S09196 Summary:

Directs the commissioner of education to conduct an audit regarding instruction in literacy instruction at institutions of higher education that offers a graduate or undergraduate degree or certification program in education or educational administration located within the state.
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S09196 Actions:

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S09196 Committee Votes:

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S09196 Floor Votes:

There are no votes for this bill in this legislative session.
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S09196 Memo:

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S09196 Text:

                STATE OF NEW YORK
                    IN SENATE
                                       May 3, 2024
        Introduced  by Sen. STAVISKY -- read twice and ordered printed, and when
          printed to be committed to the Committee on Higher Education
        AN ACT in relation to  authorizing  the  commissioner  of  education  to
          conduct  an audit regarding instruction in literacy instruction within
          the state
          The People of the State of New York, represented in Senate and  Assem-
        bly, do enact as follows:
     1    Section 1. This act shall be known and may be cited as the "so all can
     2  read act".
     3    §  2.  The  commissioner  of  education  is authorized and directed to
     4  develop an auditing process that clearly documents the degree  to  which
     5  every educator preparation program at an institution of higher education
     6  is effectively teaching the science of reading by conducting an audit on
     7  literacy  instruction  at  every  institution  of  higher education that
     8  offers a graduate or undergraduate degree or  certification  program  in
     9  education  or  educational administration located within the state. Such
    10  audit shall include, as appropriate, questions on how such  institutions
    11  are  meeting the learning standards for instruction necessary for effec-
    12  tive literacy instruction within the current required literacy education
    13  curriculum.  All programs shall be reviewed every four years  thereafter
    14  to ensure continued alignment with the science of reading.
    15    § 3. For each postsecondary institution, audit questions shall:
    16    (a)  identify  which  undergraduate  and/or graduate degree or certif-
    17  ication program in education or educational administration  sufficiently
    18  covers instruction in core components, characterized as the five pillars
    19  of  reading  by  the  National  Reading Panel of the National Academy of
    20  Sciences in 2000, namely phonemic awareness, phonics,  reading  fluency,
    21  vocabulary,  and  comprehension,  and assess how fully and in-depth each
    22  such program covers instruction as to each core component or  pillar  of
    23  reading  in  substantial alignment with the reading foundation standards
    24  utilized by the National Council on Teacher Quality in its  2023  report
    25  on strengthening elementary reading instruction;
    26    (b)  assess the extent to which each such program covers the knowledge
    27  and  skills  needed  to  understand  and  convey  direct  and   explicit
         EXPLANATION--Matter in italics (underscored) is new; matter in brackets
                              [ ] is old law to be omitted.

        S. 9196                             2
     1  language-based  instruction in reading that is consistent with research-
     2  based effective methods of teaching reading, including but  not  limited
     3  to:
     4    (1)  phonology  and phonemic awareness, and how to develop such aware-
     5  ness including evidence about moving rapidly from phonemes and  connect-
     6  ing them to the relevant grapheme;
     7    (2) alphabetic principle, orthographic mapping and an understanding of
     8  the  processes  the  brain  uses  for  developing reading, syllables and
     9  morphology and why they are important for both decoding and vocabulary;
    10    (3) sound-symbol correspondences and explicit, systematic  phonics  to
    11  develop automaticity and fluency;
    12    (4)  syntax and text structure to support comprehension and comprehen-
    13  sion strategies including question asking and answering, inference,  and
    14  summarizing;
    15    (5) building background knowledge;
    16    (6)  English  language development focused on developing oral language
    17  which necessitates attention to those sounds in the home  language  that
    18  are  not  transferable  and thus need increased explicit instruction, as
    19  well as syntax and grammar;
    20    (7) developing an understanding  of  English  varieties  from  general
    21  standard  English  and imparting the linguistic structure of dialects of
    22  the English language and ways to develop translanguaging and  addressing
    23  phonology, morphology, syntax and semantics;
    24    (8) how to use and interpret universal screeners and progress monitor-
    25  ing tools as well as understanding diagnostics;
    26    (9)  elements of instruction that are effective, including modeling (I
    27  do), guided practice (we do) and application (you do); and
    28    (10) awareness that scientific evidence is randomized experimental and
    29  quasi-experimental studies, confirmed and replicated, and  peer-reviewed
    30  studies;
    31    (c)  evaluate to what extent such program adequately prepares students
    32  on how to incorporate best practices and techniques of structured liter-
    33  acy in the classroom;
    34    (d) evaluate to what extent each program currently teaches methods  or
    35  strategies  or otherwise uses instructional materials, including but not
    36  limited to, textbooks that are reliant on approaches which research  has
    37  shown  are  ineffective,  including  three-cueing, leveled texts, miscue
    38  analysis, units of study, reading workshops, embedded or implicit  phon-
    39  ics,  or  the over-reliance on assessment tools such as running records,
    40  developmental reading assessment or qualitative reading inventory; and
    41    (e) evaluate the extent to  which  a  program  addresses  the  use  of
    42  research-based  effective  methods of teaching reading, including struc-
    43  tured literacy with various populations, including but  not  limited  to
    44  students  with  learning disabilities (such as dyslexia, dysgraphia, and
    45  dyscalculia) and English language learners.
    46    § 4. Each audit shall also require an attestation from  each  institu-
    47  tion  indicating that the responsible party or parties have surveyed the
    48  undergraduate and/or graduate degree or certification program in  educa-
    49  tion  or  educational  administration  at  each such institution for the
    50  areas listed in section two of this act and the extent to which learning
    51  standards for instruction necessary for effective  literacy  instruction
    52  is provided in each such program's courses to achieve adequate competen-
    53  cy  of the body of knowledge and sufficient practice needed for pre-ser-
    54  vice educators studying any  level  of  P-12  education  or  educational
    55  administration.

        S. 9196                             3
     1    §  5. Findings shall include detailed results of the audit, the extent
     2  that the audit data submitted demonstrates compliance with the  learning
     3  standards  of  instruction necessary for effective literacy instruction,
     4  and, if needed, recommendations to  strengthen  the  provisions  of  law
     5  related to literacy instruction if such standards of instruction are not
     6  being  met. Such findings shall be submitted for approval by the commis-
     7  sioner of education in a timeframe, and form and format,  acceptable  to
     8  the commissioner. A report of the findings of such audit shall be deliv-
     9  ered to the governor, the temporary president of the senate, the speaker
    10  of  the  assembly,  the  minority leader of the senate, and the minority
    11  leader of the assembly no later than the first of January following  the
    12  effective  date  of this act, or one hundred fifty days after the effec-
    13  tive date of this act, whichever is later.
    14    § 6. For purposes of this act,  "learning  standards  for  instruction
    15  necessary  for  effective literacy instruction" include literary courses
    16  offered by an institution that are training students in  language-based,
    17  effective  methods  of  teaching  reading,  which include instruction in
    18  delivering  structured,  systematic,  explicit,  evidence-based   direct
    19  instruction in reading, also known as structured literacy.
    20    § 7. This act shall take effect immediately.
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