SB 1061 - This act modifies current law regarding reading success plans, formerly known as reading intervention plans. This act requires the State Board of Education to align literacy and reading instruction course work for teacher education programs in early childhood, kindergarten through fifth grade elementary teacher certification, middle school communication arts, high school communication arts, and all reading and special education certificates to include certain components set forth in the act. (Section 161.097) The State Board, in collaboration with the Coordinating Board for Higher Education and the Literacy Advisory Council established in the act, shall develop a plan to establish a comprehensive system of services for early education. Under current law, each local school district shall have on file a policy for reading success plans for any pupils of the districts in grades kindergarten through three. Such plans shall identify strategies to be followed by the district teachers to raise students' reading ability to grade level. This act repeals such requirements, and only requires school districts and charter schools to have on a file a policy for reading success plans. The Department of Elementary and Secondary Education, rather than the State Board, shall develop guidelines to assist districts and charter schools in formulating policies for reading success plans. Such guidelines may include measures of reading proficiency, strategies for addressing reading deficiencies, and targeted instruction for students with characteristics of dyslexia and other reading deficiencies. This act repeals the provision of current law requiring each school district enrolling a student reading below grade level to develop an individual plan of reading intervention for such pupil. Under this act, each school district and charter school shall provide supplemental reading instruction to students as set forth in the act. (Section 167.268) Each school district and charter school shall, under this act, provide training on the administration and analysis of results of reading assessments to all kindergarten through fifth grade teachers and any other personnel who provide literacy instruction. Current law provides that, unless a student has been determined in the current school year to be reading at grade level or above, a school district shall administer a reading assessment within 45 days of the end of the third-grade year. Under this act, unless such student has been determined in the current or previous school year to be reading at grade level or above, a school district or charter school shall administer a reading assessment within the first 45 days of school for grades one through five, and by January 1 for kindergarten students. Current law requires such reading assessment for students who enter a school district in grades four, five, or six. Under this act, such assessment shall be required in grades one through five. The provisions of current law requiring school districts to design a reading improvement plan for certain students are repealed under this act. School districts and charter school shall, under this act, develop and implement a reading success plan for each student in grades kindergarten through five who exhibits a reading deficiency, as defined in the act. The reading success plan shall provide for additional targeted reading instruction that occurs in addition to the core reading instruction provided to all students in the general education classroom. The act sets forth several methods of identification of students who need a reading success plan. A reading success plan shall be developed by the student's teacher and other pertinent school personnel, and shall provide an opportunity for the parent or legal guardian to provide input. Reading intervention instruction and strategies provided under a reading success plan shall meet certain criteria set forth in the act. School districts and charter schools shall continue to address reading deficiencies for a student in grades six through twelve who exhibit a reading deficiency, for such time as the deficiency in reading ability creates a barrier to the student's success in school. Current law requires school districts to offer summer school reading instruction to any student with a reading improvement plan. This act repeals the provision requiring school districts to offer summer school reading instruction, and provides that school districts and charter schools may offer summer school reading instruction. This act repeals provisions relating to retention of students. The provisions of this section shall become effective on July 1, 2021. (Section 167.645) This act requires the Commissioner of Education to establish a literacy advisory council, which shall consist of at least 12 and no more than 20 members as set forth in the act. The council shall meet biannually to review best practices in literacy instruction and related policy provisions, and shall periodically provide recommendations to the Commissioner and the State Board regarding any identified improvements to literacy instruction and policy for Missouri students. (Section 186.012) This act is similar to SB 966 (2020), SCS/SB 349 (2019), HCS/SS/SB 218 (2019), SB 73 (2019), HCS/HB 464 (2019), HCS/SCS/SB 949 (2018), and HB 1417 (2018). JOSIE BUTLER