Press Release: Councilmember Todd Introduces the “Reading Equity Acceleration Declaration Act of 2019”

News Release — Ward 4 DC Council Brandon Todd

September 17, 2019

CONTACT: Eric Feldman

The Reading Equity Acceleration Declaration Act Improves Reading Levels at Early Ages by Implementing New Reading Intervention Programs and Assessment Guidelines

Washington, DC – Today, Councilmember Brandon Todd (D-Ward 4) introduced the “Reading Equity Acceleration Declaration Act of 2019” at the Council of the District of Columbia’s legislative meeting.

This bill would establish accelerated reading intervention programs to ensure that all students can read at or above grade level at the end of third grade. This legislation would also require local education agencies (LEAs) to submit to plans to the Office of the State Superintendent of Education to administer an annual academic assessment. This assessment would be for all students in kindergarten, first, second, and third grade to determine students’ progress in reading comprehension.

“The research is clear,” Councilmember Todd said. “Students who do not read proficiently by 3rd grade are four times more likely to leave high school without a diploma. We must do all we can to give our youngest students, particularly those of color, the best chance at succeeding. We know that early intervention is critical and that the most challenged learners see great benefit from intensive interventions. The potential here is very exciting; these intensive early reading interventions can produce gains that are equivalent to more than one half of a school year of learning.”

If a student is found to be reading below grade level, this legislation requires there to be a personalized reading development plan created, which will include: a summary of the services being provided to the student, a description of any new interventions to get the student reading on grade level, and strategies for parents or guardians to use at home to support the progress.

If at the end of the 3rd grade a student is still reading below grade level, the Act requires that the LEA develop an intensive readying intervention plan. The intensive plan must include all the elements of the reading development plan plus: additional supports evidenced based interventions including during an extended school day or year by an accredited provider, a read-at-home plan to support reading success, and plans for specific follow-up with teachers in subsequent grades.

Currently in the District of Columbia, there is currently no early literacy evaluation, intervention, nor reporting requirement for students and schools. The first time students are comprehensively assessed in reading is at the end of 3rd grade, which is far too late for many students.

Furthermore, statistics show that nearly 8 in 10 at-risk students are not reading on grade level. At-risk students are defined as students who are considered to have a higher probability of failing academically or dropping out of school.

Studies have shown that absent effective intervention, children who read significantly below grade level by third grade continue to struggle in school and eventually face a much higher likelihood of dropping out altogether. 

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