State SealARIZONA HOUSE OF REPRESENTATIVES

 

SB 1318: schools; dyslexia; screening; training

S/E: school; training; screening; dyslexia

PRIME SPONSOR: Senator Boyer, LD 20

BILL STATUS: Caucus & Cow

                                Education: DPA/SE 13-0-0-0

 

Summary of the Strike-Everything Amendment to SB1318

Overview

Requires the Arizona Department of Education (ADE) to develop a dyslexia plan and training opportunities that are intended to screen students for risk factors and to provide dyslexia specialists, support and resources to school districts and charter schools☐ Prop 105 (45 votes) ☐ Prop 108 (40 votes) ☐ Emergency (40 votes) ☐ Fiscal Note.

History

A.R.S. § 15-701(K) defines dyslexia as a condition that is neurological in origin, characterized by difficulties with accurate or fluent word recognition, spelling and decoding abilities, including difficulties that typically result from a deficit in the phonological component of language. Subject to the approval of the State Board of Education (SBE), ADE has developed a handbook that provides guidance for pupils, parents and teachers concerning dyslexia, which includes the following (A.R.S. § 15-249.10):

1.       Guidelines for how to identify dyslexia;

2.       A description of educational strategies that have been shown to improve the academic performance of pupils with dyslexia; and

3.       A description of resources and services that are available to pupils with dyslexia and to teachers and parents of pupils with dyslexia (ADE Dyslexia Handbook).

Pursuant to A.R.S. § 15-219, the SBE has adopted rules to allow certified teachers and administrators to count training regarding screening, intervention, accommodation, use of technology and advocacy for students with reading impairments, including dyslexia, as continuing education credits (A.A.C. R7-2-619).

Provisions

1.       Directs ADE to designate a dyslexia specialist to provide school districts and charter schools with support and resources to assist students with dyslexia. (Sec. 1)

2.       Requires the ADE to annually develop a list of training opportunities related to dyslexia. (Sec. 1)

3.       Requires each school district and charter school to ensure that at least one K-3 teacher in each school will have received training related to dyslexia by July 1, 2020. (Sec. 1)

4.       Directs the rules developed for dyslexia training comply with professional development requirements and will include at least one online training opportunity. (Sec. 2)

5.       Mandates dyslexia training opportunities meet the following requirements:

a.       comply with the knowledge and practice standards of an international organization on            dyslexia that is designated by the ADE;

b.       enable the teacher to understand and recognize dyslexia; and

c.        enable the teacher to implement structured literacy instruction that is systematic, explicit,     multisensory and evidence based to meet the educational needs of students with dyslexia.          (Sec. 2)

6.       Requires, beginning on July 1, 2020, the SBE's rules for certification for common school instruction to include reading instruction that satisfies dyslexia training requirements. (Sec. 3)

7.       Requires the ADE to develop a dyslexia screening plan that:

a.       ensures that each K-1 student is screened for risk factors of dyslexia within 45 days after the beginning of each school year or student enrollment occurs;

b.       provides guidance for notifications sent by school districts to the parents of students who are identified as being at risk for dyslexia based on a screening of risk factors;

c.        is developed collaboratively with ADE's dyslexia specialist and other experts on dyslexia, including representatives in this state of an international organization on dyslexia; and

d.       Ensures that dyslexia screenings include the following:

i.         phonological and phonemic awareness;

ii.       rapid naming skills;

iii.     correspondence between sounds and letters;

iv.     nonsense word repetition;

v.       sound symbol recognition; and

vi.     identification of family history with difficulty in learning to read. (Sec. 4)

8.       Allows screenings of risk factors for dyslexia to be integrated with reading proficiency screenings. (Sec. 4)

Study Committee

9.       Creates the Study Committee (Committee) on dyslexia screening, intervention and funding for pupils identified as having risk factors associated with dyslexia consisting of:

a.       Three members of the Senate appointed by the President of the Senate, two of whom are members of the majority party and one of whom is a member of the minority party;

b.       Three members of the House of Representatives appointed by the Speaker of the House, two of whom are members of the majority party and one of whom is a member of the minority party;

c.        An Arizona resident who is a member of an international organization on dyslexia and who is appointed by the President of the Senate;

d.       A speech language pathologist appointed by the Speaker of the House who is trained in early literacy development and systematic literacy instruction that is explicit, multisensory and evidence based;

e.       The parent of a pupil diagnosed with dyslexia who is enrolled an Arizona public school and is appointed by the President of the Senate;

f.         An ADE employee appointed by the SPI;

g.       The superintendent of a school district, or the SPI's designee, who is appointed by the SPI; and

h.       A charter school representative appointed by the Speaker of the House; (Sec. 5)

10.   Directs the President of the Senate to designate one of the Committee members as the chairperson. (Sec. 5)

11.   Specifies that the Committee will meet as often as members deem necessary. (Sec. 5)

12.   Requires the Committee to:

a.       examine and make recommendations to the ADE regarding dyslexia screenings, intervention and delivery of supports for pupils with dyslexia;

b.       develop recommendations and resources that:

i.         identify valid and reliable screening and evaluation assessments and protocols that can be used by personnel to administer screening risk factors for dyslexia;

ii.       recommends structured literacy instruction that is systematic, explicit, multisensory and evidence based;

iii.     recommends interventions systems for schools to address dyslexia;

iv.     develops and implements preservice and in-service professional activities to address dyslexia identification and intervention;

c.        Review teacher certification and professional development requirements regarding dyslexia;

d.       Review barriers to accurate information on the prevalence of pupils with dyslexia across the state and recommend a process for accurately reporting demographic data;

e.       Study current practices for diagnosing, treating and educating pupils with dyslexia; and

f.         Examine how current laws and regulations affect pupils with dyslexia. (Sec. 5)

13.   Mandates the Senate to provide staff assistance to the Committee, as directed by the President of the Senate. (Sec. 5)

14.   Requires the Committee to submit a report of its findings and recommendations to the President of the Senate and the Speaker of the House of Representatives, and to provide a copy of the report to the Secretary of State, by December 1, 2019. (Sec. 5)

Miscellaneous

15.   Repeals the Committee on January 15, 2020. (Sec. 5)

16.   Makes technical and conforming changes. (Sections 1, 4 and 5)

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20.   Fifty-fourth Legislature                       SB 1318

21.   First Regular Session                            Version 2: Caucus & Cow

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