beconstrued to prevent the consideration of a grant application that focuseson improving reading for vision- or hearing-impaired students.
7. Grants shall be distributed in equal amounts within geographicareas established proportionately based upon student population; providedthat funds may be reallocated by the department if an area has insufficientapplications or insufficient eligible applications to obligate all fundsfor the area.
(L. 1999 H.B. 889 § 2)
*Section 170.300 contains requirements for explicit phonics instruction.
**"This act" (H.B. 889, 1999) contained numerous sections. Consult Disposition of Sections table for a definitive listing.
Reading assessment costs, competitive matching grantprogram--application--requirements--reimbursement of district'sfunds, when--allocation of grants.
167.343. 1. Beginning July 1, 2000, the department of elementary andsecondary education shall provide a four-year competitive matching grantprogram at the district and building level to defray the cost of readingassessment, teacher and administrator training in the use of readingassessment and in early grade reading intervention strategies, providedthat such intervention strategies give the classroom teacher options forselecting the method most appropriate for an individual student's needs.Grants may also be used to expand existing reading instruction improvementprograms. Grants may also be used for explicit phonics instruction, in anydistrict, consistent with the requirements for the pilot programestablished pursuant to section 168.430*.
2. In its grant application the school district shall describe itscurrent program, at the building level if applicable, of reading assessmentand instruction, show a need for improved assessment and instructionalmethods, and explain which assessment and reading instruction improvementprogram or programs it will implement under the grant and how it proposesto judge student progress. Additional priority shall be given to programsthat include a parental involvement component.
3. The grantee pursuant to this section shall show improvement ofstudents in the reading instruction improvement program after the secondyear of the grant to receive funds for years three and four. As part ofthe mid-grant progress report, the grantee shall report the progress ofstudents who are receiving reading improvement instruction as a result oftheir performance on the third-grade communication arts assessment. Thegrantee shall also report its third grade communication arts assessmentresults in the two-year period before the grant and its results during thefirst two years of the grant. Performance on the third grade communicationarts assessment may be a factor in the granting or denial of funds foryears three and four, but primary emphasis shall be given to the plan ofreading improvement and the measurements selected by the grantee.
4. Upon the conclusion of the grant, the department of elementary andsecondary education may, upon demonstration of significant levels ofimprovement, from funds appropriated for that purpose, reimburse thedistrict for its match, with such funds to be returned to the district'soperating funds. The department shall develop rules to determinesignificant progress, allowing for flexibility in application to varyinggrant projects but supplying rigorous standards so that significant isunderstood to mean measurable and meaningful in the context of theindividual grant project.
5. Grants are renewable for an additional four-year term, based inpart upon the results of the first grant. Any reimbursement of adistrict's match shall be a one-time payment.
6. Nothing in this act** shall be construed to prohibit the inclusionof vision- or hearing-impaired students in reading improvement instructiongrant programs appropriate for them. Nothing in this act** shall beconstrued to prevent the consideration of a grant application that focuseson improving reading for vision- or hearing-impaired students.
7. Grants shall be distributed in equal amounts within geographicareas established proportionately based upon student population; providedthat funds may be reallocated by the department if an area has insufficientapplications or insufficient eligible applications to obligate all fundsfor the area.
(L. 1999 H.B. 889 § 2)
*Section 170.300 contains requirements for explicit phonics instruction.
**"This act" (H.B. 889, 1999) contained numerous sections. Consult Disposition of Sections table for a definitive listing.
Reading assessment costs, competitive matching grantprogram--application--requirements--reimbursement of district'sfunds, when--allocation of grants.
167.343. 1. Beginning July 1, 2000, the department of elementary andsecondary education shall provide a four-year competitive matching grantprogram at the district and building level to defray the cost of readingassessment, teacher and administrator training in the use of readingassessment and in early grade reading intervention strategies, providedthat such intervention strategies give the classroom teacher options forselecting the method most appropriate for an individual student's needs.Grants may also be used to expand existing reading instruction improvementprograms. Grants may also be used for explicit phonics instruction, in anydistrict, consistent with the requirements for the pilot programestablished pursuant to section 168.430*.
2. In its grant application the school district shall describe itscurrent program, at the building level if applicable, of reading assessmentand instruction, show a need for improved assessment and instructionalmethods, and explain which assessment and reading instruction improvementprogram or programs it will implement under the grant and how it proposesto judge student progress. Additional priority shall be given to programsthat include a parental involvement component.
3. The grantee pursuant to this section shall show improvement ofstudents in the reading instruction improvement program after the secondyear of the grant to receive funds for years three and four. As part ofthe mid-grant progress report, the grantee shall report the progress ofstudents who are receiving reading improvement instruction as a result oftheir performance on the third-grade communication arts assessment. Thegrantee shall also report its third grade communication arts assessmentresults in the two-year period before the grant and its results during thefirst two years of the grant. Performance on the third grade communicationarts assessment may be a factor in the granting or denial of funds foryears three and four, but primary emphasis shall be given to the plan ofreading improvement and the measurements selected by the grantee.
4. Upon the conclusion of the grant, the department of elementary andsecondary education may, upon demonstration of significant levels ofimprovement, from funds appropriated for that purpose, reimburse thedistrict for its match, with such funds to be returned to the district'soperating funds. The department shall develop rules to determinesignificant progress, allowing for flexibility in application to varyinggrant projects but supplying rigorous standards so that significant isunderstood to mean measurable and meaningful in the context of theindividual grant project.
5. Grants are renewable for an additional four-year term, based inpart upon the results of the first grant. Any reimbursement of adistrict's match shall be a one-time payment.
6. Nothing in this act** shall be construed to prohibit the inclusionof vision- or hearing-impaired students in reading improvement instructiongrant programs appropriate for them. Nothing in this act** shall beconstrued to prevent the consideration of a grant application that focuseson improving reading for vision- or hearing-impaired students.
7. Grants shall be distributed in equal amounts within geographicareas established proportionately based upon student population; providedthat funds may be reallocated by the department if an area has insufficientapplications or insufficient eligible applications to obligate all fundsfor the area.
(L. 1999 H.B. 889 § 2)
*Section 170.300 contains requirements for explicit phonics instruction.
**"This act" (H.B. 889, 1999) contained numerous sections. Consult Disposition of Sections table for a definitive listing.
